Agenda Document Pack - Education Resources Committee - 28/01/2025
South Lanarkshire Council · 28 January 2025
Back to Education Resources Committee — 28 January 2025 and its agenda
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Council Offices, Almada Street Hamilton, ML3 0AA Monday, 20 January 2025 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, 28 January 2025 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 29 October 2024 submitted for approval as a correct record. (Copy attached) 5 - 14 Monitoring Item(s) 3 Education Resources - Revenue Budget Monitoring 2024/2025 Joint report dated 31 December 2024 by the Executive Director (Finance and Corporate Resources) and Interim Executive Director (Education Resources). (Copy attached) 15 - 20 4 Education Resources - Capital Budget Monitoring 2024/2025 Joint report dated 6 January 2025 by the Executive Director (Finance and Corporate Resources) and Interim Executive Director (Education Resources). (Copy attached) 21 - 24 5 Education Resources – Workforce Monitoring – October and November 2024 Joint report dated 31 December 2024 by the Executive Director (Finance and Corporate Resources) and Interim Executive Director (Education Resources). (Copy attached) 25 - 32 6 Education Resource Plan: Quarter 2 Progress Report 2024/2025 Report dated 19 December 2024 by the Interim Executive Director (Education Resources). (Copy attached) 33 - 60 2
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Item(s) for Noting 7 South Lanarkshire Council Multiply Project Report dated 11 December 2024 by the Interim Executive Director (Education Resources). (Copy attached) 61 - 66 8 Strategic Approach to Raising Secondary Attainment Report dated 19 December 2024 by the Interim Executive Director (Education Resources). (Copy attached) 67 - 74 9 Support for Equality, Diversity and Inclusion Report dated 19 December 2024 by the Interim Executive Director (Education Resources). (Copy attached) 75 - 88 10 Achievement of Literacy and Numeracy Curriculum for Excellence Levels 2023/2024 Report dated 19 December 2024 by the Interim Executive Director (Education Resources). (Copy attached) 89 - 100 11 Youth, Family and Community Learning - Service Update Report dated 19 December 2024 by the Interim Executive Director (Education Resources). (Copy attached) 101 - 112 12 Celebrating Success in Education Report dated 19 December 2024 by the Interim Executive Director (Education Resources). (Copy attached) 113 - 118 13 Notification of Contracts Awarded: 1 April 2024 to 30 September 2024 Report dated 8 January 2025 by the Interim Executive Director (Education Resources). (Copy attached) 119 - 124 14 Scottish Public Pensions Agency Consultation on the Scottish Teachers Pension Scheme Report dated 6 January 2025 by the Executive Director (Finance and Corporate Resources). (Copy attached) 125 - 134 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 Microsoft Teams and in Committee Room 1, Council Offices, Almada Street, Hamilton on 29 October 2024 Chair: Councillor Lynsey Hamilton Councillors Present: Councillor Alex Allison, Councillor John Anderson, Councillor Ross Clark, Councillor Maureen Devlin (substitute for Councillor Margaret Cowie), Councillor Allan Falconer, Councillor Grant Ferguson, Councillor Elise Frame, Councillor Alistair Fulton, 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 Lesley McDonald (substitute for Councillor Mo Razzaq), Councillor Mark McGeever, Councillor Graham Scott, Councillor Bert Thomson, Councillor Margaret B Walker, Councillor David Watson Councillors' Apologies: Councillor Margaret Cowie, Councillor Joe Fagan (ex officio), Councillor Mo Razzaq External Members Present: Naomi Baxter, Jennifer Gaffney, Joan Lennon, Angela Milton, Reverend Jillian Storrie External Member’s Apology: Christine Hall 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); L Harvey, Finance Manager (Resources); E Maxwell, Human Resources Business Manager; K McLeod, Administration Assistant; E A McGonigle, Administration Adviser Chair’s Opening Remarks The Chair congratulated Angela Milton on her recent appointment as the nominated religious representative from the Roman Catholic Church. 1 Declaration of Interests The following interest was declared:- Councillor(s) Item(s) Nature of Interest(s) Marrs Community Learning and Development (CLD) Strategic 3-Year Plan 2024 to 2027 Close connection to participants of the priority outcomes 2 5
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2 Minutes of Previous Meeting The minutes of the meeting of the Education Resources Committee held on 20 August 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 2024/2025 A joint report dated 2 October 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 9 August 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 9 August 2024, the projected outturn position for the Resource was a breakeven position. 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 Employers’ Pension Contribution Increase (Teachers) The Finance Manager (Resources) responded to members’ questions in relation to:- the reported underspend, based on anticipated demand, for footwear and clothing grants being less than budget and ensuring there was a maximisation of auto-enrolment for benefits the Education Resources’ reserves remaining for the full year 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’ 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. [Reference: Minutes of 20 August 2024 (Paragraph 4)] Angela Milton joined the meeting during consideration of the this item of business 4 Education Resources - Capital Budget Monitoring 2024/2025 A joint report dated 1 October 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 to 9 August 2024. 6
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The total Capital Programme for 2024/2025 was £9.042 million and remained unchanged since the last update to the Committee on 20 August 2024. The financial position for Education Resources was provided in Appendix A to the report. Expenditure to 9 August 2024 was £3.750 million and forecast for the financial year was £9.042 million. 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 20 August 2024 (Paragraph 6)] 5 Education Resources - Workforce Monitoring – July to September 2024 A joint report dated 11 October 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 July to September 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 questions in relation to accident/incident reporting and, where information was not readily available, undertook to provide this to relevant members. The Committee decided: that the report be noted. [Reference: Minutes of 20 August 2024 (Paragraph 7)] 6 Community Learning and Development (CLD) Strategic 3-Year Plan 2024 to 2027 A report dated 3 October 2024 by the Executive Director (Education Resources) was submitted advising of progress made in the review and drafting of the Community Learning and Development (CLD) Plan for 2024 to 2027. All local authorities had a statutory obligation to produce a 3-year CLD Plan as set out in The Requirements for Community Learning and Development (Scotland) Regulations 2013: Guidance for Local Authorities, the ‘CLD Regulations’. Key to the successful implementation of the 3-year CLD Plan (2024 to 2027), attached as Appendix 1 to the report, would be to align 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. The Plan outlined the CLD Partnership’s commitment to the shared vision to ‘improve the quality of life for people of South Lanarkshire by offering vibrant learning and development opportunities that lead to personal development and community empowerment’ and to meet the challenges ahead. 7
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Information was provided on the following areas:- the 12 priority outcomes agreed by the CLD Partnership a review of the governance arrangements mapping unmet need access to ESOL (English for Speakers of Other Languages) digital access workforce development consultation and strategic connections The Youth, Family and Community Learning Manager responded to members’ questions on various aspects of the report and, where information was not immediately available, undertook to provide this to the relevant members. The Committee decided: (1) that the CLD Strategic 3-year Plan 2024 to 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. [Reference: Minutes of 8 February 2022 (Paragraph 13)] Councillor Marrs, having declared an interest in the above item of business, withdrew from the meeting during its consideration 7 School Holiday Dates for Session 2025/2026 A report dated 10 October 2024 by the Executive Director (Education Resources) was submitted on the proposed holiday arrangements for schools in South Lanarkshire for session 2025/2026. A range of stakeholders, including Parent Councils and employee trades unions, had been consulted on the proposals. The proposed school holiday and in-service schedule for South Lanarkshire for the 2025/2026 academic session was detailed in Appendix 1 to the report and met all related legislative requirements. A consultation with stakeholders had shown a significant majority agreed with those arrangements. The Committee decided: (1) that the proposed school holiday and in-service day schedule for South Lanarkshire for the 2025/2026 academic session, as detailed in Appendix 1 to the report, be approved; and 8
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(2) that the 7 May 2026 in-service day, aligning with the expected date of the Scottish Parliamentary elections, remained subject to change should the election take place on an alternative date. Those changes being:- move the in-service day to match the new election date or if no election occurred during the 2025/2026 session, move the in-service day to Friday 1 May 2026 [Reference: Minutes of 26 September 2023 (Paragraph 9)] 8 Improving Relationships and Behaviour in Schools: Ensuring Safe and Consistent Environments For All Joint Action Plan 2024 to 2027 A report dated 10 October 2024 by the Executive Director (Education Resources) was submitted providing an update on the national Joint Action Plan for improving relationships and behaviour in schools and outlining the next steps for ensuring key actions within South Lanarkshire were addressed. The ‘Improving relationships and behaviour in schools: ensuring safe and consistent environments for all – Joint Action Plan 2024 to 2027’ had been published in summer 2024 and followed on from the most recent ‘Behaviour in Scottish Schools Research (BISSR) 2023’ and Relationships and Behaviour in Scottish Schools summits. The Action Plan had been developed by the Scottish Advisory Group on Relationships and Behaviour in Schools (SAGRABIS) and was formally jointly owned by the Scottish Government and COSLA. Progress would be monitored by SAGRABIS and an annual report would be published jointly by the Scottish Government and COSLA. The sixth wave of the BISSR research would take place in the last phase of the plan and would provide further insight on national progress. The plan had been developed based on a consensus that the current standards of relationships and behaviour in Scottish schools were not meeting expectations, as detailed in paragraph 3.3 of the report. The Joint Action Plan emphasised the ongoing importance of relational approaches that combined high warmth with high standards and expectations, in line with national guidance. The Joint Action Plan set out 20 key actions to be delivered between 2024 and 2027 in 3 phases as follows:- 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) Priorities for each of those phases were also set out in the plan. Actions were set out under 8 themes which were fully detailed in paragraph 4.2 of the report, together with an assessment of the position for South Lanarkshire Council at section 5 of the report. South Lanarkshire Council had implemented a wide range of approaches and strategies to enhance relationships and behaviour in schools. The Joint Action Plan would further refine the already well-developed strategic approach in this area. It was expected that the Joint Action Plan would considerably inform improvement activity from 2024 to 2027. The Principal Psychologist responded to members’ questions on various aspects of the report. 9
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The Committee decided: (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 actions proposed to address aspects of the Joint Action Plan within South Lanarkshire be noted. 9 Relationships and Behaviour National Action Plan: Funding to Build Capacity in Support Staff in Schools A report dated 10 October 2024 by the Executive Director (Education Resources) was submitted providing an update on the additional support materials and training recently developed to support those employees working with children with complex additional support needs. In November 2023, the latest ‘Behaviour in Scottish Schools Research’ (BISSR) report was published. This survey, which had been updated periodically since its first release in 2006, examined the perspectives of headteacher, teacher and support staff on relationships and behaviour in publicly funded mainstream schools. It also included insights from key local authority representatives across Scotland. The 2023 research revealed a general trend of increased negative behaviours and decreased positive behaviours in schools. Support staff were more likely to encounter almost all types of serious, disruptive behaviours among pupils. In response to the findings, the Scottish Government had allocated £900,000 to support the training of support staff. The Council received an allocation of £57,000 from this funding. The proposal, fully detailed at section 4 of the report, involved a training offer being developed using the funding. Three in-service days would be used in both the 2024/2025 and 2025/2026 school years. School Support Assistants would be brought together in the Corporate Banqueting Hall for a full day’s high quality training which would be comprised of the following 3 elements:- provision of input on Emotion Coaching delivered by the Council’s Educational Psychology Service motivational session delivered by Tree of Knowledge provision of a Resource Folder to complement the training The next steps were set out in section 5 of the report whereby training would take place in November 2024, February, May and November 2025, and February and May 2026. Around 1,100 support staff would be trained over the next 2 years with prioritisation based on data and local knowledge relating to their school. A recording would be made of the event so that it could be shared with those unable to attend. The Head of Education (Support Service and School Estate) responded to a member’s question in relation to the prioritisation of the training. The Committee decided: that availability of additional resources and training plans in response to the funding allocated around Relationship and Behaviour National Action Plan be noted. 10
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10 Mobile Phones in Schools A report dated 10 October 2024 by the Executive Director (Education Resources) was submitted:- advising of new national guidance on the use of mobile phones in schools providing an update on the next steps for Education Resources The Scottish Government had 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. Since the 2013 publication, technology had advanced significantly, and the COVID-19 pandemic had further integrated mobile communication into all sectors of society. New guidance, launched on 15 August 2024, entitled ‘Mobile Phone Guidance in Scotland’s Schools’, provided schools and local authorities with updated guidance on developing local policies regarding mobile phone use in schools. The new guidance promoted positive relationships and behaviour and was underpinned by principles of respectful and responsible mobile technology use. The guidance also aligned with the ‘Relationships and Behaviour in Schools: National Action Plan 2024 to 2027’, published on the same day. Information on the current use of mobile technology in South Lanarkshire was detailed in section 4 of the report. The next steps were outlined in section 5 of the report. The United National Convention of the Rights of the Child (UNCRC) (Incorporation) (Scotland) Act 2024 required that young people had a voice in any policy that affected them. Therefore, any draft guidance document would be circulated for consultation in each school, and the views of young people recorded and considered before finalisation of the document. The Head of Education (Primary and Early Years) responded to members’ questions in relation to various aspects of the report. The Committee decided: that the content of the report be noted. In terms of Standing Order No 14, the Chair adjourned the meeting at 11.03am for a 7 minute period. The meeting reconvened at 11.10am without the attendance of Councillor McGeever 11 Attendance Strategy A report dated 10 October 2024 by the Executive Director (Education Resources) was submitted providing:- an overview of Education Resources new Pupil Attendance Strategy for schools a briefing around the work designed to support school leaders in improving pupil attendance and tackling the poverty related attendance gap The Scottish Government emphasised the need for schools to support attendance for all and create appropriate support for those who found attending schools challenging. Attendance was defined in the Scottish Government publication ‘Included, engaged and involved part 1: promoting and managing school attendance’ as the “participation in a programme of educational activities arranged and agreed by the school”. Engaging in school and in learning was crucial to ensure that children and young people met their full potential. The key rights, duties and legal obligations in relation to attendance as outlined, in ‘Included, engaged and involved’, were detailed in paragraph 3.2 of the report. 11
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There was a nationwide concern about reduced levels of school attendance, particularly since the COVID-19 pandemic. Figures published by the Scottish Government had shown a drop in overall school attendance rated to 90% in 2022/2023 which was down from 92% in 2020/2021. National statistics had provided evidence that there was a poverty related gap in attendance and certain groups were more vulnerable to low attendance, as detailed in paragraph 3.5 of the report. In the most deprived areas of Scotland, attendance averaged 86.8% while in the least deprived areas it reached 93.5%. Across Scotland, sickness was identified as the most common reason for authorised absences and truanting for unauthorised absences. Detailed information was provided in sections 4 to 7 of the report on:- pupil attendance in South Lanarkshire pupil attendance in session 2023/2024 following a bespoke Attendance Test of Change (TOC) programme the Improving Pupil Attendance in South Lanarkshire 2-Year Strategic Plan 2024 to 2026 planned outcomes The new Pupil Attendance Strategy, which was attached at Appendix 2 to the report, would centre around 7 key areas, as detailed in paragraph 6.2 of the report. The creation of the Pupil Attendance Strategy for 2024 to 2026 would outline, for the next 2 years, the specific aspects of support that would be delivered to schools along with new initiatives and opportunities to encourage and support improved attendance. This would be a fully inclusive approach which would also consider groups that were most vulnerable to low attendance. The Head of Education (Primary and Early Years) responded to a member’s question in relation to bespoke work around chronic attendance issues. The Committee decided: (1) that the plan outlined for improving attendance be noted; and (2) that the work outlined to support the Attendance Strategy be noted. 12 Implementation of the Scottish Government’s Universal Free School Meals Programme – Capital Funding A report dated 10 October 2024 by the Executive Director (Education Resources) was submitted providing an update on the progress with the capital requirements for the roll-out of the Scottish Government’s Universal Free School Meals (UFSM) programme. In 2014, the Scottish Government announced its commitment to provide UFSMs for all P1 to P3 children and this commenced in 2015. In 2021, the Scottish Government made a further commitment to provide UFSMs for all primary school pupils by 2026. It was recognised that to roll this programme out, councils would 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. It was identified that a number of primary schools would require capital works to meet the demands of the UFSM programme. For South Lanarkshire Council, a total of 31 individual projects were identified at an estimated funding requirement of £8.500 million. Those forecasts were submitted to the Scottish Government in October 2021 to allow for the expansion of UFSM to P4 to P7 children. 12
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However, in 2022/2023, the Scottish Government provided funding of £1.808 million to support the expansion of UFSM to P4 and P5 pupils only. Six projects, as detailed in paragraph 3.5 of the report, were undertaken. Free school meals were then delivered to P4 children from August 2022 and to P5 children from January 2023. Recent developments on the UFSM programme were detailed in section 4 of the report and included details of:- the further work which had been undertaken by the Scottish Government in June 2023 to identify the capital cost estimate to complete the UFSM expansion to P6 and P7 children. This would be split into 2 phases due to financial constraints, as set out in paragraph 4.1 of the report the estimated capital costs which had been submitted by the Council to the Scottish Government in September 2023 which had outlined both phases of the implementation, as detailed in paragraph 4.2 of the report the capital funding confirmed for the first phase of delivering UFSM to P6 and P7 children, which had been confirmed in full which, as detailed in paragraph 4.3 of the report, would come in 2 tranches the projects proposed to be completed in 2024/2025, subject to final tender submissions being acceptable The Head of Education (Support Service and School Estate) responded to members’ questions on various aspects of the report and, where information was not readily available, undertook to provide this to relevant members. The Committee decided: that the progress on the roll-out of the Scottish Government’s Universal Free School Meals (UFSM) programme be noted. 13 Update of the Education Resources’ Risk Register and Risk Control Plan A report dated 10 October 2024 by the Executive Director (Education Resources) was submitted providing an update on Education Resources’ Risk Register and Risk Control Actions. The Resource had followed Council guidance in developing, monitoring and updating its Risk Control Register on an ongoing basis. The Register had been developed to ensure that the Resource:- was fully aware of the main risks was able to prioritise those risks had controls in place to eliminate or minimise the impact of the risk The risks were scored in accordance with the Council’s scoring mechanism which scored risks based on likelihood and impact of risk. This resulted in risks being scored between 1 to 25 (low to high). Risks scored 15 to 25 were considered to be very high risks and those scored 8 to 12 were considered high risks. Very high and high risks were monitored closely. The central Risk Management team annually reviewed Resource compliance with the Risk Management Strategy. The outcome of the 2023/2024 review identified that Education Resources had achieved 100% compliance. 13
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The top risks identified for the Resource, that is those that were residually scored as being very high and high, were attached in Appendix 1 to the report. The main changes to the Risk Register were summarised in paragraph 5.5. One new very high risk had been added as follows:- ‘the Council failed to comply with its statutory duties by not conducting sufficiently robust impact assessments where the same were 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’ A comparison of the 2024 and 2023 Resource Risk Registers was detailed in Appendix 2 to the report. This appendix also detailed changes in risk descriptions. Actions to mitigate risks within the Risk Control Plan would be progressed by relevant officers within the Resource. The Committee decided: (1) that the contents of the Resource Risk Register be noted; and (2) that it be noted that the outstanding Risk Control Actions would be progressed by relevant officers. [Reference: Minutes of 5 December 2023 (Paragraph 11)] 14 Consultation Responses A report dated 10 October 2024 by the Executive Director (Education Resources) was submitted providing information on a number of responses made by Education Resources as part of ongoing consultation processes at both local and national levels. Education Resources was required to respond to a number of consultations across the year which encompassed a wide range of topics from areas such as curriculum, school improvement and school infrastructure. The following completed consultations were detailed in appendices 1 and 2 to the report:- Education (Scotland) Bill Schools (Residential Outdoor Education) (Scotland) Bill The Head of Education (Senior Phase) responded to a member’s question in relation to the Schools (Residential Outdoor Education) (Scotland) Bill. The Committee decided: that the consultation responses made by Education Resources be noted. 15 Urgent Business There were no items of urgent business. 14
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Executive Director (Finance and Corporate Resources) Interim 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 1 November 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 third 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 provides the 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 1 November 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 1 November 2024 is £5.850m, with £3.436m still to spend. This includes known staff costs for the period April 2024 to March 2025. 3 15
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4.3. In relation to SEF funding, spend and commitment to date is £1.648m with £0.210m 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 of these Scottish Attainment Challenge funded areas. 5. Employee Implications 5.1. None 6. Financial Implications 6.1. As at 1 November 2024, the Resource’s projected outturn position for 2024/2025 is a breakeven position. This is outlined in the attached appendices. 6.2. This position reflects underspends in Early Years staffing offset by a projected overspend in teacher costs due to cover, overspends in relation to mainstream transport costs, demand led school placements and additional costs of janitorial and classroom supplies in schools. There are underspends with the Early Learning and Childcare (ELC) core budget and a projected underspend in the cost of footwear and clothing grant provision. There is also an over recovery of Early Years fees and income from other local authorities which is reflected in the position. 6.3. The Resource is currently showing a balanced financial position as at 1 November 2024. A number of budget areas have been trailed in previous reports – an update is provided below. 6.4. Cost of Transport: As previously advised, the 2024/2025 forecast for mainstream transport costs is a significant cost increase from Strathclyde Passenger Transport (SPT) based on contract renewals and assumptions around price increases. After one-off funding solutions, the overspend of £5.201m on the core budget has been reduced and is included in the overall Transport and Plant overspend of £2.3m detailed in the Appendices. 6.5. Teacher Numbers: The Summary statistics for schools in Scotland 2024 was published on 10 December 2024. Across Scotland there was a decrease in both the number of pupils and the number of teacher full time equivalents (FTE). The total number of teachers across all sectors including ELC decreased by 621 and the number of pupils by 3,100 between 2023 and 2024. 6.6. For South Lanarkshire Council, the number of teachers decreased by 65 due to the removal of non-recurring Council funding for targeted support and a reduction in the number of newly qualified teachers available nationally. The data shows that the number of pupils increased by 8 and the pupil teacher ratio increased from 13.2 to 13.4 during this period due to the teacher number reduction. Following release of the data, the Scottish Government have advised that for 2024/2025, South Lanarkshire will receive in full its anticipated share of the £145.5m (£9.379m) which will support the costs of teachers this financial year. This had already been assumed in the Budgeted position for the year. 6.7. Communication continues with the Scottish Government to consider the impact of their anticipated commitments for 2025/2026 including mitigations and local issues impacting on teacher numbers, the baseline for teacher numbers for 2025 and the level of funding being provided in support of the three commitments in the budget agreement statement. 16
