Agenda Document Pack - Education Resources Committee - 10/06/2025

South Lanarkshire Council · 10 June 2025
Back to Education Resources Committee — 10 June 2025 and its agenda

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Council Offices, Almada Street        
Hamilton, ML3 0AA 
Monday, 02 June 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, 10 June 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 
Gavin Keatt (Acting Chair), Susan Kerr (Acting Depute Chair), Joe Fagan (ex officio), Alex Allison,
John Anderson, Ross Clark, Margaret Cowie, Monique Equi, Allan Falconer, Grant Ferguson, Elise
Frame, Alistair Fulton, Geri Gray, Cal Johnston-Dempsey, 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, Poppy Corbett, Maureen Devlin, Mary Donnelly, 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
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BUSINESS 
1 Declaration of Interests 
2 Minutes of Previous Meeting
Minutes of the meeting of the Education Resources Committee held on 25
March 2025 submitted for approval as a correct record.  (Copy attached) 
5 - 14 
Monitoring Item(s) 
3 Education Resources - Workforce Monitoring – 1 February to 31 March
2025
Joint report dated 6 May 2025 by the Executive Director (Finance and Corporate
Resources) and the Interim Executive Director (Education Resources).  (Copy
attached) 
15 - 22 
4 Education Resource Plan 2024/2025: Quarter 4 Progress Report
Report dated 12 May 2025 by the Interim Executive Director (Education
Resources).  (Copy attached) 
23 - 52 
Item(s) for Decision 
5 Education Resource Plan 2025/2026
Report dated 14 May 2025 by the Interim Executive Director (Education
Resources).  (Copy attached) 
53 - 74 
6 2025/2026 Early Learning and Childcare (ELC) Sustainable Rate Price
Review
Report dated 11 April 2025 by the Interim Executive Director (Education
Resources).  (Copy attached) 
75 - 80 
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Item(s) for Noting 
7 Education Resources Digital Update
Report dated 13 May 2025 by the Interim Executive Director (Education
Resources).  (Copy attached) 
81 - 86 
8 Audit Scotland: Additional Support for Learning Briefing Paper and
Recommendations
Report dated 2 May 2025 by the Interim Executive Director (Education
Resources).  (Copy attached) 
87 - 94 
9 Insight Update: School Leavers 2023/2024
Report dated 13 May 2025 by the Interim Executive Director (Education
Resources).  (Copy attached) 
95 - 98 
10  School Improvement and Inspection Update
Report dated 30 May 2025 by the Interim Executive Director (Education
Resources).  (Copy attached) 
99 - 120 
11  West Partnership Regional Improvement Collaborative Lessons from 2017
to 2025
Report dated 16 May 2025 by the Interim Executive Director (Education
Resources).  (Copy attached) 
121 - 164 
12  Celebrating Success in Education Session 2024/2025
Report dated 13 May 2025 by the Interim Executive Director (Education
Resources).  (Copy attached) 
165 - 172 
13  Notification of Contracts Awarded: 1 October 2024 to 31 March 2025
Report dated 8 May 2025 by the Interim Executive Director (Education
Resources).  (Copy attached) 
173 - 178 
Urgent Business 
14  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 
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EDUCATION RESOURCES COMMITTEE 
Minutes of meeting held via Confero and in Committee Room 1, Council Offices, Almada Street,
Hamilton on 25 March 2025 
Chair:
Councillor Lynsey Hamilton 
Councillors Present:
Councillor Alex Allison, Councillor John Anderson, Councillor Ross Clark, Councillor Margaret
Cowie, Councillor Maureen Devlin (substitute for Councillor Mo Razzaq), Councillor Mary Donnelly
(substitute for Councillor Alistair Fulton), Councillor Allan Falconer, Councillor Grant Ferguson,
Councillor Elise Frame, Councillor Geri Gray, Councillor Cal Johnston-Dempsey, Councillor Gavin
Keatt (Depute), Councillor Susan Kerr, 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 Ross Lambie, Councillor Mo
Razzaq 
External Members Present:
Naomi Baxter, Jennifer Gaffney, Christine Hall, Joan Lennon, Angela Milton 
External Member’s Apology:
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; D Hinshelwood, Interim Head of
Education (Support Services and School Estate); G Lambie, Operations Manager; S March,
Principal Psychologist; 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); L Harvey, Finance Manager (Resources); E Maxwell, Human
Resources Business Manager, K McLeod, Administration Assistant; T Slater, Administration Adviser 
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 28 January 2025
were submitted for approval as a correct record. 
Councillor Loudon thanked the Interim Executive Director for sending information in relation to
school transport, including an updated list of assessments completed and pending.
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The Chair advised that she would give consideration to Councillor Loudon’s request for a report
to be submitted to the next meeting of the Committee on school transport, detailing numbers
and costings.
The Interim Head of Education (Support Services and School Estate) advised that, by the end of
March 2025, all families would be made aware in terms of whether or not they would qualify for
school transport. He confirmed that elected members were kept advised of the numbers as and
when those communications were being sent. He anticipated that fully costed proposals relating
to the savings would be available in June 2025.
The Committee decided: that the minutes be approved as a correct record.
3 Education Resources - Revenue Budget Monitoring 2024/2025
A joint report dated 19 February 2025 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 2024 to 24
January 2025 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 24 January 2025, the projected outturn position for the Resource was an underspend of
£0.417 million before approved transfer to reserves. Following the Council’s formal Probable
Outturn exercise, the forecast for the budget to 31 March 2025 was a breakeven position after
approved transfer to reserves of £0.417 million.
The Committee decided:
(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.
[Reference: Minutes of 28 January 2025 (Paragraph 3)]
4 Education Resources - Capital Budget Monitoring 2024/2025
A joint report dated 24 February 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 2024 to 24
January 2025.
The revised Capital Programme for 2024/2025 amounted to £8.371 million. Expenditure to 24
January 2025 was £5.666 million and the forecast for the financial year was £8.196 million. This
relatively minor forecast underspend reflected the timing of spend across this year and into the
new financial year. Funding for projects remaining underspent at the financial year end would
be carried forward to 2025/2026.
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The Committee decided: that the Education Resources’ capital programme of
£8.371 million, and forecast expenditure of £8.196 million,
be noted. 
[Reference: Minutes of 28 January 2025 (Paragraph 4)] 
Councillor Frame joined the meeting and Councillor Thomson left the meeting during consideration
of the above item of business 
5 Education Resources – Workforce Monitoring – December 2024 and January 2025 
A joint report dated 25 February 2025 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 December 2024 and
January 2025:- 
 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 December 2024 
The Committee decided: that the report be noted. 
[Reference: Minutes 28 January 2025 (Paragraph 5)] 
Councillor Thomson re-joined the meeting during the above item of business 
6 Children and Young People’s Community Mental Health Support 
A joint report dated 3 March 2025 by the Executive Director (Finance and Corporate Resources)
and the Interim Executive Director (Education Resources) was submitted:- 
 providing a brief update on the arrangements for Community Mental Health funding
provided by the Scottish Government to South Lanarkshire Children’s Services
 requesting approval to increase the establishment on a permanent basis by 1.0 full-time
equivalent (FTE) post of Research Assistant to support the ongoing implementation,
evaluation and reporting for Community Mental Health and related approaches 
The Scottish Government provided funding on a rolling, yearly basis to local authorities to
support access to Community Mental Health and Wellbeing supports.  This was to help promote,
manage and improve mental health and wellbeing and support children and young people to
develop coping strategies and resilience. 
A principle of the funding was that it was used to meet local need and there should be local
engagement with children, young people and families within South Lanarkshire to support that. 
The Council’s allocation in 2025/2026 in relation to Children and Young People’s (CYP)
community mental health was £839,000.  This was used to fund several supports and services,
as outlined in paragraph 3.3 of the report. 
Given the ongoing significant evaluating and reporting arrangements for the fund, along with
those associated with the Whole Family Wellbeing Fund, a requirement for a Research
Assistant had been identified.  The post would be managed within the Psychological Service.
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Officers responded to members’ questions on various aspects of the report. 
The Committee decided: 
(1) that the update on Community Mental Health funding be noted; and 
(2) that the establishment be increased by 1.0 FTE post of Research Assistant on Grade 2,
Level 3, SCP 46-48 (£31,096 to £31,954). 
7 Strategic Equity Fund (SEF) Update
A report dated 4 March 2025 by the Interim Executive Director (Education Resources) was
submitted providing an:- 
 update on the Strategic Equity Fund (SEF)
 overview of the Council’s SEF Plan for 2024/2025, including work designed to close the
poverty related attainment gap 
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 was 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). 
The Council had received £1.47 million central SEF funding for both financial years 2022/2023
and 2023/2024.  In 2024/2025, the funding increased by 26%, with a further increase of 33% for
2025/2026, taking the total funding for the year to £2,274,577. 
A full SEF Plan was compiled for 2022/2023 which aligned with the Scottish Government
guidance.  The Plan was centred around the following 5 key workstreams:- 
 Pedagogy
 Learner Engagement
 Strengthening Relationships
 Curriculum
 Learner Pathways 
A full SEF Plan for Year 3, which continued to be centred around the 5 key workstreams, was
attached as Appendix 1 to the report. 
Details were provided on:- 
 the Council’s progress during 2023/2024
 SEF stretch aims for 2024/2025
 planning and reporting
 Pupil Equity Funding
 cost of the school day and poverty awareness 
In response to a member’s question in relation to the creation of temporary central officer posts
and the Council’s spend in comparison to other local authorities, the Head of Education (Primary
and Early Years) advised that she would check whether this information was available.
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The Committee decided: 
(1) that the progress made during 2023/2024 on the use of the Strategic Equity Fund (SEF) 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 SEF, be noted. 
[Reference: Minutes of 5 March 2024 (Paragraph 8)] 
8 Updated Framework for Inclusion and Equality
A report dated 28 February 2025 by the Interim Executive Director (Education Resources) was
submitted on the updated Framework for Inclusion and Equality, which was launched in
September 2024. 
The Framework aligned with national legislation and policies.  This helped ensure schools
complied with both legal and moral obligations in supporting all children. 
The updated Framework incorporated the following: 
 United Nations Convention on the Rights of the Child (UNCRC) (Incorporation) (Scotland)
Act 2024
 The Morgan Review 2019 and Additional Support for Learning Review Action Plan 2022
 The Promise Scotland 2020
 Included, Engaged, Involved Part 3: Relationships and Rights-based Approach to Physical
Intervention in Schools 2024
 South Lanarkshire Policy Statement on Inclusion and Equality
 Children and Young People (Scotland) Act 2014
 Education (Scotland) Act 2016
 Education (Additional Support for Learning) Scotland Act 2004 
The updated Framework also took account of contextual developments within areas of inclusion
and equality, as outlined in paragraph 5.2 of the report. 
The Committee decided: that the updated Framework for Inclusion and Equality be
noted. 
9 Cost of the School Day: Guidance for Schools and Early Years Establishments
(Update)
A report dated 3 March 2025 by the Interim Executive Director (Education Resources) was
submitted providing an update on the work of Education Resources in supporting Cost of the
School Day (CoSD) aims across South Lanarkshire schools and establishments. 
As previously reported, the Council’s completed Guidance for Schools and Early Years
establishments contained 10 proposals to reduce the cost of the school day, as outlined in
paragraph 3.5 of the report, and those were launched at a conference on 25 March 2024. 
The Curriculum and Quality Improvement Service (CQIS) continued to provide support to
schools and establishments on the CoSD.  A Lead Officer had this included as part of their remit
and Development Officers had undertaken several ‘good practice’ visits to schools.  Their
findings had been shared via the Equity Hub.
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A professional development session on Poverty Awareness and the CoSD had been added to
the CPD (Continuing Professional Development) ‘offer’ to Newly Qualified Teachers and
delivered each school year. A Lead Officer had also presented to senior leaders involved in the
Primary Locality Attendance Project about the connection between attendance and the CoSD.
The Council continued to be recognised nationally for its approach to the CoSD. In addition, a
target of the Scottish Attainment Strategic Equity Funding (SEF) was for all South Lanarkshire
schools to have a CoSD policy. To date, 100% of schools had submitted their policy to CQIS for
review.
Officers responded to members’ questions on various aspects of the report and the Head of
Education (Primary and Early Years) gave an undertaking to consider the inclusion of school
meal costs in the audit process.
The Committee decided: that the work undertaken by Education Resources on the Cost
of the School Day be noted.
10 Achievement of Literacy and Numeracy Curriculum for Excellence Levels
2023/2024
A report dated 19 December 2024 by the Interim Executive Director (Education Resources) was
submitted providing an update on the recently published Literacy and Numeracy Curriculum for
Excellence (CfE) levels for session 2023/2024.
On 10 December 2024, the Scottish Government published the Achievement of CfE Levels for
2023/2024. 2021/2022 was the first year in which a full data set had been collected for the 4
stages P1, P4, P7 and S3 since the COVID-19 pandemic began. An analysis was provided on
the results for South Lanarkshire, together with a comparison of the national level for literacy
and numeracy.
Information on CfE levels and the expected levels by stage was provided in Appendix 1 to the
report. The dataset also included information relating to the poverty related attainment gap
between children from the most and least deprived backgrounds in terms of the Scottish Index
of Multiple Deprivation (SIMD). Information on SIMD and the attainment gap was provided in
Appendix 2 to the report.
Across the Broad General Education (BGE), South Lanarkshire continued to mirror the national
improving picture in almost all measures, as detailed in section 7 of the report.
The Resource would continue to provide support for schools through the work of the Curriculum
and Quality Improvement Service (CQIS) and the development of increased opportunities for
moderation would continue to improve the reliability of teacher professional judgements on
achievement of a CfE level.
The Committee decided: that the Curriculum for Excellence (CfE) levels in Literacy
and Numeracy for 2023/2024 be noted.
[Reference: Minutes of 14 February 2023 (Paragraph 9)]
11 Youth, Family and Community Learning - Service Update
A report dated 19 December 2024 by the Interim Executive Director (Education Resources) was
submitted providing an update on the delivery of Youth, Family and Community Learning
Service provision during 2023/2024.
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The Youth, Family and Community Learning (YFCL) Service delivered a range of Community
Learning and Development (CLD) programmes, projects and activities across South
Lanarkshire.  CLD was an educational practice that supported individuals and groups to improve
skills and reach their full potential and was rooted in a commitment to the principles of social
justice, empowerment, inclusion and access to services and opportunities, regardless of life
circumstances. 
The YFCL Service used a range of delivery methods, initiatives and interventions to deliver CLD
outcomes and those were detailed in paragraph 3.4 of the report. 
Information was provided on the following range of activities:- 
 centre based youth work and outreach activity
 adult learning
 adult literacy and numeracy (ALN)
 Multiply (UK Shared Prosperity Fund)
 English for Speakers of Other Languages (ESOL)
 YFCL work in schools which included:-
 the Pathfinders Programme
 a dedicated team of YFCL staff at KEAR Campus
 YFCL provision for pupils during the school day
 the use of awards by the Awards and Outdoor Learning Team to recognise achievement
 participation and volunteering 
Impact measure data was captured at local level and aggregated to inform local planning and
authority-wide service development.  Service impact performing data for 2023/2024 was
provided in section 12 of the report. 
Officers responded to members’ questions on various aspects of the report and, in relation to
information that was not readily available, the Youth, Family and Community Learning Manager
gave an undertaking to provide comparative information from previous years in terms of those
participating in the Scottish Youth Parliament Elections. 
The Committee decided: that the activities and impact of services delivered by the
Youth, Family and Community Learning Service to meet
the needs of targeted young people, adults and families be
noted. 
In terms of Standing Order No 14, the Chair adjourned the meeting at 11.00am for a 7 minute
period.  The meeting reconvened at 11.07am without the attendance of Councillors Donnelly and
Logan 
12 Celebrating Success in Education 
A report dated 19 December 2024 by the Interim Executive Director (Education Resources) was
submitted highlighting some of the exemplary work currently taking place in South Lanarkshire
educational establishments and across services, recognising wider achievements and awards
received. 
Educational establishments in South Lanarkshire took immense pride in recognising the daily
achievements of children and young people through social and traditional media.  This not only
kept families informed but engaged the wider community in celebrating the milestones reached
in their learning journeys.  Section 4 provided some notable highlights linked to the following key
areas:- 
 health and wellbeing for learning
 equity and equality
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 curriculum, learning, teaching and assessment
 digital learning and inclusion
 climate change and sustainability
 United Nations Convention on the Rights of the Child (UNCRC)
 communication and engagement 
The Committee decided: 
(1) that the examples of good practice highlighted across a wide range of provision be noted;
and 
(2) that the continued commitment to the importance of celebrating success within education
beyond academic attainment be noted. 
[Reference: Minutes of 5 March 2024 (Paragraph 12)] 
Councillor Donnelly joined the meeting during consideration of the above item of business 
13 Consultation Response 
A report dated 28 February 2025 by the Interim Executive Director (Education Resources) was
submitted on a recent response made by Education Resources on the Scottish Government’s
proposals to amend the legislation on Religious Observance and Religious Education in
schools. 
The completed consultation entitled ‘Scottish Government’s Proposals to Amend the Legislation
on Religious Observance and Religious Education in Schools’ was detailed in Appendix 1 to the
report. 
The Committee decided: that the response made by Education Resources to the
Scottish Government consultation, attached as Appendix 1
to the report, be noted. 
14 Notification of Contracts Awarded: 1 April 2024 to 30 September 2024 
A report dated 8 January 2025 by the Interim Executive Director (Education Resources) was
submitted on contracts awarded by Education Resources during the period 1 April to 30
September 2024. 
In terms of Standing Order Nos 21.8 and 22.5 of the Council’s Standing Orders on Contracts,
Resources were required to notify the relevant Committee of contracts awarded above the sum
of £50,000.  Details of the contracts awarded by Education Resources were provided in the
appendix to the report. 
The Committee decided: that the report be noted. 
[Reference: Minutes of 21 May 2024 (Paragraph 14)]
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15 Scottish Public Pensions Agency Consultation on the Scottish Teachers’ Pension
Scheme
A report dated 6 January 2025 by the Executive Director (Finance and Corporate Resources)
was submitted providing an update on:-
 the Scottish Public Pensions Agency (SPPA) Consultation on the Scottish Teachers’
Pension Scheme (STPS)
 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 could be a member of
the scheme
The STPS continued to be an integral part of the remuneration package for teachers in Scotland
and offered the security of a guaranteed income in every year or retirement for its members.
Membership of the scheme was provided for individuals employed by a participating employer,
predominantly in a teaching role. Participating employers included local authorities, colleges,
universities, independent and special schools.
The consultation document sought views on proposals to prospectively amend the eligibility
criteria for membership of the STPS and aimed to provide clarity on who could be a member of
the scheme. The consultation was for a period of 12 weeks, from 23 August to 15 November
2024. The consultation response had been approved by the Finance and Corporate Resources
Committee on 30 October 2024.
In preparing the Council’s proposed response, views had been sought from Personnel Services
and Education Resources.
The key areas covered in the Council’s response were detailed in paragraph 4.2 of the report,
with the full response attached as Appendix 1 to the report.
The Committee decided: that the response submitted to the Scottish Public
Pensions Agency (SPPA) on 15 November 2024, as
detailed in Appendix 1, be noted.
[Reference: Minutes of the Finance and Corporate Resources Committee of 30 October 2024
(Paragraph 9)]
16 Urgent Business
There were no items of urgent business.
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Report
Agenda Item 
Report to: Education Resources Committee
Date of Meeting: 10 June 2025
Report by: Executive Director (Finance and Corporate Resources)
and Interim Executive Director (Education Resources)  
Subject: Education Resources - Workforce Monitoring – 1
February to 31 March 2025 
1. Purpose of Report
1.1. The purpose of the report is to:-
[purpose]
 provide employment information for 1 February to 31 March 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 1 February to 31 March 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 8 March 2025 
[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 1 February to 31 March 2025. 
4. Monitoring Statistics
4.1. Attendance Statistics (Appendix 1) 
Information on absence statistics is analysed for the month of March 2025 for
Education Resources. 
The Resource absence figure for March 2025 was 6.2%, this figure has decreased
by 0.3% when compared to the previous month and is 0.6% lower than the Council-
wide figure.  Compared to March 2024, the Resource absence figure has increased
by 0.5%. 
Based on the absence figures at March 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 5.9%.
3
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Managers follow the procedures outlined in the Maximising Attendance Policy to
support employees to remain at work, or to return to work after a sickness absence.
There are comprehensive employee supports in place and additionally, Personnel
Services work in close partnership with line managers and Resource Management
Teams on a case management basis to ensure that appropriate actions are taken. 
4.2. Occupational Health (Appendix 2) 
In terms of referrals to occupational health, overall, 462 referrals were made this
period.  This represents an increase of 34 when compared with the same period last
year. 
4.3. Accident/Incident Statistics
There were 105 accidents/incidents recorded and investigated within the Resource
during this period. 
4.4. Discipline, Grievance and Dignity at Work (Appendix 2) 
During the period, 5 disciplinary hearings were held within the Resource, this figure
has decreased by 4 compared to the same period last year.  No appeals were heard
by the resource and no appeals were pending, these figures have remained the
same when compared to last year.  No grievances were raised within the Resource,
this figure is unchanged when compared to the same period last year and no Dignity
at Work complaints were raised which also remains unchanged when compared to
the same period last year. 
4.5. Analysis of Leavers (Appendix 2a) 
There was a total of 27 leavers this period eligible for an exit interview. This figure
has decreased by 3, when compared with the same period last year.  5 exit
interviews were conducted in this period, this figure has decreased by 3 when
compared to the same period last year.   
5. Staffing Watch (Appendix 3) 
5.1. There has been a decrease of 12 employees in post from 14 December 2024 to 8
March 2025. 
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.
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10.2. There was no requirement to undertake any consultation in terms of the information
contained in this report. 
Jackie Taylor
Executive Director (Finance and Corporate Resources) 
Anne Donaldson
Interim Executive Director (Education Resources) 
6 May 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 – 25 March 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 
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2022 /
2023
2023 /
2024
2024 /
2025
2022 /
2023
2023 /
2024
2024 /
2025
2022 /
2023
2023 /
2024
2024 /
2025
2022 /
2023
2023 /
2024
2024 /
2025
% % % % % % % % % % % %
April 5.5 5.0 5.4 April 2.7 2.8 2.9 April 4.0 3.8 4.0 April 5.6 5.1 5.2
May 5.5 5.4 6.0 May 3.6 3.2 3.0 May 4.5 4.2 4.4 May 5.4 5.1 5.3
June 5.1 4.8 5.5 June 2.6 2.2 2.8 June 3.7 3.4 4.1 June 5.3 4.7 5.2
July 3.8 3.4 3.2 July 1.4 1.1 1.0 July 2.5 2.2 2.0 July 4.6 3.8 4.1
August 3.6 4.0 3.9 August 1.4 1.3 1.9 August 2.4 2.5 2.8 August 4.4 4.1 4.7
September 5.8 5.9 6.6 September 2.8 2.9 3.5 September 4.1 4.3 4.9 September 5.4 5.3 6.1
October 6.5 5.5 6.5 October 3.4 2.7 3.8 October 4.8 4.0 5.0 October 5.8 5.1 6.0
November 7.9 7.1 7.8 November 4.7 4.3 5.0 November 6.2 5.6 6.2 November 6.5 6.2 6.9
December 8.5 8.1 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 8.4 February 4.1 4.9 4.9 February 5.4 6.0 6.5 February 5.9 6.4 7.0
March 7.0 7.5 8.3 March 4.6 4.1 4.5 March 5.7 5.7 6.2 March 6.4 6.3 6.8
Annual Average 6.0 5.9 6.5 Annual Average 3.4 3.3 3.6 Annual Average 4.6 4.5 4.9 Annual Average 5.7 5.4 5.9
Average Apr-Mar 6.0 5.9 6.5 Average Apr-Mar 3.4 3.3 3.6 Average Apr-Mar 4.6 4.5 4.9 Average Apr-Mar 5.7 5.4 5.9
3202 4014 7216 15626No of Employees at 31 March 2025 No of Employees at 31 March 2025 No of Employees at 31 March 2025 No of Employees at 31 March 2025
Appendix 1
Absence Trends - 2022/2023, 2023/2024 & 2024/2025
Education Resources
Council WideAPT&C Teachers Resource Total
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Feb - Mar Feb - Mar
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 161 178
REFERRALS TO COGNITIVE BEHAVIOUR
THERAPY 2 21
TOTAL 428 462
Feb - Mar Feb - Mar
2024 2025
Specified Injuries* 1 0
Over 7 day absences 4 1
Over 3 day absences** 2 1
Minor 42 17
Near Miss *** 4 1
Violent Incident:  Physical**** 347 77
Violent Incident:  Verbal***** 47 8
Total Accidents/Incidents 447 105
Feb - Mar Feb - Mar
2024 2025
Total Number of Hearings 9 5
Time Taken to Convene Hearing October - Feb to Mar 2025
0-3 Weeks 4-6 Weeks Over 6 Weeks
0 4 1
Feb - Mar Feb - Mar
2024 2025
Number of Grievances 0 0
Feb - Mar Feb - Mar
2024 2025
Number of Incidents 0 0
28 44
Appendix 2
EDUCATION  RESOURCES
102 98
RECORD OF DIGNITY AT WORK
135 121
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
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Feb - Mar Feb - Mar
2024 2025
Career Advancement 4 9
Child Caring / Caring Responsibilities 0 1
Further Education 0 1
Moving outwith area 0 1
Personal Reasons 3 8
Poor relationship with managers / colleagues 1 0
Other 22 7
Total Number of Leavers Eligible for Exit Interview 30 27
Number of Exit Interviews conducted 8 5
Percentage of interviews conducted 27% 19%
ANALYSIS OF REASONS FOR LEAVING
Appendix 2a
EDUCATION RESOURCES
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As at 8 March 2025
F/T P/T F/T P/T
Teachers 705 127 2140 1182 4154
Other 97 94 551 2427 3169
Total Employees 802 221 2691 3609 7323
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 3544.20 3544.20
Other 5.00 1172.94 1063.60 136.40 48.00 11.00 0.00 1.96 0.00 2438.90
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
Appendix 3
Salary Bands
*Full - Time Equivalent No of Employees
Salary Bands
MALE FEMALE TOTAL
JOINT STAFFING WATCH RETURN
EDUCATION RESOURCES
*Full - Time Equivalent No of Employees
MALE FEMALE TOTAL
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Report
Agenda Item 
Report to: Education Resources Committee
Date of Meeting: 10 June 2025
Report by: Interim Executive Director (Education Resources)  
Subject: Education Resource Plan 2024/2025: Quarter 4 Progress
Report 
1. Purpose of Report
1.1. The purpose of the report is to:-
[purpose]
 present the Education Resource Plan 2024/2025 Quarter 4 Progress Report
[1purpose]
2. Recommendations
2.1. The Committee is asked to approve the following recommendation(s):- 
[
(1) that the Education Resource Plan Quarter 4 Progress Report 2024/2025, as
summarised in paragraph 5.2. and attached as Appendix 2, be noted;
(2) that the key achievements made by the Resource to date, as detailed in
paragraph 5.3. of this report, be noted; and
(3) that the additional scrutiny of changes in measure status between Quarter 2
and Quarter 4, as summarised at paragraph 5.5, be noted. 
3. Background
3.1. The Education Resource Plan 2024/2025 was approved by Committee on 21 May
2024 and sets out the outcomes, measures and actions to be managed and delivered
by the Resource for the financial year 2024/2025.   
3.2. The Resource Plan follows the agreed corporate structure and style. The Plan is a key
element of the Council’s performance management arrangements and provides
details of the context within which the Resource operates and establishes actions and
measures for the year ahead based on the Outcomes set out in the Council Plan
Connect 2022 to 2027. 
