Agenda Document Pack - Renfrewshire Council Joint Negotiating Committee for Teaching Staff - 09/06/2026
Renfrewshire Council · 9 June 2026
Back to Renfrewshire Council Joint Negotiating Committee for Teaching Staff — 9 June 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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02/06/2026 Notice of Meeting and Agenda Renfrewshire Council Joint Negotiating Committee for Teaching Staff Date Time Venue Tuesday, 09 June 2026 14:10 Corportate 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; A Hall, Education Manager; Y Ward, Education Manager, (all 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). 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 MARK CONAGHAN Head of Corporate Governance
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02/06/2026 Meeting Details This meeting will commence at 2.10 pm or at the conclusion of the AGM whichever is the earlier.
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02/06/2026 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 previous meeting, held on 31 March 2026, as agreed by the Joint Secretaries. 1 - 6 2 Matters Arising Matters arising from the minute of the previous meeting held on 31 March 2026. 3 Action Log Updated action log for discussion. 7 - 13 4 Multi Factor Authentication Presentation by the Digital Learning Manager. 5 Proposed School Holidays Session 2027/28 Report by Joint Secretary (Management Side). 14 - 15 6 Staffing Update Report by Joint Secretary (Management Side). 16 - 18 7 Absence Cover Policy - Update Report by Joint Secretary (Management Side). 19 - 19 8 Revision of Teachers' Absence Policy - Update Report by Joint Secretary (Management Side). 20 - 20 9 Teacher Booker - Update Report by Joint Secretary (Management Side). 21 - 21
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02/06/2026 10 School Inspection Progress (2024-2026) Report by Joint Secretary (Management Side). 22 - 39 11 Learning Estate Update Presentation by the Strategic Learning Estate Manager. 12 ASN Provision Report by Joint Secretary (Teachers' Side). 40 - 41 13 Violence and Aggression Policy improvements needed Report by Joint Secretary (Teachers' Side). 42 - 42 14 Date of Next Meeting Members are asked to note that the next meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff will be held at 2.00 pm on 1 September 2026.
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Minute of Meeting Renfrewshire Council Joint Negotiating Committee for Teaching Staff Date Time Venue Tuesday, 31 March 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, N Fitzsimmons, Education Manager - Acting (substitute for A Hall), K Henry, Head Teacher, St Andrews Academy; D Rigmand, Head Teacher, Wallace Primary School (all Children’s Services); and E Chisholm, People Adviser (Finance & Resources). Representing Renfrewshire Council Teaching Staff M Russell, Joint Secretary (Teachers’ Side), D Tollan (Joint Chair), J Aitken, C Niven, Y Murray (all EIS); R Kane (SSTA); S Jakoby (NASUWT); and A Bamford (EIS - Adviser to Teachers' Side). In Attendance D Cunningham, Committee Services & Licensing Officer (Finance & Resources). Apologies Councillor Paterson; A Hall and Y Ward, both Education Managers (both Children’s Services); and T Millar and M McGlynn (both EIS). Declarations of Interest and Transparency Statements There were no declarations of interest or transparency statements intimated prior to the commencement of the meeting. Item 1 Page 1 of 42
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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 D Tollan would chair this meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff (JNC). DECIDED: That D Tollan chair this meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff (JNC). 1 Minute of Previous Meeting There was submitted the Minute of the meeting of this Committee held on 3 February 2026. In relation to item 2 of the Minute – Matters Arising, the Teachers’ Side requested that the wording “distributed to members of the JNC” be amended to “would be brought to a future meeting of the JNC”. In relation to item 14 of the Minute – Absence Cover – Application of JNC11, the Teachers’ Side requested the insertion of additional wording “the impact of short-term supply on protected targeted support being the first area to be pulled was discussed.” Both amendments were agreed. DECIDED: That the Minute be approved subject to the above amendments. 2 Matters Arising In relation to item 2 of the Minute – Matters Arising, the Teachers’ Side expressed disappointment that the Violence and Aggression Update had not been included on the agenda for the meeting nor a verbal update provided at the meeting as the Strategic Lead Partner (Health & Safety) was not present. Copies of the zero-tolerance poster to be displayed at educational establishments were requested. In relation to item 7 of the Minute – Updated Professional Review and Development and Professional Update Guidance, the Teachers’ Side requested involvement in working groups for this and similar guidance/policy matters to enable them to have content input at the formulation stage. In relation to item 14 of the Minute – Absence Cover – Application of JNC11, the Teachers’ Side expressed concern that management time was being used for cover, the Head of Education (Strategy & Improvement) advised that no instruction to take that approach had been issued from the Management Side. DECIDED: (a) That an update on figures relative to violent and aggressive incidents in education establishments would be brought to a future meeting of the JNC; (b) That the zero-tolerance of violent and aggressive incidents poster for display at educational establishments be updated and distributed where required; and Page 2 of 42
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(c) That the Teachers’ Side be considered for involvement in working groups to enable content input at the formulation stage for guidance/policy documents. 3 Action Log There was submitted the updated action log. DECIDED: That the updated action log be noted. 4 Staffing Update There was submitted a report by the Joint Secretary (Management Side) relative to an update on the annual staffing exercise for session 2026/27 and other current staffing related matters. The Teachers’ Side expressed concern that considerable time was spent mentoring/developing newly qualified teachers (NQTs) that were then unable to be retained. DECIDED: That the contents of the report and verbal updates be noted. 5 Inclusion Portfolio Progress There was submitted a report by the Joint Secretary (Management Side) relative to a report by the Director of Children’s Services which had been submitted to the meeting of the Education and Children’s Services Policy Board held on 12 March 2026. The report outlined progress made throughout 2025/26 on the Inclusion Portfolio which aimed to draw together staged intervention, transitions, targeted provision, educational psychology, multi-agency partnerships and policy development and identified both the achievements and future developments to support continuous improvement. The Teachers’ Side raised various points in connection with this report and it was agreed that the Head of Education and the Joint Secretary (Teachers’ Side) would discuss these further outwith the meeting. DECIDED: (a) That it be noted that the Head of Education and the Joint Secretary (Teachers’ Side) would discuss these points raised in connection with the report further outwith the meeting; and (b) That the contents of the report and verbal updates be noted. 6 Learning Estate Update The Joint Secretary (Management Side) delivered a presentation relative to an update on the Learning Estate. DECIDED: That the presentation and verbal updates be noted. 7 Practical Subjects: NQ Assessments and class contact time (SNCT 3.7) There was submitted a report by the Joint Secretary (Teachers’ Side) relative to National Qualification (NQ) Assessments for practical subjects and teachers’ class contact time. Concern was expressed that the current assessment arrangements resulted in teacher workload that was not compliant with SNCT terms and conditions. Page 3 of 42
