Agenda Document Pack - Education Resources Committee - 29/10/2024
South Lanarkshire Council · 29 October 2024
Back to Education Resources Committee — 29 October 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Council Offices, Almada Street Hamilton, ML3 0AA Monday, 21 October 2024 Dear Member Education Resources Committee The Members listed below are requested to attend a meeting of the above Committee to be held as follows:- Date: Tuesday, 29 October 2024 Time: 10:00 Venue: Hybrid - Committee Room 1, Council Offices, Almada Street, Hamilton, ML3 0AA The business to be considered at the meeting is listed overleaf. Yours sincerely Paul Manning Chief Executive Members Lynsey Hamilton (Chair), Gavin Keatt (Depute Chair), Joe Fagan (ex officio), Alex Allison, John Anderson, Ross Clark, Margaret Cowie, Allan Falconer, Grant Ferguson, Elise Frame, Alistair Fulton, Geri Gray, Cal Johnston-Dempsey, Susan Kerr, Ross Lambie, Richard Lockhart, Eileen Logan, Katy Loudon, Julia Marrs, Ian McAllan, Mark McGeever, Mo Razzaq, Graham Scott, Bert Thomson, Margaret B Walker, David Watson Substitutes Margaret Cooper, Maureen Devlin, Mary Donnelly, Monique Equi, Graeme Horne, Martin Hose, Hugh Macdonald, Kenny McCreary, Lesley McDonald, Carol Nugent, Norman Rae External Members Religious Representatives Angela Milton, Reverend Jillian Storrie Teacher Representatives Jennifer Gaffney, Joan Lennon Parent Council Representatives Christine Hall, Naomi Baxter 1
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BUSINESS 1 Declaration of Interests 2 Minutes of Previous Meeting Minutes of the meeting of the Education Resources Committee held on 20 August 2024 submitted for approval as a correct record. (Copy attached) 5 - 20 Monitoring Item(s) 3 Education Resources - Revenue Budget Monitoring 2024/2025 Joint report dated 2 October 2024 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 21 - 26 4 Education Resources - Capital Budget Monitoring 2024/2025 Joint report dated 1 October 2024 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 27 - 30 5 Education Resources – Workforce Monitoring – July to September 2024 Joint report dated 11 October 2024 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 31 - 38 Item(s) for Decision 6 Community Learning and Development (CLD) Strategic 3-Year Plan 2024 - 2027 Report dated 3 October 2024 by the Executive Director (Education Resources). (Copy attached) 39 - 64 7 School Holiday Dates for Session 2025/2026 Report dated 10 October 2024 by the Executive Director (Education Resources). (Copy attached) 65 - 68 2
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Item(s) for Noting 8 Improving Relationships and Behaviour in Schools: Ensuring Safe and Consistent Environments For All Joint Action Plan 2024 - 2027 Report dated 10 October 2024 by the Executive Director (Education Resources). (Copy attached) 69 - 74 9 Relationships and Behaviour National Action Plan: Funding to Build Capacity in Support Staff in Schools Report dated 10 October 2024 by the Executive Director (Education Resources). (Copy attached) 75 - 78 10 Mobile Phones in Schools Report dated 10 October 2024 by the Executive Director (Education Resources). (Copy attached) 79 - 82 11 Attendance Strategy Report dated 10 October 2024 by the Executive Director (Education Resources). (Copy attached) 83 - 92 12 Implementation of the Scottish Government’s Universal Free School Meals Programme – Capital Funding Report dated 10 October 2024 by the Executive Director (Education Resources). (Copy attached) 93 - 96 13 Update of the Education Resources Risk Register and Risk Control Plan Report dated 10 October 2024 by the Executive Director (Education Resources). (Copy attached) 97 - 114 14 Consultation Responses Report dated 10 October 2024 by the Executive Director (Education Resources). (Copy attached) 115 - 122 Urgent Business 15 Urgent Business Any other items of business which the Chair decides are urgent. For further information, please contact:- Clerk Name: Tracy Slater Clerk Telephone: 07385 370089 Clerk Email: tracy.slater@southlanarkshire.gov.uk 3
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EDUCATION RESOURCES COMMITTEE Minutes of meeting held via Confero and in Committee Room 1, Council Offices, Almada Street, Hamilton on 20 August 2024 Chair: Councillor Lynsey Hamilton Councillors Present: Councillor Alex Allison, Councillor John Anderson, Councillor Margaret Cowie, Councillor Maureen Devlin (substitute for Councillor Mo Razzaq), Councillor Mary Donnelly (substitute for Councillor Ross Clark), Councillor Allan Falconer, Councillor Grant Ferguson, Councillor Elise Frame, Councillor Geri Gray, Councillor Cal Johnston-Dempsey, Councillor Gavin Keatt (Depute), Councillor Susan Kerr, Councillor Ross Lambie, Councillor Richard Lockhart, Councillor Eileen Logan, Councillor Katy Loudon, Councillor Julia Marrs, Councillor Ian McAllan, Councillor Graham Scott, Councillor Bert Thomson, Councillor Margaret B Walker, Councillor David Watson Councillors' Apologies: Councillor Ross Clark, Councillor Joe Fagan (ex officio), Councillor Alistair Fulton, Councillor Mark McGeever, Councillor Mo Razzaq External Members Present: Jennifer Gaffney, Christine Hall, Reverend Jillian Storrie External Members' Apologies: Naomi Baxter, Joan Lennon Attending: Education Resources A Donaldson, Depute Executive Director; L Grieve, Youth, Family and Community Learning Manager; G Lambie, Operations Manager; S March, Principal Psychologist; S Nicolson, Head of Education (Senior Phase); L Sherry, Head of Education (Support Service and School Estate); J Wallace, Head of Education (Primary and Early Years) Finance and Corporate Resources G Booth, Finance Manager (Strategy); J Davitt, Public Relations Team Leader; L Harvey, Finance Manager (Resources); E Maxwell, Human Resources Business Manager; K McLeod, Administration Assistant; S Somerville, Administration Manager; C Traquair, Personnel Adviser Chair’s Opening Remarks The Chair welcomed:- Reverend Jillian Storrie to the meeting and congratulated her on her recent appointment as one of the religious representatives Gary Lambie to the meeting and congratulated him on his recent appointment to the post of Operations Manager Lianne Grieve to her first meeting of the Committee 1 Declaration of Interests No interests were declared. 2 5
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2 Minutes of Previous Meeting The minutes of the meeting of the Education Resources Committee held on 21 May 2024 were submitted for approval as a correct record. The Committee decided: that the minutes be approved as a correct record. 3 Education Resources - Revenue Budget Monitoring 2023/2024 A joint report dated 18 July 2024 by the Executive Directors (Education Resources) and (Finance and Corporate Resources) was submitted on the actual expenditure measured against the revenue budget for the period 1 April 2023 to 31 March 2024 for Education Resources. The year-end position for the Resource was an overspend of £0.286 million after approved transfers to reserves. This was in line with the reported probable outturn position. The Resource position was detailed in Appendix A to the report. The overspend position reflected the net effect of underspends in Early Years core budget which were offset by overspends, as detailed in paragraphs 6.2 and 6.3 of the report. Virements, proposed to realign budgets across budget categories and with other Resources, were detailed in Appendix A of the report. The Finance Manager (Resources) responded to members’ questions in relation to the underspend on footwear and clothing grants and on payments to contractors. Where information was not readily available, the Finance Manager (Resources) undertook to provide this to relevant members. The Committee decided: (1) that the Education Resources’ outturn position, as at 31 March 2024, of an overspend of £0.286 million, as detailed in Appendix A of the report, be noted; and (2) that the budget virements be approved. [Reference: Minutes of 21 May 2024 (Paragraph 3)] 4 Education Resources - Revenue Budget Monitoring 2024/2025 A joint report dated 25 July 2024 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted on the actual expenditure measured against the revenue budget for the period 1 April to 14 June 2024 and providing a forecast for the year to 31 March 2025 for Education Resources. A Service Analysis Statement, which outlined key highlights by Service for the Resource was provided at Appendix A to the report. The detailed financial position, with variance explanations by budget category, was provided at Appendix B to the report. As at 14 June 2024, the projected outturn position for the Resource was a breakeven position. The position reflected underspend in Early Years staffing which was offset by projected overspends, as detailed in paragraph 6.2 of the report. Several areas of financial risk to the Education Resources’ budget had been identified, as detailed in section 6 of the report, and included:- cost of transport teacher numbers 6
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Employers’ Pension Contribution Increase (Teachers) There followed a full discussion during which members:- requested assurance in relation to the unprecedented demand on the Inclusion Services’ budget in the areas of external placement, aids and adaptations, speech and language therapy and transport sought further information on the amount spent on taxi journeys as part of the Strathclyde Partnership for Transport (SPT) contract for mainstream provision asked if consideration had been made to a potential increase in pupil numbers resulting from the change in tax rules whereby VAT would be imposed on private school fees from 1 January 2025 requested information in relation to the construction of secondary schools, specifically, what it would have cost if the Council had borrowed the money, including maintenance payments Officers:- responded to members’ questions on various aspects of the report where information was not readily available, undertook to provide this to relevant members The Committee decided: (1) that the forecast to 31 March 2025 of a breakeven position, as detailed in Appendix A of the report, be noted; and (2) that the proposed budget virements be approved. Councillor Gray entered the meeting during consideration of the above item of business 5 Education Resources - Capital Budget Monitoring 2023/2024 A joint report dated 25 July 2024 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted on the progress of the capital programme for Education Resources for the period 1 April 2023 to 31 March 2024. The total Capital Programme for 2023/2024 was £14.337 million and remained unchanged since the last update to the Committee on 21 May 2024. The financial position for Education Resources was provided in Appendix A to the report. Expenditure to 31 March 2024 was £15.594 million which reflected an additional spend of £1.257 million in comparison to the programme of £14.337 million. The additional spend of £1.257 million reflected additional in-year spend on Our Lady of Lourdes Primary School, East Kilbride (£1.096 million), Jackton Primary School, East Kilbride (£0.946 million) and Uddingston Grammar adaptations (£0.424 million). Funding for spend on those projects was identified into financial year 2024/2025. Officers:- responded to members’ questions on various aspects of the report undertook to bring a report to a future Committee meeting in relation to growth and accommodation pressures in schools, including capital works relating to requirements to accommodate free school meals provision 7
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The Committee decided: that the Education Resources’ Capital Programme of £14.337 million, and expenditure for the year of £15.594 million, be noted. [Reference: Minutes of 21 May 2024 (Paragraph 4)] 6 Education Resources - Capital Budget Monitoring 2024/2025 A joint report dated 25 July 2024 by the Executive Directors (Education Resources) and (Finance and Corporate Resources) was submitted providing information on the progress of the Capital Programme for Education Resources for the period 1 April to 14 June 2024. The revised Capital Programme for 2024/2025 amounted to £9.042 million and reflected an increase of £0.808 million which had been approved by the Executive Committee on 7 August 2024. Details of those adjustments were provided in Appendix A to the report. The forecast for the financial year was £9.042 million and actual expenditure as at 14 June 2024 was £2.485 million. The scope of works for secondary schools was currently being reviewed as well as the level of spend that could be achieved in 2024/2025. As detailed in paragraph 5.5 of the report, it appeared unlikely that a construction contract would be awarded in 2024/2025. It was probable that only expenditure on design costs would be incurred in 2024/2025. Education Resources, in conjunction with Housing and Technical Resources, were reviewing the timetable of works and resultant spend profiles and an exception would be proposed in a future report to the Executive Committee. The Committee decided: that the Education Resources’ Capital Programme of £9.042 million, and forecast expenditure of £9.042 million, be noted. [Reference: Minutes of South Lanarkshire Council of 21 February 2024 (Paragraph 4) and Minutes of the Executive Committee of 7 August 2024 (Paragraph 4)] 7 Education Resources - Workforce Monitoring – April to June 2024 A joint report dated 24 July 2024 by the Executive Directors (Education Resources) and (Finance and Corporate Resources) was submitted on the following employee information for Education Resources for the period April to June 2024:- attendance statistics occupational health statistics accident/incident statistics discipline, grievance and Dignity at Work cases analysis of leavers and exit interviews staffing watch as at 11 June 2024 The Human Resources Business Manager responded to a member’s question in relation to the support available for employees with caring responsibilities. The Committee decided: that the report be noted. [Reference: Minutes of 21 May 2024 (Paragraph 5)] 8
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8 Education Resources – Resource Plan Quarter 4 Progress Report 2023/2024 A report dated 24 July 2024 by the Executive Director (Education Resources) was submitted on the Education Resource Plan Quarter 4 Progress Report 2023/2024 for the period 1 April 2023 to 31 March 2024. The Education Resource Plan 2023/2024 set out the objectives and actions to be managed and delivered by the Resource in the financial year 2023/2024. The Resource Plan measures were rated using a traffic light system of red, amber or green as well as blue (BRAG) which indicated that an action had been completed. Details were provided on:- progress against all Resource Plan measures, as detailed in the Quarter 4 Progress Report 2023/2024, attached as Appendix 2 of the report key achievements made by the Resource in the period April 2023 to March 2024 No measures had been classified as red or categorised as “report later” or “contextual” and no measures had changed allocation status from Quarter 2 to Quarter 4. The Operations Manager responded to members’ questions on various aspects of the report. The Committee decided: (1) that the Education Resource Plan Quarter 4 Progress Report 2023/2024, as summarised in paragraph 5.2 and attached as Appendix 2 of the report, be noted; (2) that the key achievements made by Education Resources, as outlined in paragraph 5.3 of the report, be noted; (3) that it be noted that there were no areas identified for improvement, as detailed in paragraph 5.4 of the report; and (4) that it be noted that there were no changes in BRAG status between Quarter 2 and Quarter 4 requiring additional scrutiny or update, as detailed in paragraph 5.5 of the report. [Reference: Minutes of 26 September 2023 (Paragraph 6)] In terms of Standing Order No 14, the Chair adjourned the meeting at 11.05am for a 5 minute period. The meeting reconvened at 11.10am 9 Youth Employability and Work Based Learning A joint report dated 20 June 2024 by the Executive Directors (Community and Enterprise Resources) and (Education Resources) was submitted providing an update on the progress of the Employability Service’s work-based learning and youth employability programmes. A review of the Council’s Employability Service was carried out in 2022/2023, achieving a range of efficiencies and new ways of working to reduce duplication and better coordinate the delivery of services across the Youth Employability Service within Education Resources and Employability programmes within Finance and Corporate Resources. The review concluded with the transfer of teams from Education Resources and Finance and Corporate Resources to Community and Enterprise Resources. 9
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The new service, South Lanarkshire Works, would continue to deliver a range of employability and work-based learning programmes to young people in the senior phase of education and lead the Council’s processes to support young people to sustained positive post-school destinations. The Service’s programmes included:- work-based senior phase options such as GradU8, GradU8 Work Experience and Foundation Apprenticeships targeted programmes for young people who were identified as requiring support to progress to a positive destination such as Aspire and AspireWorks Further information on those programmes was provided in sections 4 to 6 of the report, with case studies of each provided in Appendix 1 to the report. South Lanarkshire Works had a strategic and operational remit to work with schools and partners to increase the proportion of school pupils leaving school and entering a positive post- school destination of further learning, training or employment. Well established 16+ planning processes were in place to identify young people most at risk of leaving school and becoming unemployed and those had supported consistent improvements in the Council’s school leaver destinations in recent years. The most recent School Leaver Destination Report (SLDR) showed that 96.9% of school leavers in academic year 2022/2023 had entered a positive destination. This was a slight improvement from the previous year and above the Scottish rate for the eighth year running, placing South Lanarkshire sixth highest of the Scottish local authorities. The SLDR was based on a cohort of 3650, out of which 3536 had entered a positive destination. The number of leavers had increased significantly from the previous year and was the highest since the SLDR had been established in 2008/2009. Section 8 of the report provided data for South Lanarkshire together with national data on the following:- positive school leaver destinations from 2012/2013 to 2022/2023 destination breakdown for 2023/2024 positive destination rate for care experienced young people from 2019/2020 to 2022/2023 Since 2016, Skills Development Scotland had published the Annual Participation Measure (APM) which reported on the economic and employment activity of 16 to 19 year olds in Scotland and was the source of the Scottish Government’s National Performance indicator “percentage of young adults (16 to 19 year olds) participating in education, training or employment”. The most recent report had been published in August 2023 and showed that 95% of young people aged 16 to 19 in South Lanarkshire were participating. Data was provided at paragraph 9.2 of the report on:- participation measure 2016 to 2023 for South Lanarkshire and for Scotland participation status in 2023 for South Lanarkshire and Scotland The improvement in the Council’s Annual Participation Measure had been achieved through the delivery of a range of actions identified by a short life working group which had been established in 2022, as detailed in paragraph 9.3 of the report. Officers responded to members’ questions on various aspects of the report and, where information was not readily available, undertook to provide this to relevant members. 10
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The Committee decided: that the progress of the Employability Service’s programmes be noted. [Reference: Minutes of 6 September 2022 (Paragraph 10)] Councillor Cowie left the meeting during this item of business 10 School Improvement and Inspection Update A report dated 24 July 2024 by the Executive Director (Education Resources) was submitted providing an update on:- the work of the Curriculum and Quality Improvement Service (CQIS) in relation to supporting schools and Early Years establishments to achieve positive outcomes for inspections the outcome of school and Early Years inspections 2023/2024 future developments to support schools during session 2024/2025 Schools in Scotland were subject to external inspections from His Majesty’s Inspectors of Education (HMIE) who were currently employed by the Government body, Education Scotland. The number of inspections carried out in each local authority within a school session depended largely on the size of that authority. South Lanarkshire Council was the fifth largest local authority by population. The group of local authorities used for comparative purposes were detailed at paragraph 3.2 of the report. The Council had 16 establishment inspection reports published during session 2023/2024 (up to 26 June 2024) and information on the comparator local authorities was provided in Appendix 1 to the report. Since 2016, HMIE had employed a range of inspection models to suit particular circumstances and contexts and to reflect the changing educational landscape and those were detailed in section 4 of the report. It was recognised that schools and staff could find the process of preparing for inspection challenging. Section 5 of the report provided detailed information of the wide-ranging support CQIS provided to establishments. The 16 South Lanarkshire Council establishments inspected up to 26 June 2024 were detailed in paragraph 6.1 of the report and included:- 5 primary schools which experienced the full model for inspection; 3 of those were primary schools with nursery schools 8 primary school inspections with the short inspection model; 2 of those primary schools with nursery schools 2 secondary schools experienced the short model for inspection one secondary school experienced the full model for inspections It was difficult to compare establishment inspections across authorities because of the varying numbers involved. However, as detailed in paragraph 6.2 of the report, a comparative analysis which scrutinised the Council’s current inspection profile continued to be positive with 98.3% of inspections’ outcomes for the inspected Quality Indicators as good, very good or excellent compared to Glasgow (91.4%), Aberdeenshire (72.1%), Fife (50%), Highland (34.5%) and North Lanarkshire (55.6%). 11
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A detailed analysis of the overall inspection outcomes in schools was provided at section 7 of the report. Further illustration of the Quality Indicators for schools (primary and secondary) was provided in Appendix 2 to the report and included information for comparator local authorities, the West Partnership and national data. During session 2023/2024, 6 primary inspections and one secondary inspection were identified by Education Scotland as having practice which was worth sharing nationally, as detailed in paragraph 7.2 of the report. Early Years’ establishments and school nursery classes were inspected both by Education Scotland around the quality of educational provision using Quality Indicators and separately by the Care Inspectorate. Information in the report concerned inspections conducted by Education Scotland only. Since 2022/2023, schools had been given the option not to undertake an additional inspection by Education Scotland when they inspected a school if they had been inspected by the Care Inspectorate during the previous 18-month period. During 2023/2024, 5 Early Years’ inspection reports had been published with associated evaluative grades for Quality Indicators. Of the 5 Early Years’ establishments inspected, all received positive outcomes, in this instance a grade of good or above for all Quality Indicators. Further illustration of the Quality Indicators for schools (Early Years) was provided in Appendix 2 to the report and included information for comparator local authorities, the West Partnership and national data. Two Early Years’ establishments inspected this session were identified by Education Scotland as having practice worth sharing nationally, as detailed in paragraph 8.4 of the report. The Council reported on individual inspections through the established Area Committee structure which allowed elected members to hear a presentation from the Headteacher and/or the Quality Link Officer. In addition:- data from inspections was fed into the evaluation of the Education Resources’ Plan through the IMPROVE mechanism inspection reports were publicised through the Education SWAY publication schools were responsible for communicating the inspection outcome to parents Notwithstanding formal inspections, it was planned that support and challenge for schools around self-evaluation continued to be developed to secure further advances in school improvement. That support would include professional learning opportunities, peer dialogue, provision of resources and targeted support. The Committee decided: (1) that current and planned progress relating to Education Scotland inspection support be noted; and (2) that this year’s Education Scotland inspection results for schools and Early Years establishments be noted. [Reference: Minutes of 27 June 2024 (Paragraph 11)] Councillor Frame left the meeting during this item of business 11 Children and Young People’s Community Mental Health Support A joint report dated 25 July 2024 by the Executive Director (Education Resources) and Director, Health and Social Care was submitted:- providing an update on Community Mental Health funding provided by the Scottish Government to South Lanarkshire Children’s Services 12
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highlighting areas of success within this workstream The Scottish Government provided funding on a rolling, yearly basis to local authorities across Scotland to support access to Community Mental Health and Wellbeing supports. This was in response to the Children and Young People’s Mental Health taskforce carried out in 2018. The outcome of this was that Community Mental Health and Wellbeing Support should be provided and that this should:- help to promote, manage and improve mental health and wellbeing support children and young people to develop coping strategies and resilience The Council received a grant of £849,000 per annum for delivery of new and enhanced, community-based mental health and wellbeing supports and services for children, young people and their families. A central principle of the funding was that it was used to meet local need and that there was engagement locally with children, young people and families within South Lanarkshire. The engagement started with a large-scale survey which was sent to all secondary pupils in 2022. This was followed by several targeted focus groups for those who required enhanced supports and services. The engagement had been supported by the Scottish Youth Parliament and South Lanarkshire Youth Council and had developed over time. A group of young people from across South Lanarkshire secondary schools, named the “Wellbeing Warriors”, met a few times a year to discuss mental health and wellbeing supports, share views and help plan events. A Development Officer from VASLan supported the work with the third sector and engagement with families. The funding was used to fund a number of supports and services which included:- Scottish Association for Mental Health (SAMH) – Let’s Connect Service Kooth Action for Children – Blues Programme continuation of engagement – Wellbeing Warriors Senior Educational Psychologist and research support VASLan Development Officer Wellbeing SouthLan Mental Health and Wellbeing website Detailed information on those supports and services was provided in section 5 of the report. The grant was overseen by South Lanarkshire Children’s Services Partnership and a sub-group of the Partnership, Children’s Health and Wellbeing, and had been instrumental in developing the strategy and priorities which were aligned to South Lanarkshire’s Children’s Services Plan. There was a close interface between other partnership sub-groups, such as the Whole Family Wellbeing Group and the Promise Board. The Senior Educational Psychologist was the identified partnership lead and produced the appropriate financial report to the Scottish Government as part of the annual reporting requirement. The supports and services outlined in the report were reliant on the Community Mental Health and Wellbeing Supports and Services Grant from the Scottish Government. This grant was guaranteed until 2025/2026. Sustainability of the supports and services without the continuation of the grant would be challenging. The Principal Psychologist responded to a member’s question in relation to ARCH (Autism Resource Coordination Hub). 13
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The Committee decided: that the additional approaches available in schools and communities, that were benefiting from the supports and services relating to community mental health and wellbeing, be noted. 12 Attachment Strategy for Education Resources – Update Report A report dated 23 July 2024 by the Executive Director (Education Resources) was submitted:- providing an update on the implementation of the Attachment Strategy, outlining progression towards embedding South Lanarkshire’s Attachment-Informed, Trauma Sensitive Approach informing members of the next steps in supporting the sustained implementation, evaluation and application of South Lanarkshire’s Attachment-Informed, Trauma Sensitive Approach The Attachment Strategy was launched in June 2020 and had been developed in consultation with partner agencies. The Strategy promoted better experiences of attachment for South Lanarkshire’s children and young people, particularly within education settings. The Attachment Strategy now formed the basis of South Lanarkshire’s Attachment Informed, Trauma Sensitive Approach which was central to supporting an Attachment-Informed, Trauma Sensitive workforce which aligned with the Scottish Government’s ambition of a trauma informed and responsive workforce, as detailed in paragraph 3.3 of the report. The approach aimed to ensure belonging for all and reduction of the impact of Adverse Childhood Experiences (ACEs) for the most vulnerable children and young people. Since the launch of the Attachment Strategy in June 2020, the Committee received an annual update on progress towards meeting the recommendations of the Attachment Strategy. Progress on the implementation of the Attachment Strategy, which outlined the progression towards embedding South Lanarkshire’s Attachment-Informed, Trauma Sensitive Approach, was fully detailed in section 4 of the report. The next steps for implementation were detailed at section 5 of the report and included:- the Attachment-Informed, Trauma Sensitive Practice Steering Group continuing to oversee and advise on the next steps throughout 2024/2025 Attachment Development officers remaining in post until March 2025 to support continued implementation, as detailed in paragraph 5.2 of the report the accreditation group meeting quarterly to assess evidence for accreditation training a further 3 members of Psychological Service staff as Emotion Coaching facilitators continuing Emotion Coaching monthly training and extending this further, as detailed in paragraph 5.5 of the report a pilot of resources, facilitated by Attachment Development officers, to support children and young people with emotional regulation an update of progress on the implementation of the Attachment Strategy which would be provided to staff at the Inclusion Conference on 13 September 2024 The Principal Psychologist responded to a member’s question in relation to pledge awards for each of the 6 Attachment Strategy pledges. The Committee decided: (1) that it be noted that progress on the implementation of the Attachment Strategy for Education Resources was in line with expectations; and 14