4. Resource Outcomes 2024/2025
4.1. The Resource has established several outcomes to support the delivery of the
Connect Outcomes in 2024/2025. These are detailed at Appendix 1. 
5. Quarter 4 Progress Report 2024/2025
5.1. Progress against all Resource Plan measures is contained in the Quarter 4 Progress
Report 2024/2025, attached as Appendix 2. This report has been produced from the
Council’s performance management reporting system IMPROVe, and uses a traffic
light format with the following definitions to give a status report on each measure:- 
4
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Status Definition
Blue Project complete
Green The timescale or target has been met as per expectations
Amber There has been minor slippage against timescale or minor shortfall
against target
Red There has been major slippage against timescale or major shortfall
against target
Report
later
The information is not yet available to allow us to say whether the target
has been reached or not. This will be reported when available
Contextual Included for ‘information only,’ to set performance information in context
5.2. Any measures which are classified as ‘red’ are considered in detail at section 5.4. of
this report. To ensure adequate scrutiny of performance across all Resources, the
Council’s Performance and Review Scrutiny Forum may consider ‘red’ and/or ‘amber’
measures at a future meeting.
The overall summary of progress to date is set out in the table below:
Status Measures
Statistical Project Total %
Blue 0 9 9 20%
Green 16 17 33 75%
Amber 2 0 2 5%
Red 0 0 0 %
Report later/Contextual 0 0 0 %
Totals 18 26 44 100%
(Data correct as of 01 April 2025)
5.3. Key achievements for 2024/2025 are noted below:
5.3.1.
Connect Outcome Communities and Environment
Resource Outcome Achievement
Empower learners to
shape and influence
actions on climate
change and
sustainability
Services and establishments have made significant efforts
to ensure that the voices of our learners are heard in the
decisions, policies and practices that affect them. Our
children and young people continue to tell us that climate
justice remains a key concern for them.
Another successful Conference of Schools (CoS3) event
took place this year. Designed and delivered by our young
people for our young people, the event provided a valuable
platform to educate, inspire and engage on these matters.
The event was again well attended and received significant
praise from Education Scotland’s Chief Executive who
visited on the day.
Over 60 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.
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We continue to see the numbers of such events growing with
children and young people taking up opportunities to play a
significant role in their design and delivery. 
Connect Outcome  Education and Learning
Resource Outcome Achievement
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 
750 teachers have now been trained in Maths Recovery
Pedagogy. Teachers who have attended have reported
increased confidence in planning and delivering numeracy
and maths.  This has led to learners developing numeracy
through active and engaging lessons, as teachers use
updated approaches in classrooms based on the use of
building verbal understanding and the use of concrete
materials to support understanding. 
We continue to support our youngest learners via the
Nuffield Early Literacy Intervention.  We have found that by
intervening early to support children’s oral language and
communication - the foundation for reading and writing
success - more children particularly those who live in
Quintile 1 make greater progress in early reading and
writing, supporting our work to close the gap. 
Our P1/4/7 literacy is at its highest (74.6%) since 2016/2017,
we have overtaken our previous pre pandemic levels and
remain above the national average for the fourth year in a
row post pandemic.   
S3 literacy remains above the national average and has
increased since the pandemic and at its highest (73.8%) for
fourth level since 2016/2017. Third level continues to show
stronger performance at 92.4%. 
The literacy gap continues to close across P1/4/7 and in S3
our gap remains less than the national average. 
Our P1/4/7 numeracy is (81.5%) consistently above the
national average since 2016/2017 and has overtaken our
pre pandemic levels for the third year in a row.  Third and
fourth level numeracy also remain above the national
average and fourth level has overtaken our pre pandemic
levels.   
Our numeracy gap continues to close across P1/4/7 and in
S3 our gap remains less than the national average.   
Through targeted interventions, inclusive education policies,
and strong partnerships with local businesses and higher
education institutions, services have been able to
demonstrate that every learner has access to opportunities
that foster resilience, creativity, and employability. Our focus
on digital literacy, vocational pathways, and real-world
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learning experiences continues to empower young people
to thrive in an ever-evolving world.  Across the year, 44
Digital Awards have been achieved in our schools, 39
primary and 5 secondaries. 
Young people have been actively involved in various
initiatives that enhance their skills and contribute to their
communities. Some are working to expand their media
presence by producing and broadcasting live radio shows
and podcasts, providing valuable experience in radio
broadcasting, public speaking, teamwork, and technical
skills. 
Collaborative projects have successfully transformed some
of our spaces into community green areas, fostering
partnerships between local youth groups and schools. This
effort has allowed participants to develop practical,
transferable skills through hands-on engagement in the
projects. 
Additionally, our schools continue to receive formal
recognition from national cyber security organisations,
creating opportunities for students to engage with
companies looking to support education through expertise,
time, and resources. 
Connect Outcome:  Health and Wellbeing 
Resource Outcome Achievement
Improve health and
wellbeing to enable
children and families
to flourish 
Our whole-systems approach to mental health continues to
ensure early intervention and accessible supports for our
young people.  This includes increasing use of online
counselling services like Kooth, peer support programs in
schools and trauma recovery interventions. 
Every primary and secondary school in South Lanarkshire
can offer access to counselling for children aged ten and
over.  Self-referrals have increased with many young people
reporting improved wellbeing after engaging with these
services. 
Our Framework for Inclusion has been updated to take
account of the Morgan Review, the national Additional
Support for Learning (ASL) Action Plan and The Promise. 
Copies have been provided to all establishments.  Feedback
is very positive as employees make increasing use of the
framework to build their professional capacity to support the
health and wellbeing of children and young people. 
Connect Outcome:  Children and Young People
Resource Outcome Achievement
Ensure inclusion,
equity and equality
Our commitment to inclusion, equity, and equality continues
to drive meaningful change across our establishments and
services. Through targeted interventions, inclusive policies,
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are at the heart of
what we do.
and strong partnerships, we are actively removing barriers
to learning and ensuring every child and young person can
thrive.
Establishments across the Council have been recognised
for their efforts in fostering inclusive environments, with
schools receiving national awards for their commitment to
supporting diverse learning experiences and championing
children’s rights. Many schools are working towards
prestigious accreditation that acknowledges their dedication
to creating respectful and empowering educational spaces.
Music and the arts play a crucial role in promoting inclusion,
with initiatives showcasing performances from a broad
range of learners, including those in additional support
needs settings. These events not only celebrate talent but
also provide opportunities for collaboration and engagement
within schools and the wider community.
Throughout the year, schools and early years settings have
worked tirelessly to ensure learners are supported both in
and beyond the classroom. From large-scale community
projects to day-to-day classroom innovations, efforts remain
focused on breaking down barriers and fostering
environments where every child and young person feels
valued and empowered.
Connect Outcome: Housing and Land
Resource Outcome Achievement
No Resource Outcomes for this Connect Outcome
Connect Outcome Our Economy
Resource Outcome Achievement
No Resource Outcomes for this Connect Outcome
5.3.2. In addition to working towards these Outcomes, we recognise that the Council is
committed to continuous improvement, ensuring the effective and efficient use of
resources while conducting business with integrity, transparency, and via the highest
standards. The identification and review of Resource outcomes are embedded within
the broader ambition of Delivering the Plan and Achieving Best Value, underpinning
our efforts to enhance service delivery and drive meaningful progress.
5.4. Areas for improvement
There were no measures that have been classified as ‘red’ (major slippage against
timescale or shortfall against target).
5.5. A further analysis introduced to aid scrutiny of performance, is to highlight and explain
all measures that have changed status from Quarter 2 to Quarter 4. On analysis of
these, no measures show a decline in performance and no measures are awaiting
results.
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- 5 measures changed from green to blue
- 2 measures changed from amber to green
- 10 measures changed from “report later/contextual” to green
- 2 measures changed from “report later/contextual" to amber
6. Employee Implications
6.1. The outcomes noted within the Resource Plan will inform the Service Action Plans,
where applicable, and in turn the Performance Appraisal process for individual
employees.
7. Financial Implications
7.1. The outcomes within the Resource Plan are reflected in the respective annual
Resource Revenue and Capital budgets and, longer term, within the framework of the
council’s approved Financial Strategy.
8. Climate Change, Sustainability and Environmental Implications
8.1. There are no climate change or environmental implications as a result of this report.
8.2. The Council acknowledges the serious and immediate threat of climate change and is
committed to accelerating the pace of action in response to the climate emergency
and in Scotland’s transition to a net-zero and climate resilient society and economy.
All Resource Plans have recognised sustainable development and climate change as
a key area of focus for 2024/2025.
9. Other Implications
9.1. A significant element of the delivery of the outcomes in the Community Plan 2022 to
2032 will come through the achievement of the actions contained within Connect.
9.2. Resource Plan actions are assessed as part of the Resource’s risk management
arrangements and relevant issues have been added to the Resource Risk Register.
10. Integrated Impact Assessment and Consultation Requirements
10.1. Many of the actions detailed within the Resource Plan reflect ongoing strategies and
policies which will be or have been the subject of consultation and equality impact
assessment.
Anne Donaldson
Interim Executive Director (Education Resources)
12 May 2025
Link(s) to Council Values/Priorities/Outcomes
 The Resource Plan has been structured upon the Vision, Values and Outcomes in the
Council Plan Connect 2022 to 2027
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Previous References
 Education Resources Quarter 2 Progress Report 2024/2025 – Education Resources
Committee of 28 January 2025
 Council Plan Connect 2022 to 2027 – approved by the full Council on 15 June 2022
 Education Resource Plan 2024/2025 – approved by Committee on 21 May 2024 
List of Background Papers
 None 
Contact for Further Information
If you would like to inspect the background papers or want further information, please contact:
Gary Lambie (Performance, Planning and Operations Manager)
Ext:  4495 (Tel:  01698 454495)
E-mail:  gary.lambie@southlanarkshire.gov.uk
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Appendix 1 
Education Resource Outcomes 2024/2025  
Connect Outcomes  Resource Outcomes
Communities and
Environment 
• Empower learners to shape and influence actions on
climate change and sustainability
Education and
Learning 
• Provide a rich and stimulating curriculum that helps raise
standards in literacy and numeracy
• Support children and young people to develop their skills
for learning, life and work
Health and
Wellbeing
• Improve health and wellbeing to enable children and
families to flourish
Children and Young
People 
• Ensure inclusion, equity and equality are at the heart of
what we do
Housing and Land  • No Resource Outcomes for this Connect Outcome
Our Economy  • No Resource Outcomes for this Connect Outcome 
Delivering the Plan
and achieving Best
Value
• The council demonstrates high standards of governance
and sound financial stewardship
• Customers experience high quality and improving council
services
• The workforce has the skills, flexibility and capacity to
deliver the council’s priorities
• Digital and ICT services meet the needs of the council and
its customers 
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IMPROVe - SLC Performance Management System                                                                                                                  Report printed on 15 May 10:32
Quarter 4 : April 2024 - March 2025
South Lanarkshire Council
Education
Resource Plan
(This represents the cumulative position to March 2025)
Performance Report 2024-25
4
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IMPROVe - SLC Performance Management System                                                                                                                  Report printed on 15 May 10:32
Summary - number of measures green, amber and red under each Council Plan Outcome /
Theme
Council Outcome/ Theme Green Amber Red Report later /
Contextual
Total
Communities and Environment 0 0 0 0 0
Education and Learning 14 2 0 0 16
Health and Wellbeing 0 0 0 0 0
Children and Young People 2 0 0 0 2
Housing and Land 0 0 0 0 0
Our Economy 0 0 0 0 0
Delivering the plan and achieving best value 0 0 0 0 0
Total 16 2 0 0 18
Page 1
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IMPROVe - SLC Performance Management System                                                                                                                                                                                                   Report printed on Thursday 15 May 2025
Resource Plan Performance Indicators South Lanarkshire Council - Education
Education and Learning
Improve health and wellbeing to enable children and families to flourish
Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date
-------- Last 3 Years ------------------- This Year -----------
Percentage of children and young people
attending primary school
Target has been successfully achieved Green 93.0% 93.8% 91.8% 92.5% 92.9%
Percentage of children and young people
attending secondary school
Although the figure to date falls below the target set there is an
improvement on the 2023/24 figure of 87.7%
Amber 89.0% 88.3% 87.6% 87.2% 87.9%
Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy
Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date
-------- Last 3 Years ------------------- This Year -----------
Percentage of P1, P4 and P7 pupils
attaining the appropriate Curriculum for
Excellence level for their stage or better in
Literacy
Data drawn from February Uplift.  Based on current trends, the target is
expected to be met
Green 73.5% 73.1% 70.2% 71.7% 73.5%
Percentage gap between P1, P4 and P7
pupils from the least and most deprived
areas attaining the appropriate Curriculum
for Excellence level for their stage or better
in Literacy
Data drawn from February Uplift.  Based on current trends, the target is
expected to be met
Green -21.5% -17.4% 23.6% 24.4% -22.3%
Percentage of P1, P4 and P7 pupils
attaining the appropriate Curriculum for
Excellence level for their stage or better in
Numeracy
Data drawn from February Uplift.  Based on current trends, the target is
expected to be met
Green 82.0% 80.8% 77.9% 79.1% 81.6%
Percentage gap between P1, P4 and P7
pupils from the least and most deprived
areas attaining the appropriate Curriculum
for Excellence level for their stage or better
in Numeracy
Data drawn from February Uplift.  Based on current trends, the target is
expected to be met
Green -18.0% -13.8% 19.2% 18.5% -22.3%
Percentage gap between the attendance of
the least and most deprived children and
young people at primary school
This data is predicted and reflects the most current projections available
at the time of reporting including stretch aims.  Based on current trends,
the target is expected to be met.
Green -4.6% -4.5% 5.5% 5.4% -5.4%
Percentage gap between the attendance of
the least and most deprived children and
young people at secondary school
This data is predicted and reflects the most current projections available
at the time of reporting including stretch aims.  Based on current trends,
the target is expected to be met.
Green -8.0% -8.5% 9.0% 8.3% -8.3%
Page 2
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Resource Plan Performance Indicators South Lanarkshire Council - Education
Education and Learning
Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy
Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date
-------- Last 3 Years ------------------- This Year -----------
Percentage of pupils gaining 1 or more
awards at SCQF Level 5 or better
This data is predicted and reflects the most current projections available
at the time of reporting including stretch aims.  Based on current trends,
the target is expected to be met.
Green 90.6% 89.9% 91.2% 90.0% 90.0%
Percentage of pupils gaining 1 or more
awards at SCQF Level 6 or better
This data is predicted and reflects the most current projections available
at the time of reporting including stretch aims.  Based on current trends,
the target is expected to be met.
Green 70.0% 69.1% 72.3% 68.9% 67.0%
Ensure inclusion, equity and equality are at the heart of what we do
Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date
-------- Last 3 Years ------------------- This Year -----------
Percentage gap between pupils from the
least and most deprived areas gaining 1 or
more awards at SCQF Level 5 or better
This data is predicted and reflects the most current projections available
at the time of reporting including stretch aims.  Based on current trends,
the target is expected to be met.
Green -15.0% -17.2% 16.8% 16.4% -15.7%
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Resource Plan Performance Indicators South Lanarkshire Council - Education
Education and Learning
Ensure inclusion, equity and equality are at the heart of what we do
Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date
-------- Last 3 Years ------------------- This Year -----------
Percentage gap between pupils from the
least and most deprived areas gaining 1 or
more awards at SCQF Level 6 or better
This data is predicted and reflects the most current projections available
at the time of reporting including stretch aims.  Based on current trends,
the target is expected to be met.
Green -30.0% -35.8% 35.2% 37.7% -31.8%
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Resource Plan Performance Indicators South Lanarkshire Council - Education
Education and Learning
Ensure inclusion, equity and equality are at the heart of what we do
Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date
-------- Last 3 Years ------------------- This Year -----------
Increase the number of English as a
Second or Other Language (ESOL)
learners who have improved their English
language skills
Over the Q4 period -66 learners across the 4 localities have improved
their English language skills, bringing the year total to 507.
Through participation in ESOL classes at
various levels, 9 learners have successfully secured full-time or part-time
employment, demonstrating enhanced language skills that enable them
to effectively navigate work environments. Some of these learners,
having found employment, continue to attend classes on their days off,
balancing both work and further education.
Support with job applications, REHIS courses, and ICT SQA Core Skills
units has played a crucial role in enhancing learners' employability and
social integration, enabling them to thrive in both workplace and
community settings
Within the EK locality, 10 learners have recently completed their SQA
Core Skills Communication Unit Level 3  Additionally, 5 learners in the
Cam/glen area have completed SQA Communication Unit level 3 and 10
in the Hamilton area are currently undertaking the SQA Core Skills
communication unit Level 3.
The supportive and informal approach to the ESOL classes has
significantly boosted learners' confidence in applying their English
language skills. This environment not only fosters the development of
their language abilities but also promotes mental health and well-being,
empowering them to engage more fully in everyday life and community
activities.
Green 363 507 0 0 348
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Resource Plan Performance Indicators South Lanarkshire Council - Education
Education and Learning
Ensure inclusion, equity and equality are at the heart of what we do
Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date
-------- Last 3 Years ------------------- This Year -----------
Delivery of  primary lifelines training
(number of staff)
Since Quarter 1, 103 primary school staff have attended locality and/or
multiagency training sessions.
In total, 189 primary school teachers have attended Lifelines
Lanarkshire training.
95 primary schools have at least one member of staff who has been
trained in Lifelines Lanarkshire (74% of all South Lanarkshire Council
primary schools).
Green 75 103 0 0 87
Support children and young people to develop their skills for learning, life and work
Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date
-------- Last 3 Years ------------------- This Year -----------
Percentage of pupils entering positive
destinations (initial destinations)
3625 young people left school in 2023/24 and the
positive destination rate decreased slightly by 0.5 percentage points to
96.4% from 96.9% the previous year. South Lanarkshire has maintained
a positive rate higher than the national rate of National average 95.7%.
Discussions are taking place during April with all schools and Skills
Development Scotland to discuss those young people in negative
destinations and identify any lessons learned.
Amber 96.5% 96.4% 96.2% 96.2% 96.9%
Percentage gap between pupils from the
least and most deprived areas entering
positive destinations
South Lanarkshire has a gap of 3.2%, this has increased slightly from
2022/23 (2.9%) and compares to 4.3% nationally (3.7% in 2022/23)
The 5.5% target has been identified as being recorded incorrectly in the
system - it suggests that the target was to increase the gap. The target
should have been recorded as 3.0%.
Green -5.5% 3.2% 6.4% 6.1% 2.9%
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Resource Plan Performance Indicators South Lanarkshire Council - Education
Children and Young People
Ensure inclusion, equity and equality are at the heart of what we do
Performance Indicators Comments/ Progress Status 2022/23 2023/242021/22Target To Date
-------- Last 3 Years ------------------- This Year -----------
Increase the number of learners achieving
nationally recognised awards
In Q4 a total of 552 additional learners achieved nationally recognised
awards, bringing the total to 1,286.
Green 1,000 1,286 0 0 1,279
Increase the number of adult learners
improving their literacy skills
Across SLC, a total of 108 adult learners demonstrated improved
literacy skills, showcasing the positive impact of diverse learning
opportunities, bringing the total to 372 for the year.
Cam/Glen (29 Learners): Literacy gains were primarily achieved through
strong collaborative partnerships, including Job Centre referrals, and
targeted support for specific groups via the Eva Burrows Homeless Unit
and SQA Core Skill groups. This underscores the effectiveness of
multi-agency approaches in reaching and supporting vulnerable
learners.
Clydesdale (27 Adults): A combination of creative writing and general
ALN provision successfully enhanced literacy skills. This highlights the
value of varied and engaging learning methods in fostering literacy
development.
Hamilton (30 Adults): The integration of ICT and diverse literacy
provisions proved effective in improving literacy skills, demonstrating the
importance of adapting learning approaches to meet the evolving needs
of learners.
East Kilbride (22 Adults): Significant progress in literacy skills was
observed, indicating the positive impact of the literacy provisions within
the area.
Green 330 372 0 0 382
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Summary - number of measures complete, green, amber and red under each Council Plan
Outcome / Theme
Council Outcome/ Theme Complete Green Amber Red Report later Total
Communities and Environment 2 6 0 0 0 8
Education and Learning 0 5 0 0 0 5
Health and Wellbeing 1 0 0 0 0 1
Children and Young People 6 6 0 0 0 12
Housing and Land 0 0 0 0 0 0
Our Economy 0 0 0 0 0 0
Delivering the plan and achieving best value 0 0 0 0 0 0
Total 9 17 0 0 0 26
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IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
Empower learners to shape and influence action on climate change and sustainability
Action Measures Comments/ Progress Status
Empower children and
young people to
influence climate
change and
sustainability.
Continue to support the Youth Forum in using their pupil
voice to influence change. Deliver a pupil led COS3
conference involving primary, secondary and ASN schools to
build on pledges to improve climate change and
sustainability.
The Youth Forum continues to play a pivotal role in empowering young
people to lead on climate action and sustainability within their school
communities. Most recently, the Forum successfully delivered the third
South Lanarkshire Council Conference of Schools — a three-day
event, held in March, involving over 300 upper primary pupils and
teachers from 100 schools. The event focused on specifically
engaging P5-P7 pupils.
What set this conference apart was its youth-led model. Secondary
students from S1 to S6 took the lead in designing and delivering the
programme, actively involving younger pupils in meaningful climate
action. Through interactive activities, workshops, and peer-led
discussions, pupils were supported to take tangible steps toward
environmental responsibility and to see themselves as part of the
solution.
The Forum aimed to equip the next generation with the knowledge,
confidence, and leadership skills to influence behaviour change in their
schools and beyond. Key objectives included:
•Educating and inspiring teachers and pupils about climate
change and sustainability
•Creating experiences that can be embedded into the primary
curriculum
•Fostering collaboration between primary schools and youth
climate leaders, strengthening cross-sector partnerships
•Encouraging both primary and secondary pupils to develop
leadership roles in planning and delivering environmental action
•Encouraging primary school students to see themselves as
active contributors to environmental solutions.
A diverse range of youth-led workshops showcased practical
sustainability themes such as:
• Energy: “Power Up! Understanding Renewable Energy”
• Apparel: “Eco-Friendly Heroes: Sustainable Fashion”
Complete
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Resource Plan actions and measures South Lanarkshire Council - Education
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Resource Plan actions and measures South Lanarkshire Council - Education
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Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
Empower learners to shape and influence action on climate change and sustainability
Action Measures Comments/ Progress Status
• Waste and Recycling: “Waste Not: Recycling and Upcycling”
• Planting and Biodiversity: “Planting for the Planet”, “The Importance
of Biodiversity”, and “Trees for the Future”
• Habitat: “Eco Explorers: Environmental Planning and Organisation”
These sessions helped young people understand their environmental
impact and take action through accessible, creative solutions.
A dedicated team of Youth Forum students took the lead in planning
and delivering the event, working closely with teachers and the local
authority to ensure a successful and impactful conference. Forum
members served as the key speakers, sharing their knowledge and
insights with participants, while an S6 media team from Larkhall
Academy provided comprehensive media coverage of the event.
Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy
Action Measures Comments/ Progress Status
Raise attainment in
reading, writing and
numeracy.
Stretch Aims have been set to measure and assess progress
and a progress report will be presented to the Scottish
Government and the Education Resources Committee.
Stretch Aims targets have been set for 2025-26 and data has been
captured from Session 2021/22 for all relevant areas to give a
comprehensive overview of the trends within South Lanarkshire
Council and across the National Establishment. Data will continue to
be collected at regular intervals to be reported to the Scottish
Government and Education Resources Committee as required.
Green
Continue to focus on
closing the poverty
related attainment gap.
Schools will track progress of individual learners (P1/P4/P7)
three times a year to secure improvement and share
practice, and a progress report will be presented to the
Education Resources Committee.
All primary schools are now actively engaged with this process and
collection of data in November, February and June of each session.
Updates will be provided upon completion of each of these collection
points and progress presented to Education Resources Committee as
appropriate following collection against the Stretch Aims targets.
Green
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Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy
Action Measures Comments/ Progress Status
Raise attainment of
pupils in the senior
phase of education and
close the poverty related
attainment gap.
Secondary schools will through the statistical summary
report assess learner outcomes and this will be presented
through the progress report to the Education Resources
Committee.
The SSR2 programme will run with each individual school from 2nd
April through to early May. Feedback will be given to Education
Resources Committee on completion of these meetings and a
summary of findings completed.
Green
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Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy
Action Measures Comments/ Progress Status
Develop further the
access to digital learning
and courses for
secondary aged pupils.
Remote learning access for some Advanced Higher courses
for secondary aged pupils will be offered.
All mainstream secondary schools currently provide an offer of a
Higher or Advanced Higher subject, which is delivered to pupils
virtually using the virtual classroom in each school. Some subjects are
delivered via a hybrid model with some pupils present in class and
pupils from other schools joining remotely, while others are delivered to
an entirely virtual audience. As it stands, 70 young people who attend
classes virtually throughout 2024-25 are being presented for an SQA
exam at Higher or Advanced Higher level, with a further 4 having
already obtained a level 6 NPA. All 17 secondary schools have
provided the same offer for next year and pupils are submitting
applications for these subjects.
Green
Deliver continuous
professional learning
training for employees
and build leadership
capacity.
Provide a programme of continuous professional
development training and opportunities to up-skill employees
and build leadership capacity across the Resource.
The following programmes from our newly developed Leadership
Strategy, continue their year 1 implementation:
•Newly qualified teacher programme for 24-25
•Early Career Teacher support through SLC Ambassadors
•Into Headship network programme
•New HT coaching programme
•HT Essentials programme
The above programmes are currently being reviewed with
stakeholders. Feedback will inform year 2 of programme
implementation.
The Leadership working group continue to work on Middle Leadership
offer with full launch planned for 25-26.
New HTs have been paired with a coach – a more experienced HT.
These coaches have had initial training and their first coaching session
with their new HTs. Further expansion of this programme is planned for
year 2, with Into Headship graduates being assigned a coach to
support succession planning.
Green
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Resource Plan actions and measures South Lanarkshire Council - Education
Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy
Action Measures Comments/ Progress Status
Action Learning Sets for newly qualified teachers, early career
teachers and HT's continues to be implemented. Expansion of this to
middle leaders is planned for 25-26.
All teachers continue to have the opportunity to be involved in a wide
range of high-quality professional learning across the academic year,
which develops their pedagogy, and knowledge and understanding,
developing their capability and capacity as a class teacher, e.g. Play
Pedagogy, Talk for Writing and Maths Recovery.
Develop further
approaches to
play-based learning and
outdoor learning in early
learning and childcare
centres.
Early learning and childcare settings will focus on developing
the literacy and numeracy skills and health and wellbeing of
children through play-based and outdoor learning.
Training, focusing on outdoor learning, literacy, numeracy and health
and wellbeing has been delivered to almost all settings. This is
supporting settings to deliver high quality learning experiences,
indoors and outdoors as well as supporting practitioners to identify
gaps in individual children’s learning and provide supports to address
these gaps.
Green
Invest in the ICT
infrastructure and digital
technology to support
anytime, anywhere
learning, raise
attainment and promote
inclusion.
Deliver the programme of desktop refresh in Primary, ASN
and Early Years, including a move to SLC cloud to support
digital learning.
Project complete Complete
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Resource Plan actions and measures South Lanarkshire Council - Education
Ensure inclusion, equity and equality are at the heart of what we do
Action Measures Comments/ Progress Status
Improve outcomes for
children and young
people with speech,
language and
communication needs in
South Lanarkshire,
developing an equitable
service and building
capacity to meet all
needs, and take account
of the Morgan Review
Improve the delivery of a more equitable Speech and
Language Therapy (SALT) service for children, and monitor
and report on progress in line with the action plan adopted by
all partners and agencies.
