Agenda Document Pack - Education Resources Committee - 25/03/2025
South Lanarkshire Council · 25 March 2025
Back to Education Resources Committee — 25 March 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
Page 1
Council Offices, Almada Street Hamilton, ML3 0AA Monday, 17 March 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, 25 March 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
Page 2
BUSINESS 1 Declaration of Interests 2 Minutes of Previous Meeting Minutes of the meeting of the Education Resources Committee held on 28 January 2025 submitted for approval as a correct record. (Copy attached) 5 - 10 Monitoring Item(s) 3 Education Resources - Revenue Budget Monitoring 2024/2025 Joint report dated 19 February 2025 by the Executive Director (Finance and Corporate Resources) and Interim Executive Director (Education Resources). (Copy attached) 11 - 16 4 Education Resources - Capital Budget Monitoring 2024/2025 Joint report dated 24 February 2025 by the Executive Director (Finance and Corporate Resources) and Interim Executive Director (Education Resources). (Copy attached) 17 - 20 5 Education Resources – Workforce Monitoring – December 2024 and January 2025 Joint report dated 25 February 2025 by the Executive Director (Finance and Corporate Resources) and Interim Executive Director (Education Resources). (Copy attached) 21 - 28 Item(s) for Decision 6 Children and Young People’s Community Mental Health Support Joint report dated 3 March 2025 by the Interim Executive Director (Education Resources) and Executive Director (Finance and Corporate Resources). (Copy attached) 29 - 32 2
Page 3
Item(s) for Noting 7 Strategic Equity Fund (SEF) Update Report dated 4 March 2025 by the Interim Executive Director (Education Resources). (Copy attached) 33 - 118 8 Updated Framework for Inclusion and Equality Report dated 28 February 2025 by the Interim Executive Director (Education Resources). (Copy attached) 119 - 124 9 Cost of the School Day: Guidance for Schools and Early Years Establishments (Update) Report dated 3 March 2025 by the Interim Executive Director (Education Resources). (Copy attached) 125 - 128 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) 129 - 140 11 Youth, Family and Community Learning - Service Update Report dated 19 December 2024 by the Interim Executive Director (Education Resources). (Copy attached) 141 - 152 12 Celebrating Success in Education Report dated 19 December 2024 by the Interim Executive Director (Education Resources). (Copy attached) 153 - 158 13 Consultation Response Report dated 28 February 2025 by the Interim Executive Director (Education Resources). (Copy attached) 159 - 164 14 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) 165 - 170 15 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) 171 - 180 Urgent Business 16 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
Page 4
4
Page 5
EDUCATION RESOURCES COMMITTEE Minutes of meeting held via Confero and in Committee Room 1, Council Offices, Almada Street, Hamilton on 28 January 2025 Chair: Councillor Lynsey Hamilton Councillors Present: Councillor Alex Allison, Councillor John Anderson, Councillor Ross Clark, Councillor Margaret Cowie, Councillor Mary Donnelly (substitute for Councillor Alistair Fulton), Councillor Maureen Devlin (substitute for Councillor Mo Razzaq), Councillor Allan Falconer, Councillor Grant Ferguson, Councillor Elise Frame, Councillor Geri Gray, Councillor Cal Johnston-Dempsey, Councillor Gavin Keatt (Depute), Councillor Susan Kerr, Councillor Ross Lambie, Councillor Richard Lockhart, Councillor Eileen Logan, Councillor Katy Loudon, Councillor Julia Marrs, Councillor Ian McAllan, Councillor Mark McGeever, Councillor Graham Scott, Councillor Bert Thomson, Councillor Margaret B Walker, Councillor David Watson Councillors' Apologies: Councillor Joe Fagan (ex officio), Councillor Alistair Fulton, Councillor Mo Razzaq External Members Present: Naomi Baxter, Jennifer Gaffney, Christine Hall, Joan Lennon, Angela Milton, Reverend Jillian Storrie Attending: Education Resources A Donaldson, Interim Executive Director; A Boyle, Interim Head of Education (Inclusion Services); L Grieve, Youth, Family and Community Learning Manager; G Lambie, Operations Manager; S Nicolson, Head of Education (Senior Phase); J Wallace, Head of Education (Primary and Early Years) Finance and Corporate Resources G Booth, Finance Manager (Strategy); J Davitt, Public Relations Team Leader, L Harvey, Finance Manager (Resources); E A McGonigle, Administration Adviser; K McLeod, Administration Assistant; E McPake, Human Resources Business Manager 1 Declaration of Interests No interests were declared. 2 Minutes of Previous Meeting The minutes of the meeting of the Education Resources Committee held on 29 October 2024 were submitted for approval as a correct record. In relation to Item 3 on the Education Resources’ Revenue Budget Monitoring 2024/2025 and the financial risk associated with school transport, Councillor Loudon requested an update regarding walking routes and whether the Committee would have any indication of projected savings in relation to this prior to the Council’s budget setting in February 2025. The Interim Executive Director (Education Resources) advised that officers were still working through the financial position but gave an undertaking to send members an update on the walking routes that had been assessed and those which would remain. The Committee decided: that the minutes be approved as a correct record. 2 5
Page 6
3 Education Resources - Revenue Budget Monitoring 2024/2025 A joint report dated 31 December 2024 by the Executive Director (Finance and Corporate Resources) and the Interim Executive Director (Education Resources) was submitted on the actual expenditure measured against the revenue budget for the period 1 April to 1 November 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 1 November 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 The Finance Manager (Resources) responded to a member’s questions in relation to 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 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 29 October 2024 (Paragraph 3)] Councillor Thomson joined the meeting during consideration of this item of business 4 Education Resources - Capital Budget Monitoring 2024/2025 A joint report dated 6 January 2025 by the Executive Director (Finance and Corporate Resources) and the Interim Executive Director (Education Resources) was submitted on the progress of the capital programme for Education Resources for the period 1 April to 1 November 2024. The revised Capital Programme for 2024/2025 amounted to £8.371 million. This reflected the budget which had been adjusted to reflect a decrease of £0.671 million which had been approved by the Executive Committee on 13 November 2024. The decrease was in relation to various adjustments and was detailed in Appendix A to the report. Expenditure to 1 November 2024 was £4.887 million and the forecast for the financial year was £8.371 million. The Committee decided: that the Education Resources' capital programme of £8.371 million, and forecast expenditure of £8.371 million, be noted. [Reference: Minutes of 29 October 2024 (Paragraph 4) and Minutes of the Executive Committee of 13 November 2024 (Paragraph 4)] 6
Page 7
5 Education Resources – Workforce Monitoring – October and November 2024 A joint report dated 31 December 2024 by the Executive Director (Finance and Corporate Resources) and the Interim Executive Director (Education Resources) was submitted on the following employee information for Education Resources for the period October and November 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 14 September 2024 The Committee decided: that the report be noted. [Reference: Minutes of 29 October 2024 (Paragraph 5)] 6 Education Resource Plan: Quarter 2 Progress Report 2024/2025 A report dated 19 December 2024 by the Interim Executive Director (Education Resources) was submitted on the Education Resource Plan Quarter 2 Progress Report 2024/2025 for the period 1 April to 30 September 2024. The Education Resource Plan 2024/2025 set out the objectives and actions to be managed and delivered by the Resource in the financial year 2024/2025. The Resource Plan measures were rated using a traffic light system of red, amber or green as well as blue (BRAG) which indicated that an action had been completed. Details were provided on:- progress against all Resource Plan measures, as detailed in the Quarter 2 Progress Report 2024/2025, attached as Appendix 2 to the report key achievements made by the Resource, as detailed in paragraph 5.3 of the report No measures had been classified as red, however, 12 had been categorised as “report later” or “contextual”. The Operations Manager responded to members’ questions on various aspects of the report. The Committee decided: (1) that the Education Resource Plan Quarter 2 Progress Report 2024/2025, as summarised in paragraph 5.2 and attached at Appendix 2 of the report, be noted; (2) that the key achievements made by the Resource to date, as detailed in paragraph 5.3 of the report, be noted; (3) that it be noted that there were no areas for improvement and associated management actions, as detailed in paragraph 5.4; 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. [Reference: Minutes of 14 February 2023 (Paragraph 8)] 7
Page 8
7 South Lanarkshire Council Multiply Project A report dated 11 December 2024 by the Interim Executive Director (Education Resources) was submitted advising on the progress of South Lanarkshire Council Education’s Multiply Project. The Multiply Project was a UK Government initiative, funded in Scotland through the UK Shared Prosperity Funding (UK SPF), and aimed to improve the numeracy skills of adults within the UK. Funding, which totalled £559 million had 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 had received funding which totalled £2,110,594 as part of a wider Glasgow City Region bid that had totalled £12,757,406. Funding had been allocated to statutory and non- statutory organisations. Three success measures, as detailed in paragraph 3.3 of the report, were used for the programme at a national level. Within Education Resources, it was decided that the Multiply monies would be used by Primary, Early Years and Inclusion Services to support the ambition of closing the poverty related gap between the most and least deprived learners within South Lanarkshire. The funding allocated to Education Resources for 2022/2023, 2023/2024 and 2024/2025 was detailed in paragraph 4.1 of the report. The Resource had progressed with 2 key programmes which ranged across the primary and early years age group as well as the 19+ age group, which had subsequently been revised in Scotland to the 16+ age group, and included people who were not in formal education as follows:- the You+Me programme which consisted of parental learning workshops delivered across primary and early years the Make Numbers Count programme which was an approach taken forward by Youth, Family and Community Learning (YFCL) Services to support adult learners by increasing their confidence with numbers, numeracy skills to help with their and their children’s progression and use maths to manage finances Detailed information on both of those programmes was provided in sections 5 and 6 of the report respectively. Key to the legacy of Multiply delivery in South Lanarkshire through Education Resources, was both recognising and capturing practice that could be embedded within existing structures, as detailed in section 7 of the report. Initial plans were in place for a celebration of success across all sectors at the end of the programme in March 2025. A final evaluation would be undertaken and the results shared with the Committee at a future meeting. The Head of Education (Senior Phase) responded to members’ questions on various aspects of the report. The Committee decided: that the content of the report be noted. [Reference: Minutes of 26 September 2023 (Paragraph 8)] 8 Strategic Approach to Raising Secondary Attainment A report dated 19 December 2024 by the Interim Executive Director (Education Resources) was submitted providing:- an overview of the strategic approach to raising attainment in secondary schools a high-level overview of session 2023/2024 Senior Phase attainment 8
Page 9
It was acknowledged that whilst day-to-day operations of schools had returned to normal, the long-term impact of the COVID-19 pandemic and interrupted learning continued to affect children and young people in the education system. The achievement and attainment of learners in session 2023/2024 had been positive due to a collective effort to improve educational outcomes. Young people continued to demonstrate education, resilience, and adaptability in their learning journeys. When considering the Scottish Qualifications Authority (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 Each of those considerations had changed each year since 2020 due to the impact of COVID-19 restrictions. Details of SQA examination arrangements from 2020 to 2024 were provided in Appendix 1 to the report. Based on the data provided through the Scottish Government ‘Insight’ tool, the 2023/2024 academic year indicated positive outcomes in attainment across S4 to S6, as detailed in paragraphs 3.4 to 3.6 of the report. There remained an ongoing focus on raising attainment and achievement across South Lanarkshire Council’s secondary schools. Detailed information was also provided on:- factors which affected attainment the range of strategic approaches used to raise attainment the next steps that would be used by the Resource to provide support to secondary schools The Head of Education (Senior Phase) responded to a member’s question in relation to whether attainment data was collated on a subject by subject basis and how that compared with national averages. The Committee decided: (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. [Reference: Minutes of 5 December 2023 (Paragraph 8)] 9 Support for Equality, Diversity and Inclusion A report dated 19 December 2024 by the Interim Executive Director (Education Resources) was submitted providing an update on the breadth of activity being conducted across Education Resources in relation to support for Equality, Diversity and Inclusion. Education in South Lanarkshire was founded on an inclusive ethos that ensured all learners experienced environments where diversity was valued. Learners were treated fairly, had equal opportunities and experienced a sense of belonging. There was a commitment to the wellbeing of all learners which reflected the aspirations of the Getting It Right For Every Child (GIRFEC) policy framework, which ensured all children and young people were Safe, Healthy, Achieving, Nurtured, Active, Respected and Included. 9
Page 10
Equality and diversity in educational establishments had been a strong focus of the Scottish Government and Education Scotland in recent years, particularly in the areas of race equality and lesbian, gay, bisexual, and transgender (LGBT) inclusive education. The Council’s Framework for Inclusion and Equality advised schools on their responsibilities under the Equality Act 2010, as detailed in paragraph 3.3 of the report. A range of legislative and policy frameworks supported the Equality and Diversity agenda across educational contexts. Those were detailed fully in section 4 of the report and included:- the Equality Act 2010 Children and Young People (Scotland) Act 2014 Education Scotland Act 2016 Education (Additional Support for Learning) Scotland Act 2004 the United Nations Convention on the Rights of the Child (UNCRC) (Incorporation) (Scotland) Act 2024 Developments in Inclusion, Diversity and Equality within Education Resources were fully detailed in section 5 of the report and included:- work undertaken to support LGBT+ young people in schools a successful Time for Inclusive Education (TIE) LGBT+ Inclusive Education showcase event secondary schools achieving or working towards the LGBT Youth Scotland (LGBTYS) charter award delivery of the Mentors in Violence (MVP) programme in a number of schools to explore and challenge the attitudes, beliefs and cultural norms that underpinned gender-based violence ongoing work to eliminate bullying in schools which included input from Respectme, the national anti-bullying charity the continued work by the Inclusive Education Service to support young people with disability and autism initiatives which had been implemented to tackle poverty approaches taken, and support provided, for care experienced children and young people Education Resources would continue to work to embed Equalities work across educational establishments. The priorities and next steps that would be taken to achieve this aim were detailed at paragraph 5.9 of the report. Following a lengthy discussion, the Committee welcomed the important work being undertaken across the Resource in relation to Equality, Diversity and Inclusion. The Committee decided: that the range of work across Education Resources in respect of Equality, Diversity and Inclusion be noted. In terms of Standing Order No 14, the Chair adjourned the meeting after this item of business. The remainder of business would be considered at the next meeting on 25 March 2025 10
Page 11
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 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 24 January 2025 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 after approved transfer to reserves, 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 fourth 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 24 January 2025 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 24 January 2025 is £6.792m, with £2.494m still to spend. This includes known staff costs for the period April 2024 to March 2025. 3 11
Page 12
4.3. It is anticipated £0.417m will be carried forward at yearend for schools to align to commitments for the academic year to June 2025, in line with PEF guidelines. 4.4 In relation to SEF funding, spend and commitment to date is £1.680m with £0.178m 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. It is anticipated full spend will be made by 31 March 2025 for this programme. 4.5. 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 24 January 2025, the projected outturn position for 2024/2025 is an underspend of £0.417m before approved transfers to reserves. This is outlined in the attached appendices. 6.2. Probable Outturn - Following the Council’s formal Probable Outturn exercise, the forecast for the budget to 31 March 2025 is a breakeven position after approved transfers to reserves of £0.417m. This position is outlined in Appendix B. 6.3. 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 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. 6.4. The Resource is currently showing a balanced financial position as at 24 January 2025. A number of budget items have been trailed in previous reports and are included within this break-even position, most notably the cost of pupil transport and as reported previously, the Council’s share of the national £145.5m (£9.379m) for teachers. 6.5. 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. 12
Page 13
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) 19 February 2025 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 24 January 2025 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 13
Page 14
Appendix A SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Committee: Period 11 Ended 24 January 2025 (No. 11) 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. 482,934 482,517 417 0.09% 396,910 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. 14
Page 15
Appendix B SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Resources Committee: Period Ended 24 January 2025 (No.11) 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 348,554 348,459 95 under 0.03% 279,886 1, b, c, d, e, f Property Costs 39,038 39,303 (265) over (0.68%) 31,289 2, b, e, f Supplies & Services 11,268 11,303 (35) over (0.31%) 7,638 3, d, e Transport & Plant 18,231 21,422 (3,191) over (17.50%) 15,766 4, c, f Administration Costs 1,641 1,623 18 under 1.10% 1,462 e, f Payments to Other Bodies 31,655 30,792 863 under 2.73% 26,139 5, a, e, f Payments to Contractors 46,494 46,239 255 under 0.55% 38,028 e, f Transfer Payments 2,813 2,563 220 under 8.89% 2,520 6, a, f Financing Charges 399 381 18 under 4.51% 198 f Total Controllable Exp. 500,093 502,085 (1,992) over (0.40%) 402,926 Total Controllable Inc. (17,159) (19,568) 2,409 over recovered 14.04% (6,016) 7, e, f Net Controllable Exp. 482,934 482,517 417 under 0.09% 396,910 Transfer to Reserves - 417 (417) Position after Transfer to Reserves 482,934 482,934 0 - 0.00% Variance Explanations 1. The underspend reflects turnover and vacancies in Early Years staffing during the year, offset by an overspend due to class cover in Teachers during the year. 2. This overspend represents the cost of janitorial and cleaning materials being higher than budget for schools. 3. 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 and food costs for breakfast clubs being higher than budget. These overspends are offset by an underspend on the Pupil Equity Fund which will be carried forward at the end of the financial year for future commitments. (Ref. section 4.3) 4. The overspend is mainly due to the cost of school transport for both mainstream schools and ASN. 5. This underspend reflects less than anticipated core Early Years spend including cross boundary charges to other local authorities. 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. Reserve adjustment in relation to expenditure commitments in Early Years service and Footwear & Clothing grant. Net Effect (£1.270m): Payments to Other Bodies (£1.200m) and Transfer Payments (£0.070m). b. Transfer from corporate items in relation to pay award and utilities. Net Effect £13.074m: Employee Costs £11.424m and Property Costs £1.650m. c. Transfer from Community and Enterprise Resources in relation to PSA pay award and lunch cover for UFSM. Net Effect £0.065m: Employee Costs £0.025m and Transport Costs £0.040m. d. Establish budget to reflect general revenue grant funding in relation to Psychologists, Teacher Induction Scheme and Teachers Superannuation Increase. Net Effect £7.339m: Employee Costs £7.274m and Supplies and Services £0.065m. e. Realignment of budget to reflect current service delivery and PEF. Net Effect £0.000m: Employee Costs £0.060m, Property Costs (£0.398m), Supplies and Services (£0.173m), Administration Costs £0.002m, Payments to Other Bodies £0.554m, Payments to Contractors £0.007m and Income (£0.052m). f. Realignment of DMS. Net Effect £0.000m: Employee Costs £0.009m, Property Costs £0.159m, Supplies and Services (£0.628m), Transport Costs £0.127m, Administration Costs £0.201m, Payments to Other Bodies £0.140m, Payment to Contractors £0.010m, Transfer Payments £0.197m, Financing Charges (£0.008m) and Income (£0.207m). Transfer to Reserves (£0.417m): i. Pupil Equity Funding underspend (£0.417m). 15
