Agenda Document Pack - Education and Children's Services Policy Board - 31/10/2024
Renfrewshire Council · 31 October 2024
Back to Education and Children's Services Policy Board — 31 October 2024 and its agenda
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24/10/2024 Notice of Meeting and Agenda Education and Children's Services Policy Board Date Time Venue Thursday, 31 October 2024 13:00 Council Chambers (Renfrewshire), Council Headquarters, Renfrewshire House, Cotton Street, Paisley, PA1 1AN Membership Councillor Emma Rodden (Convener): Councillor Jim Paterson (Depute Convener): Councillor Jennifer Adam: Councillor Fiona Airlie-Nicolson: Ms Mary Jane Bird: Provost Lorraine Cameron: Councillor Carolann Davidson: Councillor Audrey Doig: Councillor Edward Grady: Councillor Gillian Graham: Councillor 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. MARK CONAGHAN Head of Corporate Governance Page 1 of 288
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24/10/2024 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 288
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24/10/2024 Items of business Apologies Apologies from members. Declarations of Interest and Transparency Statements Members are asked to declare an interest or make a transparency statement in any item(s) on the agenda and to provide a brief explanation of the nature of the interest or the transparency statement. 1 Revenue and Capital Budget Monitoring as at 13 September 2024 Joint report by the Directors of Finance & Resources and Children's Services. 5 - 16 2 School Holiday Arrangements School Session 2025/2026 Report by the Director of Children's Services. 17 - 20 3 Education Standards & Quality Report September 2024 Education Improvement Plan 2024/25 Report by the Director of Children's Services. 21 - 164 4 2024/25 Mid-Year Service Improvement Plan Monitoring Report Report by the Director of Children's Services. 165 - 206 5 National Qualifications Results 2024 Report by the Director of Children's Services. 207 - 222 6 Early Learning and Childcare Provision Report by the Director of Children's Services. 223 - 232 7 Learning Estate Strategy – Roll Projections Report by the Director of Children's Services. 233 - 262 8 Learning Estate Programme Update Report by the Director of Children's Services. 263 - 270 9 Education Scotland Inspection of Ralston Primary School Report by the Director of Children's Services. 271 - 278 Page 3 of 288
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24/10/2024 10 Joint inspection of services for children at risk of harm in Renfrewshire Report by the Director of Children's Services. 279 - 288 Page 4 of 288
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To: Education and Children’s Services Policy Board On: 31 October 2024 Report by: Director of Finance and Resources and Director of Children’s Services Heading: Revenue and Capital Budget Monitoring as at 13 September 2024 1. Summary of Financial Position 1.1. The projected Revenue outturn at 31 March 2025 for Children’s Services is an overspend of £0.659m (0.3%) 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 256.996 257.655 (0.659) (0.3%) Table 2: Capital Division Revised Annual Budget £m Projected Outturn £m Budget Variance £m Budget Variance % Children’s Services 31.623 31.623 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 2.3. Note the budget adjustments detailed in sections 6 and 7. Item 1 Page 5 of 288
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3. Children’s Services Revenue Budget Projection - overspend of £0.659m by 31 March 2025 3.1. The Revenue Budget Monitoring report at Appendix 1 identifies a projected annual overspend of £0.659m (0.3% 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 - £0.819m underspend Employee costs are currently projected to underspend, mainly due to vacancies; this is partly offset by an overspend in Transfer Payments. The vacancy position is under review with management. The overspend in Transfer Payments is due to the implementation of a nationally-agreed uplift in the rates paid to childcare providers. An over recovery of income is also projected in relation to wraparound care. The reduction in the forecast underspend since Period 3 is due to the application of previously agreed budget savings, partly offset by a reduction in projected Employee costs. 4.2. Primary Schools - £1.729m underspend Employee costs are currently projected to underspend and this is partly offset by projected overspends in Premises costs and Transport costs. The projected underspend in Employee costs arises 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. This underspend has increased since Period 3 due to the removal of costs related to the teachers’ pay award for 2024/25, as full details of related funding is not yet known. 4.3. Secondary Schools - £0.677m overspend Employee costs, Premises costs and Transport costs are currently projected to overspend and are partly offset by a projected underspend in Supplies and Services. The overspend in Employee costs mainly arises within teachers’ salaries; the overspend in Premises costs is mainly due to refuse collection costs, and the Transport costs overspend is due to the SPT school transport contract being greater than available budget. The underspend in Supplies and Services arises within the schools PPP contract, where the annual contract increase is less than budgeted. 4.4. ASN Schools - £0.481m overspend Employee costs are currently projected to overspend, mainly arising within teachers’ salaries. Page 6 of 288
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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. 4.6. Facilities Management - £0.108m underspend Premises costs and Supplies and 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 - £1.249m overspend Supplies and services, Third Party payments and Transfer payments are currently projected to overspend, partly offset by an underspend in Employee costs due to staffing turnover. The Supplies and Services projected overspend mainly relates to demand for both Care at Home for children with additional support needs, and payments to care leavers. The overspend in Third Party payments relates mainly to Fostering and Adoption services. The overspend in Transfer payments relates to Section 22 payments across localities. These areas will be kept under review. The increase in this forecast overspend since Period 3 relates to a more up-to-date assessment of the projected costs of Direct Payments, Fostering and Adoption and Short-term Respite. 5. Subjective Analysis - Significant Variances 5.1. Employees - £1.267m underspend A projected underspend in Primary teaching staffing is partly offset by projected overspends in Secondary and ASN teaching staffing. Projected underspends in non-teaching staffing in Children & Families and Early Learning & Childcare, arising mainly from staff turnover, are partly offset by an overspend in Additional Support for Learning due to the demand for Additional Support Needs Assistants (ASNAs). This has reduced significantly since Period 3 due to the removal of costs related to the teachers’ pay award for 2024/25, as full details of related funding is not yet known. 5.2. Premises Related - £0.319m 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 - £0.750m overspend The overspend in Transport costs is due to SPT contracts for both mainstream school transport and ASN transport being higher than available budget. Page 7 of 288
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5.4. Third Party Payments - £0.743m overspend The projected overspend in Third Party payments relates to Fostering and Adoption fees, following the implementation of the national rate for fostering allowances, and services related to Children with Disability, related to projected placement costs. This has increased significantly since period 3 due mainly to a more up-to-date assessment of the projected costs for the year of Fostering and Adoption payments and Short-term Respite services. 5.5. Transfer Payments - £0.926m overspend The projected overspend in Transfer payments relates to Early Learning & Childcare and to Children & Families. The projected overspend in Early Learning & Childcare 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 £0.294m is projected. The projected overspend in Children & Families relates mainly to Section 22 payments and will be closely monitored throughout the year. The increase in this forecast since Period 3 relates mainly to a more up-to-date assessment of the projected costs for the year of Children & Families Direct Payments. 5.6. Income - £0.752m over-recovery A projected over-recovery of income is currently projected in Early Learning & Childcare in relation to cross-boundary charges for early years services, and in Children & Families in relation to charges to other divisions of the service not reported to this Board. This variance has increased significantly since Period 3 due to a more up-to-date assessment of the expected level of yearly recharge to Criminal Justice for justice services carried out by the Children & Families division. 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 last report: Page 8 of 288
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Revenue Budget Adjustments Objective Heading Subjective Heading Amount (£m) Reason Children’s Services Premises Related (0.022) Corporate Landlord transfers relating to small repair projects Environment, Housing & Infrastructure Premises Related 0.022 Corporate Landlord transfers relating to small repair projects Children’s Services Supplies & Services 0.075 Cost of the School Day Chief Executive’s Service Supplies & Services (0.075) Cost of the School Day 6.4. The Director seeks approval for the following proposed virement, which addresses a significant variance in-year, and will be reflected in the next board report: Revenue Budget Adjustments Objective Heading Subjective Heading Amount (£m) Reason Children’s Services Supplies & Services (0.502) Reduced cost projection in relation to Schools PPP contract inflation Children’s Services Transport Costs 0.502 To mitigate inflationary cost pressure in relation to education transport contracts 6.5. The following budget adjustment is in line with the earmarking of funds set aside in previous years, and is therefore for noting only: Revenue Budget Adjustments Objective Heading Subjective Heading Amount (£m) Reason Children’s Services Various 1.093 Use of service reserves 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 £31.623m. 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 3. 7.3. A number of budget adjustments have taken place between years to reflect revised programming of some capital projects. Details of the adjustments made since the previous Board report, which amount to £39.827m, are as follows: Page 9 of 288
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Capital Budget Adjustments Project Amount (£m) Reason Paisley Grammar School Community Campus (17.906) Budget decelerated to 2025/26 and beyond to reflect revised cashflows now that construction work is underway. Thorn Primary School (new build) (8.921) Budget decelerated into 2025/26. Only design fees are now anticipated in 2024/25. Second Dargavel Primary School (new build) (9.000) Budget decelerated into 2025/26. Park Mains High School extension (4.000) Budget decelerated into 2025/26. Total (39.827) Page 10 of 288
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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 £0.659m. 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 11 of 288
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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 12 of 288
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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 Geoff Borland, Finance Manager Page 13 of 288
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Appendix 1 RENFREWSHIRE COUNCIL REVENUE BUDGET MONITORING STATEMENT 2024/25 1 April 2024 to 13 September 2024 POLICY BOARD : EDUCATION & CHILDREN'S SERVICES Subjective Summary Annual Budget at Period 3 Budget Adjustments Revised Annual Budget at Period 6 Projected Outturn Budget Variance (Adverse) or Favourable Previous Projected Outturn Variance Movement £000 £000 £000 £000 £000 % £000 £000 Employees 174,814 4,442 179,256 177,989 1,267 0.7% (903) 2,170 Premises Related 9,470 18 9,488 9,807 (319) (3.4%) (286) (33) Transport Related 5,992 5 5,997 6,747 (750) (12.5%) (603) (147) Supplies and Services 33,555 (1,764) 31,791 31,747 44 0.1% 79 (35) Third Party Payments 18,918 0 18,918 19,661 (743) (3.9%) (165) (578) Transfer Payments 14,550 1,354 15,904 16,830 (926) (5.8%) (608) (318) Support Services 53 888 941 925 16 1.7% 13 3 GROSS EXPENDITURE 257,352 4,943 262,295 263,706 (1,411) (0.5%) (2,474) 1,063 Income (1,550) (3,749) (5,299) (6,051) 752 14.2% 187 565 NET EXPENDITURE 255,802 1,194 256,996 257,655 (659) (0.3%) (2,287) 1,628 Page 14 of 288
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Appendix 2 RENFREWSHIRE COUNCIL REVENUE BUDGET MONITORING STATEMENT 2024/25 1 April 2024 to 13 September 2024 POLICY BOARD : EDUCATION & CHILDREN'S SERVICES Objective Summary Annual Budget at Period 3 Budget Adjustments Revised Annual Budget at Period 6 Projected Outturn Budget Variance (Adverse) or Favourable Previous Projected Outturn Variance Movement £000 £000 £000 £000 £000 % £000 £000 Directorate 403 881 1,284 1,292 (8) (0.6%) 7 (15) Early learning & childcare 33,945 (197) 33,748 32,929 819 2.4% 1,293 (474) Primary 65,269 (143) 65,126 63,397 1,729 2.7% (14) 1,743 Secondary 89,989 636 90,625 91,302 (677) (0.7%) (1,691) 1,014 ASN Schools 7,407 (105) 7,302 7,783 (481) (6.6%) (543) 62 Additional support for learning (ASL) 17,896 (184) 17,712 18,612 (900) (5.1%) (900) 0 Psychological services 877 403 1,280 1,280 0 0.0% 0 0 Education development 2,163 295 2,458 2,458 0 0.0% 0 0 Attainment Challenge 0 (484) (484) (484) 0 0.0% 0 0 Facilities management 598 (52) 546 438 108 19.8% 107 1 Children & Families 37,255 144 37,399 38,648 (1,249) (3.3%) (546) (703) NET EXPENDITURE 255,802 1,194 256,996 257,655 (659) (0.3%) (2,287) 1,628 Page 15 of 288
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Appendix 3 Prior Years Approved Budget Revised Projected Expenditure Budget Adjustments Budget Outturn Total Approved Projected to 31/03/2024 2024-25 since previous 2024-25 2024-25 Budget Outurn Project Title Board report to 31-Mar-29 to 31-Mar-29 £000 £000 £000 £000 £000 £000 £000 EDUCATION & CHILDREN SERVICES Primary Schools Estate Programme(SEMP) 10,422 202 0 202 202 0 0% 10,623 10,623 0 0% Paisley Grammar New Campus 6,707 45,044 (17,906) 27,138 27,138 0 0% 85,600 85,600 0 0% Thorn PS New Build 79 9,921 (8,921) 1,000 1,000 0 0% 14,000 14,000 0 0% Dargavel Extension (Modular Units) 2,133 117 0 117 117 0 0% 2,250 2,250 0 0% DPS2 New Build 0 10,000 (9,000) 1,000 1,000 0 0% 44,500 44,500 0 0% Other Schools Investment Programmes 0 213 0 213 213 0 0% 213 213 0 0% Total Schools Estate(inc Early Years) Programme 1,553 302 0 302 302 0 0% 563 563 0 0% PMHS Extension 0 5,000 (4,000) 1,000 1,000 0 0% 30,000 30,000 0 0% Technology Replacement Strategy ICT 0 651 0 651 651 0 0% 1,851 1,851 0 0% TOTAL EDUCATION & CHILDREN'S SERVICES BOARD 20,894 71,450 (39,827) 31,623 31,623 0 0% 189,600 189,600 0 0% *Rolling programmes have a prior year year expenditure of £0 as the expenditure is not directly linked from one year to the next as a singular project. CAPITAL INVESTMENT STRATEGY - NON-HOUSING SERVICES Budget Variance (Adverse) or Favourable Current Year 2024-25 Budget Variance (Adverse) or Favourable Full Programme - All years RENFREWSHIRE COUNCIL 1st April to 13th September 2024 POLICY BOARD: EDUCATION & CHILDEN'S SERVICES Page 16 of 288
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To: Education and Children’s Services Policy Board On: 31 October 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: School Holiday Arrangements School Session 2025/2026 ___________________________________________________________________ 1. Summary 1.1. The Education and Children’s Services Policy Board is asked to determine the pattern of school holiday arrangements for the school session beginning August 2025. 1.2. Attached as Appendix 1 to this report, is the proposal shared with trade union representatives and agreed with in principle. __________________________________________________________________ 2. Recommendations 2.1. Members of the Education and Children’s Services Policy Board are asked to authorise the Director of Children’s Services to set school holiday arrangements for academic year 2025/2026 in line with appendix 1 to this report. ___________________________________________________________________ 3. Background 3.1. Each year the Education and Children’s Services Policy Board is asked to determine a framework for school holiday arrangements for the session beginning in August of the following year. 3.2. Consultation has taken place with staff, parent councils, pupil councils, teaching and other trade unions for consideration on the proposal for 2025/2026 on the key dates contained within the preferred option. 3.3. The recommended arrangements attached are the best match possible to those being considered by neighbouring councils given the varying fair holiday arrangements. 3.4. The proposed patterns meet, where possible, the majority of the desirable features which are: Item 2 Page 17 of 288
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• aligning the dates of major holidays with those of neighbouring councils; • providing a two week break at Christmas, including Christmas eve; • providing a mid-term break in February; and • providing a two week school holiday in spring. ___________________________________________________________________ Implications of this report 1. Financial Implications None. 2. HR and Organisational Development Implications None. 3. Community Plan/Council Plan Implications None. 4. Legal Implications None. 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 for example it is for noting only. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety Implications None. 9. Procurement Implications None. 10. Risk Implications None. 11. Privacy Impact None. 12. Climate Risk None. Page 18 of 288
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13. COSLA Policy Position None. 14. Children’s Rights This report relates to the scheduling of school holidays. The pattern of holidays or number of school holidays doesn’t change, so the rights of children are not affected by the discussions. List of Background Papers (a) Background Paper 1: Proposed School Holiday Arrangements – 2024/2025 The foregoing background papers will be retained within children’s services for inspection by the public for the prescribed period of four years from the date of the meeting. The contact officer within the service is (Laura Baillie, Resources Support Manager, 07970876292 laura.baillie@renfrewshire.gov.uk) ___________________________________________________________________ Children’s Services GL/LB 1 October 2024 Author: Laura Baillie, Resources Support Manager, 07970876292 laura.baillie@renfrewshire.gov.uk Page 19 of 288
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To: Education and Children’s Services Policy Board On: 31 October 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Education Standards & Quality Report September 2024 Education Improvement Plan 2024/25 ___________________________________________________________________ 1. Summary 1.1 Renfrewshire’s annual Education Standards & Quality Report (September 2024) and Education Improvement Plan (2024/25) have been developed through consultation with a variety of stakeholders. 1.2 Both the report and plan align to the National Improvement Framework (NIF) for Scottish education. Self-evaluation information, a wide range of data and feedback from external partners was used to report on the progress and impact of our improvement priorities during session 2023/24 and to identify our priorities for improvement for the period 2024/25. 1.3 Significant progress was made during the last academic session as outlined in the Standards and Quality Report. The report sets out the progress made in achieving our improvement priorities for 2023/24 and focuses on the impact we have had. It also highlights a wide range of successes and achievements from across Renfrewshire schools and early years settings. In addition, the report demonstrates our commitment to The Promise and how we are shaping policy and practice to improve outcomes for our Care Experienced children and young people. 1.4 Our Education Improvement Plan sets out where we want to improve and how we want to do that, based on the evidence we have gathered on our current performance. Our plan focuses on six main priority areas: • Reduce child poverty in Renfrewshire and improving outcomes for children and families currently living in poverty • Place children and young people’s human rights at the heart of the planning and delivery of services that affect them • Protect the most vulnerable members of our communities, including children and young people who are at risk • Support and nurture our children, families and communities • Create the best possible learning estate to allow children and young people to thrive • Raise attainment and enhance learning and teaching in an inclusive environment Item 3 Page 21 of 288
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As well as the five main priorities, there are overarching features of highly effective practice which will continue and evolve to support achievement of the priorities. These include our leadership programme, data analysis, quality improvement, professional learning, partnership working and the school estate management plan. 1.5 Delivery of the improvement plan priorities continues to be through a portfolio planning approach. Three portfolio plans have been developed by teams, each led by a Head of Service, and are detailed within the Education Improvement Plan. • Inclusion • Families and Communities • Curriculum, learning, teaching and assessment 2. Recommendations 2.1 Members of the Education and Children’s Services Policy Board are asked to note the content of the Education Standards & Quality Report (September 2024) Appendix 1 and Education Improvement Plan (2024/25) Appendix 2. ___________________________________________________________________ 3. Background 3.1. The ‘Statutory Guidance: Standards in Scotland etc. Act 2000’ covers a series of local authority planning and reporting duties which took effect from 1 August 2017. 3.2. This places a duty on education authorities to prepare and publish annual plans outlining the steps they intend to take during the planning period. In addition, education authorities are required to prepare and publish an annual report evaluating the progress and impact of the steps taken. 3.3. The guidance states that both the plan and the report must seek to reduce inequalities of outcome experienced by pupils as a result of socio-economic disadvantage, in pursuance of the NIF for Scottish education. 3.4. Copies of the plan and report are required to be submitted to Scottish Government. _________________________________________________________________ Implications of the Report 1. Financial – No financial implications 2. HR & Organisational Development – No HR implications 3. Community/Council Planning – The priorities within the Education Improvement Plan support delivery of the priorities contained within Renfrewshire’s Community Plan, Council Plan and the Children’s Services Improvement Plan Economy Equipping all children and young people to achieve success in life Fair Creating inclusive and supportive learning environments for children and young people to attain and achieve Embedding children’s rights in our decision-making processes Page 22 of 288
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4. Legal – no legal implications 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health & Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks 10. Risk – No risks identified. 11. Privacy Impact – No impact on privacy. 12. Cosla Policy Position – N/A 13. Climate Risk – None. 14. Children’s Rights – This links to, Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. List of Background Papers – none Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 23 of 288
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Education Standards and Quality Report September 2024 Achieving Equity and Excellence in Renfrewshire Page 24 of 288
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Education Standards and Quality Report September 20242 Page 25 of 288
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Contents Education Standards and Quality Report September 2024 3 Introduction ................................................4 About this report .........................................5 Renfrewshire Council Plan Strategic Outcomes ..............................6 Our Values ...................................................7 Renfrewshire Children’s Services Vision .......8 Children’s Services Improvement Plan Priorities .....................................................9 Local Context ............................................10 Successes and Achievements ....................11 Pupil Equity Funding (PEF) .........................16 The Promise ..............................................18 Portfolio Planning .....................................22 How well did we do? .................................. 23 Inclusion .....................................................24 Families and Communities ........................32 Curriculum, Learning, Teaching and Assessment .......................44 Performance Information ......................... 64 Appendix ....................................................74 Appendix A Scottish Government Education Workforce Support— Professional Learning ................................75 Appendix B Future Paisley Pathway Programme Evaluation Report .................78 Page 26 of 288
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Introduction On behalf of Children’s Services, we are delighted to present to you our annual Standards and Quality report. This report is a tribute to the many superb achievements of Renfrewshire’s children, young people, staff and partners over the academic session 2023/24. We are committed to providing the best possible service for our children, young people and families. This report highlights the progress and impact related to key portfolio themes: Curriculum, Learning, Teaching and Assessment; Inclusion; and Families and Communities. These themes have been underpinned by our commitment to equity and excellence and demonstrate our continued determination to close the poverty-related attainment gap, whilst raising attainment for all. The ambition shown by our staff, children and young people has been outstanding and has ensured that we have continued to make improvements and deliver a high-quality service. We are very proud of the successes and achievements and would like to thank everyone for their dedication to doing their very best for Renfrewshire’s children, young people and families. We hope this Standards and Quality Report for 2023/24 provides you with a clear insight into how we work in partnership, setting the highest expectations and ambitions for all to deliver the best possible service. Councillor Emma Rodden Convener Education and Children’s Services Education Standards and Quality Report September 20244 Janie O’Neill Director of Children’s Services Page 27 of 288
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Education Standards and Quality Report September 2024 5 About this report Standards and Quality report This report sets out the progress made towards achieving the outcomes set out in our Education Improvement Plan for 2023/24 and focuses on the impact we have had. How have we gathered evidence for the Standards and Quality report? A range of evidence, and consultation with stakeholders including external partners, was used to measure our progress. This included: • Analysis of attainment and achievement data • School and Early Learning and Childcare (ELC) Standards and Quality reports and annual improvement plans • School and ELC self-evaluation returns on HGIOS/HGIOELC Quality Indicators 1.3, 2.3, 3.1 and 3.2 • Quality Improvement Visits to establishments and Education Manager reports • Renfrewshire’s GIRFEC review and refresh • Development Officers’ impact reports • Attainment Adviser tri-annual reports • Academic partner impact reports • Survey information • Care Inspectorate reports and feedback from Education Scotland inspections • Professional learning evaluations • Consultation on a variety of topics with Heads of establishment, staff, children and young people and partners • Participation statistics related to aspiring leaders at all levels of the programme and analysis of their career progression • Accredited and internal award statistics Through our rigorous self-evaluation, we identify where we are performing well and areas that require further improvement. In this way we can target our priorities for improvement over the coming year. Page 28 of 288
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Education Standards and Quality Report September 20246 Education Standards and Quality Report September 20246 Renfrewshire Council Plan Strategic Outcomes Cross cutting theme: Improving outcomes for children and families We will encourage kind and connected communities—where our citizens take pride in their place, attracting others to move here and share in the opportunities Renfrewshire has to offer. We will support a strong and flexible local economy—with Renfrewshire able to adapt after the pandemic, building up resilience to support good green jobs and skills for all local people to enjoy the benefits of both living and working here. We want Renfrewshire to be a fair place— where all our people have the best chances to live happy, healthy and fulfilled lives, to feel safe, supported and empowered to unlock the strength of our collective potential. We are working towards a greener future— taking responsibility for our impact on the planet and taking brave, bold steps to protect the natural environment that supports and benefits us all. We want our employees to feel proud to work for Renfrewshire Council because we are a values driven organisation, where we all understand and value our contributions, and we are passionate about making a difference for Renfrewshire. Page 29 of 288
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Our Values We are fair. We treat each other and everyone we deal with respectfully and work hard to build trust in Renfrewshire Council. We are helpful. We care about getting things right and are always approachable. We are great collaborators. We work as one team and with people who care about this place. We value learning to help us innovate, improve and deliver better services. Page 30 of 288
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8 Renfrewshire Children’s Services Vision Working together to get it right for children, families and communities—protecting, learning, achieving and nurturing. Page 31 of 288
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Education Standards and Quality Report September 2024 9 Children’s Services Improvement Plan Priorities Reduce child poverty in Renfrewshire and improving outcomes for children and families currently living in poverty Place children and young people’s human rights at the heart of the planning and delivery of services that affect them Protect the most vulnerable members of our communities, including children and young people who are at risk Support and nurture our children, families and communities Create the best possible learning state to allow children and young people to thrive e Raise attainment and enhance learning and teaching in an inclusive environment This report describes the progress made in taking forward our 5 strategic priorities above and the positive impact of this work on our children and young people. Our improvement priorities align to those outlined in the National Improvement Framework (NIF) 5 National Improvement Framework (NIF) Priorities • Place the human rights and needs of every child and young person at the centre of education • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young people • Improvement in children and young people’s health and wellbeing • Improvement in employability skills and sustained, positive school-leaver destinations for all young people Page 32 of 288
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Education Standards and Quality Report September 202410 Local Context 27,491 children and young people in early years, primary, secondary and additional support needs schools and centres secondary schools11 primary schools 50 early learning and childcare classes 9 of which are extended day and year provision and 1 class for children with additional support needs 23 early learning and childcare centres15 45 early learning and childcare funded providers; 36 nurseries and 9 childminders children’s houses and supported accommodation for young people leaving care.4 schools for children and young people with additional support needs2 Scottish Index of Multiple Deprivation (SIMD) Across Renfrewshire, of the 225 data zones, one quarter are in the 20% most deprived areas. 66 datazones are within the 20% most deprived areas in the health domain. 56 datazones are within the 20% most deprived areas in the income domain. 58 datazones are within the 20% most deprived areas in the employment domain. Page 33 of 288
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Education Standards and Quality Report September 2024 11 Successes and Achievements We are very proud to celebrate the huge number of successes and achievements across Renfrewshire schools and early learning and childcare establishments. Some examples include: Scottish Book Trust ‘Reading Schools’ Awards Core Level— 28 Primary and 6 Secondary Schools Silver Level— 11 Primary and 1 Secondary School Gold Level— 11 Primary and 1 Secondary School Castlehead High, Glencoats, Wallace and West primaries became the first Renfrewshire schools to achieve the new Cluster Reading Schools’ status. Lorraine McAdam, classroom assistant at St Anne’s Primary School is this year’s winner of the Scottish Book Trust’s Learning Professional Award for her work on leading reading developments within her school. This is the second year in a row that the award has come to Renfrewshire. Dolly Parton’s Imagination Library (DPIL) Dolly Parton’s Imagination Library in Renfrewshire achieved the milestone of gifting 100,000 books in August 2023. This was celebrated with an event at Paisley Town Hall in November. Over 3200 children across Renfrewshire continue to receive a free book each month from Imagination Library. Winner—COSLA Excellence Award and Scottish Public Service Award Category 3: Tackling Inequalities and Improving Health and Wellbeing Renfrewshire’s ‘Alcohol and Substance Awareness Education Programme’ Generations Working Together – Excellence Awards 2024 Todholm Early Learning and Childcare Class - Highly Commended for their work in developing a reciprocal learning programme with residents in a local Care Home. Children, families and residents built attachments and supported each other’s learning experiences. They hosted weekly sessions together alternating between the Care Home and the ELCC and used the Early Years Dolly Parton Imagination Library with children sharing stories and their passion for reading, expanding this across generations. Page 34 of 288
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Education Standards and Quality Report September 202412 Successes and Achievements Renfrewshire’s Nurturing Relationships Approach (RNRA) Schools’ and ELCCs’ Accreditation Awards (as of June 2024) Jade (level 1) 59 Ruby (level 2) 26 Amethyst (level 3) 13 Gold (level 4) 9 Digital Schools Award Scotland 26 primary schools, 2 secondary schools and 1 ASN Digital Wellbeing Award 5 primary schools, 1 secondary school and 1 ASN Digital Endorsement Award 1 primary school PE, Physical Activity and Sport Sports Scotland School Gold Awards • Arkleston Primary School • Barsail Primary School • Bishopton Primary School • Dargavel Primary School • Fordbank Primary School • Heriot Primary School • Newmains Primary School • Rashielea Primary School, • Wallace Primary School • Renfrew High School LGBT Charter Mark Awards • Bridge of Weir Primary School • Johnstone High School • Castlehead High School • Renfrew High School • Gryffe High School (Silver) • Gleniffer High School (Silver) • Glencoats Primary School (Bronze) • Paisley Grammar School (Bronze) • Kilbarchan Primary School (Bronze) • Linwood High School (Bronze) Education Scotland Inspections 1 secondary school and 5 primary schools were inspected in session 23/24 and all inspections were positive. Gradings for all Quality Indicators inspected were either ‘Good’ or ‘Very Good’. 30 Early Learning and Childcare settings were visited by the Care Inspectorate and most inspections were positive. Page 35 of 288
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Education Standards and Quality Report September 2024 13 Successes and Achievements SEL Worldwide Model School Status (PATHS awards) In recognition of their outstanding commitment to social and emotional learning in their establishment. • Wallace Primary School and Early Learning and Childcare Class • Moorpark Early learning and Childcare Centre • Todholm Early Learning and Childcare Class 9 primary schools and 5 early learning and childcare classes/centres have now achieved this status. Social Enterprise Academy Dragon’s Den Winner Our Lady of Peace Primary School ‘ Peace Pantry—Giving our families peace of mind’ The children successfully managed to convince the Dragon’s to invest in their business. Children raised start-up costs by writing to local businesses and sharing information on social media. Several families benefit from being able to buy staple food items at very low cost on a weekly basis. The children were invited to receive a Social Enterprise Academy Award at the Awards Ceremony in Edinburgh. They talked about their business with confidence and pride to representatives from Scottish Government, Education Scotland and other Scottish local authorities. Eco Schools Scotland Green Flag Award 5 Early Learning and Childcare Centres/ providers 17 Primary Schools 3 Secondary Schools Scottish Young Musician National Final Molly Reilly S6 (Singer) from Renfrew High School—winner of Renfrewshire Schools’ Young Musician represented Renfrewshire at the national final. Page 36 of 288
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Education Standards and Quality Report September 202414 Successes and Achievements Renfrewshire Schools’ Christmas Evening of Music Two sell out concerts at Paisley Abbey involving over 340 young performers Renfrewshire Schools’: • Junior & Senior String Ensembles • Concert & Symphonic Wind Bands • Jazz Band • Senior Ceilidh Groups • Pipe Bands • The Choirs of Bridge of Weir & Todholm Primaries Renfrewshire Schools’ Spring Concert Series Two sell out concerts at Paisley Town Hall involving over 350 young performers • Renfrewshire Schools’: • Junior & Senior String Ensembles • Concert & Symphonic Wind Bands • Jazz Band • Junior & Senior Ceilidh Groups • Pipe Bands • Gaelic Choir • National Youth Choir of Scotland • Pupils from Riverbrae & East Fulton Schools Performances Renfrewshire Schools’ Pipe Band performed at the opening and closing concerts of Mòd 2023 with the Senior Pipe Band performing at the UCI World Cycling Championships, Piping Live, Edinburgh Castle, Queen Anne Liner, Renfrew Gala Day and Armed Forces Day. Renfrewshire Schools’ Senior Pipe Band achieved success at various competitions including: 1st place— Gourock Games (NovA and Juvenile) 1st place— Renfrew Pipe Band Competition (Grade 4a) 2nd place— Scottish Pipe Band Championships (NovA Senior) Page 37 of 288
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Education Standards and Quality Report September 2024 15 Page 38 of 288
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Education Standards and Quality Report September 202416 Pupil Equity Funding (PEF) Pupil Equity Funding (PEF) is allocated directly to schools and targeted at closing the poverty related attainment gap, helping to achieve equity. Renfrewshire has created a culture of school empowerment which encourages and enables leaders to make innovative decisions on available spend, based on sound self-evaluation information. Local authority guidance is provided for schools including an amended PEF planning format and refreshed guidance around reporting on the impact of PEF. Whereas previously PEF planning was woven throughout school improvement plans, a standalone PEF plan was introduced for session 2023-24. The standalone plan has enabled a clearer identification of the rationale for PEF spend and associated intended outcomes and measures while still maintaining the link with the overall school improvement plan. Planning has also been streamlined to link more effectively with procurement and finance departments. Schools are made aware of the importance of stakeholder engagement in the planning process via the annual guidance. Schools are also encouraged to adopt a participatory budgeting (PB) approach as an effective way to engage with children and young people around PEF planning. Schools are supported by the Data Analysis team, the Attainment Advisor and Education Managers to plan effectively and to fully invest their PEF in targeted and additional interventions to improve the educational outcomes of children affected by poverty. In addition, the Data Analysis team support schools to demonstrate the impact of their PEF through case studies and by linking improvements to their school attainment targets. There is a robust process in place to review PEF planning and reporting. The Attainment Advisor plays an important role in this process, working collaboratively with link Education Managers and Heads of Service. Plans and reports are reviewed against a range of criteria including, for example, the strength of outcomes and measures and the inclusion of a data informed rationale. This process has led to a clear improvement in the quality of PEF planning over the past two years in most schools. PEF impact visits, involving the Attainment Advisor, feature in the updated Quality Improvement Framework. As a result, it is now possible to identify strengths and areas for development around planning and, importantly, there is strong evidence of impact being gathered. There are many examples of interventions and approaches which have had a positive impact on the attainment, achievement and wellbeing of targeted groups. The information gathered on visits also demonstrated that data is used very effectively to provide evidence of the impact of interventions and to identify improvement priorities Page 39 of 288
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Pupil Equity Funding (PEF) There have been robust financial governance arrangements in place since the introduction of PEF. Headteachers are provided with clear guidance from the central team, HR and the Procurement team regarding finances, procurement and staff deployment. These arrangements are further enhanced by the support from the Pupil Equity Fund Coordinator, who has oversight of all PEF activity, and supports with the central coordination of these funds. A PEF Governance Board meets regularly to discuss issues related to planning, reporting, staffing, services and goods, and monitors risks associated with the fund. As a result, Renfrewshire has consistently had one of the lowest levels of underspend in the country. Education Standards and Quality Report September 2024 17 Page 40 of 288
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Education Standards and Quality Report September 202418 The Promise The Promise and Education Our Promise Manager has a lead role in the strategic planning activity relating to The Promise across Renfrewshire. The Promise Manager has a strong understanding of education’s purpose, aims, objectives and planned outcomes contributing towards Renfrewshire’s Promise activity and plans. The Promise Manager works collaboratively with The Promise Governance structure in Renfrewshire and with the Promise Ambassador to continue to deliver the significant progress made in shaping policy and practice to improve outcomes for our Care Experienced children and young people (CYP). The Promise Ambassador works closely with the Care Experienced community to ensure that their voice is embedded in the work that we do around The Promise. Renfrewshire’s Promise delivery is overseen by a Strategic Promise Oversight Group, which reports to the Children’s Services Partnership. This ensures alignment with the Children’s Services Plan and facilitates effective implementation. Senior Leaders in Education including the Director of Education, Head of Education and Education Managers play a pivotal role in promoting and highlighting The Promise. In a recent Children’s Services staff survey, 76% of respondents strongly agreed or agreed that The Promise is visible and that Promise related activity is underway across the organisation and 76% agreed or strongly agreed that The Promise is having a positive impact on the lives of the children and young people at risk of harm with whom they are working. We have entered year 4 of this 10-year programme of change with strong evidence of activity across Renfrewshire to #KeepThePromise with significant developments underway and more planned. Delivering The Promise in Renfrewshire is part of a wider vision on improving outcomes for CYP who are more likely to face poorer outcomes because of experience of child poverty, other inequalities, trauma and adversity. The Promise approach in Renfrewshire is clearly aligned with significant other policy areas and part of a wider ambition that Renfrewshire’s CYP people are happy, healthy, safe and thriving. The Promise aligned policy areas include United Nations Convention on the Rights of the Child, Getting it right for every child, National Trauma Transformation Programme and wider equalities strategies and legislation. Policies and procedures, e.g., Renfrewshire’s Brothers and Sisters Policy and Renfrewshire Language Policy, have been produced in conjunction with children, young people and families. Page 41 of 288
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Education Standards and Quality Report September 2024 19 The Promise We make every effort as education professionals to adopt a loving, nurturing approach that encourages a culture where our service users are empowered to ask us about any aspect of our services. Central to our approach to The Promise and our wider policy development work is actively listening to our children, young people and families. For example, across Renfrewshire Schools we conduct surveys and almost all of our schools’ young people and families rate their view of talking to schools favourably. In all our educational establishments we are ambitious for our Care Experienced CYP and The Promise is a key priority for us to ensure CYP who are Care Experienced have all they need to thrive, recognising that they may experience unique challenges. For our Care Experienced CYP our schools are about much more than educational outcomes and are critical for our Care Experienced children to build relationships, friendships, and ambition. They provide day-to- day continuity and a safe, nurturing environment in the lives of Care Experienced children. The Promise—Highlights Care Experienced Data Dashboard Development The Children’s Services Data and Evaluation Officer collaborated with the Promise Manager to develop the Care Experienced Data Dashboard. This dashboard brings together data in one place, as a convenient tool to track and analyse the wellbeing, attendance, attainment, exclusions, positive destinations and wider achievement of our Care Experienced children and young people. For example, as of April 2024, we were able to evidence a significant reduction in: the number of Care Experienced CYP who had been excluded; the number of exclusion incidents and number of days of education missed to exclusion compared to the same data point capture the previous year. Renfrewshire’s Promise Keeper Network There are currently 264 Promise Keepers across Renfrewshire with 86 Promise Keepers in Education. Promise Keepers act as local champions, helping to educate and improve services for Care Experienced CYP. They are central to ensuring The Promise remains at the forefront of service design and delivery. All Promise Keepers undergo training to ensure that they have a good understanding of The Promise and are being supported to fulfil the role. Education and Keep The Promise Fund The Keep The Promise Fund is part of a series of funds within The Promise Partnership which offers funding and support to organisations and collaborations to #KeepThePromise and help drive forward change that matters to children, young people and families. Two Keep The Promise Fund projects are underway in Renfrewshire under the Thematic Challenge Area: Supportive school structure (right to education). Page 42 of 288
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Education Standards and Quality Report September 202420 The Promise Keep The Promise Fund Project 1: Johnstone High School This Keep The Promise Fund 1 Project (to reduce exclusion of children and young people with Care Experience by ensuring they have a key person who is their advocate, who will support their attendance and participation in education) has been co-produced and designed by our Care Experienced community in Johnstone High School. Our children and young people have shaped the provision that we have for supporting children with Additional Support Needs. Their views are vital in the planning for the professional learning of staff who support children. All the above evidence a learning culture, the voice of our Care Experienced Community and our workforce being heard, co designing and proving us with appropriate challenge. An aspect of this project involves Contextual Safeguarding activity in Johnstone High School which is delivered by Barnardo’s. Contextual safeguarding is an approach to understanding and responding to young people’s experiences of significant harm beyond their home environment. A Contextual Safeguarding approach aims to prevent and disrupt harmful extra-familial contexts, with focus on those causing harm and the spaces where this occurs. This test of change activity will identify how the context of ‘education’ can better protect against extra-familial harm. Keep The Promise Fund Project 2: St Andrews Academy This project is around transitions from Primary to Secondary for Care Experienced CYP. Transitions are a natural part of school life, however, for some of our Care Experienced young people transitions can be particularly difficult. The project is exploring how through the creation of a Promise Team in our largest secondary we can overcome the issues that “last minute” transitions can cause. This project uses the Promise Team to research what works well from the current transition programme and looks creatively at how this can be amplified to provide intensive support for any child (in particular Care Experienced Child) transitioning to secondary school. Communities That Care Curriculum Project Renfrewshire Council fund this programme, in partnership with Who Cares? Scotland creating inclusive school environments for Care Experienced CYP through a curriculum delivery programme across Renfrewshire Schools (Primary and Secondary). The goal of the programme is to create more caring and inclusive school environments for Care Experienced CYP. Embedding learning about Care Experience as an ongoing part of the Personal and Social Education (PSE) curriculum from Early Years to S6, and to the wider school community, helps to ensure that the school environment and all children, whatever their background and family circumstances, will: be more empathic and inclusive; increase knowledge and understanding of Care Experience; and support Care Experienced CYP to embrace their care identity and access support. The longer term aims of the programme are: Care Experienced CYP to stay in school longer and improve educational outcomes; an understanding of Care Experience is an integral part of school life; a positive Page 43 of 288
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Education Standards and Quality Report September 2024 21 impact on attitudes within local communities, as CYP grow up to be care-aware citizens; and a reduction of stigma and discrimination towards Care Experienced people of all ages. 32 schools (50%) of all schools in Renfrewshire have received at least Stage 1 Training. All 31 remaining schools have committed to the programme for session 24/25. ‘ I think the biggest thing for me is the change around language and using the correct terms not just for myself but for the whole staff. Through organising Training from ‘Who Cares? Scotland’ staff now have a greater understanding of what some of our Care Experienced children have gone through. The Promise has opened my eyes to the support and opportunities that are being provided for our older children in Renfrewshire as well.’ Depute Headteacher, Primary School The Promise Page 44 of 288
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Education Standards and Quality Report September 202422 Portfolio Planning A portfolio management approach to service improvement planning is used to support prioritisation, integration and joint planning, reducing duplication and over-reporting. We identified three portfolios in Children’s Services, each led by a Head of Service. These are: Inclusion Families and Communities Curriculum, Learning, Teaching and Assessment Each portfolio was tasked with developing their own portfolio plan to deliver on our agreed service priorities. Portfolios are unique, delivering on clear actions related to their context, however they are also linked by cross- cutting actions, and this is evident in each plan. Planning teams were established to support with the development and delivery of each portfolio plan. Teams are also responsible for evaluating and reporting at regular intervals throughout the year. Features of highly effective practice that underpin all portfolios include: • Leadership Strong strategic leadership in Renfrewshire Council ensures that all decision-making and improvement planning is underpinned by the principles of empowerment. Current leaders and aspiring leaders are very well supported through high quality professional learning programmes. • Data Analysis Decision making and planning is centred around high-quality data and evidence. A data for improvement culture is embedded at all levels. • Career Long Professional Learning Creating a collaborative culture where all staff are empowered to fully participate in career long professional learning. • Quality Improvement Framework Supporting and challenging establishments to improve standards and quality; collaborate, empower, improve. • Workforce Planning Maximising the potential of new and existing staff to build capacity and improve outcomes for children and young people. • School Estate Management Planning Providing innovative and creative learning environments which are welcoming to all; learner focused; supportive and inclusive; sustainable; and agile enough to support the needs and aspirations of all users. • Partnership working Capitalising on partnership working to achieve collective impact and added value. Page 45 of 288
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How well did we do? The following sections summarise how well we are doing in achieving the outcomes set out in each Portfolio Plan. The Appendices contain additional case studies/reports which have been developed to provide further evidence of progress and impact. Page 46 of 288
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Education Standards and Quality Report September 202424 Education Standards and Quality Report September 2024 GIRFEC (Getting it Right for Every Child) Renfrewshire’s Children’s Services planning partners are committed to improving outcomes for children and young people, with a particular focus on those who are most vulnerable. The Renfrewshire Children’s Services Partnership promotes the Getting it Right for Every Child (GIFREC) approach to enable collective achievement of our vision for children and young people. We are ambitious for all of our children and young people and as such we are working to ensure that those with additional support needs (ASN) have the same access to the range of experiences as mainstream children. The refreshed staged intervention framework has been embedded through a shared vision and improved integrated working across all services including education, health, social work, voluntary sector and employment & training. Children and young people (CYP) are better supported in schools by key adults working together to ensure the child’s support is systematically reviewed and adapted as the child grows and develops. There is improved teacher confidence in supporting CYP with additional support needs (ASN). Parents/carers and CYP are routinely involved in decisions relating to the support they need to thrive in education. Feedback on the staged intervention framework highlighted that it: supports a solution-focussed planning approach; streamlines procedures and support; promotes multi-agency planning and use of a shared language; the voices of CYP and family are at the heart of decision-making; encourages more focussed discussions; highlights the strengths of CYP; improves equity of resource and transparency through Staged Intervention Support (SIS) Panel and Education Support and Resource Group (ESRG); and provides robust authority wide training for teaching and support staff. A data dashboard has been introduced to track and monitor allocation of central resource. New systems and processes for referrals to SIS panel and ESRG are now robustly tracked through a triage tracker and the deployment of staff s now clearly aligned with the Staged Intervention Framework. A refreshed quality assurance framework has been successfully piloted and the information gathered is used to provide targeted support to establishments. Examples of good practice in staged intervention have been shared through the Pupil Support Coordinator (PSC) Forum and through case studies highlighting the impact of joint planning. Areas of focus have been identified from PSC feedback for session 24/25 with a particular focus on SMART targets and chronologies. Very good progress has been made in relation to the central tracking and monitoring of data. As a result, this informs central planning and decision making. Attendance and exclusion levels of children and young people with ASN are now tracked termly. Transition for children and young people with ASN is tracked through Education Support Resource Group (ESRG) processes ensuring that all children and young people with ASN have an appropriate pathway and enhanced transition. Participation and achievement are tracked through schools’ own tracking systems. Inclusion 24 Page 47 of 288