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(2) that the next steps to further embed an Attachment-Informed, Trauma Sensitive Approach across the Council be noted. [Reference: Minutes of 9 November 2021 (Paragraph 7)] 13 West Partnership Update A report dated 23 July 2024 by the Executive Director (Education Resources) was submitted providing an update on the West Partnership Regional Improvement Collaborative (RIC) following the national review of RICs which had been undertaken by the Scottish Government and the associated reduction in funding for 2024/2025 onwards. RICs were established in 2017 as a national initiative to bring about improvement for all schools in Scotland. The Glasgow City Region Education Improvement Collaborative, known as the West Partnership, comprised 8 local authorities: Glasgow, East Renfrewshire, Renfrewshire, Inverclyde, North Lanarkshire, South Lanarkshire, West Dunbartonshire and East Dunbartonshire. At the end of June 2023, the Cabinet Secretary for Education and Skills announced a rapid review of the impact RICs had on supporting pupils and practitioners. In November 2023, the Cabinet Secretary indicated that, in light of the review, it had been decided that funding for RICs would be tapered. The funding would be repurposed to better support teachers in classrooms. Part of that change included the establishment of the Centre for Teaching Excellence. The Scottish Government review was published in January 2024 and 6 key themes were set out in the Executive Summary, as detailed in paragraph 4.1 of the report. Findings from the review indicated that across Scotland, RICs were engaging with approximately 30% of schools and accounted for 0.1% of educational spend. Locally, the evidence demonstrated that during 2023/2024, the West Partnership reached approximately 25% of staff across the region and engaged with 87% of primary, secondary and Additional Support Needs (ASN) schools. Furthermore, qualitative evidence from 3 workstreams continued to demonstrate that opportunities had been provided for collaboration and knowledge/confidence enhancement. Funding for 2024/2025 had been clarified by the Scottish Government on 30 January 2024 whereby RICs would be provided with 50% of the funding received in 2023/2024. For the West Partnership, this amounted to £750,000. Following confirmation of this funding, the West Partnership team had started to finalise scenario planning that would ensure the continuation of the highly effective programmes and networks, as detailed in section 5 of the report. Part of those plans would be setting out required staffing in terms of the West Partnership Core Team for 2024/2025 and what this might look like in 2025/2026 and beyond. The information would be used to inform the West Partnership Improvement Plan for next year and would be presented to a future meeting of the Committee. The Head of Education (Senior Phase) responded to members’ questions on various aspects of the report. The Committee decided: that the contents of the report be noted. [Reference: Minutes of 15 November 2022 (Paragraph 6)] Councillor Anderson left the meeting during this item of business 15
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14 Independent Review of Community Learning and Development A report dated 29 July 2024 by the Executive Director (Education Resources) was submitted providing a summary of the key finding and recommendations made in the ‘Learning For All. For Life. A report by the Independent Review of Community Learning and Development (CLD)’. The Minister for Further Education, Higher Education and Veterans commissioned a review of CLD in December 2023, the impetus being the wider reforms of education which were being driven by the Scottish Government. CLD had been acknowledged as a positive contributory factor in recent reports and reviews on career advice, education, qualifications and skills, as detailed in paragraph 3.2 of the report. The Scottish Government Review of Community Learning and Development, titled ‘Learning For All. For Life. A Report by the Independent Review of Community Learning and Development (CLD)’ was published in July 2024. The scope of the review was to provide specific recommendations on:- effective and consistently measured outcomes delivered through CLD and reported across the sector, including data on the CLD workforce, engagement opportunities and outcomes for learners delivering positive outcomes and improved life chances for marginalised and vulnerable learners in communities, in the context of wider educational reform and public finance constraints a strong and suitable professional CLD workforce, equipped to deliver high quality outcomes for learners At an early stage in the review, it was acknowledged that it was impossible to separate ‘learning’ from ‘development’. Stakeholders, including practitioners and learners, repeatedly reinforced that a failure to include the community development and empowerment element of CLD would produce a fragmented picture as each part mutually reinforced the other. Key messages, which had been extracted directly from the report and themed, were detailed in section 5 of the report and were fully detailed under the following headings:- understanding the impact and reach of CLD work finance visibility ESOL crisis outcomes/data The report outlined in full detail ‘where do we want to be’ and ‘how do we get to where we want to go’, and included timelines, as well as a total of 12 recommendations which were aligned to the following 6 themes:- leadership and structures overarching policy narrative focus on delivery budgets and funding developing the workforce and standards demonstrating impact Further detail on the recommendations under the 6 themes was provided in Appendix 1 to the report. 16
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National CLD working groups within the sector, such as CLD Managers Scotland, YouthLink Scotland and others had commenced discussions about the implications of the review for the CLD sector and, if the recommendations were adopted by the Scottish Government, how they would best contribute towards the process. Any further action required at a local authority level that was within the scope of, or actionable, would be progressed through the CLD Partnership and reported to this Committee. The Committee decided: (1) that the contents of the report be noted; and (2) that it be noted that, following the Scottish Government’s consideration of the findings and recommendations, further developments and actions would be reported to the Committee and progressed through the Community Learning and Development (CLD) Partnership. 15 Report on Community Learning and Development (CLD) Progress Visit (2 July 2024) A report dated 31 July 2024 by the Executive Director (Education Resources) was submitted advising members of the outcomes of the Community Learning and Development (CLD) visit by His Majesty’s Inspectors of Education (HMIE) which took place in May 2024 with publication of the report on 2 July 2024. The Youth, Family and Community Learning (YFCL) Service was subject to external scrutiny by HMIE with regards to The Requirements for Community Learning and Development (Scotland) Regulations 2013 and the CLD Strategic Guidance for Community Planning Partnerships: Community Learning and Development. In May 2024, an HMIE Education Scotland Community Learning and Development (Progress Visit) had taken place in South Lanarkshire. Organisation of the inspection had been led by the YFCL Service. This was a partnership inspection and the timetable had been developed for the inspection team, which the self-evaluation reflecting the work of the wider Community Learning and Development Partnership. During the visit, the HMIE inspectors analysed South Lanarkshire’s CLD Plan and:- used selected quality indicator themes from the ‘How good is our community learning and development?’ fourth edition framework undertook an evaluation of outcomes for learners and other key data relating to CLD for which the Council and its publicly funded partners had responsibility The inspection had focused on the following questions:- How effective was the leadership of the local authority and its CLD partners in improving outcomes? How well did the performance of the local authority and its CLD partners demonstrate positive impact? The progress visit was different from a full inspection and was not graded using the typical 1 to 6 grading system. Instead, it used a 3-tier system with 1A being the highest award. 17
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The South Lanarkshire Progress Visit had been graded a 1A, with good practice identified to be shared at a national level from the Regen:FX ‘GIVIT Youth Recovery Service’ as well as good practice in child protection and safeguarding procedures. The report, which was published in July 2024, was overwhelmingly positive. The main high-level messages from the findings of the progress visit were detailed at paragraph 5.2 of the report. Inspectors validated the Service’s self-evaluation and noted highly effective partnership working as well as a mature and well- established partnership. Areas for improvement, which would be progressed by the CLD Partnership in the refresh of the 3-year CLD Partnership Plan were detailed at paragraph 5.5 of the report. The Chair, on behalf of the Committee, extended congratulations to the Youth, Family and Community Learning Manager and her team at achieving national recognition for their work. The Committee decided: (1) that the nature of the inspection activity that took place be noted; and (2) that the findings from the progress visit be noted. [Reference: Minutes of 26 September 2023 (Paragraph 13)] 16 Standards and Quality Report 2023/2024 A report dated 4 July 2024 by the Executive Director (Education Resources) was submitted on the Education Resources’ Standards and Quality Report for session 2023/2024. The Standards and Quality Report reflected how Education Resources, through its school establishments and services, took forward the Council’s vision of improving the lives and prospects of everyone in South Lanarkshire. The focus over the last year had been to continue to work together to raise achievement and attainment, inspire learners and work in partnership with communities so that children and young people had the best start in life and were supported to develop their skills for learning, life and work. The Standards and Quality Report 2023/2024 provided an update on performance, highlighted achievements and shared examples of good practice which reflected the 5 strategic priorities which were- improvement of health and wellbeing to enable children and families to flourish ensuring inclusion, equity and equality were at the heart of what was done provision of a rich and stimulating curriculum that helped raise standards in literacy and numeracy supporting children and young people to develop their skills for learning, life and work empowering learners to shape and influence actions on climate change and sustainability There was a requirement under the Standards in Scotland’s Schools etc (Scotland) Act 2000 to publish an annual Standards and Quality Report. The Standards and Quality Report provided high-level information about the performance and achievements of Education Resources. The Standards and Quality report was designed to be read by a wide audience of stakeholders, which included elected members, staff, parents, young people and members of the public. The next steps were detailed at section 5 of the report and included the work ongoing to enable the report to be shared publicly via the Council’s website in a format which fully complied with accessibility standards. 18
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The Head of Education (Support Service and School Estate) responded to a member’s question in relation to where the Standards and Quality Report 2023/2024 would be found on the Council's website. The Committee decided: that Education Resources’ Standards and Quality Report for session 2023/2024 be noted. [Reference: Minutes of 26 September 2023 (Paragraph 13)] 17 Urgent Business There were no items of urgent business. 19
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Revenue Budget Monitoring 2024/2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide information on the actual expenditure measured against the revenue budget for the period 1 April 2024 to 9 August 2024 for Education Resources provide a forecast for the year to 31 March 2025 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the forecast to 31 March 2025 of a breakeven position as detailed in appendix A of the report be noted; and (2) that the proposed budget virements be approved. [1recs] 3. Background 3.1. This is the second revenue budget monitoring report presented to the Education Resources Committee for the financial year 2024/2025. 3.2. The report details the financial position for Education Resources. Appendix A outlines the new service analysis statement, outlining key highlights by service for the Resource and appendix B provides the detailed financial position with variance explanations by budget category. 3.3. This report reflects the actual spend to 9 August 2024 within the Resource budget and reflects the expected outturn forecast on expenditure and income at this date. 4. Scottish Attainment Challenge Funding 4.1. The 2024/2025 budget for Education contains £9.286m awarded for Pupil Equity Funding (PEF) and £1.858m for Strategic Equity Funding (SEF). Total budget for 2024/2025 is £11.144m and this is contained within this reported position. 4.2. In relation to PEF funding, the £9.286m represents £0.323m 2023/2024 carry forward and £8.963m for the 2024/2025 allocation. Spend and commitment to date as at 9 August 2024 is £2.142m, with £7.144m still to spend. This includes known staff costs for the period April 2024 to August 2024, however staffing for the new school session from 14 August 2024 is not yet reflected within this position. 3 21
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4.3. In relation to SEF funding, spend and commitment to date is £1.598m with £0.260m still to spend. Known staff costs to 31 March 2025 are reflected within this position, and as this is a specific grant allocation, funding is received based on actual spend. 4.4. Committee will continue to be updated with the spend position for 2024/2025 throughout the year for both Scottish Attainment Challenge funded areas. 5. Employee Implications 5.1. None 6. Financial Implications 6.1. As at 9 August 2024, the Resource’s projected outturn position for 2024/2025 is a breakeven position. This is outlined in the attached appendices. 6.2. The Resource is currently showing a balanced financial position as at 9 August 2024 however there are several areas of financial risk to Education’s budget this year that have been identified: 6.3. Cost of Transport: In relation to mainstream transport costs, the initial forecast for 2024/2025 is significant increase in the cost of transport by Strathclyde Passenger Transport (SPT) based on contract renewals and assumptions around price increases. The current update on this position is an overspend of £4.865m this financial year against budget. 6.4. Teacher Numbers: As previously reported, in relation to 2024/2025, the Council has now received notification that the allocation of funding for teacher numbers of £145.5 million for 2024/2025 will be distributed via Specific Resource Grants, and those grants will be conditional on councils agreeing at the outset to maintain teacher numbers. Our share of the £145.5 million funding is £9.379 million. Scottish Government has indicated that they will consider mitigations presented by councils for reducing teachers but that we will not know if mitigations will be acceptable until much later in the year. 6.5. The Scottish Government have responded to communication from Council officers continuing to reiterate that any mitigations would be considered on a case-by-case basis, but they will not be in a position to agree any mitigations in advance of the teacher number census publication (December 2024). This position was reiterated by Scottish Government officials at a meeting with Council officers on 27 August 2024. At the meeting, officers explained the Council’s various mitigations in detail, and undertook to provide these in writing to the Scottish Government to provide context to the census information when this is complete. 6.6. The teachers’ census position was submitted on 8 October and work is ongoing with the Scottish Government on the validation of data. The final position is to be reported early December 2024. 6.7. Employers Pension Contribution Increase (Teachers): As advised previously, on 1 April 2024, the Council’s pension contribution for Teachers’ Pensions was increased from 23% to 26% of basic pay. The cost to the Council is an estimated £5.5 million however, the Council has not yet been notified of funding to support this increase. That said, the Scottish Government expect to receive funding for this from the UK Government and have committed to passing this on to councils. 6.8. Virements are proposed to realign budgets across budget categories and with other Resources. These movements have been detailed in appendix B to this report. 22
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7. Climate Change, Sustainability and Environmental Implications 7.1. There are no implications for climate change, sustainability or environment in terms of the information contained in the report. 8. Other Implications 8.1. The main risk associated with the Council’s Revenue Budget is that there is an overspend. There are inflationary and budget pressures, including utilities, this year, which increase the risk of overspend however we have mitigated this going forward by providing additional funds in the budget strategy, and in this year, through some reserve funds available. 8.2. The risk is managed through four weekly Budget Monitoring Meetings at which any variance is analysed. In addition, the new forecasting within FUSION and work within the Resource and finance teams, ensures early warning for corrective action to be taken where appropriate. 9. Equality Impact Assessment and Consultation Requirements 9.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 9.2. There is also no requirement to undertake any consultation in terms of the information contained in the report. Jackie Taylor Executive Director (Finance and Corporate Resources) Carole McKenzie Executive Director (Education Resources) 2 October 2024 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient and transparent Previous References None List of Background Papers Financial ledger and budget monitoring results to 9 August 2024 Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Louise Harvey Ext: 2658 (Tel: 01698 452658) E-mail: louise.harvey@southlanarkshire.gov.uk 23
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Appendix A SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Committee: Period 5 Ended 9 August 2024 (No. 5) Revenue Budget Monitoring Report – Service Analysis Service Analysis Revised Annual Budget (£000) Projected Outturn (£000) Projected Outturn Variance (£000) % YTD Actual (£000) Education Net Controllable Exp. 460,322 460,322 0 0.00% 155,587 Service Heading Explanation for significant projected outturn variances Education This is an early forecast for the Resource and does not yet reflect new staffing arrangements for the session from August 2024 across schools and establishments. All forecasts will continue to be refined as we move across the year. Schools The cost of teachers is expected to be overspent due to the demand for cover across the year. Inclusion Services There continues to be unprecedented demand on the Inclusion services budgets in the areas of external placement, aids and adaptation, speech and language therapy and transport. Overspends this year are being supported by the use of earmarked reserves as well as underspends in other areas including income from Other Local Authorities. Early Years Staff turnover and vacancies continue within the Early Years service this year as well as increased levels of fees. These underspends and over recovery are supporting pressures within the service and across the Resource. Support Services Staffing levels are being considered in line with budget. Transport The cost of transport continues to be a rising pressure this year. It is anticipated that the use of reserves, underspends in other areas and funding from the budget strategy will support these costs. 24
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Appendix B SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Resources Committee: Period Ended 9 August 2024 (No.5) Education Resources Summary Budget Category Revised Annual Budget Projected Outturn Projected Outturn Variance Over/ Under % Variance YTD Actual Note £000 £000 £000 £000 Employee Costs 324,890 324,455 435 under 0.13% 117,316 1, a, c, e Property Costs 36,518 36,538 (20) over (0.05%) 3,504 d, e Supplies & Services 15,347 15,390 (43) over (0.28%) 2,156 a, b, c, e Transport & Plant 15,874 19,972 (4,098) over (25.82%) 7,789 2, a, e Administration Costs 1,121 1,068 53 under 4.73% 414 e Payments to Other Bodies 31,212 30,477 735 under 2.35% 13,368 3, a, c, d, e Payments to Contractors 46,332 46,077 255 under 0.55% 11,610 Transfer Payments 2,290 2,040 250 under 10.92% 1,603 4, e Financing Charges 393 393 0 - 0.00% 133 e Total Controllable Exp. 473,977 476,410 (2,433) over (0.51%) 157,893 Total Controllable Inc. (13,645) (16,078) 2,433 over recovered (17.83%) (2,306) 5, c, d Net Controllable Exp. 460,332 460,332 0 - 0.00% 155,587 Variance Explanations 1. The underspend reflects anticipated level of turnover and vacancies in Early Years staffing during the year, offset by a projected overspend due to class cover in Teachers during the year. 2. The overspend is mainly due to the cost of school transport for mainstream schools based on SPT forecasts. 3. This underspend reflects less than anticipated core Early Years spend including cross boundary charges to other local authorities offsetting the increased cost of placements for pupils with additional support needs in external school placements. 4. The underspend is based on anticipated demand for footwear and clothing grants being less than budget. 5. The over recovery of income reflects projected levels of income from Early Years fees and Other Local Authorities for placements within South Lanarkshire Council schools. Budget Virements a. Transfers from reserves in relation to Teachers, Additional Support for Learning, Early Years and Pupil Equity Fund Carry Forward 23/24. Net Effect £5.229m: Employee Costs £1.339m, Supplies and Services £0.323m, Transport Costs £2.367m and Payments to Other Bodies £1.200m. b. Transfer to Finance & Corporate Resources in respect of IT Centralisation. Net Effect (£0.058m): Supplies and Services (£0.058m). c. Establish budget for income received for Scottish Milk and Healthy Snack Scheme. Net Effect £0.000m: Employee Costs £0.026m, Supplies and Services £0.198m, Payments to Other Bodies £0.805m and Income (£1.029m). d. Realignment of budget to reflect current service delivery. Net Effect £0.000m: Property Costs (£0.145m), Payments to Other Bodies £0.242m and Income (£0.097m). e. Realignment of DMS. Net Effect £0.000m: Employee Costs £0.078m, Property Costs £0.155m, Supplies and Services (£0.911m), Transport Costs £0.015m, Administration Costs £0.291m, Payments to Other Bodies £0.389m, Transfer Payments (£0.005m) and Financing Charges (£0.012m). 25
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Capital Budget Monitoring 2024/2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide information on the progress of the capital programme for Education Resources for the period 1 April 2024 to 9 August 2024 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the Education Resources capital programme of £9.042 million, and forecast expenditure of £9.042 million, be noted. [1recs] 3. Background 3.1. This is the second capital monitoring report presented to the Education Resources Committee for the financial year 2024/2025. Further reports will follow throughout the year. 3.2. The budget of £9.042 million for Education Resources is based on the overall Capital Programme for 2024/2025, reflects the position approved in June, and includes updates approved by the Executive Committee on 7 August 2024. There has been no change to this budget since the last report to this Committee. 3.3. The report details the financial position for Education Resources in Appendix A. 4. Employee Implications 4.1. There are no employee implications as a result of this report. 5. Financial Implications 5.1. 2024/2025 Budget As detailed in Section 3.2, the revised capital programme for Education Resources for 2024/2025 is £9.042 million. 5.2. 2024/2025 Forecast Appendix A shows a forecast for the financial year of £9.042 million. For information, actual expenditure to 9 August 2024 is £3.750m. 4 27
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5.3. Secondary Schools: Education and Housing and Technical Resources will provide a new timetable for works and the resultant spend profiles for the secondary school projects. This will be included as exception proposed to the November 2024 Executive Committee. The Committee will also be provided with a Change Control for consideration, to realign project budgets within the overall City Deal funding available. 6. Climate Change, Sustainability and Environmental Implications 6.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in this report. 7. Other Implications 7.1. The main risk associated with the Council’s Capital Programme is that there is an overspend. The risk has been assessed as low given the detailed project management plans prepared and monitored for each project. The risk of overspend is managed through four weekly Investment Management Meetings. 8. Equality Impact Assessment and Consultation Requirements 8.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 8.2. There is also no requirement to undertake any consultation in terms of the information contained in the report. Jackie Taylor Executive Director (Finance and Corporate Resources) Carole McKenzie Executive Director (Education Resources) 1 October 2024 Link(s) to Council Values/Priorities/Outcomes Accountable, Effective, Efficient and Transparent Previous References Executive Committee, 2 October 2024 List of Background Papers ▪ Financial ledger to 9 August 2024 Contact for Further Information If you would like to inspect the background papers or want further information, please contact: Graham Booth, Finance Manager (Strategy) Ext: 2699 (Tel: 01698 452699) E-mail: graham.booth@southlanarkshire.gov.uk 28
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Appendix A South Lanarkshire Council Capital Expenditure 2024-25 Education Resources Programme For Period 1 April 2024 – 9 August 2024 Education Resources Base Budget £000 Budget Adjustments £000 Slippage/ Acceleration £000 Total Budget £000 Forecast Spend £000 Forecast Variance £000 Actual Expenditure £000 Growth / Accommodation Pressures 5,763 773 - 6,536 6,536 - 2,699 ICT Developments 1,638 - - 1,638 1,638 - 603 Free School Meals 230 - - 230 230 - 103 Education Other 603 35 - 638 638 - 345 TOTAL 8,234 808 - 9,042 9,042 - 3,750 29
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Finance and Corporate Resources) and Executive Director (Education Resources) Subject: Education Resources – Workforce Monitoring – July to September 2024 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide employment information for July to September 2024 relating to Education Resources [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the following employment information for July to September 2024 relating to Education Resources be noted:- attendance statistics occupational health accident/incident statistics discipline, grievance and Dignity at Work cases analysis of leavers and exit interviews Staffing Watch as at 11 June 2024 [1recs] 3. Background 3.1. As part of the Council’s performance management arrangements, regular workforce monitoring reports are submitted to Committee. This report for Education Resources provides information on the position for July to September 2024. 4. Monitoring Statistics 4.1. Attendance Statistics (Appendix 1) Information on absence statistics is analysed for the month of September 2024 for Education Resources. The Resource absence figure for September 2024 was 4.9%, this figure has increased by 2.1% when compared to the previous month and is 1.2% lower than the Council-wide figure. Compared to September 2023, the Resource absence figure has increased by 0.6%. Based on the absence figures at September 2024 and annual trends, the annual average absence for the Resource for 2024/2025 is 4.6%, compared to a Council- wide average figure of 5.6%. 5 31