Page 16
16
Page 17
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 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 24 January 2025 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the Education Resources’ capital programme of £8.371 million, and forecast expenditure of £8.196 million, be noted. [1recs] 3. Background 3.1. This is the fourth capital monitoring report presented to the Education Resources Committee for the financial year 2024/2025. A final report will be provided following the financial year end. 3.2. The revised budget of £8.371 million for Education Resources is based on the overall Capital Programme for 2024/2025, as approved by the Executive Committee on 26 June 2024. There has been no change to this budget since the last report to this Committee. 3.3. The report details the financial position for Education Resources in Appendix A. 4. Employee Implications 4.1. There are no employee implications as a result of this report. 5. Financial Implications 5.1. 2024/2025 Budget As detailed in Section 3.2, the revised capital programme for Education Resources is £8.371 million. 4 17
Page 18
5.2. 2024/2025 Forecast Appendix A shows a forecast for the financial year of £8.196 million. This relatively minor forecast underspend reflects the timing of spend across this year and into the new financial year, and results in budget required in 2025/2026 rather than 2024/2025. Funding for projects remaining underspent at the financial year end will be carried forward to allow the projects to be completed in 2025/2026. As at 24 January 2025, work continues to clarify the predicted spend position for the programme for the remainder of this financial year. Officers will continue to work to maximise spend in 2024/2025. 5.3. For information, actual expenditure to 24 January 2025 is £5.666 million. 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) 24 February 2025 Link(s) to Council Values/Priorities/Outcomes Accountable, Effective, Efficient and Transparent Previous References Executive Committee, 26 June 2024 List of Background Papers ▪ Financial ledger to 24 January 2025 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 18
Page 19
Appendix A South Lanarkshire Council Capital Expenditure 2024-25 Education Resources Programme For Period 1 April 2024 – 24 January 2025 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 5,563 1,458 (1,603) 5,418 5,034 384 4,259 ICT Developments 1,638 0 0 1,638 1,788 (150) 842 Free School Meals 430 332 0 762 821 (59) 129 Education Other 603 (50) 0 553 553 0 436 TOTAL 8,234 1,740 (1,603) 8,371 8,196 175 5,666 19
Page 20
20
Page 21
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 2025 Report by: Executive Director (Finance and Corporate Resources) and Interim Executive Director (Education Resources) Subject: Education Resources – Workforce Monitoring – December 2024 and January 2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide employment information for December 2024 and January 2025 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 December 2024 and January 2025 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 December 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 December 2024 and January 2025. 4. Monitoring Statistics 4.1. Attendance Statistics (Appendix 1) Information on absence statistics is analysed for the month of January 2025 for Education Resources. The Resource absence figure for January 2025 was 6.3%, this figure has decreased by 0.5% when compared to the previous month and is 0.4% lower than the Council- wide figure. Compared to January 2024, the Resource absence figure has increased by 0.7%. Based on the absence figures at January 2025 and annual trends, the annual average absence for the Resource for 2024/2025 is 4.9%, compared to a Council- wide average figure of 5.8%. 5 21
Page 22
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, 410 referrals were made this period. This represents an increase of 45 when compared with the same period last year. 4.3. Accident/Incident Statistics There were 33 accidents/incidents recorded within the Resource this period. 4.4. Discipline, Grievance and Dignity at Work (Appendix 2) During the period, no disciplinary hearings were held within the Resource, this figure has decreased by 1 compared to the same period last year. No appeals were heard by the resource or Appeals Panel, this figure has decreased by 2 when compared to the same period last year and no appeals were pending. No grievances were raised within the Resource, this figure is unchanged when compared to the same period last year. Three Dignity at work complaints were raised within the Resource, this is an increase of 3 when compared to the same period last year. 4.5. Analysis of Leavers (Appendix 2a) There were a total of 31 leavers this period eligible for an exit interview. This figure has decreased by 12, when compared with the same period last year. 4 exit interviews were conducted in this period, this figure has decreased by 15 when compared to the same period last year. 5. Staffing Watch (Appendix 3) 5.1. There has been an increase of 46 employees in post from 14 September 2024 to 14 December 2024. 6. Employee Implications 6.1. There are no implications for employees arising from the information presented in this report. 7. Financial Implications 7.1. All financial implications are accommodated within existing budgets. 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no Climate Change, Sustainability and Environmental Implications in terms of the information contained within this report. 9. Other Implications 9.1. There are no implications for sustainability or risk in terms of the information contained within this report. 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. 22
Page 23
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) 25 February 2025 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 – 28 January 2025 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 23
Page 24
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 8.6 December 5.3 4.8 5.4 December 6.8 6.3 6.8 December 7.0 6.6 7.0 January 6.1 6.6 8.0 January 4.3 4.8 4.9 January 5.1 5.6 6.3 January 5.8 6.1 6.7 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 6.4 Annual Average 3.4 3.3 3.6 Annual Average 4.6 4.5 4.9 Annual Average 5.7 5.4 5.8 Average Apr-Jan 5.8 5.6 6.2 Average Apr-Jan 3.2 3.0 3.4 Average Apr-Jan 4.4 4.2 4.7 Average Apr-Jan 5.6 5.2 5.7 3244 4027 7271 15713 Appendix 1 Absence Trends - 2022/2023, 2023/2024 & 2024/2025 Education Resources Council WideAPT&C Teachers Resource Total No of Employees at 31 January 2025 No of Employees at 31 January 2025 No of Employees at 31 January 2025 No of Employees at 31 January 2025 24
Page 25
Dec - Jan Dec - Jan 2023 / 2024 2024 / 2025 MEDICAL EXAMINATIONS Number of Employees Attending EMPLOYEE COUNSELLING SERVICE Total Number of Referrals PHYSIOTHERAPY SERVICE Total Number of Referrals REFERRALS TO EMPLOYEE SUPPORT OFFICER 151 175 REFERRALS TO COGNITIVE BEHAVIOUR THERAPY 3 0 TOTAL 365 410 Dec - Jan Dec - Jan 2023 / 2024 2024 / 2025 Specified Injuries* 0 0 Over 7 day absences 1 0 Over 3 day absences** 2 0 Minor 18 2 Near Miss *** 3 0 Violent Incident: Physical**** 327 29 Violent Incident: Verbal***** 47 2 Total Accidents/Incidents 398 33 Dec - Jan Dec - Jan 2023 / 2024 2024 / 2025 Total Number of Hearings 1 0 Total Number of Appeals 2 0 Appeals Pending 1 0 Time Taken to Convene Hearing October - Dec 2024 to Jan 2025 0-3 Weeks 4-6 Weeks Over 6 Weeks 0 0 0 Dec - Jan Dec - Jan 2023 / 2024 2024 / 2025 Number of Grievances 0 0 Number Resolved at Stage 1 0 0 Number Resolved at Stage 2 0 0 Number Resolved at Stage 3 0 0 Still in Progress 0 0 Dec - Jan Dec - Jan 2023 / 2024 2024 / 2025 Number of Incidents 0 3 Number Resolved at Informal Stage 0 0 Number Resolved at Formal Stage 0 0 Number of Appeals 0 0 Appeals in Process 0 0 Still in Process 0 3 28 32 Appendix 2 EDUCATION RESOURCES 86 99 RECORD OF DIGNITY AT WORK 97 104 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 25
Page 26
Dec - Jan Dec - Jan 2023 / 2024 2024 / 2025 Career Advancement 10 2 Child Caring / Caring Responsibilities Disatisfaction with terms and conditions 2 Further Education 2 Moving outwith area 3 Personal Reasons 1 Poor relationship with managers / colleagues Travelling difficulties 1 Other 1 1 Number of Exit Interviews conducted 19 4 Total Number of Leavers Eligible for Exit Interview 43 31 Percentage of interviews conducted 44% 13% ANALYSIS OF REASONS FOR LEAVING Appendix 2a EDUCATION RESOURCES 26
Page 27
As at 14 December 2024 F/T P/T F/T P/T Teachers 708 121 2174 1124 4127 Other 99 94 574 2441 3208 Total Employees 807 215 2748 3565 7335 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 3641.95 3641.95 Other 5.00 1207.06 1072.71 138.64 48.60 11.00 0.00 1.96 0.00 2484.97 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 JOINT STAFFING WATCH RETURN EDUCATION RESOURCES *Full - Time Equivalent No of Employees MALE FEMALE TOTAL Appendix 3 Salary Bands *Full - Time Equivalent No of Employees Salary Bands MALE FEMALE TOTAL 27
Page 28
28
Page 29
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 2025 Report by: Interim Executive Director (Education Resources) Executive Director (Finance and Corporate Resources) Subject: Children and Young People’s Community Mental Health Support 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide a brief update on the arrangements for Community Mental Health funding provided by the Scottish Government to South Lanarkshire Children’s Services seek approval to increase the establishment on a permanent basis by 1.0 FTE Research Assistant post to support the ongoing implementation, evaluation and reporting for Community Mental Health and related approaches [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) that the content of the report be noted; and (2) that the permanent increase to the establishment, as detailed in section 7 of this report, be approved. 3. Background 3.1. The Scottish Government provides funding on a rolling, yearly basis to local authorities across Scotland to support access to Community Mental Health and Wellbeing supports. This is in response to the Children and Young People’s Mental Health Taskforce 2018 recommendation that Community Mental Health and Wellbeing Support should be provided and that this should help promote, manage and improve mental health and wellbeing and support children and young people to develop coping strategies and resilience. 3.2. A principle of the funding is that it is used to meet local need and there should be local engagement with children, young people and families within South Lanarkshire to support this. A full update regarding the fund was provided to the committee in August 2024. The Council’s allocation in relation to Children and Young People’s (CYP) community mental health in 2025/2026 will be £839,000. 3.3. Existing Supports: The funding is used to fund several supports and services. This includes: SAMH - Let’s Connect service Kooth Action for Children - Blues Programme 6 29
Page 30
continuation of engagement – Wellbeing Warriors Senior Educational Psychologist and research support VASLan Development Officer Wellbeing SouthLan Mental Health and Wellbeing Website 4. Progress 4.1. The services commissioned via the fund continue to deliver effective outcomes for children and young people. 4.2. For example, the SAMH Let’s Connect service has worked with 8,161 children and young people, 1,242 parents and 1,071 staff in the first 2 years of involvement with South Lanarkshire. 610 young people used our commissioned digital mental health provider, Kooth, in 2024. To date, 2,069 young people have engaged in the Action for Children Blues programme. Services will be continuously reviewed against local priorities. The website www.wellbeingsouthlan.co.uk has now been launched and has had over 1,000 ‘hits’. The overall spread of the progress of the fund is monitored by Education and Social Work Resources, along with other related funds, such as the Whole Family Wellbeing Fund, via a Children and Young People’s Mental Health Governance Group and the Children’s Services Health and Wellbeing Thematic Group. 5. Future Funding Arrangements 5.1. South Lanarkshire’s allocation in relation to CYP community mental health in 2025/2026 will be £839,000. The support is now part of the overall Local Government Finance Settlement and is not ring-fenced for CYP community mental health. This gives individual local authorities greater freedom to allocate the total financial resources available to them, including on mental health supports and services, on the basis of local needs and priorities, having first fulfilled their statutory obligations and the jointly agreed set of national and local priorities. 6. Proposal for Funding for a Research Assistant 6.1. Given the ongoing significant evaluating and reporting arrangements for the fund, along with those associated with the Whole Family Wellbeing Fund, a need for a Research Assistant has been identified. The post would be managed within the Psychological Service. The post would support evaluation and research of the following: community mental health related projects Attachment Strategy and associated training (including Emotion Coaching), which includes a focus on health and wellbeing of pupils and families whole family wellbeing engagement and support the ongoing review of the mental health website www.wellbeingsouthlan.co.uk evaluation and organisation of the Wellbeing Warriors Conference gathering of information for the upcoming HWB survey, and supporting analysis 6.2. In addition, a Research Assistant could also potentially support the evaluation of Lifelines Lanarkshire and ASIST (Suicide Prevention). 30
Page 31
7. Employee Implications 7.1. The proposal to the following post on a permanent basis due to the commitment of recurring funding that will be focused on Mental Health Workstreams, requiring ongoing evaluation as detailed below. Post Existing Number of Posts (FTE) Proposed Number of Posts (FTE) Grade/SCP Hourly Rate Annual Salary Gross Cost inc on costs 30.3% Research Assistant 0 1 Grade 2 Level 3/ SCP 46-48 £17.04 - £17.51 £31,096 - £31,954 £39,958 - £41,060 8. Financial Implications 8.1. Funding for the post will be from the Scottish Government 2025/2026 allocation of £0.839m, as noted in paragraph 3.2, above. 9. Climate Change, Sustainability and Environmental Implications 9.1. None 10. Other Implications 10.1. None 11. Integrated Impact Assessment and Consultation Requirements 11.1. Data on the above supports and services is gathered regularly and presented to stakeholders and the Scottish Government. Importantly, this is also shared with children and young people, through engagement with Wellbeing Warriors group and other key groups such as the Scottish Youth Parliament. Anne Donaldson Interim Executive Director (Education Resources) Jackie Taylor Executive Director (Finance and Corporate Resources) 3 March 2025 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers Community Mental Health and Wellbeing Supports and Services Framework. 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 31
Page 32
32
Page 33
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 2025 Report by: Interim Executive Director (Education Resources) Subject: Strategic Equity Fund (SEF) Update 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on South Lanarkshire Council’s Strategic Equity Fund (SEF) plan for 2023/2024 provide an overview of South Lanarkshire Council’s SEF Plan for 2024/2025 including work designed to close the poverty related attainment gap [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the progress made during 2023/2024 on the use of the Strategic Equity Fund to reduce the poverty related attainment gap be noted; and (2) that the Plan outlined for year 3, 2024/2025, on the use of the Strategic Equity Fund to enable schools and services to continue to take forward the challenge of reducing the poverty related attainment gap experienced by some pupils, be noted. [1recs] 3. Background 3.1. It is an established fact that poverty has an impact on school attainment. The most recent figure (June 2024) indicates that ‘just under 14,000, 22.8%, of children in South Lanarkshire live in relative poverty once housing costs have been taken into account’. Campaign to End Child Poverty/ End Child Poverty Coalition (ECPC). 3.2. In South Lanarkshire Council schools • 20.21% of learners in primary education live in SIMD1 or SIMD 2 areas (2024/2025) • 19.57% of learners in secondary education live in SIMD 1 or 2 (2024/2025) • 23.3% are entitled to Free School Meals (based on P6-7 pupils for 2024/2025) 3.3. Education Resources is firmly committed to supporting young people overcome any disadvantage which arises as a result of being born into poverty, not just in attainment, but in their everyday lives. Education Resources recognises it is part of a much wider Council ambition to help children and young people, and their families. 7 33
Page 34
3.4. The Scottish Attainment Challenge (SAC) was established in February 2015 by the Scottish Government to promote equity in education through streams of additional funding. SAC is an umbrella term used to describe the full allocation of monies provided to schools and other agencies to help tackle the poverty related attainment gap. The element of this funding model which directly supported local authorities was reviewed during Session 2021/2022 and was re-launched on 30 March 2022 with a new title of Strategic Equity Funding (SEF). It described the fund of £43 million to be shared by all 32 local authorities to invest in approaches to achieving the mission of the Scottish Attainment Challenge. 3.5. Funding from SEF is in addition to the overall Education Resources budget. However, it should not be viewed in isolation from existing plans, policies and resource allocations. 3.6. This Committee paper refers to a fuller document attached as Appendix 1, South Lanarkshire Council’s Strategic Equity Fund 2024/2025, which is a comprehensive plan written by Education Resources to support the planning and implementation of SEF. 4. Funding Landscape Prior to April 2022 4.1. Prior to April 2022, there have been two funding streams pertinent to schools, one being the SAC Schools’ Programme and the other being Pupil Equity Funding (PEF). In addition, some Local Authorities (but not South Lanarkshire Council) were deemed “Challenge Authorities” and received central funding, more in line with the new policy. A separate but related fund to support Care Experienced Young People was also allocated to each local authority. 4.2. Scottish Attainment Challenge (SAC) 20 South Lanarkshire Schools were directly supported by funding from the SAC Schools’ Programme over a five-year period, up to and including session 2021/2022. These schools made bids directly to the Scottish Government for a share of SAC Programme funding. In session 2021/2022, a total of £1,772,404 was allocated across these 20 schools with an additional £179,725 allocated centrally to support the programme. 4.3. Pupil Equity Funding (PEF) Since 2017, PEF funding has been a source of direct funding to almost all schools across Scotland. Within South Lanarkshire Council, 99% of schools receive yearly PEF allocations based on the percentage of children on their roll who are entitled to Free School Meals. A small percentage of each school’s PEF allocation is allocated using the principles and practices of Participatory Budgeting (PB). There are no changes to national policy on the allocation and use of PEF monies. 5. Funding Landscape Post April 2022 5.1. The SAC Schools’ Programme ceased in April 2022 and was replaced by a new funding model, known as the Strategic Equity Fund (SEF) which distributes SAC funding across all local authorities in Scotland in line with Children in Low Income Families data. This new approach was formally launched on the 30 March 2022 with accompanying support materials for schools and local authorities. 34
Page 35
5.2. Each local authority was given details of the funding that would be allocated to them for the next four years through a grant model. South Lanarkshire Council received £1.47m central SEF funding for session 2022/2023. This was also the allocation for 2023/2024, after which it increased by 26% in 2024/2025 with a further increase of 33% for 2025/2026, taking the total funding for the year to £2,274,577. 6. SEF Planning from April 2022 6.1. Given the information above on the national change to the funding landscape, there was a requirement to carefully plan for, deliver, spend and report on our SEF allocation from April 2022 and beyond. 6.2. Working within our existing planning structures, Education Resources needed to take a more centralised approach and extend the reach and impact of the available monies through judiciously planned projects, funded by SEF. The overall aim was to make the biggest difference to our children and young people who are most disadvantaged by poverty. In doing so, National Guidelines on the parameters set around SEF have been referenced and continue to be followed. Details are provided in the link below: Strategic Equity Fund -National Operational Guidance 2023 7. Project Planning 7.1. A full Strategic Equity Fund Plan was compiled for 2022/2023 which aligned with the Scottish Government guidance. The plan was centred around 5 key workstreams: Pedagogy Learner Engagement Strengthening Relationships Curriculum Learner Pathways 7.2. A full Strategic Equity Fund Plan, detailed in Appendix 1, has now been written for year 3 and builds on the work of our year 1 and year 2 plans. The Plan continues to be centred around the same 5 key workstreams. Details of the year 2 projects to support each workstream can be found within Appendix 1 pages 14-50. 8. South Lanarkshire Progress During 2023/2024 8.1. Progress to date using local and national data, including published Curriculum for Excellence Levels (ACEL) from December 2024, demonstrate that we are well within our planned stretch aim trajectory for 2023/2024 for P1/4/7 literacy and numeracy. The literacy and numeracy gap between pupils from the most (Quintile 1) and least deprived areas (Quintile 5) who achieved their expected levels has narrowed and is at our lowest since 2020/21 and since the pandemic. 8.2. We are within our planned trajectory for all attendance measures across primary with an overall level of 92.9% and our gap continues to close at -4.8%. Across secondary we are within our trajectory for Quintile 1 learners at 83.6% and our gap also continues to close across secondary at -7.6%. 35
Page 36
