Agenda Document Pack - Renfrewshire Council Joint Negotiating Committee for Teaching Staff - 14/11/2023
Renfrewshire Council · 14 November 2023
Back to Renfrewshire Council Joint Negotiating Committee for Teaching Staff — 14 November 2023 and its agenda
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08/11/2023 Notice of Meeting and Agenda Renfrewshire Council Joint Negotiating Committee for Teaching Staff Date Time Venue Tuesday, 14 November 2023 14:00 Corporate Meeting Room 2, Renfrewshire House, Membership Representing Renfrewshire Council Management Councillor E Rodden; Councillor J Paterson; T McGillivray, Head of Education (Inclusion and Quality Improvement)(Joint Secretary); J Calder, Head of Education/Interim Chief Education Officer; J Colquhoun, Education Manager (Development); K Henry, Head Teacher, St Andrews Academy; J Houston, Head Teacher, Mossvale Primary School; A Hall, Education Manager (Development); M Thomas, Education Manager (Development) (all Education and Childrens' Services); and M Boyd, Head of People & Organisational Development (Finance and Resources) Representing Renfrewshire Council Teaching Staff K Fella/M Russell (Joint Secretary), JP Tonner, T Millar, Y Murray, D Tollan, B Kelly, D Baxter and P Quinn (all EIS); R Kane(SSTA); and L Gibson (NASUWT). Further Information A copy of the agenda and reports for this meeting will be available 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 238
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08/11/2023 Items of business Apologies Apologies from members. Declarations of Interest and Transparency Statements Members are asked to declare an interest or make a transparency statement in any item(s) on the agenda and to provide a brief explanation of the nature of the interest or the transparency statement. 1 Chairperson Consider the appointment of a Chairperson for this meeting. 2 Minute of Previous Meeting Minute of previous meeting, held on 5 September 2023, as agreed by the Joint Secretaries. 4 - 8 3 Matters Arising Matters arising from the Minute of the previous meeting, held on 5 September 2023. 4 Education Standards & Quality Report September 2023 and Education Improvement Plan 2023/24 Report by Interim Chief Education Officer. 9 - 143 5 Standard Circular 57 – Safeguarding and Protecting Children and Young People Report by Interim Chief Education Officer. 144 - 188 6 Standard Circular 8 - Included, Engaged and Involved - A positive approach to preventing and managing school exclusions Report by Interim Chief Education Officer. 189 - 216 7 National Qualifications Results 2023 Report by Interim Chief Education Officer. 217 - 231 8 Let’s Be Heard - Scotland’s Covid Enquiry Report by Joint Secretary (Teachers' Side). 232 - 233 9 Supply Teachers' Concerns Report by Joint Secretary (Teachers' Side). 234 - 235 Page 2 of 238
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08/11/2023 10 Holiday Calendars and Closure Days Report by Joint Secretary (Teachers' Side). 236 - 237 11 West Partnership Report by Joint Secretary (Teachers' Side). 238 - 238 12 Date of Next Meeting Members are asked to note that the next meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff is scheduled to be held at 2.00pm on 6 February 2024. Page 3 of 238
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Minute of Meeting Renfrewshire Council Joint Negotiating Committee for Teaching Staff Date Time Venue Tuesday, 05 September 2023 14:00 Corporate Meeting Room 2, Renfrewshire House, PRESENT Representing Renfrewshire Council Management Councillor E Rodden; T McGillivray, Head of Service (Inclusion and Quality Improvement) (Joint Secretary), J Calder, Head of Service (Curriculum and School Estate), M Thomas, Education Manager (Development), A Hall, Education Manager (Development) K Henry, Head Teacher, St Andrews Academy and J Houston, Head Teacher, Mossvale Primary School (all Education & Children’s Services); and M Boyd, Head of People & Organisational Development, L Mullin and S Fanning, both Principal HR & OD Advisers (all Finance & Resources). Representing Renfrewshire Council Teaching Staff K Fella (Joint Secretary), M Russell, JP Tonner, D Tollan and B Kelly (all EIS); R Kane (SSTA); L Gibson (NASUWT) and D Baxter (Adviser to Teachers’ Side). ALSO IN ATTENDANCE D Cunningham, Committee Services & Licensing Officer (Finance & Resources). APOLOGIES Councillor J Paterson, J Colquhoun, Education Manager (Development), T Miller and Y Murray (both EIS). DECLARATIONS OF INTEREST AND TRANSPARENCY STATEMENTS There were no declarations of interest or transparency statements intimated prior to the commencement of the meeting. Item 2 Page 4 of 238
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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 Emma Rodden would chair this meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff. DECIDED: That Councillor Emma Rodden chair this meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff. 2 CHANGE OF MEMBERSHIP There was submitted a report by the Joint Secretary (Management Side) relative to a change to the membership of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff (JNC). The report proposed that the Head of People and Organisational Development post be added to the membership of the Management Side with the Principal HR & OD Adviser removed from the membership. This was agreed unanimously. There was a verbal update submitted by the Joint Secretary (Teachers’ Side) relative to further changes to the membership of the JNC. Craig Carson was no longer an employee of Renfrewshire Council and would not return as Joint Chairperson. David Baxter replaced Stephen McCrossan as adviser to the Teachers’ Side and Barry Kelly and Paula Quinn would join as additional members (EIS). These changes were agreed unanimously. DECIDED: (a) That the Head of People & Organisational Development be added to the membership of the Management Side with the Principal HR & OD Adviser being removed from the membership; (b) That it be noted that Craig Carson was no longer a Renfrewshire Council employee and would not return as Joint Chairperson; (c) That it be noted that David Baxter replaced Stephen Crossan as Adviser to the Teachers’ Side; and (d) That Barry Kelly and Paula Quinn (both EIS) would become additional members of the JNC. VALEDICTORY Councillor Rodden and the Joint Secretaries thanked the Principal HR & OD Adviser on behalf of the Committee for her valuable contribution to the work of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff and welcomed the new Members. Page 5 of 238
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3 MINUTE OF PREVIOUS MEETING There was submitted the Minute of the previous meeting held on 6 June 2023. Under reference to Item 8(b) of the Minute – Dates for Future Meetings 2023/2024: the Teachers’ Side requested that this decision be amended to include reference to the May 2024 meeting date. The Clerk confirmed that this change would be actioned. DECIDED: That the Minute be approved subject to the amendment. 4 MATTERS ARISING Under reference to Item 2 of the Minute – School Security: an update was requested by the Teachers’ Side. The Head of Service (Inclusion and Quality Improvement) advised they were working with the various relevant Services across the Council in connection with school security. The Principal HR & OD Adviser confirmed that areas such as access to school buildings and CCTV were being reviewed and that staff would be consulted as their local knowledge input would be crucial in ensuring a well-rounded approach. Under reference to Item 4 of the Minute – Matters Arising: it was queried by the Teachers’ Side if the information relative to open evenings not being considered as parents meetings which was to be cascaded following the previous meeting on 6 June 2023 had been distributed to Local Area Secretaries in addition to Head Teachers. The Education Manager (Development) confirmed this information would be emailed to Local Area Secretaries. Under reference to Item 5 of the Minute – Education Recovery: an update was requested by the Teachers’ Side. The Head of Service (Curriculum and School Estate) confirmed that meetings were in place to take the National Qualification discussions forward with Scottish Government, SQA and Education Scotland. DECIDED: (a) That it be noted that work was ongoing in relation to school security and that staff would be consulted to enable their local knowledge of their school and pupils to be considered; (b) That it be noted that information relative to open evenings not being considered as parents meetings would be cascaded to Local Area Secretaries; and (b) That it be noted that meetings were in place to take the National Qualifications discussions forward with the Scottish Government, SQA and Education Scotland. 5 DEVELOPMENTS IN HEALTH AND SAFETY INCIDENT REPORTING There was submitted a report by the Joint Secretary (Management Side) relative to developments in the ERP Businessworld Health and Safety Incident Reporting process which had taken place since the last meeting of the Renfrewshire Council Joint Negotiating Committee for Teachers (JNC). The Head of Service (Curriculum and School Estate) and the Principal HR & OD Adviser provided verbal updates in relation to the improvement work undertaken. Page 6 of 238
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Enhancements included bringing back a coordinator role into the workflow; an extension to the escalation deadline which would provide a longer duration to investigate incidents; and the development of additional functions which would enable the identification of trends and management reporting. There followed a general discussion relative to various aspects of the incident reporting process, the functionality limitations of the system and what training and information would be made available to staff regarding the completion of incident reporting forms. The Teachers Side asked that consideration be given to how best to compensate staff for the additional time taken to complete these forms. DECIDED: That the report be noted. 6 SURROGACY POLICY There was submitted a report by the Joint Secretary (Management Side) relative to the approval and dissemination of the Surrogacy Policy. The Principal HR & OD Adviser confirmed that the Policy would be available to all staff and that Representatives should contact her directly with any queries. DECIDED: (a) That the Surrogacy Policy and attachments appended to the report be approved; and (b) That the Surrogacy Policy and attachments be distributed to all Head Teachers for dissemination to their staff. 7 CARER'S LEAVE There was submitted a report by the Joint Secretary (Teachers’ Side) relative to the provision of Carer’s Leave to Renfrewshire Teachers. The Teachers’ Side requested that the Carer’s Leave provision, which currently excluded Teachers, be brought within the framework of Renfrewshire Council’s Special Leave Policy for Teachers to ensure equity and to further Teacher wellbeing. The Principal HR & OD Adviser confirmed that Renfrewshire Council was the only Authority to provide paid Carer’s Leave. She advised that the Carer’s Leave Policy was being reviewed and when reissued it would include Teachers. It was confirmed that this Policy would be made available to all Teachers and school faculty staff with immediate effect and that any member of the teaching faculty should contact her directly with any queries relative to carers leave or their caring responsibilities. DECIDED: That it be noted that the Carer’s Leave Policy would be extended to include Teachers and school staff with immediate effect. 8 INDEPENDENT REVIEW OF QUALIFICATIONS AND ASSESSMENT There was submitted a report by the Joint Secretary (Teachers’ Side) relative to the Independent Review of the qualifications system in Scotland. The Teachers’ Side requested confirmation that time would be made available for Renfrewshire Teachers to respond to the Cabinet Secretary for Education’s recommendations to ensure any Page 7 of 238
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changes to qualifications and assessment were informed by their experience and expertise. The Head of Service (Curriculum and School Estate) confirmed that the Interim Head of Service (Children’s Services) was undertaking joint Head Teacher meetings to establish how best to take the qualification and assessment discussions forward to ensure teachers’ and pupils’ voices were heard. Members of the Renfrewshire Council Joint Negotiating Committee for Teachers would be informed of developments in this process. DECIDED: (a) That meetings were ongoing between Children’s Services (Education) and Head Teachers to discuss the Scottish qualifications system; and (b) That the Renfrewshire Council Joint Negotiating Committee for Teachers Members be informed of developments in this process. 9 JNC 15 GRIEVANCE PROCEDURES There was submitted a report by the Joint Secretary (Teachers’ Side) relative to the Teachers’ Side’s loss of confidence in the grievance process. The Teachers’ Side sought an urgent meeting with the Management Side to discuss the application of JNC 15 grievance protocols. The Head of Service (Inclusion and Quality Improvement) (Joint Secretary) advised that a meeting had been arranged with the Joint Secretary (Teachers’ Side) to discuss this matter and that an update would be provided at the next meeting of the Renfrewshire Council Joint Negotiating Committee for Teachers. DECIDED: (a) That it be noted that a meeting had been arranged between the Joint Secretaries to discuss this matter; and (b) That it be noted that an update would be provided at the next meeting of the Renfrewshire Council Joint Negotiating Committee for Teachers. 10 DATE OF NEXT MEETING Members were asked to note that the next meeting of the Renfrewshire Council Joint Negotiating Committee for Teaching Staff was scheduled to be held at 2.00pm on 14 November 2023. Page 8 of 238
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To: Joint Negotiating Committee On: 2 November 2023 ___________________________________________________________________ Report by: Interim Chief Education Officer ___________________________________________________________________ Heading: Education Standards & Quality Report September 2023 Education Improvement Plan 2023/24 ___________________________________________________________________ 1. Summary 1.1 Renfrewshire’s annual Education Standards & Quality Report (September 2023) and Education Improvement Plan (2023/24) 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 2022/23 and to identify our priorities for improvement for the period 2023/24. 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 2022/23 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 five main priority areas: • Protecting the most vulnerable members of our communities • Family supports and early intervention • Mental health and wellbeing • Learning and teaching • Inclusion As well as the five main priorities, there are overarching features of highly effective practice which will continue and evolve to support achievement of the priorities. These include our leadership programme, data analysis, quality improvement, professional learning, partnership working and the school estate management plan. Item 4 Page 9 of 238
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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 2023) Appendix 1 and Education Improvement Plan (2023/24) Appendix 2. ___________________________________________________________________ 3. Background 3.1. The ‘Statutory Guidance: Standards in Scotland etc. Act 2000’ covers a series of local authority planning and reporting duties which took effect from 1 August 2017. 3.2. This places a duty on education authorities to prepare and publish annual plans outlining the steps they intend to take during the planning period. In addition, education authorities are required to prepare and publish an annual report evaluating the progress and impact of the steps taken. 3.3. The guidance states that both the plan and the report must seek to reduce inequalities of outcome experienced by pupils as a result of socio-economic disadvantage, in pursuance of the NIF for Scottish education. 3.4. Copies of the plan and report are required to be submitted to Scottish Government. _________________________________________________________________ Implications of this report 1. Financial Implications None. 2. HR and Organisational Development Implications None. 3. Community Plan/Council Plan Implications The priorities within the Education Improvement Plan support delivery of the priorities contained within Renfrewshire’s Community Plan, Council Plan and the Children’s Services Improvement Plan. 4. Legal Implications None. 5. Property/Assets Implications None. 6. Information Technology Implications None. Page 10 of 238
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7. Equality and Human Rights Implications The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report because for example it is for noting only. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety Implications None. 9. Procurement Implications None. 10. Risk Implications None. 11. Privacy Impact None. 12. Cosla Policy Position None. 13. Climate Risk None. List of Background Papers None ___________________________________________________________________ Children’s Services JC/MT 5 September 2023 Author: Mairi Thomas, Education Manager, 0141 618 3994, mairi.thomas@renfrewshire.gov.uk Page 11 of 238
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Education Standards and Quality Report September 2023 Achieving Equity and Excellence in Renfrewshire Page 12 of 238
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2 Education Standards and Quality Report September 2023 Page 13 of 238
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3 Contents Introduction ......................................................................4 About this report ..............................................................5 Renfrewshire Council Plan Strategic Outcomes ..............6 Our Values .........................................................................7 Renfrewshire Children’s Services Vision ..........................8 Renfrewshire’s Education Improvement Plan Priorities ...................................................................9 Local Context .................................................................10 Successes and Achievements ........................................11 Pupil Equity Funding (PEF) .............................................16 The Promise ....................................................................18 Portfolio Planning ...........................................................20 Inclusion ..........................................................................22 Families and Communities .............................................32 Curriculum, Learning , Teaching and Assessment ........42 Performance information...............................................54 Appendices .....................................................................64 Education Standards and Quality Report September 2023 Page 14 of 238
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4 Education Standards and Quality Report September 2023 On behalf of Children’s Services, we are delighted to present to you our annual Standards and Quality report which demonstrates the enormous contribution and improvements made by our children, young people, staff and partners over the academic session 2022/23. As a service, we have maintained our determination and commitment to provide the best possible service for our children, young people, and families. Part of our strength is our collaboration and teamwork. The collective efforts across schools, early years settings and the wider Children’s Services has enabled us to deliver quality learning experiences for our children and young people and to achieve some notable successes. Through this teamwork, very good progress has been made. 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 our continued determination to narrow the poverty-related attainment gap, while raising attainment for all. We continue to value hugely our partnership with families and with our wider communities, all of whom play a vital role in ensuring our children and young people have the best start in life. We have much to be proud of and wish to thank everyone for their dedication and commitment to doing their very best for the children, young people and families in Renfrewshire. We are confident that we can continue to progress and improve to ensure that we get it right for our children, young people and families. Councillor Emma Rodden Convener Education and Children’s Services Julie Calder Chief Education Officer Introduction Page 15 of 238
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Education Standards and Quality Report September 2023 5 Standards and Quality report This report sets out the progress made towards achieving the outcomes set out in our Education Improvement Plan for 2022/23 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’ project impact reports • Attainment Adviser tri annual reports • Academic partner impact reports • Survey information including Parental Involvement and Engagement and Warwick Edinburgh Mental Wellbeing Survey (WEMWBS) • 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. About this report Page 16 of 238
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6 Education Standards and Quality Report September 2023 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 17 of 238
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Education Standards and Quality Report September 2023 7 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 18 of 238
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8 Education Standards and Quality Report September 2023 Working together to get it right for children, families and communities—protecting, learning, achieving and nurturing. Renfrewshire Children’s Services Vision Page 19 of 238
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Education Standards and Quality Report September 2023 9 Renfrewshire’s Education Improvement Plan Priorities Protect the most vulnerable members of our communities including children and young people who are at risk. Ensure Renfrewshire keeps the Promise and delivers improved outcomes for individuals who are care experienced. Where possible, children will be kept within their families and priority given to securing provision for kinship care. Provide family supports and early intervention, by equipping parents and carers with the information, skills and support they need to ensure positive outcomes for children and young people in their care, whilst providing opportunities for parents and carers to shape the services that impact them. Enhance supports around mental health and wellbeing, including the school-based mental health and wellbeing programme and the network of staff and volunteers who provide early help services to those in need. Enhance learning and teaching, delivering a meaningful, relevant and progressive curriculum that supports a wide range of learner pathways by placing the rights and needs of every child and young person at the centre of education. Raise attainment while ensuring equity for all. Deliver a curriculum that equips all children and young people to achieve success in life. Through a shared vision and understanding of inclusion, ensure children and young people experience inclusive learning experiences and supportive relationships which lead to positive life outcomes 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 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) Page 20 of 238
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10 Education Standards and Quality Report September 2023 Local Context 27,529 45 primary schools schools for children and young people with additional support needs children’s houses and supported accommodation for young people leaving care. secondary schools early learning and childcare classes 9 of which are extended day and year provision and 1 class for children with additional support needs early learning and childcare centres 11 2 4 23 15 children and young people in early years, primary, secondary and additional support needs schools and centres early learning and childcare funded providers; 36 nurseries and 9 childminders 50 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 21 of 238
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Education Standards and Quality Report September 2023 11 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: Successes and Achievements Scottish Book Trust ‘Reading Schools’ • 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 School is one of only 15 Secondary Schools in Scotland to have achieved this and the first in Renfrewshire. Summer Reading Challenge 2022 St. Anne’s Primary School—highest performing Renfrewshire school. Renfrewshire’s Nurturing Relationships Approach (RNRA) Schools’ and ELCC’s Accreditation Awards • Jade (level 1) 52 • Ruby (level 2) 25 • Amethyst (level 3) 13 • Gold (level 4) 8 UNICEF Rights Respecting Schools Awards Gold • Arkleston Primary School • Bargarran Primary School • Gryffe High School Silver • Thorn Primary School • Howwood Primary School Bronze • Castlehead High School • St Fillan’s Primary School • Ferguslie ELCC LGBT Charter Mark Gold Award • Bridge of Weir Primary School • Johnstone High School • Castlehead High School • Renfrew High School Page 22 of 238
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12 Education Standards and Quality Report September 2023 Successes and Achievements Eco Schools Scotland Green Flag Award • 6 Early Learning and Childcare Centres/providers • 16 Primary Schools • 2 Secondary Schools Euroquiz Regional Heat Winners Pupils from Houston Primary School: winners Pupils from West Primary School: runners up Mental and emotional wellbeing SEL Worldwide Model School Status (PATHS awards) in recognition of their outstanding commitment to social and emotional learning in their establishment. • St. David’s Primary School • Langcraigs Primary School • St. Margaret’s ELCC 8 primary schools and 3 early learning and childcare classes/centres have now achieved this status. Emotionworks Awards • Lochfield Primary School: Bronze and Silver awards • St. Paul’s Primary School: Bronze and Silver awards • Brediland Primary School: Bronze award PE, Physical Activity and Sport Sports Scotland School Awards Gold Award • Arkleston Primary School • Dargavel Primary School • Fordbank Primary School • Newmains Primary School • Rashielea Primary School • Renfrew High School Bikeability Scotland 2022 School of the Year Award Langcraigs Primary School Scottish Education Awards 2023 Finalist in the ‘Making a Difference’ category West Johnstone Early Learning and Childcare Centre ‘Nursery of the Year—Scotland’ award—National Day Nurseries Association (NDNA) Awards Most Nurturing Childcare Centre in Renfrewshire at the 2022 Scottish Enterprise Awards Abbey Nursery Page 23 of 238
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Education Standards and Quality Report September 2023 13 Successes and Achievements STEM (Science, Technology, Engineering, Maths) Young Engineers and Science Club (YESC) overall winners for Scotland St James’ Primary School Renfrew and St Benedict’s High School Education Scotland STEM Nation Award for Leadership Todholm Primary School First school in Renfrewshire to race a self-built electric car as part of STEM at a Fife racetrack and won all races. Bridge of Weir Primary School Accredited with the National Numeracy Kitemark June 2023 Brediland Primary School Primary Engineer contest St. Anthony’s Primary School pupils. Out of 40,000 entries they achieved the overall winner in the Scotland West Region with another 2 winners and 2 highly commended. Maths Inside competition ‘In the Wild’ category Langbank Primary School: P5 pupil won ‘Second Level Commended’ Scottish Mathematical Challenge Langbank Primary School: P6/7 pupils achieved 9 silver awards and 8 bronze awards. SCQF (Scottish Credit and Qualifications Framework) School Ambassadors Programme Recognising wider achievement, developing Senior Phase learning pathways in line with the Developing the Young Workforce strategy and giving equality between vocational and academic qualifications. Gold Award Johnstone High School (4th in Scotland) Silver Award Gleniffer High School Bronze Award • Trinity High School • Park Mains High School • Renfrew High School Scottish Education Awards 2023 Finalist in the ‘Making a Difference’ category West Johnstone Early Learning and Childcare Centre We Make Music Schools Primary Music KiteMark First school in Scotland to achieve the Gold Award St. Anthony’s Primary School Page 24 of 238
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14 Education Standards and Quality Report September 2023 Successes and Achievements Digital Schools Award 26 primary schools, 2 secondary schools and 1 ASN (ELC) Cyber Resilience and Internet Safety Award 4 primary schools and 2 secondary schools Gaelic Medium Education Two winners in the ‘Mother Tongue Other Tongue’ national poetry competition— West Primary School. Dolly Parton’s Imagination Library (DPIL) Senior leaders and early years practitioners from across Renfrewshire were invited to meet with Jeff Conyers, President of the Dollywood Foundation, to share their innovative approaches to engaging with Dolly Parton’s Imagination Library. Linwood Community Childcare ELCC Won ‘best initiative of the year’ from Renfrewshire Council for DPIL. Scottish Young Enterprise Finals Johnstone High School’s Young Enterprise Group, Tee’d Up, were the second most successful team achieving: • Best Digital Presence • People’s Choice Award • Best Managing Director Owen McCarry • Best Centre Lead Teacher Courtney Vernal Education Scotland Inspections 2 secondary schools and 5 primary schools were inspected in session 22/23 and all inspections were positive. 21 Early Learning and Childcare settings were visited by the Care Inspectorate and most inspections were positive. Renfrewshire Schools’ Pipe Band (senior) Novice B Grade Achieved 1st place in: • World Championships • Scottish Championships • North Berwick Games • Cowal Games • Gourock Games • Lochore Games • Renfrew Games Winner COSLA Excellence Award Category 3: Tackling Inequalities and Improving Health and Wellbeing Renfrewshire’s ‘Alcohol and Substance Awareness Education Programme’ Page 25 of 238
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Education Standards and Quality Report September 2023 15 Successes and Achievements Page 26 of 238
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16 Education Standards and Quality Report September 2023 What is 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. PEF Success We have made very good progress in supporting schools to implement the refreshed national PEF guidance and framework. Local guidance was also developed for schools as well as a new PEF planning format created for session 2023–24. The new PEF plan for schools aligns planning and financial governance in one document. Refreshed local guidance around reporting on the impact of PEF has been issued, containing challenge questions related to equity and closing the poverty related attainment gap. PEF impact visits, involving the Attainment Adviser, feature in the updated Quality Improvement Framework. Evaluation around the impact of these refreshed approaches began in the summer when PEF plans and reports were analysed by link Education Managers, Attainment Adviser and Heads of Service. There are many examples of interventions and approaches which have had a positive impact on the attainment, achievement and wellbeing of targeted groups. Schools are supported by the Data Analysis team, the Attainment Adviser 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. Working together In session 22/23, schools have been supported to take a cluster-based collaborative approach to PEF planning. The approach is based on system leadership and the use of cluster wide data to identify priorities. Head Teachers have reacted positively to the approach which will allow for further development. Early Learning and Childcare (ELCC) Heads are also involved in this approach. Cluster level data has been shared which identifies cross-cluster areas for improvement in literacy, numeracy and health and wellbeing with the aim of approaches and interventions being jointly funded across schools within a cluster. Clear advice has been provided by the central team, HR and the Procurement team regarding finances, procurement and staff deployment. These arrangements are further enhanced by a 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. Pupil Equity Funding (PEF) Page 27 of 238
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18 Education Standards and Quality Report September 2023 The Promise Across Renfrewshire’s schools, early years settings and the wider Children’s Services, we are ambitious for our Care Experienced children and The Promise is a key priority for us to ensure children who are Care Experienced have all they need to thrive, recognising that they may experience unique challenges. For our Care Experienced children 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. Considerable progress has been made in supporting the implementation of The Promise in Renfrewshire and raising its profile throughout the Children’s Services Partnership and to the wider council and partners. Last year we appointed a Promise Manager, a senior role in Children’s Services, with 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. 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. Integral to all this work is ensuring that senior leaders recognise the importance of the Care Experienced Community in shaping our activity around The Promise. The Promise Manager is also the key link with Promise Scotland representatives, facilitating reflection and shared learning. The Promise Ambassador continues to engage with a wide range of staff teams and partners through awareness raising sessions to ensure all partners understand their role in ensuring that Care Experienced children and young people are appropriately supported. Page 29 of 238
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Education Standards and Quality Report September 2023 19 The Renfrewshire Language Policy Created in consultation with Care Experienced young people, to recognise the importance of using positive, non-stigmatising language around those who are Care Experienced. Promise Education Self-Evaluation Toolkit Circulated throughout our educational establishments in Renfrewshire to capture the fantastic work taking place and to identify key areas where education staff require further support to meet the recommendations outlined in The Promise. Promise Keepers Network A network of local champions for the Promise—15 in ELCC, 21 in Primary School, 10 in Secondary School , 5 in other educational roles Communities That Care Curriculum Resource Schools programme funded by Renfrewshire in partnership with Who Cares? Scotland creating inclusive school environments for Care Experienced children through a curriculum delivery programme. 24 schools (38%) of all schools in Renfrewshire have received at least Stage 1 Training. Of the remaining 39 schools, 38 have committed to the programme for session 23–24. Shaping Policy—The Right to Education Care Experienced young people at Johnstone High worked with their Senior Leadership team to create the remit for a new role within the school to be known as Principal Teacher of the Promise. This is part of a project to secure care experienced young people’s right to education and improved outcomes and to ensure that their voice shapes the policies and procedures of the future. The Promise—Highlights Page 30 of 238
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20 Education Standards and Quality Report September 2023 Portfolio Planning This year we developed a portfolio management approach to service improvement planning 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: • 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. 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. Inclusion Families and Communities Curriculum, Learning, Teaching and Assessment Page 31 of 238
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Education Standards and Quality Report September 2023 21 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 a series of case studies/reports which have been developed to provide further evidence of progress and impact. Page 32 of 238
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22 Education Standards and Quality Report September 2023 Inclusion 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. Across Renfrewshire, Education staff have been leading a multi-agency refresh of GIRFEC in line with the national GIRFEC refresh. The refresh firmly places the child or young person and their family at the centre, ensuring that they participate in decisions that affect them. Through this work and the Whole Family Wellbeing Fund, we will work better with families to enable a rights respecting, strengths-based, inclusive approach. In line with national policy, children and young people’s voice and parent carer voice now explicitly feature in all planning and processes at single and multi- agency levels. Key staff from all schools and early years centres have participated in the GIRFEC refresh professional learning and our next steps are to ensure there is a consistent roll out of the policy and associated procedures. This learning was delivered jointly by Education, Health and Social Care Partnership and Social Work. 356 Renfrewshire colleagues participated in this training from across Education, Health, Social Work, Third Sector and beyond. Evaluations show that on average, on a scale of 1 to 5, participants rated their knowledge and understanding of GIRFEC following training, 4.3 out of 5. Evaluative statements included: • ‘Excellent course with knowledgeable instructors giving well researched information.’ • ‘A really good opportunity to meet and discuss with colleagues across the sectors.’ • ‘Very informative, great networking with colleagues from other agencies, and very relevant to our work currently—which echoes much of what you have talked about today.’ • ‘Excellent training, provided me with the knowledge and understanding of the process and how to ensure you are completing it appropriately, ensuring all relevant information is included. Thank you, I found this an excellent training session.’ • ‘Found today very informative, I feel more confident within a lead role to carry out the assessments and moving forward what to do. Course trainers were very knowledgeable and relatable.’ • ‘Really enjoyed the session and found it useful. It was great to be working alongside multi agencies to be able to have professional dialogue and ask each other relevant questions. It was good to see things from a different agency’s perspective.’ Page 33 of 238
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Education Standards and Quality Report September 2023 23 GIRFEC (Getting it Right for Every Child) Refresh To promote networking opportunities across all agencies we also introduced the Link-Up Initiative. This was an exciting opportunity for agencies including Education, Health, Social Work, Children’s Reporter, Police and Third sector partners to share good practice and network. This was attended by 56 Renfrewshire colleagues. Our updated GIRFEC policy clearly aligns with the articles from the United Nations Rights of the Child. We are fully committed to our role as corporate parents for our Care Experienced children and young people and as such we have also ensured that Renfrewshire’s, #keepingthepromise, has been embedded in professional learning across all agencies. Page 34 of 238
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24 Education Standards and Quality Report September 2023 Working Flexibly to Ensure Equity Throughout this session we have worked with all stakeholders to start to design a locality model to provide a framework for inclusion. This is in line with the recommendations from the Additional Support for Learning Review 2021 (Morgan Report). We are ambitious for all of our children and as such we are working to ensure that our children with additional support needs have the same access to the range of experiences as mainstream children. We have therefore collegiately developed a model for our ‘bases’ now known as ‘Flexible Learning Resources’ (FLRs) aligned with our Staged Intervention Framework that will promote more effective and equitable allocation of resource. There has been investment in the training of FLR staff, for example all staff have had access to a three-part training course covering Autistic Spectrum Disorder, Sensory Processing and Associated Presentations. They have attended training on Promoting Positive Behaviour, Mentors in Violence Prevention and an online Mental Health First Aid course. This flexible learning resource approach will not only enable our teachers and support staff to have a better understanding of how to support our children within our mainstream establishments, but it also promotes joint assessment, planning, evaluation, and review between the mainstream referrer and FLR with clear lines of communication for parent/carers and children and young people. This professional learning for staff is being carried out through a coaching and modelling approach which is building on from the work that has already been successful through the Scottish Attainment Challenge. 250 of our mainstream practitioners also attended an online course, Supporting Autistic Spectrum Disorder in the mainstream classroom. Support staff are also vital to ensuring we get it right for our children and young people. As such we have invested in training specifically for support staff who have had access to a robust continual professional learning programme since December 2022. This has included in-person meetings and online courses along with input from our partners, Who Cares? Scotland. There is also access for all staff to training on De-escalation in the classroom and Restorative Approaches which will be continued next session. In terms of mapping workforce roles and responsibilities across localities, including specialist resources, the introduction of Staged Intervention Support Panel Meetings will support allocation of specialist resources to ensure more robust monitoring processes are in place, increased capacity across the estate, and more equitable and transparent allocation of resource. Page 35 of 238
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Education Standards and Quality Report September 2023 25 Parent and Pupil Engagement As an authority, we are delighted to now have a Parent/Carer Additional Support Needs (ASN) Ambassador group. This group will work with us to shape friendlier versions of policies including our transition policy, support materials for parent/carers with children and young people with ASN, and most importantly, to ensure that parent voice is at the heart of the GIRFEC refresh. Universal Parent/Carer GIRFEC Refresh update sessions are also available throughout the year to ensure regular engagement with the wider community in relation to the work of the Inclusion Portfolio and GIRFEC Refresh. We have engaged with a number of our children and young people through Children in Scotland to ensure rigorous consultation around what it looks and feels like to be a child, young person with additional support needs in Renfrewshire. This has ensured that the work of the GIRFEC Refresh is not only practitioner-led but informed by the voice of our children and young people with additional support needs. We have plans to establish Inclusion Ambassadors next session to ensure the work of the Inclusion Portfolio continues to be developed in collaboration with our children and young people. Page 36 of 238
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26 Education Standards and Quality Report September 2023 Universal Approaches to Inclusion 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. Our evaluation of this approach will develop during session 2023/24 and will include case studies. Renfrewshire’s Nurturing Relationships Approach (RNRA) RNRA is an authority wide, whole establishment, relational and trauma informed approach. It supports 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 based on the six principles of nurture. 98% of Renfrewshire establishments across all sectors and seven funded providers are currently engaged in RNRA. To continue with the roll-out and refresh of RNRA, a multi- agency steering group was formed in 2022. This group supported the development of RNRA, accreditation moderation and the 2023 Nurture Conference. Renfrewshire’s Educational Psychologists (REPS) have produced a range of toolkits to support RNRA establishments in relation to pupil voice, parental engagement & quality improvement. Page 37 of 238
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Education Standards and Quality Report September 2023 27 0 20 40 60 80 100 2016–17 2017–18 2018–19 2019–20 2020–21 2021–22 2022–23 “The introduction of RNRA has allowed a shared message to be translated throughout the school and a shared goal to be achieved by both management and staff.’” (Head Teacher) Percentage of Renfrewshire ELCCs Percentage of Renfrewshire Schools (including ASN provisions) Percentage of Funded Providers Growth of RNRA over time Page 38 of 238
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28 Education Standards and Quality Report September 2023 Non-Violent Resistance (NVR) NVR was developed to address distressed and distressing behaviour in children and young people. It has been successfully used and adapted in several different contexts (including kinship care, fostering and adoption) and age groups. Studies have shown its value in supporting children and young people with a variety of underlying neurodevelopmental differences. 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. Initially NVR was part of the Care Experienced Attainment Challenge, recommending it as an evidence-based intervention to respond to distress and avoid placement breakdowns both in care and school settings. From this small Proof of Concept, REPS moved to online leadership and extension of the application during the pandemic, training schools, specialist teachers, Home Link staff and third sector. REPS has been invited to speak at national NVR and EPS conferences about the promising uptake, impact, and quality of the intervention but also its implementation as an effective intervention in the areas of violence and distress which are known to be exceptionally difficult to progress. Since August 2022, we have facilitated approximately 20 parent groups across the four localities. We are also currently supporting a complex ASN parent group within one of our schools for children with additional support needs. Our processes for gathering evaluation data for the parent groups is still developing, however, survey data gathered from the last cohort indicates: • 73% 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 • 73% of parent/carers reported that the duration of distressed/ distressing behaviour had decreased Across the authority there are now 15 establishments implementing the whole school NVR approach and we also know there are several more schools who have already identified NVR in their School Improvement Plan as a priority for session 2023-2024. Impact of whole school implementation successes reported that the use of the NVR approach had reduced the length of escalated incidences, improved relationships between pupils and had supported inclusion/time in class. Our evaluation processes continue to develop alongside the implementation of NVR. We hope to gather further data from our parent groups using a focus group and thematic analysis approach. Page 39 of 238
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Education Standards and Quality Report September 2023 29 Key: Supporting pupil school attendance Supporting inclusion/time in class Increasing engagement with the curriculum Reducing instances of distressed/ distressing behaviour Reducing length of escalated incidents (quicker de-escalation) Improving relationships between pupils Improving relationships with families Improving relationships between pupils and staff Increasing teacher confidence in managing distressed/distressing behaviour Developing shared language and cohesion within the staff team 0 5 10 15 20 25 30 35 40 Reported areas of success (NVR) Number of respondents Outcomes from using NVR strategies Page 40 of 238
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30 Education Standards and Quality Report September 2023 ADES (Association of Directors of Education in Scotland) Collaborative Improvement Collaborative Improvement (CI) is an approach to bring about improvement through shared work involving staff from the local authority, Education Scotland (ES) and the Association of Directors of Education in Scotland (ADES). All 32 local authorities in Scotland participate in this approach and Renfrewshire’s Children’s Services were selected to be involved in June 2023. Together, the collective members established the focus for the Collaborative Improvement Review and then undertook activities in Renfrewshire that resulted in an evaluative summary of where there are identified strengths and areas that required further focus. The key question that members of the collaborative were asked to consider was: ‘With the number of children with additional support needs increasing, are we future proofing our universal approaches in order to improve outcomes for children and young people?’ The team reported that there is an extensive well-grounded knowledge base of the demographics of the local authority and the children and communities it serves, and the local authority is well resourced in terms of ASN provision. Leadership of ASN centrally is strong with a positive initiative-taking Educational Psychology team who together with schools and early years establishments are aiming to ensure that all children, young people, and families are at the heart of all considerations for multi-agency partnerships, processes, and enhanced practice. The team found that the GIRFEC refresh and overall inclusion strategy has moved towards a values based/rights- based approach. The report states that it is clear from discussions that the refresh involved significant multi-agency working and led to successful roll out and implementation of the policy. Overall, the activities carried out during the Collaborative Improvement demonstrated the good progress made in Renfrewshire with ensuring mainstream education is inclusive for all. Practitioners across services and sectors have used Flexible Learning Resources, GIRFEC, RNRA/NVR and Circle to adapt individual plans and classrooms in ways that support all children and young people, but particularly for those with ASN or those from more disadvantaged backgrounds. The approaches to inclusion have the potential to reduce exclusions and improve outcomes for children and young people. Page 41 of 238
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Education Standards and Quality Report September 2023 31 Next steps The nine actions follow on from the actions in place in session 2022/23 with a focus on embedding the GIRFEC: • Children and Young People Participation and Rights • Parent and Carer Engagement, Participation and Rights • Teacher and practitioner professionalism • Leadership and Improvement Action 1 To embed the refreshed staged intervention framework through a shared vision & improved integrated working across all services including education, health, social work, voluntary sector & employment, and training. Action 2 We will embed an Assessment Framework that will enable practitioners to better identify barriers to learning and to strengthen decision making around the stage of intervention. Action 3 To continue to work with partners from other work streams namely Community Mental Health and Wellbeing and Whole Family Wellbeing to identify/create appropriate interventions which will be accessible for parents/practitioners to access through a request for assistance process. Action 4 To work with the newly created Parent Ambassador group to ensure the voice of parents with lived experience shapes our future policies and plans. This group will also help us to improve communication with parents/carers across the authority. Action 5 To continue to work with all stakeholders including professional associations to embed the locality model to provide a framework for inclusion. This will particularly focus on ensuring all stakeholders know the purpose and benefit of working within a locality. Action 6 Continue mapping of the workforce – particularly in line with developments relating to the whole family wellbeing fund and the 10 principles of family support. Action 7 Building on the feedback from the Associate Directors of Education (ADES) and Education Scotland (ES)during our Collaborative Improvement, universal approaches, which are led by the Educational Psychology Service (EPS), will continue to be rolled out across localities. These will include and is not limited to CIRCLE, Non-Violent Resistance (NVR), Renfrewshire’s Inclusive Communication Environment (RICE). These approaches will be underpinned by the principles of Renfrewshire’s Nurturing Relationship Approaches and will interlink with each other. Action 8 Through the implementation of a locality and staged intervention model, EPS along with the GIRFEC team will gather data and local information to develop a greater understanding of the professional learning (PL) needs in each locality which will inform service delivery, target professional learning and enhance collaborative working practices across establishments. The Locality Inclusion Support Network (LISN) will be further developed to embed the refreshed multi-agency GIRFEC approach. Action 9 Review practice and procedures within Mary Russell and Riverbrae to ensure quality of service and to support capacity building in terms of professional learning for mainstream schools. Page 42 of 238
