Agenda Document Pack - Renfrewshire Council Joint Negotiating Committee for Teaching Staff - 31/03/2026
Renfrewshire Council · 31 March 2026
Back to Renfrewshire Council Joint Negotiating Committee for Teaching Staff — 31 March 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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24/03/2026 Notice of Meeting and Agenda Renfrewshire Council Joint Negotiating Committee for Teaching Staff Date Time Venue Tuesday, 31 March 2026 14:00 Corporate Meeting Room 2, Renfrewshire House, Membership Representing Renfrewshire Council Management Councillor E Rodden; Councillor J Paterson; G McLaughlin, Head of Education and Joint Secretary; E Henry, Head of Education; K Henry, Head Teacher, St Andrews Academy; D Rigmand, Head Teacher, Wallace Primary School; N Fitzimmons, Education Manager - Acting (Substitute for A Hall); Y Ward, Education Manager, (all Education and Childrens' Services); and K Clark, Strategic Lead Partner (People); S Fanning, Strategic Lead Partner (Health & Safety) (both Finance and Resources). Representing Renfrewshire Council Teaching Staff M Russell (Joint Secretary), D Tollan, T Millar, Y Murray, C Niven, J Aitken, M McGlynn (all EIS);R Kane(SSTA); S Jakoby (NASUWT) and A Bamford (EIS - Adviser to Teachers' Side). MARK CONAGHAN Head of Corporate Governance Page 1 of 39
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24/03/2026 Further Information 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 Page 2 of 39
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24/03/2026 Items of business Chairperson Consider the appointment of a chairperson for this meeting. 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 Minute of Previous Meeting Minute of meeting held on 3 February 2026. 4 - 10 2 Matters Arising Matters arising from the Minute of the previous meeting held on 3 February 2026. 3 Action Log Action Log for discussion. 11 - 14 4 Staffing Update Report by Joint Secretary (Management Side). 15 - 16 5 Inclusion Portfolio Progress Report by Joint Secretary (Management Side). 17 - 30 6 Learning Estate Update Presentation by Joint Secretary (Management Side). 7 Practical Subjects: NQ Assessments and class contact time (SNCT 3.7) Report by Joint Secretary (Teachers' Side). 31 - 32 8 Internet Issues Report by Joint Secretary (Teachers' Side). 33 - 33 9 Social Media Abuse Report by Joint Secretary (Teachers' Side). 34 - 34 Page 3 of 39
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24/03/2026 10 Learning Rep’ and Equality Rep’: Policy on Time off to Undertake Duties Report by Joint Secretary (Teachers' Side). 35 - 36 11 Maternity Rights- Pay and Teachers’ Terms and Conditions Report by Joint Secretary (Teachers' Side). 37 - 37 12 Resolution of SNCT Workload Dispute Report by Joint Secretary (Teachers' Side). 38 - 38 13 Date of Next Meeting Members are asked to note that the next meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff is scheduled to be held at 2.00 pm on 9 June 2026. Page 4 of 39
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Minute of Meeting Renfrewshire Council Joint Negotiating Committee for Teaching Staff Date Time Venue Tuesday, 03 February 2026 14:00 Corporate Meeting Room 2, Renfrewshire House, Present Representing Renfrewshire Council Management Councillor Rodden (Joint Chair); G McLaughlin, Head of Education (Strategy & Improvement) and Joint Secretary (Management Side), E Henry, Head of Education, Y Ward, Education Manager, N Fitzsimmons, Education Manager - Acting (substitute for A Hall) (all Education & Children’s Services); and K Clark, Strategic Lead Partner (People) and S Fanning, Strategic Lead Partner (Health & Safety) (both Finance and Resources). Representing Renfrewshire Council Teaching Staff M Russell, Joint Secretary (Teachers’ Side), D Tollan (Joint Chair), Y Murray, and J Aitken (all EIS); R Kane (SSTA); S Jakoby (NASUWT); and A Bamford (EIS - Adviser to Teachers' Side). In Attendance J Barron, Committee Services Officer and K O’Neill, Democratic Services Officer (both Finance & Resources). Apologies Councillor Paterson; A Hall, Education Manager; K Henry, Head Teacher, St Andrews Academy, D Rigmand, Head Teacher, Wallace Primary School, T Millar, C Niven and M McGlynn (all EIS). Item 1 Page 5 of 39
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Declarations of Interest and Transparency Statements There were no declarations of interest or transparency statements intimated prior to the commencement of the meeting. Chairperson In accordance with the terms of the local recognition and procedure agreement, which stated that the Chair of the Committee should alternate between the two sides comprising the Renfrewshire Council Joint Negotiating Committee for Teaching Staff, it was agreed that Councillor Rodden would chair this meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff (JNC). DECIDED: That Councillor Rodden chair this meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff (JNC). Additional Item The Chair intimated that there was an additional item which had not been included in the notice calling the meeting in relation to ICT systems in Schools. The Chair being of the opinion that the item, which is dealt with at item 17 of this Minute, was urgent authorised its consideration. 1 Minute of Previous Meeting There was submitted the Minute of the meeting of this Committee held on 2 September 2025. DECIDED: That the Minute be approved. 2 Matters Arising In relation to item 5 - Session 2025-26 Staffing Update – the Teachers’ side expressed concern that the deadline had now expired for the provision of this information due to the cancellation of the last JNC meeting, scheduled to be held in November 2025. It was agreed that Education & Children’s Services would provide updated figures. In relation to item 7 - Violence and Aggression Update – it was noted that figures relative to violent incidents in education establishments, specifically for teachers, would be distributed to members of the JNC. DECIDED: That the updates and clarification provided on the matters raised be noted. 3 Action Log There was submitted the action log, updated following each meeting of the Committee. JNC11 had been added to this. It was requested that Violence and Aggression be included as a standard item of the Action Log from August 2026. In relation to Standard Page 6 of 39
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Circulars, migration to a new platform was underway and a solution was still required. This was being progressed urgently and information would be shared as soon as possible. DECIDED: (a) That the updated action log be noted; (b) That Violence and Aggression be added to the action log as a standard item from August 2026; and (c) That the access to Standard Circulars information be uploaded to allow access as soon as possible. 4 Education Standards & Quality Report September 2025 Education Improvement Plan 2025/26 There was submitted a report by the Joint Secretary (Management Side) relative to the Education Standards & Quality Report September 2025 and the Education Improvement Plan 2025/26 which had been developed via a collaborative and consultative process with stakeholders. The report outlined six key priority areas. DECIDED: That the content of the Education Standards & Quality Report (September) 2025 and the Education Improvement Plan 2025/26 be noted. 5 JS-25-84 SNCT Agreement on Changes to the Job Sizing Toolkit There was submitted a report by the Joint Secretary (Management Side) relative to the JS-25-84 SNCT Agreement on Changes to the Job Sizing Toolkit which outlined changes to the national Job Sizing Toolkit incorporated into the SNCT Handbook following national training in November 2025. Local Authorities and Local Negotiating Committees were required to ensure readiness for implementation by 1 February 2026. The Head of Education advised that the timescales for this had been extended to ensure readiness for implementation by 1 April 2026. DECIDED: (a) That the content of SNCT Agreement JS-25-84 be noted; (b) That the proposal of a local actions protocol be drafted and trialled for consideration at a future meeting of the JNC; and (c) That it be agreed to instruct HR and Education officers to coordinate preparations for implementation of the changes to the national Job Sizing Toolkit incorporated into the SNCT Handbook in April 2026. 6 Compulsory Transfer Procedures (Promoted Teachers) Interim Version There was submitted a report by the Joint Secretary (Management Side) relative to a summary of interim Compulsory Transfer Procedures for Promoted Teachers to manage staffing implications which had arisen from a surplus of promoted staff based Page 7 of 39