8.3. Progress continues to be made across senior phase. Our Quintile 5 learners continue to make progress across 1@SCQF Level 5 and 1@SCQF Level 6, however, our gap has increased slightly across these measures. Our Quintile 5 learners made significant progress across 1@SCQF Level 6 which means our gap has increased slightly but is within our planned trajectory for 2023/2024. 8.4. Learners in Quintile 1 continue to make and maintain improvements in performance across positive destinations. We have met all trajectories for our initial positive destinations measure and have exceeded the targets set. We also sit comfortably within our overall trajectory in our participation measure and are confident that continued partnership working will support further improvement. 8.5. In addition to setting stretch aims and to support closer monitoring of our project plans, we also set our own internal outcomes and measures for 2023/2024. Outcomes and measures were set for each project to support monitoring of impact. Evaluation for the 2023/2024 outcomes and measures can be found in Appendix 1, pages 53-66. 9. Strategic Equity Fund Stretch Aims for 2024/2025 9.1. The stretch aims for 2024/2025 are required to set out ambitious year on year targets for progress by the end of the three-year period of 2023/2024 to 2025/2026. Core and National measures continue to be in place for session 2024/2025. Further information can be found in the following document: Framework for Recovery and Accelerating Progress 2023 9.2. For session 2024/2025 our Core measures (set Nationally) are as follows: ACEL Primary – literacy – P1, P4 & P7 combined ACEL Primary – numeracy – P1, P4 & P7 combined SCQF level 5 or above – All SCQF Awards SCQF level 6 or above – All SCQF Awards Leavers Positive Destinations (Participation measure) HWB measure (attendance) In addition, our Core Plus measures (set locally) are Initial Positive Destinations Reduction in number of S4 leavers Cost of School Day measure Further information on these measures, including details of our stretch aims for 2025/26 are detailed within Appendix 1 pages 10-12. 9.3. Outcomes and measures have again been set for 2024/2025 and will help with our ongoing evaluation of the workstreams and support our planning purposes for Year 4 of our SEF plan. The outcomes and measures for 2024/25 can be found in Appendix 1, pages 67-74 10. Planning and reporting 10.1. It is important that we are clearly accountable to both our internal and external stakeholders. Consultation and engagement with schools is integral to this process as is the need to report both on a local and national level. Our governance structure for Strategic Equity Funding can be found in Appendix 1 page 75. 36
Page 37
10.2. Planning and reporting are integral to supporting the work of the Plan. A planning and reporting cycle has been outlined by Scottish Government which offers ongoing local and national support and challenge towards our stretch aims. To ensure we are closely monitoring our Plan improving outcomes for children and young people impacted by poverty we also have our own internal mechanism for planning and reporting as outlined below: project leads meet with the Head of Education (Primary and Early Years) and Project Co-ordinator every 8 weeks Head of Education (Primary and Early Years) reports back to Resource Management Team Report to Scottish Government via Standards & Quality Report and Education Scotland Attainment Advisor 11. Pupil Equity Funding 11.1. For 2024/2025, South Lanarkshire Council schools have been allocated £9.9m in PEF money. Schools continue to have direct control over their PEF monies and how this is spent. Schools consider their individual context and consult and engage with stakeholders and partners to ensure the monies are spent to secure maximum impact for the children and families in most need. 11.2. All schools with PEF complete two Profiles of Spend; one outlines how they intend to spend their allocation and the other outlines the actual spend of their allocation at year- end. Schools also report in more detail on how they utilise their PEF via their School Improvement Plan. A final impact report is outlined in the schools’ Standards and Quality Report. School PEF planning and spend is scrutinised to ensure the funds are being spent appropriately and having direct impact on pupils affected by poverty. 12. Cost of the School Day and Poverty Awareness 12.1. One of our core plus measures is a Cost of the School Day measure. All South Lanarkshire schools have now moved from a Position Statement on Cost of the School Day to a school policy document which should be available on school websites and be focused on taking practical steps to support families. Schools should also support families to access all financial supports and entitlements. This includes working to increase the uptake of Free School Meals and Clothing Grants by all who are entitled and signposting families to other agencies when required. 12.2. A central Curriculum Quality Improvement Service (CQIS) officer is actively supporting this aspect of the equity agenda through the delivery of Poverty Awareness and Cost of the School Day training and professional learning. A South Lanarkshire Council Cost of the School Day policy has been shared with schools. By removing as many cost barriers to engagement and participation as we can, we hope to succeed in our mission to not only close the poverty-related attainment gap but provide the best experience for all children and young people in South Lanarkshire. 13. Employee Implications 13.1. Several temporary central officer posts have been created which will help drive forward the work of our SEF workstreams. These are funded from SEF. 14. Financial Implications 14.1. Funding for the Strategic Equity Fund has been committed until 2025/2026 to allow for sustainability and future planning. 37
Page 38
15. Climate Change, Sustainability and Environmental Implications 15.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 16. Other Implications 16.1. There are no implications for sustainability or risk in terms of the information contained within this report. 17. Integrated Impact Assessment and Consultation Requirements 17.1. There is no requirement to undertake a specific equality impact assessment for this report. The report highlights a range of consultation and engagement activities and highlights the effective impact of parents/carers and pupils in the participatory budget process and the difference this is making. Anne Donaldson Interim Executive Director (Education Resources) 4 March 2025 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References • Education Resources Committee – 13 March 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:- Jacqueline Wallace, Head of Education (Early Years and Primary Ext: 4468 (Tel: 01698 454468) E-mail: Jacqueline.Wallace@southlanarkshire.gov.uk 38
Page 39
STRATEGIC EQUITY FUND PLAN 2024/25 South Lanarkshire Council Curriculum and Quality Improvement Service 7 39
Page 40
2 Introduction ......................................................................................................................................... 3 Funding Landscape prior to April 2022 .................................................................................... 3 Funding Landscape post April 2022 ......................................................................................... 4 Pupil Equity Funding (PEF) ......................................................................................................... 4 SEF Planning from April 2023 ..................................................................................................... 6 Stretch Aims .................................................................................................................................... 6 Progress to date - Stretch Aims for 2023-24 ............................................................................... 7 ACEL Data - Primary Literacy and Numeracy ........................................................................ 7 Senior Phase ................................................................................................................................... 8 Health and Wellbeing Data-Attendance ................................................................................... 9 Stretch Aims for 2025/26 including trajectories for sessions 2023/24 & 2024/25 – Primary ............................................................................................................................................ 10 Stretch Aims for session 2025/26 and trajectories for 2023/24 & 2024/25 – Secondary .......................................................................................................................................................... 11 Outcomes and Measures ........................................................................................................... 13 Governance ................................................................................................................................... 13 Project Planning ........................................................................................................................... 14 Workstream 1 - Pedagogy ......................................................................................................... 16 Workstream 2 – Learner Engagement .................................................................................... 19 Workstream 3 – Strengthening Relationships ..................................................................... 22 Workstream 4 – Curriculum ...................................................................................................... 31 Workstream 5 – Learner Pathways.......................................................................................... 43 Scottish Attainment Challenge – Planning and Reporting Cycle ................................... 51 Appendix 1 – Priorities for Education Resources ............................................................... 52 Appendix 2 - SEF Outcomes and Measures 2023/24 Evaluation ..................................... 53 Appendix 3 - SEF Outcomes and Measures 2024/25 .......................................................... 67 Appendix 4 – SEF Governance Structure .............................................................................. 75 Appendix 5 – Blank SEF Highlight Report............................................................................. 76 Appendix 6 – SEF Reporting Core Group Update ............................................................... 77 40
Page 41
3 Introduction The Scottish Attainment Challenge (SAC) is an umbrella term used to describe the full allocation of monies provided to schools and other agencies to help tackle the poverty related attainment gap aligned to National policy. This policy was reviewed during Session 2021/22 and was re-launched on 30th March 2022 with the focus on a new central funding model for Local Authorities, known as Strategic Equity Funding (SEF). Strategic Equity Funding (SEF) is a fund of £43 million to be shared by all 32 local authorities to invest in approaches to achieving the mission of the Scottish Attainment Challenge. In November 2021, the Cabinet Secretary for Education and Skills detailed plans for a refreshed Scottish Attainment Challenge from April 2022. The mission of this refreshed Challenge was clearly set out, namely to “use education to improve outcomes for children and young people impacted by poverty, with a focus on tackling the poverty-related attainment gap.” The purpose of this document is to set out South Lanarkshire Council’s response to the first year of the new policy and to detail our strategy for 2024/25. It gives some background context and an overview of how the new guidelines will dovetail with existing Education Resource priorities. It provides links to National Policy documents and guidelines, from which our internal strategy is closely linked to. Funding Landscape prior to April 2022 Up to this point, there have been two funding streams pertinent to schools, one being the Schools’ Programme (SAC) and the other being Pupil Equity Funding (PEF). In addition, some Local Authorities (but not South Lanarkshire Council) were deemed “Challenge Authorities” and received central funding, more in line with the new policy. A separate but related fund to support Care Experienced Young People was also allocated to each Local Authority. 41
Page 42
4 20 South Lanarkshire Schools have been directly supported by funding from the SAC Programme over the last four years, up to and including Session 2021-22. These schools are situated within some of the most deprived areas of the Council. These schools have bid directly to the Scottish Government for a share of SAC Programme funding. In session 2021/22, a total of £1,772,404 was allocated across these 20 schools with an additional £179,725 allocated centrally. PEF funding, since its inception in 2017 has been a source of direct funding to almost all schools across Scotland. Within South Lanarkshire Council, 99% of schools have received yearly PEF allocations, based on the percentage of children on the roll who are entitled to Free School Meals. Schools plan for, and measure the impact of, this spend which is designed to support children directly affected by poverty. A small percentage of each school’s PEF allocation is spent using the principles and practises of Participatory Budgeting (PB) Funding Landscape post April 2022 The Scottish Government undertook a national review of the Scottish Attainment Challenge and, on 23 November 2022, announced a refresh of the Scottish Attainment Challenge funding and the way it would be allocated. The SAC Schools’ Programme ceased from April 2022 and was replaced by a new funding model, known as the Strategic Equity Fund (SEF) which distributes SAC funding across all local authorities in Scotland in line with Children in Low Income Families data. This new approach was formally launched on the 30 March 2022 with accompanying support materials for schools and Local Authorities. Each Local Authority was given details of the funding that would be allocated to them for the next four years. South Lanarkshire Council received £1.47M central SEF funding for session 2022/23. This was the allocation for 2023/24 also, after which it increases by 26% for 2024/25 with a further increase of 33% for 2025/26 taking the total funding for the year to £2,274,577. It is recognised that the new funding model and accompanying National Policy has resulted in our existing 20 SAC schools losing their direct source of funding. These schools continued to be supported through the new central allocation until June 2022, in order that exit plans could be prepared and implemented. Pupil Equity Funding (PEF) There is no change to National policy around PEF. South Lanarkshire Council’s schools will still have ownership of this direct source of funding, to be planned for, spent and reported on according to both local and National guidelines. A minimum of 42
Page 43
5 5% of each school’s PEF allocation will continue to be planned for using the principles of Participatory Budgeting (PB). Pupil Equity Funding National Operational Guidance 2023 SLC PEF Guidance SLC PB Guidance Care Experienced Funding Funding is provided to local authorities annually to support care experienced children and young people at a figure of £1,200 per looked after child aged 5-15, as outlined in the Children’s Social Work Statistics Scotland, 2020/21. This is the same methodology as used for allocation in previous years. Care Experienced Children and Young People Fund: National Operational Guidance 2022 (All supporting documents can be located in the SLC Equity Hub) Education Resources Priorities This funding is a much-welcomed addition to the overall Education Resources budget of £407,000,000. However, it can and should not be viewed in isolation from existing plans, policies and resource allocations e.g. additional staffing through recovery monies. During Session 2022/23, Education Resources consulted on a set of priorities for the service. A recent consultation has taken place on the refresh of these priorities with Heads of Establishments. The new priorities will inform all the work of the resource, both at central and school level. The current priorities are: ➢ To improve Health and Wellbeing to enable children and families to flourish ➢ Ensure inclusion, equity and equality are at the heart of what we do ➢ 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 ➢ Empower learners to shape and influence actions on sustainability and climate change Appendix 1 gives a graphical representation of the current priorities for Education Resources. 43
Page 44
6 SEF Planning from April 2023 Given the information above on the national change to policy, there was a requirement to carefully plan for, deliver, spend and report on our SEF allocation from April 2023 and beyond. Scottish Government Guidelines state that “Strategic Equity Funding must be used to deliver targeted activities, approaches or resources which are clearly additional to universal local improvement plans.” Working within our existing planning structures, Education Resources now need to take a more centralised approach and extend the reach and impact of the available monies through judiciously planned projects, funded by SEF, and built on the success of our year 1 plan. The overall aim is to make the biggest difference to our children and young people who are most disadvantaged by poverty. In doing so, new National Guidelines on the parameters set around SEF will be referenced and followed. Strategic Equity Fund -National Operational Guidance 2023 The Scottish Attainment Challenge Logic Model gives details of the National “logic models” which set out key roles and responsibilities for all stakeholders within this revised policy. These will inform our planning, evaluation, and programme management arrangements. Stretch Aims A new feature of the National strategy is the requirement for Local Authorities to set stretch aims for both excellence and equity. Stretch aims are required to set out ambitious year on year targets for progress by the end of the three-year period of 2023/24 to 2025/26. During 2022/23 the National guidelines ask us to adopt a “Core Plus” model. This means that there is a national suite of measures which form the “Core” of the target- setting approach and can be supplemented by additional local measures. Core and National measures continue to be in place for session 2024/25. Further details of these “stretch aims” can be found in the following document: Framework for Recovery and Accelerating Progress 2023 For session 2024/25 our Core measures (set Nationally) are as follows: ➢ ACEL Primary – literacy – P1, P4 & P7 combined ➢ ACEL Primary – numeracy – P1, P4 & P7 combined ➢ 1 or more SCQF level 5 or above – All SCQF awards ➢ 1 or more SCQF level 6 or above – All SCQF awards ➢ Leavers Positive Destinations (Participation Measure) 44
Page 45
7 ➢ Health and Wellbeing measure (attendance) In addition, our additional measures (set locally) are ➢ Reduction in number of S4 leavers ➢ Initial Positive Destinations ➢ Cost of School Day measure Progress to date - Stretch Aims for 2023-24 * For all measures QI denotes Quintile 1 and Q5 denotes Quintile 5 in line with the Scottish Index of Multiple Deprivation ACEL Data - Primary Literacy and Numeracy Stage Organiser 2023/24 2023/24 vs 2022/23 2023/24 Stretch Aim Trajectory 2023/24 vs Stretch Aim Target P1/4/7 Numeracy 81.5 -0.2 80.5 - 83 Within trajectory P1/4/7 Literacy 74.6 1.2 71.5 - 75 Within trajectory Our ACEL data indicates that we are within the 2023/24 trajectories set for both Literacy and Numeracy. Progress made in overall Literacy attainment for P1,4 and 7 has increased from session 2022/23. Stage Organiser Measure 2023/24 2023/24 vs 2022/23 2023/24 Stretch Aim Target 2023/24 vs Stretch Aim Target P1/4/7 Literacy Quintile 1 63.3 2.3 62.5 - 66 Within trajectory P1/4/7 Literacy Quintile 5 85.3 2.1 83.5 - 85 Within trajectory P1/4/7 Literacy Gap -21.8 0.5 -22.5 - -17.5 Within trajectory P1/4/7 Numeracy Quintile 1 71.8 -0.4 72 - 75 Out with trajectory P1/4/7 Numeracy Quintile 5 89.2 -0.7 89 - 91.5 Within trajectory P1/4/7 Numeracy Gap -17.4 0.3 -20.1 - -14.0 Within trajectory Our provisional closing the gap data indicates that we have continued to close the gap from 2022/23 in both Literacy and Numeracy. The ACEL data above has been used to inform our plan for year 3 and supports our overall progress to the final target set for 2025/26. 45
Page 46
8 Senior Phase Progress 1@5 (All SCQF) Overall Quintile 1 Quintile 5 Gap 2023/24 Annual Trajectory 90.2-90.8 81.5-82.2 97.0-97.2 -15.7- -14.8 2024 Data (2023/24 Leavers) 89.9 80.5 97.7 -17.2 Difference Out with trajectory Out with trajectory Within trajectory Out with trajectory Although we did not meet our overall trajectory aim for this measure, we did meet our Q5 aim. This means that our gap has increased slightly and is narrowly behind the targets we had set for the session. 1@6 (All SCQF) Overall Quintile 1 Quintile 5 Gap 2023/24 Annual Trajectory 69.5-70.5 50.3-52.3 86.9-87.4 -37.1 – -34.6 2024 Data (2023/24 Leavers) 69.1 51.1 86.9 -35.8 Difference Out with trajectory Within trajectory Within trajectory Within trajectory Although we fell slightly short of our overall trajectory aim for this measure, Q1 learners continue to maintain improvements with their performance in this measure. As a result, the gap has increased slightly, however, both our Q1 and Q5 learners have made improvements with our Q5 learners making significant improvements which increases this gap. Destinations Overall Quintile 1 Quintile 5 Gap 2023/24 Annual Trajectory 95.8-96.3 92.0-93.5 98.0-98.5 -6.0- -5.0 2024 Data (2023/24 Leavers) 96.5 95.1 98.3 -3.2 Difference Within trajectory Within trajectory Within trajectory Within trajectory Our data indicates that we are within 2023/24 trajectories. We met our trajectories for initial destinations data for our overall, Q1 and Q5 aims. Closing the gap data indicates that we have continued to do so and have exceeded the targets set. Participation Measure Overall Quintile 1 Quintile 5 Gap 2023/24 Annual Trajectory 93 - 94 90 - 91 97.0 - 97.5 -7.0 – -6.5 2024 Data 93.8 88.6 97.8 -9.2 Difference Within trajectory Out with trajectory Within trajectory Out with trajectory Although we have not yet met our trajectory aim for Q1 learners or in closing the gap, we sit comfortably within our overall trajectory. Continued partnership working 46
Page 47