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DECIDED: (a) That clear guidance be given to all Renfrewshire head teachers and BSOs or timetable planners that it is not acceptable to direct any teacher to work beyond their maximum class contact time; (b) That where Home Economics, and any other practical subject teachers with similar arrangements, are required to undertake practical exams outwith their normal class contact allocation, that the time allocated either be paid back or recognised as class contact for the purposes of school cover; and (c) That all examination arrangements for practical subjects comply with SNCT contractual conditions and, where necessary, additional resources be made available to schools during times of NQ practical assessments. 8 Internet Issues There was submitted a report by the Joint Secretary (Teachers’ Side) relative to internet issues such as slow speeds and pages not loading which had resulted in fragmented learning and caused impacts on national assignment work and stress for teachers and learners. It was noted that schools were using more of their budget for printing due to not being able to access materials online. The Head of Education (Strategy & Improvement) advised that significant investment had been made in this area and changes applied but these had not had the desired outcome. The Digital Learning Manager was currently investigating this matter to seek a resolution. DECIDED: (a) That the Management Side note the content of the report; (b) That it be noted that the Teachers’ Side advised that the situation could not continue and required urgent resolution; and (c) That it be noted that the Digital Learning Manager was currently investigating this matter to seek a resolution. 9 Social Media Abuse There was submitted a report by the Joint Secretary (Teachers’ Side) relative to pupils who had abused social media by creating fake accounts using the names of teaching staff which had caused distress to teachers. The Head of Education (Strategy & Improvement) acknowledged the concerns of the Teachers’ Side and agreed that this was a growing area of concern which required the ongoing working together of the Management and Teachers’ Sides plus liaison with Police Scotland and parental responsibility. Counillor Rodden suggested that Scottish Government be contacted post-election to obtain advice and the Digital Learning Manager would explore the development of further Social Media guidance. DECIDED: (a) That the Management Side note the content of the report; (b) That the Management Side explore ways of protecting and supporting teachers impacted by the degrading treatment outlined in the report whilst considering serious consequences for the perpetrators of these harmful acts; and Page 4 of 42
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(c) That the local authority work with teacher unions and the Scottish Government to develop guidance. 10 Learning Rep’ and Equality Rep’: Policy on Time off to Undertake Duties There was submitted a report by the Joint Secretary (Teachers’ Side) relative to the Employment Rights Act 2025, which became law on 18 December 2025, which introduced additions and amendments to legislation and recognised the role of Equality Reps and the need for paid time off to undertake duties. The report advised that Learning Reps also had a statutory right to time off to undertake duties but that there was currently no written agreement or Policy within Renfrewshire. DECIDED: That to comply with the Employment Rights Act 2025, a short-life JNC sub- group be convened to allow for discussion between the Management Side and Trade Unions tasked with creating a Renfrewshire policy on paid time off for both Learning Reps and Equality Reps and that the agreement be ratified by the JNC before the end of session 2025/2026. 11 Maternity Rights- Pay and Teachers’ Terms and Conditions There was submitted a report by the Joint Secretary (Teachers’ Side) relative to paid maternity leave and conflicting and incorrect advice given in connection with this. The People Adviser would take this matter back to HR colleagues to prepare more detailed guidance and communications would be issued. DECIDED: (a) That it be noted that the People Adviser would take this matter back to HR colleagues to prepare more detailed guidance and communications would be issued; (b) That a suite of proformas be created to be used which encompassed teachers’ terms and conditions, including risk assessments, communications around pay and holiday calculations and copies of pertinent letters to be sent around maternity rights to avoid further incorrect information being given; and (c) That the suite of documents, once created, be shared with advising teachers and the Teachers’ Side for information purposes. 12 Resolution of SNCT Workload Dispute There was submitted a report by the Joint Secretary (Teachers’ Side) relative to the commitment to reduce teacher class contact time to twenty-one hours. As this had not progressed, the constituent unions of the SNCT Teachers’ Panel had declared a formal dispute and conducted statutory ballots for industrial action. The report advised that the dispute had now settled and the Teachers’ Side advised that they were looking 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. DECIDED: That it be noted that the Teachers’ Side and Management Sides would work together to facilitate the implementation of the reduction to twenty-one hours of class contact by the agreed timelines. Page 5 of 42
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13 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 9 June 2026. Page 6 of 42
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OFFICIAL Joint Negotiating Committee for Teachers – Action Log 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) 1. 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; Meeting to seek resolution arranged 2. 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 SF/LS (in the first instance) 11 November 2025 Meeting involving Joint Secretary (MR) and KC ( HR) scheduled for Tues 2 June 2026 3. 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. 4a. c/ff 3 February 2026 Item 5 - JS-25-84 SNCT Agreement on Changes to the Job Sizing Toolkit Changes to the national Job Sizing Toolkit within the SNCT Handbook be noted and N Fitzsimmons/ A Hall/ K Clark April 2026 (or on receipt of finalised national Item 3 Item 3 Page 7 of 42
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OFFICIAL incorporated into local policy documents; i.e. existing policy updated to include changes to the guidance as per instructed by SNCT JS/25/84. NB 14 job sizing coordinators trained/retrained (management side 7/13; teacher side 7/7) guidance documentation) 4b. Cff: 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/ M Russell (TU/ A Hall) March 2026 Draft policy including clear protocol and timescales for coordinators has been drafted by NF and approved by one of the national JS Coordinators (KMcN); meeting (Monday 1 June 2026) involving management and teaching side to be arranged to consider and agree the draft prior to presentation and ratification by JNC and adoption Page 8 of 42
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OFFICIAL 5. c/ff 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 JNC paper outlining recent action to be presented (9 June 2026) 6. c/ff 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. P Walsh, EM – to outline proposed QIF developments to the Joint Secretary (meeting date and time TBC) 7. c/ff 3 February 2026/ c/ff 31 March 2026 Item 14 - Absence Cover – Application of JNC 11 Updated request: that JNC11 be revisited and updated MR/AH For session 2026-27 Meeting involving AB/MR and AH to be arranged Page 9 of 42
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OFFICIAL 8. c/ff 3 February 2026 Item 15 - Update to JNC 16 Special Leave Policy That JNC 16 be updated to include the entitlement afforded by the Act and that external cover be provided on day one of any such absence; and that staff be made aware K Clark Union colleagues KC has updated JNC 16 to include the entitlements afforded by the Act – request to be ratified by JNC 9a. c/ff 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; Meeting to seek resolution arranged 9b. 31 March 2026 Item 8 – Internet Issues Management to note the report. The TU wish this matter to be solved as a matter of urgency. P McDowall URGENT Ongoing; Meeting to seek resolution arranged 10 31 March 2026 Item 9 – Social Media Abuse Management to note the report. The TU request exploration of how we can protect and support teachers who are targeted and to consider the consequences for the perpetrators of these P McDowall Ongoing; Meeting took place 26 May 2026; relevant slide presentation to be made available for August update once national guidance has been made available Page 10 of 42