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32 Education Standards and Quality Report September 2023 Families and Communities 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 coaching from Barnardo’s. 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. For secondary schools, funding was secured to design a bespoke emotional literacy resource for Renfrewshire. This will 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 have been consulted as well as partners such as the Choose Life coordinator and Educational Psychology. This resource will be launched in September 2023. Our new digital Alcohol and Substance Education Awareness programme was developed by Renfrewshire children and young people for Renfrewshire children and young people. It was launched in September 2022 and provides a relevant and interactive digital programme to support effective delivery of a vital element of the health and wellbeing curriculum—alcohol and substance use. The programme contains excellent age and stage-appropriate resources for use from Early Years to 5th year secondary school. It responds to local community and national need, addressing the recommendations of the national Personal and Social Education (PSE) review, Renfrewshire’s PSE review and Renfrewshire’s Alcohol and Drugs Commission. The voices and views of children and young people, and those with lived experience of substance use and addiction, are threaded throughout the programme in a meaningful way. We are confident that when embedded across all of Renfrewshire’s education establishments, it will improve the knowledge and confidence of teachers to deliver alcohol and substance use education which in turn will lead to increased confidence and awareness of children and young people to be able to make informed choices related to alcohol and substance use. ‘It is well researched, pupil-led resources which will allow us to focus on the teaching of this very important topic. It is a vital part of our curriculum.’ (Teacher) ‘I learned about ways to say no to peer pressure and about the different categories of drugs.’ (Pupil) Page 43 of 238
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Education Standards and Quality Report September 2023 33 Following development and circulation of a digital mental health and wellbeing policy for schools, an audit was carried out in January 2023. Almost all educational establishments now have an effective policy in place and most have used the authority template and adapted it for their own context. Establishments are supported to implement the policy by the Health and Wellbeing (HWB) Development Officer (DO) and colleagues from our Educational Psychology Service. Our Health and Wellbeing DO chairs the West Partnership Strategic Personal and Social Education (PSE) group and ensures there is effective planning and collaboration across local authorities in meeting the recommendations of the Scottish Government’s PSE Review. A comprehensive programme of professional learning (PL) was developed and delivered to improve staff knowledge, understanding and confidence to support effective implementation of the mental, social and emotional strands of HWB. Topics were identified through analysis of counselling and HWB Census data as well as feedback from education staff, parents, children and young people. Areas of focus included understanding self-harm and suicide, online safety (CEOPS), LGBT, Substance Misuse, Mentors in Violence Prevention (MVP), Sleep Scotland and understanding anxiety. 114 key staff across education establishments received self-harm training with 81 staff being trained in ASIST (Applied Suicide Intervention Skills). Almost all secondary Pupil Support teams now have ASIST trained staff and all have ‘What’s the Harm’ (self-harm) trained staff. Pre and post evaluations (including 6 months post-training) show an increase in knowledge, skills and confidence in all staff who engaged with training – see Appendix B. For example, staff reported they felt more confident and equipped to cope with distressing behaviour, such as suicidal ideation, following ASIST training. “When a young person has presented with behaviours that suggest low mood or suicidal thoughts, I have been more confident in asking direct questions and proceeding with the ASIST pathway of support.” (Secondary DHT) “[I] felt more confident supporting young people, explaining behaviour to parents and how they can support.” (Secondary PT Pupil Support) In October 2022, we successfully hosted our first PSE Conference for secondary Pupil Support teachers. Conference evaluations demonstrated that almost all (97%) attendees felt the event resulted in them feeling more informed to teach PSE; offered skilled inputs by presenters; provided time for discussion and input in relation to PSE; and provided information regarding lift and go materials. 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. All participating practitioners reported an increased awareness of issues relating to gender-based violence (GBV) and an increased confidence around recognising and dealing with GBV situations within their schools. All implementing schools are working towards a whole school approach with staff from all schools accessing capacity building training. All MVP schools have had young people participate in the initial development of the ‘red flag’ campaign as part of the Equally Safe in Renfrewshire project. This has included learning new skills in branding, podcasting and running a campaign. Page 44 of 238
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34 Education Standards and Quality Report September 2023 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 and staff to cope with critical incidents in school communities. The top referral theme each quarter continues to be ‘anxiety’. Professional learning, information sessions and video support, and curricular resources have been provided for school staff and children and young people in coping with anxiety. Since August 2022, Place2Be have supported over 845 children and young people in targeted schools; 126 children and young people participated in 1-1 therapeutic counselling and a further 719 children and young people were supported through Place2Talk drop-in sessions. In addition, 107 parents and families benefitted from parent partnership support and over 100 school staff were supported to reflect through Place2Think sessions. In the last academic session, The Exchange have supported over 1813 children and young people through 1-1 therapeutic counselling as well as counselling for a small number of parents who accepted the offer. In 82% of cases, counselling resulted in improved outcome scores for children and young people. Data demonstrates that females continue to be 2 times more likely to seek counselling support in secondary schools than males. In response, The Exchange have gathered the views of young people about counselling services in an attempt to understand any barriers for males. This has led to additional online promotion of the service as well as plans for groupwork specifically targeting males. In order to work in collaboration with schools to meet the needs of Ukrainian refugees, The Exchange reviewed, adapted and updated their processes in collaboration with translation services. “This is why I like it here; I get to put all my emotions out and have fun.” (Primary Pupil) “The change in my son is second to none, he is now able to understand his grief and how to cope with the loss.” (Parent) “I have no anxiety at all now asking the teacher for help in class.” (Secondary Pupil) “Having the parent calls throughout felt really supportive to both myself and my child.” (Parent) Page 45 of 238
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Education Standards and Quality Report September 2023 35 To promote Pupil Support staff wellbeing, Reflective Group Practices were adopted in 3 secondary schools with 80% of staff reporting that sessions helped promote their own wellbeing and 78% reporting sessions helped support their own learning and personal development. “The process has allowed me to appreciate the importance of having time to talk and reflect.” (PT Pupil Support) 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 Scotland on tackling homophobic, bi-phobic and transphobic bullying. Currently 4 schools have achieved the LGBT Scotland Charter Gold Award and 1 school has achieved the Silver Award. Page 46 of 238
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36 Education Standards and Quality Report September 2023 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 offer and support offered to establishments. Information has been shared via Pupil Support networks, Twitter, the HWB newsletter (averages over 1000 reads per newsletter) and the HWB blog which receives over 48,000 engagements per month. 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. In Renfrewshire, there were 10,689 respondents to the national HWB Census 2022. Children and young people from P5 – S6 were asked questions on a wide variety of HWB topics. Data was analysed and gaps identified using categories such as gender, FME, care- experienced, SIMD grouping and ASN. This was presented to Head Teachers and added to the Data Dashboard to ensure the information is available in an accessible format to support improvement planning. To ensure that we have an up-to-date 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 2023, which was also undertaken last academic session. A local authority analysis of the results suggests that wellbeing is improving, with average wellbeing scores increasing and the percentage of young people falling into the low wellbeing score category decreasing from 31% to 24%. Schools’ self-evaluation gradings for QI 3.1 Ensuring Wellbeing, Inclusion and Equality (June 2023) Excellent 2 schools Very Good 40 schools Good 18 schools Satisfactory 3 schools Since June 2022, an additional school has a self-evaluation grading of ‘Excellent’ and the number of schools with a ‘Very Good’ grading has increased by 15pp from 49% to 64%. An online session was provided for Parent Council Chairs to raise awareness of the HWB work being undertaken across the authority and to gather any views and suggestions. This led to requests from parents for additional training sessions which were provided for individual school parent groups on a variety of topics. Page 47 of 238
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Education Standards and Quality Report September 2023 37 Parenting Support and Parental Engagement Strategy Our strategy sets out how Renfrewshire Children’s Services Partnership will support parents and carers in their key role of nurturing and caring for Renfrewshire’s children by outlining the vision, expectations and approaches to parenting across Renfrewshire. Information, advice and support will be made available to parents in their own communities and we will ensure that Renfrewshire parents will have access to the right support at the right time. Through the strategy we will support Renfrewshire’s parents to become more confident and provide access to a range of resources to support them to flourish in their role. Good progress has been made in mapping out the different universal and targeted approaches being implemented across the authority and where there are gaps for specific groups. The strategy recognises the importance of family engagement in learning and our work with Professor Janet Goodall, Swansea University, has informed our improvement planning as well as that of schools and ELCCs. The strategy will underpin the plan for Whole Family Wellbeing and will be launched in session 23/24. Tackling Poverty Through the Fairer Renfrewshire group, a selection of officers met with a panel of people with lived experience of poverty with the aim of influencing the Council’s policy and practice on addressing poverty. The panel focused on school holiday provision in the local area with a particular focus on understanding the experiences, needs and barriers of low-income households. Views and experiences were heard from the panel and incorporated into a programme of universal activities for children and young people from families on low-income, care experienced and those with Additional Support Needs being prioritised. When asked if the creative element of the project had been beneficial, 2 panel members provided the following responses. ‘I’ve loved this. The discussions during [the] panel and then getting our ideas down on paper the next week. I feel like this is an opportunity for us to consider the council’s input while expressing ourselves creatively. Like, if you don’t listen to our voices, you will listen to our stories.’ (Panel Member) ‘It’s great to have the council work with us, not on us […] Do it with us, not for us. We are equal partners in this.’ (Panel Member) The Cost of the School Day (COSD) funding is available to schools to remove financial barriers to education. An evaluation of the COSD fund concluded that the volume of need has increased and that the needs of children and young people have changed as a result of the cost of living crisis. The majority of schools have used their funding to ensure equity in school trips and uniforms. The fund continues to have a positive impact on attendance, self- esteem and sense of belonging. “Supporting the P7 residential trip has had a significant impact on wellbeing through providing children with opportunities to develop social skills and resilience through shared outdoor learning experiences” (Head Teacher) Page 48 of 238
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38 Education Standards and Quality Report September 2023 Ren10 Ren10, our multi-agency service for community mental health and wellbeing support, is playing a key part in helping those in need access the right level of support at the right time. The platform is open and accessible to all in need and helps bridge the gap between universal services, that deal broadly with wellbeing, and the specialist support for severe mental health conditions. This year, Ren10 has received over 265 referrals. A range of support has been provided including Let’s Introduce Anxiety Management (LIAM), Non- Violent Resistance (NVR) training, Empowering Parents, Empowering Communities (EPEC), Togetherall and Shout. As a result, we have seen improvements in relation to children and young people’s mental health and wellbeing. For example, the average wellbeing scores for our secondary pupils increased. The percentage of respondents who said they have felt loved often or all of the time has increased and the percentage of respondents who said they feel confident often or all of the time has also improved. Practitioners and parents have also shared the impact of professional learning accessed through Ren10: ‘It really gave me time to self- reflect and consider how I handle difficult situations. It made me more aware of the impact my own behaviours and emotions can have on situations. (Parent) ‘It has been a turning point for me in my ASNA role. In my role, I use these useful tools every day. I regularly look back at my notes from the course and I feel it has helped me immensely in building relationships and knowing when to push back and when to leave the situation to unfold on its own.’ (Additional Support Needs Assistant) Through Ren10, practitioners have the opportunity to engage in professional learning using Virtual Reality headsets which offers an immersive experience into a range of scenarios including trauma. This links with our Corporate work to develop a trauma-informed and responsive strategy. The training is having significant impact on practitioners. ‘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 think it could be an incredibly powerful tool for parents who struggle to place themselves in their child’s perspective.’ (Teacher) ‘The training was extremely insightful and allowed you to fully immerse in the child’s perspective. The VR scenarios were extremely helpful for group experience and allowed for further discussion as all experiencing same scenario.’ (Trainer) Ren10 has helped connect teams and services across education, social work, health and the Third Sector which has meant the journey and outcome of those using Ren10 can be better understood. Page 49 of 238
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Education Standards and Quality Report September 2023 39 Through Ren10, we realised how beneficial it is for families to have the services they need linked together to ease their journey. This learning is being applied in the development of our new model of Whole Family Wellbeing support. The aim of the Whole Family Wellbeing approach is to provide appropriate family supports, focussing on early intervention, and providing opportunities for children, young people, parents, and carers to shape the services that impact them. Local insight has presented a strong case that children and young people’s needs are best understood and met within the context of their families. Through the Scottish Government’s Whole Family Wellbeing Fund, Children’s Services is engaging with partners to develop collaborative proposals to address the needs of Renfrewshire’s families in a way that is non-stigmatising, community-based, and underpinned by children’s rights. There is recognition of the benefit to have services linked and access to support being in one place. Positive learning from the successful implementation of the Ren10 mental health and wellbeing family support service is also being applied to the whole family wellbeing approach. This work is being delivered through the Children’s Services Partnership. In partnership with the HSCP, a CAMHS Education Advisor post has been created. This will support schools and GP surgeries with their commitment to deliver excellent provision for children and young people who present with behaviours that may be attributed to their mental health and wellbeing, by working closely with colleagues within CAMHS. The role will involve supporting those responsible for leading on mental health and wellbeing and children and young people with barriers to achieving positive outcomes. Ukrainian pupils have been welcomed by our schools, and pupils were supplied with resources such as uniforms, and materials to support their inclusion. The resettlement has been supported by the Families First and Active Schools teams, and the children and young people have been able to access supports for wellbeing such as counselling. An opportunity has been provided for people from Ukraine to join the Council as trainees for a six-month period, to assist the Council to support Ukrainian refugees. Two people are participating in programmes located within schools to help Ukrainian children settle in their new school environment and to assist pupils and staff with barriers to learning such as language. Page 50 of 238
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40 Education Standards and Quality Report September 2023 Next Steps • 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. • In partnership with Headstrong, finalise, launch and implement Renfrewshire’s new Mental Health and Wellbeing resource across secondary and ASN schools. • Evaluate the impact of the new Alcohol and Substance Awareness Education Programme, to assess its reach, effectiveness and identify any gaps. Work with partners in the HSCP, to address any gaps. • Establish further links with Parent Council Chairs to deliver a range of bespoke HWB information/training sessions. • Support schools to make effective use of HWB data sets to identify priorities and bring about improvement. • Coordinate implementation of counselling services across all establishments to ensure that children and young people receive timeous wellbeing support. • Further develop Reflective Group Practices (supervision) as wellbeing interventions to pupil support staff. • In partnership with an accredited CBT therapist, provide a 5-week professional learning course to 4 groups of teachers on skills and knowledge around Cognitive Behaviour Therapy (CBT). • Provide the training and resources to extend Mentors in Violence Prevention programme across all mainstream secondary schools. • Through Children’s Service Partnership, continue to develop the Whole Family Wellbeing model and audit current Physical Education (PE) curriculum planners and practice across education establishments. Page 51 of 238
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42 Education Standards and Quality Report September 2023 Curriculum, Learning , Teaching and Assessment We are committed to delivering high quality professional learning. Learning opportunities have been cross-sectoral and aimed at all levels, from system leaders to practitioners and support staff. They have led to improvements in outcomes for children and young people living in the most deprived communities. Numeracy A refreshed numeracy and mathematics progression pathway was introduced at the beginning of session 2022-23. The refreshed pathway provides clear links to highly effective pedagogical approaches. Feedback on the pathway has been universally positive from all schools implementing it. Training programmes on Concrete Pictorial Abstract (CPA) in First and Second Level, Playful SEAL in Early Level and Limitless Learning formed the universal offer within the authority. Almost all participants agreed or strongly agreed that the training had a positive impact on learners, was relevant to their professional needs, and increased their professional knowledge. Furthermore, 90% of participants gave a rating of 9 or 10 out of 10 when asked about the likelihood of recommending the training to a colleague. 24 establishments received bespoke training sessions (both target and request schools, over the course of 33 sessions in total). All participants in bespoke training agreed or strongly agreed that the training was relevant to their needs, increased their knowledge and would have a positive impact on attainment. All participants that completed the post evaluation agreed or strongly agreed that the training improved their confidence and knowledge, helped to better meet the needs of learners and to implement change which has increased attainment. All participants said they now used the methodologies in their practice. This session, 4 establishments received Maths Recovery Training for all staff, while 3 schools that had previously completed the training received consolidation sessions. Additionally, Modelling and Coaching Officers (MCOs) successfully introduced Maths Recovery assessments in the majority of their target schools and assisted teachers in implementing them. The data submitted by individual teachers indicates that almost all children demonstrated progress in the majority of screeners. Page 53 of 238
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Education Standards and Quality Report September 2023 43 Modelling and Coaching Officers (MCOs) The team of Modelling and Coaching Officers continued to impact positively on the numeracy attainment of children across primary schools. Using a range of data, 12 target schools were identified to receive weekly support from a Modelling and Coaching Officer. Focus group feedback and evaluations demonstrate that this support positively impacted on teachers’ understanding of effective pedagogy, confidence levels, and engagement and achievement of children in numeracy and mathematics. Almost all agreed or strongly agreed with the above statements. Across the 12 schools, as well as upskilling teachers, MCOs effectively supported 260 children who had been identified as not working at the expected level of attainment. As a result of this targeted intervention, data highlighted that 70% of the children progressed to being ‘on track’ to achieving expected levels of attainment. A further 19% of target children were said to have made accelerated progress towards getting back ‘on track’. Feedback from schools on the support provided by the Modelling and Coaching Officers has been overwhelmingly positive: “MCO has provided excellent advice for structuring my numeracy lessons using both SEAL and the Renfrewshire planners which has been greatly appreciated….I feel that my practice has improved through professional dialogue with the MCO…” (Primary Teacher) “MCO is doing a fantastic job and the approach being used is ideal to boost staff confidence and skills as well as knowledge of the benchmarks and curricular coverage.” (Primary Head Teacher) “It has been amazing to see the change in my class…children are now able to discuss, choose and explain their strategies.” (Primary Teacher) “The children are taking a real joy in the games and these are being used to practice and consolidate key numeracy skills across first and second level.” (Primary Teacher) See Appendix F for a Case Study with further impact information. Page 54 of 238
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44 Education Standards and Quality Report September 2023 Literacy Over 120 practitioners including early years teachers, graduates, practitioners, P1 teachers and peripatetic staff representing 57 establishments participated in career- long professional learning (CLPL) on phonics, specifically the Jolly Phonics approach. Feedback received highlighted: • only 9% of participants had previously attended the CLPL specifically on phonics; • 91% of attendees agreed that this CLPL increased their understanding of their responsibilities in relation to developing a phonics-based approach; • 89% of participants reported that their understanding of effective literacy pedagogy increased as a result of this professional learning; and • 85% of participants indicated that this CLPL would impact positively on their practice with a further 14% keen to implement learning prior to assessing impact. In session 22/23, 43 primary schools, 2 ASN schools, 9 secondary schools and 34 early years establishments undertook professional learning relating to the Talk for Writing approach. Almost all schools participated in training on fiction and non-fiction writing with leadership training for identified Project Leads within each school. In total, over 950 teachers, early years practitioners and support staff attended professional learning. Development of Talk for Writing is still in its infancy however feedback on training and implementation to date indicates that: • 100% of early years Project Leads agreed that the CLPL had increased their knowledge of effective writing pedagogy for young children; • 58% of primary Project Leads indicated that Talk for Writing is now their main approach to teaching writing. 32% outlined that Talk for Writing is being trialled at certain stages or being used alongside other writing pedagogies. 11% indicated that staff have undertaken training but the approach is not being used routinely as yet; and • 100% of support staff who took part in professional learning indicated that this increased their knowledge of effective teaching and learning in writing. 89% agreed that Talk for Writing could support them to overcome the challenges they face when supporting writing lessons. Our universal programme of Imagination Library in Renfrewshire was founded in March 2021. Jointly funded by Renfrewshire Council and the Dollywood Foundation, this book gifting programme provides high quality children’s books to children across Renfrewshire on a monthly basis. The Council has funded Imagination Library for all children aged 2-5 for a 3 year period. For more information see Appendix E. Senior leaders and early years practitioners from across Renfrewshire were invited to meet with Jeff Conyers, President of the Dollywood Foundation, to share their innovative approaches to engaging with Dolly Parton’s Imagination Library. Page 55 of 238
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Education Standards and Quality Report September 2023 45 Language Learning in Scotland: a 1+2 Approach Schools across Renfrewshire continued to benefit from Scottish Government funding to support the implementation of the 1+2 languages policy. Funding was used to purchase updated resources, provide opportunities to support language learning across transitions and to rebuild partnership working through cluster-based language and cultural activities. Cluster working and spending plans were coordinated by 11 Modern Foreign Language cluster leads appointed to lead on the 1+2 agenda and across their clusters. All schools were provided with an annual subscription to Linguascope to support language learning both in school and at home. We welcomed 5 German Educational Trainees who worked across 4 secondary schools and their cluster primaries. They undertook a range of duties to enhance learning in German including support to prepare for SQA oral examinations and sharing aspects of German culture. The annual audit of Modern Foreign Language (MFL) provision and the implementation of the Scottish Government’s 1+2 policy was undertaken in April 2022. This provided an overview of MFL across the authority and the data from this is being used to inform future planning and enabling us to direct funding to the areas in which it is required most, particularly staff training. Gaelic Commitment to providing sustainable support and learning opportunities to the Gaelic community in Renfrewshire has continued. The provision of Gaelic Medium Primary Education (GMPE) has been established and is located at West Primary School. Play Pedagogy National practice guidance, alongside curricular documentation, give prominence to play across the early level, identifying benefits of this towards children’s transition into Primary 1. As such, 3 professional learning courses were developed in partnership with Strathclyde University and delivered within the 2022-23 session. These sessions aimed to support joint practice across the ELC and primary sector, building on the positive pedagogy developed before the pandemic altered the landscape. Feedback received from participants demonstrated the CLPL had increased child- led opportunities which positively impacted the learning process. Staff knowledge led to children’s enhanced independence and transferable skills, both indoors and out, including skill in managing risk and problem solving. In addition, practitioners reported that the CLPL had expanded their knowledge of play pedagogy, including the key importance of their skill in observing, interacting, and reflecting on their approaches. Practitioners valued the opportunities to hear about the pedagogical journey of others and use their acquired knowledge to engage in collegiate dialogue within their own setting. Practitioners identified that the CLPL had empowered them to continue engaging in further learning to support play pedagogy. A Case Study was developed to provide more information about the CLPL and its impact—see Appendix D Page 56 of 238
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46 Education Standards and Quality Report September 2023 Digital Pedagogies This year a further 9 schools were awarded either the Digital Schools Award (DSAS) or the Digital Wellbeing Award—an increase of 33%. To date 30 schools have achieved the DSAS and a further 6 have achieved the Cyber Resilience in Schools (CRIS) award. Following the launch of the Digital Literacy Progression Pathway, a series of training sessions were delivered to support its implementation. Over 100 teaching staff were trained with 19 schools taking part. Feedback from a focus group of schools demonstrated that engaging with the pathway had led to upskilling of staff and pedagogical changes in the classroom. From the implementation survey responses, we know that most primary schools implemented the pathway this session with the remaining 7 primaries intending to implement it in session 23/24. See Appendix G for additional impact information. Schools were given the opportunity to complete a digital self-evaluation using Features of Highly Effective Digital Practice. 40 schools submitted them and the information is being used to plan support for next session. Learning, Teaching, Assessment and Moderation A Learning, Teaching and Assessment working party was set up consisting of 11 Secondary DHTs, 5 Primary HTs and one ASN DHT to develop and deliver a learning, teaching and assessment strategy as well as Renfrewshire’s first learning festival. Focus groups of learners from 13 out of the 17 establishments involved in the working party provided valuable feedback on what they felt were the most effective factors in their learning. Children and young people highlighted the importance of their rights, their voice, good lessons, and good teachers. Their feedback was collated into Word Clouds for a visual representation, which was shared with Head Teachers (HTs) as part of the consultation. Almost all HTs involved in the consultation agreed with the vision for planning and delivering high quality learning, teaching, and assessment. The feedback from children and young people was overwhelmingly positive. They felt that their rights were respected, that their voice was heard, and that they were able to learn effectively in a supportive environment. They also appreciated the quality of the lessons and the expertise of the teachers. The Word Clouds provided a clear and concise visual representation of the feedback, which was easy for HTs to understand. The consultation was a valuable exercise that has helped to shape the final sketchnote and toolkit of support. Schools’ self-evaluation gradings for QI 2.3 Learning, Teaching and Assessment (June 2023) Very Good 40 schools Good 18 schools Satisfactory 3 schools 95% of schools evaluate themselves as ‘Good’ or better with 64% grading themselves as ‘Very Good’ Page 57 of 238
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Education Standards and Quality Report September 2023 47 Assessment and Moderation The pandemic impacted the robust processes around moderation within the primary sector. There has been a renewed focus on re-establishing these processes at school and cluster level during this academic year. To this end, a cross-sectoral steering group was established, Renfrewshire assessment and moderation group (RAMG). This group was tasked with the strategic development of assessment and moderation using a train the trainer model. Primary schools have received bespoke support. The secondary focus has been on principal teachers (PTs). PT subject forums co-constructed and designed assessments. This has resulted in greater collaboration, increased confidence, and a more consistent approach in assessment in the BGE. There are eight Quality Assurance and Moderation Support Officers (QAMSOs) in place. All have been trained in line with the national programme. Establishments have been involved in cluster/paired schools moderation activity across the session. The activity was agreed between schools depending on staff need and the journey of the school. There has been successful engagement with the West Partnership moderation event involving secondary English and Mathematics PTs. This included a piece of work on assessment and moderation within the broad general education (BGE) and professional discussion among teachers. Assessment is for Learning (AifL) support pack training was delivered by the Renfrewshire Assessment and Moderation Group which was well received by a number of Head Teachers. The support pack has been used effectively in individual establishments with practitioners and has increased teacher confidence in this assessment tool. The work of the West Partnership Assessment and Moderation Development Officer increased staff confidence in using a range of assessments. As a result, moderation is a regular process in establishments and this will lead to improved outcomes for our children and young people. The comprehensive training session delivered at the Renfrewshire Learning Festival enhanced practitioners’ knowledge, encouraged collaboration, relevant to needs, and provided usable materials that are clear, straightforward and exemplified. Within Early Years, collegiate discussion led to the production of guidance which will support practitioners when making assessments of children’s progress. This provides clear information as to when a child would be deemed as being at ‘early stages’, ‘making progress’ or ‘demonstrating consistently’ in their learning and development. Use of this guidance across the authority will lead to greater consistency in assessment approaches and further improve the reliability and robustness of data collected. Education Managers engage in challenge and support conversations with Head Teachers around the alignment of professional judgement with standardised assessment data (via National Standardised Assessments). The data analysis team has produced data packs to support these conversations. This has supported planning and helped to build confidence around achievement of a level (ACEL) data. Page 58 of 238
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48 Education Standards and Quality Report September 2023 Improving our Classroom • In session 2022–23, 10 participants completed Improving Our Classrooms (IOC)—a year-long accredited programme for class teachers. The programme has a 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. All participants made reference to achieving each of the above within their Case Study of Improvement – a 5000 word case study about their practice and children with whom they work. Each academic assignment is accredited by Glasgow Caledonian University (GCU) and successful candidates are awarded 30 Masters Credits. We are extremely hopeful that all of this year’s participants achieve this goal. Mindset in Early Years Winning Scotland partnered with Early Years Scotland, Renfrewshire Council and West Dunbartonshire Council to support early years practitioners to empower children and their parents and carers in deprived areas to develop a growth mindset outlook. The course was designed to improve practitioners’ understanding of growth mindset but also give an opportunity to collegiately engage with other early years professionals. 48 Early Years practitioners from Renfrewshire participated and 100% of them responded post-training that they were ‘aware’ or ‘very aware’ of growth mindset practices and principles to implement in their own settings. See Appendix C for more impact information. STEM (Science, Technology, Engineering, Maths) Renfrewshire Council is established as a partnership local authority with the RAiSE (Raising Attainment in Science Education) programme, a partnership of Education Scotland, The Wood Foundation, Scottish Government and participating local authorities which aims to enhance the confidence and skills of primary school practitioners to improve learning and teaching in STEM education. Our Primary RAiSE Development Officer established a Renfrewshire STEM network, developed teacher confidence and skills and built STEM partnerships to enhance learning, teaching and assessment in science and STEM across the authority. Most primary schools have a STEM lead who participates in termly network meetings to share good practice and develop teacher leadership. An in-house programme of high quality professional learning was planned and delivered for teachers, NQTs and support staff. Through Renfrewshire Council’s partnership with Glasgow Science Centre (GSC), almost all primary schools across the authority (over 9000 teachers and pupils) have taken part in at least one GSC Learning Lab during 2022/23, making Renfrewshire the most engaged local authority in Scotland. Twenty schools delivered the Young STEM Leader Programme with 37 teachers trained and over 100 of P6 and P7 pupils achieving level 2 and level 3 certification, empowering them to lead STEM learning with peers. In partnership with SSERC (Scottish Schools Education Research Centre), primary schools from 2 clusters completed the Primary Science Cluster Programme, developing STEM mentors and leadership within these clusters. 121 teachers across 20 Renfrewshire primary schools successful participated in SSERC Professional Learning workshops. Over the last session, we have seen a huge increase in the number of schools engaging with national STEM events and competitions leading to greater opportunities for children and young people to achieve. Through building relationships and collaboration, schools have had the benefit of many DYW (Developing the Young Workforce) opportunities with local employers and colleges. Page 59 of 238
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Education Standards and Quality Report September 2023 51 Digital Learning 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. There were 33 PL sessions with over 350 staff taking part. In addition, 73 establishments accessed bespoke or tailored support. Feedback from participants evidenced that each PL session was rated 4 or more out of 5. In partnership with Education Scotland, 2 series of training were provided—This is Digital and This is Cyber Resilience—Internet Safety. These provided opportunities for participants to discuss and share their own practice as well promoting a shared understanding of high- quality digital learning. We were effectively supported by Tablet Academy to focus on how to use Google Workspace for Education to support learning and teaching. Professional learning sessions delivered by Microsoft and Barefoot Computing were also well-received with all participants reporting an increase in knowledge and confidence. Learning Festival In February, Renfrewshire hosted its first Learning Festival for secondary practitioners. This event was arranged by senior leaders from across all secondary schools in partnership with the Digital Learning Manager. 32 sessions were hosted across our secondary schools, providing opportunities for teachers to share examples of highly effective learning , teaching and assessment and learn from one another under the following themes: • Metacognition; • Collaboration; and • Feedback Teachers welcomed input from in internationally recognised educationists, Dylan Wiliam and Shirley Clarke, who provided key notes. Of 844 participant evaluations, most said they would share what they learned with colleagues with 90% stating that they would implement the learning in practice. “The feedback section made me reflect on my own practice and ways I can make feedback more valuable for pupils and to encourage them to take action on the feedback I give them.” (Secondary Teacher) In relation to the 32 afternoon learning sessions, 335 evaluations were received with an overall average score of 4.53 out of 5. Participants reported that almost all presenters answered the questions well and explained things clearly. 96% said they would share the learning with their colleagues, 97% would implement the learning. Almost all participants felt their skills and knowledge had increased. “The clarity of the explanation helped to contextualise a lot of my existing practice and gave great ideas on ways to improve.” (Secondary Teacher) “Extraordinarily practical for the classroom practitioner. Also, delivered concisely and from someone with a real sense of what it is like to work in front of full classes. Splendid.” (Secondary Teacher) Page 62 of 238
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52 Education Standards and Quality Report September 2023 Developing the Young Workforce The Economic Recovery Group continues to meet regularly with a robust focus on supporting vulnerable learners into positive destinations. All secondary schools and our 2 schools for pupils with additional support needs (ASN) have a Developing the Young Workforce (DYW) coordinator. The key priority of these staff is to ensure all young people, particularly the most vulnerable, are provided with opportunities to support them into positive post-school destinations including bespoke work placements and alternative pathways as appropriate. Monthly meetings take place to review the progress of these young people and to ensure that the right supports are in place for them. Work in partnership with Skills Development Scotland, West College Scotland, Invest in Renfrewshire, and Developing the Young Workforce West continues to progress to ensure planned, robust approaches are in place to support the most vulnerable learners into positive destinations. The work placement programme continues to provide excellent opportunities with approximately 400 new employers this year who are offering a range of opportunities such as site visits, training, and long-term work placements for our young people in the senior phase. The ‘My Future Pathways’ programme is running successfully again this session with almost 40 young people having embarked on the construction course from August 2022; 8 of these young people have now been offered places on the West College Scotland pre- apprentice construction course. The number of young people entering a positive destination after leaving school has continued to show strong performance with 97% of 2022 school leavers entering a positive destination, exceeding the target of 95%. Page 63 of 238
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Education Standards and Quality Report September 2023 53 Next Steps • Deliver a comprehensive core programme of professional learning and targeted interventions across all sectors linked to professional standards and informed by local/ national priorities. • Ensure establishments have the necessary resources and support to develop a learning, teaching and assessment strategy that is aligned with the Renfrewshire vision—The Renfrewshire Way—We value learning, striving for excellence together. • Establish a Renfrewshire QAMSO group to provide bespoke training for individual establishments in AIFL and improve teacher confidence in the use of ACEL data. • Increase knowledge and improve the consistency of planning to support the delivery of high quality learning, teaching, assessment and moderation across all sectors. • Deliver CLPL to ELC staff to support consistent judgements of children’s progress at early level of CfE and further increase staff knowledge and confidence in how to raise attainment across Literacy, Numeracy and Health and Wellbeing. • Introduce and implement an early years progression tool for children with additional support needs who are working at foundation stage or pre-early level of CfE. • Develop a Renfrewshire Literacy Framework to support consistent planning, assessment and progression within and across establishments. • Establish a Renfrewshire working party to raise awareness of whole school approaches to anti- racism across all sectors and develop a three year plan to support anti-racist learning and teaching across the curriculum. • Provide opportunities for senior leaders to work collaboratively to explore implications of The Independent Review of Qualifications and Assessment (IRQA) and National Discussion. • Implement refreshed work placement model across all secondary schools. • Work with University of West of Scotland to increase the number of opportunities available to young people. • Develop a strengthened framework of support with SDS and Invest Renfrewshire to ensure pupils are supported to enter and sustain positive destinations. • Work with school leaders and SDS to support schools in embedding the Career Education Standard. • Strengthen Senior Phase offer, to widen the range of opportunities available to young people. Page 64 of 238
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54 Education Standards and Quality Report September 2023 Performance information 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 large data sets such as parental involvement & engagement and HWB 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 and numeracy 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 has been 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. Page 65 of 238
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Education Standards and Quality Report September 2023 55 60 65 70 75 80 85 90 95 100 2018 2019 2020 2021 2022 87 87 88 90 87 82 82 82 83 82 60 65 70 75 80 85 90 95 100 2018 2019 2020 2021 2022 76 76 78 80 77 69 69 71 72 71 Attainment in Literacy & Numeracy –SCQF Level 5 Percentage of Leavers Achieving SCQF 5 Literacy Percentage of Leavers Achieving SCQF 5 Numeracy Renfrewshire leavers consistently perform above national figures in literacy and numeracy Renfrewshire National Renfrewshire National Page 66 of 238
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56 Education Standards and Quality Report September 2023 0 200 400 600 800 1000 1200 2018 2019 2020 2021 2022 952 918 923 889 990 950 1155 1006 1005 957 400 600 800 1000 1200 1400 1600 2017/18 2018/19 2019/20 2020/21 2021/22 1273 1232 1333 1384 1343 742761720 655651 96% 88% 85% 82% 81% Average total tariff Average total tariff points: All leavers Renfrewshire leavers: Average total tariff by SIMD Quintile The average total tariff measures school leavers’ attainment across all subjects and qualifications. Renfrewshire leavers consistently have a higher average tariff than national, indicating that our pupils achieve more qualifications and at higher grades than their counterparts across the country. Attainment gaps between pupils living in most and least deprived areas have consistently decreased over 5 years, although remain significant. Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) Renfrewshire National Page 67 of 238
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Education Standards and Quality Report September 2023 57 65 70 75 80 85 90 95 100 2018 2019 2020 2021 2022 93.1 94.4 95 95.1 94 93.4 96.5 95.5 96.6 95.7 65 70 75 80 85 90 95 100 2018 2019 2020 2021 2022 97.6 96.9 97.2 99.8 98.8 93.9 91.890.3 92.5 87.7 -10pp -4pp -7pp -8pp -5pp School leavers destinations Percentage of school leavers in positive initial destination Percentage of Renfrewshire school leavers in positive initial destination: SIMD Quintile 1 and 5 The percentage of Renfrewshire school leavers in a positive initial destination has continued to increase and has been above the national figure for the previous 3 years. The gap between leavers from most and least deprived areas has decreased over 5 years. SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Most Least-deprived Linear (SIMD Quintile 1 (20% Most Deprived)) Linear (SIMD Quintile 5 (20% Least deprived)) Renfrewshire National Page 68 of 238
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58 Education Standards and Quality Report September 2023 65% 70% 75% 80% 85% 90% 95% 100% 2018 2019 2020 2021 2022 94% 96% 94% 97% 97% 87% 90% 86% 81% 77% -17pp -14pp -9pp -7pp -10pp Destinations by Care Experienced Percentage of Renfrewshire School Leavers in Positive Initial Destination who are Care Experienced Despite a slight decrease in the latest cohort, the percentage of care experienced leavers entering a positive destination has increased over 5 years. Leavers with Care Experience Leavers with No Care Experience Page 69 of 238
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Education Standards and Quality Report September 2023 59 0 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2017–18 2018–19 2020–21 2021–22 2022–23 76% 76% 70% 72% 74% 0 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2017–18 2018–19 2020–21 2021–22 2022–23 83% 84% 80% 81% 83% Primary Attainment in Literacy and Numeracy Primary Literacy: Percentage Achieved Expected Level Primary Numeracy: Percentage Achieved Expected Level Primary attainment in literacy and numeracy continues to increase but is not yet at pre-pandemic levels. Page 70 of 238
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60 Education Standards and Quality Report September 2023 0 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2017/18 2018/19 2020/21 2021/22 2022/23 86% 86% 85% 82% 87% 60%61% 55% 67%68% -19pp -20pp -30pp -21pp -27pp 0 10 20 30 40 50 60 70 80 90 100 2017/18 2018/19 2020/21 2021/22 2022/23 91% 93% 92% 91% 93% 73%72% 67% 76%75% -16pp -17pp -24pp -19pp -19pp SIMD Attainment Gaps Primary Literacy: Percentage Achieved Expected CfE Level by SIMD Quintile Primary Numeracy: Percentage Achieved Expected CfE Level by SIMD Quintile Pupils in most deprived areas were most significantly affected by the pandemic causing gaps to widen. Some signs of recovery in 2021-22 and 2022-23, particularly in numeracy. SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) SIMD Quintile 5 (20% Least Deprived) Page 71 of 238
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Education Standards and Quality Report September 2023 61 0 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2017/18 2018/19 2021/22 2022/23 94% 54% 95% 60% 85% 60% 90% 67% 0 10 20 30 40 50 60 70 80 90 100 2017/18 2018/19 2021/22 2022/23 93% 67% 95% 68% 93% 73% 93% 76% S3 Attainment S3 Literacy Attainment S3 Numeracy Attainment Attainment at Curriculum for Excellence Fourth Level has continued to increase in both literacy and numeracy. Achieved Third Level or above Achieved Fourth Level Page 72 of 238
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62 Education Standards and Quality Report September 2023 0 10 20 30 40 50 60 70 80 90 100 Primary Secondary ASN 95.0 94.9 95.3 92.7 92.5 90.4 90.1 91.4 86.5 86.9 91.4 91.1 91.0 89.7 89.7 0 10 20 30 40 50 60 70 80 90 100 Primary Secondary ASN 6.6 8.1 2.9 3.8 4.5 55.7 39.6 43.1 72.9 60.3 19.9 49.5 43.6 25.8 20.8 Attainment and Exclusions Attendance rates by sector Exclusion Rate per 1000 Pupils by Sector Attendance rates have been impacted by the pandemic with primary and secondary attendance lower than in previous years. Exclusion rates peaked in secondary following the pandemic. Then have since fallen but remain above pre-pandemic levels. 2018/19 2018/192019/20* 2019/20*2020/21 2020/212021/22 2021/222022/23 2022/23 Page 73 of 238
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Education Standards and Quality Report September 2023 63 Appendices Page 74 of 238