The SALT Practitioners Forum continue to meet on a termly basis. The
Balanced System which provides an overview of supporting offered
which is universal, targeted and specialist is almost complete and the
plan is to introduce this to schools session 2025-2026. Consultation
with critical friends will take place and feedback will be used to update
the Balanced System. In addition a quarterly meeting is ongoing to
review the allocation of supports across the supported provisions and
mainstreams. A test of change has been piloted in East Kilbride
Locality to trial an approach that involves all supported provisions
across the area.
Green
Support young people to
gain nationally
recognised awards
through Youth Family
and Community
Learning programmes
Provide young people with opportunities to receive
accreditation through recognised awards
YFCL’s Award Team play a role in promoting and overseeing the
delivery of a range of awards and, alongside staff across the wider
service, ensure that progression pathways are understood by both
learners and staff. They track the number of learners achieving these
awards and work to increase the capacity for award delivery by
providing training and guidance to colleagues in YFCL, schools, and
partner organisations. Additionally, staff ensure they are engaging with
learners by supporting colleagues and overseeing their awards
delivery, as well as taking a lead role in direct delivery.
Green
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Resource Plan actions and measures South Lanarkshire Council - Education
Support children and young people to develop their skills for learning, life and work
Action Measures Comments/ Progress Status
Support modern
apprentices to achieve
employment in for Early
Learning and Childcare
establishments
Deliver training and support for Modern Apprentices leading
to the offer of employment opportunities.
We continue to provide relevant training and support to our Modern
Apprentices. We now have two Modern Apprentices left, who are due
to complete the programme around July 2025. We have Learn Online,
Learning Pathways, which will continue to support our apprentices into
their first post as part of induction.
Green
Provide opportunities for
young people to
participate in
work-based learning
opportunities in the
senior phase
Deliver GradU8 and Foundation Apprenticeship programmes
in partnership with colleges to provide young people with a
range of work-based learning opportunities.
The GradU8 and FA programmes are due to complete in April time
with a period of remediation offered thereafter to maximise attainment
for pupils. For the academic year 2024-2025 we have delivered a
comprehensive Work-based learning offer for senior phase pupils in
South Lanarkshire.  Our offer has included Foundation
Apprenticeships at SCQF level 6 and GradU8 at SCQF level 4/5.
Working effectively in partnership with our key college partners South
Lanarkshire College, New College Lanarkshire and Glasgow Kelvin
College we expanded the offer to include additional frameworks in
horticulture. Foundation Apprenticeships has delivered successfully
under the ‘South Lanarkshire FA consortium’ banner
Green
Support young people to
progress to positive
post-school destinations
Deliver targeted Aspire one-to-one and winter/summer leaver
programmes with reviewed referral processes
Our Aspire service worked with 213 pupils as part of our winter leaver
cohort and a further 350 pupils as part of our summer leavers cohort.
This means we have successfully engaged with 563 pupils over the
academic year. These pupils were referred by schools as being at risk
of making a negative transition from school. We delivered a range of
procured provision for pupils including RISE employability
programmes; college winter and summer leaver programmes;
construction-based taster programme and remote health and wellbeing
programme for pupils who struggle with face-to-face engagement.
Green
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Health and Wellbeing
Ensure inclusion, equity and equality are at the heart of what we do
Action Measures Comments/ Progress Status
Update the Council
Framework for Inclusion
guidance taking account
of The Morgan Review,
the Additional Support
for Learning Action Plan,
The Promise and
Getting it Right for Every
Child update
Embed the principles and practices in the Inclusion
Framework across schools, to improve outcomes for children
and young people, and provide a progress report to the
Education Resources Committee.
The Framework has been distributed in hard copy to all education
establishments. It is also available on the Council intranet and on
Glow. Feedback is very positive from schools regarding the regular
use of this resource and has built capacity in staff to manage tasks
related to inclusive education
Complete
Children and Young People
Improve health and wellbeing to enable children and families to flourish
Action Measures Comments/ Progress Status
Promote children’s
rights in line with the
United Nations
Convention on the
Rights of the Child.
Deliver the TIE stage 1 e-learning module to staff as part of
Education Resources mandatory training programme.
The module is now part of the mandatory training for teaching staff. As
of 25/2/2024 626 teachers have completed E-learning module 1 and
45 have started it.
March 2025 update: 1156 staff have now completed the module. 143
educational establishments are registered.
Complete
Review the council’s
Social, Emotional,
Behavioural Needs and
nurture provision.
Provide inclusive, safe and caring environments and nurture
provision for children and young people with social,
emotional and behavioural needs.
We now have a new Inclusion and Wellbeing service which meets
primary children’s needs in a more effective way. Outcomes have been
measured and there is improvement in timescales and attainment. The
process of allocation of this support has also been improved.
Complete
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Children and Young People
Ensure inclusion, equity and equality are at the heart of what we do
Action Measures Comments/ Progress Status
Deliver an anti-racist
curriculum and support
learners to be
anti-racist.
Embed the anti-racist and decolonised curriculum and
measures for tackling racist incidents in schools.
Schools continue to use the Framework for developing and Anti-Racist
and Decolonised Curriculum to support their work in this area. They
also continue to make use of materials on the Anti-Racism section of
the Staff Learning Centre, and some are requesting specific CLPL
sessions from a Development Officer for their staff. The Equalities
Network, with a particular focus on Anti-Racism, continues to run once
a term, and has representation from 15 secondary schools and 30
primary schools. This group have been sharing ideas around
Equalities policy making, good practice and have benefitted from
presentations from external speaker Khadija Mohammed to develop
an understanding of the work being done at national level around
Anti-Racism.
Green
Focus on supporting
young people to
overcome any
disadvantage and take
forward our targets for
excellence and equity.
Locally identified stretch aims including Equity targets
focussed on the gap between learners in SIMD quintile 1 and
SIMD quintile 5 have been set, and we will report on
progress to the Education Resources Committee.
Throughout all data collection points for all establishments, Equity at
National and Local level are analysed and will be reported to
Education Resources Committee based against the Stretch Aims
targets at appropriate collection points throughout each session.
Green
Reduce the cost of the
school day (COTSD) to
help tackle Child
Poverty.
Implement the roll-out of the Cost of the School Day
guidance across schools and early years establishments.
South Lanarkshire's Cost of the School Day Guidance was launched
at a Conference in March 2024.  All schools and Early Years
establishments were invited, and evaluations of the event were very
positive.
Since the launch all schools have submitted their Cost of the School
Day policy and are showing in their everyday practice that they are
taking on board the Guidance.
Several South Lanarkshire schools are featured on the Child Poverty
Action Group website.
Green
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Resource Plan actions and measures South Lanarkshire Council - Education
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Resource Plan actions and measures South Lanarkshire Council - Education
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Resource Plan actions and measures South Lanarkshire Council - Education
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Resource Plan actions and measures South Lanarkshire Council - Education
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Resource Plan actions and measures South Lanarkshire Council - Education
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Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
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Resource Plan actions and measures South Lanarkshire Council - Education
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Resource Plan actions and measures South Lanarkshire Council - Education
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Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
Children and Young People
Ensure inclusion, equity and equality are at the heart of what we do
Action Measures Comments/ Progress Status
Sustain early years
uptake for vulnerable
two-year-olds to help
families benefit from
more flexible early
learning and childcare.
Continue to engage with a range of partners to increase
uptake of eligible 2-year-old places, and report on progress
to Education Resources Committee. More flexible Early
Learning and Childcare.
We continue to engage regularly with Health Visitors, Educational
Psychologists, Occupational Therapists, Physiotherapists, Community
Paediatricians, poverty support groups and Speech & Language
therapists to promote the availability of funded 2 year old places in our
settings.  To date we have been able to allocate a funded place to
100% of families requesting a place for their eligible 2 year old child.
Complete
Deliver a programme of
professional
development and
support for the third
sector.
Increase the quality of service delivery within the ELC third
sector providers.
We provide a significant training programme which is offered to all
third sector funded providers. ELC Quality Officers also provide 1:1
support to these settings.
We provide funding to SPELL, who in turn, provide additional support
and training opportunities to third sector providers.
Green
Provide training for
teaching and ELC staff
to ensure progression
and a transference of
skills to the classroom
enabling them to better
meet the needs of
learners with greater
complexity in line the
Morgan Review.
Report on the progress on the training programme provided
through the Additional Support Needs Continued
Professional Development hub.
The Inclusion Hub is now in place with a specific ASN CPD section
which is being widely used by all education practitioners. A suite of
training delivered by both the inclusion team and partners has also
been offered and delivered and this will continue. Staff report gaining
in skills and confidence in ASN.
Complete
Adapt the school estate
in respect of ASN as
required.  Undertake
ASN related works as
requested and as
funding allows.
Complete the programme of Additional Support Needs
adaptations in Primary and Secondary schools.
Complete Complete
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Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
Children and Young People
Ensure inclusion, equity and equality are at the heart of what we do
Action Measures Comments/ Progress Status
Enhance the school
estate with targeted
investment to increase
capacity.
The refurbishment and expansion of Our Lady of Lourdes
Primary School is ongoing.
Complete, pupils occupied on 16 August 2024 Complete
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Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
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IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
IMPROVe - SLC Performance Management System                                                                                                                                                                                                  Report printed on Thursday 15 May 2025
Resource Plan actions and measures South Lanarkshire Council - Education
Children and Young People
Ensure inclusion, equity and equality are at the heart of what we do
Action Measures Comments/ Progress Status
Deliver on the actions in
the South Lanarkshire
Community Learning
and Development Plan
2021-2024.
Report on the progress of actions in the South Lanarkshire
Community Learning and Development Plan 2021-2024 to
the Education Resources Committee.
The Community Learning and Development Plan 2024-2027 was
published in March 2025. It had gone through the appropriate
Committee process in Q3 to ensure timelines were matching the duties
(CLD Plans are from October rather than April) and has now been
adapted to take account of accessibility issues through support from
Digital to enable it to be published. A report on the CLD Plan
2021-2024 is now expected in Q1 2025-2026.
Green
Deliver on the
improvement actions in
the Youth Strategy
2022-2025.
Report on progress made by young people in taking forward
the actions in the Youth Strategy for 2022-2025.
Members of forums such as South Lanarkshire Youth Council, Scottish
Youth Parliament, SLC Youth Forum on Climate Change and
Sustainability, Pathfinders UNCRC group and The Promise
Champions Board continue to drive forward conversations and
engagement around the 5 Key Priorities within the Youth Strategy 2022
– 2025.
During Q4, young people promoted and distributed the mentimeter
presentation and consultation widely resulting in 1,200 responses to
the Council Budget 2025 – 2026 proposals.  Members of South
Lanarkshire Youth Council and the Scottish Youth Parliament have
created a further mentimeter consultation for Elected Members and
Senior officials and partners, to respond to the input by young people
into the South Lanarkshire Council Budget consultation.
Members of the Scottish Youth Parliament initiated local consultation
to develop the new manifesto for the Scottish Youth Parliament for
2026 – 2031 “Your Voice. Your Future”.  The closing date for
comments is the 13 June 2025 and the consultation and background
information can be accessed through https://syp.org.uk/manifesto/.
presenting their views of housing and meeting their needs. SLC Youth
Forum on Climate Change and Sustainability delivered their
Convention of Schools (COS) 3 event at the Hamilton Palace Sports
Grounds and Low Parks Museum from the 26 – 28 March 2025.  300
P5 – P7 pupils attended from across South Lanarkshire to participate
in 5 workshops designed and delivered by members of the Youth
Green
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Resource Plan actions and measures South Lanarkshire Council - Education
Children and Young People
Ensure inclusion, equity and equality are at the heart of what we do
Action Measures Comments/ Progress Status
Forum.  A key action for 2025 – 2026 is the refresh and development
of the South Lanarkshire Youth Strategy, reaffirming commitments to
putting young people in the heart of decision making and developing
their skills and confidence to competently represent the views of young
people across communities and decision-making structures.
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Report
Agenda Item 
Report to: Education Resources Committee
Date of Meeting: 10 June 2025
Report by: Interim Executive Director (Education Resources)  
Subject: Education Resource Plan 2025/2026 
1. Purpose of Report
1.1. The purpose of the report is to:-
[purpose]
 present the Education Resource Plan 2025/2026 for approval and note the
monitoring arrangements
[1purpose]
2. Recommendations
2.1. The Committee is asked to approve the following recommendation(s):-
[
(1) that the Resource Plan 2025/2026, attached as Appendix 1, be approved;
(2) that the Resource Plan 2025/2026 be uploaded onto the Council’s website
following consideration by this Committee; 
(3) that following Committee approval, all Resource Plans will be presented to
Executive Committee on 25 June 2025, for noting; and
(4) that Progress Reports on the Resource Plan 2025/2026 be provided at Quarter
2 and Quarter 4 to future meetings of this Committee. 
3. Background
3.1. The Education Resource Plan for 2025/2026 was prepared in line with corporate
Resource Planning guidance. 
3.2. The Resource Plan is a key element of the Council’s performance management
arrangements.  It provides details of the context within which the Resource operates
and establishes actions and measures for the year ahead based on the priorities and
outcomes set out in the Council Plan Connect 2022 to 2027. 
3.3. Performance management is a keystone of Best Value and ensures that the Council
can demonstrate sound governance arrangements.  The Resource Plan is one part of
the Council’s framework for planning and budgeting and demonstrates how this leads
to effective front line service delivery. 
3.4. As part of this framework, the Resource Plan reflects the aspirations of the Council
Plan and the Community Plan as well as being complemented by the details of
individual Service, Business and other Plans.  Ultimately, these details are included in
the key work objectives of individual officers.  This demonstrates the ‘Golden Thread’
of performance management which ensures a clear understanding of the Council’s
vision, values, priorities and outcomes at all levels. 
5
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3.5. The current format for performance reporting has been established since 2007 and is
used for Executive Directors’ reports to the Chief Executive, Resource Management
Teams, Resource Committees and the Performance and Review Scrutiny Forum.  The
focus has been on reporting progress on Council outcomes, statutory performance
indicators, other key performance measures and high-level Resource outcomes.
Progress reports are provided at Quarter 2 and Quarter 4 to this Committee. 
3.6. In preparing the Plan, account has also been taken of the need to ensure a robust
response to Risk Management and Control.  Risks associated with delivery of the
actions in this Resource Plan have been identified and evaluated and are listed in the
Resource Risk Register.  Where necessary, controls or further actions to mitigate
these risks have been agreed.  Such actions are tracked through the Resource Risk
Control Plan which is kept under review by the Risk Sponsor for the Resource. 
3.7. Following approval at individual Resource Committees, all Resource Plans will be
presented, as a pack, to Executive Committee on 25 June 2025, for noting. 
4. Education Resource Plan 2025/2026
4.1. The Education Resource Plan 2025/2026 is attached as Appendix 1 and is structured
around the following headings: 
1. Introduction 
2. Key areas for the year ahead 
3. Resource outcomes 
4. Measures and actions 
5. Resourcing the Plan 
4.2. Resource Outcomes 2025/2026
The Resource has established several outcomes to support the delivery of the
Connect Outcomes in 2025/2026.  To support these outcomes, the Resource has
developed performance measures in an action plan which is set out in section 4 of the
Resource Plan.  Key or strategic measures will be included in the Council Plan
Connect Progress Reports 2025/2026, with the rest being monitored and reported at
Resource level. 
4.3. Monitoring and Reporting 
As part of the performance management arrangements, the Committee will receive a
mid-year update of progress on the measures in the Resource Plan covering the period
1 April 2025 to 30 September 2025 (Quarter 2) as well as an end of year progress
report covering the full year 1 April 2025 to 31 March 2026 (Quarter 4). 
5. Employee Implications
5.1. The outcomes noted within the Resource Plan will inform establishment and Service
Improvement Plans, and, in turn, the performance appraisal process for individual
employees. 
6. Financial Implications
6.1. The outcomes within the Resource Plan are reflected in the respective Resource
Revenue and Capital budgets and, longer term, within the framework of the Council’s
approved Financial Strategy.  
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7. Climate Change, Sustainability and Environmental Implications
7.1. There are no climate change or environmental implications as a result of this report. 
7.2.    The Council acknowledges the serious and immediate threat of climate change and is
committed to accelerating the pace of action in response to the climate emergency
and in Scotland’s transition to a net-zero and climate resilient society and economy.
All Resource Plans have recognised sustainable development and climate change as
a key area of focus for 2025/2026. 
8. Other Implications
8.1. Resource Plan actions are assessed as part of the Resource’s risk management
arrangements and relevant issues have been added to the Resource Risk Register. 
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 this report. 
Anne Donaldson
Interim Executive Director (Education Resources) 
14 May 2025 
Link(s) to Council Values/Priorities/Outcomes
 The Resource Plan has been structured upon the Vision, Values, Priorities and
Outcomes in the Council Plan Connect 2022-27 
Previous References
 None 
List of Background Papers
 Council Plan 2022-2027 
Contact for Further Information
If you would like to inspect the background papers or want further information, please
contact:
Gary Lambie (Performance, Planning and Operations Manager)
Ext:  4495 (Tel:  01698 454495)
E-mail:  gary.lambie@southlanarkshire.gov.uk 
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Page 57

Education Resources 
Education Resource Plan 
2025-26 
5
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Section      Contents 
1.0   Introduction
2.0   Key areas of focus for the year ahead
3.0   Resource outcomes
4.0   Measures and actions
5.0   Resourcing the plan
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Section One – Introduction
I am pleased to introduce our Resource Plan for 2025-26. This is the main planning document for
Education Resources and sets out our outcomes and priorities for the year ahead. These priorities align
closely with those in the Council Plan and in the Scottish Government’s National Improvement
Framework.
This alignment is important and helps us provide common goals that we can share with our nurseries,
schools, services, parents and carers. This also helps ensure that we can work closely together to
identify, design and deliver solutions, we can use our given resources effectively and efficiently, and we
can enhance our accountability by sharing open and transparent data on our performance.
Education is the largest resource within South Lanarkshire Council with an annual budget of around £490
million per year. Much of this is used to employ over 7000 people to provide direct services to the 60,000
or so children, young people and their families who are in our care every day.
We do this mostly through our work in 129 primary schools (including four ASN schools), 20 secondary
establishments (including two ASN schools and one SEBN establishment) and 89 Early Learning and
Childcare establishments comprising 67 nursery classes and 22 standalone nurseries working alongside
a further 98 funded external early years providers. Education Resources also supports community
learning and development through the Youth, Family, and Community Learning Service. Our Educational
Psychology Service, along with other centrally based services, provides a wide range of specialist help
and support to children, young people, families and establishments.
Our commitment to ensuring that the individual needs of every child and young person are met,
regardless of age, background or ability means that our service provision is extensive, complex and
nuanced.
We will continue this work in 2025/26 and address other key areas which people have told us are
important to them in the coming months and beyond. These areas will provide an additional focus for us
in 2025/26 and are outlined in more detail within this plan.
2024/25 has been a challenging year for many of us. We are not immune to the impacts of budget cuts
across the wider public sector, nor can we escape the impacts of the continuing financial difficulties that
many of our families live with each day. However, we have succeeded yet again in tackling the worst
effects of these thanks in great part to the effort, skill, experience, care and resilience of our people.
We should take encouragement from this as we go forward with renewed commitments to our shared
efforts in helping eradicate inequality, embracing new technologies, safeguarding children’s rights,
providing safer and more inclusive environments, supporting national reform and working with our
parents and carers to help us all achieve better outcomes.
As we look forward to the year ahead, I encourage everyone to reflect purposefully on the content of this
plan and consider how each of us can play our part in delivering positive outcomes for our young learners
and their families.
Anne Donaldson
Interim Executive Director
Education Resources
.
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Section Two – Key areas of focus for the year ahead 
2.0. Overview
Through ongoing consultation and dialogue with our employees, children, young people and their
families, the Resource has identified the following key challenges, risks and new developments
which are likely to have a more significant impact on the delivery of services this coming year.    
2.1.  Children’s rights in education
The adoption of the United Nations Convention on the Rights of the Child (UNCRC) into Scots Law
on 16 July 2024 was a landmark moment for children’s rights in Scotland.  It ensures that these
rights are at the forefront of our decision-making, our policy development and our practices and
that children have a legal recourse if their rights are violated.
This is a holistic framework within which our work in South Lanarkshire will include: 
• Upholding the right to education without discrimination and ensuring that socio-economic status
does not hinder a child's educational opportunities (Closing the attainment gap)
• Providing access to digital learning as essential for modern education
• Upholding the right to the highest attainable standard of health, including mental health
• Incorporating human rights education and life skills into the curriculum to promote awareness
and respect for rights
• Increasing access to early learning to fulfil obligations supporting overall developmental rights
• Preparing children for a sustainable future, respecting intergenerational rights
• Ensuring all children and young people have a voice in decisions that affect them, including in
how they learn.  This includes ensuring that pupil voice is in our improvement plans as well as
providing meaningful input into policies and practice via forums such as school councils, eco
groups, our complaints process and digital and other champion roles.
2.2. Health and wellbeing
We know that health and wellbeing are integral to ensuring that our children and young people can
live happier lives. Learning about health and wellbeing underscores this by helping learners make
informed choices about their health now and in the future.  This is crucial for nurturing emotional
intelligence and helping young people cope with the pressures they face. 
We will therefore also renew our commitment to ensuring that all our establishments are able to
foster mental, emotional, social and physical wellbeing through a whole school approach that
promotes positive relationships, resilience and informed health choices. 
This is a challenging and long-term strategic objective but our work on this for the coming year will
include: 
• Strengthening our partnership working with NHS on co-ordinating and widening access to early
intervention programmes for vison, dental and immunisation offers
• Strengthening our partnership working with Community Resources to inform healthy eating
options
• Strengthening our partnership working with South Lanarkshire Leisure and Culture to promote
an increase in engagement with the work of Active Schools teams
• Monitoring the uptake and impact of our counselling services and revise accordingly
• Further expanding training on our Attachment Strategy and increasing awareness of benefits
of adopting trauma-informed practices
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2.3. The curriculum, strategic leadership and professional practice
We know that a robust curriculum and ongoing professional development are crucial for improving
educational outcomes and preparing our young learners for future challenges. Our curriculum in
South Lanarkshire will continue to meet the aspirations for all learners and help them gain the
knowledge, skills and personal attributes they will need to cope with the pace of change, risk and
opportunity that modern society will continue to present. 
In the coming year our work on this will include: 
• Maintaining a focus on literacy, numeracy and critical thinking to address the attainment gap
and further develop skills
• Exploring new models to optimise senior phase specialisation and choice
• Further expanding our CLPL for leaders and managers, including a revised Headteacher
induction programme, to foster a culture of professional growth, innovation and collaboration.
• Encourage evidence-based practice making best use of data to improve outcomes 
• Reviewing outcomes of our Support to Schools thematic inspection 
2.4  Inclusion, equity and equality
We will continue our important work to support early learning and childcare settings, schools and
wider communities in understanding and implementing the principles of inclusion, equity and
equality.  We will do this by helping our schools and nurseries identify their priorities for action and
to create locally informed and well-structured improvement plans that will positively impact on all
learners. 
Alongside ambitious stretch aims for attainment, we will support those priorities that address the
needs of learners and families with protected characteristics and help remove obstacles such as
poverty, discrimination, cultural and language barriers. 
2.5. Safe and respectful environments
We will renew our commitment to ensuring that our educational environments are safe, respectful
and supportive.  In doing so, we aim to ensure that our schools, nurseries, offices and other spaces
are places where every learner and employee feels safe, valued and empowered to achieve their
full potential.  We will work collaboratively with families and local communities to identify and
address barriers to these efforts.  To assist, we will close potential policy gaps by supporting the
introduction of new and revised guidance for our establishments including: 
• SLC Education Resources Framework for Inclusion and Equality (Update 2024)
• SLC Education Resources Attendance Guidelines (2024)
• SLC Education Resources Unacceptable Actions Protocol (2025)
• National Action Plan for Relationships and Behaviour in Schools (2024-2027)
• Mobile Phones: Guidance for Scotland’s Schools (2024)
• Respect for All: The National Approach to Anti-Bullying (Update 2024) 
2.6. Climate justice and sustainability
We will encourage and support the development of climate justice and sustainability within
education in South Lanarkshire.  We aim to create and foster learning environments where these
values are actively promoted, integrated into the curriculum and embraced by our people, our
learners and their families.  By working together in this way, we can aim for a deeper understanding
and commitment to environmental stewardship.
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Section Three – Resource Outcomes 
3.1. Resource outcomes
Education Resources has established the following Resource outcomes to support the delivery of
Connect Outcomes in 2025-26. 
Connect Outcome  Resource Outcomes 
Communities and
Environment
• Support climate justice through learning for
sustainability
Education and Learning • Provide a rich and relevant curriculum that helps
raise standards in literacy and numeracy
• Support children and young people to develop their
skills for learning, life and work
Health and Wellbeing • Improve physical, mental and emotional health of
learners and their families
Children and Young People • Ensure inclusion, equity and equality for all learners
Housing and Land No Resource Outcomes for this Connect Outcome
Our Economy No Resource Outcomes for this Connect Outcome 
3.2. Delivering the Plan and achieving Best Value 
In working towards the six Connect Outcomes above, the council aims to continually improve and
ensure effective and efficient use of resources and ensure that our business will be conducted
with integrity, transparency and will operate to the highest standards. 
Education Resources has established the following Resource Outcomes to support Delivering the
Plan and achieving Best Value. 
Delivering the Plan and
achieving Best Value
Resource Outcomes
• The council demonstrates high standards of
governance and sound financial stewardship.
• The workforce has the skills, flexibility and capacity to
deliver the council’s outcomes.
• Digital and ICT services meet the needs of the council
and its customers. 
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Section Four – Measures and actions
4.0. Performance measures and action plan
This section of the Resource Plan is divided into two parts: part (a) sets out our main performance
measures against our outcomes; and part (b) describes the key actions we will take in the coming
year to respond to the challenges ahead and improve services and outcomes.
4.a. How we will measure our performance
The table below shows our key performance measures, with the actual data last reported to
Committee and the target for the last financial year and 2025-26. Additional context for the
results/targets is provided within the notes column, where applicable.