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OFFICIAL acts, consideration post-election to make representation to the Scottish Government. 11. 31 March 2026 Item 10 – Learning Representative and Equality Representative: Policies on Facility time to undertake duties to be created/ updated Request - to comply with the Employment Rights Act, 2025, a short-life JNC sub- group is convened to allow for discussions between Management and Trade Unions tasked with creating a Renfrewshire policy on paid facility time for both Learning and Equality representatives to be ratified by the JNC ( see link ) A Hall/M Russell Meeting to be arranged/contributors sought 12. 31 March 2026 Item 11 – Maternity Rights – Pay and Teachers’ Terms and Conditions That a suite of proformas is created to be used going forward that encompass teachers’ terms and conditions – said proformas to include risk HR - TBC Page 11 of 42
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OFFICIAL 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. 9 June 2026 JS/26/89 SNCT Website Local contact needed: please note, those with responsibility for uploading LNCT agreements (formerly Linda Mullin, HR Principal) will require to be issued with new login details and should make contact with Angela Connelly aconnelly@eis.org.uk Page 12 of 42
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OFFICIAL to obtain these. Those individuals will also be given instructions on how to access an online tutorial as the process for uploading agreements is a little different. The list of users for the SNCT website will be held by the SNCT. 02/06/2026 Page 13 of 42
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 9 June 2026 Report by Joint Secretaries Proposed School Holidays Session 2027/28 1. Background 1.1. 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. 1.2. The proposal has been passed to Trade Union representatives for consideration Consultation is currently underway with Teaching Staff and Parent Council Chairs on the proposed calendar of school holidays for school session 2027/28. The consultation will run until Friday 19 June 2026. 1.3. The proposal attached at Appendix 1 is the best match to align with neighbouring authorities. 2. Recommendation 2.1. Members of the JNC are asked to: • note the contents of this report and the appendix attached; and • agree following consultation and review of responses that a board paper is drafted for the Education and Children’s Services Policy Board to set the agreed pattern of school holidays for session 2027/28. Item 5 Page 14 of 42
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Item 11 Renfrewshire Joint Negotiating Committee for Teachers To: Joint Negotiating Committee On: 09 June 2026 Report by Joint Secretary (Management Side) Session 2026-27: Staffing Update 1. Summary 1.1. The annual staffing exercise which takes place each year in preparation for the following session to ensure that our establishments have the teaching capacity and resource required for effective delivery is well underway. This annual exercise includes scoping, mapping and matching of a range of different categories of teaching staff. For session 2026-27 proposals in regard to the allocation of various categories of staff is noted below. 1.2. Provisionally registered teachers (PRTs, formerly newly qualified teachers, NQTs): 65 NQTs are expected to join us and will be allocated to our schools for session 2026-27 comprising 37 Primary and 28 secondary PRTs. In the case of secondary particularly, this is well below the number we bid for (44), and in the case of both sectors, below the number we were initially allocated – even before subsequent withdrawals pre-August. 1.3. Primary permanent supply: as previously reported, teachers with this contractual status who were appointed in 2022 were matched to school in April 2025. Those appointed as primary permanent supply teachers in 2023 (35.2fte), who had all been temporarily allocated to longer term placements in schools for session 2025-26, will be matched to school from the start of session in August 2026. A further 4 (3fte) primary teachers require redeployment/transfer to permanent to school posts from August 2026. 1.4. Teachers with entitlement to permanency under the terms of the JNC20 Policy - Scheme for the Appointment of Temporary Teachers to Permanent Posts - SECONDARY: 20 secondary JNC20 teachers have been matched to school on a permanent basis from August 2026. Suitable vacancies, temporary or permanent, have still to be identified for 4 remaining secondary JNC20 successful applicants and they will be prioritised for emerging needs for temporary long term supply in line with the JNC20 Policy. For the first time under the terms of the Policy devised in 2015, ring-fenced interviews were conducted for vacant posts in 3 secondary subject areas: Art & Design, PE and Biology. 1.5. Teachers with entitlement to permanency under the terms of the JNC20 Policy - Scheme for the Appointment of Temporary Teachers to Permanent Posts - PRIMARY: with a view to the emerging need for increased primary teachers on the implementation of Reduced Class Contact Time ( RCCT) in Item 6 Page 16 of 42
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primary and ASN schools from August 2027, plans are in place to provide the pre November 2025 applicants, 38 (30.9fte), with permanent supply status. Following application in November 2025 a further 11 (9.1fte) primary teachers obtained entitlement to permanency and will be considered for long term deployment from August 2026. 1.6. Primary – fixed term recruitment: to further augment the number of suitably qualified primary teachers available to us from August 2027 and to offer opportunity to current high quality non-permanent staff, including current PRTs, the desirability to conduct a primary fixed term recruitment process in the near future is recognised; this would leave us well placed when notification of the specifics of our allocation of Scottish Government funding to support implementation of RCCT is received, which we eagerly await. 1.7. Secondary staffing adverts: to date, over 49 vacancies in our secondary schools of either a permanent or temporary nature have been advertised in preparation for the start of session August 2026. 1.8. 1.0 fte fixed term 1 year allocation of a primary teacher for our 11 secondary schools and 2 ASN schools has been extended for a further session, to August 2027. 1.9. External secondments: several of these are to continue for a second session including 2 head teacher secondments to Education Scotland and a number of teaching staff (two secondary teachers and two primary teachers) continuing their engagement with the Centre for Teaching Excellence. 1.10. Primary Management Review: the progress of this process conducted in line with the Policy document, Compulsory Transfer Procedures (Promoted Teachers) Interim Version is almost concluded with a number of depute head teachers and principal teachers moving to their new choice of base school from the start of session in August 2026. A very small number have elected to remain in their current school meantime and will commence a period of 3 years’ cash conservation. 1.11. Reduced class contact time (RCCT) implementation planning: a steering group has been established comprising a number of workstreams – please see diagram - to ensure that we are well placed to take forward this initiative and change. 2. Recommendation 2.1. Members are asked to note the contents of this report. Page 17 of 42
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OFFICIAL Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Joint Negotiating Committee On: 09 June 2026 Report by Joint Secretary (Management Side) Absence Cover Policy – Update 1. Summary 1.1. There is agreement that JNC 11, the Absence Cover Policy, is overdue review and revision to ensure it still conforms to SNCT terms and conditions and forms a solid basis to allow individual schools to revise and collegiately devise their own internal to school Absence Cover Policies. 1.2. This is particularly pertinent and timely due to recognised challenges presented to schools when seeking to acquire any subject specific, or even general supply, cover on occasion. 2. Background 2.1. The current Absence Cover Policy dates from 2007. 2.2 To support initial consideration of the Policy, that is, relating to the terms and conditions within SNCT, it is proposed that Children’s Services (AH) will work with the Joint Secretary (MR) to draft proposed revisions to relevant sections to present to a sub group of JNC for consideration. 2.3 Thereafter, given the financial and budgetary implications and the need to conform to the revised Devolved School Management Scheme (2022), it will be necessary to engage with Finance Business Partners with a view to sections of the Policy pertaining to these matters being reviewed and revised. 3. Recommendation 3.1 Members are asked to note this intended action and approach to revision of JNC11 relating to Absence Cover in Schools. Item 7 Page 19 of 42