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Education Standards and Quality Report September 2024 25 Inclusion The updated Standard Circular 8 (Included, Engaged and Involved – A positive approach to preventing and managing school exclusions) was launched in August 2023 and this gives clear guidance on exclusions and the use of part time timetables. There has been a significant reduction in exclusions for CYP with ASN and/or who are care experienced compared to the same time period in session 2022/23. For example, in the April to June 2024 period: • Number of CYP excluded in comparison to session 2022/23 down by 24% • Number of CYP excluded with ASN down by 37% • Number of CYP excluded who are care experienced down by 47%. However, data shows that Care Experience and ASN remain significant variables in relation to exclusion and so this will remain a strong focus in Renfrewshire establishments. Achievement of a Level (ACEL) data shows an overarching trend of an increase in attainment of CYP with ASN in areas of Reading, Writing, Numeracy and Listening and Talking. Coaching and modelling and the use of the Education Scotland resource ‘CIRCLE’ (child, inclusion, research into curriculum learning education) is having a positive impact in supporting quality assessment and planning of interventions for CYP within inclusive classrooms in our Flexible Learning Resources (FLRs). FLR improvement plans have a shared focus on the coaching and modelling approach to ensure a consistent approach is adopted across localities. Evaluations from coaching and modelling training sessions with FLR/ASN staff show that 43% of staff feel confident in delivering coaching and modelling. Building confidence and capacity within the FLR team will continue to be a focus for the next session. A recent Senior Phase pilot was implemented with a focus on allocating the right support at the right time for CYP through joint planning across mainstream and FLRs. Case studies have captured the impact of joint planning. They demonstrated that for one young person the number of incidents of distressed behaviour/ referrals went from 6 over a 6-week period to no incidents of this nature at all for the rest of the session following the support interventions provided by the school and the addition of external support. For another young person, the number of referrals related to distressed behaviour halved as well as regular attendance at classes and success in class assessments. Ensuring a knowledgeable and skilled work force with a strong ethos of inclusion We are committed to Refreshing our use of effective assessment, planning, evaluation, and review processes and procedures Empowering and listening to the voice of parents / carers and CYP with ASN Establishing practitioner forums to share and develop practice and quality assure Ensuring equality of resource allocation for our CYP Effective partnership working across and between all partner agencies Page 48 of 288
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Education Standards and Quality Report September 20242626 An Assessment Framework (AF) has been embedded this session to enable practitioners to better identify barriers to learning and to strengthen decision making around the stage of intervention. Within the AF there has been a focus on ensuring that the Educational Psychology Service (EPS) are included at the right time and place to influence discussions, decisions and planning. Stakeholder feedback has indicated that staff and parents have a clearer understanding of the role of the Educational Psychologists. This is based on the negotiation of the EP role, recording of this and desired impact on the AF. Where appropriate, the AFs are fed into the Education Support and Resource Group (ESRG) process to highlight the needs of the young person and the support that they have received from EPS. An updated Violence and Aggression policy has been developed in consultation with stakeholders and will be launched with a robust training programme for senior leaders and practitioners. Violence and Aggression incidents are monitored weekly by link Education Managers and Heads of Service who collaborate with schools to provide support where appropriate. Examples of good practice and universal and targeted supports have been shared with Education Managers to enable them to better support and signpost staff. In 9 Renfrewshire secondary schools, Inclusion Support Assistants (ISAs) provided effective targeted support to over 50 young people in relation to attendance, parental engagement and health and wellbeing. ISAs track and monitor who they support, the reasons for support and approaches and interventions used. To evaluate the impact of this work, pre and post snapshots of wellbeing were gathered from targeted young people using the Warwick Edinburgh Mental Wellbeing Scale (WEMWBS). ISAs reported that the two most prevalent reasons for engaging with young people relate to issues around attendance and behaviour. Home circumstances and anxiety were also prevalent reasons for engagement. Whilst pre and post cohorts are not identical, there is substantial overlap in who is included in each sample. Wellbeing average scores have improved and the percentage of young people with low wellbeing has decreased. The average wellbeing score of young people was 47.9 – up from the 44.8 seen in the baseline cohort. Of the post-intervention cohort, 23% had scores of 41 and under (low wellbeing), down from 39% of the pre-cohort. In the majority of cases parents and carers have engaged with the ISAs and have seen high quality engagement. There is good engagement with our Parent/Carer Additional Support Needs (ASN) Ambassador group - 194 parents/carers and Parent Council Chairs attended ASN sessions and 42 attended Parent Ambassador sessions. This ensures that parents with lived experience know that their views are valued and that their voices help shape our future policies and plans and support us to improve communication with parents across the authority. In session 2024/25, the Parent Ambassador group will create family friendly advice around the updated transition policy and will develop advice for schools on ASN considerations when planning school trips. Inclusion Education Standards and Quality Report September 2024 Page 49 of 288
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Education Standards and Quality Report September 2024 27 Universal Approaches to Inclusion Building on the feedback from the Associate Directors of Education (ADES) and Education Scotland (ES), universal approaches continued to be successfully developed and embedded in schools and early years centres. These included CIRCLE, Non-Violent Resistance (NVR), Renfrewshire’s Inclusive Communication Environment (RICE) and Locality Inclusion Support Networks (LISN). These approaches are underpinned by the principles of Renfrewshire’s Nurturing Relationship Approach (RNRA) and interlink with each other. Locality Inclusion Support Network (LISN) LISN is a forum that facilitates the understanding and application of staged intervention and inclusion within a peer support setting of senior school leaders across education clusters. LISN is chaired by Head Teachers and supported by EPS. It continues to be an efficient and effective way to collaboratively improve outcomes for children. There is capacity for approximately 500 children to be discussed and reviewed across the year. As well as structured time to share good practice and areas of concern, there are inputs to the meetings about early intervention resources; new initiatives and training opportunities e.g. Families affected by imprisonment; Ren10 and The Promise. They are highly evaluated year on year as having a positive impact for children and staff. Chairs indicate how highly they value these meetings: ‘I find this the most helpful event I go to, and a one-stop shop for finding out everything I need to know about inclusion’. Child, inclusion, research into curriculum learning education (CIRCLE) Almost all schools are now trained in the Education Scotland CIRCLE Framework using a train the trainer model to ensure sustainability. This is an excellent resource that supports quality assessment and planning of interventions for children and young people. It provides support to set up an inclusive classroom environment, uses checklists and planning tools to support professional dialogue, and can be used to document strategies and record professional learning. Inclusion Page 50 of 288
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Education Standards and Quality Report September 202428 Inclusion Renfrewshire’s Nurturing Relationships Approach (RNRA) RNRA is an authority wide, whole establishment, relational and trauma informed approach for supporting the wellbeing of all children, young people, and staff. RNRA is based on enhancing practitioners’ understanding of attachment theory and nurturing approaches and embedding practice related to the six principles of nurture. All of Renfrewshire’s education establishments across all sectors, as well as 7 early years funded providers, are currently engaged in RNRA. The Nurture multi-agency steering group supported the development of RNRA, accreditation moderation and organisation of the 2024 Nurture Conference. 200 delegates attended the 2023 and 2024 Nurture conferences, where Renfrewshire establishments shared their RNRA related practice. Evaluations from participants were very positive. RNRA materials have been mapped with the National Trauma Knowledge and Skills Framework, and the Children and Young People’s Mental Health Framework. Leadership training has been developed to include more explicit training on trauma and how RNRA links with trauma informed practice. Other local authorities have approached Renfrewshire EPS to find out more about the implementation of RNRA to support their nurture development. Members of the lead team also delivered a workshop about RNRA at the West Partnership EP conference to share good practice. Renfrewshire’s EPS has gathered impact data and triangulated this through consultations with establishments, training evaluations, accreditation submissions, RNRA action plans, Care Inspectorate and School Inspection data and an ADES (Association of Directors of Education in Scotland) Collaborative Improvement visit. Training evaluations indicated increases in knowledge of attachment theory and the importance of relationships, and of the 6 Nurture Principles. Participants rated the training as extremely relevant to their practice (all above 8 on a scale of 10). 59 establishments (77% of all Renfrewshire establishments) have successfully achieved at least one level of RNRA accreditation since the launch of the accreditation scheme in 2020. The ADES Collaborative Improvement visit highlighted how universal approaches, such as RNRA support with inclusion and with consistency of practice across the Authority: ‘ The RNRA discussion session and subsequent visits shared examples of how adopting the same principles of nurture and relationships across schools has allowed for a universal approach in speaking with and supporting CYP and their families. By having access to the same planning framework for all settings, means practitioners will apply the same language across sectors’ Page 51 of 288
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Education Standards and Quality Report September 2024 29 Inclusion Non-Violent Resistance (NVR) NVR was developed to address distressed and distressing behaviour in children and young people. It has also been effective where child to adult violence is a concern. Being a systemic intervention model, NVR empowers the whole team around the child to take positive actions to end the cycle of escalation. NVR is a relationships-based approach with an emphasis on connection, repair, raising adult’s presence and responding to children and young people’s hidden needs. There are three strands to NVR within Renfrewshire; Parent groups, Whole school development embedded within Renfrewshire’s Nurturing Relationships Approach (RNRA), and Renfrewshire staff training. Between August 2023 and May 2024, 67 families were supported on an NVR Parent Group across 4 localities. Support has also been provided to complex ASN parent groups in both of our ASN schools. An anxiety specific group has also been piloted within one of our localities. Survey data gathered from this group of families indicates: • 87% of parent/carers felt more confident in managing their child’s distressed/ distressing behaviours. • 64% of parent/carers reported that the frequency of distressed/distressing behaviour at home had decreased. • 75% of parent/carers reported that the duration of distressed/ distressing behaviour had decreased. Across the authority there are now 24 establishments implementing the whole school NVR approach and several more have identified NVR in their school improvement plan for session 2024-2025. Evaluation data from trained staff in establishments shows that 77% of respondents feel that their confidence in de- escalating distressed and distressing behaviour has increased. In terms of how it supports practical strategies for resisting this type of behaviour, respondents rated it as 7.53 (out of 10) and overall rated the training as 8.10 (out of 10) regarding relevance to practice. Emotionally Based School Avoidance (EBSA) During session 2023-24, our EBSA development team worked closely with a group of secondaries and primaries and with a multi-agency steering group to develop and pilot an effective approach to supporting attendance and EBSA in Renfrewshire’s establishments. The Educational Psychology team worked closely with targeted schools during the session 2023-24, to develop their understanding of: EBSA, patterns of non-attendance in their establishments, and interventions to support attendance. Schools were brought together for support and development groups where they shared their interventions and findings. Interventions developed or under development by the Renfrewshire EPS, the Steering Group and the pilot schools include: • Developing Renfrewshire-wide attendance policy (thresholds, responses, consistent processes) • Revising SEEMIS coding guidance which has led to improved accuracy in non- attendance data Page 52 of 288
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Education Standards and Quality Report September 202430 • Developing a Local Authority message campaign around attendance • Revising attendance letters to emphasise support available for families and send a compassionate message • Supportive telephone rounds where attendance levels have dropped, or children are consistently late (initial data indicates 78% improvement in attendance following consistent implementation of this strategy) • Data dashboard and training for better access and understanding of school data • Identified children for the transitions pilot (attendance/wellbeing) • Exchange Counselling pilot (peer relationships) • NVR parent support group targeted at parents of children experiencing EBSA The EBSA team have developed the Renfrewshire Inclusion attendance ‘Thinglink’ which contains resources relevant to attendance and Emotionally Based School Avoidance (EBSA). The resources range from universal supports to bespoke targeting supports and are for use by any practitioners working in and around and/or with children and young people. Targeted interventions in both primaries and secondaries have led to measurable improvements in attendance, attainment and wellbeing. Renfrewshire’s Inclusive Communication Environments (RICE) RICE is a joint initiative developed by the Renfrewshire EPS and Renfrewshire’s Health and Social Care Partnership Speech and Language Therapy Service, evidencing strong partnership working. The purpose of RICE is to develop the capacity of staff within our education establishments to support the language and communication skills of children and young people by focussing on how practitioners can adapt the environment and practice to remove barriers to learning, communication, and interaction. Since August 2023, three more primary schools and our first secondary school received RICE whole establishment training. One establishment received a RICE accreditation award this year with three more establishments having submitted for accreditation. In May 2024, Glendee ELCC received a ministerial visit from Ms Natalie Don MSP to explore the impact of RICE on the early language and communication skills of children. This visit gave national recognition to RICE, in particular the strength of a whole- establishment approach that supports all children at a universal level. Average evaluation scores for whole establishment training showed increased knowledge on inclusive approaches to communication, moving from a total mean average of 7.03 to 8.09 (on a scale of 1-10). Primary school staff scored the relevance to practice as 9.71 (on a scale of 0-10). Secondary school staff scored relevance to practice as 3.34 (on a scale of 1-5). Page 53 of 288
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Education Standards and Quality Report September 2024 31 Inclusion Next Steps • Through the quality assurance framework, sample key elements of planning for children and young people at each stage of intervention and provide supports to bring about improvement • Review and adapt establishments’ tracking systems to ensure that accurate information is gathered and used to meet the needs of children and young people with additional support needs • Develop a consistent approach to coaching and modelling across all localities supported by our Flexible Learning Resource and an ASN school • Embed the updated Transition Policy for children and young people with additional support needs • Ensure equitable distribution of additional support needs assistant resource through an improved system for allocation for core and complex hours • Provide high-quality CLPL to upskill staff to meet the needs of the children and young people with ASN in their establishments • Implement updated Violence and Aggression policy and increase staff awareness and understanding of the universal and targeted supports available to establishments to support with distressed behaviour • Support schools to improve attendance and reduce exclusions particularly for our most vulnerable children and young people • Conduct a Senior Phase Curriculum Review of ASN schools to ensure provision of a high quality, holistic curriculum for children and young people with additional support needs • Continue to work with all stakeholders to embed the locality model to provide a framework for inclusion • Work alongside the English as an Additional Language (EAL) team to further develop practical school supports to meet the needs of our diverse population • Continue to extend and enhance our universal approaches to inclusion Page 54 of 288
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Education Standards and Quality Report September 202432 Education Standards and Quality Report September 2024 Families and Communities 32 Family Wellbeing in Renfrewshire Excellent progress has been made to develop a whole family wellbeing service in Renfrewshire with the parenting strategy embedded in this service ensuring that families get the right parenting support where and when required. Service redesign has taken place across 3 existing family support teams to bring them together as the new family wellbeing service. Strategic areas of development have been agreed for each of the 7 family wellbeing leads aligned to the service priority areas. As a result, better connections and partnerships are being made across a range of agencies and organisations working with families in Renfrewshire. The Renfrewshire Family Wellbeing Service (RFWS)has been operational since January 2024 and was formally launched in May 2024. It is aligned with the Renfrewshire GIRFEC staged intervention framework and is developing consistent approaches to supporting families on a locality basis. An initial evaluation of the development of the RFWS stated that “overall, the authority is continuing to make very good progress towards the long-term outcomes identified in the Scottish Government’s logic model”. Work is ongoing within the Parenting Strategy to develop 3 family hubs across Renfrewshire where families can access a range of supports and services in the one place. The Family Wellbeing Scale (FWS) evaluation tool was piloted in Renfrewshire between October and December 2023 among community family wellbeing teams. During the pilot it was used with 66 families and demonstrated positive impact on family wellbeing of the support being offered in all cases. Following evaluation of the pilot, the FWS is now being utilised by the community family wellbeing team and all funded third sector organisations. The Fast Online Referral and Tracking (FORT) system has been procured to become the information management system for the Family Wellbeing Service. A Request for Assistance form has been designed and will enable organisations to refer to the Family Wellbeing Service and to each other. Parents and carers can also make self-referrals. Capacity to deliver support and early intervention to families has been increased by whole family wellbeing funding being awarded to 15 local third sector organisations (TSOs) to: • Provide 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. • Reduce isolation and improve self- esteem among families through creating peer support networks within the community. • Signpost families for practical advice and support and reduce stigma around seeking this. Partner TSOs are working closely with the RFWS to ensure that a “family front door” approach is afforded to parents seeking assistance, thus avoiding duplication and onward referrals. Page 55 of 288
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Education Standards and Quality Report September 2024 33 Ren10 has helped connect teams and services across education, social work, health and the Third Sector ensuring that the journey and outcomes of those using Ren10 can be better understood. It continues to offer a range of mental health and wellbeing early intervention and approaches to children and young people including Let’s Introduce Anxiety Management (LIAM), Empowering Parents, Empowering Communities (EPEC), Togetherall, and Non- Violence Resistance (NVR) training. Between July 23 and March 24, over 200 children and young people accessed Ren10 for support in relation to mental health and wellbeing. The majority required support for emotional / behavioural difficulties. Almost all have reported an improved outcome. Practitioners from a range of services have attended professional learning supported by innovative and thought-provoking virtual reality approaches. Sessions have included Contextual Safeguarding from Exploitation and the GIRFEC refresh. This is having significant reach and a powerful impact on learning with over 700 practitioners attending a session. The quotes from practitioners demonstrate the impact below: “ The VR section was very powerful and emotive. I felt it was incredibly valuable training experience which allowed for me to process the information better…” “ I found the training to be very effective especially the VR as it allowed a visual presentation that felt extremely realistic from a child’s perspective. It allowed the child’s views/experience to be seen at first hand which changed my outlook and approach going forward.” “ This was seriously the most powerful and excellent training sessions I have ever been fortunate to attend. What was refreshing was seeing the experience of the child. This is memorable. The training was engaging, informative, and so helpful.” Children and Adult Mental Health Service (CAMHS) Education Advisor The role of the CAMHS Education Advisor is to improve communication and processes via a single point of contact between Education and CAMHS, and to support schools with advice and guidance before, during and after the referral process, ensuring children and young people receive appropriate, timeous support. The role addresses a variety of actions within the Children’s Service Inclusion Portfolio Plan and the CAMHS National Service Specification and has 5 strategic priorities: • Improve universal professional understanding between CAMHS and Education • Establish a single point of contact between CAMHS/Education to: provide rapid response and coordination around specific referrals (early intervention and prevention); and support schools to ensure high quality referrals Families and Communities Page 56 of 288
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Education Standards and Quality Report September 202434 • Develop a ‘Step-down’ process to share discharge plans with schools (wellbeing plan) • Explore ways to improve clinical non-attendance rates • Map existing Tier 2 services and community resource The key areas of development since August 23 have been: creation of a standardised education referral process; supporting clinical attendance; joint discharge planning; and improving communication and professional understanding between Education and CAMHS. As of June 2024: • 405 Children and Young People have been supported • 100% of Renfrewshire schools received advice/guidance/support • New Referrals (monthly average): 36 • 23% of referrals were children and young people from SIMD1 • 13% of referrals were children and young people from SIMD2 Over 90% of education staff report that the post has had high-medium impact on children and young people. ‘ The post has been a huge asset to the team (CAMHS) and is always happy to support our families or young people with education concerns, but not only this he is always there to answer any questions or share advice and support that we can pass on to families.’ CAMHS team member ‘ I found it hard to understand what schools could do [to help the young person]…to make school understand where he [the young person] was coming from and the help he needed. The CAMHS Education person made it easy and spoke to the school for us… things are much better now, at the moment.’ Parent Quantitative and qualitative data from young people, parents/carers, clinicians and education professionals have highlighted the validity and effectiveness of this role. Evidence shows that the introduction of the Education Advisor Role and subsequent referral process, has led to referrals to CAMHS (from education) decreasing in comparison to the previous two years (along with a decrease in declined referrals) and referrals to the Education Advisor have increased. As such, we can conclude that the children and young people in Renfrewshire are receiving more appropriate support at an earlier stage. Care-experienced Children and Young People The SPACE team provide intensive support to care experienced children and those on the edges of care. The team aim to improve school attendance and attainment, engagement in school learning and support children to maintain relationships with those who are important to them. Families and Communities Page 57 of 288
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Education Standards and Quality Report September 2024 35 Families and Communities The Aberlour Attain project offered a flexible, relationship-based mentoring service to support the attainment needs of children and young people with care experience. The aim of the project is to support young people with care experience by training adult mentors to support them in their engagement with education. Mentors are supported by Aberlour to build relationships with young people over a defined period, working towards agreed attainment goals such as improved confidence and self- esteem. Data demonstrates that working with SPACE led to improvements in school attendance specifically for children and young people who are care-experienced and those from SIMD 1-3. The baseline attendance rate for children and young people was 59% and for two-thirds of children and young people there was an improvement. Those who increased had a starting average attendance rate of 49% and a post-intervention rate of 79%. The largest increase was from a pupil who had moved from 7% attendance in 2021/22 to 92% attendance in the current academic year. The team recently began using the Warwick Edinburgh Mental Wellbeing Scale (WEMWBS). Although the sample was low, the data suggests that working with Aberlour has helped improve resilience, confidence, self-esteem, decision making and relationship building. Health and Wellbeing In collaboration with Health partners, the West Partnership, and the voluntary sector, we continue to develop consistent, effective and preventative approaches to support and improve the mental, social and emotional wellbeing of children, young people and staff. All primary schools and most early learning and childcare centres use an evidence-based programme to deliver emotional literacy. All year 1 and 2 early years and primary schools involved in the PATHs (Promoting Alternative Thinking Skills) programme are being well- supported to deliver effective emotional literacy through resources and coaching from Barnardo’s. There are now 38 establishments successfully engaged in the programme. Information sessions for parents as part of the schools’ P1 induction programmes have ensured families have knowledge of the PATHs approaches to use at home. Pupil PATHS pre and post surveys highlight increased levels of social and emotional competence, in particular: reduced aggression/disruptive behaviour; increased concentration; improved social and emotional competence; and improved empathy. There are now 9 primary schools and 5 early learning and childcare classes/centres that have achieved the PATHS award Worldwide Model School Status in recognition of their outstanding commitment to social and emotional learning in their establishment. For secondary schools, funding was secured to design a bespoke emotional literacy programme for Renfrewshire. The aim is to ensure that there are high quality progressive lessons and activities for use in the Personal, Social and Emotional (PSE) programmes across all secondary schools. To inform course design, focus groups of children and young people were consulted as well as partners such as the Choose Life coordinator and our Educational Psychology team. Our programme, ‘It’s a Mental Health Thing’ was launched in September 2023. Following initial training, participants demonstrated confidence around implementation of the programme Page 58 of 288
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Education Standards and Quality Report September 202436 in their school. Currently, the programme is being used across all secondary schools. Initial qualitative feedback from young people demonstrates that the resource has supported young people’s knowledge around mental health issues. Feedback via Forms shows that young people enjoy the video content of the programme and share that they have learned that mental health is as important as physical health, it’s good to talk, and it’s okay not to be okay. Renfrewshire’s Signposting resource for Children and Young People has been embedded in all lessons to ensure young people are aware of local and national supports available; current hits are 25,402. Renfrewshire’s digital Alcohol and Substance Education Awareness programme contains excellent age and stage-appropriate resources for use from Early Years to 5th year secondary school. An audit of the programme took place in 2023 and minor gaps were identified particularly in relation to the use of e-cigarettes (vaping). Additional content was developed, funded by Police Scotland, and made available to schools this session. The programme is being used in the majority of Renfrewshire education establishments and improves the knowledge and confidence of teachers/practitioners to deliver alcohol and substance use education. Qualitative feedback via focus groups demonstrated that all children and young people had increased knowledge and understanding of how to keep themselves safe and healthy in relation to alcohol and substances. Further feedback via Forms showed that they enjoyed the video content of the resource and that they had learned about risk, peer pressure and drug classification. An online information resource on Vaping was created for parents and has been accessed over 3,300 times. The Education Manager (HWB) is an active member of a Tackling Vaping in Young People strategy group comprising members from across HSCP (Renfrewshire and NHSGGC) to develop board-wide strategies to tackle Vaping including education, policy development and support to quit. Currently NHSGGC is seeking to endorse and contribute to ongoing development of Renfrewshire’s Alcohol and Substance Awareness programme. For parents/carers, a range of bespoke HWB information/training sessions was provided on topics such as internet safety and substance misuse. This included an input to the Parent Council Chairs across Renfrewshire on steps being taken by Children’s Services in tackling Vaping amongst young people. A successful RenTalk on internet safety was delivered to council employees targeting those who are parents. A parent guide to online safety was produced in response to the needs of the primary sector. This is easily shared via a digital link and continues to be promoted. ‘ I thought today was fabulous, both from an educational perspective and from the perspective of a father to girls. My eyes were opened in many ways. I am really glad I attended!’ Parent Families and Communities Page 59 of 288
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Education Standards and Quality Report September 2024 37 ‘ This was an excellent and informative course. The opportunity to engage in group discussions throughout the session allowed for consolidation of content covered. I definitely learned a few things about new terminology and some social media platforms that I was unfamiliar with.’ Teacher Informed by local and national priorities, a comprehensive programme of professional learning (PL) and targeted interventions was provided across all sectors to support effective implementation of the mental, social & emotional strands of Health and Wellbeing. PL aligned, where possible, to national and international awareness days. In relation to self-harm, suicide and online safety, members of staff participated in training across all sectors and some schools engaged in a whole school session. The HWB Development Officer (DO) delivered bespoke whole school self- harm training sessions to schools where need had been identified. Staff reported improved knowledge, confidence and skills around the topic. Greater numbers of staff from Early Years and Primary have accessed training in relation to self-harm and suicide. This is evidenced in monthly data shared with NHSGGC and Public Health Scotland. The HWB DO and Suicide Prevention Lead have further developed the one-day self-harm training offer to include more practical advice for education staff on spotting signs and having a conversation about self-harm. The resource also adopts CBT (Cognitive Behavioural Therapy) language to ensure consistency across training offers. To provide further support for staff, the HWB Development Officer created a new resource to help staff to have a conversation with young people around self-harm. 61 key staff across education establishments received self-harm training with bespoke whole- school sessions delivered in response to need. 51 staff participated in ASIST (Applied Suicide Intervention Skills) training. Pre and post evaluations show an increase in knowledge, skills and confidence in all staff who engaged with training. ‘ Through questioning I learned at training, a pupil disclosed that they had previously attempted suicide and was planning on doing it again. I was able to have the conversation with the family and support the pupil in getting the appropriate support in a timely manner. I felt confident while doing this. Pupil Support Teacher ‘ The descriptions of the ways people self-harm and the reasons as to why people may self-harm helped me understand young people more.’ Secondary Teacher The Mentors in Violence Prevention (MVP) peer mentoring programme is successfully providing young people across almost all Renfrewshire secondary schools with the skills to challenge attitudes to gender-based violence and to mentor their peers. MVP training sessions have been supported by Renfrewshire’s training team in most schools and across other services. In addition, the training team delivered staff Families and Communities Page 60 of 288
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Education Standards and Quality Report September 202438 sessions which were open to any Renfrewshire employee working with children and young people. Qualitative feedback from mentors demonstrates that lessons are being delivered confidently across schools. Post-training evaluations show that all participants reported an increased awareness of issues relating to gender-based violence (GBV), an increased confidence around recognising and dealing with GBV situations and in having conversations with young people about GBV. MVP mentors successfully developed a campaign for the international ‘16 Days of Action’ to encourage action against all forms of violence against women and girls. This included events across 8 secondary schools. ‘ In the library service, we will endeavour to have sessions where we can invite the MVP team to visit the library and give a talk to students. Also, have senior library volunteers that will be able to enlighten the junior ones in the school.’ School Librarian ‘ It’s made me think of the bystander role and how I will use this in future scenarios.’ Young person ‘ In English we often have pupils pick topics in this area to write about. I will feel more confident in discussing gender-based violence with the young people.’ English Teacher The HWB DO has participated in the Education Scotland consultation process in relation to the development of gender-based violence training for the primary sector. In addition, the HWB DO has also begun delivering bespoke MVP training, piloting in one of our primary schools, and working with P7 pupils to develop scenarios to encourage conversations around bystander responsibility and healthy relationships. As a result, Education Scotland have requested that they co-deliver and pilot their new ‘Prevention of Gender-based Violence: Professional learning for Primary staff’ in Renfrewshire. This training is planned for early in the new session. As part of the Children’s Service Partnership Plan, an audit was carried out of the Renfrewshire Physical Education curriculum planners and current practice across schools. As well as engaging with children and young people and teachers, key partners from OneRen and Education Scotland were involved in the audit process. Gaps were identified in the explicit teaching of PE skills and progression of skills from Early to Third Level. Specialist teachers are developing a skills framework, training programme, and identification of key resources. Counselling services Both The Exchange and Place2Be continue to provide very good school-based counselling services to support children and young people across our primary, secondary and ASN schools. Quarterly reports provide information on referral numbers and themes, impact data, case studies and analysis by gender and year groups. This evidence shows that the counselling services are supporting improvements in the emotional wellbeing of children, young people, staff and families. In addition, the services have been flexible and responsive in providing emotional support to groups of children, young people Families and Communities Page 61 of 288
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Education Standards and Quality Report September 2024 39 and staff to cope with critical incidents in school communities. The top referral theme each quarter continues to be ‘anxiety’. In the June 2023 – end March 2024 period, The Exchange supported over 1185 children and young people through 1-1 therapeutic counselling as well as counselling for a small number of parents who accepted the offer. Young People Clinical Outcome scores for the last quarter show that 85% of young people are less distressed post-counselling with all feeling better following support. 91% of children accessing the primary service reported an improvement using the Child and Youth Resilience Measure. Service demand across secondary schools has been met this quarter by creatively utilising resources. Waiting times are being effectively managed with all young people being offered an immediate assessment through The Exchange’s new online mental health app ‘D-EXY.’ There has been an unprecedented high level of referrals coming from primary schools in terms 2 and 3 resulting in longer waiting times. Analysis of reasons for these high levels of demand is underway to ensure that capacity can meet demand in the new session. ‘ Thank you for listening. You made me feel for the first time like what I had to say was important.’ Secondary Pupil ‘ I feel better about myself. I can cope better with anxiety. Self -critical thoughts have improved.’ Secondary Pupil ‘ Our daughter learned how to open up and talk about her feelings knowing that everything is confidential’ Parent of a Primary child To promote staff wellbeing, Reflective Group Practice sessions have taken place in 2 secondary schools. Participants are supported, through clinical supervision, to reflect on their own feelings, focus on self-care and avoid burnout. Staff reported that sessions have provided a safe space to talk, share, grow as a team and seek advice. In collaboration with Renfrewshire’s Educational Psychology Service, The-Exchange created the Reconnect programme in response to the growing number of secondary aged young people who have severe difficulties in attending school due to emotional factors. The programme was offered to targeted young people across 2 secondary schools and included 5 sessions targeting 5 resilience resources: self-esteem, self-confidence, self-reflective insight, emotional literacy and optimism. Online meetings with the facilitator and with cameras off, provided a protected safe space for young people to engage in self-reflection without feeling pressure or expectation to share. 50% of the young people completed the programme. All young people who completed the programme reported a positive impact. From June 2023 – end March 2024, Place2Be have supported over 452 children and young people in targeted schools; 47 children and young people participated in 1-1 therapeutic counselling and a further 405 children and young people were supported through Place2Talk drop-in sessions. Strengths and Difficulties questionnaires (SDQs) completed by parents showed in 80% of cases there was Families and Communities Page 62 of 288
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Education Standards and Quality Report September 202440 an improvement post counselling with teacher SDQs showing an improvement in 59% of cases. In addition, 201 parents and families benefitted from parent partnership support and school staff were supported through 423 Place2Think sessions. Professional Learning has been provided in response to counselling data. Our very successful Approaches to Cognitive Behaviour Therapy (CBT) professional learning course shows that all staff who have accessed training feel more confident using a CBT approach with children and young people. This is also evidenced in a case study for Scottish Government (Appendix A). Teachers from across all secondary schools and 17 of our primary schools have participated. Teachers have access to CBT specific resources, developed by the HWB Development Officer, via a Teams page on the Health and Wellbeing Blog. This includes resources for staff on how to have a CBT conversation and information for parents on understanding anxiety. ‘ On a daily basis I work with young people who struggle with anxiety. I have used CBT approaches with multiple pupils of which benefits are evident already.’ Teacher ‘ The course covered everything we need to help support anxious young people. From asking the right questions, to getting curious about our thoughts. Also to understand that humans have different thinking patterns. Excellent to have a toolkit that can be used time and time again that is visual to help pupils see their progress.’ Teacher In line with Scottish Government’s commitment to LGBTI (lesbian, gay, bisexual, transgender, intersex) Inclusive Education, some schools have been supported to build on existing practice through provision of professional learning from LGBT Youth Scotland on tackling homophobic, bi-phobic and transphobic bullying. Currently 4 schools have achieved the LGBT Scotland Charter Gold Award, 2 schools have achieved Silver and 4 schools have achieved the Bronze award. Families and Communities Page 63 of 288
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Education Standards and Quality Report September 2024 41 Health and Wellbeing Data HWB data has been used very effectively throughout the session to inform strategic improvement planning and to determine the professional learning and support offered to establishments. Information has been shared via Pupil Support networks, social media platforms, our HWB blog and the HWB newsletters which have over 2200 reads this session. Renfrewshire HWB data is shared during all presentations and training events to raise awareness of local issues and needs. It is important to us that we gather the views of children and young people at every opportunity. To ensure that we have a current picture of how young people across Renfrewshire are feeling, we asked all young people from S1-6 to complete the Warwick Edinburgh Mental Wellbeing Survey (WEMWBS) in March 2024; this being the third year that we have administered this survey. A local authority analysis of the results suggests that wellbeing is improving, with average wellbeing scores increasing from 45.7 in 2022 to 48.3 in 2024 and the percentage of young people falling into the low wellbeing score category decreasing from 31% to 22.5%. Both care-experienced and non care-experienced young people have seen their wellbeing score improve year on year since 2022. Furthermore, the wellbeing scores of care-experienced young people has increased at a quicker rate and there is no longer a statistically meaningful difference in wellbeing scores by care-experience status. School-level results have been analysed and input provided for secondary Head Teachers to support staff to interpret the results. School specific reports are available for schools via the Data Dashboard to support them to identify improvement priorities. All Renfrewshire schools inspected by Education Scotland over the last 2 academic sessions, have received positive gradings for Quality Indicator (QI) 3.1 Ensuring Wellbeing, Inclusion and Equality with 67% receiving a ‘Very Good’ grading and 33% receiving a ‘Good’. Schools’ self-evaluation gradings for QI 3.1 (June 2024) Very Good 38 schools Good 23 schools Satisfactory 2 schools Families and Communities Page 64 of 288
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Education Standards and Quality Report September 202442 Next Steps • Develop and implement a framework for family wellbeing support (FFWS) that aligns with the GIRFEC staged intervention framework and promote widely amongst stakeholders. • Launch the Family Wellbeing Service to families. • Provide a series of joint training/ development sessions with funded third sector organisations. • Plan and implement a model which links the Interrupted Learners Team, The Senior Phase Flexible Learning Resource (FLR) and the Kintyre FLR into a ‘Flexible Skills Academy’. • Develop a local learning annex into a Family Wellbeing Hub. • Pilot the Fast Online Referral Tracking (FORT) system and evaluate its use. • Implement a revised model for the ASN playscheme which will build on positive aspects of the previous model and will address gaps and concerns. • Work with partners from other workstreams to align Family Wellbeing locality hub developments with the Connected Communities developments. • Ensure that the Renfrewshire Children’s Services Partnership (RCSP) develop a plan for sustainability of the Family Wellbeing Service beyond the current funding period. • Continue to embed current Ren10 approaches and interventions ensuring that there is a sustainable, holistic, community- based model of early intervention and prevention. • Work in partnership with Whole Family Wellbeing service to ensure that there is a joined-up request for assistance process. • CAMHS Education Advisor – support communication around attendance and Discharge Care Planning. Embed the current referral process within schools. Engage Social Work in standardised referral procedure. Explore capacity to offer direct support to schools for all children and young people who have been given an ADHD diagnosis. • Develop and deliver a comprehensive programme of professional learning and targeted interventions across all sectors to support effective implementation of the mental, social & emotional strands of Health and Wellbeing. Create and deliver a range of online HWB sessions for parents and carers. • In partnership with Headstrong, evaluate the new secondary mental health programme ‘It’s a Mental Health Thing.’ • In partnership with Barnardo’s, implement evidence-based emotional literacy programme PATHs (Promoting Alternative Thinking Skills). • Through the NHSGGC Vaping and YP strategy group and partnerships with Renfrewshire HSCP, develop early intervention and prevention measures as well as board-wide policy development on Vaping for use in schools. • Support schools to make effective use of HWB data sets to identify priorities and bring about improvement. Families and Communities Page 65 of 288
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Education Standards and Quality Report September 2024 43 • Coordinate implementation of counselling services across all establishments to ensure that children and young people receive timeous wellbeing support. • Provide the training and resources to extend Gender Based Violence (GBV) work and Mentors in Violence Prevention (MVP) programme. In partnership with Education Scotland, pilot delivery of GBV professional learning for Primary education staff. In line with the ADES commitments in relation to GBV, aim to have all secondary schools register with Equally Safe at School (ESAS). • Develop a Primary Physical Education skills framework and pilot in sample schools. • Support secondary schools to deliver Renfrewshire’s digital approach to the SQA Mental Health Award Level 5. Families and Communities Page 66 of 288
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Education Standards and Quality Report September 202444 Education Standards and Quality Report September 202444 Curriculum, Learning, Teaching and Assessment We are committed to delivering high quality professional learning aimed at all levels, from system leaders to practitioners and support staff. This has led to improvements in outcomes for children and young people living in the most deprived communities. Our Numeracy and Literacy Development Officers continue to provide very effective support to establishments through: leading professional learning; curriculum development work; and providing bespoke support to target schools. Schools’ self-evaluation gradings for QI 2.3 Learning, Teaching and Assessment (June 2024) Very Good 19 schools Good 41 schools Satisfactory 3 schools 95% of schools evaluate themselves as ‘Good’ or better with 30% grading themselves as ‘Very Good.’ All Renfrewshire schools inspected by Education Scotland over the last 2 academic sessions,have received gradings of ‘Good’ or ‘Very Good’ for QI 2.3. Numeracy A comprehensive core programme of high- quality professional learning and targeted interventions was delivered across all sectors linked to professional standards and informed by local/national priorities. Primary schools were effectively supported to transition to the new maths planners as well as the provision of training to support practitioners’ understanding of pedagogy involved. Almost all (98%) primary schools have had at least one member of staff ttend one or more authority training sessions or had bespoke whole school input on numeracy pedagogy since Aug 2023. In 99% of 579 evaluations, practitioners either strongly agreed (74%) or agreed (25%) that the training had increased their knowledge and skills in teaching numeracy and 99% either strongly agreed (77%) or agreed (22%) that the numeracy training would have a positive impact on the children in their class. 73% of evaluations scored the training 10/10 and 14% scored training at 9/10. Playful SEAL (Stages of Early Arithmetical Learning) Primary 1 /2 and Maths Recovery were oversubscribed, and a second cohort was offered in each of these courses. Maths Recovery (MR) has previously been carried out online and evaluations were very mixed. Feedback and evaluations this session show that the in-person courses have had a more positive impact on practitioners’ knowledge and skills and there has been a substantial increase in the number of practitioners carrying out assessments with a child. Almost all training courses offered were delivered at full capacity. 32 bespoke training sessions have been delivered to schools since Aug 2023. This includes 15 primaries who received whole school inputs on transitioning to the new digital planners and the linked assessments. As a result, almost all primaries are using the planners to support learning, teaching and assessment. Page 67 of 288
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Education Standards and Quality Report September 2024 45 Feedback quotes from practitioners: “ I gained knowledge of SEAL and how to implement it. I gained a lot of ideas of different learning experiences that I will implement in my establishment.” “ Lots of good examples with suggestions for differentiation and challenge which is very beneficial!” “ Some really practical ideas that I can use in my class straight away, but this session also gave me a deeper understanding of how I can develop number sense in my class. I also feel more confident with navigating the Renfrewshire planners.” “ The challenges were amazing. Having the time to try things out and see it in action is so helpful… Excited to use in class” “ I will definitely be implementing the bar model strategy. I also cannot wait to implement the games with my class.” “ When I start multiplication and division, I will use everything especially arrays and concrete materials to introduce.” “ There were various strategies I want to use at my teaching table and a lot of resources that I didn’t know were available that I will use too!” “ Excellent course really makes me reevaluate my teaching.” Targeted support on best practice pedagogy for young people working at First and Second Level numeracy was delivered to secondary teachers via the DHT Learning and Teaching forum, the Maths PT forum, and at departmental level in some schools. One secondary school has been receiving weekly modelling and coaching sessions since February 2024 and to date anecdotal feedback is rating this highly worthwhile in supporting learners and teachers working with these children. The success of these approaches will be shared with the Maths PT forum to encourage other schools to become engaged with this work. A working party, comprising secondary and primary teachers, was established to develop a Third level planner in line with current Renfrewshire planners. The planner was completed by the end of June and will be rolled out as a pilot in academic session 2024/25. Modelling and Coaching Officers (MCOs) provided very effective bespoke support to 5 target schools, based on the priorities of each establishment. Data on the number of children that moved from being off track to on track was collected in 4 of the 5 schools, with the 5th school choosing to focus on teacher knowledge and confidence. Across 15 classes that received input and support from an MCO a total of 74 children moved to being on track by June 2024. Qualitative feedback demonstrates the positive impact of the MCO in improving teacher knowledge, skills, confidence and engagement and achievement of children in numeracy and mathematics. Curriculum, Learning, Teaching and Assessment Page 68 of 288
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Education Standards and Quality Report September 202446 “ Out of all the CLPL I have had this year, having an MCO has by far been the most impactful and beneficial for myself and my class”. Class Teacher “ From all the training we get, this resource is what I learn the most from and has had the biggest impact”. Class Teacher “ I can see the impact the MCO is having across the whole school from being in and out of classes, speaking with class teachers and from learning conversations with children”. Head Teacher To support establishments in family engagement in numeracy, a Family Maths Games Pack was developed and shared with all primary Numeracy Champions. In addition, a Train the Trainer session took place June 2024 where further school staff were trained to be able to lead a Family games night in their own school in session 24-25. The Family Maths Games resource will also be cross-matched to the Renfrewshire maths planners. Feedback from the family games nights has been very positive: “ It was just lovely to focus on an activity as a family for an hour and maths of all things would have been my last thought. All the activities really got the brain cells moving and we actually found it quite relaxing to focus on our maths ability”. Parent “I loved the games with the kids but also enjoyed the information the speaker gave us”. Parent “ Learning new and fun ways to understand maths with your children in an everyday environment”. Parent Curriculum, Learning, Teaching and Assessment Page 69 of 288
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Education Standards and Quality Report September 2024 47 Literacy Talk for Writing (TfW) Early Years As leadership of Talk for Writing plays a key role in successful implementation, a further 35 early years Project Leads from 31 establishments have undertaken career long professional learning (CLPL) specifically focussing on leading implementation of TfW this session. Project Leads include early years senior leaders, teachers and graduates. This training has also included primary Project Leads and school leaders with curricular responsibility for literacy and/or learning at early level. In session 2024/25 we will continue to provide high quality CLPL focussing on leading, developing, maintaining and embedding the Talk for Writing approach. This will include initial training for new Project Leads and ongoing CLPL to support implementation. This will increase leadership capacity, provide training for establishments joining the programme in session 2024/25 and ensure longer-term sustainability of the approach within and across settings. This session, bespoke CLPL for early years practitioners has been provided for the first time. 71 early years practitioners and P1 teachers from 35 establishments have participated. Course and ongoing evaluations from Project Leads and practitioners indicate: • 100% of participants would recommend this training to a colleague • 100% of participants strongly agreed the training increased their knowledge of effective writing pedagogy for young children • 100% of participants strongly agreed/ agreed the training gave them an insight into how to implement TfW effectively • 100% of participants strongly agreed/ agreed the TfW approach has the potential to raise staff confidence in developing writing when implemented fully An event to share good practice in the implementation of Talk for Writing for early years leaders and practitioners was delivered in April 2024. Bespoke in-service training on early years Talk for Writing pedagogy has been delivered to 1 early years centre and 2 ASN schools. As the majority of participating establishments have indicated implementation of Talk for Writing will begin in session 2024/25, a depth of implementation survey (to be completed jointly by Project Leads and practitioners) will be shared in December 2024. Primary schools An established network of over 120 Project Leads from across the 45 participating primary and ASN schools have benefitted from 2 days of ongoing leadership training this session. These training days are entirely bespoke - the content of each day is chosen by Project Leads. A mid-year survey, conducted in January 2024 was completed by 31 participating schools and indicated: • 97% of participants have found ongoing CLPL for Project Leads beneficial • TfW is being routinely implemented across all classes in 94% of schools that responded Curriculum, Learning, Teaching and Assessment Page 70 of 288