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on falling school rolls in a fair, transparent and legally compliant manner. The full interim policy was appended to the report at Appendix 1. DECIDED: (a) That the rationale and necessity for the interim policy on Compulsory Transfer of Promoted Teachers be noted; (b) That the interim procedures be endorsed as a proportionate, legally compliant and equitable approach to managing surplus promoted staff arising from falling rolls; (c) That the implementation timeline, including early notification to affected staff, be supported; (d) That ongoing joint monitoring of the policy’s impact during the 2025-2026 and 2026- 2027 staffing cycles be recommended; and (e) That it be agreed that a full review of promoted post structures may be required following analysis of longer-term demographic trends. 7 Updated Professional Review and Development and Professional Update Guidance There was submitted a report by the Head of Education relative to Renfrewshire’s Professional Review and Development and Professional Update (PRD & PU) Guidance which set out expectations within the current national context. The guidance, which replaced the previous November 2021 version, outlined the key features of effective PRD and PU and roles and responsibilities. DECIDED: That the revised guidance be approved. 8 Update to PVG Guidance for Schools There was submitted a report by the Joint Secretary (Management Side) relative to changes made by Disclosure Scotland to its PVG Scheme which came into effect in April 2025. The report outlined the key information for establishments as reference/guidance. DECIDED: That the contents of the report be noted. 9 Renfrewshire Council / Teacher Booker Supply Booking System Practice Updates: Multiple Jobs in Same School & Use of ‘Dates to be Determined’ Option There was submitted a report by the Joint Secretary (Management Side) relative to an overview of the agreed practice update relating to payment arrangements for supply teachers working multiple jobs in the same school, as appended to the report at Appendix 1, and an update relating to the appropriate use of the ‘dates to be determined’ option within Teacher Booker (TB), appendix 2; both updates had been developed following consultation with Teachers’ Unions and a review of the system use across the school estate. Page 8 of 39
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DECIDED: (a) That the practice update on uplift application for supply teachers working multiple jobs in the same school be noted; (b) That the practice update regarding the use of the ‘dates to be determined’ option be noted; (c) That the implementation of both updates from 6 January 2026 be endorsed; (d) That Option 1 as the preferred method for uplift processing due to audit and management information benefits be supported (e) That continued engagement with Teacher Booker in relation to system development requests be supported; and (f) That it be agreed that further monitoring updates be submitted to future meetings of the JNC as system enhancements progress. 10 Learning Estate Update The Joint Secretary (Management Side) delivered a presentation relative to an update on the Learning Estate. DECIDED: That the presentation be noted. 11 Local Authority and Pre-Inspection Reviews There was submitted a report by the Joint Secretary (Teachers’ Side) relative to feedback received from Renfrewshire teachers which highlighted concerns regarding the increased workload which pre-inspection reviews created. The EIS National Executive had responded recently to the HMIE consultation document ‘School Inspections are Changing.’ The response highlighted that school and local authority inspection rehearsals remained significant drivers of excessive workload and stress. DECIDED: (a) That it be noted that workload was a safeguarding and wellbeing issue and that the additional burden which arose from inspection reviews could lead to burnout and sickness absence; (b) That it be noted that reviews impacted on deadlines already agreed through the Working Time Agreement and on agreed teacher planning time with consequent implications for ongoing teaching and learning; and (c) That there be dialogue between the Management and Teachers’ Side to address the workload concerns of Renfrewshire teachers when considering evidence and data gathering prior to pre-inspection reviews. 12 Advertisements: Ensuring Opportunities for Flexible Route NQTs There was submitted a report by the Joint Secretary (Teachers’ Side) relative to the pathways used to achieve full registration and entry to a teaching career - the Teacher Page 9 of 39
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Induction Scheme (TIS) and the Flexible Route (FR). The report further advised that the method of advertising vacant posts had an impact on the diversity of applicants. DECIDED: (a) That whenever adverts are posted for supply teachers that they are inclusive of Flexible Route probationers and adverts for supply staff should explicitly state that ‘suitably qualified’, including Flexible Route applicants - rather than ‘fully qualified’ applicants - are eligible for supply work in Renfrewshire. (b) That Renfrewshire Council reconsiders its practice of disallowing probationers whom it recommended should convert to FR, the opportunity to undertake supply work in Renfrewshire, rather than closing off the opportunity and imposing the need for them to seek employment in other Local Authorities; and (c) That a meeting with Senior Officers (Education & Children’s Services) and trade union representatives be scheduled to discuss this further. 13 Fair Distribution and Rotation of NCCT There was submitted a report by the Joint Secretary (Teachers’ Side) relative to teachers’ non-class contact time (NCCT) and the impact this had on teachers who had responsibility for covering this across the school or when covering this long term. DECIDED: (a) That it be noted that positive discussions had taken place with the Joint Secretaries and the Teachers’ side had been informed that the matter had been highlighted with head teachers; (b) That it be noted that the Teachers’ side was keen that when setting classes head teachers consult with staff to ensure that all staff were allocated the NCCT role on an equitable, rotational basis. This would ensure that all staff developed a broad skill set which would alleviate any perceived unfairness, anxiety and dissatisfaction that had been expressed by some who were permanently allocated the NCCT role; and (c) That it be noted that ideally a primary teacher should spend no longer than two consecutive years in the NCCT role, unless they specifically request that role. 14 Absence Cover- Application of JNC 11 There was submitted a report by the Joint Secretary (Teachers’ Side) relative to absence cover agreements outlined in JNC11 which had been updated and revised on several occasions through the JNC. The matter of absence cover was a workload issue for teachers in schools who were regularly allocated additional duties to cover for absent colleagues. The meeting of the JNC on 21 March 2023 had previously highlighted the Teachers’ Side concerns about supply staff availability and first proposed the introduction of the Booker system to ease some of the pressures. Whilst internal cover was manageable in the short term it became less so, long term, if supply cover was not provided. DECIDED: Page 10 of 39