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OFFICIAL Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Joint Negotiating Committee On: 09 June 2026 Report by Joint Secretary (Management Side) Revision of Teachers’ Absence Policy– Update 1. Summary 1.1. There is a consensus that the absence policy related to teaching staff is overdue reconsideration and revision. 1.2. This became more marked given the comparatively recent update to the absence policy as it applies to local government employees within Renfrewshire (2022) 1.3. Discussion has taken place between relevant management colleagues (CS/HR) on how a revision to the Teachers’ Policy can best be achieved to make it more facilitative of the mutual endeavours of the Teachers and Management side of JNC. 2. Background 2.1. The current Teachers’ Absence Policy is outdated rendering several of the terms and conditions within, obsolete. 2.2. To support the necessary and effective updating of the policy, a meeting was arranged involving the Strategic Lead Partner (People), Kathleen Clark, with the Joint Secretary, Maggie Russell, to outline a proposed approach to creating and producing a draft revised Policy for future consideration. 3. Recommendation 3.1. Members are asked to note this intended action and approach to revision of the Teachers’ Absence Policy. Item 8 Page 20 of 42
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Joint Negotiating Committee On: 09 June 2026 Report by Joint Secretary (Management Side) Teacher Booker – Update 1. Summary 1.1. Concern was expressed by the Joint Secretary (Teachers’) that communication shared with supply teachers in relation to notice periods was at variance with SNCT terms and conditions. 1.2. This was explored by management (AH) and alterations to circulated communication made as required. 2. Background 2.1. Teacher Booker was introduced as a means of allowing schools to effectively source required temporary cover and for supply teachers to have sight of and gain deployment, with awareness in advance of the potential duration of deployment and therefore allocation. 2.2. There is, however, a recognised indefinite nature of the potential duration of many deployments for a variety of reasons; for example, a job may require to be extended beyond the stated end date if the substantive post holder does not return as planned. Conversely, in some instances a need for cover may come to an end ahead of the stated end date e.g. if the post holder returns to work sooner than expected from sickness absence. 2.3. A statement to this effect, that is allowing for the fact that - in some instances a period of deployment may end ahead of the stated end date - has been included in communication to all supply teachers registered on Teacher Booker to undertake supply cover in Renfrewshire. 2.4. Where either circumstance arises, either extension or earlier than anticipated ending of a period of deployment, emphasis has been placed on prompt and considered communication - by way of explanation - from head teachers to those undertaking a given deployment and therefore impacted by extension or reduction. 3. Recommendation 3.1. Members are asked to note this resolution of the issue raised. Item 9 Page 21 of 42
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PUBLIC Page 1 of 1 Item 10 Renfrewshire Joint Negotiating Committee for Teachers To: Joint Negotiating Committee On: Tuesday 9 June 2026 Report by: Head of Education (Inclusion, Wellbeing and Attainment) School Inspection Progress (2024 -2026) 1. Background 1.1. Over the last two academic sessions (2024/25 & 2025/26), 12 schools within Renfrewshire Council engaged in His Majesty’s Inspectorate of Education (HMIe) inspections. Of these 12, 6 schools received the long model inspection covering the following Quality Indicators (QIs) from How Good Is Our School 4th Edition (HGIOS 4): 1.3 Leadership of Change, 2.3 Learning, teaching and assessment, 3.1 Improving wellbeing, equality and inclusion and 3.2 Raising attainment and achievement, and 6 schools received short model inspections covering the following QIs from HGIOS 4: 2.3 Learning, teaching and assessment and 3.2 Raising attainment and achievement. This report provides a detailed account of the very positive progress our schools have made from 2024 to 2026 in relation to inspection findings and gradings, highlighting both achievements and opportunities to support continuous improvement. 2. Recommendation 2.1 JNC to note the contents of this report. Item 10 Page 22 of 42
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PUBLIC Page 1 of 17 To: Education and Children’s Services Policy Board On: 21 May 2026 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: School Inspection Progress (2024 -2026) __________________________________________________________________ 1. Introduction 1.1. Over the last two academic sessions (2024/25 & 2025/26), 12 schools within Renfrewshire Council engaged in His Majesty’s Inspectorate of Education (HMIe) inspections. Of these 12, 6 schools received the long model inspection covering the following Quality Indicators (QIs) from How Good Is Our School 4th Edition (HGIOS 4): 1.3 Leadership of Change, 2.3 Learning, teaching and assessment, 3.1 Improving wellbeing, equality and inclusion and 3.2 Raising attainment and achievement, and 6 schools received short model inspections covering the following QIs from HGIOS 4: 2.3 Learning, teaching and assessment and 3.2 Raising attainment and achievement. This report provides a detailed account of the very positive progress our schools have made from 2024 to 2026 in relation to inspection findings and gradings, highlighting both achievements and opportunities to support continuous improvement. 1.2. From the data gathered, the inspection findings have shown that Renfrewshire schools have performed better than national averages across all 4 QIs from 2024 until present. 1.3. Of the Renfrewshire schools inspected from August 2024 until present, 100% received a ‘Good’ or higher evaluation across all 4 QIs. 1.4. Additionally, Renfrewshire schools have secured consistently high inspection grading results over the last two academic sessions, maintaining high performance averages from 24-25 to 25-26. From 2024 to the present, Renfrewshire has achieved Excellent evaluations in QI 1.3 and QI 2.3, accounting for 25% of all Excellent gradings nationally. __________________________________________________________________ Page 23 of 42
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PUBLIC Page 2 of 17 2. Quality Indicator Averages 2.1. The following information provides the comparator data for each Quality Indicator averages within HMIe inspections across 24-25, 25-26 and the 2 year average from 2024 - 2026 (Please see Appendix 1 for breakdown). Averages are taken from a scoring as follows: Unsatisfactory – 1, Weak – 2, Satisfactory – 3, Good – 4, Very Good – 5, Excellent – 6. Overall, Renfrewshire has outperformed both the National QI averages across almost all QIs demonstrating a very strong positive trend. 2.2. Quality Indicator 1.3 – Leadership of change National average 24/25 3.77 25/26 3.98 24-26 3.88 Renfrewshire average 24/25 5.33 25/26 4.67 24-26 5.00 2.3. Quality Indicator 2.3 – Learning, teaching and assessment National average 24/25 3.79 25/26 3.89 24-26 3.84 Renfrewshire average 24/25 4.57 25/26 4.40 24-26 4.49 2.4. Quality Indicator 3.1 – Improving wellbeing, equality and inclusion National average 24/25 3.96 25/26 4.08 24-26 4.02 Renfrewshire average 24/25 5.00 25/26 4.67 24-26 4.84 2.5. Quality Indicator 3.2 – Raising attainment and achievement National average 24/25 3.77 25/26 3.85 24-26 3.81 Renfrewshire average 24/25 4.43 25/26 4.40 24-26 4.42 2.6. This demonstrates the impact of the education teams relentless focus on raising standards across all education establishments within Renfrewshire. 2.7. Recommendations from this data set would be to increase QI 2.3 and QI 3.2 averages in line with the other QI’s. __________________________________________________________________ 3. Inspection Grading % across Quality Indicators 3.1. Across all schools inspected in 2024 until present, 100% were given ‘Good’ or higher from HMIe inspectors. (Please see appendix 1 for breakdown) 3.2. QI 1.3 Leadership of change Excellent 1 17% Very Good 4 66% Page 24 of 42