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Education Standards and Quality Report September 202448 • In 91% of participating schools, Talk for Writing is the main approach to teaching writing. 9% of schools who responded are using TfW in collaboration with other approaches to teaching writing. • 48% of schools who responded are using the draft Planning, Assessment and Progression frameworks produced by TfW to support teacher professional judgements. To support schools with implementation of Talk for Writing and ensure longer-term sustainability of the approach, CLPL on fiction and non-fiction writing has been available for any new or returning teachers. 80 teachers and school leaders from 40 participating schools attended with 100% positive feedback in course evaluations. An ’Introduction to Talk for Writing’ session was delivered to Newly Qualified Teachers (NQTs) in December 2024: • 94% of participants strongly agreed/ agreed the session provided them with a good overview of key elements of the TfW approach. • 94% of participants strongly agreed/agreed the session increased their knowledge of effective writing pedagogy. • 88% of participants strongly agreed/agreed that TfW could help them to support some of the challenges they currently face while teaching writing 14 bespoke support sessions have been provided for primary and ASN schools. These focus on areas of individual school need and have included in-service input and collegiate sessions based on aspects of the TfW process, meetings with Project Leads to support whole school implementation and support for specific teams including the Early Years Teacher Team. Support with School Improvement Planning has also been provided. Secondary schools One secondary school is piloting Talk for Writing as a targeted intervention for writing with S1/2 pupils. Support has been provided in relation to the TfW process, training opportunities, resources, unit planning and evaluation. A further secondary school will be participating in CLPL in session 2024/25 to use the approach with identified classes receiving targeted literacy support. Impact on Attainment Data analysis has demonstrated that Talk for Writing is having a significant impact on pupil attainment. Analysis has been based on progress over 2 years as some schools started TfW in 2021/22 and the second cohort in 2022/23. Curriculum, Learning, Teaching and Assessment Page 71 of 288
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Education Standards and Quality Report September 2024 49 Summary of key findings: • After year 1 (21/22), 80% of TfW schools had improved their writing attainment compared to 52% of all other schools. The average change per TfW school was 5.5% versus 0.1% of non-participating schools • After year 2 (22/23), 21/22 TfW schools had improved on average by 8.7% whilst 22/23 starting schools had improved by 2.5%. Non-participating schools had 0% change. • At pupil level, 21/22 TfW starters had improved their writing attainment by 5.7% in 2 years - an extra 125 pupils compared to 2020/21 • Improvements in writing attainment have improved most in P7. 21/22 TfW starters have improved P7 attainment by 8.1% over 2 sessions. This compares to 2.3% for schools who started TfW in 22/23 and -3.7% for those who are not using TfW. Schools who started TfW in 21/22 have had the biggest improvement in attainment for Deciles 1-3 learners (+8.4%) The Renfrewshire Literacy Approach: Primary Twenty bespoke support sessions have been provided to primary schools relating to various aspects of the Renfrewshire Literacy approach including the Primary Literacy Coaching Programme, literacy checklist self-evaluation, book banding, running records/miscue analysis and leadership support. Support for schools preparing for an Education Scotland inspection has also been provided. In addition, ongoing support to schools continues to be provided via Literacy Champions meetings. A programme of targeted support involving weekly input to P1,4 and 7 pupils alongside supporting school literacy developments and staff training, was delivered between April and June resulting in improved attainment in Literacy in almost all target schools. CLPL sessions on Dive into Reading/Writing were delivered and despite relatively low uptake, the courses were highly evaluated: • 100% of participants strongly agreed/ agreed the sessions were relevant to their classroom practice and professional learning needs. • 100% of participants strongly agreed/ agreed the sessions increased their understanding of effective reading/ writing pedagogy and strategies to raise attainment • 100% of participants strongly agreed/ agreed the learning from these sessions would have a positive impact on learning in their classrooms As part of the ongoing calendar of CLPL for NQTs, sessions on Raising Attainment in Reading and Writing were provided in term 1 with positive evaluation. Several NQTs have sought support to undertake practitioner enquiry relating to aspects of literacy. The Literacy Development Officer engaged with DHTs (raising attainment) and PTs English to highlight the support available to secondary schools. This led to meetings and support/ training sessions with 3 secondary schools, 1 ASN school and staff from our FLR bases. Curriculum, Learning, Teaching and Assessment Page 72 of 288
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Education Standards and Quality Report September 202450 Shared reading training has been provided to over 75 pupils across 6 secondary schools. As a result, senior pupils are gaining work experience by visiting early years settings on a weekly basis to read to younger children. This is part of our work with Dolly Parton’s Imagination Library to make sure all children are read the books that they receive at least once. To date, 24 early years settings have applied to be part of this continuing programme in session 2024/25. Work has been undertaken to develop a refreshed Renfrewshire Literacy Framework to support consistent planning, assessment and progression within and across establishments. A full audit of the existing framework was carried out as well as a review of progression pathways from Renfrewshire schools, local authorities and commercial organisations. Literacy Champions and key partners in Education Scotland were consulted as part of the audit to ensure that we are looking outwards and learning from what is working well elsewhere. Talk for Writing Planning, Progression and Assessment overviews were developed, piloted and shared with schools in April 2024. Individual support has been provided to schools in relation to literacy planning, assessment and moderation. A draft Renfrewshire Literacy Framework document is now in the final stages of development and will be ready for consultation from September 2024. Renfrewshire Libraries (One Ren) Ready, Set, Read! Summer Reading Challenge 2023 was delivered by public libraries and the Skoobmobile in partnership with the Reading Agency and promoted to all primary schools. 1668 children signed up, and 943 (57%) completed the Challenge reading 6 books or more or achieving their personal reading goal. ‘ My son enjoys the reading challenges every year. It encourages him to read throughout the summer, which helps to maintain his reading skills.’ Parent ‘ Ready, Set, Read! is a great opportunity to read. I love reading because it takes everything off my mind. I love reading so much!’ Child The Paisley Book Festival Schools Programme aims to inspire children and young people to love reading and develop their own creative writing skills through meeting and hearing from authors who write for their age group. It encourages children to engage with the library to expand their reading horizons and develop their creativity through free access to books and the support and guidance of school librarians and public library staff. This year 38 events took place in libraries, schools and Paisley Town Hall with 1396 children from 35 schools participating. A survey was sent out to teachers and pupils attending events and the responses were overwhelmingly positive. ‘ I really enjoyed this the author was really engaging with us and her books seem great definitely going to get them.’ Pupil Curriculum, Learning, Teaching and Assessment Page 73 of 288
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Education Standards and Quality Report September 2024 51 67 pupils from Renfrewshire High Schools entered the Janet Coats Memorial Poetry Prize (under 18s category). The judging panel for the prestigious prize included the acclaimed Scottish-Caribbean poet and performer, Courtney Stoddart; local poet Mairi Murphy, winner of the 2016 Alistair Buchan Prize for poetry; and the Tannahill Makar for Renfrewshire Shaun Moore. Five young poets were shortlisted, and their poems printed in a booklet along with the shortlisted adult poems. The winner was from St Benedict’s High School and received a cash prize and a donation for books for their school library. OneRen provides a professionally qualified librarian to 11 secondary schools in Renfrewshire. School libraries support both the curricular needs of the school and the extracurricular aspect of school life. Resources and activities support literacy and research, and there are a range of clubs and activities that young people regularly use during their free time to support their wellbeing. Young people across all secondaries were able to benefit from an increased number of author events this year due to successful funding bids by the school libraries team. Highlights included Libraries LYT Up Lives project with 6 Renfrewshire schools alongside 6 schools in Glasgow working with authors who write about gangs and harm reduction. Scottish Book Trust awarded an author residency to Castlehead High School Library for the 23/24 session and to St Andrew’s Academy Library for the 24/25 session which are only given to 10 schools each year. Future Paisley funding also led to author sessions taking place across a number of schools including transition events. A successful Reading Café took place at the new Paisley Central Library with young people attending from 3 schools to celebrate Empathy Day in June. Young people delivered presentations on the importance of reading, with the added benefit of boosting their own confidence and wellbeing. This will now be worked on as an annual event to involve more schools. St Andrew’s Academy Library received funding from the School Library Improvement Fund to create a Research Hub for senior pupils, one-to-one support sessions and small group workshops are provided by the librarian to develop research skills. The Skoobmobile provides a programme of book borrowing, story times, online learning and creative activity to primary schools and pre-5 establishments. Regular after school community stops provide access to good quality books and activities free of charge on the school doorstep or grounds. 11 primary schools have been supported and Bedtime Reading sessions have also been provided at 3 schools, working with families to encourage reading together and the joy of sharing books as a family. Bookbug bags support families to read, sing, and play with their children to give them the best start in life. Each contains 3 books, activity ideas and resources, and information for parents / carers. Every child in Renfrewshire receives a bag at 4 key stages: 3-5 weeks (Baby Bag); 13-15 months (Toddler Bag); age 3 (Bookbug Explorer Bag); Primary 1 (Bookbug Primary 1 Family Bag). The library service distributed 1794 Explorer Bags to pre-5 establishments, and 1912 Primary 1 Bags. Curriculum, Learning, Teaching and Assessment Page 74 of 288
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Education Standards and Quality Report September 202452 ‘ Improving our Classroom, School, Department’ programmes During session 2023-24, we ran all 3 of the ‘Improving our….’ programmes – Classrooms, Schools (primary) and Department (pilot). All three programmes have the same focus on high quality self-evaluation at classroom level, leading to: • improved learning and teaching; • use of data informed targeted interventions; • improved attainment and achievement; and • a relentless focus on equity and excellence for all children and young people. Improving our Classrooms (IOC) Twenty-four teachers from across primary and secondary signed up for the IOC programme last session which, for the first time, offered two accredited routes, IOC Masters or GTCS Recognition, both assessed on the same set of learning outcomes. All sessions were delivered in partnership with Inverclyde Council, and this enhanced the professional dialogue between colleagues who reported that networking with other like-minded individuals is a real benefit of the programme. Our candidates are currently awaiting the results of their accreditation route. Improving our Schools (IOS) Improving Our Schools (IOS) is a year-long programme involving all practitioners and senior leaders within a school. IOS is designed to be part of the School Improvement Plan (SIP) and is flexible to work in different school contexts. The focus of the programme in each school is driven by their self-evaluation evidence. 3 primary schools took part in session 2023-24 for the first time in Renfrewshire and accessed the same set of professional learning materials and tools as the other ‘Improving Our…’ programmes. Initial feedback has been very positive in terms of improving approaches to learning and teaching across the whole school, with everyone working on improvements together. Improving our Department (IOD) Developed and supported by a cross-authority group of Principal Teachers (PTs), Faculty Heads and DHTs, the maths department in Castlehead High piloted this programme throughout session 2023-24. IOD is designed to be a part of a department/faculty improvement plan and to be flexible to work in as many contexts as possible, across the BGE and Senior Phase. It is focussed on the priorities in the departments/faculties of participants, identified through self-evaluation. IOD complements, rather than being additional to, existing improvement structures. It provides a supported structure to drive collaborative improvement – it’s everyone’s job, not just that of the PT/FH. Four more departments from another 2 secondary schools are signed up to the programme for next session. Curriculum, Learning, Teaching and Assessment Page 75 of 288
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Education Standards and Quality Report September 2024 53 Assessment and Moderation A local authority QAMSO (Quality Assurance and Moderation Support Officers) group was established at the beginning of the session. This group worked alongside the Renfrewshire Assessment and Moderation Group (RAMG) to support and facilitate professional learning opportunities and a training programme for schools. All members of both groups engaged in professional learning with the West Partnership which was positively received. This resulted in a deeper understanding and awareness of AiFL (Assessment is for Learning) strategies and how assessment tools can support practitioners in ensuring a consistent approach in assessing children’s progress across establishments. AiFL training was delivered by RAMG members to a number of senior leaders, and this was evaluated as ‘very good’. Training packs are now being used in schools and early years centres. Almost all Head Teachers who attended the training were confident in supporting and challenging practitioners in the use of assessment data to determine levels of achievement and attainment of children. All secondary Deputes were trained in May 24 and will be sharing this with PTs across departments next session. A number of secondary colleagues participated in BGE moderation activity organised by the West Partnership, evaluations for which were very positive. This has resulted in increased awareness and sharing of standards across subjects. Additionally, all PT Subject Forums engaged in a moderation activity this session which has increased collaboration through joint planning and sharing practice and resources. Play Pedagogy Beyond Primary 1 Following on from previous training at the early stages of the school, during session 2023-24 we ran the course Play Beyond Primary 1 with a Focus on Primary 6 and Primary 7 alongside Deirdre Grogan, Principal Knowledge Exchange Fellow at Strathclyde University. The course had a clear focus on effective pedagogy in the upper primary. Alongside 23 Primary 6, 7 and S1 teachers, Deirdre explored how we incorporate pupil voice into the planning process, how to get children to participate in planning their own learning and what the learning environment should look like for older children. The final session was a sharing of key developments taken forward by participants; this included initial examples such as ‘Flexi Fridays’, where children take ownership of their learning for the day, and another case, in which the class teacher attempted to match the idea of play based pedagogy with the implementation of a more skills-based curriculum. All participants highly evaluated the course and enjoyed trying out different approaches to children led learning. 100% of evaluations reported that participation in the course increased participants’ knowledge and understanding of how children can lead their own learning. ‘ As we progress through session 2024-25, I would like to move to a more regular play-based learning approach. I would also like to try and develop the planning approach for play based learning in the upper school.’ Participant A Curriculum, Learning, Teaching and Assessment Page 76 of 288
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Education Standards and Quality Report September 202454 ‘ A really worthwhile course which has had a positive impact on my pupils’ engagement. The approach fits in well with the move to a more skills-based approach in our school. I valued the dialogue between colleagues to hear how they were taking this approach forward. It was great to gain ideas from others as well as Deirdre’s input.’ Participant B Early Years For the last 3 years, Renfrewshire’s Early Level Progression Tool has been used in all Early Learning and Childcare (ELC) services to provide a summative view of children’s progress towards the early level of curriculum for excellence. The purpose of the tool is to identify key milestones that demonstrate progress towards the level without altering individual settings’ practice towards tracking, observing and documenting learning. The aims of the tool are to: • Support knowledge of the child’s progress towards early level; • Support staff judgement of progress towards the level, providing opportunities for moderation; • Support transfer of information and transitionary processes with primary 1; • Support knowledge of professional learning needs which can be provided to support children’s experiences within early years; and • Provide a consistent overview across the authority regarding children’s progress during their early experience. Last session, staff were provided with updated progression tool guidance and training. 100% of services stated that they found the updated early level guidance to be beneficial. 73% of Early Learning and Childcare (ELC) services reported that all or almost all staff had increased confidence and skill in assessing children’s progress at early level and had increased their knowledge of skills progression and how to plan for children’s next steps in learning within literacy, numeracy and health and wellbeing. Staff were also provided with new guidance and training to support judgements of children’s progress at pre-early level. 93% of ELC services stated that they found the new pre-early level guidance to be beneficial. 53% of ELC services stated that all or almost all staff had improved knowledge of milestones and skills progression in literacy at pre-early level. For Numeracy and Health and Wellbeing (HWB) the figure was 47%. Similarly, 47% of ELC services stated that all or almost all staff had increased confidence and skill in the assessment of children’s progress at pre-early level and how to support the learning and development of children with additional support needs. While the results for the pre-early guidance are not as positive as the early level guidance this was expected; the pre-early level guidance has only been introduced during 2023/24 while the early level guidance is now in year 3 of implementation and is becoming more embedded in practice. Curriculum, Learning, Teaching and Assessment Page 77 of 288
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Education Standards and Quality Report September 2024 55 Analysis of the data collected has confirmed that it has internal and external validity. For example: • For the last 3 years data has been collected in relation to certain milestones where lower numbers of children are demonstrating consistently. • Inequalities based on sex and deprivation also replicate what has been found in other external data sets such as P1 data and data collected by the West Partnership and Public Health Scotland. • There is a strong correlation between the progression tool data submitted by ELC services and teacher judgement on achievement of a level at the end of P1. This has provided further evidence of the increasing confidence and skill of ELC staff in making accurate assessments of children’s progress. In numeracy there has been a marginal increase in numbers of children who are demonstrating skills and knowledge on a consistent basis rising from 61.5% to 61.9%. The other two curricular areas have seen a drop in the numbers of children demonstrating consistently from 78% to 75% in HWB and from 71.6 to 70% in literacy. These figures are still above the findings for 2021/22 where 69.3% of children were demonstrating skills consistently in HWB and 63.9% for literacy. In conjunction with the data team, analysis of 2023/24 data is currently ongoing and will inform our strategic plan for 2024/25. This information will also be shared with the Literacy and Numeracy Development Officers. Collaborative work with the Educational Psychology team took place this session to inform the design of the assessment of needs matrix and to ensured it aligned with the pre- early level progression tool. Inclusion Officers are now beginning to populate the assessment needs matrix for children entering their pre- school year. Evaluation of the contribution that the progression tool data makes to this process will be undertaken with the Inclusion Team in September 2024. All schools who responded reported that they used Early Years progression data to plan, set targets and implement appropriate interventions for P1 children. Most schools reported that they would welcome moderation work with ELC colleagues. This has been incorporated into our plans for academic session 2024/25. Some schools commented that they would like to receive the data in advance of the summer holiday period. This request was accommodated, and schools received progression tool data in June 2024 for children entering P1 in August 2024. Data for children working at pre-early level has been gathered for the first time in academic session 2023/24. Evaluation of the effectiveness of this data is scheduled to take place with P1 teachers in September 2024. Digital Learning Good progress has been made in implementing our Digital Plan – ‘Assess, Build, Innovate’ to promote a flexible, layered and empowered approach to digital learning. Our strategy is underpinned by the aim to develop high quality learning and teaching that leads to improved levels of attainment and achievement in all of our establishments. The plan is bringing about improvements in infrastructure, resources and digital pedagogy. Very good progress has been made in improving our infrastructure to ensure that all children, young people and schools have access to Curriculum, Learning, Teaching and Assessment Page 78 of 288
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Education Standards and Quality Report September 202456 hardware, wifi and well-researched digital platforms/software to ensure equity and improve outcomes. All establishments have had their wi-fi upgraded and are now able to access high speed broadband. Schools were also supported to replace and upgrade hardware such as Promethean boards. Almost all establishments have engaged with either bespoke or tailored support and/or digital professional learning (PL) supported by a range of partners including Education Scotland, Google Education and Microsoft Education. A session on planning your school’s digital strategy was delivered in partnership with Education Scotland. Over a third of establishments attended the session. It was rated 5 out of 5 by attendees, with 100% saying they would implement the learning in practice and share the learning with colleagues. Our Digital Learning Champions Team have been well supported this session by the Apple Regional Training Centre (RTC). The RTC offered 14 face-to-face sessions, training over 200 staff in using iPads to support learning and teaching. Within the RTC team, support and advice is shared regularly, including how to become an Apple Teacher. All attendees who completed an evaluation said that the session had made changes to their practice that directly impacted on learners. Throughout this session, schools have had free access to Read & Write using Chromebooks, as part of the Text Help Pilot. A third of our Primary Schools received bespoke training from Text Help. This pilot will be reviewed at the start of next session and recommendations made. ‘ The read and write programme has been very beneficial to learners in my class particularly supporting pupils with Dyslexia. They have been able to use the ‘Talk to type’ feature to support them creating texts during writing lessons and answer comprehension questions fully. It has also supported children with producing more extensive pieces of writing and completing tasks within allocated time slots.’ Teacher Google for Education hosted a series of Renfrewshire engagements, including a Gripe Jam for staff to identify what they wanted to learn. Following on from this, Google for Education led an In-Service day, 2 in-person twilights and 2 Google Meet webinars, specifically tailored to staff needs. Attendees also had access to a Google Classroom for asynchronous support. All participants responded that they have increased their use of Chromebooks as a result of the training and agreed that they had increased confidence in using Google technology to save time. ‘ Really enjoyed the wide range of areas covered - really feel I have learned lots!’ Teacher ‘ My highlights were practical and hands-on experience using the Chromebook, learning some of the shortcuts and how to use accessibility tools effectively.’ Teacher Curriculum, Learning, Teaching and Assessment Page 79 of 288
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Education Standards and Quality Report September 2024 57 Professional learning has been offered to support schools to achieve awards such as the Digital Schools Award Scotland (DSAS), Digital Wellbeing Award (DWA) as well as providing information about the new Endorsement Award and the ELC award specifically for Early Years establishments. A total of 29 schools have achieved the DSAS, 7 schools have achieved the DWA and 1 school the Digital Endorsement Award. Creative use of various digital platforms has strengthened communication with parents/ carers and families in almost all establishments. This session schools increased the number of parents signed up to Parents Portal to a minimum of 50% across all schools. Staff continued to access the Get Safe Online (GSO) Ambassadors Team where resources and ideas are available for them to use within their own schools. Group Call was successfully rolled out to all schools to improve communication and engagement with parents and carers. Bespoke training for staff took place in May 2024 and initial feedback has been very positive. This aligns with our Green Print Strategy and will ensure less need for paper-based copies of documents for parents. Developing the Young Workforce The Schools’ Transitions Group continues to meet regularly with a robust focus on supporting vulnerable learners into positive destinations. In 2022/23, the number of young people entering a positive destination after leaving school was 96.4%. This is down 0.2% from the 2021/22 capture point due to a number of factors which include a 22% rise in the number of S4 leavers. Of our care experienced leavers, 92% entered a positive destination representing an increase of 10% from 2021/22. The number of leavers from quintile 1 entering a positive destination was 94.22% an increase of 1% from 2021/22. Pathways teams continue to develop with Invest in Renfrewshire transitional support workers now engaging with all Renfrewshire secondary schools. A School Leavers Practitioners Network has also been developed with colleagues from Education, Skills Development Scotland, Invest in Renfrewshire and Developing the Young Workforce West, meeting on a bi-annual basis. The network allows practitioners across agencies to share best practice and ensure appropriate supports are in place for all school leavers, particularly the most vulnerable. The impact of the network includes: • Renfrewshire Destination planner developed and shared with all schools • Future Pathways meeting now established on a monthly basis in all secondary schools • Invest transition support workers in place to support all schools • Datahub training sessions provided for key staff • 16+ training for all network colleagues All secondary schools and our 2 schools for pupils with additional support needs (ASN) have a Developing the Young Workforce (DYW) coordinator. DYW Coordinators support and implement structures for employer engagement, maintain local business partnerships, and contribute to national priorities around employability, the Career Education Standard and Work Placement Standard. DYW Coordinators play a crucial role in connecting education and the world of work, helping pupils prepare for their future careers. A total of 8,527 DYW engagements have been recorded across all 13 secondary schools during session 2023/24. Curriculum, Learning, Teaching and Assessment Page 80 of 288
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Education Standards and Quality Report September 202458 These include work placements, employer engagements and career events. This work continues to support all our learners including the most vulnerable to develop key skills which will allow them to access future destinations. Renfrewshire’s ‘My Future Pathways’ programme offers opportunities for young people who are interested in pursuing a career in the construction industry. Almost 40 young people have attended the course since August 2023 with almost all securing a positive destination with West College Scotland’s pre-apprenticeship course or a training course with Invest in Renfrewshire. In September and December, Renfrewshire held it’s first ‘Get Hired’ events in partnership with Invest in Renfrewshire and Skills Development Scotland. School leavers had the opportunity to meet with employers and training providers with ‘live’ opportunities. Almost all young people who attended the September event secured a positive destination. The December event was also very well attended with a number of opportunities accessed by our most vulnerable school leavers. Career Ready was launched in September 2023 with 7 young people from Park Mains High School embarking on the 2-year coaching and mentoring programme. The programme provides the opportunity to work with a mentor from the world of work, access to a series of skilled masterclasses and a 4-week paid internship over the summer holiday period to support the development of key employability skills. Three of our Career Ready young people completed their internship with Renfrewshire Council in July 2024. Feedback from both interns and mentors has been overwhelmingly positive with plans in place to extend the programme to an additional 2 secondary schools in session 2024/25. Young People from Castlehead High School and Renfrew High School have embarked on the DXC Digital Futures Academy. 12 young people who are currently in S2, have the opportunity to work alongside industry experts and gain exposure to cutting edge technologies over the next 4 years. The programme includes personal career planning, goal setting, action planning and decision making. Access to these opportunities will have a direct impact on preparing young people for all pathways and future career aspirations. 225 S3 young people from across all secondary schools accessed the ‘Future Paisley Pathways Programme’ during February and March 2024. The programme was developed to inform young people about both further education routes and professional development opportunities in Renfrewshire’s cultural sector, including internships, volunteering opportunities, courses available at West College of Scotland, and the UWS Foundation Academy. Feedback from young people indicates the programme was successful in increasing awareness of opportunities in local creative industries. One young person stated, ‘there are lots of different opportunities through creative subjects, [many more] than I thought’. This sentiment is further reflected in the increased awareness of the educational programmes available. The numbers of young people who stated they were aware of the educational opportunities in Renfrewshire rose from 27% to 77% on completion of the Pathway Programme. Full evaluation of this very successful project can be found at Appendix C. Curriculum, Learning, Teaching and Assessment Page 81 of 288
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Education Standards and Quality Report September 2024 59 We continue to strengthen the Senior Phase offer, to widen the range of opportunities available to young people, including appropriate courses and work placement opportunities. Six schools across Renfrewshire accessed the UWS Foundation Academy in session 2023/24 as part of a widening access programme. A Principal Teacher ‘College Pathways’ post has been created to ensure all learners have access to appropriate support at key points of transition with a particular focus on our care experienced young people. 14 young people from across secondaries have accessed enhanced transition to West College Scotland with support from the PT College Pathways. Curriculum, Learning, Teaching and Assessment Page 82 of 288
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Education Standards and Quality Report September 202460 STEM (Science, Technology, Engineering, Maths) Primary Schools Pupils from 19 primary schools across Renfrewshire visited West College Scotland to participate in STEM workshops delivered by key staff and ambassadors in this curricular area. Pupils had the opportunity to access experiments in fingerprint analysis, lung capacity and rockets. Feedback from staff at Gallowhill Primary School: ‘ The pupils had the best time during their visit and didn’t want to come back to school. They had so much fun with lots of chat about the experience for days afterwards’. Teacher Curriculum, Learning, Teaching and Assessment Page 83 of 288
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Education Standards and Quality Report September 2024 61 SmartSTEMs delivered engagements with pupils from Brediland Primary School and St James’ Primary School in Renfrew. Groups participated in a variety of challenges, developing creative thinking and problem-solving skills. Children also enjoyed interviewing STEM ambassadors using digital platforms to learn more about careers in the world of STEM. P7 children gave the following feedback: ‘ I thought it was interesting and fun. My favourite part was the paper plate challenge as it made you think, and you had to work as part of a team’. P7 child Nine primary schools received funding from the Royal Society and worked in partnership with Glasgow Caledonian University and the Royal Navy to design and build their own Goblin kit cars – electric cars designed for racing. Children worked for 9 months on this exciting project and each school successfully built their own car which can reach speeds of up to 20 mph. Children got to race against each other in their cars at Kames course in East Ayrshire with children from Wallace Primary School being the winners. All children involved in the project were introduced to engineering in a fun and innovative way whilst learning about aerodynamics and skills for life and work. Some Primary 7 children involved in the project provided the following feedback: ‘ It’s been really fun to do - putting together all the parts and getting use different tools.’ ‘ It has taken a few months to build so seeing it in action makes it just more exciting.’ ‘ I’m thinking of becoming a mechanical engineer.’ ‘ I want to do something in design or engineering or architecture.’ Anti-Racist Education Education Scotland supported the authority with a national input including a presentation to all Head Teachers to raise awareness of the importance of building racial literacy across the curriculum. A cross-sector working group has been established. This was evaluated as very good and as a result two primary and a secondary school have agreed to pilot anti- racist clubs involving children and young people within their own establishments next session. An accessible portal has also been set up with resources and materials to support schools. All members of this group have attended a number of professional learning opportunities in anti-racism, and this has developed a deeper understanding across schools of the complexity of delivering an anti-racist curriculum. A programme of training to support leaders at all levels in ensuring a whole school approach to anti-racism, has now been developed in partnership with the West of Scotland Development Education Centre (WOSDEC) and will be on offer in early September 2024. Curriculum, Learning, Teaching and Assessment Page 84 of 288
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Education Standards and Quality Report September 202462 Next Steps • Deliver a comprehensive core programme of professional learning and targeted interventions in Literacy and Numeracy across all sectors linked to professional standards and informed by local/national priorities. • Create and develop a Renfrewshire Learning, Teaching and Assessment Strategy. • Introduce a consistent Renfrewshire Standardised Testing approach to support teacher professional judgement. • Develop a calendar of CLPL for leaders at all levels and produce support materials including assessment exemplars for use in all establishments. • Introduce and implement a Target School Programme (Phase 2) to raise attainment and close the poverty-related attainment gap across all Literacy and Numeracy measures. • Through provision of professional learning, Improving Outcomes for Young People meetings and bespoke approaches, support secondary establishments to raise attainment and achievement, narrow the poverty-related attainment gap and better understand their role in achieving the LA Senior Phase stretch aims. • Continue to evaluate the content and guidance notes for the early level and pre- early level progression tools. • Provide a programme of CLPL that will further develop early years’ staff knowledge of the Curriculum for Excellence, Realising the Ambition and effective assessment and moderation. • Work collaboratively with Education Scotland, NHS and Educational Psychology to develop a plan that will focus on improving the speech and language development of children. • Develop a new framework for Renfrewshire’s children aged 0-3 which will maximise their development and support staff in adopting best practice in planning, assessment, recording and reporting. • Provide opportunities to develop the leadership skills of ‘middle leaders’ in our ELC settings. • Extend the Young Leaders of Learning programme further with children and young people to listen to their views about how to improve our schools and their learning experiences. • Review the rolling ICT refresh programme for establishments and continue to improve the ICT infrastructure. • Provide a range of training opportunities and bespoke support to establishments to improve digital pedagogy. • Introduce Safer Schools App to establishments to support online safety for parents. Curriculum, Learning, Teaching and Assessment Page 85 of 288
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Education Standards and Quality Report September 2024 63 • Refresh the group of Digital Learning Champions and provide further opportunities to share practice. • Provide support to implement the new Primary Computing Science Progression Pathway. • Further develop the senior phase including extending opportunities for achievement through the Scottish Credit & Qualifications Framework (SCQF). • Provide opportunities for school staff to work collaboratively to explore a refreshed BGE curriculum offer. • Implement Renfrewshire Future Pathways as the authority employability strategy to deliver 100% positive destinations by 2028. • Widen Access and Participation to Further/ Higher Education. Work in partnership with further/higher education institutions to increase the number of opportunities available for young people to access appropriate, sustained pathways. • Promote Foundation Apprenticeships in key employability areas. • Implement a refreshed DYW Work Placement model across all secondary schools to include meaningful school/ employer partnerships which will enhance the curriculum offer. • Develop and deliver a programme of CLPL in partnership with WOSDEC for leaders at all levels to raise awareness of whole school approaches to anti racism. Curriculum, Learning, Teaching and Assessment Page 86 of 288
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Performance Information Education Standards and Quality Report September 202464 Education Standards and Quality Report September 202464 The Data team, comprising the Management Information Officer (MIO) and the Data and Evaluation Officer, provide highly effective support to the central team and to school leaders. The Data team undertake analysis and provide data summaries at key points of the academic year. These summaries include data on themes such as senior phase (initial and leavers’ data), broad general education (BGE), attendance and exclusions as well as analysis of larger data sets such as Health and Wellbeing surveys. Data is used very effectively to identify where Scottish Equity Fund (SEF) support and interventions are required. The process of data-informed self-evaluation led to the application of specific interventions in target areas with deployed central support from literacy, numeracy and HWB development officers. To support school leaders and practitioners, the Data team provide a range of universal and bespoke training and support throughout the session. An authority wide primary school tracking system was developed and training has been provided on its use. Similarly, training has been delivered to secondary leaders around use of Seemis and Power BI. Professional learning has also been delivered to classroom practitioners on effective use of data. As a result of these offers and supports, almost all school leaders now express confidence in the use of data. Targeted Schools Programme (Primary) Through the analysis of attainment data, ten schools were identified as target schools in March 2024. The criteria used for identifying target establishments centred around those where there were a high number of children off rack in attainment levels across 2 or more curricular areas, a high ratio of children from SIMD 1 and 2 and a high school roll. An eight- to-ten-week additional support programme was put in place to boost the attainment levels of identified individual children across the schools and raise the overall attainment in the authority. The additional support and robust quality assurance included engagement with schools from education managers, development officers, early years’ teachers and supply teachers. The evaluation data is broadly positive, and we are able to determine that the majority of schools who did not think they would achieve their targets went on to do so. 8 out of the 10 schools achieved 80% or more of their targets. All survey respondents felt the support needs of the school were met and that identified target children were suitable for the programme. Page 87 of 288
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Attainment in Literacy and Numeracy—SCQF Level 5 Percentage of Leavers Achieving SCQF 5 Literacy 87 88 90 87 85 82 82 83 82 81 60 65 70 75 80 85 90 95 100 2019 2020 2021 2022 2023 Percentage of Leavers Achieving SCQF 5 Literacy Renfrewshire National 76 78 80 77 75 69 71 73 71 71 60 65 70 75 80 85 90 95 100 2019 2020 2021 2022 2023 Percentage of Leavers Achieving SCQF 5 Numeracy Renfrewshire National Renfrewshire National Percentage of Leavers Achieving SCQF 5 Numeracy 87 88 90 87 85 82 82 83 82 81 60 65 70 75 80 85 90 95 100 2019 2020 2021 2022 2023 Percentage of Leavers Achieving SCQF 5 Literacy Renfrewshire National 76 78 80 77 75 69 71 73 71 71 60 65 70 75 80 85 90 95 100 2019 2020 2021 2022 2023 Percentage of Leavers Achieving SCQF 5 Numeracy Renfrewshire National Renfrewshire National Education Standards and Quality Report September 2024 65Education Standards and Quality Report September 2024 65 Renfrewshire leavers consistently perform above national figures in literacy and numeracy Page 88 of 288
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Average Total Tariff Average Total Tariff Points—All Leavers Renfrewshire 655 712 738 720 670 1232 1327 1366 1326 1229 400 600 800 1000 1200 1400 1600 2018/19 2019/20 2020/21 2021/22 2022/23 Renfrewshire Leavers—Average Total Tariff by SIMD Quintile SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) % Gap 84% 83%85%86%88% 923 981 1094 984 933889 943 993 944 914 400 600 800 1000 1200 1400 1600 2018/19 2019/20 2020/21 2021/22 2022/23 Average Total Tariff Points—All Leavers Renfrewshire National National The average total tariff easures school leavers’ attainment across all subjects and qualifications Renfrewshire leavers concomitantly have a higher average tariff han national, indicating that our pupils achieve more qualifications and at higher grades than their counterparts across the country. Renfrewshire Leavers— Average Total Tariff by SIMD Quintile SIMD Quintile 1 (20% Most Deprived) 655 712 738 720 670 1232 1327 1366 1326 1229 400 600 800 1000 1200 1400 1600 2018/19 2019/20 2020/21 2021/22 2022/23 Renfrewshire Leavers—Average Total Tariff by SIMD Quintile SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) % Gap 84% 83%85%86%88% 923 981 1094 984 933889 943 993 944 914 400 600 800 1000 1200 1400 1600 2018/19 2019/20 2020/21 2021/22 2022/23 Average Total Tariff Points—All Leavers Renfrewshire National SIMD Quintile 5 (20% Least Deprived) Education Standards and Quality Report September 202466 Attainment gaps between pupils living in most and least deprived areas have consistently decreased over 5 years, remain significant. Page 89 of 288
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School Leaver Destinations Percentage of School Leavers in Positive Initial Destination 96.9 97.2 99.8 98.8 98.1 65.0 70.0 75.0 80.0 85.0 90.0 95.0 100.0 2018/19 2019/20 2020/21 2021/22 2022/23 SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) Linear (SIMD Quintile 1 (20% Most Deprived)) Linear (SIMD Quintile 5 (20% Least Deprived)) Percentage Point Gap -4pp -7pp -8pp -5pp -5pp 95.0 94.0 96.5 96.6 96.495.1 93.4 95.5 95.7 95.9 65.0 70.0 75.0 80.0 85.0 90.0 95.0 100.0 2018/19 2019/20 2020/21 2021/22 2022/23 Renfrewshire National The gap between leavers from most and least deprived areas had widened during the pan- demic but has begun to decrease. 92.5 90.3 91.8 93.9 92.8 Renfrewshire National The percentage of Renfrewshire school leavers in a positive initial destination remains consistent and has been above the national figure for the previous 4 years. Percentage of Renfrewshire School Leavers in Positive Initial Destination—SIMD Quintile 1 & 5 SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) Linear (SIMD Quintile 1 (20% Most Deprived) Linear (SIMD Quintile 5 (20% Least Deprived) 96.9 97.2 99.8 98.8 98.1 65.0 70.0 75.0 80.0 85.0 90.0 95.0 100.0 2018/19 2019/20 2020/21 2021/22 2022/23 SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) Linear (SIMD Quintile 1 (20% Most Deprived)) Linear (SIMD Quintile 5 (20% Least Deprived)) Percentage Point Gap -4pp -7pp -8pp -5pp -5pp 95.0 94.0 96.5 96.6 96.495.1 93.4 95.5 95.7 95.9 65.0 70.0 75.0 80.0 85.0 90.0 95.0 100.0 2018/19 2019/20 2020/21 2021/22 2022/23 Renfrewshire National The gap between leavers from most and least deprived areas had widened during the pan- demic but has begun to decrease. 92.5 90.3 91.8 93.9 92.8 Education Standards and Quality Report September 2024 67 The gap between leavers from most and least deprived areas had widened during the pandemic but has begun to decrease. Page 90 of 288
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Destinations by Care Experience Percentage of Renfrewshire School Leavers in Positive Initial Destination—Care Experience 81% 86% 90% 87% 90% 96% 94% 97% 97% 97% 65% 70% 75% 80% 85% 90% 95% 100% 2019 2020 2021 2022 2023 Percentage of Renfrewshire School Leavers in Positive Initial Destination - Care Experience Leavers with Care Experience Leavers with No Care Experience Percentage Point Gap -14pp -7pp Despite a slight decrease in the previous cohort, the percentage of care experienced leavers entering a positive destination has increased over 5 years. -7pp -9pp -10pp Percentage of Renfrewshire School Leavers in Positive Initial Destination—Care Experience Leavers with Care Experience Leavers with No Care Experience Education Standards and Quality Report September 202468 Despite a slight decrease in the previous cohort, the percentage of care experienced leavers entering a positive destination has increased over 5 years. Education Standards and Quality Report September 202468 Page 91 of 288
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Primary Attainment in Literacy and Numeracy Primary Literacy— Percentage Achieved Expected Level 76% 70% 72% 74% 76% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 84% 80% 81% 83% 84% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 Primary Numeracy— Percentage Achieved Expected Level 76% 70% 72% 74% 76% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 84% 80% 81% 83% 84% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 Education Standards and Quality Report September 2024 69Education Standards and Quality Report September 2024 Primary attainment in literacy and numeracy continues to increase and is now in line with pre pandemic levels. 69 Page 92 of 288
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SIMD Attainment Gaps Primary Literacy—Percentage Achieved Expected CfE Level by SIMD Quintile 76% 67% 72% 74% 74% 93% 92% 91% 92% 93% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 Primary Numeracy- Percentage Achieved Expected CfE Level by SIMD Quintile Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) 67% 55% 61% 60% 64% 86% 85% 82% 87% 88% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 Primary Literacy- Percentage Achieved Expected CfE Level by SIMD Quintile Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) SIMD Attainment Gaps Percentage Point Gap -20pp -25pp -27pp-21pp-30pp -19pp-19pp-19pp-24pp -17pp Lorem ipsum Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) Primary Numeracy—Percentage Achieved Expected CfE Level by SIMD Quintile 76% 67% 72% 74% 74% 93% 92% 91% 92% 93% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 Primary Numeracy- Percentage Achieved Expected CfE Level by SIMD Quintile Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) 67% 55% 61% 60% 64% 86% 85% 82% 87% 88% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 Primary Literacy- Percentage Achieved Expected CfE Level by SIMD Quintile Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) SIMD Attainment Gaps Percentage Point Gap -20pp -25pp -27pp-21pp-30pp -19pp-19pp-19pp-24pp -17pp Lorem ipsum Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) Education Standards and Quality Report September 202470 Education Standards and Quality Report September 202470 Pupils in most deprived areas were most significantly affected by the pandemic causing gaps to widen. Some signs of recovery since 2020-21 but this has been inconsistent. Page 93 of 288
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S3 Attainment S3 Literacy Attainment 95% 85% 90% 92% 61% 60% 67% 72% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2021-22 2022-23 2023-24 S3LiteracyAttainment Achieved3rd Level orAbove Achieved4th Level 95% 93% 93% 96% 68% 73% 76% 80% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2021-22 2022-23 2023-24 S3 Numeracy Attainment Achieved3rd Level orAbove Achieved4th Level Achieved 3rd Level or Above Achieved 4th Level Attainment has continued to increase in both literacy and numeracy in S3, particularly at Fourth Level. S3 Numeracy Attainment 95% 85% 90% 92% 61% 60% 67% 72% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2021-22 2022-23 2023-24 S3LiteracyAttainment Achieved3rd Level orAbove Achieved4th Level 95% 93% 93% 96% 68% 73% 76% 80% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2021-22 2022-23 2023-24 S3 Numeracy Attainment Achieved3rd Level orAbove Achieved4th Level Achieved 3rd Level or Above Achieved 4th Level Education Standards and Quality Report September 2024 71Education Standards and Quality Report September2024 71 Page 94 of 288
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Attainment & Exclusions Attendance Rates by Sector 94.9 90.1 91.1 95.4 91.5 91.192.8 87.0 90.2 92.8 86.9 89.7 93.1 86.8 89.6 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Primary Secondary ASN Attendance Rates by Sector 2019-20* 2020-21* 2021-22 2022-23 2023-24 8.1 39.6 49.5 2.9 43.1 43.6 3.8 72.9 25.8 4.5 60.3 20.8 5.0 39.5 5.1 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 Primary Secondary ASN Exclusion Rate per 1000 Pupils by Sector 2019-20* 2020-21 2021-22 2022-23 2023-24 2019-20* 2020-21* 2021-22 2022-23 2023-24 Attendance rates have been impacted by the pandemic with primary and secondary attendance lower than in previous years. Primary attendance has increased since 2022-23 however secondary remains unchanged. Exclusion Rate per 1000 Pupils by Sector 94.9 90.1 91.1 95.4 91.5 91.192.8 87.0 90.2 92.8 86.9 89.7 93.1 86.8 89.6 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Primary Secondary ASN Attendance Rates by Sector 2019-20* 2020-21* 2021-22 2022-23 2023-24 8.1 39.6 49.5 2.9 43.1 43.6 3.8 72.9 25.8 4.5 60.3 20.8 5.0 39.5 5.1 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 Primary Secondary ASN Exclusion Rate per 1000 Pupils by Sector 2019-20* 2020-21 2021-22 2022-23 2023-24 2019-20* 2020-21* 2021-22 2022-23 2023-24 Education Standards and Quality Report September 202472 Education Standards and Quality Report September 202472 Exclusion rates peaked in secondary schools following the pandemic. They have since fallen and are behind pre pandemic levels. Page 95 of 288
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Education Standards and Quality Report September 2024 7373Education Standards and Quality Report September 2024 Stretch Aims The local authority’s approach to setting stretch aims is based on recovery and acceleration: recovery to pre-pandemic levels of attainment and then increase attainment beyond pre- pandemic levels onwards. Schools were asked to set attainment targets following the same rationale. These annual school targets are intended to ensure that the approach is pupil centred and should lead to more effective tracking of progress across the broad general education. Core plus aims are centred on Writing across the broad general education (BGE). This is a key improvement area for the authority and was selected based on performance at each stage. Evidence-based interventions are being used to support schools with improving Writing. Additional aims are included which focus on attainment of pupils living in SIMD most deprived and least deprived areas. This provides a rich set of data to inform future planning. Measure Type 2017/ 2018 2018/ 2019 2019/ 2020 2020/ 2021 2021/ 2022 (Baseline) 2022/ 2023 2023/ 2024 Target- 2023/ 2024 Difference to Target Difference to Baseline % primary pupils achieving expected level in literacy Core 76% 76% - 70% 72% 74% 76% 77% -0.6% 5% % primary pupils achieving expected level in numeracy Core 83% 84% - 80% 81% 83% 84% 85% -1.2% 2% % P1 pupils achieving expected level in writing Core + 83% 83% - 78% 81% 81% 83% 83% -0.4% 2% % P4 pupils achieving expected level in writing Core + 77% 76% - 70% 69% 74% 76% 77% -0.9% 7% % P7 pupils achieving expected level in writing Core + 76% 76% - 70% 73% 74% 77% 76% 1.2% 4% % 16-19 olds participating in education, employment or training Core 91.6% 91.7% 92.4% 93.0% 93.3% 92.8% - 95.0% - - % leavers achieving 1 or more pass at SCQF level 5 (All SCQF) Core 90.0% 91.4% 92.6% 93.4% 91.5% 90.9% - 92.6% - - % leavers achieving 1 or more pass at SCQF level 6 (All SCQF) Core 69.1% 69.7% 71.4% 77.1% 72.9% 70.5% - 73.0% - - Stretch Aims - 2023/24 Update Although not yet achieving our targets there is increased attainment in all measures since the baseline year Page 96 of 288
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Appendix Page 97 of 288
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Appendix A Education Standards and Quality Report September 2024 75 Scottish Government Education Workforce Support— Professional Learning Renfrewshire Council: Approaches to Cognitive Behaviour What was the context to the project/approach, why it was needed? In order to support the health and wellbeing of children and young people, our key staff around pupil support must be able to provide the best support they can. Over the last year we have delivered targeted staff training focussing on key skills in relation to risk. In order to enhance staff skills further, we have focused on anxiety, the main theme coming through our counselling in schools’ data. Renfrewshire’s Approaches to Cognitive Behaviour Therapy (CBT) course introduces key staff to basic skills and knowledge around CBT. According to the National Institute of Health and Care Excellent (NICE), CBT has an increasing evidence base to support its effectiveness for a range of common mental health problems in children and young people. What were the main aims? The course is designed to provide confidence and understanding of basic approaches to CBT and demonstrate how a CBT based approach can enhance our work with children and young people, make sense of children and young people’s experience of anxiety and develop an understanding of the factors which triggered the problem, those which maintain it and how to break out of the vicious cycle of anxiety. What did you do? What was the delivery model, target group(s)? Our course runs as a 2-hour twilight across 5 weeks with separate groups running for primary and secondary staff. Participants are expected to work with a child/young person throughout the course and practise CBT approaches shared within sessions. Our target group has consisted of key staff in primary and secondary schools with a pupil support or nurture role. This has included key workers, nurture support staff, transition teachers, pupil support teachers and coordinators and head teachers. Page 98 of 288
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Education Standards and Quality Report September 202476 Appendix A What was the impact and how did you measure it? This session we have delivered four training cohorts and received 68 evaluations from a number of different roles from 22 different education establishments across Renfrewshire Council. Firstly, course evaluations provided feedback from participants regarding their knowledge and confidence before and after the course as a way of measuring practitioner enhancement. Secondly, we conducted a focus group with course participants to establish what impact the training had had on their practice and what their needs were in order to continue delivering high quality CBT approaches in a sustainable manner. 98.5% of evaluation respondents reported that their knowledge of CBT approaches had improved as a result of the course with pre- course ratings out of 5 increasing from 1.9 to 4.4. With regards to confidence development, 100% of our evaluation respondents have told us their confidence has improved as a result of the course with pre-course rating our of 5 increasing from 1.4 to 4.2. The main reflections from staff included: • Feeling better equipped to respond to children and young people. • ‘The course has given me confidence to have more in-depth discussions with young people and peers- I know not to be put off tackling situations - to have open, honest and direct questioning conversations as I can follow a structure and identify a goal’ • Having a structure/framework to respond to children and young people which provided a systematic way of responding: • ‘I like the framework and the structure. Very helpful when structuring sentences and sessions with young people’ • ‘What I really love about it is the framework, because I love structure and I love the way it (CBT) takes the child and us out of that feeling realm’ • ‘I feel that I can take a more structured approach to discuss anxiety and difficulty making decisions with the pupils I work with.’ • Links with other programmes across the authority such as Non-Violence Resistance (NVR), Renfrewshire’s Nurturing Relationships Approach (RNRA) and LIAM (Let’s Introduce Anxiety Management). • ‘CBT effortlessly articulates so well with lots of other programmes…. we have NVR (non-violent resistance), there’s accommodating behaviours…so absolutely CBT links in with these other approaches’ • ‘It does link nicely with LIAM(Let’s Introduce Anxiety Management)…it’s nice to have this approach to help as a first step before LIAM’ • Ways in which CBT approaches provide a space for reflection. • ‘I felt that the course gave me a complete change in mindset around avoidance and gave me confidence to support young people to address anxiety face on. Personally, it has given me a different outlook on situations where I may have gone for an easy fix or enabled avoidance to support a child. There has already been some impact evident in the young people Page 99 of 288
