Agenda Document Pack - Renfrewshire Council Joint Negotiating Committee for Teaching Staff - 12/11/2024
Renfrewshire Council · 12 November 2024
Back to Renfrewshire Council Joint Negotiating Committee for Teaching Staff — 12 November 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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06/11/2024 Notice of Meeting and Agenda Renfrewshire Council Joint Negotiating Committee for Teaching Staff Date Time Venue Tuesday, 12 November 2024 14:00 Corporate Meeting Room 2, Renfrewshire House, Membership Representing Renfrewshire Council Management Councillor E Rodden; Councillor J Paterson; E Henry (Head of Education); J Colquhoun, Education Manager (Development); K Henry, Head Teacher, St Andrews Academy; D Rigmand, Head Teacher, Wallace Primary School; A Hall, Education Manager (Development); M Thomas, Education Manager (Development) (all Education and Childrens' Services); and K Clark, Strategic Lead Partner (People), (Finance and Resources). Representing Renfrewshire Council Teaching Staff K Fella/M Russell (Joint Secretary), JP Tonner, T Millar, Y Murray, D Tollan, B Kelly and C Niven (all EIS); R Kane(SSTA); and L Gibson (NASUWT) and D Baxter (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 Page 1 of 184
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06/11/2024 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 3 September 2024. 5 - 12 2 Matters Arising 3 Action Log 13 - 22 4 Joint Inspection of Services for Children at Risk of Harm in Renfrewshire Report by Head of Education. 23 - 30 5 Education Standards & Quality Report September 2024 & Education Improvement Plan 2024/25 Report by Head of Education. 31 - 172 6 Budget Underspends in Primary and Children & Families and Early Learning & Childcare Service Report by Joint Secretary (Teachers’ Side). 173 - 174 7 Managing and Reporting Violence and Aggression Launch Report by Joint Secretary (Teachers’ Side). 175 - 176 8 Addition to SNCT Handbook- Family Leave Report by Joint Secretary (Teachers’ Side). 177 - 178 Page 2 of 184
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06/11/2024 9 Maximum Class Sizes Report by Joint Secretary (Teachers’ Side). 179 - 180 10 Addition to SNCT Handbook- Principal Teachers and Management Time Report by Joint Secretary (Teachers’ Side). 181 - 182 11 Occupational Health Reports Report by Joint Secretary (Teachers’ Side). 183 - 184 12 Date of Next Meeting It was noted that the date of the next meeting of the Renfrewshire Joint Negotiating Committee was scheduled to be held at 2.00pm on 11 February 2025. Page 3 of 184
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Minute of Meeting Renfrewshire Council Joint Negotiating Committee for Teaching Staff Date Time Venue Tuesday, 03 September 2024 14:00 Corporate Meeting Room 2, Renfrewshire House, Present: Attendees Present Representing Renfrewshire Council Management Councillor Paterson; E Henry, Head of Education; G Lyons, Interim Head of Education, A Hall, Education Manager (Development), K Henry and J Houston, Head Teachers, (all Education & Children’s Services); and K Clark, Strategic Lead Partner (People), (Finance and Resources). Representing Renfrewshire Council Teaching Staff K Fella, (Joint Secretary), M Russell, Y Murray, J P Tonner, D Tollan, C Niven, B Kelly (all EIS); R Kane (SSTA); and L Gibson (NASUWT). In Attendance J Barron, Committee Services Officer (Finance & Resources). Apologies Councillor Rodden, S Fanning, Strategic Partner Lead (Finance & Resources). 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 JNC121124 Page 5 of 184
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1 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 Paterson would chair this meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff. DECIDED: That Councillor Paterson chair this meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff. 2 Minute of Previous Meeting There was submitted the Minute of the meeting of this Committee held on 11 June 2024. Under reference to Item 8 - School Holidays, the Minute of the previous meeting held on 11 June 2024, the Teachers’ Side requested that the minute be changed to record that the “consultation regarding the change of date had been agreed, not that there had been agreement on the change of date” and this be recorded in the minute. The Clerk confirmed that this would be amended. DECIDED: That the Minute be approved subject to the above amendment. 3 Matters Arising Under reference to Item 3 of the Minute of the previous meeting held on 11 June 2024, Matters Arising, in relation to the Violence and Aggression Policy, the Head of Education advised that an operational update would be sent to Head Teachers for use on in-service days when completed, and communicated to staff advising of the training dates, format and time allocated. This information would also be sent directly to the Trade Unions at the same time. Under reference to Item 3 of the Minute of the previous meeting held on 11 June 2024, Matters Arising, in relation to Additional Support Needs provision/funding the Interim Head of Education advised that he would provide further information on this matter to future meetings of the JNC. Under reference to Item 3 of the Minute of the previous meeting held on 11 June 2024, Matters Arising, in relation to the Council’s policy on mobile phone use in schools the Interim Head of Education advised that final guidelines would be submitted to the next meeting of the JNC scheduled to be held on 12 November 2024. Under reference to Item 4 of the Minute of the previous meeting held on 11 June 2024, Action Log, the Head of Education and Joint Secretary (Teacher’s Side) agreed Page 6 of 184
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that they would discuss and update the Action Log going forward at their pre-meeting, and forward information timeously to the Clerk in order to have the most current information on the Log on the agenda for each meeting. Under reference to Item 11 of the Minute of the previous meeting held on 11 June 2024, Seesaw and Implications of Digital Platforms, the Interim Head of Education advised that conversations have begun with ICT, these were at an early stage and further meetings would be arranged to discuss digital platforms, and further updates would be submitted to meetings of the JNC. DECIDED: (a) That the operational update on the Violence and Aggression Policy be issued to Head Teachers for use on in-service days when completed, and communicated to staff advising of the training dates, format and time allocated. This information would also be sent directly to the Trade Unions at the same time. (b) That further information be provided in relation to the ASN provision/funding; (c) That the policy on mobile phones be submitted to the next meeting of the JNC scheduled to be held on 12 November 2024; (d) That the Action Log be updated by the Head of Education and Joint Secretary (Teacher’s side) at their pre-meeting and passed timeously to the Clerk for inclusion on the agenda; and (e) That updates of progress with regard to Seesaw and implication of digital platforms be submitted to future meetings of the JNC. 4 Action Log The action log for the JNC was submitted. It was advised that some items had not been updated on the Log, and it was agreed that for future meetings of the JNC the Head of Education and the Joint Secretary (Teacher’s side) would update the Log at their pre-meeting, and forward the updated Log to the Clerk, for inclusion on the agenda. DECIDED: (a) That updates be forwarded to the Clerk after the pre-meeting between Head of Education and the Joint Secretary (Teacher’s side) for the updated Log to be included on the agenda; and (b) That the action log be noted. 5 Appointment of Staff There was submitted a report by The Head of Education relative to Staff Circular 16 – Page 7 of 184
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Appointment of Staff. It was advised that several Standard Circulars had not been reviewed for some time and to ensure an open and transparent approach the Head of Education would advise members of the JNC of this work. Standard Circular 16 provided general information and guidance regarding the appointment of teachers to permanent posts. DECIDED: (a) That it be agreed that the Joint Secretary (Teacher’s Side) would consult with the Head of Education regarding the review of the Standard Circular 16 in relation to appointment of staff; and (b) That the report be noted. 6 Absence Management / Supporting Attendance (Teachers) Policy There was submitted a report by the Head of Education relative to the updated Absence Management/Supporting Attendance (Teachers) Policy which had not been reviewed for some time. To ensure an open and transparent approach the Director of Education would advise members of the JNC of this change to the policy. The Absence Management/Supporting Attendance Policy had not been updated since 2001. In 2024 this policy was updated for local government employees. This had resulted in establishments working with two different sets of procedures in relation to absence management. Members of the JNC were asked to support this policy being updated to ensure clear and consistent absence management and supporting absence processes and procedures for Local Government and teaching employees. DECIDED: (a) That it be agreed that the Joint Secretary (Teacher’s Side) would consult with the Head of Education regarding the updating of the policy on Absence Management/Supporting Attendance; and (b) That the report be noted. 7 JNC 14/15 Discipline and Grievance Procedures There was submitted a report by the Head of Education relative to the updated JNC 14/15 Policy which had not been reviewed for some time. To ensure an open and transparent approach the Director of Education would advise members of the JNC of this change to the policy. The Policy had not been updated since 2006 and Members of the JNC were asked to support this policy being updated to ensure clear and consistent discipline and grievance procedures. Page 8 of 184
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DECIDED: (a) That it be agreed that the Joint Secretary (Teacher’s Side) would consult with the Head of Education regarding the updating of the policy on discipline and grievance procedures; and (b) That the report be noted. 8 Job-Sizing Review There was submitted a report by the Joint Secretaries relative to job sizing. The report requested that Headteachers be reminded of the terms of Appendix 2.3: Job-Sizing Review with specific reference to the two points in the year at which a review could be triggered. DECIDED: (a) That Headteachers be reminded of the two points in the year when a review could be triggered; and (b) That the report be noted. 9 Printing Procedures and Printing Facilities There was submitted a report by the Joint Secretary (Teachers’ Side) relative to the new print strategy in schools which had been introduced without consultation with the teaching unions. The report advised that the Teachers’ side sought reconsideration in the reductions on individual and departmental printing quotas, a recognition that the new print strategy might place unnecessary burdens in respect of planning and limit flexibility of teachers to react to learners’ needs. The Teachers’ side was sought assurances that the administrative aspects of gaining access to copiers would be dealt with by administrative staff and that this would not fall to individual teachers to contact ICT helpline as time taken to do so reduced time available for preparation and correction. It was noted that the location of printers was also an issue at some schools. The Interim Head of Education advised that the amount of printing in schools last year was very large and due to the environmental impact and costs, this amount of printing was required to be cut over a three-year period. DECIDED: (a) That it be agreed that issues with the location of printers should be discussed with Headteachers; (b) That it be agreed that large scale issues with printers could be reported to the Education Support Managers in the first instance, for them to contact ICT; and Page 9 of 184
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(c) That the report be noted. 10 Changes to Digital Infrastructure There was submitted a report by Joint Secretary (Teachers’ Side) regarding changes to schools’ digital infrastructure. The report advised that there were concerns regarding the time it took for matters, which had been logged with the ICT helpdesk, to be resolved, in many cases the need was urgent and immediate. ICT problems were an unnecessary source of stress and were having a significant impact on staff wellbeing and workload adding to the routine challenges that were already present for teachers. The Teaching Unions requested that the Council: investigate the many difficulties staff were reporting when trying to access online and digital resources; commit to having access issues resolved quickly; conduct an audit of teaching time and/or teachers’ non-contact time lost to resolving digital problems; ensure that ICT support was readily available and that the helpdesk treated calls as a matter of urgency ensuring problems were dealt with as quickly as possible; and that the affected staff need to be contacted directly to update when their issues were resolved to assist them in effective planning. The Teacher’s Union also requested that problems which could not be resolved with a single call that an administrative liaison link was assigned in each establishment who could resolve matters for staff rather than have teachers engaged in time consuming access issues because there was an expectation that the infrastructure should be in place to facilitate teachers in their work rather than have individuals responsible for reporting and discussing such problems. The Teachers Union indicated that the time-consuming tasks detracted from teachers’ non-contact preparation and correction time. DECIDED: (a) That the Interim Head of Education investigate the process for logging calls with the ICT Helpdesk; and (b) That the report be noted; and 11 Duel Presentation and Unit Catch-up There was submitted a report by Joint Secretary (Teachers’ Side) regarding the emerging practice of ‘dual entering’ S4 learners for National 4 and National 5 qualifications in the same subject. This was resulting in double workload for teachers as well as stress for learners and was being carried out despite the Cabinet Secretary for Education having expressed the view that it would only be appropriate in a ‘very limited number of exceptional circumstances’ which should involve dialogue with young people and their parents/carers. Page 10 of 184
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DECIDED: (a) That Teachers, in discussion with learners and parents, should decide, as early as possible, the correct level of study for the pupil; (b) That pupils should only be presented for one level of study per qualification eg National 4 or National 5, except in exceptional circumstances; (c) That finalising of unit assessments and reassessments in the month of May should accommodate learners who had already completed some units or parts of units at a particular level and required only limited time to complete the outstanding assessments to achieve a qualification; and (d) That the report be noted. 12 Date of Next Meeting It was noted that the date of the next meeting of the Renfrewshire Joint Negotiating Committee was scheduled to be held at 2.00pm on 12 November 2024. Page 11 of 184
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Joint Negotiating Committee For Teachers – Action Log Item 3 Date of JNC Meeting Report Action to be taken Officer responsible Due date (default date is the date of the next meeting unless either the report or the Joint Secretaries suggests an alternative date) Status (this section requires to be completed by the two Joint Secretaries to be included as an update at the next meeting) 6 February 2024 Item 3 Matters Arising (a) Set up working group to discuss JNC/15 Grievance Procedures (c) Standard Circular access work (d) Safeguarding triggers in SEEMIS (e) Let’s be Heard Covid Enquiry update (a) E Henry - Interim Head of Education (c) J Colquhoun -Education Manager (Development) (d) E Henry - Interim Head of Education (e) M Thomas - Education Manager (Development) 26 March 2024 26 March 2024 26 March 2024 26 March 2024 Groups to be allocated November 2024 Emma to find out how Kenny can access SC as changes to admin on website Actioned Actioned Item 3 JNC121124 Page 13 of 184
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6 February 2024 Item 4 Violence and Aggression Update (a) Provide examples of BW glitches (b) Update on national H&S working group (a) Teachers’ Side (b) Principal HR&OD Adviser Ongoing Ongoing Actioned Stevie to action 6 February 2024 Item 6 Mobile Phone Use (a) Staff advised that policy would be reviewed (b) Working group to be set up to facilitate review of policy (c) Mobile phone policy reissued to schools with caveat that phones can only be used as directed by staff G Lyons - Interim Head of Education Ongoing GM HoE to overtake this 26 March 2024 Item 3 Matters Arising (a) Notify Principal HR&OD Adviser of any BW issues with reporting incidents (c) Review of Mobile Phone Use in Schools Policy (e) Discuss time for Trade Union meetings not being provided Teachers’ Side GL – Interim Manager of Education and Teachers’ Side EH – Interim Head of Education and Teachers’ Side 14 May 2024 14 May 2024 14 May 2024 Actioned Ongoing Actioned Page 14 of 184
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14 May 2024 Item 7 Violence and Agression (b) Professional Learning to be shared with HTs (c) HTs to be requested to remind teaching staff of the reporting arrangements in place in their schools (d) Meeting with Teachers Side to discuss BW incident recording EH EH SF and Teachers Side 11 June 2024 11 June 2024 11 June 2024 Actioned 14 May 2024 Item 8 Removal of Teacher Exchange Scheme That the scheme continue and it be promoted more widely within schools and revisited next session. EH and Teachers Side Ongoing Actioned 14 May 2024 Item 10 Flexible Working Flexible Working Policy information to be issued to all HTs EH 11 June 2024 Actioned 14 May 2024 Item 11 In Service Days/Public Hoildays and P/T Contracts Meeting to be held between both sides to discuss Both Sides 11 June 2024 Ongoing 14 May 2024 Item 12 Payroll and Salary Overpayments (a) Working Group to be established to discuss concerns raised; Both Sides 11 June 2024 Actioned Page 15 of 184
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(b) that payroll directional videos be provided to teachers; (C) Ipads provided to schools to enable access to BW to be located and put back into use within the Council estate. Management Side Both Sides 11 June 2024 11 June 2024 11 June 2024 Item 3 Matters Arising (a) Reissue the Council’s policy on mobile phone use in schools to all HTs (b) Arrange meeting to further discuss mobile phone use in schools with Teachers’ Side (c) Raise BW issues (d) Professional Learning Information to be available at October In-Service day GL GL Teachers’ Side EH 3 September 2024 3 September 2024 3 September 2024 3 September 2024 As above 11 June 2024 Item 4 Annual Report (a) Investigate how Standard Circulars could be made available to staff (b) Annual Report 2023/24 to be circulated to all educational establishments. EH EH 3 September 2024 3 September 2024 Actioned Page 16 of 184
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11 June 2024 Item 8 School Holidays Start date amended to 12 August 2025 in line with other neighbouring authorities and discussion to be continued on the remaining school days for 2025/26. Both Sides 3 September 2024 Actioned 11 June 2024 Item 9 NQT Induction Days The provision of a separate TU information session outwith the NQT induction day would be discussed J Colquhoun and Joint Secretary (Teachers’ Side) As soon as possible. Ongoing 11 June 2024 Item 10 REPS Discuss the provision of REPS and involve Head of REPS if required Joint Secretaries 3 September 2024 Actioned 11 June 2024 Item 11 Seesaw and Digital Platforms Review digital platform use across the school estate, particularly Seesaw GL with Teachers Side Ongoing GM HoE to overtake this 3 September 2024 Item 3 Matters Arising That the operational update on the Violence and Aggression Policy be issued to Head Teachers and Trade Unions That further information be provided in relation to the ASN provision/funding; EM EM Actioned Public domain Page 17 of 184
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That the policy on mobile phones be submitted to the next meeting of the JNC scheduled to be held on 12 November 2024; That the Action Log be updated by the Head of Education and Joint Secretary (Teacher’s side) at their pre-meeting and passed timeously to the Clerk for inclusion on the agenda; and That updates of progress with regard to Seesaw and implication of digital platforms be submitted to future meetings of the JNC. GL EM/KF GL GM HoE to overtake this Actioned GM HoE to overtake this 3 September 2024 Item 4 Action Log That updates be forwarded to the Clerk after the pre-meeting between Head of Education and the Joint Secretary (Teacher’s side) . EH/KF Actioned Page 18 of 184
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3 September 2024 Item 5 Appointment of Staff That it be agreed that the Joint Secretary (Teacher’s Side) would consult with the Head of Education regarding the review of the Standard Circular 16 in relation to appointment of staff. EH/KF ongoing 3 September 2024 Item 6 Absence Management / Supporting Attendance (Teachers) Policy That it be agreed that the Joint Secretary (Teacher’s Side) would consult with the Head of Education regarding the updating of the policy on Absence Management/Supporting Attendance. EH/KF ongoing 3 September 2024 Item 7 Job Sizing Review That Headteachers be reminded of the two points in the year when a review could be triggered; and EH Actioned 3 September 2024 Item 8 Printing Procedures and Printing Facilities That it be agreed that issues with the location of printers should be discussed with Headteachers; GL GM HoE to overtake this Page 19 of 184
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3 September 2024 Item 9 Changes to Digital Infrastructure That the Interim Head of Education investigate the process for logging calls with the ICT Helpdesk. GL GM HoE to overtake this 3 September 2024 Item 10 Dual Presentation and Unit Catch-up That Teachers, in discussion with learners and parents, should decide, as early as possible, the correct level of study for the pupil; That pupils should only be presented for one level of study per qualification eg National 4 or National 5, except in exceptional circumstances; That finalising of unit assessments and reassessments in the month of May should accommodate learners who had already completed some units or parts of units at a particular level and required only limited EH Noted Page 20 of 184
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time to complete the outstanding assessments to achieve a qualification; and 3 September 2024 Page 21 of 184
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 12 November 2024 Report by Head of Education Joint Inspection of Services for Children at Risk of Harm in Renfrewshire 1. Background 1.1. The joint inspection team was led by the Care Inspectorate but included representatives from Healthcare Improvement Scotland (HIS), Education Scotland and His Majesty’s Inspectorate of Constabulary in Scotland (HMICS) and volunteer Young Inspectors. 1.2. The joint inspection process took 22 weeks as outlined below 1.3. Children at risk of harm are defined as children up to the age of 18 years who need urgent support due to being at risk of harm from abuse and/or neglect. This includes children who need urgent support due to being a significant risk to themselves and/or others or are at significant risk in the community. The Care Inspectorate identify young people as children aged 13 to 17 years old. 1.4. Joint inspections aim to provide assurance on the extent to which services, working together, can demonstrate the following. 1.4.1. Children and young people are safer because risks have been identified early and responded to effectively. 1.4.2. Children and young people’s lives improve with high-quality planning and support, ensuring they experience sustained loving and nurturing relationships to keep them safe from further harm. 1.4.3. Children and young people and families are meaningfully and appropriately involved in decisions about their lives. They influence service planning, delivery and improvement. Item 4 JNC121124 Page 23 of 184
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1.4.4. Collaborative strategic leadership, planning and operational management ensure high standards of service delivery. 1.5. The joint inspection of services for children at risk of harm in the Renfrewshire community planning partnership area commenced on 8 April 2024 and concluded 18 September 2024. It covered the range of partners in the area that have a role in meeting the needs of children and young people at risk of harm and their families and considered the period 8 April 2022 to 8 April 2024. 1.6. During the inspection the inspection team; o listened to the views and experiences of 49 children and young people and 47 parents and carers. This included face to face meetings, telephone or video calls and survey responses. o reviewed practice by reading a sample of records held by a range of services for 60 children and young people at risk of harm. o reviewed a wide range of documents and a position statement provided by the partnership. o carried out a staff survey and received 558 responses from staff working in a range of services. o met with approximately 253 staff who work directly with children, young people and families. o met with members of senior leadership teams, committees and boards that oversee work with children at risk of harm and their families. 1.7. The report (full joint inspection report) was published on the 22nd of October. This is a very positive report which outlines key strengths in partnership working in Renfrewshire. Inspectors saw evidence that partners were effectively identifying and responding to risk. Close partnership working between professionals and across partner agencies was noted to be key to our capacity to identify harm at the earliest stage and to respond in an early and effective manner. 1.8. The inspection team found clear evidence that staff were confident in their ability to recognise and report child abuse, neglect and exploitation. The report highlights key strengths regarding our core processes including our multi-agency initial referral discussion (IRD) process and its effectiveness in identifying risk and harm and making plans to keep children safe. Our IRD process ensured that timescales were adhered to and promoted early and effective interventions when their were concerns for children’s safety and wellbeing. 1.9. A reassuring theme throughout the report was the positive relationships between staff and children and families, and between staff themselves. The inspectors highlighted the impact of our trauma-informed and relationships-based practice across all agencies and services. Inspectors observed nurturing and trusting relationships between staff and children across agencies and heard that children felt safer as a result. The report mentioned the views of one child who advised “staff saw them as a person rather than a problem to be fixed.” The inspectors noted this sentiment was echoed by other young people, who flet staff genuinely wanted the best for them and treated them with respect. Page 24 of 184
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1.10. Our corporate approach to The Promise was recognised for its role in bringing the voice of the child into all aspects of our work and inspectors highlighted the Brothers and Sisters Policy as an example of how care experienced voices had directly led to change. 1.11. Our recently refreshed Getting it Right for every Child approach (GIRFEC), was supporting children in a range of different ways. GIRFEC policy and practice guidance was credited with giving multi-agency partners a shared language and vision for meeting the needs of our children and families. 1.12. Renfrewshire’s long-established advocacy services for children involved in protective processes was noted as a particular strength and they heard from children who said that it made them listened to and involved in their care plans. Children and young people at risk of harm were benefitting from supportive and caring relationships with staff. They were confident that their views were heard, and they felt listened to. Children, young people and their families were benefitting from well-established assessment and planning approaches. The inspectors noted that the partnership had embedded children’s rights in practice. 1.13. Our strategic leadership and governance arrangements were seen to be effective in driving forward improvements and ensuring local needs were identified and responded to in a timely manner. Staff reported that senior leaders were well known, and they felt assured that decisions being taken by leaders were helping them to do their jobs and keep children safe. 1.14. The partnership’s vision, values, and aims were well-understood and embraced by staff across all partner agencies, including the third sector. Leaders were highly visible, communicated regularly, and maintained a clear vision for service delivery and improvement for children and young people at risk of harm. The inspectors found “the intentional investment in relationships provided a collaborative culture where staff, managers and leaders worked positively together across agencies. 1.15. The report recognises the investment in staff through learning and development opportunities. Most staff indicated that participation in multi-agency training and development had improved their confidence in working with children at risk of harm. 1.16. Inspectors highlighted two areas for improvement – the availability of resources for children experiencing mental health problems. While they saw examples of good practice and children being helped to improve their wellbeing, they observed that such resources were not always readily accessible. However, the inspectors highlighted recent service developments which were showing potential for improving this, namely the new CAMHS/Education liaison officer and the resources available via the REN10 website were highlighted. 1.17. The other suggested area for improvement relates to how we use the data we collate in the partnership. While inspectors noted the plethora of data we gather about our service priorities, they suggested that we need to strengthen how we use this data to identify impact for children and risk of harm. 1.18. The report highlights two good practice examples. The first is the Street Stuff approach which is a statutory and third sector partnership based at St Mirren Football Club. The inspectors found their activity-based support in schools and communities was making a positive difference in the lives of children and young people who were at risk of harm in their communities from gang affiliation, knife crime and other forms of violence and Page 25 of 184
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exploitation. Effective co-ordination was undertaken by partners to gather local intelligence and deliver a network of community-based supports. 1.19. The second good practice example is the Unaccompanied Asylum-Seeking Children (UASC) Team, which was established in 2017, and significantly increased the safety and wellbeing of young people at risk of exploitation. The team’s responsive approach fostered trusting and sustained relationships, ensuring all UASC held Looked After Child status, a strategic decision in Renfrewshire to offer substantial opportunities to these young people. The UASC Team adopted a rights-based approach, prioritising the young person’s views from the outset. They remained vigilant about the risk of re-trafficking and were proud that no re-trafficking incidents had occurred, attributing this success to their focused commitment and responsive support. 1.20. Quality indicator 2.1 relates specifically to how children at risk of harm • feel valued, loved, fulfilled and secure • feel listened to, understood and respected • experience sincere human contact and enduring relationships • get the best start in life 1.21. The inspectors found that services in Renfrewshire had significant positive impacts on children and young people’s experiences. They concluded: • Children and young people were being helped to keep safe in their communities. • Children and young people’s experiences of services were transforming as a result of relationship-based approaches. This was underpinned by the partnership’s work to embed the Promise. • Children’s and young people’s rights were respected. Independent advocacy was embedded and children and young people were effectively being heard and included in decisions about their lives. • Children and young people were safer as a result of the support they received. A range of services were supporting recovery and beginning to improve well-being. • Children and young people’s views were increasingly informing the development and improvement in services. 1.22. The joint inspection team awarded Renfrewshire a grade of Very Good for this quality indicator. This means there are major strengths with very few areas for improvement. 2. Recommendation 2.1. Members of the JNC are asked to note the publication of the report on the joint inspection of services for children and young people at risk of harm in Renfrewshire. Page 26 of 184
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Appendix 1 2. The quality indicators What key outcomes have we achieved? How well do we meet the needs of our stakeholders? How good is our delivery of services for children, young people and families? How good is our operational management? How good is our leadership? 1. Key performance outcomes 2. Impact on children, young people and families 5. Delivery of key processes 6. Policy, service development and legal measures 9. Leadership and direction 1.1 Improvements in the safety, wellbeing and life chances of vulnerable children and young people. 2.1 Impact on children and young people. 2.2 Impact on families. 5.1 Recognition and response to initial concerns. 5.2 Assessing risk and need. 5.3 Care planning, managing risk and effective intervention. 5.4 Involving individual children, young people and families. 6.1 Policies, procedures and legal measures. 6.2 Planning and improving services. 6.3 Participation of children, young people, families and other stakeholders. 6.4 Performance management and quality assurance. 6.5 Securing improvement through self-evaluation 9.1 Vision, values and aims. 9.2 Leadership of strategy and direction. 9.3 Leadership of people and partnerships. 9.4 Leadership of improvement and change. 3. Impact on staff 7. Management and support to staff 3.1 Impact on staff 7.1 Recruitment, deployment and joint working. 7.2 Workforce development and support. 4. Impact on the community 8. Resources and capacity building 4.1 Impact on the community 8.1 Management of resources. 8.2 Commissioning arrangements. 10: What is our capacity for improvement? Global judgement based on an evaluation of the framework of quality indicators Page 27 of 184
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Appendix 2 Care Inspectorate Six-point Evaluation Scale The Care Inspectorate use the following six-point evaluation scale. 6 Excellent - Outstanding or sector leading 5 Very Good - Major strengths 4 Good - Important strengths, with some areas for improvement 3 Adequate - Strengths just outweigh weaknesses 2 Weak - Important weaknesses – priority action required 1 Unsatisfactory - Major weaknesses – urgent remedial action required An evaluation of excellent describes performance which is sector leading and supports experiences and outcomes for people which are of outstandingly high quality. There is a demonstrable track record of innovative, effective practice and/or very high-quality performance across a wide range of its activities and from which others could learn. The Care Inspectorate can be confident that excellent performance is sustainable and that it will be maintained. An evaluation of very good will apply to performance that demonstrates major strengths in supporting positive outcomes for people. There are very few areas for improvement. Those that do exist will have minimal adverse impact on people’s experiences and outcomes. While opportunities are taken to strive for excellence within a culture of continuous improvement, performance evaluated as very good does not require significant adjustment. An evaluation of good applies to performance where there is a number of important strengths that, taken together, clearly outweigh areas for improvement. The strengths will have a significant positive impact on people’s experiences and outcomes. However, improvements are required to maximise wellbeing and ensure that people consistently have experiences and outcomes which are as positive as possible. An evaluation of adequate applies where there are some strengths, but these just outweigh weaknesses. Strengths may still have a positive impact but the likelihood of achieving positive experiences and outcomes for people is reduced significantly because key areas of performance need to improve. Performance that is evaluated as adequate may be tolerable in particular circumstances, such as where a service or partnership is not yet fully established, or in the midst of major transition. However, continued performance at adequate level is not acceptable. Improvements must be made by building on strengths while addressing those elements that are not contributing to positive experiences and outcomes for people. An evaluation of weak will apply to performance in which strengths can be identified but these are outweighed or compromised by significant weaknesses. The weaknesses, either individually or when added together, substantially affect peoples’ experiences or outcomes. Without improvement as a matter of priority, the welfare or safety of people may be compromised, or their critical needs not met. Weak performance requires action in the form of structured and planned improvement by Page 28 of 184
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the provider or partnership with a mechanism to demonstrate clearly that sustainable improvements have been made. An evaluation of unsatisfactory will apply when there are major weaknesses in critical aspects of performance which require immediate remedial action to improve experiences and outcomes for people. It is likely that people’s welfare or safety will be compromised by risks which cannot be tolerated. Those accountable for carrying out the necessary actions for improvement must do so as a matter of urgency, to ensure that people are protected, and their wellbeing improves without delay Page 29 of 184