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PUBLIC Page 3 of 17 Good 1 17% 3.3. QI 2.3 Learning, teaching and assessment Excellent 1 8% Very Good 4 34% Good 7 58% 3.4. QI 3.1 Improving wellbeing, equality and inclusion Very Good 5 83% Good 1 17% 3.5. QI 3.2 Raising attainment and achievement Very Good 4 34% Good 8 66% ___________________________________________________________________ 4. Maintaining High Level Gradings 4.1. Over the last 3 year period (2022/23 - 2024/25) schools within Renfrewshire have established increasingly high average gradings across all 4 QIs with academic session 2024/25 showing the highest increase in all QIs. (Please see Appendix 1 for breakdown) 4.2. Average of QI 1.3 by Session Year 2022/23 4.67 2023/24 5.00 2024/25 5.33 4.3. Average of QI 2.3 by Session Year 2022/23 4.33 2023/24 4.33 2024/25 4.57 4.4. Average of QI 3.1 by Session Year 2022/23 4.67 2023/24 4.67 2024/25 5.00 4.5. Average of QI 3.2 by Session Year 2022/23 4.00 Page 25 of 42
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PUBLIC Page 4 of 17 2023/24 4.33 2024/25 4.43 4.6. There is clear improvement across all QIs with leadership showing the largest increase in gradings. Leadership capacity has been a core aspect of the education team’s improvement journey within both the quality of leadership programmes teachers engage in and the quality improvement framework in place across all education settings. The increasing averages within QI 1.3 demonstrates the impact of this work. ___________________________________________________________________ 5. QI 1.3 Summarised themes from school inspection findings The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 5.1. Developing a shared vision, values and aims relevant to the school and its community School values are deeply embedded and strongly influence culture, relationships and decision-making across the school community. Vision, values and aims are frequently co-designed with stakeholders including children, staff and parents, resulting in strong ownership and consistent enactment. Children’s rights underpin the school ethos, shaping inclusive, nurturing environments where respect, dignity and participation are highly valued. Senior leaders are highly visible, consistently modelling school values and promoting a culture of kindness, ambition and high expectations. Schools demonstrate a clear moral purpose, with leadership grounded in equity, inclusion and meeting the needs of their specific communities. In a number of settings, values-driven and rights-based approaches represent sector-leading practice. 5.2. Strategic planning for continuous improvement Headteachers provide highly effective, strategic and compassionate leadership, trusted by staff, families and learners. Senior leadership teams set a clear direction for improvement, ensuring change is well paced, realistic and responsive to context. Improvement planning is rooted in robust self-evaluation, informed by: o Attainment and achievement data o Wellbeing and attendance information Page 26 of 42
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PUBLIC Page 5 of 17 o Learning visits and quality assurance activities o Stakeholder voice, including children and families Improvement priorities are clearly identified, often within multi-year planning cycles, supporting sustainability and coherence. Where appropriate, schools are continuing to strengthen the use of measurable outcomes to evaluate impact more precisely. Pupil Equity Funding (PEF) is planned strategically and transparently, with decisions based on analysed need and clear rationales. 5.3. Implementing improvement and change Staff feel empowered, trusted and supported to lead change through a strong culture of distributed leadership. Professional learning is a key driver for improvement, including: o High-quality CLPL o Practitioner enquiry o Professional reading and reflective practice o Cross-school collaboration and sharing of practice Teachers lead and implement developments with clear and demonstrable impact, for example in: o Early years’ play pedagogy o Writing and literacy approaches o Nurturing and inclusive practices o Digital and curriculum innovation Collegiality and collaboration are strong, supported through: o Shared planning and moderation o Professional dialogue o Peer observation, learning walks and feedback cycles Robust quality assurance processes ensure consistency and improvement in learning and teaching, including the effective use of HGIOS4. Children play a meaningful role in leading change, with leadership opportunities aligned to interests and strengths. Pupil voice informs learning, teaching, school improvement and the wider school environment. Parents and communities are active partners in change, with high levels of trust, consultation and engagement evident. Partnerships with families and community organisations strengthen implementation and improve outcomes, particularly for wellbeing, inclusion and equity. Page 27 of 42
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PUBLIC Page 6 of 17 5.4. Summary and recommendations Across schools, leadership of change is values-driven, inclusive and evidence-informed. Clear vision setting, strategic planning and empowered implementation have led to sustained improvements in culture, learning and outcomes. Schools demonstrate strong capacity to continue leading improvement, with many showcasing practice that is highly effective and, in some cases, sector leading. ___________________________________________________________________ 6. QI 2.3 Learning, teaching and assessment -Summarised themes from school inspection findings 6.1. The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 6.2. Learning and engagement Staff work collaboratively to create calm, nurturing and inclusive learning environments, where positive relationships are a clear strength. A strong and developing rights-based approach, underpinned by shared values, supports respectful interactions and a positive school ethos. Almost all children and young people feel safe, supported and encouraged to achieve their best, and demonstrate pride in their school and achievements. Well established routines, clear expectations and nurturing approaches support positive behaviour and readiness to learn. Targeted, sensitive support helps a small number of learners to regulate emotions and re-engage in learning, ensuring minimal disruption. Learning environments are purposeful, well organised and increasingly designed to celebrate achievement, promote independence and support engagement. Most learners are motivated and purposeful, particularly when learning is relevant, creative and well matched to interests. Play-based and outdoor learning approaches support curiosity, wellbeing and engagement, especially in early and first levels, with increasing use across stages. 6.3. Quality of teaching Shared learning and teaching frameworks contribute to improving consistency of practice across classes and departments. Page 28 of 42