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64 Education Standards and Quality Report September 2023 Appendix A: Stretch Aims The local authority’s approach to setting stretch aims is based on recovery and acceleration: recovery to pre-pandemic levels of attainment during session 22/23 and then increase attainment beyond pre-pandemic levels from 2023 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, particularly in secondary schools. 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. As well as this, aims have been set for pupil subgroups. Subgroups include free school meal and clothing grant entitlement, additional support needs and children and young people with care experience. These additional plus aims are derived from the core aims and provide a rich set of data to inform future planning. Page 75 of 238
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Education Standards and Quality Report September 2023 65 Stretch Aims: 2022/23 Update Measure Type 2016/17 2017/18 2018/19 2019/20 2020/21 (Baseline Year) 2021/22 Target 2022/23 Actual- 2022/23 Difference to Target Difference to Baseline % primary pupils achieving expected level in literacy Core 73% 76% 76% - 70% 72% 76% 74% -2% 4% % primary pupils achieving expected level in numeracy Core 80% 83% 84% - 80% 81% 84% 83% -1% 3% % P1 pupils achieving expected level in writing Core + 82% 83% 83% - 78% 81% 83% 81% -2% 3% % P4 pupils achieving expected level in writing Core + 73% 77% 76% - 70% 69% 77% 74% -3% 4% % P7 pupils achieving expected level in writing Core + 71% 76% 76% - 70% 73% 76% 74% -2% 4% % leavers achieving 1 or more pass at SCQF level 5 Core 88.3% 88.2% 88.2% 89.7% 92.3% 89.2% 88.3% n/a - - % leavers achieving 1 or more pass at SCQF level 6 Core 65.6% 65.7% 63.1% 66.5% 73.1% 64.2% 65.7% n/a - - % 16-19 olds participating in education, employment, or training Core 91.4% 91.6% 91.7% 92.4% 93.0% 93.3% 94% 94.7% +0.7% +1.7% Page 76 of 238
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66 Education Standards and Quality Report September 2023 Appendix B: Health and Wellbeing Training Case Study Session 22/23 Across the last academic session, we have completed a wide range of professional development training offers aimed at practitioners across health and wellbeing roles as well as middle and senior leaders. Two key components of our training offer centre around self-harm (delivered via the ‘What’s the Harm’ programme) and suicide intervention (delivered via ASIST – Applied Suicide Intervention Skills Training). Training evaluations for both programmes occur at the end of training. This allows us to understand the experience of participants which allows us to continually improve our training offer. This session we were also interested in knowing more about how participants implement the knowledge, skills, and confidence that they develop in the training. As such, we asked training participants to offer feedback on how the training was impacting their practice months after completing it. Sixteen respondents completed our medium-term follow up survey. The shortest length of time between completing training and completing the follow up evaluation was 4 months. The longest length between training and evaluation was 12 months and the average across the 16 respondents was just over 8 months. Eleven respondents offered follow up impact evaluations on the ASIST programme they had participated in. Five respondents commented on the medium-term impact of the What’s the Harm training they had received. Page 77 of 238
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Education Standards and Quality Report September 2023 67 Evaluative Statement Percentage strongly agree or agree with statement ASIST What’s the Harm All training Following training I felt more confident supporting those who self-harm or have thoughts of self-harm 82% 100% 88% Following training I felt more confident supporting those with thoughts of suicide 100% 80% 94% I have taken more notice of possible signs of self-harming or suicidal behaviour 100% 100% 100% I have been able to/know where to signpost someone who self-harms or has thoughts of suicide to the appropriate support services when required 100% 80% 94% I have been mindful of how I respond if a person discloses to me that they self-harm or has thoughts of suicide, recognising how my own fears/beliefs may impact on any intervention 100% 100% 100% I have kept myself safe at all times when supporting someone who is self-harming or has thoughts of suicide 100% 100% 100% I have been aware of my limitations and ask for support of others if required 91% 100% 94% I have informed my friends and colleagues of the importance of Self Harm Awareness Training and ASIST 64% 100% 75% Page 78 of 238
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68 Education Standards and Quality Report September 2023 We also asked respondents if after returning to their workplace, their establishment’s Mental Health Policy had been updated regarding staff with specific training. Half of all participants said that their establishments policies had been updated. Respondents also had a chance to offer qualitative feedback on the medium- term impact of their training. This qualitative feedback suggests that participants are more confident and better equipped at dealing with challenging scenarios: I have referred to guidance and put it into practice on more than one occasion since completing training. I am more confident when discussing the issues and more familiar with what is required. (ASIST Participant) One of my pupils had attempted suicide and came straight to my office after the attempt. The training allowed me to use the correct language and helped me to feel comfortable speaking to the young person. (ASIST Participant) Recent S3 pupil who was having suicidal thoughts. I felt more at ease and confident in having this dialogue, which made the pupil feel less vulnerable and ultimately more emotionally open. Having a greater understanding has also helped me navigate around having to alert caregivers. Although I would have previously always managed the conversation, so the YP was fine with contacting home, I think the training has increased my confidence and knowledge of appropriate/empathic language used in allowing the YP to understand the importance of this. (ASIST Participant) More confident in approaching conversations and how best to support young people who disclose. Also, more aware of identifying when pupils may potentially be self-harming and supporting those difficult conversations. Confidence that I am taking all appropriate action. (What’s the Harm Participant) Respondents were also given a chance to offer suggestions of how we could continue to meet their needs in the future. A few participants suggested that we build capacity by continuing to reach more and more practitioners. Two participants suggested that reminder or top-up sessions would be useful in keeping the skills and knowledge up to date: Page 79 of 238
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Education Standards and Quality Report September 2023 69 I wonder if a one-hour online workshop covering the key aspects of the training (as a reminder) would be beneficial. I am aware that some staff may have not ‘used’ their new understanding/learning yet. Maybe an opportunity to discuss anything experienced after training or ask questions once a year would be good? (ASIST Participant) This medium-term evaluation suggests that our training participants continue to benefit from our offering after their engagement. The quantitative and qualitative data above suggest that practitioners are more confident, gain in knowledge and awareness and have used their new skills and knowledge in practice. Going forward, we will continue to assess our training offering to ensure that our practitioners are best placed to meet the needs of Renfrewshire’s children and young people. Page 80 of 238
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70 Education Standards and Quality Report September 2023 Appendix C: Mindset in Early Years Impact Report June 2023 Mindset in Early Years Impact Report: June 2023 Page 81 of 238
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Education Standards and Quality Report September 2023 71 01 Winning Scotland CONTENTS 02 Partnership Working 03 Early Years Settings 04 Limitless Learning 05 About our Learners 07 Changing Attitudes 10 Learner Feedback 11 Winning Scotland Contact Details WINNING SCOTLAND 1 Winning Scotland is a charity that acts as a catalyst for change. Working with like- minded partners, we build confidence and resilience in all of Scotland's young people. We collaborate with a range of partners to develop innovative resources and practical solutions that improve outcomes for children in Scotland. We engage and empower the individuals and groups who have the greatest influence on young people, giving them the tools and knowledge to create sustainable impact. For example, a school with a positive learning culture will impart crucial skills for life and learning to its pupils, year-after year. A community with healthy lifestyle habits is more likely to achieve and be aspirational and a child with confidence and resilience is more likely to be successful in life. Since our inception in 2005, we have impacted many hundreds of thousands of young people in Scotland, working with partners across the public, private and third sectors, and operating in every corner of the country. We have achieved this by customising proven approaches for a Scottish context, and collaborating with some of Scotland’s largest organisations to create the biggest impact. committed to young people collaborative in our delivery pioneering in our approach innovative in our solutions independent In everything we do, we're always: Our mission is to empower all young people in Scotland to be ambitious, versatile and resilient. Whatever the circumstances, we want them to be full of confidence and prepared for the future. Our approaches are based on robust evidence, developed to be effective in settings where children spend their time – like education, communities and sport. Young people in Scotland deserve the best chance at achieving success in life. Being confident and resilient will set them on their way, whatever life throws at them. We identify how to help children and young people by working with our partners. We collaborate to investigate, research and develop solutions that will work for young people in their own contexts – whether it’s at home, school or in the community. Page 82 of 238
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72 Education Standards and Quality Report September 2023 PARTNERSHIP WORKING Winning Scotland are a charity that acts as a catalyst for change. Working with like-minded partners, we build confidence and resilience in all of Scotland's young people. Children’s brains develop connections faster in the first five years than at any other time in their lives. This is the time when the foundations for learning, health and behaviour throughout life are laid down. It is arguably the most important time to influence a child’s life chances. In recognition of this powerful evidence, Winning Scotland partnered with Early Years Scotland, Renfrewshire Council and West Dunbartonshire Council to support early years practitioners – specialists who look after the social and educational development of babies and young children up to the age of five years old in settings like nursery schools – to empower children and their parents and carers in deprived areas to develop a growth mindset outlook. Research tells us that the brain is most receptive – or plastic – in the first five years of life. That’s why helping our youngest children - when their brains are more receptive than at any other stage in their lives - to develop a growth mindset is so crucial. “I would most definitely rate this course 5. It was packed with useful information which I have been able to incorporate into my practise and importantly it has allowed me to reflect and improve my practise. The twilight courses were a great way to speak to peers from all around the country, sharing good practice and also realising that we all experience the same difficulties, within early years and we are very much not on our own – great support network.” Early years practitioner (East Renfrewshire) 2 Early Years Settings In October 2021, in partnership with Early Years Scotland , Winning Scotland conducted a survey with 123 early years practitioners, two-thirds of whom had more than 10 years’ experience working in the profession. This identified that early years practitioners consider themselves the ‘poor cousins’ of their peers in primary and secondary schools – with only 1 in 4 agreeing that their roles are seen as ‘equal’ to that of a school teacher. The survey also showed evidence of ‘fixed’ mindset attitudes towards the developmental potential of young children in their care – a belief that there is an upper limit to what children can achieve. 1 in 4 practitioners do not believe that ‘all children can improve at anything if they work hard for it’, while 81% agreed that some children are simply ‘born with natural ability’. When asked for their feelings on the statement, ‘There will always be times in a child's life when they feel they can't do something no matter what they do’, 93% agreed. These perceptions indicate a need to encourage a more ‘growth mindset outlook’ in the sector. 3 Page 83 of 238
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Education Standards and Quality Report September 2023 73 04 MINDSET IN EARLY YEARS CURRICULUM Learning Outcome 1: Demonstrate an understanding of growth mindset principles, concepts and theories, and how we might apply them to ourselves, our colleagues, young people and families, and the systems we work in. Learning Outcome 2: Understanding of growth mindset principles, tools and techniques, discussing their relevance in an early years setting and relating these practices to themselves, colleagues, young people or families. Learning Outcome 3: A reflection on growth mindset applications in your own work context. Learning Outcome 4: Demonstrate an understanding of how to connect mindset theory to the context of an early years setting. This course is for anyone who wishes to develop their practice. Split into six different units, the course is designed to improve your understanding of growth mindset but also give an opportunity to collegiately engage with other early years professionals. This is facilitated through the following learning outcomes. The curriculum is based on increasingly clear research. The idea that we simply don’t have or can’t develop certain abilities (e.g., “I’ll never be able to play the piano” or “I’m not a maths person”) is, for most people, a myth. The reason some of us don’t feel like a “maths person,” isn’t because of some fundamental difference in our brains. Instead, it’s because of our early life experiences, or our peers and mentors indicated it’s okay or normal to feel this way. Research has shown that in most cases many of us never truly put in the time, and in particular, the struggle necessary to grow our abilities. This is the fundamental reasoning behind fixed and growth mindset theory. Recognising these issues, Mindset in Early Years identifies six key areas of learning and contextualises them to the Scottish curriculum. 2. Brain GrowthMindset1. 3. Struggle 4. Attainment 5. Flexibility and depth 6. Collaboration 4 MINDSET IN EARLY YEARS: PROGRAMME REPORT 5 Mindset in Early Years In total 168 learners registered on the course, with some terrific engagement both online and during the 'live' twilight sessions. Commencing in September 2022 and completing in May 2023, engagement on the course was very good with 72% of active learners completing all of the online learning and 68%* learners attending the required number twilight sessions. Online Completion Rate Twilight attendance 72% of learners completed the required online learning content 68%* of learners attended at least 4 of the 6 twilight sessions BREAKDOWN BY LEARNERS During the recruitment phase of this course there was clearly a lot of interest in being able to join the course with registrations capped at 168. These learners were across 7 local authorities as detailed below: Renfrewshire Council 48 North Lanarkshire Council 42 West Dunbartonshire Council 39 Aberdeenshire Council 28 East Renfrewshire 6 East Ayrshire Council 3 South Ayrshire Council 2 *Not including module 6 Page 84 of 238
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74 Education Standards and Quality Report September 2023 LIMITLESS LEARNING EARLY YEARS SETTINGS 6 Female 99.4% Male 0.6% ABOUT OUR LEARNERS A total of 168 learners registered on the course during 2022-23. A breakdown of these learners are shown below. BREAKDOWN BY PRACTITIONER ROLE The majority registered on the course were senior / early years practitioners, however 11% were senior management, whilst 12% early learning support workers. EYP Senior EYP Depute / Head of Centre Area Manager / Director Child Minder Early Learning Support Worker Promoted Post Manager / Owner Principal Teacher 50 40 30 20 10 0 GENDER BREAKDOWN The vast majority of course participants are female, making up 99% (n=167) of the learners with 1 male 0.6%. BREAKDOWN BY EXPERIENCE The majority of early years practitioners registered on the course had 12 or more years experience as early years practitioners (59%) whilst 20% had less than 5 years 'experience. Less than 1 year 1-2 Years 3-5 Years 6-8 Years 9-11 Years 12-15 Years >15 Years 50% 40% 30% 20% 10% 0% CHANGING ATTITUDES 7 SURVEYS RESPONSES To establish baseline attitudes, learners are asked to complete online surveys aiming to identify their thoughts about learning, their understanding of mindset and importantly their attitudes towards struggle, challenge, mistakes and the potential of the young people they support. The pre course responses were collated from the 153 learners. Each of the learners were allocated with a unique, randomly assigned ID code in order to compare responses given before, and after the learning content. It is important to note that a blind methodology is assigned meaning whilst the ID codes allow individual pre- and post-responses to be compared, the individuals are unidentifiable. INCREASING KNOWLEDGE AND AWARENESS Increasing learners knowledge of growth mindset principles and practices is a key objective of the course. Prior to the course knowledge of growth mindset principles and practices is a key objective of the course. Prior to the course 51% (n=77) were either 'Aware' or 'Very aware'. Following completion of the course learning content, 100% (n=104) of the learners responded that they were 'Aware' or 'Very Aware' of growth mindset practices and principles. What is your current awareness of the growth mindset? Pre Course (n=88) 51% either 'Aware' or 'Very aware' What is your current awareness of the growth mindset? Post Course (n=104) 100% either 'Aware' or 'Very Aware' Page 85 of 238
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Education Standards and Quality Report September 2023 75 CHANGING ATTITUDES 8 0 25 50 75 Time Lack of confidence Not a setting priority Not a personal priority Lack of staff engagement Lack of specific knowledge WHAT PREVENTS A MINDSET APPROACH? When asked to explain (if anything) what the main reason preventing learners from implementing a growth mindset culture in their setting, a wide range of responses were collated. Time (22%), lack of specific knowledge (64%) and lack of confidence (51%) were the main factors. BELIEFS ABOUT LEARNING Having completed the Limitless Learning course, learners are asked to provide responses that identify any shift in opinion. The following responses represent the views of teaching professionals that completed the Limitless Learning content. For all the tables below the following key applies: Pre course responses Post course responses Strongly Disagree Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree 40% 30% 20% 10% 0% Strongly Disagree Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree 40 30 20 10 0 All of the young people i work with would improve their ability if they worked hard at it There will always be some young people who simply won't "get it" no matter what I do Figures show that prior to the course, 38% of learners disagreed in some form, however post course this shows a drop to 13%. Prior to the course, 27% of early years professionals agreed in some form with this statement. Encouragingly, only 9% agreed from the post course responses CHANGING ATTITUDES 9 Strongly Disagree Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree 50% 40% 30% 20% 10% 0% Strongly Disagree Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree 40% 30% 20% 10% 0% Intellectual ability is something that remains relatively fixed throughout a person's life Learners who finish their work quickly understand the material better than those who take longer Fixed ability was questioned, pre course responses indicated that 58% agreed that intellectual ability is fixed throughout life. Significantly, this drops to 5% following course completion. When asked if finishing work quickly signals better understanding of materials, pre course 59% agreed with this, however post course responses do show a shift, dropping to 23%. There is usually only one way to solve a problem Strongly Disagree Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree 40% 30% 20% 10% 0% My setting is a mistake making zone Pre Course Responses Post Course Responses 43% 68% Strongly Disagree Disagree Somewhat Disagree Somewhat Agree Agree Strongly Agree 50% 40% 30% 20% 10% 0% Young people can improve their skills but not their basic level of ability When asked if skills can improve, but not their ability, prior to the course, of the responses, 51% agreed in some form, however post course results show a significant decrease to just 7% Differentiation in problem solving was put to the learners. Pre course responses show that 56% agreed that there is only one way to solve a problem, however this drops significantly to 12% post course. Page 86 of 238
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76 Education Standards and Quality Report September 2023 LEARNER FEEDBACK 10 How likely are you to recommend the Limitless Learning course to a colleague? Use 3 words to explain the Mindset Teams course 91% Do you feel the Limitless Learning course has improved your knowledge? 100% Do you feel the Limitless Learning course will make you a better practitioner? 92% Please rate the online learning element of the Limitless Learning course (1 star very poor - 5 stars excellent) Please rate the Limitless Learning 'live' seminars (1 star very poor - 5 stars excellent) 4.8 Stars 4 Stars Nexus Business Space, 21 Young Street, Edinburgh, EH2 4HU +44(0)131 344 4603 www.winningscotland.org info@winningscotland.org @winningscotland CONTACT US 11 Page 87 of 238
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78 Education Standards and Quality Report September 2023 Appendix D: Learning Through Play case study Context In 2016 the council commissioned an ‘Exploring Pedagogy in Primary 1’ report which sought to raise the educational attainment of children through a targeted professional development project for primary one teachers. Between 2016 and 2020 98% of primary schools participated in the project, reaching 105 primary one teachers. Additional training for primary two and three teachers was also made available. Unfortunately, the Covid-19 pandemic in 2020 impacted the pedagogical approaches which had been adopted. Processes in place to limit the spread of the virus ultimately led to restrictions on children’s free movement within the school day and to the resources and play opportunities available; many settings moved back to more traditional pedagogy within their classroom environments. Intervention National practice guidance, alongside curricular documentation, give prominence to play across the early level, with benefits of this towards children’s transition into Primary one identified. As such, 3 professional learning courses were developed in partnership with Strathclyde University and delivered within the 2022-23 session. These sessions aimed to support joint practice across the ELC and primary sector, building on the positive pedagogy developed before Covid-19 altered the landscape. ‘Being Me’ acted as a precursor to the play in lower primary programmes, with an aim to support children’s attainment and the smooth transitions from ELC to Primary one. ‘Exploring Pedagogy in Primary 1’ was designed to support schools with re-establishing and building further on their pre-pandemic practice. Due to staff turnover this training was also part of a request from headteachers in order to ensure continued development of play approaches. ‘Further Developing Play Pedagogy’ aimed to support staff who had implemented the initial play pedagogy training and were looking to further develop their practice. Participants Being Me 30 staff attended from 27 settings, including primary, local authority ELC and Funded Providers Exploring Pedagogy in Primary 1 28 staff from 20 settings attended from the primary sector Further Developing Play Pedagogy 23 staff from 19 settings attended from the primary sector Todholm’s Journey Page 89 of 238
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Education Standards and Quality Report September 2023 79 “I feel that the course has helped provide me with the most up to date information and research in order for me to make meaningful contributions towards our school policy. I feel like a more informed, confident practitioner.” Impact Young learners Feedback from practitioners across early level demonstrated that their learning from the CLPL had increased opportunities for children’s voice to positively impact the learning process. With learners engaged in a range of opportunities to develop their independence and transferable skills, both indoors and out. Changes to the learning environment appear to have facilitated an increased engagement across the curriculum, with freedom to explore and interpret resources in ways which were meaningful to children’s own learning provided. In one instance, the use of outdoor environments was noted as having positively impacted opportunities for children to develop their skill in managing risk and problem solving. In another instance, children’s use of digital technologies to document and evaluate their learning environment had led to positive child- led changes. Children’s engagement with sharing their learning in the class and at home, was identified by one participant as having taken place through children’s freedom to use digital technology to document and share this. “I witnessed how much more creative and inventive my learners were by providing less direct instructions of how to use things.” Practitioners Feedback from practitioners across early level demonstrated that their learning from the CLPL had expanded their knowledge of play pedagogy, including the importance of stepping back and observing, interacting sensitively to avoid interference in learning, reflecting on their approaches to documenting learning, and in the importance of regularly considering their learning environment. Practitioners valued the opportunities to hear about the pedagogical journey of others. Additionally, several respondents identified the benefit of engaging in collegiate dialogue within their own setting, based from the learning topics of the course. “Having a more engaging classroom allows us to work with small groups of children and focus in on the learning. The rest of the children are on task and we can concentrate on ensuring support and challenge for our pupils individual needs.” Feedback from practitioners across early level demonstrated that their learning from the CLPL had expanded their knowledge of play pedagogy, including the importance of stepping back and observing, interacting sensitively to avoid interference in learning, reflecting on their approaches to documenting learning, and in the importance of regularly considering their learning environment. Practitioners valued the opportunities to hear about the pedagogical journey of others. Additionally, several respondents identified the benefit of engaging in collegiate dialogue within their own setting, based from the learning topics of the course. Practitioners identified that the training had empowered them to continue engaging in Page 90 of 238
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80 Education Standards and Quality Report September 2023 further learning to support play pedagogy. Many were keen to engage further with others across the authority to observe and discuss different approaches to pedagogy. One practitioner noted that through relinquishing some control to the children, they were now in a position to learn with, and from, the children. Some services were using the training as an opportunity to support the development of documentation across the school to convey their position on play. “loved the course, learned something new each session and got me thinking about my own practice and methods of teaching” Establishments Practitioners identified that the training had provided time and space to reflect on their daily practice and the pedagogical approaches of their setting. Their increased consideration to the experiences and resources provided to children were identified as beneficial, alongside their increased focus on an enhanced learning environment. Some settings chose to allocate time within their day for observations, demonstrating an increased awareness of the importance of children leading their own learning. Enhancements, and further use of the outdoor environment for learning was also identified by several participants as having benefitted children. Recognition to children’s developing skills through play, and the transferable nature of these appeared to be highly important to some participants. Development and use of planning approaches which demonstrated relevance for children demonstrated careful consideration to children’s individual needs. Some services had been prompted to further consider the balance of the child’s day, with the use of a range of freely accessible resourcing alongside ‘must do jobs’ to support the learning experience. “The children thoroughly enjoy their snack and chat area and this has helped many develop their communication skills and support them in building friendships amongst their peers.” Page 91 of 238
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Education Standards and Quality Report September 2023 81 Lessons Learned Participants felt that it would have been beneficial to include peer visits during the training, while this hadn’t been available due to Covid-19 and staffing, this is something that we could further consider when offering future training opportunities. Supply staff who have not received training in play pedagogy were also identified as impacting on the consistency of approaches. This could be considered further by the local authority to upskill teachers who work within the supply pool. Opportunities to see documentation that others have developed across the authority was also seen as something that services would have benefitted from during the training. Some participants identified the challenges which exist as the only adult in the room supporting play. Future Steps • Opportunities will be provided to staff for engaging in professional dialogue through the lower primary play network. • Opportunities facilitated to allow the sharing of documentation used across the authority (floorbooks, planning, observations etc.). • Further planning of opportunities for practitioners to visit other settings (nursery and school). • Consideration of training pack/resource to support supply staff who are placed in a play environment. • Additional support available to schools from practitioners experienced in play within a lower primary context. Page 92 of 238
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82 Education Standards and Quality Report September 2023 Appendix E: Imagination Library in Renfrewshire— Case Study, Session 2022/2023 Imagination Library in Renfrewshire Our universal programme of Imagination Library in Renfrewshire was founded in March 2021. Jointly funded by Renfrewshire Council and the Dollywood Foundation, this book gifting programme provides high quality children’s books to children across Renfrewshire on a monthly basis. The Council has funded Imagination Library for all children aged 2-5 for a 3 year period. Currently in our third year of implementation, funding is in place until March 2024. The Story So Far… Over 3400 children enjoy receiving books from Imagination Library via the post each month. Books received are age appropriate and explore a wide range of topics and genres. Renfrewshire was the first and remains the only local authority in Scotland to offer this programme to all children aged 2-5. Our programme is open to all children living in or attending nursery in Renfrewshire to ensure a universal approach. Children on a deferred school year benefit from an additional year within the programme to further their developing literacy skills. Our approach ensures the programme is inclusive and meets the needs of all learners as children can receive books that are age appropriate and/or suitable to their individual stage of development. Parents/carers are supported to register children in a number of ways including online, via paper registration forms, with support from their child’s nursery or at local libraries. We are proud to offer Imagination Library to refugees and to families via the Unaccompanied Asylum Seeker Team to support early English and literacy development. In total, 5796 children have benefitted from Imagination Library in Renfrewshire, through our universal programme, since March 2021. Page 93 of 238
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Education Standards and Quality Report September 2023 83 Progress to Date As of June 2023, 3,448 children are registered to receive books and 2348 children have graduated from the programme. The programme aims to get more books in to the hands of more children and in Renfrewshire, over 70,000 books have been gifted to date. In September 2023, in combination with our programme for looked after children, Renfrewshire will reach the milestone of gifting 100,000 books with Imagination Library. We have formed a range of partnerships to enable the wider implementation of Imagination Library and to support the development of the programme. These partnerships include: • local authority, partnership and private nurseries • Health Visitors • Barnardo’s • Home Start Renfrewshire • Social Work • OneRen Libraries • Housing Associations • HomeLink Service Early years classes and centres have embraced the programme with enthusiasm and have used Imagination Library books as a context for learning, to engage families in learning and support pedagogy. What’s Worked Well? • Establishing a network of key contacts and programme ambassadors from each early years setting along with early years teachers and graduates • Use of social media to promote the programme, engage parents, to highlight the benefits of early reading and to share good practice from early years settings • Having a variety of registration options and support to families to register children • Programme of ambassador meetings and training as opportunities to share ideas/ network • Regular opportunities to highlight and share good practice • Tailored support to establishments as required • An annual celebration event to highlight successes and jointly plan/refocus for the year ahead • Senior pupils gaining work experience and acting as positive reading role models by visiting local nurseries to read with children • A close partnership with the Dollywood Foundation where support is given and received • The range of partnerships formed including our relationship with OneRen libraries whose staff are incorporating Imagination Library books in to Bookbug sessions, supporting registration and linking librarian/Skoobmobile visits to Imagination Library Page 94 of 238
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84 Education Standards and Quality Report September 2023 Impact to Date We continually monitor the impact of Imagination Library in Renfrewshire to ensure we maximise the benefits of this programme for our children, families and early years practitioners. Our last annual parent/carer survey (October 2022) gave the following feedback: • 95% of parents/carers agreed that receiving books from Imagination Library motivates them to read more with their child • 99% of parents/carers agreed that sharing Imagination Library books has impacted positively on family life and relationships • parents/carers reported a 39% increase in their own reading time due to receiving monthly books from Imagination Library • 58% of parents/carers said that reading with their child has increased since receiving books from Imagination Library • 100% of parents/carers said their children enjoy receiving a book personally addressed to them each month • 99% of children are excited to receive books from Imagination Library every month • 99% of children are reading a greater variety of books thanks to Imagination Library • 95% of parents/carers feel that Imagination Library in Renfrewshire should be extended to children from birth We love receiving our book every month. It’s so exciting to see which book it will be. I love that all the books help to teach my daughter somethings—kindness, compassion, friendships etc. The book choices are fantastic and great that they aren’t all really popular authors so we don’t already have the books gifted. An amazing initiative! Being dyslexic I hated reading, but I feel that the excitement my child has for her books has given me the confidence to push myself. Now we love reading together and I’m starting to enjoy reading as well as our time together. This is such a fantastic programme. My daughter got her absolute favourite book this way which opened up a series which I then bought. Our Imagination Library books have been read literally thousands of times now (several times a day!) I am a Mum of 5 children. I have very severe dyslexia and find it hard to read books even children’s books but my older children love the books and are excited to see what books my daughter will be getting. Page 95 of 238
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Education Standards and Quality Report September 2023 85 Thank you for this wonderful experience. We are so grateful to receive a book monthly. It is lovely to receive the range of books we do and encourages us to read outwith the topics we are interested in. My little girls love of books is enhanced by this programme. I cannot believe how lucky we are to receive a brand new book every single month! It’s a fantastic programme and my son loves it when the book comes through with his name on the envelope. He likes to pick these books out of his bookshelves by looking for the Imagination Library logo at the back. The asks “is this the one from Dolly Parton?” ‘Dolly and the Imagination Library books have not only touched and inspired our children and their families, but all the nursery staff too. We relish the opportunities they give us to create, enhance, enrich and challenge our children’s learning and imagination.’ DPIL Ambassador What Do Our Young People Think? ‘It is kind to send us books, she is a nice lady. My dad loves Dolly Parton. His gran used to sing him Dolly songs.’ (Jordan age 4) ‘She is a kind lady.’ (Lewis age 4) ‘She gives us books because her daddy didn’t have a lot of money to give her books when she was little, so she wants us to have them.’ (Caleb age 4) ‘I feel happy when Dolly sends me a book. I like to get letters in the post, mum reads them to me. (Isla age 4) Next Steps The future of Imagination Library in Renfrewshire will be dependent on securing continued funding but our plans for the year ahead include: • expanding our programme of peer reading with senior pupils to involve more establishments and young people; • providing specific CLPL for new ambassadors to ensure consistency of provision and key messages alongside our ongoing programme of meetings and professional learning; • working in partnership with the Dollywood Foundation to plan and deliver an event to celebrate the gifting of 100,000 books across Renfrewshire; • engaging in activities to promote and celebrate the gifting of 200,000,000 books across the world; • linking with affiliates in England and Ireland to ‘look outwards’ and share examples of good practice with regards to programme implementation, management, sustainability and evaluation; • introduce a ‘graduation’ survey for all parents/carers to complete when their child’s Imagination Library journey comes to an end; • utilising the option to collect donations for the Renfrewshire programme of DPIL online and promoting this at key points throughout the year Page 96 of 238
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86 Education Standards and Quality Report September 2023 Appendix F: Numeracy and maths improvement case study To evaluate the impact of our numeracy and maths improvement plan a focus group was conducted and a survey issued. We were particularly interested to know about the impact of three different interventions; 1) Modelling and Coaching Officers (MCOs); 2) use of a planner resource and 3) experiences of CLPL. We asked our focus group participants what impact these interventions had had on their professional knowledge, skills, and confidence and how this had fed through to impacts on pupil engagement and learning. Focus group participants identified several ways in which these interventions had supported their practice and their learners: Page 97 of 238
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Education Standards and Quality Report September 2023 87 Theme and Description Quote Value of in-person modelling from MCOs Practitioners valued the level of learning that could be done in person with MCOs, which was seen as a more effective way of learning new techniques: “see if I was to read that lesson or activity on paper, I don’t think id quite understand actually what it would look like in practice – so just seeing her [MCO] just actually perform it and sort of demonstrate it, model it to the class, that was really beneficial”. Flexibility of resources from MCOs Practitioners valued the experience of MCOs who could advise on how to use techniques and resources flexibly: “[The MCO’s] knowledge is fabulous, so being able to see the flexibility in concrete resources, so for example, the Cuisenaire rods, she used them for fractions.. and for other things and I think it has been really good for her to be there and just say you can also use this for that.. it definitely extended my understanding of how to use some resources. Supporting differentiation Practitioners appreciated the resources and activities that could be used across their classes where a range of abilities occurred. This allowed them to challenge those who were behind in their learning whilst also consolidating the progress of more advanced learners: “So having [MCO] in the class has just made a huge difference – my class has got a complete range of abilities. But her showing me like how to use one kinda [resource] it was one of the games and showing how they can be pushed on and challenge themselves further, making it challenging for the wee ones but also pushing on the top ones further” Enhancing practitioner confidence Practitioners enjoyed increasing the tools with which they could stimulate learning, which in turn enhanced their confidence: “I just think it just made me more confident teaching the strategies that I’d done with [MCO1] before and felt like I knew what I was doing, but then [MCO2] came in and showed me things I hadn’t heard of before around like division…so now I have got a definite range of strategies and I can solve the problems in more than one way” Direct support to target children Practitioners noted how having the capacity of an MCO also helped them target specific children in their classes: “When [MCO] was actually in the class, I’ve got 18 [pupils] it meant that when he was doing the main teaching, I was able to target the target children and same when we swapped, if I was teaching it was easy to target those children” Page 98 of 238
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88 Education Standards and Quality Report September 2023 Theme and Description Quote Supporting rapid practice change Practitioners explained how working with the MCOs allowed them to make rapid changes to practice: “When [MCO] is coming in there’s like no wasted time, dead time, it straight ahead, straight on with everything that we’ve to do, anything that is needed is modelled and demonstrated and for the teachers they can see that they can observe, really soak in and take on board what has been shown and just run with it the next day… so they’re able to implement that into their teaching – it’s almost immediate – it has that immediate effect on the class” Accessible planner resource Practitioners found the planners useful and accessible: “They are fairly easy to use, I had a student [teacher] there, and she found them extremely easy to use, so if they’re easy for them to use it then they’re really easy for us [teachers] to use it, and the fact you’ve got such a good differentiation of the resources as well which is good and you know you can adapt it for those your high achievers or those who are behind” Supporting transitions Practitioners noted that the planner resource had supported transitions, both within and between levels: “with these [the planners] you’ve got the skills across the level, you’ve got all the information there, you can highlight you’ve managed to do these elements but you’ve not quite got this ticked off and you can see it really clearly, I think for moving on into other classes it’s a really useful tool because the teacher for next year has it as a starting point for the next year as well” Enhancing classroom assistants Practitioners referred to the CLPL that MCOs delivered to support staff such as classroom assistants and additional support need assistants: “[MCO] has done an input with our support staff, erm which has been great to have another body in the class who knows how to do the different strategies, so we’ve kinda found that a huge benefit” Engaging parents and carers Practitioners noted that MCOs had worked effectively with parents and carers to support parental engagement and involvement. “[Maths Development Officer and MCO] came and did the maths family sessions as well, so that was really good … they were the exact target audience and they got their wee pack of cards to take away that was helpful for them to see the way we’re teaching as well and a lot of the games you did are games that we are now using in our classes so it was good to model that cause it’s what they can do at home which is really good” Page 99 of 238
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Education Standards and Quality Report September 2023 89 Thirteen training participants completed a follow up evaluation survey which explored what pedagogical changes, if any, had occurred after engaging in our training. Of our 13 respondents, 2 were teaching at early level, 7 at first level and the remaining 4 at second level. All respondents said that they had incorporated methodologies that they had learnt at the training in their classroom practice. Specific tasks that were modelled at training had been used in the classrooms by 92% of all respondents. Planners, which were incorporated into training, were also used by 85% of respondents. We also asked respondents to tell us what impact the training had had on a variety of measures. Collectively, the group answered as follows:100% strongly agreed (54%) or agreed (46%) that the training had improved their confidence, knowledge and had allowed them to better meet the needs of their learners. • 100% strongly agreed (46%) or agreed (54%) that the training had allowed them to implement practice change which had positively impacted on the attainment of learners. • 54% of respondents suggested that they had shared their learning with colleagues. We also asked training participants to make suggestions of how we could improve our training offer in the future. Feedback here was positive and emphasised the need to continue offering training in a digestible manner which continues to meet the needs of practitioners: The in-house training on using Cuisenaire rods was great as it was something most staff at the school were interested in and we wanted to make use of the resource. More similar short training sessions would be great. A mixture of Teams Training and in person training has been great this year. Some topics good to do online. Continue to offer CPD courses as I am moving from First level to Second level in August. Page 100 of 238
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90 Education Standards and Quality Report September 2023 Appendix G: Digital Literacy Pathway Implementation Case Study In January 2023, we conducted a focus group with four practitioners from four different primary schools who had been involved in the Digital Literacy progression pathway work. All participants had been involved in a leadership capacity and as such represented a leadership perspective on the impact of the digital literacy work to date. To assess the initial impact of this work, we were interested in understanding more about what changes had been made, what impacted these changes had had on learners and what enablers/ barriers the participants could identify from their experience. Responses to these questions gave us an understanding of the short-term impact of the digital literacy pathway work as well as generating considerations for how we could better improve implementation in future iterations. An overview of key themes from the focus group is presented below. What changes to practice had occurred? Pedagogical changes • Participants noted that engaging with the pathway had led to pedagogical changes in the classroom. These can broadly be divided into teacher led and pupil led practice changes. “So in general the feedback was really really positive from most staff, and I had some staff who were able to share good practice—things that come from things that they maybe didn’t know about and things that had went really well with the kids” Upskilling of staff • All of our participants noted that practice change led by staff required upskilling. There was a recognition of the unequal starting points that their colleagues were at prior to the intervention. That is, some practitioners had high levels of digital literacy and were confident users of technology whilst others were not confident and required more support. “Again I think the training has been brilliant, I think the short clips that have been sent out, even the 12 days of Christmas and stuff, they’re so good even just to spark that interest of maybe I could” Impact on wider school processes • Participants also noted how their focus on digital literacy had impacted wider school processes. The two key sub-themes here were 1) using digital learning to impact on parental/carer engagement and 2) using the enhanced digital offering as a tool to drive self-evaluation and school improvement. “Erm we did some sharing of good practice with parents, because that again if you can get the parents on board then sometimes that helps to drive it, and we’re looking for opportunities for families a little bit more and so we’ve had the children who have made movies we’ve put them on the school YouTube channel and we’re looking at ways of how we can bring them [parents] in now” Page 101 of 238
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Education Standards and Quality Report September 2023 91 What was the impact on learners? Developing digital confidence and skill • One key impact that all participants referred to was digital confidence – that is, the children they were working with had increased their confidence in using digital technology as a result of the enhancing way of working. “I felt the major impact was probably confidence… there was a really great impact from young STEM leaders last year, who helped with some of those classes and they were able to lead the learning for the year group below this year, which was lovely, they were the current primary 4’s…so lots of new skills for them this year and a real difference in their confidence” Enhanced accessibility for ASN pupils • One key element that was mentioned by a few participants was that pupils with Additional Support Needs were gaining significantly from enhanced accessibility as a result of their improved digital literacy. “I forgot to say about support for learners and particular support for learners with additional support needs, so again, that kinda different ways of doing it, and those who have tried it and developed skills the children have recognised this will really help me with doing this (learning) so its given more accessibility to the curriculum” ‘Hook’ with personal interests/home learning • Some participants also noted how what was being learned in the classroom was, in some cases, translating to personal interests that pupils were exploring at home. As such, this provided a bridge between school and home learning: “so where they had the experience of working with a member of staff who was on board the level of engagement massively increased and I think this extends cause these kids are using these things outside of school all the time, for loads of them its personal interests as well and it goes with personal experience as well” Page 102 of 238
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92 Education Standards and Quality Report September 2023
What were the enablers that supported practice
change?