Resource Outcome: Provide a rich and stimulating curriculum that helps raise standards in literacy
and numeracy
Measure 2023-24
Actual
2024-25
Target
2025-26
Target Links Service Notes
1. Percentage of P1, P4
and P7 pupils
attaining the
appropriate
Curriculum for
Excellence level for
their stage or better in
Literacy
74.6% 73.5% 77.2% 02.03 CQIS
(BGE)
2023/24 figures
reflect Insight
data at
February 2025
2. Percentage gap
between P1, P4 and
P7 pupils from the
least and most
deprived areas
attaining the
appropriate
Curriculum for
Excellence level for
their stage or better in
Literacy
21.8% 21.5% 16.0% 02.03 CQIS
(BGE)
3. Percentage of P1, P4
and P7 pupils
attaining the
appropriate
Curriculum for
Excellence level for
their stage or better in
Numeracy
81.5% 82.0% 84.9% 02.03 CQIS
(BGE)
4. Percentage gap
between P1, P4 and
P7 pupils from the
least and most
deprived areas
attaining the
appropriate
Curriculum for
Excellence level for
their stage or better in
Numeracy
17.4% 18.0% 14.0% 02.03 CQIS
(BGE)
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Resource Outcome: Support children and young people to develop their skills for learning, life and
work 
Measure 2023-24
Actual
2024-25
Target
2025-26
Target Links Service Notes
9. Percentage of
pupils entering
positive
destinations
(initial
destinations)
96.5% 96.5%  97.0%  C02.05 CQIS (SP) 
10. Percentage gap
between pupils
from the least
and most
deprived areas
entering positive
destinations
3.2% 5.5% 3.0%  C02.05 CQIS (SP) 
Measure 2023-24
Actual
2024-25
Target
2025-26
Target Links Service Notes
5. Percentage gap
between the
attendance of the
least and most
deprived children and
young people at
primary school
4.8% 4.6% 3.4%  02.04 CQIS
(BGE) 
6. Percentage gap
between the
attendance of the
least and most
deprived children and
young people at
secondary school
7.3% 8.0%  5.0%  02.04 CQIS
(BGE) 
7. Percentage of pupils
gaining 1 or more
awards at SCQF
Level 5 or better
89.9%  90.6% 91.5%  02.03 CQIS (SP) 
8. Percentage of pupils
gaining 1 or more
awards at SCQF
Level 6 or better
69.1%  70.0% 72.0%  02.03 CQIS (SP) 
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Resource Outcome: Improve physical, mental and emotional health of learners and their families 
Measure 2023-24
Actual
2024-25
Target
2025-26
Target Links Service Notes
11. Percentage of
children and
young people
attending primary
school
92.9% 93.0% 94.6%  C03.03  CQIS
(BGE) 
12. Percentage of
children and
young people
attending
secondary school
87.9% 89.0% 93.0%  C03.03 CQIS (SP) 
Resource Outcome: Ensure inclusion, equity and equality for all learners 
Measure 2023-24
Actual
2024-25
Target
2025-26
Target Links Service Notes
13. Percentage gap
between pupils
from the least
and most
deprived areas
gaining 1 or more
awards at SCQF
Level 5 or better
17.2%  15.0% 11.3%  03.06 CQIS (SP) 
14. Percentage gap
between pupils
from the least
and most
deprived areas
gaining 1 or more
awards at SCQF
Level 6 or better
35.8%  30.0% 31.0%  03.06 CQIS (SP) 
15. Increase the
number of
English as a
Second or Other
Language
(ESOL) learners
who have
improved their
English language
skills
348 507 512 02.02 IS (YFCL) 2024/25 is actual
16. Increase the
number of
learners
achieving
nationally
recognised
awards
1279 1286 1298 04.02 IS (YFCL) 2024/25 is actual
17. Increase the
number of adult
learners
improving their
literacy skills
382 372 376 04.02 IS (YFCL) 2024/25 is actual
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4.b. What actions we will take in 2025-26
Resource Outcome: Support climate justice through learning for sustainability
Action Milestones/Steps we will take to deliver
our actions Links Service
1. Empower children and
young people to
influence climate justice
and sustainability.
Continue to support the Youth Forum in using
their pupil voice to influence change. Deliver
a pupil led COS4 conference involving
primary, secondary and ASN schools to build
on pledges to improve climate change and
sustainability.
01.12 SS
Provide learning for sustainability
opportunities by supporting projects and
initiatives in early learning establishments.
01.12 ELC
Resource Outcome: Provide a rich and relevant curriculum that helps raise standards in literacy
and numeracy
Action Milestones/Steps we will take to deliver
our actions Links Service
2. Raise attainment in
reading, writing and
numeracy.
Stretch Aims have been set to measure and
assess progress, and a progress report will
be presented to the Scottish Government and
the Education Resources Committee.
02.03 CQIS
3. Continue to focus on
closing the poverty
related attainment gap.
Schools will track progress of individual
learners (P1/P4/P7) three times a year to
secure improvement and share practice, and
a progress report will be presented to the
Education Resources Committee.
02.02 CQIS
(BGE)
4. Raise attainment of
pupils in the senior
phase of education and
close the poverty related
attainment gap.
Secondary schools will through the statistical
summary report assess learner outcomes
and this will be presented through a progress
report to the Education Resources
Committee.
02.02 CQIS
(SP)
5. Develop further the
access to digital
learning and courses for
secondary aged pupils.
Remote learning access for identified
Advanced Higher courses for secondary
aged pupils will be offered.
02.01 CQIS
(SP)
6. Deliver continuous
professional learning
training for employees
and build leadership
capacity.
Provide a programme of continuous
professional development training and
opportunities to up-skill employees and build
leadership capacity across the Resource.
07.03 CQIS
7. Invest in the ICT
infrastructure and digital
technology to support
anytime, anywhere
learning, raise
attainment and promote
inclusion.
Ensure a smooth transition into the new
Education Digital Futures managed service
contract. Agree and deliver the programme of
work and ensure successful implementation
of technology change and digital solutions.
04.03 ITS
8. Raise attainment in
literacy and numeracy
in early education
settings
Developing a common understanding and
application of the CFE benchmarks and
moderation process to enable all staff to
identify gaps in individual children’s learning.
This will support better outcomes for all
children.
02.03 ELC
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Action Milestones/Steps we will take to deliver
our actions Links Service
9. Increase practitioner
knowledge and
understanding of STEM
and further develop
STEM opportunities
across the early years
curriculum
Further develop the STEM leader programme
and begin to work with establishments on the
STEM Nation Award.
02.01 ELC
Resource Outcome: Support children and young people to develop their skills for learning, life and
work
Action Milestones/Steps we will take to deliver
our actions Links Service
10. Provide opportunities
for young people to
participate in work-
based learning
opportunities in the
senior phase.
Deliver GradU8 and Foundation
Apprenticeship programmes in partnership
with colleges to provide young people with a
range of work-based learning opportunities.
02.05 Employability
11. Support young people
to progress to positive
post-school
destinations.
Deliver targeted Aspire one-to-one and
winter/summer leaver programmes with
reviewed referral processes.
02.05 Employability
12. Ensure smooth
transition into the new
ICT managed service
contract - Education
Digital Futures (EDF
Complete exit from NGLS2 and related
projects. Required governance and
communication models in place to support
effective transition.
04.02 ITS
13. Deliver Year one of
EDF contract and
related support
structures
Successful delivery of year 1 programme of
projects including infrastructure and
equipment refresh, upgraded WAN set up
and revised governance.
04.02 ITS
Resource Outcome: Improve physical, mental and emotional health of learners and their families
Action Milestones/Steps we will take to deliver
our actions Links Service
14. Implement the
recommendations from
the 2024-25 Council
Review of Secondary
Social, Emotional,
Behavioural Needs
Provision
Provide phased inclusive, safe and caring
environments for Secondary aged children
and young people with social, emotional and
behavioural needs through multiagency
implementation group.
03.03 IES
15. Promote children’s
rights in line with the
United Nations
Convention on the
Rights of the Child
within early years
settings
Termly showcase events to support staff to
embed children’s rights within all settings.
02.02 ELC
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16. Roll out Infant Mental
Health (IMH) training to
all establishments
All settings will have appropriately trained
staff in relation to the IMH programme.  
03.06 ELC
17. Enable children’s voice
regarding their own
wellbeing
Deliver a health and wellbeing survey to P5-
S6 children and young people.
04.01 EPS
18. Facilitate and
encourage children’s
participation in our
complaints process
Develop and implement a child friendly
complaints system for schools and services.
04.01 IES/SS 
Resource Outcome: Ensure inclusion, equity and equality for all learners  
Action Milestones/Steps we will take to deliver
our actions Links Service
19. Deliver an anti-racist
curriculum and support
learners to be anti-
racist.
Embed the anti-racist and decolonised
curriculum and measures for tackling racist
incidents in schools.
04.02 CQIS
20. Focus on supporting
young people to
overcome any
disadvantage and take
forward our targets for
excellence and equity.
Locally identified stretch aims including
Equity targets focussed on the gap between
learners in SIMD quintile 1 and SIMD quintile
5 have been set, and we will report on
progress to the Education Resources
Committee.
C04.02 CQIS
21. Reduce the cost of the
school day (COTSD) to
help tackle Child
Poverty.
Implement the roll-out of the Cost of the
School Day guidance across schools and
early years establishments.
03.03  CQIS 
22. Sustain early years
uptake for vulnerable
two-year-olds to provide
early access to quality
ELC whilst providing
families with flexible free
early learning and
childcare to support
return to work.
Continue to engage with a range of partners
to increase uptake of eligible 2-year-old
places, and report on progress to Education
Resources Committee.
C04.05 ELC
23. Support parents and
carers to develop their
knowledge and
understanding of child
development including
numeracy and literacy
To develop materials to support settings to
develop this knowledge and understanding
with parents
04.03 ELC
24. Update PPRUDB
guidance and training
presentation to
incorporate updated
National Guidance.
Revise and update the current PPRUDB
guidance and training presentation, in line
with updated National Guidance, to support 
safe and inclusive learning environments. 
C02.02 IES
25. Develop and implement
an Inclusion HGIOASL
audit tool for ASN
establishments.
Improve self-evaluation processes within
establishments in relation to meeting
Additional Support Needs. 
02.02 IES
26. Provide an enhanced
CPD offer with a
Learning and Teaching
focus for ASN
Evaluation of current CPD offer in
consultation with re-established ASN Building
Capacity Group.  
02.02 IES
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Action Milestones/Steps we will take to deliver
our actions Links Service
establishments to
encourage a rich and
stimulating learning
environment which
meets needs of our
learners.
Complete GAP analysis of ASN curriculum
development.
Expansion of CPD offer for meeting learners
needs for more complex profile learners – in
particular AAC and sensory curriculum. 
27. Promote children’s
rights in line with the
United Nations
Convention on the
Rights of the Child.
Child Friendly Complaint Principles – develop
and implement guidelines to support all
children to be included in this process
04.01 IES
28. Continue to build
capacity in supporting
learners with ASN
across the sectors by
continuing the
commitment to
upskilling SSAs as
recommended in the
National ASL (Morgan)
Review. 
Continue the commitment to in-service
training for all SSAs across SLC in every
education sector with a focus on supporting
Emotional Regulation of young people -
delivering training on the current ASN
landscape as well as engaging specialist
trainers in Emotion Coaching and Tree of
Knowledge to help inspire, empower and
motivate the SSA workforce.   
Report progress to Education Resources
Committee. 
02.02 IES
29. Adapt the school estate
in respect of ASN as
required.  Undertake
ASN related works as
requested and as
funding allows.
Complete the programme of Additional
Support Needs adaptations in Primary and
Secondary Schools. 
05.11 SE
30. Enhance the school
estate with targeted
investment to increase
capacity.
Implement expansion and adaptations at
Holy Cross HS, St Andrew’s and St Bride’s
HS, Stonelaw HS, Uddingston HS and St
John Ogilvie HS. 
05.11 SE
31. Assist the delivery of
the Scottish
Government UFSM
Programme by
improving kitchen and
dining facilities
Complete works to St Kenneth’s,
Kirktonholme, St John the Baptist Primary
Schools. 
05.11 SE
32. Deliver on the actions in
the South Lanarkshire
Community Learning
and Development Plan
2024-2027.
Report on the progress of actions in the
South Lanarkshire Community Learning and
Development Plan 2021-2024 to the
Education Resources Committee.
01.01 IS
(YFCL)
33. Deliver on the
improvement actions in
the Youth Strategy
2022-2025. 
Report on progress made by young people in
taking forward the actions in the Youth
Strategy for 2022-2025.
04.02 IS
(YFCL)
34. Support young people
to gain nationally
recognised awards
through Youth Family
and Community
Learning programmes.
Provide young people with opportunities to
receive accreditation through recognised
awards.
02.02 IS
(YFCL)
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Action Milestones/Steps we will take to deliver
our actions Links Service
35. Support young people
to regulate their
emotions and minimise
distressed behaviours
Provide emotion coaching training to
employees working with young people.
03.03 IS
(EPS)
36. To further embed
attachment-informed,
trauma sensitive
practice in educational
establishments
Support establishments to become
accredited in attachment informed, trauma
sensitive practice by achieving at least one
pledge award.
03.03 IS
(EPS) 
CQIS (BGE) - Curriculum and Quality Improvement Service (Broad General Education)
CQIS (SP)  - Curriculum and Quality Improvement Service (Senior Phase)
ELC   - Early Learning and Childcare Service
IMS   - Instrumental Music Service
ITS   - IT Services 
IS (CS)  - Inclusion Services (Children’s Services)
IS (EPS)  - Inclusion Services (Educational Psychology Service)
IS (IES)  - Inclusion Services (Inclusive Education Service)
IS (YFCL)  - Inclusion Services (Youth, Family and Community Learning) 
PPO   - Performance, Planning and Operations
SE   - Schools Estate
SS   - Support Services
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Section Five – Resourcing the Plan 
5.0. Introduction 
In this section we consider the resources needed to implement our plan, including funding and
staffing.   
5.1. Revenue Budget 2025-26
The Resource has a Net Revenue Budget of £486.777 million. The table below allocates this
budget across services: 
Net Budget by Service 2025-26 £ million %
Central admin 1.650 0.34%
Curriculum and Quality Improvement Service  1.288 0.26%
Directorate 0.718 0.15%
Early Years and Childcare 67.588 13.88%
Inclusion 1.222 0.25%
Learning Community 4.248 0.87%
Operations 0.167 0.03%
Primary Schools 167.204 34.35%
Psychological Services  3.147 0.65%
School Modernisation  47.232 9.70%
Secondary Schools 157.242 32.30%
Special School  25.669 5.27%
Support Services 3.193 0.66%
Youth, Family and Community Learning 6.128 1.26%
Youth Employability (transferring to
Community & Enterprise 24/25) 0.081 0.02%
Total 486.777 100% 
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5.2. Capital Budget 2025-26 
The following capital budget of £2.903 million is allocated: 
Capital Programme 2025-26  £ million
Schools ICT Development  1.300
Secondary School Estate 1.603
Total 2.903 
5.3. Resource Employees 
Education Resources has 7216 employees as of January 2025. We support these employees to
deliver their duties through a range of policies including personal appraisal and a robust training
framework. 
The number of employees by type is as follows: 
Employee Type  Number of employees
Teaching staff 4014
Local Government staff 3202
Total 7216 
If you need this information in another language or format, please contact us to discuss how we can
best meet your needs. Phone 0303 123 1015 or email equalities@southlanarkshire.gov.uk 
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Report 
Report to: Education Resources Committee
Date of Meeting: 10 June 2025 
Report by: Interim Executive Director (Education Resources)  
Subject: 2025/2026 Early Learning and Childcare (ELC)
Sustainable Rate Price Review 
1. Purpose of this Report
1.1. The purpose of the report is to:- 
 outline the work undertaken on setting the Early Learning and Childcare (ELC)
sustainable rate for funded providers, for implementation from 1 April 2025 
2. Recommendation(s)
2.1. The committee is asked to approve the following recommendation(s):- 
(1) that the content of the report and the outcome of the sustainable rate review is
noted;  
(2) that the recommendation for the proposed sustainable rate, as outlined in
section 5.2 is approved; and
(3) that the requirements of the Procured Service Agreement (PSA) for ELC to
secure funded providers agreement is progressed in line with the framework
terms.     
3. Background
3.1. On 21 May 2024, Education Resources Committee approved an increase to the ELC
sustainable rate from 1 April 2024, in line with an increase in the Real Living Wage
(RLW) to £12 per hour.  This saw an increase in the hourly rate to £6.33 and £7.03,
plus £0.50 per hour for lunch, for 3–5-year-olds and 2-year-olds respectively.  Overall,
this represented a 7.6% increase in the rate.   
3.2. The Council’s Procured Service Agreement (PSA), introduced in June 2019 for ELC
for the delivery of 1,140 for all funded providers, requires a review of the rate on an
annual basis.   
3.3. The Scottish Government announced as part of its 2025/2026 budget, that it will
provide local authorities with an additional £9.7million in 2025/2026, to fund the
estimated additional costs associated with enabling childcare workers delivering ELC
in private and third sector services to be paid at least the new RLW of £12.60 per hour
from April 2025. 
This commitment will also be applied to all childminders who deliver funded ELC and
the funding will be recurring.   
6
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3.4. The additional funding has been distributed to local authorities using the current
needs-based ELC funding distribution formula. This follows the recommendation made
by the Settlement and Distribution Group and was agreed by COSLA Leaders at their
meeting on 31 January 2025.
3.5. South Lanarkshire’s allocation from the additional £9.7million provided in 2025/2026
to fund the estimated additional costs associated with the commitment from April 2025
is £607,000.
3.6. The Scottish Government and COSLA continue to press the UK Government to fund
the impacts of their changes to employer National Insurance Contributions (eNICs) on
Scottish public services in full, including vital services provided on behalf of local
authorities by providers in the private and third sectors, such as funded early learning
and childcare. As things stand, additional funding does not cover the full cost for public
services and no additional funding has currently been provided by the UK Government
for commissioned services.
3.7. The Council is aware of and has voiced concerns about the challenges posed by the
increase in employer eNICs from April 2025. This increase has added to the financial
pressures the Council is having to address across its directly managed services. The
Council also recognises that early years providers will be considering how best to
respond to this increase in their costs. We will update our funded providers as the
position develops.
3.8. The hourly rate to funded providers for statutory 1,140 ELC provision, is in addition to
the funded programme of Milk and Healthy Snack Scheme Scotland Regulations 2021,
the Council’s investment to support Early Access for 3-year-olds and the zero-based
support for training and development and quality assurance available to funded
providers.
3.9. Funded providers deliver early learning and childcare to 31% of South Lanarkshire’s
eligible children. This represents 2,595 children as of February 2025.
4. Guidance for Setting the Sustainable Rate 2025/2026
4.1. On 20 February 2025, the Scottish Government and COSLA published Guidance for
setting sustainable rates for delivery of funded ELC in 2025/26
4.2. The guidance confirms the agreed approach for passing on the additional funding to
providers, as part of the 2025/2026 sustainable rates setting process, as follows:
 a minimum 3.75% uplift will be applied to all 2024/2025 rates to reflect the
estimated increase in the average staff cost element of the sustainable rate
required to meet the RLW uplift from April 2025
 the minimum 3.75% uplift to the sustainable rates paid to all childminders
delivering funded ELC
 the remainder of the sustainable rate is set in-line with the requirements of the
sustainable rates guidance and the overall rate must be affordable for local
authorities in terms of the budgets available
 if sustainable rates for 2025/2026 are set after April 2025, then any payments
that reflect the increased RLW will be backdated to 1 April 2025
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4.3. The guidance also states it is the responsibility of the local authority to set a
sustainable rate for the delivery of the funded hours in their area and it is for funded
providers to determine whether the rate set is suitable for their business and whether
they wish to enter into a contract on this basis.
4.4. Scottish Government notes that full implementation of these changes requires more
robust and reliable data to improve the sustainable rate setting process. To support
this new national cost, a collection exercise will be undertaken in Spring 2025 with the
outputs of this exercise informing rate setting from 2026/2027. This evidence will also
lay the foundation for any further future work in this area.
5. Application of the Guidance
5.1. Having considered the guidance and its application to the Council funded provider
rate; the proposed change to the hourly rate for funded providers based on the
guidance is an increase of +3.75% on 2024/2025 rates.
This reflects anticipated cost of £0.637m, based on the expected number of funded
hours from April 2025 to March 2026 to funded providers.
5.2. This proposal will see the ELC funded provider rate for 1,140 hours increase as
outlined below. There is no funding provided, or increase proposed, for the lunch rate
for 2025/2026, which will remain at £0.50 per hour.
Current
Rate
Revised
rate
Lunch
rate
Total
rate Increase Increase
Apr-24 Apr-25 Apr-25 Apr-25 £ %
3–5-year-
olds 6.33 6.57 0.50 7.07 0.24 3.75%
2-year-olds 7.03 7.29 0.50 7.79 0.26 3.75%
5.3. The PSA requires a change control notice be sent to each funded provider and for
funded providers to respond within 30 days with acceptance to the revised rate or
notify intention to be removed from the PSA. This process will be adopted for
implementation of the new sustainable rate, and it is anticipated this will be a positive
outcome given the proposed increase.
6. Consultation Process
6.1. A protocol for consultation on the sustainable rate was established over the last few
years with funded providers. Regular meetings with funded providers take place six
weekly on ELC related matters. A special meeting of the funded providers
sustainable rate sub-group took place on 1 April 2025 to discuss and consider the
£12.60 per hour living wage commitment. Proposed rates for 2025/2026 were
outlined to the group at the meeting. Several follow up questions were raised and
addressed during the meeting.
6.2. A meeting of the wider funded providers took place on 2 April 2025 and again
proposed rates for 2025/2026 were outlined and discussion took place. Further
information was provided following the meeting to the group.
6.3. In line with the requirements of the PSA and linked to 4.3 above, all funded providers
will be invited to agree to the rate change applicable from 1 April 2025. The
arrangements for this are outlined in section 7 below.
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7. Implementation Timeline
7.1. Based on the requirement of the PSA and change control process, the following high
level implementation timeline is outlined overleaf:
June 25 Procurement lead in time to start following committee approval (2
weeks)
Procurement activity supporting the PSA requirements to begin
June 25 –
July 24
Funded providers to confirm agreement to the revised sustainable
rate and price review
July –
August 25
Payment process to update rate change
Consider funded providers who have not responded and action
plan
7.2. It is anticipated the revised rate will be paid from July through to August 2025, with
backdating arrangement in place from 1 April 2025.
8. Employee Implications
8.1. There are no employee implications associated with this report.
9. Financial Implications
9.1. An additional £9.7m has been provided for 2025/2026 nationally by the Scottish
Government to fund the increase in the sustainable rate required to meet the national
commitment in the ELC sector to pay the real living wage of £12.60 per hour. £607,000
was allocated to the Council.
9.2. Based on current demand and the requirement to increase the whole rate by 3.75%
from the 2024/2025 rate, the anticipated additional costs associated with the nationally
agreed fixed uplift is £0.637m.
9.3. No additional funding has currently been provided by the UK Government for
commissioned services for the increase in eNICs from April 2025. No increase has,
therefore, been provided within the sustainable rate proposals.
10. Climate Change, Sustainability and Environmental Implications
10.1. There are no implications for climate change, sustainability or environment in terms
of the information contained in the report.
11. Other Implications
11.1. The main risk associated with setting the sustainable rate is affordability within funding
levels. ELC provision is part of ongoing review in line with all other Education Services
based on current financial challenges. Expectations for continued increases in the
sustainable rate, without appropriate levels of funding cannot be met. Further
increases to the sustainable rate is not sustainable for the Council without appropriate
financial support.
12. Integrated Impact Assessment and Consultation Requirements
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 has been and continues to be ongoing with the relevant stakeholders as
outlined within the report. The Early Years Service will continue to engage with funded
providers across South Lanarkshire to inform future reviews of the sustainable rate,
however, there is no guarantee of annual increases.
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Anne Donaldson
Interim Executive Director (Education Resources) 
11 April 2025 
Link(s) to Council Values/Priorities/Outcomes
 Education and Learning: Inspiring learners, transforming learning, strengthening
partnerships
 Accountable, Effective, Efficient and Transparent 
Previous References
 2024-25 Early Learning & Childcare (ELC) Sustainable Rate Price Review – Education
Resources Committee 21 May 2024
 23/24 Early Learning & Childcare (ELC) Sustainable Rate Price Review – Education
Resources Committee 27 June 2023
 22/23 Early Learning & Childcare (ELC) Sustainable Rate Price Review – Education
Resources Committee 15 November 2022 
List of Background Papers
 Guidance for setting sustainable rates for delivery of funded ELC in 2025/26
 Guidance for setting sustainable rates for the delivery of funded early learning and
childcare (ELC) in 2024-25. 
Contact for Further Information
If you would like to inspect the background papers or want further information, please
contact:- 
Jacqueline Wallace 
Ext:  4468 (Tel:  01698 454468)
E-mail:  jacqueline.wallace@southlanarkshire.gov.uk 
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Report
Agenda Item 
Report to: Education Resources Committee
Date of Meeting: 10 June 2025
Report by: Interim Executive Director (Education Resources)  
Subject: Education Resources Digital Update 
1. Purpose of Report
1.1. The purpose of the report is to:-
[purpose]
 provide an update with progress of the Digital Futures contract for Education
Resources
 provide a brief update with other digital innovations within Education Resources
[1purpose]
2. Recommendation(s)
2.1. The Committee is asked to approve the following recommendation(s):-
[recs]
(1) that the update on the Digital Futures Contract for Education Resources be
noted; and 
(2) that updates on recent digital innovations within Education Resources be
noted.
(1) [1recs]
3. Background
3.1. The Council progressed with an Invitation to Tender (ITT) for a full Information and
Communication Technology (ICT) managed service for Education Resources. The
contract duration is for 7 years with the option for a 5-year extension, subject to funding
and performance. 
3.2. Competitive Procedure with Negotiation was selected as the procurement route,
providing the ability to negotiate, revise and clarify the specification. 
3.3. 3 bidders were evaluated as part of the preliminary stage and all 3 submitted tender
responses in June 2024. Consensus scoring of the bids was completed and then
commercial bids were reviewed and provided the basis for negotiation. 
3.4. Negotiation meetings took place in August 2024. One provider withdrew from the
process at this point following feedback on their bid. The negotiation meetings
provided bidders with the opportunity to improve their understanding of the Council’s
requirements. 
3.5. The final tender submissions were submitted in October 2024. Consensus scoring was
completed, and commercial bids evaluated. The combined weighted technical and
commercial scores resulted in the bid from RM Education being ranked first. 
7
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3.6. The bid submission from RM Education performed best in both technical and
commercial categories. It was highly focussed on the Council’s requirements and
clearly demonstrated their experience and knowledge in the Education environment,
the solutions proposed and their implementation.
3.7. Despite current funding pressures, the overall bid offers some significant
improvements for the estate in terms of progressive and innovative solutions to
support the digital aspirations of our learners and educators. It includes:
 significant numbers of fully supported desktop devices to retain the current pupil
to computer ratios (4:1 for Secondary, 5:1 for Primary, 3:1 for Additional Support
Needs (ASN) and 15:1 for nurseries) plus additional staff devices
 upgrades and increased bandwidth across the Wide Area Network
 upgrades and ongoing support for local and wireless networks
 Microsoft and other software licensing
 continuity of service for establishments given no change to provider, and no
degradation to any of the current service offering
3.8. The contract award to RM Education is for £31.286m for the first 7 years and will
commence 1st October 2025.
3.9. A refreshed South Lanarkshire Council Digital Strategy will be developed in
consultation with stakeholders to ensure that the digital provision continues to be
flexible, relevant, meets learners needs and provides the skills to access all areas of
the curriculum and beyond school.
3.10. Part of the refreshed Digital Strategy will be to support schools to have their own digital
priorities, protocol or position statement. The Digital Schools Award programme is an
excellent tool for school to use as part of their self-evaluation and leads to
accreditation. Forty-four South Lanarkshire Council (SLC) schools have successfully
achieved at least one Digital Schools Award (39 primaries and 5 secondaries), with
Carnwath Primary being the first school in Scotland to gain all 4 awards.
3.11. A further 82 schools have registered and one working towards Digital Schools Awards.
Bespoke SLC webinars run annually with offers of direct support for schools from
accredited Digital Schools Awards (DSA) establishments and central Curriculum,
Quality and Improvement Service (CQIS) support.
4. Other Digital Innovations with Education Resources
4.1. Secondary Cloud migration
Following successful migration of Primary, ASN and Early Years establishments to
Microsoft 365 cloud hosting, Secondary schools are in the process of migrating all
devices and users to a hybrid cloud solution, with stations being upgraded to Windows
11 and reducing the requirements for on premise servers. Benefits include improved
access for remote and peripatetic working. 5 sites are fully complete and the remaining
12 schools are scheduled for upgrade over the coming months.