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Education Standards and Quality Report September 2024 77 that I work who have been given support around situations which make them nervous’. • ‘ the structure really allows the young person to engage with themselves – so instead of being involved in a conversation with you….suddenly they are engaged with themselves’ • ‘It really does help them [the pupils] reflect on how their thoughts impact on their behaviours’. • ‘I think it’s been helpful to know about the safety behaviours that we spoke about as well…..its recognising all of these strategies that they are using and explaining to them and pointing out to them about what they use’ • The value of engaging parents and incorporating parental involvement. • ‘Personally - my knowledge and confidence in using the language with pupils to help guide conversations. Professionally - putting strategies in place for pupils. Using the appropriate language with parents’ • ‘The parents really seem to have bought into it as well, particularly around the use of the (daily thought) diaries’ • Participants valued the use of shared language to improve effectiveness across groups/establishments/sectors: • ‘I feel more confident with the language of CBT and with other trained staff this can become common language within the department.’ Are there any next steps as a result of this work? This approach has been funded through Renfrewshire’s Family Wellbeing Fund and will continue to run throughout session 2024/25. To support staff, resources have been developed by the Health and Wellbeing Development Officer to provide an information framework around our CBT approach along with information to parents regarding anxiety. Survey respondents and focus group respondents also made several suggestions around how their CBT skills could be further developed and made sustainable. Key themes around continuing communities of practices, evaluating impact at pupil/establishment level and practical alterations to course delivery were all noted. Moving forward, we will consider how this feedback can be addressed to ensure that high quality Approaches to CBT training continues to make a difference for children and young people in Renfrewshire. Appendix A Page 100 of 288
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Appendix B Education Standards and Quality Report September 2024 78 Future Paisley Pathway Programme Evaluation Report 1 PATHWAY PROGRAMME EVALUATION REPORT The Pathway Programme was devised as an educational programme to develop Renfrewshire secondary school students’ understanding of the culture and visitor economies across the region. The programme was developed to inform students about both further education routes and professional development opportunities in Renfrewshire’s cultural sector/ including internships/ volunteering opportunities/ courses available at West College of Scotland/ and the UWS Foundation Academy} This evaluation considers findings from a pilot/ which ran during February and March of спсу} There were ссфx Sтstudents who attended the programme where they participated in workshops at UWS/ explored the West College of Scotland Performing Arts and Creative Industries Departments/ visited local cultural organisations/ and toured the newly refurbished Paisley Town Hall} The programme was delivered in partnership with Renfrewshire Council/ Future Paisley/ University of West of Scotland/ West College of Scotland/ One Ren/ PACE Theatre/ and Outspoken Arts} The purpose of the Pathway Programme clearly aligned with the ambition of Future Paisley Step Change фand the strategic outcome which is to create ‘Pathways into employment and progression routes in Renfrewshire’s tourism, cultural and creative sectors are being supported.’ Page 101 of 288
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Education Standards and Quality Report September 2024 79 2 Planning The Pathway Programme was a collaborative effort between a variety of partners} Each partner brought a unique perspective and offer for the programme} The partners involved and their primary roles within the project are listed below| Partner Primary Role Renfrewshire Council Future Paisleyҝ Cultural Regeneration • Project funder • Developed the wider programme out with UWS campus • Created the QR code for gathering data • Supported the UWS Workshop sessions • Project coordination throughout the programme Renfrewshire Council Youth Services • Acted as the primary contact with all ртx Renfrewshire Schools • Collected statutory information җi}e}/ consent forms/ risk assessments/ etc}# • Advised on needs of the schools җi}e}/ best year groups to work with/ appropriate timing with student testing requirements/ etc}# • Coordinated transport to bring pupils to and from UWS ҝ West College Scotland} UWS CCSE • Designed the Pathways Programme proposition • Coordinated workshop sessions with relevant academics • Coordinated speakers from relevant parts of UWS җDavid Scott/ Head of Division for School of Businessо Creative Industries/ Foundation Academy/ etc}#} • Connected the planning group to the student recruitment team UWS Student Recruitment • Coordinated room hire and layout on the UWS Campus • Coordinated catering on the UWS Campus for all pupils/ accompanying teachers/ and workshop leaders} • Coordinated campus tour guides for the UWS Tour session • Procured goodie bags for the students West College of Scotland Creative Industries Department • Coordinated West College of Scotland Tours and Course Information Sessions • Organised active engagement sessions – theatre/ dance studios/ etc} PACE Theatre • Coordinated career talk and tour of their theatre Outspoken Arts • Coordinated organisation talk and tour of their gallery space One Ren| Libraries • Coordinated tour of the Paisley Central Library One Ren| Museums • Coordinated tour of the Secret Collection One Ren| Town Hall and Events • Coordinated tour of the Town Hall and technical demonstration җduring the tour# Appendix B Page 102 of 288
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Education Standards and Quality Report September 2024 80 Appendix B 3 Ensuring Access It was crucial that the programme removed barriers for participation/ and through the support of Children’s Services/ the planning team were able to identify any potential issues that might block disadvantaged groups from participating and removed them} With a maximum figure of сп pupils per school, the directive to Childrens’ Services was to highlight the opportunity to any care experienced young pupils and those from within SIMD р – тareas who had an interest in arts/ culture/ and creativity in the first instance} To make the programme accessible for pupils to attend/ Future Paisley ensured that the budget җSee Appendix A# had an allocation to offer every child lunch/ along with mid⟧morning refreshments and biscuits} To make the programme accessible for schools to participate/ there was a need to finance staff cover as accompanying teachers were out of school for с3 full days} It was also imperative to cover all transport costs to allow pupils to be picked up and returned to school to meet their onward travel commitments} The Programme The programme was structured to accommodate сп pupils per school/ with рт schools participating җSee Appendix B#} To manage that level of participants/ the two⟧day programme held in a working week җMonday and Thursday#/ was then repeated over тweeks} The schedule җSee Appendix C# for the programme included the following activities| • Creative Industries—Opportunities in Arts and Culture Workshop} Hosted at UWS by staff from their School of Business and Creativity/ this session included activities from their arts and media degree course which was focused on the theme of “Your Creative Futures”. The session asked students to consider how their lives will feature creativity in in 10 years’ time through drawing, performance, storyboarding, podcasting, and creating a mocked⟧up news story or concept idea for a TV show} • Learning Skills for the Visitor Economy—Events and Tourism Workshop Hosted by UWS staff from the Centre for Culture/ Sports/ and Events җCSE#/ the session was built around table rotations to explore culture/ tourism/ and events} Activities included drawing a cultural collage on a cut out Paisley pattern/ identifying key tourism landmarks across Scotland/ and planning a hypothetical music festival in Renfrewshire} • Tour of the UWS Campus Overlapping with the three rotational tables during the Events and Tourism Workshops/ each school also received an individual tour of the UWS Paisley Campus} • West College Scotland Course Information Rotation This session included a rotation of the different artistic practices and practical courses available at West College Scotland} Students had the opportunity to mix music in a sound production booth/ see inside a theatre production workshop/ observe in theatre and dance rehearsals/ tour the working spaces for graphic design and architecture course/ and experience the Studio by MOYA җMinds of Young Artists# space built around social enterprise whilst also learning about photography and media courses} • A Talk and Tour in One of Paisley’s Cultural Venues Schools were randomly assigned one of three cultural venues to tour in the Paisley town centre including The Secret Collection/ the newly opened Paisley Central Library/ and the Art Department where they met PACE Theatre and Outspoken Arts} • Tour of the Refurbished Paisley Town Hall Page 103 of 288
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Education Standards and Quality Report September 2024 81 Appendix B 4 • This session included a tour around the newly opened Paisley Town Hall by One Ren’s skilled events team members} Students were told about the refurbishment work alongside how the space is currently used and the various jobs that are required to operate a large⟧ scale events venue} Programme Delivery All partners worked collegiately to ensure that the programme delivery was well managed to ensure maximum engagement for all those young people} The overall experience was seen to be highly insightful/ informative/ and engaging} As a pilot/ there were a few operational issues that occurred/ and this was mainly to do with bus arrivals and pickups} This stemmed from miscommunications between the drivers and the bus company/ but it should be noted that this specific issue was not fully resolved by the final week of the programme} Over the three weeks of the programme/ the partners held weekly meetings as a way to continually improve delivery җAppendix D#} These communications had a demonstrable impact on student feedback/ as the comments gathered about aspects of the programme being boring which appeared in student feedback from week р were completely absent in feedback from week сand wee&т} Evaluation The programme was evaluated using entry and exit surveys which were completed by the participating students} There were рух students җфхΩ# who completed the entry survey and рпс җупΩ# who completed the exit survey} While these responses only include around half of the participants/ they are still able to provide a sample of the students’ sentiments and provide insight into the impact of the programme} There were several expected outcomes for the Pathway Programme/ including an increased visibility and engagement with Renfrewshire’s cultural venues/ a greater awareness of employment and educational opportunities in Renfrewshire’s cultural sector, and an opportunity for personal growth and exploration for the participating Sтstudents} This evaluation looks at Figure 1: Students completing the exit survey while sitting in the Refurbished Paisley Town Hall. Page 104 of 288
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Education Standards and Quality Report September 2024 82 5 each of these intended outcomes to evaluation and how well the programme accomplished these aims} Visibility and Engagement with Renfrewshire’s Cultural Venues Data from the surveys demonstrates that this programme significantly increased the number of cultural venues students had visited in Renfrewshire} The two educational venues which all students attended through the programme/ being UWS and West College of Scotland/ both experienced a significant rise/ with the entry survey suggesting only a small percentage of the students had previously visited the campuses җonlyтсΩ for UWS andршΩ for West College of Scotland#} Similarly/ only чڿ*f students marked that they had visited the town hall prior to the programme} Though some students may have marked that they did not visit these venues in the exit survey either due to illness on a day of the programme or misunderstanding the question in the survey form/ all students were offered access to these spaces through the programme} The cultural organisations involved in the programme had a similar rise in student familiarity} The Secret Collection/ which only had тpercent of students stating they had previously visited/ was able to host тschools throughout the programme/ bringing nearly хп students into the space} PACE Theatre and Outspoken Arts both had slightly higher figures for students who had visited prior to the programme/ but also saw a large increase/ as their shared tour slot allowed them to bring хschools with a total of around рспstudents through their doors at The Art Department} The organisations and venues which participated in the programme saw the number of students who had visited their venue more than double} The only venue for which this was not the case was the Paisley Central Library} This/ however/ is easily explained as the two schools with the lowest response rate to the exit survey were both schools who toured the library as their cultural venue visit} This lack of response from students who toured the library likely skewed the data for the exit survey} The library is also one of the venues routinely open to the public and is therefore the most likely venue that students would have visited prior to the programme/ explaining the higher percentage of students who had visited the venue on the entry survey which had more overall respondents than the exit survey} Appendix B Page 105 of 288
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Education Standards and Quality Report September 2024 83 6 Awareness of Opportunity The feedback from students strongly suggests that the programme was successful in increasing their awareness of opportunities in the creative industries} The most common response to the question “What is one thing you learned from this programme?” was related to opportunities for work or study after school} Students noted how the programme introduced them to a variety of careers in the creative and cultural sectors which they were not previously aware of. One student stated, “there are lots of different opportunities through creative subjects, [many more] than I thought”. There were 6 students who specifically commented on the number of opportunities available to them locally in Paisley and wider Renfrewshire} Others commented on their experiences with UWS and West College of Scotland} From the student feedback/ спΩ stated that their main takeaway from the programme was about the opportunities and accessibility of University or College/ including several students who stated the programme helped them understand what “college and uni actually feel like”. 0 10 20 30 40 50 60 70 80 90 100 UWS Paisley Campus West College of Scotland Campus Refurbished Paisley Town Hall The Secret Collection Paisley Town Centre Library PACE Theatre The Art Department Percent of Students Who Have Visited Venues Before the Programme After the Programme “I learnt that I will probably come to UWS for university” Appendix B Page 106 of 288
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Education Standards and Quality Report September 2024 84 7 This sentiment is further reflected in the students’ increased awareness of the educational programmes available} The percent of students who stated they were aware of the educational opportunities in Renfrewshire rose from сцΩ to ццΩ on completion of the Pathway Programme} Personal Growth and Career Exploration Although the most common answers to the question “What career ideas are you currently interested in?” remained the same (unsure, engineering, and various careers including art and design as the three most popular answers#/ there were several responses to the open questions that demonstrated how the programme had progressed students’ personal journeys to discovering a career or path of study they would be interested in} One student said that they learned “there are tons of different pathways into the career [they] want” and another stated that they learned “that [they] should consider a more creative job for [themselves]” in the future. Additionally/ during the delivery of the programme there were several teaching staff who exchanged contact information with the creative organisations in order to follow up on students’ specific questions and interests} There were several students who left comments in the open feedback section requesting that there be longer sessions where they could explore a subject more thoroughly} It is possible that adding time for student to explore their specific area of interest to the programme would provide them with the time to learn about their field of interest and gain the language to express the kind of career they specifically are interested in} Conclusion and Next Steps The Pathway Programme was able to successfully deliver on its three core aims of increasing visibility and engagement with Renfrewshire’s cultural venues, increasing awareness of employment and educational opportunities/ and of providing an opportunity for personal growth and exploration for the participating Sтstudents} Student feedback was clearly positive/ with Are you aware of the education opportunities in Renfrewshire offered through West College Scotland and the UWS Foundation Academy? (ON EXIT) Yes No Unsure Are you aware of the education opportunities in Renfrewshire offered through West College Scotland and the UWS Foundation Academy? (ON ENTRY) Yes No Unsure Appendix B Page 107 of 288
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Education Standards and Quality Report September 2024 85 8 students rating the programme уѵтҝфstars overall/ and with multiple students expressing that the programme provided them with insight into future opportunities that responded to their interests in arts and culture} The evaluation has highlighted that the Pathway Programme Pilot has been positively received and that a continuation of this partnership would be highly advantageous in supporting delivery of Future Paisley’s Step Change 5 which seeks to build pathways for our young people in Renfrewshire} “I learned how to be confident in what I want I want to do in ten years”” “[I learned] that I am going to enjoy University and that Paisley really likes art.” “[I learned] that there are a lot of jobs to do with art not just drawing.” Appendix B Page 108 of 288
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Education Standards and Quality Report September 2024 86 9 Appendix A| Pilot Year Budget Projected Item Cost for тWeeks җсцпstudents# Travel җ$ncludes т buses for all days# ڧтѶппп Food җincludes packed lunch and snack for all days# ڧхѶучп Promotional Materials and Consumables ڧсѶфпп Contingency ڧрппп Total Cost ڧрсѶшчп Actual Item Cost for тWeeks җссфstudents# Travel җ$ncludes т buses for all days# ڧсѶфсп Food җincludes packed lunch and snack for all days# ڧсѶуссѵчп Staff Cover for Schools ڧфѶспп Promotional Materials and Consumables ڧп Contingency ڧп Total Cost ڧрпѶрусѵчп Appendix B Page 109 of 288
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Education Standards and Quality Report September 2024 87 10 Appendix B| Participating Schools Week 1 • Linwood High School • St. Benedict’s High School • Gryffe High School • Johnstone High School Week 2 • Castlehead High School • St. Andrew’s Academy • Geniffer High School • Paisley Grammar School Week 3 • Renfrew High School • Mary Russell School • Park Mains High School • Trinity High School • Riverbrae School Appendix B Page 110 of 288
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Education Standards and Quality Report September 2024 88 11 Appendix C| Schedule Day р шѷтп AM| Students Arrive at UWS шѷтп⟧рп AM| Welcome рп⟧рсAM| Workshops| Creative Industries—Opportunities in Arts and Culture рс⟧рсѷуфAM| Lunch рсѷуф⟧рѷтп PM| Students travel to West College Scotland рѷтп⟧сѷуф PM| West College Scotland Course Information Rotation сѷуф⟧тPM| Students get back to the bus and head home Day с шѷтп AM| Students Arrive at UWS шѷтп⟧шѷуф AM| Welcome to Day с шѷуф⟧рсAM| Workshops| Learning Skills for the Visitor Economy—Events and Tourism җand campus tour# рс⟧рсѷуфAM| Lunch рсѷуф⟧рPM| Students walk down the high street р⟧рѷуф PM| Paisley Town Centre Cultural Venue Tour – School Dispersal җ.ee below# рѷуф⟧сPM| Students walk to Paisley Town Hall сѷуф PM| Paisley Town Hall Tour сѷуф⟧тPM| Student get back to the bus and head home Paisley Town Centre Cultural Venue Tour Timetable Time School р School с School т School у р The Secret Collection Paisley Town Centre Library The Art Department ⟧ PACE Theatre The Art Department – Outspoken Arts рѷрфPM рѷтпPM рѷуфPM Travel to Town Hall Travel to Town Hall Travel to Town Hall Travel to Town Hall с Paisley Town Hall Paisley Town Hall Paisley Town Hall Paisley Town Hall сѷрфPM сѷтпPM сѷуфPM Travel to the Buses Travel to the Buses Travel to the Buses Travel to the Buses тPM Students head home Students head home Students head home Students head home Appendix B Page 111 of 288
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Education Standards and Quality Report September 2024 89 12 Appendix D| Weekly Debrief Records of Pathways Programme Planning Group} Wee&р Monday| • Noted that the lunch was a bit long/ but we will keep timing the same in anticipation of the sessions potentially running longer next week • Staff were confused about which building to enter at West College of Scotland} Will coordinate someone to greet them by the buses rather than in atrium} Thursday| • Need to add an overview of the day to the morning introduction to help frame the afternoon sessions} • Really positive feedback from the students about the morning workshops} They ran a bit over time җespecially with the tours# which helped with keeping the lunches shorter but caused some issues the school returning last from the tour getting to the lunches late} • Lunches ran out of soda quickly and had several extra sandwiches/ but it seems okay to keep this the same for next week} Request to add gluten free sandwiches to all lunches in case presenting staff have dietary requirements} • There was some confusion with where schools were going for the afternoon sessions} We will add walking instructions for the packets for teachers and plan to continue having someone on the high street to direct staff towards their venues • The Town Hall tour was crowded and there were issues hearingҝ students staying engaged for the final talking session} Investigating with One Ren how to revise the session} Other Details| • Photographer confirmed for the Thursday of Week с Changes made after Week 1 included having greeters at West College of Scotland and a relatively significant overhaul of the Town Hall tour (increased from 2 tour guides to 4/one for each school, cut the creative producer talk at the end of the tours in favour of a technical demonstration on the stage after the tours, expanded the rooms seen on the tour to include the stage and if they had time the booth spaces). Wee&с Monday| • Buses missed one school in the morning for pick up} The issues had been checked with the bus company and they say it was just an error/ should be fine for next week} • West College Scotland for next week has a fire drill scheduled at сѷуф/ so we need to get the students out by сѷтп} Youth Services to inform schools/ Future Paisley team to follow up with WCS to make sure staff are aware and timings are set} Thursday| • Introduction in the morning was hard to hear for some of the speakers} • Tours were running behind} It was adjusted during the sessions/ but we will remind the tour guides to keep to the сп minutes for next week • Snack break was missing biscuits} This was followed up with catering staff and was a one⟧ off error/ has been clarified for next week} Appendix B Page 112 of 288
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Education Standards and Quality Report September 2024 90 13 • Town Hall Tours went smoother but there were further improvements discussed with One Ren to make it really engaging} In particular/ decision was made to integrate the technical demonstration into the tour to get rid of the period at the end when they are all sitting in the dark theatre space while only a few get to go use the lights board} Changes made after Week 2 include ensuring speakers use a mic in the Brough Hall and the integration of the technical demonstration into the town hall tour. Wee&т Monday| • Issues with the buses in the morning and the West College pick up in the afternoon} One school was being taken to Glasgow Clyde College instead of UWS and was quite late} Two buses did not return on time to avoid the fire drill at UWS} This was checked with the bus company earlier in the week after the mishap last week and was rechecked with them on the day after the morning bus was late} The bus company sent an apology for the errors} • UWS morning session and the West College afternoon sessions were fantastic} Thursday| • Prior to the Thursday/ there was a struggle with one school regarding the request for a risk assessment and requiring clarity around how schools should complete the risk assessments} It was resolved but might be worth having a central folder of all risk assessments in the future} • Note from previous week| more prior notice for photography would be helpful/ especially for the Secret Collection as they have to check photography permissions for the store of the collection/ they take the students into} Closing Thoughts from the Final Debrief Thoughts on what worked well| • The two⟧day condensed offer was really strong and helped make it easy to manage • Going out to the locations was a crucial and valuable element • Strong desire to make this programme continue; “every school needs to get this experience every year” • No negative responses from staff and overwhelmingly positive feedback from students • Riverbrae and Mary Russell really valued the opportunity to be included in the activities and to be brought into the programme • The comfort the students gained with University and College environments was great • The weather was amazing} • This time of year worked well for S3 students and for UWS. It’s just when they are selecting courses and before the spring events programming start for the University} Thoughts for Improvement| • Students had expressed a desire for more time to explore the areas that interested them} Could we add something before or after the programme that lets students go more in depth on a topic‡ • At times/ it was hard to give all the students physical space to engage with the activities around the tables in the UWS hall for the Thursday activities} It could be good to split the groups down or have multiple instructors} Appendix B Page 113 of 288
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Education Standards and Quality Report September 2024 91 14 • Communication about the programme contents would be helpful for making sure the schools know what to expect җand ensure they all bring a full quota of students#} This will be much easier with the photos/ press/ and evaluation from this year of the programme} Questions for continuity| • If this programme continues/ where will it sit‡ Who can hold that responsibility for bringing the group together every year‡ • Is it within the council‡ In comms or youth services‡ In the new iteration of the cultural regeneration team‡ • In the future/ how could the student who participate be tracked for outcomes when they are leaving school‡ Appendix B Page 114 of 288
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For further information, please contact Children’s Services Renfrewshire Council Email: education@renfrewshire.gov.uk Page 115 of 288
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Education Improvement Plan 2024 Page 116 of 288
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Education Improvement Plan September 20242 Contents Introduction .................................................................. 3 Renfrewshire’s Education Improvement Plan ................ 4 Renfrewshire Council Plan Strategic Outcomes .............. 5 Our Values ..................................................................... 6 Renfrewshire Children’s Services Vision ......................... 7 Education Improvement Plan Priorities ......................... 8 Portfolio Planning ......................................................... 9 Inclusion ......................................................................10 Families and Communities— Whole Family Wellbeing ................................................20 Families and Communities— Health and Wellbeing ..................................................26 Curriculum, Learning, Teaching and Assessment ............................................34 Apendix ........................................................................46 Appendix 1 Stretch aims ....................................................................47 Page 117 of 288
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Introduction Welcome to Renfrewshire Council’s Education Improvement Plan for school session 2024/25. Evidence has been gathered by the Central Team, through self-evaluation activities, which has enabled us to identify appropriate next steps and continue to provide the highest quality of experiences for all our learners. The Plan is based on the Council’s values; Fair, Helpful, Collaborative, Learning and identifies how we will deliver on the priorities for our services set out in the Council Plan as well as the nationally agreed priorities of the National Improvement Framework. Our plan focuses on three main themes, and the document itself is structured around these themes: • Inclusion • Families and Communities • Curriculum, Learning, Teaching and Assessment. At Renfrewshire Council we want every single child and young person to have the best opportunity to learn and to thrive. Whilst our plan is ambitious for all children and young people, we have a particular focus on narrowing and ultimately closing the poverty-related attainment gap. We will continue to deliver this through universal and targeted approaches to ensure that all our children and young people are supported and equipped to be successful in their learning and their life beyond school. We will continue to strive to deliver an excellent education service for our children, young people and families and as a Children’s Service, will work hard every day across all of our establishments to support them to achieve their ambitions. This plan is a proactive and systematic approach to bring about improvement and reach higher levels of performance, effectiveness, and success. I warmly commend it to you, and invite parents, carers and all our partners to work with the staff in our Early Learning and Childcare settings, schools and services in securing the outcomes and impacts identified. Councillor Emma Rodden Convener Education and Children’s Services Education Improvement Plan September 2024 3 Janie O’Neill Director of Children’s Services Page 118 of 288
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Renfrewshire’s Education Improvement Plan Education Improvement Plan September 20244 This Education Improvement Plan supports the delivery of the priorities contained within key plans such as Renfrewshire Council’s Plan, Children’s Services Partnership Plan and Children’s Services Improvement Plan. It also allows us to deliver on the National Improvement Priorities for education as well as other relevant strategic and policy drivers such as: • ‘Delivering Excellence and Equity in Scottish Education: A Delivery Plan for Scotland’ • Scottish Equity Framework • Getting it Right for Every Child (GIRFEC) • Whole Family Wellbeing • The Promise Scotland – findings of the Independent Care Review • Putting Learners at the Centre: Towards a Future Vision for Scottish Education – Professor Ken Muir • Additional Support for Learning Review – ‘Support for learning: all our children and all their potential’ • United Nations Convention on the Rights of the Child (UNCRC) (Incorporation) (Scotland) Act 2024 • General Teaching Council for Scotland Professional Standards 2021 • Developing the Young Workforce • The Expansion of Early Learning and Childcare in Scotland • OECD report on ‘Scotland’s Curriculum for Excellence’ • Mental Health Strategy 2017-2027 Page 119 of 288
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Education Improvement Plan September 2024 5 Renfrewshire Council Plan Strategic Outcomes Cross cutting theme: Improving outcomes for children and families We will encourage kind and connected communities—where our citizens take pride in their place, attracting others to move here and share in the opportunities Renfrewshire has to offer. We will support a strong and flexible local economy—with Renfrewshire able to adapt after the pandemic, building up resilience to support good green jobs and skills for all local people to enjoy the benefits of both living and working here. We want Renfrewshire to be a fair place— where all our people have the best chances to live happy, healthy and fulfilled lives, to feel safe, supported and empowered to unlock the strength of our collective potential. We are working towards a greener future— taking responsibility for our impact on the planet and taking brave, bold steps to protect the natural environment that supports and benefits us all. We want our employees to feel proud to work for Renfrewshire Council because we are a values driven organisation, where we all understand and value our contributions, and we are passionate about making a difference for Renfrewshire. Page 120 of 288
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Education Improvement Plan September 20246 Our Values We are fair. We treat each other and everyone we deal with respectfully and work hard to build trust in Renfrewshire Council. We are helpful. We care about getting things right and are always approachable. We are great collaborators. We work as one team and with people who care about this place. We value learning to help us innovate, improve and deliver better services. Page 121 of 288
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Education Improvement Plan September 2024 7 Working together to get it right for children, families and communities—protecting, learning, achieving and nurturing. Renfrewshire Children’s Services Vision Page 122 of 288
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Education Improvement Plan September 20248 Education Improvement Plan Priorities Reduce child poverty in Renfrewshire and improving outcomes for children and families currently living in poverty Place children and young people’s human rights at the heart of the planning and delivery of services that affect them Protect the most vulnerable members of our communities, including children and young people who are at risk Support and nurture our children, families and communities Create the best possible learning estate to allow children and young people to thrive Raise attainment and enhance learning and teaching in an inclusive environment This plan outlines how the service will take forward our 5 strategic priorities. Our improvement priorities align to those outlined in the National Improvement Framework (NIF). 5 National Improvement Framework (NIF) Priorities • Place the human rights and needs of every child and young person at the centre of education • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young people • Improvement in children and young people’s health and wellbeing • Improvement in employability skills and sustained, positive school-leaver destinations for all young people Page 123 of 288
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Education Improvement Plan September 2024 9 Portfolio Planning Children’s Services has developed a portfolio management approach to service improvement planning to support with balancing new priorities, core business and moving beyond recovery. A portfolio is a collection of thematic projects and programmes which are defined by an organisation or service. The approach has strengthened our service planning processes, supported prioritisation and joint planning, enabling children and young people to thrive, learn and achieve. Each portfolio team is tasked with developing their own portfolio plan to deliver on our agreed service priorities. Portfolios are unique, delivering on clear actions related to their context however they are also linked by cross- cutting actions and this is evident in each plan. Portfolio planning teams have been established to support with the development and delivery of the portfolio plan. Teams are also responsible for evaluating and reporting at regular intervals throughout the year. Stretch aims The local authority’s approach to setting stretch aims is based on recovery and acceleration: recovery to pre-pandemic levels of attainment and then increase attainment beyond pre- pandemic levels from 2024 onwards. Local authority stretch aims have been set for 2025/26, with interim annual targets each year. To support this approach, schools set their own attainment targets following the same rationale. These annual school targets are intended to ensure that the approach is pupil centred and should lead to more effective tracking of progress across the broad general education. Core plus aims are centred on writing across the broad general education (BGE). This is a key improvement area for the authority and was selected based on performance at each stage. We continue to use evidence-based interventions to support schools with improving writing. Additional stretch aims relating to attendance, exclusions and pupil wellbeing have also been included at local authority level. Across all measures, additional stretch aims have been identified for attainment gaps, measured using SIMD, as well as for all pupils. This is to maintain the joint focus of raising attainment for all and closing the poverty related attainment gap. Page 124 of 288
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Inclusion Page 125 of 288
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Education Improvement Plan September 2024 11Education Improvement Plan September 2024 11 Inclusion What will we do collectively? What difference will we make? How will we measure success? The quality assurance framework will sample key elements of planning for children and young (CYP) people at each stage of intervention including; • Team Around the Child Minutes • Multi-agency Childs plan Meeting Minutes • Single/Multi-agency plans • Single/Multi-agency chronologies We will review and adapt establishments tracking systems to ensure that we have the accurate information required with regards to the stage of intervention and attainment/achievement of children and young people with additional support needs. In line with staged intervention approach, CYP will receive the least intrusive form of support. Early intervention will allow an increased number of pupils to remain in their educational establishment within their locality. Staff across Renfrewshire will be consistent in using inclusive language in line with Renfrewshire’s Language policy. Plans will be solution focussed and review and evaluation of support will be clearly illustrated. Targets in plans will be based on robust assessment of need. The tracking system will provide a consistent, user friendly approach to gathering accurate information across all localities. Tracking system will allow the inclusion team to monitor and track implementation and impact of plans Tracking system will provide quantitative data with regards to attainment and achievement of pupils with ASN. Almost all children and young people (CYP) being raised through triage and being referred to ESRG/SISP for enhanced support are appropriate referrals. Almost all CYP on joint placement with Flexible Learning Resource are able to experience success in both FLR and Mainstream school. Most CYP will have demonstrated improvement in their action plan evaluations. Quality assurance of plans. In session 24/25 we will reduce the number of pupils with ASN who are excluded. Consistent use of improved tracking systems. Data shows an upward trend in Attainment and Achievement in pupils with ASN. We will see 66% of CYP achieve expected level in Literacy and 77% of CYP achieve expected level in Numeracy. Page 126 of 288
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Education Improvement Plan September 202412 Inclusion What will we do collectively? What difference will we make? How will we measure success? We will develop a consistent approach to coaching and modelling across all localities from our Flexible Learning Resource and from Riverbrae. This will include consistency of approaches in relation to; • Referral processes • Planning • Pedagogy • Evaluation and review We will create a clear rational for coaching and modelling support which will be shared with establishments. Referrals for coaching and modelling will be consistently appropriate. Impact of coaching and modelling will be visible in CYP plan. Increase in pupils who are able to remain FT in mainstream school. Over time pupils will reduce time in Flexible Learning Resource and increase time in mainstream classroom. Mainstream staff will be upskilled and able to meet CYP needs. Flexible Learning Staff follow the same Coaching and Modelling process. Establishments have a clear understanding of Coaching and Modelling process. FLR input is able to come to an end within set time frame. All referrals through triage, SISP, ESRG for enhanced support are appropriate. FLR input is effective: Increase in number of pupils moving from fulltime FLR placement to joint placements. Sample of CYP plans show impact of Coaching and Modelling. Quality assurance processes show greater consistency of approach across establishments. Evaluations evidence that coaching and modelling has a positive impact on pupil progress. Page 127 of 288
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Education Improvement Plan September 2024 13 Inclusion What will we do collectively? What difference will we make? How will we measure success? The updated Transition Policy for children and young people with additional support needs was launched in April 2024, this will be embedded across all establishments and as a result we will see improvements at key transitions times for children and young people with Additional Support Needs. Training in transition will be provided at Local Authority level. Targeted pupils transitioning from Early Years to Primary 1 will be supported by the Inclusion Team through our Getting Ready for School classes and EY Team. (West/St A/Riverbrae) Consistent approach to transition for CYP with ASN. Establishments have a clear understanding of what Flexible Learning Resource is and can share this with parents. Improved collaboration and communication between establishments to support transition. Transition calendar from working party shared across establishments. Consistency of observation used by Inclusion Team. Appropriate placement of pupils in specialist provision. Appropriate pupils identified and supported through EY team from Riverbrae. Appropriate pupils selected for Getting ready for school classes which in turn supports transition into mainstream establishment. Pupils and Parents are involved and feel fully informed throughout the transition process. Parent friendly guide to transition available. Sampling of Observations and Action Plan content shows that information has been included in plan and implemented. All pupils are appropriately placed as per transition policy guidelines. All pupils who have a joint placement with FLR/ specialist provision have been supported by EY team from Riverbrae. Collection baseline data will be monitored and reviewed for coaching and modelling for this cohort. Pupil and parents views captured in TAC and plans will highlight inclusion of parent and CYP voice. Collection of baseline data will be monitored and reviewed of number of complaints in relation to transition. Attendance figures from training sessions. Pre and post training evaluations. Page 128 of 288
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Education Improvement Plan September 202414 Inclusion What will we do collectively? What difference will we make? How will we measure success? We will ensure equitable distribution of additional support needs assistant resource through an improved system for allocation. This will be based on clear criteria for allocation of core and complex hours. Allocation will be equitable. Core allocation will be based on the demographic of the school and equitable across schools with similar demographic. Clear criteria for complex hours which staff across establishments understand. Staff understand how to apply for complex hours. New Forms system to be developed and implemented in to triage process. ASNA resource used efficiently and effectively across all establishments. Looking outward to good practice. Analysis of core and complex allocation of hours will ensure equitable distribution. Reduction in number of requests for additional hours throughout academic year. Audit/observation of how ASNAs are used across establishments. Good practice highlighted through case studies and shared across establishments. Page 129 of 288
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Education Improvement Plan September 2024 15 Inclusion What will we do collectively? What difference will we make? How will we measure success? We will ensure mainstream staff continue to develop skills to ensure we meet the needs of most learners with ASN through robust professional learning opportunities. Staff will develop an awareness and understanding of updated Violence and Aggression (V&A) policy and the universal and targeted supports available to establishments to support with distressed behaviour. Training provided will be relevant to needs of your CYP and upskill staff in a way that allows learner’s needs to be met in their establishment. Consistency in recording of Violence and Aggression incidents. Increased number of staff are aware of and implementing universal and targeted supports resulting in a reduction on V&A incidents. Consistent evaluation and review of what led to V & A incident with review of practice. Fewer incidents of distressed behaviour as staff are able to support CYP to regulate. Attendance figures from training sessions. Triage tracker will provide insight into needs of CYP and will inform further training opportunities. Training evaluations and feedback including Educational Psychology will inform future training opportunities. Training on offer is relevant to the needs of the CYP being raised through Education Support Resource Group (ESRG). Observation and quality assurance of strategies in place/sample of CYP action plans show that strategies that have come from training are embedded in plans (Education Manager reviews). Quality assurance through Violence and Aggression form monitoring will demonstrate evaluation and review of practice. 24/25 session will act as the baseline for V&A reported incidents. This will be monitored and reviewed. Page 130 of 288
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Education Improvement Plan September 202416 Inclusion What will we do collectively? What difference will we make? How will we measure success? Supporting attendance and exclusion with a focus on our most vulnerable groups of children and young people. Those who are considered to be vulnerable to attendance issues will include: Those who are care experienced; live in SIMD 1, 2 & 3; and those who have identified additional support needs. Supports will be developed further to include and extend: • Information and practice gathered from those 5 establishments who are in the Renfrewshire EBSA pilot. • A wider use by establishments of the Renfrewshire ‘thinglink’ which contains strategies; advice; research and training materials. • A multi-agency offer of support and development groups for staff and access to RAMH for families. • Support & Development Groups will run ensuring ongoing coaching/training is available for staff in the pilot schools to attend. Inputs will include evidence-based intervention sessions, and from partner agencies (e.g. CAMHS). (continued on next page) Attendance and late coming data will show an upward positive trend. Exclusions will continue to be monitored and reduced, with a specific focus on those young people who are care experienced. Part time timetables will be submitted to central team (SC8). Establishments will have a robust plan in place to allow time in school to increase. Pilot school data and good practice will be shared and disseminated amongst establishments. Data on attendance and exclusions gathered termly. Attendance gap monitored: difference in percentage attendance between 20% most deprived and 20% least deprived. % lost to unauthorised absence will decrease. % lost to truancy or unexplained absence will decrease. % lost to self-certified will decrease. Number of late comings (arrives before mid- opening). Number/Percentage of schools who have improved on the previous year. Number of pupils on part time timetables will be reduced. Pupil and parent voice in relation to part time timetables gathered through Action plans. Sample of plans – plans will reflect robust plan to increase time in school and a clear timeline will be evident. (continued on next page) Page 131 of 288
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Education Improvement Plan September 2024 17 Inclusion What will we do collectively? What difference will we make? How will we measure success? (continued from previous page) • Emotional Based School Avoidance (EBSA) training is subsumed into the wider Renfrewshire Nurturing Relationship Approach (RNRA) umbrella and will therefore be supported through establishment core groups and supported by link Educational Psychologists. • Practitioner, Parent/Carer and Practitioner views from the 5 pilot schools will be sought to explore attitudes towards school attendance. • SC 8 guidance will be promoted within establishments. • Universal training will be provided to build capacity in in mainstream to prevent non attendance. • Virtual school and Skills Academy pilot. (continued from previous page) The number of establishments accessing the EBSA training offer will increase. CYP attending Skills academy pilot will show increase in attendance and be able to attain and achieve in line with their peers. Production of Action Plans and adherence to change methodologies which target specific EBSA change ideas will be evidenced through the submission of RNRA Awards (March & June every year). Questionnaires sent to all stakeholders will measure attitudes towards school attendance. Quantitative and qualitative data from questionnaires will be analysed to help us understand where we should target future intervention if and where necessary. Page 132 of 288
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Education Improvement Plan September 202418 Inclusion What will we do collectively? What difference will we make? How will we measure success? A Senior Phase curriculum Review of Mary Russell and Riverbrae School will enable a fuller understanding of what constitutes a high quality, holistic curriculum for children and young people with additional support needs. Identify good practice that can be taken into mainstream schools. Look outwards at other ASN schools to learn from curricular models there/Education Scotland. Consider joint curricular offers between Riverbrae and Mary Russell school. Consider what is best practice in the curriculum offer for C&YP. Increase in partnership working between specialist provision and mainstream establishments to allow for increased curriculum flexibility. Review of curriculum offers and forward planning of senior phase will show curriculum design meets projected needs of learners. Attainment and achievement data of targeted pupils. Page 133 of 288
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Education Improvement Plan September 2024 19 Inclusion What will we do collectively? What difference will we make? How will we measure success? Our main service improvements are self- evaluation across our development work and case work and further embedding equalities work. Link with the English as an Additional Languauge (EAL) team to further develop our understanding of practical school support as the population becomes more diverse. We are also contributing to Building Racial Literacy (BRL.) In addition, we are looking at how we deliver to Social Work in an impactful way. The likely focus of next year’s conference will be Care Experience. We will provide training on chronologies and Multi Agency planning. Education Manager for ASN will sit on Complex Case Oversight Group to promote collegiate planning for CYP on CP register. Education Officer will sit on Multi agency groups (MARAC, Vulnerable Young Persons, EISG, RENFORM, RCPC Training and Development group). Multi Agency quality assurance for Initial Referral Discussions. Standard of chronologies across all establishments will be consistently of a high standard. Multi Agency plans will reflect joint planning and evaluation and result in the best outcome for the CYP. CYP on CP register will have a robust multi agency plan. Improved sharing of information at Multi Agency level. Increased understanding within SW of education supports available to CYP. Needs of CYP are met through Multi Agency partnership working. Sampling of Multi Agency plans and chronologies will show that they are of a high standard and reflect joint planning. Outcomes of meetings will reflect contribution to discussion and positive impact on CYP. Page 134 of 288
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20 Families and Communities— Whole Family Wellbeing Page 135 of 288
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Education Improvement Plan September 2024 21 Families and Communities—Whole Family Wellbeing What will we do collectively? What difference will we make? How will we measure success? Develop and implement a framework for family wellbeing support (FFWS) that aligns with the GIRFEC staged intervention framework. This will clearly show which family wellbeing team supports which level of family need. Staff across our teams will be clear about roles and responsibilities regarding support to families. This will avoid duplication and ensure clear pathways to the right support for families. Referrers will be clear about the correct referral route based on family need. Families will experience consistent support based on their level of need and will not be “referred on”. This will be achieved through close working relationships across the family wellbeing teams. Where there are families that fluctuate between levels of need we will ensure the key person with whom the family has a relationship is consistent in the support plan. Family wellbeing leads will carry out regular caseload reviews to ensure that staff are supporting families in line with the FFWS. Regular locality Request for Assistance meetings will moderate the allocation of referrals and ensure consistent practice across localities and teams. The Family Wellbeing Scale will be used to measure impact pre and post involvement. There will be an increase in the number of families taking up support across the service. This will build on the baseline information from July 2024. Promote the FFWS widely amongst all stakeholders, specifically to: • Heads of education establishments/pupil support co-ordinators; • Social work staff; • Health visitors; school nurses; health improvement staff; CAMHS staff; • Third sector organisations • Other Renfrewshire Council departments All stakeholders will be clear about that the Family Wellbeing Service offers and how to make a request for assistance. All stakeholders will be clear about the structure and framework for the service so that it is clear what staff within the service can offer. All stakeholders will be clear about how the family wellbeing service offer differs from what was offered by previous services. We will receive increased number of requests for assistance. Requests for assistance will be monitored on a monthly basis and analysed to provide data about which agency/dept they are coming from. Self referrals will be monitored on a monthly basis. Page 136 of 288
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Education Improvement Plan September 202422 Families and Communities—Whole Family Wellbeing What will we do collectively? What difference will we make? How will we measure success? Plan for and launch the Family Wellbeing Service to families. All staff in the wellbeing service will be clear about the offer from each funded TSO; and the progress being made by each funded TSO; this will lead to improved joint working and more effective requests for assistance. Skill sharing and awareness raising across the service which will positively impact on the support given to families. All funded TSOs will have an understanding of the wider work going on within the service and will be able to use good practice examples to further develop the work they are doing with families. Evaluations from the whole service development day. Ongoing staff feedback from across the service. Increased number of in-FORT requests for assistance to TSOs and vice versa. Evaluation of training sessions. Notes of meetings. Collation and sharing of good practice examples. Evaluation data submitted by TSOs shows cumulative improvement on family wellbeing. A pilot will be developed which links the Interrupted Learners Team, The Senior Phase FLR and the Kintyre FLR under the heading of “Flexible Skills Academy.” Young people will benefit from more personalisation and choice in the curriculum offer. There will be an increased number of accredited qualifications on offer for young people. The attendance of the young people will increase. Closer liaison with the family wellbeing service will support parents to take up support on offer though the family wellbeing hub. Number of subject choices on offer is increased. Number of accredited qualifications on offer for children and young people is increased. Positive post school destinations increases. Attendance figures. Page 137 of 288