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Agenda Item .......... Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 12 November 2024 Report by Head of Education Education Standards & Quality Report September 2024 & Education Improvement Plan 2024/25 1. Summary 1.1 Renfrewshire’s annual Education Standards & Quality Report (September 2024) and Education Improvement Plan (2024/25) have been developed through consultation with a variety of stakeholders. 1.2 Both the report and plan align to the National Improvement Framework (NIF) for Scottish education. Self-evaluation information, a wide range of data and feedback from external partners was used to report on the progress and impact of our improvement priorities during session 2023/24 and to identify our priorities for improvement for the period 2024/25. 1.3 Significant progress was made during the last academic session as outlined in the Standards and Quality Report. The report sets out the progress made in achieving our improvement priorities for 2023/24 and focuses on the impact we have had. It also highlights a wide range of successes and achievements from across Renfrewshire schools and early years settings. In addition, the report demonstrates our commitment to The Promise and how we are shaping policy and practice to improve outcomes for our Care Experienced children and young people. 1.4 Our Education Improvement Plan sets out where we want to improve and how we want to do that, based on the evidence we have gathered on our current performance. Our plan focuses on six main priority areas: • Reduce child poverty in Renfrewshire and improving outcomes for children and families currently living in poverty • Place children and young people’s human rights at the heart of the planning and delivery of services that affect them • Protect the most vulnerable members of our communities, including children and young people who are at risk • Support and nurture our children, families, and communities • Create the best possible learning estate to allow children and young people to thrive • Raise attainment and enhance learning and teaching in an inclusive environment Item 5 JNC121124 Page 31 of 184
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As well as the six main priorities, there are overarching features of highly effective practice which will continue and evolve to support achievement of the priorities. These include our leadership programme, data analysis, quality improvement, professional learning, partnership working and the school estate management plan. 1.5 Delivery of the improvement plan priorities continues to be through a portfolio planning approach. Three portfolio plans have been developed by teams, each led by a Head of Service, and are detailed within the Education Improvement Plan. • Inclusion • Families and Communities • Curriculum, learning, teaching, and assessment 2. Recommendations 2.1 Members of the Joint Negotiating Committee are asked to note the content of the Education Standards & Quality Report (September 2024) Appendix 1 and Education Improvement Plan (2024/25) Appendix 2. ___________________________________________________________________ 3. Background 3.1. The ‘Statutory Guidance: Standards in Scotland etc. Act 2000’ covers a series of local authority planning and reporting duties which took effect from 1 August 2017. 3.2. This places a duty on education authorities to prepare and publish annual plans outlining the steps they intend to take during the planning period. In addition, education authorities are required to prepare and publish an annual report evaluating the progress and impact of the steps taken. 3.3. The guidance states that both the plan and the report must seek to reduce inequalities of outcome experienced by pupils as a result of socio-economic disadvantage, in pursuance of the NIF for Scottish education. 3.4. Copies of the plan and report are required to be submitted to Scottish Government. Page 32 of 184
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Education Standards and Quality Report September 2024 Achieving Equity and Excellence in Renfrewshire Appendix 1 Page 33 of 184
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Education Standards and Quality Report September 20242 Page 34 of 184
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Contents Education Standards and Quality Report September 2024 3 Introduction ................................................4 About this report .........................................5 Renfrewshire Council Plan Strategic Outcomes ..............................6 Our Values ...................................................7 Renfrewshire Children’s Services Vision .......8 Children’s Services Improvement Plan Priorities .....................................................9 Local Context ............................................10 Successes and Achievements ....................11 Pupil Equity Funding (PEF) .........................16 The Promise ..............................................18 Portfolio Planning .....................................22 How well did we do? .................................. 23 Inclusion .....................................................24 Families and Communities ........................32 Curriculum, Learning, Teaching and Assessment .......................44 Performance Information ......................... 64 Appendix ....................................................74 Appendix A Scottish Government Education Workforce Support— Professional Learning ................................75 Appendix B Future Paisley Pathway Programme Evaluation Report .................78 Page 35 of 184
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Introduction On behalf of Children’s Services, we are delighted to present to you our annual Standards and Quality report. This report is a tribute to the many superb achievements of Renfrewshire’s children, young people, staff and partners over the academic session 2023/24. We are committed to providing the best possible service for our children, young people and families. This report highlights the progress and impact related to key portfolio themes: Curriculum, Learning, Teaching and Assessment; Inclusion; and Families and Communities. These themes have been underpinned by our commitment to equity and excellence and demonstrate our continued determination to close the poverty-related attainment gap, whilst raising attainment for all. The ambition shown by our staff, children and young people has been outstanding and has ensured that we have continued to make improvements and deliver a high-quality service. We are very proud of the successes and achievements and would like to thank everyone for their dedication to doing their very best for Renfrewshire’s children, young people and families. We hope this Standards and Quality Report for 2023/24 provides you with a clear insight into how we work in partnership, setting the highest expectations and ambitions for all to deliver the best possible service. Councillor Emma Rodden Convener Education and Children’s Services Education Standards and Quality Report September 20244 Janie O’Neill Director of Children’s Services Page 36 of 184
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Education Standards and Quality Report September 2024 5 About this report Standards and Quality report This report sets out the progress made towards achieving the outcomes set out in our Education Improvement Plan for 2023/24 and focuses on the impact we have had. How have we gathered evidence for the Standards and Quality report? A range of evidence, and consultation with stakeholders including external partners, was used to measure our progress. This included: • Analysis of attainment and achievement data • School and Early Learning and Childcare (ELC) Standards and Quality reports and annual improvement plans • School and ELC self-evaluation returns on HGIOS/HGIOELC Quality Indicators 1.3, 2.3, 3.1 and 3.2 • Quality Improvement Visits to establishments and Education Manager reports • Renfrewshire’s GIRFEC review and refresh • Development Officers’ impact reports • Attainment Adviser tri-annual reports • Academic partner impact reports • Survey information • Care Inspectorate reports and feedback from Education Scotland inspections • Professional learning evaluations • Consultation on a variety of topics with Heads of establishment, staff, children and young people and partners • Participation statistics related to aspiring leaders at all levels of the programme and analysis of their career progression • Accredited and internal award statistics Through our rigorous self-evaluation, we identify where we are performing well and areas that require further improvement. In this way we can target our priorities for improvement over the coming year. Page 37 of 184
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Education Standards and Quality Report September 20246 Education Standards and Quality Report September 20246 Renfrewshire Council Plan Strategic Outcomes Cross cutting theme: Improving outcomes for children and families We will encourage kind and connected communities—where our citizens take pride in their place, attracting others to move here and share in the opportunities Renfrewshire has to offer. We will support a strong and flexible local economy—with Renfrewshire able to adapt after the pandemic, building up resilience to support good green jobs and skills for all local people to enjoy the benefits of both living and working here. We want Renfrewshire to be a fair place— where all our people have the best chances to live happy, healthy and fulfilled lives, to feel safe, supported and empowered to unlock the strength of our collective potential. We are working towards a greener future— taking responsibility for our impact on the planet and taking brave, bold steps to protect the natural environment that supports and benefits us all. We want our employees to feel proud to work for Renfrewshire Council because we are a values driven organisation, where we all understand and value our contributions, and we are passionate about making a difference for Renfrewshire. Page 38 of 184
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Our Values We are fair. We treat each other and everyone we deal with respectfully and work hard to build trust in Renfrewshire Council. We are helpful. We care about getting things right and are always approachable. We are great collaborators. We work as one team and with people who care about this place. We value learning to help us innovate, improve and deliver better services. Page 39 of 184
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8 Renfrewshire Children’s Services Vision Working together to get it right for children, families and communities—protecting, learning, achieving and nurturing. Page 40 of 184
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Education Standards and Quality Report September 2024 9 Children’s Services Improvement Plan Priorities Reduce child poverty in Renfrewshire and improving outcomes for children and families currently living in poverty Place children and young people’s human rights at the heart of the planning and delivery of services that affect them Protect the most vulnerable members of our communities, including children and young people who are at risk Support and nurture our children, families and communities Create the best possible learning state to allow children and young people to thrive e Raise attainment and enhance learning and teaching in an inclusive environment This report describes the progress made in taking forward our 5 strategic priorities above and the positive impact of this work on our children and young people. Our improvement priorities align to those outlined in the National Improvement Framework (NIF) 5 National Improvement Framework (NIF) Priorities • Place the human rights and needs of every child and young person at the centre of education • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young people • Improvement in children and young people’s health and wellbeing • Improvement in employability skills and sustained, positive school-leaver destinations for all young people Page 41 of 184
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Education Standards and Quality Report September 202410 Local Context 27,491 children and young people in early years, primary, secondary and additional support needs schools and centres secondary schools11 primary schools50 early learning and childcare classes 9 of which are extended day and year provision and 1 class for children with additional support needs 23 early learning and childcare centres15 45 early learning and childcare funded providers; 36 nurseries and 9 childminders children’s houses and supported accommodation for young people leaving care.4 schools for children and young people with additional support needs2 Scottish Index of Multiple Deprivation (SIMD) Across Renfrewshire, of the 225 data zones, one quarter are in the 20% most deprived areas. 66 datazones are within the 20% most deprived areas in the health domain. 56 datazones are within the 20% most deprived areas in the income domain. 58 datazones are within the 20% most deprived areas in the employment domain. Page 42 of 184
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Education Standards and Quality Report September 2024 11 Successes and Achievements We are very proud to celebrate the huge number of successes and achievements across Renfrewshire schools and early learning and childcare establishments. Some examples include: Scottish Book Trust ‘Reading Schools’ Awards Core Level— 28 Primary and 6 Secondary Schools Silver Level— 11 Primary and 1 Secondary School Gold Level— 11 Primary and 1 Secondary School Castlehead High, Glencoats, Wallace and West primaries became the first Renfrewshire schools to achieve the new Cluster Reading Schools’ status. Lorraine McAdam, classroom assistant at St Anne’s Primary School is this year’s winner of the Scottish Book Trust’s Learning Professional Award for her work on leading reading developments within her school. This is the second year in a row that the award has come to Renfrewshire. Dolly Parton’s Imagination Library (DPIL) Dolly Parton’s Imagination Library in Renfrewshire achieved the milestone of gifting 100,000 books in August 2023. This was celebrated with an event at Paisley Town Hall in November. Over 3200 children across Renfrewshire continue to receive a free book each month from Imagination Library. Winner—COSLA Excellence Award and Scottish Public Service Award Category 3: Tackling Inequalities and Improving Health and Wellbeing Renfrewshire’s ‘Alcohol and Substance Awareness Education Programme’ Generations Working Together – Excellence Awards 2024 Todholm Early Learning and Childcare Class - Highly Commended for their work in developing a reciprocal learning programme with residents in a local Care Home. Children, families and residents built attachments and supported each other’s learning experiences. They hosted weekly sessions together alternating between the Care Home and the ELCC and used the Early Years Dolly Parton Imagination Library with children sharing stories and their passion for reading, expanding this across generations. Page 43 of 184
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Education Standards and Quality Report September 202412 Successes and Achievements Renfrewshire’s Nurturing Relationships Approach (RNRA) Schools’ and ELCCs’ Accreditation Awards (as of June 2024) Jade (level 1) 59 Ruby (level 2) 26 Amethyst (level 3) 13 Gold (level 4) 9 Digital Schools Award Scotland 26 primary schools, 2 secondary schools and 1 ASN Digital Wellbeing Award 5 primary schools, 1 secondary school and 1 ASN Digital Endorsement Award 1 primary school PE, Physical Activity and Sport Sports Scotland School Gold Awards • Arkleston Primary School • Barsail Primary School • Bishopton Primary School • Dargavel Primary School • Fordbank Primary School • Heriot Primary School • Newmains Primary School • Rashielea Primary School, • Wallace Primary School • Renfrew High School LGBT Charter Mark Awards • Bridge of Weir Primary School • Johnstone High School • Castlehead High School • Renfrew High School • Gryffe High School (Silver) • Gleniffer High School (Silver) • Glencoats Primary School (Bronze) • Paisley Grammar School (Bronze) • Kilbarchan Primary School (Bronze) • Linwood High School (Bronze) Education Scotland Inspections 1 secondary school and 5 primary schools were inspected in session 23/24 and all inspections were positive. Gradings for all Quality Indicators inspected were either ‘Good’ or ‘Very Good’. 30 Early Learning and Childcare settings were visited by the Care Inspectorate and most inspections were positive. Page 44 of 184
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Education Standards and Quality Report September 2024 13 Successes and Achievements SEL Worldwide Model School Status (PATHS awards) In recognition of their outstanding commitment to social and emotional learning in their establishment. • Wallace Primary School and Early Learning and Childcare Class • Moorpark Early learning and Childcare Centre • Todholm Early Learning and Childcare Class 9 primary schools and 5 early learning and childcare classes/centres have now achieved this status. Social Enterprise Academy Dragon’s Den Winner Our Lady of Peace Primary School ‘ Peace Pantry—Giving our families peace of mind’ The children successfully managed to convince the Dragon’s to invest in their business. Children raised start-up costs by writing to local businesses and sharing information on social media. Several families benefit from being able to buy staple food items at very low cost on a weekly basis. The children were invited to receive a Social Enterprise Academy Award at the Awards Ceremony in Edinburgh. They talked about their business with confidence and pride to representatives from Scottish Government, Education Scotland and other Scottish local authorities. Eco Schools Scotland Green Flag Award 5 Early Learning and Childcare Centres/ providers 17 Primary Schools 3 Secondary Schools Scottish Young Musician National Final Molly Reilly S6 (Singer) from Renfrew High School—winner of Renfrewshire Schools’ Young Musician represented Renfrewshire at the national final. Page 45 of 184
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Education Standards and Quality Report September 202414 Successes and Achievements Renfrewshire Schools’ Christmas Evening of Music Two sell out concerts at Paisley Abbey involving over 340 young performers Renfrewshire Schools’: • Junior & Senior String Ensembles • Concert & Symphonic Wind Bands • Jazz Band • Senior Ceilidh Groups • Pipe Bands • The Choirs of Bridge of Weir & Todholm Primaries Renfrewshire Schools’ Spring Concert Series Two sell out concerts at Paisley Town Hall involving over 350 young performers • Renfrewshire Schools’: • Junior & Senior String Ensembles • Concert & Symphonic Wind Bands • Jazz Band • Junior & Senior Ceilidh Groups • Pipe Bands • Gaelic Choir • National Youth Choir of Scotland • Pupils from Riverbrae & East Fulton Schools Performances Renfrewshire Schools’ Pipe Band performed at the opening and closing concerts of Mòd 2023 with the Senior Pipe Band performing at the UCI World Cycling Championships, Piping Live, Edinburgh Castle, Queen Anne Liner, Renfrew Gala Day and Armed Forces Day. Renfrewshire Schools’ Senior Pipe Band achieved success at various competitions including: 1st place— Gourock Games (NovA and Juvenile) 1st place— Renfrew Pipe Band Competition (Grade 4a) 2nd place— Scottish Pipe Band Championships (NovA Senior) Page 46 of 184
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Education Standards and Quality Report September 202416 Pupil Equity Funding (PEF) Pupil Equity Funding (PEF) is allocated directly to schools and targeted at closing the poverty related attainment gap, helping to achieve equity. Renfrewshire has created a culture of school empowerment which encourages and enables leaders to make innovative decisions on available spend, based on sound self-evaluation information. Local authority guidance is provided for schools including an amended PEF planning format and refreshed guidance around reporting on the impact of PEF. Whereas previously PEF planning was woven throughout school improvement plans, a standalone PEF plan was introduced for session 2023-24. The standalone plan has enabled a clearer identification of the rationale for PEF spend and associated intended outcomes and measures while still maintaining the link with the overall school improvement plan. Planning has also been streamlined to link more effectively with procurement and finance departments. Schools are made aware of the importance of stakeholder engagement in the planning process via the annual guidance. Schools are also encouraged to adopt a participatory budgeting (PB) approach as an effective way to engage with children and young people around PEF planning. Schools are supported by the Data Analysis team, the Attainment Advisor and Education Managers to plan effectively and to fully invest their PEF in targeted and additional interventions to improve the educational outcomes of children affected by poverty. In addition, the Data Analysis team support schools to demonstrate the impact of their PEF through case studies and by linking improvements to their school attainment targets. There is a robust process in place to review PEF planning and reporting. The Attainment Advisor plays an important role in this process, working collaboratively with link Education Managers and Heads of Service. Plans and reports are reviewed against a range of criteria including, for example, the strength of outcomes and measures and the inclusion of a data informed rationale. This process has led to a clear improvement in the quality of PEF planning over the past two years in most schools. PEF impact visits, involving the Attainment Advisor, feature in the updated Quality Improvement Framework. As a result, it is now possible to identify strengths and areas for development around planning and, importantly, there is strong evidence of impact being gathered. There are many examples of interventions and approaches which have had a positive impact on the attainment, achievement and wellbeing of targeted groups. The information gathered on visits also demonstrated that data is used very effectively to provide evidence of the impact of interventions and to identify improvement priorities Page 48 of 184
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Pupil Equity Funding (PEF) There have been robust financial governance arrangements in place since the introduction of PEF. Headteachers are provided with clear guidance from the central team, HR and the Procurement team regarding finances, procurement and staff deployment. These arrangements are further enhanced by the support from the Pupil Equity Fund Coordinator, who has oversight of all PEF activity, and supports with the central coordination of these funds. A PEF Governance Board meets regularly to discuss issues related to planning, reporting, staffing, services and goods, and monitors risks associated with the fund. As a result, Renfrewshire has consistently had one of the lowest levels of underspend in the country. Education Standards and Quality Report September 2024 17 Page 49 of 184
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Education Standards and Quality Report September 202418 The Promise The Promise and Education Our Promise Manager has a lead role in the strategic planning activity relating to The Promise across Renfrewshire. The Promise Manager has a strong understanding of education’s purpose, aims, objectives and planned outcomes contributing towards Renfrewshire’s Promise activity and plans. The Promise Manager works collaboratively with The Promise Governance structure in Renfrewshire and with the Promise Ambassador to continue to deliver the significant progress made in shaping policy and practice to improve outcomes for our Care Experienced children and young people (CYP). The Promise Ambassador works closely with the Care Experienced community to ensure that their voice is embedded in the work that we do around The Promise. Renfrewshire’s Promise delivery is overseen by a Strategic Promise Oversight Group, which reports to the Children’s Services Partnership. This ensures alignment with the Children’s Services Plan and facilitates effective implementation. Senior Leaders in Education including the Director of Education, Head of Education and Education Managers play a pivotal role in promoting and highlighting The Promise. In a recent Children’s Services staff survey, 76% of respondents strongly agreed or agreed that The Promise is visible and that Promise related activity is underway across the organisation and 76% agreed or strongly agreed that The Promise is having a positive impact on the lives of the children and young people at risk of harm with whom they are working. We have entered year 4 of this 10-year programme of change with strong evidence of activity across Renfrewshire to #KeepThePromise with significant developments underway and more planned. Delivering The Promise in Renfrewshire is part of a wider vision on improving outcomes for CYP who are more likely to face poorer outcomes because of experience of child poverty, other inequalities, trauma and adversity. The Promise approach in Renfrewshire is clearly aligned with significant other policy areas and part of a wider ambition that Renfrewshire’s CYP people are happy, healthy, safe and thriving. The Promise aligned policy areas include United Nations Convention on the Rights of the Child, Getting it right for every child, National Trauma Transformation Programme and wider equalities strategies and legislation. Policies and procedures, e.g., Renfrewshire’s Brothers and Sisters Policy and Renfrewshire Language Policy, have been produced in conjunction with children, young people and families. Page 50 of 184
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Education Standards and Quality Report September 2024 19 The Promise We make every effort as education professionals to adopt a loving, nurturing approach that encourages a culture where our service users are empowered to ask us about any aspect of our services. Central to our approach to The Promise and our wider policy development work is actively listening to our children, young people and families. For example, across Renfrewshire Schools we conduct surveys and almost all of our schools’ young people and families rate their view of talking to schools favourably. In all our educational establishments we are ambitious for our Care Experienced CYP and The Promise is a key priority for us to ensure CYP who are Care Experienced have all they need to thrive, recognising that they may experience unique challenges. For our Care Experienced CYP our schools are about much more than educational outcomes and are critical for our Care Experienced children to build relationships, friendships, and ambition. They provide day-to- day continuity and a safe, nurturing environment in the lives of Care Experienced children. The Promise—Highlights Care Experienced Data Dashboard Development The Children’s Services Data and Evaluation Officer collaborated with the Promise Manager to develop the Care Experienced Data Dashboard. This dashboard brings together data in one place, as a convenient tool to track and analyse the wellbeing, attendance, attainment, exclusions, positive destinations and wider achievement of our Care Experienced children and young people. For example, as of April 2024, we were able to evidence a significant reduction in: the number of Care Experienced CYP who had been excluded; the number of exclusion incidents and number of days of education missed to exclusion compared to the same data point capture the previous year. Renfrewshire’s Promise Keeper Network There are currently 264 Promise Keepers across Renfrewshire with 86 Promise Keepers in Education. Promise Keepers act as local champions, helping to educate and improve services for Care Experienced CYP. They are central to ensuring The Promise remains at the forefront of service design and delivery. All Promise Keepers undergo training to ensure that they have a good understanding of The Promise and are being supported to fulfil the role. Education and Keep The Promise Fund The Keep The Promise Fund is part of a series of funds within The Promise Partnership which offers funding and support to organisations and collaborations to #KeepThePromise and help drive forward change that matters to children, young people and families. Two Keep The Promise Fund projects are underway in Renfrewshire under the Thematic Challenge Area: Supportive school structure (right to education). Page 51 of 184
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Education Standards and Quality Report September 202420 The Promise Keep The Promise Fund Project 1: Johnstone High School This Keep The Promise Fund 1 Project (to reduce exclusion of children and young people with Care Experience by ensuring they have a key person who is their advocate, who will support their attendance and participation in education) has been co-produced and designed by our Care Experienced community in Johnstone High School. Our children and young people have shaped the provision that we have for supporting children with Additional Support Needs. Their views are vital in the planning for the professional learning of staff who support children. All the above evidence a learning culture, the voice of our Care Experienced Community and our workforce being heard, co designing and proving us with appropriate challenge. An aspect of this project involves Contextual Safeguarding activity in Johnstone High School which is delivered by Barnardo’s. Contextual safeguarding is an approach to understanding and responding to young people’s experiences of significant harm beyond their home environment. A Contextual Safeguarding approach aims to prevent and disrupt harmful extra-familial contexts, with focus on those causing harm and the spaces where this occurs. This test of change activity will identify how the context of ‘education’ can better protect against extra-familial harm. Keep The Promise Fund Project 2: St Andrews Academy This project is around transitions from Primary to Secondary for Care Experienced CYP. Transitions are a natural part of school life, however, for some of our Care Experienced young people transitions can be particularly difficult. The project is exploring how through the creation of a Promise Team in our largest secondary we can overcome the issues that “last minute” transitions can cause. This project uses the Promise Team to research what works well from the current transition programme and looks creatively at how this can be amplified to provide intensive support for any child (in particular Care Experienced Child) transitioning to secondary school. Communities That Care Curriculum Project Renfrewshire Council fund this programme, in partnership with Who Cares? Scotland creating inclusive school environments for Care Experienced CYP through a curriculum delivery programme across Renfrewshire Schools (Primary and Secondary). The goal of the programme is to create more caring and inclusive school environments for Care Experienced CYP. Embedding learning about Care Experience as an ongoing part of the Personal and Social Education (PSE) curriculum from Early Years to S6, and to the wider school community, helps to ensure that the school environment and all children, whatever their background and family circumstances, will: be more empathic and inclusive; increase knowledge and understanding of Care Experience; and support Care Experienced CYP to embrace their care identity and access support. The longer term aims of the programme are: Care Experienced CYP to stay in school longer and improve educational outcomes; an understanding of Care Experience is an integral part of school life; a positive Page 52 of 184
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Education Standards and Quality Report September 2024 21 impact on attitudes within local communities, as CYP grow up to be care-aware citizens; and a reduction of stigma and discrimination towards Care Experienced people of all ages. 32 schools (50%) of all schools in Renfrewshire have received at least Stage 1 Training. All 31 remaining schools have committed to the programme for session 24/25. ‘ I think the biggest thing for me is the change around language and using the correct terms not just for myself but for the whole staff. Through organising Training from ‘Who Cares? Scotland’ staff now have a greater understanding of what some of our Care Experienced children have gone through. The Promise has opened my eyes to the support and opportunities that are being provided for our older children in Renfrewshire as well.’ Depute Headteacher, Primary School The Promise Page 53 of 184
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Education Standards and Quality Report September 202422 Portfolio Planning A portfolio management approach to service improvement planning is used to support prioritisation, integration and joint planning, reducing duplication and over-reporting. We identified three portfolios in Children’s Services, each led by a Head of Service. These are: Inclusion Families and Communities Curriculum, Learning, Teaching and Assessment Each portfolio was tasked with developing their own portfolio plan to deliver on our agreed service priorities. Portfolios are unique, delivering on clear actions related to their context, however they are also linked by cross- cutting actions, and this is evident in each plan. Planning teams were established to support with the development and delivery of each portfolio plan. Teams are also responsible for evaluating and reporting at regular intervals throughout the year. Features of highly effective practice that underpin all portfolios include: • Leadership Strong strategic leadership in Renfrewshire Council ensures that all decision-making and improvement planning is underpinned by the principles of empowerment. Current leaders and aspiring leaders are very well supported through high quality professional learning programmes. • Data Analysis Decision making and planning is centred around high-quality data and evidence. A data for improvement culture is embedded at all levels. • Career Long Professional Learning Creating a collaborative culture where all staff are empowered to fully participate in career long professional learning. • Quality Improvement Framework Supporting and challenging establishments to improve standards and quality; collaborate, empower, improve. • Workforce Planning Maximising the potential of new and existing staff to build capacity and improve outcomes for children and young people. • School Estate Management Planning Providing innovative and creative learning environments which are welcoming to all; learner focused; supportive and inclusive; sustainable; and agile enough to support the needs and aspirations of all users. • Partnership working Capitalising on partnership working to achieve collective impact and added value. Page 54 of 184
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How well did we do? The following sections summarise how well we are doing in achieving the outcomes set out in each Portfolio Plan. The Appendices contain additional case studies/reports which have been developed to provide further evidence of progress and impact. Page 55 of 184
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Education Standards and Quality Report September 202424 Education Standards and Quality Report September2024 GIRFEC (Getting it Right for Every Child) Renfrewshire’s Children’s Services planning partners are committed to improving outcomes for children and young people, with a particular focus on those who are most vulnerable. The Renfrewshire Children’s Services Partnership promotes the Getting it Right for Every Child (GIFREC) approach to enable collective achievement of our vision for children and young people. We are ambitious for all of our children and young people and as such we are working to ensure that those with additional support needs (ASN) have the same access to the range of experiences as mainstream children. The refreshed staged intervention framework has been embedded through a shared vision and improved integrated working across all services including education, health, social work, voluntary sector and employment & training. Children and young people (CYP) are better supported in schools by key adults working together to ensure the child’s support is systematically reviewed and adapted as the child grows and develops. There is improved teacher confidence in supporting CYP with additional support needs (ASN). Parents/carers and CYP are routinely involved in decisions relating to the support they need to thrive in education. Feedback on the staged intervention framework highlighted that it: supports a solution-focussed planning approach; streamlines procedures and support; promotes multi-agency planning and use of a shared language; the voices of CYP and family are at the heart of decision-making; encourages more focussed discussions; highlights the strengths of CYP; improves equity of resource and transparency through Staged Intervention Support (SIS) Panel and Education Support and Resource Group (ESRG); and provides robust authority wide training for teaching and support staff. A data dashboard has been introduced to track and monitor allocation of central resource. New systems and processes for referrals to SIS panel and ESRG are now robustly tracked through a triage tracker and the deployment of staff s now clearly aligned with the Staged Intervention Framework. A refreshed quality assurance framework has been successfully piloted and the information gathered is used to provide targeted support to establishments. Examples of good practice in staged intervention have been shared through the Pupil Support Coordinator (PSC) Forum and through case studies highlighting the impact of joint planning. Areas of focus have been identified from PSC feedback for session 24/25 with a particular focus on SMART targets and chronologies. Very good progress has been made in relation to the central tracking and monitoring of data. As a result, this informs central planning and decision making. Attendance and exclusion levels of children and young people with ASN are now tracked termly. Transition for children and young people with ASN is tracked through Education Support Resource Group (ESRG) processes ensuring that all children and young people with ASN have an appropriate pathway and enhanced transition. Participation and achievement are tracked through schools’ own tracking systems. Inclusion 24 Page 56 of 184