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4.2. Remote Learning
4.2.1 Virtual Academy
Building on the success of the Higher/Advanced Higher Virtual Academy that was
piloted in 2023/2024, the uptake and offerings from schools continues to grow, with
more learners benefiting from an enhanced provision:-
2023/2024 9 schools delivered 10 subjects
9 Advanced Highers and 1 Higher
41 pupils
presented
2024/2025 17 schools delivering at least 1 subject each
12 Advanced Highers (2xAH Computing Science
classes and 2xAH History classes) and 3
Highers
71 pupils
presented
2025/2026 17 schools offered to deliver but no uptake in one
subject
16 schools delivering 10 Advanced Highers
(2xAH History, 2xAH Geography, 2xAH Modern
Studies) and 3 Highers
123 pupils
currently
enrolled
All 17 mainstream secondary schools this year will benefit from at last one pupil
sitting a course online that is not being delivered in their own establishment.
4.2.2 Live Lessons
To extend the use of the technology used for the Virtual Academy and widen the
subjects offered to target other groups of learners, a pilot to broadcast live lessons for
Primary STEM is planned. Lessons will be streamed live from the Learning Hub in
Neilsland Primary School.
4.3. Artificial Intelligence (AI)
4.3.1 AI Working Group
The SLC working group has increased to include Early Learning and Childcare (ELC),
ASN and Youth, Family and Community Learning (YFCL) colleagues. The next phase
of their work will involve updating the guidance and information regarding safe use of,
and teaching about, AI. In addition to this, the working group are helping with the
development of an ‘AI in SLC’ website, aimed at supporting staff to get the best output
using AI platforms.
4.3.2 Winning Scotland AI Pilot
The charity, Winning Scotland, are seeking to build partnerships with a small number
of local authorities to take part in a closely controlled pilot to test the effectiveness of
AI tutoring tools in Scottish classrooms (linked to attendance, bridging the attainment
gap and supporting ASN). SLC are engaging in preliminary discussions. A research
company will be involved to ensure robust data is gathered for those participating.
4.3.3 Teachmate AI
Since November 2024, SLC been part of a pilot project in collaboration with
Teachmate AI, a generative AI platform that supports teachers to create bespoke,
personalised teaching and learning materials. The feedback from the schools and
practitioners involved is positive and, as a result, Teachmate AI have requested to
continue their work with us into the new academic year. Teachmate are currently
working with individuals in Wales and England with SLC taking a lead role for
Scotland.
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4.4. Everway (formerly Texthelp) Read&Write
SLC have centrally funded the Read&Write literacy toolbar for all schools to use (and
for pupils to access at home) for a fourth year. The most recent Read&Write SLC
Roadshow took place from 29 April to1 May 2025. Several schools hosted training
sessions for learners, teachers and parents with an additional 11 training sessions
provided for 176 support staff. This will ensure optimum use of the features ensuring
all pupils are able to benefit from its use. A further roadshow is being planned for
November.
 94.3% of pupils who were part of the training said it would make reading easier
for them and their classmates
 95% of pupils said it would make writing easier for them and their classmates –
quotes from staff and parents are included in appendix 1
 funding moving forward is a consideration
4.5. Adobe Express
Adobe Express launched in September 2024 to enhance the curriculum and has been
provisioned via Glow for all schools in SLC. The feedback from staff using the platform
across both sectors is extremely positive with almost all commenting they feel the
platform has helped them to boost engagement, enhance pedagogy and develop
digital skills amongst their learners. Primary and Secondary specific Career-Long
Professional Learning (CLPL) has been well attended and, due to high usage and
engagement in CLPL offers and live lessons, SLC have been entered into the Adobe
Express top 4 Scottish regions competition.
5. Employee Implications
5.1. No employee implications attached to this report.
6. Financial Implications
6.1. No financial implications attached to this report.
7. Climate Change, Sustainability and Environmental Implications
7.1. There are no climate change or environmental implications as a result of this report.
7.2. The Council acknowledges the serious and immediate threat of climate change and is
committed to accelerating the pace of action in response to the climate emergency
and in Scotland’s transition to a net-zero and climate resilient society and economy.
All Resource Plans have recognised sustainable development and climate change as
a key area of focus for 2025/2026.
8. Other Implications
8.1. No implications for risk in terms of the information contained in this report.
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.
Anne Donaldson
Interim Executive Director (Education Resources)
13 May 2025
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Link(s) to Council Values/Priorities/Outcomes
 Education and learning: inspiring learners, transforming learning, strengthening
partnerships 
Previous References
 Education Resources Committee of 5 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:
Stewart Nicolson (Head of Education Secondary)
Ext:  4468 (Tel:  01698 454468)
E-mail:  stewart.nicolson@southlanarkshire.gov.uk  
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Appendix 1 
Quotes from Staff and Parents on the use of Everway (formerly Texthelp) Read&Write
toolbar 
‘Excellent session which both parents/carers and pupils enjoyed and found extremely
useful. Parents/carers commented on what a great tool it was and how it could be used to
support learners. Children were enthusiastic and staff were excited to use the tool to
support their learning’ 
‘Really useful and highly relevant training which will have a huge impact on our pupils.’ 
‘I thought that this session was amazing. I am excited to use it with all learners and feel that
it will really enhance engagement and support every learner in different ways’ 
‘My sons are both dyslexic, this will genuinely change their lives. Thank you so much for the
opportunity. They can’t reach their full potential at the moment, but this can really help
them. I’m so glad the parent workshop was provided as my older son has had access to the
toolbar for a while, but I had no idea how to use it.’ 
‘I feel the features will help my children immensely, especially my younger son who has
some struggles with getting his thoughts into words on paper. This is something that will
also assist my children with studying at home, allowing them to be more confident in their
own work. Such a clever tool.’ 
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Report
Agenda Item 
Report to: Education Resources Committee
Date of Meeting: 10 June 2025
Report by: Interim Executive Director (Education Resources)  
Subject: Audit Scotland: Additional Support for Learning
Briefing Paper and Recommendations (February 2025) 
1. Purpose of Report
1.1. The purpose of the report is to:-
[purpose]
 inform Committee of the Audit Scotland Additional Support for Learning Briefing
Paper (February 2025) recommendations and forthcoming publication of the
National Measurement Framework
 provide an update on the progress made in building employee capacity in
response to the Review of Additional Support for Learning (Angela Morgan, June
2020)
 provide an overview of South Lanarkshire Council’s Inclusive Education Data
Strategy 
2. Recommendations
2.1. The Committee is asked to approve the following recommendation(s):-
[recs]
(1) that the progress made during 2024/2025, in building the capacity of the
education workforce to support learners with Additional Support Needs (ASN),
be noted; and
(2) that data strategies outlined to capture learner needs and journey progression
be noted. 
3. Background
3.1. The proportion of children and young people recorded as receiving Additional Support
for Learning (ASL) has grown significantly since the Additional Support for Learning
(Scotland) Act was introduced in 2004.  Current figures outlined in the Audit Scotland
Briefing Paper indicates this growth almost eightfold (768%).   
3.2.  In 2020, an independent review, chaired by Angela Morgan OBE (‘the Morgan
Review’) concluded that the implementation of ASL legislation in Scotland was
‘fragmented and inconsistent’ and that many aspects of the ASL system needed
significant improvement. 
3.3. Key recommendations included a particular focus on building capacity and developing
a workforce equipped to meet the needs of all learners with ASN. 
3.4. The Morgan Review recommended the establishment of a national framework to
support pupils with ASN. This recommendation has been reinforced by subsequent
educational reviews, including Putting Learners at the Centre: Towards a Future Vision
for Scottish Education (Professor Ken Muir, March 2022) and The Independent
Review of Qualifications and Assessment in Scotland (Professor Louise Hayward,
8
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(June 2023), which have underscored the need for substantial reforms within
Scotland’s education system. These reviews highlight key areas requiring
transformation, particularly in assessment and qualifications, to ensure that education
is fully inclusive and effectively meets the diverse needs of all learners.
3.5. The Audit Scotland: Additional Support for Learning Briefing (February 2025)
considers how effectively the Scottish Government and local authorities are
addressing the demand for ASL in publicly funded primary, secondary and special
education schools with a particular focus on effective resourcing and on the monitoring
of the provision of ASL and subsequent impact data.
3.6. The audit delivers two key recommendations for the Scottish Government, and local
authorities, to address within timescales:
1. Scottish Government and councils should fundamentally evaluate, both
nationally and locally, how ASL is planned for, funded and staffed as part of
core education provision. The Scottish Government and councils should:
Within the next 12–24 months review how both mainstream and special
education is provided to meet the levels of support now needed in classrooms
and identify any required changes. This should consider the impact of ASL on
all pupils in a classroom and include examining approaches to planning and
resourcing education, such as capacity in classrooms, staffing numbers and the
mix of teachers and other staff, training and qualifications for teachers and
support assistants, and building design. Throughout this process, they should
engage with pupils, parents and carers, teachers and support staff.
2. Better quality data is fundamental to understanding pupils’ additional support
needs and the resources required to provide support. The Scottish Government
and councils should:
Within the next 6–12 months agree how they collect and record data on
pupils’ additional support needs, including collecting data required to inform the
national measurement framework for ASL that is being developed. National
data should be recorded more consistently and should allow for a better
understanding of where multiple or complex needs exist and how demographic
and equalities issues impact on learning needs.
Within the next 12–24 months roll out a national measurement framework that
better demonstrates the outcomes for pupils with additional support needs. The
outcomes should reflect all children’s statutory right to an education that
develops their ‘personality, talents and abilities to the full’.
4. Building Capacity – South Lanarkshire Council Progress 2024/2025
4.1. In response to a key recommendation from the Morgan Review, South Lanarkshire
Council’s Inclusive Education Service has taken significant steps to enhance
workforce capacity in supporting learners with ASN. Recognising the importance of a
well-equipped and knowledgeable workforce, a working group has been established
to develop an ‘Inclusion (Continuing Professional Development) CPD Hub’, ensuring
staff have access to high-quality continuing professional development and training
opportunities. The Inclusion CPD Hub focuses on core themes essential to inclusive
education, including Rights and Participation, Relationships, Inclusion and Universal
Support, and Wellbeing and Care. Through this initiative, all staff are supported in
developing their expertise, fostering inclusive practices, and strengthening their ability
to meet the diverse needs of learners.
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4.2. The site offers a range of different materials to support professional learning, provide
updated guidance and curriculum resources and offer support on equalities issues e.g.
anti-racist education and LGBTQi+ inclusive education.
4.3. Feedback gathered indicates that 70% of staff who have visited the Hub, report that
they prefer to use online opportunities for CPD. Feedback comments include:-
“Having all the documents on one place such as Complex Needs Training is really
useful”.
“The training sessions that were recorded and the reminders from the Inclusion
team were appreciated”.
“The Equality and Diversity Calendar was a new resource and helped us to plan
activities” and “it’s really helpful to have a one stop shop”.
4.4. A survey was issued to all class teachers in June 2024 and the feedback from this has
shaped the training offer to schools this academic session, 2024/2025.
4.5. Additional training was offered to practitioners working in ASN Bases in supporting
learners with a complex needs profile and network meetings have been set up to share
good practice.
4.6. Training developed by the National Autism Implementation Team (NAIT) was
delivered to Primary 1 teachers in term one, to assist teaching staff in adapting the
classroom environment for autistic learners. Further NAIT training, comprising four key
learning modules for Primary Teachers: We Were Expecting You, has been
successfully piloted and positively evaluated. Consequently, this training will be rolled
out to all Primary establishments throughout session 2025/2026.
4.7. The South Lanarkshire Autism Framework is being updated by a working party:
incorporating representatives from schools, early years establishments and
Educational Psychologists. In addition, the guidelines for supporting pupils with
complex additional support needs have been updated and were issued in March 2025.
4.8. The Digital Education Strategy is an important part of our drive to create an inclusive
and supportive learning environment for all learners. To support this investment,
access to the digital literacy tool Read & Write by Texthelp has been extended to all
establishments for a further two years. This accessibility tool offers help with everyday
tasks such as reading out loud, understanding familiar words, researching
assignments and proofing written work.
4.9. Further bespoke training was offered, including a four day Read & Write Roadshow
which visited schools across the authority. As a result of this learning experience, we
have seen improved accessibility to learning materials for our pupils, increased
confidence in their reading and writing skills, allowing them to participate more fully in
their education and increased independence and engagement in their learning, which
has led to more inclusive classroom environments across our schools.
4.10. The Inclusive Education Service continues to work with schools to develop and extend
the use of Alternative and Augmentative Communication (AAC). All ASN Bases
received a Go Talk and Big Mac device following consultation with Speech and
Language Therapists. Reading pens which use text to speech technology were issued
to the Extended Support Teams to provide digital support to pupils in mainstream
schools. A member of staff in each locality has attended a course in Inclusive
Technology run by Call Scotland, the national specialist service that supports children
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and young people with communication and language difficulties. Ongoing training in
this area will continue to be offered as we build capacity in the workforce but also
empower young people with ASN with the knowledge, skills and resources that will
lower their learning barriers.
4.11. Psychological Services have developed significant resources to help support
attachment-informed, trauma sensitive practice in education establishments. They
have developed a Good Practice Guide and an Attachment Accreditation Award. The
Nurture Development Officer has also provided extensive training on the Boxall Profile
Assessment Tool and nurturing interventions, to enhance the identification of targets
and appropriate supports for pupils who are most at risk of disengagement and poor
educational outcomes.
4.12. Training on Additional Support Needs has also been built into the programme for
probationer teachers and the Aspiring Depute Head Teacher (DHT) and Head Teacher
(HT) programmes.
4.13. South Lanarkshire Council has implemented a wide range of approaches and
strategies to enhance relationships and behaviour in schools. The action plan will
further refine the strategic approach. There is an acknowledgment of the national
challenges related to managing distressed behaviour, meeting ASN needs, and
improving school attendance and engagement. Significant efforts have been made to
address concerns about distressed behaviour in schools and to build the capacity of
school staff. The Inclusive Education Service and the Psychological Service have
supported various activities at strategic, policy, and individual school levels, focusing
on an Attachment Informed, Trauma Sensitive Approach to meeting needs.
4.14. In terms of supporting the local application of national policy, a revised Inclusion and
Equality Framework, which includes an update to Staged Intervention, was launched
at the Education Inclusion conference in September 2024, together with resources for
“Relationship Based Tools and Approaches to Positive Behaviour and Emotional
Regulation” to support practitioners in establishments.
4.15. In relation to supporting the workforce, a range of activity has been undertaken in
terms not only in building their capacity to meet a range of Additional Support Needs,
but also to support their own wellbeing. For example, support for School Support
Assistants has included delivering a training overview of the ASN Landscape in
Scotland, Child Development and Emotional Coaching training delivered by
Educational Psychologists, as well as support for their personal wellbeing from the
Tree of Knowledge organisation. Other support for staff wellbeing has been provided
by SAMH, Place to Be, and from a Supervision Skills Pilot delivered by Psychological
Services and Inclusion Services. The work in this area of developing the school
support assistant workforce will continue as a priority throughout 2025/2026 and will
evolve based on evaluation and analysis of these training events.
5. ASN Data Strategy – South Lanarkshire Council Progress 2024/2025
5.1. Whilst awaiting further guidance from the Scottish Government regarding the national
approach to ASN data collection and recording by local authorities and acknowledging
that the National Measurement Framework is yet to be published and implemented,
South Lanarkshire Council’s Inclusive Education Service has already proactively
initiated a significant ASN data improvement project. This work aims to enhance the
accuracy and consistency of data, recognising that reliable data at the individual
school level, serves as the foundation for authority-wide accuracy in analysis and
effective strategic planning.
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5.2. ASN data capture is crucial for several reasons, including:- 
 ensuring accurate publication of authority wide data for the purpose of informing
the national census data collection activity
 accuracy of Insight data
 accurate comparisons and benchmarking with comparator Local Authorities,
schools and establishments  
 preparing data that accurately reflects school pupil profiles for inspection
 aiding future planning of services
 fair and transparent allocation of scare resources
 ensuring support is available at the point of need 
5.3. We acknowledge the challenges associated with maintaining consistent and accurate
ASN data recording within a large and complex local authority. Ensuring that data is
kept dynamically up to date across all establishments requires a strategic, authority-
wide approach, built on an agreed model to close gaps in data capture and enhance
consistency.  These challenges are not unique to South Lanarkshire and were
highlighted as a key finding in the Audit Scotland Additional Support for Learning
Briefing Paper, reinforcing the need for systematic improvements across local
authorities. Addressing these complexities through collaborative planning and
standardised processes remains a priority in strengthening ASN data accuracy at both
local and national levels. 
5.4. Currently, ASN data is captured on SEEMIS and this will continue as the second
generation of SEEMIS is under development. 
5.5. Key components of the improvement methodologies that have been implemented
recently, and will be further developed over the next 6-12 months, include:- 
 a refresh of the ASN Data Capture guidance for schools and establishments. The
latest version is dated March 2025. The guidance includes an easy read step-by-
step guide on how to accurately record individual pupil additional support needs
on the pupil record within SEEMIS
 the refreshed guidance includes the updated Stages of Intervention in line with
the revised Inclusion and Equality Framework
 widening the use of authority defined fields in SEEMIS that will enable schools to
capture and record pupils who have a Behaviour Assessment Support Plan
(BASP) in place.  A BASP will typically be created as a result of the additional
support needs and distressed behaviour being exhibited by the pupil that requires
ongoing planning, support strategies and regular review. This directly links to
ASN data capture
 agreement, following consultation with school senior managers, that there will be
two key points in the school academic year where schools and establishments
will be required to ensure that data is cleansed, current and accurate. The two
key dates are as follows:
 the first week in September each year, in preparation for the Scottish
Government Census – of which data is published nationally
 the first week in March each year, in preparation for the Learning
Community Resource Team (LCRT) process of allocating school support
assistants to mainstream provisions which takes place in May of each year
 a refresh of the LCRT priorities which forms the basis of LCRT discussions each
year  
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 the revised priorities have been consulted on and further consultation will take
place at Learning Community meetings in March 2025. The revised priorities
have a clearer focus linked to our relationship-based approaches to supporting
children and young people with ASN
 a data strategy and timeline are being developed for schools to support the LCRT
process for 2025/2026. The Data Officer from the Curriculum and Quality
Improvement Service (CQIS) team has been working closely with officers from
the Inclusive Education Service to improve data capture for LCRT. Data will be
generated at authority level saving schools significant time and resource having
to produce data manually. This will only be successful if data is accurate - hence
the preparatory work that is taking place to support schools to cleanse and update
their data
5.6. In terms of wider consultation with schools the following actions have been delivered:-
 presentation and consultation with all ASN Co-ordinators across all four localities
on how to use the refreshed ASN Data Capture guidance
 consultation with Support Services Co-ordinators who have direct management
responsibilities for school support assistants, including the deployment of school
support assistants, at school and establishment level
 consultation with headteachers on the refreshed LCRT priorities at the
forthcoming Learning Community business meetings
 supporting Career-Long Professional Learning (CLPL) induction sessions for
newly appointed Headteachers on the importance of accurate data recording and
how to do this at school and establishment level
 Locality Senior Manager Pupil Support and Learning Community Support
Services Co-ordinators have hosted school data capture drop-in clinics in
advance of LCRT meetings in May. Schools have been supported by central
officers to cleanse and update their data and provision of assistance to navigate
SEEMIS
5.7. Currently, within South Lanarkshire Council, monitoring progress and outcomes for
our most complex learners is tracked using the ‘B-Squared’ data tool ‘Connecting
Steps’. This tool, initially piloted in 2021, was rolled out across primary supported
provisions and primary/secondary special schools in 2022. This has made the
measurement of ASN progress in learning equitable across South Lanarkshire Council
education provisions. There are a wide range of learners within our specialist
provisions, and many are working within Complex Milestones rather than the
Curriculum for Excellence. Prior to the use of the ‘B-squared’ system assessment and
tracking was predominantly paper-based methods, which made effective data analysis
challenging and did not fully reflect the learner’s journey for parents.
5.8. The B-squared Pre-Early Milestones are based on the Education Scotland Milestones
in Numeracy, Literacy and Health and Wellbeing. Pre-Early and Curriculum for
Excellence (CfE) Levels 1-3 are broken into eight levels each, allowing incremental
tracking of progress at any pace. SQA data capture in the Senior Phase is based on
the outcomes of the courses covered.
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6. Summary
6.1. Audit Scotland’s Additional Support for Learning Briefing (February 2025) reinforces
key recommendations outlined in the Morgan Review, emphasising the importance of
workforce capacity building to effectively support learners with ASN. Additionally, it
highlights the need for a robust and effective data strategy, ensuring that the needs of
learners are accurately recorded and appropriately addressed. South Lanarkshire
Council’s Inclusive Education Service has developed a comprehensive strategic
approach that aligns with these national recommendations. Through structured
capacity-building initiatives and a data-driven framework, the service continues to
strengthen ASN provision, ensuring consistent, high-quality support for learners
across the authority.
6.2. Until the National Measurement Framework is formally introduced and implemented,
it remains premature to determine the precise approach South Lanarkshire Council
will take in responding to the recommendations from the Audit Scotland Additional
Support for Learning Briefing (February 2025).
However, the existing workstreams outlined in this report provide a strong foundation,
ensuring the authority is well-positioned to align with the forthcoming national agenda
on data capture and compliance once further guidance becomes available.
7. Employee Implications
7.1. There are no anticipated employee implications.
8. Financial Implications
8.1. None
9 Climate Change, Sustainability and Environmental Implications
9.1. There are no climate change or environmental implications as a result of this report.
9.2. The Council acknowledges the serious and immediate threat of climate change and is
committed to accelerating the pace of action in response to the climate emergency
and in Scotland’s transition to a net-zero and climate resilient society and economy.
All Resource Plans have recognised sustainable development and climate change as
a key area of focus for 2025/2026.
10 Other Implications
10.1. There are no implications for risk in terms of the information contained in this report.
11. Integrated Impact Assessment and Consultation Requirements
11.1. 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 staff training programmes to meet learner needs and the data
strategy to enhance equity.
Anne Donaldson
Interim Executive Director (Education Resources)
2 May 2025
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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)
Ext:  4452  (Tel:  01698 454452)
E-mail:   aisling.boyle@southlanarkshire.gov.uk
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Report
Agenda Item 
Report to: Education Resources Committee
Date of Meeting: 10 June 2025
Report by: Interim Executive Director (Education Resources)  
Subject: Insight Update: School Leavers 2023/2024 
1. Purpose of  Report
1.1. The purpose of the report is to:-
[purpose]
 provide Committee with information on Leavers Attainment and Destinations from
the recently published Insight Update (March 25) for session 2023/2024
[1purpose]
2. Recommendation(s)
2.1. The Committee is asked to approve the following recommendation(s):-
[recs]
(1) that the Leavers Attainment and Destinations for 2023/2024 be noted.
ekes]
3. Background
3.1.  The Scottish Government has released new leavers data for session 2023/2024
through the benchmarking tool for the senior phase ‘Insight’. Insight provides schools
with a school level statistical summary of attainment. It anonymises data for individual
learners or groups of learners which prevents them from being identified. 
3.2. All key benchmarking data is now available for schools and local authorities as they
move into the improvement planning cycle and look ahead to session 2025/2026.
Improvement plans for next session should take full account of the messages found
from analysing and reflecting upon Insight, with a view to seeking improvements in
outcomes for young people ensuring interventions that maximise attainment for all
learners and support sustainable positive destinations. 
3.3. The time period covered by these statistics means that the results will be affected by
the coronavirus (COVID-19) pandemic and the different approaches to certification. 
3.4. The impact of these different approaches to certification upon school cohort attainment
means that care should be taken when making comparisons over time, particularly
when comparing 2019/2020, 2020/2021, 2021/2022, 2022/2023 and 2023/2024 with
previous or subsequent years. Any comparison between the attainment levels of these
cohorts with other session cohorts should not be seen as an indication that
performance has improved or worsened, without further evidence. 
3.5. South Lanarkshire Council has developed a suite of attainment tools including the
‘Insight Analytical Tool’ which empowers schools to inspect their leavers data at a
learner level. Young people can be identified using this tool and their individual
circumstances can provide context to their attainment. Moreover, the contextual and
circumstantial understanding that schools possess regarding their learners, coupled
9
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with the powers of the tool can allow patterns and trends for groups of learners to be
identified that is not possible by solely using Insight. Consequently, schools can utilise
this information for future improvement planning.
3.6. The local authority, in collaboration with schools, has established the self-evaluation
Statistical Summary Report (SSR) programme. The SSR programme allows schools
to take a retrospective look at certification data and exam performance while looking
at trends and patterns to understand where long term improvements are required.
3.7. As part of the SSR programme, ‘SSR2’ meetings are carried out in April and focus on
the results achieved by all school leavers (from S4, S5 and S6 combined) from the
previous academic year. This allows for discussion of attainment achieved by school
leavers, including the levels of literacy and numeracy with which they leave, school
leavers’ destinations and the school’s resulting improvement priorities for the following
session.
4. Insight Data 2023/2024 (Appendix 1)
4.1 All Leavers (S4-S6)
4.1.1. The 2023/2024 academic year saw promising trends in attainment across most
measures for our leavers as we observed continued improvements in the
achievements of our learners. Our Positive Destination rate for all leavers remains
consistently above the national average. This reflects the effectiveness of the targeted
teaching strategies, robust tracking procedures used in our schools and strong
partnership working. These improvements are indicative of our drive for excellence
and our continued commitment to ensure every learner achieves the best possible
outcomes.
4.2. S4 Leavers
4.2.1. The attainment of our 2023/2024 S4 leavers cohort saw our young people perform
above the national average in all key performance indicators. The number of S4 young
people leaving our establishments is below the national average and reflects the
continued effort to deliver a relevant and engaging senior phase curriculum with
appropriate pathways for all learners.
4.3. S5 Leavers
4.3.1. While most measures show improvement for our S5 leavers, we continue to focus on
this area to ensure that young people leaving school during or at the end of S5 achieve
the best possible qualifications. The S5 positive destinations data for young people
who choose to leave school at the end of S5 is above the national average and virtual
comparator. It is also worth noting that our S5 leavers from the most deprived
backgrounds are securing positive destinations in line with their peers.
4.4. S6 Leavers
4.4.1. The attainment of our 2023/2024 S6 leavers cohort saw our young people perform
above the national average in all key performance indicators, highlighting the ‘added
value’ S6 provides our young people. The continued improving trend of positive
destinations data for S6 leavers reflects the collective efforts of our schools and their
partnerships to support our young people to maximise their time in school, gaining the
qualifications and skills needed to secure a positive destination.
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4.5. Destinations
4.5.1. 3,625 young people left schools in South Lanarkshire in 2023/2024 giving a positive
destination rate of 96.4%. South Lanarkshire sits above the national average and
places 10th within the 32 Local Authorities. Positive destination data for care
experienced young people and young people residing in our most deprived areas is
above the national average. Young people leaving our establishments continue to be
well supported to secure a positive destination post school.
5. Next Steps
5.1. All secondary Head Teachers will meet with the central team by May 2025 to discuss
their 2023/2024 leavers data, including attainment and destinations, as part of the
SSR2 programme. This will provide an opportunity for robust professional dialogue to
support and challenge our schools to continue to improve the outcomes for all young
people in South Lanarkshire Council.
6. Employee Implications
6.1. None.
7. Financial Implications
7.1. None.
8. Other Implications
8.1. There are no implications for sustainability or risk in terms of the information
contained within this report.
9. Integrated Impact Assessment and Consultation Requirements
9.1. This report does not present a new strategy, policy or plan and is therefore not subject
to equality impact assessment.
9.2. There was no requirement to undertake any formal consultation in terms of the
information contained within this report.