9 with Skills Development Scotland, and other external bodies, will support further improvement towards recording and reporting data more accurately. Health and Wellbeing Data-Attendance *This data is provisional as the Attendance, Absence and Exclusion Census 2023/24 is submitted to Scottish Government at the end of August 2024 and not published in full until the end of March 2025, therefore subject to change. Primary Attendance 2023/24 published data Attendance and absence - Summary statistics for schools in Scotland 2024 - gov.scot (www.gov.scot) Overall levels Quintile 1 Quintile 5 Gap (Q1 – Q5) 2022/23 92.46 89.63 94.76 -5.13 2023/24 Annual Trajectory 92.0 - 93.5 89.8-92.0 94.5-95.2 -5.4 - -2.5 2023/24 92.9 90.4 95.2 -4.8 Difference Within trajectory Within trajectory Within trajectory Within trajectory Primary attendance levels overall have improved since 2022/23 and are within our trajectory. Q1 and Q5 levels have increased since 2022/23. The gap has narrowed during 2023/24 and is within our trajectory aim. Secondary Attendance 2023/24 published data Attendance and absence - Summary statistics for schools in Scotland 2024 - gov.scot (www.gov.scot) Overall levels Quintile 1 Quintile 5 Gap (Q1 – Q5) 2022/23 87.25 82.75 90.82 -8.07 2023/24 Annual Trajectory 88-90 83-86 92-93 -10 - -6 2023/24 87.7 83.6 91.2 -7.6 Difference Out with trajectory Within trajectory Out with trajectory Within trajectory Secondary attendance levels overall have increased since 2022-23 but have not yet reached our 2024 trajectory aim for 2023/24. The gap has narrowed marginally since 2023 which is a continuing positive trend and is within our trajectory aim. The outcomes and measures included in Appendix 2 also demonstrate the very positive improvements we have made during year 2 of our Strategic Equity Plan across all workstreams. We are confident that our continued and relentless focus on the areas identified in our initial plan, will lead to further gains both in attainment, attendance and positive outcomes for the children and young people of South Lanarkshire. 47
Page 48
10 Stretch Aims for 2025/26 including trajectories for sessions 2023/24 & 2024/25 – Primary ACEL Literacy combined P1, P4 & P7 Annual Trajectory Overall levels Quintile 1 Quintile 5 Gap (Q1 – Q5) 2023-24 71.5 – 75 62.5 – 66 83.5 - 85 -22.5 – -17.5 2024-25 73.5 - 77 64.5 – 67.5 84.5 - 86 -21.5 – -17 2025-26 Stretch aim Overall levels SIMD quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 77.2 70.3 86.3 -16.0 It is anticipated that overall, ACEL levels will rise for a second consecutive year as they sit comfortably within our 2023/24 trajectory. Q1 and Q5 learners are anticipated to build on previous progress from last session, however, the gap is still expected to have narrowed despite the gains made by Q5 learners. ACEL Numeracy combined P1, P4 & P7 Annual Trajectory Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023/24 80.5 – 83 72 - 75 89 – 91.5 -20.1 – -14.0 2024/25 82 – 84.5 74.5 – 78 90 – 92.5 -18.0 – -12.0 2025/26 Stretch aim Overall levels SIMD quintile 1 SIMD quintile 5 Gap (Q1 – Q5) 84.9 79.6 93.6 -14.0 For both literacy and numeracy, we are aspiring to continue to regain ground lost and return to figures in line with our pre-COVID averages. We also continue to have an added focus on closing the gap which results in realistic, and data evidenced targets for our Q5 learners this year based on our data gathered from 2023/24. Primary and Secondary Stretch Aim for 2025/26 and trajectories for 2023/24 & 24/25 - Attendance Primary Attendance Annual Trajectory Overall levels Quintile 1 Quintile 5 Gap (Q1 – Q5) 2023/24 92.0-93.5 89.8-92.0 94.5-95.2 -5.4 – -2.5 2024/25 93.0-94.0 91.6-92.8 95.0-96.2 -4.6 – -2.2 2025/26 Stretch aim Overall levels SIMD quintile 1 SIMD quintile 5 Gap (Q1 – Q5) 94.6 93.1 96.5 -3.4 48
Page 49
11 Secondary Attendance Annual Trajectory Overall levels Quintile 1 Quintile 5 Gap (Q1 – Q5) 2023/24 88-90 83-86 92-93 -10 - -6 2024/25 89 - 92 85 - 88 93 - 94 -8.0 – -6.0 2025/26 Stretch aim Overall levels SIMD quintile 1 SIMD quintile 5 Gap (Q1 – Q5) 93 90 95 -5 We are aspiring to regain ground lost and return to figures in line with our pre-COVID averages, this is in line with the national picture. We have an increased focus on our closing the gap data which results in realistic, and data evidenced targets for our Q5 learners this year. Stretch Aims for session 2025/26 and trajectories for 2023/24 & 2024/25 – Secondary Stretch aims and planning for improvement in data is still proving difficult in the secondary sector due to lack of progressive datasets to make predictions. The ACM years (2019/20, 2020/21) provided a wider range of assessment opportunities for learners to demonstrate their learning, and this benefitted learners, particularly in Q1 and Q2. Since then, assessment approaches have been modified each year to return to the normal pre-pandemic approaches with the re-introduction of coursework in session 2023/24. This has resulted in challenges with comparison of annual data due to the variation in assessment approaches. However, stretch aims for 2026 remain exceptionally ambitious and significantly overtake pre pandemic data and meet and sometimes overtake the high levels of attainment achieved during ACM. However, successes can be reported in a number of areas with initiatives that have benefitted Q1 learners. For example, our local authority approach to Wider Accreditation in the Senior Phase with Q1 learners targeted to achieve relevant qualifications at SCQF level 5 and 6. Annual Trajectory 1 @ SCQF Level 5 (All SCQF) Overall Levels Quintile 1 Quintile 5 Gap (Q1-Q5) 2023/24 90.2 - 90.8 81.5 - 82.2 97.0 - 97.2 -15.7 – -14.8 2024/25 90.6 - 91.2 83.0 - 83.7 97.1 - 97.3 -14.3 – -13.4 2025/26 Stretch Aim 91.5 86 97.3 -11.3 49
Page 50
12 Annual Trajectory 1 @ SCQF Level 6 (All SCQF) Overall Levels Quintile 1 Quintile 5 Gap (Q1-Q5) 2023/24 69.5 - 70.5 50.3 - 52.3 86.9 - 87.4 -37.1 – -34.6 2204/25 70.5 - 71.5 52.3 - 54.3 87.3 - 87.8 -35.5 – -33.0 2025/26 Stretch Aim 72 57 88 -31 Annual Trajectory Initial Positive Destinations Overall Levels Quintile 1 Quintile 5 Gap (Q1-Q5) 23/24 95.8 - 96.3 92.0 - 93.5 98.0 - 98.5 -6.0 – -5.0 24/25 96.1 - 96.6 93.0 - 94.5 98.2 - 98.7 -5.2 – -4.2 2025/26 Stretch Aim 97 96 99 -3 Annual Trajectory % S4 Leavers Overall Levels (S4 as % of total) Quintile 1 (S4 Q1 as a % of total S4) Quintile 5 (S4 Q5 as a % of total S4) Gap (Q1 - Q5) 2023/24 11.0 - 10.0 37 - 32 8.0 - 12.0 -29 – -20 2024/25 10.8 - 9.8 35 - 30 10.0 - 14.0 -25 – -16 2025/26 Stretch Aim 9 29 15 -14 Annual Trajectory Participation Measure Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 - Q5) 2023/24 93 - 94 90 - 91 97.0 - 97.5 -7.0 – -6.5 2024/25 94 - 95 91 - 92 97.5 - 98.0 -6.5 – -6 2025/26 Stretch Aim 95.5 93 98.5 -5.5 50
Page 51
13 Outcomes and Measures Outcomes and measures were set for each project for session 2023/24 to support the monitoring of impact. These outcomes and measures were additional to the stretch aims to ensure we can identify and report on the difference made by each individual project, and to inform year 3 plans. New outcomes and measures have been set for session 2024/25 to further support the monitoring of impact. Information on SEF Outcomes and Measures can be found in Appendix 3 Governance It is important that we are clearly accountable to both our internal and external stakeholders. Consultation with schools is integral to this process as is the need to report both on a local and National level. Our governance structure for Pupil Equity Funding can be found in Appendix 4 and our reporting documentation in Appendix 5 and Appendix 6. 51
Page 52
14 Project Planning Each of the Scottish Government five core measures, along with our local measures, will continue to be addressed through the five workstreams outlined below, based on the positive finding from our outcomes and measures set during period 2023/24. 52
Page 53
15 Workstream 1 Pedagogy Project Lead(s): Linda Gardner and Pedagogy Team 53
Page 54
16 Workstream 1 - Pedagogy Scottish Government Core Measures: ACEL Primary – literacy – P1, P4 & P7 combined ACEL Primary – numeracy – P1, P4 & P7 combined SLC Theme: Pedagogy South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Play Pedagogy Project Lead: Linda Gardner and DO Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 based on Insight (All SCQF Awards) • 1 or more award at SCQF level 6 based on Insight (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Target group is all primary practitioners including input to NQT programme Involved: Lead Officer for Learning, Teaching and Assessment 54
Page 55
17 Development Officers x 3 Primary HT Strategic Leads Senior Manager Pupil Support/Inclusion Officers To support with implementing key theories and facilitating themed support sessions, modelled lessons for all staff including team teaching, class visits and input on planning, Inset and/or CAT sessions on any identified pedagogy area, (differentiation, feedback, learning intentions/success criteria, questioning, creativity, metacognition, play, assessment strategies, using data to enrich learning and teaching, inquiry-based learning, inclusive classrooms). Timescale: timeframe for implementation relevant to starting points for schools 2024/25 Data gathered for impact on schools. Proforma completed for each school detailing focus, rationale, scope, measurement and outcome measurement. Anticipated Outcome (insert stretch aim table) What change do you want to see for learners? • Enhanced staff knowledge of impact of identified pedagogy – Jan 25 and Jun 25 • Increased confidence in responding to learners’ needs – June 25 • Improved teacher professional judgment of achievement of a level – Nov 24, Feb 25, June 25 • Increased engagement for learners – June 25 How will we know if we are having the desired impact? (How progress will be measured and tracked-indicators of progress and overall stretch aim) • Follow up visit and HT to complete proforma to evidence improvement including staff confidence etc. • Leuvan scale to measure engagement before and after changes to approach implemented • Clear identification of P1-7s not on track – Nov 24, Feb 25, June 25 • Improved classroom practice in identified pedagogy focus • June 2025 – SNSAs and ACEL 55
Page 56
18 Workstream 2 Learner Engagement Project Lead(s): Leeanne Kelly and Equity Team 56
Page 57
19 Workstream 2 – Learner Engagement Scottish Government Core Measure: HWB measure (attendance) SLC Theme: Learner Engagement South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Attendance Project Lead: Leeanne Kelly, Colin French, Robert Smith, Laura Thomson Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • All SCQF level 5 or above – All SCQF Awards • All SCQF level 6 or above – All SCQF Awards • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Training and Professional Learning • A newly devised locality-based offer of professional learning (upscaling previous TOC Group) is created and launched. This will include a programme of workshops covering engagement techniques, understanding barriers to attendance, EBSNA, SLC Data tool, research-based approaches and implementing restorative practices. • Sessions with Equity Leads in schools will emphasise their role in managing attendance of our most vulnerable learners, including those at highest risk of low attendance impact. • New Secondary Attendance Project will be devised and led by Robert Smith (Development Officer). It reviews effective strategies for managing attendance in 57
Page 58
20 Secondary schools, including the roll out of bespoke SLC Data Tool. Including universal and targetted approaches, plus transition point P7-S1. • New Learning Community project, focussing upon effective processes to manage pupil Attendance (especially during Transitions Primary – Secondary) will be trialled and led by Laura Thomson (Development Officer). Anticipated Outcome SLC HWB (attendance) Stretch aim trajectories outlined in the SEF plan 2024-25 to be achieved by June 2025 with a view to meeting 2025-26 published stretch aims for HWB - attendance, with an ambitious sub-aim of exceeding those for participating schools. All participating schools involved in the targeted group projects will set their own individual school aims, and/or targeted group aims, to be achieved by June 2025. Schools will develop and set these by the end of Session 2. Anticipated targets will be schools participating on the project will see an improvement in pupil attendance data by at least 0.2PP Raised awareness at school level of the need for good attendance, a higher profile and shared message across Parent Councils. Creation of an SLC Attendance Campaign. How will we know if we are having the desired impact? • Stretch aim data checked at key points (baseline in, mid-point in February 2025 and end point in June 2025) • Individual school project aims reviewed at the following sessions – November 2024 (baseline), December 2024 (mid-point 1), February 2025 (mid-point 2) and May/June 2025 (end point). • New SLC Attendance Data Tool will be shared with all participating SLC schools, they will be encouraged to use this regularly to track progress with attendance and use the info to plan appropriate next steps in their school. Planned support options for school in data handling/using the tool to gather pupil data for all participating schools in this programme (input required from development officer). • Increased confidence and improved understanding of staff participating on the projects and using the SLC data tool to target improvement planning back at school. 58
Page 59
21 Workstream 3 Strengthening Relationships Project Lead(s): Maureen Farr, Susan Tullett and Sam March 59
Page 60
22 Workstream 3 – Strengthening Relationships Scottish Government Core Measures: HWB measure (attendance) Local measure: Cost of the School Day SLC Theme: Strengthening Relationships South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Nurture Project Lead: Susan Tullett Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 based on Insight (All SCQF Awards) • 1 or more award at SCQF level 6 based on Insight (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Target group – Early Years, Primary, Secondary, ASN provision, partners who work in our establishments (i.e. Pathways, Specialist Support Team, Youth and Family Community Workers, etc.) 60
Page 61
23 Project Plan Structure a new course based on the Nurturing Interventions Overview and Boxall Profile courses currently on offer. This course will also carry a reconnection element to allow practitioners to share the impact of the training with others. Joanna Gray (Attachment Development Officer) will collaborate on this project. Core training courses on a rolling programme over the whole academic year will continue to be delivered until the new course is ready– Boxall Profile Training, Nurturing Interventions Overview, Leading Nurturing Interventions. Training will be delivered to a group of ELC practitioners (forming the ELC Nurture Working Party) with a view to equipping them to continue to deliver training across the ELC sector beyond this academic year. This will be based on the 6 Nurture Principles and the implications of them for establishments. Teams Nurture Drop Ins will continue providing a space for practitioners to ‘drop in’ for information and support as well as a little input each time on a particular part of nurturing interventions – approximately 1 per term. Establishment-based training will be delivered as need is identified and resource allows– 6 Nurture Principles and Relational Practice. Bespoke consultancy will be provided for schools around development of nurturing interventions and application of Attachment Strategy in their location, as need is identified, and resource allows. Attachment and Nurture page on the Staff Learning Centre will be managed and expanded in collaboration with Donna Carrigan (Attachment Development Officer). The Nurture Resources Power Point, located on the Staff Learning Centre tile on Glow, will continue to be developed, pointing establishments to useful resources and links. The Nurture DO will continue to sit on AIP steering group and Attachment Accreditation Panel as establishments and services continue to present evidence for their attachment pledge awards. The Nurture DO will continue to assist in leading the East Kilbride/Strathaven Attachment Network group. Anticipated Outcome (insert stretch aim table) What change do you want to see for learners? • Staff will become more knowledgeable about attachment informed, trauma- sensitive, nurturing practice as well as in providing nurturing interventions to meet the specific needs of identified learners (particularly those in Q1). • Establishments will become more attachment informed, trauma-sensitive and nurturing places resulting in reduced anxiety for learners, reduction in barriers to learning (particularly for Q1 learners). How will we know if we are having the desired impact? (How progress will be measured and tracked-indicators of progress and overall stretch aim) 61
Page 62
24 • Staff will report increased knowledge and confidence in meeting the needs of specific individuals (particularly those in Q1) following attendance at the training. • There will continue to be a rise in establishments engaging with the AIP Accreditation process. • A plan for the sustainable delivery of the new Nurture course will be in place. • A plan for the sustainable delivery of the training programme for ELC staff will be in place. 62
Page 63
25 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Cost of the School Day Project Lead: Maureen Farr Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • SCQF level 5 or above – All SCQF Awards • SCQF level 6 or above – All SCQF Awards • Participation measure • HWB measure (attendance) • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Project Outline By October 2024 all schools should have a Cost of the School Day policy, we need to ensure that the practice within each school reflects their policies and that costs are genuinely reducing for families. This will be done by: • Policies will be submitted by the end of October 2024 and will show a clear commitment to reducing costs. • A sample of at least 10 schools will be chosen to complete an audit of costs to families from the final term of the 23/24 term (completed retrospectively using ParentPay). • All schools asked to maintain a record of costs charged to families for session 24/25 (including unintentional costs e.g travel after school to extra- curricular or ‘fun’ events) • Return to original sample of schools to compare their 23/24 charges to their 24/25 charges. 63
Page 64
26 • Use Equity part of SQIP to analyse ongoing CoSD activity from 2025. Target Group All schools and Early Years Establishments Others Involved Attainment Advisor CPAG – advice/guidance/resources Timescale Schools submit CoSD policies By end October 2024 10 schools complete Audit of previous term By end November 2024 All schools to maintain record of charges Ongoing session 24/25 10 schools to compare original audit June 25 Equity SQIPS analysed August 25 onwards Anticipated Outcome What change do you want to see for learners? • Costs for families will reduce by at least 5 % in term 3 24/25 compared with term 3 25/26 in our 10 sample schools. Across South Lanarkshire this trend will be replicated in the coming 2 years and the reduction will increase by 2% per year in the following 3 years. How will we know if we are having the desired impact? (How progress will be measured and tracked-indicators of progress and overall stretch aim) • Audits of school charges will show the costs are reducing year on year. 64
Page 65
27 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Digital Approaches to Enhancing Parental Engagement Project Lead: Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 based on Insight (All SCQF Awards) • 1 or more award at SCQF level 6 based on Insight (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan: The project aims to increase parental engagement amongst groups of Quintile 1 learners in the Calderside Learning Community. It will explore the impact that adopting digital methods can have on parental engagement and schools will be supported to implement these in a way that is responsive to their school community. In schools where data shows that parental engagement is mainly good, further opportunities to enhance this using digital platforms will be implemented. In addition to this, increased family learning opportunities for Quintile 1 learners will be provided, with a focus on parents and children developing digital skills together. Where data shows that parental engagement is an area for improvement, schools will explore digital approaches to sharing learning and encouraging parent voice. ‘Low parental interest and change of parental attitudes around attending school’ were cited in the ‘Attendance – Understanding the Issues’ document, published by 65
Page 66
28 the Scottish Government, as being some of the factors that impact attendance. This project will explore use of digital platforms to encourage families to engage in their child’s school journey. Target Group: Calderside Learning Community Townhill Primary David Livingstone Memorial Primary Auchinraith Primary High Blantyre Primary Neilsland Primary Udston Primary Woodhead Primary Glenlee Primary In schools where parental engagement in mainly good amongst Q1 families and digital methods are being used effectively, focus groups will be identified by Head Teachers based on digital poverty, parental views of how devices should/can be used and factors affecting attendance. Where data shows that parental engagement is an area for improvement, target group will be Q1 families. Who will be involved /what role will they have: Rachel Thomson – Digital Learning Development Officer Visit schools out with the Learning Community to gather examples of good practice that could be replicated in target schools. Create support guides on how to use specific digital platforms effectively to enhance parental engagement and support schools to implement this. Work to provide schools with a framework that can be used to facilitate family learning groups with a digital focus. Laura Thomson - Attendance Development Officer (Primary) Where appropriate, will work collaboratively to share findings, examples of good practice and explore how digital approaches can be used to promote attendance and encourage families to be involved in school life. Head Teachers, DHTs, School Staff School staff will be a point of contact for Digital DO and will work to roll out suggested approaches across their schools. Where a more focussed approach is 66
Page 67