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Education Improvement Plan September 2024 23 Families and Communities—Whole Family Wellbeing What will we do collectively? What difference will we make? How will we measure success? Develop a local learning annex into a Family Wellbeing Hub. There will be a central location where families can experience joined up support and services. Families will benefit by having access to a range of advice, information and support in a central location. Children, young people and families will benefit by having access to an improved facility which meets their needs. Staff will benefit by working collaboratively to improve their workspace. Users report that the Family Wellbeing Hub is fit for purpose and provides a welcoming, supportive environment. Use of the available space will be monitored and satisfaction with facilities will be evaluated. Increased number of families accessing support within the building. Pilot the Fast Online Referral Tracking (FORT) system and evaluate its use. Quality data will be available to feed into the family wellbeing evaluation framework. Staff will be skilled and confident in the use of the new system, resulting in better recording and reporting practices. Positive feedback/results will inform future planning and rollout across the partnership. FORT data and agreed monthly reporting dataset. Staff feedback on use. Page 138 of 288
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Education Improvement Plan September 202424 Families and Communities—Whole Family Wellbeing What will we do collectively? What difference will we make? How will we measure success? Following an options appraisal, implement a revised model for the ASN playscheme which will build on positive aspects of the previous model and will address gaps and concerns. Positive outcomes for children and young people attending ASN playscheme. A sustainable model which allows for improvement planning. Improved parental understanding and engagement resulting in changes being made to current spend which will benefit children and young people. The transport budget will be reduced and the funds will allow for increased time at the playscheme for children and young people. Post evaluations from children, young people and parents/carers. Budget analysis shows less spend on transport and more on planned activities/increased days offered. Parent/carer satisfaction rates increase. Partners/referrers report an improved model which improves family resilience. Work with partners from other work streams to align Family Wellbeing locality hub developments with the Connected Communities developments. Ensure maximisation of supports and services offered to communities in Renfrewshire. Avoid duplication and streamline offers of support to families and communities. Generate increased opportunities for partnership working. Note of joint meeting between CLD and Family Wellbeing leads planned for September 2024. Plans for both workstreams evidence joint working and maximising of resources in communities. Project manager articulates connections and ensures these are maximised for future development. Page 139 of 288
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Education Improvement Plan September 2024 25 Families and Communities—Whole Family Wellbeing What will we do collectively? What difference will we make? How will we measure success? Plan ahead to ensure that the Renfrewshire Children’s Services Partnership (RCSP) develop a plan for sustainability of the Family Wellbeing Service beyond the current funding period. A higher profile for the Whole Family Wellbeing Service will be generated across the Community Planning Partnership. Achieving an understanding of relevant grant/ funding streams within the Council will allow for the RCSP to make relevant decisions regarding funding priorities. By aligning with corporate strategic objectives we will ensure a cohesive focus on supporting families experiencing poverty. Completing the family wellbeing self evaluation toolkit will allow all partners to focus on the quality indicators for success as outlined in the Scottish Government logic model. This will result in increased understanding of how to develop family wellbeing to achieve transformational changes across children’s services. Strategic partners recognise their collective responsibility to continue to develop and fund the family wellbeing service. Minutes of meeting with elected members. Reworked funding review document. Completed self evaluation returns from all relevant agencies. Minute of Renfrewshire Children’s Services Partnership meetings. Page 140 of 288
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Families and Communities— Health and Wellbeing Page 141 of 288
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Education Improvement Plan September 2024 27 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Informed by local and national priorities, and supported by key partners, develop and deliver a comprehensive programme of professional learning (PL) & targeted interventions across all sectors to support effective implementation of the Health and Wellbeing curriculum. PL will be aligned to national and international awareness days/weeks. Topics will include: • Understanding self-harm • Suicide prevention • Relationships & sexual health including LGBTI education • Alcohol & Substance Awareness (particularly in the area of Vaping) • Online safety • Themes emerging from surveys, counselling statistics and feedback from children, young people and schools/centres • Approaches to CBT • Physical Education Deliver bespoke PL to meet the needs of individual education establishments. By June 2025, almost all children and young people (CYP) in focus groups have increased knowledge and understanding of the mental and emotional wellbeing supports available to them and access these as required to improve mental health and wellbeing. By June 2025, almost all participants in PL have improved knowledge, confidence and practice across a range of health and wellbeing topics. Almost all participants understand and are clear about how to respond to the distressed behaviour of CYP. By June 2025, almost all practitioners access resources and up to date and relevant information around policy, training and developments in the area of wellbeing as required. CYP and staff participating in the LGBTI Charter Award are more inclusive and have the confidence to tackle homophobic, bi-phobic and transphobic bullying. Qualitative feedback from young people will be gathered via Forms and focus groups to evaluate effectiveness of MHWB programmes and will evidence their awareness of available supports and how these are being accessed and used. Number of hits of the Renfrewshire digital signposting resources indicate that CYP, staff and parents/carers know where to access support information. Professional learning pre and post evaluations and focus groups demonstrate improved scores in knowledge and confidence. Post training evaluations show that practitioners and young people know how to become involved in life protection, preservation and promotion activities in their community. Professional learning participation mapping across establishments highlights the reach of the HWB training programme across Renfrewshire. Case Studies evidence the longer-term impact of PL on the mental health and emotional wellbeing of CYP. All schools participating in the LGBT Charter Award for session 2024/25 will achieve their target level. Page 142 of 288
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Education Improvement Plan September 202428 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? In partnership with Barnardo’s, additional Early Years and Primary establishments will be supported to implement evidence-based emotional literacy programme PATHs (Promoting Alternative Thinking Skills). In partnership with Headstrong, evaluate the new secondary mental health programme ‘It’s a Mental Health Thing’ and make amendments in response to user feedback. By June 2025, evidence-based programmes/ resources are in place to support the teaching of emotional literacy across almost all establishments from Early Years – Senior Phase. By October 2024, the updated ‘It’s a Mental Health Thing’ programme is integrated into the PSE programmes in all secondary schools. All teachers are knowledgeable and confident delivering the programme. By June 2025, the programme has been implemented in all schools and almost all young people who have participated have the knowledge and skills to maintain good mental health and wellbeing. Audit of emotional literacy programmes across all establishments shows that almost all establishments are using an evidence-based programme. PATHS quarterly reports and impact reports show high levels of engagement in the programme and improved scores for targeted children. Focus group of Pupil Support Staff shows that the programme has enhanced learning and teaching of mental health and wellbeing. Pupil Support Staff demonstrate the knowledge, understanding and confidence to be able to support implementation of the programme in their own schools. Forms surveys and focus groups of young people evidence that the resource has supported their mental health, that they know where to go for help and what that help looks like. Page 143 of 288
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Education Improvement Plan September 2024 29 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Further promote and enhance Renfrewshire’s Alcohol and Substance Awareness Education Programme, to assess its reach and impact. Work with partners in NHSGGC and I am Me Scotland to support its implementation across the wider health board and to address any gaps. Through the NHSGGC board-wide Vaping strategy group, explore early intervention and prevention measures as well as board-wide policy development on Vaping for use in schools. Engage with all appropriate agencies to bring about improvements through Renfrewshire’s Vaping and Young People(YP) group (including HSCP, Trading Standards and Youth services). Ensure voices of young people are at the heart of development work. E.g. Explore the possibility of a Youth Assembly in collaboration with Youth Services. In partnership with Renfrewshire’s HSCP, provide CLPL for teachers on Alcohol and Substance Awareness and specifically Vaping. By March 2025, the programme has been reviewed and gaps addressed to reflect Scottish Government Vaping legislation, current research and information from partners. By June 2025, almost all establishments are embedding the programme into the PSE curriculum and CYP have increased knowledge and understanding of how to keep themselves safe and healthy in relation to alcohol and substances. By June 2025, almost all participants in PL have improved knowledge and understanding and are confident to teach the programme in their classes. NHSGGC reports will demonstrate the impact of the board-wide work in tackling Vaping in YP. Audit information across all establishments provides evidences that the resource is embedded in PSE programmes. Platform analytics provide information about reach as well as feedback from users – practitioners and CYP. Page 144 of 288
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Education Improvement Plan September 202430 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Create and deliver a series of online parent/carer sessions focussing: • Understanding anxiety • Harmful behaviour including self-harm • Restorative approaches • De-escalation techniques for parents/carers • Keeping your child safe online Deliver bespoke parent sessions to individual establishments as required. By June 2025, parents/carers are more knowledgeable and confident in supporting their child’s wellbeing. Pre and post evaluation data from parent/carers demonstrates improvement in knowledge, understanding and confidence. Conduct a HWB survey across all establishments with all CYP from P5 – S6. The Warwick Edinburgh Mental Wellbeing Scale (WEMWBS) questions will be included providing us with this data set for a 4th year. Analyse results/trends at authority and school level to identify actions/strategic priorities. In partnership with the data team and Educational Psychology team, support schools to make effective use of HWB data to identify priorities and bring about improvement. By June 2025, analysis of survey results has led to identification of strengths and areas for improvement to be actioned. By October 2025, almost all schools have engaged with HWB datasets to identify school priorities. By June 2025, improvements in ensuring wellbeing, equity and inclusion are such that all schools evaluate QI 3.1 as ‘Good’ or better and an increasing number of schools evaluate QI 3.1 as ‘Very Good’ or better from the June 2024 figure. WEMWBS survey scores for 2025 show that wellbeing is improving and the % of young people S1-6 falling into the low wellbeing score decreases from the 2024 figure of 22.5%. Schools’ self-evaluation gradings for QI 3.1 at June 2025 compared to the June 2024 gradings: • 62% (38 schools) VG • 38% (23 schools) Good • 2 schools Satisfactory All Education Scotland inspections grade QI 3.1 as ‘Good’ or better. Through QI Visits and scrutiny of school improvement plans it is evident that the rationale for HWB improvements is based on sound self- evaluation including use of data. Page 145 of 288
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Education Improvement Plan September 2024 31 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Coordinate implementation of The Exchange counselling service to all establishments and Place2Be counselling service in targeted schools. Promote online supports such as D’EXY as an additional layer of support for young people. Identify common referral themes across schools and address these through staff professional learning and provision of supports. By June 2025, all CYP requiring specialist Counselling, receive timeous support to cope with issues and build resilience. Staff benefit from consultancy support e.g., advice, guidance and strategies in relation to supporting targeted CYP as required. Counselling service termly reports provide referral data and qualitative information (including CYP views, case studies and referral themes) to highlight the positive impact of the service on CYP’s mental health and wellbeing. 100% CYP access counselling screening appointment within 5 days of referral. 85% CYP show improvement post counselling. In partnership with an accredited CBT therapist, provide a 5-week professional learning course to a further 3 cohorts of teachers on skills and knowledge around Cognitive Behaviour Therapy (CBT). Provide re-connectors with the 4 cohorts of education staff trained in session 2023/24 to refresh use of approaches and language. Develop resources for use by trained staff e.g. how to have a CBT conversation Develop a universal ‘Introduction to CBT’ session for all education staff to promote a consistent use of language across establishments. Teachers participating in the CBT training are more confident and skilled in supporting YP in one-to-one discussion and benefit from the structure CBT provides. All participants have basic skills in CBT language and are able to support CYP through having an effective CBT conversation. Qualitative data from CBT participants, including pre and post questionnaires, will be collated to demonstrate impact with an additional follow up impact questionnaire 6 months post training. Page 146 of 288
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Education Improvement Plan September 202432 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Provide the training and resources to extend Gender Based Violence (GBV) work and Mentors in Violence Prevention (MVP) programme across all mainstream secondary schools. Training will focus on building capacity in existing and newly trained schools. MVP mentors will participate in 16 Days of Action (international campaign to end violence against women) in November 2024. Explore more explicit links between MVP and the curriculum in partnership with Libraries and PTs English. In partnership with Education Scotland, pilot delivery of GBV professional learning for Primary education staff. In line with the ADES commitments in relation to GBV, aim to have all secondary schools register with Equally Safe at School (ESAS) to take a whole-school approach to address GBV. In partnership with Renfrewshire’s GBV Steering Group, develop a resource for schools around sexualised behaviour in young people. The resource will include what to look out for, what to say, and where to signpost staff and CYP. By June 2025, all secondary schools are implementing the MVP programme/GBV prevention approaches. All participating practitioners have an enhanced knowledge and understanding of the MVP programme and are better prepared for conversations/teaching relating to GBV. Staff confidently support young people in delivery of the MVP programme. By June 2025, almost all participating young people are empowered and have the skills to challenge abusive, bullying and discriminatory behaviours which affect relationships within our schools and communities. By June 2025, all secondary schools will have registered with ESAS and key staff will complete the ESAS e-learn module to enable them to effectively lead GBV prevention work in their schools. All secondary schools have key staff who are trained and support delivery of the new resource developed to address sexualised behaviour. Pre and post professional learning questionnaires will demonstrate that all staff have increased knowledge and confidence. Focus groups of mentors and mentees evidence that young people confidently deliver lessons to their peers. Observation of MVP in action in a sample of schools by Renfrewshire training team at agreed points in the academic year. Number of MVP and ESAS schools show that all secondaries are participating. Number of staff that completed the ESAS elearn module demonstrates secondary schools’ commitment to tackling GBV. The GBV Steering Group deliver a resource and training to support school staff to address sexualised behaviour. The ‘red flag’ campaign is successfully delivered by young people across participating schools. Page 147 of 288
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Education Improvement Plan September 2024 33 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Using the audit information gathered, finalise the Primary Physical Education skills framework and pilot in sample schools. In partnership with OneRen, provide professional learning for teachers on the teaching of key skills in PE. By December 2024, a draft skills framework for Curriculum for Excellence Early-Second Level has been developed. By March 2025, the framework has been piloted and feedback from schools and key partners is collated. By June 2025, the skills framework has been finalised and is rolled out across establishments. Teachers participating in PL are more knowledgeable about, and confident in teaching the key skills in PE. Feedback from schools (teachers and children) and key partners demonstrates that the final skills framework reflects user views. The skills framework is provided for use in all primary schools. Pre and post training evaluations show increased knowledge and confidence of teachers. Support secondary schools to deliver Renfrewshire’s digital approach to the SQA Mental Health Award Level 5. Participating schools effectively deliver the SQA Mental Health Award Level 5. Young people have improved skills and knowledge about mental health and develop positive coping strategies to address mental health concerns. Number of schools delivering the award and number of young people gaining the award will evidence the positive impact of the support provided. Page 148 of 288
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Education Improvement Plan September 2024 35 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Create and develop a Renfrewshire Learning, Teaching and Assessment Strategy Throughout session 2024 – 2025 time will be prioritised to ensure the strategic vision and direction of Renfrewshire’s Learning, Teaching and Assessment Strategy is shared and fully understood by all leaders. This will include; • Establishing cross sector working groups to support the creation of this strategy • Enhancing and enriching teachers’ professional learning and understanding of the features of highly effective practice in Learning, Teaching and Assessment (LTA) • Development of a fully accessible toolkit to support implementation of the LTA strategy • Introducing a consistent Renfrewshire Standardised Testing approach to support teacher judgement and learner journey at P1, P4, P7, S1 and S3 • Developing a calendar of Career Long Professional Learning (CLPL) for leaders at all levels and producing support materials including assessment exemplars for use in all establishments. By June 2025, all staff understand and implement the Renfrewshire Vision for learning, teaching and assessment including expectations in delivering highly effective practice. All staff are empowered and supported to strengthen their practice through collaboration and professional learning. Almost all learners’ experiences improve as the vision for highly effective practice is realised in each establishment. Features of highly effective learning, teaching and assessment are evident in almost all classes visited as part of Renfrewshire’s Quality Improvement Framework. By June 2025 we will have a consistent approach to standardised testing that will support early identification of interventions required, enhanced transition and impact on raising attainment and closing the poverty related attainment gap. The vision and features of effective practice will be tested with a focus group of learners from across schools and a cross-sector group of senior leaders. School standards and quality reports highlight that professional learning has led to sustained change and positive impact in the classroom. Evaluations post training and at regular intervals with a target group of teachers will demonstrate that for almost all participants the training has: • Increased confidence in how to successfully apply their new skills, knowledge and understanding in their teaching and • Increased confidence in evaluating the impact of this teaching on pupil progress and using this to inform next steps in learning. By September 2025 almost all schools evaluate themselves as Good or better for Quality indicator 2.3: learning teaching and assessment. Successful implementation of standardised assessment across all schools. Learning visits as part of the QIF framework will demonstrate the LTA strategy in practice. Page 150 of 288
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Education Improvement Plan September 202436 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Targeted Schools Programme Introduce and implement a Target School Programme (Phase 2) to raise attainment and close the poverty related attainment gap across all literacy and numeracy measures for children in SIMD 1&2. This will include; • Identifying target schools in primary sector through interrogation of data • Deployment of additional staff in primary and secondary schools through the use of Scottish Equity Funding • Providing bespoke support to target schools and CLPL to staff through the engagement of Development Officers, and staff with specialist skills • Monitoring the implementation of baseline assessment and interventions through Development Officer support. Primary By June 2025 the poverty related attainment gap will have narrowed to 23.3% points in Literacy and 17.1% in Numeracy. All class teachers in P1, P4 and P7 demonstrate increased confidence in the implementation of both reading and maths recovery programmes including assessment. All target schools access additional support to improve Literacy and Numeracy in P1,4 and 7 bespoke to identified groups of children. A strengthened approach to implementing approaches in Literacy and Numeracy contributes to improvements in almost all learners’ experiences and progress. Recovery programmes support targeted groups/ individuals in identified target schools. Attainment and tracking data will show that almost all targeted CYP are making progress in Literacy and Numeracy with a trend towards closing identified attainment gaps. Primary • Overall attainment for Literacy will improve to 79%. • Overall Attainment for Numeracy will improve to 87%. Post programme evaluation survey for all participants. Page 151 of 288
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Education Improvement Plan September 2024 37 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Literacy and Numeracy (universal programmes) Deliver a comprehensive core programme of professional learning and targeted interventions across all sectors linked to professional standards and informed by local/national priorities. A universal offer will be in place to ensure programmes are embedded across the curriculum. Training programmes will include: • The Primary Literacy Coaching Programme • Raising Attainment in Reading/Dive into Reading • Raising Attainment in Writing/Dive into Writing • Leadership of the Renfrewshire Literacy Approach • An Introduction to the Renfrewshire Literacy Approach (NQTs) • Talk for Writing • Education Scotland’s Early Reading Resource • Playful SEAL -Primary 1 and 2 (continued on next page) By June 2025, all literacy and numeracy interventions within classrooms contribute to improvements in almost all learners’ experiences and progress. Meaningful evaluation on the impact of professional learning on pupil progress which supports practitioners in planning next steps for learners. Professional learning and targeted interventions contribute to closing the poverty related attainment gap. Numeracy and Literacy Champions build capacity within establishments increasing the confidence, knowledge and skills of staff. Early Learning and Childcare • Number of children ‘demonstrating consistently’ in all milestones for literacy will improve to 73%, up from 71%. • Number of children ‘demonstrating consistently’ in all milestones for numeracy will improve by 10%, currently at 63%. Primary • Overall attainment for literacy will improve to 79%. • Overall Attainment for numeracy will improve to 87% across P1,4 and 7. Post programme evaluation survey for all participants, in all sectors. Page 152 of 288
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Education Improvement Plan September 202438 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? (continued from previous page) • Playful SEAL in ELCC • Maths Talks for engagement and retrieval practice. • Renfrewshire Maths Recovery • Place Value Addi/subtraction -1st Level. • Place Value Addi/subtraction -2nd Level. • Multiplication/division -1st Level. • Multiplication/division- 2nd Level. • Fractions- 1st Level. • Fractions/dec./percent. 2nd Level. • Grow your own Modelling and Coaching Officer • 3rd Level Maths Progression planners • Literacy Progression planners • NQT condensed training on- Planners, SEAL, Number Talks and Bar Modelling Page 153 of 288
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Education Improvement Plan September 2024 39 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Through professional learning, Improving Outcomes for Young People meetings and bespoke approaches, support secondary establishments to raise attainment and achievement, narrow the poverty-related attainment gap and better understand their role in achieving the Local Authority Senior Phase stretch aims. Renfrewshire’s 2024 Senior Phase stretch aims are met or exceeded • 1+ Level 5 92.6% • 1+ Level 6 73% Renfrewshire’s PRAG is narrowed in line with the 2024 stretch aim • 1+ Level 5 10.4% • 1+ Level 6 27.2% School and Local Authority performance in key measures including Local Authority Senior Phase stretch aims. Anti racist education Develop and deliver a programme of Career Long Professional Learning (CLPL) in partnership with WOSDEC for leaders at all levels in raising awareness of whole school approaches to anti racism. Pilot programme involving 2x Primary and 1x secondary school involving children and young people in anti-racist clubs in the school. (continued on next page) By June 2025, almost all leaders have increased confidence and understanding in delivering an anti-racist curriculum through a whole school approach. By June 2025 almost all CYP in participating schools have developed an understanding of anti-racism through a number of planned discussions, activities and events. (continued on next page) Post-training evaluations demonstrate that for almost all participants the training has increased confidence and understanding in delivering an anti-racist curriculum through a whole school approach. A focus group of CYP will be in place to support the work and planning of the local authority (Building Racial Literacy) group. (continued on next page) Page 154 of 288
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Education Improvement Plan September 202440 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? (continued from previous page) Early Years Continue to evaluate the content and guidance notes for the early level and pre-early level progression tools. Provide a programme of CLPL that will further develop staff’s knowledge of the Curriculum for Excellence (CfE), Realising the Ambition (RtA) and effective assessment and moderation. Work collaboratively with Education Scotland, NHS and Educational Psychology to develop a plan that will focus on improving the speech and language development of children. Develop a new framework for Renfrewshire’s children aged 0-3 which will maximise their development and support staff in adopting best practice in planning, assessment, recording and reporting. Provide opportunities to develop the leadership skills of ‘middle leaders’ in our ELC settings. (continued on next page) (continued from previous page) By June 2025 Early Learning and Childcare (ELC) staff will have increased confidence and competence in: • Planning and providing high quality interactions, spaces and experiences for children that are reflective of CfE principles and align with best practice as stated within RtA. • Using a range of assessment approaches and sources of evidence. • Making sound professional judgements about children’s progress at pre-early or early level of CfE. • Recording and reporting on children’s progress. • Identifying when intervention is necessary and putting in place appropriate arrangements. • Identifying barriers to learning and implementing methods and strategies to remove them. (continued on next page) (continued from previous page) Pre and post training evaluations of ELC staff including ELC ‘middle leaders’. Evaluations from visiting professionals show the effectiveness of support and resources in place for children. Quality Improvement Visits demonstrate: • The effectiveness of interactions between children and ELC staff to support learning. • The quality of spaces and experiences provided for children. • The intentional and responsive planning carried out by ELC staff. • The assessment approaches and sources of evidence used by ELC staff to gather information about children. • Arrangements in place for internal and/or external moderation. (continued on next page) Page 155 of 288
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Education Improvement Plan September 2024 41 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? (continued form previous page) To continue working collaboratively with the data team to make optimal use of data to identify changes that will produce positive outcomes for children. Progression data will be shared with inclusion officers to ensure that the assessment of needs matrix is robust and used effectively to further improve the transition to P1 for children with additional support needs. (continued form previous page) • Using data to plan for children’s next steps in learning and to make improvements to the learning environment. By June 2025 ELC ‘middle leaders’ will have increased knowledge about pedagogical leadership and evidence-based practice and their role within it. By June 2025 an increased number of children ‘demonstrating consistently’ in all milestones contained with Literacy, Numeracy and Health and Wellbeing. By June 2025 children have acquired more skills related to their expressive and receptive language. Children with additional support needs are effectively supported as they transition from Early Years to P1. Progression data will be shared with inclusion officers to ensure that the assessment of needs matrix is robust and used effectively to further improve the transition to P1 for children with additional support needs. By June 2026 an increased number of children in P1 will have achieved early level in Literacy, Numeracy and Health and Wellbeing. (continued form previous page) Analysis of progression tool data on children’s progress at early level and/or pre-pre-early level within literacy, numeracy and health and well- being: • Literacy will improve to 73%, up from 71%. • Numeracy will improve to 65% up from 63%. • Health and Wellbeing will improve to 78% up from 75%. Analysis of additional data gathered in relation to children’s speech and language development. Feedback from school staff on quality of progression tool data provided for children entering P1. Data analysis of correlation between children achieving early level at end of P1 and progress in ELC. Evaluation of the reliability and validity of progression tool data with the inclusion team. Page 156 of 288
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Education Improvement Plan September 202442 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Broad General Education (BGE) /Senior Phase Curriculum Development Continue the development of the senior phase including extending opportunities for achievement through the Scottish Credit & Qualifications Framework (SCQF). Provide opportunities for school staff to work collaboratively to explore and develop a refreshed BGE curriculum offer. Implement a refreshed DYW Work Placement model across all secondary schools to include meaningful school/employer partnerships which will enhance the curriculum offer. A strengthened senior phase curriculum will equip all young people with the confidence, knowledge, skills and experience to achieve their full potential and the widest range of curriculum pathways. A refreshed BGE curriculum offer in place that is coherent, flexible and responsive to meet the needs of individual learners. School curriculum rationales will be ambitious and reflect emerging national expectations. By June 2025, we have ensured that young people in Quintile 1 will have the opportunity to access appropriate work placements in line with chosen career pathways and will be supported to secure and sustain a positive destination. All secondary schools will have identified business/employer links who are making valuable contributions to the curriculum. The number of opportunities for Head Teachers to explore visions and principles for future practice will by increased. Evidence of increased awareness and forward planning gathered through Quality Improvement visits. By June 2025 we will increase the range of awards and qualifications available in the senior phase to ensure a valuable learning experience for all young people. Learner participation consultation and self- evaluation will identify improvements in the development of the BGE curriculum and identify further areas for improvement. Work placement data on RUBI and WorkIT will be evaluated to evidence improved engagement with relevant opportunities. Evaluation of employability mentoring through the Career Ready Programme. Mapping exercise completed to ensure employer links are robust across all secondary schools. Page 157 of 288
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Education Improvement Plan September 2024 43 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Developing the Young Work Force Implement Renfrewshire Future Pathways as the authority employability strategy to deliver 100% positive destinations by 2028. There will be: • Structured systems and processes in all schools to support positive destinations as per the Future Pathways Meetings guidelines • widening access strategies to support Quintile 1 young people into higher and further education • Business partnerships to support young people with employability skills There will be an ongoing strengthened framework of support with Skills Development Scotland (SDS) and Invest Renfrewshire to ensure all young people are supported to enter and sustain positive destinations. 100% of young people will enter a positive destination. Increased % of young people from quintile 1 will achieve a positive destination. 100% of care experienced young people will achieve a positive destination. 16-19 participation measure – 95.2% of young people will sustain positive destination. Evaluation carried out with focused groups of learners across all secondary schools to ensure curricular pathways are appropriate. Analysis of school curriculum will evidence an increase in the range and number of qualifications young people are achieving. Improved levels of scrutiny and support is demonstrated in the quality of tracking and monitoring data related to school leavers and destinations. Monthly SDS data checks and use of the SDS Participation Portal to evidence supports/ interventions in place for senior phase YP and their intended post school pathway. Page 158 of 288
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Education Improvement Plan September 202444 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Widen Access and Participation to Further/Higher Education (FE/HE) Partnership working with further/higher education institutions to increase the number of opportunities available for young people to access appropriate, sustained pathways. Foundation Apprenticeships will be promoted and developed in key employability areas. Initial destination figure reflects an increase in the number of young people accessing FE/HE pathways. Young people access a wide range of vocational learning opportunities, experiences and qualifications linked to growth employment sectors and sectors with predicted skills shortages. PT College Pathways support young people to access and sustain positive pathways. All Foundation Apprenticeships are successfully completed in key employability areas. Sustained follow up figures will show an increase in the number of young people were initially in FE/HE placements maintaining positive destinations at follow up. Increase sustained follow up figure to ensure 97% will remain in a positive destination. Evaluation completed on the impact of PT College Pathways post and the impact on initial and sustained destination figures. Foundation Apprenticeships will have a 100% completion rate - 58 in session 2024/25. Page 159 of 288
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Education Improvement Plan September 2024 45 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Young Leaders of Learning (YLL) Engage further with children and young people to listen to their views about how to improve our schools and their experiences. Schools participating in this programme will be supporting their own self-evaluation and school improvement activities by involving learners in the process. This programme will include: • Professional learning for staff and pupils • Use of HIGIOURS to identify a theme to be explored by school pairings • Reciprocal school visits by pupils • Development of a pupil action plan to lead change in their own school Our Young Leaders will be excellent role models and will train a further group of Young Leaders to take part in the programme in 2025-26. By Aug 2025: We have an improved structure for the inclusion of learner voice into our self-evaluation processes. Young Leaders have improved leadership skills and are driving forward improvement in their own school through an action plan developed by them. Young Leaders are confident to share practice in their school and are more familiar with the language and processes of school improvement. Young Leaders will enhance a range of skills including: Local authority staff and learner pre & post YLL programme evaluation demonstrates improvement in: • Pupil leadership skills and use of evaluative language • Collaboration and sharing good practice with other schools. Development and progress in school action plans following reciprocal visits. Progress reported by YLLs in June 2025 school Standards & Quality reports. School Improvement Plans 2025-26 detail how YLL programme will be further developed in each participating school – this information will be provided by the YLL themselves. • Communication • Teamwork • Resilience • Time keeping • Organisation • Social skills Enhanced relationships between partner schools will allow: • Further sharing of good practice • More collaborative opportunities such as moderation • Increased opportunities for the Young Leaders of Learning. Page 160 of 288
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Appendix Page 161 of 288
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Education Improvement Plan September 2024 47 Appendix 1 Stretch aims Measure Type 2017/ 2018 2018/ 2019 2019/ 2020 2020/ 2021 2021/ 2022 (Baseline) 2022/ 2023 2023/ 2024 Target- 2023/ 2024 Difference to Target Difference to Baseline % primary pupils achieving expected level in literacy Core 76% 76% - 70% 72% 74% 76% 77% -0.6% 5% % primary pupils achieving expected level in numeracy Core 83% 84% - 80% 81% 83% 84% 85% -1.2% 2% % P1 pupils achieving expected level in writing Core + 83% 83% - 78% 81% 81% 83% 83% -0.4% 2% % P4 pupils achieving expected level in writing Core + 77% 76% - 70% 69% 74% 76% 77% -0.9% 7% % P7 pupils achieving expected level in writing Core + 76% 76% - 70% 73% 74% 77% 76% 1.2% 4% % 16-19 olds participating in education, employment or training Core 91.6% 91.7% 92.4% 93.0% 93.3% 92.8% - 95.0% - - % leavers achieving 1 or more pass at SCQF level 5 (All SCQF) Core 90.0% 91.4% 92.6% 93.4% 91.5% 90.9% - 92.6% - - % leavers achieving 1 or more pass at SCQF level 6 (All SCQF) Core 69.1% 69.7% 71.4% 77.1% 72.9% 70.5% - 73.0% - - Page 162 of 288
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For further information, please contact Children’s Services Renfrewshire Council Email: education@renfrewshire.gov.uk Page 163 of 288
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Page 1 of 5 To: Education and Children’s Services Policy Board On: 31 October 2024 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: 2024/25 Mid-Year Service Improvement Plan Monitoring Report __________________________________________________________________ 1. Summary 1.1. The Service Improvement Plan for Children’s Services is a three-year plan covering the period 2023-2026. The purpose of the Plan is to identify the priorities being addressed, the key tasks to be implemented, the implementation timetable and our measures of success. 1.2. The Service Improvement Plan is part of a suite of documents which describe the strategic direction for the service and the Council, that also includes the Council Plan, Community Plan, Risk Management Plan, and the Workforce Plan. The service also makes a major contribution to the delivery of the Renfrewshire Children’s Services Partnership Plan, the Education Improvement Plan, and Renfrewshire’s Community Justice Outcomes Improvement Plan. 1.3. This update reflects on the first six months of our Service Improvement Plan where data is available; highlighting areas where we are already making progress and some areas we want to focus on more, perhaps because performance is not moving in the direction we anticipated or because of other pressures or factors that makes this even more of a priority for us. __________________________________________________________________ 2. Recommendations 2.1. It is recommended that the Education and Children’s Services Policy Board note: a) the contents of this report; and b) the achievements of Children’s Services during the first six months of 2024/25 which fall within the remit of this Board. __________________________________________________________________ Item 4 Page 165 of 288
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Page 2 of 5 3. Background 3.1. Children’s Services are responsible for the delivery of early learning and childcare, universal services such as primary and secondary education, social work services to children and families, justice social work services, and targeted and specialist services for specific identified needs. These include child protection services, the provision of education to children and young people with additional support needs, mental health and addictions services for children and young people, and management and rehabilitation services for people who have committed offences. 3.2. The Service Improvement Plan (SIP) is a comprehensive statement of the outcomes the service aims to achieve, and the actions it will take to achieve these. It fits within the wider planning framework of the Council by taking account of Community Planning themes and Council priorities. The SIP enables elected members to have oversight of developments within the service and to consider and develop policy options which reflect customer need and resource availability. 3.3. The priority actions and performance indicators set out in the attached Mid- Year Service Improvement update details the specific actions the service has achieved and will continue to progress to support the Council’s priorities and help deliver improved outcomes for Renfrewshire’s children, young people, and their families and communities. Progress towards actions and indicators will be reported in the annual outturn report in Spring 2025. ___________________________________________________________________ 4. Performance/data indicators on track 4.1. The service has continued to exceed its target for ensuring that our care experienced children and young people are looked after in a community setting, with 91% cared for in this way. There will be occasions where residential house or school can be more suitable for a children and young people based on their particular needs, but the service will always seek to have a child live in a community setting either with their own family or with an alternative family where appropriate. 4.2. Almost one-third (61%) of young people with an open throughcare involvement were participating in employment, training or educational placements, which represents an increase of 20 percentage-points in comparison to the first quarter of 2023/24. The work of the throughcare team was reflected in a recent Care Inspectorate inspection report that noted clear a positive culture of staff spending time exploring and discussing positive outcomes for young people. 4.3. All Stage 1 complaints received by the service in the first quarter of 2024/25 were responded to within timescales agreed with customers. This highlights the continuous efforts of the service to improve performance in this area. The number of complaints received in this period remained relatively low. Complainants are always kept fully informed of timescales and anything that might impact them. ___________________________________________________________________ Page 166 of 288
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Page 3 of 5 5. Performance/data indicators which have not met target 5.1. The proportion of pupils staying on to S5 and S6 (based on the S4 school roll in previous year’s) has fallen for the second successive year. In 2023/24, 89.5% of the S5 roll remained from the previous year’s S4, while less than two-thirds of the 2021/22 S4 cohort stayed on for their sixth year (62.6%). 5.2. While the number of Renfrewshire school pupils starting a foundation apprenticeship in 2023/24 increased in comparison to the previous year, the figure of 21 pupils remains short of the target set in previous years. This in part is attributed to a richer curriculum offered by our schools which creates additional opportunities for our young people. 5.3. The percentage of pupils satisfied with establishments, for which data comes from their response to the Education Scotland Survey statement “I enjoy learning at my school”, increased by four percentage points in 2023/24. This equated to 82.6% of pupils that responded to the survey, however we remain committed to our target of 100%. 5.4. The proportion of care leavers with open throughcare involvement that have had a period of homelessness in the past six months has remained at 6% in comparison to the previous reporting period. While this figure equates to less than 10 young people, the service still strives for no care experienced young person to have a period of homelessness. ___________________________________________________________________ 6. Key priorities over the next six months 6.1. The service has a number of priorities for the next six months and beyond. Significant detail is described within a range of planning documents including the Renfrewshire Children’s Services Partnership Plan and the Education Improvement Plan. These include: • Relentless focus on improving attainment for all children and young while narrowing the poverty-related attainment gap. • Improving engagement with children and young people to ensure their voices are heard, their rights are respected, that the principles of UNCRC are embedded in all future policy and planning decision making, and that children are included in relation to decisions which affect them; • Refreshing our local Equally Safe Strategy, and implementing ‘Equally Safe at School’ in line with the Scottish Government’s Equally Safe Delivery Plan; • Developing the whole family wellbeing model through strong partnership working and community engagement; • Progressing work in relation to the School Estate Management Plan and the Learning Estate Strategy; • Supporting children, young people and their families to prepare for the move into adult services and greater independence; Page 167 of 288
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Page 4 of 5 • Continuing to support vulnerable young people to achieve and sustain positive pathways after leaving school; • Strengthening our service planning processes to enable children and young people to thrive, learn and achieve; • Developing, designing and implementing an Early Interventions service within justice social work; and • The design and delivery of a comprehensive programme of staff training and development. ___________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning We consider our services performance against a number of strategic outcomes to measure how we are delivering better outcomes for our local communities. 4. Legal None. 5. Property/Assets None. 6. Information Technology Service developments relating to information technology are key enablers of service improvement, modernisation, and support service-level and corporate objectives. 7. Equality and Human Rights (a) The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report because for example it is for noting only. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety None. 9. Procurement None. Page 168 of 288
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Page 5 of 5 10. Risk Risks related to the delivery and management of services are regularly monitored and included in Renfrewshire Council’s Corporate and Strategic Risk Registers. 11. Privacy Impact Personal information will only be held as required to deliver the service. This will be done in accordance with data protection legislation. 12. Climate Risk Actions and performance indicators aligned to Strategic Priority 4: Green, of Renfrewshire’s Council Plan, highlights activities across the Council to tackle climate change. 13. Children’s Rights Children’s rights and the articles which underpin them have been considered as part of the preparation of this report. The report highlights many of the activities which partners in Renfrewshire undertake to achieve positive outcomes for children and their families through wider child, adult and community protection work. 14. COSLA Policy Position None. List of Background Papers (a) Children's Services 2024-2027 Service Improvement Plan The foregoing background papers will be retained within children’s services for inspection by the public for the prescribed period of four years from the date of the meeting. The contact officer within the service is Yvonne Farquhar, Policy Manager, yvonne.farquhar@renfrewshire.gov.uk __________________________________________________________________ Author: Alasdair Mann, Policy Officer, alasdair.mann@renfrewshire.gov.uk Page 169 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2024 -27 Six-monthly progress update October 2024 Page 170 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Welcome to our six-monthly update • This update reflects on the first six months of this Service Improvement Plan, highlighting areas where we are already making progress and some areas we want to focus on more, perhaps because performance isn’t moving in the direction we anticipated or because of other pressures or factors that makes this even more of a priority for us. • The following pages shine a spotlight on some great projects or practice, and highlight areas where we want to improve or develop further. At a service level, there is a stronger focus on the Council Plan Strategic Outcomes that are closely aligned with Children’s Services. Towards the end of this document, you will find a full update against all the actions and performance indicators we use to measure progress. • We report on 34 performance indicators, 20 which are reported annually and 14 reported quarterly. Some annual indicators are based on data that is one-year behind, owing to having no more recent comparable information. This will be updated as comprehensive data becomes available through subsequent data collections. Page 171 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan Place: As part of the corporate roll- out of Wi-Fi, installation has been successful in all learning establishments in Renfrewshire. Work has commenced in secondary and ASN schools to deliver our ‘Equally Safe’ Strategy. Economy: Developing the Young Workforce (DYW) co-ordinators are in all Secondary and ASN schools, to ensure all young people are supported into a positive destination, with bespoke placements and pathways available where appropriate.. Green: Learning from local authorities to ensure environmental sustainability and energy efficiency, optimising performance and providing remote connectivity in learning establishments. Page 172 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Fair: Nurturing bright, happy and healthy futures for all Achievements • The social work re-design has progressed with the Initial Response Team close to being operational, and the introduction of the Independent Decision Maker role commencing in September. • The Promise Keeper network has grown across the Council, HSCP and partner organisations. • Targeted support is in place in our learning establishments to improve outcomes for all children and young people whilst narrowing the poverty- related attainment gap. • Ren10 approaches and interventions are supporting children and young people’s mental health and wellbeing. • Senior leaders have been identified to coordinate the development of the Learning and Teaching Strategy, to deliver high quality learning, teaching and assessment. 96% of our school leavers are in positive destinations Attainment gap in numeracy decreased between pupils living in the most and least deprived SIMD areas 90% of our care experienced children and young people are looked after in the community Low number of care leavers presenting as homeless in the past 6 months Page 173 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Living our Values: making a difference together We are focusing on understanding the impact of trauma and reflecting our learning in how we deliver our services, alongside the language we use to help tackle stigma. 85% of Freedom of Information requests were responded to on time 100% Stage 1 complaints resolved within agreed timescales 86% Stage 2 complaints resolved within agreed timescales More opportunities to learn together, share practice and better inform children and young people and their families who need it. Page 174 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Improving Outcomes for Children and Families Achievements • Having reached the second anniversary of the rollout of The Promise Keeper Network in Renfrewshire, over 100 ‘Promise Keepers’ have been recruited to act as local champions, helping to educate and improve services for care experienced people. • Work is underway to ensure that UNCRC is embedded in all future policy and planning decisions across all Council services. • Through the Children’s Services Partnership, a range of teams across the public and third sector are working together to map out whole family support services that can best support families at the right time. Areas for improvement and development • There has been an increase in the overall poverty-related attainment gap. We will continue to target our work to support all children and young people to achieve the best possible outcome and positive destination. Low number of children moving on and off the Child Protection Register in past 2 years. Across all of our work and all of our efforts, we hope for loving and happy lives for Renfrewshire’s children – working together to get it right for children, families and communities – protecting, learning, achieving and nurturing. Every priority of our Council Plan contributes to improving the lives of Renfrewshire’s children and their families. Social work service redesign is progressing, with ongoing engagement and consultation with stakeholders. We continue to welcome people to Renfrewshire that arrive through government humanitarian schemes. Page 175 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Action Plan October 2024 Page 176 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Key ACTION STATUS OVERDUE CHECK PROGRESS IN PROGRESS COMPLETED Page 177 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update Progress development work in relation to the priority schools identified in the School Estate Management Plan - Paisley Grammar School Community Campus 31-Aug-2026 Paisley Grammar School Community Campus construction is on track to be completed by summer 2026. Progress development work in relation to the priority schools identified in the School Estate Management Plan - Thorn Primary School 31-Mar-2026 Thorn Primary School is at the early stages of design, with consultation set to take place with the school community. Undertake an evaluation of the roll out of full Wi-Fi across the school estate 31-Mar-2027 All schools and Early Learning & Child Care (ELCC) establishments have been connected via Comms World. The programme for switch upgrade has been accelerated. On completion of this, the evaluation can begin. Page 178 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update Implement the priority actions from the National Strategy for Community Justice with our Community Justice partners. 31-Mar-2027 Good progress has been made to enhance early intervention measures and community integration for people eligible for throughcare support. Insight has been gathered to understand the profile of people who currently receive early measures such as diversion from prosecution and those who transition from custody to community. This is being used to identify under-served populations and understand how service demand may change over time in response to national justice population forecasts. Early work has been undertaken with partners to map the services and processes that support the rehabilitation of our justice-experienced population. This includes local provision delivered by our third sector partners. We are working with Community Justice Scotland to promote the Community Interventions and Support Directory, which will improve awareness and confidence in community-based services for people accused or convicted of offences. Refresh Renfrewshire’s Equally Safe Strategy 31-Dec-2024 Work is progressing on updating the strategy in line with the recently published national refresh and Delivery Plan. Continue to implement ‘Equally Safe at School’ policy 31-Mar-2027 Work with secondary schools (including ASN schools) to plan delivery of the actions for schools outlined in the newly published Equally Safe Delivery Plan 2024-2026, is underway. There are currently 3 secondary schools registered with ‘Equally Safe At School’, with learning to be shared. The aim is for all all secondary and ASN schools to be registered with ‘Equally Safe At School’ by Spring 2025. Page 179 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Economy What we will do Due Date Status Progress update Working in partnership with Skills Development Scotland, West College Scotland, Invest in Renfrewshire and Developing the Young Workforce West, we will ensure planned robust approaches to supporting our most vulnerable learners into positive destinations 31-Mar- 2025 The School Transitions Group continues to meet regularly with a robust focus on supporting vulnerable learners into positive destinations. All secondary schools and our 2 schools for pupils with additional support needs (ASN) have a Developing the Young Workforce (DYW) coordinator. The key priority of these staff is to ensure all young people, particularly the most vulnerable, are provided with opportunities to support them into positive destinations post school including bespoke work placements and alternative pathways as appropriate. Monthly meetings take place to review the progress of these young people and to ensure that the right supports are in place for them. A supportive roadmap has been developed to support strategic planning within and across school teams. The work placement programme continues to provide opportunities for our young people. Employers continue to offer a range of opportunities such as site visits, training and long-term work placements for young people in the senior phase. 