Anne Donaldson
Interim Executive Director (Education Resources)
13 May 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:-
Stewart Nicolson, Head of Education (Secondary)
Ext: 4468 (Tel: 01698 454468)
E-mail: stewart.nicolson@southlanarkshire.gov.uk
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AKPIs
All Leavers
2034-2024
SLC National
1@5  89.87% 87.39%
5@5  70.11% 66.55%
1@6  69.09% 66.47%
3@6  55.18% 51.73%
5@6 41.87% 38.98%
1@7 26.99% 25.39% 
KPIs
S4 Leavers
2034-2024
SLC National
5@3 61.94% 60.70%
5@4 52.48% 47.04%
1@5  59.51% 57.0%
5@5  16.8% 14.45%
1@6  9.92% 6.51%
KPIs
S5 Leavers
2034-2024
SLC National
1@5 84.39% 81.67%
5@5 45.09% 45.82%
1@6 42.25% 45.58%
3@6 19.54% 20.73%
5@6  6.99% 8.33%
KPIs
S6 Leavers
2034-2024
SLC National
1@5 98.92% 97.04%
1@6 93.4% 92.54%
3@6 82.24% 80.25%
5@6  65.66% 64.11%
1@7 43.97% 43.96%
School Total
leavers
Positive
No
Negative
No
%
Positive
2023/24
%
Positive
2022/23
%
difference
Biggar High School 127 125 2 98.4 97.6 0.8
Holy Cross High School 253 249 4 98.4 96.6 1.8
Stonelaw High School 224 220 4 98.2 97.1 1.1
Carluke High School 189 185 4 97.9 95.8 2.1
Larkhall Academy 238 233 5 97.9 98.2 -0.3
Cathkin High School 192 187 5 97.4 98.9 -1.5
Strathaven Academy 178 173 5 97.2 98.8 -1.6
Trinity High School  189 183 6 96.8 96.1 0.7
Lesmahagow High School 121 117 4 96.7 98.8 -2.1
Lanark Grammar School 192 185 7 96.4 95.5 0.9
St John Ogilvie High School 193 186 7 96.4 96.6 -0.2
South Lanarkshire 3625 3496 129 96.4 96.9 -0.5
Duncanrig Secondary School 294 283 11 96.3 96.7 -0.4
Calderglen High School 256 245 11 95.7 98.2 -2.5
Hamilton Grammar School 233 223 10 95.7 94.5 1.2
Scotland 55988 53588 2400 95.7 95.9 -0.2
St Andrew's and St Bride's High
School 264 251 13 95.1 97.1 -2
Uddingston Grammar School 232 219 13 94.4 97.3 -2.9
Calderside Academy 250 232 18 92.8 95.5 -2.7
Appendix 1- Insight Update-Leavers February 2025
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; Report
Agenda Item 
Report to: Education Resources Committee
Date of Meeting: 10 June 2025
Report by: Interim Executive Director (Education Resources)  
Subject: School Improvement and Inspection Update 
1. Purpose of Report
1.1. The purpose of the report is to:- 
 provide an overview of the Education Scotland national thematic inspection on
local authority approaches to school improvement 
 provide an update on the work of the Curriculum and Quality Improvement
Service (CQIS) in relation to supporting schools and Early Years establishments 
 provide an update on the outcome of school and Early Years inspections for
2024/2025
 provide an update on future developments to support schools for 2025/2026 
2. Recommendation(s)
2.1. The Committee is asked to approve the following recommendation(s):- 
(1) that the outcome of the national thematic inspection on local authority
approaches to school improvement be noted;
(2) that current and planned progress relating to Education Scotland inspection
support be noted; and
(3) that results of this year’s Education Scotland inspection results for schools and
Early Years establishments be noted.  
[1recs]
3. Background
3.1. In a letter to Directors of Education dated 28 June 2024, HM Chief Inspector of
Education indicated that she wished to ensure that inspection had a key role to play in
supporting improvement across the education system, alongside education authorities
own self-evaluation and improvement approaches. 
3.2. Details of the annual programme of inspection are published on the Education
Scotland website which sets out the numbers of inspections in sectors, as well as an
indication of planned national thematic inspections. One of the national thematic
inspections undertaken in session 2024/2025 focused on local authority approaches
to support school improvement. 
3.3. Schools and Early Years establishments in Scotland are also subject to external
inspections from HMIe.  The number of inspections carried out in each local authority
within a school session depends largely on the size of that authority. South
Lanarkshire Council is the 5th largest local authority by population. The group of local
authorities below are similar in size to South Lanarkshire Council and are, therefore,
used for comparative purposes within this report and will be referred to as ‘Comparator
Local Authorities’.  
10
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- Aberdeenshire
- Fife
- Glasgow City
- Highland
- North Lanarkshire 
South Lanarkshire Council had 17 establishment inspection reports published during
session 2024/2025 (up to 30 May 2025).  Information on Comparator Local Authorities
is contained within Appendix 1.   
4. Education Scotland National Thematic Inspection: Local authority approaches
to supporting school improvement 
4.1. The aim of the national thematic was to provide an opportunity to hear from local
authorities about their current priorities for improving school performance, what was
working well and the challenges faced. Early Years did not feature as part of the
inspection. 
4.2. The review focussed around four key questions with evidence gathered across
each:- 
1. How do local authorities support schools to improve the quality of education
through implementing effective improvement planning and standards and quality
reporting?
2. How do local authorities support schools to improve the quality of education
through self-evaluation and quality assurance?
3. How do local authorities support schools to improve the quality of education
through professional learning?
4. How do local authorities deliver universal support and challenge for all schools,
and/or targeted support for specific schools to improve the quality of education? 
4.3. Education Scotland compiled summary findings for each local authority to support
continuous improvement. A national report,  Local authority approaches to supporting
school improvement, was published in March 2025, detailing the main findings from
across the visits to the 32 local authorities, offering a comprehensive overview of the
strengths, challenges, and opportunities within our education system.
The report can be found using the following link 
https://education.gov.scot/news/national-evaluation-of-local-authority-support-for-
school-improvement/ 
4.4. The national report made the following recommendations:- 
 ensure that all schools receive high-quality, consistent support through robust
universal provision. This should reduce variability within and across local
authorities and secure equitable outcomes for learners
 for schools requiring targeted support, implement robust action planning,
monitoring and accountability. This is essential to ensure that necessary
improvements for learners are secured at pace
 prioritise leadership development for middle leaders, particularly in secondary
schools, where improvement outcomes are less consistent, with a focus on the
principles of self-evaluation for self-improvement
 establish a national professional learning programme for local authority central
officers. This will help to build capacity and professional knowledge in school
improvement and effective support and challenge practices 
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 develop flexible models of support that address the specific needs of rural,
remote, and island schools
 embed local authority collaborative approaches to foster collective accountability
for school improvement, ensuring these are consistently grounded in robust self-
evaluation, and lead to accurate understanding of individual and collective
improvement priorities
 improve the strategic use of data at both local authority and school levels. This
includes developing staff capacity to interpret data effectively and use data-driven
insights to inform self-evaluation, improvement planning, and resource allocation
4.5. In October 2024, a team of inspectors from Education Scotland visited South
Lanarkshire Council to gather evidence for the thematic review. During the visit, they
talked to senior leaders, local authority officers, parents/carers, headteachers,
teachers, representatives from professional associations and elected members.
A copy of the full report can be accessed in Appendix 2. 
4.6. The areas of strength identified were:-
 the South Lanarkshire Council strategic improvement plan is clear and aligns well
to national priorities. The local authority’s school improvement guidance and
framework for improvement provides clear and effective information for schools.
Schools value the culture of collaboration and empowerment that drives quality
assurance approaches by the local authority. They feel appropriately challenged
by their Quality Link Officers to ensure that priorities within school improvement
plans are relevant to the context of the school
 headteachers and central staff benefit from mutually positive and supportive
relationships. Headteachers feel appropriately supported and challenged by local
authority officers. Local authority officers have high levels of professional trust
that headteachers and senior leaders know the quality of learning and teaching
in their schools. Across the local authority, there is a strong emphasis on the
collection and analysis of attainment data to identify how well schools are
performing. Local authority officers use data evidence well to provide support and
challenge headteachers about their school’s performance
 South Lanarkshire has a very clear strategy for building capacity in schools. They
offer a wide range of professional learning opportunities to support school
improvement. Headteachers spoke very positively of the support culture within
South Lanarkshire. Relationships between the headteachers and with the local
authority are very supportive.  Local authority central staff worked with a group
of headteachers to review and refresh the leadership strategy across South
Lanarkshire. This has ensured that previous induction programmes, for example
induction for newly qualified headteachers, reflects current local and national
priorities
 South Lanarkshire’s approach to support and challenge is centred around an
established positive culture and ethos. Central staff work within four school
improvement principles: being proportionate, empowering others, building
capacity, and ensuring sustainability. School senior leaders highly appreciate the
support the local authority provides, and report that they always receive support
if they require it. Local authority officers use data and school-based intelligence
to guide targeted support to establishments, particularly around attainment  
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4.7. The identified next steps for South Lanarkshire Council were in line with inspection
findings and we are well placed to take this forward:-
 as identified, local authority officers continue to monitor impact of school
improvement activity at school and local authority level, particularly around
learning and teaching
 take forward the planned work on an overarching Quality Assurance policy to
support a clear and consistent approach across primary, secondary and
Additional Support Needs (ASN) establishments. 
A more detailed action plan is included in Appendix 3. 
5. Update on the Work of the Curriculum and Quality Improvement Service (CQIS)
to Support Schools Across Session 2024/2025
5.1. School Improvement
 Professional Learning in School Improvement Planning was delivered at the
Primary Headteacher Network sessions in October 2024, the Headteacher
Essentials session in November 2024 and at the Secondary Headteacher
Performance and Improvement Network meeting in March 2025.
 As a result of sampling of schools’ Standards and Quality Reporting and School
Improvement Planning (SQIP) 2024/2025, actions have been taken to adapt the
SQIP proforma for 2025/2026 and to signpost Head Teachers to relevant
professional learning materials and offers of bespoke support/challenge.
 In response to headteacher feedback, school improvement planning resources
for secondary schools have been updated in collaboration with a group of
headteachers. The new resources include supporting documents and templates
that are user-friendly and provide clarity around local authority expectations. The
new resources will also enhance local authority analysis and quality assurance
of improvement plans supporting the development of professional learning and
collegiate activity to support school Improvement.
 The secondary Statistical Summary Reporting Programme (SSR) programme
provides a structured approach to review certification information and exam
performance while looking at trends and patterns to understand where long term
improvements are required. It is intrinsically linked with planning for school
improvement. Actions identified to support performance improvement and raising
attainment are progressed through school improvement plan priorities.
 Matters arising from the SSR programme inform the strategic work of the CQIS
central team to ensure the support is responsive to the needs of schools and
impacts positively on all learners across the secondary schools in South
Lanarkshire Council.
 Focused dialogue on establishment evaluation during Quality Link Officer visits
and headteacher networks.
 The upskilling of senior leaders to manipulate and analyse a range of school data
e.g. use of SSR data for both primary and secondary schools, using an increased
range of tools which includes South Lanarkshire’s BGE tracking and monitoring
tool and attendance tool. 
Collaborative Improvement 
 41 primary schools have been a focus for Year 1 of the Peer School Review
(PSR) programme. As part of a sustainable, empowered system, the schools’
headteachers, working with their staff teams and their Peer Headteachers
identified an aspect of improvement for review and planned collaborative review
activity around it.  
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 Underpinning the PSR programme is a collective commitment from schools to
support and challenge one another, share practice, and agree areas for
continued improvement. As part of PSR, members of the CQIS team have been
involved in 28 PSR visits and associated review activity.
 100% of Focus School Headteachers said they found the PSR experience
professionally beneficial; 25% said they found it more beneficial than they had
expected.
 96% of Peer Head Teachers said they found the PSR experience professionally
beneficial; 52% said they found it more beneficial than they had expected.
 Secondary Deputy Head Teacher (DHT) networks have supported collaborative
improvement activity across our secondary schools. School leaders have worked
collaboratively on key aspects of improvement work related to improving learning
and teaching, enhancing the Broad General Education (BGE) curriculum and
strengthening our approaches to tracking and monitoring.
6. Inspection
6.1. Since August 2016, HMIe have employed a range of inspection models to suit
particular circumstances and contexts and to reflect the changing educational
landscape. The inspection models currently used are:-
 full ‘inspection’ model
 short ‘inspection’ model
 localised thematic model
 neighbourhood model
6.2. Since August 2016, for the full and short types of ‘inspection’ model, HMIe inspectors
have been using the quality indicators (QIs) outlined in “How good is our school?”(4th
edition) (HGIOS4). In inspections of nursery classes and early learning and childcare
centres, the equivalent QIs from “How good is our early learning and childcare?”
(HGIOELC) have been used.
6.3. A full model of inspection evaluates four quality indicators (QIs 1.3 Leadership of
Change, 2.3 Learning, Teaching and Assessment, 3.1 Ensuring Wellbeing, Equality
and Inclusion and 3.2 Raising Attainment and Achievement/Securing Children’s
Progress, whilst a short model evaluates two (QIs 2.3 and 3.2).
6.4. Each QI inspected is evaluated on a 6-point scale as follows:-
1. Unsatisfactory
2. Weak
3. Satisfactory
4. Good
5. Very Good
6. Excellent
6.5. During 2024/2025, 17 South Lanarkshire Council (SLC) establishments were
inspected, and their reports published. This breaks down as:-
 7 primary schools experienced the full model for inspection: 3 of those primary
schools with nursery classes
 6 primary school inspections experienced the short inspection model: 1 of those
primary schools with nursery classes
 3 secondary schools experienced the short model for inspection
 1 secondary school experienced the full model for inspection
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6.6. Although referenced in 3.2, it is difficult to compare establishment inspections across
authorities because of the varying numbers involved. However, a comparative
analysis which scrutinises SLC establishment inspection outcomes with some
comparator authorities demonstrates that SLC’s current inspection profile continues
to be positive with 95.3% of inspections’ outcomes for the inspected Quality Indicators
as good, very good or excellent, compared to Glasgow at 77.4%, Aberdeenshire at
58.6%, Fife at 75.6%, Highland at 47.0% and North Lanarkshire at 45.2%.
6.7. An analysis of establishment’s self-evaluations compared with the evaluations that
they receive during inspection activity demonstrates that there is little variance
between these i.e. establishment evaluations are well aligned to those of inspection
teams.
7. Outcome of Inspections During Session 2024/2025 - Schools
Analysis of overall inspection outcomes (SLC, Comparator Local Authorities,
West Partnership and National)
7.1 A positive outcome for any single inspection is defined as grades of satisfactory and
above. Of the 17 schools inspected this session, almost all received positive
outcomes, meeting or exceeding the national expectations with a grade of satisfactory
or above awarded for all Quality Indicators. Appendix 4 illustrates this further, along
with information for comparative Local Authorities, the West Partnership and
nationally.
7.2 This session, 1 Early Years class, 4 primary inspections and 1 secondary inspection
were also identified by Education Scotland as having practice worth sharing nationally.
This includes practice in the schools’ approaches to:-
The role of children in influencing and leading change in their school is a significant
strength. The Young Leaders of Learning (YLOL) are responsible for the school
improvement priority on skills development. They have created a character, Skills
Steve, to help their peers understand the skills they are developing through their
experiences at school. The YLOL work with a group from another primary school to
extend this work across the learning community. Children are clear about the
difference they are making, and why this important to the school and their community.
Partnership working is a significant strength of the nursery class and school. The
headteacher and staff work very well with partners including the Youth, Family and
Community Learning officer, local third sector organisations and cluster schools. This
work has a strong focus on working with families to secure better outcomes for all
children. Staff and partners provide well planned programmes which support children
and families to improve literacy, numeracy and health and wellbeing. Families,
including those facing the greatest challenges, receive high-quality universal and
targeted support. Staff and partners work with families to overcome any barriers to
engagement and are highly responsive to individual family circumstances.
The extensive achievement programme provided by the Inclusion Support Team (IST).
Staff have developed a creative and innovative approach to maximise qualifications
and accreditation for young people who attend the provision. Staff, supported well by
partners, offer a large variety of experiences and qualifications which enrich and
enhance young people’s experiences. These include accredited outdoor learning
programmes and National Qualifications in areas such as beekeeping, navigation
skills, mental health and wellbeing awards and first aid.
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The staff team have developed highly positive approaches to support children to
understand and celebrate difference across the school. This is evidenced clearly in
the work of the pupil ‘Diversity ambassadors and Dyslexia Ambassadors. Children
learn about cultural, social and learning differences and are developing well the skills
to celebrate difference and challenge discrimination.
The Dyslexia Ambassadors are supporting all children in Calderwood and beyond to
understand what it means to be dyslexic. Children and staff are committed to being a
dyslexia-friendly school. The Ambassadors planned and delivered an assembly to
share information on dyslexia with all children to breakdown stereotypes. They created
posters of famous people who are dyslexic and overcame barriers to be highly
successful in their fields. This is supporting children who require support with learning
to develop their confidence, self-esteem and motivation for learning. Staff and children
together have created a culture of inclusion and equality throughout the Calderwood
learning community.
In session 2022/2023, children’s attendance was 91.2% which was in line with the
national average. As a result of the headteacher’s relentless focus on improving
attendance, this improved to 93.5% in session 2023/2024 which was above the
national average. Senior leaders have undertaken a Collaborative Action Research
(CAR) with the West Partnership to develop strategies to improve attendance. Senior
leaders effectively track and monitor whole school, stage and individual attendance
and identify supports and interventions when attendance is below 90%. Senior leaders
follow all local and national guidance for a few children whose attendance is extremely
low. This is resulting in increasing attendance for identified children.
8. Outcome of Inspections During Session 2024/2025 - Early Years
8.1. Early Years’ establishments and school nursery classes are inspected both by
Education Scotland around the quality of educational provision using Quality Indicators
and separately by the Care Inspectorate. This report only concerns inspections
conducted by Education Scotland. Since session 2022/2023, schools have been
given the option not to undertake an additional inspection by Education Scotland when
they inspect a school if they have been inspected by the Care Inspectorate during the
previous 18-month period.
8.2. During 2024/2025, 4 Early Years inspection reports were published, with associated
evaluative grades for Quality Indicators. All Early Years inspections undertaken were
of nursery classes within primary schools. Appendix 5 illustrates this further.
8.3. Of the 4 Early Years establishments inspected this session, 100% received positive
outcomes, in this instance a grade of good or above for all Quality Indicators. There
were no evaluations of satisfactory or below awarded during any inspection for any of
the Quality Indicators this session.
8.4. One Early Years establishment inspected this session was identified by Education
Scotland as having practice worth sharing nationally. This includes practice in the
establishments’ approaches to:-
Practitioner interactions are a significant strength. Their effective use of questioning
and dialogue ensures children’s interests are sustained. This encourages children’s
curiosity and deepens their learning. Practitioners interact sensitively to allow time for
investigative play opportunities. Children experience an appropriate balance of child-
led and adult initiated learning opportunities that encourages and supports learning.
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8.5. In addition, there was no requirement for follow-up inspection activity as an outcome
of any of these Early Years inspections.
9. Reporting on Inspections
9.1. South Lanarkshire Council reports on individual inspections through the established
Area Committee structure. This allows local elected members to hear a presentation
from the headteacher and/or Quality Link Officer, and to ask questions around the
inspection. A committee paper is prepared for each of these inspections.
9.2. In addition, data from inspections feeds into the evaluation of our Education Resources
plan through the IMPROVE mechanism.
9.3. Education Resources publicises new inspection reports through the Education SWAY
publication.
9.4. Each school is responsible for sending communication regarding the inspection
outcome to parents following an inspection. Paper copies can be made available for
those who are unable to access the internet. It would be expected that a schools’
inspection report and associated evidence would be fully discussed with the Parent
Council. It is worth noting that the chair of the Parent Council is fully involved with the
inspection and receives an advance copy of the letter to parents/carers.
10. Next Steps
10.1. The introduction of a Statistical Summary Report meeting for primary.
Continuation of the Peer School Review Programme with a clear focus on learning
and teaching.
Further development of collaborative improvement networks across secondary
schools.
Continued support and challenge for schools around self-evaluation to secure further
advances in school improvement.
Develop an overarching Quality Assurance policy to support a clear and consistent
approach across primary, secondary and ASN establishments.
On going support from the CQIS Team, including professional learning opportunities,
peer dialogue, provision of resources and targeted support. It is important that Central
Teams continue to be sensitive to the needs and contexts of our schools.
11. Employee Implications
11.1. None
12. Financial Implications
12.1. Financial implications are within existing budgetary resources.
13. Climate Change, Sustainability and Environmental Implications
13.1. There are no implications for climate change, sustainability or the environment
associated with this report.
14. Other Implications
14.1. There are no risk implications in terms of the information contained in this report.
15. Integrated Impact Assessment and Consultation Requirements
15.1. This report does not present a new strategy, policy or plan and is, therefore, not subject
to equality impact assessment.
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15.2. There was no requirement to undertake any formal consultation in terms of the
information contained within this report although paragraph 9 provides details on the
engagement activities to share the inspection outcomes with parents/carers and the
school community. 
Anne Donaldson
Interim Executive Director (Education Resources) 
30 May 2025 
Link(s) to Council Values/Priorities/Outcomes
 Inspiring learners, transforming learning, strengthening partnerships 
Previous References
 None 
List of Background Papers
 Local authority approaches to supporting school improvement 
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 
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Appendix 1 
Information available on the number of Published Inspections 2024/25 of South
Lanarkshire Council and Comparative Local Authorities. 
Number of Inspections of Comparator Local Authorities. 
*Early Years inspections are included as part of primary school inspections by
Education Scotland and are not standalone inspections
** Includes an establishment with a joint campus provision for both primary and
secondary 
Local Authority Type Short Full Total
South Lanarkshire
Early Years 1 3 4*
Primary 6 7 13
Secondary 3 1 4
Total Establishments 9 8 17
Aberdeenshire
Early Years 2 4 6*
Primary 3 6 9
Secondary 2 1 3
Total Establishments 5 6 11**
Fife
Early Years 6 5 11*
Primary 7 7 14
Secondary 0 2 2
Total Establishments 7 9 16
Glasgow City
Early Years   2 2*
Primary 4 8 12
Secondary 1 3 4
Total Establishments 5 11 16
Highland
Early Years 3 2 5*
Primary 6 8 14
Secondary 2 1 3
Total Establishments 8 9 17
North Lanarkshire
Early Years 4 0 4*
Primary 6 3 9
Secondary 3 1 4
Total Establishments 9 4 13
Total   43 47 90 
Analysis of Quality Indicators of Comparator Local Authorities
Local Authority
Number of QI's
evaluated as
'good' or better
% of QI's
evaluated as
'good' or better
South Lanarkshire 61 95.3%
Aberdeenshire 34 58.6%
Fife 62 75.6%
Glasgow City 48 77.4%
Highland 31 47.0%
North Lanarkshire 19 45.2%
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Appendix 2
National Thematic Inspection: Local authority approaches to
supporting school improvement
Summarised Findings
Local Authority South Lanarkshire
Lead HMI Carolanne Calderwood
In October 2024, a team of inspectors from Education Scotland visited South Lanarkshire
Council. During our visit, we talked to senior leaders, local authority officers, parents/carers,
headteachers, teachers, representatives from professional associations and elected
members.
Purpose and themes
The purpose of the visit was to gather evidence about how South Lanarkshire Council
supports school improvement, with a focus on how they support schools to improve the
quality of education through:
• the implementation of effective improvement planning and standards and quality reporting
• self- evaluation and quality assurance
• professional learning
• universal and targeted support and challenge
Context of the local authority
South Lanarkshire is the fifth biggest local authority in Scotland. The size of schools
varies significantly across the authority with primary school rolls ranging from nine to
around 689, and secondary school rolls ranging from around 634 to 1700. There are
nine primary schools with 50 or less pupils. There are seven special schools with rolls
which range from 12 to 119 pupils.
Twenty percent of children and young people in primary and secondary schools live
within deciles 1-2 of the Scottish Index of Multiple Deprivation (SIMD).
Approximately 26% of children in primary schools and 35% of young people in
secondary schools have been assessed as requiring additional support with their
learning.
The average attendance in 2022/2023 was 90.1 %. The national average is 90.2%.
In 2023/2024 in South Lanarkshire Council, children and young people are educated
across 126 primary schools, 17 secondary schools, seven specialist schools and 22
supported learning centers within mainstream schools. Two schools provide Gàidhlig
(Gaelic) Medium Education.
The local authority staffing structure includes an Executive Director; four Heads of
Education; four CQIS Primary Lead Officers; two Strategic Primary Lead
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Theme 1 - How do local authorities support schools to improve the quality of
education through implementing effective improvement planning and
standards and quality reporting?
• How clear and effective are the local authority’s arrangements and advice to schools on self-evaluation,
improvement planning and standards and quality reporting?
• How does the local authority ensure that schools’ self-evaluation is accurate, rigorous and robust, based on
reliable and comprehensive data and information?
• In what ways does the local authority promote collaboration with all stakeholders, especially learners, as
essential to effective self-evaluation and identification of priorities?
• What is the role of central teams in providing critical feedback to school leaders on the
quality/robustness of their self-evaluation and school improvement planning processes?
• To what extent does the local authority use the data from individual school or cluster improvement plans and
standards and quality reports, to direct their officers’ work?
The South Lanarkshire Council strategic improvement plan is clear and aligns well to
national priorities. Their educational purpose is: Inspiring learners, transforming
learning, strengthen partnerships. The priorities include health and wellbeing;
inclusion, equity and equality; curriculum; skills and empowering learners.
The authority launched a new approach for self-evaluation and improvement planning
in 2022. This involves one document which contains the standards and quality report
(SQR) and the school improvement plan (SIP). School leaders welcomed this. On the
whole, headteachers feel this development allows greater clarity and connection
between self-evaluation and planning. However, headteachers across secondary
recognise there is still further work required to streamline the planning process.
Although there are set templates for planning and reporting, headteachers have the
autonomy to use their own format as long as it meets the criteria set by the authority.
The local authority’s SQIP guidance and framework for improvement provides clear
and effective information for schools. This is also reiterated at learning community
meetings where self- evaluation is a key professional learning topic. Guidance details
the need for clear links between standards and quality reports and improvement
plans. As a next step, senior school staff should continue to use more evaluative
language in their SQRs, ensuring impact and outcomes are clear.
The Curriculum and Quality Improvement Service (CQIS) are multi-faceted in their
support to schools. Centrally based staff offer schools a wide range of support
bespoke to their individual needs. For example, they support schools to improve
aspects of pedagogy, play or providing effective feedback to learners. Schools value
the culture of collaboration and empowerment that drives quality assurance
approaches by the local authority. The work of the central team has been
complemented this year by the introduction of Strategic Lead Headteachers across
primary and secondary.
Headteachers (0.4 FTE); four Secondary Lead Officers; and two Strategic Secondary
Lead Headteachers (0.4 FTE). Three cross sector Lead Officers; Equity, Leadership,
Staffing and NQTs, and Supporting Families.
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Headteachers recognise that more formal joined up working on school
improvement priorities could take place. A central view of improvement priorities
across schools would allow for this to happen at a strategic level.
Headteachers peer evaluate school improvement plans at learning community
meetings. They feel appropriately challenged by their Quality Link Officers to
ensure that priorities within SIPs are relevant to the context of the school. Local
authority officers provide helpful verbal feedback to headteachers about the
quality of school improvement plans. Local authority officers should continue to
work with all headteachers to develop agreed approaches to providing high-
quality feedback about self-evaluation and school improvement planning. This will
ensure that headteachers are fully aware of the support and advice being given to
them.
At both local and school levels, parents would like to be more involved in
improvement planning and discussions. Chairs of Parent Councils would
welcome increased opportunity for consultation on local policies through the
parent/ partner forum. Elected members work closely with senior leaders in the
local authority. They meet together regularly to discuss a range of issues related
to education across the local authority. They are provided with information and
data about the performance of schools, including attainment data. Meetings
provide appropriate opportunities for elected members to question and challenge
senior leaders about aspects of school performance. Elected members are
confident that local authority officers are supporting schools well.