Dedicated time
• Dedicated time to implementing the practice change was a key
part of making the intervention effective. Participants spoke about
dedicated time in two ways, 1) as a necessary space for learning and
embedding changes and 2) as a period in which good practice could
be shared and learning gained.
“Having the staff share good practice, cause I think the staff get so
sick of listening to me (laughs), I’ve had the digital clinics and we’ve
had a few different people sharing good practice or identifying an
area they weren’t sure about to see if anyone else is using it so its not
just me droning on and signposting where to find support”
Staff buy-in
• Participants noted that staff buy in, which they recognised
was not universal, was a key enabler for practice change to be
implemented successfully. Participants emphasised the role of staff
themselves taking on implementation which involved their own self-
development:
“So I started with staff willingness, so I’m lucky, I’ve got really
positive staff, it’s definitely over the years got better and better [their
willingness] I think when they’ve seen success, so it was like getting
buy in as {other participant} said”
Support from central team
• One key enabler mentioned by the participants referred to the
support provided by the central team. This was presented in two
ways, 1) in the relationships built up between schools and central
staff and 2) resources and links that central staff provided that
supported implementation of practice change.
“The tools that you (Digital Learning Manager) and the team working
on them have taken a massive workload away and that’s hugely
significant for us and given us the ease of access to start somewhere
without having to reinvent the wheel”
Self-evaluation/feedback loops
• Another key enabler that participants discussed related to reflecting
on how the implementation process was going and completing
feedback loops. These feedback loops came from pupils and
teachers.
“Listening to feedback from staff, err that was really important to see
what staff wanted and to say this is here to help..err the QR code for
the staff training has been great that’s really helped you know that’s
time to embed it so it wasn’t like a here is your planner this is it and
we’re running with it now, it was like we’ll look at one curriculum level,
we’ll look at two of the benchmarks and then when we collect the
feedback from that we need to say right do we move onto the next
benchmark, do we want to move onto a different organiser?”
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Education Standards and Quality Report September 2023 93
What barriers limited the implementation?
Timing with other interventions
• One key barrier related to the way in which digital based practice
change sat alongside other interventions that were being
implemented at the same time. How digital interventions sat
alongside literacy and numeracy interventions came up early in the
focus group.
“I think for us, there’s so much change going on in our school out with
the whole talk for writing numeracy everything else that everyone
else is going through as well, I suppose in hindsight it would have
been a good idea to look at the digital literacy stuff and think how
does this fit with talk for writing, how does this fit with numeracy, I
don’t know maybe that’s something that could be done at the {local}
authority”
Hardware issues
• Participants also noted that they had some issues with hardware.
This involved issues with connectivity, with Wi-Fi access causing
some challenges, and with hardware, with some devices either slow
running or broken:
“and the only practical side is that the wifi sometimes, yeh it is a
challenge”
Staff challenges
• Whilst participants noted that staff buy in had been a key enabler,
others acknowledged that several implementation challenges from
across the school staff did exist. These were broadly separated into
two sub-themes; 1) buy in/willingness not being universal and 2)
existing skills and, as a result, low confidence sometimes limiting the
ease with which change could occur.
“Similar again eh lack of confidence for some staff, almost getting over
that barrier of yknow giving things a go, yknow the internet might not
work sometimes, but again, theres a lot of things you can do without
the internet, it kind of just sometimes puts people off yknow and
they don’t try or they yknow set up something err I think it was maths
weeks and they all had to be online and it didn’t work and it was like
I’m not trying that again”
Accessibility
• Some participants commented on some of the difficulties they had
come across with accessing some digital platforms. There appeared
to be a key barrier in accessing Glow, especially with young pupils:
“ And young pupils logging in is a terrible issue (laughter from
others in the group), we use your young STEM leaders to help with
usernames and passwords, everyone else is trying to navigate using
it (glow), as the year goes on they do get more use to it but its still a
massive chunk of a lesson”
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For further information, please contact Children’s Services Renfrewshire Council Email: education@renfrewshire.gov.uk Page 107 of 238
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Education Improvement Plan 2023/24 Page 108 of 238
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2 Education Improvement Plan 2023/24 Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Renfrewshire’s Education Improvement Plan . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Renfrewshire Council Plan Strategic Outcomes . . . . . . . . . 5 Our Values. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Renfrewshire Children’s Services Vision. . . . . . . . . . . . . . 7 Renfrewshire’s Education Improvement Plan Priorities . . . . 8 Portfolio Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Stretch aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Portfolio: Inclusion. . . . . . . . . . . . . . . . . . . . . . . . .10 Portfolio: Families and Communities. . . . . . . . . . . . . .18 Portfolio: Curriculum, Learning, Teaching and Assessment . . . . . . . . . . . . . . . . . . . .24 Appendix 1—Renfrewshire Core Stretch Aims 23/24 . . . . . .32 Page 109 of 238
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Education Improvement Plan 2023/24 3 Welcome to Renfrewshire Council’s Education Improvement Plan for school session 2023/24. This is a document we develop together each year to set out what specific work will be happening across Renfrewshire to ensure that we get it right for children, families and communities. The plan is based on the Council’s values; Fair, Helpful, Collaborative, Learning. It ensures that we 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 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. The robust self-evaluation process undertaken has ensured that our plan reflects where our early learning and childcare providers, schools and families wish to see improvement, and is focussed on building on our existing track record of school empowerment and collaboration. 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. To support this, over the past year we have implemented a new inclusion strategy, and we want to continue to build on this. We will have a relentless focus on delivering an inclusive and nurturing curriculum across all of our schools and early learning and childcare centres supported by high quality learning experiences. While our plan is ambitious for all children and young people, we have a particular focus on narrowing the poverty-related attainment gap. We will deliver this through universal and targeted approaches to ensure that all 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. Introduction Councillor Emma Rodden Convener Education and Children’s Services Julie Calder Interim Chief Education Officer Page 110 of 238
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4 Education Improvement Plan 2023/24 Renfrewshire’s Education Improvement Plan This Education Improvement Plan supports the delivery of the priorities contained within key plans such as Renfrewshire’s Council Plan, Renfrewshire Children’s Services Partnership 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’ • Getting it Right for Every Child (GIRFEC) • 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) Bill • 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 111 of 238
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Education Improvement Plan 2023/24 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 112 of 238
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Our Values 6 Education Improvement Plan 2022/23 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 113 of 238
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Education Improvement Plan 2023/24 7 Working together to get it right for children, families and communities—protecting, learning, achieving and nurturing. Renfrewshire Children’s Services Vision Page 114 of 238
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8 Education Improvement Plan 2023/24 Renfrewshire’s Education Improvement Plan Priorities Protect the most vulnerable members of our communities including children and young people who are at risk. Ensure Renfrewshire keeps the Promise and delivers improved outcomes for individuals who are care experienced. Where possible, children will be kept within their families and priority given to securing provision forkinship care. Provide family supports and early intervention, by equipping parents and carers with the information, skills and support they need to ensure positive outcomes for children and young people in their care, whilst providing opportunities for parents andcarers to shape the services that impact them. Enhance supports around mental health and wellbeing, includingthe school-based mental health and wellbeing programme and the network of staff and volunteers who provide early help services to those in need. Enhance learning and teaching, delivering a meaningful, relevant and progressive curriculum that supports a wide range of learner pathways by placing the rights and needs of every child and young person at the centre of education. Raise attainment while ensuring equity for all. Deliver a curriculum that equips all children and young people to achieve success in life. Through a shared vision and understanding of inclusion, ensure children and young people experience inclusive learning experiences and supportive relationships which lead to positive life outcomes. 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 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). Page 115 of 238
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Education Improvement Plan 2023/24 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. We have three portfolios in Children’s Services, each led by a Head of Service. These are: Inclusion Families and Communities Curriculum, Learning, Teaching and Assessment Tracy McGillivray John Trainer Julie Calder 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 2023 onwards. This session, 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, particularly in secondary schools. 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. As well as this, aims have been set for pupil subgroups. Subgroups include free school meal and clothing grant entitlement, additional support needs and children and young people with care experience. These additional plus aims are derived from the core aims and provide a rich set of data to inform future planning. Please refer to appendix 1 for the local authority stretch aims. Page 116 of 238
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Education Improvement Plan 2023/24 11 What will we do collectively? What difference will we make? How will we measure success? Embed the refreshed staged intervention framework through a shared vision & improved integrated working across all services including education, health, social work, voluntary sector & employment, and training. By June 24, the Staged Intervention Framework will be used consistently by all sectors. Children and young people (CYP) are involved in decisions relating to the support needed to thrive in education. The use of language to describe a child’s strengths and needs reflects the language policy. Children 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. Improved teacher confidence in supporting children with ASN. The number of enquiries/complaints received citing an issue with a child’s needs being met will decrease as key adults become better at using the policy. Quality assurance framework includes sampling of plans, and we will use feedback from stakeholders to measure the success of using the STINT framework. At all stages on intervention and including our most vulnerable CYP e.g., CP register/Care experienced. The number of exclusions of children with ASN and who are Care Experienced will reduce as schools become better at identifying and meeting needs. Case studies will evidence the impact of supports put in place. A baseline will be gathered to measure CYP at Stage 1 of intervention and the number performing at nationally expected levels of attainment. This will be used to monitor impact. By September 24, school tracking system will begin to be used consistently alongside SEEMIS to start to provide a local authority overview. This allows for improved monitoring of the stages of intervention- (STINT) support for children and young people (CYP) with Additional Support Needs (ASN). Pupils who are receiving support at STINT level 1 will attain in line with their peers who do not have an ASN. Baseline measurements will be gathered relevant to age and stage and will include: • Literacy • Numeracy • Wellbeing Scores • Attendance • Exclusions Page 118 of 238
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12 Education Improvement Plan 2023/24 What will we do collectively? What difference will we make? How will we measure success? Embed an Assessment Framework that will enable practitioners to better identify barriers to learning and to strengthen decision making around the stage of intervention. By June 24, EPS and Education Officers (inclusion) are included at the right time & place to influence discussions, decision, & planning. The greater clarity in the role of the Team Around the Child will ensure that practitioner involvement is appropriate, timely and leads to improved outcomes for CYP. All practice will be consistent across establishments. All staff involved in the use of the assessment framework have increased skill & confidence in collaborative assessment, analysis & planning to remove barriers to learning. Stakeholder reference group feedback on clarity roles, impact on outcomes for young people and consistency of EP practice will provide baseline for improvement. Survey feedback on confidence in roles and implementation of the assessment framework will be baselined and then reviewed for improvement termly. All assessment framework paperwork will demonstrate clarity around: roles in the case, identification of barriers to learning, analysis of information and actions for all involved. These will be sampled from early adopter schools initially. All Assessment Framework paperwork will include impact statements. Page 119 of 238
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Education Improvement Plan 2023/24 13 What will we do collectively? What difference will we make? How will we measure success? Continue to work with partners from other work streams namely Community Mental Health and Wellbeing and Whole Family Wellbeing to identify/ create appropriate interventions which will be accessible for parents/practitioners to access through a request for assistance process. By June 24, Team Around the Child process is used effectively to support CYP where appropriate. CYP benefit from access to appropriate needs-based supports and are more involved in decisions that affect them. Parents/carers are more involved in clear and transparent decision making. Early and effective interventions will be planned and supported by the staged intervention framework and professional learning (PL). Engagement with boards including Child Protection/ Promise Strategic Oversight Group/Drug and there will be clear feedback loops in place to ensure sharing of knowledge and development. A clear data strategy will be developed that will help inform improvements. Building on the Ren10 request for assistance we will have in place a simple referral process for families to access support (self-referral). Home Link and Family First roles and referral process will be understood by all. These roles and processes will be developed within a Whole Family Wellbeing Service. Data will be analysed and will be used to form decision making for Ren10 and for Whole Family Wellbeing. Through the Quality Improvement Framework single and multi-agency plans will be sampled and effectiveness of interventions will be reviewed. Data will be collected from local authority tracking systems and the local authority data dashboard for CYP with ASN including those CYP that are in and around the edges of care: • Attendance levels • Attainment • Transition supports at key stages • Participation/achievement • Formal and informal exclusion of Care Experienced young people will be reduced significantly Page 120 of 238
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14 Education Improvement Plan 2023/24 What will we do collectively? What difference will we make? How will we measure success? Work with the newly created Parent Ambassador group to ensure the voice of parents with lived experience shapes our future policies and plans. This group will also help us to improve communication with parents/carers across the authority. By June 24, communication and collaboration with parent groups lead to improvements in policy and practice. Parents and carers report their views are valued. Ensuring efforts are made to engage with kinship/ foster carers/ staff in Children’s Houses and also parents who have Care Experience themselves. All policies will have a parent/carer friendly version. Training for staff is informed by lived experience. The number of enquiries/complaints relating to poor communication/concerns about meeting children’s needs will decrease. Improved accessibility of policies for parents / carers. Parental / carer engagement and participation in meetings (baseline). Continue to work with all stakeholders to embed the locality model to provide a framework for inclusion. This will particularly focus on ensuring all stakeholders know the purpose and benefit of working within a locality. By Aug 24, governance systems are clear, open, and transparent and ensure equity of approach, effective, efficient, and sustainable use of resources including the workforce, maximising funding across all localities. The inclusion offer through schools and specialist resources provide bespoke interventions to support CYP from Early Years to Senior Phase. Better joined up working from all sectors and agencies. Children and young people with ASN are supported at the right level and time. Consultation responses. “You said, we did” reports/Impact reports. Staged Intervention Support Panel (SISP). Education Support Resource Group (ESRG) tracked and monitored centrally to ensure maximum capacity and equitable deployment of staff to support CYP with ASN. Number of referrals. Clear and transparent policy on deployment of staff to support CYP with ASN. CIRCLE audits of Flexible Learning Resources show improvements to environment and practice. Evaluation of processes analysed, and feedback given to stakeholders. Page 121 of 238
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Education Improvement Plan 2023/24 15 What will we do collectively? What difference will we make? How will we measure success? Continue mapping of the workforce—particularly in line with developments relating to the whole family wellbeing fund and the 10 principles of family support. Roles and responsibilities of support staff are clear to support the delivery of staged interventions. Support staff have been devolved to locality & are deployed equitably to support CYP. Audit of permanency of support staff. Audit of roles and responsibilities of support staff. Staff confidence survey. Feedback from stakeholder groups. Building on the feedback from the Associate Directors of Education (ADES) & Education Scotland (ES) universal approaches will continue to be developed and embedded in schools and early years centre. These will include, but are not limited to CIRCLE, Non-Violent Resistance (NVR), Renfrewshire’s Inclusive Communication Environment (RICE). These approaches will be underpinned by the principles of Renfrewshire’s Nurturing Relationship approaches and will interlink with each other. As a result of the contribution and support from REPS all establishments will deliver on the Renfrewshire inclusion vision and agenda, so children and young people have equity of provision. Almost all staff working in educational establishments will feel confident in implementing policies and processes that support inclusion. All staff working in educational establishments know how to access professional learning (PL) to support their understanding and confidence in this area. The evidence-based approach NVR will show a decrease in exclusion and placement moves where CYP exhibit distressed behaviour in the form of violence or aggression. Joint working plan includes all staff confidence rating in specific areas relating to inclusion (i.e., capturing the young person’s voice; transition planning; parental engagement.) Staff training evaluations (including pre and post confidence rating). Local authority data on exclusions and use of part time timetables will be reviewed termly. Numbers of young people accessing support to meet their learning needs from within their locality area. Page 122 of 238
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16 Education Improvement Plan 2023/24 What will we do collectively? What difference will we make? How will we measure success? Through the implementation of a locality and staged intervention model, EPS along with the GIRFEC team will gather data and local information to develop a greater understanding of the professional learning (PL) needs in each locality which will inform service delivery, target professional learning and enhance collaborative working practices across establishments. The Locality Inclusion Support Network (LISN) will be further developed to embed the refreshed multi- agency GIRFEC approach. By Aug 24, all staff working in educational establishments know how to access PL to support their understanding and confidence in this area. PL will be more responsive to the needs of each locality. Our strengthened approach to PL equips leaders and practitioners with the knowledge, skills, and confidence to effect positive change for all learners. Delivery of a robust, accessible PL offer for all teaching staff, support staff, partners and families ensure a shared understanding and clarity of approach to supporting CYP. REPS along with the central team have a greater understanding of the needs in each locality which leads to improved joined up working and an efficient and informed delivery of service. There is a clear overview of all ASN training and whole school training from each establishment across the local authority. Networking opportunities across all services are built into PL calendar. Impact of PL will be evident across all services. There is an improvement in the quality and consistency of assessing, planning, recording, reporting, and reviewing processes including pastoral notes, chronology, and TAC meeting minutes. Audit of all staff will provide us with information to inform future PL offers. Monitoring of key staff attendance at PL events across all services. Pre/post survey will show an improved confidence scale following PL. Senior EPs will gather locality specific information in relation to needs & data and record numbers of joint PL sessions delivered. Stakeholder reference group will feedback on service delivery. Evaluations from networking opportunities. Improved links with West Partnership. Streamline attendance at groups to ensure that key staff have a better understanding of decisions affecting CYP and families made at strategic and operational groups. Increased opportunities for moderation and sharing of good practice across establishments and localities. There will be an increase in joint working of EPs within each locality, which will give establishments increased access to the range of skills and experiences within REPS. The local authority quality assurance framework will be aligned to allow Education Managers to sample pupil support processes and procedures. Case studies will show case and celebrate good practice across the local authority. Case studies from all other services will showcase and celebrate good practice across the local authority. Page 123 of 238
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Education Improvement Plan 2023/24 17 What will we do collectively? What difference will we make? How will we measure success? Review practice and procedures within Mary Russell and Riverbrae School to ensure quality of service and to support capacity building in terms of professional learning for mainstream schools. By June 24, the expertise of the ASN workforce is utilised to model and coach in ASN and mainstream schools to upskill staff, improve the confidence and support delivery of effective interventions. Decision making to support interventions will be improved. Decision making at points of transition will be transparent and clear for all parents/staff and pupils. Utilisation of staff within Mary Russell and Riverbrae School has improved and there is reduction in staff turnover and absence in both schools. Increase the access of schools and service users to ‘inclusion pathways’ that see them have the coaching support for individualising approaches where children or young people have additional learning needs. Staff training programme will be analysed and gaps identified will lead to improvements in PL offer. Quality Indicator 3.1 good to very good with a focus on the environment. Appropriateness and application of curriculum from early years to senior phase—this will be evidenced through curriculum rationale and associated plans. Evidence of improved multi-agency working where appropriate. Quality assurance measures associated with Learning, Teaching and Assessment, Improvement planning, and use of resources will show ambition for children and young people. Improved attainment for children with ASN. Page 124 of 238
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Education Improvement Plan 2023/24 19 What will we do collectively? What difference will we make? How will we measure success? Informed by local and national priorities, develop and deliver a comprehensive programme of professional learning (PL) & targeted interventions across all sectors to support effective implementation of the mental, social & emotional strands of Health and Wellbeing. PL will be aligned to national and international awareness days. Topics will include: • Understanding self-harm and suicide • Relationships & sexual health including LGBTI education • Alcohol & Substance Awareness • Online safety • Themes emerging from surveys, counselling statistics and feedback from children, young people and schools/centres Deliver bespoke PL to meet the needs of individual education establishments. Widen self-harm and suicide prevention training to Early Years and Primary. By June 2024, 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. Almost all participants have improved knowledge, confidence and practice across a range of mental, emotional and social wellbeing topics. Almost all participants understand and are clear about how to respond to the distressed behaviour of CYP. By June 2024, almost all practitioners access resources and up to date and relevant information around policy, training and developments in the area of wellbeing as required. All secondary school Pupil Support teams will have ASIST trained staff. 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. A target group of practitioners will provide feedback on the longer-term impact of their PL on CYP and case studies will be developed to evidence this. Professional learning participation statistics highlight the reach of the training 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 2023/24 will achieve their target level. Page 126 of 238
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20 Education Improvement Plan 2023/24 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, finalise, launch and implement Renfrewshire’s new Mental Health and Wellbeing resource across secondary and ASN schools. Launch event will include all Pupil Support Teams across secondary schools and will also focus on suicide prevention skills. All secondary schools will deliver suicideTALK (90 mins) suicide awareness programme to young people in Senior Phase as part of National Suicide Prevention Week in September 2023. By June 2024, evidence-based programmes/resources are in place to support the teaching of emotional literacy across all establishments from Early Years – Senior Phase. By September 2023, all participants are confident and knowledgeable about how to integrate the resource into their PSE programmes. By June 2024, the resource has been implemented in all schools and almost all young people have the knowledge and skills to maintain good mental health and wellbeing. By September 2023, all practitioners and YP involved in the suicideTALK training are more aware that suicide is a serious community health problem and know about suicide prevention opportunities in their community. Audit of emotional literacy programmes across all establishments shows that almost all establishments are using an evidence-based programme. Launch event evaluations demonstrate the knowledge, understanding and confidence of secondary Pupil Support Staff to be able to support implementation of the programme in their own schools. Focus group of Pupil Support Staff in March 2024, will show that the resource has enhanced learning and teaching of mental health and wellbeing. Forms surveys and focus groups of young people evidence that the resource has supported their mental health and they know where to go for help and what that help looks like. Post training evaluations show that practitioners and young people know how to become involved in life protection, preservation and promotion activities in their community. Evaluate the impact of the new Alcohol and Substance Awareness Education Programme, to assess its reach, effectiveness and identify any gaps. Work with partners in the HSCP, to address any gaps using up to date research e.g., enhance Vaping section. By March 2024, the programme has been reviewed and gaps addressed to reflect up to date research and information from partners. By June 2024, 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. Audit across all establishments provides evidence that the resource is embedded in PSE programmes. Platform analytics provide information about reach as well as feedback from users—practitioners and CYP. Establish further links with Parent Council Chairs to deliver a range of bespoke HWB information/training sessions. By June 2024, targeted parents/carers are more confident in supporting their child’s wellbeing. Pre and post evaluation data from parent/ carers demonstrates improvement in knowledge, understanding and confidence. Page 127 of 238
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Education Improvement Plan 2023/24 21 What will we do collectively? What difference will we make? How will we measure success? Support schools to make effective use of HWB data to identify priorities and bring about improvement. Data sets include HWB census, Warwick Edinburgh Mental Wellbeing Survey (WEMWBS), Counselling service data, emotional literacy programme measures and Glasgow Motivation and Wellbeing Profile. Repeat the WEMWBS with young people S1-6 across all secondary schools. Analyse results/trends and identify actions/strategic priorities. (3rd year of collecting this data) Consult with stakeholders re HWB census and develop an ongoing strategy for administering this extensive HWB survey. By June 2024, almost all schools have engaged with HWB datasets to identify strategic priorities. By June 2024, 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 2023 baseline. Views of stakeholders are sought and a strategy for administering the HWB census is in place to enable a wealth of HWB data to be gathered to inform improvement. WEMWBS survey scores for 2024 show that wellbeing is improving and the % of young people S1-6 falling into the low wellbeing score decreases from the 2023 baseline of 24%. Baseline—schools’ self-evaluation gradings for QI 3.1 at June 2023 • 2 schools Excellent • 64% (40 schools) VG • 29% (18 schools) Good • 3 schools Satisfactory All Education Scotland inspections grade QI 3.1 as ‘Good’ or better. Engagement statistics related to HWB blog, newsletter and Sway resources. 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. Focus groups and Forms surveys will be used to gather views of stakeholders. A HWB data strategy is in place. Page 128 of 238
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22 Education Improvement Plan 2023/24 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. Scrutinise termly reports from The Exchange and Place2Be and liaise with Area Managers and individual schools to ensure best value is achieved. Identify common referral themes across schools and plan ways to address these through staff professional learning and provision of supports. Further develop Reflective Group Practices (supervision) as wellbeing interventions to pupil support staff. Adopt a locality approach combining primary and secondary colleagues, targeting schools with new Pupil Support Teams and/or newly promoted staff within Pupil Support. In partnership with an accredited CBT therapist, provide a 5-week professional learning course to 4 groups of teachers on skills and knowledge around Cognitive Behaviour Therapy (CBT). Sessions will focus on the most common mental health presentations within young people in Renfrewshire e.g., anxiety. By June 2024, 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. Participants in the Reflective Group Practices are supported through clinical supervision to reflect on their own feelings, focus on self-care and avoid burnout. Teachers participating in the CBT course are more confident and skilled in supporting YP in one-to- one discussion and benefit from the structure CBT provides. 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. Focus groups of practitioners evidence the effectiveness of the supervision structures. 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 129 of 238
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Education Improvement Plan 2023/24 23 What will we do collectively? What difference will we make? How will we measure success? Provide the training and resources to extend Mentors in Violence Prevention (MVP) programme across all mainstream secondary schools. Training will continue to focus on building capacity in existing and newly trained schools. Further focus will be on the primary sector where we will continue to build awareness of gender-based violence (GBV) issues and the role of MVP mentors. The Equally Safe in Renfrewshire project will continue to support primary schools who want to take an alternative look at positive relationships. Further roll out of the Mental Health Ambassador/MVP training will take place across secondary schools. The MVP ‘red flag’ campaign will be launched as part of 16 Days of Action (international campaign to end violence against women) in November 2023. By June 2024, all secondary schools are implementing the MVP programme. All participating practitioners have an enhanced knowledge and understanding of the MVP programme and are better prepared for conversations relating to GBV. Staff confidently support young people in delivery of the programme. By June 2024, 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. 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. A pupil steering day provides a forum for young people to provide feedback on the short- and longer-term impact of their MVP mentor role. A summary paper will be produced. Number of MVP schools show that all secondaries are participating. The ‘red flag’ campaign is successfully delivered by young people across participating schools. Through the Children’s Service Partnership Plan, audit current PE curriculum planners and practice across ELC and schools. Identify gaps e.g., outdoor learning/ community links, professional learning. Look outwards to what’s working well elsewhere including research, evidence-based approaches. Engage with key partners and involve teachers, children and young people in development work. Develop an action plan to update the PE curriculum planners. By June 2024, an audit has been completed, gaps identified and action plan developed to refresh the PE curriculum planners. Key partners are fully engaged in the audit and planning process. Audit results and action plan evidence the work undertaken. Page 130 of 238
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Education Improvement Plan 2023/24 25 What will we do collectively? What difference will we make? How will we measure success? Deliver a comprehensive programme of activities to enable senior leaders to evaluate and deliver a refreshed approach to raising attainment, ensuring that children and young people’s potential is understood and appropriate interventions to improve attainment a carefully monitored. Deliver a comprehensive core programme of professional learning and targeted interventions across all sectors linked to professional standards and informed by national and local priorities: • Targeted support in early and first level numeracy and literacy pedagogy to secondary practitioners; • Support primary establishments to transition to the new maths planners and continue to offer training to support practitioners understanding of pedagogy involved. Improve attainment for all while narrowing the poverty related attainment gap. Attainment will return to or exceed pre pandemic levels of attainment. By June 2024, our strengthened approach to professional learning will better equip leaders and practitioners across all sectors with the knowledge, skills and confidence to effect positive change for all learners. Almost all leaders and participants in professional learning will have a greater understanding of conditions required for successful implementation of L&T approaches/ interventions. A strengthened approach to implementing evidenced based approaches /targeted interventions in literacy and numeracy will contribute to improvements in almost all learners’ experiences and progress. Stronger evaluation on the impact of professional learning on pupil progress will support practitioners in planning next steps for learners. Professional learning and targeted interventions will contribute to restoring attainment in literacy and numeracy to pre pandemic levels. By September 2024 Insight data will demonstrate improved attainment at all levels in the senior phase By September 2024 insight data will demonstrate improvement in the attainment of disadvantaged children and young people By September 2024 Attainment data in the BGE will demonstrate a return to, as a minimum, pre pandemic levels. Post training surveys and a programme of ongoing evaluation with a target group will demonstrate that almost all participants feel training and subsequent collegiate working 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. Attainment and tracking data demonstrate that almost all targeted children and young people (CYP) are making progress in literacy and numeracy with a trend towards closing identified attainment gaps. 79% of children and young people will achieve expected CfE level in literacy. 87% of children and young people will achieve expected CfE level in Numeracy. Page 132 of 238
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26 Education Improvement Plan 2023/24 What will we do collectively? What difference will we make? How will we measure success? Ensure establishments have the necessary resources and support to develop a Learning, Teaching and Assessment (LTA) Strategy that is aligned with the Renfrewshire vision—The Renfrewshire Way —We value learning, striving for excellence together. By June, all staff will be aware of the Renfrewshire Vision for learning, teaching and assessment through the sketchnote and features of highly effective practice will be exemplified through use of the Toolkit. Staff will begin to use the toolkit in their practice. All staff will be empowered and supported to strengthen their practice through collaboration and professional learning. Learners’ experiences will improve as the vision for highly effective practice is realised in each establishment. Features of highly effective learning, teaching and assessment will be evident in almost all classes visited as part of the Renfrewshire’s Quality Improvement Framework. By September 2024, all schools will evaluate themselves as Good or better for Quality indicator 2.3: learning teaching and assessment. By June 2024, ACEL data will accurately reflect pupil progress in all schools. Learning visits as part of the Quality Improvement Framework (QIF) will demonstrate the LTA strategy in practice. Evaluation of planned early years and secondary learning festivals will highlight awareness and understanding of vision for learning, teaching and assessment and how they will take this forward in their playroom/ classroom for secondary and ELC staff. 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 standard and quality reports highlight that professional learning has led to sustained change and positive impact in the classroom. Collation of the National Improvement Framework return self-evaluation statements (2.3). Improved use of SNSA to support teacher professional judgement will be evident in the ACEL data. Evidence gathered as part of QIF visits. Page 133 of 238
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Education Improvement Plan 2023/24 27 What will we do collectively? What difference will we make? How will we measure success? Establish a local authority QAMSO group to provide bespoke training for individual establishments in AiFL and improve teacher confidence in the use of ACEL data. Increase knowledge and improve the consistency of planning to support the delivery of high-quality learning, teaching, assessment and moderation across all sectors. Establish a local authority working party to raise awareness of whole school approaches to anti- racism across all sectors and develop a three-year plan to support anti- racist learning and teaching across the curriculum. By June 2024, all head teachers will be more confident in the systems and processes that scaffold school improvement planning including attainment meetings with practitioners, self- evaluation and effective use of data. By June 2024, senior leaders will have a raised awareness of the importance of building racial literacy across establishments. By June 2024, 4 practitioners will be trained through the Education Scotland Professional Learning Programme to support the local authority plan. Improved use of SNSA to support teacher professional judgement will be evident in the ACEL data. Evidence gathered as part of QIF visits. Focus groups to demonstrate increased awareness of the importance of building racial literacy across all sectors. Feedback from the working party on improvements in practitioner awareness and understanding of racial literacy. Page 134 of 238
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28 Education Improvement Plan 2023/24 What will we do collectively? What difference will we make? How will we measure success? Deliver professional learning (PL) to ELC staff to support consistent judgements of children’s progress at early level of CfE and further increase staff knowledge and confidence in how to raise attainment across literacy, numeracy and health and well-being. Introduce and implement an early year’s progression tool for children with additional support needs who are working at foundation stage or pre-early level of CfE. By June 2024, the early years workforce is better equipped to make accurate assessments of children’s progress and provide a child-centred learning environment that will maximise learning and development. Data collected within the early year’s progression tool will show increased levels of attainment across literacy, numeracy and health and wellbeing. Teachers will receive more robust data on children’s progress as they transition to P1 enabling them to plan more effectively for children’s next steps in learning. By June 2024, staff will be better supported to assess and record the progress of children with complex additional support needs and plan for their next steps in learning. This tool will enable the progress of all children with ASN to be celebrated and recorded and reported to all stakeholders as appropriate to the needs of the child. Data collected will support staff in making key decisions about interventions and resources required to meet the needs of the child. Data from the tool will support the enhanced transition that takes place when children with ASN move to P1. The school can be better prepared to meet the individual needs of the child. Post-training evaluations will demonstrate that for almost all participants the training has: • Increased confidence and skill in assessing children’s progress and being able to identify if children are at ‘early stages’ ‘making progress’ or ‘demonstrating consistently’ in their learning and development. • Increased knowledge of progression in skills and how to plan for children’s next steps in learning in literacy, numeracy and health and well-being. Compare early years progression tool data from session 2023/24 to data collected in session 2022/23 to monitor the percentage of children who are demonstrating skills and knowledge consistently within the areas of literacy, numeracy and health and wellbeing. Evaluations carried out with P1 Teachers will provide information with regards to the validity and reliability of progress data received from ELC settings across the authority. Post training evaluations will demonstrate that for almost all participants the training has: • Increased understanding of foundation and pre-early level milestones in numeracy, literacy and health and wellbeing. • Increased knowledge and confidence in how to support the learning and development of children with additional support needs. • Increased knowledge and skill in the assessment and recording of children’s progress at foundation sage or pre-early level of the CfE. Evaluations from the Ed. Psych Team that progression tool data contributes effectively to the assessment of a child and the compilation of their profile of need. Evaluations carried out with P1 Teachers will provide information with regards to the validity and reliability of progress data received for children with additional support needs. Page 135 of 238
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Education Improvement Plan 2023/24 29 What will we do collectively? What difference will we make? How will we measure success? Development of a Renfrewshire Literacy Framework to support consistent planning, assessment and progression within and across establishments. By June 2024, practitioners across all sectors will demonstrate greater skill, confidence and consistency in planning learning experiences for pupils and in making professional judgements in relation to pupil progress in literacy. Attainment and tracking data will be more robust as evidenced via Q.A visits and school/cluster-based moderation activities. Evaluations with Head Teachers/Literacy Champions will demonstrate increased confidence of teaching staff in planning and assessing pupil progress in literacy. Provide opportunities for senior leaders to work collaboratively to explore implications of The Independent Review of Qualifications and Assessment (IRQA) and National Discussion. Continue to work with school leaders and SDS to embed the Career Education Standard. By June 2024, there will be an improved awareness and understanding in secondary schools of the IRQA and National Discussion. Senior leaders will be in a stronger position to develop and implement the recommendations of the national curriculum review. By June 2024, school curriculum rationales will be ambitious and reflect emerging national expectations. The number of opportunities for HT to explore visions and principles for future practice will by increased. Evidence of increased awareness and forward planning gathered through QIF visits. Senior leaders will report improved confidence in understanding the implications of the IRQA and National discussion. Page 136 of 238