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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. 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. Integrated 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) Anne Donaldson Interim Executive Director (Education Resources) 31 December 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 1 November 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 17
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Appendix A SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Committee: Period 8 Ended 1 November 2024 (No. 8) 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. 463,729 463,729 0 0.00% 281,714 Service Heading Explanation for significant projected outturn variances Education 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 income from fees. These underspends and over recovery are supporting pressures within the Service and across the Resource. Transport The cost of transport continues to be a rising pressure this year. Support for these costs is being met through the one-off use of reserves and underspends in other areas of the budget. 18
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Appendix B SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Resources Committee: Period Ended 1 November 2024 (No.8) 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 329,762 329,327 435 under 0.13% 195,908 1, d, e, f, g Property Costs 37,630 37,835 (205) over (0.54%) 26,156 b, c, f, g Supplies & Services 12,004 12,284 (280) over (2.33%) 3,383 2, d, e, f, g Transport & Plant 18,064 20,377 (2,313) over (12.80%) 12,074 3, c, d, f, g Administration Costs 1,438 1,393 45 under 3.13% 998 4, f, g Payments to Other Bodies 32,161 32,869 (708) over (2.20%) 18,926 5, d, f, g Payments to Contractors 46,477 46,222 255 under 0.55% 26,188 a, g Transfer Payments 2,686 2,466 220 under 8.19% 2,257 6, g Financing Charges 407 407 0 - 0.00% 132 f, g Total Controllable Exp. 480,629 483,180 (2,551) over (0.53%) 286,022 Total Controllable Inc. (16,900) (19,451) 2,551 over recovered (15.09%) (4,308) 7, d, f, g Net Controllable Exp. 463,729 463,729 0 - 0.00% 281,714 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 increased spend on materials within schools due to pupil growth and the increased demand for equipment required by children with complex needs. 3. The overspend is mainly due to the cost of school transport for mainstream schools based on SPT forecasts. 4. The underspend reflects spend on Early Years conferences/meetings being lower than budget. 5. 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. 6. The underspend is based on anticipated demand for footwear and clothing grants being less than budget. 7. 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 expenditure commitments in Early Years service. Net Effect £0.140m: Payments to Contractors £0.140m. b. Transfer to Finance & Corporate Resources in respect of Procurement Savings. Net Effect (£0.032m): Property Costs (£0.032m). c. Transfer from Corporate Items in relation to school transport and rates poundage. Net Effect £3.289m: Property Costs £1.204m and Transport Costs £2.085m. d. Establish budget for income received for Gaelic, SEF, Care Experienced funding and Mental Health and Wellbeing funding. Net Effect £0.000m: Employee Costs £2.078m, Supplies and Services £0.208m, Transport Costs £0.117m, Payments to Other Bodies £0.487m and Income (£2.890m). e. Realignment of budget to reflect Pupil Equity Fund programme delivery. Net Effect £0.000m: Employee Costs £2.589m and Supplies and Services (£2.589m). f. Realignment of budget to reflect current service delivery. Net Effect £0.000m: Employee Costs (£0.055m), Property Costs (£0.167m), Supplies and Services (£0.015m), Transport Costs £0.006m, Administration Costs £0.031m, Payments to Other Bodies £0.148m, Financing Charges £0.017m and Income £0.035m. g. Realignment of DMS. Net Effect £0.000m: Employee Costs £0.260m, Property Costs £0.107m, Supplies and Services (£0.947m), Transport Costs (£0.018m), Administration Costs £0.286m, Payments to Other Bodies £0.314m, Payment to Contractors £0.005m, Transfer Payments £0.396m, Financing Charges (£0.003m) and Income (£0.400m). 19
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Executive Director (Finance and Corporate Resources) Interim 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 1 November 2024 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation:- [recs] (1) that the Education Resources capital programme of £8.371 million, and forecast expenditure of £8.371 million, be noted. [1recs] 3. Background 3.1. This is the third 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 revised budget of £8.371 million for Education Resources is based on the overall Capital Programme for 2024/2025 (June 2024), and includes updates approved by the Executive Committee on 13 November 2024 (£0.671m net decrease). 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 £8.371 million and includes budget amendments, totalling a net decrease of £0.671 million, which have been approval by the Executive Committee. The details of these amendments are shown in Appendix A. 5.2. 2024/25 Forecast Appendix A shows a forecast for the financial year of £8.371 million. For information, actual expenditure to 1 November 2024 is £4.887m. 4 21
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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. Integrated 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 integrated 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 Anne Donaldson Interim Executive Director (Education Resources) 6 January 2025 Link(s) to Council Values/Priorities/Outcomes Accountable, Effective, Efficient and Transparent Previous References Executive Committee, 13 November 2024 List of Background Papers Financial ledger to 1 November 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 22
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Appendix A South Lanarkshire Council Capital Expenditure 2024-25 Education Resources Programme For Period 1 April 2024 – 1 November 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 1,373 (1,603) 5,533 5,533 - 3,749 ICT Developments 1,638 - - 1,638 1,638 - 784 Free School Meals 230 332 - 562 562 - - Education Other 603 35 - 638 638 - 354 TOTAL 8,234 1,740 (1,603) 8,371 8,371 - 4,887 For Information Only Budget Adjustments presented for approval by Executive Committee, 13 November 2024: Budget Adjustments Universal Free School Meals Law Primary Nursery Expansion Stonelaw High School City Deal – Secondary Schools Total Budget Adjustments £0.332m £0.200m £0.050m (£1.253m) (£0.671m) 23
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Executive Director (Finance and Corporate Resources) and interim Executive Director (Education Resources) Subject: Education Resources – Workforce Monitoring – October and November 2024 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide employment information for October and November 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 October and November 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 14 September 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 October and November 2024. 4. Monitoring Statistics 4.1. Attendance Statistics (Appendix 1) Information on absence statistics is analysed for the month of November 2024 for Education Resources. The Resource absence figure for November 2024 was 6.2%, this figure has increased by 1.2% when compared to the previous month and is 0.7% lower than the Council-wide figure. Compared to November 2023, the Resource absence figure has increased by 0.6%. Based on the absence figures at November 2024 and annual trends, the annual average absence for the Resource for 2024/2025 is 4.8%, compared to a Council- wide average figure of 5.7%. 5 25
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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, 492 referrals were made this period. This represents an increase of 107 when compared with the same period last year. 4.3. Accident/Incident Statistics There were 73 accidents/incidents recorded within the Resource this period. 4.4. Discipline, Grievance and Dignity at Work (Appendix 2) During the period, 4 disciplinary hearings were held within the Resource, this figure has increased by 1 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. Two grievances were raised within the Resource, this figure has increased by 2 when compared to the same period last year. No Dignity at work complaints were raised within the Resource, this figure has remained the same when compared to the same period last year. 4.5. Analysis of Leavers (Appendix 2a) There were a total of 47 leavers this period eligible for an exit interview. This figure has increased by 13, when compared with the same period last year. 12 exit interviews were conducted in this period, this figure has increased by 2 when compared to the same period last year. 5. Staffing Watch (Appendix 3) 5.1. There has been an increase of 158 employees in post from 11 June 2024 to 14 September 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. 10. Integrated Impact Assessment and Consultation Requirements 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. 26
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10.2. There was no requirement to undertake any consultation in terms of the information contained in this report. Jackie Taylor Executive Director (Finance and Corporate Resources) Anne Donaldson Interim Executive Director (Education Resources) 31 December 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 – 29 October 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: Elaine.Maxwell@southlanarkshire.gov.uk 27
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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 6.5 October 3.4 2.7 3.8 October 4.8 4.0 5.0 October 5.8 5.1 6.0 November 7.9 7.1 7.8 November 4.7 4.3 5.0 November 6.2 5.6 6.2 November 6.5 6.2 6.9 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 6.2 Annual Average 3.4 3.3 3.5 Annual Average 4.6 4.5 4.8 Annual Average 5.7 5.4 5.7 Average Apr-Nov 5.5 5.1 5.6 Average Apr-Nov 2.8 2.6 3.0 Average Apr-Nov 4.0 3.8 4.2 Average Apr-Nov 5.4 4.9 5.4 3276 4040 7316 15836 Appendix 1 Absence Trends - 2022/2023, 2023/2024 & 2024/2025 Education Resources Council WideAPT&C Teachers Resource Total No of Employees at 30 November 2024 No of Employees at 30 November 2024 No of Employees at 30 November 2024 No of Employees at 30 November 2024 28
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Oct - Nov Oct - Nov 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 182 187 REFERRALS TO COGNITIVE BEHAVIOUR THERAPY 1 0 TOTAL 385 492 Oct - Nov Oct - Nov 2023 2024 Specified Injuries* 0 0 Over 7 day absences 2 1 Over 3 day absences** 2 1 Minor 40 6 Near Miss *** 8 1 Violent Incident: Physical**** 289 60 Violent Incident: Verbal***** 43 4 Total Accidents/Incidents 384 73 Oct - Nov Oct - Nov 2023 2024 Total Number of Hearings 3 4 Time Taken to Convene Hearing October - Oct to Nov 2024 0-3 Weeks 4-6 Weeks Over 6 Weeks 0 4 0 Oct - Nov Oct - Nov 2023 2024 Number of Grievances 0 2 Still in Progress 0 2 Oct - Nov Oct - Nov 2023 2024 Number of Incidents 0 0 RECORD OF DIGNITY AT WORK 124 148 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. ***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 ****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 27 44 Appendix 2 EDUCATION RESOURCES 51 113 29
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Oct- Nov Oct - Nov 2023 2024 Career Advancement 6 10 Moving outwith area 1 0 Personal Reasons 3 1 Other 0 1 Number of Exit Interviews conducted 10 12 Total Number of Leavers Eligible for Exit Interview 34 47 Percentage of interviews conducted 29% 26% ANALYSIS OF REASONS FOR LEAVING Appendix 2a EDUCATION RESOURCES 30
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As at 14 September 2024 F/T P/T F/T P/T Teachers 711 114 2177 1032 4034 Other 104 95 587 2469 3255 Total Employees 815 209 2764 3501 7289 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 0.00 0.00 0.00 3600.11 3600.11 Other 5.00 1240.13 1087.44 137.72 48.60 11.00 0.00 0.96 0.00 2530.85 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 Appendix 3 Salary Bands *Full - Time Equivalent No of Employees Salary Bands MALE FEMALE TOTAL JOINT STAFFING WATCH RETURN EDUCATION RESOURCES *Full - Time Equivalent No of Employees MALE FEMALE TOTAL 31
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Interim Executive Director (Education Resources) Subject: Education Resource Plan: Quarter 2 Progress Report 2024/2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide the Education Resource Plan Quarter 2 Progress Report 2024/2025 for the period 1 April 2024 to 30 September 2024 [1purpose] 2. Recommendations 2.1. The Committee is asked to approve the following recommendations:- [ (1) that the Education Resource Plan Quarter 2 Progress Report 2024/2025 as summarised in paragraph 5.2. and attached in full as Appendix 2 be noted; (2) that the key achievements made by the Resource to date, as detailed in paragraph 5.3. of this report, be noted; (3) that the areas for improvement and associated management actions, as detailed in paragraph 5.4. of this report, be noted; and (4) that the additional scrutiny outlined in paragraph 5.5, in relation to reporting the updated status of those measures identified as ‘report later’ at Quarter 4 2023/2024, be noted. 3. Background 3.1. The Education Resource Plan 2024/2025 was approved by Committee on 21 May 2024 and sets out the outcomes, measures and actions to be managed and delivered by the Resource for the financial year 2024/2025. 3.2. The Resource Plan follows the agreed corporate structure and style. The Plan is a key element of the Council’s performance management arrangements and provides details of the context within which the Resource operates and establishes actions and measures for the year ahead based on the Outcomes set out in the Council Plan Connect 2022-2027. 4. Resource Outcomes 2024/2025 4.1. The Resource has established several outcomes to support the delivery of the Connect Outcomes in 2024/2025. These are detailed at Appendix 1. 5. Quarter 2 Progress Report 2024/2025 5.1. Progress against all Resource Plan measures is contained in the Quarter 2 Progress Report 2024/2025, attached as Appendix 2. This report has been produced from the Council’s performance management reporting system IMPROVe, and uses a traffic light format with the following definitions to give a status report on each measure: 6 33
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Status Definition Blue Project complete Green The timescale or target has been met as per expectations Amber There has been minor slippage against timescale or minor shortfall against target Red There has been major slippage against timescale or major shortfall against target Report later The information is not yet available to allow us to say whether the target has been reached or not. This will be reported when available Contextual Included for ‘information only’, to set performance information in context 5.2. Measures which are classified as ‘red’ are considered in detail at section 5.4. of this report. To ensure adequate scrutiny of performance across all Resources, the council’s Performance and Review Scrutiny Forum may consider ‘red’ and/or ‘amber’ measures at a future meeting. The overall summary of progress to date is set out in the table below. Status Measures Statistical Project Total % Blue 0 4 4 9.1% Green 6 20 26 59.1% Amber 0 2 2 4.5% Red 0 0 0 0% Report later/Contextual 12 0 12 27.3% Totals 18 26 44 100% (Data correct as at 30 September 2024) 5.3. Key achievements for 2024/2025, to date, are noted below: 5.3.1. Connect Outcome Communities and Environment Resource Outcome Achievement Empower learners to shape and influence actions on climate change and sustainability On 19 September, our Youth Forum for Climate Change and Sustainability received training in Teach the Teacher. Teach the Teacher is a global, youth-driven initiative that empowers students to engage with their educators on the topic of climate change. Participating students receive training to equip them with the skills and knowledge necessary to deliver a one-hour lesson to their teachers. This lesson highlights the experiences of young people facing the climate crisis and emphasises the importance of incorporating climate education into all subjects. Teachers are then provided with ongoing support to integrate climate- related content into their teaching practices. A new chair and vice chair have been successfully elected to our Climate Change and Sustainability Forum to ensure sustained progress. 34
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Connect Outcome Education and Learning Resource Outcome Achievement Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy SQA examination results for the 2024 exam diet were published by SQA on 6 August 2024. South Lanarkshire Council (SLC) pupils were presented for over 80,000 qualifications at National 5, Higher and Advanced Higher levels. When compared with National pass rates (based on entries in other Local Authorities) attainment levels in SLC are above the National Pattern. In addition, following on from the Insight update which collates and analyses all S4-S6 attainment data across the SCQF framework, young people across SLC are performing well, particularly in S4 at SCQF Level 5. All secondary schools have participated in a Performance and Improvement meeting with staff from Education Resources to review senior phase attainment and plan for improvement to ensure we continue to achieve positive outcomes for our learners. These meetings have featured high quality professional dialogue with senior school leaders taking ownership of their attainment story, with a solution- focused and innovative approach to continuing to raise attainment. An increasing percentage of our primary schools are now offering play-based learning at each stage between Primary 1-3. Since this data has been gathered, there have been further establishments who have engaged in training with the Development Officer and are beginning to embed the approach at Primary 1 stage. There is also one establishment implementing this approach across a P1-4 class. Current levels: Primary 1: Approximately 79.4% Primary 2: Approximately 53.7% Primary 3: Approximately 24.1% There is evidence of practice change in line with the SLC Being Me Play Strategy. This has been noted in HMIe reports. Overall progress: Column1 Play Schools Literacy Achieved All Schools Literacy Achieved 2022/2023 70.21% 66.90% 2023/2024 77.27% 74.50% Column1 Play Schools Numeracy Achieved All Schools Numeracy Achieved 2022/2023 88.65% 76.90% 35
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Support children and young people to develop their skills for learning, life and work 2023/2024 96.53% 81.40% Opening of the refurbished and extended Our Lady of Lourdes Primary School. Opening of the final 52-week standalone nursery as a result of 114 hours expansion – Wooddean Early Learning and Childcare Centre (ELCC) in Bothwell. Pathfinders 32 young people associated with gang related culture participated in Pathfinders activities throughout the summer period via a partnership between Stonelaw Pathfinders and Rutherglen Universal Connections (UC). Activities included Go Karting, Swimming and Football. 16 Pathfinder young people from across South Lanarkshire participated in a year-long programme aimed at promoting children’s rights. This included hosting a visit by Minister for Children, Young People and The Promise, Natalie Don- Innes MSP. The young people were able to share their findings with the Minister. 13 young people involved in anti-social behaviour have participated in the Young Team programme delivered in partnership between Cathkin Pathfinders and the Campus Police Officer. The programme included workshops on knife crime and gang culture. 20 pupils have participated in work experience programmes; 5 received an SCQF qualification in barista skills in August through Calderside Pathfinders programme. East Kilbride Youth Family and Community Learning Service Achievement Awards Event On 10 June 2024, the accomplishments of learners from the 2023/2024 academic year were honoured and celebrated at the Achievement Awards Event hosted by the East Kilbride Youth, Family and Community Learning Service. Nearly 200 parents, friends and distinguished guests gathered at East Kilbride Universal Connections to celebrate the achievements of 96 youth and adult learners, who collectively received 145 awards, including 47 accredited recognitions. The ceremony featured awards tailored to various groups, acknowledging individual achievements, volunteer efforts, and contributions to the community. Additionally, learners were presented with nationally recognised awards such as Dynamic Youth Awards, Youth Achievement Awards, Saltire Awards, ASDAN (Award Scheme Development and Accreditation Network) Awards, and training certificates in Emergency First Aid and Food Hygiene. The event was well attended by parents and carers, educators, VIP guests, and representatives from partner organisations. 36
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Mobilize Music Project To September 2024, the Mobilize Music Project has engaged almost 150 young people aged between 12 and 25 in music-based learning opportunities. These free opportunities have included access to music rehearsal spaces, recording sessions for the annual album project where young people write and record original songs for release, live performance opportunities through our monthly gig nights and open mic nights, access to music tuition on drums, guitar, ukulele and vocals and group singing as part of the choir group. Led by a democratically elected committee of young people and made possible by self- generated funding from the well used community rehearsal facility, which is accessed by both young people and adults, income from live events, and with continued funding from Creative Scotland’s Youth Music Initiative, the project remains very popular. Many learners have reported increased aspirations and have progressed to further learning opportunities such as further and higher education courses or progressing to engaging in live performance at music venues in Glasgow and beyond. Learners also report increases in self-esteem and confidence, and they report that participation in the project results in much improved wellbeing. Connect Outcome: Health and Wellbeing Resource Outcome Achievement Improve health and wellbeing to enable children and families to flourish SLC work on Cost of the School Day was presented at the national Facing Up to Poverty in Schools Network and highlighted as an example of good practice. Attachment Accreditation - Over a quarter of establishments have achieved their first pledge award (48 establishments), 11 have achieved a second pledge and 5 have achieved 3 pledge awards. The accreditation groups have been impressed by the quality of the submissions and the range of Attachment Informed Practice taking place across establishments. Emotion Coaching - Almost 400 participants from over 90 establishments have been trained in emotion coaching. Feedback from the training is consistently positive and data gathered from participants a few months after training demonstrates that it is making a positive difference in a range of ways: - participants use of language with children and young people - understanding and being able to de-escalate distressed behaviour - participants are modelling the approach for others to use 37
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Lifelines Programme. Those trained to date include: - 216 key secondary school staff working across 17 mainstream schools - 160 primary school staff at locality events - 10 ASN school staff attended an adapted version of training for the ASN context - 34 YFCL staff trained over 2 sessions in Universal Connections - 110 Social Work Resources staff attended bespoke training - Training rollout has now moved to a multiagency model. Thus far 86 partners from across Children’s Services have taken part in the multiagency training, including representatives from Police Scotland, Social Work Resources, NHS Lanarkshire (including School Nursing), Education Resources and 3Third Sector colleagues. - The development of a short online course to highlight key messages has been viewed by over 90 staff within South Lanarkshire Council. Lifelines Lanarkshire training has been thoroughly evaluated, using pre-, post- and follow up evaluations. These have consistently shown staff reporting increased knowledge and understanding of self-harm and suicide and importantly 80%+ report increased confidence in assessing level of risk, creating a safety plan and using Lifelines Lanarkshire Flowchart with children and young people. Connect Outcome: Children and Young People Resource Outcome Achievement Ensure inclusion, equity and equality are at the heart of what we do. Our UNCRC guidance Making Rights Real was fully revised and consulted on at our successful Inclusion Conference. Work continues to improve attainment for care experienced children and young people. In working to the themes within The Promise, South Lanarkshire Education has focused on improving attainment for care experienced children over the past two years, using the stretch aims required by the Scottish Government. Schools have implemented actions to support individual children. In the first year of reporting on the stretch aims, South Lanarkshire Education reached their stretch aim for attainment in three of the four categories. We also improved in post school destinations and reduced the number of times that care experienced young people were excluded. This year, the current position on stretch aims is that we are on track to overtake our stretch aims in all areas of attainment. Over the past two years we have also been consistently above the average attainment level for care experienced children across Scotland. 38
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National Autism Implementation Team Training- ‘We were expecting you’. Over 180 practitioners attended the first two sessions including teachers, support assistants and senior leaders. Evaluation responses highlighted that 88% of those who attended felt that their understanding of Autism had improved as a result of the training. 81% stated that they had made environmental changes within the classroom to support Autistic learners. All said that they would use a visual timetable and reduce language in class. 96% said that they had a better understanding of how to be a neuro-affirming practitioner. Colleagues from Early Years, Educational Psychology, the Inclusive Education Service, Speech and Language therapy, Community Paediatrician Service and Health Visiting teams have worked in partnership and created a robust assessment-based pathway for considering children for placement in specialist early years provisions - ELU Hamilton and Kirkstyle. We know that placing children in provisions other than mainstream is life changing and that these decisions should only be taken where there is robust, multi-agency planning and assessment in place. The group have made a number of recommendations, many of which are now operational. New Home Tuition Guidance for Schools applying has been distributed and is included in the refreshed Inclusion and Equality Framework. Over 200 adults have been supported to increase their skills in literacy and numeracy using the Social Practice Model of adult learning where learning is contextualised according to a learner’s interests, aspirations and goals. Additionally, 25% of these have gone on to successfully achieve accredited qualifications in SQA Core Skills (Communication / Numeracy / ICT) or REHIS (food safety). 189 English for Speakers of Other Languages (ESOL) learners attended YFCL ESOL provision across South Lanarkshire. 31 learning programmes were delivered across the 4 localities enabling learners to develop their English Language skills. The ESOL provision included classes at 5 different levels, Employability classes, Family Learning, ESOL Learners volunteering within their local community, and an ESOL Cafe and Chat drop-in. During the Summer period, the ESOL programme of activities provided additional support for learners and their families. Provision included ESOL classes at 5 different levels, including one online ESOL class, ESOL Employability classes and ESOL Family Learning. The ESOL learners also took part in a variety of free educational and cultural visits to Edinburgh and Stirling Castle, as well as walking trips which allowed them to explore tourist 39