Theme 2: How do local authorities support schools to improve the quality of
education through self-evaluation and quality assurance?
• What methods does the local authority use to evaluate school performance (review the quality of
education) for example, gathering evidence from stakeholders, review/validated self-evaluation visits,
attainment analysis)? How effective are these methods? How often does this take place?
• To what extent do officers carry out regular and rigorous evaluation of the quality of school provision?
How is this work quality assured?
• How does the local authority evaluate the quality of learning, teaching and assessment?
• How clear and effective is the advice and support for schools on approaches to self-evaluation and their
quality assurance? How effectively does the local authority moderate this at strategic and school levels?
• How does the local authority identify and share effective practice through quality assurance? Is this
making a difference across the authority?
All schools are assigned a Quality Link Officer who is a central key contact and
provides professional and pastoral support. Headteachers and central staff benefit
from mutually positive and supportive relationships. Headteachers feel appropriately
supported and challenged by local authority officers.
Staff use an online portal well to support school improvement, quality assurance and
sharing of effective practice. This portal provides easily accessible and useful
information to support schools across a wide range of areas including quality
assurance and professional learning. The portal includes examples of good practice
in specific areas such as inclusion, curriculum and pedagogy. Staff are positive about
how this online tool supports self-evaluation, quality assurance and school
improvement.
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Last school session, the local authority revised their quality assurance
approaches across schools. Previously, quality link officers visited schools three
times each year to offer support and challenge. In response to capacity
challenges, the local authority is adopting a more proportionate approach to
quality assurance. This approach is designed to empower school leaders to have
a greater role in self and peer evaluation. Quality link officers now visit all schools
in term one. These visits include discussions about school improvement plans,
attainment data and the use of Pupil Equity Funding. As a result of these visits,
local authority officers determine if further support is required. Prompt sheets are
used by local authority officers during visits to record aspects of the school’s
performance such as tracking and monitoring, curriculum rationale, attainment
and equity. The newly introduced prompt sheets are not currently shared with the
school and are used by local authority officers to collate information about the
school, including any supports and interventions. As part of these new
approaches to quality assurance, the impact of all visits and interventions for
each school will be reviewed in March 2025. Term one meetings also include
discussions about the quality of learning and teaching. 
Local authority officers have high levels of professional trust that headteachers
and senior leaders know the quality of learning and teaching in their schools.
They are confident that, through the school’s quality assurance approaches,
headteachers understand the strengths and needs of their schools. Going
forward, the local authority should continue to monitor the impact of this
proportionate approach to quality assurance. This will help determine if changes
are having an impact on the information about schools that is available to local
authority officers. 
Local authority officers conduct two Statistical Summary Report (SSR) visits to all
secondary schools each year. These visits include discussions related to school
improvement plans as well as attainment data. Statistical Summary Report
meetings include peer headteachers who contribute to discussions.
Headteachers in secondary schools value these meetings and benefit from
opportunities to collaborate with and challenge each other.
Across the local authority, there is a strong emphasis on the collection and
analysis of attainment data to identify how well schools are performing. Schools
submit attainment data to the local authority three times during the year. A
recently introduced broad general education (BGE) tracker collates and
processes school attainment data. This is providing the local authority and
headteachers with a tool that allows detailed analysis about the attainment of
classes, groups and individual children and young people. Local authority officers
use data evidence well to provide support and challenge headteachers about
their school’s performance. 
Local authority officers have recently introduced peer school review approaches
across all schools. These replace validated self-evaluation visits. In primary
schools, headteachers work together in trios or quads to plan and implement
these reviews. Headteachers identify a specific area of the work in their own
school that will be the focus of the peer review. Secondary schools also engage
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Theme 3: How do local authorities support schools to improve the quality of
education through professional learning?
• What professional learning does the local authority currently provide to support school improvement?
• What is the impact of this on developing the skills and knowledge of school leaders and staff on school
improvement?
• What support systems (e.g., mentoring, networks of practice, peer support groups, cluster support) are
available for school leaders and staff? How are these approaches improving school performance and
outcomes for learners?
• To what extent do senior leaders have opportunities to support improvement beyond their own
establishment? What difference is this making?
• How effectively does the local authority utilise Associate Assessors (if applicable) to support school
improvement across establishments.
• Does the local authority’s professional learning strategy draw on support from national organisations?
South Lanarkshire has a very clear strategy for building capacity in schools.
They offer a wide range of professional learning opportunities to support school
improvement. Each lead and development officer oversees relevant professional
learning pertinent to aspects within their quality improvement remit. A recent
focus on robust data analysis to support the education priorities has provided
valuable intelligence to inform the offers of professional learning to staff at all
levels.
In order to streamline the system, all professional learning opportunities are now
publicised through a shared digital platform. This ‘one stop shop’ includes
professional learning offers from South Lanarkshire Council, the West Partnership
and from national groups such as Education Scotland. Data on participation of
these courses is collated. As a next step, authority senior leaders may want to
consider using the collated information to analyse participation uptake.
Local authority central staff worked with a group of headteachers to review and
refresh the leadership strategy across South Lanarkshire. This has ensured that
previous induction programmes, for example induction for newly qualified
headteachers, reflect current local and national priorities. There is now a suite of
bespoke programmes to support leadership at all levels. These include a
refreshed programme for newly qualified teachers, early career teacher support
programme, Into Headship network programme and a new headteacher induction
programme. Plans are underway to launch a middle leader programme in
in peer reviews through collaborative improvement visits. Peer review approaches
in both primary and secondary schools are designed to empower headteachers to
evaluate aspects of performance in their own and other schools. Senior leaders in
schools are positive about these new approaches and the opportunities they will
offer to build capacity and improve self-evaluation. Peer school reviews and
collaborative improvement visits are at the early stages of implementation. Going
forward, senior leaders should monitor how these new approaches impact on
school improvement both at an individual school level and across the local
authority. This should include monitoring of plans in place to ensure peer reviews
provide accurate information about the quality of learning and teaching in schools.
As identified, local authority officers should now develop cohesive guidance that
provides an overview of quality assurance approaches across schools in South
Lanarkshire.
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January 2025. As the refreshed offer is in its infancy, it is too early to report on
impact. 
Professional learning for staff on the effective use of data to support school
improvement, including data drop-in clinics, is supporting staff very well to
understand and use data to identify areas for improvement. It has supported the
introduction of new data analysis tools and has increased the confidence and
data literacy of staff. Headteachers have welcomed this warmly. 
Headteachers spoke very positively of the support culture within South
Lanarkshire. Relationships between the headteachers and with the local authority
are very supportive. There are a number of authority networks which contribute to
this culture, for example, locality networks, a peer headteacher system and
Depute Head Teacher (DHT) remit working groups. Senior leaders in the focus
groups were very complimentary about the level of support they received from
each other and from the central team. A next step highlighted by school senior
leaders is to reestablish the secondary subject specific networks. This is seen as
important for future developments on the curriculum. 
All headteachers in secondary schools feel empowered to support and challenge
their peers through a collaborative improvement system. They value the
opportunities to support improvement beyond their own school and talk positively
about the learning they benefit from through this approach. 
Strategic Lead headteachers have been seconded 0.4fte to the authority to
support school improvement. They have been involved in a range of professional
learning activities across establishments, such as play pedagogy, classroom
observations, supporting evaluation of quality indicator 2.3 and supporting policy
writing. It is too early to report on the impact of these roles. However, it is
recognised by headteachers that this bridging role is invaluable in supporting
school improvement. 
There are now seven Associate Assessors (AA) across the authority with mixed
levels of experience. The experienced AAs have been involved in providing
advice and guidance to headteachers prior to inspection. Some of the AAs are
now also strategic headteachers and are using their expertise to support schools
through this role. A next step for the local authority would be to formalise how
authority AAs could further support school improvement at a universal level.
Central staff value their own professional learning in order to support schools and
school improvement. One of the Heads of Service responsible for secondary is
currently chair of the ADES Curriculum, Assessment and Qualifications Network.
This has provided valuable insight into the national perspective and informs
approaches within South Lanarkshire. 
Secondary headteachers identified a desire to expand opportunities for joint
classroom observations across schools and a need to validate self-evaluation
standards through their peer network. This will further support confidence with
national standards.
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Theme 4: How do local authorities deliver universal support and challenge for
all schools, and/or targeted support for specific schools to improve the quality
of education?
• What is the universal offer of support and challenge for all schools?
• How does the local authority use the data from individual school or cluster improvement plans and
standards and quality reports, to provide targeted support?
• What measures are used to identify the need for targeted support?
• Is there targeted support for specific schools? What might that look like? (examples?) What action is
taken if a review of a school concludes that a school is not performing satisfactorily and requires
targeted support?
• What support systems (for example: mentoring, networks of practice, peer support groups) are available for
school leaders and staff?
• What is the role of central staff in facilitating/contributing to collaborative approaches, which improve
school performance and outcomes for learners?
South Lanarkshire’s approach to support and challenge is centred around an
established positive culture and ethos. Central staff work within four school
improvement principles; being proportionate, empowering others, building capacity,
and ensuring sustainability. The support and challenge provided to schools has
evolved over time from being led by central staff to a more collaborative peer
approach. All schools have a named Quality Link Officer who oversees a learning
community. There are four learning community meetings throughout an academic
year as well as two headteachers meetings, six secondary network meetings and
four primary network meetings (with two additional drop ins).
Local authority staff provide all schools with robust data on attainment and
attendance. This is providing school leaders with a quicker and more efficient way to
analyse data. Headteachers have welcomed the new BGE tracking and monitoring
tool which was devised by the Data Officer and the DHT Data Group. This has the
potential to support senior school leaders to have an overview of progression within
the BGE. It is too early to monitor the impact of this tool.
School senior leaders highly appreciate the support the local authority provides, and
report that they always receive support if they require it. Local authority officers use
data and school-based intelligence to guide targeted support to establishments,
particularly around attainment. This could include support from lead officers, peer
headteachers or the Education Scotland Attainment Advisor. There is evidence of
how this targeted approach is supporting individual schools to raise attainment. As a
next step, senior local authority staff should as planned review and monitor the
impact of school support. This should include a clear overview of universal and
targeted support, and robust procedures in identifying schools who require
additional support.
As identified by the local authority, the seven special needs schools should be
involved in more rigorous scrutiny activities. This work has started with the
involvement of the headteachers shadowing the SSR meetings.
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Opportunities/Challenges 
The local authority senior team have identified the following challenges; 
• Changes to the local authority’s senior management team,
• National decisions and agendas influencing the work at local level, e.g. mobile
phone policy and behaviour in schools,
• The increase in additional support needs, managing expectations and building
capacity across school staff,
• Financial restrictions on council budgets.
5. Any other relevant information 
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Appendix 3
Education Scotland National Thematic Inspection: Local authority approaches to supporting school improvement
South Lanarkshire Council Action Plan
Theme Area for improvement Actions Timeline
Theme 1: How do
local authorities
support schools to
improve the quality
of education through
implementing
effective
improvement
planning and
standards and
quality reporting?
Senior school staff should continue to use
more evaluative language in their SQRs,
ensuring impact and outcomes are clear.
Local authority staff to collate a central
view of improvement priorities across
schools at a strategic level.
Local authority officers should continue to
work with all headteachers to develop
agreed approaches to providing high
quality feedback about self-evaluation and
school improvement planning.
Professional learning for senior leaders on the
use of evaluative language to inform school
improvement planning and self-evaluation
activity.
Undertake a collection of school improvement
priorities across primary and secondary.
Review of quality assurance processes to
incorporate a more focussed discussion on
school improvement activity.
Jan-June 2025
Complete
June-Sept 2025
Jan-June 2025
Complete
Theme 2: How do
local authorities
support schools to
improve the quality
of education through
self-evaluation and
quality assurance?
Continue to monitor the impact of this
proportionate approach to quality
assurance.
Monitor plans in place to ensure peer
reviews provide accurate information about
the quality of learning and teaching in
schools.
As identified, local authority officers should
now develop cohesive guidance that
provides an overview of quality assurance
approaches across schools in South
Lanarkshire.
Review as part of the ongoing evaluation of
quality assurance processes to support an
updated quality assurance policy.
Ensure all peer reviews have a focus on
learning and teaching for session 2025/26.
Provide updated guidance to schools on
quality assurance practices across schools.
Aug 25 – June 26
Jan-June 2025
Complete
Jan-Aug 25
Theme 3: How do
local authorities
support schools to
improve the quality
A next step highlighted by school senior
leaders is to reestablish the secondary
subject specific networks.
Re-establish secondary subject specific
networks.
Aug-Oct 25
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of education through
professional
learning?
A next step for the local authority would be
to formalise how authority AAs could
further support school improvement at a
universal level. 
Secondary headteachers identified a
desire to expand opportunities for joint
classroom observations across schools
and a need to validate self-evaluation
standards through their peer network.
Continue to work with AAs to support school
evaluation and inspection. 
Further develop professional learning on How
Good Is Our School, quality indicator 2.3,
Learning, Teaching & Assessment for senior
leaders. 
Jan-Dec 25 
Aug-Dec 25 
Theme 4: How do
local authorities
deliver universal
support and
challenge for all
schools, and/or
targeted support for
specific schools to
improve the quality
of education?
As a next step, senior local authority staff
should as planned review and monitor the
impact of school support. This should
include a clear overview of universal and
targeted support, and robust procedures in
identifying schools who require additional
support.
Engage with stakeholders to consult on
universal and targeted support and produce
additional guidance to schools. 
Jan-June 25 
Complete 
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Appendix 4 
Analysis of Quality Indicators; Schools (Primary and Secondary) 
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Appendix 5 
Analysis of Quality Indicators; Early Years 
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Report
Agenda Item 
Report to: Education Resources
Date of Meeting: 10 June 2025
Report by: Interim Executive Director (Education Resources)  
Subject:  West Partnership Regional Improvement Collaborative
Lessons from 2017 to 2025 
1. Purpose of Report
1.1. The purpose of the report is to:-
[purpose]
 inform Committee of the key actions undertaken by the West Partnership
(Glasgow City Region Education Improvement Collaborative) between 2017 and
2025, their impact and the lessons learned for future regional collaboration 
2. Recommendation(s)
2.1. The Committee is asked to approve the following recommendation(s):-
[recs]
(1) that achievements of the West Partnership highlighted within the report be
noted.
[1recs]
3. Background
3.1. Regional Improvement Collaboratives (RICs) were established in 2017 as a national
initiative to bring about improvement for all schools in Scotland. They were intended
to bring together local authorities and Education Scotland, facilitate collaborative
working and provide educational support to practitioners. 
3.2. The Glasgow City Region Education Improvement Collaboration, known as the West
Partnership brings together authorities from across the Glasgow City Region; South
Lanarkshire is a member of the West Partnership. 
3.3. This report summarises evidence from two recent papers on the West Partnership and
draws out key lessons for future collaboration. 
4. The West Partnership Regional Improvement Collaborative (2017 to 2025)
4.1. The report attached as Appendix 1 details the work of the West Partnership Regional
Improvement Collaborative between 2017 and 2025. 
4.2. The report sets out the context in which RICs were established before describing the
maturation of the West Partnership over time. 
4.3. The report is broken into four distinct chronological sections, with brief studies of
activity provided for each period. 
4.4. Section One covers 2017 to 2020 and details the early establishment of the West
Partnership. 
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4.5. Section Two covers ‘the pandemic’ years – 2020 and 2021. This section focuses on
how the West Partnership dynamically responded to a once-in-a-lifetime event to
support our educators and children and young people.
4.6. The third section covers the years 2022 to 2024 – a period categorised by as a
returning to a focus of improvement. During this period the West Partnership activity
focused on upscaling impactful interventions and contributed to the development of
new system knowledge, for example, in relation to Artificial Intelligence and the
implementation of 1140 hours.
4.7. The fourth section, covering 2024 to the present day, explores what comes next for
Scotland’s biggest regional collaborative. Following the tapering of RIC funding
nationally, the section details work which has been undertaken to ensure positive
elements of collaboration remain.
4.8. Importantly, as well as noting the key actions undertaken by the West Partnership and
their impact, the report summarises lessons from this period. These include:
 the West Partnership governance arrangements have been responsive to the
environment and ensured a focus on meeting emergent needs
 the ability of the education system to innovate and rapidly upskill – the Covid-19
pandemic resulted in the learning of new technologies which have seen
sustained use
 the role of RICs in spreading knowledge and skills around a system and in
creating new learning and understanding
4.9. Throughout the report, reference is made to the Robert Owen Centre’s external
evaluation, and evaluations of RICs by the Scottish Government to demonstrate how
West Partnership work has been externally examined over time.
5. Drawing Out Lessons from Regional Collaboration in Scotland (2017 to 2025)
5.1. This report summarises evidence generated over the past seven years and draws on
the experience and reflections of Professors Chapman and Donaldson in relation to
the evolution of the West Partnership.
5.2. The paper clearly demonstrates the impact of the West Partnership in several key
areas highlighting:-
 the impact directly on schools and classrooms (page 13) through high quality
professional learning programmes
 enhanced sharing of ideas, tools and resources leading to a network learning
system (page 14)
5.3. Professors Chapman and Donaldson conclude that ‘The findings from various
evaluations suggest that the WP is making very strong progress in supporting
improvements in the quality of teaching and learning in educational establishments
and promoting positive outcomes of children and young people.’ (Page 15).
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5.4. The paper also identifies several key factors that enabled the West Partnership to
collaborate effectively (page 16); these include: 
 strategic leadership
 networked learning and collaboration
 building data-informed systems, tools and resources
 evidence-based models of good practice
 practitioner-led programmes
 planning and organisation
 scaling through peer recommendation
 focusing on ‘hot issues’
 awareness of opportunities
 workforce capacity 
5.5. Finally, the paper sets out considerations designed to ensure that the benefits of
regional collaboration continue to be realised. These considerations will support the
West Partnership as it implements the new Collaborative Framework. 
6. Partnership Working
6.1. The progress of the West Partnership in supporting effective partnership working has
been recognised in both reports and externally through analysis carried out by the
Scottish Government. The Scottish Government review was published in January
2024 noted that across Scotland RICs:- 
 were engaging with approximately 30% of schools whilst accounting for 0.1% of
education spending in Scotland
 have continued to strengthen collaboration across and between local authorities,
between RICs and with other partners 
7. Conclusion
7.1. Evidence from these two papers along with the West Partnership Evaluation Report
2023/2024 demonstrate the impact in enhancing collaboration, improving knowledge
and confidence and changing practice. The focus in the West Partnership on
excellence and equity, underpinned by an approach with enables staff to take
collective action and deliver improvement is clearly adding value. 
7.2. Originally RICs were established to:- 
 provide excellent educational improvement support for headteachers, teachers
and practitioners through dedicated teams of professionals. These teams will
draw on Education Scotland staff, local authority staff and others
 provide coherent focus across all partners through delivery of an annual regional
plan and associated work programme aligned with the National Improvement
Framework
 facilitate collaborative working across the region, including sharing best practice,
supporting collaborative networks and pursuing partnership approaches 
7.3. Based on the external evaluation of the Robert Owen Centre and Processors
Chapman and Donaldson, along with the data on engagement from practitioners, the
West Partnership is delivering on these aims and is well placed to continue to meet
the needs of its stakeholders and support improvement in the future. 
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8. Employee Implications
8.1. None
9. Financial Implications
9.1. None
10. Climate Change, Sustainability and Environmental Implications
10.1. There are no climate change or environmental implications as a result of this report.
10.2. The Council acknowledges the serious and immediate threat of climate change and is
committed to accelerating the pace of action in response to the climate emergency
and in Scotland’s transition to a net-zero and climate resilient society and economy.
All Resource Plans have recognised sustainable development and climate change as
a key area of focus for 2025-26.
11. Other Implications
11.1. None
12. Integrated Impact Assessment and Consultation Requirements
12.1. This report does not present a new strategy, policy or plan and is, therefore, not subject
to equality impact assessment.
12.2. 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)
16 May 2025
Link(s) to Council Values/Priorities/Outcomes
 Education and learning: inspiring learners, transforming learning, strengthening
partnerships
Previous References
 None
List of Background Papers
 West Partnership Improvement Collaborative: Improvement Plan 2024/2025
Contact for Further Information
If you would like to inspect the background papers or want further information, please
contact:-
Stewart Nicolson, Head of Education (Secondary)
Ext:4468 (Tel:01698 454468 )
E-mail: Stewart.nicolson@southlanarkshire.gov.uk
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THE WEST PARTNERSHIP
REGIONAL IMPROVEMENT
COLLABORATIVE – 2017 TO 2025
Executive Summary
This report tells the story of the West Partnership Regional Improvement Collaborative between
2017 and 2025. The report explains the context in which Regional Improvement Collaboratives were
established before detailing the maturation of the West Partnership over time. The report is broken
into 4 distinct chronological sections, with brief case studies of activity provided for each period.
The first section covers the years 2017 to 2020 and details the early establishment of the RIC. The
second section covers ‘the pandemic’ years – 2020 and 2021. This section focuses on how the West
Partnership dynamically responded to a once-in-a-lifetime event to support our education system in
a time of need. Examples of support given to leaders and practitioners are provided whilst also
showing the direct impact of West Partnership activity on the learning experience of our children
and young people. The third section covers the years 2022 to 2024 – a period understood as
returning to a focus on improvement. Examples are given of West Partnership activity which
contributed to system knowledge, upscaling of impactful interventions and responding to new
systemic issues. The fourth section, covering 2024 to the present day, explores what comes next for
Scotland’s biggest regional collaborative. Following the winding down of RICs nationally, the section
details work which has been undertaken to ensure positive elements of a networked learning
system remain. Finally, a conclusion reflects upon 7 years of West Partnership work, drawing out
key lessons from a highly disrupted period in Scottish education. Throughout this report, reference
to the Robert Owen Centre’s external evaluation, and evaluations from the Scottish Government,
are provided to demonstrate how West Partnership work has been externally examined over time.
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Table of Contents
Executive Summary ...................................................................................................................... 1
Introduction ................................................................................................................................. 3
Launching the RIC – The West Partnership’s Early Years (2017-2020) .............................................. 4
The Wider Context of Regional Improvement Collaboratives ....................................................... 4
Starting The West Partnership ................................................................................................... 6
Early work in the RIC ................................................................................................................. 7
Robert Owen Centre: External evaluation of early West Partnership activity................................. 8
Establishing the new normal – The West Partnership enters the pandemic (2020-2021) ................. 11
Responding to emergent need- Supporting practitioners .......................................................... 12
“Reassurance” - Supporting decision making in times of crisis ................................................. 13
Supporting learners – West Online School (West OS) ................................................................ 15
Scottish Government RIC Interim Review ................................................................................. 17
After the crisis – returning to improvement (2022-2024) ................................................................ 18
Revising evaluation ................................................................................................................. 18
Building from the pandemic – developing delivery and pivoting where appropriate ..................... 19
Scaling up effective programmes – Improving our Classrooms.. and the rest ............................. 21
Dealing with new problems – School Attendance ..................................................................... 23
Pushing knowledge around the system .................................................................................... 25
Sharing new knowledge: Artificial Intelligence (AI) ................................................................. 25
Generating new knowledge: 1140 Hours Evaluation .............................................................. 27
Moving from the RIC to the Collaborative Framework (2024-Present) ............................................ 29
Scottish Government Review................................................................................................... 29
OECD Review ......................................................................................................................... 30
Collaborative Framework ........................................................................................................ 31
Conclusion ................................................................................................................................ 33
References ................................................................................................................................ 36
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Introduction
The West Partnership is made up of 8 local authorities based in the Glasgow City Region. These
local authorities are East Dunbartonshire, East Renfrewshire, Glasgow City, Inverclyde, North
Lanarkshire, Renfrewshire, South Lanarkshire and West Dunbartonshire. The RIC accounts for
approximately 35% of Scotland’s pupils – almost a quarter of a million pupils spread across just
over 700 primary, secondary and special schools. Over half (55%) of all West Partnership pupils
reside in SIMD quintiles 1 and 2, with data from the Children in Low Income Families dataset
suggesting that 40% of Scotland’s children living in low-income families reside in West Partnership
local authorities. The West Partnership is diverse along several demographic lines. Many of
Scotland’s most and least deprived SIMD zones are present within our region. Most of our pupils
reside in urban areas, yet many of our local authorities operate within remote and rural areas. We
have 2 primary schools with 10 or less pupils and Scotland’s biggest secondary school.
This report provides a chance to reflect upon the work of Scotland’s biggest Regional Improvement
Collaboration (RIC) between 2017 and 2025. The report is broken into four chronological sections.
First, we explore the context in which RICs were established and detail some of the early work of the
West Partnership. Second, we examine the work of the West Partnership as it charted through the
waters of a once-in-a-lifetime pandemic. Here we see how the RIC supported school leaders and
practitioners alike. Third, we investigate how the RIC returned to improvement work after the initial
disruption of the pandemic. In this section we look at how the RIC itself turned to generating new
knowledge in our system, how effective programmes were upscaled to reach a wider audience, how
pandemic-enforced changes to work were harnessed in new ways and how evaluation was
revitalised within the partnership. Fourth, we analyse how the West Partnership moves on following
the curtailment of RICs in 2024.
Finally, we conclude by summarising lessons from this period. This report is written from the West
Partnership’s perspective, yet we draw upon evaluative evidence presented by both the Robert
Owen Centre at the University of Glasgow and the Scottish Government via its own evaluation
processes. Alongside this external evaluation, we use case study examples throughout the report to
evidence how the West Partnership responded to the challenges of those times and of emergent
areas of interest for improvement. One key question that this report wishes to address is to what
extent did/does the West Partnership meet the needs of those who work in our system, and did it
fulfil its intended purpose. To answer this question, we first need to explore the context in which
RICs and the West Partnership were established.
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Launching the RIC – The West Partnership’s Early Years
(2017-2020)
The Wider Context of Regional Improvement Collaboratives
Regional Improvement Collaboratives were announced by the then Cabinet Secretary for Education,
John Swinney, in 2017.  In the Scottish Government’s Education Governance; Next Steps (2017, p7)
report, the aspirations of RICs were detailed as follows (1):
Regional improvement collaboratives will:
• provide excellent educational improvement support for headteachers, teachers and
practitioners through dedicated teams of professionals. These teams will draw on Education
Scotland staff, local authority staff and others;
• provide coherent focus across all partners through delivery of an annual regional plan and
associated work programme aligned with the National Improvement Framework;
• facilitate collaborative working across the region, including sharing best practice,
supporting collaborative networks and pursuing partnership approaches; and
• be led by a Regional Director, to be appointed by the Scottish Government and to report to
the HM Chief Inspector/Chief Executive of Education Scotland. 
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Whilst RICs were formally launched in 2017, their creation was situated in the context of other key
policies or recommendations from external agencies. The value and importance of collaboration as
a tool to generate improvement was a key focus of the work of the International Council of
Educational Advisors (ICEA) (2017, p2), who had briefed ministers that collaboration in education
was “uneven and ... not sufficiently ingrained throughout the education system(2). The promotion of
collaboration at a regional level was also recommended by the Institute of Public Policy (2017, p7)
(3), who recommended that
Regional education partnerships should be created above the level of local authorities to
lead on workforce planning, teachers’ continuing professional development and to take
responsibility for funding, evaluating and measuring the impact of attainment activity in
schools at a regional level.
The suggested focus on continuing professional development was also generated in the context of
what the OECD (2015) framed as “strengthening the middle” (4), which the Scottish Government
(2016, p11) understood as (5): 
enhancing the capacity of teachers, practitioners, early learning and childcare settings and
schools to collaborate and become mutually accountable for improvement; how they work
with other partners; and the role of local authorities and other partners in leading and
supporting improvement in education.