'My Futures Pathways' provision now includes an additional class group supporting Flexible Learning Resource (FLR) pupils. A Principal Teacher has been appointed to support partnership working with West College Scotland and to enhance future pathways provision with a particular focus on our care experienced young people. Contribute to the Council’s Workforce Plan and Strategic Recruitment and Talent Management Plan to enable us to meet workforce demands particularly in relation to Teaching and Social Work. 31-Mar- 2027 Robust support continues to be provided to newly qualified teachers (NQT) to support retention and workforce demand. Page 180 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Where it is safe and appropriate to do so, families in need of support will be diverted away from social work and offered assessment and time-limited intervention from Barnardo’s. 31-Dec-2024 Barnardo’s Early Help pilot has been rolled out to all four locality teams and will be embedded with the Initial Response Team (IRT) when the Front Door service goes live in November 2024. Implementation of the Learning, Teaching and Assessment Strategy that clearly articulates the vision for planning and delivering high quality learning, teaching and assessment 31-Mar-2027 A working group of senior leaders has been formed and has already met this session. An agreed plan has been made to coordinate the development of the learning and teaching strategy this year. Raise attainment and skills for learning, life, and work to enhance opportunities and choices for all our children and young people 31-Mar-2027 Universal and targeted approaches to professional learning continue to be provided to ensure support to all establishments to improve outcomes for all children and young people whilst narrowing/closing the poverty related attainment gap. Target schools have been identified through scrutiny of intelligence and plans are now in place to provide bespoke support to ten establishments. Establish a dedicated team to support kinship carers in Renfrewshire 31-Dec-2024 The development of this team is in line with the service redesign across Children’s Services Social Work. The team will be formed as a dedicated team to support Kinship Carers in November 2024 with transition of the allocated children to the medium- and long-term teams underway. Page 181 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Introduce a new role of Independent Decision Maker within the Social Work Service. 30-Sep-2024 The Independent Decision Maker (IDM) function commenced in September 2024 with an initial focus on Child Protection cases and prioritised Looked After Reviews. Three IDMs were recruited with a further two posts advertised by mid-September. Establish a whole service Social Work duty team with responsibility for all new requests for assistance. 31-Oct-2024 The Front Door Initial Response Team (IRT) is due to launch in November 2024. Managers and staff have been identified and Standard Operating Procedures are being finalised. Introduce whole service teams for cases which require medium- and longer-term allocation for Social Work support. 31-Oct-2024 The service redesign is in progress. Staff have been made aware of where they will be located, with the new teams commencing in November 2024. Page 182 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update The Promise Strategic Oversight Board and workstreams will progress and ensure Renfrewshire ‘Keeps the Promise’ and delivers improved outcomes for individuals who are care experienced, wherever possible keeping children within their families (CF) 31-Mar-2025 Renfrewshire’s Childrens Services response to the implementation of The Promise continues to progress against several priority areas identified in the Promise Plan 21-24. This activity is being closely monitored via the Renfrewshire Promise Mapping Tool. Considerable effort has been made to support Promise Scotland’s work around Plan 24-30 and the implications for Renfrewshire’s Promise Plans and direction as we move forward. Closer working relations have been forged with Promise Scotland Representatives around all aspect of The Promise in particular around supporting greater understanding and awareness of Promise Plan 24-30 and around the role the wider corporate parents to Keep The Promise. We will continue to feedback to Promise Scotland on the 24-30 Plan. There are a couple of high profile Keep The Promise Fund Projects entering their second year and both, in Education, are on track and are progressing well. Early Planning and consideration has begun around any potential future funding for Promise related projects and where the focus/priorities should be. Renfrewshire’s Promise Keeper Network continues to grow and there has been a strong communications plan to promote the network across the RCSP and Community Planning Partners and there has been publicity and marketing produced promoting the Promise Keeper Network, the Promise i-learn module and The Promise itself. This work has been very well received with positive engagement feedback. There is strong linkage and alignment with the work on The Promise and the Whole Family Wellbeing programmes with senior officers involved in both oversight/steering groups ensuring the appropriate cross working. Page 183 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Build local capacity for transformational whole systems change and to scale up and drive the delivery of holistic whole family support services (CF) 31-Mar-2025 The Whole Family Wellbeing Service continues to make significant progress, the restructure of the service is now complete with positive evaluations from key stakeholders. The FORT referral system is now live. The family launch is planned for November 2024. Progress the design and delivery of the Curriculum, Learning, Teaching and Assessment; the Families and Communities; and the Inclusion Portfolios within Children’s Services (CF) 31-Mar-2025 Portfolio plans are in place for this session and have been developed through robust self-evaluation and engagement with key stakeholders. Plans are reflective of service priorities and include our work to support schools in closing the poverty related attainment gap and raising attainment for all, inclusion and supporting whole family wellbeing. Impact will be reported throughout the session. Deliver mental health and wellbeing support, including Ren10 mental health and wellbeing network to support children, young people and their families (CF) 31-Mar-2025 Work is ongoing to merge Ren10 platforms with the FORT system so there is one request for assistance. This work will be prioritised as FORT becomes live. In terms of impact, Ren10 approaches and interventions are supporting children and young people’s mental health and wellbeing. We are seeing improvements in health and wellbeing measures following the Health & Wellbeing Census and this is due to the range of support available through Ren10. Page 184 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Green What we will do Due Date Status Progress update Continue to work with other council services to deliver improvements to the school estate which offer a high degree of environmental sustainability and energy efficiency. 31-Mar-2026 This is embedded in all project structures with key officers representing all services and skillsets. Ongoing discussion with EH&I climate team to determine what sustainability standards to implement as a target for schools moving forward. Also learning from other authorities with recent visits to Edinburgh, North Lanarkshire, and Perth upcoming. Scottish Futures Trust also continue to push national aspiration for carbon reduction plans in schools. Delivering the Council Plan – Living our Values What we will do Due Date Status Progress update Engage and participate in Trauma Informed and Responsive Renfrewshire programme 31-Mar-2026 Our Promoting Positive Behaviour programme was rewritten to enshrine the Trauma informed principles and included referencing the materials as part of the programme. Our program is delivered annually to all residential and day care staff in child care and the HSCP. The child care virtual reality training programme deals with challenging materials and this has strong links to the national Trauma programme, which is discussed as part of the learning and the debrief sessions. One of the training team is attempting to be trained as a level 2 trainer to enable us to build more of the materials into existing programmes, first attempt unsuccessful but retrying. The newly qualified first year in practice comes into force in October this year and as part of the mandatory learning provided training on the National Framework will be an essential element of the new social workers evidence based learning journey. Page 185 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values What we will do Due Date Status Progress update Actively promote health and wellbeing support for staff 31-Mar-2027 A presentation to CMT in July informed of some of the interventions that are in place to support staff wellbeing including, the launch of the updated Violence and Aggression Policy and the processes that are in place to support staff with this, ensuring staff are fully aware of updates to local government attendance management policy and confirming that senior leaders are fully aware of processes for occupational health referrals and the supports that can be accessed by all staff. Place the human rights and needs of every child and young person at the heart of service planning and delivery (UNCRC) 31-Mar-2027 A workshop was delivered to all head teachers in August to ensure full awareness of duties and legal obligations in relation to UNCRC. Through engagement and participation, we will ensure the collective views, needs and aspirations of children, young people and families are met. 31-Mar-2027 Ensuring the views of all children and young people are recognised and recorded continues to be an ongoing part of the delivery of the GIRFEC refresh training. This training continues to support quality planning for single and multi-agency purposes to ensure the needs of children and young people and families are met. In partnership with the HSCP, closely collaborate with young people and their families to ensure a smooth transition to adult services. 31-Mar-2027 Initial meeting has taken place between Adult Services, Renfrewshire Learning Disability Service (RLDS) and Children’s Services and a plan is developing to widen this group to steer this development to include education and health. We will then develop a plan and action to ensure that we closely collaborate with young people and their families to ensure a smooth transition to adult services. Page 186 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Indicators October 2024 Page 187 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Key PERFORMANCE INDICATOR STATUS BELOW TARGET WARNING (within 10% of Target) ON TARGET NOT COMPARABLE DATA ONLY PERFORMANCE IMPROVING PERFORMANCE IN RANGE PERFORMANCE GETTING WORSE Page 188 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q2 2023/24 Q3 2023/24 Q4 2023/24 Q1 2024/25 Q2 2024/25 Explanation of performance Value Value Value Value Value Target Percentage of Looked After Children cared for in the community 90.8% 90.5% 90.9% 90.2% 90.8% 89.9% The percentage of looked after children in the community has increased by 0.6 percentage points (pp) compared with Q1 of 2024/25, although this has remained between 90% and 91% throughout the past 12 months. The majority of all looked after children continue to live in a community setting either with their own family or with an alternative family. A residential house or school can be more suitable for a small number of children and young people based on their particular needs, but the service will always seek to have a child live in a family setting where appropriate. Please note, this indicator is also reported annually, and the figure is derived from the Local Government Benchmarking Framework indicator CHN9 'Balance of care for 'looked after children': % of children being looked after in the community'. The last data published for this indicator is for 2022/23; the percentage of looked after children living with families in the community in Renfrewshire was 91.7%, greater than the Scotland average of 89.2%. Percentage of accommodated Looked After Children placed with families 89.3% 89.7% 90.3% 89.5% 82.6% 83% The majority of accommodated children live in a family setting and this will continue to be the preferred option; however, between July and September 2024, there has been a drop of almost 7 percentage points (pp) in the proportion of children accommodated in a family setting. There are times when it is more appropriate to support a looked after and accommodated child in a residential house or school, or times when a children’s hearing considers this necessary. Page 189 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q2 2023/24 Q3 2023/24 Q4 2023/24 Q1 2024/25 Explanation of performance Value Value Value Value Target Percentage of care leavers participating in employment, training or education 54% 54% 56% 61% 55% The proportion of care leavers with open throughcare involvement and in employment, education or training has increased by 5 percentage-points (pp) since the end of the 2023/24 period. The figure of 61% reflects that 87 care leavers with an open throughcare involvement were in employment, education or training at the end of Q1 of 2024/25. This represents an increase of 20pp in employment, education or training in comparison to the same period of time in the previous reporting year. Percentage of care leavers who have had a period of homelessness in the last 6 months 5% 2% 6% 6% 0% The proportion of care leavers with open throughcare involvement that have had a period of homelessness in the past six months has remained at 6%. The figure equates to 8 young people of the 143 care leavers with an open throughcare involvement. This represents double the proportion with a period of homelessness compared to the same period in the previous year - however with the numbers remaining less than 10 this explains the fluctuations in the proportion of care leavers. All individuals were either living with family members/friends or provided with temporary homeless accommodation either in Renfrewshire or in other local authority areas. Throughcare and Housing continue to work together to prevent homelessness and to support young people in sustaining tenancies. Page 190 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q2 2023/24 Q3 2023/24 Q4 2023/24 Q1 2024/25 Explanation of performance Value Value Value Value Target The percentage of NEW clients subject to a new supervision order seen by a supervising officer within 1 week 61% 76% 65% 56% 85% Of the 87 orders commenced in this period, 50 were seen by a supervising officer within 1 week. Where the justice social worker recommends the court imposes a supervision order the criminal justice social work report details the first contact. Achieving this target is therefore dependent on the compliance of the person made the subject of the order attending as directed. Where the court defers sentence further before imposing the supervision order has a negative impact on performance. The justice team reviews performance regularly to identify issues. We continue to refine the data recording and reporting from the new ECLIPSE case management system, should there be any amendments these will be reported to the Policy Board. % of NEW unpaid work orders/requirement complete by the required date 94% 91% 95% 79% 75% Target has been exceeded, but has fallen considerably in comparison to the previous three reporting periods. There were 24 new unpaid work orders in the first quarter of 2024/25, 19 of which were completed by the required date. Court services recovering and the number of new orders imposed has continued to increase over recent months. The service continues to prioritise workloads and deliver unpaid work activity in accordance with safe working guidelines. We continue to refine the data recording and reporting from the new ECLIPSE case management system, should there be any amendments these will be reported to the Policy Board. Page 191 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q2 2023/24 Q3 2023/24 Q4 2023/24 Q1 2024/25 Explanation of performance Value Value Value Value Target Percentage of NEW unpaid work clients seen within 1 working day of the order 69% 73% 68% 68% 70% Those made the subject of unpaid work orders should be seen at court on the day of sentence and directed to an appointment with unpaid work staff to allow this target to be achieved. In the first quarter of 2024/25, 67 of the 99 orders were met within one working day, which is just below the 70% target. We continue to refine the data recording and reporting from the new ECLIPSE case management system, should there be any amendments these will be reported to the Policy Board. Percentage of NEW unpaid work clients receiving an induction within 5 working days of the order 68% 72% 64% 67% 75% Performance in Q1 of 2024/25 has remained around the same level with the previous reporting period. There have been efforts to prioritise health and safety inductions to ensure that service users are ready for available work placements. The impact on the timing of a clients' first appointment then impacts on all later timescales. In the first quarter of 2024/25, 66 of the 99 clients with an order received their induction within the five working days target, which falls short of the target of 75%. We continue to refine the data recording and reporting from the new ECLIPSE case management system, should there be any amendments these will be reported to the Policy Board. Page 192 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q2 2023/24 Q3 2023/24 Q4 2023/24 Q1 2024/25 Explanation of performance Value Value Value Value Target Percentage of NEW unpaid work clients beginning work placement within 7 working days of the order 61% 69% 77% 70% 65% Performance has declined after steady improvement throughout 2023/24, but has met the target in Q1. During this period, 69 clients began their work placement within 7 working days of the order being imposed, out of 99. The demand for weekend work placements remains high, and the service continues to adapt in response to this shift. Staff sickness and vacancies continue to impact workforce capacity and the impact on first appointments, then impacts on all later timescales. We continue to refine the data recording and reporting from the new ECLIPSE case management system, should there be any amendments these will be reported to the Policy Board. Page 193 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value % of Leavers attaining literacy SCQF Level 4 96.9% 96.1% 95.7% N/A 98% Renfrewshire remains ahead of the national figures and in line with the virtual comparator in this measure. In the 2022/23 leavers cohort 96% of Renfrewshire pupils achieved this literacy at SCQF level 4, compared with 94% nationally and 95% for the virtual comparator. The percentage of leavers in Renfrewshire achieving literacy at SCQF level 4 or above has remained relatively constant over the past 5 years. Targets for this measure were set before the pandemic. Data for the 2023/24 leavers cohort will be available in Spring 2025. % of Leavers attaining numeracy SCQF Level 4 94.5% 93.4% 93.0% N/A 94% Renfrewshire is consistently ahead of national figures over 5 years and remains in line with the virtual comparator. In the 2022/23 leavers cohort 93% of Renfrewshire pupils achieved SCQF level 4 numeracy, compared with 91% nationally and 92% for the virtual comparator. At SCQF level 4, numeracy attainment above national and virtual comparator is a consistent trend over the previous 5 years. Targets for this measure were set before the pandemic. Data for the 2023/24 leavers cohort will be available in Spring 2025. Page 194 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value % of Leavers attaining literacy SCQF Level 5 90.2% 87.1% 85.3% N/A 88% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire is consistently in line with the virtual comparator and ahead of national figures in this measure. In the 2022/23 leavers cohort 85% of Renfrewshire pupils achieved this measure, compared with 81% nationally and 85% for the virtual comparator. Targets for this measure were set before the pandemic. Data for the 2023/24 leavers cohort will be available in Spring 2025. % of Leavers attaining numeracy SCQF Level 5 80.1% 76.9% 75.3% N/A 77% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire remains ahead of the virtual comparator and national figures in this measure. In the 2022/23 leavers cohort 75% of Renfrewshire pupils achieved this measure, compared with 74% nationally and 71% for the virtual comparator. Renfrewshire remains in line with pre-pandemic levels, which is the most credible like for like comparison. Targets for this measure were set before the pandemic. Data for the 2023/24 leavers cohort will be available in Spring 2025. Page 195 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value Average total tariff score of all school leavers in Renfrewshire 1,115 984 933 N/A 960 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire’s data follows national trends with an increase during this period which is now returning to post-pandemic levels. Renfrewshire is consistently ahead of the national figure in this measure but remains marginally below the virtual comparator. The latest data is marginally ahead of 2018/19 leavers cohort, which was 923. Targets for this measure were set before the pandemic. Data for the 2023/24 leavers cohort will be available in Spring 2025. Average total tariff score of leavers living in SIMD 30% most deprived areas 826 745 681 N/A 700 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire’s data follows national trends with an increase during this period which is now returning to post-pandemic levels. Renfrewshire is consistently ahead of the national figure in this measure but remains marginally below the virtual comparator. The latest data is marginally below 2018/19 leavers cohort, which was 674. Targets for this measure were set before the pandemic. Data for the 2023/24 leavers cohort will be available in Spring 2025. Page 196 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value Percentage gap in average total tariff score of school leavers resident in SIMD 30% most deprived and those from the 70% least SIMD deprived Renfrewshire areas. 34% 32% 36% N/A 28% The size of the gap between pupils living in most and least deprived areas has increased in comparison to 2020/21 and 2021/22, and is in line with the 2018/19 gap. This is because the average total tariff score of leavers from the 30% most deprived SIMD areas increased more than those from the 70% least deprived SIMD areas. Please note - leavers in the 2020, 2021 and 2021 cohorts experienced alternative assessment methods to pre-pandemic cohorts and therefore data should be treated with caution as it is not a direct comparator with previous years. Data for the 2023/24 leavers cohort will be available in Spring 2025. Average Total Tariff Score of Looked After Children (school leavers) 471 328 320 N/A 330 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. There is a high degree of variability in this data due to small cohorts. The 2022/23 data is ahead of pre- pandemic levels. In 2018/19, this figure was 280. Targets for this measure were set pre-pandemic. Data for the 2023/24 leavers cohort will be available in Spring 2025. Page 197 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value Gap between the Average Total Tariff Score of Looked After Children (school leavers) and that of the total Renfrewshire leavers cohort 58% 67% 66% N/A 63% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Attainment of both care experience pupils and the general cohort have followed similar patterns over this period. The percentage gap between the average total tariff score of care experienced school leavers and the general leavers cohort has reduced by 1 percentage-point. This indicator outperforms the target set. Data for the 2023/24 leavers cohort will be available in Spring 2025. Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Literacy between pupils living in 30% Most Deprived areas and those living in 70% Least Deprived Areas (SIMD) 12 15.4 16 N/A 10 The percentage point gap between the attainment in literacy of pupils living in the most and least deprived areas has increased to 16 percentage points, in comparison to 15.4 percentage points in 2021/22. Data for the 2023/24 school term will be available in December 2024. Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Numeracy between pupils living in 30% Most Deprived areas and those living in 70% Least Deprived Areas (SIMD) 10 13.4 11 N/A 9 The percentage point gap between the attainment in numeracy of pupils living in the most and least deprived areas has decreased to 11 percentage points, after a slight increase between 2021 and 2022. Data for the 2023/24 school term will be available in December 2024. Page 198 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Literacy between pupils entitled to Free School Meals and pupils not entitled 18 21 22 N/A 15 The percentage point gap between the attainment in literacy of pupils entitled to free meals and those not entitled has increased for a second consecutive year, having remained at approximately 18 percentage points between 2019 and 2021. However, due to the expansion of universal entitlement to P4 and P5, these figures are not directly comparable to previous years. Data for the 2023/24 school term will be available in December 2024. Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Numeracy between pupils entitled to Free School Meals and pupils not entitled 14 17 18 N/A 14 The percentage point gap between the attainment in numeracy of pupils entitled to free meals and those not entitled has increased for a second consecutive year, having remained at approximately 14 percentage points between 2019 and 2021. However, due to the expansion of universal entitlement to P4 and P5, these figures are not directly comparable to previous years. Data for the 2023/24 school term will be available in December 2024. Page 199 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value % of School leavers in a positive destination 96.5% 96.6% 96.4% N/A 98% The percentage of leavers entering a positive destination is in line with the previous year at 96.4%. This is an increase over 5 years and Renfrewshire remains in line with the virtual comparator and marginally ahead of the national figure. In the 2022/23 leavers cohort, 41.6% of Renfrewshire’s leavers entered higher education, 24.9% went into further education and 26.1% were employed. Compared with national figures, Renfrewshire has a higher proportion of pupils entering higher education and employment. The proportion of Renfrewshire leavers entering higher education is behind the virtual comparator however Renfrewshire is above the virtual figure in employment and in line within further education. Data for the 2023/24 leavers cohort will be available in Spring 2025. Page 200 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value No of foundation apprenticeships accessed by Renfrewshire school pupils 44 55 14 21 45 We have a higher number starting Foundation Apprenticeships this year, so hopefully we will see greater figures completing moving forward. During 2023/24, 21 young people from Renfrewshire schools began Foundation Apprenticeships. More frameworks have been established in the area, but had to be cancelled due to no uptake. A richer curriculum is currently offered at school that includes a wide range of new courses, and creates additional opportunities for young people. We will continue to work with West College Scotland to provide attractive options for young people and intend to grow this number year after year as part of the wider goal of positive post-school destinations for all young people. Percentage of pupils satisfied with establishments Education Scotland Survey N/A N/A 77.3% 82.6% 100% Figures for this indicator are taken from pupil responses to surveys sent out by inspectors; in this case, it is the proportion responding positively to the statement “I enjoy learning at my school”. As such, they relate to a proportion of pupils in a small number of schools. Schools inspected in 2023/24 were Bishopton and Brediland Primary Schools, Ralston Primary School and ELC, St Margaret's Primary School and ELC, Williamsburgh Primary School and ELC, and Trinity High School. This measure does not take into account other statements which cover the broader aspects of school life, such as pastoral care, extracurricular activities, and the relationships between pupils and staff. Page 201 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value % of children attending school (Primary) 94.6% 92.6% 92.8% N/A 95.5% Renfrewshire primary schools have worked hard to maintain a strong level of attendance, with a slight increase from 2021/22. By comparison, the rate of children attending primary school across Scotland has fallen for the fourth collection in a row. Attendance in Renfrewshire is above the national rate by 0.6 percentage points. Data for the 2023/24 school term will be available in December 2024. % of children attending school (Secondary) 87.9% 87.1% 86.9% N/A 91% Renfrewshire secondary schools have worked hard to maintain attendance. However, challenges for some families has resulted in pockets of attendance falling. This is a picture which is being replicated across the country. The National comparator data for attendance shows that Renfrewshire is below the national rate by 0.8 percentage points. Data for the 2023/24 school term will be available in December 2024. Page 202 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of performance Value Value Value Value % of young people choosing to stay onto S5 (as % of S4 roll at September previous year) 93.3% 94.5% 92.1% 89.5% 92% The percentage of pupils staying on to 5th year has fallen in comparison to 2022/23. This year's figure represents a fall to below 90% for the first time since the collection began in 2017/18. Analysis of national school rolls shows that there has been decreases in stay on rates nationally. Renfrewshire remains above the national figure. % of young people choosing to stay onto S6 (as % of S4 roll at September two years before) 69% 72.4% 66.4% 62.6% 71% Stay on rates for young people choosing to stay on to S6 have fallen below target, having been above 70% in the previous two years. National figures have also decreased and in 2023/24 were 59%, the lowest in the previous decade. Education for the senior phase has a strong focus on personal development and employability skills as well as on academic attainment, and support is offered to ensure positive post-school positive destinations for all. Page 203 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values Indicator Current Status Short term trend Long term trend Q2 2023/24 Q3 2023/24 Q4 2023/24 Q1 2024/25 Explanation of performance Value Value Value Value Target % of Stage 1 complaints responded to within timescales agreed with customers 100% 92% 100% 100% 95% Children's Services received 7 Front Line (Stage 1) complaints; 2 Education and 5 Social Work. All 7 were completed within target. % of Stage 2 complaints responded to within timescales agreed with customers 80% 84% 91% 86% 95% Children's Services received 22 Investigation (Stage 2) complaints; 12 Education and 10 Social Work. 19 were completed within target; 9 Education and 10 Social Work, with 3 Education complaints completed outwith target. % of FOI requests completed within timescale by Children's Services 88% 83% 85% 85% 100% 85% of FOIs were completed within timescales for Q1 of 24/25, mirroring the % reported in the previous quarter. A larger number of FOI requests were received by the service in the same reporting period in 2023/24, while there has been 10 fewer requests received by CS-SW this quarter compared to Q4 of 2023/24. For Q1, Children's Services had 47 FOI responses due; 39 Education and 8 Social Work. 40 were completed within the required timescale; 32 Education and 8 Social Work. 7 Education FOIs were completed outwith timescales. Page 204 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Management Information Indicator Q2 2023/24 Q3 2023/24 Q4 2023/24 Q1 2024/25 Q2 2024/25 Explanation of performance Value Value Value Value Value Percentage of children registered in this period who have previously been on the Child Protection Register 2.3% 13.6% 11.1% 22.0% 4.0% There were 25 new CP registrations between July and September 2024. 6 children had previously been registered, 1 of which was within the last 2 years. Re-registrations are monitored as part of the Renfrewshire Child Protection Committee’s performance management to ensure that there have been no inappropriate de- registrations. Number of children on the Child Protection Register at quarter end date 91 68 61 76 76 There were 76 children on the Child Protection Register (CPR) as at the reporting period end date in Q2. During Q2, there were 25 children newly registered and 25 children de-registered. Trends in child protection activity are monitored by the Renfrewshire Child Protection Committee which receives a report on a range of performance measures. Please note that there are no targets for these indicators Page 205 of 288
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2024 - 27 Six-monthly progress update October 2024 For more information, please contact: csdatapolicy@renfrewshire.gov.uk Page 206 of 288
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___________________________________________________________________ To: Education and Children’s Services Policy Board On: 31 October 2024 ___________________________________________________________________ Report by: Director of Children’s Services Heading: National Qualifications Results 2024 ___________________________________________________________________ 1. Summary 1.1 This report summarises attainment in the Scottish Qualifications Authority (SQA) National Qualifications in 2024, based on the key measures contained within the Insight benchmarking tool. 1.2 The 2024 exam diet saw a return to the traditional model of assessment. Due to the Covid-19 pandemic, alternative methods of assessment were put in place for the 2020 and 2021 exam diet. The 2022 and 2023 diets were also seen as a transitional point back to a traditional model of assessment. As such, we should be cautious in making direct comparisons between years that had different assessment approaches. 1.3 Skills Development Scotland are currently tracking school leavers’ destinations. Insight is normally updated in spring and a further report providing data on our school leavers’ attainment will be submitted to the Education and Children Service’s Policy Board when this data becomes available. This report will provide data on the attainment of all pupils in the senior phase by stage (S4, S5 and S6). __________________________________________________________________ 2. Recommendations 2.1 Members of the Education and Children’s Services Policy Board are asked to: • note the content of this report; Item 5 Page 207 of 288
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• note the efforts of pupils and the school communities in achieving these results; and • agree that a further report will be brought to the Education and Children’s Services Policy Board when leavers data becomes available. 3. Background 3.1 Insight is a performance evaluation tool provided by the Scottish Government to schools and education authorities as a way of benchmarking performance in four key measures: • Attainment in literacy and numeracy; • Improving attainment for all; • Attainment versus deprivation; and • Leavers’ destinations. 3.2 This report provides data and commentary on the performance of each of our senior phase cohorts (S4, S5 and S6) over the last three years and against our virtual comparator for three of the measures detailed above. Leavers’ destinations will become available in February/March 2025 and will form part of the report to this board in spring 2025 or as soon thereafter if the data release is delayed. 3.3 In addition to these local benchmarking measures, this report will provide data in relation to the number and quality of passes at each qualifications level. 3.4 The methodology for the Insight ‘virtual comparator’ (VC) is unchanged in 2024. The virtual comparator allows authorities and schools to make statistically valid comparisons between how young people have performed against young people nationally, who share four similar characteristics. These characteristics are gender, year group, percentage of time spent in mainstream classes (ASN), and the Scottish Index of Multiple Deprivation (SIMD) decile which measures the level of deprivation experienced in the area that a pupil resides. 4. Attainment in literacy and numeracy (S4, S5 and S6) 4.1 Raising attainment in literacy and numeracy remains a key priority of Renfrewshire Council children’s services and this is reflected in one of the key priorities of the National Improvement Framework. 4.2 Attainment in literacy and numeracy includes passes at National 4 and 5 in English and Maths and passes in some other awards at Scottish Certificate and Qualification Framework (SCQF) levels 4 and 5 which contain certain core elements of literacy and numeracy. The tables which follow, provide data on our performance in literacy and numeracy, alongside our virtual comparator and national figures, for each of our senior phase cohorts. Page 208 of 288
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S4 4.3 Table 1 below provides data on attainment in literacy and numeracy in S4 at SCQF Level 4 and SCQF Level 5. Table 1 - % S4 Pupils Achieving Literacy & Numeracy Year % Achieved Level 4 Literacy % Achieved Level 4 Numeracy % Achieved Level 5 Literacy % Achieved Level 5 Numeracy Renfrewshire 2022 94% 91% 78% 67% Virtual Comparator 2022 93% 88% 76% 62% National 2022 92% 88% 75% 62% Renfrewshire 2023 94% 90% 77% 68% Virtual Comparator 2023 93% 89% 77% 65% National 2023 92% 88% 76% 64% Renfrewshire 2024 92% 91% 80% 70% Virtual Comparator 2024 91% 89% 76% 65% National 2024 90% 87% 75% 64% 4.4 The percentage of pupils achieving SCQF Level 4 and SCQF Level 5 in literacy and numeracy was above both the national and virtual comparators in 2024. This has been a consistent trend over the previous 3 years. Attainment at SCQF level 5 has increased on the previous year in Renfrewshire while both comparators have remained at similar levels. Page 209 of 288
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S5 (based on S4 roll) 4.5 Table 2 below provides data on attainment in literacy and numeracy in S5 at SCQF Level 4 and Level 5. Table 2 - % S5 Pupils Achieving Literacy and Numeracy Year % Achieved Level 4 Literacy % Achieved Level 4 Numeracy % Achieved Level 5 Literacy % Achieved Level 5 Numeracy Renfrewshire 2022 96% 92% 87% 74% Virtual Comparator 2022 95% 92% 83% 71% National 2022 93% 90% 81% 68% Renfrewshire 2023 94% 93% 84% 76% Virtual Comparator 2023 94% 91% 82% 71% National 2023 93% 90% 81% 70% Renfrewshire 2024 94% 91% 82% 74% Virtual Comparator 2024 94% 91% 82% 72% National 2024 93% 90% 81% 71% 4.6 Renfrewshire S5 remains very closely aligned to comparator figures in 2024. The exception to this is SCQF Level 5 numeracy where Renfrewshire is ahead of the national figure by 3 percentage points and ahead of the virtual comparator by 2 percentage points. Attainment at SCQF Level 5 has decreased on previous years however these comparisons are less reliable due to changes in awarding methodologies. S6 (based on the S4 roll) 4.7 Table 3 below provides data on attainment in literacy and numeracy in S6 at SCQF Level 4 and Level 5. Table 3 -% S6 Pupils Achieving Literacy & Numeracy Year % Achieved Level 4 Literacy % Achieved Level 4 Numeracy % Achieved Level 5 Literacy % Achieved Level 5 Numeracy Renfrewshire 2022 96% 94% 89% 78% Virtual Comparator 2022 94% 91% 82% 72% National 2022 95% 93% 84% 74% Renfrewshire 2023 96% 93% 88% 75% Virtual Comparator 2023 93% 90% 81% 70% National 2023 95% 92% 84% 72% Renfrewshire 2024 95% 93% 84% 77% Virtual Comparator 2024 93% 90% 81% 71% National 2024 94% 92% 83% 73% Page 210 of 288
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4.8 In S6, Renfrewshire remains above its virtual comparator and the national level across all measures. This is consistent with previous years. At SCQF Level 5, Renfrewshire is 3 percentage points ahead of the national figure in literacy and 5 percentage points ahead in numeracy in 2024. Attainment at SCQF Level 4 is slightly down on the previous year while SCQF Level 5 attainment is in line with or ahead of 2023 figures. 5. Improving attainment for all 5.1 Each qualification on the Scottish Certificate and Qualifications Framework (SCQF) is attributed a number of tariff points. The higher level of qualification, the more tariff points are attributed. Each pupil gains a number of points that represents the number and level of qualifications they have gained. This report uses complementary tariff points, which measures a fixed volume of learning. Complementary tariff points allow for fair comparison across Scotland, regardless of differences in curricular models. 5.2 Within this measure, Insight breaks the data down into three groups: the average complementary tariff points for the lowest attaining 20%, the middle attaining 60% and the highest attaining 20% and compares these with the virtual comparator and the national figure. S4 5.3 Graph 1 below shows the average complementary tariff points of S4 pupils by attainment cohort in the 2024 exam diet. 5.4 In S4, the average complementary tariff is ahead of both the national and virtual comparator for the lowest 20% and middle 60% attainment cohorts. The highest 20% attainment cohort is marginally behind both comparators, with a difference of -1%. 111 328 421 99 322 426 89 318 426 0 50 100 150 200 250 300 350 400 450 Lowest 20% Attainment Cohort Middle 60% Attainment Cohort Highest 20% Attainment CohortAverage Complementary Tariff Points Attainment Cohorts Improving Attainment for All S4 Average Complementary Tariff Points Renfrewshire Virtual Comparator National Graph 1- Renfrewshire S4 Complementary Tariff by Attainment Cohort 2024 Page 211 of 288
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S5 5.7 The graph below shows the average complementary tariff points of S5 pupils by attainment cohort in the 2024 exam diet. 5.8 Graph 2 demonstrates that Renfrewshire is behind the comparator figures for the lowest 20% attainment cohort. This is related to 2023 S4 cohort. The middle 60% attainment cohort is ahead of both comparators and the highest 20% is broadly in line with both national and virtual figures. S6 5.11 Graph 3 shows the average complementary tariff points of S6 pupils by attainment cohort in the 2024 exam diet. 115 529 958 126 523 954 117 518 959 0 200 400 600 800 1000 1200 Lowest 20% Attainment Cohort Middle 60% Attainment Cohort Highest 20% Attainment CohortAverage Complementary Tariff Points Attainment Cohorts Improving Attainment for All S5 Average Complementary Tariff Points Renfrewshire Virtual Comparator National 149 624 1235 133 623 1268 123 613 1269 0 200 400 600 800 1000 1200 1400 Lowest 20% Attainment Cohort Middle 60% Attainment Cohort Highest 20% Attainment CohortAverage Complementary Tariff Points Attainment Cohorts Improving Attainment for All S6 Average Complementary Tariff Points Renfrewshire Virtual Comparator National Graph 2- Renfrewshire S5 Complementary Tariff by Attainment Cohort 2024 Graph 3- Renfrewshire S6 Complementary Tariff by Attainment Cohort 2024 Page 212 of 288
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5.12 In graph 3, we can see that the average complementary tariff for the lowest 20% attainment cohort is above both the virtual comparator and national figures. Pupils in the middle 60% attainment cohort are also ahead of both comparators. The highest 20% attainment cohort is below both the virtual comparator and national figures. 6. Attainment versus deprivation 6.1 The attainment versus deprivation measure provides the average complementary tariff of pupils by SIMD decile. This allows us to identify the attainment gap in Renfrewshire and compare it to both our virtual comparator and national data. 6.2 The following charts show SIMD deciles 1 -10 (most deprived to least deprived) plotted along the horizontal axis with the average complementary tariff points plotted on the vertical axis. The size of the circles represents the percentage of pupils who live in each decile. The trend line which runs through the circles represents the difference in attainment between pupils living in the most deprived and the least deprived areas. The steeper the angle, the more pronounced the disparity between the most and least deprived deciles. S4 6.3 Renfrewshire’s S4 average complementary tariff is above or in line with national figures in all deciles. The trendlines indicate that the size of the gap is consistent between Renfrewshire and national figures, however Renfrewshire attainment is consistently higher. 238 261 273 283 309 323 320 348 349 370 237 245 260 274 286 302 315 328 341 364 0 50 100 150 200 250 300 350 400 450 0 1 2 3 4 5 6 7 8 9 10 SIMD Decile Attainment vs Deprivation S4 Average Complementary Tariff by SIMD Decile Renfrewshire National Linear (Renfrewshire) Linear (National) Graph 4- S4 Complementary Tariff by SIMD Decile (Ren vs National) 2024 Page 213 of 288
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6.4 Renfrewshire’s S4 average complementary tariff is marginally behind the virtual comparator in decile 1 but is in line with or ahead across all other deciles. The trendlines in graph 5 indicate that Renfrewshire has a slightly larger attainment gap however this is due to attainment in the higher deciles being further ahead of the virtual figures. 6.5 Table 7 shows the S4 average complementary tariff of pupils living in SIMD 1- 3 (30% most deprived areas) and of pupils living in SIMD 4-10 (70% least deprived areas) over 5 years. It also shows the Tariff Point gap between these two figures. Table 7- Renfrewshire S4 Average Complementary Tariff by SIMD Groupings 2020 2021 2022 2023 2024 Pupils Living in 30% Most Deprived Areas 280 277 269 255 255 Pupils Living in 70% Least Deprived Areas 339 341 332 327 329 Percentage Gap -17% -19% -19% -22% -23% 6.6 The average complementary tariff of pupils living in 30% most and 70% least deprived areas are in line with 2023 figures and therefore the gap remains at a similar level. The latest data demonstrates an increase on previous years which reflects national trends. 238 261 273 283 309 323 320 348 349 370 246 256 268 283 296 315 318 327 343 365 0 50 100 150 200 250 300 350 400 450 0 1 2 3 4 5 6 7 8 9 10 11 SIMD Decile Attainment vs Deprivation S4 Average Complementary Tariff by SIMD Decile Renfrewshire Virtual Comparator Linear (Renfrewshire) Linear (Virtual Comparator) Graph 5- S4 Complementary Tariff by SIMD Decile (Ren vs Virtual Comparator) 2024 Page 214 of 288
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S5 6.7 The S5 average complementary tariff for Renfrewshire is above national in all but three SIMD deciles (1,4 and 10). The trend lines indicate that the gaps between most and least deprived pupils is broadly similar, although Renfrewshire figures are higher than national. 374 422 464 442 545 564 661 659 674 711 380 402 435 471 502 533 571 610 658 729 0 100 200 300 400 500 600 700 800 900 0 1 2 3 4 5 6 7 8 9 10 11 SIMD Decile Attainment vs Deprivation S5 Average Complementary Tariff by SIMD Decile Renfrewshire National Linear (Renfrewshire) Linear (National) Graph 6- S5 Complementary Tariff by SIMD Decile (Ren vs National) 2024 Graph 7- S5 Complementary Tariff by SIMD Decile (Ren vs Virtual Comparator) 2024 Page 215 of 288
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6.8 Graph 7 shows that Renfrewshire is very closely aligned with the virtual comparator. Renfrewshire is ahead of the virtual comparator in six out of 10 deciles. The trendlines suggest that attainment gaps are very similar between Renfrewshire and its Virtual Comparator. 6.9 Table 8 shows the S5 average complementary tariff of pupils living in SIMD 1- 3 (30% most deprived areas) and of pupils living in SIMD 4-10 (70% least deprived areas) over 5 years. It also shows the Tariff Point gap between these two figures. Table 8- Renfrewshire S5 Average Complementary Tariff by SIMD Groupings 2020 2021 2022 2023 2024 Pupils Living in 30% Most Deprived Areas 443 465 457 433 416 Pupils Living in 70% Least Deprived Areas 666 666 642 614 602 Percentage Gap -33% -30% -29% -29% -31% 6.10 Renfrewshire figures over time mirror national trends with attainment of pupils living in most and least deprived areas decreasing in 2024. The size of the gap has varied year to year but represents a broadly flat trend over the previous 5 years. 374 422 464 442 545 564 661 659 674 711 393 421 457 487 520 554 605 610 675 718 0 100 200 300 400 500 600 700 800 900 0 1 2 3 4 5 6 7 8 9 10 11 SIMD Decile Attainment vs Deprivation S5 Average Complementary Tariff by SIMD Decile Renfrewshire Virtual Comparator Linear (Renfrewshire) Linear (Virtual Comparator) Page 216 of 288
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S6 6.11 The S6 average complementary tariff is higher than national in all but 3 SIMD deciles (3, 7 and 10). The trend lines indicate that across the board attainment is very close to national figures and therefore the size of the gap is similar. 487 554 485 566 612 675 701 803 857 899 461 488 524 562 611 649 715 752 821 931 0 200 400 600 800 1000 1200 0 1 2 3 4 5 6 7 8 9 10 11 SIMD Decile Attainment vs Deprivation S6 Average Complementary Tariff by SIMD Decile Renfrewshire National Linear (Renfrewshire) Linear (National) 487 554 485 566 612 675 701 803 857 899 487 508 550 575 619 670 744 765 822 939 0 200 400 600 800 1000 1200 0 1 2 3 4 5 6 7 8 9 10 11 SIMD Decile Attainment vs Deprivation S6 Average Complementary Tariff by SIMD Decile Renfrewshire Virtual Comparator Linear (Renfrewshire) Linear (Virtual Comparator) Graph 8- S6 Complementary Tariff by SIMD Decile (Ren vs National) 2024 Graph 9- S6 Complementary Tariff by SIMD Decile (Ren vs Virtual Comparator) Page 217 of 288
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6.12 Renfrewshire is above the virtual comparator in half of SIMD deciles which has resulted in the trend lines remaining very close. Table 9 – Renfrewshire S6 Average Complementary Tariff by SIMD Groupings 2020 2021 2022 2023 2024 Pupils Living in 30% Most Deprived Areas 507 534 548 527 505 Pupils Living in 70% Least Deprived Areas 781 830 798 770 730 Tariff Point Gap -35% -36% -31% -32% -31% 6.13 The average complementary tariff for pupils living in the 30% most deprived and 70% least deprived group have tracked each other closely over the previous 3 years so while the size of the gap has reduced since 2023 the differences are minimal. 7. Breadth and depth 7.1 In addition to the key measures available in Insight, the service also looks at the percentage of the cohort who achieved any number of awards at various SCQF levels. These are known as ‘breadth and depth’ measures. We look at this data in conjunction with the Insight measures to allow us to gain a broader understanding of attainment across Renfrewshire and between schools. 7.2 The tables on the following pages show performance over time of some of the key breadth and depth measures and how we compare to the virtual comparator. SCQF 4 is National 4 or its equivalent, SCQF Level 5 is National 5 or its equivalent, SCQF Level 6 is Higher or its equivalent; and SCQF Level 7 is Advanced Higher or its equivalent. S4 7.3 Table 10 includes data on the number of awards achieved for S4 pupils at SCQF Level 4 and Level 5 for Renfrewshire and the virtual comparator. Table 10- S4 Breadth & Depth S4 3 or more awards at SCQF level 4 or better 5 or more awards at SCQF level 4 or better 3 or more awards at SCQF level 5 or better 5 or more awards at SCQF level 5 or better Ren VC Ren VC Ren VC Ren VC 2022 93% 91% 86% 83% 74% 70% 59% 55% 2023 89% 91% 81% 82% 71% 70% 58% 54% 2024 90% 89% 83% 80% 73% 71% 59% 55% 7.4 In S4, Renfrewshire is ahead of the virtual comparator across all key measures in 2024. This has been a consistent trend over 3 years at SCQF Level 5. There was a slight decrease in attainment in 2023 within the SCQF Level 4 measures which had put Renfrewshire behind the virtual figure in that year only. Page 218 of 288
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S5 7.5 Table 11 includes data on the number of awards achieved for S5 pupils at SCQF levels 5 and 6 for Renfrewshire and the virtual comparator. Table 11- S5 Breadth & Depth (% of S4 Roll) S5 1 or more awards at SCQF level 5 or better 3 or more awards at SCQF level 5 or better 5 or more awards at SCQF level 5 or better 1 or more awards at SCQF level 6 or better 3 or more awards at SCQF level 6 or better 5 or more awards at SCQF level 6 or better Ren VC Ren VC Ren VC Ren VC Ren VC Ren VC 2022 92% 90% 82% 80% 69% 68% 70% 66% 49% 48% 27% 25% 2023 90% 88% 80% 78% 68% 66% 68% 65% 47% 46% 28% 25% 2024 88% 88% 76% 77% 66% 65% 68% 64% 47% 45% 26% 25% 7.6 At SCQF Level 5, Renfrewshire is in line with the virtual comparator at 1 and 3 or more awards but is marginally behind at 3 or more awards. This is inconsistent with previous years and may relate to poor attainment at SCQF level 4 in S4 the previous year. At SCQF Level 6, Renfrewshire is consistently ahead of the virtual comparator, most notable at 1 or more awards where Renfrewshire is 4 percentage points ahead of the virtual figure. S6 7.7 Table 12 includes data on the number of awards achieved for S6 pupils at SCQF levels 5, 6 and 7 for Renfrewshire and the virtual comparator. Table 12- S6 Breadth & Depth (% of S4 Roll) S6 3 or more awards at SCQF level 5 or better 5 or more awards at SCQF level 5 or better 1 or more awards at SCQF level 6 or better 3 or more awards at SCQF level 6 or better 5 or more awards at SCQF level 6 or better 1 or more awards at SCQF level 7 or better Ren VC Ren VC Ren VC Ren VC Ren VC Ren VC 2022 82% 81% 74% 71% 75% 70% 60% 56% 45% 41% 27% 28% 2023 83% 81% 73% 70% 73% 69% 56% 55% 41% 40% 26% 27% 2024 81% 79% 71% 68% 69% 67% 54% 53% 41% 39% 25% 26% 7.8 In S6, Renfrewshire has performed above the virtual comparator in all measures at SCQF Level 5 and Level 6. This is consistent with previous year’s trends. Attainment at SCQF Level 7 is slightly behind the virtual comparator, which mimics previous years at this level. 8. Conclusion and next steps 8.1 The 2024 results need to be considered in the context of returning to a traditional exam diet after challenging circumstances and the alternative certification model. Considered in this context, it would not be helpful to directly compare attainment to 2020-2023. Better comparisons are to be made with national and virtual figures which provide context for how Renfrewshire is performing in relation to young people across the country. What is clear is that young people across Renfrewshire have performed exceptionally well, and they should be congratulated for all that they have achieved. Page 219 of 288
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8.2 A further report on finalised leavers’ data and the attainment of our looked after children will be presented to this board in spring 2025 or as soon thereafter as the data becomes available. ___________________________________________________________________ Implications of the Report 1. Financial – No financial implications 2. HR & Organisational Development – No HR implications 3. Community/Council Planning – The priorities within the Education Improvement Plan support delivery of the priorities contained within Renfrewshire’s Community Plan, Council Plan and the Children’s Services Improvement Plan. Raising attainment for all whilst closing the poverty related attainment gap remains a significant focus for Renfrewshire Council. Economy Equipping all children and young people to achieve success in life Fair Creating inclusive and supportive learning environments for children and young people to attain and achieve Embedding children’s rights in our decision-making processes 4. Legal – no legal implications 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health & Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks 10. Risk – No risks identified. 11. Privacy Impact – No impact on privacy. 12. Cosla Policy Position – N/A 13. Climate Risk – None. Page 220 of 288
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14. Children’s Rights – This links to, Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. List of Background Papers – none Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk 16 October 2024 Page 221 of 288
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To: Education and Children’s Services Policy Board On: 31 October 2024 Report by: Director of Children’s Services Heading: Early Learning and Childcare Provision 1. Summary 1.1 In line with the Children and Young People (Scotland) Act 2014, the Scottish Government’s Early Learning and Childcare Statutory Guidance, July 2021 (“Statutory Guidance”) places a duty on local authorities to ensure funded early learning and childcare (ELC) is made available to eligible children in their area. All children aged 3 and 4 and also some 2-year- olds are eligible to receive 1140 hours of ELC per year. 1.2 Renfrewshire Council has continued to implement the Scottish Government’s legislation to provide the entitlement to 1140 hours of free ELC in line with the statutory guidance noted above. 1.3 Data for both Renfrewshire Council and the wider data set for Scotland shows there are fewer children eligible for funded ELC than had been predicted, with a lower than anticipated national and local uptake of the entitlement to 1140 hours of free ELC. The Scottish Government has adjusted the funding approach for funded ELC, replacing the specific annual grant funding with an annual core quantum funding based on the numbers of eligible children. 1.4 The purpose of this report is to seek approval to engage with parents and carers on future delivery models of ELC provision in Renfrewshire Council establishments and to undertake a review of wraparound fee rates. _________________________________________________________________ 2. Recommendations 2.1 The Education and Children’s Services Policy Board is asked to approve: - the proposed engagement with parents and carers with the purpose of informing a further report to Policy Board in January 2025 on ELC provision in Renfrewshire Council establishments; and - agree a review of wraparound fee rates in Renfrewshire Council ELC and childcare Item 6 Page 223 of 288