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(a) That current practices in schools are investigated in relation to JNC11 and feedback on this be provided to a future meeting of the JNC; and (b) That schools be reminded of the agreement and the expectation that agreed absence cover arrangements be adhered to. 15 Update to JNC 16 Special Leave Policy There was submitted a report by the Joint Secretary (Teachers’ Side) relative to the Neonatal Care (Leave and Pay) Act 2023. Renfrewshire Council had already reached agreement with Local Government Employees to update leave policies in respect of the Act. The Teachers’ Side sought similarly to have the entitlement incorporated into their special leave policy, JNC 16, to help support teachers, quality improvement officers, educational psychologists and music instructors and there would also be implications for JNC 11 which stipulated that cover was required from the first day of notifiable, foreseen long-term absences. DECIDED: (a) That JNC 16 and JNC 11 be updated to include the entitlements afforded by the Act and that external cover be provided on day one of any such absence; and (b) That all staff be advised, as part of a staff bulletin, of this positive change and of the new day-one entitlement. 16 Date of Next Meeting DECIDED: That it be noted that the next meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff would be held at 2.00 pm on 31 March 2026. 17 ICT in Schools The Teachers’ Side expressed concern that repeated issues with internet speeds and ICT systems in schools could have a negative impact with exams approaching. DECIDED: That all ICT issues within the school estate be logged on the ICT self-service portal. Page 11 of 39
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OFFICIAL Joint Negotiating Committee for Teachers – Action Log ITEM 3 Date of JNC Meeting Report Action to be taken Officer responsible Due date Status (To be actioned and agreed by the two Joint Secretaries at the Pre JNC meeting and updated for inclusion at the next JNC meeting) c/ff 11 June 2024 Item Standard Circular access Investigate how Standard Circulars can be accessed by Joint Secretaries PMcD As soon as possible ongoing c/ff 3 September 2024 Item Absence Management / Supporting Attendance (Teachers) Policy Updating of the policy on Absence Management/ Supporting Attendance 13 2 26 – N.Fitszimmons/ E.Chisholm met, EC contacted S Fanning, awaiting info re work of LS/AH AH/LS (in the first instance) 11 November 2025 ongoing c/ff 25 March 2025 Item Violence and Aggression incident data That violence and aggression incident data be provided to the JNC at every second meeting. SF 02 September 2025 Currently working on the Q3 stats, SF will share when ready. SF will tie in with EH around the CS figures. 3 February 2026 Item 5 - JS-25-84 SNCT Agreement on Changes to the Job Sizing Toolkit That it be agreed to instruct HR and Education officers to coordinate preparations for implementation of the changes to the national Job Sizing Toolkit incorporated into the SNCT Handbook in April 2026. N Fitzsimmons/ A Hall/ K Clark April 2026 (or on receipt of finalised national guidance documentation) Existing policy updated to include changes to the guidance as per instructed by SNCT JS/25/84, we now have 12 Job Sizers retrained, (Mgt side 7/13 retrained, Teacher side 5/7 retrained) Item 3 Page 12 of 39
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OFFICIAL 3 February 2026 Item 5 - JS-25-84 SNCT Agreement on Changes to the Job Sizing Toolkit The proposal of a local actions protocol be drafted and trialled for consideration at a future meeting of the JNC N Fitzsimmons/ A Hall/ M Russell (TU) March 2026 This work has begun, NF working on 1st redraft of policy to include clear protocol and timescales for sizers, next step to share 1st draft with Kenneth McNamara who has offered feedback then with TU and Job Sizers for discussion and redrafting 3 February 2026 Item 9 – Teacher Booker That it be agreed that engagement be continued with Teacher Booker in relation to system development requests; and That it be agreed that further monitoring updates be submitted to future meetings of the JNC as system enhancements progress S Easton SE has worked with TB re further updates which have been reviewed by A Bamford, SE now finalising updates to be brought when ready 3 February 2026 Item 11 - Local Authority and Pre- Inspection Reviews That there be dialogue between the Management and Teachers’ Side to address the workload concerns of Renfrewshire teachers when considering evidence and data gathering prior to pre-inspection reviews. 3 February 2026 Item 12 - Advertisements: Ensuring Opportunities for Flexible Route NQTs That Renfrewshire Council reconsider its practice of disallowing probationers whom it recommended should convert to FR, the opportunity to undertake supply work in Renfrewshire, rather than closing off the opportunity and imposing the K. Clark or Rep, M. Russell, J.Colquhoun, Y.Murray, N. Fitzsimmons 18 2 26 Mtg to discuss took place Page 13 of 39
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OFFICIAL need for them to seek employment in other Local Authorities; and That a meeting with Senior Officers (Education & Children’s Services) and trade union representatives be scheduled to discuss this further. 3 February 2026 Item 14 - Absence Cover – Application of JNC 11 That current practices in schools, in terms of JNC11, be investigated and feedback on this be provided to a future meeting of the JNC; and That schools be reminded of the agreement outlined in JNC11 and that the expectation that agreed absence cover arrangements be adhered to. LS/AH 3 February 2026 Item 15 - Update to JNC 16 Special Leave Policy That JNC 16 and JNC 11 be updated to include the entitlements afforded by the Act and that external cover be provided on day one of any such absence; and That all staff be advised, as part of a staff bulletin, of this positive change and of the new day one entitlement. K Clark KC has updated JNC 16 to include the entitlements afforded by the Act – request to be ratified by JNC Page 14 of 39
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OFFICIAL 3 February 2026 Item 17 – ICT in schools That all ICT issues within the school estate be logged on the ICT self-service portal. P McDowall URGENT Ongoing 24/03/2026 Page 15 of 39
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Joint Negotiating Committee On: Tuesday 31 March 2026 Report by: Joint Secretary (Management Side) Staffing Update 1. Summary 1.1. In line with agreed practice, herewith an update on the current position in relation to the staffing exercise for session 2026-27 and other current staffing related matters. 2. Background 2.1. The annual staffing exercise for session 2026-27 is now underway. This includes collation and submission of our newly qualified teacher (NQT) bid for August 2026. 2.2. Likewise, consideration of the most recently received applications for permanency, based on prior temporary requisite service and head teacher reports, under the JNC20 Policy: Scheme for the Appointment of Temporary Teachers to Permanent Posts, is taking place. 2.3. Additionally, processes continue in taking forward the review of Primary School Management capacity to institute and restore equity and fairness across the Primary estate in line with Revised Standard Circular 66: Structure of Promoted Posts in Primary Schools. The essential need for effective and timely communication to all concerned in relation to this sensitive process – that is, professional representatives, head teachers and promoted staff members impacted – is clearly understood and typifies proposed implementation processes. Processing will be in line with the recently updated and ratified document: Compulsory Transfer Procedures (Promoted Teachers) Interim Version. This includes direct engagement on an individual basis with those identified as liable to transfer. 2.4. NQTs: local authority bids to Scottish Government had a deadline date for submission of Friday 13 March 2026. In the case of both the primary and secondary sector Renfrewshire Council met our commitment and surpassed our minimum number that we are required to offer to accommodate. The primary bid was in line with that of previous sessions, while the secondary bid was fractionally down; this may well be due to secondary head teachers being disappointed in recent sessions in not being able to secure and be allocated the required NQTs in certain subject disciplines. Item 4 Page 16 of 39