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Managers follow the procedures outlined in the Maximising Attendance Policy to support employees to remain at work, or to return to work after a sickness absence. There are comprehensive employee supports in place and additionally, Personnel Services work in close partnership with line managers and Resource Management Teams on a case management basis to ensure that appropriate actions are taken. 4.2. Occupational Health (Appendix 2) In terms of referrals to occupational health, overall, 337 referrals were made this period. This represents a decrease of 34 when compared with the same period last year. 4.3. Accident/Incident Statistics The number of accidents/incidents recorded within the Resource was 215, of those 68 were investigated and categorised as details in Appendix 2. The remaining 147 are still in the process of being investigated for categorisation and upload. 4.4. Discipline, Grievance and Dignity at Work (Appendix 2) During the period, 6 disciplinary hearings were held within the Resource, this figure has increased by 2 compared to the same period last year. No appeals were heard by the Appeals Panel, this figure has remained the same when compared to the same period last year and no appeals panels were pending. One grievance hearing was raised within the Resource, this figure has increased by 1 when compared to the same period last year. Three Dignity at work complaints were raised within the Resource, this figure has increased by 3 when compared to the same period last year. 4.5. Analysis of Leavers (Appendix 2a) There were a total of 107 leavers in the Resource this period eligible for an exit interview. This figure has increased by 15 when compared with the same period last year. Given the transition to the new Fusion system, exit interview data is being collated for this period and an update will be reported to the next committee 5. Staffing Watch 5.1. The Staffing Watch figures contained in Appendix 3 are based on information as at 11 June 2024. Updated figures will be available in December 2024. 6. Employee Implications 6.1. There are no implications for employees arising from the information presented in this report. 7. Financial Implications 7.1. All financial implications are accommodated within existing budgets. 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no Climate Change, Sustainability and Environmental Implications in terms of the information contained within this report. 9. Other Implications 9.1. There are no implications for sustainability or risk in terms of the information contained within this report. 32
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10. Equality Impact Assessment and Consultation Arrangements 10.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. Jackie Taylor Executive Director (Finance and Corporate Resources) Carole McKenzie Executive Director (Education Resources) 11 October 2024 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient and transparent Fair, open and sustainable Ambitious, self aware and improving Excellent employer Focused on people and their needs Working with and respecting others Previous References Education Resources – 20 August 2024 List of Background Papers Monitoring information provided by Finance and Corporate Resources Contact for Further Information If you would like to inspect the background papers or want further information, please contact: - Elaine Maxwell, HR Business Manager Ext: (Tel: 01698 454647) E-mail: 33
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2022 / 2023 2023 / 2024 2024 / 2025 2022 / 2023 2023 / 2024 2024 / 2025 2022 / 2023 2023 / 2024 2024 / 2025 2022 / 2023 2023 / 2024 2024 / 2025 % % % % % % % % % % % % April 5.5 5.0 5.4 April 2.7 2.8 2.9 April 4.0 3.8 4.0 April 5.6 5.1 5.2 May 5.5 5.4 6.0 May 3.6 3.2 3.0 May 4.5 4.2 4.4 May 5.4 5.1 5.3 June 5.1 4.8 5.5 June 2.6 2.2 2.8 June 3.7 3.4 4.1 June 5.3 4.7 5.2 July 3.8 3.4 3.2 July 1.4 1.1 1.0 July 2.5 2.2 2.0 July 4.6 3.8 4.1 August 3.6 4.0 3.9 August 1.4 1.3 1.9 August 2.4 2.5 2.8 August 4.4 4.1 4.7 September 5.8 5.9 6.6 September 2.8 2.9 3.5 September 4.1 4.3 4.9 September 5.4 5.3 6.1 October 6.5 5.5 October 3.4 2.7 October 4.8 4.0 October 5.8 5.1 November 7.9 7.1 November 4.7 4.3 November 6.2 5.6 November 6.5 6.2 December 8.5 8.1 December 5.3 4.8 December 6.8 6.3 December 7.0 6.6 January 6.1 6.6 January 4.3 4.8 January 5.1 5.6 January 5.8 6.1 February 6.8 7.2 February 4.1 4.9 February 5.4 6.0 February 5.9 6.4 March 7.0 7.5 March 4.6 4.1 March 5.7 5.7 March 6.4 6.3 Annual Average 6.0 5.9 6.1 Annual Average 3.4 3.3 3.4 Annual Average 4.6 4.5 4.6 Annual Average 5.7 5.4 5.6 Average Apr-Sep 4.9 4.8 5.1 Average Apr-Sep 2.4 2.3 2.5 Average Apr-Sep 3.5 3.4 3.7 Average Apr-Sep 5.1 4.7 5.1 3303 4036 7339 15851 Teachers Resource Total No of Employees at 30 September 2024 No of Employees at 30 September 2024 No of Employees at 30 September 2024 No of Employees at 30 September 2024 Appendix 1 Absence Trends - 2022/2023, 2023/2024 & 2024/2025 Education Resources Council WideAPT&C 34
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Jul - Sep Jul - Sep 2023 2024 MEDICAL EXAMINATIONS Number of Employees Attending EMPLOYEE COUNSELLING SERVICE Total Number of Referrals PHYSIOTHERAPY SERVICE Total Number of Referrals REFERRALS TO EMPLOYEE SUPPORT OFFICER 144 115 REFERRALS TO COGNITIVE BEHAVIOUR THERAPY 1 0 TOTAL 371 337 Jul - Sep Jul - Sep 2023 2024 Specified Injuries* 1 1 Over 7 day absences 7 0 Over 3 day absences** 1 0 Minor 54 5 Near Miss*** 3 0 Violent Incident: Physical**** 334 52 Violent Incident: Verbal***** 22 10 Total Accidents/Incidents 422 68 Jul - Sep Jul - Sep 2023 2024 Total Number of Hearings 4 6 Total Number of Appeals 0 0 Appeals Pending 0 0 Time Taken to Convene Hearing October - Jul to Sep 2024 0-3 Weeks 4-6 Weeks Over 6 Weeks 2 1 3 Jul - Sep Jul - Sep 2023 2024 Number of Grievances 0 1 Number Resolved at Stage 1 0 0 Number Resolved at Stage 2 0 1 Number Resolved at Stage 3 0 0 Still in Progress 0 0 Jul - Sep Jul - Sep 2023 2024 Number of Incidents 0 3 Number Resolved at Informal Stage 0 0 Number Resolved at Formal Stage 0 1 Number of Appeals 0 0 Appeals in Process 0 0 Still in Process 0 2 RECORD OF DIGNITY AT WORK ***Near Miss - Any unexpected, unplanned occurrence (except Dangerous Occurrences) that does not lead to injury of persons, damage to property, plant or equipment but may have done so in different Appendix 2 EDUCATION RESOURCES 57 74 15 29 154 119 CAUSE OF ACCIDENTS/INCIDENTS *A Specified Injury is any fracture (other than to the fingers, thumbs or toes), amputation, loss of sight, serious burns, crushing injury, scalping, loss of consciousness caused by asphyxiation/ head injury, a chemical or hot metal burn to the eye or penetrating injury as defined by the HSE. **Over 3 day / over 7day absence is an injury sustained outwith specified injury category that results in a period of absence of absence as defined by the HSE. ****Physical violent incidents are included in the "Specified" figures, where applicable, to provide the ****Physical violent incidents and ***** Verbal Violent Incidents are included in the "Over 3-day or Over 7- day" figures, where applicable, to provide the "Total Over 3-day or Over 7-day" figures. ****Physical Violent Incidents and ***** Verbal Violent Incidents are included in the "Minor" figures, where applicable, to provide the "Total Minor" figures. RECORD OF DISCIPLINARY HEARINGS RECORD OF GRIEVANCE HEARINGS 35
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Jul - Sep Jul - Sep 2023 2024 Career Advancement 16 0 Child Caring / Caring Responsibilities 0 0 Disatisfaction with terms and conditions 0 0 Further Education 4 0 Moving outwith area 3 1 Personal Reasons 2 0 Poor relationship with managers / colleagues 0 0 Travelling difficulties 0 0 Other 3 0 Number of Exit Interviews conducted 28 1 Total Number of Leavers Eligible for Exit Interview 92 107 Percentage of interviews conducted 30% 1% ANALYSIS OF REASONS FOR LEAVING Appendix 2a EDUCATION RESOURCES 36
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As at 11 June 2024 F/T P/T F/T P/T Teachers 691 80 2189 925 3885 Other 117 103 613 2413 3246 Total Employees 808 183 2802 3338 7131 Chief Officer Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Fixed SCP Teacher TOTAL Teachers 0.00 0.00 0.00 0.00 0.00 1.00 0.00 4.60 3492.95 3498.55 Other 5.00 1089.86 999.77 134.44 46.00 10.00 0.00 62.46 4.80 2352.33 As at 9 March 2024 F/T P/T F/T P/T Teachers 696 80 2181 923 3880 Other 128 101 661 2421 3311 Total Employees 824 181 2842 3344 7191 Chief Officer Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Fixed SCP Teacher TOTAL Teachers 0.00 0.00 0.00 0.00 0.00 1.00 0.00 6.60 3485.25 3492.85 Other 5.00 1179.23 962.79 146.09 46.00 10.60 0.00 62.06 4.80 2416.57 JOINT STAFFING WATCH RETURN EDUCATION RESOURCES *Full - Time Equivalent No of Employees MALE FEMALE TOTAL Appendix 3 Salary Bands *Full - Time Equivalent No of Employees Salary Bands MALE FEMALE TOTAL 37
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Education Resources) Subject: Community Learning and Development (CLD) Strategic 3-Year Plan 2024 - 2027 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] inform members of progress made in the review and drafting of the Community Learning and Development (CLD) 3-year plan for 2024 - 2027 and to seek continued support to achieve the CLD Partnership’s vision to “Improve the quality of life for people in South Lanarkshire by offering vibrant learning and development opportunities that lead to personal development and community empowerment’ [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [r (1) that the CLD Strategic 3-year Plan 2024 – 2027, attached as Appendix 1 to the report, be endorsed and referred to the Executive Committee for approval; (2) that the actions and measures set out to secure improvement in the quality of life for the people of South Lanarkshire be noted; (3) that the revised governance arrangements for annual planning and reporting be noted; and (4) that the continued commitment to communities by South Lanarkshire and its partners through the work of the South Lanarkshire Community Learning and Development Partnership be noted. [1recs] 3. Background 3.1. CLD is an educational practice that supports individuals and groups to improve their skills and reach their full potential. CLD is rooted in a commitment to the principles of social justice, empowerment, inclusion, and access to services and opportunities irrespective of life circumstances. 3.2. CLD is delivered against a backdrop of legislation and statutory guidance, particularly those defined in the CLD Strategic Guidance (2012) and The Requirements for Community Learning and Development (Scotland) which, under the requirements of the Education (Scotland) Act 1980, place a duty on local authorities to work with partners and communities to publish and deliver a plan of agreed community learning and development actions over a three year period and to report on progress through the Council’s structures. 6 39
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3.3. This plan must specify the following:- how the education authority will coordinate provision with statutory and other providers what action the education authority will take to provide CLD over the 3 years what action other persons will take to provide CLD over this period any unmet need 3.4. In taking forward the 3-year CLD plan, the CLD Regulations state that the plan must articulate:- identified target groups and individuals have regard for their needs identify barriers. consultation with people who are representative of the target individuals and groups 3.5. Key to the successful implementation of the 3-year CLD plan (2024 - 2027) (see Appendix 1) will be aligning identified need with current good practice and the areas for improvement identified through ongoing review and His Majesty’s Inspectorate of Education (HMIe) inspection processes. 3.6. This plan fully puts in place the CLD Partnership’s commitment to the shared vision to “Improve the quality of life for people in South Lanarkshire by offering vibrant learning and development opportunities that lead to personal development and community empowerment” and to meet the challenges ahead. 4. CLD in South Lanarkshire 4.1. CLD in South Lanarkshire is delivered by a range of organisations who work together with communities to deliver positive outcomes including statutory, third sector, further and higher education organisations. 4.2. The principles that underpin CLD practice in South Lanarkshire are:- Self-determination – the rights of communities and individuals to make their own choices Empowerment – recognise and strengthen community voice real, facilitating engagement and change in communities Inclusion – all members of the community are equal Working collaboratively – effective partnerships at a strategic and local level Promotion of lifelong learning – meeting needs of learners 4.3. A range of learning opportunities are delivered across a range of settings and focus our work on areas of disadvantage and need. Underpinning this work is a spirit of collective action, partnership and collaborative practice. The vision for CLD in South Lanarkshire is to:- ‘Improve the quality of life for people in South Lanarkshire by offering vibrant learning and development opportunities that lead to personal development and community empowerment.’ 4.4. CLD in South Lanarkshire is overseen by the strategic CLD Partnership Group that reports into the Community Planning Partnership and helps it achieve its priorities. The following delivery methods, initiatives and interventions are designed to deliver CLD outcomes to meet the expressed needs and aspirations of learners and communities:- 40
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community development youth work and family learning within communities and educational establishments early intervention work with children, young people and families diversionary and transitional programmes partnership working community based adult learning, including adult literacies and English for Speakers of Other Languages (ESOL) volunteer development learning for vulnerable and disadvantaged groups in the community, for example, people with disabilities, care leavers or offenders learning support and guidance in the community community development (building the capacity of communities to meet their own needs, engaging with and influencing decision makers) provide support to vulnerable and ‘at risk’ young people, adults, and families 5. Priority Outcomes 5.1. Through ongoing consultation, 12 priority outcomes have been agreed by the CLD Partnership that helps CLD staff, volunteers and partners know the difference made to learners’ lives, families and communities. The number of learners achieving these impacts will be collated on a yearly basis across the CLD Partnership, as well as age ranges and other demographics. 5.2. The following priority outcomes for CLD in South Lanarkshire were identified through consultation with learners and communities:- Priority outcomes 1. People feel better about themselves and have improved confidence 2. People take less risks and make better choices 3. People get involved in physical activity and improve their health and well-being 4. Parents / guardians are involved in programmes to help them support their children 5. People get better at reading, writing, and numbers 6. People get nationally recognised awards or qualifications for learning they have undertaken 7. People who don't speak English as a first language are supported to improve their language skills 8. People improve their employability skills 9. People develop skills to become volunteers in their community 10. People improve their digital skills 11. Individuals and groups have influence over decision making 12. Community groups get effective support to help them flourish (Table 1: Priority outcomes for the CLD 2024 – 2027 plan). Further consultation will take place within the first six months of the CLD Plan to ensure that these priority outcomes continue to be fit for purpose. 5.3. The numbers and demographics of learners achieving these impacts will be collated on a yearly basis across the CLD Partnership. In addition, the revised HMIE document ‘How good is the learning and development in our community?’ will be used as a primary method of self-evaluation to drive improvement across the partnership. 41
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5.4. Following a CLD Partnership self-evaluation seminar in Autumn 2023 it was decided to refresh the CLD Plan to give more context to CLD in South Lanarkshire, and to highlight initial data findings for the first two years of the Plan. A final report on the CLD Plan 2021 to 2024 is expected in January 2025. 6. Governance Arrangements 6.1. Governance arrangements for 2024 - 2027 have been reviewed and agreed by the South Lanarkshire Community Learning and Development Partnership. The governance of the CLD Partnership will include:- at least 4 meetings per year of the strategic CLD Partnership Local Action Planning Groups (LAPGs) to continue across East Kilbride, Clydesdale, Hamilton, and Cambuslang / Rutherglen. The membership will include a range of partners from across the CLD sector and local level decision makers, meeting at least 4 times year at least 2 practitioner groups per year to enable front line staff to network with partners a local plan that takes account of local needs and priorities, identifies gaps in provision, and is reviewed and reported on regularly, including interim and end of year reporting, within the South Lanarkshire Partnership reporting process a consistent method of measuring the difference that CLD activity makes through reporting on the ‘Impact Measures’ across the partnership at both strategic and local level 7. Mapping Unmet Need 7.1. Despite the extensive CLD activity and resources invested throughout South Lanarkshire, some community needs remain challenging to meet. A recurring theme in the Plan is addressing mental health and well-being issues, which have been exacerbated by the COVID-19 pandemic. Significant efforts are made to tackle these issues. However, acknowledging professional boundaries, there is an ongoing challenge in signposting learners to mental health and well-being professionals due to high demand. 7.2. ESOL – we continue to be alert to emerging needs of the refugee and asylum- seeking population and work to ensure that these learners can access ESOL programmes and get the support that they need to adapt to life in Scotland. Challenges in relation to ESOL in South Lanarkshire are replicated across Scotland with the national Independent Review of CLD highlighting the ESOL ‘crisis’ in Scotland: ‘ESOL is a particular concern for me. While I have seen for myself some of the life- changing work providing English language training for our New Scots, it has been clear from the very start of this review that there is an ESOL crisis.’ ‘There needs to be a better balance between formal, structured and accredited opportunities and more informal, day-to-day focused practical learning. The 2022 Adult Learning Strategy promised a review of the previous ESOL Strategy, and stakeholders have told me of their disappointment that this has not happened. I don’t think there is time to wait for that to happen. ESOL needs action without delay. During the review, I learned about the approaches taken by other countries in the support, including language assessment and training, offered to immigrants on their arrival to their new home country. I would encourage the Scottish Government and its New Scots partners to look closely at systems operated in countries like Finland or Sweden and to look to design a similar approach for Scotland.’ (Kate Still, 2024) 42
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7.3. Digital Access – being connected has been a challenge for some time and only made more challenging recently during the COVID pandemic which added a new dimension to the delivery model of Community Learning and Development in South Lanarkshire. The Connecting Scotland programme sought to address this by providing devices and data to identified households across Scotland, however, there continues to be an unmet need in tackling this digital exclusion and ensuring equitable access. The CLD Partnership will continue to explore all ways to reduce the impact and sustain connectivity between communities and learners and explore the development of online shared platforms to ensure access to resources for remote and blended learning, taking account of good practice from across Scotland. 7.4. As part of the CLD planning process in South Lanarkshire, CLD partners will regularly monitor and review progress towards meeting all identified unmet need. 8 Workforce Development 8.1. The CLD Partnership is committed to promoting a learning culture for CLD staff and volunteers in accordance with the CLD Standards Council’s Professional Learning Strategy - ‘Growing the Learning Culture’. The Partnership will:- maintain high quality, relevant access to professional learning and development in response to staff and volunteer needs through membership on CLD West Alliance, West Partnership and CLD Standards Council promote the sharing of skills and practice through membership of regional and national networks and locality networking groups (LAPG), practitioner events, collaborative training address identified CLD priority workforce development need in areas including:- UN Convention on the Rights of the Child (UNCRC) digital skills to enable delivery of learning to communities mental health and well being Attachment Theory upskill CLD staff and volunteers and provide career pathways through delivery of SVQ and Modern Apprenticeship qualifications, supporting further study and maintaining quality control through the CLD Standards Council standards mark commit to offering practice placements to CLD university students promote and encourage Standards Council membership to all CLD workforce and volunteers within South Lanarkshire 9. Consultation and Strategic Connections 9.1. South Lanarkshire’s CLD Plan has a key role in helping the Community Planning Partnership to achieve its priorities. The agreed vision for Community Planning in South Lanarkshire is:- "To improve the quality of life for all in South Lanarkshire by ensuring equal access to opportunities and to services that meet people's needs". Key areas of focus include:- improving health and tackling inequalities reducing crime and improving community safety promoting sustainable and inclusive communities and opportunities for all through life ensuring sustainable economic recovery and development tackling poverty 43
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9.2. Regular participation and engagement take place across the CLD sector in South Lanarkshire with individuals and local communities to shape CLD provision and the delivery of outcomes. The Community Plan informs Neighbourhood Plans which tackle inequalities where they exist the most. The development of the Community Learning and Development 3 Year Plan 2024 to 2027 has been informed by the Community Planning Partnership and neighbourhood plans. The CLD 3 Year Plan will contribute to the achievement of all priorities within South Lanarkshire’s Community Plan, with a specific focus on the delivery of actions and initiatives to tackle disadvantage and inequality. 9.3. The CLD Plan is intended to be dynamic, adaptable and responsive to need and emerging priorities. Those priorities are influenced by intelligence and data gathered across a range of organisations, as well as Community Planning profiles. Community and learner voice is fundamental to this process, and further consultation will take place over the first six months of the plan to ensure our ‘CLD Impact Measures’ framework is fit for purpose, taking into account the findings of the Independent National Review of CLD and implementation of its recommendations. 9.4. South Lanarkshire’s Community Learning and Development partners will take account of the above and review how they will impact on the priorities outlined in South Lanarkshire’s CLD Plan 2024 - 2027. 10 Employee Implications 10.1. None 11 Financial Implications 11.1. None 12. Climate Change, Sustainability and Environmental Implications 12.1. There are no implications for climate change, sustainability or the environment associated with this report. 13 Other Implications 13.1. None 14. Equality Impact Assessment and Consultation Arrangements 14.1. This report recommends a change to an existing strategy and, therefore, an impact assessment has been carried out with no negative impacts recorded. 14.2. In addition to this, a Strategic Environmental Assessment screening will also be required to determine if a full assessment is required or not. 14.3. Consultation continues to be carried out with appropriate stakeholders including learners, communities and partners. Carole McKenzie Executive Director (Education Resources) 3 October 2024 44
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Link(s) to Council Values/Priorities/Outcomes Focused on people and their needs Working with and respecting others Ambitious, self-aware and improving Fair, open and sustainable Excellent employer Previous References CLD Strategic 3-Year Plan 2021 – 2024 – Education Resources Committee of 8/2/22 List of Background Papers CLD Strategic Guidance CLD Regulations 2013 Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Lianne Grieve, Youth, Family and Community Learning Service Manager. Tel: 01698 454466 E-mail: Lianne.grieve@southlanarkshire.gov.uk 45
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South Lanarkshire’s Draft Community Learning and Development 3-Year Strategic Plan 2024-2027 Appendix 1 6 47
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Section 1. Foreword South Lanarkshire’s Community Learning and Development strategic 3-year plan 2024-2027 presents the combined effort of the Council and its partners to bolster commitments to communities and learners, and to ensure that they continue to receive opportunities to achieve their full potential. At the heart of this strategy is the recognition and understanding of the challenges faced by South Lanarkshire’s communities and the significance of Community Learning and Development as transformative in the lives and aspirations of our residents. Through a shared vision to improve the quality of life for people in South Lanarkshire, this strategy will embed good practice and provide the right environments for communities and learners to flourish. It is important we recognise that CLD empowers individuals to acquire skills, identify pathways to success, and to face challenges in their lives. From adult education programmes nurturing personal development to youth engagement youth engagement initiatives fostering civic participation, CLD acts as a catalyst for societal progress. Built on the principles of equity, inclusion, and empowerment, this strategic plan sets out our comprehensive framework of action, informed by evidenced-based practices, stakeholder insights and the collective aspirations of the CLD Partnership. As Chair of the Community Learning and Development Partnership, it gives me great pleasure to present the CLD Plan 2024-2027. Councillor Lynsey Hamilton Chair of Community Learning and Development Partnership Chair of Education Committee 48
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Section 2 South Lanarkshire facts and figures South Lanarkshire is home to more than 316,000 people and is one of the largest and most diverse areas in Scotland. The area has a mix of urban, rural, and former mining villages and covers land from close to the centre of Glasgow to near the Scottish Borders. Almost 80% is classified as agricultural but 70% of the population live in major settlements in the northern part of the authority. SIMD statistics in South Lanarkshire (SL) highlight persistent inequalities within a number of communities and tackling disadvantage is an overarching theme throughout our CLD Plan. Robust and current data is consistently used at an authority and locality level. This provides a comprehensive overview of the specific needs and challenges faced by individuals and communities. This intelligence drives decision making in relation to priorities for action, supports engagement with local communities, and informs service planning and partnership agreements. Our People - What our information tells us about our people (reference Community Plan) To help us target our work to where it is most needed, we use the Scottish Index of Multiple Deprivation (SIMD). This helps us to understand where people on low incomes and those with fewer resources and opportunities live. There are 431 areas (also known as Datazones) within South Lanarkshire. Of these, just over one fifth of South Lanarkshire sits within the most deprived 20% of all areas (Datazones) in Scotland. • South Lanarkshire has the ninth highest Health Deprivation rate in Scotland. Around a quarter of all areas in South Lanarkshire experienced a higher than expected level of ill health or mortality. • South Lanarkshire has the eleventh highest Employment Deprivation rate in Scotland. Nearly 10% of people of the working age population are not in work, just above the Scottish Average. • South Lanarkshire has the tenth highest Income Deprivation rate in Scotland. Nearly 13% of the total population and just above the Scottish Average. What our people have told us about them and their lives • People require basic needs – shelter, food, heating etc. • To have good mental health, we need good outside space. • More life skills teaching required – money management, mortgages and use of credit. The skills that should be promoted are IT/Digital skills as well as interpersonal. • Many people are trapped indoors and live a lonely existence, some not knowing their neighbours. Events, funding, and social activities for all to bring communities together. • Need to focus on improving the lives of the many families in South Lanarkshire Council living in poverty through improving their access to health and social care services, improving their digital skills and ability to get on-line and improving access to healthy, low-cost food. • Focussing on what matters to people – not what is the matter with them. Our people and their lives in numbers • People are expected to live 0.5 years less than the rest of Scotland, which is lower than the Scottish average. (Source: National Registers of Scotland) • Nearly one third of adults have a long-term physical or mental health problem, which is higher than the Scottish average. (Source: Scottish Government). 49