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30 Education Improvement Plan 2023/24 What will we do collectively? What difference will we make? How will we measure success? Work in partnership with UWS/WCS to increase the number of opportunities available for young people to access appropriate curricular pathways. Strengthen the Senior Phase offer, to widen the range of opportunities available to young people including appropriate courses and work placement opportunities. A strengthened senior phase curriculum will equip all young people with the confidence, knowledge, skills and experience to achieve their full potential. By June 2024, we will increase the range of awards and qualifications available in the senior phase to ensure a valuable learning experience for all young people. 98% 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% 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 16+ Data Hub evidence the supports/interventions in place for senior phase YP and their intended post school pathway. Develop a strengthened framework of support with SDS and Invest Renfrewshire to ensure pupils are supported to enter and sustain positive destinations. Implement a refreshed work placement model across all secondary schools. By June 2024, we have ensured that young people 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. Work placement data on RUBI will be evaluated to evidence improved engagement with relevant opportunities. Page 137 of 238
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32 Education Improvement Plan 2023/24 Appendix 1—Renfrewshire Core Stretch Aims 23/24 Core Annual Trajectory ACEL P1, P4, P7 Combined- Literacy Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 77% 61.1% 87.2% 26.1% 2024/25 79% 64.0% 87.3% 23.3% 2025/26 Stretch aim 82% 67.6% 87.6% 20.0% Annual Trajectory ACEL P1, P4, P7 Combined- Numeracy Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 85% 73.8% 92.7% 18.9% 2024/25 87% 75.7% 92.8% 17.1% 2025/26 Stretch aim 88% 77.9% 92.9% 15.0% Annual Trajectory Proportion of school leavers attaining 1 or more passes at SCQF level 5 2023/24 SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 92.6% 86.6% 97.0% 10.4% 2024/25 93.3% 87.2% 97.1% 9.9% 2025/26 Stretch aim 94.0% 89.8% 97.2% 7.4% Rationale: 2022-23 figures demonstrated improvement on previous year however remained below pre-pandemic levels. The aims above are based around a model of recovery and acceleration. The initial target is to return to pre-pandemic levels and the following years aim to surpass this level. Rationale: 2022-23 figures demonstrated improvement on previous year; however, remained below pre-pandemic levels. The aims above are based around a model of recovery and acceleration. The initial target is to return to pre-pandemic levels and the following years aim to surpass this level. Rationale: Due to variation in assessment methods within the leaver’s cohorts in recent year, the stretch aim baseline has included multiple years of data. The interim targets aim to surpass attainment within pre-pandemic exam diet period. The long-term target is highly ambitious and assumes linear progression year on year. Page 139 of 238
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Education Improvement Plan 2023/24 33 Annual Trajectory Proportion of school leavers attaining 1 or more passes at SCQF level 6 Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 73.0% 60.1% 87.3% 27.2% 2024/25 75.0% 62.1% 87.4% 25.3% 2025/26 Stretch aim 76.0% 63.5% 87.5% 24.0% Annual Trajectory Proportion of 16–19 years olds participating in education, employment, or training Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 95.0% 89.8% 98.6% 8.8% 2024/25 95.2% 90.0% 98.6% 8.6% 2025/26 Stretch aim 95.5% 90.3% 98.6% 8.3% Rationale: Due to variation in assessment methods within the leaver’s cohorts in recent year, the stretch aim baseline has included multiple years of data. The relative increases in this measure reflect an approach where greater ambition is assumed for areas where attainment is lower (e.g. SCQF 6 attainment is consistently lower than SCQF 5). The interim targets aim to surpass attainment within pre-pandemic exam diet period. The long-term target is highly ambitious and assumes linear progression year on year. Rationale: Performance in this measure over previous years has demonstrated consistently increases year on year. The stretch aims continue this progression. Page 140 of 238
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34 Education Improvement Plan 2023/24 Rationale: Attendance rates have been significantly impacted by the pandemic with limited recovery in the 2022-23 session. Therefore, the stretch aims focus on recovery to pre-pandemic levels with a steady, consistent increase over 3 years. Rationale: Exclusion rates significantly increased following the pandemic, however there was some recovery within the 2022-23 session. The stretch aims focus on progressing this recovery further and reaching a level below the pre- pandemic baseline. The level of ambition for pupils in SIMD quintile 1 is particularly high given the disproportionate number of exclusion incidents within this group. Rationale: Wellbeing was widely reported as being negatively affected during the pandemic period. Data from the Health and Wellbeing census suggested that a significant number of pupils had low levels of wellbeing. Renfrewshire’s local data collection in 22/23 suggested that wellbeing amongst our secondary pupils was improving. We will continue with annual collections of wellbeing data on a representative sample of our secondary pupils. Annual Trajectory Attendance (all sectors) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 91.3% 87.5% 93.5% 6% 2024/25 92.2% 88.3% 93.6% 5.3% 2025/26 Stretch aim 93.6% 89.6% 93.7% 4.9% Annual Trajectory Exclusions Rate (Incidents per 1000 pupils, all sectors) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 26.3 48.2 10.1 38.1 2024/25 23.3 41.5 8.8 32.7 2025/26 Stretch aim 20.3 34.9 7.5 27.4 Annual Trajectory Percentage of pupils with low wellbeing (WEMWBS) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 21% 30% 22% 8% 2024/25 18% 28% 21% 7% 2025/26 Stretch aim 15% 26% 20% 6% Page 141 of 238
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Education Improvement Plan 2023/24 35 Core Plus Annual Trajectory Percentage of P1 pupils achieving expected level in writing Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 83% 75.6% 86.0% 10.4% 2024/25 85% 77.5% 86.1% 8.6% 2025/26 Stretch aim 86% 78.4% 86.2% 7.8% Annual Trajectory Percentage of P4 pupils achieving expected level in writing Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 77% 65.6% 80.1% 14.5% 2024/25 79% 67.5% 80.2% 12.7% 2025/26 Stretch aim 81% 68.9% 80.3% 11.4% Annual Trajectory Percentage of P7 pupils achieving expected level in writing Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1–Q5) 2023/24 76% 63.7% 81.7% 18% 2024/25 78% 65.6% 81.8% 16.2% 2025/26 Stretch aim 80% 67.5% 81.9% 14.6% Rationale: Writing remains a key focus for the authority and extensive work is underway to support schools in increasing attainment in this area. 2022-23 figures did not improve on the previous year and remained below pre-pandemic levels. The aims above are based around a model of recovery and acceleration. The initial target is to return to pre-pandemic levels and the following years aim to surpass this level. Rationale: Writing remains a key focus for the authority and extensive work is underway to support schools in increasing attainment in this area. 2022-23 figures showed strong recovery since the previous year and was in line with 2016/17 attainment. The aims above are based around a model of recovery and acceleration. The initial target is to return to pre-pandemic levels and the following years aim to surpass this level. Given the initial recover, the interim targets are ambitious for continued improvement. Rationale: Writing remains a key focus for the authority and extensive work is underway to support schools in increasing attainment in this area. 2022-23 figures showed strong recovery since the previous year and was in line with 2016/17 attainment. The aims above are based around a model of recovery and acceleration. The initial target is to return to pre-pandemic levels and the following years aim to surpass this level. Given the initial recover, the interim targets are ambitious for continued improvement. Page 142 of 238
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For further information, please contact Children’s Services Renfrewshire Council Email: education@renfrewshire.gov.uk Page 143 of 238
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To: JNC On: ___________________________________________________________________ Report by: Interim Chief Education Officer – Julie Calder ___________________________________________________________________ Heading: Standard Circular 57 – Safeguarding and Protecting Children and Young People ___________________________________________________________________ 1. Purpose of Report 1.1 To share with members of the JNC the revised Standard Circular 57: Safeguarding and Protecting Children and Young People 2. Background 2.1 The Scottish Government believes that the welfare and safety of children and young people (including unborn babies) in Scotland are paramount. They have a right to be cared for and protected from harm, and to grow up in a safe environment in which their rights and needs are met. 2.2 The Children (Scotland) Act 1995 gives local authorities a duty to protect and promote the wellbeing of children and young people in need in their area. This includes giving families appropriate support to help ensure their children are getting the best start in life. 2.3 Children’s Services have a legal duty to contribute to the safeguarding, protection and welfare of all children and young people. To fulfil this duty, the service works in close partnership with parents, carers and partner agencies. These are primarily Social Work and Health services, the Police and the Scottish Children’s Reporter’s Administration (SCRA). 2.4 The National Guidance for Child Protection in Scotland was updated in 2021 and a further update was provided in August 2023. This revised Standard Circular 57 reflects both documents and will be implemented in all educational establishments. 2.5 Education staff play a significant role in the protection of children from abuse through the vigilance of staff, and by implementing robust procedures. Children’s Services empowers children through its education process, to give them confidence and the capabilities to achieve their potential and to stay safe. 2.6 Section 2A of the National Guidance for Child Protection (2021) sets out the collective and single agency responsibilities in relation to child protection and, in Section 2B, highlights expectations and responsibilities for staff working in a multi-agency context. Item 5 Page 144 of 238
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2.7 The role of Children’s Services staff working in educational contexts is to be alert to the need to act in the best interests of children and young people and in co-operation with other key agencies to keep our children and young people safe and well. In delivering the council policy, the responsibilities of the authority, establishments, services, and individual staff extend to: • training; • prevention; • reporting a concern; • inter-agency co-operation; and • support. 2.8 Staff may be involved in monitoring a child and young person’s wellbeing and behaviour and have a responsibility to gather and record relevant information. 2.9 All establishments and services within Education as part of Children’s Services must ensure, as a minimum, that they can provide evidence in the following areas listed below: • Standard circular 57 has been brought to the attention of all staff at the annual update, including having a signed attendance list. • All establishments have a safeguarding policy which summarises key information and is issued to all staff members. • Nominated child protection leaders are known to all staff in the school and have been trained to the appropriate level. • Summaries of the procedures are prominently displayed as set out in Appendices 1 and 2 of the Standard Circular • All staff have received level 1 child protection training. ___________________________________________________________________ 3.0 Recommendations 3.1 For noting. ___________________________________________________________________ Page 145 of 238
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Standard Circular 57 Education and Children’s Services - Board Approved – November 2023 Children’s Services Cotton Street Paisley PA1 1LE Safeguarding and Protecting Children and Young People 1.0 The Context for Child Protection 1.1. The purpose of Standard Circular 57, in line with the National Guidance for Child Protection in Scotland (2021), is to direct all Education staff working within Children’s Services to work in partnership with other agencies and alongside families, children and young people. Under the Children (Scotland) Act 1995, 'looked after children' are defined as those in the care of their local authority – sometimes referred to as a 'corporate parent'. There are many reasons children may become looked after, including: • they face abuse or neglect at home. • they have disabilities that require special care. • they are unaccompanied minors seeking asylum, or who have been illegally trafficked into the UK. • they have been involved in the youth justice system. . We aim to ensure that all looked after children receive the support they need, whether they are: • in residential care • looked after by kinship carers • looked after by foster carers • looked after at home • adopted, from either Scotland or abroad. • leaving care As this document has a legal bearing, we will use the term “looked after” as defined by law to describe our care experienced children and young people. 1.2. Child protection is the process involved in consideration, assessment and planning of required action, together with the actions themselves, where there are concerns that a child may be at risk of harm. This includes both familial and non-familial harm, also known as contextual safeguarding, and gives consideration to the relevance of wider relationships and the location of harm. 1.3. The National Guidance for Child Protection in Scotland (2021) states that: “Abuse and neglect are forms of maltreatment. Abuse or neglect may involve inflicting harm or failing to act to prevent harm. Children may be maltreated at home; within a family or peer network; in care placements; institutions or community settings; and in the online and digital environment. Those responsible may be previously unknown or familiar, or in positions of Page 146 of 238
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trust. They may be family members. Children may be harmed pre-birth, for instance by domestic abuse of a mother or through parental alcohol and drug use.” 1.4. It is everyone’s responsibility to: • protect children and young people from harm and abuse. • ensure that all children and young people have a safe, caring and stimulating learning environment. • promote the wellbeing of all children and young people. • respond appropriately when a concern is identified. 1.5. All staff working in education establishments, including early learning and childcare (ELCC) settings, have a key role in the support and protection of children and young people. Day-to- day professional experience and relationships with children are fundamental protective factors. All staff must be aware of, and must follow, Renfrewshire’s local inter-agency child protection procedures. 1.6 Every school and ELCC centre should have a child protection co-ordinator taking lead responsibility for child protection in the school or establishment. This may be the Head or Manager in the establishment. If not, the child protection coordinator will work in liaison with the head of establishment, to whom he/she will report. The child protection lead should also engage with appropriate training and development to be able to respond effectively to child protection concerns, to support staff and to share learning. 1.7 Health & Wellbeing Across Learning: Responsibilities of All within Curriculum for Excellence, alongside the GIRFEC wellbeing indicators, summarises how practitioners, pupils, parents, and communities must work together in protecting and promoting children’s rights, wellbeing and safety. This includes helping children develop in their ability to keep themselves and others safe; and helping them learn how to get help and support if they need it. 1.8 When concerns about risk of harm arise, staff working withing education services and establishments are well placed to notice and respond to: • additional needs or factors that may impact on a child’s ability to voice concern. • physical and emotional changes in a child that could indicate abuse or neglect. • family, school, cultural and community contexts that indicate concerns about a child or children. • escalating support needs of a child and their family. • risks and stresses for some children in transitional stages as they move into a new school or on to adult life and services. 1.9 Children often see education staff as trusted sources of help and support in confidence. However, when there are concerns about harm, or potential harm, to a child or young person emerging from their presentation or from what they have said or done, then the nominated child protection officer will be consulted without delay. All steps and actions will be recorded. 1.10 While all staff in ELCC services and schools have responsibilities in relation to child protection, the lead professional within the GIRFEC approach has a focal role in the recognition of concerns and the co-ordination of help and response from the service, as appropriate. Children’s Services (Education) services will share information and contribute to investigation and assessment, according to inter-agency child protection protocols, and as far as may be proportionate, in the way that is relevant and lawful. A child may be referred to the Principal Reporter if there is cause to believe they may need a Compulsory Supervision Order (CSO). Page 147 of 238
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1.11 Children Services (Education) staff are an essential part of inter-agency planning and support with children and their parents, whether this is within child protection processes or as part of the co-ordinated planning within a GIRFEC approach. 1.12 Specific forms of concern require appropriate levels of awareness, knowledge, and skills within an establishment. These include recognition of neglect, mental health problems, parental alcohol and drug use, under-age sexual activity, child sexual abuse and exploitation, honour-based abuse, forced marriage, female genital mutilation and bullying. Education establishments and early learning and childcare settings have a responsibility, in co-operation with the Child Protection Committee, to ensure that there are appropriate and regularly reviewed procedures and guidance in place. 1.13 The Children (Scotland) Act 1995 gives local authorities a duty to protect and promote the wellbeing of children and young people in need in their area. This includes giving families appropriate support to help ensure their children are getting the best start in life. 1.14 Children’s Services (Education) have a legal duty to contribute to the safeguarding, protection and welfare of all children and young people. To fulfil this duty, the service works in close partnership with parents, carers, and partner agencies. These are primarily Social Work and Health services, the Police and the Scottish Children’s Reporter’s Administration (SCRA). 1.15 In fulfilling their role and responsibilities in child protection, education staff must be aware of the legal context of child protection. It can involve prosecution in the criminal courts in pursuit of the public interest. Children and young people at risk are the concern of the child protection system. This may involve SCRA and the Children’s Hearing system acting to protect children and young people in the absence of criminal prosecutions or convictions. 1.16 Child protection involves: • immediate action, if necessary, to prevent significant harm to a child. • inter-agency investigation about the occurrence or probability of abuse or neglect, or of a criminal offence against a child. • investigation extending to other children affected by the same apparent risks as the child who is the subject of a referral. • assessment and action to address the interaction of behaviour, relationships and conditions that may, in combination, cause or accelerate risks. • focus within assessment, planning and action upon listening to each child’s voice and recognising their experience, needs and feelings. • collaboration between agencies and persistent efforts to work in partnership with parents in planning and action to prevent harm or reduce risk of harm. 1.17 All local authorities are responsible for maintaining a central register, known as the Child Protection Register, of all children and young people, including unborn children, who are the subject of an inter-agency Child Protection Plan. It has no legal status but provides an administrative system for alerting practitioners that there is sufficient professional concern about a child or young person to warrant an inter-agency Child Protection Plan. Children can only be placed on the Child Protection Register at a Child Protection Planning Meeting (CPPM). Education Staff will be asked to attend CPPMs and provide a verbal and written report. 1.18 If children are on the child protection register there will be core groups, the first one will be within 15 days of the initial CPPM and thereafter up to every 8 weeks. Children’s Services (Education) staff will be invited to attend the core groups which review the child protection plan. Page 148 of 238
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1.19 Children’s Services (Education) has a key role to systematically monitor the effectiveness of practice, policy, and adherence to Standard Circular 57 in every school, establishment, and service. The review process of Renfrewshire education establishments assures compliance with Standard Circular 57 by ensuring that care and welfare standards are adhered to. 1.20 Through the inspection process, Education Scotland and the Care Inspectorate have a responsibility to assure the quality of care and education of all children and young people. His Majesty’s Inspectorate of Education (HMIe) provided the quality framework for monitoring and evaluation of child protection, ‘How well do we protect children and meet their needs? (2009)’. This framework also identifies good practice and areas for development which inform improvement plans and the training programme provided by Children’s Services. The Education Scotland publications ‘How Good is Our School? 4’ and ‘How Good is our Early Learning Child Care?’ quality indicator 2.1 Safeguarding and Child Protection has a focus on three key themes: • arrangements for safeguarding including child protection. • arrangements to ensure wellbeing. • national guidance and legislation. 1.21 Children’s Services and Renfrewshire Child Protection Committee (RCPC) monitor and evaluate the provision made to support and protect children and young people. This is done through ongoing self-evaluation including case file audits. 1.22 All establishments and services within Education as part of Children’s Services must ensure, as a minimum, that they can provide evidence in the following areas listed here. • Standard Circular 57 has been brought to the attention of all staff at the annual update, including having a signed attendance list. • All establishments have a safeguarding policy which summarises key information and is issued to all staff members. • Nominated child protection leaders are known to all staff in the school and have been trained to the appropriate level. • Summaries of the procedures are prominently displayed as set out in Appendices 1 & 2. • All staff have received level 1 child protection training. 1.23 Heads of Service and their Education Managers have a specific responsibility to ensure that all Heads and Managers and nominated leaders of child protection are trained in the contents of Standard Circular 57 and related current developments. 1.24 It is essential that all employees comply with this circular where directed. Information sharing 1.25 Information sharing is an essential part of child protection. To achieve the best outcomes for a child, staff must understand when and how it is appropriate to share information. 1.26 The GIRFEC approach and policy outlines the staged intervention framework within which staff must always operate to ensure the wellbeing of children and young people. At each stage of the framework, practitioners are instructed to ask themselves the 5 GIRFEC questions. • What is getting in the way of this child/young person’s wellbeing? • Do I have all the information I need to help this child/young person? Page 149 of 238
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• What can I do now to help this child/young person? • What can my agency do to help this child/young person? • What additional help, if any, may be needed from others? 1.27 To answer all these questions comprehensively, there will be a need to share information with other practitioners working between, and/or across, a wide range of other services and/or agencies. 1.28 In all cases, the first and most important factor to consider is safety. Any sharing of information should be relevant, necessary, legitimate, appropriate and proportionate and go no further than the minimum necessary to achieve the public interest objective of protecting a child or young person’s wellbeing. 1.29 Managing Information on Children and Young People (ELS, 2010) provides guidance and information for all establishments and staff working in Children’s Services (Education) on all aspects of managing files and sharing information contained in records and files. This includes the managing and safekeeping of files, accessing and sharing information contained in the files, maintaining chronologies and the use of technology. 1.30 Implementing this guidance will ensure establishments and Children’s Services (Education) staff are compliant with the quality indicator 5.2 ‘Information sharing and recording’ in the self-evaluation document ‘How well do we protect children and meet their needs?’. 1.31 It is vital that communication is clear (face to face/ telephone and written). RCPC developed guidance on written communication. When engaging with another agency the agreed action or change must be clearly described, noted, dated and the relevant members of staff named. Where written communication is required, the professional making the request must state clearly what they are asking the other agency/professional to do and why. In response, the professional receiving the request must state clearly what action will be taken and the timeframe for this. The professional responsible for undertaking any action must provide feedback to the professional making the request in relation to the outcome. 1.32 All establishments with access to SEEMIS must use the pastoral notes function within SEEMIS to record ongoing pastoral involvement with children and young people. This ensures that one contemporaneous record is kept of ongoing issues in relation to a child or young person which can be accessed by relevant staff involved with the child or young person. Confidentiality 1.33 All children and young people are entitled to have matters treated in confidence. Where there is no risk to wellbeing establishments must respect that request. However, when the assessment shows that the child or young person’s wellbeing is at risk there can be no guarantee of confidentiality and ‘secrets cannot be kept’. 1.34 Best practice is that consent should be obtained at the earliest opportunity. Parents, carers, children and young people will be given an explanation about the concerns and information about the duties and responsibilities of agencies towards children or young people at risk of harm. 1.35 It is accepted that where there is a risk to a child or young person’s wellbeing, which may lead to harm, then it is acceptable to share confidential information in the best interest of the child or young person and/or in the public interest. Page 150 of 238
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1.36 The circumstances making the sharing of confidential information lawful are: • where the individual to whom the information relates has consented; • where disclosure is in the public interest/function; or • where there is a legal duty to do so. e.g., there is statutory authority to share information with the Reporter to allow a decision to be made as to whether a compulsory supervision order (CSO) might be necessary. 2.0 Role and Responsibilities of Children’s Services 2.1 The Scottish Government believes that the welfare and safety of children and young people in Scotland are paramount. They have a right to be cared for and protected from harm, and to grow up in a safe environment in which their rights and needs are met. 2.2 Section 2A of the National Guidance for Child Protection (2021) sets out the collective and single agency responsibilities in relation to child protection and, in Section 2B, highlights expectations and responsibilities for staff working in a multi-agency context. 2.3 The role of Children’s Services staff working in educational contexts is to be alert to the need to act in the best interests of children and young people and in co-operation with other key agencies to keep our children and young people safe and well. 2.4 In delivering the council policy, the responsibilities of the authority, establishments, services and individual staff extend to: • training; • prevention; • reporting a concern; • inter-agency co-operation; and • support. Staff may be involved in monitoring a child and young person’s wellbeing and behaviour and have a responsibility to gather and record relevant information. 2.5 Education staff play a significant role in the protection of children from abuse through the vigilance of staff, and by implementing robust procedures. Children’s Services empowers children through its education process, to give them confidence and the capabilities to achieve their potential and to stay safe. 2.6 Curriculum for Excellence places great emphasis on children and young people’s health and wellbeing, from staying safe to managing risks such as alcohol and drugs. Through the development of health promotion in schools, there is a strong emphasis on meeting the health needs of children and young people. Good health has significant positive effects on personal, social and educational achievement. The ethos of health promotion in schools encourages decision-making skills and a sense of responsibility. 2.7 The Education (Additional Support for Learning) (Scotland) Act 2004 introduced the concept of additional support needs. This refers to any child or young person who, for whatever reason, requires additional support with their learning. Additional support needs can arise from any factor which causes a barrier to learning in any context. Page 151 of 238
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2.8 The Education (Additional Support for Learning) (Scotland) Act 2009 strengthens some duties introduced in the 2004 Act and clarifies others. Under this Act, all children and young people who are looked after by a local authority are assumed to have additional support needs. 2.9 Revised Standard Circular 8, Included, Engaged, and Involved – A positive approach to preventing and managing school exclusions - provides guidance on the circumstances whereby a child or young person can be excluded from the school environment. Where a child or young person is vulnerable or care experienced, then guidance must by sought from headquarters staff before an exclusion takes place, to ensure that the wellbeing of the child or young person is not compromised by the exclusion. All schools should adopt a positive and inclusive ethos and should seek to minimise the need to exclude. All schools have the responsibility to identify and support those at risk of exclusion. Staff Responsibilities 2.10 GIRFEC highlights the importance of maximising the skilled workforce within universal services to address concerns at the earliest possible time. 2.11 It is the responsibility of all staff to report a concern directly to the Head of Establishment or service manager and then complete an appendix 3 Record of Concern Alert for Staff. This responsibility extends to all staff working within an establishment including janitorial staff, catering staff, support staff and visiting specialists. 2.12 All staff must be confident and competent to: • contribute to a positive ethos which seeks to minimise the risk of harm. • ensure the wellbeing of all children and young people. • focus on prevention and early intervention strategies. • respond professionally and effectively to any concern, in particular where there is imminent risk to a child or young person. • share relevant information within Children’s Services itself. • co-operate on an inter-agency basis to share information which contributes to a child or young person’s wellbeing and make certain that they are familiar with the Renfrewshire Council policy, Standard Circular 57, ‘Safeguarding and Protecting Children and Young People’. • know and understand their own role and responsibilities. 2.13 All establishments should operate within a framework of best practice that takes account of: • the importance of inclusion, equality, fairness, and openness. • the principle that the child or young person’s welfare is paramount. • the active involvement of the child or young person and parents and carers when arrangements or decisions related to care and support are being considered. • the views of pupils and parents when the rights of children and young people are to be protected. • effective pastoral care systems which are responsive to early signs of need. • the central role of the staged intervention framework when there is a concern about a child or young person. • the importance of multi-agency assessment to establish the level and range of need within a family, and whether there are any immediate risks to the children or young people. • a systematic referral system from staff direct to Head of Establishment or Manager, supported by consistent record keeping and monitoring. Page 152 of 238
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• the leadership and pro-active role of Head of Establishment or Manager in ensuring well organised case management of those children and young people who require a higher level of response from Children’s Services, Social Work and Health. • the pro-active role of the child protection coordinator and continuing professional development (CPD) coordinator along with the child protection training team to ensure that appropriate and up to date CPD opportunities are undertaken by all staff within establishments and services. 2.14 Effective management of information is very important. Staff working in Children’s Services (Education) contexts will ensure meticulous record keeping of all child wellbeing and protection concerns using Pastoral Notes on SEEMIS. Recording must also include a robust electronic chronology of events and contacts which help professionals to understand key events in a child’s life. This electronic chronology must be reviewed and analysed regularly for effective planning to improve the outcomes for a child. All information related to protecting the child or young person should be filed in a confidential case file and stored securely. 2.15 Head of Establishment and Managers will ensure that all relevant parties, including parents and carers are involved and kept fully informed of all associated developments, which relate to the child or young person. The Head of Establishment and Managers communicates with other establishments and services within Education Children’s Services. 2.16 All submissions of appendix 4 are logged at headquarters to enable an overview to be taken of concerns across all establishments. Partnership Working 2.17 Services in Renfrewshire work together to support children, young people and their families. They work in partnership to focus on providing services to meet needs. Services that include Social Work, Police, Health Services and the Scottish Children’s Reporter’s Administration (SCRA) work together with Children’s Services (Education) to share information, plan and take collaborative action that is in the best interests of children and young people. 2.18 It is the Head of Establishment and Manager’s responsibility to ensure that any organisation or service engaged directly by the establishment and external to Children’s Services (Education) is fully briefed on Standard Circular 57 and has clear child protection procedures and training. This includes safe recruitment practices to ensure the safety and wellbeing of the children and young people with whom they are working. 2.19 Children’s Services (Education) staff will ensure that all authority engaged providers, including partnership nurseries, further education colleges, voluntary organisations and private providers will be given Standard Circular 57. The key principles and points of practice of Standard Circular 57 bring a consistent approach to a shared responsibility when working with children and young people. 2.20 The ultimate responsibility for any child or young person on the establishment roll or specialist provision roll lies with the Head of Establishment and Manager. Where a concern is raised regarding Standard Circular 57, he or she must be certain that there is clear and effective communication between the service or establishment and partner providers. 2.21 Working in partnership with parents and carers is best practice and is essential. It is important to share relevant information proportionately and appropriately. It is also crucial that staff listen to, and respect, the views of the child or young person and clearly explain the need to share relevant information. Page 153 of 238
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2.22 Where concerns relate to ongoing concerns about wellbeing such as physical neglect, the Head of Establishment and Manager will already be collaborating with parents and carers and will be working within GIRFEC. Parents will be informed and asked for consent to share information when the multi-agency child’s planning process begins. It is not essential to have consent to share information if there is a wellbeing concern about a child which may constitute a risk of harm. Continuing Professional Development (CPD), Professional Learning and Training 2.23 It is the responsibility of all staff to ensure that they are familiar with Standard Circular 57 and associated continuing professional development (CPD), professional learning and training materials and activities. 2.24 Within Children’s Services (Education), there is a catalogue of established training opportunities to ensure there is sufficient training available to all relevant staff. 2.25 Every establishment has a child protection coordinator and at least two other leaders of child protection. Staff have an important role in working with child protection trainers and CPD coordinators to provide easy access to appropriate documents, information and literature for all staff, including students, temporary and supply staff. 2.26 The electronic in-service CPD catalogue will contain all relevant single agency and multi- agency training opportunities. This should be readily available to all staff. 2.27 The Child Protection: Part 1 course is mandatory for all Children’s Services (Education) staff. Child protection trainers will work with heads of establishments and managers to provide Part 1 course training in child protection for all appropriate permanent and temporary staff. Temporary staff should be supported through individual training opportunities and up-to-date printed information. An introductory course is available in PowerPoint format with accompanying notes. This is designed for staff waiting to take part in a Part 1 course, as well as temporary staff. Training opportunities will all be planned and monitored through the CPD catalogue. 2.28 Newly qualified teachers, new staff and long-term cover staff, either teaching or staff other than teachers, should be given specific support in child protection issues. 2.29 There will be dedicated training sessions each year on child protection procedures and r elated matters for all heads, managers, child protection co-ordinators and trainers. 2.30 The local authority will provide an annual update presentation to all Head of Establishment and Managers, and this must be delivered to all staff. All heads, deputes, principal teachers of pupil support must attend the leadership of child protection course every three years as well as any other identified leaders of child protection. 3.0 Identifying and Responding to Concerns about Children and Young People 3.1 The vision of Renfrewshire Child Protection Committee is “That all children are safe and protected from harm”. 3.2 Through the multi-agency, common approach of GIRFEC, all children and young people should have their development needs met within an environment which promotes the rights of children and young people to: • get the help they need when they need it. • be listened to and respected. Page 154 of 238
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• be able to discuss issues in private when they want to. • be confident in the adults who work with them. 3.3 When there is a concern, a member of staff must alert the head or manager immediately. Any of the following may have taken place: • a specific incident; • a disclosure made by a child or young person, parent or carer; • information from a third party; • adult behaviour or circumstances that may place the child or young person at risk of harm; or • child or young person’s behaviour or circumstances that may place the child or young person at risk of harm. It is essential that all staff are knowledgeable about definitions and signs of child abuse. Awareness of these is included in the mandatory Child Protection: Part 1 training, as well as in the annual update for all staff. 3.4 Members of staff who raise a concern must follow the procedures detailed and listed in appendix 1. All members of staff must have access to appendices 1, 2 and 3 and the establishment guidelines for child protection and safeguarding. 3.5 A concern may be expressed about anything that affects, or has the possibility of affecting, the wellbeing, happiness or potential of the child or young person. It may relate to a single event or observation, a series of events, or an attribute of the child or young person or someone associated with them. After alerting the Head of Establishment and Manager, the member of staff will be required to complete appendix 3 Record of Concern Alert for Staff. Information recorded must be factual, accurate, clear, and concise. 3.6 It is the responsibility of the Head of Establishment and Manager to assess the immediate risk to the child or young person and in making the decision to refer a child or young person to social work, follow the procedures exactly. These are listed in appendix 2. 3.7 In all cases, the Head of Establishment and Manager must contact the duty social worker directly with a concern, and then send a completed electronic referral form (appendix 4) by e-mail to social work. If a referral is made out with normal office hours, the form must be completed as soon as possible and sent to the social work by secure email, if possible. Appendix 4 should also be sent to the Education Manager (ASN and Inclusion) who has strategic responsibility for Child Protection and also sent to the appropriate school nursing or health service. 3.8 Copies of the referral form must be held in the child’s confidential case file as well as an account of all telephone calls, interviews, and discussions, building an electronic chronology (appendix 6) and noting developments and outcomes. 3.9 After a referral, Social Work will carry out initial enquiries. If after this they think it might be a child protection issue, they will request an inter-agency referral discussion (IRD) with Police and Health to which Education are invited and must contribute to. An IRD is the joint decision-making process which allows information to be gathered and shared to inform decision making as to whether a child is in need of protection. (see appendix 9 IRD flow chart). Page 155 of 238
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3.10 Education will be asked to be part of the IRD and will be notified of the date and time. IRDs will be held by teleconference. The following information will be provided by Education staff verbally and in writing: • name/date of birth; • attendance; • presentation; • attainment: working levels/progress; • involvement in staged intervention; • any additional support needs/support in place; and • concerns/any notable incidents. 3.11 On receiving a referral, Social Work are required to respond in writing to the referrer reporting the outcome of the referral within 5 working days. On receiving this, to provide the Education Manager with the relevant information to monitor the action taken to protect the child, the Head of Establishment and Manager must complete and forward a Notification of Outcome of Referral to Social Work Services form (appendix 7) to the Education Manager (ASN and Inclusion) who has strategic responsibility for safeguarding and child protection, as soon as the acknowledgement is received. 3.12 When a child or young person is the victim of an assault and has been physically harmed, emergency services should be contacted immediately. 3.13 If the child or young person is not already subject to a Compulsory Supervision Order (CSO) consideration should be given as to whether a Compulsory Supervision Order might be necessary and if so a referral should be made to the Reporter (SCRA). If it is known that the child or young person is already subject to a Compulsory Supervision Order, a copy of the referral form (appendix 4) must be sent to SCRA for information. This should be accompanied by the Standard Letter of Notification to Reporter (appendix 8). This will allow SCRA to maintain a full record of all concerns relating to children or young people subject to supervision requirements and to take investigative action when required. 3.14 When staff first report a concern, it is important they are supported and reassured that they were right to share their concern. If a child or young person shares a concern about themselves or another child or young person, it is very important that they are supported and reassured in the same way. The Head of Establishment or Manager will then take the appropriate actions. Risk Assessment 3,15 Understanding risk is very important in child protection. As part of the GIRFEC practice model for risk assessment and management, practitioners must consider how to respond to situations where risk may be a feature of the concerns; they must take into account safety factors and consider the impact of risk on other aspects of child development. 3.16 In Children’s Services (Education), the role of staff is to gather all the available information and carry out appropriate risk assessments to determine the initial concern and put in place the relevant supportive action. This is part of the GIRFEC model in terms of the staged intervention approach which would determine whether a concern is serious enough to warrant taking immediate action. At all times, Children’s Services (Education) staff should use the five GIRFEC questions, along with their professional judgement, to help them determine the appropriate course of action. Page 156 of 238