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Education Standards and Quality Report September 2024 25 Inclusion The updated Standard Circular 8 (Included, Engaged and Involved – A positive approach to preventing and managing school exclusions) was launched in August 2023 and this gives clear guidance on exclusions and the use of part time timetables. There has been a significant reduction in exclusions for CYP with ASN and/or who are care experienced compared to the same time period in session 2022/23. For example, in the April to June 2024 period: • Number of CYP excluded in comparison to session 2022/23 down by 24% • Number of CYP excluded with ASN down by 37% • Number of CYP excluded who are care experienced down by 47%. However, data shows that Care Experience and ASN remain significant variables in relation to exclusion and so this will remain a strong focus in Renfrewshire establishments. Achievement of a Level (ACEL) data shows an overarching trend of an increase in attainment of CYP with ASN in areas of Reading, Writing, Numeracy and Listening and Talking. Coaching and modelling and the use of the Education Scotland resource ‘CIRCLE’ (child, inclusion, research into curriculum learning education) is having a positive impact in supporting quality assessment and planning of interventions for CYP within inclusive classrooms in our Flexible Learning Resources (FLRs). FLR improvement plans have a shared focus on the coaching and modelling approach to ensure a consistent approach is adopted across localities. Evaluations from coaching and modelling training sessions with FLR/ASN staff show that 43% of staff feel confident in delivering coaching and modelling. Building confidence and capacity within the FLR team will continue to be a focus for the next session. A recent Senior Phase pilot was implemented with a focus on allocating the right support at the right time for CYP through joint planning across mainstream and FLRs. Case studies have captured the impact of joint planning. They demonstrated that for one young person the number of incidents of distressed behaviour/ referrals went from 6 over a 6-week period to no incidents of this nature at all for the rest of the session following the support interventions provided by the school and the addition of external support. For another young person, the number of referrals related to distressed behaviour halved as well as regular attendance at classes and success in class assessments. Ensuring a knowledgeable and skilled work force with a strong ethos of inclusion We are committed to Refreshing our use of effective assessment, planning, evaluation, and review processes and procedures Empowering and listening to the voice of parents / carers and CYP with ASN Establishing practitioner forums to share and develop practice and quality assure Ensuring equality of resource allocation for our CYP Effective partnership working across and between all partner agencies Page 57 of 184
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Education Standards and Quality Report September 20242626 An Assessment Framework (AF) has been embedded this session to enable practitioners to better identify barriers to learning and to strengthen decision making around the stage of intervention. Within the AF there has been a focus on ensuring that the Educational Psychology Service (EPS) are included at the right time and place to influence discussions, decisions and planning. Stakeholder feedback has indicated that staff and parents have a clearer understanding of the role of the Educational Psychologists. This is based on the negotiation of the EP role, recording of this and desired impact on the AF. Where appropriate, the AFs are fed into the Education Support and Resource Group (ESRG) process to highlight the needs of the young person and the support that they have received from EPS. An updated Violence and Aggression policy has been developed in consultation with stakeholders and will be launched with a robust training programme for senior leaders and practitioners. Violence and Aggression incidents are monitored weekly by link Education Managers and Heads of Service who collaborate with schools to provide support where appropriate. Examples of good practice and universal and targeted supports have been shared with Education Managers to enable them to better support and signpost staff. In 9 Renfrewshire secondary schools, Inclusion Support Assistants (ISAs) provided effective targeted support to over 50 young people in relation to attendance, parental engagement and health and wellbeing. ISAs track and monitor who they support, the reasons for support and approaches and interventions used. To evaluate the impact of this work, pre and post snapshots of wellbeing were gathered from targeted young people using the Warwick Edinburgh Mental Wellbeing Scale (WEMWBS). ISAs reported that the two most prevalent reasons for engaging with young people relate to issues around attendance and behaviour. Home circumstances and anxiety were also prevalent reasons for engagement. Whilst pre and post cohorts are not identical, there is substantial overlap in who is included in each sample. Wellbeing average scores have improved and the percentage of young people with low wellbeing has decreased. The average wellbeing score of young people was 47.9 – up from the 44.8 seen in the baseline cohort. Of the post-intervention cohort, 23% had scores of 41 and under (low wellbeing), down from 39% of the pre-cohort. In the majority of cases parents and carers have engaged with the ISAs and have seen high quality engagement. There is good engagement with our Parent/Carer Additional Support Needs (ASN) Ambassador group - 194 parents/carers and Parent Council Chairs attended ASN sessions and 42 attended Parent Ambassador sessions. This ensures that parents with lived experience know that their views are valued and that their voices help shape our future policies and plans and support us to improve communication with parents across the authority. In session 2024/25, the Parent Ambassador group will create family friendly advice around the updated transition policy and will develop advice for schools on ASN considerations when planning school trips. Inclusion Education Standards and Quality Report September2024 Page 58 of 184
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Education Standards and Quality Report September 2024 27 Universal Approaches to Inclusion Building on the feedback from the Associate Directors of Education (ADES) and Education Scotland (ES), universal approaches continued to be successfully developed and embedded in schools and early years centres. These included CIRCLE, Non-Violent Resistance (NVR), Renfrewshire’s Inclusive Communication Environment (RICE) and Locality Inclusion Support Networks (LISN). These approaches are underpinned by the principles of Renfrewshire’s Nurturing Relationship Approach (RNRA) and interlink with each other. Locality Inclusion Support Network (LISN) LISN is a forum that facilitates the understanding and application of staged intervention and inclusion within a peer support setting of senior school leaders across education clusters. LISN is chaired by Head Teachers and supported by EPS. It continues to be an efficient and effective way to collaboratively improve outcomes for children. There is capacity for approximately 500 children to be discussed and reviewed across the year. As well as structured time to share good practice and areas of concern, there are inputs to the meetings about early intervention resources; new initiatives and training opportunities e.g. Families affected by imprisonment; Ren10 and The Promise. They are highly evaluated year on year as having a positive impact for children and staff. Chairs indicate how highly they value these meetings: ‘I find this the most helpful event I go to, and a one-stop shop for finding out everything I need to know about inclusion’. Child, inclusion, research into curriculum learning education (CIRCLE) Almost all schools are now trained in the Education Scotland CIRCLE Framework using a train the trainer model to ensure sustainability. This is an excellent resource that supports quality assessment and planning of interventions for children and young people. It provides support to set up an inclusive classroom environment, uses checklists and planning tools to support professional dialogue, and can be used to document strategies and record professional learning. Inclusion Page 59 of 184
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Education Standards and Quality Report September 202428 Inclusion Renfrewshire’s Nurturing Relationships Approach (RNRA) RNRA is an authority wide, whole establishment, relational and trauma informed approach for supporting the wellbeing of all children, young people, and staff. RNRA is based on enhancing practitioners’ understanding of attachment theory and nurturing approaches and embedding practice related to the six principles of nurture. All of Renfrewshire’s education establishments across all sectors, as well as 7 early years funded providers, are currently engaged in RNRA. The Nurture multi-agency steering group supported the development of RNRA, accreditation moderation and organisation of the 2024 Nurture Conference. 200 delegates attended the 2023 and 2024 Nurture conferences, where Renfrewshire establishments shared their RNRA related practice. Evaluations from participants were very positive. RNRA materials have been mapped with the National Trauma Knowledge and Skills Framework, and the Children and Young People’s Mental Health Framework. Leadership training has been developed to include more explicit training on trauma and how RNRA links with trauma informed practice. Other local authorities have approached Renfrewshire EPS to find out more about the implementation of RNRA to support their nurture development. Members of the lead team also delivered a workshop about RNRA at the West Partnership EP conference to share good practice. Renfrewshire’s EPS has gathered impact data and triangulated this through consultations with establishments, training evaluations, accreditation submissions, RNRA action plans, Care Inspectorate and School Inspection data and an ADES (Association of Directors of Education in Scotland) Collaborative Improvement visit. Training evaluations indicated increases in knowledge of attachment theory and the importance of relationships, and of the 6 Nurture Principles. Participants rated the training as extremely relevant to their practice (all above 8 on a scale of 10). 59 establishments (77% of all Renfrewshire establishments) have successfully achieved at least one level of RNRA accreditation since the launch of the accreditation scheme in 2020. The ADES Collaborative Improvement visit highlighted how universal approaches, such as RNRA support with inclusion and with consistency of practice across the Authority: ‘ The RNRA discussion session and subsequent visits shared examples of how adopting the same principles of nurture and relationships across schools has allowed for a universal approach in speaking with and supporting CYP and their families. By having access to the same planning framework for all settings, means practitioners will apply the same language across sectors’ Page 60 of 184
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Education Standards and Quality Report September 2024 29 Inclusion Non-Violent Resistance (NVR) NVR was developed to address distressed and distressing behaviour in children and young people. It has also been effective where child to adult violence is a concern. Being a systemic intervention model, NVR empowers the whole team around the child to take positive actions to end the cycle of escalation. NVR is a relationships-based approach with an emphasis on connection, repair, raising adult’s presence and responding to children and young people’s hidden needs. There are three strands to NVR within Renfrewshire; Parent groups, Whole school development embedded within Renfrewshire’s Nurturing Relationships Approach (RNRA), and Renfrewshire staff training. Between August 2023 and May 2024, 67 families were supported on an NVR Parent Group across 4 localities. Support has also been provided to complex ASN parent groups in both of our ASN schools. An anxiety specific group has also been piloted within one of our localities. Survey data gathered from this group of families indicates: • 87% of parent/carers felt more confident in managing their child’s distressed/ distressing behaviours. • 64% of parent/carers reported that the frequency of distressed/distressing behaviour at home had decreased. • 75% of parent/carers reported that the duration of distressed/ distressing behaviour had decreased. Across the authority there are now 24 establishments implementing the whole school NVR approach and several more have identified NVR in their school improvement plan for session 2024-2025. Evaluation data from trained staff in establishments shows that 77% of respondents feel that their confidence in de- escalating distressed and distressing behaviour has increased. In terms of how it supports practical strategies for resisting this type of behaviour, respondents rated it as 7.53 (out of 10) and overall rated the training as 8.10 (out of 10) regarding relevance to practice. Emotionally Based School Avoidance (EBSA) During session 2023-24, our EBSA development team worked closely with a group of secondaries and primaries and with a multi-agency steering group to develop and pilot an effective approach to supporting attendance and EBSA in Renfrewshire’s establishments. The Educational Psychology team worked closely with targeted schools during the session 2023-24, to develop their understanding of: EBSA, patterns of non-attendance in their establishments, and interventions to support attendance. Schools were brought together for support and development groups where they shared their interventions and findings. Interventions developed or under development by the Renfrewshire EPS, the Steering Group and the pilot schools include: • Developing Renfrewshire-wide attendance policy (thresholds, responses, consistent processes) • Revising SEEMIS coding guidance which has led to improved accuracy in non- attendance data Page 61 of 184
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Education Standards and Quality Report September 202430 • Developing a Local Authority message campaign around attendance • Revising attendance letters to emphasise support available for families and send a compassionate message • Supportive telephone rounds where attendance levels have dropped, or children are consistently late (initial data indicates 78% improvement in attendance following consistent implementation of this strategy) • Data dashboard and training for better access and understanding of school data • Identified children for the transitions pilot (attendance/wellbeing) • Exchange Counselling pilot (peer relationships) • NVR parent support group targeted at parents of children experiencing EBSA The EBSA team have developed the Renfrewshire Inclusion attendance ‘Thinglink’ which contains resources relevant to attendance and Emotionally Based School Avoidance (EBSA). The resources range from universal supports to bespoke targeting supports and are for use by any practitioners working in and around and/or with children and young people. Targeted interventions in both primaries and secondaries have led to measurable improvements in attendance, attainment and wellbeing. Renfrewshire’s Inclusive Communication Environments (RICE) RICE is a joint initiative developed by the Renfrewshire EPS and Renfrewshire’s Health and Social Care Partnership Speech and Language Therapy Service, evidencing strong partnership working. The purpose of RICE is to develop the capacity of staff within our education establishments to support the language and communication skills of children and young people by focussing on how practitioners can adapt the environment and practice to remove barriers to learning, communication, and interaction. Since August 2023, three more primary schools and our first secondary school received RICE whole establishment training. One establishment received a RICE accreditation award this year with three more establishments having submitted for accreditation. In May 2024, Glendee ELCC received a ministerial visit from Ms Natalie Don MSP to explore the impact of RICE on the early language and communication skills of children. This visit gave national recognition to RICE, in particular the strength of a whole- establishment approach that supports all children at a universal level. Average evaluation scores for whole establishment training showed increased knowledge on inclusive approaches to communication, moving from a total mean average of 7.03 to 8.09 (on a scale of 1-10). Primary school staff scored the relevance to practice as 9.71 (on a scale of 0-10). Secondary school staff scored relevance to practice as 3.34 (on a scale of 1-5). Page 62 of 184
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Education Standards and Quality Report September 2024 31 Inclusion Next Steps • Through the quality assurance framework, sample key elements of planning for children and young people at each stage of intervention and provide supports to bring about improvement • Review and adapt establishments’ tracking systems to ensure that accurate information is gathered and used to meet the needs of children and young people with additional support needs • Develop a consistent approach to coaching and modelling across all localities supported by our Flexible Learning Resource and an ASN school • Embed the updated Transition Policy for children and young people with additional support needs • Ensure equitable distribution of additional support needs assistant resource through an improved system for allocation for core and complex hours • Provide high-quality CLPL to upskill staff to meet the needs of the children and young people with ASN in their establishments • Implement updated Violence and Aggression policy and increase staff awareness and understanding of the universal and targeted supports available to establishments to support with distressed behaviour • Support schools to improve attendance and reduce exclusions particularly for our most vulnerable children and young people • Conduct a Senior Phase Curriculum Review of ASN schools to ensure provision of a high quality, holistic curriculum for children and young people with additional support needs • Continue to work with all stakeholders to embed the locality model to provide a framework for inclusion • Work alongside the English as an Additional Language (EAL) team to further develop practical school supports to meet the needs of our diverse population • Continue to extend and enhance our universal approaches to inclusion Page 63 of 184
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Education Standards and Quality Report September 202432 Education Standards and Quality Report September 2024 Families and Communities 32 Family Wellbeing in Renfrewshire Excellent progress has been made to develop a whole family wellbeing service in Renfrewshire with the parenting strategy embedded in this service ensuring that families get the right parenting support where and when required. Service redesign has taken place across 3 existing family support teams to bring them together as the new family wellbeing service. Strategic areas of development have been agreed for each of the 7 family wellbeing leads aligned to the service priority areas. As a result, better connections and partnerships are being made across a range of agencies and organisations working with families in Renfrewshire. The Renfrewshire Family Wellbeing Service (RFWS)has been operational since January 2024 and was formally launched in May 2024. It is aligned with the Renfrewshire GIRFEC staged intervention framework and is developing consistent approaches to supporting families on a locality basis. An initial evaluation of the development of the RFWS stated that “overall, the authority is continuing to make very good progress towards the long-term outcomes identified in the Scottish Government’s logic model”. Work is ongoing within the Parenting Strategy to develop 3 family hubs across Renfrewshire where families can access a range of supports and services in the one place. The Family Wellbeing Scale (FWS) evaluation tool was piloted in Renfrewshire between October and December 2023 among community family wellbeing teams. During the pilot it was used with 66 families and demonstrated positive impact on family wellbeing of the support being offered in all cases. Following evaluation of the pilot, the FWS is now being utilised by the community family wellbeing team and all funded third sector organisations. The Fast Online Referral and Tracking (FORT) system has been procured to become the information management system for the Family Wellbeing Service. A Request for Assistance form has been designed and will enable organisations to refer to the Family Wellbeing Service and to each other. Parents and carers can also make self-referrals. Capacity to deliver support and early intervention to families has been increased by whole family wellbeing funding being awarded to 15 local third sector organisations (TSOs) to: • Provide play and learning opportunities for families that strengthen their relationships with one another and with other families accessing support. These also include innovative therapeutic approaches that are suitable for a wide range of age groups. • Reduce isolation and improve self- esteem among families through creating peer support networks within the community. • Signpost families for practical advice and support and reduce stigma around seeking this. Partner TSOs are working closely with the RFWS to ensure that a “family front door” approach is afforded to parents seeking assistance, thus avoiding duplication and onward referrals. Page 64 of 184
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Education Standards and Quality Report September 2024 33 Ren10 has helped connect teams and services across education, social work, health and the Third Sector ensuring that the journey and outcomes of those using Ren10 can be better understood. It continues to offer a range of mental health and wellbeing early intervention and approaches to children and young people including Let’s Introduce Anxiety Management (LIAM), Empowering Parents, Empowering Communities (EPEC), Togetherall, and Non- Violence Resistance (NVR) training. Between July 23 and March 24, over 200 children and young people accessed Ren10 for support in relation to mental health and wellbeing. The majority required support for emotional / behavioural difficulties. Almost all have reported an improved outcome. Practitioners from a range of services have attended professional learning supported by innovative and thought-provoking virtual reality approaches. Sessions have included Contextual Safeguarding from Exploitation and the GIRFEC refresh. This is having significant reach and a powerful impact on learning with over 700 practitioners attending a session. The quotes from practitioners demonstrate the impact below: “ The VR section was very powerful and emotive. I felt it was incredibly valuable training experience which allowed for me to process the information better…” “ I found the training to be very effective especially the VR as it allowed a visual presentation that felt extremely realistic from a child’s perspective. It allowed the child’s views/experience to be seen at first hand which changed my outlook and approach going forward.” “ This was seriously the most powerful and excellent training sessions I have ever been fortunate to attend. What was refreshing was seeing the experience of the child. This is memorable. The training was engaging, informative, and so helpful.” Children and Adult Mental Health Service (CAMHS) Education Advisor The role of the CAMHS Education Advisor is to improve communication and processes via a single point of contact between Education and CAMHS, and to support schools with advice and guidance before, during and after the referral process, ensuring children and young people receive appropriate, timeous support. The role addresses a variety of actions within the Children’s Service Inclusion Portfolio Plan and the CAMHS National Service Specification and has 5 strategic priorities: • Improve universal professional understanding between CAMHS and Education • Establish a single point of contact between CAMHS/Education to: provide rapid response and coordination around specific referrals (early intervention and prevention); and support schools to ensure high quality referrals Families and Communities Page 65 of 184
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Education Standards and Quality Report September 202434 • Develop a ‘Step-down’ process to share discharge plans with schools (wellbeing plan) • Explore ways to improve clinical non-attendance rates • Map existing Tier 2 services and community resource The key areas of development since August 23 have been: creation of a standardised education referral process; supporting clinical attendance; joint discharge planning; and improving communication and professional understanding between Education and CAMHS. As of June 2024: • 405 Children and Young People have been supported • 100% of Renfrewshire schools received advice/guidance/support • New Referrals (monthly average): 36 • 23% of referrals were children and young people from SIMD1 • 13% of referrals were children and young people from SIMD2 Over 90% of education staff report that the post has had high-medium impact on children and young people. ‘ The post has been a huge asset to the team (CAMHS) and is always happy to support our families or young people with education concerns, but not only this he is always there to answer any questions or share advice and support that we can pass on to families.’ CAMHS team member ‘ I found it hard to understand what schools could do [to help the young person]…to make school understand where he [the young person] was coming from and the help he needed. The CAMHS Education person made it easy and spoke to the school for us… things are much better now, at the moment.’ Parent Quantitative and qualitative data from young people, parents/carers, clinicians and education professionals have highlighted the validity and effectiveness of this role. Evidence shows that the introduction of the Education Advisor Role and subsequent referral process, has led to referrals to CAMHS (from education) decreasing in comparison to the previous two years (along with a decrease in declined referrals) and referrals to the Education Advisor have increased. As such, we can conclude that the children and young people in Renfrewshire are receiving more appropriate support at an earlier stage. Care-experienced Children and Young People The SPACE team provide intensive support to care experienced children and those on the edges of care. The team aim to improve school attendance and attainment, engagement in school learning and support children to maintain relationships with those who are important to them. Families and Communities Page 66 of 184
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Education Standards and Quality Report September 2024 35 Families and Communities The Aberlour Attain project offered a flexible, relationship-based mentoring service to support the attainment needs of children and young people with care experience. The aim of the project is to support young people with care experience by training adult mentors to support them in their engagement with education. Mentors are supported by Aberlour to build relationships with young people over a defined period, working towards agreed attainment goals such as improved confidence and self- esteem. Data demonstrates that working with SPACE led to improvements in school attendance specifically for children and young people who are care-experienced and those from SIMD 1-3. The baseline attendance rate for children and young people was 59% and for two-thirds of children and young people there was an improvement. Those who increased had a starting average attendance rate of 49% and a post-intervention rate of 79%. The largest increase was from a pupil who had moved from 7% attendance in 2021/22 to 92% attendance in the current academic year. The team recently began using the Warwick Edinburgh Mental Wellbeing Scale (WEMWBS). Although the sample was low, the data suggests that working with Aberlour has helped improve resilience, confidence, self-esteem, decision making and relationship building. Health and Wellbeing In collaboration with Health partners, the West Partnership, and the voluntary sector, we continue to develop consistent, effective and preventative approaches to support and improve the mental, social and emotional wellbeing of children, young people and staff. All primary schools and most early learning and childcare centres use an evidence-based programme to deliver emotional literacy. All year 1 and 2 early years and primary schools involved in the PATHs (Promoting Alternative Thinking Skills) programme are being well- supported to deliver effective emotional literacy through resources and coaching from Barnardo’s. There are now 38 establishments successfully engaged in the programme. Information sessions for parents as part of the schools’ P1 induction programmes have ensured families have knowledge of the PATHs approaches to use at home. Pupil PATHS pre and post surveys highlight increased levels of social and emotional competence, in particular: reduced aggression/disruptive behaviour; increased concentration; improved social and emotional competence; and improved empathy. There are now 9 primary schools and 5 early learning and childcare classes/centres that have achieved the PATHS award Worldwide Model School Status in recognition of their outstanding commitment to social and emotional learning in their establishment. For secondary schools, funding was secured to design a bespoke emotional literacy programme for Renfrewshire. The aim is to ensure that there are high quality progressive lessons and activities for use in the Personal, Social and Emotional (PSE) programmes across all secondary schools. To inform course design, focus groups of children and young people were consulted as well as partners such as the Choose Life coordinator and our Educational Psychology team. Our programme, ‘It’s a Mental Health Thing’ was launched in September 2023. Following initial training, participants demonstrated confidence around implementation of the programme Page 67 of 184
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Education Standards and Quality Report September 202436 in their school. Currently, the programme is being used across all secondary schools. Initial qualitative feedback from young people demonstrates that the resource has supported young people’s knowledge around mental health issues. Feedback via Forms shows that young people enjoy the video content of the programme and share that they have learned that mental health is as important as physical health, it’s good to talk, and it’s okay not to be okay. Renfrewshire’s Signposting resource for Children and Young People has been embedded in all lessons to ensure young people are aware of local and national supports available; current hits are 25,402. Renfrewshire’s digital Alcohol and Substance Education Awareness programme contains excellent age and stage-appropriate resources for use from Early Years to 5th year secondary school. An audit of the programme took place in 2023 and minor gaps were identified particularly in relation to the use of e-cigarettes (vaping). Additional content was developed, funded by Police Scotland, and made available to schools this session. The programme is being used in the majority of Renfrewshire education establishments and improves the knowledge and confidence of teachers/practitioners to deliver alcohol and substance use education. Qualitative feedback via focus groups demonstrated that all children and young people had increased knowledge and understanding of how to keep themselves safe and healthy in relation to alcohol and substances. Further feedback via Forms showed that they enjoyed the video content of the resource and that they had learned about risk, peer pressure and drug classification. An online information resource on Vaping was created for parents and has been accessed over 3,300 times. The Education Manager (HWB) is an active member of a Tackling Vaping in Young People strategy group comprising members from across HSCP (Renfrewshire and NHSGGC) to develop board-wide strategies to tackle Vaping including education, policy development and support to quit. Currently NHSGGC is seeking to endorse and contribute to ongoing development of Renfrewshire’s Alcohol and Substance Awareness programme. For parents/carers, a range of bespoke HWB information/training sessions was provided on topics such as internet safety and substance misuse. This included an input to the Parent Council Chairs across Renfrewshire on steps being taken by Children’s Services in tackling Vaping amongst young people. A successful RenTalk on internet safety was delivered to council employees targeting those who are parents. A parent guide to online safety was produced in response to the needs of the primary sector. This is easily shared via a digital link and continues to be promoted. ‘ I thought today was fabulous, both from an educational perspective and from the perspective of a father to girls. My eyes were opened in many ways. I am really glad I attended!’ Parent Families and Communities Page 68 of 184
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Education Standards and Quality Report September 2024 37 ‘ This was an excellent and informative course. The opportunity to engage in group discussions throughout the session allowed for consolidation of content covered. I definitely learned a few things about new terminology and some social media platforms that I was unfamiliar with.’ Teacher Informed by local and national priorities, a comprehensive programme of professional learning (PL) and targeted interventions was provided across all sectors to support effective implementation of the mental, social & emotional strands of Health and Wellbeing. PL aligned, where possible, to national and international awareness days. In relation to self-harm, suicide and online safety, members of staff participated in training across all sectors and some schools engaged in a whole school session. The HWB Development Officer (DO) delivered bespoke whole school self- harm training sessions to schools where need had been identified. Staff reported improved knowledge, confidence and skills around the topic. Greater numbers of staff from Early Years and Primary have accessed training in relation to self-harm and suicide. This is evidenced in monthly data shared with NHSGGC and Public Health Scotland. The HWB DO and Suicide Prevention Lead have further developed the one-day self-harm training offer to include more practical advice for education staff on spotting signs and having a conversation about self-harm. The resource also adopts CBT (Cognitive Behavioural Therapy) language to ensure consistency across training offers. To provide further support for staff, the HWB Development Officer created a new resource to help staff to have a conversation with young people around self-harm. 61 key staff across education establishments received self-harm training with bespoke whole- school sessions delivered in response to need. 51 staff participated in ASIST (Applied Suicide Intervention Skills) training. Pre and post evaluations show an increase in knowledge, skills and confidence in all staff who engaged with training. ‘ Through questioning I learned at training, a pupil disclosed that they had previously attempted suicide and was planning on doing it again. I was able to have the conversation with the family and support the pupil in getting the appropriate support in a timely manner. I felt confident while doing this. Pupil Support Teacher ‘ The descriptions of the ways people self-harm and the reasons as to why people may self-harm helped me understand young people more.’ Secondary Teacher The Mentors in Violence Prevention (MVP) peer mentoring programme is successfully providing young people across almost all Renfrewshire secondary schools with the skills to challenge attitudes to gender-based violence and to mentor their peers. MVP training sessions have been supported by Renfrewshire’s training team in most schools and across other services. In addition, the training team delivered staff Families and Communities Page 69 of 184
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Education Standards and Quality Report September 202438 sessions which were open to any Renfrewshire employee working with children and young people. Qualitative feedback from mentors demonstrates that lessons are being delivered confidently across schools. Post-training evaluations show that all participants reported an increased awareness of issues relating to gender-based violence (GBV), an increased confidence around recognising and dealing with GBV situations and in having conversations with young people about GBV. MVP mentors successfully developed a campaign for the international ‘16 Days of Action’ to encourage action against all forms of violence against women and girls. This included events across 8 secondary schools. ‘ In the library service, we will endeavour to have sessions where we can invite the MVP team to visit the library and give a talk to students. Also, have senior library volunteers that will be able to enlighten the junior ones in the school.’ School Librarian ‘ It’s made me think of the bystander role and how I will use this in future scenarios.’ Young person ‘ In English we often have pupils pick topics in this area to write about. I will feel more confident in discussing gender-based violence with the young people.’ English Teacher The HWB DO has participated in the Education Scotland consultation process in relation to the development of gender-based violence training for the primary sector. In addition, the HWB DO has also begun delivering bespoke MVP training, piloting in one of our primary schools, and working with P7 pupils to develop scenarios to encourage conversations around bystander responsibility and healthy relationships. As a result, Education Scotland have requested that they co-deliver and pilot their new ‘Prevention of Gender-based Violence: Professional learning for Primary staff’ in Renfrewshire. This training is planned for early in the new session. As part of the Children’s Service Partnership Plan, an audit was carried out of the Renfrewshire Physical Education curriculum planners and current practice across schools. As well as engaging with children and young people and teachers, key partners from OneRen and Education Scotland were involved in the audit process. Gaps were identified in the explicit teaching of PE skills and progression of skills from Early to Third Level. Specialist teachers are developing a skills framework, training programme, and identification of key resources. Counselling services Both The Exchange and Place2Be continue to provide very good school-based counselling services to support children and young people across our primary, secondary and ASN schools. Quarterly reports provide information on referral numbers and themes, impact data, case studies and analysis by gender and year groups. This evidence shows that the counselling services are supporting improvements in the emotional wellbeing of children, young people, staff and families. In addition, the services have been flexible and responsive in providing emotional support to groups of children, young people Families and Communities Page 70 of 184