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• The number of people taking part in recreation activities is lower than the Scottish average (2019), putting the area second last of all 32 councils in Scotland (Source: SLC State of the Environment Report). • Less than one fifth of children live in families who cannot afford three or more items out of a list of 22 basic everyday essential items. This is slightly below the Scottish average. (Source: SHS, 2017- 2019) • Nearly two thirds of children live in a low-income household where one or both parents work which is slightly higher than the Scottish average. (Source: HMRC) • People are paid around £15.28 per hour (2021 figure); and men earn on average £1.86 more than women. This is slightly higher than the Scottish average. (Source: Annual survey of hours and earnings) • Between 2020 and 2021 the percentage of employees earning less than the living wage has went from the 9th highest rate of all Scottish councils to the 7th lowest rate (12.5%, 2021). This is lower than the Scottish average (Source: ASHE) • Nearly one in every four houses spend 10% of their money on gas and electricity; and one in every ten houses spends 20% of their money which is lower than the Scottish average. (Source: SHCS 2017-19). • During the pandemic, one third of food parcels fed local children (16,000, 2020-21). Latest figures for the first 6 months of 2021-22 show a 60% increase when compared to pre-pandemic figures. (Source: South Lanarkshire Foodbanks). • 57% of adults under the age of 35 were involved in informal volunteering (2018, latest figure availa- ble) which is much higher than the Scottish average (35%). (Source: SHS, 2019) Explore South Lanarkshire's data and statistics about population, health, crime and the labour market as a whole or for your local area Section 3. What is CLD? Community Learning and Development (CLD) is an educational practice that supports individuals and groups to improve their skills and reach their full potential. CLD is rooted in a commitment to the principles of social justice, empowerment, inclusion, and access to services and opportunities irrespective of life circumstances. It is delivered against a backdrop of legislation and statutory guidance, particularly those defined in the Community Learning and Development (CLD) Strategic Guidance (2012) and the CLD Regulations (2013) which, under the requirements of the Education (Scotland) Act 1980, place a duty on local authorities to work with partners and communities to publish and deliver a plan of agreed community learning and development actions over a three year period and to report on progress through the Council’s structures. Our communities face major challenges from the wider economic outlook, cost of living crisis, falling public expenditure and our changing demographics. However, evidence from a range of sources, and in particular from the inspection of learning communities, demonstrates the powerful impact of CLD on the lives of learners and communities. At its best, effective CLD is life changing for people, families, and communities. It inspires people to maximise their own potential and empowers people, individually and collectively, to make positive changes in their lives and in their communities, through learning. The Government's National Performance Framework sets out the strategic objectives for all public services, including those delivering CLD. CLD's specific focus should be: 50
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1. improved life chances for people of all ages, through learning, personal development and active citizen- ship; 2. stronger, more resilient, supportive, influential and inclusive communities. Section 4. CLD in South Lanarkshire In South Lanarkshire CLD is delivered by a range of organisations who work together with communities to deliver positive outcomes including statutory, third sector organisations, further and higher education organisations. The principles that underpin Community Learning and Development practice in South Lanarkshire are: • Self-determination – the rights of communities and individuals to make their own choices • Empowerment – recognise and strengthen community voice real, facilitating engagement and change in communities • Inclusion – all members of the community are equal • Working collaboratively – effective partnerships at a strategic and local level • Promotion of lifelong learning – meeting needs of learners Collectively we offer a variety of learning opportunities across a range of settings and focus our work on areas of disadvantage and need. Underpinning this work is a spirit of collective action, partnership, and collaborative practice. The vision for CLD in South Lanarkshire is to: ‘Improve the quality of life for people in South Lanarkshire by offering vibrant learning and development opportunities that lead to personal development and community empowerment’ CLD in South Lanarkshire is overseen by the strategic CLD Partnership Group that reports into the Community Planning Partnership and helps it achieve its priorities. The following delivery methods, initiatives and interventions to deliver CLD outcomes to meet the expressed needs and aspirations of learners and communities: • Community development • youth work and family learning within communities and educational establishments; • early intervention work with children, young people and families; • diversionary and transitional programmes; • partnership working; • community based adult learning, including adult literacies and English for Speakers of Other Lan- guages (ESOL); • volunteer development; • learning for vulnerable and disadvantaged groups in the community, for example, people with disa- bilities, care leavers or offenders; • learning support and guidance in the community; • community development (building the capacity of communities to meet their own needs, engaging with and influencing decision makers). • provide support to vulnerable and ‘at risk’ young people, adults, and families. Following a CLD Partnership self-evaluation seminar in Autumn 2023 it was decided to refresh the CLD Plan to give more context to CLD in South Lanarkshire, and to highlight initial data findings for the first two years of the plan. A final report on the CLD Plan 2021-2024 is expected in January 2025. 51
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Community Planning Structure 52
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Section 5. CLD Plan Governance The governance of the CLD Partnership will include: • At least 4 meetings per year of the strategic CLD Partnership • Local Action Planning Groups (LAPGs) to continue across East Kilbride, Clydesdale, Hamilton, and Cambuslang / Rutherglen. The membership will include a range of partners from across the CLD sector and local level decision makers, meeting at least 4 times year • At least 2 practitioner’s groups per year to enable front line staff to network with partners • A local report that takes account of local needs and priorities, identifies gaps in provision, and is reviewed regularly including an annual input to the CLD Partnership • A consistent method of measuring the difference that CLD activity makes through reporting on the ‘Impact Measures’ across the partnership at both strategic and local level • A publication of annual achievements will be produced to celebrate work across the CLD Partnership Section 6. Priority Outcomes Through extensive consultation, 12 priority outcomes have been agreed by the CLD Partnership that helps CLD staff, volunteers and partners know the difference made to learners’ lives, families and communities. The number of learners achieving these impacts will be collated on a yearly basis across the CLD Partner- ship, as well as age ranges and demographics etc. Through consultation with learners and communities, the following were identified as priority outcomes for CLD in South Lanarkshire: Priority outcomes People feel better about themselves and have improved confidence People take less risks and make better choices People get involved in physical activity and improve their health and well-being Parents / guardians are involved in programmes to help them support their children People get better at reading, writing, and numbers People get nationally recognised awards or qualifications for learning they have undertaken People who don't speak English as a first language are supported to improve their language skills People improve their employability skills People develop skills to become volunteers in their community People improve their digital skills Individuals and groups have influence over decision making Community groups get effective support to help them flourish Further consultation will take place within the first six months of the CLD Plan to ensure that these priorities are still fit for purpose. 53
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Section 7. HMIE CLD Progress Visit In May 2024 His Majesty’s Inspectorate of Education visited South Lanarkshire to assess the progress CLD Local Authority services and partners were making against the aims of our CLD Plan, finding that: The leadership of CLD at all levels is strong. The overall governance of CLD is clear and effective. The CLD Partnership is well-established and confident with a clear vision and drive for improvement. Partners work effectively together, and respect each other’s roles and contribution to shared strategic objectives. Staff and volunteers are committed, passionate and focused on making improvements to the lives of individuals and communities. The CLD Partnership is one of three thematic groups within the CPP structure. They meet quarterly and report on a regular basis to a wide variety of groups and forums, including directly to the CPP Board. As a result, the CLD contribution to shared priorities is widely recognised and valued highly by senior leaders across the council and CPP. The current Locality Action Planning Groups (LAPGs) and sub-groups are at various stages of development. They are effective forums for CLD practitioners to network, make connections and to help drive local improvement. Strong leadership and clear aims are helping the groups to focus more on action, and they are becoming better able to identify gaps in provision and avoid duplication. This is beginning to lead to improvements, such as reducing anti-social behaviour and building capacity in communities. Staff at all levels are well-supported, encouraged and trusted to lead. They feel highly-valued, listened to and empowered. There is a strong and well-embedded approach and culture of ‘grow your own’ in terms of staff development. A significant number of staff within the council and key CLD partners start their career as a youth work participant, become a volunteer and progress to employment. Staff are encouraged and supported to undertake a range of qualifications, from entry level to master level learning. The Education Scotland CLD Progress Visit inspection report highlighted the strengths and a few areas for improvement. Section 8. National Independent Review of CLD The Scottish Government review of Community Learning and Development, titled ‘Learning: For All. For Life. A report from the Independent Review of Community Learning and Development was published in July 2024, authored by Kate Still. In carrying out the review it engaged with a range of stakeholders across Scot- land, including CLD staff members (front line and in management positions, from Local Authorities as well as Third Sector), volunteers, national CLD working groups, partner organisations, and learners from across different age groups. The scope of the review was to provide specific recommendations on:- • Effective and consistently measured outcomes delivered through CLD and reported across the sector. This includes data on the CLD workforce, engagement opportunities and outcomes for learners. • Delivering positive outcomes and improved life chances for marginalised and vulnerable learners in communities, in the context of wider education reform and public finance constraints. • A strong and suitably professionalised CLD workforce equipped to deliver high quality outcomes for learners. The following excerpts has been extracted directly from the report: The evidence gathered throughout this review is clear – CLD is valued by learners, and it works! 54
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Extensive evidence…shows that CLD provides a positive return on investment in the medium to longer term by developing critical thinking, personal and social skills, widening access to lifelong educational attainment and employment prospects; improving people’s health and well-being; and encouraging active citizenship and participatory democracy. The CLD approach supports a whole range of Scottish Government policy objectives, including in relation to the UN Convention on the Rights of the Child, and contributes to delivering outcomes across the National Performance Framework. Indeed, the proposed revised National Outcomes, where the Education Outcome will emphasise the significance of all forms of learning, throughout life, would suggest an even greater role for CLD. The evidence presented in this report…demonstrates how CLD can be highly effective in helping some of Scotland’s most vulnerable and disadvantaged people to identify and address many of the barriers they face in their day-to-day lives, often at an early enough stage to prevent those barriers growing in scale or number. By doing so, CLD is making a critical contribution in meeting those challenges at a wider, societal level. Whereas the role of CLD/Youth Work in helping to drive-up attainment amongst disadvantaged groups has been recognised and built into the SAC to some extent, it is arguable that its value in reaching those young people for whom the traditional school learning experience is not a good fit remains under-appreciated, and, therefore, under-resourced. Next Steps National CLD working groups within the sector such as CLDMS (CLD Managers Scotland), YouthLink Scot- land and others have begun discussions about the implications of the review for the CLD Sector, and if the recommendations are adopted by Scottish Government, how they will best contribute towards this process. Any further action required at a local authority level that is within the scope of, or actionable will be pro- gressed through the CLD Partnership and reported to the Education Resources Committee. Section 9. Workforce Development We are committed to promoting a learning culture for CLD staff and volunteers in accordance with the CLD Standards Council’s Professional Learning Strategy - ‘Growing the Learning Culture’. We will: • Maintain high quality, relevant access to professional learning and development in response to staff and volunteer needs through membership on CLD West Alliance, West partnership and CLD Standards Council. • Promote the sharing of skills and practice through membership of regional and national networks and locality networking groups (LAPG), practitioner events, collaborative training. • Address identified CLD priority workforce development need in areas including: • UN Convention on the Rights of the Child (UNCRC) • Digital skills to enable delivery of learning to communities • Mental health and well being • Attachment Theory • Upskill CLD staff and volunteers and provide career pathways through delivery of SVQ and Modern Apprenticeship qualifications, supporting further study and maintaining quality control through the CLD Standards Council standards mark. • Commit to offering practice placements to CLD university students 55
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• Promote and encourage Standards Council membership to all CLD workforce and volunteers within South Lanarkshire. Section 10. Mapping unmet need Despite the scale of CLD activity throughout South Lanarkshire, and the resource invested into it, there are some needs within communities that are challenging to meet. A common thread throughout this plan is addressing mental health and well-being issues within communities, which has certainly been exacerbated by the Covid pandemic, and a great deal of work gets put into this across South Lanarkshire. However, we must be realistic about our professional boundaries and acknowledge that signposting learners to mental health and well-being professionals is an ongoing issue due to the level of demand. ESOL – we continue to be alert to emerging needs of the refugee and asylum-seeking population and work to ensure that these learners can access ESOL programmes and get the support that they need to adapt to life in Scotland. Challenges in relation to ESOL in South Lanarkshire are replicated across Scotland. The national Independent Review of CLD highlighted the ESOL ‘crisis’ in Scotland: ‘ESOL is a particular concern for me. While I have seen for myself some of the life-changing work providing English language training for our New Scots, it has been clear from the very start of this review that there is an ESOL crisis.’ ‘There needs to be a better balance between formal, structured and accredited opportunities and more in- formal, day-to-day focused practical learning. The 2022 Adult Learning Strategy promised a review of the previous ESOL Strategy, and stakeholders have told me of their disappointment that this has not happened. I don’t think there is time to wait for that to happen. ESOL needs action without delay. During the review, I learned about the approaches taken by other countries in the support, including language assessment and training, offered to immigrants on their arrival to their new home country. I would encourage the Scottish Government and its New Scots partners to look closely at systems operated in countries like Finland or Sweden and to look to design a similar approach for Scotland.’ (Kate Still, 2024) Digital access – being connected has been a challenge for some time and only made more challenging recently during the COVID pandemic which added a new dimension to the delivery model of Community Learning and Development in South Lanarkshire. The Connecting Scotland programme sought to address this by providing devices and data to identified households across Scotland, however, there continues to be an unmet need in tackling this digital exclusion and equitable access. We will continue to explore all ways to reduce the impact and sustain connectivity between communities and learners and explore the development of online shared platforms to ensure access to resources for remote and blended learning, taking account of good practice from across Scotland. As part of the CLD planning process in South Lanarkshire, CLD partners will regularly monitor and review progress towards meeting unmet CLD need. Section 11. Consultation & Strategic Connections South Lanarkshire’s CLD Plan has a key role in helping the Community Planning Partnership to achieve its priorities. The agreed vision for Community Planning in South Lanarkshire is: "To improve the quality of life for all in South Lanarkshire by ensuring equal access to opportunities and to services that meet people's needs". Key areas of focus include: • Improving health and tackling inequalities • Reducing crime and improving community safety • Promoting sustainable and inclusive communities and opportunities for all through life • Ensuring sustainable economic recovery and development • Tackling poverty 56
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Regular participation and engagement takes place across the CLD sector in South Lanarkshire with individuals and local communities to shape CLD provision and the delivery of outcomes. The Community Plan informs Neighbourhood Plans which will tackle inequalities where they exist the most and the development of the Community Learning and Development 3 Year Plan 2024-2027 has been informed by the Community Planning Partnership and neighbourhood plans. The CLD 3 Year Plan will contribute to the achievement of all priorities within South Lanarkshire’s Community Plan, with a specific focus on the delivery of actions and initiatives to tackle disadvantage and inequality. The CLD Plan is intended to be dynamic, adaptable, and responsive to need and emerging priorities. Those priorities are influenced by intelligence and data gathered across a range of organisations, as well as Community Planning profiles. Community and learner voice is fundamental to this process, and further consultation will take place over the first six months of the plan to ensure our ‘CLD Impact Measures’ framework is fit for purpose, taking into account the findings of the National Review of CLD and implementation of its recommendations. Work also continues with the West Partnership CLD Leads Specialist Network to secure continuous improvement across the region in CLD Planning. This will include: • further development of closer collaborative partnerships between CLD partners and Schools • undertake collaborative enquiry with YouthLink Scotland to further strengthen CLD and Schools collaboration • support young people’s participation in the West Partnership planning and evaluation National stakeholders are working with The Scottish Government and Education Scotland to draft the following: • Youth Work Strategy 2021 – 2026 • Adult Learning Strategy 2021 – 2026 • Lifelong Learning Framework 2022 - 2027 South Lanarkshire’s Community Learning and Development partners will take account of these and review how they will impact on the priorities outlined in South Lanarkshire’s CLD Plan 2021 – 2024. The CLD Plan links to the following local plans and strategies: South Lanarkshire Community Plan 2022-2032 Our Plan Our Place Neighbourhood Plans South Lanarkshire Connect Plan 2022-2027 Education Resources Plan 2023-2024 Children’s Services Plan Local Child Poverty Action Plan Sustainable Development & Climate Change Strategy Gaelic Language Plan 2019-24 Digital Strategy 2022-2026 Good Food Strategy 2022-2025 57
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National Plans and Strategies The Adult Learning Strategy which aims to create the conditions to empower adult learning and improve life chances for adult learners across Scotland (currently in draft form and being consulted on The CLD Plans Guidance Note (2021-2024) to support local authorities create their plans. The Community Empowerment Act (2015) which sets out the requirements placed on local authorities to engage with communities Scotland's Curriculum for Excellence which sets out the fundamental capacities to support learners achieve The Family Learning Framework which provides advice for practitioners planning and evaluating family learning The Getting it Right for Every Child Wellbeing Indicators supporting children and young people to grow The National Improvement Framework that sets out the vision and priorities for Scottish Education The National Performance Framework which sets out measures to help identify progress against the Scottish Government's National Outcomes The National Standards for Engagement which present good-practice principles designed to improve and guide the process of community engagement The New Scots Integration Strategy which sets out an approach to support the vision of a welcoming Scotland The No One Left Behind delivery plan which outlines the collective approach to delivering an employability system which is flexible, joined up and responsive The Scottish Government Mental Health Strategy (2017-2027) which sets out a strategy to create a Scotland where people can get the right help at the right time, expect recovery, and fully enjoy their rights, free from discrimination and stigma The United Nations Conventions of the Rights of the Child which sets out 54 articles that cover all aspects of a child's life and set out the civil, political, economic, social and cultural rights that all children everywhere are entitled to National Youth Work Strategy (2021 - 2026) which seeks to improve the life chances of young people in Scotland. (This is currently being reviewed and re-written). This link is to the previous strategy (2014 - 2019) The Community Learning and Development Standards Council Scotland's Professional Development Strategy providing a focus for supporting practitioners, their employers, learning providers and national partners to work together to promote a 'learning culture' The Scottish Government's Digital Policy which seeks to enable a shared vision of a modern, digital and collaborative government, around people 'Forward' Scotland's Public Library Strategy 2021 - 2025 which seeks to progress the development and growth of libraries in Scotland If you need this information in another language or format, please contact us to discuss how we can best meet your needs. Phone 0303 123 1015 Email: equalities@southlanarkshire.gov.uk 58
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CLD Plan Appendix 1 Consultation A consultation document was developed through the CLD partnership to get the views of staff, volunteers, and learners engaged in CLD activity prior to the publication of the CLD Plan 21-24. This was primarily done through google forms, but word documents were also produced and ‘focus group’ templates to enable staff to get the views of a range of groups in learners. 12 priority outcomes agreed by the CLD Partnership were listed on this document and participants were invited to agree / disagree, give comments, and identify if they thought any were missing. In total we had 158 returns from staff and 256 from learners. The results were the following: Priority outcome % of staff and volunteers who agree % of learners who agree People feel better about themselves and have improved confidence 100% 98.2% People take less risks and make better choices 92.9% 96.5% People get involved in physical activity and improve their health and well-being 99.4% 100% Parents / guardians are involved in programmes to help them support their children 98.7% 98.2% People get better at reading, writing, and numbers 98.1% 96.7% People get nationally recognised awards or qualifications for learning they have undertaken 94.2% 98.2% People who don't speak English as a first language are supported to improve their language skills 98% 92.9% People improve their employability skills 98.1% 100% People develop skills to become volunteers in their community 95.5% 96.5% People improve their digital skills 98.1% 98.2% Individuals and groups have influence over decision making 98.7% 94.6% Community groups get effective support to help them flourish 97.4% 96.4% As the table shows, there was overwhelming agreement with the 12 priority outcomes. There was slight disparity on a couple of the outcomes from staff and volunteer feedback to learner feedback. In the second outcome in relation to ‘better choices’ some staff were concerned that risk aversion was not always a positive, and calculated risk was a good thing. Interestingly, learners did not share these concerns. In terms of awards the feedback from staff and volunteers indicates that there is some concern that awards would be a sole focus rather than an outcome relevant to the need of participants. Again, learners did not share those concerns. In terms of ESOL, the percentage of ESOL learners completing the learner survey was proportionally small, so the fact that 92.9% of learners agree with this outcome shows an understanding of community needs between groups of learners and that is a real positive. The following themes emerged through the consultation and focus group discussions for our consideration: 59
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Progression – this has now been listed as a priority in the plan. Mental Health – the feedback was not that it was missing in the list of priorities, but that this should be a key priority, particularly in the context of covid recovery. The plan outlines this, but also recognises that although a great deal of resource is put into health and well-being there is a gap in terms of access to professional healthcare, and therefore may be an unmet need. Environmentalism – Some of the feedback has raised concerns about involving local people, particularly young people, in climate change awareness and action. There is currently ongoing work around the creation of steering groups of young people to support that work, which is led by the Climate Change Committee. The CLD Plan will be adapted to reflect this work. Access to learning for learners with disabilities – the list of outcomes was not specific to particular groups, but we have ensured that the plan is clear that inclusion is a key principle that all partners will continue to work towards. As well as the consultation specific the CLD Plan, there is also currently an ongoing consultation in relation to the new Community Plan for 2022 that has been led by the Community Planning Partnership which includes members of the CLD Partnership. This process asked open ended questions and was done through paper method, online, focus groups, and ‘community conversations. Feedback was received from over 3000 residents, and agreement was made to share anything gathered through the CLD Partnership to help inform the plan. The resident feedback has been themed and the following priorities identified: • Education and learning • Communities and environment • Health inequalities • Housing and land • Children and young people 60
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Appendix 2 Data gathering A range of outcomes have been agreed by the CLD Partnership that helps CLD staff, volunteers and partners know the difference made to learners’ lives, families and communities. The number of learners achieving these impacts will be collated on a yearly basis across the CLD Partnership, as well as age ranges and demographics etc. Outcome Improved life chances for people of all ages through learning, personal development and active citizenship A. LEARNING 1 Learners have improved confidence and self-esteem. 2 Learners have improved their social / life skills. 3 Learners have reduced risk related behaviour. 4 Learners have improved their mental health and wellbeing. 5 Learners have improved their physical health and wellbeing. 6 Learners have improved/enhanced their parenting skills. 10 Learners have developed new digital learning skills B. LITERACY 1 Learners have improved their literacy skills. 2 Learners have improved their numeracy skills. C. ESOL 1 Learners have improved their English Language Skills. D. FAMILY LEARNING 3 Learners are better able to support their child’s curricular learning. E. AWARDS/QUALIFICATIONS 1 Children have received a nationally recognised award or qualification. 2 Young people have received a nationally recognised award or qualification 3 Adults have received a nationally recognised award or qualification. 4 Learners have received an award to recognise their achievements. F. PROGRESSION 2 Learners have re-engaged with education / lifelong learning. 3 Learners have improved their employability skills. 4 Learners have started to do voluntary work regularly within service. 5 Learners have started to do voluntary work regularly outwith service. Outcome Stronger, more resilient, supportive, influential and inclusive communities G. CAPACITY BUILDING 2 Learners have been involved in consultation activity. 3 Learners contribute effectively to local or national decision making. 4 Learners develop skills to support and influence their own community, including participating in formal decision making. 7 Groups receive effective support to enable them to share learning and experiences to improve services and build community capacity (co-production). 61