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PUBLIC Page 7 of 17 Almost all teachers provide clear explanations and instructions, supporting learners to understand what they are learning and why. Learning intentions are usually shared effectively; in stronger practice, these are revisited through plenaries and reflection. In the most effective learning, children and young people are actively involved in co-creating success criteria, supporting ownership of learning. Planned opportunities for learning independently, collaboratively and in groups develop confidence, communication and teamwork skills. Playful, inquiry-based and creative approaches, including STEM/STEAM learning, are increasingly being implemented, with positive impact on engagement. Digital technologies are used effectively to support teaching and learning, including assistive technologies to reduce barriers, though consistency varies. Continued professional learning is strengthening teaching practice, with scope to share highly effective practice more systematically. 6.4. Effective use of assessment Agreed assessment approaches are increasingly embedded, with stronger consistency in literacy and numeracy. Teachers use a range of formative and summative assessment strategies to support learning and check progress. In more effective practice, feedback is timely, specific and constructive, enabling learners to understand progress and next steps. Peer and self-assessment are developing, particularly where success criteria are clear and well understood. Target-setting approaches, including skills-based frameworks, are beginning to support learners to recognise progress and achievements. Moderation within schools, clusters and subject networks supports greater confidence and consistency in professional judgements. Assessment practices should continue to focus on application of knowledge and skills in varied contexts, including listening and talking. 6.5. Planning, tracking and monitoring Staff use agreed planning formats, progression pathways and curriculum frameworks to support coherent learning across timescales. Planning in literacy and numeracy is generally well matched to the needs of most learners, with effective staged intervention planning supporting inclusion. Increasingly, planning is responsive to learners’ interests and voice, particularly in interdisciplinary, play-based and skills-focused learning. Senior leaders use digital tracking and monitoring systems effectively to analyse progress of individuals, cohorts and targeted groups. Regular attainment and tracking meetings support timely identification of support and challenge needs, informing intervention planning. Page 29 of 42
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PUBLIC Page 8 of 17 Monitoring of interventions supports evaluation of impact and next steps; this contributes to improving outcomes for most learners. 6.6. Summary and recommendations Across schools, learning, teaching and assessment are underpinned by strong relationships, nurturing environments, and improving consistency of practice. Sustained focus on increasing challenge, strengthening learner agency, sharing effective practice, and extending assessment and tracking across the curriculum will further enhance outcomes for all learners. ___________________________________________________________________ 7. QI 3.1 Improving wellbeing, equality and inclusion - Summarised themes from school inspection findings 7.1. The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 7.2. Wellbeing Across all schools, staff demonstrate a strong commitment to nurturing, respectful and inclusive relationships, creating environments where children and young people feel safe, cared for and valued. Positive relationships are a defining strength, underpinned by school values, children’s rights and high expectations for behaviour. Children consistently model kindness, empathy and respect in their interactions with peers and adults. Older pupils play a particularly important role in supporting younger learners, which strengthens wellbeing and develops leadership skills. Almost all children have a well-developed understanding of the wellbeing indicators and can explain how these support their daily lives. Schools provide frequent and meaningful opportunities for children to reflect on their emotional wellbeing, through daily check-ins, wellbeing surveys and structured conversations. Staff use wellbeing information sensitively and effectively to plan timely support and interventions, ensuring children feel listened to and supported. Nurturing, restorative and trauma-informed approaches are embedded across schools, enabling children to regulate emotions independently and increasing engagement in learning. Behaviour is consistently very good, with reductions in exclusions and serious incidents where nurturing and restorative approaches are firmly embedded. The health and wellbeing curriculum is well planned, progressive and relevant, supporting children’s emotional, social, physical and mental wellbeing. Page 30 of 42
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PUBLIC Page 9 of 17 Children benefit from regular opportunities for physical activity, outdoor learning and teamwork, and most understand the importance of healthy choices, nutrition and staying safe in school, online and in the community. Staff wellbeing is prioritised by senior leaders, fostering strong teamwork, resilience and calm, purposeful learning environments. 7.3. Fulfilment of statutory duties Staff and senior leaders demonstrate a clear understanding of statutory duties in relation to wellbeing, equality, inclusion and child protection. Schools fulfil responsibilities aligned with Getting it Right for Every Child (GIRFEC), ensuring children feel safe, valued and supported. Robust staged intervention processes are in place, supported by: o Effective use of data and wellbeing information o Children’s plans with regular review o Clear tracking of progress and outcomes Anti-bullying approaches are generally effective, with most children and families confident that concerns are addressed appropriately. Senior leaders have appropriately identified next steps, including: o Strengthening shared understanding of bullying o Reviewing and updating positive relationships or anti-bullying policies o Increasing children’s and parents’ involvement in shaping approaches Staff engage in high-quality professional learning (including nurture, neurodiversity, trauma-informed and inclusive practice), ensuring statutory duties are met consistently and effectively across the school. Partnerships with external agencies support schools well, particularly for children requiring additional or enhanced support. 7.4. Inclusion and equality Staff have a deep understanding of children and families, including social, emotional, cultural and socio-economic contexts. Universal approaches to inclusion are strong and are well complemented by targeted interventions for children who require additional support. Children with additional support needs, including care-experienced children and young carers, make good or very good progress in wellbeing and learning. Schools proactively remove barriers to learning by: o Signposting families to appropriate supports o Providing access to uniforms, resources and school activities o Adapting learning environments, routines and expectations Page 31 of 42
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PUBLIC Page 10 of 17 Children’s rights and pupil voice are central to inclusive practice, with many schools achieving national recognition for rights-based learning. Pupil parliaments, wellbeing groups and leadership roles empower children to influence learning, wellbeing and school ethos, ensuring equity of voice. Schools work very effectively with a wide range of partners, including health services, educational psychologists, early learning settings and community organisations, to enhance inclusive outcomes. Transition arrangements are well planned, inclusive and supportive, particularly for children requiring additional support. In secondary settings, strong partnerships support young people to achieve positive and sustained post-school destinations, promoting equity in future pathways. 7.5. Summary and recommendations Across the schools, QI 3.1 is a clear strength. Highly nurturing relationships, robust inclusive practices and a strong focus on children’s rights and wellbeing result in positive outcomes for almost all learners. Schools are well placed to build further on this strong foundation by deepening impact evaluation, extending inclusive curriculum approaches and continuing to empower children as active partners in their wellbeing and learning. ___________________________________________________________________ 8. QI 3.2 Raising attainment and inclusion - Summarised themes from school inspection findings 8.1. The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 8.2. Attainment in literacy and numeracy Attainment in literacy and numeracy is consistently strong across all schools, with most children achieving expected Curriculum for Excellence (CfE) levels at key stages. A minority to significant minority of children exceed expected levels, particularly in literacy, demonstrating effective challenge and stretch. Children requiring additional support for learning make good to very good progress from their prior attainment and towards individual targets. Attainment in literacy and numeracy has improved over time and, in several schools, now exceeds pre-pandemic levels, reflecting effective school-wide improvement strategies. 8.3. Attainment in Literacy and English Page 32 of 42