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Education Standards and Quality Report September 2024 39 and staff to cope with critical incidents in school communities. The top referral theme each quarter continues to be ‘anxiety’. In the June 2023 – end March 2024 period, The Exchange supported over 1185 children and young people through 1-1 therapeutic counselling as well as counselling for a small number of parents who accepted the offer. Young People Clinical Outcome scores for the last quarter show that 85% of young people are less distressed post-counselling with all feeling better following support. 91% of children accessing the primary service reported an improvement using the Child and Youth Resilience Measure. Service demand across secondary schools has been met this quarter by creatively utilising resources. Waiting times are being effectively managed with all young people being offered an immediate assessment through The Exchange’s new online mental health app ‘D-EXY.’ There has been an unprecedented high level of referrals coming from primary schools in terms 2 and 3 resulting in longer waiting times. Analysis of reasons for these high levels of demand is underway to ensure that capacity can meet demand in the new session. ‘ Thank you for listening. You made me feel for the first time like what I had to say was important.’ Secondary Pupil ‘ I feel better about myself. I can cope better with anxiety. Self -critical thoughts have improved.’ Secondary Pupil ‘ Our daughter learned how to open up and talk about her feelings knowing that everything is confidential’ Parent of a Primary child To promote staff wellbeing, Reflective Group Practice sessions have taken place in 2 secondary schools. Participants are supported, through clinical supervision, to reflect on their own feelings, focus on self-care and avoid burnout. Staff reported that sessions have provided a safe space to talk, share, grow as a team and seek advice. In collaboration with Renfrewshire’s Educational Psychology Service, The-Exchange created the Reconnect programme in response to the growing number of secondary aged young people who have severe difficulties in attending school due to emotional factors. The programme was offered to targeted young people across 2 secondary schools and included 5 sessions targeting 5 resilience resources: self-esteem, self-confidence, self-reflective insight, emotional literacy and optimism. Online meetings with the facilitator and with cameras off, provided a protected safe space for young people to engage in self-reflection without feeling pressure or expectation to share. 50% of the young people completed the programme. All young people who completed the programme reported a positive impact. From June 2023 – end March 2024, Place2Be have supported over 452 children and young people in targeted schools; 47 children and young people participated in 1-1 therapeutic counselling and a further 405 children and young people were supported through Place2Talk drop-in sessions. Strengths and Difficulties questionnaires (SDQs) completed by parents showed in 80% of cases there was Families and Communities Page 71 of 184
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Education Standards and Quality Report September 202440 an improvement post counselling with teacher SDQs showing an improvement in 59% of cases. In addition, 201 parents and families benefitted from parent partnership support and school staff were supported through 423 Place2Think sessions. Professional Learning has been provided in response to counselling data. Our very successful Approaches to Cognitive Behaviour Therapy (CBT) professional learning course shows that all staff who have accessed training feel more confident using a CBT approach with children and young people. This is also evidenced in a case study for Scottish Government (Appendix A). Teachers from across all secondary schools and 17 of our primary schools have participated. Teachers have access to CBT specific resources, developed by the HWB Development Officer, via a Teams page on the Health and Wellbeing Blog. This includes resources for staff on how to have a CBT conversation and information for parents on understanding anxiety. ‘ On a daily basis I work with young people who struggle with anxiety. I have used CBT approaches with multiple pupils of which benefits are evident already.’ Teacher ‘ The course covered everything we need to help support anxious young people. From asking the right questions, to getting curious about our thoughts. Also to understand that humans have different thinking patterns. Excellent to have a toolkit that can be used time and time again that is visual to help pupils see their progress.’ Teacher In line with Scottish Government’s commitment to LGBTI (lesbian, gay, bisexual, transgender, intersex) Inclusive Education, some schools have been supported to build on existing practice through provision of professional learning from LGBT Youth Scotland on tackling homophobic, bi-phobic and transphobic bullying. Currently 4 schools have achieved the LGBT Scotland Charter Gold Award, 2 schools have achieved Silver and 4 schools have achieved the Bronze award. Families and Communities Page 72 of 184
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Education Standards and Quality Report September 2024 41 Health and Wellbeing Data HWB data has been used very effectively throughout the session to inform strategic improvement planning and to determine the professional learning and support offered to establishments. Information has been shared via Pupil Support networks, social media platforms, our HWB blog and the HWB newsletters which have over 2200 reads this session. Renfrewshire HWB data is shared during all presentations and training events to raise awareness of local issues and needs. It is important to us that we gather the views of children and young people at every opportunity. To ensure that we have a current picture of how young people across Renfrewshire are feeling, we asked all young people from S1-6 to complete the Warwick Edinburgh Mental Wellbeing Survey (WEMWBS) in March 2024; this being the third year that we have administered this survey. A local authority analysis of the results suggests that wellbeing is improving, with average wellbeing scores increasing from 45.7 in 2022 to 48.3 in 2024 and the percentage of young people falling into the low wellbeing score category decreasing from 31% to 22.5%. Both care-experienced and non care-experienced young people have seen their wellbeing score improve year on year since 2022. Furthermore, the wellbeing scores of care-experienced young people has increased at a quicker rate and there is no longer a statistically meaningful difference in wellbeing scores by care-experience status. School-level results have been analysed and input provided for secondary Head Teachers to support staff to interpret the results. School specific reports are available for schools via the Data Dashboard to support them to identify improvement priorities. All Renfrewshire schools inspected by Education Scotland over the last 2 academic sessions, have received positive gradings for Quality Indicator (QI) 3.1 Ensuring Wellbeing, Inclusion and Equality with 67% receiving a ‘Very Good’ grading and 33% receiving a ‘Good’. Schools’ self-evaluation gradings for QI 3.1 (June 2024) Very Good 38 schools Good 23 schools Satisfactory 2 schools Families and Communities Page 73 of 184
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Education Standards and Quality Report September 202442 Next Steps • Develop and implement a framework for family wellbeing support (FFWS) that aligns with the GIRFEC staged intervention framework and promote widely amongst stakeholders. • Launch the Family Wellbeing Service to families. • Provide a series of joint training/ development sessions with funded third sector organisations. • Plan and implement a model which links the Interrupted Learners Team, The Senior Phase Flexible Learning Resource (FLR) and the Kintyre FLR into a ‘Flexible Skills Academy’. • Develop a local learning annex into a Family Wellbeing Hub. • Pilot the Fast Online Referral Tracking (FORT) system and evaluate its use. • Implement a revised model for the ASN playscheme which will build on positive aspects of the previous model and will address gaps and concerns. • Work with partners from other workstreams to align Family Wellbeing locality hub developments with the Connected Communities developments. • Ensure that the Renfrewshire Children’s Services Partnership (RCSP) develop a plan for sustainability of the Family Wellbeing Service beyond the current funding period. • Continue to embed current Ren10 approaches and interventions ensuring that there is a sustainable, holistic, community- based model of early intervention and prevention. • Work in partnership with Whole Family Wellbeing service to ensure that there is a joined-up request for assistance process. • CAMHS Education Advisor – support communication around attendance and Discharge Care Planning. Embed the current referral process within schools. Engage Social Work in standardised referral procedure. Explore capacity to offer direct support to schools for all children and young people who have been given an ADHD diagnosis. • Develop and deliver a comprehensive programme of professional learning and targeted interventions across all sectors to support effective implementation of the mental, social & emotional strands of Health and Wellbeing. Create and deliver a range of online HWB sessions for parents and carers. • In partnership with Headstrong, evaluate the new secondary mental health programme ‘It’s a Mental Health Thing.’ • In partnership with Barnardo’s, implement evidence-based emotional literacy programme PATHs (Promoting Alternative Thinking Skills). • Through the NHSGGC Vaping and YP strategy group and partnerships with Renfrewshire HSCP, develop early intervention and prevention measures as well as board-wide policy development on Vaping for use in schools. • Support schools to make effective use of HWB data sets to identify priorities and bring about improvement. Families and Communities Page 74 of 184
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Education Standards and Quality Report September 2024 43 • Coordinate implementation of counselling services across all establishments to ensure that children and young people receive timeous wellbeing support. • Provide the training and resources to extend Gender Based Violence (GBV) work and Mentors in Violence Prevention (MVP) programme. In partnership with Education Scotland, pilot delivery of GBV professional learning for Primary education staff. In line with the ADES commitments in relation to GBV, aim to have all secondary schools register with Equally Safe at School (ESAS). • Develop a Primary Physical Education skills framework and pilot in sample schools. • Support secondary schools to deliver Renfrewshire’s digital approach to the SQA Mental Health Award Level 5. Families and Communities Page 75 of 184
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Education Standards and Quality Report September 202444 Education Standards and Quality Report September202444 Curriculum, Learning, Teaching and Assessment We are committed to delivering high quality professional learning aimed at all levels, from system leaders to practitioners and support staff. This has led to improvements in outcomes for children and young people living in the most deprived communities. Our Numeracy and Literacy Development Officers continue to provide very effective support to establishments through: leading professional learning; curriculum development work; and providing bespoke support to target schools. Schools’ self-evaluation gradings for QI 2.3 Learning, Teaching and Assessment (June 2024) Very Good 19 schools Good 41 schools Satisfactory 3 schools 95% of schools evaluate themselves as ‘Good’ or better with 30% grading themselves as ‘Very Good.’ All Renfrewshire schools inspected by Education Scotland over the last 2 academic sessions,have received gradings of ‘Good’ or ‘Very Good’ for QI 2.3. Numeracy A comprehensive core programme of high- quality professional learning and targeted interventions was delivered across all sectors linked to professional standards and informed by local/national priorities. Primary schools were effectively supported to transition to the new maths planners as well as the provision of training to support practitioners’ understanding of pedagogy involved. Almost all (98%) primary schools have had at least one member of staff ttend one or more authority training sessions or had bespoke whole school input on numeracy pedagogy since Aug 2023. In 99% of 579 evaluations, practitioners either strongly agreed (74%) or agreed (25%) that the training had increased their knowledge and skills in teaching numeracy and 99% either strongly agreed (77%) or agreed (22%) that the numeracy training would have a positive impact on the children in their class. 73% of evaluations scored the training 10/10 and 14% scored training at 9/10. Playful SEAL (Stages of Early Arithmetical Learning) Primary 1 /2 and Maths Recovery were oversubscribed, and a second cohort was offered in each of these courses. Maths Recovery (MR) has previously been carried out online and evaluations were very mixed. Feedback and evaluations this session show that the in-person courses have had a more positive impact on practitioners’ knowledge and skills and there has been a substantial increase in the number of practitioners carrying out assessments with a child. Almost all training courses offered were delivered at full capacity. 32 bespoke training sessions have been delivered to schools since Aug 2023. This includes 15 primaries who received whole school inputs on transitioning to the new digital planners and the linked assessments. As a result, almost all primaries are using the planners to support learning, teaching and assessment. Page 76 of 184
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Education Standards and Quality Report September 2024 45 Feedback quotes from practitioners: “ I gained knowledge of SEAL and how to implement it. I gained a lot of ideas of different learning experiences that I will implement in my establishment.” “ Lots of good examples with suggestions for differentiation and challenge which is very beneficial!” “ Some really practical ideas that I can use in my class straight away, but this session also gave me a deeper understanding of how I can develop number sense in my class. I also feel more confident with navigating the Renfrewshire planners.” “ The challenges were amazing. Having the time to try things out and see it in action is so helpful… Excited to use in class” “ I will definitely be implementing the bar model strategy. I also cannot wait to implement the games with my class.” “ When I start multiplication and division, I will use everything especially arrays and concrete materials to introduce.” “ There were various strategies I want to use at my teaching table and a lot of resources that I didn’t know were available that I will use too!” “ Excellent course really makes me reevaluate my teaching.” Targeted support on best practice pedagogy for young people working at First and Second Level numeracy was delivered to secondary teachers via the DHT Learning and Teaching forum, the Maths PT forum, and at departmental level in some schools. One secondary school has been receiving weekly modelling and coaching sessions since February 2024 and to date anecdotal feedback is rating this highly worthwhile in supporting learners and teachers working with these children. The success of these approaches will be shared with the Maths PT forum to encourage other schools to become engaged with this work. A working party, comprising secondary and primary teachers, was established to develop a Third level planner in line with current Renfrewshire planners. The planner was completed by the end of June and will be rolled out as a pilot in academic session 2024/25. Modelling and Coaching Officers (MCOs) provided very effective bespoke support to 5 target schools, based on the priorities of each establishment. Data on the number of children that moved from being off track to on track was collected in 4 of the 5 schools, with the 5th school choosing to focus on teacher knowledge and confidence. Across 15 classes that received input and support from an MCO a total of 74 children moved to being on track by June 2024. Qualitative feedback demonstrates the positive impact of the MCO in improving teacher knowledge, skills, confidence and engagement and achievement of children in numeracy and mathematics. Curriculum, Learning, Teaching and Assessment Page 77 of 184
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Education Standards and Quality Report September 202446 “ Out of all the CLPL I have had this year, having an MCO has by far been the most impactful and beneficial for myself and my class”. Class Teacher “ From all the training we get, this resource is what I learn the most from and has had the biggest impact”. Class Teacher “ I can see the impact the MCO is having across the whole school from being in and out of classes, speaking with class teachers and from learning conversations with children”. Head Teacher To support establishments in family engagement in numeracy, a Family Maths Games Pack was developed and shared with all primary Numeracy Champions. In addition, a Train the Trainer session took place June 2024 where further school staff were trained to be able to lead a Family games night in their own school in session 24-25. The Family Maths Games resource will also be cross-matched to the Renfrewshire maths planners. Feedback from the family games nights has been very positive: “ It was just lovely to focus on an activity as a family for an hour and maths of all things would have been my last thought. All the activities really got the brain cells moving and we actually found it quite relaxing to focus on our maths ability”. Parent “I loved the games with the kids but also enjoyed the information the speaker gave us”. Parent “ Learning new and fun ways to understand maths with your children in an everyday environment”. Parent Curriculum, Learning, Teaching and Assessment Page 78 of 184
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Education Standards and Quality Report September 2024 47 Literacy Talk for Writing (TfW) Early Years As leadership of Talk for Writing plays a key role in successful implementation, a further 35 early years Project Leads from 31 establishments have undertaken career long professional learning (CLPL) specifically focussing on leading implementation of TfW this session. Project Leads include early years senior leaders, teachers and graduates. This training has also included primary Project Leads and school leaders with curricular responsibility for literacy and/or learning at early level. In session 2024/25 we will continue to provide high quality CLPL focussing on leading, developing, maintaining and embedding the Talk for Writing approach. This will include initial training for new Project Leads and ongoing CLPL to support implementation. This will increase leadership capacity, provide training for establishments joining the programme in session 2024/25 and ensure longer-term sustainability of the approach within and across settings. This session, bespoke CLPL for early years practitioners has been provided for the first time. 71 early years practitioners and P1 teachers from 35 establishments have participated. Course and ongoing evaluations from Project Leads and practitioners indicate: • 100% of participants would recommend this training to a colleague • 100% of participants strongly agreed the training increased their knowledge of effective writing pedagogy for young children • 100% of participants strongly agreed/ agreed the training gave them an insight into how to implement TfW effectively • 100% of participants strongly agreed/ agreed the TfW approach has the potential to raise staff confidence in developing writing when implemented fully An event to share good practice in the implementation of Talk for Writing for early years leaders and practitioners was delivered in April 2024. Bespoke in-service training on early years Talk for Writing pedagogy has been delivered to 1 early years centre and 2 ASN schools. As the majority of participating establishments have indicated implementation of Talk for Writing will begin in session 2024/25, a depth of implementation survey (to be completed jointly by Project Leads and practitioners) will be shared in December 2024. Primary schools An established network of over 120 Project Leads from across the 45 participating primary and ASN schools have benefitted from 2 days of ongoing leadership training this session. These training days are entirely bespoke - the content of each day is chosen by Project Leads. A mid-year survey, conducted in January 2024 was completed by 31 participating schools and indicated: • 97% of participants have found ongoing CLPL for Project Leads beneficial • TfW is being routinely implemented across all classes in 94% of schools that responded Curriculum, Learning, Teaching and Assessment Page 79 of 184
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Education Standards and Quality Report September 202448 • In 91% of participating schools, Talk for Writing is the main approach to teaching writing. 9% of schools who responded are using TfW in collaboration with other approaches to teaching writing. • 48% of schools who responded are using the draft Planning, Assessment and Progression frameworks produced by TfW to support teacher professional judgements. To support schools with implementation of Talk for Writing and ensure longer-term sustainability of the approach, CLPL on fiction and non-fiction writing has been available for any new or returning teachers. 80 teachers and school leaders from 40 participating schools attended with 100% positive feedback in course evaluations. An ’Introduction to Talk for Writing’ session was delivered to Newly Qualified Teachers (NQTs) in December 2024: • 94% of participants strongly agreed/ agreed the session provided them with a good overview of key elements of the TfW approach. • 94% of participants strongly agreed/agreed the session increased their knowledge of effective writing pedagogy. • 88% of participants strongly agreed/agreed that TfW could help them to support some of the challenges they currently face while teaching writing 14 bespoke support sessions have been provided for primary and ASN schools. These focus on areas of individual school need and have included in-service input and collegiate sessions based on aspects of the TfW process, meetings with Project Leads to support whole school implementation and support for specific teams including the Early Years Teacher Team. Support with School Improvement Planning has also been provided. Secondary schools One secondary school is piloting Talk for Writing as a targeted intervention for writing with S1/2 pupils. Support has been provided in relation to the TfW process, training opportunities, resources, unit planning and evaluation. A further secondary school will be participating in CLPL in session 2024/25 to use the approach with identified classes receiving targeted literacy support. Impact on Attainment Data analysis has demonstrated that Talk for Writing is having a significant impact on pupil attainment. Analysis has been based on progress over 2 years as some schools started TfW in 2021/22 and the second cohort in 2022/23. Curriculum, Learning, Teaching and Assessment Page 80 of 184
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Education Standards and Quality Report September 2024 49 Summary of key findings: • After year 1 (21/22), 80% of TfW schools had improved their writing attainment compared to 52% of all other schools. The average change per TfW school was 5.5% versus 0.1% of non-participating schools • After year 2 (22/23), 21/22 TfW schools had improved on average by 8.7% whilst 22/23 starting schools had improved by 2.5%. Non-participating schools had 0% change. • At pupil level, 21/22 TfW starters had improved their writing attainment by 5.7% in 2 years - an extra 125 pupils compared to 2020/21 • Improvements in writing attainment have improved most in P7. 21/22 TfW starters have improved P7 attainment by 8.1% over 2 sessions. This compares to 2.3% for schools who started TfW in 22/23 and -3.7% for those who are not using TfW. Schools who started TfW in 21/22 have had the biggest improvement in attainment for Deciles 1-3 learners (+8.4%) The Renfrewshire Literacy Approach: Primary Twenty bespoke support sessions have been provided to primary schools relating to various aspects of the Renfrewshire Literacy approach including the Primary Literacy Coaching Programme, literacy checklist self-evaluation, book banding, running records/miscue analysis and leadership support. Support for schools preparing for an Education Scotland inspection has also been provided. In addition, ongoing support to schools continues to be provided via Literacy Champions meetings. A programme of targeted support involving weekly input to P1,4 and 7 pupils alongside supporting school literacy developments and staff training, was delivered between April and June resulting in improved attainment in Literacy in almost all target schools. CLPL sessions on Dive into Reading/Writing were delivered and despite relatively low uptake, the courses were highly evaluated: • 100% of participants strongly agreed/ agreed the sessions were relevant to their classroom practice and professional learning needs. • 100% of participants strongly agreed/ agreed the sessions increased their understanding of effective reading/ writing pedagogy and strategies to raise attainment • 100% of participants strongly agreed/ agreed the learning from these sessions would have a positive impact on learning in their classrooms As part of the ongoing calendar of CLPL for NQTs, sessions on Raising Attainment in Reading and Writing were provided in term 1 with positive evaluation. Several NQTs have sought support to undertake practitioner enquiry relating to aspects of literacy. The Literacy Development Officer engaged with DHTs (raising attainment) and PTs English to highlight the support available to secondary schools. This led to meetings and support/ training sessions with 3 secondary schools, 1 ASN school and staff from our FLR bases. Curriculum, Learning, Teaching and Assessment Page 81 of 184
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Education Standards and Quality Report September 202450 Shared reading training has been provided to over 75 pupils across 6 secondary schools. As a result, senior pupils are gaining work experience by visiting early years settings on a weekly basis to read to younger children. This is part of our work with Dolly Parton’s Imagination Library to make sure all children are read the books that they receive at least once. To date, 24 early years settings have applied to be part of this continuing programme in session 2024/25. Work has been undertaken to develop a refreshed Renfrewshire Literacy Framework to support consistent planning, assessment and progression within and across establishments. A full audit of the existing framework was carried out as well as a review of progression pathways from Renfrewshire schools, local authorities and commercial organisations. Literacy Champions and key partners in Education Scotland were consulted as part of the audit to ensure that we are looking outwards and learning from what is working well elsewhere. Talk for Writing Planning, Progression and Assessment overviews were developed, piloted and shared with schools in April 2024. Individual support has been provided to schools in relation to literacy planning, assessment and moderation. A draft Renfrewshire Literacy Framework document is now in the final stages of development and will be ready for consultation from September 2024. Renfrewshire Libraries (One Ren) Ready, Set, Read! Summer Reading Challenge 2023 was delivered by public libraries and the Skoobmobile in partnership with the Reading Agency and promoted to all primary schools. 1668 children signed up, and 943 (57%) completed the Challenge reading 6 books or more or achieving their personal reading goal. ‘ My son enjoys the reading challenges every year. It encourages him to read throughout the summer, which helps to maintain his reading skills.’ Parent ‘ Ready, Set, Read! is a great opportunity to read. I love reading because it takes everything off my mind. I love reading so much!’ Child The Paisley Book Festival Schools Programme aims to inspire children and young people to love reading and develop their own creative writing skills through meeting and hearing from authors who write for their age group. It encourages children to engage with the library to expand their reading horizons and develop their creativity through free access to books and the support and guidance of school librarians and public library staff. This year 38 events took place in libraries, schools and Paisley Town Hall with 1396 children from 35 schools participating. A survey was sent out to teachers and pupils attending events and the responses were overwhelmingly positive. ‘ I really enjoyed this the author was really engaging with us and her books seem great definitely going to get them.’ Pupil Curriculum, Learning, Teaching and Assessment Page 82 of 184
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Education Standards and Quality Report September 2024 51 67 pupils from Renfrewshire High Schools entered the Janet Coats Memorial Poetry Prize (under 18s category). The judging panel for the prestigious prize included the acclaimed Scottish-Caribbean poet and performer, Courtney Stoddart; local poet Mairi Murphy, winner of the 2016 Alistair Buchan Prize for poetry; and the Tannahill Makar for Renfrewshire Shaun Moore. Five young poets were shortlisted, and their poems printed in a booklet along with the shortlisted adult poems. The winner was from St Benedict’s High School and received a cash prize and a donation for books for their school library. OneRen provides a professionally qualified librarian to 11 secondary schools in Renfrewshire. School libraries support both the curricular needs of the school and the extracurricular aspect of school life. Resources and activities support literacy and research, and there are a range of clubs and activities that young people regularly use during their free time to support their wellbeing. Young people across all secondaries were able to benefit from an increased number of author events this year due to successful funding bids by the school libraries team. Highlights included Libraries LYT Up Lives project with 6 Renfrewshire schools alongside 6 schools in Glasgow working with authors who write about gangs and harm reduction. Scottish Book Trust awarded an author residency to Castlehead High School Library for the 23/24 session and to St Andrew’s Academy Library for the 24/25 session which are only given to 10 schools each year. Future Paisley funding also led to author sessions taking place across a number of schools including transition events. A successful Reading Café took place at the new Paisley Central Library with young people attending from 3 schools to celebrate Empathy Day in June. Young people delivered presentations on the importance of reading, with the added benefit of boosting their own confidence and wellbeing. This will now be worked on as an annual event to involve more schools. St Andrew’s Academy Library received funding from the School Library Improvement Fund to create a Research Hub for senior pupils, one-to-one support sessions and small group workshops are provided by the librarian to develop research skills. The Skoobmobile provides a programme of book borrowing, story times, online learning and creative activity to primary schools and pre-5 establishments. Regular after school community stops provide access to good quality books and activities free of charge on the school doorstep or grounds. 11 primary schools have been supported and Bedtime Reading sessions have also been provided at 3 schools, working with families to encourage reading together and the joy of sharing books as a family. Bookbug bags support families to read, sing, and play with their children to give them the best start in life. Each contains 3 books, activity ideas and resources, and information for parents / carers. Every child in Renfrewshire receives a bag at 4 key stages: 3-5 weeks (Baby Bag); 13-15 months (Toddler Bag); age 3 (Bookbug Explorer Bag); Primary 1 (Bookbug Primary 1 Family Bag). The library service distributed 1794 Explorer Bags to pre-5 establishments, and 1912 Primary 1 Bags. Curriculum, Learning, Teaching and Assessment Page 83 of 184
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Education Standards and Quality Report September 202452 ‘ Improving our Classroom, School, Department’ programmes During session 2023-24, we ran all 3 of the ‘Improving our….’ programmes – Classrooms, Schools (primary) and Department (pilot). All three programmes have the same focus on high quality self-evaluation at classroom level, leading to: • improved learning and teaching; • use of data informed targeted interventions; • improved attainment and achievement; and • a relentless focus on equity and excellence for all children and young people. Improving our Classrooms (IOC) Twenty-four teachers from across primary and secondary signed up for the IOC programme last session which, for the first time, offered two accredited routes, IOC Masters or GTCS Recognition, both assessed on the same set of learning outcomes. All sessions were delivered in partnership with Inverclyde Council, and this enhanced the professional dialogue between colleagues who reported that networking with other like-minded individuals is a real benefit of the programme. Our candidates are currently awaiting the results of their accreditation route. Improving our Schools (IOS) Improving Our Schools (IOS) is a year-long programme involving all practitioners and senior leaders within a school. IOS is designed to be part of the School Improvement Plan (SIP) and is flexible to work in different school contexts. The focus of the programme in each school is driven by their self-evaluation evidence. 3 primary schools took part in session 2023-24 for the first time in Renfrewshire and accessed the same set of professional learning materials and tools as the other ‘Improving Our…’ programmes. Initial feedback has been very positive in terms of improving approaches to learning and teaching across the whole school, with everyone working on improvements together. Improving our Department (IOD) Developed and supported by a cross-authority group of Principal Teachers (PTs), Faculty Heads and DHTs, the maths department in Castlehead High piloted this programme throughout session 2023-24. IOD is designed to be a part of a department/faculty improvement plan and to be flexible to work in as many contexts as possible, across the BGE and Senior Phase. It is focussed on the priorities in the departments/faculties of participants, identified through self-evaluation. IOD complements, rather than being additional to, existing improvement structures. It provides a supported structure to drive collaborative improvement – it’s everyone’s job, not just that of the PT/FH. Four more departments from another 2 secondary schools are signed up to the programme for next session. Curriculum, Learning, Teaching and Assessment Page 84 of 184
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Education Standards and Quality Report September 2024 53 Assessment and Moderation A local authority QAMSO (Quality Assurance and Moderation Support Officers) group was established at the beginning of the session. This group worked alongside the Renfrewshire Assessment and Moderation Group (RAMG) to support and facilitate professional learning opportunities and a training programme for schools. All members of both groups engaged in professional learning with the West Partnership which was positively received. This resulted in a deeper understanding and awareness of AiFL (Assessment is for Learning) strategies and how assessment tools can support practitioners in ensuring a consistent approach in assessing children’s progress across establishments. AiFL training was delivered by RAMG members to a number of senior leaders, and this was evaluated as ‘very good’. Training packs are now being used in schools and early years centres. Almost all Head Teachers who attended the training were confident in supporting and challenging practitioners in the use of assessment data to determine levels of achievement and attainment of children. All secondary Deputes were trained in May 24 and will be sharing this with PTs across departments next session. A number of secondary colleagues participated in BGE moderation activity organised by the West Partnership, evaluations for which were very positive. This has resulted in increased awareness and sharing of standards across subjects. Additionally, all PT Subject Forums engaged in a moderation activity this session which has increased collaboration through joint planning and sharing practice and resources. Play Pedagogy Beyond Primary 1 Following on from previous training at the early stages of the school, during session 2023-24 we ran the course Play Beyond Primary 1 with a Focus on Primary 6 and Primary 7 alongside Deirdre Grogan, Principal Knowledge Exchange Fellow at Strathclyde University. The course had a clear focus on effective pedagogy in the upper primary. Alongside 23 Primary 6, 7 and S1 teachers, Deirdre explored how we incorporate pupil voice into the planning process, how to get children to participate in planning their own learning and what the learning environment should look like for older children. The final session was a sharing of key developments taken forward by participants; this included initial examples such as ‘Flexi Fridays’, where children take ownership of their learning for the day, and another case, in which the class teacher attempted to match the idea of play based pedagogy with the implementation of a more skills-based curriculum. All participants highly evaluated the course and enjoyed trying out different approaches to children led learning. 100% of evaluations reported that participation in the course increased participants’ knowledge and understanding of how children can lead their own learning. ‘ As we progress through session 2024-25, I would like to move to a more regular play-based learning approach. I would also like to try and develop the planning approach for play based learning in the upper school.’ Participant A Curriculum, Learning, Teaching and Assessment Page 85 of 184