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In relation to this, South Lanarkshire recently provided local authority data to the national Community Learning and Development Managers group, in response to a set of national Key Performance Indicators agreed across the sector. Appendix 3 Year 2 Update - How are we doing? Progress in first 2 years. Through consultation with learners and communities in 2021, the following were identified as priority outcomes for CLD in South Lanarkshire: Priority outcome People feel better about themselves and have improved confidence People take less risks and make better choices People get involved in physical activity and improve their health and well-being Parents / guardians are involved in programmes to help them support their children People get better at reading, writing, and numbers People get nationally recognised awards or qualifications for learning they have undertaken People who don't speak English as a first language are supported to improve their language skills People improve their employability skills People develop skills to become volunteers in their community People improve their digital skills Individuals and groups have influence over decision making Community groups get effective support to help them flourish The table below sets out how we collectively as a partnership measure the impact that CLD is making in South Lanarkshire. The ‘what we said we would do’ column comprises the data set that we use to analyse performance, called Impact Measures, and they are aligned to specific priorities. The ‘what we did’ columns outlines the total number of learners that have achieved these outcomes. In addition to this we will count the total: • Number of children and young people engaged in CLD activity • Number of adults engaged in CLD activity • Number of children and adults involved in family learning activity Priorities What we said we would do What we did 2021-2022 What we did 2022-2023 Priority 1 Access to learning Through CLD activity learners will be offered opportunities to learn skills that meet their needs across a range of settings. We will work with learners to: Improve their life & social skills 9,913 14,791 Reduce risk related behaviour 1,501 1,633 Enhance their parenting skills 15,869 28,260 Help them to support their child’s learning 54 282 62
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Priorities What we said we would do What we did 2021-2022 What we did 2022-2023 Improve their literacy skills 978 3,095 Improve their numeracy skills 650 1,725 Improve their English language skills (ESOL) 231 430 Achieve a relevant nationally recognised award or qualification 995 3,289 Improve their digital skills Not captured until 22-23 1,725 Priority 2 Health and well-being We will continue to deliver health and well-being programmes, ensuring that vulnerable groups and areas of deprivation are prioritised, particularly in the context of recovery. We will work with learners to: Improve their confidence and self-esteem 12,001 17,842 Improve their mental health and well-being 7,937 10,840 Improve their physical health and well-being 7,130 9,376 Priority 3 Progression We will continue to support learners to progress to other appropriate learning opportunities, ensuring that we meet ongoing needs. We will work with learners to: Help them re-engage with education / learning 482 3,893 Improve their employability skills 1,207 4,634 Help them access volunteering opportunities 810 714 Priority 4 Employability We will continue to deliver programmes to enhance the employability skills of learners. We will work with learners to: 63
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Priorities What we said we would do What we did 2021-2022 What we did 2022-2023 Improve their employability skills 1,207 4,634 Support positive destinations when they leave school 96.2% 96.9% Priority 5 Community Influence We will continue to support groups to be more influential in their community and engaged in participation and democratic processes. We will work with learners and groups to: Participate in consultation activity 16,765 14,106 Confidently contribute to local or national decision making 203 560 Data analysis The numbers do not include the number of people attending further or higher education establishments, and do not include engagement with services such as Skills Development Scotland or the Department of Work and Pensions. These organisations are crucial to the CLD Partnership and have contributed hugely to the thinking and direction of the group. However, the data is confined to those directly delivering CLD services as this will give more meaningful analysis. For data trends to be analysed in a reliable way, most experts agree that a three-year process is required and therefore a 3-year data report will be developed for the end of the 3 year cycle in winter 2024 to highlight strengths and areas for improvement. However, two-year data was discussed at a recent CLD Partnership self-evaluation seminar and the data does show improvements across almost all measures including increased number of learners achieving awards and increased number of learners reporting improvement in mental health & well-being as a result of CLD activity. Another theme emerging is recovery from the pandemic with the total number of learners / participants increasing from 56,635 to 99,698 (including numbers attending Bookbug sessions). Numbers have reduced slightly in terms of volunteering, but this is likely due to the number of community members volunteering during lockdown periods in 21-22. The vision for this data gathering process is to better understand the impacts that CLD makes on learners and communities across South Lanarkshire. It is also to begin benchmarking to better understand trends over time that will drive action planning and future improvement. Data gathering is a working progress across the partnership, and for the 24-27 CLD Plan 3 consideration will be given to refining this process. Governance The governance of the CLD Plan at a local level is a stretch aim and is aspirational, given the scale and scope of CLD across South Lanarkshire, and the number of partners across each locality. Therefore, each locality is at a different stage in this process. The culture of partnership is strong and the sharing of information is proportionate and conducive to creating conditions for more targeted and effective that meets the needs of our communities. LAPG’s are established across East Kilbride, Clydesdale, and Cambuslang/Rutherglen. Partnership activity across the Hamilton area is very strong, and the LAPG will be launched in that locality by the Autumn of 2024. 64
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Education Resources) Subject: School Holiday Dates for Session 2025/2026 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide proposed dates for school holidays in South Lanarkshire for session 2025/2026. This follows consultation with stakeholders [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the proposed school holiday and in-service day schedule for South Lanarkshire for the 2025/2026 academic session, as outlined in Appendix 1, be approved; and (2) that the 7 May 2026 in-service day, aligning with the expected date of the Scottish Parliamentary elections, remains subject to change should the election take place on an alternative date. These changes being:- move the in-service day to match the new election date or if no election occurs during the 2025/2026 session, move the in-service day to Friday 1 May 2026 [1recs] 3. Background 3.1. Schools in Scotland are required to be open 190 days per year. Typically, a further five in-service days are added for teachers. 3.2. Local authorities have the power to set their own terms and school holiday dates. The school year normally covers three terms: Term 1 - from second or third week in August until Christmas Term 2 - from the New Year until the Spring Break Term 3 - from Spring Break until the end of June 3.3. It should be noted that the Good Friday (3 April 2026) and Easter Monday (6 April 2026) public holiday dates are included within the 2026 Spring Break. 3.4. During May and June 2024, Education Resources sought the views of a range of stakeholders on the proposed school holiday dates for 2025/2026. The consultation was shared widely and over 1600 responses received. 7 65
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4. Consultation Outcome 4.1. School Holiday and in-service dates 2025/2026 Total number of responses 1656 The consultation asked do you agree with the proposed school holiday dates for: Agree Disagree Term 1 (August – Christmas) 1308 (79%) 348 (21%) Term 2 (New Year – Spring Break) 1325 (80%) 331 (20%) Term 3 (Spring Break – June) 1358 (82%) 298 (18%) Staff development days 1325 (80%) 331 (20%) Table 1 4.2. Consultation comments: 254 (15%) specific comments were received on the pupil holiday dates: 62 (24%) concerned the 7 May in-service day coinciding with the expected Scottish Parliamentary elections in 2026. Whilst the majority understood that the in-service was scheduled for this day due to the proposed election and the use of primary schools as polling stations, some commented that should the election not happen on this date then in-service day should be moved to either a Monday or Friday around existing holidays. Some commented on the use of schools as polling stations and the potential for disruption to learning 45 (18%) suggested extending the October holidays duration from 1 week to 2 weeks 42 (17%) respondents felt that there should be a shorter summer holiday with the majority of these stating that a week should be taken from the summer break to create a two week break in October 292 (18%) specific comments were received on in-service days: 96 (33%) concerned the 7 May in-service day coinciding with the expected Scottish Parliament elections in 2026. Most suggested that should there be a change to the date of the election then the date should coincide with another holiday period 26 (9%) concerned the timing of the November in-service date. Most felt that this should be added to an existing holiday e.g. October break 5. Proposal 5.1. The proposed school holiday and in-service day schedule for South Lanarkshire for the 2025/2026 academic session, as outlined in Appendix 1, meets all related legislative requirements and is broadly in line with school holiday arrangements in neighbouring local authorities. A consultation with stakeholders has shown a significant majority in agreement with these arrangements. 5.2. It is proposed, therefore, that this schedule is adopted and published widely included via the Council website, school websites, school handbooks and other related media. 6. Employee Implications 6.1. None 66
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7. Financial Implications 7.1. None 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no implications for climate change, sustainability, or the environment in terms of the information contained in this report. 9. Other Implications 9.1. There are no significant risk implications in terms of the information contained within this report. 10. Equality Impact Assessment and Consultation Arrangements 10.1. The assessment is that the proposals do not have any adverse impact on any part of the community covered by equalities legislation, or on community relations, and the holiday dates are published widely on the Council website and through schools and educational settings. Carole McKenzie Executive Director (Education Resources) 10 October 2024 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References Education Resources Committee – 26 September 2023 List of Background Papers Responses from consultation exercise Contact for Further Information If you would like to inspect the background papers or want further information, please contact: Gary Lambie, Performance, Planning & Operations Manager Ext: 4495 (Tel: 01698 454495) E-mail: gary.lambie@southlanarkshire.gov.uk 67
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Appendix 1 Education Resources Proposed School Holiday Dates for Session 2025/2026 Term 1 - 2025 Teachers return Tuesday 12 August In-service Tuesday 12 August In-service Wednesday 13 August Pupils return Thursday 14 August September weekend Friday 26 September September weekend Monday 29 September October Break Starts Monday 13 October October Break Ends Friday17 October Re-open and pupils return Monday 20 October In-service Monday 10 November Last day of school Friday 19 December at 2.30pm Term 2 - 2026 Re-open and pupils return Monday 05 January February Break Monday 16 February February Break Tuesday 17 February In-service Wednesday 18 February Pupils return Thursday 19 February Last day of school Thursday 02 April at 2.30pm Term 3 - 2026 Re-open and pupils return Monday 20 April May Day Holiday Monday 04 May In-service Thursday 07 May May weekend Friday 22 May** May weekend Monday 25 May** Last day of school Thursday 25 June at 1.00pm Additional notes ** Schools in Lanark will instead be closed on Thursday 11 June and Friday 12 June 2026 68
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Education Resources) Subject: Improving Relationships and Behaviour in Schools: Ensuring Safe and Consistent Environments for All Joint Action Plan 2024 - 2027 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] inform members of the National Joint Action Plan for Improving Relationships and Behaviour in Schools and the next steps proposed to ensure addressing key actions within South Lanarkshire 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the scope and timeline of the national Joint Action Plan for Improving Relationships and Behaviour in Schools be noted; and (2) that the action proposed to address aspects of the Joint Action Plan within South Lanarkshire be noted. [1recs] 3. Background 3.1. The Improving relationships and behaviour in schools: ensuring safe and consistent environments for all - Joint action plan 2024 – 2027, was published in the summer of 2024, and follows on from the most recent Behaviour in Scottish Schools Research (“BISSR”) 2023, and Relationships and Behaviour in Scottish Schools summits. 3.2. This action plan has been developed by the Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS) and is formally jointly owned by the Scottish Government and COSLA. Progress will be monitored by SAGRIBIS, and an annual report published jointly by Scottish Government/COSLA. The sixth wave of the BISSR research will take place in the last phase of the plan and will provide further insight on national progress. 3.3. The plan has been developed based on a consensus that the current standards of relationships and behaviour in Scottish schools are not meeting expectations, as evidenced by collective data. The resilience of children, young people, their families, and school staff has been affected by the COVID-19 pandemic, austerity measures, and the cost-of-living crisis. Additionally, the Joint Action Plan highlights a significant year-on-year increase in the number of pupils identified with additional support needs since 2010. 8 69
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3.4. In Scottish schools, the impact is evident in reduced attendance rates, strained relationships between young people and their peers, and between young people and staff, as well as an increased disconnect between families and schools. The BISSR found that most staff reported that most children and young people behave well around the school. Primary school staff are more likely than secondary school staff to report good behaviour among pupils. However, since 2016, there has been a decline in children’s behaviour, with both primary and secondary staff noting decreases in positive behaviours and increases in low-level disruptive, serious disruptive, and disengaged behaviours. 3.5. The Joint Action Plan emphasizes the ongoing importance of relational approaches that combine high warmth with high standards and expectations, in line with national guidance. The focus is on fostering a whole-school ethos of prevention, early intervention, and support, promoting positive relationships, learning, and behaviour, all grounded in evidence. However, it was acknowledged that while these approaches are generally supported, there can be challenges in their practical application. A range of actions is needed to empower staff to effectively address the spectrum of dysregulated, distressed, and aggressive behaviours observed in schools. 3.6. Given the wide range of societal factors such as poverty and deprivation and home and family factors such as trauma and adverse community experiences that contribute to distressed behaviour, it was noted that, in addition to schools adopting trauma informed approaches to supporting children and young people, a multi-agency approach spanning a range of policy priorities is required. For example at national level, there are connections between the action plan and the Scottish Government’s Violence Prevention Framework, the Early Child Development Transformational Change Programme and the Additional Support for Learning (ASL) Action Plan. A number of national actions have already been taken in response to the publication of the BISSR findings, including provision of £900k funding to support the training of support staff, publication of new guidance on preventing and responding to gender- based violence in schools, the publication of updated guidance on ensuring respectful and responsible use of mobile phones in schools and a greater focus on relationships and behaviour as part of His Majesty’s Inspectorate of Education (HMIe) inspections. 4. Action Plan Phases and Actions 4.1. The joint action plan sets out 20 key actions to be delivered between 2024 and 2027, in three phases, as below:- Phase 1 – setting expectations, clarifying approaches and supporting consistency (Year 1 - from publication until 31 March 2025) Phase 2 – effective engagement and support (Year 2 - 1 April 2025 until 31 March 2026) Phase 3 – embedding cultural change (Year 3 - 1 April 2026 until 31 March 2027) The plan sets out a set of priorities for each of these phases. 4.2. Actions are set out under 8 themes:- Theme 1: Setting clear national expectations for promoting positive relationships and behaviour in schools. There are 4 actions, including publishing new guidance and reviewing processes for recording violent incidents. 70
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Theme 2: Supporting local application of national policy. There are 4 actions against this theme, including implementing the recommendations from Education Scotland’s report “Improving Attendance”. Theme 3: Support for children and young people. There are 3 actions against this theme, including ensuring children and young people’s views are embedded in the development of school policies and procedures, and ensuring age and stage resources are available to support children’s development. Theme 4: Supporting the workforce. There are 3 actions within this theme, including a focus on staff wellbeing, and staff professional learning to support relationships and behaviour approaches, and promoting approaches to curriculum design. Theme 5: Reducing violence and significant disruptive behaviour in schools. There are 3 actions within this theme, including supporting schools to have clear protocols for both preventing and responding to violent incidents. Theme 6: Engaging with the whole-school community- the action within this theme is related to ensuring all members of the school community have their views embedded in the school community. Theme 7: Tracking impact and progress- the action within this theme is related to ensuring all the evidence base around relationships and behaviour is updated. Theme 8: Policy cohesion- the action within this area is a national one on ensuring that cross-governmental policy commitments to support children and young people are aligned. 5. South Lanarkshire Context 5.1. South Lanarkshire Council has implemented a wide range of approaches and strategies to enhance relationships and behaviour in schools. The action plan will further refine the strategic approach. There is an acknowledgment of the national challenges related to managing distressed behaviour, meeting Additional Support Needs (ASN), and improving school attendance and engagement. Significant efforts have been made to address concerns about distressed behaviour and aggression in schools and to build the capacity of school staff. The Inclusive Education Service and the Psychological Service have supported various activities at strategic, policy, and individual school levels, focusing on an Attachment Informed Trauma Sensitive Approach to meeting needs. 5.2. In terms of supporting the local application of national policy, a revised Inclusion and Equality Framework, which includes an update to staged intervention, was launched at the Education Inclusion conference in September 2024, along with a folder for “Relationships Based Tools and Approaches to Positive Behaviour and Emotional Regulation” to support practitioners in establishments. Next steps will include reviewing local guidance against the new national anti-bullying guidance, due to be published in November 2024. The Council’s Attendance Strategy developed by Education CQIS (Curriculum and Quality Improvement Service) will involve reviewing current attendance procedures. Additionally, further work embedding the gender- based violence guidance is required. 71
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5.3. A wide range of support for children and young people is in place for young people in South Lanarkshire, as part of our approach to staged intervention. Support for parents has been provided, for example, as part of our SAMH Community Mental Health Approaches, while as part of the latest stage of our Attachment Strategy, school staff have been trained in Emotion Coaching, which offers a firm but relational approach to limit setting for children and young people. Nurture Interventions and Boxall training has been developed and delivered to support children and young people with distressed behaviour. Next steps include the further embedding of this training. Ongoing work on Children’s Right’s and the UNCRC will ensure that children’s views are considered in school policy development. There will be a continuation of the delivery of early primary “we have been expecting you training” developed by National Autism Implementation Team (NAIT), to support children with ASN experience a smoother transition to P1. 5.4. In terms of supporting the workforce, a range of activity has been undertaken in terms not only of capacity to meet a range of Additional Support Need, but also for their own wellbeing. For example, support for School Support Assistants has included delivering Child Development and Emotion Coaching training, and support for their own wellbeing from the Tree of Knowledge Organisation. Other support for staff wellbeing has been provided by SAMH, Place to Be, and from a Supervision Skills Pilot delivered by Psychological Services and the Inclusive Education Service. The work in this area will continue as a priority. 5.5. To reduce violence and significant disruptive behaviour in schools and building on the Promoting Positive Behaviour and Understanding Distressed Behaviour (PPRUDB) framework and our Attachment Informed training, the operating procedure (A30): Supporting School Staff Involved in Violent and Distressed Incidents has been revised this year, and incidents are continually monitored. The peer education programme Mentors in Violence Prevention (MVP) is now running in all secondary schools, with a focus on measuring its impact during the 2024/25 session. Next steps include delivering de-escalation training to school staff. 5.6. Engagement with the whole school community is encouraged in all initiatives in this area, such as the Attachment and Trauma Sensitive Accreditation. Tracking impact and progress is supported through various methods, including data on exclusions and attendance, self-evaluation approaches within schools or at the authority level, and, as a next step, through tools like the Health and Wellbeing Survey. This survey will provide extensive information on the needs and views of children and young people. 6. Summary 6.1. The Improving relationships and behaviour in schools: ensuring safe and consistent environments for all: Joint action plan 2024 – 2027 aims to support an improvement in the standards of relationships and behaviour in schools in Scotland through a collective approach. As stated in the plan, this encompasses all relationships, between children and young people and staff, schools and parents, local authorities and schools and the whole school community and government. The plan has 3 phases and a set of themed actions. South Lanarkshire has a well-developed strategic approach in this area, which matches the identified themes well. Nevertheless, it is expected that the join action plan will considerably inform our improvement activity from 2024-2027. 7. Employee Implications 7.1. There are no anticipated employee implications. 72
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8. Financial Implications 8.1. None 9. Climate Change, Sustainability and Environmental Implications 9.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 10. Other Implications 10.1. There are no implications for risk in terms of the information contained in this report. 11. Equality Impact Assessment and Consultation Arrangements 11.1. As schools review policies and procedures, as related to recommendations within the Behaviour and Relationships Action Plan, the need for an impact assessment may be considered. 11.2. Engagement with children, young people and school communities is a fundamental component of the development of Equalities policies. Carole McKenzie Executive Director (Education Resources) 10 October 2024 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Anne Donaldson, Head of Education (Inclusion) Ext: 4452 (Tel: 01698 454452) E-mail: anne.donaldson@southlanarkshire.gov.uk 73
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Education Resources) Subject: Relationships and Behaviour National Action Plan: Funding to Build Capacity in Support Staff in Schools 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the additional support materials and training recently developed to support those employees working with children with complex additional support needs [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that availability of additional resources and training plans in response to the funding allocated around Relationship and Behaviour National Action Plan funding be noted. [1recs] 3. Background 3.1. In November 2023, the latest Behaviour in Scottish Schools Research (BISSR) report was published. This survey, which has been updated periodically since its first release in 2006, examined the perspectives of headteachers, teachers, and support staff on relationships and behaviour in publicly funded mainstream schools. It also included insights from key local authority representatives across Scotland. 3.2. The 2023 research revealed a general trend of increasing negative behaviours and decreasing positive behaviours in Scottish schools. Support staff were more likely than headteachers or teachers to encounter almost all types of serious disruptive behaviours among pupils. Additionally, a higher proportion of support staff reported experiencing the greatest number (21 or more) instances of physical aggression and violence towards them in the past 12 months compared to other staff. 3.3. In response to the findings of this report, the Scottish Government allocated £900,000 to support the training of support staff. This funding aims to address the need for more training, as identified by the support staff themselves, to better equip them in their roles. 3.4. South Lanarkshire Council received an allocation of £57,000 from this funding. 9 75
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3.5. Education Resources has dedicated significant time and resources over several years to address concerns about violent incidents in schools and to enhance the capacity of school staff. Our framework, Promoting Positive Behaviour and Understanding Distressed Behaviour (PPRUDB), provides comprehensive guidelines for staff and managers, including criteria for when a child should have a Behaviour Assessment and Support Plan (BASP), essentially an individualised risk assessment. 3.6. In addition, Psychological Services have developed training and resources to support attachment-informed, trauma-sensitive practices, which are now being integrated into our schools. Two Educational Psychologists have been seconded as Attachment Development Officers to focus specifically on this initiative. Additionally, a Nurture Development Officer has been in place for the past two sessions, contributing to the extensive training available for schools. This training includes the use of Boxall Profiles, nurturing interventions and emotion coaching as part of attachment-informed practice. 3.7. Despite our extensive efforts, incidents still occur in schools where dysregulated children may lash out verbally or physically. In response, we revised the operating procedure (A30): Supporting School Staff Involved in Violent and Distressed Incidents, in consultation with trade union colleagues. This updated procedure was issued to all schools in November 2023. These incidents are monitored by the corporate Health and Safety team, as well as colleagues in the Inclusive Education Services. 3.8. One challenge we face in offering training to support staff is that, unlike teachers, they are contracted to work only during school hours and do not have contracted collegiate time for training and development. 3.9. There are approximately 1,600 School Support Assistants (1,120 FTE) in our schools, performing a multifaceted role. They support pupils with additional needs in the classroom, either individually or in small groups, on a one-to-one basis or through a timetabled approach across the school day. Their responsibilities also include curricular support and office duties, with a flexible remit that allows them to be allocated based on the school’s daily priorities. 3.10. School Support Assistants are assigned based on pupil needs across all sectors, including Early Years, Primary, Secondary, and ASN. 3.11. Currently, support staff experience higher instances of exposure to distressed behaviours, which can lead to violent incidents across all sectors. Therefore, additional training in this area will benefit both support staff and pupils. 4. Proposal 4.1. The rationale underpinning the training offer developed with this funding, involves using three Inservice Days in both the 2024/2025 and 2025/2026 school years to bring School Support Assistants together in the Corporate Banqueting Hall, which provides a large scale venue, for a full day’s high quality training to support building knowledge, skills and capacity in meeting the social, emotional and behavioural needs of children and young people. 76