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walking routes and research key landmarks within their local community. The ESOL drop-in sessions provided a safe space for participants to improve their mental health and wellbeing by engaging in community activities. These activities afforded learners the opportunity to share their experiences of living in Scotland, fostering a sense of community and belonging. ‘Multiply on Tour’ successfully engaged 581 adults in a series of summer events, highlighting the prevalence of numeracy in everyday life and promoting opportunities for adult learning. Targeted promotional efforts resulted in a substantial increase in adult participation in numeracy learning, with 196 learners benefitting from embedded numeracy provision across South Lanarkshire Council. Connect Outcome: Housing and Land Resource Outcome Achievement No Resource Outcomes for this Connect Outcome Connect Outcome Our Economy Resource Outcome Achievement No Resource Outcomes for this Connect Outcome 5.3.2. In addition to working towards these Outcomes, we recognise that the Council will continually aim to improve and ensure effective and efficient use of resources, and that business will be conducted with integrity and transparency and will operate to the highest standards. To monitor and report progress against these values, Resource outcomes have also been connected under the heading Delivering the Plan and achieving Best Value. 5.4. Areas for improvement There were no measures that have been classified as ‘red’ (major slippage against timescale or shortfall against target) 5.5. Report later Measures in the quarterly progress reports which are not blue, red, amber or green can be assigned a status of ‘report later’ or ‘contextual’. There were no “report later” or” contextual measures” at Quarter 4, 2023/2024. 6. Employee Implications 6.1. The outcomes noted within the Resource Plan will inform the Service Action Plans, where applicable, and in turn the Performance Appraisal process for individual employees. 40
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7. Financial Implications 7.1. The outcomes within the Resource Plan are reflected in the respective annual Resource Revenue and Capital budgets and, longer term, within the framework of the council’s approved Financial Strategy. 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no climate change or environmental implications as a result of this report. 8.2. The Council acknowledges the serious and immediate threat of climate change and is committed to accelerating the pace of action in response to the climate emergency and in Scotland’s transition to a net-zero and climate resilient society and economy. All Resource Plans have recognised sustainable development and climate change as a key area of focus for 2024/2025. 9. Other Implications 9.1. A significant element of the delivery of the outcomes in the Community Plan 2022 to 2032 will come through the achievement of the actions contained within Connect. 9.2. Resource Plan actions are assessed as part of the Resource’s risk management arrangements and relevant issues have been added to the Resource Risk Register. 10. Integrated Impact Assessment and Consultation Arrangements 10.1. Many of the actions detailed within the Resource Plan reflect ongoing strategies and policies which will be or have been the subject of consultation and equality impact assessment. Anne Donaldson Interim Executive Director (Education Resources) 19 December 2024 Link(s) to Council Values/Priorities/Outcomes The Resource Plan has been structured upon the Vision, Values and Outcomes in the Council Plan Connect 2022-2027 Previous References Council Plan Connect 2022-2027 – approved by the full Council on 15 June 2022 Education Resource Plan 2024/2025 – approved by Committee on 21 May 2024 List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact: Gary Lambie (Performance, Planning and Operations Manager) Ext: 4495 (Tel: 01698 454495) E-mail: gary.lambie@southlanarkshire.gov.uk 41
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Appendix 1 Education Resource Outcomes 2024-25 Connect Outcomes Resource Outcomes Communities and Environment • Empower learners to shape and influence actions on climate change and sustainability Education and Learning • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work Health and Wellbeing • Improve health and wellbeing to enable children and families to flourish Children and Young People • Ensure inclusion, equity and equality are at the heart of what we do Housing and Land • No Resource Outcomes for this Connect Outcome Our Economy • No Resource Outcomes for this Connect Outcome Delivering the Plan and achieving Best Value • The council demonstrates high standards of governance and sound financial stewardship • Customers experience high quality and improving council services • The workforce has the skills, flexibility and capacity to deliver the council’s priorities • Digital and ICT services meet the needs of the council and its customers 42
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IMPROVe - SLC Performance Management System Report printed on 7 Jan 12:36 Quarter 2 : April 2024 - September 2024 South Lanarkshire Council Education Resource Plan (This represents the cumulative position to September 2024) Performance Report 2024-25 Appendix 2 6 43
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IMPROVe - SLC Performance Management System Report printed on 7 Jan 12:36 Summary - number of measures green, amber and red under each Council Plan Outcome / Theme Council Outcome/ Theme Green Amber Red Report later / Contextual Total Communities and Environment 0 0 0 0 0 Education and Learning 4 0 0 12 16 Health and Wellbeing 0 0 0 0 0 Children and Young People 2 0 0 0 2 Housing and Land 0 0 0 0 0 Our Economy 0 0 0 0 0 Delivering the plan and achieving best value 0 0 0 0 0 Total 6 0 0 12 18 Page 1 44
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education Education and Learning Improve health and wellbeing to enable children and families to flourish Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date -------- Last 3 Years ------------------- This Year ----------- Percentage of children and young people attending primary school Report to be provided at Quarter 4. Report Later 93.0% ------ 0.0% 0.0% 0.0% Percentage of children and young people attending secondary school Report to be provided at Quarter 4. Report Later 89.0% ------ 0.0% 0.0% 0.0% Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date -------- Last 3 Years ------------------- This Year ----------- Percentage of P1, P4 and P7 pupils attaining the appropriate Curriculum for Excellence level for their stage or better in Literacy Report to be provided at Quarter 4. Report Later 73.5% 74.5% 70.2% 71.7% 73.5% Percentage gap between P1, P4 and P7 pupils from the least and most deprived areas attaining the appropriate Curriculum for Excellence level for their stage or better in Literacy Report to be provided at Quarter 4. Report Later -21.5% -22.0% 23.6% 24.4% -22.3% Percentage of P1, P4 and P7 pupils attaining the appropriate Curriculum for Excellence level for their stage or better in Numeracy Report to be provided at Quarter 4. Report Later 82.0% 81.4% 77.9% 79.1% 81.6% Percentage gap between P1, P4 and P7 pupils from the least and most deprived areas attaining the appropriate Curriculum for Excellence level for their stage or better in Numeracy Report to be provided at Quarter 4. Report Later -18.0% -17.4% 19.2% 18.5% -22.3% Percentage gap between the attendance of the least and most deprived children and young people at primary school Report to be provided at Quarter 4. Report Later -4.6% -4.9% 5.5% 5.4% -5.4% Percentage gap between the attendance of the least and most deprived children and young people at secondary school Report to be provided at Quarter 4. Report Later -8.0% -5.3% 9.0% 8.3% -8.3% Percentage of pupils gaining 1 or more awards at SCQF Level 5 or better Report to be provided at Quarter 4. Report Later 90.6% 90.0% 91.2% 90.0% 90.0% Page 2 45
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education Education and Learning Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date -------- Last 3 Years ------------------- This Year ----------- Percentage of pupils gaining 1 or more awards at SCQF Level 6 or better Report to be provided at Quarter 4. Report Later 70.0% 67.0% 72.3% 68.9% 67.0% Ensure inclusion, equity and equality are at the heart of what we do Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date -------- Last 3 Years ------------------- This Year ----------- Percentage gap between pupils from the least and most deprived areas gaining 1 or more awards at SCQF Level 5 or better Report to be provided at Quarter 4. Report Later -15.0% -15.7% 16.8% 16.4% -15.7% Percentage gap between pupils from the least and most deprived areas gaining 1 or more awards at SCQF Level 6 or better Report to be provided at Quarter 4. Report Later -30.0% -31.7% 35.2% 37.7% -31.8% Increase the number of English as a Second or Other Language (ESOL) learners who have improved their English language skills Over the course of the Q2 Period 80 ESOL learners, who had previously attended in Q1, reported an improvement in their English language skills as a direct result of the ESOL provision they have partcipated in. The decrease in numbers is due to ESOL classes becoming more informal over Summer and shifting towards outdoor activities and educational excursions Green 363 243 0 0 348 Delivery of primary lifelines training (number of staff) The roll out of Lifelines Lanarkshire training for key staff in primary schools has been completed. Lifelines Lanarkshire training has now been adapted and is delivered in a multiagency format. It is now accessible for all key staff in Education and across the Children's Services Partnership and is advertised for Education Resources staff via the SWAY. Green 75 69 0 0 87 Support children and young people to develop their skills for learning, life and work Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date -------- Last 3 Years ------------------- This Year ----------- Percentage of pupils entering positive destinations (initial destinations) 2022/23 leaver data included. 2023/24 data will be available in at Quarter 4. Green 96.5% 96.9% 96.2% 96.2% 96.9% Page 3 46
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - 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Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan Performance Indicators South Lanarkshire Council - Education Education and Learning Support children and young people to develop their skills for learning, life and work Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date -------- Last 3 Years ------------------- This Year ----------- Percentage gap between pupils from the least and most deprived areas entering positive destinations 2022/23 leaver data included. 2023/24 data will be available in at Quarter 4. Green -5.5% -2.9% 6.4% 6.1% 2.9% Children and Young People Ensure inclusion, equity and equality are at the heart of what we do Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date -------- Last 3 Years ------------------- This Year ----------- Increase the number of learners achieving nationally recognised awards In Q2 a total of 140 additional learners achieved nationally recognised awards, bringing the total in the first two quarters to 426 Green 1,000 426 0 0 1,279 Increase the number of adult learners improving their literacy skills The ALN Team successfully reached 308 adults during Q1 and Q2, providing a variety of learning opportunities that catered to a range of diverse needs. Of these participants, 217 were regular attendees to one (or more) of 44 specific groups across SLC. Across SLC, 110 unique adult learners significantly improved their literacy skills, encompassing reading, writing, speaking, and listening. This progress has had a positive impact on their lives, enabling them to pursue educational opportunities and / or enhance their employability. Literacy learning takes the form of the Social Practice Model across SLC, and as such learning is differentiated according to level, and contextualised to fit with a learner's interests, aspirations and learning goals. Green 330 181 0 0 382 Page 4 47
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Summary - number of measures complete, green, amber and red under each Council Plan Outcome / Theme Council Outcome/ Theme Complete Green Amber Red Report later Total Communities and Environment 1 7 0 0 0 8 Education and Learning 0 5 0 0 0 5 Health and Wellbeing 0 0 1 0 0 1 Children and Young People 3 8 1 0 0 12 Housing and Land 0 0 0 0 0 0 Our Economy 0 0 0 0 0 0 Delivering the plan and achieving best value 0 0 0 0 0 0 Total 4 20 2 0 0 26 Page 5 48
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education Empower learners to shape and influence action on climate change and sustainability Action Measures Comments/ Progress Status Empower children and young people to influence climate change and sustainability. Continue to support the Youth Forum in using their pupil voice to influence change. Deliver a pupil led COS3 conference involving primary, secondary and ASN schools to build on pledges to improve climate change and sustainability. Increased number of Youth Forum meetings this year for school session 24/25. In September, forum members trained on 'Teach the Teacher' programme in order to present to secondary teachers on issues, concerns and what they wish to be learning about. In September, discussion on Ecocide held with a Scottish Government representative. Working on identifying funding to allow the go ahead of a COS3 event in March 2025. Green Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy Action Measures Comments/ Progress Status Raise attainment in reading, writing and numeracy. Stretch Aims have been set to measure and assess progress and a progress report will be presented to the Scottish Government and the Education Resources Committee. Stretch Aims will be continually monitored and updated where appropriate to ensure we are aligned with the Scottish Government data and can report accurately to ERC. Green Continue to focus on closing the poverty related attainment gap. Schools will track progress of individual learners (P1/P4/P7) three times a year to secure improvement and share practice, and a progress report will be presented to the Education Resources Committee. This is currently in progress and data collection is set for November, February and June. Schools have already received reminders for the November collection of data gathering and this can be reported on once complete. Green Raise attainment of pupils in the senior phase of education and close the poverty related attainment gap. Secondary schools will through the statistical summary report assess learner outcomes and this will be presented through the progress report to the Education Resources Committee. All SSR1 Meetings have now taken place with Head of Service accompanied by Lead Officers to ensure individualised support and challenge for all secondary schools in working to improve pupil attainment and achievement. Green Page 6 49
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Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy Action Measures Comments/ Progress Status Develop further the access to digital learning and courses for secondary aged pupils. Remote learning access for some Advanced Higher courses for secondary aged pupils will be offered. 80 pupils are engaged in online learning across all 17 mainstream secondary schools with each school delivering a subject at Higher or Advanced Higher level. There are 13 Advanced Higher courses and 3 Higher courses on offer this year. Green Deliver continuous professional learning training for employees and build leadership capacity. Provide a programme of continuous professional development training and opportunities to up-skill employees and build leadership capacity across the Resource. A leadership group, consisting of central staff and head teachers has been reviewing the authority’s leadership strategy and professional learning offer to ensure the offer is sustainable, builds capacity in the system and supports succession planning. In consultation with a range of stakeholders, a new and updated leadership learning offer has been devised and will be trialled in 24-25 to build capacity at all levels from newly qualified teachers to head teachers. Below is a summary of the newly developed leadership professional learning offers: •New and updated newly qualified teacher programme for 24-25 •New Early Career Teacher support through SLC Ambassadors •New and updated Into Headship network programme •New and updated HT Essentials and coaching Programme •New and updated middle leader programme in progress, due to launch in January 2025 These SLC leadership programmes are delivered by central officers and school staff, providing the opportunity to share expertise and build capacity within the system. The programmes provide consideration of current issues relevant to Scottish education and allow opportunities for collaborative discussion with an emphasis on the essential qualities required for effective learning and teaching and leadership. The aim is that this newly developed suite of programmes will be sustainable and provide a clear pathway from newly qualified teachers to head teachers to support succession planning. A working group, compromising central staff and head teachers has been working on the development of an online Head Teacher Handbook. The handbook written by Head Teachers for Head Green Page 7 50
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - 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Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy Action Measures Comments/ Progress Status Teachers, provides guidance on the key tasks of a Head Teacher throughout the academic year and will be launched in November 2024. It will be a go-to guide for initial help and support, strengthening and building leadership capability and capacity in the system. All Head Teachers participate in a broad range of high-quality professional learning across the academic year, which develops their capability and capacity to lead their school well. Key topics are discussed, which promote a shared vision and understanding across the local authority. Expectations are shared to ensure schools continue to improve in key areas within our resource and service plan. The universal offer for Head Teachers includes: 3 primary networks annually; 6 secondary networks annually; Peer Head Teacher Review (primary); Collaborative Improvement (secondary); Secondary Statistical Summary Report Meetings; Learning Community meetings; Professional learning conferences, e.g. Inclusion Conference, Attendance Conference, Cost of the School Day Conference, online business meetings and in-person Head Teacher meetings. All head teachers are encouraged to opt-in to a wide range of additional professional learning to meet their individual learning needs, as well as the needs of their staff and school, to drive forward improvements at all levels. Central officers, use a range of evidence and data to target professional learning to specific staff and schools to build capacity and support improvements. These targeted/opt-in professional learning offers include: Primary drop-in clinics; Head Teacher Essentials Programme; Into Headship Network; HT Strategic Leads; Preparation for school inspection professional learning lead by central officers and associate assessors; Attendance Test of Change project; Build your own pedagogy. We have a range of guidance documents and frameworks, which support professional learning. These are accessible to all staff beyond Page 8 51
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy Action Measures Comments/ Progress Status training sessions through our digital platform, the Staff Learning Centre. The local authority facilitates a range of professional learning networks, where staff leading particular areas in schools can come together to learn and network. Examples include ICT co-ordinators network; SQA co-ordinators; ASN DHT network. All teachers have the opportunity to be involved in a wide range of high-quality professional learning across the academic year, which develops their pedagogy, and knowledge and understanding, developing their capability and capacity as a class teacher, e.g. Play Pedagogy, Talk for Writing and Maths Recovery. The professional learning opportunities are delivered by central development officers and lead officers, as well as school staff. We have evidence of how all these professional learning activities are building leadership capability and capacity at all levels and improving outcomes for learners. For example, the attendance test of change project shows improved attendance levels of schools involved. Our ACEL data also shows improvement overall as a result of our improved focus on data at primary networks, HT meetings and data clinics. Page 9 52
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy Action Measures Comments/ Progress Status Develop further approaches to play-based learning and outdoor learning in early learning and childcare centres. Early learning and childcare settings will focus on developing the literacy and numeracy skills and health and wellbeing of children through play-based and outdoor learning. An extensive programme of training , guidance and support has been delivered to all ELC settings including funded providers. Green Invest in the ICT infrastructure and digital technology to support anytime, anywhere learning, raise attainment and promote inclusion. Deliver the programme of desktop refresh in Primary, ASN and Early Years, including a move to SLC cloud to support digital learning. The programme of desktop refresh in Primary, ASN and Early Years, including the move to SLC cloud to support digital learning is complete. This has delivered over 2300 new desktop devices and completes all refresh projects to be delivered under the current NGLS2 contract with RM. Complete Page 10 53
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education Ensure inclusion, equity and equality are at the heart of what we do Action Measures Comments/ Progress Status Improve outcomes for children and young people with speech, language and communication needs in South Lanarkshire, developing an equitable service and building capacity to meet all needs, and take account of the Morgan Review Improve the delivery of a more equitable Speech and Language Therapy (SALT) service for children, and monitor and report on progress in line with the action plan adopted by all partners and agencies. The SALT practitioners group continue to meet on a termly basis. The Balanced System that will capture the key interventions and supports that will be offered from SALT is almost complete. An evidence based literacy review has been conducted and relevant partners have been consulted through a Questionnaire. This information has been collated and will inform the final offer. This will identify Universal, Targeted and Specialist Supports across SLC. A termly plan will be completed by all our specialists’ provisions, this will link to the School Improvement Plan and will be evaluated at the end of the academic year. We continue to work with our SALT colleagues to offer training to ASN provisions. Green Support young people to gain nationally recognised awards through Youth Family and Community Learning programmes Provide young people with opportunities to receive accreditation through recognised awards A number of awards are offered through YFCL and an important element of this is progression through awards at the appropriate level of challenge for individual learners. There is the opportunity for young people to advance from Hi 5 awards to Dynamic Youth Awards through to Youth Achievement Awards. Similarly, learners can undertake Duke of Edinburgh Awards across Bronze, Silver, and Gold and there are opportunities for dual accreditation if learners are working across different awards. Green Page 11 54
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education Support children and young people to develop their skills for learning, life and work Action Measures Comments/ Progress Status Support modern apprentices to achieve employment in for Early Learning and Childcare establishments Deliver training and support for Modern Apprentices leading to the offer of employment opportunities. We continue to support the Modern Apprentice programme through training opportunities and regular meetings with coordinators. We currently have 4 Modern Apprentices completing the programme. All are expected to complete no later than July 2025. Green Provide opportunities for young people to participate in work-based learning opportunities in the senior phase Deliver GradU8 and Foundation Apprenticeship programmes in partnership with colleges to provide young people with a range of work-based learning opportunities. We have developed a comprehensive Work-based learning offer for pupils in their senior phase including Foundation Apprenticeship and GradU8 programme places. We continue to work with our key college partners South Lanarkshire College, New College Lanarkshire and Glasgow Kelvin College. We have expanded the Gradu8 offer to include additional frameworks in horticulture and Travel & Tourism. Foundation Apprenticeships continue to be delivered in partnership with South Lanarkshire College and New College Lanarkshire under the ‘South Lanarkshire FA consortium’ banner. Green Support young people to progress to positive post-school destinations Deliver targeted Aspire one-to-one and winter/summer leaver programmes with reviewed referral processes We have recently completed the recruitment of our winter leaver cohort with 213 pupils requiring one to one support identified and referred by schools in their post school transition. We have a wide range of provision available for pupils to support their employment aspirations. We have procured the RISE employability programme with Routes To Work South (RTWS) in both urban and rural communities. In addition, we have procured 4 college winter leaver programmes in construction and creative industries which will provide pupils with the college transition experience. We are piloting a construction-based taster programme, delivered internally for pupils who struggle to engage and require a more flexible approach. We continue to make use of the remote health and wellbeing programme for pupils who struggle with face-to-face engagement, this has proven to be very successful in re-engaging young people. Green Page 12 55
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Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education Health and Wellbeing Ensure inclusion, equity and equality are at the heart of what we do Action Measures Comments/ Progress Status Update the Council Framework for Inclusion guidance taking account of The Morgan Review, the Additional Support for Learning Action Plan, The Promise and Getting it Right for Every Child update Embed the principles and practices in the Inclusion Framework across schools, to improve outcomes for children and young people, and provide a progress report to the Education Resources Committee. The revised Framework for Inclusion and Equality has been launched to all Head Teachers at Inclusion Conference 2024. Progress report against the framework will be submitted to the next Education Resources Committee Amber Children and Young People Improve health and wellbeing to enable children and families to flourish Action Measures Comments/ Progress Status Promote children’s rights in line with the United Nations Convention on the Rights of the Child. Deliver the TIE stage 1 e-learning module to staff as part of Education Resources mandatory training programme. The TIE Stage 1 training has been added to the mandatory training requirements and Headteachers have been asked to direct staff to this as part of the In-service day work in August. 626 teachers have completed the Level 1 module bringing the total to 951 staff across 137 establishments. Green Review the council’s Social, Emotional, Behavioural Needs and nurture provision. Provide inclusive, safe and caring environments and nurture provision for children and young people with social, emotional and behavioural needs. SLC Primary Inclusion and Wellbeing Service has opened in all 4 localities with a model based on three tiers of support. Progress has been excellent with clear objectives for improvement set for the coming year. Green Page 13 56