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Education Standards and Quality Report September 202454 ‘ A really worthwhile course which has had a positive impact on my pupils’ engagement. The approach fits in well with the move to a more skills-based approach in our school. I valued the dialogue between colleagues to hear how they were taking this approach forward. It was great to gain ideas from others as well as Deirdre’s input.’ Participant B Early Years For the last 3 years, Renfrewshire’s Early Level Progression Tool has been used in all Early Learning and Childcare (ELC) services to provide a summative view of children’s progress towards the early level of curriculum for excellence. The purpose of the tool is to identify key milestones that demonstrate progress towards the level without altering individual settings’ practice towards tracking, observing and documenting learning. The aims of the tool are to: • Support knowledge of the child’s progress towards early level; • Support staff judgement of progress towards the level, providing opportunities for moderation; • Support transfer of information and transitionary processes with primary 1; • Support knowledge of professional learning needs which can be provided to support children’s experiences within early years; and • Provide a consistent overview across the authority regarding children’s progress during their early experience. Last session, staff were provided with updated progression tool guidance and training. 100% of services stated that they found the updated early level guidance to be beneficial. 73% of Early Learning and Childcare (ELC) services reported that all or almost all staff had increased confidence and skill in assessing children’s progress at early level and had increased their knowledge of skills progression and how to plan for children’s next steps in learning within literacy, numeracy and health and wellbeing. Staff were also provided with new guidance and training to support judgements of children’s progress at pre-early level. 93% of ELC services stated that they found the new pre-early level guidance to be beneficial. 53% of ELC services stated that all or almost all staff had improved knowledge of milestones and skills progression in literacy at pre-early level. For Numeracy and Health and Wellbeing (HWB) the figure was 47%. Similarly, 47% of ELC services stated that all or almost all staff had increased confidence and skill in the assessment of children’s progress at pre-early level and how to support the learning and development of children with additional support needs. While the results for the pre-early guidance are not as positive as the early level guidance this was expected; the pre-early level guidance has only been introduced during 2023/24 while the early level guidance is now in year 3 of implementation and is becoming more embedded in practice. Curriculum, Learning, Teaching and Assessment Page 86 of 184
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Education Standards and Quality Report September 2024 55 Analysis of the data collected has confirmed that it has internal and external validity. For example: • For the last 3 years data has been collected in relation to certain milestones where lower numbers of children are demonstrating consistently. • Inequalities based on sex and deprivation also replicate what has been found in other external data sets such as P1 data and data collected by the West Partnership and Public Health Scotland. • There is a strong correlation between the progression tool data submitted by ELC services and teacher judgement on achievement of a level at the end of P1. This has provided further evidence of the increasing confidence and skill of ELC staff in making accurate assessments of children’s progress. In numeracy there has been a marginal increase in numbers of children who are demonstrating skills and knowledge on a consistent basis rising from 61.5% to 61.9%. The other two curricular areas have seen a drop in the numbers of children demonstrating consistently from 78% to 75% in HWB and from 71.6 to 70% in literacy. These figures are still above the findings for 2021/22 where 69.3% of children were demonstrating skills consistently in HWB and 63.9% for literacy. In conjunction with the data team, analysis of 2023/24 data is currently ongoing and will inform our strategic plan for 2024/25. This information will also be shared with the Literacy and Numeracy Development Officers. Collaborative work with the Educational Psychology team took place this session to inform the design of the assessment of needs matrix and to ensured it aligned with the pre- early level progression tool. Inclusion Officers are now beginning to populate the assessment needs matrix for children entering their pre- school year. Evaluation of the contribution that the progression tool data makes to this process will be undertaken with the Inclusion Team in September 2024. All schools who responded reported that they used Early Years progression data to plan, set targets and implement appropriate interventions for P1 children. Most schools reported that they would welcome moderation work with ELC colleagues. This has been incorporated into our plans for academic session 2024/25. Some schools commented that they would like to receive the data in advance of the summer holiday period. This request was accommodated, and schools received progression tool data in June 2024 for children entering P1 in August 2024. Data for children working at pre-early level has been gathered for the first time in academic session 2023/24. Evaluation of the effectiveness of this data is scheduled to take place with P1 teachers in September 2024. Digital Learning Good progress has been made in implementing our Digital Plan – ‘Assess, Build, Innovate’ to promote a flexible, layered and empowered approach to digital learning. Our strategy is underpinned by the aim to develop high quality learning and teaching that leads to improved levels of attainment and achievement in all of our establishments. The plan is bringing about improvements in infrastructure, resources and digital pedagogy. Very good progress has been made in improving our infrastructure to ensure that all children, young people and schools have access to Curriculum, Learning, Teaching and Assessment Page 87 of 184
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Education Standards and Quality Report September 202456 hardware, wifi and well-researched digital platforms/software to ensure equity and improve outcomes. All establishments have had their wi-fi upgraded and are now able to access high speed broadband. Schools were also supported to replace and upgrade hardware such as Promethean boards. Almost all establishments have engaged with either bespoke or tailored support and/or digital professional learning (PL) supported by a range of partners including Education Scotland, Google Education and Microsoft Education. A session on planning your school’s digital strategy was delivered in partnership with Education Scotland. Over a third of establishments attended the session. It was rated 5 out of 5 by attendees, with 100% saying they would implement the learning in practice and share the learning with colleagues. Our Digital Learning Champions Team have been well supported this session by the Apple Regional Training Centre (RTC). The RTC offered 14 face-to-face sessions, training over 200 staff in using iPads to support learning and teaching. Within the RTC team, support and advice is shared regularly, including how to become an Apple Teacher. All attendees who completed an evaluation said that the session had made changes to their practice that directly impacted on learners. Throughout this session, schools have had free access to Read & Write using Chromebooks, as part of the Text Help Pilot. A third of our Primary Schools received bespoke training from Text Help. This pilot will be reviewed at the start of next session and recommendations made. ‘ The read and write programme has been very beneficial to learners in my class particularly supporting pupils with Dyslexia. They have been able to use the ‘Talk to type’ feature to support them creating texts during writing lessons and answer comprehension questions fully. It has also supported children with producing more extensive pieces of writing and completing tasks within allocated time slots.’ Teacher Google for Education hosted a series of Renfrewshire engagements, including a Gripe Jam for staff to identify what they wanted to learn. Following on from this, Google for Education led an In-Service day, 2 in-person twilights and 2 Google Meet webinars, specifically tailored to staff needs. Attendees also had access to a Google Classroom for asynchronous support. All participants responded that they have increased their use of Chromebooks as a result of the training and agreed that they had increased confidence in using Google technology to save time. ‘ Really enjoyed the wide range of areas covered - really feel I have learned lots!’ Teacher ‘ My highlights were practical and hands-on experience using the Chromebook, learning some of the shortcuts and how to use accessibility tools effectively.’ Teacher Curriculum, Learning, Teaching and Assessment Page 88 of 184
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Education Standards and Quality Report September 2024 57 Professional learning has been offered to support schools to achieve awards such as the Digital Schools Award Scotland (DSAS), Digital Wellbeing Award (DWA) as well as providing information about the new Endorsement Award and the ELC award specifically for Early Years establishments. A total of 29 schools have achieved the DSAS, 7 schools have achieved the DWA and 1 school the Digital Endorsement Award. Creative use of various digital platforms has strengthened communication with parents/ carers and families in almost all establishments. This session schools increased the number of parents signed up to Parents Portal to a minimum of 50% across all schools. Staff continued to access the Get Safe Online (GSO) Ambassadors Team where resources and ideas are available for them to use within their own schools. Group Call was successfully rolled out to all schools to improve communication and engagement with parents and carers. Bespoke training for staff took place in May 2024 and initial feedback has been very positive. This aligns with our Green Print Strategy and will ensure less need for paper-based copies of documents for parents. Developing the Young Workforce The Schools’ Transitions Group continues to meet regularly with a robust focus on supporting vulnerable learners into positive destinations. In 2022/23, the number of young people entering a positive destination after leaving school was 96.4%. This is down 0.2% from the 2021/22 capture point due to a number of factors which include a 22% rise in the number of S4 leavers. Of our care experienced leavers, 92% entered a positive destination representing an increase of 10% from 2021/22. The number of leavers from quintile 1 entering a positive destination was 94.22% an increase of 1% from 2021/22. Pathways teams continue to develop with Invest in Renfrewshire transitional support workers now engaging with all Renfrewshire secondary schools. A School Leavers Practitioners Network has also been developed with colleagues from Education, Skills Development Scotland, Invest in Renfrewshire and Developing the Young Workforce West, meeting on a bi-annual basis. The network allows practitioners across agencies to share best practice and ensure appropriate supports are in place for all school leavers, particularly the most vulnerable. The impact of the network includes: • Renfrewshire Destination planner developed and shared with all schools • Future Pathways meeting now established on a monthly basis in all secondary schools • Invest transition support workers in place to support all schools • Datahub training sessions provided for key staff • 16+ training for all network colleagues All secondary schools and our 2 schools for pupils with additional support needs (ASN) have a Developing the Young Workforce (DYW) coordinator. DYW Coordinators support and implement structures for employer engagement, maintain local business partnerships, and contribute to national priorities around employability, the Career Education Standard and Work Placement Standard. DYW Coordinators play a crucial role in connecting education and the world of work, helping pupils prepare for their future careers. A total of 8,527 DYW engagements have been recorded across all 13 secondary schools during session 2023/24. Curriculum, Learning, Teaching and Assessment Page 89 of 184
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Education Standards and Quality Report September 202458 These include work placements, employer engagements and career events. This work continues to support all our learners including the most vulnerable to develop key skills which will allow them to access future destinations. Renfrewshire’s ‘My Future Pathways’ programme offers opportunities for young people who are interested in pursuing a career in the construction industry. Almost 40 young people have attended the course since August 2023 with almost all securing a positive destination with West College Scotland’s pre-apprenticeship course or a training course with Invest in Renfrewshire. In September and December, Renfrewshire held it’s first ‘Get Hired’ events in partnership with Invest in Renfrewshire and Skills Development Scotland. School leavers had the opportunity to meet with employers and training providers with ‘live’ opportunities. Almost all young people who attended the September event secured a positive destination. The December event was also very well attended with a number of opportunities accessed by our most vulnerable school leavers. Career Ready was launched in September 2023 with 7 young people from Park Mains High School embarking on the 2-year coaching and mentoring programme. The programme provides the opportunity to work with a mentor from the world of work, access to a series of skilled masterclasses and a 4-week paid internship over the summer holiday period to support the development of key employability skills. Three of our Career Ready young people completed their internship with Renfrewshire Council in July 2024. Feedback from both interns and mentors has been overwhelmingly positive with plans in place to extend the programme to an additional 2 secondary schools in session 2024/25. Young People from Castlehead High School and Renfrew High School have embarked on the DXC Digital Futures Academy. 12 young people who are currently in S2, have the opportunity to work alongside industry experts and gain exposure to cutting edge technologies over the next 4 years. The programme includes personal career planning, goal setting, action planning and decision making. Access to these opportunities will have a direct impact on preparing young people for all pathways and future career aspirations. 225 S3 young people from across all secondary schools accessed the ‘Future Paisley Pathways Programme’ during February and March 2024. The programme was developed to inform young people about both further education routes and professional development opportunities in Renfrewshire’s cultural sector, including internships, volunteering opportunities, courses available at West College of Scotland, and the UWS Foundation Academy. Feedback from young people indicates the programme was successful in increasing awareness of opportunities in local creative industries. One young person stated, ‘there are lots of different opportunities through creative subjects, [many more] than I thought’. This sentiment is further reflected in the increased awareness of the educational programmes available. The numbers of young people who stated they were aware of the educational opportunities in Renfrewshire rose from 27% to 77% on completion of the Pathway Programme. Full evaluation of this very successful project can be found at Appendix C. Curriculum, Learning, Teaching and Assessment Page 90 of 184
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Education Standards and Quality Report September 2024 59 We continue to strengthen the Senior Phase offer, to widen the range of opportunities available to young people, including appropriate courses and work placement opportunities. Six schools across Renfrewshire accessed the UWS Foundation Academy in session 2023/24 as part of a widening access programme. A Principal Teacher ‘College Pathways’ post has been created to ensure all learners have access to appropriate support at key points of transition with a particular focus on our care experienced young people. 14 young people from across secondaries have accessed enhanced transition to West College Scotland with support from the PT College Pathways. Curriculum, Learning, Teaching and Assessment Page 91 of 184
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Education Standards and Quality Report September 202460 STEM (Science, Technology, Engineering, Maths) Primary Schools Pupils from 19 primary schools across Renfrewshire visited West College Scotland to participate in STEM workshops delivered by key staff and ambassadors in this curricular area. Pupils had the opportunity to access experiments in fingerprint analysis, lung capacity and rockets. Feedback from staff at Gallowhill Primary School: ‘ The pupils had the best time during their visit and didn’t want to come back to school. They had so much fun with lots of chat about the experience for days afterwards’. Teacher Curriculum, Learning, Teaching and Assessment Page 92 of 184
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Education Standards and Quality Report September 2024 61 SmartSTEMs delivered engagements with pupils from Brediland Primary School and St James’ Primary School in Renfrew. Groups participated in a variety of challenges, developing creative thinking and problem-solving skills. Children also enjoyed interviewing STEM ambassadors using digital platforms to learn more about careers in the world of STEM. P7 children gave the following feedback: ‘ I thought it was interesting and fun. My favourite part was the paper plate challenge as it made you think, and you had to work as part of a team’. P7 child Nine primary schools received funding from the Royal Society and worked in partnership with Glasgow Caledonian University and the Royal Navy to design and build their own Goblin kit cars – electric cars designed for racing. Children worked for 9 months on this exciting project and each school successfully built their own car which can reach speeds of up to 20 mph. Children got to race against each other in their cars at Kames course in East Ayrshire with children from Wallace Primary School being the winners. All children involved in the project were introduced to engineering in a fun and innovative way whilst learning about aerodynamics and skills for life and work. Some Primary 7 children involved in the project provided the following feedback: ‘ It’s been really fun to do - putting together all the parts and getting use different tools.’ ‘ It has taken a few months to build so seeing it in action makes it just more exciting.’ ‘ I’m thinking of becoming a mechanical engineer.’ ‘ I want to do something in design or engineering or architecture.’ Anti-Racist Education Education Scotland supported the authority with a national input including a presentation to all Head Teachers to raise awareness of the importance of building racial literacy across the curriculum. A cross-sector working group has been established. This was evaluated as very good and as a result two primary and a secondary school have agreed to pilot anti- racist clubs involving children and young people within their own establishments next session. An accessible portal has also been set up with resources and materials to support schools. All members of this group have attended a number of professional learning opportunities in anti-racism, and this has developed a deeper understanding across schools of the complexity of delivering an anti-racist curriculum. A programme of training to support leaders at all levels in ensuring a whole school approach to anti-racism, has now been developed in partnership with the West of Scotland Development Education Centre (WOSDEC) and will be on offer in early September 2024. Curriculum, Learning, Teaching and Assessment Page 93 of 184
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Education Standards and Quality Report September 202462 Next Steps • Deliver a comprehensive core programme of professional learning and targeted interventions in Literacy and Numeracy across all sectors linked to professional standards and informed by local/national priorities. • Create and develop a Renfrewshire Learning, Teaching and Assessment Strategy. • Introduce a consistent Renfrewshire Standardised Testing approach to support teacher professional judgement. • Develop a calendar of CLPL for leaders at all levels and produce support materials including assessment exemplars for use in all establishments. • Introduce and implement a Target School Programme (Phase 2) to raise attainment and close the poverty-related attainment gap across all Literacy and Numeracy measures. • Through provision of professional learning, Improving Outcomes for Young People meetings and bespoke approaches, support secondary establishments to raise attainment and achievement, narrow the poverty-related attainment gap and better understand their role in achieving the LA Senior Phase stretch aims. • Continue to evaluate the content and guidance notes for the early level and pre- early level progression tools. • Provide a programme of CLPL that will further develop early years’ staff knowledge of the Curriculum for Excellence, Realising the Ambition and effective assessment and moderation. • Work collaboratively with Education Scotland, NHS and Educational Psychology to develop a plan that will focus on improving the speech and language development of children. • Develop a new framework for Renfrewshire’s children aged 0-3 which will maximise their development and support staff in adopting best practice in planning, assessment, recording and reporting. • Provide opportunities to develop the leadership skills of ‘middle leaders’ in our ELC settings. • Extend the Young Leaders of Learning programme further with children and young people to listen to their views about how to improve our schools and their learning experiences. • Review the rolling ICT refresh programme for establishments and continue to improve the ICT infrastructure. • Provide a range of training opportunities and bespoke support to establishments to improve digital pedagogy. • Introduce Safer Schools App to establishments to support online safety for parents. Curriculum, Learning, Teaching and Assessment Page 94 of 184
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Education Standards and Quality Report September 2024 63 • Refresh the group of Digital Learning Champions and provide further opportunities to share practice. • Provide support to implement the new Primary Computing Science Progression Pathway. • Further develop the senior phase including extending opportunities for achievement through the Scottish Credit & Qualifications Framework (SCQF). • Provide opportunities for school staff to work collaboratively to explore a refreshed BGE curriculum offer. • Implement Renfrewshire Future Pathways as the authority employability strategy to deliver 100% positive destinations by 2028. • Widen Access and Participation to Further/ Higher Education. Work in partnership with further/higher education institutions to increase the number of opportunities available for young people to access appropriate, sustained pathways. • Promote Foundation Apprenticeships in key employability areas. • Implement a refreshed DYW Work Placement model across all secondary schools to include meaningful school/ employer partnerships which will enhance the curriculum offer. • Develop and deliver a programme of CLPL in partnership with WOSDEC for leaders at all levels to raise awareness of whole school approaches to anti racism. Curriculum, Learning, Teaching and Assessment Page 95 of 184
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Performance Information Education Standards and Quality Report September 202464 Education Standards and Quality Report September202464 The Data team, comprising the Management Information Officer (MIO) and the Data and Evaluation Officer, provide highly effective support to the central team and to school leaders. The Data team undertake analysis and provide data summaries at key points of the academic year. These summaries include data on themes such as senior phase (initial and leavers’ data), broad general education (BGE), attendance and exclusions as well as analysis of larger data sets such as Health and Wellbeing surveys. Data is used very effectively to identify where Scottish Equity Fund (SEF) support and interventions are required. The process of data-informed self-evaluation led to the application of specific interventions in target areas with deployed central support from literacy, numeracy and HWB development officers. To support school leaders and practitioners, the Data team provide a range of universal and bespoke training and support throughout the session. An authority wide primary school tracking system was developed and training has been provided on its use. Similarly, training has been delivered to secondary leaders around use of Seemis and Power BI. Professional learning has also been delivered to classroom practitioners on effective use of data. As a result of these offers and supports, almost all school leaders now express confidence in the use of data. Targeted Schools Programme (Primary) Through the analysis of attainment data, ten schools were identified as target schools in March 2024. The criteria used for identifying target establishments centred around those where there were a high number of children off rack in attainment levels across 2 or more curricular areas, a high ratio of children from SIMD 1 and 2 and a high school roll. An eight- to-ten-week additional support programme was put in place to boost the attainment levels of identified individual children across the schools and raise the overall attainment in the authority. The additional support and robust quality assurance included engagement with schools from education managers, development officers, early years’ teachers and supply teachers. The evaluation data is broadly positive, and we are able to determine that the majority of schools who did not think they would achieve their targets went on to do so. 8 out of the 10 schools achieved 80% or more of their targets. All survey respondents felt the support needs of the school were met and that identified target children were suitable for the programme. Page 96 of 184
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Attainment in Literacy and Numeracy—SCQF Level 5 Percentage of Leavers Achieving SCQF 5 Literacy 87 88 90 87 85 82 82 83 82 81 60 65 70 75 80 85 90 95 100 2019 2020 2021 2022 2023 Renfrewshire National Percentage of Leavers Achieving SCQF 5 Numeracy 76 78 80 77 75 69 71 73 71 71 60 65 70 75 80 85 90 95 100 2019 2020 2021 2022 2023 Renfrewshire National Education Standards and Quality Report September 2024 65Education Standards and Quality Report September2024 65 Renfrewshire leavers consistently perform above national figures in literacy and numeracy Page 97 of 184
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Average Total Tariff Average Total Tariff Points—All Leavers Renfrewshire 923 981 1094 984 933889 943 993 944 914 400 600 800 1000 1200 1400 1600 2018/19 2019/20 2020/21 2021/22 2022/23 National The average total tariff easures school leavers’ attainment across all subjects and qualifications Renfrewshire leavers concomitantly have a higher average tariff han national, indicating that our pupils achieve more qualifications and at higher grades than their counterparts across the country. Renfrewshire Leavers— Average Total Tariff by SIMD Quintile SIMD Quintile 1 (20% Most Deprived) 655 712 738 720 670 1232 1327 1366 1326 1229 400 600 800 1000 1200 1400 1600 2018/19 2019/20 2020/21 2021/22 2022/23 % Gap 84% 83%85%86%88% SIMD Quintile 5 (20% Least Deprived) Education Standards and Quality Report September 202466 Attainment gaps between pupils living in most and least deprived areas have consistently decreased over 5 years, remain significant. Page 98 of 184
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School Leaver Destinations Percentage of School Leavers in Positive Initial Destination 95.0 94.0 96.5 96.6 96.495.1 93.4 95.5 95.7 95.9 65.0 70.0 75.0 80.0 85.0 90.0 95.0 2018/19 2019/20 2020/21 2021/22 2022/23 Renfrewshire National The percentage of Renfrewshire school leavers in a positive initial destination remains consistent and has been above the national figure for the previous 4 years. Percentage of Renfrewshire School Leavers in Positive Initial Destination—SIMD Quintile 1 & 5 SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) Linear (SIMD Quintile 1 (20% Most Deprived) Linear (SIMD Quintile 5 (20% Least Deprived) 96.9 97.2 99.8 98.8 98.1 65.0 70.0 75.0 80.0 85.0 90.0 95.0 100.0 2018/19 2019/20 2020/21 2021/22 2022/23 Percentage Point Gap -4pp -7pp -8pp -5pp -5pp 92.5 90.3 91.8 93.9 92.8 Education Standards and Quality Report September 2024 67 The gap between leavers from most and least deprived areas had widened during the pandemic but has begun to decrease. Page 99 of 184
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Destinations by Care Experience Percentage of Renfrewshire School Leavers in Positive Initial Destination—Care Experience 81% 86% 90% 87% 90% 96% 94% 97% 97% 97% 65% 70% 75% 80% 85% 90% 95% 100% 2019 2020 2021 2022 2023 Percentage Point Gap -14pp -7pp-7pp -9pp -10pp Leavers with Care Experience Leavers with No Care Experience Education Standards and Quality Report September 202468 Despite a slight decrease in the previous cohort, the percentage of care experienced leavers entering a positive destination has increased over 5 years. Education Standards and Quality Report September202468 Page 100 of 184
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Primary Attainment in Literacy and Numeracy Primary Literacy— Percentage Achieved Expected Level 76% 70% 72% 74% 76% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 Primary Numeracy— Percentage Achieved Expected Level 84% 80% 81% 83% 84% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 Education Standards and Quality Report September 2024 69Education Standards and Quality Report September 2024 Primary attainment in literacy and numeracy continues to increase and is now in line with pre pandemic levels. 69 Page 101 of 184
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SIMD Attainment Gaps Primary Literacy—Percentage Achieved Expected CfE Level by SIMD Quintile 67% 55% 61% 60% 64% 86% 85% 82% 87% 88% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 Percentage Point Gap -20pp -25pp -27pp-21pp-30pp Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) Primary Numeracy—Percentage Achieved Expected CfE Level by SIMD Quintile 76% 67% 72% 74% 74% 93% 92% 91% 92% 93% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 -19pp-19pp-19pp-24pp -17pp Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) Education Standards and Quality Report September 202470 Education Standards and Quality Report September202470 Pupils in most deprived areas were most significantly affected by the pandemic causing gaps to widen. Some signs of recovery since 2020-21 but this has been inconsistent. Page 102 of 184
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S3 Attainment S3 Literacy Attainment 95% 85% 90% 92% 61% 60% 67% 72% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2021-22 2022-23 2023-24 Achieved 3rd Level or Above Achieved 4th Level Attainment has continued to increase in both literacy and numeracy in S3, particularly at Fourth Level. S3 Numeracy Attainment 95% 93% 93% 96% 68% 73% 76% 80% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2021-22 2022-23 2023-24 Achieved 3rd Level or Above Achieved 4th Level Education Standards and Quality Report September 2024 71Education Standards and Quality Report September2024 71 Page 103 of 184
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Attainment & Exclusions Attendance Rates by Sector 94.9 90.1 91.1 95.4 91.5 91.192.8 87.0 90.2 92.8 86.9 89.7 93.1 86.8 89.6 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Primary Secondary ASN 2019-20* 2020-21* 2021-22 2022-23 2023-24 Attendance rates have been impacted by the pandemic with primary and secondary attendance lower than in previous years. Primary attendance has increased since 2022-23 however secondary remains unchanged. Exclusion Rate per 1000 Pupils by Sector 8.1 39.6 49.5 2.9 43.1 43.6 3.8 72.9 25.8 4.5 60.3 20.8 5.0 39.5 5.1 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 Primary Secondary ASN 2019-20* 2020-21* 2021-22 2022-23 2023-24 Education Standards and Quality Report September 202472 Education Standards and Quality Report September202472 Exclusion rates peaked in secondary schools following the pandemic. They have since fallen and are behind pre pandemic levels. Page 104 of 184
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Education Standards and Quality Report September 2024 7373Education Standards and Quality Report September 2024 Stretch Aims The local authority’s approach to setting stretch aims is based on recovery and acceleration: recovery to pre-pandemic levels of attainment and then increase attainment beyond pre- pandemic levels onwards. Schools were asked to set attainment targets following the same rationale. These annual school targets are intended to ensure that the approach is pupil centred and should lead to more effective tracking of progress across the broad general education. Core plus aims are centred on Writing across the broad general education (BGE). This is a key improvement area for the authority and was selected based on performance at each stage. Evidence-based interventions are being used to support schools with improving Writing. Additional aims are included which focus on attainment of pupils living in SIMD most deprived and least deprived areas. This provides a rich set of data to inform future planning. Measure Type 2017/ 2018 2018/ 2019 2019/ 2020 2020/ 2021 2021/ 2022 (Baseline) 2022/ 2023 2023/ 2024 Target- 2023/ 2024 Difference to Target Difference to Baseline % primary pupils achieving expected level in literacy Core 76% 76% - 70% 72% 74% 76% 77% -0.6% 5% % primary pupils achieving expected level in numeracy Core 83% 84% - 80% 81% 83% 84% 85% -1.2% 2% % P1 pupils achieving expected level in writing Core + 83% 83% - 78% 81% 81% 83% 83% -0.4% 2% % P4 pupils achieving expected level in writing Core + 77% 76% - 70% 69% 74% 76% 77% -0.9% 7% % P7 pupils achieving expected level in writing Core + 76% 76% - 70% 73% 74% 77% 76% 1.2% 4% % 16-19 olds participating in education, employment or training Core 91.6% 91.7% 92.4% 93.0% 93.3% 92.8% - 95.0% - - % leavers achieving 1 or more pass at SCQF level 5 (All SCQF) Core 90.0% 91.4% 92.6% 93.4% 91.5% 90.9% - 92.6% - - % leavers achieving 1 or more pass at SCQF level 6 (All SCQF) Core 69.1% 69.7% 71.4% 77.1% 72.9% 70.5% - 73.0% - - Stretch Aims - 2023/24 Update Although not yet achieving our targets there is increased attainment in all measures since the baseline year Page 105 of 184
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Appendix A Education Standards and Quality Report September 2024 75 Scottish Government Education Workforce Support— Professional Learning Renfrewshire Council: Approaches to Cognitive Behaviour What was the context to the project/approach, why it was needed? In order to support the health and wellbeing of children and young people, our key staff around pupil support must be able to provide the best support they can. Over the last year we have delivered targeted staff training focussing on key skills in relation to risk. In order to enhance staff skills further, we have focused on anxiety, the main theme coming through our counselling in schools’ data. Renfrewshire’s Approaches to Cognitive Behaviour Therapy (CBT) course introduces key staff to basic skills and knowledge around CBT. According to the National Institute of Health and Care Excellent (NICE), CBT has an increasing evidence base to support its effectiveness for a range of common mental health problems in children and young people. What were the main aims? The course is designed to provide confidence and understanding of basic approaches to CBT and demonstrate how a CBT based approach can enhance our work with children and young people, make sense of children and young people’s experience of anxiety and develop an understanding of the factors which triggered the problem, those which maintain it and how to break out of the vicious cycle of anxiety. What did you do? What was the delivery model, target group(s)? Our course runs as a 2-hour twilight across 5 weeks with separate groups running for primary and secondary staff. Participants are expected to work with a child/young person throughout the course and practise CBT approaches shared within sessions. Our target group has consisted of key staff in primary and secondary schools with a pupil support or nurture role. This has included key workers, nurture support staff, transition teachers, pupil support teachers and coordinators and head teachers. Page 107 of 184
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Education Standards and Quality Report September 202476 Appendix A What was the impact and how did you measure it? This session we have delivered four training cohorts and received 68 evaluations from a number of different roles from 22 different education establishments across Renfrewshire Council. Firstly, course evaluations provided feedback from participants regarding their knowledge and confidence before and after the course as a way of measuring practitioner enhancement. Secondly, we conducted a focus group with course participants to establish what impact the training had had on their practice and what their needs were in order to continue delivering high quality CBT approaches in a sustainable manner. 98.5% of evaluation respondents reported that their knowledge of CBT approaches had improved as a result of the course with pre- course ratings out of 5 increasing from 1.9 to 4.4. With regards to confidence development, 100% of our evaluation respondents have told us their confidence has improved as a result of the course with pre-course rating our of 5 increasing from 1.4 to 4.2. The main reflections from staff included: • Feeling better equipped to respond to children and young people. • ‘The course has given me confidence to have more in-depth discussions with young people and peers- I know not to be put off tackling situations - to have open, honest and direct questioning conversations as I can follow a structure and identify a goal’ • Having a structure/framework to respond to children and young people which provided a systematic way of responding: • ‘I like the framework and the structure. Very helpful when structuring sentences and sessions with young people’ • ‘What I really love about it is the framework, because I love structure and I love the way it (CBT) takes the child and us out of that feeling realm’ • ‘I feel that I can take a more structured approach to discuss anxiety and difficulty making decisions with the pupils I work with.’ • Links with other programmes across the authority such as Non-Violence Resistance (NVR), Renfrewshire’s Nurturing Relationships Approach (RNRA) and LIAM (Let’s Introduce Anxiety Management). • ‘CBT effortlessly articulates so well with lots of other programmes…. we have NVR (non-violent resistance), there’s accommodating behaviours…so absolutely CBT links in with these other approaches’ • ‘It does link nicely with LIAM(Let’s Introduce Anxiety Management)…it’s nice to have this approach to help as a first step before LIAM’ • Ways in which CBT approaches provide a space for reflection. • ‘I felt that the course gave me a complete change in mindset around avoidance and gave me confidence to support young people to address anxiety face on. Personally, it has given me a different outlook on situations where I may have gone for an easy fix or enabled avoidance to support a child. There has already been some impact evident in the young people Page 108 of 184