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The training will comprise three elements: provision of input on Emotion Coaching delivered by the South Lanarkshire Educational Psychology Service motivational session delivered by Tree of Knowledge provision of Resource Folder 4.2. Emotion Coaching Emotion Coaching was originally a parenting strategy observed by US psychologist Dr. John Gottman in 1997. He found that children parented through this strategy could control their impulses, delay gratification, self-soothe when upset, have better attentional capacity and increased motivation, perform better academically, and function better in social relationships. A programme suitable for schools was developed and, following a successful pilot, has been delivered to education professionals, health and social care workers, educational psychologists, and GPs across the UK. Emotion Coaching Training consists of four steps: 1. Recognising the child’s feelings and empathising with them. 2. Validating and labelling the emotion the person is feeling in the moment. 3. Setting limits. 4. Problem-solving. Evaluations have been extremely positive, with staff reporting increased confidence in co-regulating children’s emotions, leading to a reduction in dysregulated behaviour. 4.3. Tree of Knowledge The afternoon sessions will be delivered by Tree of Knowledge, a well-established company known for providing motivational speaking, inspirational training, and effective leadership coaching across educational and business establishments. Following discussions with the Support Service Co-ordinators, who manage the School Support Assistants, it was identified that personal development and coaching were missing from the current training offerings. Most training focuses on developing skills to meet pupil needs, with little opportunity for personal reflection or developing a positive mindset. Tree of Knowledge will deliver a two-hour keynote session based on Positive Psychology principles, aiming to leave staff feeling re-invigorated, inspired and excited about their work. 4.4. Resource Folder To complement this training, a new resource folder has been developed, compiling all our support frameworks and tools for supporting emotional regulation and developing positive relationships in one place. This folder will be distributed to all schools. This approach ensures more efficient use of staff and resources and fosters close collaboration with mainstream and ASN schools to build positivity, confidence, and improved well-being among staff and children. 77
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5. Next Steps 5.1. Training will take place in November 2024, February, May and November 2025, and February and May 2026. Around 1,100 support staff will be trained over the next two years, with prioritisation based on data and local knowledge relating to their school. It is planned that a recording will be made of the event so that it may be shared with those unable to attend. 6. Employee Implications 6.1. Support Assistants will experience high quality training designed to support them in understanding and dealing with the range of social and emotional needs of children and young people. 7. Financial Implications 7.1. £57,000 granted will be spent over two years. 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no implications for climate change, sustainability or the environment associated with this report 9. Other Implications 9.1. There are no risk implications in terms of the information contained in this report. 10. Equality Impact Assessment and Consultation Requirements 10.1. This report does not present a new strategy, policy or plan and is, therefore. not subject to equality impact assessment. Carole McKenzie Executive Director (Education Resources) 10 October 2024 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Aisling Boyle, Inclusive Education Manager Ext: 4666 (Tel: 01698 454666) E-mail: aisling.boyle@southlanarkshire.gov.uk 78
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Education Resources) Subject: Mobile Phones in Schools 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] advise members of new national guidance on the use of mobile phones in schools to provide an update on the next steps for Education Resources ] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the content of the report be noted. recs] 3. Background 3.1. The Scottish Government initially published the “Guidance on Developing Policies to Promote the Safe and Responsible Use of Mobile Technology in Schools” in 2013. This guidance emphasised the potential dangers of mobile phones and the need for restrictions to mitigate any negative consequences within schools. 3.2. Since the 2013 publication, technology has advanced significantly, and the COVID-19 pandemic has further integrated mobile communication into all sectors of society. The new guidance, launched on 15 August 2024, titled Mobile phone guidance in Scotland's schools provides schools and local authorities with updated advice on developing local policies regarding mobile phone use in schools. 3.3. The new guidance promotes positive relationships and behaviour, underpinned by principles of respectful and responsible mobile technology use. It aligns with the Relationships and behaviour in schools: national action plan 2024-2027 which was published on the same day. 4. Current Use of Mobile Technology in South Lanarkshire 4.1. At the Education Resources Headteacher meeting on 22 August 2024, we asked Headteachers for their views and current practices on the use of mobile technology. We found that:- a minority of primary schools have formal policies on mobile technology use most secondary schools have formal policies on mobile technology use all schools were concerned about the use of ‘smart’ watches 10 79
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4.2. Most schools have reported that mobile devices are now integrated into lessons and that a complete ban could be more detrimental than beneficial to the learning environment. 4.3. School leaders have emphasised the need for more comprehensive guidance from local authorities on the use of mobile technology in schools to ensure a consistent approach. They recognise the numerous benefits of mobile devices, including their potential to enhance learning and teaching, facilitate communication and social interactions, and, in some cases, remove barriers to learning for certain pupils. Additionally, mobile devices can provide parents and carers with a sense of security as their children engage in more independent activities, such as walking to and from school 5. Next Steps 5.1. A short-life task and finish working group will be established, comprising representatives from across Education Resources including Inclusion Services, Head Teachers and parents. The group’s role will be to provide guidance on effectively communicating the details of the new guidance and to ensure appropriate consultation. 5.2. Considering the UNCRC (Incorporation) (Scotland) Act 2024, it is crucial that young people have a voice in any policy that affects them. Therefore, any draft guidance document will be circulated for consultation in each school, and the views of young people will be recorded and considered before finalising the document 6 Employee Implications 6.1. None 7 Financial Implications 7.1. None 8 Climate Change, Sustainability and Environmental Implications 8.1 There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 9 Other Implications 9.1 None 10 Equality Impact Assessment and Consultation Arrangements 10.1 This report does not present a new strategy, policy or plan and is, therefore. not subject to equality impact assessment. Carole McKenzie Executive Director (Education Resources) 10 October 2024 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships 80
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Previous References None List of Background Papers Scottish Government Guidance on Mobile Phones in Scotland’s Schools Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Jacqueline Wallace, Head of Education (Primary and Early Years) Ext: 4468 (Tel: 01698 454468) E-mail: Jacqueline.Wallace@southlanarkshire.gov.uk 81
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Education Resources) Subject: Attendance Strategy 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an overview of Education Resources new Pupil Attendance Strategy for schools provide a briefing around the work designed to support school leaders in improving pupil attendance and tackling the poverty related attendance gap 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the plan outlined for improving attendance be noted; and (2) that the work outlined to support the Attendance Strategy be noted. 3. Background 3.1. The Scottish Government emphasises the need for schools to support attendance for all and create appropriate support for those who find attending school a challenge. Attendance is defined as the “participation in a programme of educational activities arranged and agreed by the school” (Included, Engaged and Involved: Part 1). Engaging in school and in learning is crucial to ensure that children and young people meet their full potential. 3.2. The key rights, duties and legal obligations in relation to attendance as outlined in ‘Included, Engaged and Involved (Part 1)’ are set out below:- All children and young people have a right to education; and education authorities have a duty to provide education. All children and young people have the right to get the support they need to benefit fully from their education and fulfil their potential. All children and young people need to be included, engaged and involved in their learning. Children and young people should be given opportunities to fully engage and participate in the life of their school, in order to encourage good attendance. Schools should actively engage with families to try to ensure that any barriers to good attendance are removed. Schools and partners should work collaboratively to promote and support good attendance. The foundation for schools, learning establishments and education authorities is a focus on positive relationships and an inclusive ethos and culture that promotes good attendance. Attendance should not be considered in isolation. 11 83
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3.3. There is a nationwide concern about reduced levels of school attendance, particularly since the Covid-19 pandemic. Figures published by the Scottish Government showed a drop in overall school attendance rates to 90% in 2022/2023 which is down from 92% in 2020/2021. 3.4. For the 2022/2023 academic year, the average attendance across primary schools in Scotland was 93%, secondary schools at 88.2% and ASN establishments at 88%. This contributes to a trend in consecutive decline in school attendance rates since 2014/2015. The largest drop was from 92% in 2020/2021 to 90.2% in 2022/2023. 3.5. National statistics provide evidence that there is also a poverty-related gap in attendance. The Improving attendance: Understanding the Issues (2023) report by Education Scotland provided an understanding of the issues that impact attendance. Certain groups are more vulnerable to low attendance: those impacted by poverty secondary-aged pupils young people from Gypsy and Traveller communities pupils with additional support needs including:- children and young people who have experienced care young carers children and young people who have experienced exclusion children and young people who experience anxiety 3.6. It is recognised that significant disparities exist based on socioeconomic status. In the most deprived areas of Scotland, attendance averages 86.8%, while in the least deprived areas, it reaches 93.5%. 3.7. Across Scotland, sickness has been identified as the most common reason for authorised absences, while truanting was the biggest reason for pupils having unauthorised absences. 4. Pupil Attendance in South Lanarkshire 4.1. In South Lanarkshire Council (SLC), one of our key priorities is to ensure that inclusion and equality are at the heart of what we do. It is recognised that absence from school, whatever the cause, disrupts learning, can have an adverse impact on participation, attainment, peer relationships, health and wellbeing and ultimately positive life outcomes for our children and young people. 4.2. The school or educational context is one of several interacting factors that can affect children’s attendance (along with individual characteristics, family factors and the wider context). South Lanarkshire Council is committed to promoting children’s rights as set out in the United Nations Convention on the Rights of the Child (UNCRC). In line with the UNCRC, the Council is committed to ensuring that children and young people are safe in school. 4.3. Children’s attendance at school is supported by a consistent focus across Education Resources on building a positive, supportive ethos and culture based on nurturing relationships. Education Resources has recently developed and embedded our SLC Attachment Strategy (2022) and all schools have their own related policies. The Nurture Interventions Toolkit for Education (2024) provides support and guidance around developing whole school nurture, with the principles of nurture underpinning effective practice in supporting attendance. 84
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4.4. All schools continue to support reducing the Cost of the School Day (CoSD) and are encouraged to promote our newly launched CoSD guidelines to ensure there are no financial barriers to preventing pupils attending school. 4.5. As part of the Pupil Absence (A5) management procedures, our schools strive to ensure pupils are not negatively impacted by any absence. However, the approaches used vary across localities with some having greater impact than others. Good practice indicates greatest outcomes in reducing absence are where each school has a member of staff responsible who take the lead on their school’s procedures for absence, and link directly with families and partner agencies ensuring pupils affected can access work at home to keep up with their schoolwork. 5 Pupil Attendance - Session 2023/2024 5.1. During session 2023/2024, a bespoke Attendance Test of Change (TOC) programme was undertaken. The project involved the Head Teachers from participating schools working directly with the Equity Lead Officer, Development Officer and Attainment Advisor on reviewing their whole school approach towards managing attendance. The programme covered key aspects of professional learning for staff, focussed upon the major influencing factors on school attendance, for example, Emotional School Based Non-Attendance (ESBNA), and built knowledge and confidence in the school leaders. 5.2. Continual feedback was used to shape the programme to ensure it continued to meet the needs of participants and the developed resources were shared on a consistent and regular basis. Opportunities were provided for groups of similar schools to work together to plan, create and deliver a TOC project within their own establishments. 5.3. Improvements in attendance rates from schools on the TOC group indicates the positive impact that participation in the programme has had - Appendix 1. Those schools on the programme were able to make improvements in pupil attendance at double the rate of non-participating schools last session – including comparisons with Scottish Government and South Lanarkshire closing the gap measures. 5.4. Feedback from Head Teachers indicated the need for a more user-friendly way of harnessing attendance data from SEEMiS. This prompted the creation of a new attendance data tool with the aim of reducing staff workload and supporting schools in their management of the data. 5.5. Training on using the new SLC attendance data tool has been well received by schools with overwhelmingly positive feedback. The growing confidence of Head Teachers using the resource was witnessed by the TOC project leads along with the need for less time required to harness figures/data trends. By facilitating the IT roll out of this data tool to all primary schools, along with planned support and training sessions, it will encourage self-assurance of school leaders in utilising data to plan for improvement. 5.6. The Lead Officer (Equity) plus SLC Attainment Advisor have also worked alongside the West Partnership Attendance project with several secondary schools engaged as part of this programme. This is set to continue into session 2024/2025. We recognise the complex nature of improving school attendance and appreciate opportunities to work with colleagues from across the country. 85
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6 Improving Pupil Attendance in South Lanarkshire two-year strategic plan 6.1. We will further support our Head Teachers in improving school attendance through a combination of effective strategies, resources, and partnership working. We plan to utilise this approach to create a comprehensive support system that empowers Head Teachers to effectively tackle attendance issues and promote a culture of regular attendance in their schools. 6.2. The new Attendance Strategy will centre around the seven key areas outlined below:- Data Management and Analysis Roll out new SLC attendance tool to schools which enables head teachers to easily manage their detailed attendance data and trends, helping them identify patterns and at-risk students. Training in the use of the tool plus data analysis would be offered as part of a professional learning and development programme for teachers. Funding and Resources Allocation of Strategic Equity Fund (SEF) funding specifically for delivering attendance initiatives is crucial. This would include investing in access to SLC data software for tracking attendance, maintaining the input of (and recruiting further) dedicated Development Officers for the delivery to schools our devised intervention programmes, plus continued resource development that can support schools to encourage regular attendance. Training and Professional Development A programme of professional learning opportunities on various aspects of the newly approved attendance strategy is planned for Head Teachers and staff. It will be delivered to all localities in the coming session. This will result in improved understanding and enhanced confidence in schools. The training will upskill staff on attendance data handling, it will focus on engagement techniques, understanding barriers to attendance, and implementing restorative practices. Parent and Community Engagement Facilitate opportunities for harnessing and sharing good practice from the schools that engage parents and the broader community in improving attendance efforts. This could include workshops for parents on the importance of attendance. There is scope for a local authority cross sector attendance campaign to be devised and launched. The aim will be to raise awareness about the importance of regular school attendance. This could be done through local media, social media, and community events. Partnership Working / Interagency Collaboration Engage all areas within Education Resources (CQIS, Psychological Services, Inclusive Education Service, Early Years) to promote interagency collaboration on the attendance strategy. Collaborative work with Inclusion to review successful approaches being used e.g. Care Experienced Children. Promote partnerships with local health services, social services, and other agencies to support schools in addressing the underlying issues that contribute to poor attendance. Review SLC Policy Guidance and Support A comprehensive review and update of the current A5 Operating Procedures is necessary. This should incorporate opportunities to share best practice, review policies and existing guidelines on managing and improving attendance. Quality Lead Officer (Equity) will oversee the creation of a Short Life Working Group (SLWG) which would be best served to overtake this task. An updated policy will provide head teachers with clear protocols for dealing with absenteeism and chronic absence. Regular Monitoring and Support The Equity Team will be able to provide ongoing support to schools in their efforts to improve attendance. Schools carrying out self-evaluation tasks will help to direct this on a need’s basis. Schools have several options they can explore including online attendance training, (available via Forth Valley and West Lothian ThingLink), with support resources also available on the Equity Hub. Wider training plus support for schools is also available on the CQIS CLPL Calendar and on ‘The Feed’. This could include visits from Quality Lead Officers, regular meetings and providing feedback with suggestions for improvement. 86
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6.3. Schools will be provided with a detailed audit tool by April 2025, which will support the self-evaluation of their school attendance procedures and direct staff to support materials and examples of good practice. This tool will support a process where schools will be able to assess where they are on their attendance journey and help to create their bespoke ‘next steps’ to be addressed as part of their improvement plan priorities. 6.4. It is recognised that for some schools, their self-evaluation may result in a need to review and adapt practice. It is important that all schools are aware of the offer of support from the Curriculum and Quality Improvement Service (CQIS), which was shared at the SLC Attendance Conference in September 2024. Further details on the Attendance Strategy timeline can be found in Appendix 2. 7. Planned Outcomes 7.1. The Lead Officer (Equity) and Attainment Advisor will provide universal support to schools and senior leaders via the following mechanisms in order to promote attendance through appropriate support and challenge:- a scheduled programme of targeted Locality based attendance workshops for school leaders (2 x per year) data clinics – monthly drop ins providing support on managing attendance data. Dedicated professional learning sessions with Equity Leads engage senior leaders (DHTs Secondary) to collaborate in reviewing effective strategies for managing attendance in secondary schools. Including universal and targeted approaches, plus transition point P7-S1 trial a bespoke programme of attendance support targeting a specific Learning Community a Short Life Working Group (SLWG) of cross sector personnel to review the current A5 operating procedures and guidance for schools continued cross-authority working with West Partnership CAR Attendance group incorporating and sharing recommendations from Education Scotland, currently leading the National Review group looking at SEEMiS coding for absence management in schools 7.2. The creation of the Pupil Attendance Strategy will outline for the next two years, the specific aspects of support that will be delivered to schools along with new initiatives and opportunities to encourage and promote improved Attendance. It is intended to be a fully inclusive approach which will also consider groups most vulnerable to low attendance. 8. Employee Implications 8.1. None. 9. Financial Implications 9.1. None 10. Climate Change, Sustainability and Environmental Implications 10.1. There are no implications for climate change, sustainability or the environment associated with this report. 11. Other Implications 11.1. There are no risk implications in terms of the information contained in this report. 87
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12. Equality Impact Assessment and Consultation Arrangements 12.1. This report does not present a new strategy, policy or plan and is, therefore, not subject to equality impact assessment. Carole McKenzie Executive Director (Education Resources) 10 October 2024 Link(s) to Council Values/Priorities/Outcomes Our children and young people thrive We will work to put people first and reduce inequality Previous References None List of Background Papers Included, engaged and involved part 1: promoting and managing school attendance (June 2019) Improving Attendance: Understanding the Issues (2023) Forth Valley and West Lothian Attendance Toolkit Appendix 1 – SLC School Attendance Figures (2023-24) Appendix 2 – Attendance Strategy Outline (2024-26) Contact for Further Information If you would like to inspect the background papers or want further information, please contact: Jacqueline Wallace, Head of Education (Primary & Early Years) Ext: 4468 (Tel: 01698 454468) E-mail:- Jacqueline.Wallace@southlanarkshire.gov.uk 88
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Appendix 1 Attendance data Test of Change Schools (26/6/24) 2022-23 2023-24 Difference All 91.22% 92.20% +0.98 Equity P 88.83% 89.73% +0.90 Equity O 93.56% 94.54% +0.98 All Other Schools (26/6/24) 2022-23 2023-24 Difference All 92.66% 93.11% +0.45 Equity P 89.08% 89.60% +0.52 Equity O 94.24% 94.68% +0.44 Equity P SIMD 1&2, FME Local measure Equity O SIMD 3-10 National measure 89
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Appendix 2 SLC Attendance Strategy 2 Year Plan 2024-2026 Outcomes - By September 2024, SLC Attendance Strategy will be launched at a cross-sector Head Teacher conference. - By December 2025 SLC will provide all schools with clear, revised operating procedures and guidance on managing pupil absence. - By June 2025 all localities will have had targeted, professional learning and training on understanding barriers to attendance which will have been launched and reviewed. - By June 2025 all establishments will have device access to new SLC Attendance Data Tool - By June 2026 all schools will have staff confident in accessing a range of support materials, examples of good practice and training opportunities for all aspects of improving school attendance. Measures - School attendance figures continue to increase in line with stretch aims. Increased rate of improvement is visible in the data across all measures. - Attendance at locality offered training programmes/workshops/data clinics. - Evaluation and feedback on the SLC Attendance Data Tool - Successful and measurable improvements from targeted Learning Community project. - Harnessing and sharing quality resources using newly created platform for schools within the Equity Hub. 90
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Year 1 – Session 2024/25 Year 2 - Session 2025/26 Data Management and Analysis Liaise with RM to establish plan for roll out of IT access across Primary estate. New SLC Attendance Data Tool is rolled out and becomes accessible to at least one device in Primary schools. Training in the use of the tool plus data analysis is offered as part of a professional learning and development programme for teachers. Drop-in data clinics are scheduled through-out the session offering bespoke input for Senior Leaders managing their attendance data. Evaluation Feedback on the Attendance Data Tool is collated and reviewed. Suggested amendments are actioned. Further training in the use of the Data Tool plus data analysis is offered as part of a professional learning and development programme for teachers. Training and Professional Development A newly devised locality-based offer of professional learning is created and launched. This will include a programme of workshops covering engagement techniques, understanding barriers to attendance, EBSNA, research-based approaches and implementing restorative practices. Sessions with Equity Leads in schools will emphasise their role in managing attendance of our most vulnerable learners, including those at highest risk of low attendance impact. DHT’s Secondary cohort collaborate in reviewing effective strategies for managing attendance in Secondary schools. Including universal and targeted approaches, plus transition point P7-S1. Evaluations and feedback will shape the Professional Development programme for this session. 1. Further opportunities for schools to collaborate and share good practice will be a priority in the training provision. 91
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Parent and Community Engagement Link with Parental Engagement Development officers to share and review the strategy for attendance. Provide support to help facilitate programs that engage parents and the broader community in attendance efforts. This could include workshops for parents on the importance of attendance and community awareness campaigns. Policy Guidance and Support Create a Short Life Working Group (SLWG) to review current A5 Operating Procedures. Develop and share best practices, policies, and guidelines on managing and improving attendance. Continue work with West Partnership (CAR) to harness good practice and resources used within the regional collaborative. Share newly revised attendance procedures and guidelines. Provide Head Teachers with clear protocols for dealing with absenteeism and chronic absence. Incorporate National guidance from SEEMiS Group reviewing Absence codes. Intervention Programs Link with Inclusion to gather information relating to intervention programs for pupils with chronic absenteeism. Work with Quality Lead Officer (Inclusion) for CECYP, to collaborate on previous work already underway to improve attendance with targeted groups. Harnessing and sharing quality resources using newly created platform for schools within the Equity Hub. Review and evaluate next steps. Regular Monitoring and Support Conduct regular reviews and provide ongoing support to schools in their efforts to improve attendance. This could include visits from Quality Lead Officers, regular meetings, and providing feedback and suggestions for improvement. Create a Head Teacher support guide for schools to aid them in creating their own bespoke strategy for tackling attendance. Review impact of support in year 1. Evaluate the impact of the support provided in Year 1. Target areas where schools are indicating they require additional support or training to build confidence and skill. 92