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PUBLIC Page 11 of 17 8.4. Listening and Talking Almost all children across schools are confident, articulate communicators who listen well and engage respectfully with others. Children demonstrate strong audience awareness and confidence when sharing ideas in class, assemblies and wider school events. Older children would benefit from more systematic opportunities to develop persuasive communication skills, for example through debates, presentations and solo talks. 8.5. Reading Staff promote a strong culture of reading for enjoyment, reflected in reading awards, attractive libraries and links with community libraries. Most children read with fluency, accuracy and expression, and confidently discuss authors, genres and preferences. Across schools, children would benefit from greater support in higher-order reading skills, particularly inference, summarising and predicting. 8.6. Writing Writing is a key strength, particularly where consistent approaches, literacy-rich environments and shared writing have been established. Children write across a wide range of genres and contexts, often using sophisticated vocabulary and literary techniques by first and second level. Targeted professional learning and agreed approaches to teaching writing have led to increased attainment and improved confidence. Next steps include: • Extending non-fiction and real-life writing contexts • Improving presentation and handwriting at early and middle stages • Supporting a minority of children to apply writing skills independently across the curriculum 8.7. Attainment in Numeracy and Maths Most children make good or very good progress in numeracy and mathematics, with strong performance in number, money and measure. Children apply mental agility and problem-solving strategies increasingly well, particularly in real life contexts such as enterprise activities. Strengths include: • Secure understanding of place value and number facts • Confident use of mathematical language at second level Page 33 of 42
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PUBLIC Page 12 of 17 • Effective data collection and interpretation in information handling Areas for further development include: • Mental recall and mental maths strategies • Consolidation of learning in fractions, percentages and division • Deeper understanding of shape, properties and positional language • Increased use of digital technologies for data handling and analysis 8.8. Attainment over time All schools have robust systems for assessing, tracking and monitoring attainment over time, enabling early identification of gaps. Senior leaders and teachers use data effectively to: o Track individual, cohort and group progress o Inform targeted interventions o Support continuity of learning, including at transition points Where attainment has dipped, particularly during the pandemic, swift and well-targeted actions have resulted in strong recovery. Attendance is regularly monitored; where attendance improves, there is clear evidence of positive impact on attainment. Next steps include extending tracking to all curricular areas and skills development, not just literacy and numeracy. 8.9. Overall quality of learners’ achievement Children benefit from a wide range of leadership roles, clubs, awards and enrichment experiences that develop skills for learning, life and work. Schools foster a strong culture of celebrating achievement, with children confident in talking about successes in and out of school. Participation in wider achievement activities continues to rise, supported by effective staff monitoring. Children develop key attributes including: o Confidence and communication skills o Teamwork and leadership o Responsibility and citizenship As a next step, schools should track skills development more systematically across wider achievement activities to strengthen links with learning. Page 34 of 42
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PUBLIC Page 13 of 17 8.10. Equity for all learners Staff across all schools demonstrate a strong understanding of the social, cultural and economic contexts of their communities. Pupil Equity Funding (PEF) is used strategically and effectively to provide targeted support in literacy, numeracy and wellbeing. Evidence shows that interventions have narrowed attainment gaps for most targeted children. Schools take a sensitive and proactive approach to reducing barriers, including: o Uniform hubs and swap shops o Subsidised trips and experiences o Breakfast provision and community partnerships Next steps include: o Continuing to evaluate the impact of PEF o Developing or refining a cost of the school day policy o Strengthening children’s and families’ participation in equity planning 8.11. Summary and recommendations Across the schools, QI 3.2 is another key strength, with high levels of attainment, improving outcomes over time, strong equity practices and a rich range of achievement opportunities. Consistent next steps focus on deepening learning, increasing challenge, consolidating skills and strengthening tracking of skills and achievements across the curriculum. This report highlights the strength of the schools in Renfrewshire. The HMIe inspection process is rigorous, and it is reassuring that we are performing very well nationally. The grades which our schools have received over the last two years reflect the hard work of the staff, children and young people in the schools themselves, as well as the support provided by the central Children’s Services team. The well established quality improvement framework in Renfrewshire supports the inspection process as the central education team undertakes school reviews which identify areas of good practice and areas for development. ___________________________________________________________________ Implications of this report 1. Financial – No financial implications 2. HR and Organisational Development – No HR implications 3. Community/Council Planning - engaging with, and learning from external inspection, ensures that our Renfrewshire is thriving. High standards of education provision ensure that children and young people are given the Page 35 of 42
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PUBLIC Page 14 of 17 best start in life so that they promote and contribute to a more prosperous, fairer society. It also ensures our Renfrewshire is well – by providing an environment which encourages care, welfare and development, establishments play a crucial role in developing children and young people so that they become responsible citizens. The inspection process also supports delivery of the Council Plan crosscutting theme of improving outcomes for children and families as well as other Council Plan key strategic outcomes. 4. Legal – HM Inspectors evaluate the school’s Fulfilment of Statutory Duties related to attendance, exclusions, ASL Act and Associated Code of Practice, Bullying, Equality Act, Health and Nutrition, and Gaelic education. 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality and Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. 8. Health and Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks. 10. Risk – No risks identified. 11. Privacy Impact – no impact on privacy. 12. 13. Climate Risk – None. Children’s Rights - This links to, Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. 14. Cosla Policy Position – N/A List of Background Papers Find an inspection report | His Majesty’s Inspectorate of Education in Scotland __________________________________________________________________ Children’s Services Page 36 of 42
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PUBLIC Page 15 of 17 EH/KO 21 April 2026 Author: Emma Henry, Head of Education (Inclusion, Wellbeing and Attainment) Page 37 of 42
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PUBLIC Page 16 of 17 Appendix 1 Breakdown of Quality Indicator Gradings and Averages taken from HMIe inspection reports and data from August 2024 until present National Vs QUAD Vs Renfrewshire: National Average Quality Indicator gradings QI 24/25 25/26 2yr average 1.3 3.77 3.98 3.88 2.3 3.79 3.89 3.84 3.1 3.96 4.08 4.02 3.2 3.77 3.85 3.81 Renfrewshire Average Quality Indicator gradings QI 24/25 25/26 2yr average 1.3 4.75 4.67 4.71 2.3 4.33 4.40 4.37 3.1 4.75 4.67 4.71 3.2 4.43 4.40 4.42 Renfrewshire School Inspection Gradings Schools’ gradings for QI 1.3 Leadership of change Excellent 1 17% Very Good 4 66% Good 1 17% Schools’ gradings for QI 2.3 Learning, teaching and assessment Excellent 1 8% Very Good 4 34% Good 7 58% Schools’ gradings for QI 3.1 Improving wellbeing, equality and inclusion Excellent 0% Very Good 5 83% Good 1 17% Schools’ gradings for QI 3.2 Raising attainment and achievement Excellent 0% Very Good 4 34% Good 8 66% Page 38 of 42