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2.5. JNC20 applicants: In respect of the secondary sector, given the need to take account of and accommodate JNC20 entitled subject teachers prior to wider advert, and the consequent implication for securing suitable candidacy and timely appointments for August 2026, HR has undertaken processing of service level checks for secondary applications in the first instance. 2.6. Secondary applicants with entitlement to be placed for next session - number approx. 23 (head count) NB service levels are being checked for a small number. 2.7. As there is more than one secondary JNC20 applicant in certain subjects, in line with the JNC20 Policy ring fenced interviews will be required in a number of secondary subject disciplines. 2.8. For Primary we await confirmation of requisite service for primary applicants from November 2025, which has a bearing on entitlement to permanency. 2.9. Below is the current position and number of applicants with entitlement to be matched in: - JNC20 applicants with entitlement from sessions 2023 and 2024 – total 31.7fte November 2025 applications (entitlement still to be verified and confirmed -16 (heads) Additionally in the Primary sector we have 35.6 fte permanent supply teachers (appointees from August 2023) to be matched in. 2.10. Primary Management Review: communication of intention at each stage of this process has been shared with the Joint Secretary in advance. 2.11. Management capacity in Primary schools is dependent upon roll figures. In September 2025, the Head of Education and relevant officers, including HR representation, conducted a meeting with head teachers whose schools, based on the Census September 2025 figures, were identified as having management capacity – either a DHT or PT – beyond entitlement. 2.12. Further to that, monitoring of projected roll figures for session 2026-27 continues with a brief meeting (11 March 2026) held with the head teachers where no change to the previous indication of surplus management capacity is anticipated. At this point the intention to hold individual, first contact, engagement meetings with promoted staff members affected, involving Amilia Hall and Glenda Crowe (HR), was outlined. 2.13. Concurrently, oversight is continuing to identify suitable current or emerging promoted post vacancies that may be offered to those declared surplus within their present school. When appropriate and in good time to allow a suitable period of consideration, vacant promoted posts will be offered to those identified as surplus based on service levels. That is, the promoted post holder in each category (DHT or PT), with the longest service will be offered first choice. 3. Recommendation 3.1. Members are asked to note the contents of this report. Page 17 of 39
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Page 1 of 1 Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 31 March 2026 Report by Joint Secretary (Management Side) Inclusion Portfolio Progress 1. Background 1.1. Renfrewshire Council continues to prioritise the creation of an inclusive, nurturing and rights-based educational system for all children and young people. The Inclusion Portfolio represents a substantial area of work that draws together staged intervention, transitions, targeted provision, educational psychology, multi-agency partnerships, and policy development. This report provides a detailed account of progress made throughout 2025– 26, outlining both achievements and future developments to support continuous improvement. 2. Recommendation 2.1 JNC to note the contents of this report. Item 5 Page 18 of 39
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Page 1 of 13 To: Education and Children’s Services Policy Board On: 12 March 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Inclusion Portfolio Progress ___________________________________________________________________ 1. Introduction 1.1. Renfrewshire Council continues to prioritise the creation of an inclusive, nurturing and rights-based educational system for all children and young people. The Inclusion Portfolio represents a substantial area of work that draws together staged intervention, transitions, targeted provision, educational psychology, multi-agency partnerships, and policy development. This report provides a detailed account of progress made throughout 2025– 26, outlining both achievements and future developments to support continuous improvement. ___________________________________________________________________ 2. Staged Intervention 2.1. The Staged Intervention Framework is now well embedded across the authority, with schools demonstrating increased consistency in assessment, planning and review. Locality Education Officers undertake regular quality assurance of Child’s Plans, Multi-Agency Plans and Team Around the Child meeting records, enabling clearer alignment between school-level supports and wider local authority processes. Schools are increasingly evidencing precise identification of need, targeted interventions, and appropriate timescales for monitoring progress. This has strengthened confidence that children are receiving support at the right time and ensures that decisions made through the Education Support Review Group (ESRG) panel are informed by high-quality documentation. 2.2. In order to ensure continued progress and ensure Renfrewshire is as efficient as possible we are currently trialling the use of Trellis, an artificial intelligence tool designed to streamline planning processes. Early feedback indicates that staff find the system beneficial, reporting reduced administrative burden and improved efficiency in managing staged intervention documentation. Page 19 of 39
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Page 2 of 13 ___________________________________________________________________ 3. Working with Parents and Carers 3.1. Effective engagement with parents and carers remains central to Renfrewshire’s inclusive ethos. To support families in understanding staged intervention processes, a comprehensive Frequently Asked Questions guide is being developed. This resource aims to strengthen transparency around decision-making, clarify the role of different professionals, and ensure families feel informed and supported. 3.2. The Parent Ambassador Group continues to provide valuable insight into how communication with families can be strengthened. Their contributions have informed improvements to public-facing materials and shaped the development of more accessible documentation. An audit of website content is also underway to ensure online information is accurate, clearly presented, and aligned with updated policy and practice. ___________________________________________________________________ 4. Transitions 4.1. Transitions represent a critical phase for children with additional needs, and work continues to refine processes across Early Years, Primary and Secondary sectors for our children and young people with ASN. Early Years to Primary 1 (EY–P1) 4.2. The EY–P1 ESRG process is now highly established and supported by rigorous quality assurance conducted by Education Officers. Documentation submitted by Early Learning and Childcare Centres shows significant improvement, with only a very small number of cases requiring additional follow-up. Communication between settings, families and partner agencies continues to be strong. 4.3. Next session, settings with new managers will receive strengthened support to ensure consistency in planning and transition approaches. Monitoring of children recommended for deferral, those placed in mainstream with enhanced support packages, and those attending joint placements with Flexible Learning Resources (FLR) will be prioritised to evaluate sustainability and long-term outcomes. Primary 7 Transitions 4.4. Education Officers have begun engaging with schools from Primary 5 onwards for children with additional needs. This earlier involvement has reduced anxiety for families, improved cross-sector collaboration, and enabled more proactive planning. A new P7 transition matrix has been drafted to further enhance transparency and consistency and will be finalised following review. ___________________________________________________________________ 5. Flexible Learning Resource (FLR) – Strategic Development 5.1. The FLR Working Party continues to lead a comprehensive review of Renfrewshire’s FLR model. Drawing on inspection findings, professional Page 20 of 39