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establishments as outlined in Section 6 of the report. __________________________________________________________________ 3. Background 3.1 The Children and Young People (Scotland) Act 2014 (Modification) Order 2021 amended the entitlement of ELC from 600 hours to 1140 hours, effective from 1 August 2021. The Scottish Government’s Early Learning and Childcare Statutory Guidance, July 2021 (“Statutory Guidance”) places a duty on local authorities to ensure that funded ELC is made available to eligible children in their area. 3.2 The current entitlement of 1140 hours can be claimed for all 3 and 4-year-old children and is available to eligible 2-year-olds as defined within the criteria laid out by the Scottish Government. 3.3 The 1140 hours 2021 expansion of ELC is underpinned by four key principles - quality, accessibility, flexibility and affordability. A key aim of the expansion is to raise the attainment of all children with a focus on giving children the best start in life and in narrowing the poverty related attainment gap. These 4 key principles are fully reflected in Renfrewshire Council’s delivery of ELC. 3.4 Data from across Scotland shows that there are fewer children eligible for funded ELC than previously predicted. In line with the national picture, the uptake of ELC places in Renfrewshire Council area has been lower than originally estimated, with an average of around 92% occupancy rate. The expectation is that the projected decline in birth rates will continue to impact the overall level of uptake. 3.5 The Scottish Government has provided additional funding to local authorities to support the expansion to 1140 hours from the previous entitlement of 600 hours. Since its introduction in August 2021 the expansion to 1140 hours was provided through a specific revenue grant allocation and distributed using a needs-based distribution methodology previously agreed by Scottish Ministers and COSLA Leaders. From 2024-25, the ring-fencing has now been removed and the full funding for ELC is included within the overall General Revenue Grant. 3.6 The table below shows the level of funding received from the Scottish Government (to support the expansion of 1140 hours) to Renfrewshire Council since August 2021. To date, the budget reduction has been met through reducing places in some Council ELC establishments in line with demand and need and reducing staffing levels. Financial Year Specific Grant Awarded to Renfrewshire (£) Reduction in Specific Grant (£) % Reduction 2021-22 21.883m - - 2022-23 18.716m 3.167* (14.5%) 2023-24 18.430m 0.286 (1.6%) * Grant Aided Expenditure was increased by £2m in 2022-23 so net reduction was £1.167m __________________________________________________________________ 4. Current ELC Delivery Models Page 224 of 288
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4.1 A mapping exercise of ELC provision was undertaken in the lead up to the 1140 expansion to guarantee available provision to meet entitlement and projected demand across Renfrewshire Council area and in each distinct geographical admission panel area. Currently there are 38 Council ELC establishments, 36 approved funded provider establishments and 12 childminders delivering the ELC entitlement. 4.2 The Children and Young People (Scotland) Act 2014 ( 2014 Act), places a duty on local authorities to consult with on a 2 yearly cycle with representative populations of parents to gather information on demand, need and preferences relating to ELC and childcare for children aged 0 to 14 years. Consideration was also given to the data gathered from the Children and Young people consultation exercises to ensure that the models of delivery of ELC were aligned with parental need and expectation. 4.3 In line with key principles for the 1140 hours expansion, ELC provision was grouped into local geographical areas, across 10 admissions panel areas, to ensure accessible provision and choice of services for parents and carers. Each panel area has a range of providers (Council and Funded Providers) and options of delivery, including term time and 52 weeks per year, full day, and part-time places, as follows: - services which open between 8 am to 6 pm over the school year, 46 or 50 weeks; - services which open for a school day model over the school year; - specific options of 6 hours per day over 38 weeks (school day); - 8am to 6pm over 2.5 days for 50 weeks; or - 8 am to 1 pm or 1 pm to 6 pm over 45.6 weeks. 4.4 Renfrewshire Council ELC provision consists of: - 13 ELC classes linked to primary schools, which operate during the school day / term time; - 9 ELC classes linked to primary schools, which operate over a longer day (8 to 6 pm) across the calendar year; - 15 ELC centres (standalone establishments), which operate over a longer day (8 to 6 pm) across the year; and - 1 ELC class for children with complex needs, which operate over a longer day (8 to 6 pm) across the year. 4.5 The existing ELC delivery models in Renfrewshire Council establishments require to be redesigned to take account of reducing birth rates, available data on uptake of 1140 hours of funded ELC (particularly outside of the school term), current parental preferences and the revised funding provided to the Council to deliver the ELC entitlement. 4.6 Appendix 1 attached to this report provides the range of establishments / settings and models of delivery within each of the admissions panel areas. __________________________________________________________________ 5. Data Review 5.1 The data review includes an overall position for Renfrewshire Council area and for each geographical admissions panel area. It includes information on historic trend of demand and uptake of ELC places in Renfrewshire Council area and across the admissions panel areas, Page 225 of 288
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including in local authority and funded provider establishments. Graph 1 – Renfrewshire: 3–5-year-old uptake: Graph 2 – Uptake and demand of ELC places in all Renfrewshire establishments by panel 5.2 In Renfrewshire Council area capacity within the system was 92% in June 2024 across all establishments. For local authority establishments only, this figure was 89%. This has been broadly consistent across the previous 3 years and equates to a surplus of around 318 places overall, with 275 in local authority establishments. 5.3 Since academic session 2022/23 to 2024/25 there has been a reduction in the number of places in local authority ELC establishments by approximately 100. This is a result of Page 226 of 288
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routine monitoring of uptake and demand across admissions panel areas and in individual establishments. 5.4 A new roll projection estimate for across the Renfrewshire school estate will become available at the end of October 2024. This will model projected P1 intake classes across the local authority and provide further context to estimated demand in admission panel areas. A new Renfrewshire Council area level population projection based on the 2022 census is also due to be released by National Records Scotland in November 2024. These distinct pieces of information will help to provide a clearer picture of projected population growth and overall demand for services. Both these new data sources will be used to support the development of proposals for ELC once they are available. 5.5 There are several factors that influence the demand for ELC places in a local area. The Scottish’s Government’s Funding Follows the Child policy means that families have flexibility on where they choose to access their child’s entitled ELC, this can include accessing a place in either a local authority ELC establishment or funded provider setting; within the area a family resides in; or in any area across Renfrewshire Council or in an establishment out with the Renfrewshire Council area. 5.6 Another factor to be considered as part of this assessment is the right for a parentor carer to defer their child’s start at primary school if they are still 4 years of age on the first day of a new school term. 5.7 Data on deferral numbers shows an upward trend in the uptake of an additional year of funded ELC since the change in legislation in August 2023. ___________________________________________________________________ 6. Wraparound Fee rate 6.1 In line with the Funding Follows the Child guidance, the Council provides parents with an opportunity to purchase extra hours in addition to the entitled 1140 hours of funded ELC or to purchase a place for a child aged from birth to 3 years who is not eligible. Wraparound care in Renfrewshire Council establishments can be purchased before/after an entitled placement, for full-days, or part days. 6.2 The opportunity to purchase wraparound care is dependent on the availability of places in a local authority ELC establishment, with priority allocation given to ELC entitled places or priority need children. Places for wraparound care are allocated to accord with the Early Learning and Childcare Admissions Policy. 6.3 Renfrewshire Council’s current rate for a wraparound placement is £3.85 per hour, with a concessionary rate of £2.70. These rates have been in place for a number of years. 6.4 It is proposed that a review of the wraparound care rate is now undertaken by bench marking the current rates against other Councils’ rates within the West Partnership and the market rate set in Funded Provider settings. The outcome of this review will be reported to a future meeting of the Education and Children’s Services Policy, with proposals for revised rate and concessionary rate. _________________________________________________________________ 7. Implications of this report 7.1 Financial Page 227 of 288
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A summary of the overall financial position is provided at 3.6 above. Any potential changes to the service will have to be managed within future ELC budget allocations. 7.2 HR and Organisational Development None within the current report although future proposals may require organisational change. 7.3 Community/Council Planning Our Renfrewshire is thriving - Ensuring the best start in life for children and young people. Our Renfrewshire is well - Early intervention will lead to healthier outcomes for children and young people. Our Renfrewshire is fair - The engagement process is designed to ensure everyone can give their views and have them heard. Our Renfrewshire is safe - Local services will continue to lead to healthier outcomes for children and young people. Reshaping our place, our economy and our future - The engagement process informs the redesign of ELC provision. Building strong, safe and resilient communities - The quality of community lives is enhanced by supporting parents, children and young people. Tackling inequality, ensuring opportunities for all - Placements will continue to be allocated in line with policy. Creating a sustainable Renfrewshire for all to enjoy - Support to families through a range of flexible and accessible places will support parents into and sustain employment, training or enter education. Working together to improve outcomes - Ensuring children have a high quality ELC experience. 7.4 Legal No changes directly from this report, however any future changes to the manner in which the service is provided may require modification to pre-existing contractual arrangements. 7.5 Property/Assets None at present 7.6 Information Technology None Page 228 of 288
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7.7 Equality and Human Rights A review of impact on equalities and human rights will be carried out to inform future proposals and implementation. 7.8 Health & Safety None at present 7.9 Procurement No procurement required. 7.10 Risk None – engagement period 7.11 Privacy Impact None 7.12 Climate Risk None 7.13 Children’s Rights This links to article 29, children’s right to an education which must develop every child’s personality, talent and abilities to the full. 7.14 COSLA Policy Position Revised funding arrangements for ELC provision were agreed by CoSLA and the Scottish Government. List of Background Papers ___________________________________________________________________ Children’s Services KMcD 17 October 2024 Author: Kathleen McDonagh, Education Manager, 0141 618 7196, kathleen.mcdonagh@renfrewshire.gov.uk, Page 229 of 288
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Renfrewshire Council Local Area Admission Panel Groupings Appendix 1 Establishment Current Model Panel 1 – Howwood, Johnstone, Lochwinnoch Local Authority Auchenlodment ELC Class Lochwinnoch ELC Class St Margaret’s ELC Class Spateston ELC Centre West Johnstone ELC Centre Funded Providers Gleniffer Nursery Mid Gavin Nursery Stepping Stones Sharon's Tiny Tots Childminding School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Panel 2 Erskine, Bishopton, Inchinnan, Langbank Local Authority Dargavel ELC Centre St Anne’s ELC Class St John Bosco ELC Class Funded Provider Bright Starts Nursery Cairellot Nursery Ltd Carli's Kindergarten Ltd Erskine Community Nursery – Bargarran Erskine Community Nursery – St Anne’s Inchinnan Community Nursery Little Panda's Nursery Thrive Childcare and Education Happitots Erskine Carole's Kiddies Catherine Whyte Karen Finnie Kelly Rix Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Panel 3 Renfrew, Hillington Local Authority Glendee ELC Centre Kirklandneuk ELC Centre Moorpark ELC Centre Funded Provider 3 Bears Nursery – Renfrew Bright Horizons Renfrew Early Learning and Childcare In Safe Hands Little Flowers Nursery Little Stars Hillington Puddle Lane Catherine Young Cee Cee's Childcare Karen Chalmers Kerry Goudie Little Rabbit Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Page 230 of 288
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Panel 4 - Houston, Bridge of Weir, Brookfield, Weirs Wynd, Kilbarchan. Local Authority Houston ELC Class Bridge of Weir ELC Class Funded Providers Abbey Nursery Houston Gryffe Manor Nursery Kilbarchan Community Nursery Rivendale Nursery Little Paddock Childminding Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time Extended day/ calendar year Extended day/ calendar year Panel 5 - Linwood, Brooklands Local Authority Our Lady of Peace ELC Class East Fulton ELC Class Funded Providers Carli's Kindergarten Ltd Linwood Community Childcare Elaine Parkhill Childminding School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Panel 6 - Foxbar, Glenburn, Brediland, Meikleriggs Local Authority Bushes ELC Class St Peter’s ELC Class Heriot ELC Class Foxlea ELC Centre Glenburn ELC Centre Glenfield ELC Centre Funded Provider Carriagehill Nursery Green Road School day / term time School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Panel 7 - Paisley West 1, Elderslie, Baronscroft, Castlehead, Westend Local Authority Hugh Smiley ELC Centre St Mary’s ELC Class West ELC Class Wallace ELC Class Funded Providers Abbey Nursery Maxwellton Park Nursery & OSC School day / term time School day / term time School day / term time Extended day/ calendar year School day / term time Panel 8 - Paisley West 2, Ferguslie, Shortroods, Phoenix Park Local Authority Douglas Street ELC Centre Ferguslie ELC Centre Hillview ELC Centre Mossvale ELC Class Funded Providers Glencoats Lodge Nursery Happitots Nursery - Glasgow Airport Rainbow Nursery - Paisley Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Page 231 of 288
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Panel 9 - Paisley Central 1, Charleston, Hawkhead, Hunterhill, Lochfield,Paisley South, Todholm Local Authority St Charles’ ELC Class Todholm ELC Class Lochfield ELC Centre Paisley ELC Centre Funded Providers Carriagehill Nursery Jennyswell Nursery Nursery Times Orchard Grove Nursery School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Panel 10 - Paisley Central 2, Gallowhill, Paisley North, Ralston, Seedhill. Local Authority Gallowhill ELC Class Ralston ELC Class St Catherine’s ELC Class Williamsburgh ELC Class Funded Providers Abbeymill Childcare Ltd Leaps and Bounds Nursery Little Learners School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Renfrewshire Wide Local Authority Riverbrae ELC Centre Extended day/ calendar year Page 232 of 288
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Page 1 of 17 To: Education and Children’s Services Policy Board On: 31 October 2024 _________________________________________________________________ Report by: Director of Children’s Services _________________________________________________________________ Heading: Learning Estate Strategy – Roll Projections __________________________________________________________________ 1. Summary 1.1 In order to support our comprehensive Learning Estate Strategy, which was approved by this Board in August, Renfrewshire Council has worked with data specialists Edge Analytics, to produce a full-estate pupil projection model that spans the next 10 years. This model offers an estimate of the number of pupils expected to attend each of Renfrewshire’s primary and secondary mainstream schools, taking into account a number of key factors which will be outlined in this report. The full overview of estate projection for the next 10 years can be found in Appendix 1. 1.2 The findings from these projections are outlined, along with an analysis of the implications and next steps for the schools where future capacity planning interventions will require to be considered. 1.3 This report also provides an explanation of the approach and key components that support the construction of the roll-projection model, as well as supporting detail to outline bespoke adjustments that have been made by Edge Analytics to align the model to a Council wide school estate approach. __________________________________________________________________ 2. Recommendations 2.1 The Board is asked to: 2.1.1. Note the contents of this report, including the final 10 year roll- projection estimates for each of Renfrewshire’s primary and secondary mainstream schools. Item 7 Page 233 of 288
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Page 2 of 17 2.1.2. Note the approach being taken to assess all schools identified in this report as requiring future capacity planning to be undertaken, and the planned next steps for each. 2.1.3. Note that the recently approved Learning Estate Strategy approach will be used to provide a strategic framework to progress planning for any long term and permanent intervention considerations for the estate. 2.1.4. Note the information provided on the approach and key components used to create the roll-projection model, including the detail about the specific model created for Renfrewshire’s mainstream school estate by the Council’s commissioned partner, Edge Analytics. 3. Background 3.1. Renfrewshire Council have engaged Edge Analytics to produce a roll- projection model for the entire learning estate. Progressive prioritised phases of work have been ongoing since early 2023 which has consisted of the following outputs: • A roll-projection model was produced in early 2023 showing a 10-year projection for the following schools: o Park Mains High School o Trinity High School o Dargavel Primary School o Bishopton Primary School o St John Bosco Primary School • Further subsequent modelling was produced in late 2023 for this cohort of schools, extending the projection timeline to 15 years to support long term estate planning and decisions making to manage the longer term impact of the full build out of Dargavel village. • A roll projection model for 10 years for the entire learning estate has now been produced and is presented to this board to support overall strategic learning estate planning. 3.2. A series of reports have been presented to the Education and Children’s Services Policy Board across 2023 and 2024 to outline the implications of this work. 3.3. In Appendix 1 of this report, a table outlining the 10-year projections for all schools in Renfrewshire is provided for reference. It should be noted this does not include the Council’s two additional support needs schools, Riverbrae and Mary Russell, as admissions to these establishments are allocated on a needs basis, which cannot be projected through a roll-projection model for catchment demand. Page 234 of 288
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Page 3 of 17 4. Roll Projections Summary 4.1. Analysis of the trends forecasted for all schools in the estate can be seen in Appendix 2 of this report, covering the next 10 years. This analysis highlights that within the primary school estate by 2033/34: • 8 schools are projected to grow by more than 10%. • 22 schools are projected to decline by more than 10%. • 20 are projected to remain broadly static. 4.2. Within the secondary school estate by 2033/34: • 7 schools are projected to increase in capacity, 4 of which will be greater than 10%. • 4 schools are projected to decline. 4.3. National data shows birth rates are declining, and this impact emerges sooner within the primary school estate and is reflected in a falling projected school roll in almost half our schools within the next 10 years. It is expected the emerging fall in rolls within the primary sector will subsequently and increasingly feed through into the secondary estate, however the full impact of this will be beyond the 10-year projection timeframe currently modelled. This expectation of a subsequent impact within the secondary sector is consistent with the limited scope 15-year projection modelling completed earlier in the year to support primary and secondary estate planning emerging from Dargavel village. 5. Capacity Planning 5.1. As highlighted in Appendix 1, a projection is shown for all primary and secondary establishments. This shows the expected level of catchment demand for each school based on a series of datasets and calculations. For background reference, an overview of how the roll projections are developed is provided in Section 9 of this report. 5.2. A placing request is a request for a place at a school of which the person does not live within the catchment. An in-catchment request is a request for a place at a secondary school where the person lives within the school catchment but did not go to an associated feeder primary school. These requests can only be considered once catchment demand has been met. 5.3. Whilst this report is not intended to focus on the detail of capacity planning at individual school level, a brief overview of this process is provided below. For estate planning purposes, roll projections are assessed against what is known as the ‘planning capacity’ of each school. However, it should be noted the planning capacity is a figure of how many children could be accommodated from a space perspective within the school (based on national space metric standards), and will rarely match the actual number of children in a school, as classes require to follow policy and national directive on maximum allocations which are as follows: Stage Class Maximum Page 235 of 288
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Page 4 of 17 P1 25 P2 30 P3 30 P4 33 P5 33 P6 33 P7 33 Composite Class 25 S1 – S6 Practical class 20 S1 – S2 Classroom Activity 33 S3 – S6 Classroom Activity 30 5.4. A definition of the two types of capacity measurements that are used are provided below: 5.5. Planning Capacity – Planning Capacity is a physical, theoretical measure of the total number of pupils which could be accommodated in a school, based on the total number of teaching spaces, the size of those spaces and the class size maxima (The Scottish Government 2014). 5.6. Working Capacity - Working Capacity is a dynamic and more realistic measure of the total number of pupils which can be accommodated in a school in a particular school session. The Planning Capacity is adjusted based on the organisational needs of the school that session e.g. taking into account pupil roll, composite classes, staffing etc. to calculate Working Capacity (The Scottish Government 2014). 5.7. Local authorities are expected to be flexible and adapt accommodation to meet the required working capacity of any given academic year. Consequently, the purpose of the planning capacity is to support longer-term planning to assess the required scale of the learning estate and any planned future interventions that may be required. 5.8. It is important to emphasise the recently approved Learning Estate Strategy will provide the strategic framework to support, at a full-estate level, the review of any medium to long term capacity planning requirements and considerations that emerge from the detailed analysis and interpretation of the key outputs from the projection modelling. These could include for example, consideration of catchment reviews; extension to buildings (either permanent or temporary); or indeed new learning estate buildings. Page 236 of 288
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Page 5 of 17 5.9. Whilst the Learning Estate Strategy will support consideration of the estate from a wider strategic perspective, the most appropriate response to short- term capacity planning is at local level, as fluctuations in catchment demand are a routine factor in regular education planning. Each year, Children’s Services management, in collaboration with Head Teachers, undertake capacity and class planning. This is addressed through the Council’s admissions policy for aspects such as placing requests and associated primary transition to secondary education. However, it is also managed at a detailed level through timetable planning at secondary level, and class planning at primary. This process can involve using additional flexible space in schools that may not be ordinarily designated as classrooms in the capacity figure of the school, such as General Purpose (GP) spaces, IT suites, flexible learning rooms etc. In this process, the Council must duly consider its duty to provide education to children in their catchment where possible and should mitigate any impact on the effective delivery of the curriculum when considering using additional space. It is of course important to note the use of additional flexible school space is a short-term measure and would never be intended to address long-term capacity requirements. 5.10. When it is not possible to mitigate the catchment demand through additional available accommodation within existing school establishments, the Council would appropriately consider temporary accommodation to manage any short-to-medium-term capacity demand. 6. Findings from Projections – Primary Schools 6.1. Upon review of the projections for the primary school estate, it is expected the majority of the learning estate will be in a position to accommodate demand over the next ten years. Whilst projections indicate that some establishments are anticipated to come close to or even slightly over capacity, the arrangement to accommodate this will be considered using the process outlined in paragraph 5.8 and 5.9. 6.2. However, there are a small number of schools that projections indicate require priority capacity planning to be progressed, considered and future interventions implemented. An overview of these establishments is provided below. Dargavel & Bishopton Primary Schools - Long Term 6.3. Capacity pressures through new housing development in Dargavel Village have been regularly reported to this board and continue to be monitored carefully. 6.4. In the previous projections, last reported to this board in January 2024, a range of scenarios were presented. These showed that the upper demand scenario for primary-school places within Dargavel could reach a potential maximum of 1,500 in 2033/34. The 15-year projections shared at that time indicated 2033/34 would be the peak year in all scenarios, and demand would start to fall year-on-year after that point. The updated 10-year projections indicate that there could be 1,429 primary-school-aged children living in Dargavel by 2033/34. This suggests long-term demand will be within the range of previously published scenarios (albeit towards the upper end). As previously reported to Board, projection modelling of new large community growth areas similar to Dargavel Village, is complex and subject to a range of Page 237 of 288
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Page 6 of 17 uncertain influences, including the pace at which the remaining development is constructed, future birth rates and migration patterns and over the medium term, and parental choice to retain or take up available places at the neighbouring Bishopton Primary that is currently being used to temporarily support Dargavel Village. In this context it is important that the projected roll modelling is monitored against live data emerging from actual pupil registrations each year. This will provide ongoing intelligence as to the degree to which emerging demand is tracking, against existing projections each year. This annual monitoring regime will inform and support any requirement for early consideration of any further capacity interventions within Dargavel village to provide additional temporarily and or permanent increase in capacity. 6.5. In the current school year, 2024/25, the pupil projection model provided as part of this report estimated that 219 pupils could be expected to begin P1 across both Dargavel and Bishopton Primary Schools. Provisional school census information shows that only 165 P1s began school at Dargavel and Bishopton this year. This means that actual pupil figures are currently trailing the projected peak of 1,429 in year 2033/34 by 54 pupils (219 minus 165). As outlined above, this will continue to be reviewed annually to understand if lower actual demand develops as a continuing trend. 6.6. Given the current projection model suggests that just over 1,400 children should be expected in 2033/34, it is prudent to plan for accommodating this level of demand but importantly recognising that this represents only a temporary peak and should not in isolation drive decisions regarding long term permanent capacity planning. Although no similar guidance exists in Scotland, Education capacity planning guidance in England sets out clearly that based on historic evidence for large scale housing developments, similar to Dargavel, a peak period of education demand will emerge and local authorities should plan for meeting both long term demand levels, through permanent capacity provision and temporary peak demand period through use of flexible capacity for example effective use of shorter life modular accommodation – failing to approach capacity planning in this manner is likely to result on over-provision of long term capacity. 6.7. Previous 15-year modelling for Dargavel completed earlier this year, concurred with the evidence led guidance from England, and indicated that beyond the peak year of 2033/34, demand will begin to fall. Assuming a similarly shaped demand curve, this suggests longer-term demand will fall to around 1,260 pupils by 2038/39. The updated modelling indicates that in 2028/29 demand will equally be 1,260 which provides greater planning certainty that temporary demand is likely to emerge over a 9-year window between 2029/30 – 2038/39, with the maximum peak of circa 1,400 occurring in 2033/34. 6.8. The new primary school currently being developed in Dargavel will have a planning capacity of 800, whilst the existing Dargavel Primary School main building has proven to be able to operate at a level of 500, albeit there is currently an additional capacity of 198 in place through temporary modular classrooms. This provides total permanent long term planning capacity of 1,300 (800 + 500), sufficient to meet long term demand projections. Additionally, should the temporary modular classrooms currently in place be retained, this would provide total available capacity of circa 1,500, providing Page 238 of 288
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Page 7 of 17 sufficient flexibility in capacity to meet the projected 9-year temporary peak period in demand. 6.9. In broad terms, this latest set of long-term projections for Dargavel remain within previous planning scenarios and existing plans for permanent and flexible temporary capacity remains appropriate. However, it continues to be recognised that projection modelling of this nature is not exact and there remains the risk that actual demand levels and patterns that emerge may shift, both upwards or downwards. Actual demand will therefore continue to be closely monitored and tracked against projections and as previously reported to Board, this will provide the opportunity to consider early, the implications of demand levels trending beyond the upper scenarios. In such circumstances, several options exist for the longer-term capacity planning, all of which have been referenced in previous reports to this board. The following options were presented to the Education and Children’s Services Policy Board on 18th January 2024: • As outlined above, retention of the additional temporary modular classroom capacity at Dargavel Primary School. As temporary classrooms currently exist on site and the council already owns these, they could remain in place for a longer period, securing flexibility in capacity of up to 1,500. • Additional permanent capacity in the form of an extension at the current Dargavel Primary School with a 268-capacity extension having already been designed to provide confirmation that such an option was viable and deliverable on the existing extended site. • Utilise surplus capacity at Bishopton Primary School, which is expected to become available after 2027 when the new Dargavel Primary School opens. This would require catchment areas to be redrawn. • It was further noted in the report that additional flexible space in the new Dargavel primary school could be utilised, albeit this option would not be preferred. This new primary school has flexibility as a core design principle meaning that it can accommodate over and above its theoretical planning capacity. 6.10. A combination of any of the above options would also be possible. The ongoing monitoring arrangements and future long term projection updates will ensure if additional intervention is required the opportunity to engage with the school and wider communities to determine the most appropriate approach will be possible several years in advance. Dargavel & Bishopton Primary Schools - Short Term 6.11. Following construction completion of the new two class permanent block at Bishopton Primary School, the theoretical planning capacity for this school is 530. Dargavel Primary school has capacity for circa 700 children due to additional capacity existing with the temporary classrooms at the school. 6.12. For the short term i.e. August 2025 and August 2026, live data has been used to analyse the expected demand at both Dargavel Primary School and Bishopton Primary School over this short-term period. This is primarily due to the roll projection model, which is primarily focused on long term demand not Page 239 of 288
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Page 8 of 17 adjusting for the immediate short term impact of the Dargavel catchment children who will instead attend Bishopton Primary School through the ballot process, 6.13. This analysis is captured in the table below which shows the roll projection model, applies the previously agreed cap of 75 P1s to Dargavel, and reallocates the numbers above that to Bishopton. As noted, only 165 P1s started across Dargavel Primary and Bishopton Primary this year. This is a reduction from the projected 219 that was factored into the pupil projection model, contributing to the expected school roll each year as seen in Appendix 1. These live figures, along with the cap of 75 P1s at Dargavel Primary School are shown below: 6.14. This shows that there is a potential need for capacity planning to be undertaken at Bishopton Primary School in 2026 to meet demand before the new Dargavel Primary School opens in 2027. However, as noted, this reduction in P1 entrants compared to estimated projections, could have a positive impact on school capacity planning for the longer term, should figures continue to trend below estimated levels. 6.15. As can be seen from the above, with the impact of reallocating additional pupils above the 75 cap from Dargavel to Bishopton, the estimated roll of Bishopton for August 2026 is 583, above the planning capacity of 530. In response, the following options are currently being kept under review: • Capacity planning national guidance could be utilised to implement what is known as ‘team teaching’, which is the process of having more than one teacher in a classroom to accommodate more children than the prescribed maximums (25, 30, and 33) only if space allows to retain 1.7m2 per pupil as per approved guidelines. As Bishopton Primary has large traditional classrooms, it is already known that significant additional space exists in classrooms to allow this measure to be implemented, if required. • Implement additional temporary classrooms at either Bishopton Primary School, or on the vacant land in the Council’s ownership, directly joined on to Dargavel Primary School. 6.16. If demand does not keep up with Edge projections and live data continues to show a lower number of pupils entering at P1, no intervention may be required. 6.17. All options require to be carefully considered, and it is proposed that engagement is undertaken with the school communities of both Dargavel and Bishopton Primary Schools, in collaboration with Head Teachers, to help School SchoolYear Year_P1 Year_P2 Year_P3 Year_P4 Year_P5 Year_P6 Year_P7 Total Dargavel Primary School 2024-25 75 146 110 102 67 78 60 638 Dargavel Primary School 2025-26 75 78 149 114 106 70 81 673 Dargavel Primary School 2026-27 75 82 85 156 120 112 76 706 Bishopton Primary School 2024-25 90 48 50 46 59 45 58 396 Bishopton Primary School 2025-26 136 91 48 50 46 59 45 475 Bishopton Primary School 2026-27 149 136 91 49 51 47 60 583 Page 240 of 288
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Page 9 of 17 determine the appropriate course of action. The priority, as always when capacity planning in the school estate, is to protect the education experience and curriculum delivery. St John Ogilvie Primary School 6.18. An increase in demand for St John Ogilvie Primary School in Paisley can be seen in the projections for this school. An overview of projections is provided below: 6.19. As projections show the school roll at St John Ogilvie could increase above the planning capacity figure in the next academic year, immediate planning is being undertaken to assess current school operation and schedule of accommodation to determine if any additional teaching space can be created in the school, to accommodate this demand in the short-term. 6.20. It is also prudent to assess the level of placing requests submitted to this school to determine if they are having an ongoing impact on the ability to accommodate future catchment demand. Should this be the case, as with other schools in a similar position, placing requests can be reviewed in line with the council’s admissions policy to ensure catchment space is prioritised. An initial review of placing requests shows in the last 7 years (full primary cycle) there have been 110 placing requests granted to St John Ogilvie. This is a significant number of placing requests for a school of this size and can be managed as part of this review. If there are still concerns about the ability to meet the catchment demand after the above has been considered, then alternative options will be assessed as part of the wider Learning Estate strategy. 7. Findings from Projections – Secondary Schools 7.1. The secondary school estate projections provided in Appendix 1 shows there are four schools where capacity will require to be managed over the next ten years. An overview of these establishments is provided below: Gryffe High School 7.2. Demand for Gryffe High School has been high for several years. This is managed on an ongoing basis by the Council’s admissions policy, to ensure the overall school capacity is maintained. 7.3. Projections show demand for Gryffe could slightly exceed the formal planning capacity of the school in the next few years, although this is then forecast to fall back well below capacity. The Council’s admissions policy shall be implemented in these instances to manage any minor expected peak over and above the school capacity. This can involve limiting placing requests where catchment demand is required, whilst an assessment will also be Primary School Capacity (published 2024) 2024-25 (F) 2025-26 (F) 2026-27 (F) 2027-28 (F) 2028-29 (F) 2029-30 (F) 2030-31 (F) 2031-32 (F) 2032-33 (F) 2033-34 (F) St John Ogilvie Primary School 272 267 291 310 320 321 329 334 334 340 338 Page 241 of 288
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Page 10 of 17 undertaken to interrogate timetable demand and any additional flexible use of space that could be utilised to meet any short-term demand. Beyond any short-term capacity planning, the recently-approved learning estate strategy will guide any permanent intervention in future years. An overview of projections for Gryffe is provided below: Park Mains High School 7.4. Work is under way to extend Park Mains High School to accommodate up to 2,000 pupils. Projections show the school roll is expected to steadily increase over the next ten years. An overview of projections for Park Mains is provided below: 7.5. Park Mains currently has a modern temporary classroom block in operation from this academic year providing 5 classrooms, increasing the capacity of the school to 1,756, from the previous formal planning capacity of 1,591. This ensures any short-term demand can be accommodated. The demand over the next three years (until the school is extended) will be monitored, as it is possible that live data will be less than the forecast. For context, in this current academic year, the school is trailing the estimated projections by 13, and should that trend continue, the number of pupils attending the school would be less than projected, reducing the impact. 7.6. The projections for Park Mains show the school roll exceeding 2,000 in years 2032/33, and 2033/34. As previously reported to Board, the number of placing request and in-catchment requests to Park Mains are included in the projection model and are a contributing factor in the school roll temporarily exceeding capacity in the future. Therefore, further mitigation can be provided by managing and reducing the number of placing requests to the school through the admissions policy. 7.7. To provide an understanding of how much this could expect to reduce the overall school roll, the following levels currently exist across Park Mains, covering a 6-year period: Category Secondary School Capacity (published 2024) 2024-25 (F) 2025-26 (F) 2026-27 (F) 2027-28 (F) 2028-29 (F) 2029-30 (F) 2030-31 (F) 2031-32 (F) 2032-33 (F) 2033-34 (F) Gryffe High School 960 967 962 976 988 956 956 916 900 914 897 Secondary School Capacity 2024-25 (F) 2025-26 (F) 2026-27 (F) 2027-28 (F) 2028-29 (F) 2029-30 (F) 2030-31 (F) 2031-32 (F) 2032-33 (F) 2033-34 (F) Park Mains High Schoo 1756 (2000 from 2027 onwards) 1530 1578 1626 1669 1730 1805 1890 1985 2080 2169 2,000 Capacity Page 242 of 288
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Page 11 of 17 Placing Requests granted over the last 6 years (current S1-S6) 86 In-catchment requests currently present in the school from denominational primary schools (current S1-S6) 119 Total combined 205 7.8. The table above shows the overall school roll of Park Mains can be reduced by applying the Council’s admissions policy and implementing a phased reduction of requests. It is important to note any pupil currently in the school has a right to remain, and the admissions policy only applies to the point of entry at a school. 7.9. This latest set of data and analysis shows Park Mains is expected to accommodate long-term demand. Previously officers reported to Board that demand for Park Mains High School was expected to drop after a decade (within the 15-year projection model). This reflects the impact of school roll decline in other communities within the catchment and reinforces that pupil numbers from Dargavel Village in isolation do not determine the projected roll. Whilst the growth of the Dargavel development will have a significant impact on the school roll of Park Mains, analysis shows the roll for every other feeder primary school for Park Mains is set to decline, with the exception of Langbank which may experience very limited growth. Only when this is combined with the algorithm used in the roll projections model to determine housing growth and migration movement in and out of the catchment, can the estimated school roll be assessed. 7.10. As was noted in response to the statutory consultation for a new primary school in Dargavel, the need to consider secondary provision for this area was a priority raised by the community. It is important to emphasise similar to primary provision, continual close monitoring of both actual demand and future projection updates for Park Mains will be undertaken , and should there be any indication the capacity will come under pressure, the wider learning estate will be considered to develop options for the most appropriate solution to secondary provision in this area of Renfrewshire. 7.11. St Andrew’s Academy 7.12. Whilst St Andrew’s Academy was built with a planning capacity of 1,250, it has operated efficiently above this level for several years. This has been achieved by effectively managing timetable demand, implementing flexible use of classroom space, and applying the Council’s admissions policy. 7.13. Projections show the demand for St Andrew’s is expected to broadly remain consistent for the next 5 to 6 years. A small increase can be expected as housing development across the Paisley area continues, however the wider aspect of migration in and out of the area as well as full analysis of all feeder primaries show some catchment populations declining whilst others increase, giving a balanced net effect on the school roll. An overview of projections for St Andrew’s Academy is provided below: Page 243 of 288
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Page 12 of 17 7.14. The council’s admissions policy can also be applied to mitigate any impact on the ability for St Andrew’s Academy to operate efficiently. Whilst placing requests are managed at levels that can be accommodated currently, the school currently has a significant level of in-catchment request. 7.15. A table has been provided for St Andrew’s below, showing current levels of requests in this school: Category Placing Requests granted over the last 6 years (current S1-S6) 20 In-catchment requests currently present in the school from non-denominational primary schools (current S1-S6) 216 Total combined 236 7.16. This analysis shows there is an ability through the council’s admissions policy to reduce the school roll of St Andrew’s Academy, should any capacity pressure be applied through demand. Analysis also shows that non- denominational secondary schools in Paisley have sufficient capacity to accommodate any impact of realigning pupils to catchment schools through the admissions policy. Trinity High School 7.17. Trinity High School projections also show planning is required to mitigate the projected school roll within the next two years and beyond. An overview of projections for Trinity High School is provided below: 7.18. As is established practice and process across the school estate, a thorough assessment of available space in the school will be undertaken to determine where timetable flexibility can be used to manage short-term capacity. 7.19. It is noted by officers that the mitigations outlined at 7.7 to help manage and reduce pupil roll at Park Mains High School is likely to increase demand for Trinity High School further. This will be managed as part of the medium-term Learning Estate Strategy and detailed planning on this continues. In addition, as highlighted previously in the report, placing requests and in-catchment requests can be managed through the admissions policy and this will also be Secondary School Capacity 2024-25 (F) 2025-26 (F) 2026-27 (F) 2027-28 (F) 2028-29 (F) 2029-30 (F) 2030-31 (F) 2031-32 (F) 2032-33 (F) 2033-34 (F) St Andrew's Academy 1250 1491 1488 1487 1489 1499 1499 1508 1532 1518 1531 Secondary School Capacity 2024-25 (F) 2025-26 (F) 2026-27 (F) 2027-28 (F) 2028-29 (F) 2029-30 (F) 2030-31 (F) 2031-32 (F) 2032-33 (F) 2033-34 (F) Trinity High School 1032 994 1026 1052 1070 1097 1110 1121 1154 1187 1204 Page 244 of 288
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Page 13 of 17 applied to Trinity High School to manage and reduce pupil roll in future. The table below shows the current level of request in the school: Category Placing Requests granted over the last 6 years (current S1-S6) 105 In-catchment requests currently present in the school from non-denominational primary schools (current S1-S6) 68 Total combined 173 7.20. The above shows there is an ability to reduce capacity pressure on this school by applying the admissions policy. St Benedict’s High School 7.21. Figures in Appendix 1 show that St Benedict’s could come close to, or slightly exceed its planning capacity for a short period of time. An overview of projections for St Benedict’s is provided below: 7.22. These figures will be monitored to determine if the estimates are produced as projected where short term local measures can be taken through for example additional use of space or utilising the Council’s admissions policy to manage numbers. 8. Estate Summary 8.1. The analysis provided above confirms options exist for mitigating increasing school capacities at both full-estate level and local school level, and a fluctuating school roll should be seen as a normal process with measures that can be applied on a year-to-year basis. 8.2. There is a recurring theme in secondary school provision where a significant number of in-catchment, and placing requests exist within the school estate. Parents and carers have a right to request what school their child attends, and it is for the Council’s admissions policy, which follows legislation, to apply control to this. Should the council be required to manage requests, this would have a positive impact on realigning pupils to their intended catchment schools. 8.3. The agreed Learning Estate Strategy is pivotal to the development of the school estate and to medium and long-term capacity planning across Secondary School Capacity 2024-25 (F) 2025-26 (F) 2026-27 (F) 2027-28 (F) 2028-29 (F) 2029-30 (F) 2030-31 (F) 2031-32 (F) 2032-33 (F) 2033-34 (F) St Benedict's High School 850 780 824 837 853 858 853 831 820 794 786 Page 245 of 288
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Page 14 of 17 Renfrewshire. The strategy will enable the council to consider all Renfrewshire primary and secondary schools in a holistic manner, the relationship and interaction between schools and the optimum estate design to deliver the required interventions. 9. Roll Projection Methodology 9.1. The purpose of conducting a pupil-projection analysis is to determine an approximation of the future expected number of pupils that require primary or secondary education in Renfrewshire. A projection methodology is built on a foundation of historical data for births, NHS data, primary and secondary school census information, and housing land audit which outlines known development in the area. 9.2. Renfrewshire Council has partnered with Edge Analytics to produce a bespoke model based on their tried-and-tested methodology. An overview of how this model is created including the data sets used, and processes for determining projections is outlined in Appendix 3 of this paper. 9.3. An important aspect of roll projection models is they are merely an informed estimate There are many significant variables, including the fundamental aspect that the expected number of births in an exact geographical area can only be estimated based on historical trends, and national datasets. Pupil projections produced through these models are thus best used for high-level future planning and estate management to determine any intervention that may be required in years to come. 9.4. With the above information, it is therefore essential that pupil projections are used as a mechanism to identify where mitigations should be considered in advance of any potential capacity issues. Pupil projection should be assessed against the school’s planning capacity. As noted in this report, a planning capacity is a notional figure of an approximate number of pupils that can be accommodated, but this figure can be flexible when it comes to determining the true working capacity. Pupil Product Ratio – New House Building 9.5. The pupil product ratio (PPR) is a figure that is derived from assessing historical trends that estimates the number of children typically generated by a new housing development. These figures are used to determine the pupils generated when a new house is built, and used to support proposed levels of developer contributions that are sought through the planning application process. Renfrewshire has used a PPR rate for a number of decades, and this was revised in 2018 following a benchmarking exercise with other local authorities. It is important to note that the PPR methodology is only used to determine the pupils produced for new houses built in any particular year. The PPR rate does not apply to existing housing that has been built in any previous year, to the year in question. This therefore means that for a roll projection model, the PPR rate is only one element that is considered. 9.6. As noted, the PPR is also used to assist with the production of pupil forecasts. When considering PPR for roll projections, the PPR is applied to any new build house to determine the number of pupils that it expects to generate when a family move into that home. These pupils are then applied to the appropriate school and year group using historical data as part of the Page 246 of 288
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Page 15 of 17 projection model. This PPR rate is only ever applied once – when the house is built, it is ongoing migration factors that need to be considered to understand the number of pupils moving into a home that already exists. 9.7. From a Renfrewshire wide perspective, there is an average PPR rate of 0.27 for primary and 0.13 for secondary which equates to the number of pupils generated per new house built. The impact of this is applied to relevant catchment schools with a series of other conditions such as historical school transitions, as well as migration rates in and out of the local area. It is critical to note that when planning for future school capacities, the PPR rate is only one factor used within the methodology to determine the impact on school rolls. There are many factors that must be considered, which is why a roll projection methodology is the only appropriate way to assess this. The following considerations must be given when considering a PPR rate: • The number of pupils expected to be generated do not all arrive at once. (e.g. a housing development of 200 houses multiplied by the PPR of 0.27 equates to 200 X 0.27 = 54 pupils). They are also assigned across all the class stages at the school and not just at entry level. • The Housing Land Audit outlines an indicative programme of housebuilding and presents a 7-year forecast. Using the scenario above, the 54 pupils estimated as generated by a development must then be assigned against the proposed programme of housebuilding, and the years this equates to. Assumptions are applied to spread the potential pupils generated across the pace of housebuilding for that specific development. • When allocating potential pupils generated (e.g. 54) to a school, historic rates are used to allocate the appropriate percentage to non- denominational, and denominational catchment schools. • The PPR is only one aspect of roll projections, and it must be assessed in collaboration with migration factors for people moving both in and out of a catchment area, as well as historic school trends, current school census information, transitions statistics and placing request data. This is where migration factors play a crucial role in estimating school rolls, particularly in large new build developments, as the impact of migration (families moving in or out of homes that have already been built previously) is considered in the roll projection model but cannot be determined by assessing a PPR rate in isolation. Live Data Monitoring 9.8. When assessing ongoing estimations for pupil projections, it is fundamental to estate capacity management to be monitoring live data. As noted, roll projections simply produce an estimate of the number of pupils expected to be at each school in years to come, and will not result in the exact number of pupils. Page 247 of 288
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Page 16 of 17 9.9. Typically, roll projections would be updated each year. As an interim measure to monitor what is expected to happen in the immediate future (e.g. the next academic year), there is an opportunity to assess live data in the form of: • P1 registrations for the upcoming academic year. • P7 transfer to secondary schools. • In-catchment and placing request applications to attend an alternative school. 9.10. These figures build an accurate picture of how many pupils are going to be attending a school and can be matched against the estimated pupil projections. By comparing the live data (registrations and placing requests) with projections, officers can quickly determine if actual demand is trailing or exceeding what was projected. This in turn informs any mitigations applied at a local level, through the usual capacity planning process or by applying the admissions policy. ______________________________________________________________ Implications of this report 1. Financial Any mitigations that are required to accommodate pupils in the short term at local level, or by administering the Council’s admissions policy will bring no, or minimal financial impact. Any financial impact of opening a new classroom to accommodate catchment pupils will require teaching resource costs, and classroom provisions. This is a standard process that is managed in line with department budgets. For any further measures that require to be implemented, these will be progressed in line with the recently approved Learning Estate Strategy and its associated financial model. 2. HR and Organisational Development None. 3. Community/Council Planning Reshaping our place, our economy and our future - The learning estate shall be appropriately scaled and equipped to meet curriculum expectations and deliver an appropriate learning and teaching experience for all. 4. Legal None. 5. Property/Assets Roll projections will allow the learning estate to be scaled appropriately, with consideration for any future capital investment required to meet the demand needs. Similarly, roll projections will identify any establishments that are showing as having significant surplus capacity that can be considered by the wider Learning Estate Strategy. Page 248 of 288
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Page 17 of 17 6. Information Technology None. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety None. 9. Procurement Any procurement work required to address future capacity needs will be conducted in collaboration with the Council’s Procurement team and adhere to appropriate regulations. 10. Risk The production and monitoring of roll projections is a mechanism of risk management to plan the future scale of the learning estate and any subsequent mitigations that are required to be implemented. 11. Privacy Impact None. 12. Climate Risk None. 13. Children’s Rights This report does not cover a new policy, function, or strategy nor a substantive change to an existing policy, function or strategy which will have an impact on children’s rights. When considering any future school provision, the impact this will have on children is a key consideration, and any work will be based around the direct needs of children to allow their education experience to thrive. Whilst children have a right to choose where they wish to attend school in collaboration with their parents, the council’s admissions policy applies to ensure that schools that are oversubscribed can be managed. 14. Cosla Policy Position None. Children’s Services JL/JO 16/10/2024 Author: Jack Lochans – jacklochans@renfrewshire.gov.uk Page 249 of 288