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - 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Education Children and Young People Ensure inclusion, equity and equality are at the heart of what we do Action Measures Comments/ Progress Status Deliver an anti-racist curriculum and support learners to be anti-racist. Embed the anti-racist and decolonised curriculum and measures for tackling racist incidents in schools. Schools are using the SLC Framework for Developing an Anti-Racist and Decolonised Curriculum to support their efforts in this area. They are also making use of materials on the Staff Learning Centre, and there are requests for specific CLPL sessions from a Development Officer for their staff. An Equalities Network has been created with a focus on Anti-Racism, with 14 secondary schools and 32 primary schools represented. This group meets termly to share practice and policy. Green Focus on supporting young people to overcome any disadvantage and take forward our targets for excellence and equity. Locally identified stretch aims including Equity targets focussed on the gap between learners in SIMD quintile 1 and SIMD quintile 5 have been set, and we will report on progress to the Education Resources Committee. With current data still being validated by Scottish Government, we currently have improved against our targets for numeracy and are slightly behind in literacy in terms of closing the attainment gap. In terms of attendance, the figures will be slightly skewed in favour of the targets at this stage in the session, as it is taken accurately against the current academic session which has significantly less openings at this stage. This measure will reflect more accurately as the academic year progresses. With the trend of overall SCQF results nationally being lower, this is also reflected in our figures, albeit slightly better than the national picture. This has had a small impact against our targets and work is underway to continue to reduce the overall attainment gap. Green Reduce the cost of the school day (COTSD) to help tackle Child Poverty. Implement the roll-out of the Cost of the School Day guidance across schools and early years establishments. Guidance was issued to schools on the 25th of March 2024. All schools have access to a digital version on the SLC Staff Learning Centre (Equity Hub) and are in the process of creating their own school policies based on the Guidance. Complete Page 14 57
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Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education Children and Young People Ensure inclusion, equity and equality are at the heart of what we do Action Measures Comments/ Progress Status Sustain early years uptake for vulnerable two-year-olds to help families benefit from more flexible early learning and childcare. Continue to engage with a range of partners to increase uptake of eligible 2-year-old places, and report on progress to Education Resources Committee. More flexible Early Learning and Childcare. Work has taken place with the Scottish Government and DWP to issue letters to families where they may meet the criteria for a funded 2 year old place. Meetings have also taken place with Health Visiting Teams to reconfirm the criteria to allow Health Visitors to provide advice to parents around eligibility. At this time around 500 eligible 2 year old children are accessing a place across local authority and funded provider provision Green Deliver a programme of professional development and support for the third sector. Increase the quality of service delivery within the ELC third sector providers. All third sector funded provider settings have access to our full training programme, as well as being supported by our quality officer team through standard visits and bespoke requests. This supports providers to improve the quality of the service delivered to children and families. We continue to work with SPELL who offer additional support and training to third sector providers. Green Provide training for teaching and ELC staff to ensure progression and a transference of skills to the classroom enabling them to better meet the needs of learners with greater complexity in line the Morgan Review. Report on the progress on the training programme provided through the Additional Support Needs Continued Professional Development hub. Progress has been assessed and relayed to all schools at Inclusion Conference. A more accessible approach and a map of the hub has been provided to improve engagement. Amber Adapt the school estate in respect of ASN as required. Undertake ASN related works as requested and as funding allows. Complete the programme of Additional Support Needs adaptations in Primary and Secondary schools. Complete Complete Page 15 58
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IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - Education IMPROVe - SLC Performance Management System Report printed on Tuesday 7 January 2025 Resource Plan actions and measures South Lanarkshire Council - 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Education Children and Young People Ensure inclusion, equity and equality are at the heart of what we do Action Measures Comments/ Progress Status Enhance the school estate with targeted investment to increase capacity. The refurbishment and expansion of Our Lady of Lourdes Primary School is ongoing. Complete, pupils occupied on 16 August 2024 Complete Page 16 59
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Education Children and Young People Ensure inclusion, equity and equality are at the heart of what we do Action Measures Comments/ Progress Status Deliver on the actions in the South Lanarkshire Community Learning and Development Plan 2021-2024. Report on the progress of actions in the South Lanarkshire Community Learning and Development Plan 2021-2024 to the Education Resources Committee. South Lanarkshire’s Community Learning & Development Plan 2024-2027 (draft), led by the CLD Partnership, is currently going through the committee process and will be published once this is complete. The CLD Partnership consists of a range of partner organisations including South Lanarkshire Council, third sector, further and higher education, and agencies such as SDS, DWP and Health Improvement. Although led and coordinated through the local authority this is very much a partnership plan. Top fit in with prescribed planning cycles, 3 year CLD Plans are from October and as a result the report from the 2021-2024 plan will be complete in early 2025. Green Deliver on the improvement actions in the Youth Strategy 2022-2025. Report on progress made by young people in taking forward the actions in the Youth Strategy for 2022-2025. Members of forums such as South Lanarkshire Youth Council, Scottish Youth Parliament, SLC Youth Forum on Climate Change and Sustainability, Pathfinders UNCRC group and The Promise Champions Board continue to drive forward conversations and engagement around the 5 Key Priorities within the Youth Strategy 2022 – 2025. Through this, young people are engaged in developing processes ahead of engaging widely on South Lanarkshire Council budget proposals; preparations to deliver a second environment development session to the Community Planning Board to explore and seek support for ideas to tackle climate change and environmental challenges; promotion of the consultation on the Local Development Plan, and to prepare to represent constituent members at the Youth Parliament sitting in late June 2024. Through engagement in these forums, young people continue to develop their understanding of democratic systems and their capacity to engage with them, whilst ensuring that the key priorities of the Youth Strategy 2022 – 2025 are central to the youth agenda in South Lanarkshire. Green Page 17 60
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Interim Executive Director (Education Resources) Subject: South Lanarkshire Council Multiply Project 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] advise members on the progress of South Lanarkshire Council Education’s Multiply Project [1purpose] 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. [1recs] 3. Background/Rationale 3.1. The Multiply Project is a UK Government initiative funded in Scotland, through UK Shared Prosperity Funding (UK SPF) which aims to improve the numeracy skills of adults within the United Kingdom (UK). 3.2. Funding totalling £559 million has been allocated to the programme to help transform the lives of adults across the UK, by improving their functional numeracy skills through free personal tutoring, digital training, and flexible courses. South Lanarkshire received funding totalling £2,110,594 as part of a wider Glasgow City Region bid totalling £12,757,406, with funding being allocated to statutory and non-statutory organisations. 3.3. The following success measures for the whole programme at a national level are detailed below:- 1. More adults achieving maths qualifications / participating in numeracy courses (up to, and including, Level 2/ SCQF Level 5). 2. Improved labour market outcomes e.g. fewer numeracy skills gaps reported by employers, and an increase in the proportion of adults that progress into sustained employment and / or education. 3. Increased adult numeracy across the population – this overall impact, which goes beyond achieving certificates or qualifications, will track both the perceived and actual difference taking part in the programme makes in supporting learners to improve their understanding and use of maths in their daily lives, at home and at work – and to feel more confident when doing so. 7 61
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4. Education Resources 4.1. Within Education Resources it was decided that the Multiply monies would be used by Primary, Early Years, and Inclusion Services to support our ambition of closing the poverty related gap between the most and least deprived learners within South Lanarkshire. Education Resources allocation of the total funding amounted to: 2022/2023 - £382,357 2023/2024 - £463,515 2024/2025 - £463,515 4.2. Education Resources progressed with two key programmes ranging across the primary and early years age group, as well as the 19+ age group which was subsequently revised nationally (Scotland only) to 16+ to include people who were not in formal education. 5. Primary and Early Years 5.1 After a robust consultation it was decided that Multiply projects would deliver parental learning workshops across primary and Early Years, giving parents the tools and skills to have a secure understanding of the structure of number in order to access their child’s numeracy topics and support home learning, As part of the consultation, it was suggested by parents/carers that the project would be renamed ‘You+Me’ to encourage participation and uptake. 5.2. The aims of the new You+Me’s programme was to:- break down barriers to parental learning and promote a ‘maths mindset’ ethos tackle maths anxiety through nurturing, supportive and trusting workshops; and encourage parents/carers to engage in further learning opportunities and value the benefits of numeracy skills, ultimately impacting on their own children’s attainment 5.3. Two Project Co-ordinators were appointed to support the programme, and six schools piloted the workshops before full rollout during session 2023/2024. Pre- and post- course evaluations identified that the programme was very well received and addressed the needs of the adult learners as well as giving them increased confidence in supporting their own children. 5.4. A Train the Trainer approach was then adopted with six teacher training sessions delivered during 2023/2024 with 100 teachers in attendance across 90 primary schools. Workshops were then delivered by each school’s You+Me Lead for a six- week period. 5.5. A digital offer was also developed to complement the workshops and made available to parents and school staff, affording parents the opportunity to revisit the learning from the in-person workshops as well as access useful materials and ideas to engage meaningfully with their children in fun numeracy activities. 5.6. The You+Me primary model has already been highlighted as a highly effective programme by Education Scotland, with a sharing good practice case study currently being created. The project has also been highlighted as good practice in a recent HMIe inspection in one of our pilot schools. 62
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5.7. To date, more than 150 families have benefited from the You+Me programme in schools. Evaluations from parents/carers have provided very positive feedback with post-course questionnaires showing 100% of parents/carers feeling confident or very confident in supporting their child at home with aspects of their numeracy compared with 54% at the beginning of the programme. 5.8. Similarly, 94% of parents/carers felt they had a good knowledge of the developmental stages of numeracy, post project, compared to 29% at the start.100% of families said they would recommend the project to others with possible future learner pathways identified for those who attended the pilots. These included; You+Me Ambassador, adult learning courses, further education and future employment. 5.9. The You+Me programme is now sustainable across primary and Early Years as 80% of primary schools across South Lanarkshire have a You + Me lead in place, training resources supported by the website, along with parent ambassadors. They are now in a position to continue to run the programme year on year. Many schools are already on their second or third cohort of parents/carers. 5.10. Due to the success of the primary programme, a secondary pilot programme was developed and is currently being trialled across three secondary schools 6. Youth, Family and Community Learning 6.1. Youth, Family and Community Learning (YFCL) Services took forward an approach to supporting adult learners by increasing their confidence with numbers, numeracy skills to help with their, and their children’s, progression, and help in using maths to manage finances. 6.2. This programme was purposefully built on well established relationships with partners to engage the community in learning with numbers and to help meet their expressed needs. As part of the consultation, it was suggested by parents/carers that the project would be renamed ‘Make Numbers Count’ to encourage participation and uptake. 6.3. The aims of the programme was to:- increase numeracy levels and confidence amongst the adult population in South Lanarkshire improve confidence in supporting their children’s and/or family member’s learning or use of mathematics improve financial literacy increasing confidence in the use of mathematics in everyday life 6.4. A Team Leader and four YFCL Officers were recruited to lead the programme and to complement Community Learning Development (CLD) provision in supporting the four localities across South Lanarkshire, using a Social Practice model of engagement. 6.5. Outcomes for participants were measured using the CLD Partnership Outcomes to identify key areas of improvement. Building on desktop research carried out by Glasgow City Region on England’s experience with Multiply funding, YFCL focussed on increasing participation by creating short, contextualised courses that embed numeracy and maths. 63
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6.6. To date, 353 adults have participated in over 60 short courses across South Lanarkshire, designed to increase confidence through the everyday use of numbers. The following YouTube link presents videos from learners involved in the project: https://www.southlanarkshire.gov.uk/info/200183/youth_family_and_community_lear ning/2236/multiply 6.7. Working with other Multiply funded partners (VASLan and South Lanarkshire College) as well as primary and Early Years services, an operational group was brought together to coordinate efforts and avoid the potential of adults attending two courses as they can only be counted once for the same Multiply Intervention. This approach was instrumental in maximising the opportunities for communities to know about and sign up to the right programme in meeting their needs. 6.8. Case study reflections by learners has highlighted effective engagement and practice both in support for the programmes being delivered and the scope for embedding good practice moving forward. 6.9. To date, 69 adult learning courses have been delivered across South Lanarkshire by the Make Numbers Count team and this is set to increase during Quarter 4 of 2024/2025. 353 unique learners have benefited from engagement in the YFCL offer. Since March 2024, 30% of adult learners involved were from the most disadvantaged communities across South Lanarkshire Council, and by September 2024 this had increased to 40%. As of December 2024, the total number of learners is 187, representing 53% of learners from the top 25% of communities across South Lanarkshire facing the highest levels of deprivation based on information contained within our internal management system. 7. Next Steps 7.1 Key to the legacy of Multiply delivery in South Lanarkshire through Education Resources, is both recognising and capturing practice that can be embedded within existing service structures. Multiply staff continue to support the wider staff base to embed numeracy practice into existing programmes, and to identify resources to support the delivery of successful Multiply activities beyond March 2025, when funding ceases. 7.2. A final cohort of primary teacher training is in place and already fully booked which will result in 118 teachers being trained across 100 primaries, approximately 80% of primaries across South Lanarkshire. 7.3. Teacher training for the roll out of the secondary programme will take place in 2025 after a successful pilot where 100% of parents have already reported that the workshops have benefitted them and their children. 7.4. Initial plans are in place for a celebration of success across all sectors at the end of the programme in March 2025. A final evaluation will then be undertaken and results shared with the Education Resources Committee. 8. Employee Implications 8.1. There are no employee implications associated with this report. 64
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9. Financial Implications 9.1. There are no financial implications associated with this report. 10. Climate Change, Sustainability and Environmental Implications 10.1 There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 11. Other Implications 11.1 There are no implications for sustainability or risk in terms of the information contained within this report. 12 Integrated 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. Anne Donaldson Interim Executive Director (Education Resources) 11 December 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 None 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 65
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Interim Executive Director (Education Resources) Subject: Strategic Approach to Raising Secondary Attainment 1. Purpose of Briefing Report 1.1. The purpose of this report is to:- [purpose] provide an overview of the strategic approach to raising attainment in secondary schools provide a high-level overview of session 2023/2024 Senior Phase attainment [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the overview of the strategic approach to raising attainment in secondary schools be noted, and (2) that the high-level overview of session 2023/2024 Senior Phase attainment be noted. [1recs] 3. Background 3.1. It is acknowledged that whilst day-to-day operation of schools has returned to ‘normal’, the long-term impact of the COVID-19 pandemic and interrupted learning on the education system continues to affect children and young people. 3.2. It should be noted that the achievement and attainment of learners in session 2023/2024 was positive due to a collective effort to improve educational outcomes, with young people continuing to demonstrate dedication, resilience and adaptability in their learning journeys. 3.3. When considering SQA examination pass rates and award levels, comparisons with previous sessions should be considered in the context of:- modifications to course content assessment arrangements and requirements the approach to setting grade boundaries which have changed each year since 2020 due to the impact of COVID-19 restrictions. Appendix 1 notes the arrangements in place each session. 8 67
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3.4. Based on the data provided through the Scottish Government ‘Insight’ tool, the 2023/2024 academic year indicates positive outcomes in attainment across S4-S6 including:- for all S4 key performance indicators, learners performed above the Virtual Comparator measures and demonstrated consistent improvement for S5 learners, more young people are achieving across a wider range of SCQF level 6 (Higher and equivalent) qualifications S6 learners have shown continued improvement in key metrics, including literacy and numeracy. In literacy and numeracy, the performance of this group was strong, ranking among the best in recent years, with consistent improvement 3.5. It is noted that the overall performance of young people in South Lanarkshire was better than the national pattern and compared favourably with other local authorities. 3.6. This reflects the continued improvements in the effectiveness of the targeted teaching strategies and robust tracking procedures used in our schools and a strong commitment to ensuring the curriculum provides appropriate learner pathways for all learners, creating new opportunities for learner success. 3.7. There remains an ongoing focus on raising attainment and achievement across South Lanarkshire Council secondary schools. Central systems providing support and challenge to school leaders in relation to raising attainment for all pupils continue to evolve and this paper sets out some of the work undertaken to maximise the success of our young people. 4. Factors Affecting Attainment 4.1. South Lanarkshire Council has high aspirations for all and is committed to securing improved educational outcomes for all children and young people. Raising attainment in schools is multifaceted and influenced by a wide range of factors including:- Curriculum Ethos and relationships High quality learning and teaching Literacy and numeracy Leadership Partnerships Data informed practice 4.2. A well-designed curriculum ensures that young people receive a comprehensive education, encompassing breadth across subject disciplines while also promoting critical thinking, creativity and problem-solving. A broad and balanced curriculum supports holistic development and prepares young people for both academic success and life beyond school. 4.3. A positive and inclusive ethos fosters a supportive environment for learning, where learners feel safe, respected, and motivated. Schools with a strong ethos promote values such as respect, integrity, responsibility and a commitment to excellence. 68
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4.4. High quality learning and teaching directly impacts attainment and achievement. A dynamic approach to learning, using a variety of methods to address different learning styles, can enhance engagement and understanding. 4.5. Strong literacy and numeracy skills are essential for academic success across all subjects, as well as for personal development in life. A focus on improving literacy and numeracy is key to support learning and success across the curriculum. 4.6. Leadership at all levels plays a critical role in shaping school culture, empowering teachers, making data-driven decisions, and fostering an environment that encourages student success. Strong leadership has a profound impact on student attainment, as it drives improvements in teaching quality, school climate, and resources—all of which contribute to attainment. 4.7. Strong partnerships extend the learning environment beyond the classroom, providing students with additional resources, support and real-world connections that enhance their educational experiences. This also includes partnership with parents, carers and agencies providing a range of care and support for our most vulnerable learners. 4.8. Data-informed practice helps create a more effective, responsive and student-centred educational system. By utilising data, practitioners can better understand the needs of their students, implement targeted interventions and continuously improve their teaching strategies. However, for this approach to be successful, it requires access to high-quality data, appropriate tools for analysis and ongoing professional learning. When implemented well, data-informed practices can contribute significantly to improving student outcomes and ensuring that all students receive the support they need to succeed. 5. Strategic Approaches 5.1. The Curriculum and Quality Improvement Service (CQIS) provides support for secondary schools through a range of strategic approaches to raise attainment:- the Statistical Summary Report (SSR) programme data and data tools head teacher and senior leader networks strategic leads professional learning/ Staff Learning Centre 5.2. The Statistical Summary Report (SSR) programme, which is aligned to Insight updates, provides head teachers and leadership teams with high-quality support and challenge relating to their attainment profile and school improvement priorities. 5.3. ‘SSR1’ is carried out in September and focuses on the results achieved by all Senior Phase learners in the previous academic year. This allows for analysis of stage-based attainment, key performance indicators, trends over time and comparator data. 5.4. ‘SSR2’ is carried out in March and focuses on the results achieved by school leavers (from S4, S5 and S6 combined) from the previous academic year. This analysis includes attainment, literacy and numeracy levels, and positive destinations data. 69
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5.5. The SSR programme provides a structured approach to review certification information and exam performance while examining and analysing trends and patterns to understand where long term improvements are required. It is intrinsically linked with planning for school improvement. Actions identified to support performance improvement and raising attainment is progressed through school improvement plan priorities. 5.6. As a means of sharing practice, each school is supported by a peer headteacher who attends the SSR meeting. Their role includes providing feedback on their associated school’s improvement planning documentation and contributing to the professional dialogue around attainment. 5.7. The SSR programme has been extended to support interrogation of live attainment data. ‘SSR Live’ sessions allow senior leaders to collaborate on the analysis of live tracking and monitoring information, as a diagnostic rather than reflective approach. 5.8. Matters arising from the SSR programmes inform the strategic work of the CQIS central team to ensure the support is responsive to the needs of schools and impacts positively on all learners across secondary schools in South Lanarkshire Council. 5.9. A series of analytic tools to support secondary schools’ analysis of data have been developed. These allow schools to focus on analysing the data to identify areas for improvement and planning next steps for learners. Further development of local authority analysis tools will support and enhance data-informed practice. 5.10. Secondary Head Teacher network meetings throughout the session focus on performance improvement, curriculum and learning and teaching. These meetings provide an opportunity for developing a shared and deeper understanding of local and national developments related to these key areas, ensuring leaders have the knowledge, skills and support to drive improvement in their schools. 5.11. Network meetings for Depute Head Teachers and subject leaders further support this strategic work to improve the curriculum and learning and teaching. These networks support the leadership of change at all levels and a collective effort to drive improvement across the system. 5.12. The secondment of two Strategic Lead Head Teachers this session has strengthened the approach within the CQIS team and has enhanced the support provided to schools. The secondary Strategic Lead Head Teachers have focused on improving learning, teaching and assessment through a range of practical approaches including professional learning, school visits, lesson observations and professional dialogue. Head Teachers have welcomed this new approach and have embraced the offer of support. 5.13. High quality professional learning is provided by the CQIS team to ensure practitioners are supported to deliver improved outcomes for all young people. Opportunities for staff to engage with colleagues across Scotland are promoted and colleagues are encouraged to participate in local and national professional learning, for example with Education Scotland and the West Partnership. The South Lanarkshire Council Staff Learning Centre continues to be developed as a means of maintaining a highly skilled, well-informed team around the learner. 70