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Page 3 of 13 collaboration exercises, and emerging data analysis, the group is developing a clearer vision for FLR provision across the authority. This includes reviewing strengths and areas for development within current practice, clarifying roles and processes, and creating stronger mechanisms for evaluating outcomes and measuring impact. 5.2. The role of the Virtual Head Teacher will be central to driving consistency, coordinating provision, and ensuring equity of access for children across all FLRs. 5.3. The Virtual Head role has been providing strategic support across several key areas: • Flexible Learning Resource (FLR): Bringing together FLR provision to ensure flexibility in meeting the needs of learners. This approach is needs-led ensuring equity of access. • Consistency of Practice: Strengthening consistency in paperwork, support processes, approaches and culture across all FLR settings. • Data-Informed Decision Making: Developing a comprehensive dashboard to support analysis, planning and continuous improvement, alongside a review of the workforce. • Training and Workforce Development: Delivering leadership training, staff training and professional networking opportunities to upskill colleagues in response to the increasingly complex needs of children and young people. • Care Experienced Children and Young People: Ensuring meeting the needs of our Care Experienced learners remains a key priority across all aspects of the role. • Skills Academy Development: Leading the development of a Skills Academy to enhance pathways and support bespoke learning options for our young people. • Centralised Alternative to Exclusion Support: Overseeing a pilot of a centralised service designed to offer alternatives to exclusion. • Improving Attendance: Supporting targeted work to improve attendance for children and young people who are persistently absent or non-attenders. Coaching, Modelling and Outreach 5.4. Following extensive consultation, both working groups have concluded that coaching and modelling should be positioned as a Stage 2 intervention. This ensures early, timely support without placing unsustainable pressure on FLR staffing. Outreach activities will continue to be delivered as a Stage 3 intervention for more complex cases. Feedback from secondary settings indicates that coaching and modelling is more complex to implement due to the number of staff involved with each pupil. As a result, an ASN-Locality Inclusion Support Network (LISN) style model is being explored to support sustained multi-disciplinary dialogue, consultation requests and structured follow-up. ___________________________________________________________________ Page 21 of 39
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Page 4 of 13 6. Child-Centred Risk Assessment (CBRA) 6.1. Following recent training in Managing and Recording Violence and Aggression the Children’s Services Health and Safety Group therefore commissioned a review of the Child-Centred Risk Assessment (CBRA) approach. 6.2. Revisions have been drafted to improve usability, promote greater consistency across settings and strengthen clarity around risk evaluation. Collaboration with digital colleagues is underway to explore a digital and visual version of the tool, which will support easier adoption by staff. Once initial testing is complete, the revised CBRA will be presented to the Health and Safety Group for formal approval. ___________________________________________________________________ 7. Renfrewshire Educational Psychology Service (REPS) 7.1. The Educational Psychology Service has delivered an extensive and high- quality programme of professional learning, consultation and strategic support across Early Years, Primary, Secondary and ASN sectors. Training has covered areas including Non-Violent Resistance, literacy difficulties, neurodiversity, nurture, FLR language and communication, EBSA, de- escalation, cultural competency and targeted support programmes across the authority. 7.2. REPS continues to provide leadership at both local and national levels, contributing to national networks, conferences and academic publications. Their role in developing EBSA guidance, updating Standard Circular 5, and supporting nurture and relational practice remains central to Renfrewshire’s inclusive strategy. 7.3. See Appendix 1 for a full overview. ___________________________________________________________________ 8. Early Language and Communication & Joint Speech and Language Therapy (SLT) Working 8.1. A key priority for Renfrewshire is improving the speech, language and communication environment across Early Years settings. A multi-agency group has been established, involving Educational Psychology, Early Years Education, Speech and Language Therapy, Health Visiting and Health Improvement. This collaborative approach aims to strengthen early identification, improve universal and targeted provision, and build staff capacity across sectors. 8.2. A pilot programme will begin in Glenburn and Foxbar Early Learning and Childcare Centres, providing workforce training, improved information sharing through use of Ages and Stages Questionnaire data, and enhanced community led support. Findings will inform a full authority roll out. 8.3. Joint work between REPS and SLT continues to strengthen workforce development, reduce duplication, support neurodiverse learners and improve consistency in assessment and planning across sectors. Page 22 of 39
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Page 5 of 13 ___________________________________________________________________ 9. Education Officer (CAMHS/Neurodevelopmental) 9.1. Demand for CAMHS and neurodevelopmental services continues to rise. Approximately 2,200 young people are currently open to services, representing 8.8% of the school roll. Since August 2025, the Education Officer received 418 new referrals, with projections indicating referrals could reach 2,000 by June 2026. 9.2. A pilot approach to neurodevelopmental assessment was delivered between October 2024 and June 2025, prioritising school-based assessments and transition-focused casework. Feedback from families, schools and young people was extremely positive. As a result, school-based assessment and feedback processes will continue. 9.3. See appendix 2 for a full overview. ___________________________________________________________________ 10. Health and Wellbeing 10.1. So far this session, The Exchange Counselling Service have supported 772 children and young people across primary and secondary sectors. The data collated from referral themes and needs that emerge nationally are used to inform both curricular and professional learning needs across education establishments. 10.2. From March to December 2025, we will be piloting a new addition to our counselling service. The focus of this will be working with primary aged children who have been referred to CAMHS for a neurodevelopmental assessment but require additional support and strategies to help manage dysregulation in school and at home. This pilot means that we should be able to take 50 referrals and offer 400 therapeutic sessions. 10.3. Our training offer includes child exploitation online and internet safety, gender- based violence and early intervention, self-harm training and suicide prevention training. Underpinning all of this work is Renfrewshire’s Approaches to Cognitive Behaviour Therapy, a unique professional learning course designed to give staff across our education establishments the confidence and skills to support conversations with pupils, parents/carers and staff around wellbeing. Our training offer is coordinated and delivered by the Health and Wellbeing Development Officer who has established training teams across Children’s Services, Youth Services, OneRen, Educational Psychology, Health and 3rd sector organisations. ___________________________________________________________________ 11. Policy Review and Development 11.1. A significant programme of policy development has taken place during 2025– 26. Standard Circular 5, Attendance in Educational Establishments, has undergone a full revision with all Head Teachers. The Home Education policy has been updated and is aligned with national guidance. The Anti-Bullying policy is being reviewed in collaboration with Educational Psychology to ensure strong alignment with nurturing approaches and Respect Me Page 23 of 39