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3.17 It is not the responsibility of Education Children’s Services staff to investigate a concern; however, it may be appropriate to clarify understanding of a situation by asking for further information without asking leading questions. It is important that when you make a referral that you have as much information relating to the referral as possible. It is important to be very clear about your concerns. 4.0 Child Protection in Specific Circumstances 4.1 The National Guidance for Child Protection in Scotland (2021), Part 4 covers specific areas of concern; and also factors that may intersect with these concerns and so may require specific attention and support. The GIRFEC approach encourages consideration of the child’s experience and perspective, within and beyond the family. The Promise encourages a focus on support for those relationships that are key to emotional safety and resilience. “When children talk about wanting to be safe, they talk about having relationships that are real, loving and consistent.” 4.2 Radicalisation: The Prevent Agenda The aim of the Prevent strategy is to reduce the threat to the UK from terrorism by stopping people becoming terrorists or supporting terrorism. Radicalisation defines the process by which people come to support terrorism and extremism and, in some cases, to then participate in terrorist activity. The Counter Terrorism and Security Act 2015 (section 26) places a duty on local authorities in Scotland to have due regard to the need to prevent people from being drawn into terrorism. It also places an obligation on local authorities to ensure that a panel of persons is in place for its area to assess the extent to which identified individuals are vulnerable to being drawn into terrorism and, where appropriate, arrange for support to be provided. Revised HM Government Guidance (2021) is available for Scotland (Prevent Multi-Agency Panel Duty Guidance: Protecting people vulnerable to being drawn into terrorism (publishing.service.gov.uk)). When assessing referrals to such panels, local authorities and their partners should consider how best to align such assessments with child protection legislation and guidance. Radicalisation can occur quickly, or over a long period. Sometimes there are clear warning signs; in other cases, the changes are less obvious. Children and young people who are at risk of radicalisation may have low self-esteem or be victims of bullying or discrimination. This can make them more vulnerable and susceptible to extreme views and online influences which may offer a sense of belonging and identity. Signs of this might include: • isolating themselves from family and friends. • talking as if from a scripted speech. • unwillingness or inability to discuss their views. • a sudden disrespectful attitude towards others. • increased levels of anger. • increased secretiveness, especially around internet use. 4.3 Domestic abuse Domestic abuse is any form of physical, verbal, sexual, psychological, or financial abuse which might amount to criminal conduct, and which takes place within the context of a relationship. The relationship may be between partners (married, cohabiting, in a civil partnership or otherwise), or ex-partners. The abuse may be committed in the home or elsewhere, including online. Domestic abuse includes degrading, threatening and humiliating behaviour predominantly by men and predominantly towards women although Page 157 of 238
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could occur in a single sex relationship. It is typically a gendered crime and is underpinned by attitudes and inequalities between men and women that continue to be prevalent in society. It may be committed in the home or elsewhere; and may include online activity. There is significant evidence of links between domestic abuse and emotional, physical and sexual abuse of children, and young people themselves can experience domestic abuse as ‘coercive control’ of the whole family environment. Children or young people living with domestic abuse are at risk of significant harm, because of witnessing the abuse and being abused themselves. Domestic abuse can undermine stability and damage a child or young person’s physical and emotional health. Renfrewshire use the Safe and Together model when responding to domestic abuse. This is based on partnering with domestic abuse survivors and intervening with domestic abuse perpetrators in order to ensure the safety and wellbeing of children. https://safeandtogetherinstitute.com/the-sti-model/model-overview/ 4.4 Parental alcohol and drug use Children affected by parental alcohol and drug use may experience neglect, feelings of fear, blame, abandonment, anger and shame. Children who may not be recognised as Young Carers may have to care for children, or for adults. Secrecy and denial are recurrent features within families affected by alcohol and drug use. Divisions occur within families where there is pressure to contain knowledge of substance use. Children’s potential to experience and develop trusting, secure relationships are compromised. Many parents feel marginalised outside the home, and inside the home they do not know how to acknowledge or discuss their substance issues with their children. Stigma accompanying parental alcohol and drug use affects children, locks in secrecy and remains a barrier to connection with universal services, treatment and support. 4.5 Disabled children Disabled children are children first and foremost. Each child has unique potential. Their needs must be considered in the context of a holistic assessment of the child and the intersecting strengths and risks in their world. Children with communication impairments, behavioural disorders, learning disabilities and sensory impairments may be additionally vulnerable to abuse and neglect. Staff working with disabled children should be aware of their communication needs and training and advice should be sought where necessary. 4.6 When services find it hard to engage The terms ‘resistance’ and ‘disguised compliance’ usually meaning disguised non- compliance or non-effective compliance and are terms sometimes used when services find it hard to engage with families. Such terms imply that the location of responsibility for this block lies with children and families. ‘Non-engagement’ covers a spectrum of failures that are all a product of interaction. The tone of engagement and painful previous experience of services may both play a part. This component of protection and support is sometimes absent. Non-engagement on the part of service users may take the form of aggression, manipulation, concealment, superficiality, blaming and ‘splitting’ professionals, inaction or selective action. Children who experience frequent changes of address within such a pattern may be at increased risk. Effective child protection is a constant search for ‘meeting points’. This is likely to depend on appreciation of the feelings and context of avoidant or oppositional communications. These might include fear, distrust, exhaustion, shock, isolation, intoxication, anxiety, depression, stigma, denial, blame, shame, deflection, trauma, attachment history, incapacity or confusion. Some will have had traumatic experience of having been coerced and Page 158 of 238
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controlled. Others may already have had a child removed. Some families will deliberately evade practitioner support aimed at protecting a child. In some cases, parents can behave in a negative and hostile way. In these cases, agencies should work together to ensure that they are clear about how to approach the family, and records should include details of contact, or lack of contact. 4.7 Children and young people experiencing mental health problems Children can experience a range of mental health problems, from depression and anxiety through to psychosis. While most will recover, many are left with unresolved difficulties or undiagnosed illnesses that can follow them into adult life. Parents and carers may be bewildered or frightened by their child’s behaviour or concerned that they are the cause of such behaviour. Child protection may be a component of the service response to children and young people experiencing mental health problems. A small number of children with mental health problems may pose risks to themselves and others. For some, their vulnerability, suggestibility, and risk levels may be heightened because of their mental ill health. For others, a need to control, coupled with lack of insight into or regard for the feelings and needs of others, may lead to them preying on the vulnerabilities of other children. Co-ordinated inter-agency work, and close collaboration with parents or carers is essential to mitigate risks for these children and for others. 4.8 Children and young people who have displayed harmful sexual behaviour Harmful sexual behaviour (HSB) is defined as “sexual behaviour(s) expressed by children and young people under the age of 18 years that are developmentally inappropriate, may be harmful towards self or others and/or may be abusive towards another child or young person or adult” (Hackett, 2014). Children’s sexual behaviour may be described on a continuum ranging from normal to uncommon behaviours, including serious sexual violence. Assessment of harmful behaviour is indicated if the behaviour meets any, or all, of the following criteria. • It occurs at a frequency greater than would be developmentally expected. • It interferes with the child’s development. • It occurs in a context of coercion, intimidation or force. • It is associated with emotional distress. • It occurs between children of divergent ages or abilities. • It repeatedly recurs in secrecy after intervention by caregivers (Chaffin et al., 2002). In all cases where a child or young person presents problem sexual behaviour, consideration should be given to whether action should be taken under child protection procedures, either to protect the victim or because there is concern about why the child/young person is behaving in this way. 4.9 Female genital mutilation (FGM) FGM has been illegal in Scotland since 1985. The Prohibition of Female Genital Mutilation (Scotland) Act 2005 made it a criminal offence to have FGM carried out either in Scotland or outside the United Kingdom. The Female Genital Mutilation (Protection and Guidance) (Scotland) Act 2020 makes provision for FGM Protection orders and for Statutory Guidance of FGM. These provisions will strengthen the existing legislation for the protection of women and girls from FGM. Page 159 of 238
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FGM or the risk of FGM may first come to the attention of education staff. A child/ young person can be considered at risk if they come from an FGM-practising community or if a close female relative is a survivor of FGM regardless of whether the community of origin traditionally practises FGM. A strong indicator could be the planning of an extended family holiday. FGM is a form of child abuse and if you suspect it, you should contact social work. 4.10 Forced marriage and honour based abuse A forced marriage is a marriage conducted without the full and free consent of both parties, and where duress is a factor. Duress can include physical, psychological, financial, sexual and emotional abuse. A forced marriage is different from an ‘arranged marriage’. An arranged marriage is one in which the families of both spouses are primarily responsible for choosing a marriage partner for their child or relative, but the final decision as to whether to accept the arrangement lies with the potential spouses: both spouses give their full and free consent. The tradition of arranged marriage has operated successfully within many communities for generations. Forced marriage is both a child protection and adult protection matter. Child protection processes will be considered up to the age of 18. Forced marriage may be a risk alongside other forms of so called ‘honour-based’ abuse (HBA). HBA includes practices used to control behaviour within families, communities, or other social groups, to protect perceived cultural and religious beliefs and/or ‘honour’. Such abuse can occur, for example, when perpetrators perceive that a relative has shamed or may potentially shame the family and/or community by breaking their honour code. This abuse can take many forms, including threatening behaviour, emotional blackmail, assault, rape, abduction, forced marriage, confinement and ‘honour killing’. Those who might identify as LGBT and disabled children may be at increased risk of forced marriage. For LGBT people this is seen as a way of ensuring that their LGBT identity is not made public. Forced marriages are also seen as a way of ensuring that someone who needs care has a spouse who can provide this care. Furthermore, immigration can be an aggravating factor towards forced marriage: by arranging a marriage of a UK citizen with someone from overseas, the overseas spouse is guaranteed an easier entry into the UK. An estimated 80% of forced marriage victims are girls and women. HBA support work is mainly conducted by women’s organisations. However, boys, especially those who might identify as gay, bi-sexual or transgender, are also affected by forced marriage, domestic abuse, coercive control and other forms of HBA. Practitioners should be aware that forced marriage is not restricted to any particular ethnic or religious community. 4.11 Fabricated or induced illness Fabricated or induced illness refers to a process in which a parent or caregiver induces illness or a sick role in a child by exaggeration, deliberate non-treatment, fabrication or falsification of signs of illness. The process can include maladministration of medication or other substances causing symptoms of illness, and interference with equipment, observation charts or other documents relevant to the child’s health. The caregiver may, or may not, genuinely believe the child to be ill. Fabricated or induced illness is not a common form of child abuse, but staff should be able to understand its significance. In such cases, parents may fabricate signs and symptoms of illness including fabricating the child’s past medical history or induction of illness by a variety Page 160 of 238
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of means. The majority of cases of fabricated or induced illness in children are confirmed in a hospital setting. 4.12 Sudden unexpected death in infants and children For a very small number of children, their death may not be because of natural causes. In cases of sudden death, the circumstances and cause of death must be explored sensitively and to the highest standards. Every parent has a right to understand fully the circumstances which led to the sudden unexpected death of their child. 4.13 Equal Protection The Children (Equal Protection from Assault) (Scotland) Act 2019 (‘the 2019 Act’) fully came into force on 7 November 2020, removing the common law defence of ‘reasonable chastisement’. If a parent or carer physically punishes their child, he or she can be prosecuted for assault. There is a growing body of international evidence showing that physical punishment of children can lead to long-term negative outcomes. If Children’s Services staff become aware of an incident of physical chastisement, social work should be contacted. 4.14 Child sexual exploitation (CSE) Child sexual exploitation (CSE) is a form of child sexual abuse in which a person or persons of any age take advantage of a power imbalance to force or entice a child into engaging in sexual activity, in return for something received by the child and/or those perpetrating or facilitating the abuse. As with other forms of child sexual abuse, the presence of perceived consent does not excuse or mitigate the abusive nature of the act. ‘Child’ in this context means child or young person up to age 18. Boys as well as girls may be victims. Although CSE is not a specific criminal offence in itself, there is a range of criminal and civil options that can be used to disrupt and prosecute this form of abuse. In a high number of cases, victims of CSE will have particular vulnerabilities. These can include: • a history of abuse or neglect. • being looked after/accommodated. • disengagement from education. • going missing from home or care. • drug and alcohol misuse. • social isolation. Staff should be alert to possible indicators of CSE which may include: • relationships with controlling adults. • unexplained amounts of money/clothing or other items. • isolation from peers/social networks. • unexplained absences from school. • entering/leaving vehicles driven by unknown adults. • peers involved in sexual exploitation. • concerning use of the internet/mobile phones. Child sexual exploitation is abuse and should be treated as a child protection concern. If you suspect a young person is at risk of CSE, you should make a referral to social work. If an IRD takes place, they can consider a referral to the Vulnerable Young Persons group. Page 161 of 238
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4.15. Trafficking The legal definition of the offence of human trafficking in Scotland is set out in the Human Trafficking and Exploitation (Scotland) Act 2015 (‘the 2015 Act’). A person commits an offence of human trafficking if a ‘relevant action’ is taken with a view to another person being exploited (section 1). The offence of human trafficking is aggravated by being committed against a child (as defined in the 2015 Act as a person under the age of 18 years old) (section 6). Relevant action. Section 1(2) of the 2015 Act defines ‘relevant action’ as any of the following: recruiting another person; transporting or transferring another person; harbouring or receiving another person; exchanging or transferring control over another person; or arranging or facilitating any of those actions. It is irrelevant whether the person consents to any part of the action. Travel between two places is not a requirement for an offence of human trafficking to have taken place. The 2015 Act (section 3) describes what constitutes ‘exploitation’ for the purposes of the offence of human trafficking. The following are examples of exploitation: • prostitution and sexual exploitation; • criminal exploitation; • slavery, servitude and forced or compulsory labour; • securing services and benefits; • financial exploitation/benefit fraud; or • removal of organs; • debt bondage; and • begging. Child trafficking and exploitation are abuse, and an immediate child protection response is required. An inter-agency referral discussion (IRD) should be undertaken when there is reason to believe a child may have been trafficked or exploited. The IRD should also consider a referral to the Vulnerable Young Persons Group. 4.16. Child Criminal Exploitation (CCE) Child Criminal Exploitation (CCE) is a cause of significant harm and should trigger child protection processes and consideration of relevant preventative action. CCE is not defined in law, but practitioners should be alert to the possibility that some children who are victims of trafficking may be exploited by gangs and organised criminal networks. CCE can be associated with ‘county lines’, which refers to criminal exploitation by gangs which export illegal drugs into one or more areas (within the UK). Gangs may use dedicated mobile phone lines or other form of ‘deal line’. Such gangs are known to exploit children and vulnerable adults to move, and store, drugs and money and often use coercion, intimidation, violence (including sexual violence) and weapons. CCE can also occur in the absence of these features. Child criminal exploitation takes a variety of different forms and affects both male and female children. It can include children being forced to work in cannabis factories, being coerced into moving drugs or money across the country, forced to shoplift or pickpocket, or forced to threaten other young people. Any child being forced or coerced to commit crime must be seen as a victim of exploitation. Child criminal exploitation is often unrecognised, and this can mean children are more likely to be prosecuted for offending behaviour, rather than being recognised as victims of exploitation. Children may fear arrest and prosecution. They may be drawn in to CCE Page 162 of 238
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through other children. Where it is suspected that a child may potentially be criminally exploited the IRD should consider a referral to the Vulnerable Young Persons group. 4.17. Historical reports of abuse The term ‘historical abuse’ refers to reports of neglect, emotional, physical, and sexual abuse which took place when the victim was under 16 but which are disclosed after a considerable time lapse. Such abuse is sometimes reported in a therapeutic setting such as counselling and any such disclosure must take into account whether there are any children potentially still at risk from the alleged perpetrator. People reporting historical abuse may state that the perpetrator is deceased, suggesting that there are no current child protection concerns. However, they may still want to be advised that they can share information with Police Scotland to make a report to allow them to consider information further. 4.18. Children who are looked after away from home Child protection concerns also extend to any care environment provided for children and young people. A looked after child may be placed with foster carers, kinship carers or in a residential setting. Many children who have had to leave the care of their parents will often display challenging behaviour and exhibit complex emotions. Any looked after child expressing a concern must be listened to and taken seriously. 4.19. Online and mobile phone safety New technologies, digital media and the internet are an integral part of the lives of children and young people. With this increased use comes increased risk to children and young people of: • online bullying. • exposure to unacceptable material. • identity theft and abuse of personal information. • criminal exploitation. • sexual exploitation. Children, young people, parents and staff need to understand the risks that the internet and mobile technology present so that they can make safe and informed choices. Training and awareness raising is important to enable children and young people to keep safe online while benefitting from what the internet has to offer. Risks include: • violent behaviour. • criminal activity. Such concerns should be reported as child protection issues and multi-agency responses put in place. 4.20. Under-age sexual activity There are situations that do not require child protection processes, in which a young person may need immediate support in relation to their sexual risks, development and relationships. These may be addressed either on a single-agency or multi-agency basis, depending on needs and circumstances. Child protection concerns arise when the impact of under-age sexual activity could cause Page 163 of 238
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significant harm. A young child (under 13 years of age) cannot consent to any form of sexual activity (within Part 4 of the Sexual Offences (Scotland) Act 2009). The 2009 Act maintains the age of consent at 16 whether a person is straight, lesbian, gay, bisexual and/or transgender. When there is reason to believe an offence against a child has been committed as defined in the 2009 Act, an IRD will be convened. An IRD must also be convened with older children (over 13 years) who may have been pressured into sexual activities involving force or exploitation, may have had indecent images taken, suggesting abuse or exploitation, or may otherwise be at risk of significant harm relating to sexual activity. While consent to sexual activity under age 13 is not possible, support for children’s learning should reinforce the message that ‘consent’ refers to a mutual process; that verbally obtained consent is necessary but not sufficient; and that it is always necessary to be sensitive to another person’s feelings and fears, which may be communicated in an on- going process, not only in words but also in body language and non-verbal responses. Consent can be withdrawn at any time and consent is required every time sexual activity takes place, even if a person has previously consented. 4.21. Children missing from education School staff should be aware of the role of the Children Missing from Education Co-ordinator and work in line with the Children Missing from Education Service Guidance (2018), which contains resources and Children Missing from Education contacts. The Children Missing from Education (Scotland) Service provides guidance and advice on good practice concerning cases of children missing from education and checks the national electronic School2School transfer system (S2S) to see if the child has enrolled at another publicly funded school in Scotland. The CME Service facilitates agreements related to Part 4: Specific support needs and concerns (page 184), National Guidance for Child Protection in Scotland (September 2021) between local authorities, national agencies and partners in England, Wales, Northern Ireland and Ireland to allow exchanges of information, and will support local authorities in using these agreements. The response to children who are missing from education with their families is outlined in Revised Standard Circular 5, Included, Engaged, and Involved: Attendance in Educational Establishments. 5. Key Reference Documents 5.1 To supplement the procedures and guidance set out in revised Standard Circular 57, there are a number of documents which should be publicised and made easily available for all staff within establishments and services. 5.2 The procedures set out in Standard Circular 57 should always be followed exactly. These documents provide further advice on child development, children’s wellbeing and protection and related information. These are to support ongoing practice improvement within establishments and services. 5.3 This policy has been drawn up based on overarching legislation and guidance that seeks to protect children, namely but not exclusively: Page 164 of 238
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National Guidance for Child Protection in Scotland, Scottish Government, 2021 Child Protection Guidance 2021(theapsgroup.scot) Inter-agency Child Protection Procedures – Fife (2016) Getting it Right for Every Child Policy GIRFEC General Data Protection Regulation/Data Protection Act 2018 https://ico.org.uk/for-organisations/guide-to-data-protection/guide-to-the-general-data-protection- regulation-gdpr/Children's Hearing (Scotland) Act 2011 Children and Young People (Scotland) Act 2014 Children and Young People (Scotland) Act 2014 Children (Scotland) Act 1995 https://www.gov.scot/publications/scotlands-children-children-scotland-act-1995-regulations- guidance-volume-1-support-protection-children-families/documents/ Children Scotland Act (2020) https://www.legislation.gov.uk/asp/2020/16/body/enacted Education (Additional Support for Learning) (Scotland) Act 2004 https://education.gov.scot/improvement/research/education-additional-support-for-learning- scotland-act-2004/ National Framework for Child Protection Learning and Development in Scotland (2012) http://www.gov.scot/Topics/People/Young-People/protecting/child-protection/national-framework- cp-learning-2012 The Protection of Vulnerable Groups (Scotland) Act 2007 http://www.gov.scot/Publications/2011/08/04111811/1 Nations Convention on the Rights of the Child http://www.unicef.org.uk/UNICEFs-Work/Our-mission/UN-Convention/ Page 165 of 238
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21 Appendix 1 Grounds for Concern – Action Guidance for All Staff As a member of staff, temporary or permanent, if you have a concern about a child or young person you must report it to the head or manager of your establishment or service immediately. All staff must report any of the following: • a specific incident; • a disclosure made by a child or parent or carer; • information from a third party; • adult behaviour or circumstances that may place the child at risk of harm; and • child behaviour or circumstances that may place the child at risk of harm. ALL STAFF SHOULD FOLLOW THE PROCEDURE BELOW Step 1: • Alert the head of establishment or manager to your concerns immediately. • Confirm your report in writing by completing Appendix 3 Record of Concern Alert for Staff as soon as possible that same day. • Give your report to the head of establishment or manager immediately it is completed. Step 2: • Follow the guidance of the head of establishment or manager in supporting the child and cooperating with subsequent actions by social work and/or police. Page 166 of 238
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22 The head or manager gathers all available information. The head or manager assesses the risk to the to the child or young person, using this information and professional judgement; this may include a preliminary discussion with social work about a concern. If making NO referral to social work department record concern in pastoral notes and in chronology in confidential file consider using the TAC/MACP framework plan actions to support the child in collaboration with parents and carers arrange review date and name of reviewer Appendix 2 Grounds for Concern: Action Guidance for the Head or Manager of an Education Establishment or Service A head or manager identifies grounds for concern, or a formal concern is reported to a head or manager. Head or manager asks for the required and completed Appendix 3. If making a referral to the social work department • phone duty senior social worker to discuss submission of referral Notification of Concerns About a Child to Social Work Services (appendix 4) • complete and send referral (appendix 4) to social work department with a copy to education manager (ASN and Inclusion) • send copy of referral (appendix 4) to school nurse (school establishments), health visitor (early years establishments), clinical services manager (others) • if the child is known to be subject to a supervision requirement, send copy of referral (appendix 4) to SCRA, along with a completed Standard Letter for Notification to Reporter (appendix 8) • complete and send Notification of Outcome of Referral (appendix 7) to education manager (ASN and Inclusion) • record action taken in the electronic chronology in the confidential case file Within 5 working days • receive acknowledgement of referral from social work (appendix 4) • complete and send copy of Notification of Outcome of Referral to SW to education manager (ASN and Inclusion) (appendix 7) Page 167 of 238
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23 Appendix 3 Record of Concern Alert: Please use black ink (or type) and CAPITAL letters. When you have a concern about a child or young person you must report it immediately to the head or manager. Once you have reported the concern to the head or manager you are required to complete this form on the same day. Day and date Head or manager to whom it was reported Name of child/young person Establishment/service Source of Concern (please circle): Personal Observation Yes No Reported by child Yes No Reported by another source Yes No Please give details of source Phone call Yes No Please give details of call Please give details. If a disclosure has been made, record on the back of this form using the child’s own words. SIGN AND DATE DIRECTLY UNDER STATEMENT Print name Date and Time Job Title Page 168 of 238
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24 Appendix 4 Referral Form Guidance Notes This referral form (notification of concerns about a child to social work services) has been agreed and must be used in all cases where an establishment or service has a concern about the welfare or immediate risk to a child. The head of establishment or manager is responsible for ensuring that the documentation is accurate and complete. Following the immediate phone call to the senior duty social worker, the referral form should be submitted, irrespective of the outcome of that discussion, within 3 working days. Social work services will take the decision on how best to proceed given all the known circumstances and determine whether it is an immediate child protection response or a review of current care and welfare arrangements. Children Services (Education) staff will be involved as appropriate. In completing the form, the head of establishment or manager should only address the sections which are known to them. Where social work services proceed with child protection measures as a consequence of the referral, the education manager (ASN and Inclusion) can be contacted for further information as required. The head of establishment or manager is responsible for ensuring that Children’s Services (Education) is kept fully updated on developments. The completed form should be sent to social work and a copy to the school nurse (school establishments) health visitor (early years establishments) clinical services manager (for others). Page 169 of 238
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Notification of Concerns About a Child/Young Person to Social Work SC57 CHILD PROTECTION CONTACT LIST- INSERT ESTABLISHMENT NAME Agency Name Designation Address Telephone no Secure email Social Work – duty team Paisley Locality Abbey House 8 Seedhill Road Paisley PA1 1JT 0300 300 1199 (FIRST RESPONSE TEAM- ALL LOCALITIES) swbschildcare@renfrewshire.gov.uk (ALL LOCALITIES) Johnstone Town Hall, 25 Church Street Johnstone PA5 8FA Renfrew Locality, Renfrew Health & Social Work Centre. 10 Ferry Road, Renfrew. PA4 8RU Health- school health service gg-uhb.SchoolNursingJohnstone@nhs.net Education Emma Henry Education Manager (ASN and Inclusion) Renfrewshire Council HQ emma.henry@renfrewshire.gov.uk Renfrewshire House Cotton St Paisley PA1 1LE Scottish Children’s Nicola Authority Reporter Renfrewshire 0300 200 1400 renfrewshiremailbox@scra.gov.uk Reporter Harkness/Lesley Team Administration King/Julie Paterson 10 Glen Lane Paisley PA3 2HU REFERRAL FORM Page 170 of 238
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1.(a) Referral Details Name of Referrer (Head/Manager) Agency Designation Postal Address (including postcode) Email Address Phone Number Fax Number 1.(b) Designated Contact Person (If different from 1(a)) Name of Referrer (Head/Manager) Agency Designation Postal Address (including postcode) Email Address Phone Number Fax Number Page 171 of 238
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Notification of Concerns About a Child/Young person to Social Work 2. Referral to Social Work Date of Referral Time of Referral Name of worker spoken to Designation Is the parent/carer aware of this referral? Is the young person aware of this referral? Area/Hospital Social Work Team Responsible Local Authority Phone Number Is this a re-referral from your service? If yes, please enter date(s) of previous referral(s) Page 172 of 238
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Notification of Concerns About a Child/Young Person to Social Work 3. Subject of Referral Child’s Name Other name known by Date of Birth Age Gender Home Address(es) (inc postcode) Ethnicity Religion 1 2 3 Child Affected by Disability Preferred Language Interpreter Required (specify) Description Communication Assistance Required (specify) 1 2 3 Page 173 of 238
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Notification of Concerns About a Child/Young Person to Social Work 4. Family Details Mother’s Name Date of Birth Other name known by Current Address (if different from child) Father’s Name Date of Birth Other name known by Current Address (if different from child) Family Address (including postcode) Phone Number Is child currently resident at this address? If no, state address (including postcode) Principal Carer’s Details (if different from mother/father) Name Date of Birth Relationship to child Address (including postcode) Type of Residence (if not at home) Page 174 of 238
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Notification of Concerns About a Child/Young Person to Social Work Other Adults in Household Name Date of Birth Relationship to Child Any Other Significant Adult(s) (if known, please include contact details) Name Date of Birth Address Phone Number Relationship to Child Page 175 of 238
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Notification of Concerns About a Child/Young Person to Social Work Siblings not subject to referral Child’s Name Other Name Known By Date of Birth Age Gender If in relation to unborn baby of mother is pregnant – estimated date of birth 5. Summary of Concerns Page 176 of 238
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Notification of Concerns About a Child/Young Person to Social Work For All Other Referrals Please Complete the Following VULNERABLILTY FACTORS Services finding it hard to engage Child affected by Parent/Carer Learning Difficulty or Learning Disability Child affected by Parent/Carer Mental Ill-Health Child experiencing Mental Health Problems Domestic Abuse Parental Alcohol Use Parental Drug Use Child displaying Harmful Sexual Behaviour Online Safety IMPACTS ON / ABUSE OF THE CHILD Physical Abuse Emotional Abuse Sexual Abuse Criminal Exploitation Child Trafficking Neglect Female Genital Mutilation Honour-based abuse and Forced Marriage Child Sexual Exploitation Internet-enabled Sexual Offending Underage Sex Other Concern(s) Page 177 of 238
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Notification of Concerns About a Child/Young Person to Social Work What information do you need to make a referral? Concerns about harm to a child from abuse, neglect, exploitation, or violence should be reported without delay to Social Work or to the Police in situations where risk is immediate. When making a referral please give as much information as you have and give consideration to the checklist below. These are the questions that the receiver of the referral will ask: Key Considerations Checklist - Referrals ✓ Date, time and method of referral? ✓ Referrer’s name, contact details and involvement with the family? ✓ The child’s full name, age, date of birth and address? The child’s current whereabouts and who they are with? Based on information is the child is in imminent danger? ✓ The name, age and address of the child’s parents / carers? ✓ Details of any adults who have care of the child - their names, DOB, address etc? ✓ Description of the incident prompting the referral including details of the alleged perpetrator, and where, when and what may have happened? ✓ Details of other children who may also be at risk? ✓ Details of any other person known to have information on the alleged or suspected abuse? ✓ Any other agencies currently involved with the family e.g., Health visitor, Teacher, School Nurse or any other Health professional involved with the family (including the parents/carers)? ✓ Any previous concerns about this child or other children in the household? ✓ Whether the children have any disabilities or special needs? ✓ Any cultural or religious factors which need to be taken into account? ✓ Whether the parents/carers are aware of the concerns and if so their response? Reason for Referral/Request for (please record reason for concern and how this impacts on child. If applicable, please indicate alleged abuse. Indicate what action if any you have taken prior to the referral) Agreed Actions (Actions agreed and by whom during phone referral) Page 178 of 238
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Notification of Concerns About a Child/Young Person to Social Work 8.Agency Involvement Health GP’s Name Address Phone Number Email Address Health Visitor/School Nurse Name of Health Visitor/School Nurse Address Phone Number Email Address Education (Early Years /School/Service) Name of Establishment and Contact Person Address Phone Number Email Address Any Other Agencies (if known) Name of Agency and Contact Person Address Phone Number Email Address Signature of Referrer: Print Name: Signature of Line Manager (if applicable): Print Name: Date : Page 179 of 238
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Notification of Concerns About a Child/Young Person to Social Work Acknowledgement of Child Welfare/Protection Referral to Social Work Social Work use only (Return to Referrer within 5 working days) Insert Social Work Address Family Name SWID No. Date of Referral: Request Treated as: Outcome of Referral/request for: Any other comments: Signature/Name: Date Page 180 of 238
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Appendix 5 Standard Chronology A chronology is a list of significant events in a child’s life. A standard chronology is critical in agreeing the timeline of significant events that have led to a risk assessment that determines referral is needed. Overleaf is the example of the template on which standard chronologies should be recorded. Actual recording should be completed on the separate standard chronology spreadsheet. This enables, when necessary, multi-agency chronologies to be created. A multi-agency chronology must comply with information sharing guidance and protocols in the way that it is developed, held, shared and reviewed. It must be accurate, relevant and proportionate to purpose and: • is a synthesis which draws on single-agency chronologies. • reflects relevant experiences and impact of events for child and family. • will include turning points, indications of progress and/or relapse. • will inform analysis but is not in itself an assessment. • may evolve in a flexible way to integrate further necessary detail. • may highlight further assessment, exploration or support that may be needed. • is a tool which should be used in supervision. A chronology, whether single or multi-agency: • is not a comprehensive case record and cannot substitute for such records. • is not a list of exclusively adverse circumstances. The format of a chronology should record purpose, authorship and date of completion. It should include the nature and sequence of events; outcomes or impact on child and family; sources of information; and responses to events as necessary for the purpose of this product (Practice Guide to Chronologies, Care Inspectorate, 2017). Page 181 of 238
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Interagency Chronology of Significant Events Information contained within this chronology has been collated from the individual chronologies of each agency involved with the child and family. Child's Name DOB Reference Earliest event first Date of Event Event Action Taken/Outcome Agency Appendix 6 Page 182 of 238
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Appendix 7 Notification of Outcome of Referral to Social Work to Education Manager (ASN and Inclusion) Establishment/Centre/Other Day and date Details of Child or Young Person Surname First name Date of Birth Address Postcode Day and date of Referral to Social Work Day and date of Confirmation of Outcome Current Establishment/Service Action Plan of Action (in brief) Include timescale and personnel involved Signature Day and date Job Title Please retain this form in the child or young person’s confidential case file Page 183 of 238
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Appendix 8 Standard Letter for Notification to Reporter For the attention of the Reporter to the Children’s Panel Please find attached information regarding a child protection concern relating to (… insert child’s name …), a child who we understand is currently subject to a supervision requirement. Yours sincerely Head of Establishment/Service Page 184 of 238
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Appendix 9 Child Protection Flowchart – Initial Referral Discussion (IRD) Partners across services working with children and families. Public Does the situation require an immediate response to protect the child? Police, Social Work and Health Information-gathering and Health, Police or Social Work request an IRD. Relevant professionals with a significant involvement in a child’s life must be informed and/or involved and education invited to IRD. Police use Social Work their powers seek Child to remove Protection Order measures the child Consideration is also given as to whether a referral is required to SCRA. Concern Raised Initial Information Gathering IRD (Initial-agency Referral Discussion) Child Protection measures are not required Child Protection Investigation A joint Investigative Interview is required Child requires a medical Page 185 of 238
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Appendix 10 Child Protection Checklist Establishment name: Date: Completed by: This can be used by establishment’s Senior Leadership Team to audit Child Protection processes and procedures and by Education Managers as part of quality assurance of Safeguarding and Child Protection. This can be used with all staff working with children and young people including all ancillary staff. 1. Foyer sign showing Child Protection Coordinator (CPC) and other school staff with designated responsibility for child protection (CP); is visible, especially to visitors. 2. CP policy in place and on website. 3. CPC details on back of visitor badges. Snapshot shows awareness of CPC and other school staff with designated responsibility for child protection (ask 3 random staff/young people). 4. CPC awareness: ask a few young people about knowledge of who the Child Protection Coordinator is as well as ways school keeps young people safe/what happens in the event of a child protection alert. 5. CPC knowledge of individual children. Plans are being maintained and used to identify support/interventions. Sample 3-5 Stage 3 plans. 6. Sample plans from children and young people who are Care Experienced/Child Protection Register. 7. Sample 3-5 single agency chronologies. 8. Copies of CP Procedures and National Guidance for CP (Scotland,2021) are accessible to staff. 9. Training log is complete and up to date. 10. Staff handout CP Guidance has been updated annually. 11. Review log for administration of medication and speak to the person who administers this, this may include looking at Stage 2 health plans. 12. Review log for First Aid and speak to the First Aider. 13. CPC has knowledge of attendance information, interventions, and support. 14. Review Bullying & Equalities log. 15. Review Compliments/Complaints log and themes. 16. Review all other logs as appropriate e.g.fire/door safety Page 186 of 238
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Area Yes No Yes No Yes No Foyer sign showing CPC visible Available at front of school. Available in other places around the school. General awareness of who the CPC is. CP policy and guidance in place Has review date. On the website. Part of staff induction. CPC awareness CPC details on visitor badges. Young people awareness of who CPC are. Young people aware of C&W process and follow up. Individual needs Knowledge of CP registered children / young people. CP registered pupils have a plan in place. Knowledge of care experienced children / young people. All Care Experienced/historical CE learners should have a plan in place and should be considered for a CSP and have one if appropriate. Plans and CSPs are high quality and up to date. Procedures and Guidance Copies in Head teacher/ CPC Office. Copies accessible elsewhere. CP Training log Complete and up to date. Annual update register available. Has other training included. Annual Updates (includes refresher on Prevent). Staff Handout CP Guidance Staff Handout CP Guidance utilised for new starts and log kept. All staff have prompt sheets for dealing with a disclosure. (on CP Guidance) CP Folders On SharePoint. Organised correctly. Chronology available. Electronic chronologies and overview. On SharePoint. Organised correctly. Advice given. PPRs Stored separately from CP folders. Organised correctly i.e., in date order. Do not contain confidential information. Log of administration of medicine Log available in central point where administered. Double signature. (2nd staff member as witness). Medical cabinet locked- emergency medication easily accessed i.e., access to Epipens. First Aid Log available. Consistent information recorded. Parents / carers informed appropriately. Page 187 of 238
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Attendance Knowledge of attendance rates / non-attenders. SEEMiS used to scrutinise attendance data. Appropriate support given to children / young people. Bullying log Bullying log seen. All aspects completed. School is acting on trends/patterns. Compliments log Compliments log seen. All aspects completed. School promoting good practice. Complaints log Complaints log seen. All aspects completed. School acting on issues. All other logs as appropriate Seen. Completed. School acting on issues. Outstanding actions for establishment / service regarding area from the above audit. Area Comments By whom By when Good practice to share with others Setting name Signed by Position:(Headteacher or CPC) Page 188 of 238