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6. Next Steps 6.1. The support provided to secondary schools by Education Resources continues to evolve in response to local and national policy and to the needs of our schools. 6.2. Education reform in Scotland has been a major focus in recent years, with the aim of improving standards, equity and inclusivity across Scotland’s educational system. 6.3. Within the programme for education reform, the review of Curriculum for Excellence (CfE) has highlighted the notable strengths in promoting a broad, inclusive and skills- oriented approach to learning. However, the review highlights ongoing challenges, including the inconsistency of its implementation, issues with assessment, teacher workload and transition difficulties. There is general agreement that while CfE’s goals are positive, more support, clearer guidance and improved resources are needed to ensure that it delivers on its promises and provides all learners with the best possible educational experience. 6.4. The Independent Review of Qualifications and Assessment in Scotland represents a significant opportunity to reshape the educational landscape by making assessments more inclusive, less stressful and more aligned with the needs of modern society and the economy. Once implemented, the changes could have a profound impact on the way Scottish students are assessed and prepared for life after school. 6.5. Based on our 2023/2024 quality assurance processes, improvement planning and recent SSR meetings, our ongoing focus to enhance attainment for all learners will centre on ensuring a dynamic and relevant curriculum, delivering high-quality learning and teaching, maintaining robust tracking and monitoring systems, implementing effective interventions and achieving positive outcomes for every learner. 6.6. On-going professional learning and resources will continue to provide support and challenge related to the curriculum, ensuring appropriate and meaningful progression for all learners throughout their secondary school experience. Education Resources continues to enhance support materials for schools to consider the range of non- National Qualification courses available for learners. 6.7. A renewed emphasis on enhancing our Broad General Education (BGE) will be supported by the sharing of emerging best practice across our secondary school estate, including a commitment to developing project-based learning approaches that foster creativity, problem-solving and skills development. 7. Conclusion 7.1. The strategic approach to raising secondary attainment and the impact of this work is evidenced in the positive and improving trends in pupil attainment. 7.2. It is important to acknowledge that the challenges our schools face, including the rising number of young people with Additional Support Needs (ASN), an increase in vulnerable learners and changes in student behaviour, all have an impact on attainment. 7.3. It should also be noted that the poverty-related attainment gap remains a challenge across the country. A further and fuller update around Strategic Equity Fund work and stretch aims will be reported at a future committee when verified national comparison data is available. 71
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7.4. The aims of education reform to improve outcomes for all children and young people through modernising the curriculum and enhancing the overall quality of education are key to raising attainment and improving outcomes for young people. While the pace, scale and scope of such change can lead to uncertainty among practitioners. the commitment remains to ensure school leaders, teachers and practitioners are informed, equipped and supported through this period of change. 8. Employee Implications 8.1. There are no employee implications associated with this report. 9. Financial Implications 9.1. There are no financial implications associated with this report. 10. Other Implications 10.1. There are no implications for sustainability or risk in terms of the information contained within this report. 11. Integrated Impact Assessment and Consultation Arrangements 11.1. This report does not present a new strategy, policy or plan and is, therefore, not subject to equality impact assessment. 11.2. There was no requirement to undertake any formal consultation in terms of the information contained within this report. Anne Donaldson Interim Executive Director (Education Resources) 19 December 2024 Link(s) to Council Values/Priorities/Outcomes Education and learning: Inspiring learners, transforming learners and 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: 4468 (Tel:01698 454468) E-mail: Stewart.Nicolson@southlanarkshire.gov.uk 72
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APPENDIX 1 SQA Examination arrangements 2020-2024 2020 Teacher estimates, Inferred attainment, ‘The algorithm’ In 2020, schools closed on Friday 18 March because of COVID-19 and the examination diet was cancelled. Awards were made based on teacher estimates. Teachers were able to adjust their estimates based on the notion of ‘inferred attainment’ ie whether they felt that pupils might do better than the existing evidence suggested. SQA applied an ‘algorithm’ which made further adjustments to teacher estimates based on the previous attainment levels of pupils on a school-by-school basis. This led to estimated grades being downgraded in some cases and upgraded in others, based on prior attainment at the school; this invariably helped pupils from high- performing schools in more affluent areas and disadvantaged young people from areas of deprivation where attainment was traditionally lower. This was perceived as unfair and led to the ‘algorithm’ being scrapped. Pupils who had been downgraded had teacher estimates reinstated, however those upgraded were awarded the higher grade. As a result, overall award levels were higher than in previous sessions. 2021 Alternative Certification Model (ACM) Because of disruption to learning and assessment, exacerbated by the second lockdown early in 2021, an alternative certification model was developed to replace the exam diet in 2021. Awards were based on internal assessment of pupil evidence which was subject to internal and external moderation. Course modifications were implemented (essentially, element and topics were removed). No external examination diet took place. Again, overall award levels remained high, as the removal of the exam diet meant, essentially, there was no ‘opportunity to fail’. 2022 Exam diet. Course and assessment modifications, “Generous” approach to awarding. The SQA examination diet was reintroduced. However, in recognition of the disruption and loss of learning faced by pupil, course content modifications and assessment modifications were implemented; a reduction in course content and the removal of internal assessment elements eg assignments, in some subjects. The SQA also implemented a ‘generous’ approach to awarding; this meant the grade boundaries (the marks required in each subject to achieve an A/B/C/D) were set lower than would be the case in a ‘normal’ year. 73
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2023 Exam diet. Course and assessment modifications, “Sensitive” approach to awarding. The SQA examination diet remained in place, as did the course content modifications and assessment modifications. The SQA implemented a ‘sensitive approach to awarding; this meant the grade boundaries (the marks required in each subject to achieve an A/B/C/D) were set higher than in the previous session (the ‘generous’ approach) but were still lower than would be the case in a ‘normal’ year. 2024 Exam diet. Full Course and assessment approaches. ‘Normal’ approach to awarding. The exam diet and all course content and assessment requirements were reintroduced. This included content that pupils in S5 and S6 would not have covered in previous sessions. This also included internal assessment approaches that they would have been unfamiliar with, as they had previously been removed. The approach to awarding returned to ‘normal’ ie grade boundaries were set higher than in the previous two sessions. 74
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Interim Executive Director (Education Resources) Subject: Support for Equality, Diversity and Inclusion 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the breadth of activity being conducted across Education Resources in relation to support for Equality, Diversity and Inclusion [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the range of work across Education Resources in respect of Equality, Diversity and Inclusion be noted. [1recs] 3. Background 3.1. Education in South Lanarkshire is founded on an inclusive ethos that ensures all learners experience environments where diversity is valued. Learners are treated fairly, have equal opportunities and experience a sense of belonging. This inclusive approach fosters mutual respect and appreciation among pupils and staff, contributing to the development of tolerant and empathetic individuals. 3.2. We are committed to the wellbeing of all learners, reflecting the aspirations of the Getting It Right for Every Child policy framework, which ensures that all children and young people are Safe, Healthy, Achieving, Nurtured, Active, Respected, and Included. We also adhere to the Standards in Scotland’s Schools Act 2000, which places a duty on local authorities to educate all children in mainstream settings unless certain exceptions apply. 3.3. Equality and diversity in educational establishments have been a strong focus of the Scottish Government and Education Scotland in recent years, particularly in the areas of race equality and LGBT inclusive education. Our Framework for Inclusion and Equality advises schools on their responsibilities under the Equality Act 2010, with regard to the protected characteristics, ensuring they work to eliminate unlawful discrimination, harassment, victimisation and other unlawful conduct. It also emphasises the advancement of equality of opportunity and the fostering of good relations to tackle prejudice and promote understanding. Diversity is about recognising and valuing differences, where everyone is respected for who they are. The role of educational establishments in educating young people on diversity and fostering tolerance for those with protected characteristics is crucial. This report highlights some of the excellent work in this area taking place in South Lanarkshire schools. 9 75
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4. Legislative and Policy Context 4.1. A range of legislative and policy frameworks supports the Equality and Diversity agenda across educational contexts. 4.1.1 Equality Act 2010 The Equality Act 2010 (the Act) replaces previous separate equality legislation in Britain with a single, harmonised Act. The Act provides a framework of discrimination law which protects individuals from unfair treatment and promotes a fair and more equal society. The Act protects people from discrimination on the basis of the following protected characteristics:- disability gender reassignment pregnancy and maternity race religion or belief sex sexual orientation age* marriage and civil partnership* *Age and marriage and civil partnership are not protected characteristics for the schools provision. However, in general, the Act applies across all the protected characteristics in a consistent way. The Act also introduces a single Public Sector Equality Duty (the general duty). Within a school setting this means we have to give ‘due regard’ to the three elements of the duty in all our activities:- eliminate discrimination, harassment and victimisation advance equality of opportunity between people who share a protected characteristic and those who do not foster good relations between those who share a protected characteristic and those who do not These duties are also reflected in international human rights as expressed in the United Nations Convention on Human Rights, the United Nations Convention on the Rights of People with Disabilities and the Human Rights Act 1998. 4.1.2 Children and Young People (Scotland) Act 2014 The Act establishes wellbeing as the key mode of assessment for practitioners in Scottish schools. Wellbeing is based upon the wellbeing indicators set out in the United Nations Convention on the Rights of the Child (UNCRC). 4.1.3 Education Scotland Act 2016 The Act supports a range of improvements to Scottish Education including, improving the attainment of pupils from backgrounds of deprivation, widening access to Gaelic Medium Education (GME), giving children a voice in matters that affect them and extending the rights of children with additional support needs. 76
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4.1.4 Education (Additional Support for Learning) Scotland Act 2004 The Act provides a framework for local authorities and other agencies to support all children with their learning and introduced the concept of additional support needs, gave parents/carers new rights and placed duties on authorities and other agencies. It set in place the processes for resolving differences between families and authorities, introducing mediation, independent dispute resolution and the introduction of the Additional Support Needs Tribunal. 4.1.5 UNCRC (Incorporation) (Scotland) Act 2024 The Act came into force in July 2024 and marks a significant advancement in children’s rights in Scotland as we become the first UK Nation to incorporate the UNCRC requirements into law. There is now a strong legal foundation for the Scottish Government and local authorities to embed, promote and protect children’s rights. There is an increased focus on implementing targeted activities to combat racist activities and eliminate discrimination against children in disadvantaged situations. 4.1.6 To support schools with the implementation of the UNCRC, Rights and Equalities is one of four overlapping themes that Education Scotland have identified as being central to the current drivers of inclusive practice in Scotland which are the Additional Support for Learning Review (Morgan Review), implementation of the UNCRC and The Promise. 4.1.7 The recently published resources in the new Inclusion, Wellbeing and Equalities Professional Learning Resource explores six areas where inequality can cause the greatest impact on wellbeing: These areas are a focus of equalities work for Education Resources. During session 2024/2025, all schools will include an Equalities priority in their School Improvement Plan. Inclusive Education Services and the Curriculum and Quality Improvement Service are working together to provide schools with resources to support this and to ensure that there is a cohesive framework in place which draws together the main elements of the UNCRC, Rights and Equalities and Sustainability. 5. Education Resources Developments in Inclusion, Diversity and Equality 5.1. In June 2023, the Equalities Forum heard from pupils and staff at Strathaven Academy who had participated in an anti-racist project involving S1 pupils and P7 pupils from primary schools from across the Learning Community. This work will be built upon and progressed across the authority 5.1.2 An Education Resources representative worked closely with specialist colleagues in the Scottish Government and other leading experts to ensure that support for South Lanarkshire schools is in line with current national guidance and research. 77
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5.1.3 A South Lanarkshire Framework for Developing an Anti-Racist and Decolonised Curriculum resource was launched to schools on 18 January 2024 and is fully detailed in the committee paper: Framework for Developing an Anti-Racist and Decolonised Curriculum February 2024. 5.1.4 This was accompanied by a series of online presentations to support schools. Speakers included individuals nationally recognised for their work on anti-racism such as Dr Khadija Mohammed, Associate Dean of Equality, Diversity and Inclusion at Glasgow University. Dr Mohammed developed and wrote the anti-racism framework for initial teacher education. Award winning teacher Katie D’Souza from Inverclyde also presented on her groundbreaking work with primary age pupils. 5.1.5 Many schools in South Lanarkshire are taking forward anti-racist work. Earlier this year, the EIS together with Show Racism the Red Card charity, organised an online showcase for schools to send in examples of anti-racist work. The following South Lanarkshire schools had pupil work included in this:- Strathaven Academy Canberra Primary school Western Overton Primary Lesmahagow High School Underbank Primary Tinto Primary School Examples of work are included in Appendix 1. 5.2. Supporting LGBT Young People in School 5.2.1 During September 2023, an audit was conducted across Head Teachers in South Lanarkshire schools to ensure a clear baseline was established for furthering our work on progressing LGBT+ issues. 5.2.2 There were 64 respondents, and the audit highlighted the following main themes:- 33% of respondents did not feel confident in supporting LGBT+ children and young people 64% of respondents were not aware of the LGBT+ Inclusive Education national platform 32% of respondents have a pupil equality group 24% of respondents have carried/partially carried out an audit of class/library texts to ensure LGBT+ representation There is a need to further develop partnership with parents in promoting understanding of LGBT+ inclusive education approaches 5.2.3 The audit highlighted areas of good practice but also that a more strategic, authority wide approach was needed. 5.3. Time for Inclusive Education (TIE) Showcase Event 5.3.1 A highly successful LGBT+ Inclusive Education showcase event including workshops presented by TIE, took place on 8 November 2023 at Council Headquarters, Hamilton. 5.3.2 The session was attended by 100 staff from across Education Resources and covered key information including national expectations, principles for effective practice and a showcase of available resources. 78
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5.3.3 The feedback was very positive with 100% of attendees feeling that their confidence in delivering LGBT+ Inclusive Education had increased and helped them in considering the next steps for their establishments. Comments from participants include:- “Giving me the confidence and enthusiasm to take this forward in my school as we have lots of LGBT families. Thank you” "The various blend of approaches and resources which could be used to build an appropriate curriculum. The training and support on offer to schools from TIE is very reassuring" "This was an excellent training session. I’m looking forward to doing the Stage 1 modules and looking at the website and toolkit. Thanks to you all, what a lovely, welcoming and inclusive team you all are" 5.3.4 The resources highlighted are available on the National Learning Platform LGBT Inclusive Education | National Platform (lgbteducation.scot) which also includes professional learning materials for teachers. 5.3.5 Following this input, South Lanarkshire Council (SLC) teachers signed up to complete the Stage 1 e-learning module training available on this platform. For Session 2024/2025, the Stage 1 e-learning module was included as an element of the annual mandatory training programme for all teaching staff. As of January 2025, there are 1,449 users registered, 88 have started Stage 1 CPD, 1,156 have completed Stage 1 CPD and 143 schools/education settings registered. A reminder has been sent to all schools who have not yet registered. 5.3.6 In addition to the input from TIE, many of our secondary schools have achieved or are working towards the LGBTYS (Youth Scotland) charter award. 5.3.7 LGBTYS is Scotland’s national charity for LGBT+ young people and they deliver the LGBT Charter Programme to schools, organisations and businesses at Gold, Silver or Bronze Level. This enables schools to review their polices, practice and training to ensure their schools are proactively LGBT+ inclusive. 5.3.8 The following SLC secondary schools have achieved the Charter Award:- Silver Award: Calderglen High School, Cathkin High School, Lesmahagow High School, Duncanrig Secondary School Bronze Award: Stonelaw High School Strathaven Academy, Larkhall Academy, Biggar High School have started the journey towards accreditation. 5.3.9 Education Psychological Services are also currently undertaking the Charter Award and all Educational Psychologists have undertaken initial training with a development group taking this forward for the service in Session 2024/2025. 5.3.10 Further information on LGBT Inclusive Education can be found in the Education Committee Paper: Provision of LGBT+ Inclusive Education in South Lanarkshire Schools (December 2023). 79
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5.4. Gender Based Violence 5.4.1 In March 2024, the Scottish Government launched the new Gender Based Violence Framework for Schools. The Behaviour in Scotland’s Schools Research 2023 highlighted concerns about an increase in misogynistic views and language in schools. The Mentors in Violence Prevention (MVP) programme is a key part of the Scottish Government’s Strategy in Schools. This programme is a peer mentor leadership programme which gives young people the chance to explore and challenge the attitudes, beliefs and cultural norms that underpin gender-based violence. Senior pupils are trained and the work with younger pupils to help develop healthy, respectful relationships across the school. 5.4.2 A number of our secondary schools have delivered MVP, however an audit earlier this year showed that the current delivery was inconsistent, with some schools not having delivered the programme over the last few years. Training for schools was offered in May and approximately 40 teachers attended with every secondary school now having a delivery plan for session 2024/2025. 5.4.3 Each school has appointed an MVP link and the Local Authority Co-ordinator is a Quality Improvement Officer from the Inclusive Education Service who monitors and evaluates delivery in schools as well as liaising with the National MVP team and South Lanarkshire’s Violence Against Women and Girl’s Strategy Group. 5.4.4 Hamilton Grammar Senior Pupils made a video for presentation at the Equalities Forum in August 2024, showcasing the role senior pupils play in taking forward the schools Equalities Agenda with respect to LGBT Inclusive education and Mentors in Violence Prevention. The video is available through the SLC You Tube Channel: https://youtu.be/nwTwl0-ECMs?si=o6vq0YmvQSS_6H6o 5.5. Anti Bullying Updates 5.5.1 As part of our ongoing work to eliminate bullying in schools we had input from Respectme, the national anti-bullying charity, who delivered training to schools. 5.5.2 New guidance on recording bullying incidents was issued to schools. The guidance emphasised to schools the importance of recording on the Bullying and Equalities Module on SEEMIS. This allows any underlying prejudice including details of any protected characteristics to be recorded so that the number of incidents motivated by prejudice towards race, sexual orientation, religion, gender etc can be tracked. The collection and analysis of this data will help inform our Equalities work going forward. 5.5.3 Three of our schools achieved the Respectme Award for their anti-bullying work; Hamilton Grammar, James Aiton Primary and Tinto Primary. Hamilton Grammar was commended for its work on Equalities and promoting diversity and acceptance across the school. 5.5.4 In addition, work in Stonelaw High School has been nationally recognised as a model of good practice for their Choose Kind approach to wellbeing, equality and inclusion which has created a culture of positive relationships. Their robust approach to collecting and monitoring data on bullying has also been highlighted and the Depute Head Teacher Pupil Support presented this to other schools as part of our on-going work to share good practice. 80
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5.6 Supporting Young People with Disability and Autism 5.6.1 In session 2023/2024, three schools with Additional Support Needs (ASN) Bases received very positive Inspection Reports following inspection by Education Scotland: Robert Owen Memorial Primary School, Greenhills Primary and Carstairs Junction Primary. 5.6.2 The Inclusive Education Service continues to work with schools to develop and extend the use of Alternative and Augmentative Communication (AAC). All ASN Bases received a Go Talk and Big Mac device following consultation with Speech and Language Therapists. Reading pens which use text to speech technology were issued to the Extended Support Teams to provide digital support to pupils in mainstream schools. A member of staff in each locality has attended a course in Inclusive Technology run by Call Scotland. 5.6.3 An ‘Inclusion Hub’ was created to provide a range of training opportunities for staff around the key themes of Rights and Participation, Relationships, Inclusion and Universal Support, and Wellbeing and Care. 5.6.4 The site offers a range of different materials to support professional learning, provide updated guidance and curriculum resources and offer support on equalities issues e.g. anti-racist education and LGBT inclusive education. Seventy percent of staff who have visited the Hub report that they prefer to use online opportunities for Continuing Professional Development. Comments include:- “Having all the documents on one place such as Complex Needs Training is really useful” “The training sessions that were recorded and the reminders from the Inclusion team were appreciated” “The Equality and Diversity Calendar was a new resource and helped us to plan activities” and “it’s really helpful to have a one stop shop” 5.6.5 Additional training was offered to practitioners in ASN Bases in supporting learners with a complex needs profile and network meetings have been set up to share good practice. Training developed by NAIT (National Autism Implementation Team) was delivered to Primary 1 teachers in the new term to assist teaching staff in adapting the classroom environment for autistic learners. A survey has been issued to all class teachers and this will shape the training offer to schools this session. 5.6.7 The South Lanarkshire Autism Framework is being updated by a working party including representatives from schools, early years establishments and Educational Psychologists. In addition, the guidelines for supporting pupils with complex additional support needs have been updated and were launched in August 2024. 5.6.8 The Digital Education Strategy is an important part of our drive to create an inclusive and supportive learning environment for all learners. To support this investment, access to the digital literacy tool Read & Write by Texthelp has been extended to all establishments for a further two years. This accessibility tool offers help with everyday tasks like reading out loud, understanding familiar words, researching assignments and proofing written work. 5.6.9 Further bespoke training was offered, including a four day Read & Write Roadshow which visited schools across the authority. 81