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Page 6 of 13 guidance. Draft Flexi-Schooling guidance has been prepared and will undergo consultation. The ASN Transitions Policy has been updated alongside the Parent Ambassador Group, including a new parent-friendly version. ___________________________________________________________________ Implications of this report 1. Financial Financial implications will be considered and planned for in line with ASL budget 2. HR and Organisational Development We will liaise fully with HR in relation to staffing 3. Community/Council Planning • Our Renfrewshire is thriving – looking at inclusion in this way provides schools and Children’s Services with a robust way to evaluate the quality of ASN provision. • Tackling inequality, ensuring opportunities for all – ASN data and intelligence is analysed fully to ensure that we are working towards equity and excellence. 4. Legal No implications. ASL legislation will be fully considered as appropriate 5. Property/Assets No implications. 6. Information Technology No implications 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report because for example it is for noting only. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety No implications 9. Procurement No implications 10. Risk No implications 11. Privacy Impact No implications Page 24 of 39
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Page 7 of 13 12. Climate Risk No implications 13. Children’s Rights Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. 14. Cosla Policy Position No implications List of Background Papers Getting it right for every child (GIRFEC) The Promise Scotland United Nations Convention on the Rights of the Child Support for Learning: All our Children and all their Potential ___________________________________________________________________ Children’s Services EH/KO/JO’N 17/02/2026 Author: Emma Henry, Head of Education emma.henry@renfrewshire.gov.uk Page 25 of 39
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Page 8 of 13 Appendix 1 Renfrewshire Educational Psychology Service – training, development work and support delivered to Renfrewshire’s establishments between January 2025 and December 2025 Training Attendees NVR Whole establishment Part 1 – Primary 45 NVR Whole establishment Part 1 – ELCC 15 NVR Whole establishment Part 1 – High School 145 NVR Whole establishment Part 2 – High School 85 NVR refreshers (parts 1 and 2) – Primary 181 NVR Whole establishment Part 2 – Primary 25 NVR Parent Groups – Primary 66 NVR ASNA Training 30 NVR Coaching Sessions – Primary 60 NVR Level 1 Training 53 NVR Level 2 Training 12 NVR Level 2 Practitioner Enquiry Coaching 8 NVR Supervision for Level 3 staff 6 NVR Level 3 training 5 NVR Coaching & Training for EPs 10 Solution Oriented Training – across all sectors 10 Neurodiversity input – High School 50 Literacy Difficulties Coaching – Primary 29 Literacy Difficulties Coaching – High School 8 RICE Support & Development groups – ELCC 20 FLR Training on Language and Communication – Primary & High 30 ASNA Language & Communication Training 51 Anti-Racism Awareness – Primary 68 Neurodiversity – ELCC 15 The Adolescent Brain and Neurodiversity – High School 60 Compassionate and Connected Classroom Resource – Primary 41 Attendance and EBSA whole school – Primary 19 EBSA/Anxiety Parent Group 4 EBSA Support & Development Groups 12 EBSA Training – Family Wellbeing 20 Introduction to Cultural Competency Tool – Primary 14 KidSkills Intervention – ELCC 15 Renfrewshire Nurturing Relationships Approach (RNRA) Accreditation Numbers: 2025 5 Gold Schools 5 Amethyst 10 Ruby 4 Jade RNRA Training & RNRA Core Group Support No. of Groups Core Group Early Years 15 Primary School 33 High School 4 ASL 1 Page 26 of 39
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Page 9 of 13 Training Attendees Nurture Principle – Primary 370 Nurture Principle – High School 50 Nurture Principle – ELCC 145 RNRA core training mop up – across all sectors 43 RNRA Leadership Training – all sectors 25 All Behaviour is Communication Session for Parents 15 RNRA in May 2025 RNRA in May took place across May 2025, organised by REPS but hosted by 15 establishments across the Early Years, Primary and Secondary sectors. These establishments volunteered to share good practice in relation to RNRA with colleagues. Over 80 people visited across the 15 open doors events and feedback was overwhelmingly positive. Locality Support Network (LSN) This is a well-established platform that enables practitioners to discuss individual children and young people in their localities alongside colleagues from neighbouring schools, Educational Psychology and specialist support services. This can include discussions regarding interventions to support with attendance as well as training: Venturing into play 6 Complex Milestones 7 Language and Communication 8 De-escalation 7 Seasons for Growth Awareness 8 Nurturing Me 9 START Assessment 8 SCERTS Assessment 7 Seasons Parent Programme for Loss & Bereavement 9 De-escalation strategies to support dysregulated behaviours 7 Inclusion Training & Support Smart Targets – Primary 25 Circle of Friends – Primary 15 Local Literacy Coaching - Primary 12 Leuven Training - Primary 15 CIRCLE input – ELCC/Primary 57 P1 Autism & Inclusive Practice 26 Zones of Regulation – Primary 10 Seasons Parent Programme for Kinship Carers – ELCC & Primary 16 Seasons Parent Programme – Awareness Raising 14 Loss & Bereavement Training – ASNAs 30 Loss & Bereavement Training – Primary 11 Responsive Communication (intensive interaction & Learning Tracks) 15 Workshops around target setting and evaluation 30 Sensory Processing & Sensory Circuits – ELCC 17 SCERTS Training – Primary 4 Let’s Not Just See How it Goes – Autism Professional Learning 40 FLR Training – Speech & Language Training 25 Solution Oriented Training – ASL 10 Neurodiversity Sessions – Fostering and Adoptive Parents 15 Page 27 of 39
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Page 10 of 13 Conversation Café – supporting transition – ELCC Parents 15 VERP Group – 5 sessions – ELCC 6 Supporting Transitions 20 The Service is a key member of the ESRG Development of EBSA Guidance and revision of Standard Circular 5 Conference talks; Academic & Professional Papers & Policies National Action Enquiry Article – The Adaptive Teacher ASPEP Paper: Promoting the Role of the EP ASPEP Paper: Supporting Positive Behaviour & Relationships Renfrewshire Equity Conference – EBSA West Partnership Conference – EBSA Anti-Racism resource blog created to support schools implementing anti-racism approach in their establishment Academic article: Self-reflection as a pathway to cultural competence in Educational Psychology: Developing a reflective practice tool - Rachel Beattie, Ashley Cairns & Jemma Coysh Academic article: Educational Psychologists using Non Violent Resistance as a framework to support schools on their anti-racism journey – Brigitte Short & Rebecca Gibson-Knowles Hosting of a national Anti-Racism Network for Educational Psychologists. National Action Enquiry work – the role of the EP in learning, teaching and pedagogy National Launch of EBSA Toolkit for ASPEP/SDEP EBSA film for Scottish Government Page 28 of 39