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Report Agenda Item Report to: Education Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Education Resources) Subject: Implementation of the Scottish Government’s Universal Free School Meals Programme – Capital Funding 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] update committee on the progress with the capital requirements for the roll-out of the Scottish Government’s Universal Free School Meals (UFSM) programme [1purpose] 2. Recommendation(s) 2.1. The committee is asked to approve the following recommendation(s):- (1) that the progress on the roll-out of the programme, in line with Scottish Government funding, be noted. [recs 3. Background 3.1. In 2014, the Scottish Government announced its commitment to provide Universal Free School Meals for all P1-P3 children and this began in 2015. 3.2. In 2021, the Scottish Government made a further commitment to provide Universal Free School Meals (UFSM) for all primary school pupils by 2026. It was recognised that to roll out this programme, councils may have to significantly upgrade or expand their kitchen and dining facilities. In October 2021 all councils submitted capital expenditure forecasts to the Scottish Government to enable the policy commitment to be rolled out. 3.3. It was identified that a number of primary schools would require capital works to meet the demands of the UFSM programme. These works ranged from small scale kitchen improvements to larger dining accommodation expansion. 3.4. For South Lanarkshire Council, a total of 31 individual projects were identified at an estimated funding requirement of £8.500m. These forecasts were submitted to the Scottish Government in October 2021 and were to allow for the expansion of UFSM to P4-P7 children. 12 93
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3.5. However, in 2022/23, the Scottish Government provided funding of £1.808m to support the expansion of UFSM to Primary 4 and 5 pupils only, and 6 projects were undertaken as follows: • Woodside Primary School, Hamilton Kitchen Improvement (Phase1) • Mossneuk Primary School, EK Kitchen Improvement • Chapelton Primary School Kitchen Improvement • Kirkfieldbank Primary School Kitchen Improvement • St John the Baptist Primary, Uddingston Dining Expansion • Our Lady of Lourdes Primary School, EK Kitchen Improvement Free school meals were then delivered to P4 children from August 2022 and P5 children from January 2023. 4. Recent Developments on UFSM 4.1. Further work was undertaken at the request of the Scottish Government in June 2023 to identify the capital cost estimate to complete the UFSM expansion to P6 and P7 children. Due to financial circumstances, this was to be split into two phases; the first phase covering expansion to children in P6 and P7 who are eligible for Scottish Child Payment, and phase 2 covering full primary UFSM for the remaining P6 and P7 children. 4.2. Estimated capital costs were submitted in September 2023 outlining both phases of implementation; Scottish Child Payment eligible P6 and P7 children and full UFSM for the remaining P6 and P7 children. In total, capital works were identified for 26 projects with costs as follows: Scottish Child Payment eligible P6 and P7 £0.401m USFM remaining P6 and P7 £6.995m Total £7.396m 4.3. Capital funding for the first phase, to deliver free school meals to P6 and P7 children who are eligible for the Scottish Child payment, was confirmed in full, i.e. £0.401m as above, by the Scottish Government. This came in two tranches, £0.069m in financial year 2023/24 and £0.332m on 23 September 2024, which will support the phased expansion of free school meals to those in receipt of Scottish Child Payment in Primary 6 and 7 from February 2025. 4.4. Subject to final tender submissions being acceptable it is proposed to complete the following projects in 2024/25: • Kirktonholme Primary School, EK Kitchen Improvement • St Kenneth’s Primary School, EK Kitchen Improvement • St John the Baptist, Uddingston Kitchen Improvement • Woodside Primary School, Hamilton Kitchen Improvement (Phase 2) 4.6. It was reported that the Education Secretary advised the government was committed to the universal rollout of free school meals in primary schools but that funding was not available due to significant financial pressures. 94
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5. Employee Implications 5.1. The capital works required but not funded meant that schools have continued with staggered lunches or the use of both the dining and gym areas, which may result in more school support assistant time and school management time required for supervision. 6. Financial Implications 6.1. A capital bid for implementation of UFSM for P4 to P7 free school meals of £8.500m was made with only £1.808m received for P4 and P5 delivery and 6 programmes of works completed to support the delivery of free school meals for P4 children in August 2022 and P5 children in January 2023. 6.2. Total capital funding of £0.401m has been awarded to implement capital works associated with the delivery of P6 and P7 free school meals only for children eligible for Scottish Child Payment from February 2025. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no implications for climate change, sustainability or the environment associated with this report. 8. Other Implications 8.1. There are no other implications to be considered at this time. 9. Impact Assessment and Consultation Arrangements 9.1. This report relates to the planned rollout of a Scottish Government scheme which universally targeted all primary children. There was no requirement to carry out an Equality Impact Assessment in terms of this report. Carole Mackenzie Executive Director (Education Resources) 10 October 2024 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient, and transparent Previous References None List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Lynn Sherry, Head of Education(Support Services and School Estate) Telephone: 01698 8454468 E-mail: lynn.sherry@southlanarkshire.gov.uk 95
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Education Resources) Subject: Update of the Education Resources Risk Register and Risk Control Plan 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] present an update on the Risk Register and Risk Control actions for Education Resources [1purpose] 2. Recommendation(s) 2.1. The Education Resources Committee is asked to approve the following recommendation(s):- [ (1) that the contents of the Resource Risk Register are noted; and (2) that it be noted that the outstanding Risk Control Actions will be progressed by relevant officers. 3. Background 3.1. The Council’s Risk Management Strategy promotes consideration of risk in service delivery, planning and decision-making processes. The Strategy requires Resources to record and review risks and control actions regularly. Education Resources follows the guidance in developing, monitoring, and updating the Risk Register on an ongoing basis. 3.2. The purpose of the Register is to ensure that the Resource is fully aware of its top risks; that these risks are prioritised; and that controls are in place to eliminate or minimise the impact of the risks. 3.3. The Resource scores risks in accordance with the Council scoring mechanism, based on likelihood and impact. This results in risks being scored between one and twenty- five (low – very high). 3.4. Risks are scored on their inherent score (risk if we do nothing) and their residual risk (risk after applying controls). 3.5. The last update of the Education Resources Risk Register was reported to the Education Resources Committee on 5 December 2023. 3.6. The Resource’s top risk register and risk control plan has been reviewed. This work was completed in September 2024. 13 97
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3.7. The Central Risk Management team annually review Resource compliance with the Risk Management Strategy. The outcome of the 2023/2024 review identified that Education Resources achieved 100% compliance, scoring 45 out of a possible 45. 4. Resource Risk Management 4.1. Each Resource has a Resource Risk Management Group which has responsibility for the promotion and management of risk. 4.2. The Education Resources Risk Management Group continues to meet on a quarterly basis as part of the Resource Health and Safety Partnership Working Group. A Resource representative also attends the quarterly Risk Sponsors Meeting. 4.3. The work over the last year has focused on the review and update of the Resource Risk Register and ensuring that the register reflected the Council Plan and individual Service Plans. 5. Risk Register 5.1. Work has been completed by the Resource Risk Group to finalise the review of the Resource Risk Register. The update considered risks at a Service level, as well as strategic council risks. 5.2. The Resource Risk Register will be monitored on an ongoing basis to allow new risks to be added and for the control measures and scores of the existing risks to be reviewed in light of new information. 5.3. Risks can result from internal or external influences, with examples being the impact of projected funding cuts, legislative changes, or the impact of internal service changes. 5.4. The development process for the Resource Plan requires a risk assessment process to be undertaken as appropriate resulting in some actions within the Resource Plan having a corresponding risk identified within the risk register. 5.5. The main changes to the risk register are summarised below: One new very high risk has been added: The Council fails to comply with its statutory duties by not conducting sufficiently robust impact assessments where the same are required, including in respect of budget/service redesign proposals, leading to potential legal and financial challenges, which could result in failure to deliver those proposals. Some key risk wordings have been updated to reflect the current status of risks and/or to provide more straightforward and understandable risk descriptions. The residual risk score in respect of ‘Lack of capacity and skills to meet increased service demands’ has increased from 9 to12 in light of a shift in supply/demand of officers and recruitment difficulties. The risk score has reduced from 16 to 9 in relation to the ‘Implications of the Scottish Fire and Rescue Service Unwanted Fire Alarm Signals Policy within the Council's non-domestic estate’ risk. The continuing risk in this area is mainly in respect of property damage due to a fire when the property is unoccupied out of hours. Our property claims history indicates that the risk of fires in non-domestic properties is low, and additionally our schools are protected either by sprinklers or fire suppression systems, which further mitigate this risk. 98
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5.6. Risks scored 15 to 25 are considered to be very high risks and risks scored 8 to 12 are considered to be high risks. Very high and high risks are monitored closely. The top risks identified for the Resource, that is those that are residually scored as being very high and high, are attached at Appendix 1. 5.7. Appendix 2 provides a comparison of risk scores for 2023 and 2024. This appendix also details changes in risk descriptions. 5.8. Risks evaluated residually as being medium or low risk will continue to be monitored to ensure that they are adequately managed. 6. Insurance Hotspots 6.1. Although Education Resources has good systems in place to support and train staff, the risk of injury to staff from distressed pupil behaviours and resultant potential for litigation remains. An action plan is being prepared following a Health and Safety/training review conducted by the Council’s claims handlers, Gallagher Bassett, with proposals to progress this over the next 12 months to help mitigate against accidents and claims. 7. Horizon Scanning 7.1. Through wider analysis and discussion with the Council’s Risk Sponsors Group, areas that could pose potential threats and risks or present emerging issues and opportunities that could affect the council were identified as follows: Transformational Change The Council is embarking upon a transformational change programme which will include a series of Cross-Cutting Reviews, focussing on Council-wide activities alongside individual Resources reviews. Monitoring of the delivery of transformational change reviews will inform whether an overarching ‘transformational change’ risk requires to be developed and added to the top risk register. Outcomes from the reviews offer mitigation to the top risk on funding. Scotland Excel Supply Chain Intelligence Report A recent Scotland Excel Supply Chain Intelligence report highlights a significant number national and global issues that will present supply chain challenges. This report has been circulated throughout the Council and Resources are being encouraged to prepare and where possible put plans in place to react to the challenges that arise. A further intelligence report is due to be provided by the end of the year. Artificial Intelligence As the capabilities of Artificial Intelligence (AI) continue to evolve, there are potential implications for the council that warrant close monitoring. While AI offers opportunities to enhance efficiency and service delivery, it also presents risks such as ethical concerns, data privacy issues and potential displacement of jobs within the public sector. The rapid pace of AI development may outstrip existing regulatory frameworks, leading to challenges in governance and accountability. Although AI is not currently included in the risk register, it is important to remain vigilant, particularly in areas such as automated decision-making, cybersecurity threats and the integration of AI-driven tools in public services. 7.2. These areas will continue to be monitored to ensure that the Council is adequately prepared to respond where required. 99
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8. Scope and Appetite for Risk 8.1. The Council aims to be risk embracing, that is it will accept a tolerable level of risk in seeking service efficiencies and in agreeing control measures. 8.2. The level of risk facing the Council is measured both before (inherent risk) and after (residual risk) consideration of controls. The council should never carry a very high residual risk exposure as this would indicate instability, but a low residual risk exposure should also be avoided as this indicates lack of innovation. 8.3. The Council’s universal risk tolerance levels were updated as part of the review of the risk management strategy last year, with the ideal risk profile defined as: No more than 10 per cent of residual risks at a very high level No more than 15 per cent of residual risks at a high level Around 50 to 60 per cent of residual risks at a medium level No more than 30 per cent of residual risks at a low level 8.4. Table One below shows Education Resources risk heat map, i.e., it details the total number of risks for each individual residual risk score. Table Two below notes the overall risk profile for Education Resources risks. Table One – Education Resources Heat Map Likelihood 5 Almost Certain 2 4 Likely 4 2 3 Possible 5 4 2 Unlikely 1 1 Rare 1 Negligible 2 Minor 3 Moderate 4 Major 5 Catastrophic Impact Table Two –Education Resources Risk Profile Risk Category Risk Rating Number of residual risks Percentage of residual risks 1 Very high 4 22% 2 High 14 78% 3 Medium 0 0 4 Low 0 0 100
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8.5. Despite the fact that the profile shown in Table Two is out with the ideal universal risk exposure defined by the Risk Management Strategy, the risks shown relate only to Education Resources top risks and those at the highest level currently being faced by the Resource and do not include medium or low risk numbers, the inclusion of which would bring the profile within that of the Council average. 8.6. Education Resources has ensured that all inherent risks scored at a very high and high level have well-informed, costed, practicable and necessary control measures in place and that a clear and workable strategy has been adopted. Where further control measures are required, these are included within the Resource risk control plan. 9. Risk Control Actions 9.1. Progress with completion of Resource Risk Control Actions is monitored monthly by the Central Risk Management team. This is also reviewed by the Resource Risk Group. There are no risk control actions for Education Resources due for delivery. 9.2. Any actions to mitigate risks within the Risk Control Plan will be progressed by the relevant officers within Education. 10. Major projects, partnerships, or change 10.1. Education Resources operates within several high-level partnerships including those in relation to school transport, early learning, and the school estate. 10.2. Appropriate risk management arrangements are in place for these high-level partnerships. 11. Next steps 11.1. The Resource Risk Management Group will continue to meet on a quarterly basis. The Risk Register will be reviewed on an ongoing basis by the group to ensure that risks remain valid for the appropriate service areas and to identify new areas of risk that affect the Resource. An update report will be provided to Committee on an annual basis. 12. Employee Implications 12.1. Time will be required by the Resource Risk Management Group in the management of the Resource Risk Register and Risk Control Plan. 13. Financial Implications 13.1. There are no direct financial implications associated with the Resource’s top risks. There are a number of proposed risks which are classified under the heading of financial. Where this is the case, the appropriate controls and actions have been included in the risk control cards and progress will be monitored. 14. Climate Change, Sustainability and Environmental Implications 14.1. Sustainable development issues are included within the council’s top risk register through being linked directly to the council plan objective ‘make communities safer, stronger and sustainable’ and one of the 5 Education Resources priorities ‘Empower learners to shape and influence actions on climate change and sustainability’. 15. Other Implications 15.1. Failure to demonstrate that risk is actively considered and managed cannot only lead to avoidable financial loss but could also affect delivery of services and could affect the Resources’ reputation. 101
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16. Equality Impact Assessment and Consultation Arrangements 16.1. This report does not introduce a new policy, function or strategy or recommend a change to existing policy, function, or strategy and, therefore, no impact assessment is required. 16.2. Consultation on the content of this report has been undertaken with the Resource Management Team. Carole McKenzie Executive Director (Education Resources) 10 October 2024 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient, and transparent Previous References Report to Education Resources Committee – 5 December 2023 – Update of the Education Resources Risk Register and Risk Control Plan. List of Background Papers None Contact for Further Information If you would like to inspect background papers or want further information, please contact: - Lynn Sherry, Head of Education (Support Services and School Estate) Ext: 5620 (Tel: 01698 455620) E-mail: lynn.sherry@southlanarkshire.gov.uk 102
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Appendix 1 EDUCATION RESOURCES Support Services Education Resources Top Risk Register 2024/2025 Version Control Version 1.2 Version Comment Date 1.0 First Draft. Incorporated changes of description of Risk 1 to reflect language of Top Risks agreed at CMT and added in resource specific risks as identified through discussions at EMT May 2024. 30/08/2024 1.1 Second draft. Incorporated language changes agreed after CMT meeting. Reviewed residual risks in relation to 2024 RASC report. Risk 12 reduced residual risk. 16/09/2024 1.2 New risk added – Impact Assessment. 02/10/2024 103
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Education Resources Top Risk Register 2024/2025 Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service 1. Reduction in available funding and income. The Budget Gap that the council is facing across the medium term is the biggest risk faced by the Council. The Budget Gap is the result of the continued real terms reduction in Government funding as well as the increased demand and increased cost of services including the significant impact of price increases on areas such as inflationary increases on utilities, and increased staff costs due to pay awards. Reduced fees/income received by the Council would add to budget pressures across Services. Council Top Risk Education Resources Continued increasing demand and reducing budgets bring risk of adequate support to children with ASN and potential legal challenges. 25 ▪ Continuous financial monitoring will take place in line with good governance arrangements. ▪ Regular meetings with Corporate Finance and other colleagues assist in reviewing, monitoring and identifying solutions to help work towards a balanced budget. ▪ Review groups both within Education and cross Resource continue to look at more effective service delivery models linked to national frameworks and strategic and operational plans. for example, Corporate Procurement Group, Fleet review. ▪ Financial support for inflationary levels e.g., for employee pay award, utilities and PPP contracts. ▪ Continually reviewing and reprioritising resources to meet increasing needs. ▪ Continued training for staff to provide manage the growth and complexity in supporting children with additional support needs. 20 All 2. The council is unable to support households significantly impacted by the cost-of-living crisis. The council, in conjunction with its partners, is unable to provide the required support to reducing the overall impact of the costs of living crisis on households in South Lanarkshire resulting in increasing levels of poverty, debt, and poorer outcomes for people. Council Top Risk 25 ▪ Working to contribute towards the actions contained within the Child Poverty Action Plan ▪ In the context of the Cost-of-Living Crisis, and in light of school policy statements on assisting with the ‘cost of the school day’, numerous initiatives are in place to support children and families including e.g., breakfast clubs, free school meal payments during holiday periods, support with other welfare payments, sanitary products, IT devices, internet access, recycling school clothing and other physical resources. 20 All 3. The provision of council services is disrupted because of industrial action. Council Top Risk 20 ▪ Work with other Resources to maximise the use of available council staff and target support to priority areas. ▪ Frequent and ongoing support for Headteachers and other managers in providing communications on up-to-date and consistent information for parents and learners. 16 All 104
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service ▪ Dynamic Risk Assessment undertaken to review the position each time a strike is announced. 4. The council fails to comply with its statutory duties by not conducting sufficiently robust impact assessments where the same are required, including in respect of budget/service redesign proposals leading to potential legal and financial challenges, which could result in failure to deliver those proposals. Council Top Risk 20 ▪ Council introducing an integrated impact assessment (IIA) template and new process to follow to ensure all relevant impact assessments are undertaken in response to budget savings or any changes in policy/new policy. ▪ Training for managers to be provided on the completion of IAAs. ▪ Recent completion of individual relevant impact assessments in respect of recently agreed policy change to distance entitlement for mainstream secondary school transport. ▪ Requirement for documents to remain live and be updated as necessary during implementation. ▪ Publishing of IIAs required. 16 5. Third and private sector market capacity. Due to the fragility and lack of capacity of the third and private sector market, providers are potentially unable to sustain their business models, which could result in a deterioration of their service standards and/or provider failure. This could result in the Council seeking alternative service provision in a reduced marketplace to allow us to meet the demand for services. Council Top Risk 25 ▪ Open and regular communication with partnership nurseries and childminders. Ability for other nurseries to become partner providers. ▪ Clear and up to date capacity information held on council early learning and childcare establishments. ▪ Links with SPT to keep abreast of issues within the transport sector in contracting mainstream school transport. ▪ Council procurement frameworks in place for ASN transport, Review underway for 2024. ▪ Work with procurement colleagues where issues arise to secure further suppliers/service providers e.g., counselling services. 12 Early Years 6. The council does not have the appropriate emergency / business continuity plans, contingency arrangements or partnership in place to respond to / or recover from a pandemic / endemic event. Council Top Risk 25 ▪ Contribute to corporate and business continuity forums which provide a horizon scanning and scenario approach so that the impact on schools and services is duly considered. ▪ Strong links established with NHSL Public Health teams to mitigate and take actions associated with a pandemic and/or other health related matters. Pan Lanarkshire Tactical Group able to reconvene under the auspices of the Local Resilience Partnership in the event of Covid-19 or other pandemic scenarios. ▪ Regular liaison with all Headteachers and other stakeholders to provide up to date information on continuity planning, revised curriculum delivery and robust health and safety arrangements to minimise infection transmission in educational establishments including e.g., Risk Assessment, Safe Systems of Work, general 12 Support Services 105
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service health advice via health colleagues to support children, young people and staff, PPE provision. ▪ Specialist support and advice from Educational Psychologists for children, young people and employees. ▪ Frequent and ongoing support for Headteachers and other managers in providing communications on up-to-date and consistent information for parents and learners. ▪ Critical incident procedures are in place and the Management Team will be active in assessing impact and liaising with the council’s business continuity advisor team who report to the CMT. ▪ Continued readiness of alternative service delivery models to be able to adapt to any further potential pandemic restrictions. ▪ Consider a range of approaches to deliver remote learning support if necessary. 7. Failure to improve educational achievement and attainment and meet the aims of the National Improvement Framework. Improvement in attainment particularly in literacy and numeracy, reducing the poverty related attainment gap, promoting health and wellbeing and improving positive school leaver destinations are priorities for all schools. The availability of resources, curricular changes, standards of leadership and wider socio- economic issues can affect levels of attainment and achievement. This applies also to adult literacy and numeracy initiatives as well as other community learning activities. 25 ▪ This is a national issue with schools and establishments taking forward priorities within the National Improvement Framework, (including using PEF and SEF funding) in order to raise attainment in literacy and numeracy, close the equity gap and provide more positive destinations. ▪ Continuous improvement remains an overarching aim of Education Resources with a current focus on health and wellbeing, continuity of learning during the pandemic and focus on recovery as we move forward post pandemic. ▪ Trend data available for analysis. Positive strides have been made in enhancing analytic skills within schools. Progress is monitored continuously at primary and secondary levels and actions taken where required. ▪ Support and challenge from Quality Link Officers and Locality Managers. 12 All 8. Failure to promote positive relationships and understand distressed behaviours. Failure to promote positive relationships and understand distressed behaviours can lead to continuing behaviours which can disrupt effective teaching and learning. It can affect school and individual performance, lower 20 ▪ The 'Promoting Positive Relationships and Understanding Distressed Behaviour' Resource is now embedded across the Resource for all establishments and supported by a learn-online module providing CPD for all staff. Additional specialist intervention training is available where required. Established procedures for clear recording of incidents, including those reported as violent incidents are also in place along with additional supports for those employees affected. 12 Inclusion Services 106
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service employee morale and divert resources from front line provision. This also links into the Council Top Risk Failure to ensure the health, safety and wellbeing of employees and the protection of service users and members of the public in the delivery of council services also detailed in number 17 below. Failure to proactively understand distressed behaviour and continue to seek positive strategies in relation to children and young people can lead to serious physical or psychological injury as well as creating barriers to learning, affecting council reputation and increasing the risk of litigation. ▪ Multi agency planning processes based on a staged intervention approach facilitate information sharing and robust assessment and planning responses. ▪ Continued use of anti-bullying guidance ‘Treat Me Well’ developed in partnership with Respect Me, the national organisation for anti- bullying. ▪ Schools now using this as a basis when considering the introduction of a variety of supports such as peer mentors, mediation, health ambassadors and other initiatives to support the messages of anti- bullying, respect and the importance of positive mental health and wellbeing. Process for recording and monitoring of incidents in place. ▪ Pupil counselling services in place. ▪ Working group with Trade Union partners to consider issues and consider potential improvement to processes. ▪ Use of data gathered/research undertaken post lockdown to assist with issues arising post covid pandemic lockdown periods. ▪ Availability of training to support effective learning and teaching for children with additional support needs. ▪ Implementation of the action plan from Gallagher Bassett Health and Safety Training Review. 9. Procurement activity is affected by supply chain issues; a lack of resources; non-compliance or legal challenge. Failure to meet statutory procurement requirements can result in poor contract management, poor value for money, legal challenge and financial penalty. Council Top Risk 25 ▪ Representation on Corporate Procurement Review Groups. ▪ Regular meetings with procurement colleagues on issues arising and planning for contract requirements and contract renewals. ▪ Working with the Central Procurement Team to ensure an effectively targeted PEF/SEF spend while still ensuring procurement compliance. ▪ Regular interface meetings between Education and Procurement to allow sharing and resolving of issues and to ensure compliance. ▪ Significant project work on Education Services Procured Service Arrangement (PSA) involving cross Resource inputs. 12 All 10. Lack of clear and complete data transfer from early years to P1 in relation to child protection or support required with ASN. 16 ▪ Ensure manual processes are in place for the transfer of all relevant data, which should be complete and timely, and in place while IT solution is being sought. ▪ Consider adequate resourcing to support new developments, impact analysis of service requirements and levels of training rollout. 12 All 107