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As a result of this fantastic learning experience, we have seen improved accessibility to learning materials for our pupils, increased confidence in their reading and writing skills, allowing them to participate more fully in their education and increased independence and engagement in their learning, which has undoubtedly led to more inclusive classroom environments across our schools. 5.7 Tackling Poverty 5.7.1 The increase in children living in poverty has led to a strong focus on the negative impact this has on education and how schools have an important role to play in helping tackle this inequality. 5.7.2 In addition to national initiatives such as Strategic Equity Funding, SLC has focused on Cost of the School Day initiatives in Education Resources. There are many costs associated with attending school which can place families under considerable financial pressure. 5.7.3 In March 2024, Education Resources produced robust guidance for schools, launched at a conference with keynote speech from well-known anti-poverty campaigner Darren McGarvey. 5.7.4 The guidance contains ten SLC Proposals to reduce the cost of the school day in all schools and early years establishments alongside advice on communicating with families. (Appendix 2) 5.7.5 The guidance is complemented by additional resources to support schools in this area. Additional resources to support establishments can be found on the Cost of the School Day sections on the SLC Staff Learning Centre and the Equity Hub. Resources include exemplars, materials from the recent Conference, resources to help consult with pupils, staff and parents/carers, professional learning materials and examples of good practice from SLC Schools to ensure that developments become embedded in everyday school practice. 5.8. Care Experienced Children 5.8.1 February 2024 saw South Lanarkshire’s second annual National Care Day event. This was led by The Keeping the Promise Thematic Group and attracted around 120 people, equally split between children and young people and corporate parents. This covered key topics including the work of the Champions Board and there were round table discussions focusing on the experiences of children and young people on their care experienced journey. 5.8.2 Feedback from the day informed the thematic group action plan for session 2024/2025. Funding has been secured to run another event in 2025. 5.8.3 The Educational Psychological Services team, supported by a nurture development officer, continue to embed our attachment informed, trauma sensitive approach to support learners who have experienced adverse childhood circumstances. 5.8.4 They have developed an accreditation scheme in order that schools can achieve recognition for their work in upholding the attachment pledges. 36 establishments so far have submitted accreditation evidence. 5.8.5 As part of this work Emotion Coaching training is being offered to schools and 1,111 staff have now been trained in this approach of communicating effectively with children who display emotional distress. 82
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5.8.6 In addition to these approaches, additional support is provided through the service delivery from the peripatetic care experienced support teachers who work directly with children and their families to overcome obstacles to attendance and attainment, as well as liaising with and advising school leaders on ways to support care experienced children through their day-to-day educational experience. 5.8.7 With these measures in place there is evidence of increased achievement of National 5 awards and fewer exclusions from schools for our care experienced pupils. 5.9. Next Steps and Priorities 5.9.1 This paper has highlighted some of the work in Education Resources to ensure that approaches to Equality, Diversity and Inclusion are embedded in all our establishments to ensure that all learners are treated with respect and have the necessary adjustments/accommodations in place to achieve their full potential. 5.9.2 Education Resources will continue to work to embed Equalities work across establishments. In order to achieve this aim:- funding from the Scottish Government for training School Support staff has been used to organise delivery of training for approximately 500 staff across 3 Inservice Days. This is supported by a resource folder for schools focusing on de- escalation of distressed behaviour and emotional regulation Inclusive Education Services will continue to develop the Equalities Section in the Online Inclusion Hub. The resources will ensure that schools are supported to include Equalities priorities in their School Improvement Plans Gender Based Violence is a priority for schools to progress. A new cohort of secondary staff have recently been trained in Mentors in Violence Prevention (MVP) and most schools will be delivering this session. We are progressing the Equally Safe for Schools Programme we will continue to build capacity in schools to enable staff to work effectively with pupils who have complex additional support needs we will continue our commitment to staff training and development in relation to equality and diversity related issues. An Education Resources working group is in place to further progress the Equalities agenda along with the UNCRC and Sustainability. 13 teachers have completed the national Building Racial Literacy Programme and will be implementing an action plan in their own establishments integrated working to support our care experienced young people will continue in order that we can ensure achievement of the objectives of The Promise 6. Employee Implications 6.1. Mainstreaming equalities are met from within existing employee resources. 7. Financial Implications 7.1. There are no financial implications arising from this report. 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no climate change or environmental implications as a result of this report. 9. Other Implications 9.1. There is a risk to the Council if the Resource does not comply with the relevant Equalities duties and legislation. 83
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10. Integrated 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 and, therefore, there is no requirement for an impact assessment to be carried out. Anne Donaldson Interim Executive Director (Education Resources) 19 December 2024 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers South Lanarkshire Working For You: Mainstreaming Equalities Progress Report 2019- 2021 and Mainstreaming Equalities Report 2021-2025 Provision of LGBT+ Inclusive Education in South Lanarkshire Schools (December 2023) Framework for Developing an Anti-Racist and Decolonised Curriculum (February 2024). Cost of the School Day Guidance for Schools and Early Years Establishments (March 2024) Education Resources Annual Update on Mainstreaming Equalities (August 2024) Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Aisling Boyle, Interim Head of Education (Inclusion Services) Ext: 4452 (Tel: 01698 454452) E-mail: Aisling.Boyle@southlanarkshire.gov.uk 84
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Examples of Anti-racism work Appendix 1 9 85
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Appendix 2 South Lanarkshire Council Cost of the School Day Proposals March 2024 The proposals are:- WE PROPOSE: All South Lanarkshire schools will promote the use of affordable, inclusive and flexible uniforms for children and young people. WE PROPOSE: South Lanarkshire Schools will encourage and support young people to apply for their Under 22 free bus pass. WE PROPOSE: No child or young person will need to pay for any aspect of their core curriculum/education. WE PROPOSE: All South Lanarkshire schools will take part in the annual Challenge Poverty Week to raise awareness among our children and young people. WE PROPOSE: Cost will never prevent any South Lanarkshire pupil attending an Educational Excursion held during the school day. WE PROPOSE: All children and young people within South Lanarkshire schools will be encouraged to maintain healthy eating habits in line with the Schools Act (Health Promotion and Nutrition) (Scotland ) Act 2020. WE PROPOSE: All South Lanarkshire schools/Early Years Establishments will complete a Cost of the School Day calendar at the start of each year to ensure fun events are spread evenly through the year and include cost-free events. WE PROPOSE: every child or young person will be able to take part in at least one free extracurricular club each school year. WE PROPOSE: no learning at home activity will have financial implications for families. WE PROPOSE: All South Lanarkshire Schools and Early Years Establishments will have a Cost of the School Day Policy which will be:- Regularly reviewed Recognised within the Equity section of Establishment Improvement Plans Written in consultation with all stakeholders Shared annually with staff during the first in-service day and available to families through usual communication methods 9 87
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Report Agenda Item Report to: Education Resources Committee Date of report: 28 January 2025 Report by: Interim Executive Director (Education Resources) Subject: Achievement of Literacy and Numeracy Curriculum for Excellence Levels 2023/2024 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the recently published Literacy and Numeracy Curriculum for Excellence levels for session 2023/2024 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the Curriculum for Excellence levels in Literacy and Numeracy for 2023/2024 be noted. 3. Background 3.1. The Scottish Government published Achievement of Curriculum for Excellence (CfE) Levels for 2023/2024 on 10 December 2024. 3.2. The published information is based on the professional judgement of teachers and is collated annually based on data submitted by all schools in Scotland in June each year. Due to the COVID-19 pandemic, there was no data collected in 2019/2020 and there was no S3 data collected in 2020/2021. 3.3. Data is submitted on CfE levels in literacy and numeracy at the stages of P1, P4, P7 and S3 across all South Lanarkshire Council (SLC) schools. The school level data is aggregated by the Scottish Government to produce the Local Authority dataset which forms the basis for their report. 3.4. Further information on CfE levels and the expected level by stage is shown in Appendix 1. 3.5. A very small number of pupils have long term significant and complex additional support needs that mean that it is unlikely that they will progress through CfE levels during their time in education. These pupils are recorded as ‘child following individual milestones’ and are included in the data. 3.6. Individual pupils who have recently joined schools with no prior assessment history are recorded as ‘not assessed’ and these figures are not included in the data set. 10 89
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4. Assessment and Moderation 4.1. Achievement of a CfE level is based on a holistic view of a child’s achievements across a range of evidence over a period. Some schools use standardised assessments, including National Standardised Assessments, to contribute to this process. 4.2. Teacher professional judgement of achievement of a level is subject to quality assurance to ensure a consistent understanding of standards and consistent assessment decisions. Moderation can take place internally within a school or across a group of schools and/or Learning Communities. All schools have access to external materials to support this process including resources published by Education Scotland and The West Partnership. 4.3. Schools use their pupil level CfE data internally to inform next steps in progress for individual children and young people. Aggregated whole school data is included in each school’s annual Standards and Quality report which is published and shared with parents each session. 5. Summary of results-National 5.1. Nationally, the number of primary pupils achieving expected levels have increased for all organisers and all stages. For P1/4/7 combined, the proportions of pupils achieving the expected CfE levels for both literacy and numeracy are the highest to date. 5.2. Nationally, the number of S3 pupils achieving 3rd level or better and fourth level have increased for all organisers. For S3 pupils, the proportions achieving Third Level or better in literacy and numeracy are at the highest ever level. For literacy, the 2023/2024 figure of 88.3% is 0.4 % points above the previous high (87.9% in 2018/2019) whilst for numeracy the 2023/2024 figure of 90.3% is 0.1 % points above the previous high (90.2% in 2018-19). 5.3. Nationally, for primary P1/4/7 pupils, the proportion of learners who achieved expected CfE levels are at record highs for children from both the most and least deprived areas of Scotland. The attainment gap in literacy for P1/4/7 pupils has reduced in 2023/2024 to its lowest recorded level. The attainment gap in numeracy for P1/4/7 widened from 17.0% in 2022-23 to 17.4% in 2023/2024. 5.4. Nationally, the gap between the proportion of S3 learners from the most and least deprived areas who achieved Third Level or better in both literacy and numeracy, reduced to the lowest ever level recorded. 6. Summary of Results-SLC 6.1. SLC reported CfE data for 14,168 young people across 142 schools in 2023/2024 within the National Sample of around 230,000 young people. 2021/2022 was the first year in which a full data set was collected for the four stages (P1, P4, P7 and S3) since the COVID-19 pandemic began. The information can be accessed on the Scottish Government’s website at: Achievement of Curriculum for Excellence (CfE) Levels 2023-24 - gov.scot 90
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6.2. Primary Literacy In 2023/2024, at 74.6%, achievement of primary literacy levels in SLC is just above the national average of 74% and the highest recorded since 2016/2017. Primary literacy levels in SLC have improved by 1.1% points between 2022/2023 and 2023/2024. In 2023/2024 the primary literacy ‘gap’ was 21.8% points. This is wider than the national primary literacy gap which is 20.2% points but continues to close post pandemic. 69.24 71.41 72.30 66.88 70.54 72.74 73.99 72.42 72.00 71.69 70.23 71.26 73.45 74.60 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy P147 P147 P147 P147 P147 P147 P147 P147 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) ACEL | P147 | Literacy Scotland South Lanarkshire -22.05 -21.64 -20.66 -24.70 -21.34 -20.46 -20.24 -22.28 -19.40 -19.40 -23.57 -24.38 -22.28 -21.75 -30.00 -25.00 -20.00 -15.00 -10.00 -5.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy P147 P147 P147 P147 P147 P147 P147 P147 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) Scotland South Lanarkshire 91
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6.3. Secondary Literacy - Third Level In 2023/2024, at 92.4%, achievement of S3 third level literacy in SLC is well above the national average of 88.3%, with data improving by 1.4% points since 2022/2023. In 2023/2024 the S3 third level literacy gap was 10.1% points, which compares favourably to the national figure of 12.7% points. 87.11 87.33 87.94 85.54 87.76 88.31 91.62 93.17 93.15 90.48 91.01 92.42 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) ACEL | S3 (3rd) | Literacy Scotland South Lanarkshire -13.65 -13.30 -13.76 -16.34 -13.69 -12.71 -11.44 -9.19 -7.99 -8.96 -10.20 -10.06 -18.00 -16.00 -14.00 -12.00 -10.00 -8.00 -6.00 -4.00 -2.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) Scotland South Lanarkshire 92
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6.4. Secondary Literacy - Fourth Level In 2023/2024, at 73.8%, achievement of S3 fourth level literacy in SLC is well above the national average of 58.2%, with data improving by 4.3% points since 2022/2023. In 2023/2024, the S3 fourth level literacy gap has narrowed to 21.7% points from 28.1% points in 2022/2023. This is the smallest gap since 2016/2017 and is better than the national figure of 30.9% points. 44.20 46.37 48.23 47.71 56.07 58.17 57.36 57.50 60.40 59.19 69.52 73.80 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) ACEL | S3 (4th) | Literacy Scotland South Lanarkshire -30.50 -34.08 -33.57 -31.31 -30.66 -30.90 -32.79 -32.23 -29.33 -23.53 -28.08 -21.67 -40.00 -35.00 -30.00 -25.00 -20.00 -15.00 -10.00 -5.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) Scotland South Lanarkshire 93
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6.5. Primary Numeracy In 2023/2024, at 81.5%, achievement of primary numeracy levels in SLC are above the national average of 80.3%. In 2023/2024 the numeracy gap narrowed to 17.4% points from 17.7% points in 2022/2023 and now mirrors the national numeracy gap. 76.36 78.42 79.07 74.69 77.95 79.60 80.29 78.26 78.87 79.23 77.89 79.11 81.64 81.47 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy P147 P147 P147 P147 P147 P147 P147 P147 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) ACEL | P147 | Numeracy Scotland South Lanarkshire -17.58 -16.80 -16.81 -21.42 -17.76 -16.96 -17.41 -17.28 -15.12 -15.37 -19.18 -18.56 -17.69 -17.38 -25.00 -20.00 -15.00 -10.00 -5.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy P147 P147 P147 P147 P147 P147 P147 P147 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) Scotland South Lanarkshire 94
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6.6. Secondary Numeracy - Third Level At 93.0%, achievement of S3 third level numeracy in SLC is above the national average of 90.3%. In 2023/2024, the S3 third level numeracy gap was 9.1% points which compares favourably to the national figure of 12.0% points. 88.24 89.04 90.17 89.07 89.55 90.32 89.71 91.17 93.04 92.00 93.49 92.96 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) ACEL | S3 (3rd) | Numeracy Scotland South Lanarkshire -14.88 -14.01 -13.48 -14.98 -13.65 -12.01 -17.85 -14.17 -10.12 -12.49 -9.26 -9.05 -20.00 -18.00 -16.00 -14.00 -12.00 -10.00 -8.00 -6.00 -4.00 -2.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) Scotland South Lanarkshire 95
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6.7. Secondary Numeracy - Fourth Level In 2023/2024, at 74.3%, achievement of S3 fourth level numeracy in SLC is above the national average of 65.1%. This measure continues to improve, and this is the highest level since 2016/2017. In 2023/2024, the S3 fourth level numeracy gap was 24.1% points. Whilst this is significantly better than the national figure of 33.3% points, this remains the largest poverty related attainment gap across the S3 measures reported. 55.72 56.14 58.86 59.30 62.98 65.14 55.63 60.89 62.56 65.13 72.58 74.28 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) ACEL | S3 (4th) | Numeracy Scotland South Lanarkshire -34.85 -36.51 -37.67 -34.92 -34.55 -33.31 -33.67 -25.58 -28.34 -32.25 -31.40 -24.05 -40.00 -35.00 -30.00 -25.00 -20.00 -15.00 -10.00 -5.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) 2016/17 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Achieved Expected Level (%) Scotland South Lanarkshire 96
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7. Analysis of Results-Excellence and Equity, ‘The Gap’ 7.1. Across the Broad General Education (BGE) we continue to mirror the national improving picture in almost all measures. Almost all P1/4/7 and S3 organisers for A Curriculum for Excellence (ACEL) data are in line or above the national average except P4 reading, writing and listening and talking however, P4 literacy combined is in line with the national average. 7.2. In 2023/2024, SLC remained 12th out of 32 local authorities for P1/4/7 Numeracy and is 14th out of 32 local authorities for P1/4/7 Literacy, an increase of one place on session 2022/2023. 7.3. For S3 third-level literacy and numeracy, SLC is placed 6th in literacy and 10th in numeracy, of 32 local authorities. For S3 fourth-level literacy and numeracy, SLC ranks 2nd in literacy and 5th in numeracy, of 32 local authorities. 7.4. The Scottish Index of Multiple Deprivation (SIMD) is a statistical tool that is used by the Scottish Government to identify and measure areas of relative deprivation in Scotland. Further information on the SIMD and ‘The Gap’ is shown in Appendix 2. 7.5. Within primary, the gap continues to close and in numeracy we are in line with the national average for P1/4/7 of 17.4% points. Although our gap in literacy is greater than the national average, we are continuing to make progress year on year, with a further reduction from 2022/2023. 7.6. Within secondary, the gap continues to close with improvements for our most disadvantaged S3 learners across all measures and our gap for all measures is less than the national average. 8. Next Steps 8.1. The data being collected on children’s progress continues to help inform a shared understanding at local and national level on areas where focused action is required to further improve standards. 8.2. The Raising Attainment Strategy (Primary) continues to increase confidence in the use of data to improve outcomes for learners. The use of data analysis tools has enabled the increased collection of ACEL data to three times per session for all learners. Professional dialogue with senior leaders around attainment takes place at individual school level ensuring appropriate support and challenge. 8.3. Through the secondary Statistical Summary Report (SSR) programme, Head Teachers and senior leadership teams are provided with the opportunity to engage in high-quality support and challenge discussions around their attainment and school improvement priorities. As part of the SSR programme, there are two sessions to interrogate ‘live’ school data to support interventions and improve attainment for current learners. One session focuses on current senior phase attainment data and the other session on current BGE attainment data, including literacy and numeracy. The SSR Live BGE session continues to support improvements in S3 ACEL data through professional learning and robust professional dialogue. 8.4. Education Resources will continue to provide support for schools to raise attainment through the work of the Curriculum and Quality Improvement Service (CQIS) and the development of increased opportunities for moderation, will continue to improve the reliability of teacher professional judgements on achievement of a CfE level. 97
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8.5. This data will continue to be reported through Education Resources planning and reporting mechanisms linked to both the Council Plan and Resource Plan at Quarters 2 and 4. 9. Employee Implications 9.1. There are no employee implications associated with this report. 10. Financial Implications 10.1. There are no financial implications associated with this report. 11. Other Implications 11.1. There are no implications for sustainability or risk in terms of the information contained within this report. 12. Integrated Impact Assessment and Consultation Arrangements 12.1. 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. 12.2. Consultation, dialogue and engagement has taken place with schools, headteachers, teachers and the trade unions on achievement of attainment levels. Support has been provided through professional learning at school and learning community level. Anne Donaldson Interim Executive Director (Education Resources) 19 December 2024 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers Achievement of Curriculum for Excellence (CfE) Levels 2023-24 - gov. scot 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 98
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Appendix 1 Curriculum for Excellence (CfE) levels Expected CfE levels by stage CfE Level Stage Description Early P1 The final two years of early learning and childcare before a child goes to school and P1, or later for some. First P4 To the end of P4, but earlier or later for some. Second P7 To the end of P7, but earlier or later for some. Third and Fourth S3 S1 to S3, but earlier or later for some. The Fourth Level broadly equates to Scottish Credit and Qualifications Framework Level 4. The Fourth Level experiences and outcomes are intended to provide possibilities for choice and young people’s programmes will not include all the Fourth Level outcomes. 99
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Appendix 2 SIMD and ‘The Gap’ The Scottish Index of Multiple Deprivation (SIMD) is a statistical tool that is used by the Scottish Government to identify and measure areas of relative deprivation in Scotland. It provides a composite measure of deprivation by combining information from six indicators: income, employment, health, education, geographic access to services and crime. A score is produced based on these 6 indicators and this score is used to rank each small geographical area (data zone) from the most deprived (rank 1) to the least deprived (rank 6,505). Deciles split the data zones into 10 groups, each containing 10% of Scotland’s data zones. Quintiles split the data zones into 5 groups, each containing 20% of Scotland’s data zones. The graphic below shows the relationship between Deciles and Quintiles. Decile 1 Decile 2 Decile 3 Decile 4 Decile 5 Decile 6 Decile 7 Decile 8 Decile 9 Decile 10 Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5 All ‘gap’ analysis within this paper compares attainment of learners who reside in Quintile 1 data zones with all learners who reside in Quintile 5 data zones. (Q1 v Q5). This is the commonly accepted methodology to measure the ‘gap’ in Scottish Education. 100
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Interim Executive Director (Education Resources) Subject: Youth, Family and Community Learning – Service Update 1. Purpose of Report 1.1. The purpose of the report is to:- provide an update on delivery of Youth, Family and Community Learning Service provision during 2023/2024 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) that the scale and scope of services delivered be noted; and (2) that the activities and impact of services delivered to meet the needs of targeted young people, adults and families be noted and celebrated. 3. Background 3.1. The Youth, Family, and Community Learning (YFCL) Service delivers a range of Community Learning and Development (CLD) programmes, projects and activities across South Lanarkshire. CLD is an educational practice that supports individuals and groups in improving their skills and reaching their full potential. 3.2. Community Learning and Development is rooted in a commitment to the principles of social justice, empowerment, inclusion, and access to services and opportunities, regardless of life circumstances. It is delivered within a framework of legislation and statutory guidance, particularly as defined in ‘The Requirements for Community Learning and Development (Scotland) Regulations 2013’ and the ‘CLD Strategic Guidance for Community Planning Partnerships: Community Learning and Development’. Under the requirements of the Education (Scotland) Act 1980, local authorities are mandated to work with partners and communities to publish and deliver a plan of agreed CLD actions over a three-year period and to report on progress through the Council’s structures. 3.3. CLD has recently been subject to a national review by Graeme Dey MSP, Minister for Further Education, Higher Education and Veterans. The report has highlighted the impact of CLD, its value to learners and that it works, and that CLD is “…delivering positive outcomes and improved life chances for marginalised and vulnerable learners…” (Volunteering for All: national framework). 11 101