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Education Standards and Quality Report September 2024 77 that I work who have been given support around situations which make them nervous’. • ‘ the structure really allows the young person to engage with themselves –so instead of being involved in a conversation with you….suddenly they are engaged with themselves’ • ‘It really does help them [the pupils] reflect on how their thoughts impact on their behaviours’. • ‘I think it’s been helpful to know about the safety behaviours that we spoke about as well…..its recognising all of these strategies that they are using and explaining to them and pointing out to them about what they use’ • The value of engaging parents and incorporating parental involvement. • ‘Personally - my knowledge and confidence in using the language with pupils to help guide conversations. Professionally - putting strategies in place for pupils. Using the appropriate language with parents’ • ‘The parents really seem to have bought into it as well, particularly around the use of the (daily thought) diaries’ • Participants valued the use of shared language to improve effectiveness across groups/establishments/sectors: • ‘I feel more confident with the language of CBT and with other trained staff this can become common language within the department.’ Are there any next steps as a result of this work? This approach has been funded through Renfrewshire’s Family Wellbeing Fund and will continue to run throughout session 2024/25. To support staff, resources have been developed by the Health and Wellbeing Development Officer to provide an information framework around our CBT approach along with information to parents regarding anxiety. Survey respondents and focus group respondents also made several suggestions around how their CBT skills could be further developed and made sustainable. Key themes around continuing communities of practices, evaluating impact at pupil/establishment level and practical alterations to course delivery were all noted. Moving forward, we will consider how this feedback can be addressed to ensure that high quality Approaches to CBT training continues to make a difference for children and young people in Renfrewshire. Appendix A Page 109 of 184
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Appendix B Education Standards and Quality Report September 2024 78 Future Paisley Pathway Programme Evaluation Report 1 PATHWAY PROGRAMME EVALUATION REPORT The Pathway Programme was devised as an educational programme to develop Renfrewshire secondary school students’ understanding of the culture and visitor economies across the region. The programme was developed to inform students about both further education routes and professional development opportunities in Renfrewshire’s cultural sector/ including internships/ volunteering opportunities/ courses available at West College of Scotland/ and the UWS Foundation Academy} This evaluation considers findings from a pilot/ which ran during February and March of спсу} There were ссфx Sтstudents who attended the programme where they participated in workshops at UWS/ explored the West College of Scotland Performing Arts and Creative Industries Departments/ visited local cultural organisations/ and toured the newly refurbished Paisley Town Hall} The programme was delivered in partnership with Renfrewshire Council/ Future Paisley/ University of West of Scotland/ West College of Scotland/ One Ren/ PACE Theatre/ and Outspoken Arts} The purpose of the Pathway Programme clearly aligned with the ambition of Future Paisley Step Change фand the strategic outcome which is to create ‘Pathways into employment and progression routes in Renfrewshire’s tourism, cultural and creative sectors are being supported.’ Page 110 of 184
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Education Standards and Quality Report September 2024 79 2 Planning The Pathway Programme was a collaborative effort between a variety of partners} Each partner brought a unique perspective and offer for the programme} The partners involved and their primary roles within the project are listed below| Partner Primary Role Renfrewshire Council Future Paisleyҝ Cultural Regeneration • Project funder • Developed the wider programme out with UWS campus • Created the QR code for gathering data • Supported the UWS Workshop sessions • Project coordination throughout the programme Renfrewshire Council Youth Services • Acted as the primary contact with all ртx Renfrewshire Schools • Collected statutory information җi}e}/ consent forms/ risk assessments/ etc}# • Advised on needs of the schools җi}e}/ best year groups to work with/ appropriate timing with student testing requirements/ etc}# • Coordinated transport to bring pupils to and from UWS ҝ West College Scotland} UWS CCSE • Designed the Pathways Programme proposition • Coordinated workshop sessions with relevant academics • Coordinated speakers from relevant parts of UWS җDavid Scott/ Head of Division for School of Businessо Creative Industries/ Foundation Academy/ etc}#} • Connected the planning group to the student recruitment team UWS Student Recruitment • Coordinated room hire and layout on the UWS Campus • Coordinated catering on the UWS Campus for all pupils/ accompanying teachers/ and workshop leaders} • Coordinated campus tour guides for the UWS Tour session • Procured goodie bags for the students West College of Scotland Creative Industries Department • Coordinated West College of Scotland Tours and Course Information Sessions • Organised active engagement sessions – theatre/ dance studios/ etc} PACE Theatre • Coordinated career talk and tour of their theatre Outspoken Arts • Coordinated organisation talk and tour of their gallery space One Ren| Libraries • Coordinated tour of the Paisley Central Library One Ren| Museums • Coordinated tour of the Secret Collection One Ren| Town Hall and Events • Coordinated tour of the Town Hall and technical demonstration җduring the tour# Appendix B Page 111 of 184
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Education Standards and Quality Report September 2024 80 Appendix B 3 Ensuring Access It was crucial that the programme removed barriers for participation/ and through the support of Children’s Services/ the planning team were able to identify any potential issues that might block disadvantaged groups from participating and removed them} With a maximum figure of сп pupils per school, the directive to Childrens’ Services was to highlight the opportunity to any care experienced young pupils and those from within SIMD р – тareas who had an interest in arts/ culture/ and creativity in the first instance} To make the programme accessible for pupils to attend/ Future Paisley ensured that the budget җSee Appendix A# had an allocation to offer every child lunch/ along with mid⟧morning refreshments and biscuits} To make the programme accessible for schools to participate/ there was a need to finance staff cover as accompanying teachers were out of school for с3 full days} It was also imperative to cover all transport costs to allow pupils to be picked up and returned to school to meet their onward travel commitments} The Programme The programme was structured to accommodate сп pupils per school/ with рт schools participating җSee Appendix B#} To manage that level of participants/ the two⟧day programme held in a working week җMonday and Thursday#/ was then repeated over тweeks} The schedule җSee Appendix C# for the programme included the following activities| • Creative Industries—Opportunities in Arts and Culture Workshop} Hosted at UWS by staff from their School of Business and Creativity/ this session included activities from their arts and media degree course which was focused on the theme of “Your Creative Futures”. The session asked students to consider how their lives will feature creativity in in 10 years’ time through drawing, performance, storyboarding, podcasting, and creating a mocked⟧up news story or concept idea for a TV show} • Learning Skills for the Visitor Economy—Events and Tourism Workshop Hosted by UWS staff from the Centre for Culture/ Sports/ and Events җCSE#/ the session was built around table rotations to explore culture/ tourism/ and events} Activities included drawing a cultural collage on a cut out Paisley pattern/ identifying key tourism landmarks across Scotland/ and planning a hypothetical music festival in Renfrewshire} • Tour of the UWS Campus Overlapping with the three rotational tables during the Events and Tourism Workshops/ each school also received an individual tour of the UWS Paisley Campus} • West College Scotland Course Information Rotation This session included a rotation of the different artistic practices and practical courses available at West College Scotland} Students had the opportunity to mix music in a sound production booth/ see inside a theatre production workshop/ observe in theatre and dance rehearsals/ tour the working spaces for graphic design and architecture course/ and experience the Studio by MOYA җMinds of Young Artists# space built around social enterprise whilst also learning about photography and media courses} • A Talk and Tour in One of Paisley’s Cultural Venues Schools were randomly assigned one of three cultural venues to tour in the Paisley town centre including The Secret Collection/ the newly opened Paisley Central Library/ and the Art Department where they met PACE Theatre and Outspoken Arts} • Tour of the Refurbished Paisley Town Hall Page 112 of 184
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Education Standards and Quality Report September 2024 81 Appendix B 4 • This session included a tour around the newly opened Paisley Town Hall by One Ren’s skilled events team members} Students were told about the refurbishment work alongside how the space is currently used and the various jobs that are required to operate a large⟧ scale events venue} Programme Delivery All partners worked collegiately to ensure that the programme delivery was well managed to ensure maximum engagement for all those young people} The overall experience was seen to be highly insightful/ informative/ and engaging} As a pilot/ there were a few operational issues that occurred/ and this was mainly to do with bus arrivals and pickups} This stemmed from miscommunications between the drivers and the bus company/ but it should be noted that this specific issue was not fully resolved by the final week of the programme} Over the three weeks of the programme/ the partners held weekly meetings as a way to continually improve delivery җAppendix D#} These communications had a demonstrable impact on student feedback/ as the comments gathered about aspects of the programme being boring which appeared in student feedback from week р were completely absent in feedback from week сand wee&т} Evaluation The programme was evaluated using entry and exit surveys which were completed by the participating students} There were рух students җфхΩ# who completed the entry survey and рпс җупΩ# who completed the exit survey} While these responses only include around half of the participants/ they are still able to provide a sample of the students’ sentiments and provide insight into the impact of the programme} There were several expected outcomes for the Pathway Programme/ including an increased visibility and engagement with Renfrewshire’s cultural venues/ a greater awareness of employment and educational opportunities in Renfrewshire’s cultural sector, and an opportunity for personal growth and exploration for the participating Sтstudents} This evaluation looks at Figure 1: Students completing the exit survey while sitting in the Refurbished Paisley Town Hall. Page 113 of 184
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Education Standards and Quality Report September 2024 82 5 each of these intended outcomes to evaluation and how well the programme accomplished these aims} Visibility and Engagement with Renfrewshire’s Cultural Venues Data from the surveys demonstrates that this programme significantly increased the number of cultural venues students had visited in Renfrewshire} The two educational venues which all students attended through the programme/ being UWS and West College of Scotland/ both experienced a significant rise/ with the entry survey suggesting only a small percentage of the students had previously visited the campuses җonlyтсΩ for UWS andршΩ for West College of Scotland#} Similarly/ only чڿ*f students marked that they had visited the town hall prior to the programme} Though some students may have marked that they did not visit these venues in the exit survey either due to illness on a day of the programme or misunderstanding the question in the survey form/ all students were offered access to these spaces through the programme} The cultural organisations involved in the programme had a similar rise in student familiarity} The Secret Collection/ which only had тpercent of students stating they had previously visited/ was able to host тschools throughout the programme/ bringing nearly хп students into the space} PACE Theatre and Outspoken Arts both had slightly higher figures for students who had visited prior to the programme/ but also saw a large increase/ as their shared tour slot allowed them to bring хschools with a total of around рспstudents through their doors at The Art Department} The organisations and venues which participated in the programme saw the number of students who had visited their venue more than double} The only venue for which this was not the case was the Paisley Central Library} This/ however/ is easily explained as the two schools with the lowest response rate to the exit survey were both schools who toured the library as their cultural venue visit} This lack of response from students who toured the library likely skewed the data for the exit survey} The library is also one of the venues routinely open to the public and is therefore the most likely venue that students would have visited prior to the programme/ explaining the higher percentage of students who had visited the venue on the entry survey which had more overall respondents than the exit survey} Appendix B Page 114 of 184
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Education Standards and Quality Report September 2024 83 6 Awareness of Opportunity The feedback from students strongly suggests that the programme was successful in increasing their awareness of opportunities in the creative industries} The most common response to the question “What is one thing you learned from this programme?” was related to opportunities for work or study after school} Students noted how the programme introduced them to a variety of careers in the creative and cultural sectors which they were not previously aware of. One student stated, “there are lots of different opportunities through creative subjects, [many more] than I thought”. There were 6 students who specifically commented on the number of opportunities available to them locally in Paisley and wider Renfrewshire} Others commented on their experiences with UWS and West College of Scotland} From the student feedback/ спΩ stated that their main takeaway from the programme was about the opportunities and accessibility of University or College/ including several students who stated the programme helped them understand what “college and uni actually feel like”. 0 10 20 30 40 50 60 70 80 90 100 UWS Paisley Campus West College of Scotland Campus Refurbished Paisley Town Hall The Secret Collection Paisley Town Centre Library PACE Theatre The Art Department Percent of Students Who Have Visited Venues Before the Programme After the Programme “I learnt that I will probably come to UWS for university” Appendix B Page 115 of 184
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Education Standards and Quality Report September 2024 84 7 This sentiment is further reflected in the students’ increased awareness of the educational programmes available} The percent of students who stated they were aware of the educational opportunities in Renfrewshire rose from сцΩ to ццΩ on completion of the Pathway Programme} Personal Growth and Career Exploration Although the most common answers to the question “What career ideas are you currently interested in?” remained the same (unsure, engineering, and various careers including art and design as the three most popular answers#/ there were several responses to the open questions that demonstrated how the programme had progressed students’ personal journeys to discovering a career or path of study they would be interested in} One student said that they learned “there are tons of different pathways into the career [they] want” and another stated that they learned “that [they] should consider a more creative job for [themselves]” in the future. Additionally/ during the delivery of the programme there were several teaching staff who exchanged contact information with the creative organisations in order to follow up on students’ specific questions and interests} There were several students who left comments in the open feedback section requesting that there be longer sessions where they could explore a subject more thoroughly} It is possible that adding time for student to explore their specific area of interest to the programme would provide them with the time to learn about their field of interest and gain the language to express the kind of career they specifically are interested in} Conclusion and Next Steps The Pathway Programme was able to successfully deliver on its three core aims of increasing visibility and engagement with Renfrewshire’s cultural venues, increasing awareness of employment and educational opportunities/ and of providing an opportunity for personal growth and exploration for the participating Sтstudents} Student feedback was clearly positive/ with Are you aware of the education opportunities in Renfrewshire offered through West College Scotland and the UWS Foundation Academy? (ON EXIT) Yes No Unsure Are you aware of the education opportunities in Renfrewshire offered through West College Scotland and the UWS Foundation Academy? (ON ENTRY) Yes No Unsure Appendix B Page 116 of 184
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Education Standards and Quality Report September 2024 85 8 students rating the programme уѵтҝфstars overall/ and with multiple students expressing that the programme provided them with insight into future opportunities that responded to their interests in arts and culture} The evaluation has highlighted that the Pathway Programme Pilot has been positively received and that a continuation of this partnership would be highly advantageous in supporting delivery of Future Paisley’s Step Change 5 which seeks to build pathways for our young people in Renfrewshire} “I learned how to be confident in what I want I want to do in ten years”” “[I learned] that I am going to enjoy University and that Paisley really likes art.” “[I learned] that there are a lot of jobs to do with art not just drawing.” Appendix B Page 117 of 184
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Education Standards and Quality Report September 2024 86 9 Appendix A| Pilot Year Budget Projected Item Cost for тWeeks җсцпstudents# Travel җ$ncludes т buses for all days# ڧтѶппп Food җincludes packed lunch and snack for all days# ڧхѶучп Promotional Materials and Consumables ڧсѶфпп Contingency ڧрппп Total Cost ڧрсѶшчп Actual Item Cost for тWeeks җссфstudents# Travel җ$ncludes т buses for all days# ڧсѶфсп Food җincludes packed lunch and snack for all days# ڧсѶуссѵчп Staff Cover for Schools ڧфѶспп Promotional Materials and Consumables ڧп Contingency ڧп Total Cost ڧрпѶрусѵчп Appendix B Page 118 of 184
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Education Standards and Quality Report September 2024 87 10 Appendix B| Participating Schools Week 1 • Linwood High School • St. Benedict’s High School • Gryffe High School • Johnstone High School Week 2 • Castlehead High School • St. Andrew’s Academy • Geniffer High School • Paisley Grammar School Week 3 • Renfrew High School • Mary Russell School • Park Mains High School • Trinity High School • Riverbrae School Appendix B Page 119 of 184
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Education Standards and Quality Report September 2024 88 11 Appendix C| Schedule Day р шѷтп AM| Students Arrive at UWS шѷтп⟧рп AM| Welcome рп⟧рсAM| Workshops| Creative Industries—Opportunities in Arts and Culture рс⟧рсѷуфAM| Lunch рсѷуф⟧рѷтп PM| Students travel to West College Scotland рѷтп⟧сѷуф PM| West College Scotland Course Information Rotation сѷуф⟧тPM| Students get back to the bus and head home Day с шѷтп AM| Students Arrive at UWS шѷтп⟧шѷуф AM| Welcome to Day с шѷуф⟧рсAM| Workshops| Learning Skills for the Visitor Economy—Events and Tourism җand campus tour# рс⟧рсѷуфAM| Lunch рсѷуф⟧рPM| Students walk down the high street р⟧рѷуф PM| Paisley Town Centre Cultural Venue Tour – School Dispersal җ.ee below# рѷуф⟧сPM| Students walk to Paisley Town Hall сѷуф PM| Paisley Town Hall Tour сѷуф⟧тPM| Student get back to the bus and head home Paisley Town Centre Cultural Venue Tour Timetable Time School р School с School т School у р The Secret Collection Paisley Town Centre Library The Art Department ⟧ PACE Theatre The Art Department – Outspoken Arts рѷрфPM рѷтпPM рѷуфPM Travel to Town Hall Travel to Town Hall Travel to Town Hall Travel to Town Hall с Paisley Town Hall Paisley Town Hall Paisley Town Hall Paisley Town Hall сѷрфPM сѷтпPM сѷуфPM Travel to the Buses Travel to the Buses Travel to the Buses Travel to the Buses тPM Students head home Students head home Students head home Students head home Appendix B Page 120 of 184
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Education Standards and Quality Report September 2024 89 12 Appendix D| Weekly Debrief Records of Pathways Programme Planning Group} Wee&р Monday| • Noted that the lunch was a bit long/ but we will keep timing the same in anticipation of the sessions potentially running longer next week • Staff were confused about which building to enter at West College of Scotland} Will coordinate someone to greet them by the buses rather than in atrium} Thursday| • Need to add an overview of the day to the morning introduction to help frame the afternoon sessions} • Really positive feedback from the students about the morning workshops} They ran a bit over time җespecially with the tours# which helped with keeping the lunches shorter but caused some issues the school returning last from the tour getting to the lunches late} • Lunches ran out of soda quickly and had several extra sandwiches/ but it seems okay to keep this the same for next week} Request to add gluten free sandwiches to all lunches in case presenting staff have dietary requirements} • There was some confusion with where schools were going for the afternoon sessions} We will add walking instructions for the packets for teachers and plan to continue having someone on the high street to direct staff towards their venues • The Town Hall tour was crowded and there were issues hearingҝ students staying engaged for the final talking session} Investigating with One Ren how to revise the session} Other Details| • Photographer confirmed for the Thursday of Week с Changes made after Week 1 included having greeters at West College of Scotland and a relatively significant overhaul of the Town Hall tour (increased from 2 tour guides to 4/one for each school, cut the creative producer talk at the end of the tours in favour of a technical demonstration on the stage after the tours, expanded the rooms seen on the tour to include the stage and if they had time the booth spaces). Wee&с Monday| • Buses missed one school in the morning for pick up} The issues had been checked with the bus company and they say it was just an error/ should be fine for next week} • West College Scotland for next week has a fire drill scheduled at сѷуф/ so we need to get the students out by сѷтп} Youth Services to inform schools/ Future Paisley team to follow up with WCS to make sure staff are aware and timings are set} Thursday| • Introduction in the morning was hard to hear for some of the speakers} • Tours were running behind} It was adjusted during the sessions/ but we will remind the tour guides to keep to the сп minutes for next week • Snack break was missing biscuits} This was followed up with catering staff and was a one⟧ off error/ has been clarified for next week} Appendix B Page 121 of 184
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Education Standards and Quality Report September 2024 90 13 • Town Hall Tours went smoother but there were further improvements discussed with One Ren to make it really engaging} In particular/ decision was made to integrate the technical demonstration into the tour to get rid of the period at the end when they are all sitting in the dark theatre space while only a few get to go use the lights board} Changes made after Week 2 include ensuring speakers use a mic in the Brough Hall and the integration of the technical demonstration into the town hall tour. Wee&т Monday| • Issues with the buses in the morning and the West College pick up in the afternoon} One school was being taken to Glasgow Clyde College instead of UWS and was quite late} Two buses did not return on time to avoid the fire drill at UWS} This was checked with the bus company earlier in the week after the mishap last week and was rechecked with them on the day after the morning bus was late} The bus company sent an apology for the errors} • UWS morning session and the West College afternoon sessions were fantastic} Thursday| • Prior to the Thursday/ there was a struggle with one school regarding the request for a risk assessment and requiring clarity around how schools should complete the risk assessments} It was resolved but might be worth having a central folder of all risk assessments in the future} • Note from previous week| more prior notice for photography would be helpful/ especially for the Secret Collection as they have to check photography permissions for the store of the collection/ they take the students into} Closing Thoughts from the Final Debrief Thoughts on what worked well| • The two⟧day condensed offer was really strong and helped make it easy to manage • Going out to the locations was a crucial and valuable element • Strong desire to make this programme continue; “every school needs to get this experience every year” • No negative responses from staff and overwhelmingly positive feedback from students • Riverbrae and Mary Russell really valued the opportunity to be included in the activities and to be brought into the programme • The comfort the students gained with University and College environments was great • The weather was amazing} • This time of year worked well for S3 students and for UWS. It’s just when they are selecting courses and before the spring events programming start for the University} Thoughts for Improvement| • Students had expressed a desire for more time to explore the areas that interested them} Could we add something before or after the programme that lets students go more in depth on a topic‡ • At times/ it was hard to give all the students physical space to engage with the activities around the tables in the UWS hall for the Thursday activities} It could be good to split the groups down or have multiple instructors} Appendix B Page 122 of 184
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Education Standards and Quality Report September 2024 91 14 • Communication about the programme contents would be helpful for making sure the schools know what to expect җand ensure they all bring a full quota of students#} This will be much easier with the photos/ press/ and evaluation from this year of the programme} Questions for continuity| • If this programme continues/ where will it sit‡ Who can hold that responsibility for bringing the group together every year‡ • Is it within the council‡ In comms or youth services‡ In the new iteration of the cultural regeneration team‡ • In the future/ how could the student who participate be tracked for outcomes when they are leaving school‡ Appendix B Page 123 of 184
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For further information, please contact Children’s Services Renfrewshire Council Email: education@renfrewshire.gov.uk Page 124 of 184
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Education Improvement Plan 2024 Appendix 2 Page 125 of 184
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Education Improvement Plan September 20242 Contents Introduction .................................................................. 3 Renfrewshire’s Education Improvement Plan ................ 4 Renfrewshire Council Plan Strategic Outcomes .............. 5 Our Values ..................................................................... 6 Renfrewshire Children’s Services Vision ......................... 7 Education Improvement Plan Priorities ......................... 8 Portfolio Planning ......................................................... 9 Inclusion ......................................................................10 Families and Communities— Whole Family Wellbeing ................................................20 Families and Communities— Health and Wellbeing ..................................................26 Curriculum, Learning, Teaching and Assessment ............................................34 Apendix ........................................................................46 Appendix 1 Stretch aims ....................................................................47 Page 126 of 184
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Introduction Welcome to Renfrewshire Council’s Education Improvement Plan for school session 2024/25. Evidence has been gathered by the Central Team, through self-evaluation activities, which has enabled us to identify appropriate next steps and continue to provide the highest quality of experiences for all our learners. The Plan is based on the Council’s values; Fair, Helpful, Collaborative, Learning and identifies how we will deliver on the priorities for our services set out in the Council Plan as well as the nationally agreed priorities of the National Improvement Framework. Our plan focuses on three main themes, and the document itself is structured around these themes: • Inclusion • Families and Communities • Curriculum, Learning, Teaching and Assessment. At Renfrewshire Council we want every single child and young person to have the best opportunity to learn and to thrive. Whilst our plan is ambitious for all children and young people, we have a particular focus on narrowing and ultimately closing the poverty-related attainment gap. We will continue to deliver this through universal and targeted approaches to ensure that all our children and young people are supported and equipped to be successful in their learning and their life beyond school. We will continue to strive to deliver an excellent education service for our children, young people and families and as a Children’s Service, will work hard every day across all of our establishments to support them to achieve their ambitions. This plan is a proactive and systematic approach to bring about improvement and reach higher levels of performance, effectiveness, and success. I warmly commend it to you, and invite parents, carers and all our partners to work with the staff in our Early Learning and Childcare settings, schools and services in securing the outcomes and impacts identified. Councillor Emma Rodden Convener Education and Children’s Services Education Improvement Plan September 2024 3 Janie O’Neill Director of Children’s Services Page 127 of 184
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Renfrewshire’s Education Improvement Plan Education Improvement Plan September 20244 This Education Improvement Plan supports the delivery of the priorities contained within key plans such as Renfrewshire Council’s Plan, Children’s Services Partnership Plan and Children’s Services Improvement Plan. It also allows us to deliver on the National Improvement Priorities for education as well as other relevant strategic and policy drivers such as: • ‘Delivering Excellence and Equity in Scottish Education: A Delivery Plan for Scotland’ • Scottish Equity Framework • Getting it Right for Every Child (GIRFEC) • Whole Family Wellbeing • The Promise Scotland – findings of the Independent Care Review • Putting Learners at the Centre: Towards a Future Vision for Scottish Education – Professor Ken Muir • Additional Support for Learning Review – ‘Support for learning: all our children and all their potential’ • United Nations Convention on the Rights of the Child (UNCRC) (Incorporation) (Scotland) Act 2024 • General Teaching Council for Scotland Professional Standards 2021 • Developing the Young Workforce • The Expansion of Early Learning and Childcare in Scotland • OECD report on ‘Scotland’s Curriculum for Excellence’ • Mental Health Strategy 2017-2027 Page 128 of 184
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Education Improvement Plan September 2024 5 Renfrewshire Council Plan Strategic Outcomes Cross cutting theme: Improving outcomes for children and families We will encourage kind and connected communities—where our citizens take pride in their place, attracting others to move here and share in the opportunities Renfrewshire has to offer. We will support a strong and flexible local economy—with Renfrewshire able to adapt after the pandemic, building up resilience to support good green jobs and skills for all local people to enjoy the benefits of both living and working here. We want Renfrewshire to be a fair place— where all our people have the best chances to live happy, healthy and fulfilled lives, to feel safe, supported and empowered to unlock the strength of our collective potential. We are working towards a greener future— taking responsibility for our impact on the planet and taking brave, bold steps to protect the natural environment that supports and benefits us all. We want our employees to feel proud to work for Renfrewshire Council because we are a values driven organisation, where we all understand and value our contributions, and we are passionate about making a difference for Renfrewshire. Page 129 of 184
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Education Improvement Plan September 20246 Our Values We are fair. We treat each other and everyone we deal with respectfully and work hard to build trust in Renfrewshire Council. We are helpful. We care about getting things right and are always approachable. We are great collaborators. We work as one team and with people who care about this place. We value learning to help us innovate, improve and deliver better services. Page 130 of 184
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Education Improvement Plan September 2024 7 Working together to get it right for children, families and communities—protecting, learning, achieving and nurturing. Renfrewshire Children’s Services Vision Page 131 of 184
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Education Improvement Plan September 20248 Education Improvement Plan Priorities Reduce child poverty in Renfrewshire and improving outcomes for children and families currently living in poverty Place children and young people’s human rights at the heart of the planning and delivery of services that affect them Protect the most vulnerable members of our communities, including children and young people who are at risk Support and nurture our children, families and communities Create the best possible learning estate to allow children and young people to thrive Raise attainment and enhance learning and teaching in an inclusive environment This plan outlines how the service will take forward our 5 strategic priorities. Our improvement priorities align to those outlined in the National Improvement Framework (NIF). 5 National Improvement Framework (NIF) Priorities • Place the human rights and needs of every child and young person at the centre of education • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young people • Improvement in children and young people’s health and wellbeing • Improvement in employability skills and sustained, positive school-leaver destinations for all young people Page 132 of 184
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Education Improvement Plan September 2024 9 Portfolio Planning Children’s Services has developed a portfolio management approach to service improvement planning to support with balancing new priorities, core business and moving beyond recovery. A portfolio is a collection of thematic projects and programmes which are defined by an organisation or service. The approach has strengthened our service planning processes, supported prioritisation and joint planning, enabling children and young people to thrive, learn and achieve. Each portfolio team is tasked with developing their own portfolio plan to deliver on our agreed service priorities. Portfolios are unique, delivering on clear actions related to their context however they are also linked by cross- cutting actions and this is evident in each plan. Portfolio planning teams have been established to support with the development and delivery of the portfolio plan. Teams are also responsible for evaluating and reporting at regular intervals throughout the year. Stretch aims The local authority’s approach to setting stretch aims is based on recovery and acceleration: recovery to pre-pandemic levels of attainment and then increase attainment beyond pre- pandemic levels from 2024 onwards. Local authority stretch aims have been set for 2025/26, with interim annual targets each year. To support this approach, schools set their own attainment targets following the same rationale. These annual school targets are intended to ensure that the approach is pupil centred and should lead to more effective tracking of progress across the broad general education. Core plus aims are centred on writing across the broad general education (BGE). This is a key improvement area for the authority and was selected based on performance at each stage. We continue to use evidence-based interventions to support schools with improving writing. Additional stretch aims relating to attendance, exclusions and pupil wellbeing have also been included at local authority level. Across all measures, additional stretch aims have been identified for attainment gaps, measured using SIMD, as well as for all pupils. This is to maintain the joint focus of raising attainment for all and closing the poverty related attainment gap. Page 133 of 184