29 required, Head Teachers will identify groups who would benefit from additional opportunities to be involved in their child’s learning journey. Allyson McGovern (Head Teacher) - Townhill Primary Linda Callender (Head Teacher) - David Livingstone Memorial Primary Julie McCulloch (Head Teacher) - Auchinraith Primary Kirsteen Helsby (Head Teacher) - High Blantyre Primary Pamela Kelly (Head Teacher) - Neilsland Primary Michelle Parker (Head Teacher) - Udston Primary David Johnston (Class Teacher) – Udston Primary Joanne Keltie (DHT) – Woodhead Primary Ashley Vaughan (Head Teacher) - Glenlee Primary Anticipated Outcome (insert stretch aim table) What change do you want to see for learners? By June 2025 there will be an increase in opportunities for Q1 families to engage in their child’s learning journey. Where appropriate, this will be enhanced using a digital approach. How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim) Progress will be measured by: Schools will be asked to submit details on families who engage with newly implemented/promoted digital methods. They will be asked to identify if they are in Q1 or are at risk of being affected by the factors that lead to low attendance. Head Teachers, SLT, Teachers, Parents and Pupils will be asked for their feedback about the approaches and the impact they feel they have had on family engagement. A midpoint review will be conducted in December 2024 to evaluate the progress so far and make any adaptations necessary. Staff, Pupils and Parents will be asked for feedback and a 6 point scale will be used to gather data and opinions on new approaches and their impact. 67
Page 68
30 Workstream 4 Curriculum Project Lead(s): Leigh Miller and Curriculum Team 68
Page 69
31 Workstream 4 – Curriculum Scottish Government Core Measures: ACEL Primary – literacy – P1, P4 & combined ACEL Primary – numeracy – P1, P4 & P7 combined SLC Theme: Curriculum South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Effective Pedagogical Practice in Mathematics and Numeracy Project Lead: Leigh Miller Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 based on Insight (All SCQF Awards) • 1 or more award at SCQF level 6 based on Insight (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • SCQF level 5 or above – 1 or more on leaving school • SCQF level 6 or above – 1 or more on leaving school • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan: Continuing to address improvement in core numeracy pedagogy, the Maths Recovery approach continues to be rolled out to practitioners. Maths recovery uses the Verbal, Concrete, Pictorial and Abstract pedagogy and the developmental stages of number sense, all of which are research-based methodologies. These approaches will support practitioners to close the poverty related attainment gap in 69
Page 70
32 numeracy by building staff knowledge and understanding of numeracy teaching concepts. This session we continue to host training from Maths Recovery, offering over 255 places for practitioners which continues to build capacity across our schools. As well as our continued training offer to primary teaching staff, we are committed to developing a self-sustaining network of SLC teacher trainers, who will be fully trained and ready to deliver maths recovery accredited training to whole school settings next session 25/26. We have 5 practitioners on final steps of this pathway. These staff will be released from school in term 4 for time to plan a training package for schools for the year ahead. All practitioners who attend the training who do not progress onto the trainer programme will support the roll out of Maths Recovery within their establishments. Target Group: Primary teachers, and appropriate Secondary teachers. Particular Schools will be identified for this training through data and other intelligence. Who will be involved /what role will they have: Maths Recovery Trainers: Dates booked across the year for delivery of training. Development Officer: To support and co-ordinate delivery of the programme. 5 Training Teachers: These staff will attend additional training sessions to deliver training to SLC staff with the support of Maths Recovery trainers. Cover will be required to release staff. Time Scale: Timeline for trainers to gain accreditation: • Year 1 (22/23): The 5 teachers who progressed onto the trainer programme supported training sessions to another cohort, which was delivered by Maths Recovery trainers. • Year (23/24): The 5 teachers who progressed onto the trainer programme are delivering training sessions to another cohort, supported by Maths Recovery trainers. • Year 3 (25/26): These teachers will deliver Maths Recovery training to colleagues within South Lanarkshire Council. Once accredited SLC trainers will systematically train all appropriate staff in the two whole class teaching courses as well as a further cohort on the specialist intervention course, as listed below. • The Learning Framework in Number (Specialist intervention course) • Teaching Number in the Classroom with 4 – 8-year-olds (Whole class or group teaching course) 70
Page 71
33 • Developing Number knowledge, Assessment, Teaching and Intervention for 7-11-year-olds (Whole class or group teaching course). Resources/ Support Needed: Maths recovery training materials required for each session. Anticipated Outcome (insert stretch aim table) What change do you want to see for learners? Outcomes: • By June 2025 most staff who have undertaken the training will have increased staff knowledge and understanding in the Verbal, Concrete, Pictorial and Abstract pedagogy and the developmental stages of number sense. • Improved learner attainment in numeracy in practitioners’ classrooms who have attended training, as evidenced from a selected test of change focus group comparing Q1 learners progress with Q5. • Increased uptake of maths recovery training across SLC. How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim) Measure: • Staff pre – post training questionnaires. • Pupils focus groups/ tracking data • Training Numbers 71
Page 72
34 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Improving Our Writing Project Lead: Leigh Miller Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 based on Insight (All SCQF Awards) • 1 or more award at SCQF level 6 based on Insight (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • SCQF level 5 or above – 1 or more on leaving school • SCQF level 6 or above – 1 or more on leaving school • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan: Nationally attainment in writing particularly at the Primary 4 ACEL stage continues to dip, this has been reflected across SLC. Many competing resources, approaches and ideologies have emerged and continue to emerge to try and address the complex issue of teaching writing. While many of these approaches hold a lot of value and share similar key aspects which can lead to improvements in writing, attainment in writing continues to lag behind reading and listening and talking. In response to feedback from our literacy co-ordinators, targeting increasing teacher knowledge and understanding of the fundamental pedagogy of teaching writing is required. To address this SLC intend to create a new improvement programme, named Improving Our Writing. Improving our Writing (IOW) is a yearlong programme involving practitioners and senior leaders within primary schools, which focuses on high quality self- evaluation at classroom level, leading to: 72
Page 73
35 • Improved learning and teaching in writing • use of data informed targeted interventions • improved attainment and achievement in writing; and • a relentless focus on equity and excellence for all children and young people • IOW is designed to be part of the School Improvement Plan (SQIP) and is flexible to work in different contexts. The focus of the programme in each school is driven by their self-evaluation evidence. Improving our Writing is aimed at improving Practitioner's knowledge and understanding of teaching the fundamentals of writing. It is a CLPL programme which unpacks the most basic, but often overlooked, elements of writing, which need to be explicitly taught before children can make further steps towards successful independent writing demanded by most writing programmes. IOW provides focused professional learning to allow staff to build their knowledge and skills, and put this into practise in the classroom using a sprint model. It encourages staff collaboration and builds staff confidence in using data to raise attainment. It sets out small teaching sprints which aim to lead to big improvement. Target Group: Primary leaders, practitioners and learners will benefit from the support provided. CLPL materials and tools will support schools with improvement planning and provide a robust framework for improving writing. A small group of schools and practitioners will be part of piloting materials and providing feedback before launch across SLC for 25/26. Who will be involved /what role will they have: Lead officer Curriculum role: • Strategic planning for IOW • Meeting with core group of HTs who are supporting /advising on the development of IOW • Creation of support materials for school leaders, guidance on implementation of the programme. • Creation of CLPL materials for practitioners including audit materials. Development officer role: • Research and development of teaching sprints • Creation of CLPL materials for practitioners including video clip examples of good practice. Strategic Lead Head Teacher: • Support the creation of the HT materials for IOW. Time Scale: Year 1 • August – Jan: Development of the programme, creation of CLPL materials and video clips of pedagogy in action. 73
Page 74
36 • Feb – March: Initial pilot of aspects of the programme with 2 identified schools. • April - June: Amendments made as a result of feedback. Wider launch and offer to schools for session 25/26. Resources/ Support Needed: Support needed from core group of SLC HTs and 2 pilot schools. Anticipated Outcome (insert stretch aim table) What change do you want to see for learners? Outcomes: • By June 2024 a new framework for improving writing pedagogy will be developed to support improved knowledge and understanding of practitioners. Pilot schools/ Practitioners involved will have improved knowledge and understanding of the fundamentals of teaching writing. How will we know if we are having the desired impact? (How progress will be measured and tracked-indicators of progress and overall stretch aim) Measure: • Pilot School/ Practitioner evaluations and feedback gathered from focus groups. 74
Page 75
37 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Nuffield Early Language Intervention NELI Year 2 Project Lead: Leigh Miller Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • SCQF level 5 or above – 1 or more on leaving school • SCQF level 6 or above – 1 or more on leaving school • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan After the successful implementation of the NELI intervention last session, the intervention programme will continue. We will also introduce a whole class programme which runs alongside the intervention in class offering a more universal approach. (NELI whole class should run slightly behind the intervention allowing targeted pupils to have a head start.) NELI Intervention NELI intervention is a 20- week programme. Three 30-minute sessions per week are delivered to groups of five children from October 23 –February 24 (20 weeks). Children also attend an additional two 15-minute individual sessions per week. All sessions focus on listening, narrative and vocabulary skills. Target groups P1 (and P2 and P3 in some cases) learners in Quintile 1 identified through ongoing formative and summative assessment during the FLIPP programme, and those highlighted in the NELI pre-assessment tool – ‘Language Screen’. Language Screen allows strength/weakness in oral language and communication to be identified. Language Screen will measure a child’s language development in 4 key areas: 75
Page 76
38 1. Expressive Language 2. Listening Comprehension 3. Receptive Vocabulary 4. Sentence Repetition School Team • Participating schools have a NELI Lead who oversees the organisation, training delegation, registration of pupils and Language Screen. • The intervention is designed for SSAs to run, but can be delivered by anyone who has undergone the online training. • The whole class addition is designed to by run in class by the class teacher. NELI Training and School Support 1. Online staff training and support 2. Access to a tablet-based (and web-based soon) Language Screen tool 3. Printed resources e.g. programme handbook and flashcards – supplied by company Overview of training and support All training and support to deliver the programme is provided online, meaning it can be easily and flexibly accessed by all schools. The online training is hosted on the FutureLearn platform and involves three linked courses which school staff can access, work through and digest at their own pace. In other words, training can be flexible. • Course 1 – Language Fundamentals • Course 2 – Delivering the Nuffield Early Language Intervention • Course 3 – Teaching letter/sounds and phonological awareness • The member of staff who will deliver the NELI group sessions is required to complete all three courses which usually takes approximately 10 – 12 hours. Course 1 and course 2 are undertaken before starting the NELI activities with the children. Course 3 needs to be completed before delivering the 11th week of programme materials to children. P1 class teachers for NELI pupils are required to complete course 1 and can choose to complete course 2 and 3 if they wish. Each school’s nominated NELI lead for the programme can opt-in to receive access to the training. All the online courses promote social learning. NELI trainees can communicate with fellow trainees in other schools, can ask questions, add comments and are monitored by a group of expert mentors, with experience in delivering NELI, who can quickly respond to queries. An online NELI Delivery Support Hub, also hosted on the platform FutureLearn, is accessible throughout and provides additional materials such as videos of NELI sessions, a forum for trainees to discuss approaches, ask NELI experts questions and connect with colleagues in other schools also delivering NELI. 76
Page 77
39 Central Monitoring and Tracking 1. All results from Language Screen can be viewed by central lead. 2. Results are analysed for baseline at the start and process at the end. 3. Gains for children who complete the intervention can be measured against those who did take part. 4. Collection and comparison of ACEL data for SIMD QUINTILE 1 V SIMD 5 for session 2023/ 2024, 2022/23, 2021/22, 2020/2021 in Primary 1 Reading. Anticipated Outcome What change do you want to see for learners? By intervening early to support children’s oral language and communication- the foundation for reading and writing success- we would expect to see more children in Quintile 1 make greater progress in early reading and writing. ACEL Literacy combined P1, P4 & P7 *2022-23 figures provisional Annual Trajectory Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 71.5 – 75 62.5 – 66 83.5 - 85 22.5 – 17.5 2024-25 73.5 - 77 64.5 – 67.5 84.5 - 86 21.5 – 17 2025-26 Stretch aim Overall levels SIMD quintile 1 SIMD quintile 5 Gap (Q1 – Q5) 77.2 70.3 86.3 16.0 77
Page 78
40 By when? June 2025 How will we know if we are having the desired impact? (How progress will be measured and tracked-indicators of progress and overall stretch aim) Year 1: Jan-June 2023 Several robust evaluations have led to NELI being the most well-evidence early language programme available to schools in England. SLC schools will use the NELI screening tool to track and measure progress of individuals/groups pre and post and throughout the period of the intervention. March 2023 Assessment of targeted learners decoding skills using SLC’s Regular Word Reading Assessment. Assessment of targeted learners encoding skills. Targeted learners’ ACEL predictions in reading and writing. June 2023 Targeted learners ACEL in reading and writing. Year 2: August – May 2024 All P1 pupils will undertake the SLC FLIPP programme for the initial 6 weeks of term. A new targeted group of pupils will be established using NELI pre assessment to provide information on strengths/ weakness in oral language skills after this initial 6-week immersive literacy period. Intervention will then be planned, post assessment after intervention will show improvement in children’s language development in the 4 key areas: Expressive Language, Listening Comprehension, Receptive Vocabulary and Sentence Repetition. Targeted learners ACEL predications and Data in reading and writing will act as further measure. A further cohort of schools will be beginning training for implementation from November onwards. Outcome: By June 2024, most P1 learners in sample schools (10% of schools engaging with NELI) will have improved early language skills. Measure: Pre and Post Assessments/ ACEL data Outcome: By June 2024, most staff for the participating primary schools will have increased knowledge and confidence in developing children’s early oral language skills. Measure: Post training Evaluation Data in tables below is from the 23-24 session. It is from 6 sample schools who completed the full 20-week intervention as well as correctly assessing all children at the beginning and end of intervention (including those who did not go through the intervention). Year 3 78
Page 79
41 Outcome: By June 2024 Quintile 1 learners’ attainment across the 4 areas of language screening (Expressive Language, Listening Comprehension, Receptive Vocabulary and Sentence Repetition screening will have increased. Measure: Pre and Post Assessments screening Outcome: Uptake of the Whole class model will lead to increased practitioner knowledge of P1 class teachers. Measure: Uptake figures and teacher knowledge survey. 79
Page 80
42 Workstream 5 Learner Pathways Project Lead(s): Garry Maguire and Jennifer Hamilton 80
Page 81
43 Workstream 5 – Learner Pathways Scottish Government Core Measures: SCQF level 5 or above – 1 or more on leaving school SCQF level 6 or above – 1 or more on leaving school Leavers Positive Destinations (Participation measure) Local Measure: Reduction in number of S4 leavers SLC Theme: Learner Pathways South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: SLC Mentoring Programmes Project Lead: Garry Maguire Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 (All SCQF Awards) • 1 or more award at SCQF level 6 (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? 81
Page 82
44 We work in collaboration with the MCR Pathways charity to deliver a school-based mentoring programme specifically designed to provide mentoring and personalised support for care experienced, disadvantaged or vulnerable young people. 10 (9FTE) Pathways Co-ordinators (PCs) will deliver the MCR programme across 9 schools with possibility of extending delivery to other schools over the next 2-3 years using a more peripatetic model. The PCs will deliver group work to targeted S1 and S2 learners who may be care experienced and/or vulnerable or disengaged and facilitate mentored meetings to targeted S3-S6. MCR Pathways Coordinators are employees of South Lanarkshire Council. Administrative support is provided by the MCR Pathways charity, which is funded by Scottish Government, totalling approximately £83,000. They also recruit and train industry mentors. Each school will identify learners who meet a well-established range of criteria for the programme. These learners will then be matched with an MCR Pathways industry mentor by the schools’ MCR Pathways Coordinator, supported by MCR Programme Manager. Learners will then be provided with the opportunity to meet with their mentor at an agreed time on a weekly basis. It is expected that the mentors will commit to a regular weekly meeting time, at the learner’s school, on an ongoing basis. Who else will be involved and what will their role be? • Garry Maguire – Lead Officer – Curriculum (Secondary) Learner Journey – strategic leadership and monitoring of project • Robert Burgess – Project Co-ordinator - leadership and management of SLC Mentoring Programmes • Jen Hamilton – Development Officer – supporting programme, including training delivery, ongoing monitoring, 1-1 meetings with mentors, school visits with senior school leaders • 10 (9 FTE) x MCR Pathways Co-ordinators – in each of the 9 SLC Secondary schools delivering this programme • Michelle Bingham – MCR Pathways programme Manager. Anticipated Outcome (insert stretch aim table) What change do you want to see for learners? • Attendance: o Pupils attending the programme will improve their levels of Attendance. • Attainment: o Care-experienced pupils will have set targets and/or working grades for each subject. They will be on course to achieve these targets. • Engagement: o Pupils will engage with mentors around discussion about their own learning and this will improve their engagement within the curriculum • Reduction in S4 leavers: 82
Page 83
45 o Numbers of pupils participating on the MCR programme Identified as potential S4 Leavers will be reduced. How will we know if we are having the desired impact? (How progress will be measured and tracked-indicators of progress and overall stretch aim) • Pupils participating on the MCR programme attendance will be monitored at start of term and continue to be monitored on 8-weekly basis. o 8-weekly review will show any pupil progress towards targets set. • PC tracking spreadsheet will show initial targets set and map progress towards these targets. • Two case studies from each school provided for pupils showing a positive outcome. o The impact on pupils attending the programme will be measured using the CLD impact measures of Learning, Literacy, and Progression. This will be done through a Google form. We will also collate pupil responses through start, mid and end of term programme evaluations and intervention progress reports. • Tracking spreadsheet shows pupils who’s anticipated leavers date was the end of S4 – participation in the programme will encourage at least some of those pupils to remain into S5. 83
Page 84
46 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: SLC Mentoring Programmes Project Lead: Garry Maguire Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 (All SCQF Awards) • 1 or more award at SCQF level 6 (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Enhanced Personalised Support Programme: The programme will target learners in S2 and S3 identified by each school who may be at risk of leaving at the end of S4 with no or few qualifications. There will be four mentors who will work across all secondary schools in identified localities to provide 1-1 personalised and individualised support for these identified learners. The following range of criteria will help to guide schools in identifying those young people who may benefit from regular engagement with a mentor focusing on enhanced personalised support. Learners who: • Live in Q1 and in receipt of FME • May be disengaged in their learning • Have attendance issues (although not non-attenders) • Are achieving a significant number of category “4” in the categories of “Progress in Learning” and/or “Skills and Knowledge” in Progress and Achievement • May have been excluded and who may be acquiring a number of demerits 84