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3.4. YFCL Service uses a range of delivery methods, initiatives and interventions to deliver CLD outcomes:- youth work and family learning within communities and educational establishments, including Universal Connections buildings 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 support and guidance in the community community development (building the capacity of communities to meet their own needs, engaging with and influencing decision makers) 3.5. This paper presents an overview and update on the range of engagement, impact, and services delivered to communities across South Lanarkshire. It also apprises members of developments in service delivery during 2023/2024. 4. Centre Based Youth Work and Outreach Activity 4.1. Universal Connections Centres, deeply embedded within nine South Lanarkshire communities, serve as the primary vehicle for much of YFCL’s youth work. Leveraging strong local partnerships and relationships, YFCL adopts a need-led approach, utilising local intelligence to tailor opportunities and experiences that are relevant, resonant and attractive to our young people. To extend the impact of youth work beyond the centres and enhance the support provided, an outreach offer of youth work is undertaken to develop and nurture relationships with young people who may not already use our services but would benefit from them. 4.2. YFCL cater to a diverse range of groups, including but not limited to those with additional support needs, those requiring diversionary activities, health and wellbeing groups, creative learning groups (music, drama, media, sports) and issue-based groups when the need arises. 5. Adult learning 5.1. Community-based adult learning is delivered with, and for, adults in their communities. It is not usually determined through a curriculum. Instead, the Social Practice model is widely used to respond to learners’ goals and aspirations. This model acknowledges that adult learners bring skills, experiences and assets to be built on. ‘Community-based adult learning is often the first step back into education for many adult learners and offers pathways to Scotland’s further and higher education system.’ Adult Learning Strategy (2022 – 2027) 5.2. The adult learning offer from YFCL can broadly be categorised into literacy; numeracy (Multiply); English for Speakers of Other Languages (ESOL); parenting; personal development, creative learning and issue-based activities based on specified needs. In addition, YFCL provide a space for people to access social experiences free of charge, where they can build positive relationships and networks with peers. 102
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Activity is delivered across a range of settings, including Universal Connections. Non- stigmatised access to food for all service users is a feature of most of YFCL programmes for all age groups. This is supported through access to local opportunities via supermarkets and businesses who provide ‘end of day’ and other food donations. 6. Adult Literacy and Numeracy (ALN) 6.1. YFCL Service’s Adult Literacy and Numeracy Team worked with 290 individuals during 2023/2024 to improve their functional literacy skills. YFCL’s strong partnerships with locally based organisations help us to raise awareness and attract new learners. In addition, strong relationships with Social Work and the Department of Work and Pensions ensure a steady flow of referrals. 6.2. There are many ALN groups across South Lanarkshire and learners work on a range of literacy, numeracy and ICT skills. Individuals work towards their own goals (within a group setting) with the support of an ALN tutor and fully trained volunteers. Learning takes place in a variety of venues on different days and times to suit learners’ needs. During 2023/2024, the following outcomes were recorded by literacy learners:- 81 improved their IT skills 61 improved their employability skills 42 achieved a qualification Achievements are celebrated and adult learners are often featured in the YFCL Boost! newsletter with their qualification certificates. 7. Multiply (UK Shared Prosperity Fund) 7.1. Multiply is a UK wide initiative funded by the UK Government through the Shared Prosperity Fund that aims to transform the lives of adults by improving their functional numeracy skills. Taking forward Multiply within YFCL, partnership working is at the core and together with Voluntary Action South Lanarkshire, South Lanarkshire College, and schools, we are collaborating to create a progressive pathway for adults aged 16+ who are keen to make numbers count. 7.2. South Lanarkshire Council is part of the Glasgow City Region (a collaboration between 8 local authorities) and this innovative regional approach to providing adult numeracy learning is the only example of a regional partnership within the UK. 7.3. Learning has been embedded in a range of topics including eco-numeracy, cooking on a budget, and financial awareness. One example of this approach is the partnership with ‘Supporting Our Community’ (SOC) in Hillhouse. A numeracy programme was developed and delivered to a group of seven adults with additional support needs. Topics included: budgeting (and the difference between needs and wants), telling the time (and planning journeys and reading bus timetables), keeping safe online and everyday numeracy. 103
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Learning was differentiated to suit the needs of individual learners, and activities were planned in consultation with the participants. Robust evaluation led to the creation of further learning activities for this group as learners requested support with practical activities including cookery and saving money. “Most of the attendees have their own tenancy, or are waiting for their own flat, so this 7-week course was perfect for them.” (Senior Community Support Worker, Social Work). 7.4. YFCL works with others to improve life chances for people of all ages, and Multiply aims to do this through early intervention of numeracy needs to targeted individuals and communities. The Multiply team have delivered on 2023/2024 targets, through utilising existing networks and referral routes. 8. English for Speakers of Other Languages (ESOL) 8.1. The YFCL Service offers ESOL classes across all localities within South Lanarkshire, catering to different proficiency levels based on learner needs. These levels include Literacies, Beginner, Elementary, Pre-Intermediate and Intermediate. 8.2. In South Lanarkshire, YFCL staff and the Resettlement Team work in close partnership to deliver ESOL in South Lanarkshire. 8.2.1. 255 learners accessed ESOL Provision during 2023-2024. 192 accessed classes in the community and a further 63 were supported in the Ramada Hotel in East Kilbride. 8.2.2. Language classes are designed to assist learners in everyday communication. In addition, the YFCL Service provides:- SQA (Scottish Qualifications Authority) Core Skills qualifications (Communication and ICT Level 2 – Level 4). Employability skills. ESOL Family Learning. ESOL drop-in Café and Chat. ESOL Summer Programmes (based around learners needs). ESOL Learning trips and educational visits. YFCL programmes aim to create an accessible, inclusive, and supportive learning environment. They help learners improve their English, enhance employability skills, boost mental and physical well-being, and build confidence for further education, employment, and community integration. Working closely with the resettlement team, effective support to refugees assists them to integrate into the community. 8.2.3. As a result of attending language classes:- 29 of our ESOL learners now actively volunteer with organisations such as the Red Cross, Shelter Scotland, Barnardos, British Heart Foundation, Camglen Radio and Larkhall District Volunteer Group. This enables them to practice their skills, gain confidence, and acquire experience for future employment 93 of our learners have moved to employment 26 ESOL learners achieved SQA qualifications at Level 2 - 4 through engagement with the YFCL ESOL classes 104
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8.2.4. The YFCL ESOL team collaborate with various organisations, businesses and charities including Hamilton Library, NHS, South Lanarkshire Leisure and Culture, Glasgow Science Centre, Scottish National Trust, Red Cross, Larkhall District Volunteer Group, Skills Development Scotland, Routes to Work South, Aspire, Healthy Valleys, Camglen Radio and the Blue Triangle. These partnerships are essential in providing better opportunities for learners. All ESOL learners have commented on how much the classes have helped improve their physical and mental wellbeing and decreased the risk of social isolation. “Classes are a lifeline for us.” (ESOL Learner) “You help us not to feel alone in this country.” (ESOL Learner) 9. YFCL Work in Schools 9.1. Pathfinders 9.1.1. The Pathfinders Programme is currently embedded within six schools in South Lanarkshire, with 14 YFCL Pathfinder Officer posts. The six schools are: Cathkin High School; Stonelaw High School; Lanark Grammar; Calderside Academy; St Andrew’s and St Bride’s High School, and Carluke High School. This is funded through a blend of Whole Family Wellbeing Funding (WFWF) and Pupil Equity Funding (PEF). 9.1.2. In 2023/2024 the programme set a target to engage with 350 young people and families, providing support and sustained engagement that meets identified needs. In total at the end of March 2024, Pathfinders had worked with a total of 534 young people and families, which exceeded the planned target by 52.5%. 9.1.3. Pathfinder support is bespoke and provided through individual and group support. Home visits and parental engagement are key elements of the role. Pathfinder staff are well connected to key partners in the wider community to ensure appropriate referrals into and out of the provision. 9.1.4. A new initiative to develop a youth led consultation process, made possible by the Pathfinders team successfully securing funding from the UNCRC Innovation Fund, has resulted in 21 young people actively engaged in youth voice activity, which is directly influencing Pathfinders provision whilst developing the skills and confidence of the learners. These learners are acting as a catalyst for change in relation to areas that effect their lives. For many this is life changing and is contextualising their learning journey, helping to ensure the process positively impacts on those who will begin their own journey with Pathfinders. 9.1.5. Impact, recorded through the CLD impact measures under the South Lanarkshire 3- Year CLD Strategic Plan, in addition to a range of Pathfinder specific indicators, shows:- 88% increased meaningful participation in school or learning in their social skills 24% increase in young people who identified positive development in their Health and Wellbeing 18% increase in young people who recognised a positive adaptation in their behaviour 12% increase in meaningful participation in school or learning 105
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‘Pathfinders have had an enormously positive impact on my daughter’s life. To have someone who will always be there to support and reinforce that she has talents has been very important to my daughter, to have someone who can provide opportunities which fit her needs, talents and interests has been life affirming for her. (Pathfinder Name) has been pivotal in bringing my daughter back to a place of happiness after the struggles she has had, and my husband and I are eternally grateful’. (Parent of Young Person) 9.2 KEAR 9.2.1. KEAR have a dedicated team of YFCL staff who work collaboratively with the school to deliver outcomes and experiences within the Curriculum for Excellence. The team are committed to engaging with pupils and their families to build positive relationships and to explore the development of learning opportunities. Based across nine sites (both secondary and primary), YFCL staff support pupils to recognise their skills and personal achievements, including using awards and accreditation to understand the transferable nature of skills and how they relate to the world of work. 9.2.2. YFCL KEAR staff positively interacted with 80% of the school cohort and their families in the 2023–2024 academic year by supporting a cohesive, high-quality learning offer across the entire KEAR/IWS (Inclusion and Wellbeing Service) provision. This led to the development of attachment led relationships. Furthermore, through Youth Scotland awards, 15 IWS children and 54 KEAR young people received accredited awards for their work with the YFCL team. 9.2.3. As YFCL progress into the 2024/2025 school year the goal is to further strengthen the connection between KEAR and the wider service. The extensive work that YFCL undertakes in the school and the community, highlights the importance of community support in positively influencing the lives of young people and their families. 9.3. YFCL Provision for Pupils During the School Day 9.3.1. YFCL also deliver a range of learning programmes in partnership with schools to support the curriculum in primary and secondary educational establishments. The aim of the School Learning Provision is to:- support young people with their education and wellbeing using youth work as an approach support young people to create and apply their learning and describe their learning and achievements assist young people to set realistic and meaningful goals provide relevant and up to date information regarding issues that affect young people encourage young people to broaden their horizons and increase aspirations and ambitions increase attainment by supporting young people to achieve accredited awards 106
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Provision includes targeted activity for young people at secondary school who may be at risk of disengaging. This varies across localities and is adapted based on identified need. Current examples of this activity are the Platform programme in East Kilbride and the bespoke programmes provided in Carluke such as the Blueprint programme. 9.3.2. YFCL also have staff, temporarily deployed to primary schools using Pupil Equity Funds, to support family learning to improve educational outcomes for children through parental engagement. The addition of YFCL staff provides a range of supports and programmes for learners and families, delivered by CLD professionals, in areas such as health and wellbeing, achievement, securing attendance, improving relationships and removing barriers to learning. 10. Awards 10.1. The Awards and Outdoor Learning Team promotes the use of awards to recognise achievement as well as attainment, and this is delivered across a range of educational establishments and community settings. The team also work with staff teams, community groups, and volunteers to build the capacity to deliver awards and outdoor learning programmes integrated into other learning programmes. 10.2. A wide range of awards are delivered through the Awards team, both for young people and adults, including Duke of Edinburgh (from Bronze through to Gold), Youth Scotland, Awards Scheme Development and Accreditation Network (ASDAN), National Navigation, Discovery, and John Muir. Environmental awards such as John Muir and National Navigation Awards Scheme help learners to connect better with the natural environment, bringing benefits to both physical and mental health wellbeing. At the annual YFCL Awards ceremony held at Hamilton Townhouse in March 2024, 174 learners’ successes were celebrated with 540 certificates presented. 10.3. The Awards team support the Duke of Edinburgh’s award for the whole of Education Resources, and this involves training leaders, ensuring health and safety of participants, monitoring the quality of awards, and celebrating success. There are currently 36 active centres across the authority. Completed Bronze Completed Silver Completed Gold Disadvantaged achieved Active participants Progression to next level 298 73 7 88 1298 173 Table 1: Number of awards and participation level within Duke of Edinburgh’s Award (2023 – 2024). In addition to Duke of Edinburgh Awards, the following Awards were delivered and accredited in 2023-2024: Hi5 – 202 Dynamic Youth – 161 Youth Achievement Award – 10 The team delivers structured non accredited programmes of outdoor learning, which help learners to develop teamworking, self-confidence and wellbeing. These are either as a dedicated programme, usually with partner schools, or to enhance personal development programmes run within YFCL. Activities include a range of bushcraft, outdoor cooking, shelter building, navigation and hillwalking. 107
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10.4. YFCL manages the Youth Scotland delivery hub for South Lanarkshire, which involves creating and implementing effective and efficient verification and standardisation systems, promoting the awards and finding ways to raise capacity for the service to increase delivery. As well as working on direct delivery, the Awards team also oversees awards provision by supporting and offering guidance to staff, to enhance the delivery processes across the service. This includes delivering training to staff, schools, and partner organisations. Furthermore, the team aids the creation and implementation of effective delivery procedures and creates professional development opportunities across the service. 11. Participation and Volunteering 11.1. Participation is an embedded process within the YFCL Service that is taken seriously and delivered effectively. Learners can develop their engagement with democratic processes, build their confidence to explore and understand the issues affecting young people, adults, and communities and to take action to challenge and present ideas to improve ways of addressing issues. 11.2. Taking forward CLD values of self-determination, inclusion, empowerment and working collaboratively, to involve learners in consultative engagement and to support learners to influence decision making processes that affect them, structures such as user committees, South Lanarkshire Youth Council and the Scottish Youth Parliament (SYP) and Political Literacy are all valuable ways for young people and adults to contribute to their communities and develop civic pride, both locally and nationally, and direct the learning opportunities that they engage in to ensure that needs are being met effectively. As a result of participation across these opportunities, young people and adults have progressed issues and concerns in South Lanarkshire and added weight to the voices of their peers such as:- Council budget consultation - taking a lead on behalf of their peers, members of South Lanarkshire Youth Council, the Scottish Youth Parliament and High School pupil representatives consulted their peers and made approaches to the Leader of the Council and the Chair of Education Resources Committee to present and raise concerns and put across the case to consider different budget proposals. This progressed the debate as well as improved routes to engagement with decision making structures Presenting to the Education Management Team - SYP members promoted the importance of continued dialogue, in particular, direct dialogue with young people, to understand and progress the challenges and issues that they experience, growing up in South Lanarkshire User committees of adult and young people membership across YFCL are supporting the delivery of learning opportunities through effective fund raising, helping develop engagement with learners to shape learning and holiday programmes, and volunteering their time to develop the life and shape of Universal Connections facilities, and broaden the knowledge and understanding of the offer to the wider community Scottish Youth Parliament elections 2023 - over 7,500 young people participated in the election process to select 9 successful candidates to represent their constituencies at a national level. Young people volunteered to staff the count of ballot papers, further developing their understanding of democratic processes 108
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Climate Change and Nature Loss Community Planning (CP) Board Development Session - members of South Lanarkshire Council Youth Forum on Climate Change and South Lanarkshire Youth Council delivered a development session to the CP Board to inform and improve discussion and debate with lived experience and perspectives, towards exploring ideas on how the evolving focus on climate change and nature loss can be used as a catalyst to engage and stimulate new ideas to impact on climate change and nature loss 11.3. Within YFCL volunteering, there are 243 volunteers who are supported by the YFCL Service. The Service recognises and understands that volunteering has several benefits, in terms of skills development, well-being, community empowerment and strengthening public services. “Volunteering is the ultimate exercise in democracy…when you volunteer you vote every day about the kind of community you want to live in”. Volunteering for All: national Framework 11.4. Supporting volunteering is an important factor in tackling poverty and disadvantage and this is reflected in South Lanarkshire’s Single Outcome Agreement where volunteering is recognised as a significant component in community inclusion, development and integration and a principal factor in the building of skills, confidence and experience to support people who have been out of the workplace. 12. Service Impact Reporting 12.1. Impact measure data is captured at local level and aggregated to inform local planning and authority wide service development. Data is compiled through quarterly returns to inform planning, set targets, identify gaps, evaluate and understand performance. For 2023/2024:- Total number of participants: 19,119 Age breakdown: Children 5-9 years 7.4% Young People 10-15 years 64.6% Young adults 16-30 years 12.9% Adults 30+ years 14.4% Table 2: age breakdown of participants within YFCL provision. 109
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Impact Measure Total number of learners Number of learners reporting improved confidence & self-esteem 10,801 Number of learners reporting improved mental health & well-being 7,732 Number of learners achieving nationally recognised awards 1,279 Number of volunteers 243 Number of learners progressing to other learning opportunities 593 Number of learners re-engaging with education / lifelong learning 753 Number of learners improving their employability skills 735 Number of learners enhancing their parenting skills 590 Number of ESOL learners improving their language skills 255 Table 3: key impact statistics for 2023-2024 through engagement with YFCL Service. 13. Workforce Development 13.1. Staff within the YFCL Service are engaged in ongoing professional development to enhance service delivery, supported by a comprehensive Learning and Development Plan aligned with the Community Learning and Development (CLD) Standards Council’s strategy. 13.2. YFCL staff are collaborating with national partners and organisations including YouthLink Scotland, Youth Scotland, CLDMS, Education Scotland, SVQ and others to meet CPD requirements and advise on SQA qualifications. Participation in a range of networks allows us to benefit from and shape future CPD developments in line with emerging needs. 13.3. YFCL staff have worked at a national level with the CLD Standards Council regarding meeting staff CPD requirements across the country and advising on the delivery and assessment of SQA qualifications. They have worked closely in partnership with the CLD Standards Council and SQA on the refresh of the Modern Apprenticeships in Youth Work SCQF Levels 6 and 7 and the Modern Apprenticeships in Community Development SCQF Levels 5 and 6. 110
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13.4. YFCL staff have continued to work with the National CPD Network to establish training needs, delivery methods and sharing of practice for CLD practitioners across Scotland. YFCL have been chairing the West Alliance forum that feeds into the National CPD Network and have also been working with the West Partnership in relation to training. YFCL staff have been working with Education Scotland to develop and deliver input at the West Alliance ‘Winter Festival’. 13.5. YFCL has led the development of a course of four community engagement units for SLC Learn online aimed at CLD staff and community volunteers. YFCL has also led the development of a community engagement unit for SLC Learn online aimed at all SLC staff who engage with the public. These courses are planned to go live in February 2025 and will be available to partnership agencies and individuals in communities. 13.6. YFCL have been fully involved in the development of bespoke trauma training aimed at displaced people and refugees and the trauma these people face. The training was developed out of identified need for staff working with Ukrainian people who experience ongoing trauma while living in this country. This training is now being replicated for other local authorities and Third Sector Organisations due to the demand for this bespoke training. 14. Locality Reporting 14.1. Each of the four localities produce activity reports highlighting the impacts of the specific interventions in place which have been designed and implemented according to locally identified needs. These reports are shared locally and are also available on request from local teams. 15. Employee Implications 15.1. There are no employee implications associated with this report. 16. Financial Implications 16.1. There are no financial implications associated with this report. 17. Climate Change, Sustainability and Environmental Implications 17.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 18. Other Implications 18.1 There are no implications for sustainability or risk in terms of the information contained within this report 19. Integrated Impact Assessment and Consultation Arrangements 19.1 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. 19.2. There is also no requirement to undertake any consultation in terms of the information contained in the report. 111
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Anne Donaldson Interim Executive Director (Education Resources) 19 December 2024 Link(s) to Council Values/Priorities/Outcomes Improve the lives and prospects of everyone in South Lanarkshire Inspiring learners, transforming learning, strengthening partnerships Our children and young people thrive People live the healthiest lives possible Caring, connected, sustainable communities We will work to put people first and reduce inequality 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, Interim Head of Education (Inclusion Services) Ext:4452 (Tel: 01698 454452 ) E-mail: aisling.boyle@southlanarkshire.gov.uk 112
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Interim Executive Director (Education Resources) Subject: Celebrating Success in Education 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] highlight some of the exemplary work currently taking place in our educational establishments and across our services, recognising wider achievements and awards received 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the examples of good practice highlighted across a wide range of provision be noted; and (2) that the continuing commitment to the importance of celebrating success within education beyond academic attainment be noted. 3. Background 3.1. Our continued commitment to the celebration of diverse achievements acknowledges and encourages progress whilst motivating our learners and reinforcing positive behaviours. It also helps maintain the morale of our people and emphasises the collective effort involved in nurturing the potential of every learner. 3.2. In addition, highlighting broader successes contributes to creating more inclusive and supportive learning environments. It allows all learners to feel valued for their unique strengths, fostering a sense of belonging and self-worth. This inclusive approach strengthens community ties and promotes a collaborative effort between schools, families, and the wider community, ensuring that the educational journey is enriched by diverse contributions and perspectives. 3.3. By celebrating a wider range of achievements on a consistent basis, we prepare learners to be well-rounded individuals equipped with essential life skills such as creativity, resilience, leadership and empathy. This approach encourages effort and provides a more accurate and comprehensive picture of the positive impact of our work. 4. Celebrating and Recognising Success 4.1. Our establishments take immense pride in recognising the daily achievements of children and young people locally through social and traditional media. This not only keeps families informed but also engages the wider community in celebrating the milestones reached in their learning journeys. Below are some notable highlights linked to our key areas of focus in 2024/2025: 12 113