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Inclusion Page 134 of 184
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Education Improvement Plan September 2024 11Education Improvement Plan September 2024 11 Inclusion What will we do collectively? What difference will we make? How will we measure success? The quality assurance framework will sample key elements of planning for children and young (CYP) people at each stage of intervention including; • Team Around the Child Minutes • Multi-agency Childs plan Meeting Minutes • Single/Multi-agency plans • Single/Multi-agency chronologies We will review and adapt establishments tracking systems to ensure that we have the accurate information required with regards to the stage of intervention and attainment/achievement of children and young people with additional support needs. In line with staged intervention approach, CYP will receive the least intrusive form of support. Early intervention will allow an increased number of pupils to remain in their educational establishment within their locality. Staff across Renfrewshire will be consistent in using inclusive language in line with Renfrewshire’s Language policy. Plans will be solution focussed and review and evaluation of support will be clearly illustrated. Targets in plans will be based on robust assessment of need. The tracking system will provide a consistent, user friendly approach to gathering accurate information across all localities. Tracking system will allow the inclusion team to monitor and track implementation and impact of plans Tracking system will provide quantitative data with regards to attainment and achievement of pupils with ASN. Almost all children and young people (CYP) being raised through triage and being referred to ESRG/SISP for enhanced support are appropriate referrals. Almost all CYP on joint placement with Flexible Learning Resource are able to experience success in both FLR and Mainstream school. Most CYP will have demonstrated improvement in their action plan evaluations. Quality assurance of plans. In session 24/25 we will reduce the number of pupils with ASN who are excluded. Consistent use of improved tracking systems. Data shows an upward trend in Attainment and Achievement in pupils with ASN. We will see 66% of CYP achieve expected level in Literacy and 77% of CYP achieve expected level in Numeracy. Page 135 of 184
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Education Improvement Plan September 202412 Inclusion What will we do collectively? What difference will we make? How will we measure success? We will develop a consistent approach to coaching and modelling across all localities from our Flexible Learning Resource and from Riverbrae. This will include consistency of approaches in relation to; • Referral processes • Planning • Pedagogy • Evaluation and review We will create a clear rational for coaching and modelling support which will be shared with establishments. Referrals for coaching and modelling will be consistently appropriate. Impact of coaching and modelling will be visible in CYP plan. Increase in pupils who are able to remain FT in mainstream school. Over time pupils will reduce time in Flexible Learning Resource and increase time in mainstream classroom. Mainstream staff will be upskilled and able to meet CYP needs. Flexible Learning Staff follow the same Coaching and Modelling process. Establishments have a clear understanding of Coaching and Modelling process. FLR input is able to come to an end within set time frame. All referrals through triage, SISP, ESRG for enhanced support are appropriate. FLR input is effective: Increase in number of pupils moving from fulltime FLR placement to joint placements. Sample of CYP plans show impact of Coaching and Modelling. Quality assurance processes show greater consistency of approach across establishments. Evaluations evidence that coaching and modelling has a positive impact on pupil progress. Page 136 of 184
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Education Improvement Plan September 2024 13 Inclusion What will we do collectively? What difference will we make? How will we measure success? The updated Transition Policy for children and young people with additional support needs was launched in April 2024, this will be embedded across all establishments and as a result we will see improvements at key transitions times for children and young people with Additional Support Needs. Training in transition will be provided at Local Authority level. Targeted pupils transitioning from Early Years to Primary 1 will be supported by the Inclusion Team through our Getting Ready for School classes and EY Team. (West/St A/Riverbrae) Consistent approach to transition for CYP with ASN. Establishments have a clear understanding of what Flexible Learning Resource is and can share this with parents. Improved collaboration and communication between establishments to support transition. Transition calendar from working party shared across establishments. Consistency of observation used by Inclusion Team. Appropriate placement of pupils in specialist provision. Appropriate pupils identified and supported through EY team from Riverbrae. Appropriate pupils selected for Getting ready for school classes which in turn supports transition into mainstream establishment. Pupils and Parents are involved and feel fully informed throughout the transition process. Parent friendly guide to transition available. Sampling of Observations and Action Plan content shows that information has been included in plan and implemented. All pupils are appropriately placed as per transition policy guidelines. All pupils who have a joint placement with FLR/ specialist provision have been supported by EY team from Riverbrae. Collection baseline data will be monitored and reviewed for coaching and modelling for this cohort. Pupil and parents views captured in TAC and plans will highlight inclusion of parent and CYP voice. Collection of baseline data will be monitored and reviewed of number of complaints in relation to transition. Attendance figures from training sessions. Pre and post training evaluations. Page 137 of 184
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Education Improvement Plan September 202414 Inclusion What will we do collectively? What difference will we make? How will we measure success? We will ensure equitable distribution of additional support needs assistant resource through an improved system for allocation. This will be based on clear criteria for allocation of core and complex hours. Allocation will be equitable. Core allocation will be based on the demographic of the school and equitable across schools with similar demographic. Clear criteria for complex hours which staff across establishments understand. Staff understand how to apply for complex hours. New Forms system to be developed and implemented in to triage process. ASNA resource used efficiently and effectively across all establishments. Looking outward to good practice. Analysis of core and complex allocation of hours will ensure equitable distribution. Reduction in number of requests for additional hours throughout academic year. Audit/observation of how ASNAs are used across establishments. Good practice highlighted through case studies and shared across establishments. Page 138 of 184
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Education Improvement Plan September 2024 15 Inclusion What will we do collectively? What difference will we make? How will we measure success? We will ensure mainstream staff continue to develop skills to ensure we meet the needs of most learners with ASN through robust professional learning opportunities. Staff will develop an awareness and understanding of updated Violence and Aggression (V&A) policy and the universal and targeted supports available to establishments to support with distressed behaviour. Training provided will be relevant to needs of your CYP and upskill staff in a way that allows learner’s needs to be met in their establishment. Consistency in recording of Violence and Aggression incidents. Increased number of staff are aware of and implementing universal and targeted supports resulting in a reduction on V&A incidents. Consistent evaluation and review of what led to V & A incident with review of practice. Fewer incidents of distressed behaviour as staff are able to support CYP to regulate. Attendance figures from training sessions. Triage tracker will provide insight into needs of CYP and will inform further training opportunities. Training evaluations and feedback including Educational Psychology will inform future training opportunities. Training on offer is relevant to the needs of the CYP being raised through Education Support Resource Group (ESRG). Observation and quality assurance of strategies in place/sample of CYP action plans show that strategies that have come from training are embedded in plans (Education Manager reviews). Quality assurance through Violence and Aggression form monitoring will demonstrate evaluation and review of practice. 24/25 session will act as the baseline for V&A reported incidents. This will be monitored and reviewed. Page 139 of 184
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Education Improvement Plan September 202416 Inclusion What will we do collectively? What difference will we make? How will we measure success? Supporting attendance and exclusion with a focus on our most vulnerable groups of children and young people. Those who are considered to be vulnerable to attendance issues will include: Those who are care experienced; live in SIMD 1, 2 & 3; and those who have identified additional support needs. Supports will be developed further to include and extend: • Information and practice gathered from those 5 establishments who are in the Renfrewshire EBSA pilot. • A wider use by establishments of the Renfrewshire ‘thinglink’ which contains strategies; advice; research and training materials. • A multi-agency offer of support and development groups for staff and access to RAMH for families. • Support & Development Groups will run ensuring ongoing coaching/training is available for staff in the pilot schools to attend. Inputs will include evidence-based intervention sessions, and from partner agencies (e.g. CAMHS). (continued on next page) Attendance and late coming data will show an upward positive trend. Exclusions will continue to be monitored and reduced, with a specific focus on those young people who are care experienced. Part time timetables will be submitted to central team (SC8). Establishments will have a robust plan in place to allow time in school to increase. Pilot school data and good practice will be shared and disseminated amongst establishments. Data on attendance and exclusions gathered termly. Attendance gap monitored: difference in percentage attendance between 20% most deprived and 20% least deprived. % lost to unauthorised absence will decrease. % lost to truancy or unexplained absence will decrease. % lost to self-certified will decrease. Number of late comings (arrives before mid- opening). Number/Percentage of schools who have improved on the previous year. Number of pupils on part time timetables will be reduced. Pupil and parent voice in relation to part time timetables gathered through Action plans. Sample of plans – plans will reflect robust plan to increase time in school and a clear timeline will be evident. (continued on next page) Page 140 of 184
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Education Improvement Plan September 2024 17 Inclusion What will we do collectively? What difference will we make? How will we measure success? (continued from previous page) • Emotional Based School Avoidance (EBSA) training is subsumed into the wider Renfrewshire Nurturing Relationship Approach (RNRA) umbrella and will therefore be supported through establishment core groups and supported by link Educational Psychologists. • Practitioner, Parent/Carer and Practitioner views from the 5 pilot schools will be sought to explore attitudes towards school attendance. • SC 8 guidance will be promoted within establishments. • Universal training will be provided to build capacity in in mainstream to prevent non attendance. • Virtual school and Skills Academy pilot. (continued from previous page) The number of establishments accessing the EBSA training offer will increase. CYP attending Skills academy pilot will show increase in attendance and be able to attain and achieve in line with their peers. Production of Action Plans and adherence to change methodologies which target specific EBSA change ideas will be evidenced through the submission of RNRA Awards (March & June every year). Questionnaires sent to all stakeholders will measure attitudes towards school attendance. Quantitative and qualitative data from questionnaires will be analysed to help us understand where we should target future intervention if and where necessary. Page 141 of 184
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Education Improvement Plan September 202418 Inclusion What will we do collectively? What difference will we make? How will we measure success? A Senior Phase curriculum Review of Mary Russell and Riverbrae School will enable a fuller understanding of what constitutes a high quality, holistic curriculum for children and young people with additional support needs. Identify good practice that can be taken into mainstream schools. Look outwards at other ASN schools to learn from curricular models there/Education Scotland. Consider joint curricular offers between Riverbrae and Mary Russell school. Consider what is best practice in the curriculum offer for C&YP. Increase in partnership working between specialist provision and mainstream establishments to allow for increased curriculum flexibility. Review of curriculum offers and forward planning of senior phase will show curriculum design meets projected needs of learners. Attainment and achievement data of targeted pupils. Page 142 of 184
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Education Improvement Plan September 2024 19 Inclusion What will we do collectively? What difference will we make? How will we measure success? Our main service improvements are self- evaluation across our development work and case work and further embedding equalities work. Link with the English as an Additional Languauge (EAL) team to further develop our understanding of practical school support as the population becomes more diverse. We are also contributing to Building Racial Literacy (BRL.) In addition, we are looking at how we deliver to Social Work in an impactful way. The likely focus of next year’s conference will be Care Experience. We will provide training on chronologies and Multi Agency planning. Education Manager for ASN will sit on Complex Case Oversight Group to promote collegiate planning for CYP on CP register. Education Officer will sit on Multi agency groups (MARAC, Vulnerable Young Persons, EISG, RENFORM, RCPC Training and Development group). Multi Agency quality assurance for Initial Referral Discussions. Standard of chronologies across all establishments will be consistently of a high standard. Multi Agency plans will reflect joint planning and evaluation and result in the best outcome for the CYP. CYP on CP register will have a robust multi agency plan. Improved sharing of information at Multi Agency level. Increased understanding within SW of education supports available to CYP. Needs of CYP are met through Multi Agency partnership working. Sampling of Multi Agency plans and chronologies will show that they are of a high standard and reflect joint planning. Outcomes of meetings will reflect contribution to discussion and positive impact on CYP. Page 143 of 184
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20 Families and Communities— Whole Family Wellbeing Page 144 of 184
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Education Improvement Plan September 2024 21 Families and Communities—Whole Family Wellbeing What will we do collectively? What difference will we make? How will we measure success? Develop and implement a framework for family wellbeing support (FFWS) that aligns with the GIRFEC staged intervention framework. This will clearly show which family wellbeing team supports which level of family need. Staff across our teams will be clear about roles and responsibilities regarding support to families. This will avoid duplication and ensure clear pathways to the right support for families. Referrers will be clear about the correct referral route based on family need. Families will experience consistent support based on their level of need and will not be “referred on”. This will be achieved through close working relationships across the family wellbeing teams. Where there are families that fluctuate between levels of need we will ensure the key person with whom the family has a relationship is consistent in the support plan. Family wellbeing leads will carry out regular caseload reviews to ensure that staff are supporting families in line with the FFWS. Regular locality Request for Assistance meetings will moderate the allocation of referrals and ensure consistent practice across localities and teams. The Family Wellbeing Scale will be used to measure impact pre and post involvement. There will be an increase in the number of families taking up support across the service. This will build on the baseline information from July 2024. Promote the FFWS widely amongst all stakeholders, specifically to: • Heads of education establishments/pupil support co-ordinators; • Social work staff; • Health visitors; school nurses; health improvement staff; CAMHS staff; • Third sector organisations • Other Renfrewshire Council departments All stakeholders will be clear about that the Family Wellbeing Service offers and how to make a request for assistance. All stakeholders will be clear about the structure and framework for the service so that it is clear what staff within the service can offer. All stakeholders will be clear about how the family wellbeing service offer differs from what was offered by previous services. We will receive increased number of requests for assistance. Requests for assistance will be monitored on a monthly basis and analysed to provide data about which agency/dept they are coming from. Self referrals will be monitored on a monthly basis. Page 145 of 184
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Education Improvement Plan September 202422 Families and Communities—Whole Family Wellbeing What will we do collectively? What difference will we make? How will we measure success? Plan for and launch the Family Wellbeing Service to families. All staff in the wellbeing service will be clear about the offer from each funded TSO; and the progress being made by each funded TSO; this will lead to improved joint working and more effective requests for assistance. Skill sharing and awareness raising across the service which will positively impact on the support given to families. All funded TSOs will have an understanding of the wider work going on within the service and will be able to use good practice examples to further develop the work they are doing with families. Evaluations from the whole service development day. Ongoing staff feedback from across the service. Increased number of in-FORT requests for assistance to TSOs and vice versa. Evaluation of training sessions. Notes of meetings. Collation and sharing of good practice examples. Evaluation data submitted by TSOs shows cumulative improvement on family wellbeing. A pilot will be developed which links the Interrupted Learners Team, The Senior Phase FLR and the Kintyre FLR under the heading of “Flexible Skills Academy.” Young people will benefit from more personalisation and choice in the curriculum offer. There will be an increased number of accredited qualifications on offer for young people. The attendance of the young people will increase. Closer liaison with the family wellbeing service will support parents to take up support on offer though the family wellbeing hub. Number of subject choices on offer is increased. Number of accredited qualifications on offer for children and young people is increased. Positive post school destinations increases. Attendance figures. Page 146 of 184
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Education Improvement Plan September 2024 23 Families and Communities—Whole Family Wellbeing What will we do collectively? What difference will we make? How will we measure success? Develop a local learning annex into a Family Wellbeing Hub. There will be a central location where families can experience joined up support and services. Families will benefit by having access to a range of advice, information and support in a central location. Children, young people and families will benefit by having access to an improved facility which meets their needs. Staff will benefit by working collaboratively to improve their workspace. Users report that the Family Wellbeing Hub is fit for purpose and provides a welcoming, supportive environment. Use of the available space will be monitored and satisfaction with facilities will be evaluated. Increased number of families accessing support within the building. Pilot the Fast Online Referral Tracking (FORT) system and evaluate its use. Quality data will be available to feed into the family wellbeing evaluation framework. Staff will be skilled and confident in the use of the new system, resulting in better recording and reporting practices. Positive feedback/results will inform future planning and rollout across the partnership. FORT data and agreed monthly reporting dataset. Staff feedback on use. Page 147 of 184
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Education Improvement Plan September 202424 Families and Communities—Whole Family Wellbeing What will we do collectively? What difference will we make? How will we measure success? Following an options appraisal, implement a revised model for the ASN playscheme which will build on positive aspects of the previous model and will address gaps and concerns. Positive outcomes for children and young people attending ASN playscheme. A sustainable model which allows for improvement planning. Improved parental understanding and engagement resulting in changes being made to current spend which will benefit children and young people. The transport budget will be reduced and the funds will allow for increased time at the playscheme for children and young people. Post evaluations from children, young people and parents/carers. Budget analysis shows less spend on transport and more on planned activities/increased days offered. Parent/carer satisfaction rates increase. Partners/referrers report an improved model which improves family resilience. Work with partners from other work streams to align Family Wellbeing locality hub developments with the Connected Communities developments. Ensure maximisation of supports and services offered to communities in Renfrewshire. Avoid duplication and streamline offers of support to families and communities. Generate increased opportunities for partnership working. Note of joint meeting between CLD and Family Wellbeing leads planned for September 2024. Plans for both workstreams evidence joint working and maximising of resources in communities. Project manager articulates connections and ensures these are maximised for future development. Page 148 of 184
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Education Improvement Plan September 2024 25 Families and Communities—Whole Family Wellbeing What will we do collectively? What difference will we make? How will we measure success? Plan ahead to ensure that the Renfrewshire Children’s Services Partnership (RCSP) develop a plan for sustainability of the Family Wellbeing Service beyond the current funding period. A higher profile for the Whole Family Wellbeing Service will be generated across the Community Planning Partnership. Achieving an understanding of relevant grant/ funding streams within the Council will allow for the RCSP to make relevant decisions regarding funding priorities. By aligning with corporate strategic objectives we will ensure a cohesive focus on supporting families experiencing poverty. Completing the family wellbeing self evaluation toolkit will allow all partners to focus on the quality indicators for success as outlined in the Scottish Government logic model. This will result in increased understanding of how to develop family wellbeing to achieve transformational changes across children’s services. Strategic partners recognise their collective responsibility to continue to develop and fund the family wellbeing service. Minutes of meeting with elected members. Reworked funding review document. Completed self evaluation returns from all relevant agencies. Minute of Renfrewshire Children’s Services Partnership meetings. Page 149 of 184
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Families and Communities— Health and Wellbeing Page 150 of 184
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Education Improvement Plan September 2024 27 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Informed by local and national priorities, and supported by key partners, develop and deliver a comprehensive programme of professional learning (PL) & targeted interventions across all sectors to support effective implementation of the Health and Wellbeing curriculum. PL will be aligned to national and international awareness days/weeks. Topics will include: • Understanding self-harm • Suicide prevention • Relationships & sexual health including LGBTI education • Alcohol & Substance Awareness (particularly in the area of Vaping) • Online safety • Themes emerging from surveys, counselling statistics and feedback from children, young people and schools/centres • Approaches to CBT • Physical Education Deliver bespoke PL to meet the needs of individual education establishments. By June 2025, almost all children and young people (CYP) in focus groups have increased knowledge and understanding of the mental and emotional wellbeing supports available to them and access these as required to improve mental health and wellbeing. By June 2025, almost all participants in PL have improved knowledge, confidence and practice across a range of health and wellbeing topics. Almost all participants understand and are clear about how to respond to the distressed behaviour of CYP. By June 2025, almost all practitioners access resources and up to date and relevant information around policy, training and developments in the area of wellbeing as required. CYP and staff participating in the LGBTI Charter Award are more inclusive and have the confidence to tackle homophobic, bi-phobic and transphobic bullying. Qualitative feedback from young people will be gathered via Forms and focus groups to evaluate effectiveness of MHWB programmes and will evidence their awareness of available supports and how these are being accessed and used. Number of hits of the Renfrewshire digital signposting resources indicate that CYP, staff and parents/carers know where to access support information. Professional learning pre and post evaluations and focus groups demonstrate improved scores in knowledge and confidence. Post training evaluations show that practitioners and young people know how to become involved in life protection, preservation and promotion activities in their community. Professional learning participation mapping across establishments highlights the reach of the HWB training programme across Renfrewshire. Case Studies evidence the longer-term impact of PL on the mental health and emotional wellbeing of CYP. All schools participating in the LGBT Charter Award for session 2024/25 will achieve their target level. Page 151 of 184
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Education Improvement Plan September 202428 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? In partnership with Barnardo’s, additional Early Years and Primary establishments will be supported to implement evidence-based emotional literacy programme PATHs (Promoting Alternative Thinking Skills). In partnership with Headstrong, evaluate the new secondary mental health programme ‘It’s a Mental Health Thing’ and make amendments in response to user feedback. By June 2025, evidence-based programmes/ resources are in place to support the teaching of emotional literacy across almost all establishments from Early Years – Senior Phase. By October 2024, the updated ‘It’s a Mental Health Thing’ programme is integrated into the PSE programmes in all secondary schools. All teachers are knowledgeable and confident delivering the programme. By June 2025, the programme has been implemented in all schools and almost all young people who have participated have the knowledge and skills to maintain good mental health and wellbeing. Audit of emotional literacy programmes across all establishments shows that almost all establishments are using an evidence-based programme. PATHS quarterly reports and impact reports show high levels of engagement in the programme and improved scores for targeted children. Focus group of Pupil Support Staff shows that the programme has enhanced learning and teaching of mental health and wellbeing. Pupil Support Staff demonstrate the knowledge, understanding and confidence to be able to support implementation of the programme in their own schools. Forms surveys and focus groups of young people evidence that the resource has supported their mental health, that they know where to go for help and what that help looks like. Page 152 of 184
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Education Improvement Plan September 2024 29 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Further promote and enhance Renfrewshire’s Alcohol and Substance Awareness Education Programme, to assess its reach and impact. Work with partners in NHSGGC and I am Me Scotland to support its implementation across the wider health board and to address any gaps. Through the NHSGGC board-wide Vaping strategy group, explore early intervention and prevention measures as well as board-wide policy development on Vaping for use in schools. Engage with all appropriate agencies to bring about improvements through Renfrewshire’s Vaping and Young People(YP) group (including HSCP, Trading Standards and Youth services). Ensure voices of young people are at the heart of development work. E.g. Explore the possibility of a Youth Assembly in collaboration with Youth Services. In partnership with Renfrewshire’s HSCP, provide CLPL for teachers on Alcohol and Substance Awareness and specifically Vaping. By March 2025, the programme has been reviewed and gaps addressed to reflect Scottish Government Vaping legislation, current research and information from partners. By June 2025, almost all establishments are embedding the programme into the PSE curriculum and CYP have increased knowledge and understanding of how to keep themselves safe and healthy in relation to alcohol and substances. By June 2025, almost all participants in PL have improved knowledge and understanding and are confident to teach the programme in their classes. NHSGGC reports will demonstrate the impact of the board-wide work in tackling Vaping in YP. Audit information across all establishments provides evidences that the resource is embedded in PSE programmes. Platform analytics provide information about reach as well as feedback from users – practitioners and CYP. Page 153 of 184
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Education Improvement Plan September 202430 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Create and deliver a series of online parent/carer sessions focussing: • Understanding anxiety • Harmful behaviour including self-harm • Restorative approaches • De-escalation techniques for parents/carers • Keeping your child safe online Deliver bespoke parent sessions to individual establishments as required. By June 2025, parents/carers are more knowledgeable and confident in supporting their child’s wellbeing. Pre and post evaluation data from parent/carers demonstrates improvement in knowledge, understanding and confidence. Conduct a HWB survey across all establishments with all CYP from P5 – S6. The Warwick Edinburgh Mental Wellbeing Scale (WEMWBS) questions will be included providing us with this data set for a 4th year. Analyse results/trends at authority and school level to identify actions/strategic priorities. In partnership with the data team and Educational Psychology team, support schools to make effective use of HWB data to identify priorities and bring about improvement. By June 2025, analysis of survey results has led to identification of strengths and areas for improvement to be actioned. By October 2025, almost all schools have engaged with HWB datasets to identify school priorities. By June 2025, improvements in ensuring wellbeing, equity and inclusion are such that all schools evaluate QI 3.1 as ‘Good’ or better and an increasing number of schools evaluate QI 3.1 as ‘Very Good’ or better from the June 2024 figure. WEMWBS survey scores for 2025 show that wellbeing is improving and the % of young people S1-6 falling into the low wellbeing score decreases from the 2024 figure of 22.5%. Schools’ self-evaluation gradings for QI 3.1 at June 2025 compared to the June 2024 gradings: • 62% (38 schools) VG • 38% (23 schools) Good • 2 schools Satisfactory All Education Scotland inspections grade QI 3.1 as ‘Good’ or better. Through QI Visits and scrutiny of school improvement plans it is evident that the rationale for HWB improvements is based on sound self- evaluation including use of data. Page 154 of 184
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Education Improvement Plan September 2024 31 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Coordinate implementation of The Exchange counselling service to all establishments and Place2Be counselling service in targeted schools. Promote online supports such as D’EXY as an additional layer of support for young people. Identify common referral themes across schools and address these through staff professional learning and provision of supports. By June 2025, all CYP requiring specialist Counselling, receive timeous support to cope with issues and build resilience. Staff benefit from consultancy support e.g., advice, guidance and strategies in relation to supporting targeted CYP as required. Counselling service termly reports provide referral data and qualitative information (including CYP views, case studies and referral themes) to highlight the positive impact of the service on CYP’s mental health and wellbeing. 100% CYP access counselling screening appointment within 5 days of referral. 85% CYP show improvement post counselling. In partnership with an accredited CBT therapist, provide a 5-week professional learning course to a further 3 cohorts of teachers on skills and knowledge around Cognitive Behaviour Therapy (CBT). Provide re-connectors with the 4 cohorts of education staff trained in session 2023/24 to refresh use of approaches and language. Develop resources for use by trained staff e.g. how to have a CBT conversation Develop a universal ‘Introduction to CBT’ session for all education staff to promote a consistent use of language across establishments. Teachers participating in the CBT training are more confident and skilled in supporting YP in one-to-one discussion and benefit from the structure CBT provides. All participants have basic skills in CBT language and are able to support CYP through having an effective CBT conversation. Qualitative data from CBT participants, including pre and post questionnaires, will be collated to demonstrate impact with an additional follow up impact questionnaire 6 months post training. Page 155 of 184
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Education Improvement Plan September 202432 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Provide the training and resources to extend Gender Based Violence (GBV) work and Mentors in Violence Prevention (MVP) programme across all mainstream secondary schools. Training will focus on building capacity in existing and newly trained schools. MVP mentors will participate in 16 Days of Action (international campaign to end violence against women) in November 2024. Explore more explicit links between MVP and the curriculum in partnership with Libraries and PTs English. In partnership with Education Scotland, pilot delivery of GBV professional learning for Primary education staff. In line with the ADES commitments in relation to GBV, aim to have all secondary schools register with Equally Safe at School (ESAS) to take a whole-school approach to address GBV. In partnership with Renfrewshire’s GBV Steering Group, develop a resource for schools around sexualised behaviour in young people. The resource will include what to look out for, what to say, and where to signpost staff and CYP. By June 2025, all secondary schools are implementing the MVP programme/GBV prevention approaches. All participating practitioners have an enhanced knowledge and understanding of the MVP programme and are better prepared for conversations/teaching relating to GBV. Staff confidently support young people in delivery of the MVP programme. By June 2025, almost all participating young people are empowered and have the skills to challenge abusive, bullying and discriminatory behaviours which affect relationships within our schools and communities. By June 2025, all secondary schools will have registered with ESAS and key staff will complete the ESAS e-learn module to enable them to effectively lead GBV prevention work in their schools. All secondary schools have key staff who are trained and support delivery of the new resource developed to address sexualised behaviour. Pre and post professional learning questionnaires will demonstrate that all staff have increased knowledge and confidence. Focus groups of mentors and mentees evidence that young people confidently deliver lessons to their peers. Observation of MVP in action in a sample of schools by Renfrewshire training team at agreed points in the academic year. Number of MVP and ESAS schools show that all secondaries are participating. Number of staff that completed the ESAS elearn module demonstrates secondary schools’ commitment to tackling GBV. The GBV Steering Group deliver a resource and training to support school staff to address sexualised behaviour. The ‘red flag’ campaign is successfully delivered by young people across participating schools. Page 156 of 184