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Page 11 of 13 Appendix 2 Education Officer (CAMHS / Neurodevelopmental Pathways) Progress Report This report provides an overview of current activity, demand trends, and key developments within the Education Officer (CAMHS/Neurodevelopmental) role. Referral rates continue to rise, highlighting the need for close collaboration between education, health and social care to ensure timely, coordinated and effective support for children, young people and families across Renfrewshire. Current Context and Demand Overview • Approximately 2,200 Renfrewshire children and young people are currently open to CAMHS and Neurodevelopmental (ND) services. • Between August 2025 and January 2026, the Education Advisor received 418 new referrals. • Since the role commenced in August 2023, a total of 1,517 new referrals have been received — representing 6% of the school roll. Year-on-Year Referral Comparison Analysis of new referrals from August to January across three consecutive years shows: • A consistent upward trajectory in referral numbers • Increased engagement from: o schools o children and young people o parents and carers o wider multi-agency partners o This sustained rise in demand reflects: • growing awareness of neurodevelopmental needs • clearer and more accessible referral pathways • increasing complexity within school communities • earlier identification and intervention across establishments The data continues to demonstrate the essential role of the Education Advisor in supporting the system to respond proportionately and effectively. Summary of Key Functions and Supports Provided The Education Officer (CAMHS/ND) provides a wide range of support across education, health and social work. This includes the following key areas: System and Multi-Agency Coordination • Acts as a single point of contact for information-sharing across education, CAMHS, ND services and child protection (where appropriate). • Provides educational context during Health triage of ND and CAMHS referrals • Liaises with multi-agency partners to ensure accurate signposting and access to the most appropriate pathways. Support to Establishments Page 29 of 39
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Page 12 of 13 • Advice and consultation for Senior Management Teams, class teachers and support staff. • Support with referrals from both schools and social work. • Joint planning and problem-solving around complex or high-risk cases. • Coordination of discharge planning and follow-up support within schools. Support for Families and Children • Advocacy and guidance for children, young people and their parents/carers. • Clarification of processes, expectations and timescales within CAMHS and ND pathways. • Support through key transitions including between sectors and stages. Training and Workforce Development Training delivered across: • Education • CAMHS • Neurodevelopmental Services • Social Work Training content includes: • understanding neurodevelopmental presentations • effective classroom and pastoral support strategies • pathways, processes and referral requirements • promoting inclusive, strength-based practice Pilot Assessment Model (Oct 2024 – June 2025) A pilot assessment model was established with the following features: • ND assessments undertaken in schools wherever possible • Feedback meetings held within the school environment • Targeted prioritisation at key transition points, including: o P4–P7 o S3–S6 This model provided richer contextual information, reduced barriers for families, and strengthened continuity of support across services. Pilot Outcomes Feedback from schools, families and children/young people has been consistently positive, highlighting: • improved contextual understanding within assessments • reduced stress for children and young people • stronger, more collaborative planning between education and health • increased transparency around next steps and supports As a result: • ND assessments will continue to take place in schools wherever practicable • The involvement of the Education Advisor will remain central to the assessment and support process Additional Insights from Data • Referral data confirms a year-on-year increase, demonstrating sustained growth in demand. Page 30 of 39
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Page 13 of 13 • All comparator data shows increasing engagement across schools, families, and young people. • Education continues to represent the highest proportion of referrals. • The ‘Other’ category — including Whole Family Wellbeing, Interrupted Learning and Third Sector referrals shows modest but steady growth. Page 31 of 39
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 31st March 2026 Report by Joint Secretary (Teachers’ Side) Practical Subjects: NQ Assessments and class contact time (SNCT 3.7) 1. Background It has been brought to the attention of teacher trade unions that during the SQA/ Qualifications Scotland practical examination period, Home Economics (HE) teachers are being directed, by some local management, to exceed their maximum class contact hours as stipulated in the SNCT handbook Section 3.7 : https://www.snct.org.uk/wiki/index.php?title=Part_2_Section_3) It appears that in some Renfrewshire secondary schools, HE staff are being directed to conduct National Qualification practical assessments with no consideration being given to calculating the impact of these assessments on the teachers’ hours of class contact. Teachers have thus lost allocated NCCT (sometimes all) and in some cases are being expected to work over break times including interval and lunch to accommodate and prepare for assessments. In addition, it is reported that these practical class teachers, some of whom would ordinarily have had availability to provide a cover period at other times in the week, are still being directed to cover for absent colleagues even though the NQ assessments have taken them beyond their maximum class contact time. Many practical assessments, e.g. for Practical Cookery, require subject teacher supervision. There is also often a need for intensive preparation and clean-up. The way these assessments are currently organised is contributing to teacher workload that is not compliant with SNCT terms and conditions Home Economics teachers and teachers of other practical subjects must not be placed in a position where their statutory class contact time is compromised. 2. Recommendations That clear unequivocal guidance is given to all Renfrewshire head teachers and BSOs or timetablers that it is not acceptable to direct any teacher to work beyond their maximum class contact time. Where Home Economics teachers- and any teachers of other practical subjects with similar arrangements- are required to undertake practical exams outwith Item 7 Page 32 of 39
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their normal class contact allocation, that the time allocated is either paid back or is recognised as class contact for the purposes of school cover. Ensure that all examination arrangements for practical subjects comply with SNCT contractual conditions and, where necessary, additional resources are made available to schools during times of NQ practical assessments. Page 33 of 39
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 31 March 2026 Report by Joint Secretary (Teachers’ Side) Internet Issues 1. Background Over recent months schools have had to contend with desperately slow internet speeds/web pages not loading which has resulted in fragmented learning and teaching. These issues have caused stress for teachers and learners, particularly those involved in national assignment work. At time of writing, it is unclear whether these issues have been resolved. The following response provided to schools is the only update on record at present: “We are aware of issues accessing Internet within schools (such as slow speeds, pages not loading etc). We are working on this as with our suppliers.” 2. Recommendation Management to note the above report. The teachers’ side advises that this situation cannot continue and must be resolved as a matter of urgency. Item 8 Page 34 of 39