Page 85
47 • May have outside agency involvement • May have families who are disengaged with their child’s learning or who may have a negative relationship with the school • Are highlighted in the Risk Matrix of the school The mentor will undertake a number of tasks and activities with each identified young person, meeting with him/her on a regular basis (details around allocated time in each school TBC). Crucially, the mentor will build a positive relationship with the young person and will support him/her in the following areas: •Learning – 1-1 literacy and numeracy support; support with learning and engagement in other subject areas •Future pathways identification and next steps planning – 1-1 support in next steps planning in liaison with school staff •Network building - signposting and supporting with DYW and careers opportunities, including supporting family involvement and understanding of these •Developing skills - Self-esteem and resilience building •Monitoring and tracking progress using e.g. attainment, attendance data •Working in partnership with key school staff to identify strengths and next steps • Garry Maguire – Lead Officer – Curriculum (Secondary) Learner Journey – strategic leadership and monitoring of project • Robert Burgess – Project Co-ordinator - leadership and management of SLC Mentoring Programmes • Jen Hamilton – Development Officer – supporting programme, including training delivery, ongoing monitoring, 1-1 meetings with mentors, school visits with senior school leaders • 4 FTE EPSP Mentors – working across in 18 SLC Secondary schools Anticipated Outcome (insert stretch aim table) What change do you want to see for learners? 1. Attendance: Pupils attending the programme will improve their levels of Attendance. 2. Attainment: Care-experienced pupils will have set targets and/or working grades for each subject. They will be on course to achieve these targets. 3. Engagement: Pupils will engage with mentors around discussion about their own learning and this will improve their engagement within the curriculum 4. Reduction in S4 leavers: Numbers of pupils participating on the EPS programme Identified as potential S4 Leavers will be reduced. How will we know if we are having the desired impact? (How progress will be measured and tracked-indicators of progress and overall stretch aim) 1. Pupils participating on the EPS programme attendance will be monitored at start of term and continue to be monitored on 8-weekly basis. 85
Page 86
48 8-weekly review will show any pupil progress towards targets set. 2. Mentor tracking spreadsheet will show initial targets set and map progress towards these targets. 3. Two case studies from each school provided for pupils showing a positive outcome. The impact on pupils attending the programme will be measured using the CLD impact measures of Learning, Literacy, and Progression. This will be done through a Google form. We will also collate pupil responses through start, mid and end of term programme evaluations and intervention progress reports. 4. Tracking spreadsheet shows pupils who’s anticipated leavers date was the end of S4 – participation in the programme will encourage at least some of those pupils to remain into S5. 86
Page 87
49 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Wider Accreditation Project Lead: Jennifer Hamilton Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 (All SCQF Awards) • 1 or more award at SCQF level 6 (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • 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 • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? This project aims to build on the comprehensive wider accreditation resource produced in 2022-23 of non-NQ qualifications (courses and awards) currently available. Schools should provide a widening range of accreditation opportunities for all learners, and in particular Q1 learners to raise attainment and achievement. Progression from and into these courses/awards should be robust to ensure appropriate and relevant learner pathways. Several courses have been selected with suitability for leavers (i.e. shorter courses/awards). Schools will be provided the opportunity to have staff trained in a range of wider accreditation courses including Direct Devitt Comedy and Confidence Award, Emergency First Aid at Work and Forest and Outdoor Learning Awards. These courses will have progression routes from S4-S6. Training costs will be covered, and schools asked to ensure Q1 learners are a target for these wider courses. 87
Page 88
50 They will be asked to provide detail on the numbers of Q1 learners who complete level 5 and 6 course awards following the training of staff in their schools. Where appropriate some funding will be made available to allow external agencies to come in and deliver courses to Q1 learners at risk of not attaining. Anticipated Outcome (insert stretch aim table) What change do you want to see for learners? By June 2025 there will be an increase in Q1 learners being provided wider opportunities to achieve 1@5 or 1@6 through non-SQA Awards. 1@5 2022/23 – 89.99% all leavers (87.93% nationally) – down 0.04% from previous year - 81.27% for Q1 (79.28% nationally) up 0.66% from previous year - 97.00% for Q5 (95.92% nationally) up 0.02% from previous year - 15.73pp gap How will we know if we are having the desired impact? (How progress will be measured and tracked-indicators of progress and overall stretch aim) Progress will be measured by: Insight (leavers’ data – March 2025) SSR1 & 2 Schools will be asked to submit details on learners who are put through these wider accreditation courses following staff training and asked to identify is they are Q1 or have other circumstances which put them at risk of not attaining. A mid-year review will be submitted to update on progress of staff training and the numbers of learners (Q1 and other vulnerable groups) who have completed the training by that stage. Stretch Aims associated with Widening Accreditation Opportunities: 1@5 – Q1 or other vulnerable learners. 1@6 – Q1 or other vulnerable learners. Reduction in the number of S4 leavers as the courses provide scope for progression into S5&6. 88
Page 89
51 Project leads will meet with Head of Service and QIM every 8 weeks for update using Appendix 6as a supporting document Head of Service/QIM will then feed this into SEF Core Group Meetings using Appendix 7 Head of Service (Primary and Early Years) will report progress back to EMT Report to SG via SLC Standards & Quality Report at the end of the year Scottish Attainment Challenge – Planning and Reporting Cycle To support our own planning and reporting we will follow the process outlined below: 89
Page 90
Appendix 1 – Priorities for Education Resources 90
Page 91
53 Appendix 2 - SEF Outcomes and Measures 2023/24 Evaluation Workstream: Pedagogy Project Outcome Measure Evaluation-Successes and impact Pedagogy By June 2024, most staff participating will have increased knowledge and confidence of play pedagogy at Early Level and an increased appetite for development / direction For 30 primary schools, the poverty-related attainment gap in literacy will collectively narrow by June 2024. For 30 primary schools, the poverty-related attainment gap in numeracy will collectively narrow and attainment increase by June 2024. Implementation level of schools engaging in Play Pedagogy Teachers’ Professional Judgement to provide 30 Primary Schools’ aggregated P1 combined Literacy ACEL data using SLC Poverty measure (SIMD 1+2+FSM vs SIMD 3-10 no FSM). Teachers’ Professional Judgement to provide 30 Primary Schools’ aggregated P1 combined Numeracy ACEL data using SLC Poverty measure (SIMD 1+2+FSM vs SIMD 3-10 no FSM). Impact: The following are the percentages of primary schools currently offering play-based learning at each stage between Primary 1-3. Since this data has been gathered, there have a 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. Primary 1: Approximately 79.4% Primary 2: Approximately 53.7% Primary 3: Approximately 24.1% Impact: Multiple schools have made changes to their practice in line with the SLC Being Me Play Strategy. This has been evidenced in many HMIe reports throughout session 2023/24. 91
Page 92
54 Overall measures: Date Play Schools Literacy Achieved All Schools Literacy Achieved 2022/2023 70.21% 66.90% 2023/2024 77.27% 74.50% Date Play Schools Numeracy Achieved All Schools Numeracy Achieved 2022/2023 88.65% 76.90% 2023/2024 96.53% 81.40% 92
Page 93
55 Workstream: Learner Engagement Project Outcome Measure Evaluation-successes and impact Attendance Test of Change SLC Attendance (HWB)Stretch aim trajectories outlined in the SEF plan 2023-24 to be achieved by June 2024 with a view to meeting 2025-26 published stretch aims for HWB - attendance, with an ambitious sub-aim of exceeding those for participating schools. All participating schools involved in the targeted group project will set their own individual school aims, and/or targeted group aims, to be achieved by June 2024. Schools will develop and set these (including Driver Diagrams indicating individual projects) by the end of Session 2 (November 2023) • Stretch aim data checked at key points (baseline in August 2023, mid-point in January 2024 and end point in June 2024) • School aims reviewed at the following sessions – November 2023 (baseline), Jan 2024 (mid-point 1), March (mid-point 2) and May/June (end point). • Updated attendance data support will assist target schools with this. This will be shared with all participating SLC schools, they will be encouraged to use this regularly to track progress with attendance and use the info to plan appropriate next steps in their school. Assistance will be required to gather monthly attendance data for all participating schools in this programme (input For the 17 Test of Change primary schools, the poverty- related attendance gap aggregated data closed by 0.98 percentage points. Double the rate of the non-participating schools. Attendance figures are exceeding those anticipated for some Primary schools on the project, and stretch aims are being met on all measures. 93
Page 94
56 required from development officer). An SLC Attendance Strategy has now been devised to include a planned upscale of the project to target an increased number of establishments. SLC Data Tool created for the project is now being rolled out to all schools for use. Clydesdale Digital Schools 1. By December 2023, 100% of young people involved will be engaged in at least one subject/award; 90% or more young people involved will be engaged in at least three subjects/awards; and 80% or more young people involved will be engaged in at least five subjects/awards. 2. By December 2023, Attendance measure- 80% of young people involved will demonstrate improved attendance* 1. Data from tracking reports, observations and feedback from class teachers and parents/carers. 2. SQA and other awarding body data, insight data. 1. Outcome 1a 100% 1@3- Outcome achieved (100%) Outcome 1b 90% 3@3- Outcome achieved (100%) Outcome 1c 80% 5@3- Outcome not yet achieved (59%) All targeted young people increased their engagement with support from the Virtual School. For most of the target group, there had been little to no engagement over the last year. For almost all of the target group, there was a cumulative improvement in engagement across the year. 2. Outcome 2 80% show improved attendance- Outcome achieved (83%) Over 80% of targeted young people across Clydesdale demonstrated improved attendance with support from the Virtual School. In some locations, 100% of young people demonstrated improved attendance. Continued partnership working with external agencies is needed to improve and maintain a few young people. 3. Outcome 3a 100% 1@3- Outcome achieved (100%) 94
Page 95
57 3. By June 2024, 100% of young people involved will have achieved at least one award at level 3 or above; 90% or more of young people involved will have achieved at least three awards at level 3 or above; and 80% or more of young people involved will have achieved at least five awards at level 3 or above. 4. By June 2024, all involved young people will have the opportunity to achieve 1 or more award at SCQF level 5 based on Insight (All SCQF Awards) Outcome 3b 90% 3@3- Outcome achieved (92%) Outcome 3c 80% 5@3- Outcome not yet achieved (54%) Earlier intervention and robust tracking of attendance and engagement in the BGE is essential to ensure all young people achieve 5@3. 4. Outcome 4 100% opportunity to achieve 1@5- Outcome achieved (100%) All young people had the opportunity to achieve 1@5 with some also having the opportunity to achieve 1@6. 95
Page 96
58 Workstream: Strengthening Relationships Project Outcome Measure Evaluation-successes and impact CoSD By June 2024 there will be an SLC Policy on Cost of the School Day. As a result of this, by June 2024, 100% of schools will also have moved from ‘Position Statement’ to ‘Policy’ showing commitment to reducing CoSD. By June 2024, at least 60% of schools will have engaged in CLPL on Cost of the School Day and Poverty Awareness and will have greater knowledge and understanding of how to reduce the CoSD in their schools. Submission of CoSD Policies Attendance at CoSD events This outcome was delayed due to unforeseen circumstances. Schools have been asked to now submit their policies by the end of October 2024. All schools were invited to attend a Cost of the School Day conference in March 2024. More than 60% of schools attended Nurture By June 2024, most staff, across all sectors, attending Nurturing Interventions Overview training, Leading Nurturing Interventions training and School-based in-service training will have greater knowledge and understanding of how to use nurturing principles and Questionnaires Feedback from initial training and school support. Nurturing Interventions and Approaches – Supporting Practitioners and Establishments We have responded to the need, expressed by establishments, to support children and young people’s social and emotional development. This has involved production of the Nurturing Interventions Toolkit, the development and delivery of training and establishments having access to consultation. 96
Page 97
59 approaches in their schools, with a particular focus on supporting learners in Quintile 1. By June 2024, most staff, across all sectors, attending Boxall Profile Training will have a greater understanding of identifying needs, selecting appropriate targets, strategies and resources for meeting identified needs and for evaluating the success of their chosen strategy. By January 2024, there will be a clear outline of the key components of effective targeted nurture approaches in the Early Years, primary, secondary and ASN sector (leading to more attachment informed schools). Increased number of establishments presenting staff for training. Pre and Post questionnaires. Published Nurturing Interventions Toolkit distributed to all establishments and available online. Nurturing Interventions Toolkit This document was completed, published, and launched in March 2024 supporting establishments to set up nurture spaces, initiate and further develop nurturing interventions through effective target setting, planning, and evaluation of the impact of them. This document is available to all sectors and establishments in digital form to enable easy access of digital links throughout the document. There was an increase of 20% of Primary, Secondary and ASN establishments engaging with central training offered this year by Susan Tullett, Nurture Development Officer, equating to 30 further establishments. Three courses ran centrally: Boxall Profile Training, Nurturing Interventions Overview Training and Leadership of Nurturing Interventions training. Bespoke In-Service training and consultation was also offered. • 89 Boxall Profile course participants • 106 Nurturing Interventions course participants • 36 Leadership of Nurturing Interventions course participants • In-establishment, bespoke training was delivered to 23 Primary Schools, 3 ELC establishments and the ELC Peripatetic Team around the 6 Nurture Principles and the whole-establishment relational approach required to support effective nurturing interventions. • 253 Early Learning and Childcare colleagues from 48 separate establishments joined a Teams call for training on the 6 Nurture Principles in practice in ELC settings. A survey of all training participants was completed, at least 6 months post-input. 19.5% set up a nurture space following the training. 19.5% initiated nurturing interventions and 97
Page 98
60 39.8% expanded on existing interventions following the training. Participants reported a change in how able they are to ‘Recognise all behaviour as communication’, which is one of our SLC Attachment Pledges as well as one of the 6 Nurture Principles. They also reported that training highlighted whole-establishment areas for improvement with 79% reporting that it also led to their establishment taking action to improve their practice. 98
Page 99
61 Workstream: Curriculum Project Outcome Measure Evaluation-successes and impact Numeracy Project Title: Effective Pedagogical Practice in Mathematics and Numeracy Outcome: It is anticipated that the training will have an immediate and long- term impact on Numeracy ACEL data, initially within the schools of the staff being trained, and then across the authority as training is rolled out. Outcome: By June 2024, most staff for the participating primary schools will have increased knowledge and confidence in delivering effective pedagogical practice using the verbal, concrete, pictorial and abstract approach. Measure: ACEL Data Measure: Post training Evaluation Primary 1, 4 and 7 Numeracy in South Lanarkshire Council have increased their attainment by 2.5% from 2021/22 to 2022/23. We are above the national average for Numeracy and Mathematics with SLC being 81.6% compared to Scotland at 79.6%. Continuing to address improvement in core numeracy pedagogy, the Maths Recovery continues to be rolled out to practitioners. Maths recovery uses the Verbal, Concrete, Pictorial and Abstract pedagogy and the developmental stages of number sense, all of which are informed and research-based methodologies. Data demonstrates that the training and implementation of Maths Recovery across primary schools is showing positive impact with 507 teachers across SLC trained across 113 Primary Schools. This session, 6 cohorts of ‘Teaching Number in the Classroom’ and 3 cohorts of ‘Developing Number Knowledge’ have taken place. There has been an additional cohort of ‘Learning Framework in Number’ to facilitate more SLC trainer training. We now have 5 SLC trainee trainers, who will gain accreditation next session. This will now allow a more sustainable model of in-house Maths Recovery CLPL over the coming years to enable more teachers to be trained, in school groups to ensure consistency. 99
Page 100
62 The training programme continues to be evaluated at the beginning and end stages to ensure impact and that learner needs are being met. 95% of participants have reported improved confidence and knowledge in Maths recovery pedagogy. 89% of participants have reported increased in planning and delivering effective learning and teaching in mathematics and Numeracy. Literacy Project Title: Nuffield Early Language Intervention (NELI) Outcome: By June 2024, most P1 learners in sample schools (10% of schools engaging with NELI) will have improved early language skills. Outcome: By June 2024, most staff for the participating primary schools will have increased knowledge and confidence in developing children’s early oral language skills. Measure: Pre and Post Assessments/ ACEL data Measure: Post training Evaluation 81 of our primary schools have implemented the Nuffield Early Literacy Intervention which supports our Primary 1 learners to achieve success developing early oracy skills. Staff involved in delivery of NELI have undergone 3 online comprehensive training sessions and report feeling confident in their understanding of early language development and in delivery of the programme. By intervening early to support children’s oral language and communication- the foundation for reading and writing success- we would have found more children in Quintile 1 make greater progress in early reading and writing, supporting our work to close the gap. Average standardised assessment scores for pupils identified who would benefit from the programme pre intervention compared to average assessment scores post programme show significant improvement in all four areas, with an overall gain pf 6.1 points. Schools have been supported to interrogate data using a spreadsheet which allows individual learning 100
Page 101
63 progress to be tracked and success to continue to be built upon. Due to the success of the intervention across SLC a whole class programme is being offered next session, to continue to support learners’ early literacy and build the capacity of teaching staff through being trained in this approach. Curriculum Project Title: SLC Refreshed Curriculum Narrative Outcome: By June 2024 all primary schools will have improved knowledge and understanding of the refreshed Curriculum narrative and access to a range of support materials to assist them in building the curriculum. Clear approaches to planning curriculum and progression pathways will lead to improved staff confidence and support moderation of achievement of a level. Measure: Staff evaluations from the curriculum conference The refreshed Curriculum strategy renewed our commitment to providing a rich and stimulating curriculum, it goes beyond a commitment to only literacy and numeracy and sets out to support the development of wider curriculum design and pathways for all subject areas of CfE in 23/24. In order to take forward the refreshed narrative, share practice and ensure a collective understanding of curriculum, the development of a SLC Curriculum Rationale was launched in May 24. This encapsulates, explains and enthuses all, about the ‘why’ of the SLC curriculum and its vision to Inspire, Transform and Strengthen education across South Lanarkshire. The SLC Literacy and Numeracy progression pathways were updated and incorporated the agreed progress and achievement codes to support ongoing teacher professional judgement. Progression Pathways were also created for all other curricular areas. These pathways support practitioners to plan learning across the curriculum to ensure depth, breadth and progression for learners. 101
Page 102