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Education Improvement Plan September 2024 33 Families and Communities—Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Using the audit information gathered, finalise the Primary Physical Education skills framework and pilot in sample schools. In partnership with OneRen, provide professional learning for teachers on the teaching of key skills in PE. By December 2024, a draft skills framework for Curriculum for Excellence Early-Second Level has been developed. By March 2025, the framework has been piloted and feedback from schools and key partners is collated. By June 2025, the skills framework has been finalised and is rolled out across establishments. Teachers participating in PL are more knowledgeable about, and confident in teaching the key skills in PE. Feedback from schools (teachers and children) and key partners demonstrates that the final skills framework reflects user views. The skills framework is provided for use in all primary schools. Pre and post training evaluations show increased knowledge and confidence of teachers. Support secondary schools to deliver Renfrewshire’s digital approach to the SQA Mental Health Award Level 5. Participating schools effectively deliver the SQA Mental Health Award Level 5. Young people have improved skills and knowledge about mental health and develop positive coping strategies to address mental health concerns. Number of schools delivering the award and number of young people gaining the award will evidence the positive impact of the support provided. Page 157 of 184
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Curriculum, Learning, Teaching and Assessment Page 158 of 184
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Education Improvement Plan September 2024 35 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Create and develop a Renfrewshire Learning, Teaching and Assessment Strategy Throughout session 2024 – 2025 time will be prioritised to ensure the strategic vision and direction of Renfrewshire’s Learning, Teaching and Assessment Strategy is shared and fully understood by all leaders. This will include; • Establishing cross sector working groups to support the creation of this strategy • Enhancing and enriching teachers’ professional learning and understanding of the features of highly effective practice in Learning, Teaching and Assessment (LTA) • Development of a fully accessible toolkit to support implementation of the LTA strategy • Introducing a consistent Renfrewshire Standardised Testing approach to support teacher judgement and learner journey at P1, P4, P7, S1 and S3 • Developing a calendar of Career Long Professional Learning (CLPL) for leaders at all levels and producing support materials including assessment exemplars for use in all establishments. By June 2025, all staff understand and implement the Renfrewshire Vision for learning, teaching and assessment including expectations in delivering highly effective practice. All staff are empowered and supported to strengthen their practice through collaboration and professional learning. Almost all learners’ experiences improve as the vision for highly effective practice is realised in each establishment. Features of highly effective learning, teaching and assessment are evident in almost all classes visited as part of Renfrewshire’s Quality Improvement Framework. By June 2025 we will have a consistent approach to standardised testing that will support early identification of interventions required, enhanced transition and impact on raising attainment and closing the poverty related attainment gap. The vision and features of effective practice will be tested with a focus group of learners from across schools and a cross-sector group of senior leaders. School standards and quality reports highlight that professional learning has led to sustained change and positive impact in the classroom. Evaluations post training and at regular intervals with a target group of teachers will demonstrate that for almost all participants the training has: • Increased confidence in how to successfully apply their new skills, knowledge and understanding in their teaching and • Increased confidence in evaluating the impact of this teaching on pupil progress and using this to inform next steps in learning. By September 2025 almost all schools evaluate themselves as Good or better for Quality indicator 2.3: learning teaching and assessment. Successful implementation of standardised assessment across all schools. Learning visits as part of the QIF framework will demonstrate the LTA strategy in practice. Page 159 of 184
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Education Improvement Plan September 202436 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Targeted Schools Programme Introduce and implement a Target School Programme (Phase 2) to raise attainment and close the poverty related attainment gap across all literacy and numeracy measures for children in SIMD 1&2. This will include; • Identifying target schools in primary sector through interrogation of data • Deployment of additional staff in primary and secondary schools through the use of Scottish Equity Funding • Providing bespoke support to target schools and CLPL to staff through the engagement of Development Officers, and staff with specialist skills • Monitoring the implementation of baseline assessment and interventions through Development Officer support. Primary By June 2025 the poverty related attainment gap will have narrowed to 23.3% points in Literacy and 17.1% in Numeracy. All class teachers in P1, P4 and P7 demonstrate increased confidence in the implementation of both reading and maths recovery programmes including assessment. All target schools access additional support to improve Literacy and Numeracy in P1,4 and 7 bespoke to identified groups of children. A strengthened approach to implementing approaches in Literacy and Numeracy contributes to improvements in almost all learners’ experiences and progress. Recovery programmes support targeted groups/ individuals in identified target schools. Attainment and tracking data will show that almost all targeted CYP are making progress in Literacy and Numeracy with a trend towards closing identified attainment gaps. Primary • Overall attainment for Literacy will improve to 79%. • Overall Attainment for Numeracy will improve to 87%. Post programme evaluation survey for all participants. Page 160 of 184
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Education Improvement Plan September 2024 37 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Literacy and Numeracy (universal programmes) Deliver a comprehensive core programme of professional learning and targeted interventions across all sectors linked to professional standards and informed by local/national priorities. A universal offer will be in place to ensure programmes are embedded across the curriculum. Training programmes will include: • The Primary Literacy Coaching Programme • Raising Attainment in Reading/Dive into Reading • Raising Attainment in Writing/Dive into Writing • Leadership of the Renfrewshire Literacy Approach • An Introduction to the Renfrewshire Literacy Approach (NQTs) • Talk for Writing • Education Scotland’s Early Reading Resource • Playful SEAL -Primary 1 and 2 (continued on next page) By June 2025, all literacy and numeracy interventions within classrooms contribute to improvements in almost all learners’ experiences and progress. Meaningful evaluation on the impact of professional learning on pupil progress which supports practitioners in planning next steps for learners. Professional learning and targeted interventions contribute to closing the poverty related attainment gap. Numeracy and Literacy Champions build capacity within establishments increasing the confidence, knowledge and skills of staff. Early Learning and Childcare • Number of children ‘demonstrating consistently’ in all milestones for literacy will improve to 73%, up from 71%. • Number of children ‘demonstrating consistently’ in all milestones for numeracy will improve by 10%, currently at 63%. Primary • Overall attainment for literacy will improve to 79%. • Overall Attainment for numeracy will improve to 87% across P1,4 and 7. Post programme evaluation survey for all participants, in all sectors. Page 161 of 184
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Education Improvement Plan September 202438 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? (continued from previous page) • Playful SEAL in ELCC • Maths Talks for engagement and retrieval practice. • Renfrewshire Maths Recovery • Place Value Addi/subtraction -1st Level. • Place Value Addi/subtraction -2nd Level. • Multiplication/division -1st Level. • Multiplication/division- 2nd Level. • Fractions- 1st Level. • Fractions/dec./percent. 2nd Level. • Grow your own Modelling and Coaching Officer • 3rd Level Maths Progression planners • Literacy Progression planners • NQT condensed training on- Planners, SEAL, Number Talks and Bar Modelling Page 162 of 184
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Education Improvement Plan September 2024 39 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Through professional learning, Improving Outcomes for Young People meetings and bespoke approaches, support secondary establishments to raise attainment and achievement, narrow the poverty-related attainment gap and better understand their role in achieving the Local Authority Senior Phase stretch aims. Renfrewshire’s 2024 Senior Phase stretch aims are met or exceeded • 1+ Level 5 92.6% • 1+ Level 6 73% Renfrewshire’s PRAG is narrowed in line with the 2024 stretch aim • 1+ Level 5 10.4% • 1+ Level 6 27.2% School and Local Authority performance in key measures including Local Authority Senior Phase stretch aims. Anti racist education Develop and deliver a programme of Career Long Professional Learning (CLPL) in partnership with WOSDEC for leaders at all levels in raising awareness of whole school approaches to anti racism. Pilot programme involving 2x Primary and 1x secondary school involving children and young people in anti-racist clubs in the school. (continued on next page) By June 2025, almost all leaders have increased confidence and understanding in delivering an anti-racist curriculum through a whole school approach. By June 2025 almost all CYP in participating schools have developed an understanding of anti-racism through a number of planned discussions, activities and events. (continued on next page) Post-training evaluations demonstrate that for almost all participants the training has increased confidence and understanding in delivering an anti-racist curriculum through a whole school approach. A focus group of CYP will be in place to support the work and planning of the local authority (Building Racial Literacy) group. (continued on next page) Page 163 of 184
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Education Improvement Plan September 202440 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? (continued from previous page) Early Years Continue to evaluate the content and guidance notes for the early level and pre-early level progression tools. Provide a programme of CLPL that will further develop staff’s knowledge of the Curriculum for Excellence (CfE), Realising the Ambition (RtA) and effective assessment and moderation. Work collaboratively with Education Scotland, NHS and Educational Psychology to develop a plan that will focus on improving the speech and language development of children. Develop a new framework for Renfrewshire’s children aged 0-3 which will maximise their development and support staff in adopting best practice in planning, assessment, recording and reporting. Provide opportunities to develop the leadership skills of ‘middle leaders’ in our ELC settings. (continued on next page) (continued from previous page) By June 2025 Early Learning and Childcare (ELC) staff will have increased confidence and competence in: • Planning and providing high quality interactions, spaces and experiences for children that are reflective of CfE principles and align with best practice as stated within RtA. • Using a range of assessment approaches and sources of evidence. • Making sound professional judgements about children’s progress at pre-early or early level of CfE. • Recording and reporting on children’s progress. • Identifying when intervention is necessary and putting in place appropriate arrangements. • Identifying barriers to learning and implementing methods and strategies to remove them. (continued on next page) (continued from previous page) Pre and post training evaluations of ELC staff including ELC ‘middle leaders’. Evaluations from visiting professionals show the effectiveness of support and resources in place for children. Quality Improvement Visits demonstrate: • The effectiveness of interactions between children and ELC staff to support learning. • The quality of spaces and experiences provided for children. • The intentional and responsive planning carried out by ELC staff. • The assessment approaches and sources of evidence used by ELC staff to gather information about children. • Arrangements in place for internal and/or external moderation. (continued on next page) Page 164 of 184
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Education Improvement Plan September 2024 41 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? (continued form previous page) To continue working collaboratively with the data team to make optimal use of data to identify changes that will produce positive outcomes for children. Progression data will be shared with inclusion officers to ensure that the assessment of needs matrix is robust and used effectively to further improve the transition to P1 for children with additional support needs. (continued form previous page) • Using data to plan for children’s next steps in learning and to make improvements to the learning environment. By June 2025 ELC ‘middle leaders’ will have increased knowledge about pedagogical leadership and evidence-based practice and their role within it. By June 2025 an increased number of children ‘demonstrating consistently’ in all milestones contained with Literacy, Numeracy and Health and Wellbeing. By June 2025 children have acquired more skills related to their expressive and receptive language. Children with additional support needs are effectively supported as they transition from Early Years to P1. Progression data will be shared with inclusion officers to ensure that the assessment of needs matrix is robust and used effectively to further improve the transition to P1 for children with additional support needs. By June 2026 an increased number of children in P1 will have achieved early level in Literacy, Numeracy and Health and Wellbeing. (continued form previous page) Analysis of progression tool data on children’s progress at early level and/or pre-pre-early level within literacy, numeracy and health and well- being: • Literacy will improve to 73%, up from 71%. • Numeracy will improve to 65% up from 63%. • Health and Wellbeing will improve to 78% up from 75%. Analysis of additional data gathered in relation to children’s speech and language development. Feedback from school staff on quality of progression tool data provided for children entering P1. Data analysis of correlation between children achieving early level at end of P1 and progress in ELC. Evaluation of the reliability and validity of progression tool data with the inclusion team. Page 165 of 184
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Education Improvement Plan September 202442 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Broad General Education (BGE) /Senior Phase Curriculum Development Continue the development of the senior phase including extending opportunities for achievement through the Scottish Credit & Qualifications Framework (SCQF). Provide opportunities for school staff to work collaboratively to explore and develop a refreshed BGE curriculum offer. Implement a refreshed DYW Work Placement model across all secondary schools to include meaningful school/employer partnerships which will enhance the curriculum offer. A strengthened senior phase curriculum will equip all young people with the confidence, knowledge, skills and experience to achieve their full potential and the widest range of curriculum pathways. A refreshed BGE curriculum offer in place that is coherent, flexible and responsive to meet the needs of individual learners. School curriculum rationales will be ambitious and reflect emerging national expectations. By June 2025, we have ensured that young people in Quintile 1 will have the opportunity to access appropriate work placements in line with chosen career pathways and will be supported to secure and sustain a positive destination. All secondary schools will have identified business/employer links who are making valuable contributions to the curriculum. The number of opportunities for Head Teachers to explore visions and principles for future practice will by increased. Evidence of increased awareness and forward planning gathered through Quality Improvement visits. By June 2025 we will increase the range of awards and qualifications available in the senior phase to ensure a valuable learning experience for all young people. Learner participation consultation and self- evaluation will identify improvements in the development of the BGE curriculum and identify further areas for improvement. Work placement data on RUBI and WorkIT will be evaluated to evidence improved engagement with relevant opportunities. Evaluation of employability mentoring through the Career Ready Programme. Mapping exercise completed to ensure employer links are robust across all secondary schools. Page 166 of 184
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Education Improvement Plan September 2024 43 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Developing the Young Work Force Implement Renfrewshire Future Pathways as the authority employability strategy to deliver 100% positive destinations by 2028. There will be: • Structured systems and processes in all schools to support positive destinations as per the Future Pathways Meetings guidelines • widening access strategies to support Quintile 1 young people into higher and further education • Business partnerships to support young people with employability skills There will be an ongoing strengthened framework of support with Skills Development Scotland (SDS) and Invest Renfrewshire to ensure all young people are supported to enter and sustain positive destinations. 100% of young people will enter a positive destination. Increased % of young people from quintile 1 will achieve a positive destination. 100% of care experienced young people will achieve a positive destination. 16-19 participation measure – 95.2% of young people will sustain positive destination. Evaluation carried out with focused groups of learners across all secondary schools to ensure curricular pathways are appropriate. Analysis of school curriculum will evidence an increase in the range and number of qualifications young people are achieving. Improved levels of scrutiny and support is demonstrated in the quality of tracking and monitoring data related to school leavers and destinations. Monthly SDS data checks and use of the SDS Participation Portal to evidence supports/ interventions in place for senior phase YP and their intended post school pathway. Page 167 of 184
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Education Improvement Plan September 202444 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Widen Access and Participation to Further/Higher Education (FE/HE) Partnership working with further/higher education institutions to increase the number of opportunities available for young people to access appropriate, sustained pathways. Foundation Apprenticeships will be promoted and developed in key employability areas. Initial destination figure reflects an increase in the number of young people accessing FE/HE pathways. Young people access a wide range of vocational learning opportunities, experiences and qualifications linked to growth employment sectors and sectors with predicted skills shortages. PT College Pathways support young people to access and sustain positive pathways. All Foundation Apprenticeships are successfully completed in key employability areas. Sustained follow up figures will show an increase in the number of young people were initially in FE/HE placements maintaining positive destinations at follow up. Increase sustained follow up figure to ensure 97% will remain in a positive destination. Evaluation completed on the impact of PT College Pathways post and the impact on initial and sustained destination figures. Foundation Apprenticeships will have a 100% completion rate - 58 in session 2024/25. Page 168 of 184
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Education Improvement Plan September 2024 45 Curriculum, Learning, Teaching and Assessment What will we do collectively? What difference will we make? How will we measure success? Young Leaders of Learning (YLL) Engage further with children and young people to listen to their views about how to improve our schools and their experiences. Schools participating in this programme will be supporting their own self-evaluation and school improvement activities by involving learners in the process. This programme will include: • Professional learning for staff and pupils • Use of HIGIOURS to identify a theme to be explored by school pairings • Reciprocal school visits by pupils • Development of a pupil action plan to lead change in their own school Our Young Leaders will be excellent role models and will train a further group of Young Leaders to take part in the programme in 2025-26. By Aug 2025: We have an improved structure for the inclusion of learner voice into our self-evaluation processes. Young Leaders have improved leadership skills and are driving forward improvement in their own school through an action plan developed by them. Young Leaders are confident to share practice in their school and are more familiar with the language and processes of school improvement. Young Leaders will enhance a range of skills including: Local authority staff and learner pre & post YLL programme evaluation demonstrates improvement in: • Pupil leadership skills and use of evaluative language • Collaboration and sharing good practice with other schools. Development and progress in school action plans following reciprocal visits. Progress reported by YLLs in June 2025 school Standards & Quality reports. School Improvement Plans 2025-26 detail how YLL programme will be further developed in each participating school – this information will be provided by the YLL themselves. • Communication • Teamwork • Resilience • Time keeping • Organisation • Social skills Enhanced relationships between partner schools will allow: • Further sharing of good practice • More collaborative opportunities such as moderation • Increased opportunities for the Young Leaders of Learning. Page 169 of 184
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Appendix Page 170 of 184
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Education Improvement Plan September 2024 47 Appendix 1 Stretch aims Measure Type 2017/ 2018 2018/ 2019 2019/ 2020 2020/ 2021 2021/ 2022 (Baseline) 2022/ 2023 2023/ 2024 Target- 2023/ 2024 Difference to Target Difference to Baseline % primary pupils achieving expected level in literacy Core 76% 76% - 70% 72% 74% 76% 77% -0.6% 5% % primary pupils achieving expected level in numeracy Core 83% 84% - 80% 81% 83% 84% 85% -1.2% 2% % P1 pupils achieving expected level in writing Core + 83% 83% - 78% 81% 81% 83% 83% -0.4% 2% % P4 pupils achieving expected level in writing Core + 77% 76% - 70% 69% 74% 76% 77% -0.9% 7% % P7 pupils achieving expected level in writing Core + 76% 76% - 70% 73% 74% 77% 76% 1.2% 4% % 16-19 olds participating in education, employment or training Core 91.6% 91.7% 92.4% 93.0% 93.3% 92.8% - 95.0% - - % leavers achieving 1 or more pass at SCQF level 5 (All SCQF) Core 90.0% 91.4% 92.6% 93.4% 91.5% 90.9% - 92.6% - - % leavers achieving 1 or more pass at SCQF level 6 (All SCQF) Core 69.1% 69.7% 71.4% 77.1% 72.9% 70.5% - 73.0% - - Page 171 of 184
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For further information, please contact Children’s Services Renfrewshire Council Email: education@renfrewshire.gov.uk Page 172 of 184
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Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 12th November 2024 Budget Underspends in Primary and Children & Families and Early Learning & Childcare Service Report by Joint Secretary (Teachers’ Side) Background Item 1 on the agenda of the Education Policy Board of 31st October 2024, refers to Revenue and Capital Budget Monitoring at 13 September 2024. 1 There are a few statements in the paper that require elaboration and explanation to the Teachers’ Side of the JNC: In section 4 the paper indicated a budget underspend. 4. Objective Analysis - Significant Variances 4.1. Early Learning & Childcare - £0.819m underspend Employee costs are currently projected to underspend, mainly due to vacancies… • Could the Management Side explain the statement and give details of where the vacancies are occurring • and what measures are in place to recruit The paper later says in section 5: 5.1. Employees - £1.267m underspend A projected underspend in Primary teaching staffing is partly offset by projected overspends in Secondary and ASN teaching staffing. Projected underspends in non-teaching staffing in Children & Families and Early Learning & Childcare, arising mainly from staff turnover, are partly offset by an overspend in Additional Support for Learning due to the demand for Additional Support Needs Assistants (ASNAs). This has reduced significantly since Period 3 due to the removal of costs related to the teachers’ pay award for 2024/25, as full details of related funding is not yet known. 1 ECSPB 31.10.2024 - Revenue and Capital Budget Monitoring as at 13 September 2024 (2) Item 6 JNC121124 Page 173 of 184
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The Teacher’s side is seeking a breakdown of where the vacancies exist, particularly referencing Primary teaching staff to understand the statement and the £1.267m underspend. It would be helpful if the Management Side could give an explanation of the figures and of efforts being made to fill the gaps and to better understand the reasons behind the figures. Also, the turnover of non-teaching staff in Children & Families and Early Learning & Childcare needs further explanation especially as teachers’ workload may be increased where support is not available and service delivery will be impacted. The Teachers’ side is seeking clarity on this to know if there are particular hotspots and, if so, why? Where there is an indication of this what remedial action is being taken to reduce high staff turnover? The increase in demand for Additional Support Needs Assistants (ASNAs) is something that needs fuller explanation and assurances that all requests are being fully met. Is the budget allocated sufficient to satisfy the rising need and recognition of pupils with additional support needs. Action The teachers’ side is seeking assurances that every effort is being made to recruit any current shortfall in school and Early Learning and Childcare staff. The Teachers’ Side requests that the Management side commits to reporting back, on a more regular basis to JNC, an insight to teacher numbers as well as a breakdown of vacancies and recruitment exercises. Page 174 of 184
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Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 12th November 2024 Managing and Reporting Violence and Aggression Launch Report by Joint Secretary (Teachers’ Side) Background The Teachers’ Side welcomes the endorsing of the Managing and Reporting Violence and Aggression Incidents in Educational Establishments Policy at the Education Policy Board. It was the understanding of all the teacher unions on the JNC that, following this, there would be a launch of the policy at the October in-service day as the first stage in an ongoing training programme. The Teachers’ Side is disappointed that this did not feature on the agenda for the October in-service day thereby losing an opportunity to make Renfrewshire teachers aware of the key elements of the policy that will contribute to protecting teachers from violence and aggression and support young people and children who are exhibiting dysregulated behaviour. Action The Teachers’ Side is requesting that the Managing and Reporting Violence and Aggression Incidents in Educational Establishments Policy is featured as an agenda item on the 14 February 2025 in-service programme in order to emphasise to teachers that serious steps are being taken by Renfrewshire Council to minimise the threat of violence and aggression against teaching and support staff; to highlight the main operational elements of the policy to ensure that teachers feel safe and secure and to create a school environment that protects and supports teachers, young people and children. Item 7 JNC121124 Page 175 of 184
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Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 12 November 2024 Addition to SNCT Handbook- Family Leave Report by Joint Secretary (Teachers’ Side) Background SNCT 24/97 Changes to SNCT Handbook of Conditions of Service – Family Leave The SNCT agreed changes in June 2024 to the Family Leave section of the SNCT Handbook. The changes reflect the new Paternity Leave (Amendment) Regulations 2024, which came into effect on 6 April 2024. The revised paragraphs 7.6.6, 7.6.8 and 7.6.9 now read as follows: 7.6.6 Leave can start on any day of the week, but must be taken within 52 weeks of the actual birth or placement date. If the birth is early, leave must be taken within the period from the actual date of the birth up to 52 weeks after the expected week of birth. 7.6.8 An employee who wishes to take OPL must inform the council within 28 days of her/his intention to take paternity leave. In the case of adoption, employees must inform their employers of their intention to take paternity leave within 7 days of the employee being notified by their adoption agency that they have been matched with a child/children, unless this is not reasonably practicable. He/she must state in writing: (a) the expected week of childbirth or date of placement for adoption; and (b) when they want the leave to start. 7.6.9 Employees can choose to take either two non-consecutive weeks’ paternity leave, or a single period of one or two weeks. The first week will be support leave and paid at full pay while the second week will be ordinary paternity leave and SPP will be paid. Where paternity leave is before and during a period of annual leave or school closure period, the paternity leave comes first and the whole period of annual leave and any unpaid leave follows. Please note that Paragraph 7.6.12 “Only one period of leave is available to employees, irrespective of whether more than one child is placed for adoption or in the case of multiple births” has now been removed and numbering for the two remaining paragraphs has been updated accordingly. Item 8 JNC121124 Page 177 of 184
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Action • That the local JNC 16 – Leave of Absence/Special Leave Policy for Teachers, Quality Improvement Officers, Educational Psychologists be updated to reflect this statutory change to terms and conditions. • That relevant managers, headteachers and personnel be advised of the change. Page 178 of 184
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Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 12th November 2024 Maximum Class Sizes Report by Joint Secretary (Teachers’ Side) Background It has been reported to the local secretaries that there have been a few occasions in some establishments of classes exceeding the legal maximum outside of the ‘Excepted Pupils’ criteria. Class size maxima are outlined in SNCT at PART 2 - APPENDIX 2.9 as follows: CLASS SIZE MAXIMA Primary Number of pupils PI 25* P2 30** P3 30** P4 33 P5 33 P6 33 P7 33 Composite classes 25 Notes: *The provisions are drawn from the Education (Lower Primary Class Sizes) (Scotland) Amendment Regulations 2010. ** The provisions set out are drawn from the Education (Lower Primary Class Sizes) (Scotland) Regulations 1999 The Schedule to Regulation 4, Excepted Pupils, and the 'Explanatory Note' to the Regulations are provided in Annex A to this Appendix. Annex A sets out the circumstances in which class sizes may exceed the stated maximum. Item 9 JNC121124 Page 179 of 184
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Secondary Number of Pupils S1 33 S2 33 S3 30 S4 30 S5 30 S6 30 Practical classes 20 PRACTICAL CLASSES Practical classes are those in which the following subjects are taught: Administration and IT, Art and Design, Biology, Chemistry, Design and Manufacture, Engineering Science, Environmental Science, Graphic Communication, Health and Food Technology, Hospitality: Practical Cookery, Hospitality: Practical Cake Craft, Land and Environment, Physics, Practical Craft Skills, Practical Electronics, Practical Metalworking, Practical Woodworking, Science. CLASS SIZES FOR SPECIAL SCHOOLS AND UNITS Additional Support Needs arising from: Number of pupils Moderate learning difficulties 10 Profound learning difficulties 10 ** Severe physical impairment 8 Severe learning difficulties 8 Significant hearing impairment 6 Significant visual impairment 6 Language and communication difficulties 6 Social, emotional and behavioural difficulties 6 Note: ** This figure applies where teachers are complemented by support staff and councils are recommended to apply an adult/pupil ratio of 1:2.5. Action The teaching unions expect the Council to abide by the legal class size limits set by SNCT without exception, in all of its establishments. Page 180 of 184
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Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 12th November 2024 Addition to SNCT Handbook- Principal Teachers and Management Time Report by Joint Secretary (Teachers’ Side) Background On 28 June 2024 the SNCT agreed the following changes to Paragraph 2.10 of the SNCT Handbook: SNCT 24/96 The SNCT has agreed the following changes to the SNCT Handbook regarding Paragraph 2.10 of the SNCT Handbook The online version of the SNCT Handbook of Conditions of Service Part 2 Paragraph 2.10 will be amended accordingly. Existing wording Principal Teachers 2.10 Subject to the policies and practice of the School and the Council, the duties of principal teachers are, in addition to any duties of a teacher that may apply, to: (a) lead, manage and support the work of colleagues providing strategic direction and guidance as necessary; (b) lead curriculum development and quality assurance; (c) contribute to the development of school policy in relation to the behaviour management of pupils; (d) review and support professional needs, and performance of colleagues through continuous professional development; (e) where required, lead, implement and manage whole school policies including, where appropriate, guidance, pastoral care and behaviour support. Item 10 JNC121124 Page 181 of 184
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Revised wording Principal Teachers 2.10.1 Subject to the policies and practice of the School and the Council, the duties of principal teachers are, in addition to any duties of a teacher that may apply, to: (a) lead, manage and support the work of colleagues providing strategic direction and guidance as necessary; (b) lead curriculum development and quality assurance; (c) contribute to the development of school policy in relation to the behaviour management of pupils; (d) review and support professional needs, and performance of colleagues through career-long professional learning; (e) where required, lead, implement and manage whole school policies including, where appropriate, guidance, pastoral care and behaviour support. 2.10.2 Principal Teachers must be given a reduction in weekly class contact to enable them to carry out those duties which are in addition to their duties as classroom teacher. Its extent may vary according to the nature and scope of those duties. The additional duties of principal teachers must be capable of being undertaken within the 35-hour working week and, where a principal teacher retains a classroom teacher role, within the arrangements agreed at establishment level through the working time agreement. Action • That relevant managers, headteachers and principal teachers be advised of the change to SNCT terms and conditions and any consequential amendments to timetables to comply with the revised guidance. Page 182 of 184
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Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating for Teachers On: 12 November, 2024 Occupational Health Reports Report by Joint Secretary (Teachers’ Side) Background The Teaching unions welcome the news that referrals to Occupational Health Services are now able to be turned around more quickly than had been the case previously. It is a concern however that PAM, the group contracted by the Local Authority to undertake referrals is not providing the reports to affected staff directly. PAM advises that it is the responsibility of the Head teacher to pass on the report but in some instances there is a failure to do so even when they have been requested. Teachers who are referred to Occupational Health should not need to request the documentation- these should be shared with them at the same time as they are sent to management. There are a several reasons for this, not least of which is the need to check accuracy of information that is being shared based on consultations that have taken place. Also, it is important that teachers, as well as management are aware of the recommendations arising from the consultations. The EIS has longstanding, comprehensive advice of the procedures that should prevail around Occupational Health Reports. This can be found at: https://www.eis.org.uk/health-and-safety-publications/occupational-health It is important to maintain confidence in the Occupational Health Service and so it is vital that teachers have readily available access to data pertaining to their own employment and to the written records of the medical data held by the employer. Action • That PAM, the external agent acting for the Local Authority, be instructed to provide reports to teachers after consultations. And, until that is in place that headteachers are reminded to provide Occupational Health reports to staff as a matter of course. Item 11 JNC121124 Page 183 of 184
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