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service ▪ Cross Resource working on risk mitigation. Work with other local authorities to gain shared solutions where possible, design in-house systems or purchase IT products. 11. Lack of capacity and skills to meet increased service demands. A significant reduction in appropriately trained and competent employees as a result of budgetary reduction can result in poor performance, ineffective change management, reduced levels of provision, establishment closures, unsafe working practices, low morale and stress. Council Top Risk 20 ▪ The Resource Learning, Development and Workforce Planning Board provide clear strategic direction on employee development linked directly to corporate and Resource planning. A Resource Learning and Development Plan is in place. Workforce planning and succession planning procedures are well established. Staff undertake a range of mandatory courses to ensure compliance with essential relevant training requirements. There is effective partnership working with Trade Unions on outcomes from wide scale consultative processes such as the Employee Survey. ▪ Where budget savings have reduced the number of employees within a service, a review of priorities and tasks is completed to ensure change is planned and the impact on all stakeholders is minimised as far as possible. ▪ Education has seen a significant increase in online employee learning and agreed a formal partnership with TUs on future mandatory training. ▪ Training improves practice and provides effective risk control. On- going resources available via the Education run Staff Leaning Centre. Inclusion Hub and the recently launched ‘Feed’. ▪ Ongoing consideration to changes in recruitment approaches e.g., timing and advertising options to maximise levels of interest. 12 12. Combating Climate Change and working towards Net Zero. Inability to take the necessary action due to funding constraints, to combat climate change, and work toward achieving net zero carbon emissions by 2045, thereby contributing to negative and irreversible environmental, social and economic impacts on the council and its residents Council Top Risk 25 ▪ Close working with other Resources to reduce energy usage and non-recyclable waste within educational establishments. ▪ Membership of the council’s Climate Change and Sustainability Steering Group. ▪ Participation in Climate Literacy training for some Education Staff, to raise general awareness and promote the Climate Change Agenda to others. ▪ ‘Empower learners to shape and influence actions on climate change and sustainability’ is now one of Education Resources’ 5 key priorities. ▪ Facilitating children and young people to raise awareness and use their voice on the agenda of climate emergency, for example Youth Forum on Climate Change and Sustainability and Mini COP event for primary schools (COS1 October 2022). 12 Support Services / CQIS 108
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service ▪ Seek to share experiences and knowledge with colleagues from the West Partnership. ▪ Working with schools on promoting the environmental aspects of the curriculum and encouraging pupil ownership of local targets. ▪ Continued programme of PV installations where possible – figures as at 2024, 58 primary schools. 13. Implications of the Scottish Fire and Rescue Service (SFRS) Unwanted Fire Alarm Signals Policy within the council's non-domestic estate. Whilst the risk of a fire starting within a non- domestic council property remains the same, the change in SFRS policy may result in a delayed response to the fire from the SFRS, increasing the severity of damage to the property and enhancing risk to life or injury from the fire. Although not a legislative change, the council do not currently have appropriate mechanisms in place to mitigate the potential impact of the change in SFRS policy. Council Top Risk 25 ▪ Publication of updated Guidance Document (GD24) for Property Responsible Persons (PRP), aligning with national guidance issued by the SFRS and Fire Industry Association. ▪ Communication with all PRP including management and personnel bulletins. ▪ Establishment of a new training module for relevant PRPs and staff. ▪ Support provided from Support Services Co-ordinators. ▪ Control measures will continue to be identified and refined as understanding of how the policy change will impact building management and evacuation procedures. 9 Schools / Early Years / Support Services 14. The Council fails to comply with or meet the expected standards of scrutiny and deliver the improvement actions identified by regulatory bodies. Inability to meet minimum requirements of Education Scotland or Care Inspectorate - either in council run or partner establishments. Council Top Risk Education Resources ▪ risk to the delivery of statutory duties if central teams are cut considerably and failure to support and deliver on the National Standards for EY. 25 ▪ Use of Care Inspectorate Quality Frameworks and other National Improvement Frameworks to enhance practice. ▪ Improvement plans developed at both establishment and service level. Support and challenge from Quality Link Officers and Locality Managers. ▪ Access to resources, training and regular meetings with HQ Officers and Heads of Service. ▪ Regular engagement with early years partner providers with access to support and training. 9 Early Years / Schools / CQIS 109
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service ▪ Wider risk to maintaining a high-quality educational service including the risk to attainment, achievement and school inspections. ▪ Reduction in key performance measures as a consequence of savings. 15. Information governance not subject to adequate control ICT and other data rich processes in Education fail to meet service user, employee and legislative requirements. Failure to have an effective strategy and mechanisms in place to manage and protect the data we hold can increase the risk of fraud, theft, organised crime and cyber-attacks as well as leading to loss of trust with stakeholders and damage to the reputation of the Resource and Council. Failure to comply with legislative requirements associated with information governance and data management (including GDPR sharing data, systems failure, virus attack, loss of confidential or sensitive information, outdated equipment, inappropriate access, misuse of email and online protection) will have adverse consequences for the council. Council Top Risk 20 ▪ Mandatory information governance training/GDPR. ▪ Information sharing protocols and data transfer procedures are in place. ▪ Operating Procedure providing guidance on the use of electronic devices. ▪ As part of the school ICT managed service contract, virus protect software is updated and downloaded regularly, and workstations and servers are also refreshed regularly. ▪ Appropriate Privacy Impact Assessments in place for all 3rd party apps in use within schools. ▪ Continued development of online systems for more effective data collection, analysis and secure storage and retrieval e.g., introduction of ParenstPortal. 9 All 16. Failure to meet Child Protection and other care and wellbeing legislation. Failure to meet Child Protection requirements can result in significant harm to children and young people. Failure to provide appropriate levels of care and welfare within school can lead to harm, injury, isolation and create barriers to learning. Failure to progress a Healthy Lifestyle 25 ▪ Our Child Protection procedures are firmly embedded in all schools and services. The importance of reporting and recording arrangements on our management information systems is well established. All schools have a policy on notification of unauthorised pupil absence. ▪ GIRFEC is an Improvement Priority within Resource and Establishment planning. Child Protection training is mandatory for all employees. 9 Inclusion Services 110
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service agenda can lead to poor eating habits, lack of exercise and poor health as well as challenging behaviours, disruption and poor engagement. Failure to manage nonattendance can result in increased risks for children, lower attainment and achievement, disengagement with key services, poor results for schools and damage to council reputation. ▪ Effective participation in the multi-agency Children’s Services planning process. ▪ External validation on care and welfare practices is in place via HMIe / Care Inspectorate inspections. ▪ Emphasis on supporting vulnerable children, young people and families within our recovery planning. ▪ Enhanced support through continued roll out of Pathfinders, 17. Inability to maintain infrastructure assets and property in a safe and well- maintained condition and failure to achieve objectives of asset / property reviews. Council Top Risk 16 ▪ Liaison with Housing & Technical colleagues to ensure any spend, particularly from a reducing budget or where markets conditions are incurring higher than normal costs, is targeted to priority areas. ▪ Issues relating to health and safety, wind and watertightness or which threaten service closure are treated as priority, however other elements of maintenance may then be progressed at a slower pace. ▪ ICT contract in place for provision of ICT in schools, however any future financial constraints may affect elements of provision. 9 Schools / Early Years / Support Services 18. Failure to ensure the health, safety and wellbeing of employees and the protection of service users and members of the public in the delivery of council services. Failure to comply with current Health and Safety legislation and guidance can result in injury or death to employees and service users. The council would be liable for such occurrences and as such at risk of prosecution. Council Top Risk 20 ▪ All educational establishments use the Corporate Occupational Health and Safety Management System. ▪ Detailed Employee Health and Safety risk assessments and SSOW for all sectors and curricular areas. All properties are inspected regularly in line with Fire and Workplace Health and Safety regulations. A Health and Safety Training Matrix and Resource Health and Safety Strategy Group in place. ▪ Clear processes for Fire Inspection and Property Maintenance Audits are in place in all establishments. ▪ Incident reports are analysed monthly in partnership with HTR (break-in, fire, and vandalism). ▪ Schools have fire sprinkler or suppressor systems. ▪ Regular liaison with the council’s Health and Safety Team. ▪ Headteachers and managers are supported in their management of risk by Support Services Co-ordinators. ▪ All grade 5 Managers and above will complete IOSH accredited training. 8 Support Services 111
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Appendix 2: Comparison of the 2024 and 2023 Resource risk registers Risk Category Key risk 2023 Residual risk score 2024 Residual risk score Change in residual risk scores Changes to key risk descriptions 1 Very High (15-25) Reduction in available funding and income. 20 20 No change Amended wording. The council is unable to support households significantly impacted by the cost-of-living crisis. 20 20 No change Disruption to council services as a result of industrial action 16 16 No change The council fails to comply with its statutory duties by not conducting sufficiently robust impact assessments where the same are required, including in respect of budget/service redesign proposals leading to potential legal and financial challenges, which could result in failure to deliver those proposals. n/a 16 New risk 2 High (8-12) Third and private sector market capacity. 12 12 No change The council does not have the appropriate emergency / business continuity plans; contingency arrangements or partnership in place to respond to / or recover from a pandemic / endemic event. 12 12 No change Failure to improve educational achievement and attainment and meet the aims of the National Improvement Framework. 12 12 No change Failure to promote positive relationships and understand distressed behaviours. 12 12 No change 112
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Procurement activity is affected by supply chain issues; a lack of resources; non-compliance or legal challenge. 12 12 No change Lack of clear and complete data transfer from early years to P1 in relation to child protection or support required with ASN. 12 12 No change Lack of capacity and skills to meet increased service demands. 9 12 To reflect recruitment issues. Combating Climate Change and working towards Net Zero. 12 12 No change Amended wording Implications of the Scottish Fire and Rescue Service (SFRS) Unwanted Fire Alarm Signals Policy within the council’s non- domestic estate 16 9 Our property claims history indicates that the risk of fires in non-domestic properties is low, and additionally our schools are protected either by sprinklers or fire suppression systems, which further mitigates this risk. Failure to comply with or meet the expected standards, scrutiny levels, or improvement as identified by regulatory bodies 9 9 No change Information governance not subject to adequate control 9 9 No change Failure to meet Child Protection and other care and wellbeing legislation. 9 9 No change Inability to maintain infrastructure assets and property in a safe and well-maintained condition and failure to achieve objectives of asset / property reviews. 9 9 No change Failure to ensure the health, safety and wellbeing of employees and the protection of service users and members of the public in the delivery of council services. 8 8 No change 113
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 29 October 2024 Report by: Executive Director (Education Resources) Subject: Consultation Responses 1. Purpose of Briefing Report 1.1. The purpose of the report is to:- [purpose] inform Committee on a number of responses made by Education Resources as part of ongoing consultation processes at both local and national level [1purpose] 2. Recommendation(s) 2.1. Committee is asked to approve the following recommendation(s):- [recs] (1) that the consultation responses made by Education Resources be noted. cs] 3. Background 3.1. Education Resources are required to respond to a number of consultations across the year encompassing a wide spectrum of topics from areas such as curriculum and school improvement to school infrastructure. 3.2. Effective consultation is based on timely and meaningful responses being made and responding to these, demonstrates our commitment to influencing change and decision making. 3.3. By prioritising our responsiveness and engagement, Education Resources can ensure that our policies align closely with the national context. 4. Consultations 4.1. The following consultations have been completed to date this session: • Education (Scotland) Bill - This Bill aims to set the legislative framework to replace the Scottish Qualifications Authority (SQA) and remove the inspection function from Education Scotland, thus creating two new organisations. The Scottish Government sought stakeholder views on the provisions for the Bill. Our response is shown at Appendix 1. • Schools (Residential Outdoor Education) (Scotland) Bill – This Bill aims to ensure that all pupils in state and grant-aided schools have the opportunity to experience at least four nights and five days of residential outdoor education during their school career. The Scottish Government sought stakeholder views on the provisions for the Bill. Our response is shown at Appendix 2. 14 115
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5. Employee Implications 5.1. None. 6. Financial Implications 6.1. None. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no implications for climate change, sustainability or the environment associated with this report. 8. Other Implications 8.1. There are no implications for sustainability or risk in terms of the information contained within this report. 9. Equality Impact Assessment and Consultation Arrangements 9.1. This report does not present a new strategy, policy or plan and is therefore not subject to equality impact assessment. 9.2. There was no requirement to undertake any formal consultation in terms of the information contained within this report. Carole McKenzie Executive Director (Education Resources) 10 October 2024 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships. Previous References None List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Stewart Nicolson, Head of Education (Secondary) Ext: 4475 (Tel:01698 454475 ) E-mail: stewart.nicolson@southlanarkshire.gov.uk 116
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Appendix 1 The Education (Scotland) Bill: 1. Several reports, including the OECD Review of the Curriculum for Excellence and Professor Ken Muir’s report “Putting Learners at the Centre. Towards a Future Vision for Scottish Education”, have recommended reforming the current Scottish Qualifications Authority. How well do you think this Bill addresses the concerns raised in those reports? The key messages from the OECD relate to the difference in approach to curriculum design and delivery in the BGE and in the Senior Phase. The requirements of our existing model of qualifications form a significant factor in this. In addition to ‘high stakes’ for individual learners, the use of SQA pass rates as a proxy for the success (or otherwise) of individual establishments, and of the education system, further creates pressure to ‘teach to the test’. On P144 of the OECD report, a way forward is offered for consideration: “A key question that would require some consideration would be whether the agency responsible for curriculum proposed above should also be responsible for assessment design for learners from ages 3 to 18. A separate body might be responsible for the regulation and quality of qualifications, currently part of the remit of the Scottish Qualifications Authority, but the development work would be undertaken alongside the development of the curriculum”. Professor Muir recommended that the awarding and accreditation functions be split. He refers to a lack of trust and transparency between the SQA and its stakeholders and refers to the potential conflict of interest in terms of the awarding and accreditation functions as the SQA, ‘marking its own homework’. He goes on to acknowledge the issues raised by OECD in relation to the role of the new awarding body, stating: The proposed public body, Qualifications Scotland, must be able to adapt to new forms of qualification and assessment that arise, for example from the outcomes of Professor Hayward's work once she has reported. It will need to be agile and responsive to the rapidly changing needs of learners as well as employers and the tertiary sector. A critical feature of its work will be to ensure it communicates clearly and regularly with all stakeholders. In the period following the publication of Professor Muir’s report there has been a change of approach by the SQA in that there has been a drive to improve engagement with stakeholders, including ADES, and there is evidence of increased transparency and consultation with young people and other stakeholders. The Bill as it stands addresses the requirement for collaboration with, and accountability to, stakeholders by formalising governance arrangements and including the Strategic Advisory Council, the learner charter, the teacher and practitioner charter and by making provision for other charters should they be required. 117
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However, the Bill does not address the fundamental issue relating to the impact of the existing qualifications model on the organisation and delivery of the Curriculum, and the pressures relating to the disproportionate focus on a subset of qualifications data as an accountability measure. As it stands, there remains no link between the agency responsible for curriculum design and delivery and Qualifications Scotland as the agency devising and awarding qualifications. This fundamental issue requires that a qualifications model be established that reflects the purposes and priorities of the curriculum, rather than having a curriculum designed to meet the requirements of high-stakes examinations. As such, the structure of the organisation is less important than the link to the rest of the system in the delivery of a revised model of qualifications. There is a danger that change will be minimal and that the existing elements of the system are simply being repackaged. A change of name and structure is not a sufficient response to Muir and OECD recommendations; it does not address the underlying issues as identified in the reports. Cultural and behavioural change in national organisations is required. For example, Professor Muir noted the review of qualifications and assessment to be undertaken by Professor Hayward which was at that time in planning. That work, including extensive consultation with all stakeholders, has been completed. If this Bill is to have real impact, it must support the development and implementation of a new qualifications model with the findings of the Hayward review (‘It’s Our Future’) at its centre. 2. The Bill sets out measures designed to better involve learners, teachers and others in the new body’s decision-making. What do you think about these measures? Measures designed to better involve learners, teachers and others in the new body’s decision-making are welcomed. However, the implementation of the Bill will determine the extent to which learners, teachers and stakeholders will be partners in the decision-making process for the new body. Further detail to explain the ways in which the new agency links to other agencies and how will it work in partnership with the system to build capacity would be welcome. It would be helpful to set out a clear partnership model within the Bill. It is noted that the qualification system is reliant on the local authority workforce, but the voice of local authorities seems not to be considered. 3. The Bill also creates several Charters, designed to let people know what they can expect when interacting with Qualifications Scotland. What is your view of these Charters? The concept of Charters is a positive one. The challenge will be to ensure that expectations are met fully. 118
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The question arises as to the way in which the Charters are used and the extent to which this will be monitored, evaluated and challenged at an independent level rather than internally by the new Body. 1. Part 2 of the Bill establishes the role of HM Chief Inspector of Education in Scotland, setting out what they will do and how they will operate. What are your views of these proposals? E.g. Do they allow for sufficient independence? The independence of the new HM Chief Inspector of Education is an important aspect of the role, in order that they are able to support and challenge the system in an impartial and non-political manner. The Bill offers a unique opportunity for the new post holder to establish a credible way forward for the scrutiny function, which is increasingly seen as no longer fit for purpose; we see that attempting to drive improvement by inspection has not proved successful. The credibility of the position will be impacted by the extent to which it is seen to be independent. As such, the inspection process and decisions on the nature and format of inspections must be the sole responsibility of the new HM Chief Inspector. This will require genuine independence and the freedom for the Chief Inspector to carry out the role and report findings in an objective manner. 2. What are you views on the reporting requirements set out in the Bill, including the requirement to report on the performance of the Scottish education system? The reporting requirements set out in the Bill are positive and welcomed with the following observations: • A focus on improvement and a commitment for genuine partnership working to drive the change process across the system is critically important • The format and scope of inspection reports should reflect local and national contexts rather than adopt a 'one size fits all' model. This might note contextual issues and challenges rather than simply be a ‘snapshot in time’ offered without consideration of context. • It is important that reporting is carried out in a timeous manner so that emerging messages and exemplars of good practice can be shared quickly. 3. Are there any powers HM Chief Inspector should have that are not set out in the Bill? The new Chief Inspector should have such powers as are required to ensure that relevant changes and improvements are made to the new agency quickly. This might include: • the power to simplify the existing scrutiny landscape; • the freedom to engage fully with key stakeholders; 119
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• the opportunity to work in partnership with national groups to minimise duplication of effort in existing areas of work such as Collaborative Improvement and What Makes a Good Education Authority. 1. In your view, what should the outcomes of the Bill be? The outcomes of the amended Bill should be: • that stakeholders at every level of the system have the opportunity and voice to ensure the development of a self-improving system. This should include Local Authorities. • that the underpinning issues raised by OECD and Ken Muir be revisited in the implementation of this Bill ie more than structural change is needed. • from the perspective of learners, the curriculum and qualifications landscape should be forward-looking and relevant in terms of design and implementation. • a commitment to include the implementation of the Hayward review as an immediate priority for the new qualifications body. 2. Do you have any other comments on the Bill? The Scottish education system for the 21st century requires a more significant change in its qualifications and national agency model than a superficial make-over. The Bill does not reflect the questions and recommendations raised in the Muir report, Hayward report, OECD and ICEA over the last few years. Consideration should be given to the underlying issues and the means by which they can be addressed. A technical reorganisation which leaves the same people performing the same functions in more or less the same way is unlikely to bring about the transformational change the system requires on behalf of children and young people. 120
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Appendix 2 Schools (Residential Outdoor Education) (Scotland) Bill 1. Do you agree that every local authority school pupil and pupils in grant-aided schools should have the opportunity to attend a course of residential outdoor education? If so, what are your views on the Bill’s proposal that this consists of four overnight stays and five days, not necessarily consecutive? We agree that outdoor education can enrich parts of each school’s curriculum. We already make efforts to ensure that our schools can offer these opportunities as far as possible. We feel it is important however that schools themselves are empowered to determine what types of opportunity, and their duration, are most suitable for their own learners. Shifting from enrichment to entitlement does bring some practical issues that we feel require further consideration: • Given that schools already have this authority, further consideration is required on whether this is unnecessary legislation. The Bill is unclear on why a statutory duty is required. • The Bill would bring considerable cost implications which require further detailed analysis to provide assurance that this is affordable, that budget will not be taken from elsewhere (including from related programmes of activity) and that it will not undermine a school’s flexibility across another curricular areas. • The Bill would potentially create the need to change staff employment contracts to ensure adequate supervision and supply cover. This would require formal negotiation. • The Bill would create additional workload for local authorities in ensuring quality of external provision and compliance with requirements around risk management, health and safety and insurance. • Overall, a consistent definition of “residential outdoor education” would be helpful to ensure suitable and compliant guidance is available to schools. 2. The Bill does not stipulate what pupils should be entitled to this residential outdoor education as this will be set out in guidance, although the member’s preference is that this should apply to all pupils between P6 and S4. What are your thoughts on the stage at which pupils should be entitled to this residential outdoor education? Do you think this should be set in guidance or should it be on the face of the Bill? The P6 to S4 stages are currently typical for this offering. Lower age groups may require management of additional risks which are usually mitigated by increased supervision which can increase cost. However, we do not believe that there is an optimum age to the benefit of outdoor education. We believe that this element, along with duration should be 121
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left out. This would allow schools, to reflect on their curriculum rationale and to give full consideration to aspects such class size, class composition, timing, parental and pupil preference as well as arrangements for those unwilling or unable to attend. 3. The Bill requires the Scottish Government to provide funding for the provision of residential outdoor education. What do you think about this measure? It would be very unlikely that we would be able to meet the proposed legislative requirement without a coherent cost strategy and separate budget allocation which takes account of likely challenges and budget pressures including those arising from a volatile and unpredictable transport market, insurance, staff cover and overtime costs. In addition, the cost of increased support to schools around assessment of risk, determining suitable venues and providers through effective procurement, recording and monitoring. 4. Any other comments? We are supportive of the principles of the proposed Bill but have concerns over the time needed to produce a clear framework within which schools and local authorities can work to achieve the required compliance. 122