64 Curriculum design guidance has been created and models the use of the four contexts for learning as well as how the design principles can be applied across the curriculum. Curriculum mapping and planning has been exemplified, and cognisance given to next steps in terms of innovative curriculum design, particularly with regards to skill development and interdisciplinary learning. Schools have been provided with a detailed audit tool, which supports the self-evaluation of their school curriculum and direct staff to support materials and examples of good practice. This tool is a strong starting point for school improvement planning and by using emerging, developing and embedded evaluative statements, schools are able to assess where they are on their curriculum journey. In May 24, the above materials were published as part of an Early Years and Primary Curriculum Hub launch. This forms part of a redesigned Staff Learning Centre with all staff across SLC having access. Within the Hub, the guidance, support and examples of good practice are organised across the four contexts for learning IDL, Personal achievement, Ethos and Curricular areas. A further section regarding curriculum design was produced for school leaders. Feedback from the launch was extremely positive with a rating of 4.57/5 from attendees. Schools have also been supported by a small network of lead Head Teachers who offered bespoke curriculum support to establishments as well as offering CLPL sessions on a variety of areas including 102
Page 103
65 Play Pedagogy, Writing, Listen and Talking and financial education. Sessions were attended by a number of practitioners and feedback was positive, enhancing understanding of our curriculum and supporting practical approaches. Workstream: Learner Pathways Project Outcome Measure Evaluation-successes and impact MCR Pathways 1. By June 2024 there will be an increase of 1 percentage point of Q1 leavers attaining 1@SCQF level 5 2. By June 2024 there will be a reduction of S4 leavers across Secondary schools: currently 36.7% from Quintile 1 compared to 9% from Quintile 5. 1@5 2021/22 – 90.03% all leavers - 80.61% Q1 - 96.98% Q5 The figure of 36.7% from Q1 will be reduced by June 2024 to 35% 65% of Q1 leavers on the programme achieved 1@5 Of the participants expected to leave at the end of S4, 20% returned. Personalised Support 1. By June 2024 there will be an increase of 1 percentage point of Q1 leavers attaining 1@SCQF level 5 2. By June 2024 there will be a reduction of S4 leavers across Secondary schools: currently 36.7% from Quintile 1 compared to 9% from Quintile 5. 1@5 2021/22 – 90.03% all leavers - 80.61% Q1 - 96.98% Q5 The figure of 36.7% from Q1 will be reduced by June 2024 to 35% 20% of programme participants from Q1 left at the end of S4 having achieved 1@5. 15% of programme participants are S4 returners 103
Page 104
66 Wider Accreditation By June 2024 there will be an increase of 1 percentage point of Q1 leavers attaining 1@SCQF level 5 1@5 2021/22 – 90.03% all leavers -80.61% Q1 -96.98% Q5 Insight SSR1&2 1@5 2022/23 – - 89.99% all leavers (87.93% nationally) – down 0.04% from previous year - 81.27% for Q1 (79.28% nationally) up 0.66% from previous year - 97.00% for Q5 (95.92% nationally) up 0.02% from previous year - 17.73pp gap - Wider accreditation opportunities have been made available to learners 2023-24 -643 course awards achieved at level 5 or 6 through this funding. One member of staff was trained in Forest Skills Tutor Training at Level 8 to support future delivery of Forest and Outdoor learning within that school. 18 teaching staff (from 16 Secondary/ASN schools) were also trained to deliver First Aid for Mental Health and will retain this qualification for the next 3 years. Some have already delivered to pupils 2023-24, the rest will deliver 2024-25. 104
Page 105
67 Appendix 3 - SEF Outcomes and Measures 2024/25 SEF Outcomes and Measures 2024/25 Workstream: Pedagogy Project Outcome Measure Pedagogy Measure the impact of the Play Pedagogy Programme- Using a target group of practitioners and SLT at the Play Showcase event, ask them to evaluate the impact so far using a paper survey handed out at the beginning. Survey: 1. Does your school implement Play Pedagogy? Yes/No 2. Do you believe this approach has had a positive impact on the pupils in your class / school? Yes/No 3. On a scale of 1-5, how confident are you in adopting play pedagogy in your class? 4. Please provide some notes to support your answer to question 2 (Qualitative Evidence- you may wish to include information about learner conversations, parent conversations or teacher observations to support this) Survey to be repeated in May. Play Pedagogy 2024/2025- Refinement Further refine Play Pedagogy approach based on target group feedback (October 2024) Increased staff confidence - increase by 20%. Continuous Monitoring and Impact Pupil observations and TPJ form part of continuous monitoring. Evaluate long-term impact. Target group to repeat initial survey in May 2025 to monitor 6-month impact. Quantitative and 105
Page 106
68 Continue to refine approach in P1/2/ 3 so that there are developmentally appropriate play opportunities for the children with increased challenge and opportunities to extend learning. Extend play-based learning into P4-7 through Inquiry-based learning, allowing for coherent transitions throughout the school. Support with school and class visits from DOs. Disseminate the concise messages of new play document to support learners in P1-3 in IDL and P4-7 in a play-based approach to IDL and Inquiry Learning. Pilot- Select two/ three primary schools to pilot SLC Inquiry- based learning p4-7. Pedagogy Offer Provide an individualised programme of support for each school request. Support could consist of input at school meetings, Class visits, planning advice, modelling, team teaching etc. Various measures will be used to collate hard and soft data to show impact on closing the gap for the most disadvantaged young people, including ACEL results, testimonials from Head Teachers on the positive effects/impacts, Teacher Professional Judgements – progress of and between levels. Qualitative data to be triangulated and evaluated. The results of this will inform next steps. ACEL Teacher confidence Head Teacher testimonials - capture progress 106
Page 107
69 Workstream: Learner Engagement Project Outcome Measure Attendance Test of Change New Locality Attendance Project (LAP) becomes established, and programme being delivered across the local authority. Schools are engaging with Professional Learning on offer to focus upon and prioritise Attendance in their own establishments. Primary Attendance Tool becomes accessible and established in Primary Schools, with staff participating on training events to upskill and improve understanding of Attendance data. New Secondary Data tool is refined and rolled out to Secondary establishments. Increased engagement with Secondary Schools and development of a new Secondary Attendance Project to target and review approaches to the management and recording of pupil absence. Stretch aim data checked at key points (baseline in Oct 24, Jan 25 and end point June 25) 107
Page 108
70 Workstream: Strengthening Relationships Project Outcome Measure CoSD 100% of schools will have a Cost of the School Day policy. There will be a reduction in costs to families of at least 5% in at least 10 of our schools in the final term of 23/24 compared to the final term of 24/25. Policies submitted Audit of costs will show a reduction. Nurture Staff will become more knowledgeable about attachment informed, trauma-sensitive, nurturing practice as well as in providing nurturing interventions to meet the specific needs of identified learners (particularly those in Q1). Establishments will become more attachment informed, trauma-sensitive and nurturing places resulting in reduced anxiety for learners, reduction in barriers to learning (particularly for Q1 learners). Staff will report increased knowledge and confidence in meeting the needs of specific individuals (particularly those in Q1) following attendance at the training. There will continue to be a rise in establishments engaging with the AIP Accreditation process. A plan for the sustainable delivery of the new Nurture course will be in place. A plan for the sustainable delivery of the training programme for ELC staff will be in place. Workstream: Curriculum Project Outcome Measure Literacy IOW 108
Page 109
71 • By June 2024 a new framework for improving writing pedagogy will be developed to support improved knowledge and understanding of practitioners. Pilot schools/ Practitioners involved will have improved knowledge and understanding of the fundamentals of teaching writing. Nuffield • June 2025 - By intervening early to support children’s oral language and communication- the foundation for reading and writing success- we would expect to see more children in Quintile 1 make greater progress in early reading and writing. Year 3 • By June 2024 Quintile 1 learners’ attainment across the 4 areas of language screening (Expressive Language, Listening Comprehension, Receptive Vocabulary and Sentence Repetition screening will have increased. • Uptake of the Whole class model will lead to increased practitioner knowledge of P1 class teachers. • Pilot School/ Practitioner evaluations and feedback gathered from focus groups. • Pre and Post Assessments screening • Uptake figures and teacher knowledge survey. Numeracy • By June 2025 most staff who have undertaken the training will have increased staff knowledge and understanding in the Verbal, Concrete, Pictorial and Abstract pedagogy and the developmental stages of number sense. • Improved learner attainment in numeracy in practitioners’ classrooms who have attended training, as evidenced from a selected test of change focus group comparing Q1 learners progress with Q5. • Staff pre – post training questionnaires. • Pupils focus groups/ tracking data • Training Numbers 109
Page 110
72 • Increased uptake of maths recovery training across SLC. 110
Page 111
73 Workstream: Learner Pathways Project Outcome Measure SLC Mentoring (MCR Pathways and Enhanced Personalised Support programmes) 1. Attendance: Pupils attending the programme will improve their levels of Attendance. 2. Attainment: Care-experienced pupils will have set targets and/or working grades for each subject. They will be on course to achieve these targets. 3. Engagement: Pupils will engage with mentors around discussion about their own learning and this will improve their engagement within the curriculum 4. Reduction in S4 leavers: Numbers of pupils participating on the programmes identified as potential S4 Leavers will be reduced. • Pupils participating on the programmes attendance will be monitored at start of term and continue to be monitored on 8-weekly basis. • 8-weekly review will show any pupil progress towards targets set. • Mentor tracking spreadsheet will show initial targets set and map progress towards these targets. • Two case studies from each school provided for pupils showing a positive outcome. • The impact on pupils attending the programme will be measured using the CLD impact measures of Learning, Literacy, and Progression. This will be done through a Google form. We will also collate pupil responses through start, mid and end of term programme evaluations and intervention progress reports. • Tracking spreadsheet shows pupils who’s anticipated leavers date was the end of S4 – participation in the programme will encourage at least some of those pupils to remain into S5. 111
Page 112
74 Wider Accreditation By June 2025 there will be an increase in Q1 learners being provided wider opportunities to achieve 1@5 or 1@6 through non-SQA Awards. 1@5 2022/23 – 89.99% all leavers (87.93% nationally) – down 0.04% from previous year - 81.27% for Q1 (79.28% nationally) up 0.66% from previous year - 97.00% for Q5 (95.92% nationally) up 0.02% from previous year - 15.73pp gap Progress will be measured by: • Insight (leavers’ data – March 2025) • SSR1 & 2 • Schools will be asked to submit details on learners who are put through these wider accreditation courses following staff training and asked to identify is they are Q1 or have other circumstances which put them at risk of not attaining. • A mid-year review will be submitted to update on progress of staff training and the numbers of learners (Q1 and other vulnerable groups) who have completed the training by that stage. • Stretch Aims associated with Widening Accreditation Opportunities: • 1@5 – Q1 or other vulnerable learners. • 1@6 – Q1 or other vulnerable learners. • Reduction in the number of S4 leavers as the courses provide scope for progression into S5&6. 112
Page 113
75 Appendix 4 – SEF Governance Structure 113
Page 114
Appendix 5 – Blank SEF Highlight Report Highlight Report Workstream Pedagogy Learner Engagement Strengthening Relationships Curriculum Learner Pathways Lead- Name of Project- Date Period Progress and impact made this period (Bullet point summary of key achievements, impact and challenges) • Work planned for next period, including any deadilne • Decisions/Actions required from SEF Core Group/EMT • RISK/ISSUES • Authors Contact Details Additional reports or information papers (Embedded) Allocated Funds Spend to Date Underspend/ Overspend projected Strategic Equity Fund (SEF) 114
Page 115
Appendix 6 – SEF Reporting Core Group Update SEF Planning and Reporting-Core Group Highlight Report Period- Project Progress and impact made this period Work planned for next period Decisions/Actions required from SEF Core Group/EMT Financial Comments PEDAGOGY . Project Progress and impact made this period Work planned for next period Decisions/Actions required from SEF Core Group/EMT Financial Comments LEARNER ENGAGEMENT . Project Progress and impact made this period Work planned for next period Decisions/Actions required from SEF Core Group/EMT Financial Comments STRENGTHENING RELATIONSHIPS . 115
Page 116
78 Project Progress and impact made this period Work planned for next period Decisions/Actions required from SEF Core Group/EMT Financial Comments CURRICULUM . Project Progress and impact made this period Work planned for next period Decisions/Actions required from SEF Core Group/EMT Financial Comments LEARNER PATHWAYS . 116
Page 117
117
Page 118
118
Page 119
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 2025 Report by: Interim Executive Director (Education Resources) Subject: Updated Framework for Inclusion and Equality 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the impact of the updated Education Resources Framework for Inclusion and Equality [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that it be noted that the Framework for Inclusion and Equality remains an essential tool, significantly contributing to capacity building across our schools and establishments and enhancing outcomes for children and young people. 3. Background 3.1. The South Lanarkshire Council (SLC) Framework for Inclusion and Equality has recently been updated to incorporate several key additions and changes, reflecting the evolving national landscape in Scottish education and responding to national guidance and other developments. The aim is to build staff capacity across all educational establishments, at all stages and in all settings, to meet the complex needs of all children and young people and to improve their outcomes. 4. Legislative and Policy Context 4.1. The Framework aligns with national legislation, including the Equality Act 2010, and policies such as the United Nations Convention on the Rights of the (UNCRC), The Promise and the Review of Additional Support for Learning (ASL) Implementation (Morgan Review). This helps ensure schools comply with both legal and moral obligations in supporting all children. The updated Framework incorporates the following: 4.1.1. United Nations Convention on the Rights of the Child (UNCRC) (Incorporation) (Scotland) Act 2024 Integration of children’s rights, ensuring every child has access to an inclusive education, equal access to education, protection from discrimination and participation in decision-making processes that affect them. An emphasis on promoting equality and participation for all children, in line with UNCRC principles. 8 119
Page 120
4.1.2. The Morgan Review 2019 and Additional Support for Learning Review Action Plan 2022 Key outcomes of Angela Morgan’s ASL Review and Action Plan include: Better identification of needs: Ensuring that additional support needs are identified and assessed early and accurately. Improved support systems: Strengthening the support structures within schools and local authorities to better meet additional support needs. Professional development: Enhancing the skills and training of teachers and staff to provide more diverse support for children and young people with additional needs. Increased parent and pupil involvement: Empowering families and pupils to have a more active role in the process of planning and accessing support. 4.1.3. The Promise Scotland 2020 The Promise aims to create a system where every child and young person has the opportunity to thrive, with a focus on prevention, early intervention, and supporting families. It emphasises listening to children and young people, respecting their rights, and ensuring their voices are heard in decision-making processes. The Promise focuses on improving the outcomes for care-experienced children and young people, reinforcing the need for a whole-child approach, where not just academic needs are met, but social, emotional, and practical support systems are put in place for care experienced children and young people facing adversity. 4.1.4. Included, Engaged, Involved Part 3: Relationships and Rights-based Approach to Physical Intervention in Schools 2024 Currently the Inclusive Education Service is making amendments informed by this new guidance, focusing on de-escalation techniques and fostering inclusion through the promotion of positive behavioural support strategies. 4.1.5. South Lanarkshire Policy Statement on Inclusion and Equality Education in South Lanarkshire is based on an inclusive ethos, which will ensure that all learners are treated fairly, have equality of opportunity and have a sense of belonging in their learning environment. 4.1.6. 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 UN Convention on the Rights of the Child. 4.1.7. Education Scotland Act 2016 The Act supports a range of improvements to Scottish Education giving children a voice in matters that affect them and extending the rights of children with additional support needs. 4.1.8 Education (Additional Support for Learning) Scotland Act 2004 The Act provides a framework for local authorities and other agencies to support all children and young people with their learning and introduced the concept of additional support needs, gave parents/carers new rights and placed duties on authorities and other agencies. 120
Page 121
5. New Areas Added to the Updated Framework for Inclusion and Equality 5.1. The updated Framework takes account of the legislation above but also takes accounts of contextual developments within areas of Inclusion and Equality. Our learners needs are more complex than they have ever been, and our new additions take account of this also. 5.2. New additions and updates are: framework for pupils who have Autism Spectrum Disorder (ASD) guidance Extreme Demand Avoidance (EDA) guidance Equalities Protected Characteristics section Equalities Reasonable Adjustments Supporting Learners with severe and complex profile section part-time timetable guidance managing Harmful Sexual Behaviour in Schools (HSB) guidance Strengths and Difficulties Questionnaire (SDQ) Selective Situational Mutism (SM) Strategy Unaccompanied Asylum Seeking Children (UASC) guidance updated Staged Intervention guidance updated key components of school improvement and inclusive practice updated appendices updated practice guides amendments section-version control 5.3. The updated Framework was launched in September 2024 at the annual Inclusion Conference and is available on the South Lanarkshire Council Intranet. It is also available on Glow. 6. Feedback from Heads of Establishment 6.1. When surveyed, all establishments report using the updated Framework since its launch in September 2024 with the majority using it ‘regularly’. 6.2. All establishments reported finding it useful. 6.3. Almost all establishments reported feeling more confident regarding Staged Intervention in their schools as a result of the updated Framework. 6.4. Almost all Head Teachers responded that they have shared relevant information from, and signposted staff to the location of the updated Framework to be used as a tool. 6.5. Head Teachers’ comments include: ‘I regularly refer to the PPRUDB (Promoting Positive Relationships Under Distressed Behaviour) section to support pupils presenting with distressed behaviours.’ ‘I came from another authority in September 2023, so it has been very useful for my understanding of the SLC approach to Staged Intervention.’ ‘Provides a good "one stop shop" for information/advice and for processes.’ ‘It has been good to have a clear point of reference to share with staff to allow them to see when Staged Intervention is appropriate for our young people.’ ‘I think the entire document has its usefulness and especially signposting staff to useful information about the national framework for inclusion etc.’ 121
Page 122