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 31 March 2026 Report by Joint Secretary (Teachers’ Side) Social Media Abuse 1. Background Renfrewshire SSTA members recently reported that pupils have been abusing social media by creating fake accounts using the names of teaching staff and generating AI videos of teachers. These actions have caused great distress to teachers as they are often humiliating, offensive, violent and (sometimes) sexual in nature. It has been reported that some members of teaching staff have been absent from work because of the trauma experienced by such events. 2. Recommendation Management to note the above report. The teachers’ side calls on the management side to explore ways of protecting and supporting teachers who are innocent targets of the degrading treatment outlined in this report whilst considering serious consequences for the perpetrators of these harmful acts. The teachers’ side calls on the local authority to work with teacher unions and the Scottish government to develop guidance in this regard. Item 9 Page 35 of 39
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 31st March 2026 Report by Joint Secretary (Teachers’ Side) Learning Rep’ and Equality Rep’: Policy on Time off to Undertake Duties 1. Background The Employment Rights Act, 2025 became law on 18 December 2025. The Act introduces additions and amendments to existing legislation, including the Employment Rights Act 1996. The employment law changes included in the Act are planned to be phased in over 2026 and 2027. The Act makes some changes to workplaces and introduces new rights for employees. One change, in Section 65 of the Act, recognises the role of Equality Reps and the need for paid time off to undertake the duties. There is a requirement that the Equality reps will have undergone appropriate training and the Act outlines the duties of the role as : (a) carrying out activities for the purpose of promoting the value of equality in the workplace; (b) arranging learning or training on matters relating to equality in the workplace; (c) providing information, advice or support to qualifying members of the trade union in relation to matters relating to equality in the workplace; (d) consulting with the employer on matters relating to equality in the workplace; (e) obtaining and analysing information relating to equality in the workplace; (f) preparing for any of the things mentioned in paragraphs (a) to (e). Learning Reps have also had a statutory right to time off to undertake separate duties since the creation of this role in the Employment Act 2002 but there is, as yet, no written agreement or policy in Renfrewshire in recognition of this. It is therefore long overdue that such an agreement is put in place. The duties of the Learning Rep are defined in the Act as: a. carrying on any of the following activities in relation to qualifying members of the trade union— b. analysing learning or training needs, c. providing information and advice about learning or training matters, d. arranging learning or training, and promoting the value of learning or training, e. consulting the employer about carrying on any such activities in relation to such members of the trade union, f. preparing for any of the things mentioned in (a) and (b). Item 10 Page 36 of 39
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And, under the terms of the Act an employer should permit an employee who is (a) a member of an independent trade union recognised by the employer, and (b) a learning representative of the trade union, to take time off during his working hours for any of the above duties. Other Local Authorities such as South Ayrshire, have created a policy which may provide a template for a local agreement which might be expanded to incorporate the Equality Rep role. A link to that agreement is below. https://www.snct.org.uk/library/3570/JNCT1.20%20Learning%20Rep%20Agreement .pdf There are already several Trade Union activities arranged and organised by the current local EIS Learning Rep and EIS Equality reps that are undertaken largely in their own time but this is not a sustainable model without time to undertake these duties. The Trade Unions are therefore seeking closer collaboration between Management and the reps which will be to the benefit of Renfrewshire teachers and which will enhance the CLPL opportunities already offered. 2. Recommendations That in order to comply with the Employment Rights Act, 2025, a short- life JNC sub- group is convened to allow for discussions between Management Side and Trade Unions tasked with creating a Renfrewshire policy on paid time off for both Learning Reps and Equality Reps. And, subsequently that the agreement is ratified by the JNC before the end of session 2025-2026. Page 37 of 39
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 31st March 2026 Report by Joint Secretary (Teachers’ Side) Maternity Rights- Pay and Teachers’ Terms and Conditions 1. Background The Teachers’ Side has had a few enquiries from teachers about their right to paid maternity leave where it has been suggested that they have been wrongly advised of their rights by admin staff; some teachers have been advised that they will need to repay maternity pay in the event that they leave their employment within a period after returning from maternity leave. This condition is not applicable to teachers and the misinformation had caused undue worry for the teachers who have been so advised- at a time when they may already be experiencing anxiety and financial concerns around entitlements to Occupational Maternity Pay and Statutory Maternity Pay. In one case a teacher whose fixed term contract was coming to an end was told that she would need to repay an amount if she did not return to work- clearly the teacher is not able to return if there is no contract so to do. Neither is she obliged to repay maternity pay. One possible reason for the administrative confusion is that there is no distinct and separate paperwork for teachers, or that the same paperwork, applicable to those employed under Local Government terms and conditions, is being wrongly applied to teachers’ who have separate SNCT terms and conditions and maternity arrangements. There is no reference to payback of maternity pay in the SNCT. 2. Recommendations That a suite of proformas is created to be used going forward that encompass teachers’ terms and conditions- said proformas to include risk assessments, communications around calculation of pay, how accrued holidays are calculated and copies of pertinent letters to be sent around Maternity rights, to avoid any further incorrect information being given. That the suite of documents, once created, is shared with those advising teachers and the Teachers’ side for information purposes. Item 11 Page 38 of 39
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 31 March 2026 Report by Joint Secretary (Teachers’ Side) Resolution of SNCT Workload Dispute 1. Background The Scottish Government included in its manifesto for the 2021 Holyrood election a pledge to reduce teacher class contact time to twenty-one hours. Despite ongoing lobbying from the teacher trade unions no progress was forthcoming in honouring this commitment. As a result, a formal dispute was declared leading to the constituent unions of the SNCT Teachers’ Panel conducting statutory ballots for industrial action. 2. Action The Teachers’ Side welcomes the settlement of the dispute with an agreement that the full ninety minutes will be for what is currently called preparation and correction and welcomes the additional funding pledged for recruiting additional teachers to enable the implementation of the agreed deal. The full funding of the deal by the Scottish Government addresses the expectation that class contact reduction can be delivered without detriment to promoted staff or through cuts to any other part of the education service. The Teachers’ Side looks forward to working with the Management Side to facilitate the implementation of the reduction to twenty-one hours of class contact by the agreed timelines. Item 12 Page 39 of 39