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To: JNC On: 13 November 2023 ___________________________________________________________________ Report by: Interim Chief Education Officer – Julie Calder ___________________________________________________________________ Heading: Standard Circular 8 - Included, Engaged, and Involved – A positive approach to preventing and managing school exclusions ___________________________________________________________________ 1. Purpose of Report 1.1. To share with members of the JNC the revised Standard Circular 8: Included, Engaged, and Involved – A positive approach to preventing and managing school exclusions 2. Background 2.1. Since the Scottish Government published the national guidance on managing exclusions in schools in June 2017 (Included, Engaged and Involved Part 2: A Positive Approach to Preventing and Managing Exclusions from School) there have been a number of changes to the policy landscape including the implementation of The Promise, the Getting it Right for Every Child (GIRFEC) local and national refresh, and the United Nations Convention for the Rights of the Child (UNCRC). 2.2. The overarching aim of Included, Engaged and Involved Part 2: A Positive Approach to Preventing and Managing School Exclusions was to support schools, communities and their partners to keep all children and young people fully included, engaged and involved in their education; and, to improve outcomes for all Scotland’s children and young people with a particular risk of exclusion. 2.3. The attached standard circular (see Appendix 1) updates and refreshes the previous policy statement and includes a refreshed focus on prevention, early intervention and response to individual need in line with the principles of GIRFEC. 2.4. Our schools and early learning and childcare settings already place a greater importance on inclusion through. • effective learning and teaching; • promoting positive relationships and behaviour; and Item 6 Page 189 of 238
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• employment of preventative approaches which reduce the need to consider exclusion. 2.5. Exclusion is always used as a last resort. Where it is used it is used proportionately and is a short-term measure with the aim of improving outcomes. ___________________________________________________________________ 3. Recommendations 3.1. For noting. Page 190 of 238
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1 | P a g e Standard Circular 8 Education and Children’s Services Board Approved - August 2023 Children’s Services Cotton Street Paisley PA1 1LE Included, Engaged, and Involved – A positive approach to preventing and managing school exclusions. 1.0 Introduction 1.1 This policy reflects the following: Scottish Government national guidance Included, Engaged and Involved Part 2: A Positive Approach to Preventing and Managing School Exclusions (2017) This national guidance provided a renewed focus for local authorities and schools on prevention, early intervention and a greater emphasis on inclusion through effective learning and teaching and promoting positive relationships and behaviour. Head Teachers and others considering making a decision to exclude a child or young person from school should refer to this Scottish Government guidance. The United Nation Convention on the rights of the Child (UNCRC): • Article 12 – respect for the views of the child • Article 28 – right to education • Article 29 – goals of education The Promise 21-24 Plan and in particular the Right to Education actions which is a call to action for education authorities to ensure: Care Experienced children and young people will receive all they need to thrive at school. There will be no barriers to their engagement with education and schools will know and cherish their Care Experienced pupils. School improvement plans will value and recognise the needs of their Care Experienced pupils with robust tracking of attendance and attainment so that support can be given early. Care Experienced young people will be actively participating in all subjects and extra- curricular activities in schools. The formal and informal exclusion of Care Experienced children from education will end. Schools will support and ensure Care Experienced young people go on to genuinely positive destinations, such as further education or employment. Page 191 of 238
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2 | P a g e 1.2 Under the Children (Scotland) Act 1995, 'looked after children' are defined as those in the care of their local authority – sometimes referred to as a 'corporate parent'. There are many reasons children may become looked after, including: • they face abuse or neglect at home. • they have disabilities that require special care. • they are unaccompanied minors seeking asylum, or who have been illegally trafficked into the UK. • they have been involved in the youth justice system. We aim to ensure that all looked after children receive the support they need, whether they are: • in residential care • looked after by kinship carers • looked after by foster carers • looked after at home • adopted, from either Scotland or abroad. • leaving care 1.3 As this document has a legal bearing, we will use the term “looked after” as defined by law to describe our care experienced children and young people. 2.0 Corporate Parenting 2.1 This policy therefore reflects our role as Corporate Parents. As Corporate Parents we have specific duties and responsibilities towards looked after children and young people up to the age of 26. When the state takes on a parental role for a child or young person, we all have a part to play in their wellbeing. Corporate Parents have a vital role to play in ensuring the rights of looked after children and young people are upheld, and that they have the best chances and outcomes in life. 2.2 This policy should be followed by all education establishments and should be made available to all relevant stakeholders in order that there is a clear understanding of the nature and purpose of exclusion from school in the context of legislative requirements. The policy also reflects on the impact of exclusion on children and young people and provides guidance to education establishments regarding the management of exclusions. 3.0 What is exclusion? 3.1 Exclusion is when an establishment sends a child or a young person home and does not allow them to return for a certain number of days. Sometimes schools might use a different name for this, for example ‘suspension’ — this is still an exclusion. If a school permanently excludes a child/young person, this means their name will be removed from the school register and they will not be allowed to return to that school. Schools must keep a record of all exclusions and must follow set procedures when they exclude a pupil. 3.2 The power to exclude rests with the education authority under Regulation 4 of the Schools (General) Regulations 1975 as amended. Section 14 of the Education (Scotland) Act 1980 places a duty on education authorities to make appropriate education provision when a child Page 192 of 238
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3 | P a g e or young person is excluded. This duty is devolved to Head Teachers however the education authority retains responsibility for the education of all children and young people. 3.3 The guiding principles of Included, Engaged and Involved Part 2: A Positive Approach to Preventing and Managing School Exclusions are set out below: • The foundation for schools, learning establishments and education authorities is a whole school ethos of prevention, early intervention and support against a background which promotes positive relationships, learning and behaviour; • Everyone in a learning community should feel they are in a safe and nurturing environment; • All children and young people have a right to education; and education authorities have a duty to provide this education; • All children and young people need to be included, engaged and involved in their learning; • All children and young people have the right to get the support they need to benefit fully from their education and fulfil their potential; • Exclusion should be the last resort; • Where exclusion is used, it should be as a proportionate response where there is no appropriate alternative and the wellbeing of the child or young person should be the key consideration; and • Exclusion must be for as short a period as possible with the aim of improving outcomes for the child or young person. The time during and after the exclusion period should be used constructively to resolve the situation and ensure positive and appropriate support is in place for all. 3.4 In all circumstances where exclusions are considered to be necessary, they should be undertaken with due sensitivity for the wellbeing of the individual concerned and his/her peers. Before a child or young person with a coordinated support plan or who is considered disabled in terms of the Disability Discrimination Act 1995 is excluded, permission and advice should be sought from the Head of Education (Inclusion and Quality Improvement). Similarly, there should be additional sensitivity to children who are looked after by the authority, at home or away from home. Advice should be sought from the link Education Manager for the establishment prior to any exclusion. 3.5 Through use of Renfrewshire’s updated Staged Intervention Framework each school should identify children or young people at risk of exclusion and support them in a planned way. The child/young person’s single and multi-agency child’s plan is the key document in which to record planned approaches to meeting need. 4.0 Communication 4.1 Communication with parents and the child or young person is extremely important, and the involvement and support of parents should be integral to the management of an exclusion from school. Where behaviour has previously given rise to concern this should be reflected in the child/young person’s single and multi-agency child’s plan. In almost all cases it is expected that parents would have been involved in previous discussion about this and would understand that certain behaviours can lead to exclusion. 4.2 The views of parents, and the child or young person should be sought, listened to and recorded throughout the exclusion process. There is an obligation to have due regard, so far as is reasonably possible, to the views (if there is a wish to express them) of children or young people in decisions that significantly affect them, taking account of their age and maturity. Page 193 of 238
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4 | P a g e 5.0 Using Periods of Exclusion 5.1 Regulation 4 of the Schools General (Scotland) regulations provides that an education authority shall not exclude a pupil from school unless the authority: 1. is of the opinion that the parent of the child or young person refuses or fails to comply, with the rules, regulations or disciplinary requirements of the school; 2. considers that in all the circumstances to allow the child or young person to continue attendance at the school would be likely to be seriously detrimental to order and discipline in the school or the educational wellbeing of the children or young people there. 5.2 The two grounds are distinct from each other, one applying to the parents / carers and the other to the child or young person. The regulations allow the authority and its schools to take a broad approach, consider all the circumstances and to take account of the educational wellbeing of other pupils. They also introduce the threshold that the child or young person’s behaviour must be ‘seriously detrimental’. 5.3 Exclusion from school is rarely an acceptable sanction. It is therefore very important to identify what the purpose of the exclusion is and what positive outcomes can be achieved. 5.4 Exclusion can be used by Head teachers to: • Emphasise the limits set and help the child or young person (and parents / carers) to recognise the consequences of misbehaviour. This will illustrate the seriousness of the issue; • Give opportunity for the learner to be involved in or take responsibility for resolving the situation; • Maintain order / safety and prevent continued disruption to the learning of others. This will illustrate standards and acceptable behaviour to the rest of the school. It will ensure the rights of all pupils to learn and staff to work without fear or disruption; • Signal strong disapproval of unacceptable behaviour and to bring about a positive change in the learners’ behaviour; • Engage and involve parents / carers with the school and help them recognise their responsibilities in maintaining positive behaviour in schools; • Provide a cooling off period, offer opportunity for reflection or to defuse situations; • Support victims of anti-social or violent behaviour; • Carry out a risk assessment; Instigate or review support plans. 5,5 Review of checklist 1 and 2 should be used to inform decisions to exclude (Appendix 2) 5.6 A written record must be kept of all procedures mentioned above and all information, including the reasons why a Head teacher decided on a particular course of action, should be recorded in the child or young person’s pastoral notes. Comments should be specific, including the names of teachers and initials of other children or young people who may be involved, dates, times and any other information that may be deemed to be relevant. This information, in certain circumstances, may be required to substantiate the authority’s case in an appeal against the decision to exclude. 5.7 The person who investigates the circumstances surrounding a possible exclusion from school should, where possible, not be the person who adjudicates on the decision. The Head teacher should be in a position to hear all the evidence including that of teaching staff, child or young person and/or parents. Given the differences in staff pupil ratios across sectors, this practice may not always be possible. Page 194 of 238
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5 | P a g e 5.8 It is recognised that in extreme circumstances a head teacher may require to take the decision to exclude a child or young person without the prior involvement of parents. 5.9 If the decision to exclude has been made inform parent / carer orally of the decision to exclude and invite them to the school to escort their son / daughter home. If this is not possible pupils should not be sent home until their parents have been advised and a check made that they will be at home when the child or young person arrives. If parents / carers cannot confirm that they will be at home, schools should make arrangements for the child or young person to remain in school, supervised outwith the classroom situation, until the end of the normal school day. When the decision to exclude has been taken because of violence towards members of staff, all reasonable steps should be taken to remove the child or young person from the school situation. 5.10 Intimation orally or in writing on the day of the exclusion should include information on why the decision to exclude was taken and a date, time and place where the Head teacher or their representative will be available to discuss the decision to exclude. 5.11 Confirm the exclusion in writing, including the reasons and the date, time and place where the head teacher and, as appropriate, the Head of Education or their representative, shall be available to meet to discuss the exclusion; this must be within 7 calendar days from the first day of the exclusion. If parents / carers have not been able to be contacted to be informed of the exclusion orally, the letter should be delivered to the parent / carer by the head teacher, other member of staff of the school, or official of the education authority. 5.12 A copy of the letter given in Appendix 4(a) should be sent to the parents / carers / young person by recorded delivery within 8 days of the decision to exclude. The letter may also include what options were considered, what support could be offered and what alternative education will be provided during the exclusion period. For children or young people who are looked after by the local authority, Social Work should be informed who in turn should liaise with the child/young person’s parents / carers. 5.13 The notice of exclusion should be made to the child/young person, if over 12 years of age. Irrespective of the age, they should attend the meeting with the parents / carers. 5.14 If the young person is 16 years or over, intimation should be made directly to them. There is no requirement to involve parents / carers in such circumstances. 5.15 The exclusion should be for as short a period as possible as continuity of education is paramount. The Head teacher may exercise judgement in relation to the length of exclusion. They may impose single temporary exclusions of up to four school days at any time. The maximum length of any single exclusion may be increased following discussion with the Head of Education or Director of Children’s Services. 5.16 The period of exclusion should reflect the breach of discipline which resulted in the exclusion and the child or young person’s past disciplinary record. It is recommended that first exclusion or exclusions for other than the most serious offences should not exceed two school days. 5.17 It is essential that a record of a single exclusion, an incident report, is completed and a copy retained in the child/young person’s file; all exclusions should be recorded electronically using Click and Go. There should be no periods of informal exclusion or mechanisms of exclusion other than the properly recorded incident report pertaining to exclusion. Page 195 of 238
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6 | P a g e 6.0 Education During Exclusion 6.1 All children and young people have the right to education when excluded. If a child or young person is excluded for only a few days they may not receive any teaching, but the school may send them work to complete at home and return for marking. If a child or young person is excluded for a longer period, the school or local authority must make alternative arrangements for them to continue learning without undue delay. It is reasonable to expect alternative education provision to be in place after three days of exclusion. 6.2 The Standards in Scotland’s Schools etc. Act 2000 provides that the child or young person has a right to an education. When a child or young person is excluded for a period of up to four days relevant, appropriate learning tasks should be provided to minimise the potential negative impact of the child or young person missing school-based education. 6.3 Any existing involvement in non-school based learning should continue. These include attendance at alternative provision; therapeutic support, or college course. Schools should communicate with other providers to ensure that relevant support can continue. 7.0 Return following exclusion. 7.1 Prior to a child or young person returning to school, an update to the assessment and single and multi-agency child’s plan should take place to ensure the right support is provided. Appropriate approaches and strategies should be developed to prepare the child or young person, parent(s), staff and peers to enable them to return to school in a positive way. 7.2 Readmission to school following exclusion should take place at a meeting with the child or young person and their parents. Checklist 3 Appendix 2 is a useful checklist for this process. One of the main purpose of exclusion is to ensure appropriate support for the child or young person enables them to re-engage in education. The return from exclusion meeting should reflect this. The purpose of the return from exclusion meeting could also be: • to update the young person’s support plan • a solution focussed discussion about the circumstances giving rise to exclusion and planning for desirable outcomes in the future, an understanding of future behaviour, expectations and responsibilities could be agreed in the context of the wellbeing plan. 7.3 However, it is not a legal requirement that guarantees or contracts of behaviour are put in place in order for a child or young person to be readmitted to school. 7.4 The meeting where appropriate should focus on the updated assessment and single and multi-agency child’s plan and agreement on the expectations outlined during discussions in this should be recorded in pastoral notes. A note of the meeting will be produced and by agreeing to this, those involved are agreeing to the conditions for return to school. (Note of return from exclusion meeting appendix 5) 7.5 There may be occasions when the school feel that they require to undertake a risk assessment to minimise current or future risks and therefore allow the learner to return to school supported through this risk assessment. The risk assessment should be informed by the information gathered using the GIRFEC National Practice Model and should be shared with the child, their parent/carer and all staff involved with the child. The risk assessment should identify the priorities and needs of the pupil balanced against the strategies required to ensure the safety of all children and staff. Page 196 of 238
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7 | P a g e 8.0 Monitoring 8.1 Schools record exclusions using the SEEMIS system. Exclusions will be monitored regularly by Education Managers. Exclusion data will be used to identify good practice and highlight concerns. Pastoral notes and chronologies should be updated when appropriate. 9.0 Checklists 9.1 Throughout the policy we refer to the national document Included and Engaged Part 2 and the associated checklists. The checklists from the national guidance Included, Engaged and Involved, (appendix 2) are not legal requirements. However, as implementation of this policy is dependent on this guidance being followed, it is an expectation that all of the questions in the checklists have been considered and can be evidenced if required in an appeal against exclusion. 10.0 The impact of exclusion on children and young people 10.1 The national guidance Included, Engaged and Involved Part 2: A Positive Approach to Preventing and Managing School Exclusions (2017) highlights that it is important to recognise the impact that exclusion can have, particularly within those groups of children where exclusions are more prevalent: those with an assessed or declared disability; looked after children and young people; children and young people from the most deprived areas; and those with an additional support need (particularly if that support need is social, emotional and/or behavioural). Having an understanding of the evidence that highlights the impact that exclusion can have will support informed decision-making about the appropriateness of an exclusion; but will also recognise that exclusion when used in a proportionate and supportive way can have a positive outcome for the child or young person and the wider school community. 10.2 There is a correlation between exclusion, poor attainment and anti-social/offending behaviour. Recognising that the negative impact of exclusion is cumulative, children and young people can often become involved in a negative cycle of exclusion and non-attendance which can reduce social capital and significantly impact on later life chances. 11.0 A Preventative Approach 11.1 Whole school culture and ethos All Renfrewshire schools should focus on universal approaches that work towards preventing the need for exclusion. The focus is on creating a positive whole school ethos which promotes positive relationships and behaviour. A school’s culture, ethos and values are fundamental to promoting positive relationships and behaviour. An inclusive ethos where everyone’s contribution is valued and encouraged should be promoted. A positive ethos has been identified in school improvement studies as being fundamental to raising attainment. All Renfrewshire learning establishments should build a positive ethos which promotes pupil and staff participation; encourages achievement; celebrates success and has high expectations of every child and young person. All Renfrewshire learning establishments therefore must have robust policies and procedures in place to ensure a consistent approach to improving relationships and behaviour across the whole community and also to consider children’s rights in accordance with the United Nations Convention on the Rights of the Child (UNCRC). Page 197 of 238
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8 | P a g e In creating and promoting a positive whole school ethos, leadership is recognised as one of the most important aspects of the success of any school. Highly effective leadership is key to ensuring the highest possible standards and expectations are shared across learning establishments to achieve excellence and equity for all. The professional values and personal commitments core to being a teacher in Scotland are social justice, integrity, trust & respect and professional commitment: this includes respecting the rights of all children or young persons as outlined in the UNCRC and their entitlement to be included in decisions regarding their learning experiences and have all aspects of their wellbeing developed and supported. They should also ensure a safe and secure environment for all children and young people within a caring and compassionate ethos and with an understanding of wellbeing. There are some key approaches which schools use to improve relationships and behaviour. These are centred around the principle that all behaviour is a form of communication. The effective implementation of these approaches can often prevent the need for exclusion. These include: • restorative and solution-oriented approaches as part of a whole school approach; whole school nurturing approaches (Renfrewshire’s Nurturing Relationships Approach) based on nurturing principles, including nurture groups in early years, primary, and secondary and specialist provision; anti-bullying policies and practice which contribute to social and emotional wellbeing including the Mentors in Violence Prevention (MVP) Programme and respectme, Scotland’s anti- bullying service; and effective learning and teaching which contributes to developing good relationships and positive behaviour in the classroom, playground and wider school community 11.2 Early intervention Early intervention and prevention are key elements of the staged intervention framework focused on ensuring we get it right for all our children and young people. Early intervention is crucial in reducing the need for exclusion whilst recognising that all support should be appropriate, proportionate and timely. A key aspect of this framework is the emphasis on robust planning and assessment which places the wellbeing of children and young people at the centre. The wellbeing of children and young people is at the heart of GIRFEC. It is particularly important that professionals engaging with children and young people seek to develop a shared understanding of the child’s overall wellbeing and agree what approaches are to be used and how to assess their impact. All practitioners should use the GIRFEC National Practice Model as a framework for assessing, planning and reviewing the support of a child or young person. This model also emphasises the key part that relationships play in • building up resilience, • providing a protective environment, • supporting vulnerability and • managing adversity. Joined-up partnership working is a fundamental aspect of the whole system approach; where children and young people, parents, and the services they need all work together in a co- ordinated way to meet specific needs and improve the child or young person’s wellbeing. Page 198 of 238
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9 | P a g e There is a new staged intervention framework in operation across Renfrewshire education establishments which describes the continuum of support in place to meet the needs of children and young people within the GIRFEC context. The refreshed GIRFEC Policy sets out the staged intervention framework and processes when a child or young person’s needs cannot be met by the universal supports and strategies available to all children. 11.3 De-escalation and seclusion De-escalation refers to the process of defusing conflicts as they begin to prevent them from getting worse or potentially violent. In regard to classroom management, there are strategies staff can use to de-escalate conflicts in their earliest stages and stop small behavioural issues before they get out of hand. These usually involve identifying a risk and intervening as quickly as possible in a calm and controlled manner. There is access to de-escalation training and school leaders can discuss any professional learning requirements with their Education Manager to ensure staff are confident and capable. Seclusion is the supervised confinement of a child alone in a room and is a form of physical intervention. The practice of seclusion in educational settings gives rise to a number of legal issues, including whether the use of seclusion might be interpreted to constitute a deprivation of liberty with implications for the human rights of the child. Seclusion should not be used as a strategy in Renfrewshire schools/early years establishments as a form of behaviour management, discipline or punishment. This statement should not be confused with approaches that might be required to ensure the safety of children or adults in a conflict situation or fight, where two parties might need to be kept apart and there is a duty of care to prevent harm. 11.4 Use of part time timetables As a result of an appropriate assessment, establishments may consider the use of individualised, planned packages of support that may include time in onsite school support and offsite support centres, in order to prevent exclusion. Focussed, creative and individualised tailored approaches to learning for some children and young people could help build relationships and school-connectedness. Partners from within and out with the education authority should, where possible, support schools in providing packages of support to engage children and young people across all sectors. In such cases, team around the child may consider the use of college and vocational placements; community learning and development programmes; social work and third sector interventions. However, schools should seek to ensure that children and young people attend school or another learning environment for the recommended 25 hours per week in primary schools and 27.5 hours per week for secondary schools. In order to support the child or young person to attend school or to support a return from exclusion, it may be necessary in exceptional circumstances to implement a package of support that could be achieved using a flexible or part time timetable with an agreed timescale for review. Children and Young People have a right to be provided with a school education (Standards in Scotland’s Schools Act 2000) and in accordance with the wishes of their parents (Education (Scotland) Act 1980). Therefore, no part-time arrangement can be considered if it is against the wishes of parents or carers. When considering a part-timetable it must be made clear to parents or carers that they have the right to refuse however, the benefits of consideration of the part-time timetable to support transition back to school or support a child appropriately Page 199 of 238
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10 | P a g e for an agreed period of time should be clearly explained. The child or young person’s views should also be taken into consideration. Arrangements of this kind should be clearly recorded in the child or young person’s support plan. A copy of the timetable and review date should be sent to the Education Manager for Inclusion and Additional Support Needs. Children and young people who are looked after, whose names are on the Child Protection Register or who access support from other agencies will have a single and multi-agency child’s plan and consideration needs to be given to new actions and updates that are required. It is not considered appropriate for pupils to be denied their entitlement to education by placing them on part-time timetables for an extended period of time. Schools should record information on part-time timetables through SEEMIS under the appropriate code. This will differentiate children and young people on part-time timetables from those who have unauthorised absences. 11.5 Individual Circumstances For very vulnerable children, exclusion can have a particularly disruptive and negative effect on their domestic or family life which may already be under significant strain and may not bring any significant benefits in terms of modified behaviour. Exclusion from school may simply reinforce alienation among children already excluded from a normal family life. In these cases, it may be necessary for the school / authority to balance the case for exclusion with the need to take all reasonable steps to ensure appropriate provision is made for a vulnerable individual’s social and emotional development, security and wellbeing, while also taking into consideration the rights of all children, young persons and staff to work within a safe and appropriate environment. Individual circumstances should be taken into account when considering excluding a child or young person from school, particularly with regard to those children or young people who have additional support needs, a disability, are looked after, or where there are child protection concerns. Prior to the decision to exclude any child or young person in the above categories, being made, discussions with the child or young person, their parent(s), and any involved professionals should take place, where possible through a multi-agency child’s planning meeting. Where the decision is taken to exclude, other professionals involved, such as social workers, family support workers etc, should be made aware of the situation. Looked after Children and Young People Understanding the specific needs of looked after children and young people is crucial in order to ensure that any exclusion of a looked after child or young person is managed appropriately. School life can be a protective factor in the lives of looked after children and good relationships both within the educational establishment and beyond, are fundamental to ensuring that all appropriate steps are taken when considering and managing exclusion. It is likely that an exclusion from school will have a significant impact upon the life chances of a looked after child, if not mitigated for. The Education (Additional Support for Learning Act) (Scotland) Act 2004 (as amended), states that all looked after children and young people will be deemed to have additional support needs, unless assessed otherwise, and appropriate consideration should be given to how to support these needs during any period of exclusion. Head teachers, or their representative, must consider very carefully the decision to exclude a looked after child and if at all possible, should avoid taking the decision to exclude them. Head teachers should discuss any potential decision to exclude a looked after child with the Page 200 of 238
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11 | P a g e designated social worker as well as the child’s parent/carer and those with parental rights for the looked after child. prior to the exclusion taking place. The same considerations should apply to children whose names are on the child protection register and children about whom there are child protection concerns. All views should be considered carefully and taken into account. A summary of the discussion should be recorded on pastoral notes. As noted early in the document these exclusions must also be discussed with the Education Manager/Head of Education link for the school. On the rare occasion where there is disagreement between agencies regarding the decision of a school to exclude, this should not affect the decision of a head teacher where he/she believes this is the only course of action. In such circumstances representation should be made to the Head of Education to consider the situation. Any exclusion of a looked after child can only happen following consideration of the matters noted in Checklists 1a and 1b in the Scottish Government guidance, Included, Engaged and Involved. The checklists are attached to this circular as Appendix 6 Thereafter, any such exclusion of a looked after child must be discussed with the link education manager/Head of Service. 12.0 Alternative provision 12.1 It is expected that children and young people will not be excluded from alternative provision except under exceptional circumstances. Where this happens, the mainstream school where the child or young person is registered must be informed of any decision to exclude and should record the exclusion. 13.0 Incidents outwith school 13.1 Where an incident occurs out of school it does not prohibit a child or young person being excluded from school. The determining factor for schools is to establish that either of the statutory grounds for exclusion is fulfilled, regardless of whether an incident occurs in or out of school. This is supported by case law. This could include incidents within the immediate vicinity of the school or beyond the school and occurring prior to the school day or after school. In this context, there may be occasions when schools require to liaise with Police Scotland, and this may result ultimately in the matter being reported to the Procurator Fiscal or to the Reporter. 14.0 Sending home without excluding 14.1 As been previously mentioned - All exclusions from school must be formally recorded. Children and young people must not be sent home on an ‘informal exclusion’ or sent home to ‘cool off’. 14.2 Following an incident where the decision is made that the child or young person cannot remain in school, for one of the reasons specified, this must be formally recorded as an exclusion. This will ensure transparency, allow for appropriate monitoring and enable support to be put in place. Page 201 of 238
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12 | P a g e 15.0 The Legal Basis of Exclusion 15.1 The power to exclude, and therefore legal responsibility for exclusion, lies with an education authority. It is, however, open to an education authority to devolve the power to exclude to senior management level in schools. 15.2 The length of an exclusion is not defined in the legislation and accordingly is a matter for the discretion of the education authority. The length of an exclusion should be as short as possible, and determined by the time required to put in place the required supports for the reintegration of the child or young person. 15.3 In Renfrewshire the power to exclude is devolved to heads of establishment to a maximum of 4 days. Any exclusion beyond this maximum period would be due to exceptional circumstances and would require to be approved by the Head of Service with responsibility for Inclusion. 15.4 The power to exclude a child or young person from a school and the circumstances under which a child or young person may be excluded are set out in Regulations 4 and 4A of the Schools General (Scotland) Regulations 1975 (“the 1975 Regulations”), as amended and the Schools General (Scotland) Amendment (No. 2) Regulations 1982 (S.I. 1982/1735). 15.5 Under Regulation 4 there are only two legal grounds for exclusion: an education authority shall not exclude a child or young person from school unless the authority: • “are of the opinion that the parent of the pupil refuses or fails to comply, or to allow the pupil to comply, with the rules, regulations, or disciplinary requirements of the school”; or • “consider that in all the circumstances to allow the pupil to continue his attendance at the school would be likely to be seriously detrimental to order and discipline in the school or the educational well-being of the pupils there”. 15.6 Exclusion from school of a child or young person other than in conformity with the terms of the 1975 Regulations as amended has no statutory authority. Failure to comply with the 1975 Regulations as amended in such circumstances may render the authority open to legal challenge by the parent(s), or the pupil (where the pupil is a young person or is a child with legal capacity in terms of the Age of Legal Capacity (Scotland) Act (1991) or to action by the Scottish Ministers under section 70 of the Education (Scotland) Act 1980, as amended. 15.7 Further consideration should also be given by the local authority to the following legislation: The Equality Act (2010) provides that it is unlawful to exclude a pupil because of a protected characteristic. Section 85 (2) provides that: The responsible body of such a school must not discriminate against a pupil. (a) in the way it provides education for the pupil (b) in the way it affords the pupil access to a benefit, facility or service; (c) by not providing education for the pupil (d) by not affording the pupil access to a benefit, facility or service (e) by excluding the pupil from the school (f) by subjecting the pupil to any other detriment. Section 85(5) provides that: Page 202 of 238
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13 | P a g e The responsible body of such a school must not victimise a pupil – (a) in the way it provides education for the pupil (b) in the way it affords the pupil access to a benefit, facility or service (c) by not providing education for the pupil (d) by not affording the pupil access to a benefit, facility or service (e) by excluding the pupil from the school (f) by subjecting the pupil to any other detriment. In reaching a decision to exclude, education authorities have to consider whether they could comply with section 4 of the Education (Additional Support for Learning) (Scotland) Act 2004 (as amended) which requires that every education authority must: (1) (a) in relation to each child and young person having additional support needs for whose school education the authority are responsible, make adequate and efficient provision for such additional support as is required by that child or young person, and (b) make appropriate arrangements for keeping under consideration - (i) the additional support needs of, and (ii) the adequacy of the additional support provided for, each such child and young person. (2) Subsection (1)(a) does not require an education authority to do anything which – (a) they do not otherwise have power to do, or (b) would result in unreasonable public expenditure being incurred.” 16.0 Legislative and Policy Context 16.1 The refreshed national guidance ‘Included, Engaged and Involved Part 2: a positive approach to preventing and managing school exclusions’ (2017) updated the national policy and legislative context which is now reflected in this standard circular. The specific legislative context in relation to the prevention and management of school exclusions is outlined in more detail in other sections of this document. 16.2 The following legislation sets the context for this circular: • the Standards in Scotland’s Schools etc Act 2000 which creates a presumption that a child of 12 years or older has an independent right to appeal his or her own exclusion. This Act also sets out the presumption in favour of mainstream schooling for all children and young people; • the Education (Additional Support for Learning) (Scotland) Act 2004 (as amended 2009) which places specific duties on education authorities and other appropriate agencies to provide adequate and efficient additional support to ensure that all children or young persons are able to benefit from school education; and • the Equality Act 2010 which makes it unlawful to exclude a child or young person because they are perceived to have a protected characteristic, or because they are associated with someone who has a protected characteristic: age; disability; gender reassignment; marriage or civil partnership; pregnancy or maternity; race, religion or belief; sex and sexual orientation. Page 203 of 238
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14 | P a g e Schools also have a duty to make reasonable adjustments to the exclusion process for disabled child or young persons. 16.3 One of the key legislative changes which has taken place since 2011 when the national guidance was first published is the Children and Young People (Scotland) Act 2014. The Act sets out new statutory responsibilities for local authorities in relation to the wellbeing of children and young people deemed to be at risk of becoming looked after, as well as setting out the eight aspects of wellbeing which should be considered when assessing needs. It also sets out additional statutory responsibilities for Corporate Parents, as specified, in relation to those who are looked after. This policy takes cognisance of this legislation, particularly with regard to promoting the rights and wellbeing of children and young people. 16.4 Since 2008, Getting it Right for Every Child (GIRFEC) has been the national approach to improving outcomes for children and young people. GIRFEC takes a holistic approach to the wellbeing of the child or young person. The eight wellbeing indicators are safe, healthy, achieving, nurtured, active, responsible, respected and included. GIRFEC advocates preventative work and early intervention to support children, young people and their families through the provision of strong universal services, and partnership working with other services when needed. The approach supports children and young people’s rights and involves children and young people in any decisions that affect them in line with the core principles of UNCRC. 16.5 Some of the other key drivers upon which the current national guidance is set are outlined below: • Learning in health and wellbeing as part of Curriculum for Excellence (CfE), ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Responsibility of All emphasises that some aspects of health and wellbeing are the responsibility of all adults in schools, working together to support the learning and development of children and young people. • One of the most important aims of the National Improvement Framework for Scottish Education is to drive improvements in learning for individual children and to ensure that there is a purpose to assessment and information gathering. More robust and transparent assessment and information gathering should help schools and local authorities to support children and young people more appropriately. As well as a focus on literacy and numeracy, it will also bring greater focus to improvements in the health and wellbeing of children and young people. Page 204 of 238
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1 | P a g e Appendix 1 Process to Exclude Support plan in place • Renfrewshire Staged Intervention Framework Decion made to exclude • Consultation with Education Manager/Head of Service Communication with parent/CYP • Appendix 4 Work provided for CYP • Appropriate to current timetable Meeting held to discuss plan to return • Renfrewshire Staged Intervention Framework Note of meeting record • Appendix 5 Monitoring • Record on SEEMiS/Pasotral notes/chronology Risk Assessment • If required Page 205 of 238