7. Impact on Broader Inclusive Practice Across the Authority: 7.1. The updated Framework reflects our broader commitment to creating a more inclusive, equitable, and supportive educational environment for all children and young people in South Lanarkshire. This includes: Improved Engagement of Staff: Empowering schools and staff to build capacity and knowledge around inclusive practices, managing behaviour positively and reducing physical intervention, seclusion and exclusions. Improved Engagement of Pupils: When children and young people feel included and valued, they are more likely to be engaged in learning. The Framework’s emphasis on equitable practices can lead to improved student participation and motivation, fostering a sense of belonging within the school environment. Improved Universal, Targeted and Individual Support for Children and Young People: An inclusive Framework helps tailor education to meet the individual needs of students, acknowledging that each child and young person may have different learning styles, strengths, and challenges. Better Mental Health and Well-Being: A focus on inclusion and equality ensures that children and young people’s mental health and emotional needs are addressed, which is crucial for overall development. Children and young people who are educated in inclusive environments are more likely to develop empathy and respect for others, regardless of differences. This social development can translate into improved relationships, lower levels of bullying, and a more supportive and resilient school culture. Closing Attainment and Achievement Gaps: With a clear commitment to inclusion and equality, the Framework helps reduce achievement gaps among pupils from different socio-economic backgrounds, ethnicities, and abilities. A strong Framework helps schools address barriers to learning and provides the necessary tools for overcoming them. 7.2. In summary, a robust, relevant Framework for Inclusion and Equality in schools provides the foundation for ensuring that all children and young people, can thrive academically, socially, and emotionally, leading to improved and more inclusive and equitable outcomes. 8. Next Steps and Priorities 8.1. Education Resources will continue to review the Framework’s impact and further integration into school practice and improvement plans. 8.2. In addition, the Inclusive Education Service will focus on enhancing training programmes for staff through the new Additional Support Needs CPD (Continuing Professional Development) Inclusion Hub promoting inclusivity and building capacity in staff across all establishments, including our newly qualified teachers. 9 Employee Implications 9.1. There are no employee implications arising from this report. 10 Financial Implications 10.1. There are no financial implications arising from this report. 11 Climate Change, Sustainability and Environmental Implications 11.1. There are no climate change or environmental implications as a result of this report. 122
Page 123
12 Other Implications 12.1. There is a risk to the Council if the Resource does not comply with the relevant duties and legislation. 10. Integrated Impact Assessment and Consultation Requirements 10.1. There is no requirement for an impact assessment to be carried out. Anne Donaldson Interim Executive Director (Education Resources) 28 February 2025 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Aisling Boyle, Interim Head of Education (Inclusion Services) Ext: 4452 (Tel: 01698 454452) E-mail: Aisling.Boyle@southlanarkshire.gov.uk 123
Page 124
124
Page 125
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 2025 Report by: Interim Executive Director (Education Resources) Subject: Cost of the School Day: Guidance for Schools and Early Years Establishments (Update) 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the work of Education Resources in supporting Cost of the School Day (CoSD) aims across South Lanarkshire schools and establishments [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the work undertaken by Education Resources on the Cost of the School Day be noted. 3. Background 3.1. Article 28 of the United Nations Convention on the Rights of the Child (UNCRC) states that primary education should be free and compulsory. Whilst education in Scotland is free at entry, evidence shows that there can be many aspects of the school day which cost families money. 3.2. In South Lanarkshire, 22.8% of our children are living in relative poverty (24.5% in Scotland) which equates to just under 14,000 children. 3.3. In South Lanarkshire Council (SLC) schools: 20.21% of learners in primary education live in SIMD1 or SIMD 2 areas (2024/2025) 19.57% of learners in secondary education live in SIMD 1 or 2 (2024/2025) 23.3% are entitled to Free School Meals (based on P6-7 pupils for 2024/2025) 3.4. South Lanarkshire Council has a strong focus on reducing the cost of the school day and continues to make this clear to all sectors. 3.5. As previously reported, the completed Guidance contained ten proposals to reduce the cost of the school day in all our schools and establishments alongside advice on communicating with families. 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 9 125
Page 126
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 (Health Promotion and Nutrition) (Scotland) Act 2007 Guidance 2020 WE PROPOSE: All South Lanarkshire schools and 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 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 3.6. Our Cost of the School Day Guidance also includes: departmental guidance for secondary schools suggestions for grants/funding available to support Cost of the School Day activity in establishments advice on low/zero cost curricular trips a step-by-step guide to help increase the uptake of Free School Meals a Cost of the School Day Audit Tool for schools to work on with their staff, pupils and partners an exemplar of a Cost of the School Day Policy along with an example of a parent- friendly policy examples of good practice from four SLC schools. 4. Cost of the School Day in South Lanarkshire Council - Update 4.1. South Lanarkshire Council Guidance on Cost of the School Day was launched at a Conference on 25 March 2024. The conference was opened by the Executive Director (Education Resources), with closing remarks given by South Lanarkshire's Chief Executive. The keynote speaker was the Scottish rapper and television presenter, Darren McGarvey. Evaluations of the conference were very positive and demonstrated again the commitment of headteachers to progress this important agenda. 4.2. Additional resources to support establishments can be found on the Cost of the School Day sections of the SLC Staff Learning Centre and the Equity Hub. Resources include, exemplars, materials from the CoSD conference, resources to help consult with pupils, staff and parents/carers, self-evaluation and professional learning materials and examples of good practice from SLC Schools. 126
Page 127
4.3. The Curriculum and Quality Improvement Service (CQIS) continues to provide support to schools and establishments on the Cost of the School Day. A Lead Officer has this included as part of their remit and Development Officers have undertaken several ‘good practice’ visits to schools. Their findings have been shared via the Equity Hub. 4.4. A professional development session on Poverty Awareness and the Cost of the School Day has been added to our CPD (Continuing Professional Development) ‘offer’ to Newly Qualified Teachers and delivered each school year. A Lead Officer has also presented to senior leaders involved in the Primary Locality Attendance Project about the connection between attendance and the Cost of the School Day. 4.5. South Lanarkshire Council continues to be recognised at national level for our approach to the Cost of the School Day with the Child Poverty Action Group using examples from our schools in their ‘Ideas Bank’. 5. Cost of the School Day and the Scottish Attainment Challenge 5.1. A target of the Scottish Attainment Strategic Equity Funding (SEF) is for all our schools to have a Cost of the School Day Policy. To date, 100% of our schools have submitted their policy to CQIS for review. 5.2. Ten schools were selected at random to complete an audit on their charges to families during the final term of the 2023/2024 as part of our SEF outcomes and measures. These audits will be completed again in June 2025 to allow comparison with the same period last year with the aim of reducing charges further. 6. Next steps 6.1. The reduction of costs to families continues to be a key commitment shared by our establishments. Going forward, CQIS will develop an audit tool that can be completed throughout the school year and will also complete a consultation with parents and carers to gather their lived experience of what is happening in our schools. Schools and establishments will then be asked to complete an audit at the end of the school year to outline their costs to families across the year. This will help support decisions around costs to families across the year. 7. Employee Implications 7.1. There are no employee implications in terms of the information contained within this report. 8. Financial Implications 8.1. There are no financial implications in terms of the information contained within this report. 9. Climate Change, Sustainability and Environmental Implications 9.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 10. Other Implications 10.1. There are no implications for sustainability or risk in terms of the information contained within this report. 127
Page 128
11. Integrated Impact Assessment and Consultation Requirements 11.1. This report does not introduce a new policy, function or strategy or recommend a change to existing policy, function or strategy and, therefore, no impact assessment is required. 11.2. Consultation, dialogue and engagement has taken place with schools, headteachers, teachers, other services, Education Scotland and the Corporate Management Team. Support has been provided through professional learning at school and learning community level. Anne Donaldson Interim Executive Director (Education Resources) 3 March 2025 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers • Cost of the school day guidance Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Jacqueline Wallace, Head of Education (Early Years and Primary) Ext: 4468 (Tel: 01698 454468) E-mail: jacqueline.wallace@southlanarkshire.gov.uk 128
Page 129
Report Agenda Item Report to: Education Resources Committee Date of report: 25 March 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. 10 129
Page 130
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 130
Page 131
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 131
Page 132
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 132
Page 133
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 133
Page 134
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 134
Page 135
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 135
Page 136
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 136
Page 137
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. 137
Page 138
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 138
Page 139
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. 139
Page 140
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. 140
Page 141
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 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). 11 141
Page 142
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. 142
Page 143
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. 143
Page 144
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 144
Page 145
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 145
Page 146
‘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 146
Page 147
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. 147
Page 148
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 148
Page 149
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. 149
Page 150
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. 150
Page 151
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. 151
Page 152
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 152
Page 153
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 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: 12 153
Page 154
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. 154
Page 155
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. 155
Page 156
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 156
Page 157
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 157
Page 158
158
Page 159
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 2025 Report by: Interim Executive Director (Education Resources) Subject: Consultation Response 1. Purpose of Briefing Report 1.1. The purpose of the report is to:- [purpose] inform Committee on recent responses made by Education Resources as part of ongoing consultation processes at both local and national level [1purpose] 2. Recommendation(s) 2.1. Committee is asked to approve the following recommendation(s):- [recs] (1) that the response made by Education Resources be noted. cs] 3. Background 3.1. Education Resources are required to respond to several consultations across the year encompassing a wide spectrum of topics from areas such as curriculum and school improvement to school infrastructure. 3.2. Effective consultation is based on timely and meaningful responses being made and responding to these demonstrates our commitment to influencing change and decision making. 3.3. By prioritising our responsiveness and engagement, Education Resources can ensure that our policies align closely with the national context. 4. Consultations 4.1. The following consultation has been completed: • Scottish Government’s Proposals to Amend the Legislation on Religious Observance and Religious Education in Schools - This consultation seeks views on proposed changes to the current legislation on religious observance (RO) and religious and moral education (RME) in schools. The proposed changes will support the alignment of legislation with the United Nations Convention on the Rights of the Child by requiring that children and young people’s views are taken into account in relation to their participation in RO and RME.. Our response is shown at Appendix 1. 5. Employee Implications 5.1. None. 13 159
Page 160
6. Financial Implications 6.1. None. 7. Other Implications 7.1. There are no implications for sustainability or risk in terms of the information contained within this report. 8. Integrated Impact Assessment and Consultation Requirements 8.1. This report does not present a new strategy, policy or plan and is, therefore, not subject to equality impact assessment. 8.2. 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) 28 February 2025 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships. Previous References None List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Jacqueline Wallace, Head of Education (Early Years and Primary) Ext: 4468 (Tel: 01698 454468) E-mail: jacqueline.wallace@southlanarkshire.gov.uk 160
Page 161
Appendix 1 Consultation Paper: Proposals to Amend the Legislation on Religious Observance and Religious Education in Schools to Support Alignment with the United Nations Convention on the Rights of the Child 1. What are your views on the proposed changes, including in terms of practicality for schools and ease of implementation? • Whilst we agree with the need to give children the right to express views around religious observance, RME curriculum and RE in denominational schools the practicalities around this raise challenges for our educational establishments. Consideration would also have to be given to the Charter for Catholic Schools. • Concern over staff’s ability to judge a child’s age and maturity and their capacity to make an informed decision. The term ‘due weight’ is not appropriate or one that can easily be utilised in this case. • Responding to the pupil’s views may lead to disagreement between pupil requests and parental request, this will be difficult to navigate unless a hierarchy of request was to be created, which we appreciate negates the UNCRC. Parents are identified as the primary educators for their children and this potentially includes the formation of faith of their children. • There is likely to be a need to review this on a case-by-case basis, but the time implication for staff could become unmanageable. • Schools and Local Authorities will need to adapt their policies to reflect the proposed changes, which may involve revising existing guidelines and procedures. • Concern about increased administrative tasks related to recording pupil views and evaluation of possible impact of views, tracking opt-ins and opt-outs, as well as ensuring open communication with students and parents. There is also a concern over who would ultimately have the final say in this situation if no agreement between parent/carer and the child. • Ability to balance the rights of religious and non-religious families, which may require sensitivity and adaptability in diverse communities. 2. What do you anticipate being the main positive and negative implications of these changes, including for schools, pupils, parents and any financial implications? How might any negative implications best be addressed? Positive implications • Pupil voice is heard in line with UNCRC Article 12. • Greater ownership of views from pupils and opportunities for pupils’ views to be reflected in school. 161
Page 162
• Greater respect for their individual rights, allowing them to make choices about religious observance and education. • Strengthened child engagement by involving them in their parent's choices about religious observance. Negative implications • The impact for the young person on their entitlements as part of CfE. There is the potential for young people to withdraw from curricular RME/RE and not having the opportunity to learn objectively about religion without impacting on their beliefs. There would need to be real clarity that this does not apply across other curricular areas but in this case relates to withdrawing due to your rights relating to religion. • Management of children who choose to withdraw - ability to provide a safe environment, providing engaging ‘worthwhile meaningful’ activity. (Addressed by increase in staff) • Challenge of staffing implications, magnified with increased level of ASN learners in our schools. Balance of SSAs and teacher cover to maintain ratios. (Addressed by increased staff) • Workload issue for staff in seeking views, evaluation, recording and decision making. (Addressed by agreed guidance and proforma. See answer 5) • Possible concerns from parents and children of religious backgrounds who may feel their culture, religion and traditions are being marginalised. 3. What insights or experiences do you have regarding how the right to withdraw from religious observance and RME/RE currently works in schools, including how schools communicate with parents, the pupil’s voice and the practical application of the withdrawal process? • Right to withdraw can result in fragmented school communities. When pupils are withdrawn this can negatively on school ethos and culture. • Schools are currently reporting significant challenge around providing staffing and meaningful, purposeful input when pupils are withdrawn from RO / RME. • Some establishments are now unable to take part in whole school worship/RO due to right to withdraw, thus having a detrimental impact on school community. • Few schools have experience opting out RE - more for RO. • Catholic schools very clear about Gospel values underpinning culture and ethos There is therefore a challenge within Catholic schools of identifying time to withdraw from Religious Education as Catholic Faith and teaching is evident throughout school day and not only at specified times Induction and enrolment processes clearly share with parents / carers the catholicity of denominational schools and how Catholic faith permeates all aspects of school life 162
Page 163
• School’s work closely with pupils and families to accommodate withdrawal from religious observance in a discreet and dignified manner. • Schools use established communication methods to receive and review requests from parents and put measures in place to accommodate pupil needs. At times parents support withdrawal by agreeing for pupils to attend other class/ area in the school or by collecting pupils and taking them home. Removal of pupils from school is a last resort for schools and not promoted as best practice. 4. Do you think the proposed changes offer a reasonable way forward at this time to address questions about UNCRC compliance? • Clarity and guidance required in understanding of ‘due weight’ to ensure consistency of approach. • Clarity and guidance around the aspects of withdrawal from religious education. Can children choose which religions they want to learn about? There is potential for this to increase discrimination and possibly racist attitudes. • Impact of lack of curriculum knowledge regarding world religions and moral perspectives if many pupils are removed from lessons, this may have a negative impact on pupil understanding of culture, diversity and social justice. • Clear best practice guidance would need to be created to support schools and consideration given around additional staffing required. • Catholic faith permeates all aspects of Catholic schools – if decision to withdraw is agreed who determines which aspects of school day are affected, how would schools determine when child should be withdrawn. • Provision of clear guidelines and practical tools to reduce the administrative burden on schools would be required. • Guidelines for dispute resolution between parents and children would be required. 5. What mechanisms do you think would be most effective for ensuring that schools and parents give due weight to pupils’ views when considering withdrawal from religious observance or RME/RE? • Building a shared understanding of the UNCRC across all aspects of school life will support parent and pupils in exercising their rights. • An agreed format for the evaluation of possible impact (positive and negative) of the decision on the child or children concerned would be required to ensure consistency of approach across all schools. • Inclusion in school handbooks. • Part of school induction, enrolment procedures. 163
Page 164
6. As part of our work to bring forward amendments to legislation, we will finalise a Children's Rights and Wellbeing Impact Assessment, and an Equality Impact Assessment. To help inform this work, we would welcome your views on the impact of our proposals on children's rights and equalities, as well as any related evidence/research you may be aware of. • There is potential for this to negatively impact on the equalities of some children in the name of rights for others. By enabling some children to withdraw from educational experience we may be hindering other children's cultural expression and could we be in danger of discriminating against other children under Article 2 of the UNCRC. 164
Page 165
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 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. 14 165
Page 166
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 166
Page 167
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 167
Page 168
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 168
Page 169
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 169
Page 170
170
Page 171
Report Agenda Item Report to: Education Resources Committee Date of Meeting: 25 March 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. 15 171
Page 172
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. 172
Page 173
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 173
Page 174
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…………………………………. 174
Page 175
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 175
Page 176
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. 176
Page 177
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) 177
Page 178
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. 178
Page 179
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. 179
Page 180
180