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4.2. Health and Wellbeing for Learning Milton Primary received a Gold School Sport Award from Sport Scotland. Their Primary 7 pupils have led the school in achieving this through their work as Sport Ambassadors over the last 2 years. West Coats Primary P7 pupils received their Scottish Junior Forester Award from Scottish Forestry. Hamilton School for the Deaf won Hamilton Sport Council’s Sporting School of the Year Award for promoting inclusivity in sport. Underbank Primary won the Kind School Award from the 52 Lives School of Kindness organisation. Duncanrig Secondary won an Outstanding Educational Practice Award from Who Cares Scotland. Leadhills Primary were awarded Bikeability Scotland’s School of the Year. Udston Primary received an Outdoor Play and Learning Award via the national OPAL programme. Kirklandpark Primary achieved a Bronze Award from the national Emotion Works programme. 4.3. Equity and Equality The Instrumental Music Service (IMS) featured 12 diverse performances from mainstream and ASN schools in the 12 Days of Christmas event. Throughout December the IMS supported over 100 school concerts, community events and services. Burgh Primary committed to becoming a Fairtrade School. They started their Fairtrade journey in early 2023 during Fairtrade Fortnight. They ran a parent showcase, a Fairtrade Assembly and Fairtrade tuckshops. Following these successful events they were awarded a Fair Aware Award. James Aiton Primary School received a national anti-bullying award from RespectMe. Craigbank Primary achieved the National Nurturing School Award from Nurture UK. Halfmerke Community Nursery achieved their first pledge towards becoming an attachment accredited centre. A major refurbishment and extension of Our Lady of Lourdes Primary was completed. The opening of the new Wooddean Early Learning and Childcare (ELC). The opening of new First Step ELC extension. The completion of a new dining room expansion at St John the Baptist PS. Extensive adaptations at Uddingston Grammar School to create 3 additional classrooms. 4.4. Curriculum, Learning, Teaching and Assessment Our Early Years Service delivered a significant training programme covering curriculum planning, literacy, numeracy with a focus on children 0-3 years, Froebel in Practice, Musical Markers, digital learning and children’s rights. Six of our ELC settings showcased how they implement Bookbug at a pan- Lanarkshire shared practice event which included an Eid Bookbug session. A Quality Management event focusing on observing, monitoring, and evaluating playroom practice was held specifically for Heads of Establishment and other senior leaders delivered by the Care Inspectorate in partnership with our ELC Improvement Team. 114
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The ELC Improvement Programme reached its 10th cohort providing support to settings not yet meeting the national standard. The support will be included in a digital resource and shared nationally via the Care Inspectorate as an example of good practice. The Instrumental Music Service (IMS) was recognised for strengthening learner pathways to further education through its links with the Royal Conservatoire of Music and University of Highlands and Islands. St Elizabeth’s, High Blantyre and Kirklandpark Primaries received Scottish Book Trust’s Silver Reading School accreditation Newfield, Carmichael and Tinto Primaries achieved the Scottish Book Trust’s Gold Reading School accreditation 4.5. Digital Learning and Inclusion Holy Cross High School’s Reading Café podcast received national recognition winning the Best Children and Young Adults’ Programme in the 2024 Independent Podcast Awards. This prestigious award follows earlier recognition from the Scottish Government, the Scottish Book Trust, The Times Educational Supplement (TES) and the Daily Record. The podcast has given pupils the opportunity to host online author interviews with acclaimed writers such as Robin Stevens, Darren Shan, Tom Oldfield and Mark Millar. 6,800 learners took part in a Youth Music Project giving participants the opportunity to perform on stage or at an online IMS event. St Andrew’s and St Bride’s High received a Digital Schools Award from the Digital Schools Company and a Silver CyberFirst Schools Award from the National Cyber Security Centre. Glenlee, Tinto, Lanark and Greenhills Primaries achieved Digital Schools Awards from the Digital Schools Company programme. 4.6. Climate Change and Sustainability 58 of our schools are currently involved in the Eco-Schools programme. Eco- Schools is delivered by Keep Scotland Beautiful and is designed to encourage whole-school action on sustainable development. 4 schools are working towards a Learning about Forests (LEAF) award aimed at advocating outdoor learning and hands-on experiences, resulting in pupils gaining a deeper and more involved understanding of the natural world. A workshop was delivered to the South Lanarkshire Youth Forum and South Lanarkshire Youth Conference covering climate anxiety, disinformation and how pupil voice can be supported to tackle these. 434 pupils attended Climate Ready Classroom sessions. 13 additional teachers attended at least one new training session on Eco Schools. 53 classes were registered to attend Live Eco School Lessons. P6 pupils from Bankhead, Kirklandpark, Robert Smillie Memorial, St Vincent’s and Carnwath Primary Schools took part in a six-week Waste Warrior pilot programme looking at innovative ways of reducing food waste in schools. A further 21 schools have since joined the programme. Neilsland and Crawforddyke Primaries achieved their 8th Green Flag Award. Carstairs Junction Primary received their 7th Green Flag Award. Carmichael Primary achieved their 5th Green Flag Award. Milton Primary received their 3rd Eco Flag whilst being recognised as a Beacon School for completing a Young Tree Champions Project. Auchengray Primary won the Levenseat Trust Acorn Award for environmental and ecological projects. 115
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4.7. United Nations Convention on the Rights of the Child (UNCRC) Over 800 ELC staff attended an online ELC practitioner event. The event focused on the UNCRC. Four ELC settings showcased ways in which they are ensuring children’s rights are evident in practice. Biggar Primary and ELC achieved their Gold Rights Respecting School Award from UNICEF UK. Newfield and Carmichael Primaries have been awarded the Silver Rights Respecting School Award from UNICEF UK. West Mains and Tinto Primaries received their Bronze Rights Respecting School Award from UNICEF UK. 4.8. Communication and Engagement The Early Years Service has continued to host monthly training sessions, for funded provider childminders to ensure opportunities are available to all providers. This is well attended and ensures that our childminders are kept abreast of new initiatives and best practice. The IMS took part in four Touch a Life Make a Difference Concerts helping to raise funds for Kilbryde Hospice. Royal Scottish National Orchestra principal trumpet player Chris Hart praised the incredibly high standard of South Lanarkshire Council brass pupils at the IMS Brass Day in November. The South Lanarkshire Schools’ Big Band and the newly formed South Lanarkshire Schools’ Choir have been invited to open the HITS (Heads of Instrumental Teaching Scotland) Conference 2025 in February. Kirktonholme Primary received an International School Award for their twinning project with Hillpoint School in Nepal. Duncanrig Secondary School Concert Band were successful in gaining a coveted place at the National Concert Band Finals due to take place at Perth Concert Hall in March 2025. 5. Employee Implications 5.1. There are no employee implications associated with this report. 6. Financial Implications 6.1. There are no financial implications associated with this report. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 8. Other Implications 8.1. No implications for risk in terms of the information contained in this report. 9. Integrated Impact Assessment and Consultation Arrangements 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. Anne Donaldson Interim Executive Director (Education Resources) 19 December 2024 116
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Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References Education Resources Committee – February 2024 List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Gary Lambie, Education Resources, Performance, Planning and Operations Manager Ext:4495 (Tel: 01698 454495) E-mail: gary.lambie@southlanaarkshire.gov.uk 117
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Interim Executive Director (Education Resources) Subject: Notification of Contracts Awarded: 1 April 2024 to 30 September 2024 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide notification in line with Standing Orders on Contracts to Committee of all contracts awarded by Education Resources during the period 1 April 2024 to 30 September 2024 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that details of the contracts awarded be noted. [1recs] 3. Background 3.1. It is a requirement of Clauses 21.8 and 22.5 of the Standing Orders on Contracts that details of the acceptance of all tenders above £50,000 be reported retrospectively to the relevant Committee for noting, other than those under Clause 21.3 where the award is not the lowest in a price only tender, or costs exceed the approved financial provision. In these instances, a report is submitted to the appropriate Committee and subsequent authority to award is granted by that Committee. 4. Contract Awards 4.1. A full list of contracts covering the period 1 April 2024 to 30 September 2024 on the basis of lowest offer and/or most economically advantageous offer submitted, is provided at Appendix 1. 5. Employee Implications 5.1. Contracts management, including performance appraisal, will be undertaken by both the main service user and the Procurement Team. 6. Financial Implications 6.1. Appropriate budgetary provision is available for each of the contracts awarded. 7. Other Implications 7.1. There are no direct risks or implications for sustainability in terms of the information contained in this report. 13 119
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8. Integrated Impact Assessment and Consultation Arrangements 8.1. This report does not introduce a new policy, function or strategy nor 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 this report. Anne Donaldson Interim Executive Director (Education Resources) 8 January 2025 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient and transparent Previous References None List of Background Papers Standing Orders on Contracts Contact for Further Information If you would like to inspect the background papers or want further information, please contact: - Emma Smith, Corporate Procurement and Transactions Manager Ext: 5329 (Tel: 01698 455329) E-mail: emma.smith@southlanarkshire.gov.UK 120
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Appendix 1 Education Resources Contracts Awarded by Education Resources over £50,000 in value Contract Reference Number Contract Description Provider Value Start Date End Date Extension Date Date of Award SLC/ED/23/008 Inspection and Maintenance of PE Equipment Sportsafe UK Ltd £160,209.76 01-Jan-2024 31-Dec-2026 31-Dec-2027 23-Apr-2024 SLC/ED/23/015 Maths Recovery Supplies Autopress Education Ltd £100,000.00 01-Aug-2023 31-Jul-2025 31-Jul-2026 13-Apr-2024 SLC/ED/23/041 Supply of orchestral and classroom musical instruments and accessories Stringers Of Edinburgh, Band Supplies Ltd, The Wind Section Ltd, Haydock Music Ltd £610,000.00 14-Mar-2024 30-Nov-2025 - 16-Apr-2024 SLC/ED/23/043 Provision of Literacy, Numeracy, Health and Wellbeing Educational Assessment Resources GL Education Group Ltd £215,250.00 01-Aug-2024 31-Jul-2025 01-Aug-2026 29-Jul-2024 SLC/ED/24/020 Nuffield Early Language Intervention Oxed & Assessment Ltd £243,560.00 16-Aug-2024 15-Aug-2025 15-Aug-2026 03-Sep-2024 SLC/PS/EDUC/19 /019 Early Learning and Child Care PSA Phase 10 Michelle Hay’s Childminding, Karen McCue, Bright Sparks Childminding, Dawn’s Childminding, Linsay Scott, Maries Childminding Service £143,500,000.00 01-Apr-2020 31-Jul-2030 - 18-Jul-2024 SLC/PS/EDUC/19 /022/MC34 Mini Competition for YES Construction Tasters South Lan Wide 2024 First Steps Future Training Ltd £132,796.80 31-Oct-2024 30-Oct-2025 - 23-Sep-2024 SLC/PS/EDUC/19 /028 Education Services Procured Service Arrangement Phase 4 Blossom with Nurture, Clydesdale Community Initiatives, Fare Scotland Ltd, Kooth Digital Health, MacLaughter, Outlet Play Resource, Royal Blind, Venture Trust £42,500,000.00 20-Dec-2021 19-Dec-2026 19-Dec-2031 25-Sep-2024 121
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SLC/PS/EDUC/19 /028 Education Services Procured Service Arrangement Phase 5 Field Studies Council (FSC), ACER International United Kingdom Limited, Mathematics Recovery Council UK and Ireland, UTeach Ltd Scottish Online Lessons £42,500,000.00 20-Dec-2021 19-Dec-2026 19-Dec-2031 25-Sep-2024 SLC/PS/EDUC/19 /028 Education Services Procured Service Arrangement Phase 3 Under the Trees Ltd £42,500,000.00 20-Dec-2021 19-Dec-2026 19-Dec-2031 05-Jul-2024 SLC/PS/EDUC/19 /028/DA/22/005 Parent and Child Dyadic Therapy The Miracle Foundation SCIO £75,000.00 15-Aug-2024 14-Aug-2025 - 18-Apr-2024 SLC/PS/EDUC/19 /028/DA/23/002 Play Therapy Therapeutic Counselling Services Ltd £80,000.00 12-Aug-2024 11-Aug-2025 - 05-Aug-2024 SLC/PS/FINCOR/ 19/057/DA/003 Direct Award from the Framework Agreement for the Provision of Passenger Transport Services SMG Transport Ltd £74,100.00 14-Aug-2024 26-Jun-2025 - 13-May-2024 SLC/PS/FINCOR/ 19/057/MC1/24 Passenger Transport Mini Competition 1 Framework Suppliers £2,583,369.96 14-Aug-2024 25-Jun-2025 25-Jun-2026 05-Jun-2024 SLC/PS/FINCOR/ 19/057/MC1/24/2 Passenger Transport Mini Competition 1/2 Framework Suppliers £55,079.10 14-Aug-2024 25-Jun-2025 - 18-Jun-2024 SLC/PS/FINCOR/ 19/057/MC2/24 Passenger Transport Mini Competition 2 Framework Suppliers £2,408,977.13 14-Aug-2024 25-Jun-2025 25-Jun-2026 27-Jun-2024 SLC/PS/FINCOR/ 19/057/MC3/24 Passenger Transport Mini Competition 3 Framework Suppliers £349,923.00 14-Aug-2024 25-Jun-2025 25-Jun-2026 08-Jul-2024 SLC/PS/FINCOR/ 19/057/MC4/24 Passenger Transport Mini Competition 4 Framework Suppliers £133,098.80 14-Aug-2024 25-Jun-2025 25-Jun-2026 05-Jul-2024 SLC/PS/FINCOR/ 19/057/MC5/24 Passenger Transport Mini Competition 5 Framework Suppliers £409,378.18 14-Aug-2024 25-Jun-2025 25-Jun-2026 18-Jul-2024 SLC/PS/FINCOR/ 19/057/MC6/24 Passenger Transport Mini Competition 6 Framework Suppliers £383,874.10 14-Aug-2024 25-Jun-2025 25-Jun-2026 02-Aug-2024 122
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Contract Extensions by Education Resources over £50,000 in value Contract Reference Number Contract Description Provider Total Contract Value Extension Value Extension Start Date Extension End Date Extension Date SLC/ED/23/009 Provision of Online Mental Health and Wellbeing Support for Children and Young People Kooth Digital Health Limited £180,094.00 £90,047 10-Jun-2024 09-Jun-2025 24-Apr-2024 SLC/PS/FINCOR/19/057 EXTENSIONS 2024 Extensions 2024 under Passenger Transport Services Multiple Suppliers £24,179,254 £419,866.90 16-Aug-2024 26-Jun-2025 17-Jun-2024 123
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 28 January 2025 Report by: Executive Director (Finance and Corporate Resources) Subject: Scottish Public Pensions Agency Consultation on the Scottish Teachers’ Pension Scheme 1. Purpose of Report 1.1. The purpose of this report is to:- provide an update on the Scottish Public Pensions Agency (SPPA) Consultation on the Scottish Teachers Pension Scheme (STPS) provide an update on the Council’s response on the proposals to prospectively amend the eligibility criteria for membership of the STPS with the aim of providing clarity on who can be a member of the scheme 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) that the response, submitted to the SPPA on 15 November 2024, as detailed in Appendix 1, be noted. 3. Background 3.1. The Scottish Teachers’ Pension Scheme (STPS) continues to be an integral part of the remuneration package for teachers in Scotland. The Scheme offers the security of a guaranteed income in every year of retirement for all its members, on some of the most generous terms available from a pension scheme. 3.2. Membership of the scheme is provided for individuals who are employed by a participating employer, predominantly in a teaching role, and where they are between the ages of 16 and 75. Participating employers in the STPS include Local Authorities, Colleges, Universities, Independent and Special Schools. 3.3. The STPS regulations do not expressly define what a ‘teaching role’ is, however, traditionally it is expected to be frontline teaching and for timetabled classes or lectures to take up most of the role the individual performs. 3.4. There are circumstances where other individuals may be eligible for membership of the Scheme, without necessarily being directly engaged in a teaching role. In the legacy Scottish Teachers’ Superannuation Scheme (STSS) individuals were previously described as ‘organisers’ and ‘advisers’. The legacy STSS closed to active members on1 April 2022, however the STPS does not include the term ‘adviser’. This has led to uncertainty about who can be a member of the scheme. 14 125
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3.5. Whilst scheme eligibility is clear for the majority of scheme members, there are a number of areas where clarity is required and others which could usefully be updated to make them relevant to the present-day education system. For example, currently, Executive Directors, Heads of Service, Chief Officers, Quality Improvement Managers, Music Instructors, who may have been in the STPS, must join the local government pension scheme when they change roles. It is primarily those working in a non-school environment, that are affected. 3.6. This consultation document sought views on proposals to prospectively amend the eligibility criteria for membership of the STPS with the aim of providing clarity on who can be a member of the scheme. This consultation ran for a period of 12 weeks commencing on 23 August 2024 and ending on 15 November 2024. The consultation response was presented to the Finance and Corporate Resources Committee for approval on 30 October 2024. 4. Proposed South Lanarkshire Council Response 4.1. In preparing the response to the consultation, views were sought from across Personnel Services and Education Resources. 4.2. The Council’s full response to each aspect of the consultation, is detailed in Appendix 1 and covered the key areas detailed below:- eligibility for the scheme for all posts detailed in the Scottish Negotiating Committee for Teachers (SNCT) handbook the extension of eligibility for those who move from a lecturing role (where they are a member of the scheme) to a research role in Higher Education Institutions and general scheme eligibility to consider those on secondments for inclusion for STPS eligibility to consider senior manager posts connected to the management or supervision of teachers for STPS eligibility do the proposed draft amending regulations deliver the policy objectives? any other considerations or evidence that the Council think should be taken into account when assessing any equality issues arising as a result of the proposed changes 5. Next Steps 5.1. The SPPA have advised that the consultation will aim to inform amendments to the scheme which will provide clarity on who can be a member of the scheme. 6. Employee implications 6.1. Employees will be able to retain their pension in the one scheme, should they move roles within Education during their careers. 7. Financial implications 7.1. There are no current financial implications associated with this report. 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no climate change, sustainability or environment implications arising from this report. 126
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9. Other Implications 9.1. There are no other implications arising from this report, however, the Council has sought clarity from the SPPA related to them specifically detailing named posts in any amendments and if clarification or discussions have taken place or agreements made with the Local Government Pension Scheme (LGPS) administrators on these changes. 10. Equalities Impact Assessments and Consultation Arrangements 10.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, therefore, no impact assessment is required. 10.2. The trade unions have been advised of this consultation and provided input into the response. Jackie Taylor Executive Director (Finance and Corporate Resources) 6 January 2025 Links to Council Values/Priorities/Outcomes Excellent employer Accountable, effective, efficient and transparent Focused on people and their needs Working with and respecting others Previous References Finance and Corporate Resources Committee – 30 October 2024 List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Michelle Milne – Head of Personnel Services (Finance and Corporate Resources) Ext 4330 (Tel 01698 454330) Email: michelle.milne@southlanarkshire.gov.uk 127
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Appendix 1 South Lanarkshire Council full response to the SPPA consultation CONSULTATION RESPONSE FORM CONSULTATION on the Scottish Teachers’ Pension Scheme (STPS): Proposed Changes to Membership Eligibility Criteria 1. Name/Organisation Organisation Name South Lanarkshire Council Title HR Business Manager (Operations) Surname Lang Forename Danielle 2. Postal Address Council Offices Almada Street Hamilton Postcode ML30AA Phone 01698 454132 Email Danielle.lang@southlanarkshire.gov.uk 3. Permissions - I am responding as… (please complete either sections (a), (b) and (d) or sections (c) and (d): Individual or Group/Organisation (a) Do you agree to your response being made available to the public (in Scottish Government library and/or on the Scottish Government web site)? Please state yes or no: Yes (c) The name and address of your organisation will be made available to the public (in the Scottish Government library and/or on the Scottish Government web site). (b) Where confidentiality is not requested, we will make your responses available to the public on the following basis Are you content for your response to be made available? Please state yes to one of the following: Please state yes or no: …………… Yes, make my response, name and address all available .......... or Yes, make my response available, but not my name and address Yes or Yes, make my response and name available, but not my address ……… (d) We will share your response internally with other Scottish Government policy teams who may be addressing the issues you discuss. They may wish to contact you again in the future, but we require your permission to do so. Are you content for Scottish Government to contact you again in relation to this consultation exercise? Please state yes or no: ……Yes…………………………………. 128
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ABOUT YOU I am responding … as a scheme member on behalf of an Independent School on behalf of an Employer Organisation on behalf of a Trade Union/Staff Association other (please specify) What is your gender? I am female I am male What is your working pattern? I work part-time I work full- time Not applicable 129
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CONSULTATION COMMENTS Please use this space to provide any comments on the amendments. Question 1 - Do you agree or disagree with the proposal for all posts detailed in the SNCT Handbook to be eligible for membership of the STPS? If you disagree or don’t know how to answer, please explain why. Comments: Yes, we agree that all posts detailed in the SNCT handbook should be eligible for membership of the STPS. Question 2 - Do you agree or disagree with the proposal to extend eligibility for those who move from a lecturing role (where they are a member of the scheme) to a research role in Higher Education Institutions (HEI)? If you disagree or don’t know how to answer, please explain why. Comments: Yes, we agree that the proposal should be extended to include lecturers moving to research roles. 130
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Question 3 – Do you agree or disagree with the proposal to clarify that only Lecturers in Further Education Institutions should be included for STPS eligibility? If you disagree or don’t know how to answer, please explain why. Comments: Yes, we agree with the proposal to clarify that only further education lecturers are eligible for STPS membership Question 4 – Do you agree or disagree with the proposal for secondments of up to four years to be included for STPS eligibility? If you disagree or don’t know how to answer, please explain why. Comments: Yes, we agree in principle that members should retain their STPS membership in respect of secondments however are of the opinion that consideration should be given to a lesser duration for the reason stated below. Many employers will not approve a secondment in excess of 23 months as there is a risk of establishing permanency in the seconded role and the employee having the same redundancy rights as a permanent employee. (This point was raised previously by SPDS in their 2017 paper to the scheme advisory board) 131
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Question 5 – Do you agree or disagree with the proposal for senior manager posts connected to the control or supervision of teachers to be included for STPS eligibility? If you disagree or don’t know how to answer, please explain why. Comments: Yes, we agree in principle with this proposal, however we are of the opinion that further clarity is required to confirm and refine the criteria mentioned in the consultation “for senior manager posts connected to the control or supervision of teachers”. For example, we are of the opinion that a defining list of job types/titles would assist with this intention such as Executive Directors, Heads of Service, Chief Officer, Quality Improvement Managers working in a non-school environment. This would ensure clarity and remove the risk of disparate employee groups becoming members of the STPS based on ad-hoc connections with managing employees within an education setting. A further point which requires clarity is around GTC registered Music Instructors, many of whom are currently members of the Local Government Pension Scheme. Further detail is required on this group, for instance, will they have the choice to enter either scheme? Or will it be mandatory that current LGPS members are required to transfer into the STPS based on the outcome of this consultation? Question 6 – Do you agree or disagree that the proposed draft amending regulations Deliver the policy objectives? If you disagree or don’t know how to answer, please explain why. Comments: We believe that the proposals go some way to delivering the policy objective however further clarity is required in respect of members who will be allowed to remain in STPS until they leave their current role, and we would assume that this would mean up to retirement if appropriate (mainly music instructors and quality improvement managers). Clarification is required on what discussions have taken place or agreements made with LGPS administrators on this point. 132
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Question 7 - Are there any other considerations or evidence that you think should be taken into account when assessing any equality issues arising as a result of the proposed changes? Comments: The proposals will not immediately impact those in roles which may not be eligible post implementation of the changes. However, upon leaving their current role, employees may be ineligible to remain in the scheme. As an example, a music instructor who is not GTC registered may face ejection from the scheme, whether They move roles or not. These roles have been the subject of much confusion over The years with the majority enrolled in the LGPS(due to changes in teachers’ scheme) and others in STSS, now STPS. Clarification as to any action to ‘move’ instructors into the ‘correct scheme’ would be useful especially given the majority are currently in the LGPS. Consideration could be given to extending the eligibility to include all music Instructors as connected to teaching, whether GTC registered or not. There will be circumstances where a self-employed music instructor has become eligible for permanency and thus requires to be employed and enrolled in a suitable scheme. If they have been enrolled in STPS, confirmation is required on how this would be treated in the future. Please e-mail your response to SPPAPolicyConsultationResponses@gov.scot or send via mail to: STPS: Scheme Eligibility Consultation SPPA Policy 7 Tweedside Park Tweedbank Galashiels TD1 3TE The closing date for receipt of comments is 15 November 2024. 133
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