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1 Checklists from national guidance Appendix 2 IEI PART 2 Checklist 1 a Key consideration questions Consideration given Comment Has the child or young person been excluded before? What was impact of this? Have the following been engaged to help prevent exclusion? Child or young person; Parents/carers; Key education staff; and other professionals (e.g., Social work, Educational Psychologist). Has there been clear assessment of the child or young person and their needs? Have additional support/interventions been provided for the child or young person? Have alternative arrangements been made for the child or young person prior to the exclusion? e.g., curriculum alternatives, temporary placement in base, use of virtual learning How can the staged intervention process and school partnerships be utilised to further support this child or young person? Has the incident that precipitated the consideration of exclusion been reviewed with all staff who were present to explore fully what happened? Has another professional from within the school who is not directly involved, been consulted on the situation in order to provide a different perspective? Has the child or young person been consulted on their views of the situation? Has Pupil Support/Guidance/Key worker, or if available, has the lead professional been consulted on how to move forward? Has the possible impact of exclusion on the child or young person been considered in light of individual circumstances? Does the child or young person's recent presentation constitute a wellbeing concern? What might the impact of an exclusion be on a child or young person's wider circumstances? What impact might an exclusion have on the planning processes? Has a risk assessment been completed for the child or young person where appropriate? What are the hoped for outcomes of an exclusion? Are there other alternatives that might achieve this? Has there been consideration given to length of exclusion to ensure it is proportionate and in best interests of child/young person? Page 206 of 238
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1 Does the exclusion comply with the regulation 4 of the 1975 regulations as amended? Have the rights of the child or young person been considered, with regard to articles of UNCRC? Have all other options been considered before deciding on exclusion as a necessary step? Page 207 of 238
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1 Checklist 1b (to be used alongside checklist 1a if appropriate) - Individual Circumstances Individual circumstance Additional consideration Consideration given Comments Looked After child Social worker consulted prior to decision Education manager or lead professional (where one exists) consulted on plan regarding particular issues Appropriate arrangements made with regard to support/care and wellbeing at home Decision made as to whether exclusion to go ahead Child on Child Protection Register/child protection concerns previously raised Child Protection Designated Officer and Social Worker consulted SEEMiS checked for child protection message Education authority consulted about appropriate provision Appropriate arrangements for return into school considered Child with additional support needs Other professionals involved with child consulted on continuation of any additional input Confirmation sought that child or young person is not being excluded for reasons associated with disability Ensure that child or young person is not being excluded for reasons associated with a protected characteristic Account is taken of impact of exclusion on child or young person's learning and support provision Consideration is given to review of any Child's plan or Coordinated Support Plan Transition planning is taken into account with regard to return to school Children from an area of socioeconomic deprivation Consideration should be given to the impact on child's wellbeing, e.g., free school meals Page 208 of 238
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1 Checklist 2 Decision to exclude has been made (this checklist should be used after completion of Checklist 1a (and 1b where appropriate) Action to be taken Action taken Comment Child or young person is informed he/she is to be excluded Immediately inform parents/carers verbally Looked after children and children or young people on Child Protection Register/child protection concerns - communication with all potential carers as well as any person who may have parental rights and responsibilities Looked after children and children or young people on Child Protection Register/child protection concerns - decision communicated to lead professional, Social Worker, Key Worker, Foster Carer, Educational Psychologists and Head of Service Make arrangements for child or young person to be sent or taken home. Child or young person not to leave school until safety, health and wellbeing assured and appropriate arrangements are in place If parents/carers cannot be contacted child or young person must be supervised at school until suitable arrangements can be made If verbal contact made, follow up by written confirmation of exclusion on same day exclusion takes place. Include reason for exclusion and information on Right of Appeal Inform of date, time and place where Head Teacher or official of authority is available to discuss the exclusion If child or young person is of legal capacity inform them in writing of exclusion and right of appeal Record of exclusion filled out - incident report form Ensure exclusion is recorded accurately on SEEMiS All documents relating to exclusion to be retained in Pupil's Progress Record Appropriate educational provision to be provided and monitored, e.g., course work, access to library, online learning Arrangements for the child or young person to access any existing support made (outwith school if necessary) A contact person should be allocated for parent/carer/young person to liaise with re. educational provision Parent/carer should be informed of their responsibility to ensure child or young person is provided with appropriate education throughout the period of exclusion Parent/carer should be provided with information on support to assist them or advocate on behalf of child or young person Notify local authority Page 209 of 238
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1 If exclusion is lengthy or multiple, refer to local authority for support in decision making If parent/carer and/or child or young person exercise their right of appeal, meet with parent/carer and child or/young person and/or an advocate for the child to discuss Referral to Scottish Children's Reporter if appropriate Page 210 of 238
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1 Checklist 3 - Return to school after exclusion. Action to be taken Action taken Comment School meet or discuss with parent/carer and child or young person - re- admission to school not dependant on this taking place Appropriate planning takes place to ensure support is provided Risk assessment is completed where appropriate Needs of staff and other children and/or young people taken into account - solution oriented/restorative meeting held if appropriate Flexible package of support agreed and implemented where appropriate Any changes to timetable for limited period recorded on SEEMiS Staged intervention processes continued and adapted in light of exclusion Consideration given to discussion at multi-agency forum Pupil Support/Guidance/Key worker or lead professional (where one exists) updated Monitoring and review arrangement put in place to ensure continued support Page 211 of 238
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1 Appendix 3 Definitions The length of exclusion will be based on days where attendance at school was possible. • Weekends and holiday periods will not be taken account of as a result; exclusion is used when a child or young person is excluded from a school but remains on the register of that school. • The child or young person will return to that school when the period of exclusion is over; removal from register is used when a child or young person is excluded from a school and the child or young person’s name is removed from the school register, the education authority having decided that the child or young person should not return to that school; • parent/s as defined in section 135 (1) of the Education (Scotland) Act 1980 includes a guardian or any other person who is liable to maintain, or has parental responsibilities in relation to, or has care of, the child or young person; • a child is a person under the age of 18, as defined in section 97 of the Children and Young People (Scotland) Act; • a young person is defined in section 135 of the 1980 Act as a person over school age who has not yet attained the age of 18. • a ‘young person’ is defined in the Children and Young People (Scotland) Act 2014 as a person who: (a) has attained the age of 18 years while a pupil at a school. (b) has since attaining that age, remained a pupil at that or another school. • Section 17(6) of the Children (Scotland) Act1995 provides that a child who is looked after by a local authority is a child: (a) for whom the local authority is providing accommodation under section 25 of the 1995 Act (b) who is subject to a compulsory supervision order, or an interim compulsory supervision order and in respect of whom they are the implementation authority (c) who is living in Scotland and subject to an order in respect of whom a Scottish local authority has responsibilities (d) in respect of whom a permanence order is in place Page 212 of 238
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1 Appendix 4(a) STANDARD LETTER TO PARENTS FOLLOWING DECISION TO EXCLUDE Dear After careful consideration of all the circumstances and as a last resort a decision has been taken today to exclude your child XXX from attendance at this school. The reason for this decision is that. XXXX In all the circumstances to allow your child to continue his/her attendance at this school would be likely to be seriously detrimental to order and discipline in the school or the educational well-being of the pupils there. OR [DELETE AS APPROPRIATE] You are refusing or failing to comply, or to allow your child to comply, with the rules, regulations, or disciplinary requirements of the school. The specific circumstances that gave rise to this decision are (INSERT SPECIFIC CIRCUMSTANCES). Please meet with me on XXX at XXX to discuss XXX’s return to school. (MEETING MUST BE WITHIN 7 DAYS OF DECISION TO EXCLUDE) You may bring a supporter along to this meeting if you so wish. Please contact me as soon as possible if this time is unsuitable in order that we can make other arrangements. You have the right to appeal against the exclusion. Details of how you might appeal are included with this letter and should you intend to appeal you should do so as soon as possible. I look forward to meeting you on the above date. Yours sincerely Head Teacher Page 213 of 238
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1 Appendix 4(b) STANDARD LETTER TO CHILD OR YOUNG PERSON OVER 16 FOLLOWING DECISION TO EXCLUDE Dear A decision has been taken today to exclude you from attendance at this school. The reason for this decision is that in all the circumstances to allow you to continue your attendance at this school would be likely to be seriously detrimental to order and discipline in the school or the educational well-being of the pupils there. The specific circumstances that gave rise to this decision are (INSERT SPECIFIC CIRCUMSTANCES). Please meet with me on XXX at XXX to discuss your return to school. (MEETING MUST BE WITHIN 7 DAYS OF DECISION TO EXCLUDE) You may wish to bring your parents or a friend to this meeting. You have the right to appeal against the exclusion. Details of how you might appeal are included with this letter and should you intend to appeal you should do so as soon as possible. Yours sincerely Head Teacher Page 214 of 238
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1 Appendix 5 Note of return to school following exclusion meeting (Update action plan, record on chronology and pastoral notes) Page 215 of 238
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1 Appendix 6 APPEAL PROCEDURES FOR CHILDREN AND YOUNG PEOPLE EXCLUDED FROM SCHOOL 1. The statutory provisions for appeal are contained in Section 28H and schedule A1 of the Education (Scotland) Act 1980 and the Education (Appeal Committee Procedures) (Scotland) Regulations 1982. 2. Under these provisions a parent of a child or young person who has been excluded from attending school or where the child or young person is a young person (a child or young person over school age who has not attained the age of 18 years) the child or young person, may appeal against the exclusion. 3. Under section 41 of the Standard in Scotland’s School etc. Act 2000, child or young persons with legal capacity in terms the Age of Legal Capacity (Scotland) Act 1991 can appeal against the decision to exclude. 4. A parent or young person who wishes to make an appeal against a decision to exclude should do so in writing to Education and Leisure Services, Renfrewshire House, Cotton Street, Paisley, PA1 1LE. The letter should give the name of the child or young person or young person and should contain a clear statement requesting the referral of an appeal against the decision to exclude to an appeal committee set up under Section 28H of the Education (Scotland) Act 1980. 5. The appellant will be given the opportunity to go to the hearing and speak to the appeal committee. He/she may ask up to three people to accompany him/her and if he/she so wishes he/she can ask one of them to speak on his/her behalf. If he/she does not wish to be present, he/she can nominate someone else to attend and speak for him/her. The appellant may decide to make a written submission to the appeal committee and if he/she so decides he/she should send his/her submission to the appeal committee, to Education and Leisure Services, Renfrewshire House, not less than 10 days before the date of the hearing. He/she may decide, however, simply to submit a letter of appeal and this will be considered by the appeal committee. 6. If the appellant does make a written appeal, it will be acknowledged by the appeal committee by a letter dated with five working days of the appeal being received. 7. DEEMED DECISIONS In the following circumstances an appeal committee will be deemed to have confirmed the decision of the education authority: where within a. a period of one month immediately following receipt by the appeal committee of the reference a hearing has not been held; b. 14 days immediately following an adjournment of a hearing the appeal committee have failed to fix a date for a resumed hearing; c. 14 days following the conclusion of a hearing the appeal committee have failed to notify the parent or the young person and the education authority of their decision and the reasons for it. 8. If the appeal committee confirm the decision of the authority an appeal may be made to the Sheriff of the area in which the school is situated. Page 216 of 238
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___________________________________________________________________ To: JNC On: 2 November 2023 ___________________________________________________________________ Report by: Interim Chief Education Officer Heading: National Qualifications Results 2023 ___________________________________________________________________ 1. Summary 1.1 This report summarises attainment in the Scottish Qualifications Authority (SQA) National Qualifications in 2023, based on the key measures contained within the Insight benchmarking tool. 1.2 The 2023 exam diet saw a return to the traditional model of assessment. Due to the Covid-19 pandemic, alternative methods of assessment were put in place for the 2020 and 2021 exam diet. The 2022 diet was also seen as a transitional point back to a traditional model of assessment. As such, we should be cautious in making direct comparisons between years that had different assessment approaches. 1.3 Skills Development Scotland are currently tracking school leavers’ destinations. Insight is normally updated in spring and a further report providing data on our school leavers’ attainment will be submitted to the Education and Children Service’s Policy Board when this data becomes available. This report will provide data on the attainment of all pupils in the senior phase by stage (S4, S5 and S6). __________________________________________________________________ Item 7 Page 217 of 238
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2. Recommendations 2.1 Members of the JNC are asked to: • note the content of this report; • note the efforts of pupils and the school communities in achieving these results 3. Background 3.1 Insight is a performance evaluation tool provided by the Scottish Government to schools and education authorities as a way of benchmarking performance in four key measures: • Attainment in literacy and numeracy; • Improving attainment for all; • Attainment versus deprivation; and • Leavers’ destinations. 3.2 This report provides data and commentary on the performance of each of our senior phase cohorts (S4, S5 and S6) over the last three years and against our virtual comparator for three of the measures detailed above. Leavers’ destinations will become available in February/March 2024 and will form part of the report to this board in spring 2024 or as soon thereafter if the data release is delayed. 3.3 In addition to these local benchmarking measures, this report will provide data in relation to the number and quality of passes at each qualifications level. 3.4 The methodology for the Insight ‘virtual comparator’ (VC) is unchanged in 2023. The virtual comparator allows authorities and schools to make statistically valid comparisons between how young people have performed against young people nationally, who share four similar characteristics. These characteristics are gender, year group, percentage of time spent in mainstream classes (ASN), and the Scottish Index of Multiple Deprivation (SIMD) decile which measures the level of deprivation experienced in the area that a pupil resides. __________________________________________________________________ 4. Attainment in literacy and numeracy (S4, S5 and S6) 4.1 Raising attainment in literacy and numeracy remains a key priority of Renfrewshire Council children’s services and this is reflected in one of the key priorities of the National Improvement Framework. 4.2 Attainment in literacy and numeracy includes passes at National 4 and 5 in English and Maths and passes in some other awards at Scottish Certificate and Qualification Framework (SCQF) levels 4 and 5 which contain certain core elements of literacy and numeracy. The tables which follow, provide data on our performance in literacy and numeracy, alongside our virtual comparator and national figures, for each of our senior phase cohorts. Page 218 of 238
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S4 4.3 Table 1 below provides data on attainment in literacy and numeracy in S4 at SCQF Level 4 and SCQF Level 5. Table 1 - % S4 Pupils Achieving Literacy & Numeracy Year % Achieved Level 4 Literacy % Achieved Level 4 Numeracy % Achieved Level 5 Literacy % Achieved Level 5 Numeracy Renfrewshire 2021 96% 83% 82% 55% Virtual Comparator 2021 93% 88% 76% 59% National 2021 92% 87% 73% 56% Renfrewshire 2022 94% 91% 77% 67% Virtual Comparator 2022 93% 88% 76% 62% National 2022 92% 87% 74% 61% Renfrewshire 2023 94% 90% 77% 68% Virtual Comparator 2023 93% 89% 77% 65% National 2023 92% 88% 76% 64% 4.4 The percentage of pupils achieving SCQF Level 4 and SCQF Level 5 in literacy and numeracy was above all national figures in 2023. Renfrewshire’s figures were also above those of our virtual comparator for both numeracy measures and for Level 4 literacy. Renfrewshire was aligned to its virtual comparator at Level 5 literacy. S5 (based on S4 roll) 4.5 Table 2 below provides data on attainment in literacy and numeracy in S5 at SCQF Level 4 and Level 5. Table 2 - % S5 Pupils Achieving Literacy and Numeracy Year % Achieved Level 4 Literacy % Achieved Level 4 Numeracy % Achieved Level 5 Literacy % Achieved Level 5 Numeracy Renfrewshire 2021 96% 94% 88% 76% Virtual Comparator 2021 95% 93% 84% 72% National 2021 94% 91% 82% 70% Renfrewshire 2022 96% 92% 87% 74% Virtual Comparator 2022 95% 92% 83% 70% National 2022 93% 90% 81% 68% Renfrewshire 2023 94% 93% 84% 76% Virtual Comparator 2023 94% 91% 82% 71% Page 219 of 238
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National 2023 93% 90% 81% 70% 4.6 Renfrewshire remains aligned to or ahead of the virtual comparator and national figures across most measures at SCQF Level 4 and SCQF Level 5 in S5. Attainment remains higher in literacy than in numeracy across both levels. This mirrors the trend within the virtual comparator and nationally. S6 (based on the S4 roll) 4.7 Table 3 below provides data on attainment in literacy and numeracy in S6 at SCQF Level 4 and Level 5. Table 3 -% S6 Pupils Achieving Literacy & Numeracy Year % Achieved Level 4 Literacy % Achieved Level 4 Numeracy % Achieved Level 5 Literacy % Achieved Level 5 Numeracy Renfrewshire 2021 96% 94% 87% 78% Virtual Comparator 2021 94% 92% 83% 72% National 2021 93% 91% 81% 71% Renfrewshire 2022 96% 94% 89% 78% Virtual Comparator 2022 95% 93% 84% 74% National 2022 94% 91% 82% 72% Renfrewshire 2023 96% 93% 88% 75% Virtual Comparator 2023 95% 92% 84% 72% National 2023 93% 90% 81% 70% 4.8 In S6, Renfrewshire remains above its virtual comparator and the national level across all measures. This is consistent with previous years. Attainment in both literacy measures and Level 4 numeracy remains broadly in line with the previous year. __________________________________________________________________ 5. Improving attainment for all 5.1 Each qualification on the Scottish Certificate and Qualifications Framework (SCQF) is attributed a number of tariff points. The higher level of qualification, the more tariff points are attributed. Each pupil gains a number of points that represents the number and level of qualifications they have gained. This report uses complementary tariff points, which measures a fixed volume of learning. Complementary tariff points allow for fair comparison across Scotland, regardless of differences in curricular models. 5.2 Within this measure, Insight breaks the data down into three groups: the average complementary tariff points for the lowest attaining 20%, the middle attaining 60% and the highest attaining 20% and compares these with the virtual comparator and the national figure. S4 Page 220 of 238
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5.3 Graph 1 below shows the average complementary tariff points of S4 pupils by attainment cohort in the 2023 exam diet. 5.4 In S4, the average complementary tariff is below the virtual comparator and aligned to the national figure for the lowest 20%. Renfrewshire is slightly ahead of the virtual comparator and the national figure for the middle 60% attainment cohort. Renfrewshire is slightly behind both the virtual comparator and national figure for the highest 20% attainment cohort. 5.5 Table 4 shows the average complementary tariff of Renfrewshire S4 pupils over time. Table 4- Renfrewshire S4 Complementary Tariff by Attainment Cohort 2019 2020 2021 2022 2023 Highest 20% Attainment Cohort 419 424 422 420 422 Middle 60% Attainment Cohort 331 341 343 332 325 Lowest 20% Attainment Cohort 145 139 146 134 103 5.6 The 2023 average complementary tariff is slightly higher than 2022 in the highest 20% cohort but lower in the middle 60% and lowest 20% attainment cohorts. Comparison to the last pre-pandemic exam diet year (2019) shows that the highest 20% attainment cohorts have improved slightly whilst the middle 60% and lowest 20% cohort has decreased. S5 5.7 The graph below shows the average complementary tariff points of S5 pupils by attainment cohort in the 2023 exam diet. 103 325 422 111 323 425 103 321 426 0 50 100 150 200 250 300 350 400 450 Lowest 20% Attainment Cohort Middle 60% Attainment Cohort Highest 20% Attainment Cohort Average Complementary Tariff Points Attainment Cohorts Improving Attainment for All Average Complementary Tariff Points Renfrewshire Virtual Comparator National Graph 1- Renfrewshire S4 Complementary Tariff by Attainment Cohort 2023 Page 221 of 238
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5.8 Graph 2 demonstrates that Renfrewshire is above the virtual comparator and national figures in the lowest 20% and the middle 60%. Renfrewshire is slightly behind the virtual comparator and national figure for the highest 20% attainment cohort. 5.9 Table 5 shows the average complementary tariff of Renfrewshire S5 pupils since 2019. Table 5- Renfrewshire S5 Complementary Tariff by Attainment Cohort 2019 2020 2021 2022 2023 Highest 20% Attainment Cohort 954 981 991 975 962 Middle 60% Attainment Cohort 546 597 606 580 547 Lowest 20% Attainment Cohort 146 167 164 171 145 5.10 Attainment is lower than in 2022 for all cohorts. Attainment in 2023 is similar to the last pre-pandemic year of 2019, with the lowest 20% and middle 60% cohorts aligned to 2019 figures. S6 5.11 Graph 3 shows the average complementary tariff points of S6 pupils by attainment cohort in the 2023 exam diet. 145 547 962 130 538 967 119 530 966 0 200 400 600 800 1000 1200 Lowest 20% Attainment Cohort Middle 60% Attainment Cohort Highest 20% Attainment CohortAverage Complementary Tariff Points Attainment Cohorts Improving Attainment for All Average Complementary Tariff Points Renfrewshire Virtual Comparator National Graph 2- Renfrewshire S5 Complementary Tariff by Attainment Cohort 2023 Page 222 of 238
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5.12 In graph 3, we can see that the average complementary tariff for the lowest 20% attainment cohort is above both the virtual comparator and national figures. Pupils in the middle 60% attainment cohort are also ahead of both comparators. The highest 20% attainment cohort is below both the virtual comparator and national figures. 5.13 Table 6 shows the average complementary tariff of Renfrewshire S6 pupils over 5 years. Table 6 - Renfrewshire S6 Complementary Tariff by Attainment Cohort 2019 2020 2021 2022 2023 Highest 20% Attainment Cohort 1258 1261 1321 1275 1269 Middle 60% Attainment Cohort 653 660 718 700 662 Lowest 20% Attainment Cohort 175 152 173 167 173 5.14 The average complementary tariff is lower than in 2022 across the highest 20% and middle 60% attainment cohorts. However, the lowest 20% cohort has improved on the 2022 figure. The 2023 figures are in line with or above the last pre-pandemic diet in 2019. __________________________________________________________________ 6. Attainment versus deprivation 6.1 The attainment versus deprivation measure provides the average complementary tariff of pupils by SIMD decile. This allows us to identify the attainment gap in Renfrewshire and compare it to both our virtual comparator and national data. 6.2 The following charts show SIMD deciles 1 -10 (most deprived to least deprived) plotted along the horizontal axis with the average complementary tariff points plotted on the vertical axis. The size of the circles represents the Graph 3- Renfrewshire S6 Complementary Tariff by Attainment Cohort 2023 173 662 1269 148 658 1294 127 629 1290 0 200 400 600 800 1000 1200 1400 Lowest 20% Attainment Cohort Middle 60% Attainment Cohort Highest 20% Attainment CohortAverage Complementary Tariff Points Attainment Cohorts Improving Attainment for All Average Complementary Tariff Points Renfrewshire Virtual Comparator National Page 223 of 238
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percentage of pupils who live in each decile. The trend line which runs through the circles represents the difference in attainment between pupils living in the most deprived and the least deprived areas. The steeper the angle, the more pronounced the disparity between the most and least deprived deciles. S4 6.3 Renfrewshire’s S4 average complementary tariff is above or in line with national figures in most deciles. The trendlines indicate that the size of the gap between most and least deprived pupils is very slightly larger in Renfrewshire than nationally due to lower attainment of Renfrewshire pupils living in decile 1. Graph 4- S4 Complementary Tariff by SIMD Decile (Ren vs National) 2023 230 261 279 267 314 320 359 348 344 363 241 253 266 282 294 304 317 333 344 364 0 50 100 150 200 250 300 350 400 450 0 1 2 3 4 5 6 7 8 9 10 SIMD Decile Attainment vs Deprivation S4 Average Complementary Tariff by SIMD Decile Renfrewshire National Linear (Renfrewshire) Linear (National) Page 224 of 238
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6.4 Renfrewshire’s S4 average complementary tariff is behind the virtual comparator figure for SIMD deciles 1,2,4,9 and 10. Renfrewshire is ahead of the virtual comparator in SIMD deciles 3,5,6,7, and 8. The trendlines in graph 5 indicate that Renfrewshire has a slightly higher attainment gap due to lower performance in decile 1. 6.5 Table 7 shows the S4 average complementary tariff of pupils living in SIMD 1- 3 (30% most deprived areas) and of pupils living in SIMD 4-10 (70% least deprived areas) over 5 years. It also shows the Tariff Point gap between these two figures. Table 7- Renfrewshire S4 Average Complementary Tariff by SIMD Groupings 2019 2020 2021 2022 2023 Pupils Living in 30% Most Deprived Areas 266 280 277 269 254 Pupils Living in 70% Least Deprived Areas 338 339 341 332 327 Tariff Point Gap 72 59 64 73 73 6.6 The average complementary tariff of pupils living in 30% most and 70% least deprived areas has fallen against 2022 figures. Despite a decrease for both cohorts of pupils, the size of the gap remains unchanged and is in line with levels experienced in 2019. Graph 5- S4 Complementary Tariff by SIMD Decile (Ren vs Virtual Comparator) 2023 230 261 279 267 314 320 359 348 344 363 249 265 274 291 299 311 330 335 348 365 0 50 100 150 200 250 300 350 400 450 0 1 2 3 4 5 6 7 8 9 10 SIMD Decile Attainment vs Deprivation S4 Average Complementary Tariff by SIMD Decile Renfrewshire Virtual Comparator Linear (Renfrewshire) Linear (Virtual Comparator) Page 225 of 238
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S5 6.7 The S5 average complementary tariff for Renfrewshire is above national in all but two SIMD deciles (3 and 10). As Renfrewshire has higher performance at deciles 1 and 2, compared to the national picture, its attainment gap is smaller than the national gap. 411 475 424 492 532 575 586 659 699 738 388 413 443 474 512 540 585 618 670 741 0 100 200 300 400 500 600 700 800 900 0 1 2 3 4 5 6 7 8 9 10 SIMD Decile Attainment vs Deprivation S5 Average Complementary Tariff by SIMD Decile Renfrewshire National Linear (Renfrewshire) Linear (National) Graph 6- S5 Complementary Tariff by SIMD Decile (Ren vs National) 2023 Graph 7- S5 Complementary Tariff by SIMD Decile (Ren vs Virtual Comparator) 2023 411 475 424 492 532 575 586 659 699 738 411 421 464 489 518 557 602 630 672 757 0 100 200 300 400 500 600 700 800 900 0 1 2 3 4 5 6 7 8 9 10 SIMD Decile Attainment vs Deprivation S5 Average Complementary Tariff by SIMD Decile Renfrewshire Virtual Comparator Linear (Renfrewshire) Linear (Virtual Comparator) Page 226 of 238
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6.8 Graph 7 shows that Renfrewshire outperforms its Virtual Comparator at most deciles. The Virtual Comparator figure outperforms Renfrewshire figures at SIMD deciles 3,7, and 10. The trendlines suggest that attainment gaps are very similar between Renfrewshire and its Virtual Comparator. 6.9 Table 8 shows the S5 average complementary tariff of pupils living in SIMD 1- 3 (30% most deprived areas) and of pupils living in SIMD 4-10 (70% least deprived areas) over 5 years. It also shows the Tariff Point gap between these two figures. Table 8- Renfrewshire S5 Average Complementary Tariff by SIMD Groupings 2019 2020 2021 2022 2023 Pupils Living in 30% Most Deprived Areas 417 445 467 457 433 Pupils Living in 70% Least Deprived Areas 626 668 665 642 613 Tariff Point Gap 209 223 198 185 180 6.10 The average complementary tariff has decreased for both the 30% most deprived and the 70% least deprived groups in 2023. This has occurred within the National and Virtual Comparator figures also. The decrease of the 30% most deprived group is less than that of the 70% least deprived. As a result, the size of the attainment gap has decreased. S6 Graph 8- S6 Complementary Tariff by SIMD Decile (Ren vs National) 2023 483 551 570 637 681 746 683 888 838 880 467 497 544 583 627 673 721 773 831 949 0 200 400 600 800 1000 1200 0 1 2 3 4 5 6 7 8 9 10 SIMD Decile Attainment vs Deprivation S6 Average Complementary Tariff by SIMD Decile Renfrewshire National Linear (Renfrewshire) Linear (National) Page 227 of 238
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6.11 The S6 average complementary tariff is higher than national in all but two SIMD deciles (7 and 10). As Renfrewshire has a higher relative performance at decile 1 and a lower relative performance at decile 10, its trendline suggests a smaller attainment gap relative to the National picture. 6.12 Renfrewshire is above the virtual comparator in deciles 3,4,5,6 and 8. The Virtual Comparator is ahead in deciles 1,7,9 and 10. Renfrewshire has a lower attainment gap compared to its Virtual Comparator at S6. Table 9 – Renfrewshire S6 Average Complementary Tariff by SIMD Groupings 2019 2020 2021 2022 2023 Pupils Living in 30% Most Deprived Areas 512 507 537 548 526 Pupils Living in 70% Least Deprived Areas 774 780 830 798 769 Tariff Point Gap 262 273 293 247 243 6.13 The average complementary tariff for pupils living in the 30% most deprived and 70% least deprived group has decreased against 2022. Pupils from the 30% most deprived areas remain above the pre-pandemic figure of 2019. The tariff point gap has reduced because the 70% least deprived group decreased by a bigger amount than the 30% most deprived group. This is a pattern repeated with the national and virtual comparator figures. __________________________________________________________________ 7. Breadth and depth 7.1 In addition to the key measures available in Insight, the service also looks at the percentage of the cohort who achieved any number of awards at various SCQF levels. These are known as ‘breadth and depth’ measures. We look at Graph 9- S6 Complementary Tariff by SIMD Decile (Ren vs Virtual Comparator) 2023 483 551 570 637 681 746 683 888 838 880 501 551 565 612 645 707 733 798 851 958 0 200 400 600 800 1000 1200 0 1 2 3 4 5 6 7 8 9 10 SIMD Decile Attainment vs Deprivation S6 Average Complementary Tariff by SIMD Decile Renfrewshire Virtual Comparator Linear (Renfrewshire) Linear (Virtual Comparator) Page 228 of 238
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this data in conjunction with the Insight measures to allow us to gain a broader understanding of attainment across Renfrewshire and between schools. 7.2 The tables on the following pages show performance over time of some of the key breadth and depth measures and how we compare to the virtual comparator. SCQF 4 is National 4 or its equivalent, SCQF Level 5 is National 5 or its equivalent, SCQF Level 6 is Higher or its equivalent; and SCQF Level 7 is Advanced Higher or its equivalent. S4 7.3 Table 10 includes data on the number of awards achieved for S4 pupils at SCQF Level 4 and Level 5 for Renfrewshire and the virtual comparator. Table 10- S4 Breadth & Depth S4 A-C 3 or more awards at SCQF level 4 or better 5 or more awards at SCQF level 4 or better 3 or more awards at SCQF level 5 or better 5 or more awards at SCQF level 5 or better Ren VC Ren VC Ren VC Ren VC 2021 93% 92% 86% 83% 76% 73% 60% 56% 2022 93% 91% 86% 83% 74% 70% 59% 55% 2023 89% 91% 81% 82% 71% 70% 58% 55% 7.4 In S4, Renfrewshire is now behind the virtual comparator at SCQF Level 4. The proportion of pupils achieving 3 or more and 5 or more at Level 4 has fallen on previous years. At SCQF Level 5, Renfrewshire is ahead of the virtual comparator at 3 or more and 5 or more awards, but has also fallen against 2022 figures. S5 7.5 Table 11 includes data on the number of awards achieved for S5 pupils at SCQF levels 5 and 6 for Renfrewshire and the virtual comparator. Table 11- S5 Breadth & Depth (% of S4 Roll) S5 A-C 1 or more awards at SCQF level 5 or better 3 or more awards at SCQF level 5 or better 5 or more awards at SCQF level 5 or better 1 or more awards at SCQF level 6 or better 3 or more awards at SCQF level 6 or better 5 or more awards at SCQF level 6 or better Ren VC Ren VC Ren VC Ren VC Ren VC Ren VC 2021 91% 90% 82% 80% 71% 68% 71% 68% 51% 49% 28% 25% 2022 92% 90% 82% 80% 69% 68% 70% 66% 49% 48% 27% 25% 2023 90% 88% 80% 77% 68% 65% 68% 65% 47% 46% 28% 25% 7.6 At both SCQF Level 5 and Level 6, Renfrewshire is above the virtual comparator across all measures. Aside from 5+ awards at Level 6, all other measures decreased from 2022. This also occurred with the virtual comparator. Page 229 of 238
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S6 7.7 Table 12 includes data on the number of awards achieved for S6 pupils at SCQF levels 5, 6 and 7 for Renfrewshire and the virtual comparator. Table 12- S6 Breadth & Depth (% of S4 Roll) S6 A-C 3 or more awards at SCQF level 5 or better 5 or more awards at SCQF level 5 or better 1 or more awards at SCQF level 6 or better 3 or more awards at SCQF level 6 or better 5 or more awards at SCQF level 6 or better 1 or more awards at SCQF level 7 or better Ren VC Ren VC Ren VC Ren VC Ren VC Ren VC 2021 82% 79% 72% 69% 73% 69% 59% 56% 45% 42% 27% 28% 2022 82% 81% 74% 71% 75% 70% 60% 56% 45% 41% 27% 28% 2023 83% 81% 73% 70% 72% 69% 56% 54% 41% 40% 26% 27% 7.8 In S6, Renfrewshire has performed above the virtual comparator in all measures at SCQF Level 5 and Level 6. This is consistent with previous year’s trends. Attainment at SCQF Level 7 is slightly behind the virtual comparator, which mimics previous years at this level. Most measures saw a decrease in comparison to the 2022 figures. __________________________________________________________________ 8. Conclusion and next steps 8.1 The 2023 results need to be considered in the context of returning to a traditional exam diet after challenging circumstances and the never-before- used alternative certification model. Considered in this context, it would not be helpful to directly compare attainment to 2020-2022. Better comparisons are to be made with 2019 performance which used an assessment programme that more closely resembles what was implemented in the 22/23 session. What is clear is that young people across Renfrewshire have performed exceptionally well, and they should be congratulated for all that they have achieved. 8.2 A further report on finalised leavers’ data and the attainment of our looked after children will be presented to this board in spring 2024 or as soon thereafter as the data becomes available. ___________________________________________________________________ Implications of this report 1. Financial Implications None. 2. HR and Organisational Development Implications None. 3. Community Plan/Council Plan Implications Children and Young People - High levels of attainment and achievement provide our children and young people with the best start in life Page 230 of 238
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4. Legal Implications None. 5. Property/Assets Implications None. 6. Information Technology Implications None. 7. Equality and Human Rights Implications The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report because for example it is for noting only. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety Implications None. 9. Procurement Implications None. 10. Risk Implications None. 11. 12. 13. Privacy Impact None. COSLA Policy Position None. Climate Risk None. List of Background Papers (a) none ______________________________________________________________ Children’s Services October 2023 Author: James Bowness, Data and Evaluation Officer Page 231 of 238
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Item 8 Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 14th November, 2023 Report by Joint Secretary (Teachers’ Side) Let’s Be Heard - Scotland’s Covid Enquiry Background The Scottish COVID-19 Inquiry’s listening project, "Let’s Be Heard", is inviting everyone affected by the COVID-19 pandemic in Scotland between 1st January 2020 and 31st December 2022 to share their experiences with the Inquiry. Let’s Be Heard is the main way in which people can contribute to the inquiry and it aims to give a voice to as many people across Scotland as possible. Let’s Be Heard is asking the public three core questions to understand people’s experiences of the pandemic, the impacts these experiences had and the lessons they believe should be learned. Responses are being collected until 20 December 2023, and it is easy to take part. The pandemic affected people in different ways, so it is important that Let’s Be Heard reaches and hears from as many different people as possible: everyone’s experience is important and respondents do not need to have had COVID to take part. Renfrewshire is on a list of five Local Authorities areas that Let’s Be Heard would particularly like to receive submissions from. They are also seeking more responses from groups including: people under 20 and over 70; men; minority ethnic people; LGBTQ+ people; religious minorities; and those who don’t feel financially secure. Let’s Be Heard has excellent resources; 1. There is a communications pack to help organisations share information more easily. The pack includes text, graphics and logos for newsletters and social media. 2. Let’s Be Heard hosts online information sessions for people who are interested in holding group discussions or would like to find out more about the different ways to engage. 3. There is an Engagement Guide to help people who want to hold a group discussion and take part with family, colleagues, friends or as an organisation. Item 8 Page 232 of 238
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4. The Let’s Be Heard team can help support discussions and are keen to attend, if invited. The team can be contacted at LetsBeHeard@covid19inquiry.scot Action The Teachers’ Side requests; • That the information contained in this paper be sent to all Renfrewshire schools. • That head teachers are encouraged to engage with this listening project and allow time for the voices of Renfrewshire teachers and young people to be heard as part of the inquiry. Page 233 of 238
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Item 9 Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 14th November, 2023 Report by Joint Secretary (Teachers’ Side) Supply Teachers’ Concerns Summary There have been several concerns raised with the Teaching Unions, by Renfrewshire supply teachers many of which have been raised at previous JNC’s but which remain a source of concern: • Supply staff continue to suffer detriment to their continuous professional development by not having access to in-service training that occurs during in-service days. Supply teachers are therefore being professionally de- skilled relative to their permanent counterparts. This two-tier approach leaves supply staff feeling devalued. • Supply teachers continue to report that Glow accounts are terminated at the end of each deployment, and this can have a negative consequence for some as it means that their communications including emails or other personal information as well as resources is lost. Also, where opportunities such as internal vacancies are offered supply teachers have no access to this information which further disadvantages them. And, when they are in school the time it takes to access registers or other internal communications leaves them further disadvantaged. • When substantive posts are advertised supply teachers are in the difficult situation when references from the most recent school are required as part of the application process. Where teachers cannot gain long-term work and build relationships they may not be able to provide references especially when appointments may have been for short periods. • The permanent supply pool is referenced in JNC11 (revised) and defines how cover is paid for depending upon the length of absences. It is a concern for the Teachers’ Side, especially in the secondary sector, that this resource is being systematically depleted. It is reported that some long-term absences are being covered internally rather than by allocating supply staff, even after the 20-day limit or on the 3rd day of absence where staff are absent due to jury duty. The use of internal cover in long-term absences through changing of other teachers’ departmental timetables breaches the Item 9 Page 234 of 238
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equitable distribution of cover clause and is also resulting in fewer opportunities for work for supply staff, some of whom have had extremely limited opportunities or merely single days of employment since the start of term in session 23-24. The worrying consequence of this is that supply teachers report that they need to consider leaving the profession to find work outside of the Authority or teaching altogether as it is not financially viable to rely on such insecure work. This should be a concern for the reputation of Renfrewshire Council and for all of us as we risk losing trained personnel. Actions: a mechanism is found to enable the supply workforce to participate in in-service training. a technical solution should be put in place to give supply teachers access to GLOW to allow them to access Council information and log into school SEEMIS systems. some consideration be given to the recruitment processes and the requirement for references from the ‘most recent school’ as this may not be the reference which best advantages supply teachers. the secondary permanent supply pool should be replenished. the Council should advise Head teachers to abide by JNC 11 (revised) in the allocation of cover rather than redistribute cover to existing employees. Page 235 of 238
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Item 10 Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 14th November, 2023 Report by Joint Secretary (Teachers’ Side) Holiday Calendars and Closure Days Background There has been some discussion between the Trade Unions and personnel staff in recent months which has arisen from a confusion in the way that some departments are dealing with teachers’ holidays as the corporate calendar has wrongly indicated holidays as closure days. The SNCT is clear that holidays should be given in full weeks. The SNCT states that: Part 2 Section 5 PART 2: SECTION 5 - ANNUAL LEAVE 5.2 The normal pattern of annual leave will be determined by the council, after consultation with the teacher trade unions recognised by the council. It is recommended that annual leave given in full weeks and is set as follows – Autumn Holiday 5 days, Festive Holiday 10 Days, Spring Holiday 10 days, Summer Holiday 15 days (to include the final week of the holiday period). As per para 5.6…. . . . 5.5 Within the leave year, the balance of days beyond the working year (Part 2, Section 3, paragraph 3.5) and the annual leave entitlement, excluding Saturdays and Sundays, shall be days of school closure….. . . . .5.6 Within each council the placement of the 40 days annual leave within the school holiday periods shall be determined by the council’s LNCT. The LNCT shall allocate the leave days in a broadly proportionate manner across the four main school holiday periods (Autumn, Item 10 Page 236 of 238
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Winter, Spring and Summer). The balance of days within the school holiday periods shall be days of school closure. The Teachers’ Side notes that there should be discussion around the matter of holidays- in the last issue of holidays there was no discussion and only one option was put to teachers and over time the consultation process within the LNCT has fallen short. Action The Teachers’ Side expects to be consulted around the calendar of future holiday dates and the allocation closure days. We would request that a current, correct calendar and holiday template is shared with the Unions and expect that this is being applied by all departments, including payroll. And we would request that, once agreement is reached in future holiday calendars, that the template is shared at the start of session with all staff, particularly part-time staff who need to be aware where holidays fall to be able to plan their contractual commitments and calculate their entitlements. Page 237 of 238
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Item 11 Renfrewshire Joint Negotiating Committee for Teachers To: Renfrewshire Joint Negotiating Committee for Teachers On: 14 November 2023 West Partnership Report by Joint Secretary (Teachers’ Side) Background The West Partnership Improvement Plan was presented to the Education and Children’s Services Policy Board on 2 November 2023. The Plan’s vision is to embed the values of equity, excellence and empowerment in order to build a collaborative learning system. Action The Teachers’ Side wishes to highlight an existing JNC agreement which emphasises that any initiative emerging from the West Partnership is subject to agreement between the Management and Teachers’ Side in Renfrewshire Council before implementation. Item 11 Page 238 of 238