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Page 1 of 6 Appendix 1 – Full Estate 10 Year Roll Projections Primary School Capacity 2024-25 (F) 2025-26 (F) 2026-27 (F) 2027-28 (F) 2028-29 (F) 2029-30 (F) 2030-31 (F) 2031-32 (F) 2032-33 (F) 2033-34 (F) Arkleston Primary School 352 295 315 322 334 346 336 330 326 323 323 Auchenlodment Primary School 302 194 194 208 202 196 186 184 176 177 172 Bargarran Primary School 272 222 237 233 224 220 209 196 190 169 167 Barsail Primary School 401 299 305 290 274 259 235 222 215 206 198 Bishopton Primary School 519 350 335 342 333 334 331 330 333 341 342 Brediland Primary School 377 186 171 170 164 156 159 157 152 151 147 Bridge of Weir Primary School 489 439 464 450 444 454 448 451 449 430 426 Bushes Primary School 489 298 290 277 263 240 230 216 210 206 199 Cochrane Castle Primary 242 111 95 90 92 83 87 89 88 89 90 Dargavel Primary School 698 736 866 1000 1147 1261 1354 1406 1414 1423 1429 East Fulton Primary School 377 231 235 252 260 267 272 276 276 282 278 Fordbank Primary School 327 263 251 248 246 237 234 226 220 224 219 Gallowhill Primary School 352 214 207 215 212 213 207 196 189 182 175 Glencoats Primary School 352 187 182 185 178 176 163 157 155 156 159 Heriot Primary School 434 218 205 201 205 214 204 203 201 202 201 Houston Primary School 569 526 537 528 536 549 546 560 564 550 559 Howwood Primary School 184 106 105 108 103 101 87 88 92 90 87 Inchinnan Primary School 217 116 111 100 103 113 109 109 109 110 113 Kilbarchan Primary School 352 202 193 192 177 171 173 169 161 160 157 Kirklandneuk Primary School 619 450 445 447 448 428 423 420 420 422 430 Langbank Primary School 100 81 79 85 93 93 97 98 101 103 100 Langcraigs Primary School 434 285 273 261 262 256 254 251 247 253 259 Lochfield Primary School 459 258 259 261 260 264 263 259 250 247 241 Lochwinnoch Primary School 327 215 218 202 205 215 232 231 213 205 195 Page 250 of 288
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Page 2 of 6 Primary School Capacity 2024-25 (F) 2025-26 (F) 2026-27 (F) 2027-28 (F) 2028-29 (F) 2029-30 (F) 2030-31 (F) 2031-32 (F) 2032-33 (F) 2033-34 (F) Mossvale Primary School 272 202 196 198 201 212 212 206 209 215 214 Newmains Primary School 459 411 406 396 381 357 347 342 334 326 316 Our Lady of Peace Primary School 352 230 227 219 217 215 214 216 215 219 216 Ralston Primary School 459 387 401 409 413 419 431 431 427 420 415 Rashielea Primary School 434 161 152 148 152 155 150 146 145 143 142 St Anne's Primary School 242 139 132 125 127 123 118 115 113 110 109 St Anthony's Primary School 302 255 245 236 242 235 230 226 222 225 221 St Catherine's Primary School 272 229 238 254 264 244 242 236 230 224 218 St Charles' Primary School 459 403 388 398 392 388 385 383 371 370 360 St David's Primary School 184 90 84 83 88 88 86 89 88 90 89 St Fergus' Primary School 175 170 176 178 163 156 149 140 138 139 141 St Fillan's Primary School 184 88 89 79 83 91 94 93 93 91 92 St James' Primary School (Paisley) 217 160 145 143 146 147 151 144 147 151 150 St James' Primary School (Renfrew) 676 573 583 593 610 601 589 573 569 568 571 St John Bosco Primary School 272 252 264 264 260 252 254 258 256 249 248 St John Ogilvie Primary School 272 267 291 310 320 321 329 334 334 340 338 St Margaret's Primary School 272 164 154 144 143 138 141 136 133 135 136 St Mary's Primary School 327 301 313 314 309 321 329 332 329 335 336 St Paul's Primary School 217 165 153 143 135 129 132 130 128 128 126 St Peter's Primary School 352 225 225 226 217 219 205 202 199 201 202 Thorn Primary School 242 139 126 119 122 121 119 114 111 113 117 Todholm Primary School 434 379 364 373 361 349 351 348 341 341 329 Wallace Primary School 434 340 339 352 348 354 370 369 373 377 379 West Primary School 761 430 429 437 443 449 461 468 466 473 477 Page 251 of 288
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Page 3 of 6 Primary School Capacity 2024-25 (F) 2025-26 (F) 2026-27 (F) 2027-28 (F) 2028-29 (F) 2029-30 (F) 2030-31 (F) 2031-32 (F) 2032-33 (F) 2033-34 (F) Williamsburgh Primary School 594 349 363 389 396 407 411 417 418 429 428 Woodlands Primary School 459 221 202 195 192 194 177 181 181 182 179 Secondary School Capacity 2024-25 (F) 2025-26 (F) 2026-27 (F) 2027-28 (F) 2028-29 (F) 2029-30 (F) 2030-31 (F) 2031-32 (F) 2032-33 (F) 2033-34 (F) Castlehead High School 1230 753 757 748 760 771 778 787 805 809 808 Gleniffer High School 1425 1129 1126 1121 1115 1129 1111 1085 1083 1057 1045 Gryffe High School 960 967 962 976 988 956 956 916 900 914 897 Johnstone High School 1380 869 865 877 907 903 908 895 893 860 849 Linwood High School 576 445 452 457 450 444 450 430 420 408 411 Paisley Grammar School 1329 1094 1092 1086 1094 1100 1101 1121 1153 1164 1190 Park Mains High School 1756 (2000 from 2027 onwards) 1530 1578 1626 1669 1730 1805 1890 1985 2080 2169 Renfrew High School 1267 847 854 872 879 884 894 899 927 949 962 St Andrew's Academy 1250 1491 1488 1487 1489 1499 1499 1508 1532 1518 1531 St Benedict's High School 850 780 824 837 853 858 853 831 820 794 786 Trinity High School 1032 994 1026 1052 1070 1097 1110 1121 1154 1187 1204 Page 252 of 288
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Page 4 of 6 Appendix 2 – Trends in growth across the ten year projection period, as at 2033/34 2a – Primary Schools Page 253 of 288
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Page 5 of 6 Trends in growth across the ten year projection period, as at 2033/34 2b – Secondary Schools Page 254 of 288
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Renfrewshire Council EDGE-UCATE MAINSTREAM – STAKEHOLDER NOTE 2023–24 Academic Year Nexus | Discovery Way | University of Leeds | Leeds | LS2 3AA 0113 819 5087 | www.edgeanalytics.co.uk Appendix 3 – Edge Analytics Stakeholder Note, Overview of Methodology Page 256 of 288
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edge-ucate Mainstream Stakeholder Note 1 2023–24 Academic Year Introduction 1.1 Edge Analytics has produced pupil forecasts for schools in Renfrewshire using its edge-ucate Mainstream pupil projection model. This note provides an overview of the edge-ucate Mainstream model, a summary of its key data inputs and a description of the forecasting methodology. Model Overview 1.2 edge-ucate Mainstream is a modelling framework for mainstream pupil forecasting, developed by Edge Analytics to support local authorities in their school place planning activities. 1.3 Edge Analytics has calibrated its edge-ucate Mainstream model for Renfrewshire using the latest available evidence on resident pre-school age children, local schools and their pupils1, together with assumptions on the potential impacts of migration and planned local housing developments on future pupil numbers. 1.4 The model has been configured with a 2023–24 base year, providing a 10-year forecast for both primary and secondary year groups under three scenarios: • The BASE scenario assumes that there will be no change in the size of pre-school, primary or secondary cohorts over time. • The HOUSING scenario includes the impacts of planned housing on cohort size, through the application of primary and secondary pupil yield factors to a trajectory of planned housing growth. • The MIGRATION+HOUSING scenario includes the impacts of migration and planned housing, combining the housing and pupil yield assumptions of the HOUSING scenario with assumptions on the impact of pre-school, primary and secondary migration on cohort size. Data Inputs 1.5 The edge-ucate Mainstream model for Renfrewshire includes the following key data inputs: • Details of each mainstream school in Renfrewshire, including recent and planned school changes. In total, there are 61 open schools in Renfrewshire: 50 primaries (16 denominational and 34 non-denominational) and 11 secondaries (3 denominational and 8 non-denominational). • A list of primary and secondary non-denominational catchment areas in Renfrewshire. These are the smallest geographical unit used by the edge-ucate Mainstream model. 1 edge-ucate Mainstream is configured to provide forecasts for mainstream schools located in Renfrewshire. Pupils attending independent/special schools, alternative provision or schools located outside Renfrewshire are not included. Page 257 of 288
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edge-ucate Mainstream Stakeholder Note 2 2023–24 Academic Year • A 3-year history of September school census data, providing a count of pupils by primary non-denominational catchment area, year group (P1–S6) and school attended (consistent with the schools list) in 2021–22, 2022–23 and 2023–24. • Pre-school population data for 2021-22, 2022-23, and 2023-24, providing a count of resident children aged 0+ to 5+ (by single year of age) by primary non-denominational catchment area, sourced from National Records of Scotland mid-year population estimates and Health Visitor data. • Estimated births for each primary non-denominational catchment area, derived using historical Health Visitor data. • A trajectory of planned housing development by primary non-denominational catchment area, with an accompanying primary pupil yield factor2 of 0.27 and a secondary pupil yield factor of 0.13. Forecast Methodology 1.6 The edge-ucate Mainstream forecasting methodology for Renfrewshire comprises a series of stages, which are summarised in Figure 1 and described below. Figure 1: The edge-ucate Mainstream forecasting methodology for mainstream schools in Renfrewshire 2 The pupil yield factors represent the number of additional resident pupils expected to require a place in a mainstream school in Renfrewshire as a result of each new home. School migration factors Planned housing growth and yield factors Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Yield from new housing Intake rates, transition rates and inflow adjustments School migration factors Yield from new housing Primary Intake Secondary Intake Primary 1 2 3 4 5 6 7 Stay-OnCohort Progression Pool of Resident Pre-School Children Pre-school migration factors Intake rates, transition rates and inflow adjustments Pre-school population data and estimated births Secondary 1 2 3 4 5 6 Cohort Progression School census data Page 258 of 288
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edge-ucate Mainstream Stakeholder Note 3 2023–24 Academic Year Stage 1: Pool of Resident Pre-School Children 1.7 In Stage 1, a pool of resident pre-school children aged 5+ (P1 age) is identified for each primary non- denominational catchment area in Renfrewshire using the pre-school population data and estimated births: • In the BASE and HOUSING scenarios, all children remain resident in the same primary non-denominational catchment area until age 5+. • In the MIGRATION+HOUSING scenario, migration factors are applied to the resident pre-school population in each primary non-denominational catchment area, adjusting the size of each cohort in consecutive forecast years. The migration factors are based on the trends in the 3-year history of pre-school population data. Stage 2: Primary Intake 1.8 In Stage 2, an intake rate for each primary non-denominational catchment area identifies the proportion of resident children aged 5+ (from Stage 1) that enters mainstream primary education (P1) in Renfrewshire. Transition rates identify the proportion of these children that enter specific primary schools, allocating pupils from each primary non-denominational catchment area to each primary denominational school and primary non-denominational school, in line with existing catchment area- to-school pupil flows. Inflow adjustments identify any additional P1 pupils that enter each primary denominational school and primary non-denominational school from outside the council area. These assumptions are based on trends in the 3-year history of pre-school population data and school census data. Stage 3: Primary Cohort Progression 1.9 In Stage 3, P1 pupils (identified in Stage 2) transfer to successive primary year groups (P2–P7), accounting for migration and/or new housing: • In the BASE scenario, all pupils remain in the same primary school until P7. • In the HOUSING and MIGRATION+HOUSING scenarios, primary pupil yield factors are applied to the number of planned homes in each primary non-denominational catchment area. The resulting yield is allocated to mainstream primary schools (denominational and non-denominational) in Renfrewshire in line with existing catchment area-to-school pupil flows. • In the MIGRATION+HOUSING scenario, migration factors are additionally applied to the number of pupils in each primary school (denominational and non-denominational), adjusting (up or down) the size of each cohort in consecutive forecast years, based on trends in the school census data. Stage 4: Secondary Intake 1.10 In Stage 4, an intake rate for each primary non-denominational catchment area identifies the proportion of resident P7 pupils (from Stage 3) that enters mainstream secondary education (S1) in Page 259 of 288
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edge-ucate Mainstream Stakeholder Note 4 2023–24 Academic Year Renfrewshire. Transition rates identify the proportion of these pupils that enter specific secondary schools, allocating pupils from each primary non-denominational catchment area to each secondary denominational school and secondary non-denominational school, in line with existing catchment area-to-school pupil flows. Adjustments are made for pupils resident outside the council area. These assumptions are based on trends in the 3-year history of school census data. Stage 5: Secondary Cohort Progression 1.11 In Stage 5, S1 pupils (identified in Stage 4) transfer to successive secondary year groups (S2–S6) accounting for migration and/or new housing. The Stage 3 methodology is used. 1.12 From S4 onwards, pupils are transferred to successive secondary year groups (S5 and S6) using stay- on rates, which adjust the size of each cohort (at each secondary school) in consecutive forecast years. The stay-on rates are based on secondary school-level trends in the 3-year history of school census data. Page 260 of 288
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Nexus | Discovery Way | University of Leeds | Leeds | LS2 3AA www.edgeanalytics.co.uk Part of the Local Data Company Ltd, a Green Street Company Page 261 of 288
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To: Education and Children’s Services Policy Board On: 31 October 2024 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: Learning Estate Programme Update __________________________________________________________________ 1. Summary 1.1 Renfrewshire Council is delivering a large-scale investment into the learning estate. This programme of works that are underway includes four major projects to enhance and expand the current estate. 1.2 This report provides an update on the delivery of these projects and insight into the next steps. An update is also provided on three other projects that have been ongoing to enhance current establishments. Projects continue to progress in line with agreed timescales and scope of delivery. The projects covered in this report are as follows: • Paisley Grammar School Community Campus • Park Mains High School extension and alterations • New Dargavel Primary School • Thorn Primary School new build • Dargavel Primary School internal alterations • Bishopton Primary School classroom block • Castlehead High School roof strengthening works __________________________________________________________________ 2. Recommendations 2.1. The Board is asked to note the contents of this report. 2.2. The Board is asked to note the plans to upgrade the sports pitch at Dargavel Primary School to 3G astro turf to support school and community use. Item 8 Page 263 of 288
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3. Paisley Grammar School Community Campus 3.1. The project to deliver a new Paisley Grammar School continues with construction progressing on track. A visible structure of what will become the new three storey school and community campus can now be seen from across Paisley. 3.2. The project is due to complete construction in the summer of 2026. From a construction perspective, all work is planned, and regular updates will be provided to this board at significant milestones during the work. 3.3. Whilst construction is the material concept, in order to deliver a new building, an equally important aspect is ensuring that the wider school fit out; operation and transition is planned in parallel with the delivery of the building. Work continues in the planning of all aspects which will contribute to the school operating and delivering in line with the vision. This work is being planned significantly well in advance of the school opening due to the complexity of all work associated with planning, procurement, and execution of aspects, including digital, building and school operations, transition planning of resources and people, amongst other complex workstreams. All of the above support not only the planning of an exceptional building, but the delivery of high quality teaching and learning within. 3.4. Whilst this is ongoing, we are engaging fully with the school community. Work is ongoing with the school parent council as well as all parent councils of associated primary schools. A communications plan is in place that identifies key activities and collaboration opportunities. Our contractor and partner consultants are also planning and already undertaking a programme of valuable community benefits and engagement. 3.5. Representation was made at the recent ‘Renfrewshire Employability Week’ from our contractor and key consultants, and activity is underway to support Paisley Grammar School pupils with site visits to view the construction first hand. 4. Park Mains High School Extension & Internal Alterations 4.1. The project to extend and enhance Park Mains High School is progressing through design stages with an initial concept design being created. The procurement process to appoint a main contractor for the final design and construction is also underway. This complex process is expected to complete in early 2025, where the successful contractor will be appointed. 4.2. Following the appointment of a contractor, a period of roughly one year will be required to finalise all design, planning permission and market testing to arrive at a final construction contract sum. This will then allow the planned construction and handover period to commence to deliver by the summer of 2027. This process will comprise extending the current school as well as significant internal interventions to enhance the current school footprint by maintaining subject adjacencies and implement sufficient building provisions. Page 264 of 288
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4.3. The project has now progressed to the next required stage of statutory consent, where a proposal of application notice (PAN) has been submitted to the planning authority. This process triggers a statutory period of consultation where two public information events will be held to inform the school and local community of the intention to submit a planning application. Communication has been issued to local community groups and parents and carers at Park Mains and its associated primary schools to inform of the process and the events. 4.4. The events will be held as follows: • Event 1 – Wednesday 7th November 2024, 5-8pm, Park Mains High School • Event 2 – Wednesday 4th December 2024, 5-8pm, Park Mains High School 4.5. The events are open to all, and the project team will be in attendance with relevant council officers to discuss the project with the public and school community. This process will inform the ongoing design of the project and will support the planning application process. 5. New Dargavel Primary School 5.1. Communication and engagement on the delivery of the new primary school in Dargavel Village has been a key focus in recent months. This has been used to continuously inform the design of the new school, whilst understanding what is important to the school community, local residents and wider stakeholders. 5.2. To inform the above, a series of focus groups have taken place to inform the design and operation of the new school. The following focus groups have been established: • New school design • Traffic and transport • Additional support needs • Staff • Pupil voice 5.3. These focus groups have been supported by two public events as part of the PAN process for the planning application for the new school. Two events were held in Dargavel Primary School across August and September where circa 80 people attended to discuss the development. These events were open to all, and were publicised via all usual council communication channels as well as direct text message to all signed up to the Dargavel newsletter, parents and carers of pupils in the current Dargavel Primary School, email to the parent council, a dedicated website update, posters in the local area, and direct communication to all local community groups and stakeholders. 5.4. The project team and senior council officers were in attendance, and were supported by the architect, construction contractor, and the Council’s delivery Page 265 of 288
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partner Hub West Scotland. These events allowed the public to attend and give their views on the development whilst engaging in communication to answer queries, concerns, or inform their knowledge of what the development would deliver. 5.5. All views have been noted and taken on board to assist in shaping the new primary school. The overall feedback was extremely positive about the design and concept of the new school, particularly regarding community facilities and what it would offer to the local area. However, concerns remain about the impact of traffic and the transport network which is, and will continue to be, a key consideration of the project. 5.6. One of the main topics of discussion was the drop-off and pick-up facilities at the new school. It should be recognised the project is being designed to standards in excess of those stipulated by planning and national guidance. This means more parking and drop-off facilities than are required will be implemented, in recognition of the individual circumstances within this development. 5.7. To assist in identifying the true position to establish an independent view of how the local area will perform from a traffic and transport perspective, the Council is in the process of commissioning a detailed traffic assessment of the area. This assessment will progress on the findings of any previous reports undertaken and will model the transport flow of the area when there are two schools in operation, as well as an increase in traffic for secondary schools leaving the local area at peak times. This is a mandatory process of the planning application, and we have brought the timing of this forward to help us develop a deeper understanding of how traffic will operate, as well as plan any appropriate mitigations. 5.8. It is important to recognise Renfrewshire Council are not the landowner of the wider Dargavel area and are not responsible for designing or implementing the road network of the local masterplan. Council officers are in regular dialogue with BAE Systems who own and are responsible for the design and installation of the road network, to ensure that any influence on improvements can be given. Full findings of the traffic assessment will also be used to inform these discussions. 5.9. From a school design perspective, work is ongoing as planned, and the formal planning application is scheduled to be submitted by the end of October 2024. This will allow the project to continue to progress through the next stage of detailed design, and with the main contractor who will construct the building already on board, this process will be at an advantage to allow works to begin efficiently in late summer 2025. 6. Thorn Primary School New Build 6.1. The project to deliver a new Thorn Primary School remains at the early design stage with work ongoing to focus on key outputs of the project including client requirements, sustainability objectives, and general layout concepts of the school grounds. 6.2. Engagement and input has been received from the school community and key stakeholder groups and this process will continue through more detailed design stages. Page 266 of 288
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6.3. A recent exercise has been undertaken with school pupils to understand their views on what is important about the school design and what they would like to see in the new building. This is an important step to gaining feedback from our children who will receive learning and life experiences from these projects. 6.4. An engagement session with elected members will also be planned to provide information on the project timeline, key stages, and show current concepts. The plan remains to deliver this school in 2028. Whilst the overall output is a relatively small school in comparison to other projects, this is a complex project with factors such as scheduling demolition of current building and transitioning the school to the new building in a safe and efficient manner around school calendars. 7. Dargavel Primary School Internal Interventions 7.1. Work to deliver internal interventions to improve acoustics at Dargavel Primary School was undertaken during the summer break. 7.2. This work was successfully completed, and feedback has been very positive about the improvements delivered. 7.3. Following representations from the community through various engagement forums, there has also been clear demand for the sports pitch at the current Dargavel Primary School to be upgraded to provide much needed facilities suitable for the community and local sports clubs. Following this feedback, the Council has undertaken assessment and is now able to proceed with upgrading the sports pitch at the school. Work is being planned to upgrade the facility in spring 2025, to create a 3G playing surface that will be suitable for lets out of school hours and weekends. 8. Bishopton Primary School Classroom Block 8.1. This project has delivered a new permanent building at Bishopton Primary School which comprises of two modern classrooms. These classrooms replace an old modular unit that had been at the school for a number of years. 8.2. These classrooms are in use and are proving to be an excellent asset to the school. Throughout the summer break, works have also been undertaken to significantly improve the aesthetics of the main school building. 9. Castlehead Roof Strengthening Works 9.1. Work to provide strengthening to the roof of the PE block of Castlehead High School has been ongoing throughout the summer break and has completed in early October. 9.2. This vital work has ensured the safety of all building users and also delivered improvements in the form of new lighting to all areas. Communications have been issued to parents at the school to make them aware. ___________________________________________________________________ Implications of this report Page 267 of 288
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1. Financial All projects are costed and included in Council financial planning. Projects are bound by rigorous governance including budget management and reporting. 2. HR and Organisational Development None. 3. Community/Council Planning Our Renfrewshire is thriving - New, and improved, learning estate assets will allow our children and young people to thrive with the best possible infrastructure to support their school experience. Staff, and community users will benefit from modern and inclusive environments. Reshaping our place, our economy and our future - The learning estate shall be appropriately scaled and equipped to meet curriculum expectations and deliver an appropriate learning and teaching experience for all. 4. Legal None. 5. Property/Assets These projects will deliver significant improvements to the learning estate, extending the life of assets, and improving the experience of young people, staff, and the wider community. 6. Information Technology Digital improvements will be delivered through the learning estate strategy, where access to technology for all, will be a key priority for projects. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety None. 9. Procurement Page 268 of 288
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Any procurement work required will be conducted in collaboration with the Council’s Procurement team, and adhere to appropriate regulations. 10. Risk All projects are bound by rigorous governance and supported by detailed risk registers. Risk is reported and managed at various levels with scrutiny applied to ensure mitigations and contingency plans are in place. 11. Privacy Impact None. 12. Climate Risk New, and improved, learning estate assets will directly contribute to the Council’s journey towards net zero. Sustainability is a key concept of all projects. 13. Children’s Rights When considering any future school provision, the impact this will have on children is a key consideration, and any work will be based around the direct needs of children to allow their education experience to thrive. Whilst children have a right to choose where they wish to attend school in collaboration with their parents, the council’s admissions policy applies to ensure that schools that are oversubscribed can be managed. 14. Cosla Policy Position None. Children’s Services JL/JO Oct 2024 Author: Jack Lochans – jacklochans@renfrewshire.gov.uk Page 269 of 288
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1 ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 31 October 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Education Scotland Inspection of Ralston Primary School ___________________________________________________________________ 1. Summary 1.1 Education Scotland Inspection of Ralston Primary School and Early Learning and Childcare Class was inspected by Education Scotland in May 2024 as part of a national sample of education. Education Scotland uses different models of inspection and at Ralston Primary School the short model approach was deployed. Inspectors assessed the school and Early Learning and Childcare Class with a focus on two 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. 1.2 This was a very positive inspection which evaluated quality indicators in the school as follows: Quality Indicator 1.3 Very Good Quality Indicator 2.3 Very Good 1.3 This was a very positive inspection which evaluated quality indicators in the Early Learning and Childcare Class as follows: Quality Indicator 1.3 Good Quality Indicator 2.3 Good 1.3 As part of the inspection model the following area was also reviewed: Item 9 Page 271 of 288
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2 Quality Indicator 2.1 Safeguarding 1.4 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. 1.5 The inspection report in the form of a letter to parents, published by Education Scotland on 27 August 2024, is attached as an appendix to this report and is also available from the Director of Children’s Services or from the Education Scotland website. 1.6 The letter to parents identified four key strengths of the school. • Senior leaders and staff work together very well to ensure a strong culture of positive relationships across the school and nursery. As a result, confident and articulate children are motivated, co-operative and independent in their learning. • Staff ensure there are very effective approaches to raising attainment in reading and writing. As a result, children make very strong progress in English and literacy across the school and nursery. • Children learn from very positive approaches to high-quality play in P1 and P2. Teachers plan exciting activities that allow children to develop their curiosity and creativity. • Children benefit from a culture in school where their many achievements are encouraged and celebrated by staff. The headteacher and staff ensure these are carefully tracked to ensure that as many children as possible benefit from enriching experiences. 1.7 The following areas for improvement were identified and discussed with the headteacher and a representative from Renfrewshire Council. • Building on the highly successful approaches to raising attainment in literacy, continue with plans to further develop children’s attainment in numeracy. • Continue to develop approaches to planning in the nursery to ensure there is a clear focus on learning to promote further children’s understanding of their learning and skills development. 1.8 There is an agreed set of procedures for responding to inspection reports which will support the school and Children’s Services to plan how the area for further improvement will be addressed. Actions are detailed within the school improvement plan which is shared with parents. In addition, the school will be supported in its improvement journey by Children’s Services. ___________________________________________________________________ 2. Recommendations Page 272 of 288
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3 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 Ralston Primary School. ___________________________________________________________________ 3. Background 3.1 Children’s Services welcomes the process of audit undertaken by Education Scotland as supportive to continuous improvement in Renfrewshire’s education establishments. The school team at Ralston Primary School approached the inspection in a positive manner and embraced it as a professional learning opportunity in partnership with colleagues at Education Scotland. 3.2 The report includes two areas for further improvement, and progress in addressing this will be monitored by Children’s Services staff through the Quality Improvement Framework. 3.3 The inspection report will inform planned improvement activity and will enable the school to build on the recognised strengths and focus further development on areas for improvement to enable the school to continue to deliver a quality educational provision. ___________________________________________________________________ Implications of the Report 1. Financial – No financial implications 2. HR & Organisational Development – No HR implications 3. Community/Council Planning – engaging with, and learning from external inspection, ensures that our Renfrewshire is thriving. High standards of education provision ensure that children and young people are given the best start in life so that they promote and contribute to a more prosperous, fairer society. It also ensures our Renfrewshire is well – by providing an environment which encourages care, welfare and development, establishments play a crucial role in developing children and young people so that they become responsible citizens. The inspection process also supports delivery of the Council Plan crosscutting theme of improving outcomes for children and families as well as other Council Plan key strategic outcomes. Economy 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 Page 273 of 288
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4 4. Legal - The full model inspection includes a focus on QI 3.1 Ensuring wellbeing, equity and inclusion. In evaluating this QI, one of the themes that HM Inspectors evaluate is the school’s Fulfilment of Statutory Duties related to attendance, exclusions, ASL Act and Associated Code of Practice, Bullying, Equality Act, Health and Nutrition, and Gaelic education. 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health & Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks 10. Risk – No risks identified. 11. Privacy Impact – No impact on privacy. 12. Cosla Policy Position – N/A 13. Climate Risk – None. 14. Children’s Rights – This links to, Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. List of Background Papers - The inspection report and additional evidence is published on the Education Scotland website. __________________________________________________________ Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 274 of 288
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1 | Ralston Primary School and Nursery Class, Renfrewshire Council, 8625522 © Crown Copyright 27 August 2024 Dear Parent/Carer In May 2024, a team of inspectors from Education Scotland and the Care Inspectorate visited Ralston Primary School and Nursery Class. During our visit, we talked to parents/carers and children and worked closely with the headteacher and staff. The inspection team found the following strengths in the school’s work. • Senior leaders and staff work together very well to ensure a strong culture of positive relationships across the school and nursery. As a result, confident and articulate children are motivated, co-operative and independent in their learning. • Staff ensure there are very effective approaches to raising attainment in reading and writing. As a result, children make very strong progress in English and literacy across the school and nursery. • Children learn from very positive approaches to high-quality play in P1 and P2. Teachers plan exciting activities that allow children to develop their curiosity and creativity. • Children benefit from a culture in school where their many achievements are encouraged and celebrated by staff. The headteacher and staff ensure these are carefully tracked to ensure that as many children as possible benefit from enriching experiences. The following areas for improvement were identified and discussed with the headteacher and a representative from Renfrewshire Council. • Building on the highly successful approaches to raising attainment in literacy, continue with plans to further develop children’s attainment in numeracy. • Continue to develop approaches to planning in the nursery to ensure there is a clear focus on learning to promote further children’s understanding of their learning and skills development. Page 275 of 288
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2 | Ralston Primary School and Nursery Class, Renfrewshire Council, 8625522 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using quality indicators from How good is our school? (4th edition) and How good is our early learning and childcare?. 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 Ralston Primary School and Nursery Class Quality indicators for the primary school Evaluation Learning, teaching and assessment very good Raising attainment and achievement very good Descriptions of the evaluations are available from: How good is our school? (4th edition), Appendix 3: The six-point scale Quality indicators for the nursery class Evaluation Learning, teaching and assessment good Securing children’s progress good Descriptions of the evaluations are available from: How good is our early learning and childcare? Appendix 1: The six-point scale This letter and a more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Ralston Primary School | Inspection Report | Education Scotland Page 276 of 288
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3 | Ralston Primary School and Nursery Class, Renfrewshire Council, 8625522 © Crown Copyright We gathered evidence to enable us to evaluate the early learning and childcare setting using the quality indicators from A quality framework for daycare of children, childminding and school- aged childcare. The framework supports settings, providers and inspectors to assess what is working well and what needs to be improved. Following the inspection of each setting, the Scottish Government gathers details of our evaluations to keep track of how well early learning and childcare settings are doing. The Care Inspectorate evaluations are also used by local authorities when considering how settings are meeting the national standard for funded early learning and childcare. The Care Inspectorate’s evaluations for the early learning and childcare setting are: Detailed evaluations Evaluation Key question 1: How good is our care, play and learning? good 1.1 Nurturing care and support good 1.3 Play and learning good Key question 3: How good is our leadership? good 3.1 Quality assurance and improvement are led well good Requirements made by the Care Inspectorate for the early learning and childcare setting. Areas for improvement made by the Care Inspectorate for the early learning and childcare setting. During the previous Care Inspectorate inspection, the setting had two requirements and three areas for improvement. From these, all requirements and all areas for improvement have been met. As a result of this inspection, there are no requirements and no areas for improvement. Previous requirements made by the Care Inspectorate for the early learning and childcare setting. Action taken to meet each requirement Page 277 of 288
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4 | Ralston Primary School and Nursery Class, Renfrewshire Council, 8625522 © Crown Copyright What happens next? We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Renfrewshire Council will inform parents/carers about the school’s progress as part of its arrangements for reporting on the quality of its schools. Graeme M Brown Malcolm Wilson HM Inspector Care Inspector Page 278 of 288
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Page 1 of 10 To: Education and Children’s Services Policy Board On: 31 October 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Joint inspection of services for children at risk of harm in Renfrewshire ___________________________________________________________________ 1. Summary 1.1 At the request of Scottish Ministers, the Care Inspectorate is leading joint inspections of services for children and young people at risk of harm. The remit of these joint inspections is to consider the effectiveness of services for children and young people up to the age of 18 at risk of harm. The inspections look at the differences community planning partnerships are making to the lives of children and young people at risk of harm and their families. The legislative basis for the inspection is Section 115 of part 8 of the Public Services Reform (Scotland) Act 2010. 1.2 The inspections look at the difference community planning partnerships are making to the lives of children and young people at risk of harm and their families. They take account of the full range of work including services provided by social workers, teachers, health visitors, police officers and the third sector. 1.3 Renfrewshire Council was notified on the 8th of April 2024 that our inspection would begin. A report was provided to members of this board on the 23rd of May outlining the methodology and process of the inspection process. 1.4 Within the inspection framework only one quality indicator receives a grade. Quality indicator 2.1, with reference to children at risk of harm, considers the extent to which children and young people: • feel valued, loved, fulfilled and secure • feel listened to, understood and respected • experience sincere human contact and enduring relationships • get the best start in life Item 10 Page 279 of 288
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Page 2 of 10 1.5 The inspection has concluded and Renfrewshire’s Inspection report was published on the Care Inspectorate website on the 22nd of October. The report is extremely positive and the grade of Very Good has been awarded for Quality Indicator 2.1. 1.6 An evaluation of Very Good applies to performance that demonstrates major strengths in supporting positive outcomes for people. There are very few areas for improvement. Those that do exist will have minimal adverse impact on people’s experiences and outcomes. ___________________________________________________________________ 2. Recommendations 2.1 It is recommended that the Education and Children’s Services Policy Board note the publication of the Report of a joint inspection of services for children and young people at risk of harm in Renfrewshire community planning partnership and note the Very Good evaluation for Quality Indicator 2.1. ___________________________________________________________________ 3. Background 3.1 The joint inspection team was led by the Care Inspectorate but included representatives from Healthcare Improvement Scotland (HIS), Education Scotland and His Majesty’s Inspectorate of Constabulary in Scotland (HMICS) and volunteer Young Inspectors. 3.2 The joint inspection process took 22 weeks as outlined below 3.3 Children at risk of harm are defined as children up to the age of 18 years who need urgent support due to being at risk of harm from abuse and/or neglect. This includes children who need urgent support due to being a significant risk to themselves and/or others or are at significant risk in the community. The Care Inspectorate identify young people as children aged 13 to 17 years old. 3.4 Joint inspections aim to provide assurance on the extent to which services, working together, can demonstrate the following. 3.4.1 Children and young people are safer because risks have been identified early and responded to effectively. Page 280 of 288
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Page 3 of 10 3.4.2 Children and young people’s lives improve with high-quality planning and support, ensuring they experience sustained loving and nurturing relationships to keep them safe from further harm. 3.4.3 Children and young people and families are meaningfully and appropriately involved in decisions about their lives. They influence service planning, delivery and improvement. 3.4.4 Collaborative strategic leadership, planning and operational management ensure high standards of service delivery. 3.5 The joint inspection of services for children at risk of harm in the Renfrewshire community planning partnership area commenced on 8 April 2024 and concluded 18 September 2024. It covered the range of partners in the area that have a role in meeting the needs of children and young people at risk of harm and their families and considered the period 8 April 2022 to 8 April 2024. 3.6 During the inspection the inspection team; o listened to the views and experiences of 49 children and young people and 47 parents and carers. This included face to face meetings, telephone or video calls and survey responses. o reviewed practice by reading a sample of records held by a range of services for 60 children and young people at risk of harm. o reviewed a wide range of documents and a position statement provided by the partnership. o carried out a staff survey and received 558 responses from staff working in a range of services. o met with approximately 253 staff who work directly with children, young people and families. o met with members of senior leadership teams, committees and boards that oversee work with children at risk of harm and their families. 3.7 The report (full joint inspection report) was published on the 22nd of October. This is a very positive report which outlines key strengths in partnership working in Renfrewshire. Inspectors saw evidence that partners were effectively identifying and responding to risk. Close partnership working between professionals and across partner agencies was noted to be key to our capacity to identify harm at the earliest stage and to respond in an early and effective manner. 3.8 The inspection team found clear evidence that staff were confident in their ability to recognise and report child abuse, neglect and exploitation. The report highlights key strengths regarding our core processes including our multi-agency initial referral discussion (IRD) process and its effectiveness in identifying risk and harm and making plans to keep children safe. Our IRD process ensured that timescales were adhered to and promoted early and effective interventions when their were concerns for children’s safety and wellbeing. Page 281 of 288
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Page 4 of 10 3.9 A reassuring theme throughout the report was the positive relationships between staff and children and families, and between staff themselves. The inspectors highlighted the impact of our trauma-informed and relationships- based practice across all agencies and services. Inspectors observed nurturing and trusting relationships between staff and children across agencies and heard that children felt safer as a result. The report mentioned the views of one child who advised “staff saw them as a person rather than a problem to be fixed.” The inspectors noted this sentiment was echoed by other young people, who flet staff genuinely wanted the best for them and treated them with respect. 3.10 Our corporate approach to The Promise was recognised for its role in bringing the voice of the child into all aspects of our work and inspectors highlighted the Brothers and Sisters Policy as an example of how care experienced voices had directly led to change. 3.11 Our recently refreshed Getting it Right for every Child approach (GIRFEC), was supporting children in a range of different ways. GIRFEC policy and practice guidance was credited with giving multi-agency partners a shared language and vision for meeting the needs of our children and families. 3.12 Renfrewshire’s long-established advocacy services for children involved in protective processes was noted as a particular strength and they heard from children who said that it made them listened to and involved in their care plans. Children and young people at risk of harm were benefitting from supportive and caring relationships with staff. They were confident that their views were heard, and they felt listened to. Children, young people and their families were benefitting from well-established assessment and planning approaches. The inspectors noted that the partnership had embedded children’s rights in practice. 3.13 Our strategic leadership and governance arrangements were seen to be effective in driving forward improvements and ensuring local needs were identified and responded to in a timely manner. Staff reported that senior leaders were well known, and they felt assured that decisions being taken by leaders were helping them to do their jobs and keep children safe. 3.14 The partnership’s vision, values, and aims were well-understood and embraced by staff across all partner agencies, including the third sector. Leaders were highly visible, communicated regularly, and maintained a clear vision for service delivery and improvement for children and young people at risk of harm. The inspectors found “the intentional investment in relationships provided a collaborative culture where staff, managers and leaders worked positively together across agencies. 3.15 The report recognises the investment in staff through learning and development opportunities. Most staff indicated that participation in multi- agency training and development had improved their confidence in working with children at risk of harm. 3.16 Inspectors highlighted two areas for improvement – the availability of resources for children experiencing mental health problems. While they saw examples of good practice and children being helped to improve their Page 282 of 288
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Page 5 of 10 wellbeing, they observed that such resources were not always readily accessible. However, the inspectors highlighted recent service developments which were showing potential for improving this, namely the new CAMHS/Education liaison officer and the resources available via the REN10 website were highlighted. 3.17 The other suggested area for improvement relates to how we use the data we collate in the partnership. While inspectors noted the plethora of data we gather about our service priorities, they suggested that we need to strengthen how we use this data to identify impact for children and risk of harm. 3.18 The report highlights two good practice examples. The first is the Street Stuff approach which is a statutory and third sector partnership based at St Mirren Football Club. The inspectors found their activity-based support in schools and communities was making a positive difference in the lives of children and young people who were at risk of harm in their communities from gang affiliation, knife crime and other forms of violence and exploitation. Effective co-ordination was undertaken by partners to gather local intelligence and deliver a network of community-based supports. 3.19 The second good practice example is the Unaccompanied Asylum-Seeking Children (UASC) Team, which was established in 2017, and significantly increased the safety and wellbeing of young people at risk of exploitation. The team’s responsive approach fostered trusting and sustained relationships, ensuring all UASC held Looked After Child status, a strategic decision in Renfrewshire to offer substantial opportunities to these young people. The UASC Team adopted a rights-based approach, prioritising the young person’s views from the outset. They remained vigilant about the risk of re-trafficking and were proud that no re-trafficking incidents had occurred, attributing this success to their focused commitment and responsive support. 3.20 Quality indicator 2.1 relates specifically to how children at risk of harm • feel valued, loved, fulfilled and secure • feel listened to, understood and respected • experience sincere human contact and enduring relationships • get the best start in life 3.21 The inspectors found that services in Renfrewshire had significant positive impacts on children and young people’s experiences. They concluded: • Children and young people were being helped to keep safe in their communities. • Children and young people’s experiences of services were transforming as a result of relationship-based approaches. This was underpinned by the partnership’s work to embed the Promise. • Children’s and young people’s rights were respected. Independent advocacy was embedded and children and young people were effectively being heard and included in decisions about their lives. Page 283 of 288
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Page 6 of 10 • Children and young people were safer as a result of the support they received. A range of services were supporting recovery and beginning to improve well-being. • Children and young people’s views were increasingly informing the development and improvement in services. 3.22 The joint inspection team awarded Renfrewshire a grade of Very Good for this quality indicator. This means there are major strengths with very few areas for improvement. ________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning None. 4. Legal Local authorities and all community planning partners have a responsibility to protect children from harm. The inspection is undertaken in line with Section 115 of part 8 of the Public Services Reform (Scotland) Act 2010. 5. Property/Assets None. 6. Information Technology None. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. 8. Health and Safety None Page 284 of 288
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Page 7 of 10 9. Procurement None. 10. Risk There are no specific risks identified in this report. Risk to children are identified and mitigated on a child protection planning basis. 11. Privacy Impact None. 12. Cosla Policy Position None. 13. Climate Risk None. 14. Children’s Rights The inspectors noted that the rights of children and young people were embedded in practice. This report demonstrates compliance with Article 3 (best interest of child), Article 9 (keeping families together), Article 12 (respect for children’s views), Article 19 (protection from violence), Article 22 (refugee children) and 25 (review of a child’s placement) of the United Nations Convention on the Rights of the Child. List of Background Papers ___________________________________________________________________ Author: Michelle McCargo Strategic Manager Children and Justice Social Work Page 285 of 288
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Page 8 of 10 Appendix 1 2. The quality indicators What key outcomes have we achieved? How well do we meet the needs of our stakeholders? How good is our delivery of services for children, young people and families? How good is our operational management? How good is our leadership? 1. Key performance outcomes 2. Impact on children, young people and families 5. Delivery of key processes 6. Policy, service development and legal measures 9. Leadership and direction 1.1 Improvements in the safety, wellbeing and life chances of vulnerable children and young people. 2.1 Impact on children and young people. 2.2 Impact on families. 5.1 Recognition and response to initial concerns. 5.2 Assessing risk and need. 5.3 Care planning, managing risk and effective intervention. 5.4 Involving individual children, young people and families. 6.1 Policies, procedures and legal measures. 6.2 Planning and improving services. 6.3 Participation of children, young people, families and other stakeholders. 6.4 Performance management and quality assurance. 6.5 Securing improvement through self-evaluation 9.1 Vision, values and aims. 9.2 Leadership of strategy and direction. 9.3 Leadership of people and partnerships. 9.4 Leadership of improvement and change. 3. Impact on staff 7. Management and support to staff 3.1 Impact on staff 7.1 Recruitment, deployment and joint working. 7.2 Workforce development and support. 4. Impact on the community 8. Resources and capacity building 4.1 Impact on the community 8.1 Management of resources. 8.2 Commissioning arrangements. 10: What is our capacity for improvement? Global judgement based on an evaluation of the framework of quality indicators Page 286 of 288
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Page 9 of 10 Appendix 2 Care Inspectorate Six-point Evaluation Scale The Care Inspectorate use the following six-point evaluation scale. 6 Excellent - Outstanding or sector leading 5 Very Good - Major strengths 4 Good - Important strengths, with some areas for improvement 3 Adequate - Strengths just outweigh weaknesses 2 Weak - Important weaknesses – priority action required 1 Unsatisfactory - Major weaknesses – urgent remedial action required An evaluation of excellent describes performance which is sector leading and supports experiences and outcomes for people which are of outstandingly high quality. There is a demonstrable track record of innovative, effective practice and/or very high-quality performance across a wide range of its activities and from which others could learn. The Care Inspectorate can be confident that excellent performance is sustainable and that it will be maintained. An evaluation of very good will apply to performance that demonstrates major strengths in supporting positive outcomes for people. There are very few areas for improvement. Those that do exist will have minimal adverse impact on people’s experiences and outcomes. While opportunities are taken to strive for excellence within a culture of continuous improvement, performance evaluated as very good does not require significant adjustment. An evaluation of good applies to performance where there is a number of important strengths that, taken together, clearly outweigh areas for improvement. The strengths will have a significant positive impact on people’s experiences and outcomes. However, improvements are required to maximise wellbeing and ensure that people consistently have experiences and outcomes which are as positive as possible. An evaluation of adequate applies where there are some strengths, but these just outweigh weaknesses. Strengths may still have a positive impact but the likelihood of achieving positive experiences and outcomes for people is reduced significantly because key areas of performance need to improve. Performance that is evaluated as adequate may be tolerable in particular circumstances, such as where a service or partnership is not yet fully established, or in the midst of major transition. However, continued performance at adequate level is not acceptable. Improvements must be made by building on strengths while addressing those elements that are not contributing to positive experiences and outcomes for people. An evaluation of weak will apply to performance in which strengths can be identified but these are outweighed or compromised by significant weaknesses. The weaknesses, either individually or when added together, substantially affect peoples’ experiences or outcomes. Without improvement as a matter of priority, the welfare or safety of people may be compromised, or their critical needs not met. Weak performance requires action in the form of structured and planned improvement by the provider or partnership with a mechanism to demonstrate clearly that sustainable improvements have been made. Page 287 of 288
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Page 10 of 10 An evaluation of unsatisfactory will apply when there are major weaknesses in critical aspects of performance which require immediate remedial action to improve experiences and outcomes for people. It is likely that people’s welfare or safety will be compromised by risks which cannot be tolerated. Those accountable for carrying out the necessary actions for improvement must do so as a matter of urgency, to ensure that people are protected, and their wellbeing improves without delay Page 288 of 288