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PUBLIC Page 17 of 17 Renfrewshire Average of QIs by Session year from 2018/19 – 2024/25 (Please note no inspection activity took place during 2020/21 – 2022/22 due to COVID) Renfrewshire Inspection Gradings per school School Report Date Sector 1.3 2.3 3.1 3.2 Ralston PS & ELCC 27/08/2024 Primary Short VG VG Kirklandneuk Primary School 10/12/2024 Primary Full VG G VG G Bargarran Primary School 11/02/2025 Primary Full Exc VG VG VG Mossvale Primary School & NC 01/04/2025 Primary Short VG G Kilbarchan Primary School 29/04/2025 Primary Short G G Gleniffer High School 10/06/2025 Secondary Short G G Rashielea Primary School 26/08/2025 Primary Full VG VG VG VG St James' Primary School - Paisley 25/11/2025 Primary Short G G Glencoats Primary School 16/12/2025 Primary Short Exc VG Castlehead High School 20/01/2026 Secondary Full VG G G G St. Charles PS 10/03/2026 Primary Full G G VG G Bushes Primary School & NC 17/03/2026 Primary Full VG G VG G Page 39 of 42
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: June 9th 2026 Report by Joint Secretary (Teachers’ Side) ASN Provision 1. Background The management paper tabled at the last JNC on 31st March – Inclusion Progress Update which was put to the Education and Children's Services Policy Board on 31st March and gave an update on the many and varied ways that Renfrewshire Council complies with its obligations to learners in Renfrewshire. This is a short response to that paper from the Teachers’ side perspective to the paper, not to negate the work around inclusion, which highlights many positives but to highlight a few of the challenges relating to ASN from the Teachers’ Side. Although the Education (Additional Support for Learning) (Scotland) Act 2004, along with later legislation, established a presumption of mainstream education for children and young people with ASN, concerns about the resourcing and funding of ASN provision remain central for teachers from all of the teaching unions. ASN is also one of the major threads of the EIS’ Stand up for Equality Education campaign. Renfrewshire teachers are unquestionably committed to getting it right for every child, in every establishment but regularly say their ambitions for pupils are being thwarted by a lack of adequate resource. And, whilst there has even been suggestion of an overspend on ASN - on paper- the lived reality of managing the increasing needs of ASN pupils is a constant struggle and it is recognised that the current budget allocated to ASN does not adequately meet the real need. The impact of the shortfall is being felt by pupils and staff alike and is one of the main reasons underpinning teacher stress and workload complaints. The Scottish government states that inclusion does not mean one-size-fits-all; the law stipulates that placements and provision must be tailored to best meet the child's individual specific needs. In response to national surveys however teachers highlight significant concerns about the practical delivery of inclusion dictated largely by constrained budgets: concerns persist around insufficient staffing, resources and suitable spaces within school buildings that fully meet the needs of children and young people with ASN effectively. This deficit often increases the likelihood of regular violent and aggressive incidents which are linked to dysregulated behaviour and reduced support. Sometimes support staff absences (which are rarely, if ever, backfilled) cause consequential timetable changes and leave the ASN pupil disadvantaged due to the loss of their entitlement to support; there is too a lack of sufficient fixed, timetabled ASNA support for many pupils with ASN, because a child does not automatically receive additional ASNA or classroom assistance when it is down to schools to prioritise and allocate this capped and limited resource. This, alongside uncertainty among Item 12 Page 40 of 42
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teaching staff about entitlement to support is leaving many teachers with a sense that they are failing in their ambition and duty to meet the ever-growing demands of ASN pupils. This is leading to burnout, low morale and job dissatisfaction. This paper asks the Management side to report back to the JNC with an analysis and breakdown of ASN provisions within its establishments across Renfrewshire alongside the respective funding allocation, focussing on support staff numbers, staffing models, and access to specialist input including sensory services and language support. Further consideration also needs to be given around the impact of short and sometimes long-term absence of ASNA support and classroom assistants for continuity of provision to better meet the needs of Renfrewshire’s ASN pupils and to improve working conditions for Renfrewshire teachers and school staff. There is no systemic backfill of support staff which leaves teachers to fill the gap. ASN provision is a right and entitlement and is fundamental to supporting learning of children and young people with additional support needs and while Renfrewshire schools face the same challenges as other local authorities in Scotland it is important that there is a shared a clear understanding of the detail of all of the ASN provision that is offered across Renfrewshire schools. 2. Recommendations •The teaching unions are seeking an overall increase in the funding allocated to schools to adequately meet the increased demand for ASN. •The Teachers’ Side is also calling for a disaggregated analysis of ASN funding of provision across Renfrewshire schools in the support allocation, staffing models and access to specialist input. •That further consideration should be given to measures available to mitigate the impact of absence of ASN support staff on continuity of provision and any detriment this may have for all pupils- with and without - ASN as well as on teacher workload. Page 41 of 42
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: June 9th 2026 Report by Joint Secretary (Teachers’ Side) Violence and Aggression Policy improvements needed 1. Background An important element of the Renfrewshire Managing Violence and Aggression policy in Educational establishments is the reporting procedures and the support mechanisms designed to minimise the occurrence of violent incidents against teachers within our schools. In a profession where the employees are predominantly female the Teachers’ Side is seeking to include misogyny, harassment and gender-based violence in the reporting system so that such incidents may be recorded and the appropriate safeguards put in place to support anyone subjected to this. National media reports in the last few weeks have once again highlighted that violent incidents continue to blight education with over 33,000 incidents recorded. It has been further suggested that the already record-high numbers may be significantly under-reported and so the reality may be even more worrying than the figures suggest. This may be in part because there is no protected time being made available following violent incidents and within the working day to enable the data to be uploaded. The Teachers’ Side is therefore seeking to build on the significant work that has already been done to ensure that Renfrewshire teachers can be supported, by allocating protected time after an incident to ensure that teachers can comply with their obligation to record incidents. Furthermore that time is allowed, where needed, for teachers to decompress before being expected to resume teaching classes. 2. Recommendations That the Managing Violence and Aggression in Education Establishments policy is amended through enhanced reporting and support mechanisms including: protected time with cover made available within the working day to allow for the recording of incidents and to ensure accurate measurement of violence and aggression. mandatory post-incident check-ins with management to assess the health and wellbeing and to agree appropriate supports for the teacher impacted. recognition of misogynistic abuse and gender-based violence as a health and safety issue with consistent application of risk assessments and follow-up procedures. Item 13 Page 42 of 42