The need to drive improvement across the system was also a response to wider recommendations
and policies around the poverty related attainment gap. The OECD’s (2015) focus on “strengthen
the middle” was also proposed alongside “relentlessly closing the gap and raising the bar
simultaneously”. As such, the Scottish Attainment Challenge policy of 2015, and its focus on
closing the poverty related attainment gap, was a key precursor to Regional Improvement
Collaboratives.
In summary, the theory of change around RICs was that they would strengthen collaboration
between schools, local authorities, Education Scotland and government which would generate
improvements within the classroom that would ultimately close the poverty related attainment gap. 
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Starting The West Partnership
The RICs were established via a two-phase process (6). Phase one covered October 2017 to August
2018, with the West Partnership launching in January 2018. In February of 2018, a draft version of
the West Partnerships initial improvement plan was presented to the City Region Education
Committee. In this first improvement plan, two of the West Partnerships values which remain today
were stated for the first time (7):
“The aim of the West Partnership is clear. We want to ensure we bring about excellence
and equity in education across the entire region” (emphasis added)
The draft plan outlines three key areas of focus which built on work existing within the region. These
were 1) quality improvement, 2) learner journey and 3) early learning and childcare. Suggested
critical indicators were offered for each thematic area. An update to the committee in April 2018
noted that alongside three thematic workstreams, a fourth was working on evaluation of RIC related
activity and constructing a comprehensive set of critical indicators to assess the impact of the West
Partnership (8).
An updated Improvement Plan was taken to committee in August 2018 which explicitly stated the
West Partnership’s vision as Equity, Excellence and Empowerment (9). At this point the West
Partnership had moved on from three workstreams and now proposed 8 workstreams covering
collaborative learning networks, empowerment, curricular networks and networks of ASL schools,
CLPL which will build learning networks, systems improvement, curriculum design, leadership and
succession planning, and families and communities (10). The plan also detailed remits and actions
for each workstream, whilst also identifying members of each local authority who constituted a
steering group for individual workstreams.
The Scottish Government evaluation of the phase one establishment of RICs was completed in 2018
and published in February 2019 (11). The interim review (2018, p5) concluded that:
Overall, stakeholders felt that RICs were in their early days of operation, and that the
timetable for setting up structures and developing plans had been tight. Stakeholders also
felt it was important to recognise that phase one RIC activity has largely been taken forward
without additional resources. The availability of resources to support phase two plans was
welcomed.
Governance arrangements for RICs were broadly seen as successful, with strong buy-in from senior
officers and clear links between partners and local authorities. The planning process was positioned
as well-informed by data and research, and whilst RIC plans aligned with national priorities, the
interim review suggested there was a need for better integration with school priorities and more
effective measurement of progress. It was also noted that the full impact of RICs, including joint
working and sharing best practices, would take time to materialise. Phase two of the establishment
of the RICS began in the 2018/19 session – the session to which we now turn.
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Early work in the RIC
The West Partnership’s first full evaluation report was presented to the Glasgow City Region
Education Committee in August 2019 (12). The report (2019, p4) noted that early activity in the
partnership had:
focused on working with headteachers, depute headteachers, heads of early learning and
childcare settings and senior council officers. As the year progressed, more practitioners
were included and involved through the assessment and moderation activities, collaborative
learning networks and extensive stakeholder consultation to develop proposals for
curricular/specialist networks. Harnessing the collective responsibility of staff to shift the
ownership of change is central to achieving the ambition for the West Partnership.
The report provided an overview of work completed in each of the workstreams. Collaborative
enquiry and the partnership between the RIC and the Robert Owen Centre via collaborative learning
networks was described for the first time:
Collaborative learning networks were formally launched in May 2019, attended by 40
schools/early learning and childcare (ELC) settings and 80 staff. Sessions led by University
of Glasgow and practitioners framed the concept, characteristics, potential of collaborative
learning networks to positively impact on learning and teaching.(13)
The report also notes that the plan was for collaborative learning networks to develop over several
years:
A comprehensive plan was agreed by the Board in May 2019 to take these collaborative
learning networks forward over the next five years. On an annual basis two new collaborative
learning networks will be launched each May and September. With each new cohort being
made up from a minimum of 40 school or early learning and childcare setting from across
the region. Each cohort will involve a maximum of 100 participants who will be matched into
eight to twelve collaborative learning teams (14).
Collaborative learning networks as a standalone workstream would be removed a few years later
but the approach would remain across all workstreams. This early work provided the basis for that
later decision. Furthermore, the report provided a definition of collaboration that would also remain
relevant to the West Partnership in the following years (13):
“Collaboration involves working together to understand and improve pedagogy for agreed
purposes, which leads to better outcomes, informed by evidence and critical self-
reflection”.
The 2018/19 evaluation report also covered a few activities which pre-dated the RIC, such as
Improving Our Classrooms (IOC) and the Making Maths Count annual conference. The report notes
that ‘four local authorities expressed an interest in participating in a West Partnership version of the
[IOC] programme’(15), which had run in Glasgow over several years. A positive evaluation of the first
West Partnership Maths Conference, which ran in September 2018, is provided. The conference was
run in collaboration with Making Maths Count, which was set up in 2015 (16). Both IOC and the
maths/numeracy specialist network would develop over the following years.
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Unsurprisingly for the time, professional learning opportunities were run in-person. Whilst the report
paints a predominantly positive picture of the session’s activities, it is noted that some CLPL work
was limited by “limited capacity of the venue and financial implications” meaning that “it was
unfortunately not possible for all heads to participate” (17). The report explains that places were
offered to each local authority on a pro-rata basis based on the size of each authority. In the coming
years limitations around venue capacity would be less influential as new ways of working meant that
online delivery could boost the reach of West Partnership activity.
The report also demonstrates the infancy of some activity. For example, the leadership workstream
which was orientated around succession planning had mainly focused on analysing each authority’s
leadership programmes to identify best practice. There is also an acknowledgement of where
potential work had been stopped after exploration revealed practical challenges. For example, the
report notes that the leadership steering group had considered a shared West Partnership
assessment centre and a process of “job swapping” for teachers and promoted post holders. Both
of which were stopped and perhaps show an example of the West Partnership finding its feet in
terms of its governance position.
Robert Owen Centre: External evaluation of early West Partnership
activity
In December 2019, the Robert Owen Centre published an interim highlights report. The purpose of
the report was to “develop a baseline of establishment capacity for collaboration and positive
change, and by repeating the survey periodically to determine if the support available across the
West Partnership is enhancing the conditions for effective collaboration” (18). The report draws from
a survey of 1730 practitioners who were questioned on five thematic areas (enquiry and reflection;
Planning; Involvement; Career Long Professional Learning; and Leadership). This baseline survey
suggested the following of the West Partnership system at this moment in time (19):
• Enquiry and Reflection - there is evidence of good practice in talking about and reviewing
classroom practice. However, sharing practice with colleagues from other establishments
and working collaboratively using enquiry is much less frequent, particularly for Staff
practitioners.
• Planning - both groups of practitioners have knowledge of and involvement in planning and
prioritisation in their establishments. However, there is a great deal of disparity, between the
groups, in terms of degrees of knowledge and levels of involvement.
• Involvement - children and young people are asked for their views before establishments
make major changes, but it does not seem to be happening all that frequently. Parents views
are taken into consideration when changes are being made to the curriculum, but it is more
likely to happen sometimes rather than frequently.
• CLPL - is very valued by the participants, but the extent to which depends upon the position
of respondent. It would also seem to be more focussed on classroom/playroom practice
rather than building leadership capacity.
• Leadership - SLT are frequently given opportunities to take on leadership roles, but this is
much less likely for Staff. There are also opportunities for leadership in sharing learning
externally, more so for SLT and it`s not happening frequently.
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The report explained the implications of these findings for the West Partnership here and mapped
out several opportunities that the RIC had to address such issues.
In February 2021, the Robert Owen Centre published their evaluation of the early work of the West
Partnership (20). The report covers the period of January 2018 to October 2020 and is broken into
three sections; 1) key findings from their evaluation; 2) reflections and 3) issues and implications
that could inform how the West Partnership developed in future years. With regards to key findings,
the report suggests that the West Partnership’s
strategic vision and aims and objectives are clear and expressed in relation to attainment,
learning and teaching and building capacity. Effective collaboration is believed to be the
driver of systems change that should be greater than the sum of its parts.
In terms of enablers and barriers of/to progress, the report (21) notes that
The key factors which have enabled progress are: establishing the infrastructure for systems
improvement through collaborative networks and culture, early buy-in from directors and a
collective commitment to the Learning System. Relationships and the role and capacity of
key intermediaries have been crucial to the process. It is recognised that the impact on
learning and teaching and positive outcomes for children and young people takes time, but
there were signs those were beginning to happen.
Key factors or features which hindered progress at strategic level centred around the
establishment of the Partnership. Early on key factors included time, building consensus on
approach, purpose and vision and agreeing respective roles and responsibilities.
Communications could be further enhanced, both internally, by having more opportunities
for informal communications between the Board and lead officers and between
workstreams and externally, through ‘external messaging’ to classroom practitioners.
Workloads were raised as a concern by the local authority officers, in terms of sustaining
partnership activity, which is also the case for those who lead the ever-growing span of
partnership networks that will require support for future activity. Time required to attend and
travel to meetings was considered a barrier
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Several other key findings were highlighted (22):
• Partnership activity is promoting a collaborative ethos and infrastructure, building agency
and capacity within, between and beyond schools and implementing a range of innovative
and valued resources and approaches across the Partnership.
• Opportunities for knowledge mobilisation and empowerment continue but face challenges
regarding the sustainability of innovation and networks.
• Systematic as well as informal collaborative efforts led to significant learning and teaching
developments.
• The work of the WPS had contributed to the work of local authorities. The extent of this
contribution was dependent partly on the authorities’ capacity for collaboration. The
Partnership had been active, increasingly online, in sharing knowledge and ideas in
extending professional relationships and networks and promoting collective action.
• Capacity building has taken place through knowledge mobilisation and individual agency
and development of professional capital.
• Collective agency was being built, but there is less evidence of accelerated improvement.
In summary, the Robert Owen Centre (23) concluded that
The RIC is still at an early stage in its development and that evidence of impact on learners
will take time. Nevertheless, the evidence of its influence and progress regarding its
objectives to date is encouraging. We highlight key themes to support this: traction regarding
the concept and practice of collaborative learning as a driver for improvement; developing
an effective internal architecture for change including the role of lead officers; knowledge
mobilisation; adding value to the local authorities and capacity building and increased
personal agency and professional capital.
As the interim evaluation report covered 2018 to 2020, the report inevitably covers a short period of
time around the pandemic. The Robert Owen Centre (2021, p3) state that the West Partnership “was
seen as responding swiftly to the pandemic” (22). It is to this period that we now turn.
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Establishing the new normal – The West Partnership
enters the pandemic (2020-2021)
The first confirmed case of coronavirus in the UK was reported on the 31st of January 2020 (24). The
first case of coronavirus in Scotland was reported by the Scottish Government on March 1st 2020
(25). Nineteen days after the first confirmed case in Scotland, the UK Prime Minister Boris Johnson
ordered all schools in the UK to close for most pupils from the afternoon of March 20th (26). Schools
would remain open for children of key workers and those with vulnerabilities. 
With regards to the RIC and the pandemic, the Robert Owen Centre interim report (27) suggested
that the West Partnership 
responded very quickly, by cancelling all professional learning events and activities. It was
the first RIC in Scotland to do so. This allowed staff to focus on immediate priorities and for
some seconded staff involved in WPS activities to return to their local authorities, to help
deal with the impacts of COVID-19
In our own evaluation report for the 2019/20 session (28), we concluded that the
session has undoubtedly been one of the most challenging we have ever experienced. The
impact of the Coronavirus pandemic has been profound and presented us with unparalleled
challenges. The school and early learning and childcare closures in March 2020, resulted in
significant changes in working practices and routines.
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At a strategic level, the Robert Owen Centre evaluation concluded that the pandemic had given the
West Partnership board an “opportunity and impetus…to develop a cohesive stance and response
in relation to issues associated with COVID-19”. A response which was positioned as beneficial to
the RIC and its constituent local authorities.
This section of the report details a few case studies of work during this period which impacted
different elements of our system. The first case study explores how the West Partnership acted as a
platform to transfer knowledge on new pedagogical approaches that were thrust upon practitioners
because of the pandemic. Remote and blended learning were for many practitioners’ new
pedagogies which the West Partnership provided accessible research informed overviews. The
second case study relates to the responsive move of the leadership workstream to create virtual
leadership networks which met online to discuss leadership issues in what was an undeniably
unique situation. The third case study looks at how the West Partnership supported pedagogy
through the development of West OS – an online school resource which supported practitioners
during the pandemic. This final case study provides an example of West Partnership work which had
impacts on our national system.
Responding to emergent need- Supporting practitioners
The end of March 2020 saw schools operating on a mixed model of delivery, with most pupils staying
at home whilst a minority remained within school buildings. Speaking to the Scottish parliament on
March 19th, the Cabinet Secretary for Education said (29):
Teaching, learning and support will continue, albeit in different ways for different groups of
children. For the majority, that will be through distance learning and online learning, with
different forms of on-going contact with teachers rather than in-school, face-to-face
teaching. Teachers and other staff who are well will continue to work.
In the surrounding weeks, discussion of online, digital, remote and blended learning would litter
discussions around how our children and young people would learn. Whilst terms such as
asynchronous remote learning or virtual learning environments had been commonplace in Higher
Education prior to the pandemic, their impact on primary and secondary education was much less
universal in the early months of 2020. To address the emergent need to understand such pedagogical
approaches to deliver remote learning, the West Partnership produced several reports which aimed
to accessibly package what research and evidence was available on such approaches.
The West Partnership’s first contribution, published in May 2020, was on ‘Effective Remote and Digital
Learning’ (30). The paper set out to define key terms such as remote/distance learning, blended
learning, and asynchronous/synchronous learning, whilst also offering tips to practitioners and
parents. A small bank of resources was created drawing from academic and grey literature. In June
2020, two papers were published. The first paper was titled “An Introduction to Blended Learning”
(31), with the second followingly shortly afterwards and focusing on “Effective Blended Learning” (32).
A series of webinars ran to support the work, and each paper was also turned into accessible
Microsoft Sway documents. The West Partnerships 2019-20 annual evaluation report noted that the
papers had been viewed by over 11,000 practitioners and over 700 had attended online webinars (33).
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Unsurprisingly, a focus on remote, digital and blended learning was not present in the Regional
Improvement Plan 2019-22, which was presented to the regional education committee in August
2019 (34). Indeed, the originally penned three-year improvement plan was necessarily replaced by a
revised 2020-23 plan (35), which saw West Partnership activity pivot significantly to respond to the
new environment caused by the pandemic. The West Partnership responded to the closure of schools
within 6 weeks to support practitioners pedagogically. The RIC also provided a space for leaders to
collaborate – an activity that we will detail next.
“Reassurance” - Supporting decision making in times of crisis
The West Partnership Virtual Leadership Networks (VLN) planned to provide a virtual space for
leadership teams to effectively collaborate on issues around the response to the pandemic. The
networks aimed to support and facilitate professional dialogue on key response areas to build staff
capacity to improve outcomes for children and young people within the context of Covid19 and
beyond.
As a response to home working and the inability to meet in-person, the West Partnership team set
up Virtual Leadership Networks that were hosted on Microsoft Teams. Separate networks were
created for Headteachers and Depute Headteachers and both networks were advertised to all West
Partnership schools via local authority communications. To create a space for effective
collaboration, four VLN meetings ran between September 2020 and May 2021 for each participant
group.
Prior to meetings, participants received professional reading relating to the area of focus. After a
short introduction, a guest speaker with expertise in the area of focus, delivered a keynote
presentation. Participants were then organised into facilitated breakout rooms where they could
discuss the area of focus. Breakout rooms were organised by sector, but randomised by local
authority. This meant that each room could discuss issues in a way that was relevant to their school
type and share ideas from outside of their own local authority.
Evaluations from each session were captured for two purposes. Firstly, the evaluations captured
feedback from those who had attended on the initial impact of the session, highlighting what they
had found useful and detailing how the sessions could better meet their needs. Secondly, the
evaluation process allowed practitioners to suggest future areas of focus/discussion. Analysis of
this data meant that the lead officer would curate the next session to complete the evaluative
feedback loop – a process which best met the needs of leaders at that moment in time.
Evaluation of impact was both quantitative and qualitative in nature. Quantitative data was
collected after each session regarding how valuable they found the session, how likely they would
be to attend the next meeting, how often they would like to meet and how the session had impacted
their confidence. Whilst this information was useful, the qualitative feedback really allowed us to
understand what impact the session was having in a more meaningful sense. Over the course of 4
sessions, 235 evaluations had been submitted. The key qualitative theme from across these
datasets was that of reassurance.
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Reassurance related to the ways in which participating in the West Partnership’s VLN series had
provided a means to confirm or reinforce local decision making. Participants found it reassuring that
other school leaders, who were in the same situation, had also arrived at the same decisions or
conclusions. As such, the VLNs acted as a pooling of experience and knowledge which supported
new thinking or legitimised existing thinking. Examples from each of the four sessions are provided
below:
“Reassured me that what we are doing here is very similar to other schools and is the right
thing for our context. Picked up a few good ideas”
(Secondary DHT, Renfrewshire – VLN 1)
“It was reassuring to see that current challenges are being experienced by practitioners
across all settings and that we are all doing the best we can to deliver high quality learning
and teaching in challenging circumstances”
(Primary DHT, East Dunbartonshire, VLN 2)
“Lots of great ideas to take back to school and implement, but also very reassured that
colleagues are facing similar challenges”
(Secondary DHT, Glasgow City, VLN 3)
“I really enjoy these events. Great for reflection and discussion. I enjoy looking at practice
across the RIC”
(Primary HT, North Lanarkshire, VLN 4)
In reflecting on the impact of the VLN’s, the Robert Owen’s (2022, p10) external evaluation (36) stated:
The VLNs were perceived as crucial in providing a supportive and safe environment to meet
the needs of leaders (HTs/DHTs) to address the challenges of the pandemic. This peer
collaboration also allowed for space to reflect upon those challenges and to inform strategic
and operational improvements for both staff and students in their schools. VLNs were
designed to offer integral support to the system. Almost 500 HTs and DHTs took part, which
represented a significant proportion of school senior leaders, from all the WP LAs at the time.
In addition, many examples of ‘collective learning’ spring boarded individual learning, as
leaders in the system sought more qualifications or knowledge on areas of interest.
The work of the West Partnership Virtual Leadership Networks played a key role in providing space
for leaders during unprecedented times. One regional stakeholder interviewed as part of the
Scottish Government’s 2021 evaluation of RICs was quoted as saying that “the virtual networks have
been a ‘game-changing’ moment, they are a much more effective way to engage”(37).
So far, we have addressed how the West Partnership responded quickly to meet the needs of
practitioners and leaders alike. The final part of this section explores how the West Partnership
adapted quickly to support learners.
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Supporting learners – West Online School (West OS)
As weeks grew into months the value of high-quality online resources had become more and more
necessary. The West Partnership, in collaboration with other RICs across Scotland, set out to
improve the digital learning landscape for Scottish learners through a comprehensive set of
recorded lessons. These were conceptualised as supporting teachers through avoiding duplication
of effort whilst also providing a means by which remote learning pupils could engage with high
quality resources at home. 
West Online School (West OS) was conceived in the summer of 2020. Early discussions from West
Partnership local authorities were completed to understand what each authority had in terms of
recorded resources, with the idea being to share resources to avoid duplication. In a committee
paper submitted in November 2020, West OS was described as (38): 
an online school created by teachers, providing recorded learning experiences for children
and young people. Each West OS video comprises 10 minutes of input from an experienced
teaching practitioner and can be used as a standalone experience or as part of a wider
programme guided by a teacher
By November, some 5 months after its conception, West OS had full online courses in Higher and
Nat 5 maths, Nat 5 Biology and Higher Chemistry, whilst also covering units in Higher Modern
Studies, English and Physics. Senior phase resources were prioritised in this early phase, yet 20
online lessons for Primary BGE were also produced over this period. By the following July (2021), the
West Partnership evaluation report noted that over 175 teachers had published 2339 quality
assured videos which had been accessed by over 46,000 pupils across the West Partnership (39). 
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After 12 months of West OS, all West Partnership secondary schools had accessed the resource
and 87% of all establishments (Primary, Secondary and Special schools) had logged into West OS.
Evidence also suggested that 38% of all video views were from Staff users, whilst the remaining 62%
was made up of primary (28%) and secondary (34%) pupils directly accessing the materials (40). 
In its 2022 evaluation, the Robert Owen concluded that (41):
The West OS appears to be a leading edge example of people coming together, within and
across the education system at local, regional, and national level to deliver online learning
accessible to the whole school population of Scotland. It is a very powerful example of
effective collaboration, comprising a wide range of organisations including ES, through the
national elearning offer, E-Sgoil, all six RICs, the 32 local authorities and a range of other
stakeholders. 
It has had a major impact in enhancing online learning within, across and out of schools;
providing the collective capacity and understanding of how to use and create video lessons,
which otherwise would have meant schools attempting to identify/create resources
themselves. This would have had a significant impact on workloads and school capacity.
Evidence from usage data also demonstrated how West OS had developed into a tool that was being
used nationwide. Each dot on the map below denotes a school that used West OS videos during the
21/22 session: 
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Scottish Government RIC Interim Review
In reflecting on the first few years of Regional Improvement Collaboratives, the Scottish Government
published their review of RICs in December 2021. Illustrations of good practice from the West
Partnership were featured, with sections devoted to work on Improving Our Classrooms (p25),
Community Learning and Development (p32), West OS (p34 and p48), and virtual leadership
networks (p45) (42).
The review noted the ways in which RICs had responded to the pandemic, which
encouraged more collaboration and development of strong, trusting relationships. Many
stakeholders highlighted that there had been a real shift among elected members, with
many becoming much more supportive and understanding of the added value of the RIC.
(43)
There was also recognition that 
RICs supported schools by developing online learning opportunities for pupils for use during
lockdown, as part of blended learning and more widely to increase pupil opportunities. RICs
have also played a key role in contributing to Education Scotland’s national e-learning offer,
through the use and development of platforms such as e-Sgoil and the West Online School
(West OS), and the contribution of both live and recorded lessons. (44)
In terms of the impact that RICs had at this point, the Scottish Government report (44) concluded
that there was evidence of impact on: 
• developing the skills of school staff
• delivery of lessons in the classroom - introducing new approaches and 
• developing more consistency in pedagogical approach
• skills and consistency around assessment and moderation 
• leadership and improvement planning skills
• building a collaborative culture between local authorities.  
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After the crisis – returning to improvement (2022-2024) 
Revising evaluation
In the West Partnership’s fifth year (2022), a revised evaluation approach was devised. This
emanated from reflections on evaluative activity over the previous 4 sessions. The experiences of
2020-22 were key in drawing out exactly how the West Partnership would drive improvement.  The
approach aimed to provide a more systematic way of reflecting on how the RIC was adding value
whilst also articulating a clear theory of change model. The result of these reflections was the three
drivers of improvement, detailed below: 
The logic model of the West Partnership at this point focused on how its work would stimulate
collaboration of various forms, enhance practitioners through upskilling and ultimately support
change to practice at practitioner, school, authority and regional levels. A more detailed description
of this work was presented via a highlight report in January 2022 (45). The revised evaluation
approach was internally understood as our maturing approach to evaluating the impact of our work.
The Robert Owen Centre’s 2023 evaluation report (46) reflected on the experience of stakeholders
through 2021-22 and how it aligned to the West Partnerships revised evaluation approach:
Key findings demonstrate that whilst there were many similarities over the two rounds of
external evaluation in terms of members’ definitions of impact or differences made there is a
sense that more significant impacts or changes occurred in 2021-2022. There is no doubt
that the effects of the pandemic strengthened relationships, (across the eight WP LAs)
,which led to more openness and willingness to collaborate, which in turn led to
increased opportunities for practitioners to learn and try new approaches to practice.
(Their emphasis) 
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Building from the pandemic – developing delivery and pivoting where
appropriate
One narrative which developed throughout the pandemic years was that this once in a lifetime event
would mean that a “new normal” would replace old ways of working. Various suggestions were
made as to how Scottish education could re-invent itself following the unique circumstances
through which it had traversed (47). One element which perhaps exemplifies this new way of
working within education was using digital platforms for the purposes of professional learning.
Indeed, Education Scotland (48) noted in 2021 that “many staff engaged in upskilling themselves in
the use of digital technology”. The mass use of MS Teams or Google Classroom was in someways
forced upon practitioners through the requirement to complete remote/blended learning. Emerging
from the other side of the pandemic did not mean that these new skills would be dropped in a return
to traditional models of professional learning.
Moving to online delivery or at least using it as part of a mixed model of professional learning,
brought about some obvious logistical benefits. The geographical spread of the West Partnership
means that travel from its periphery to its centre can take beyond an hour each way – a volume of
time that our practitioners and leaders don’t always have. A twilight online session, hosted on MS
teams, avoids many of these logistical challenges. Aside from the logistical challenges, the
pandemic years provided challenges within schools that, at times, meant that attending
professional learning opportunities was a struggle. Re-establishing a culture of professional learning
was in some ways necessary following two sessions with lockdown periods and increased
pupil/staff absence.
Data on the reach of West Partnership activities from the 20/21 session through to 23/24 suggests
that practitioners were increasingly likely to attend professional learning events, many of which
were held online. For example, the visual below shows the number of sign-ups to professional
learning events across a four-year period:
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The 10443 sign-ups across the 23/24 session marked a 134% increase on 22/23 and 227% increase
on 20/21 sign up numbers. Whilst engagement numbers were increasing through this period, the
percentage of practitioners reporting an increase in their knowledge following participation in West
Partnership activities remained at 85%, as experienced in 21/22 and 22/23 (49). As such, over this
period the West Partnership developed capacity to deliver professional learning without an impact
on the quality of the offering.
Aside from developing capacity, other pieces of work went through a pivot to continue meeting the
needs of learners and practitioners. One example of this is in West OS, which was detailed earlier in
this report (see pages 16-17). The initial iteration of West OS was designed to create a
comprehensive bank of video resources which could support learners and practitioners across the
curriculum. As detailed above, the context of this was that of remote/blended learning and the
unknown impact of a pandemic as it was unfolding in real time. As the threat of lockdowns became
less likely, the need of remote learning became lesser than during times of crisis. Despite this, there
was still evidence of widespread use of the video resources held on West OS. For example, in the
week beginning 25th April 2022, just under 2400 videos were viewed by senior phase pupils in
preparation for upcoming assessment (50). Nevertheless, there was an understanding that West OS
should diversify to best meet the needs of learners and practitioners (51):
Whilst the recorded element produced by teachers remains at the heart of West OS, it was
necessary to extend the range of resources to ensure West OS continued to add value to the
work of schools; to support teachers and young people. This includes a series of videos
focusing on educational transitions; a selection of careers videos and brochures which
provide advice on navigating primary to secondary transition. These guides have also been
translated into the five most spoken languages across the West Partnership.
As time passed, the diversification and pivoting of West OS was realised, with the change between
April 2022 and May 2024 noted as moving from “purely an online bank of recorded lessons to a
resource that [includes]…. an open access podcast series for young people and practitioners;
Masterclass series for Senior Phase learners and delivers BGE LIVE lessons” (52).
One challenge in evaluating the impact of West OS continued to be truly understanding exact
numbers of users. For example, in its initial iteration, a single West OS video shown by a teacher to a
class of 20 would be recorded as a single view from a single user. In its later iterations, West OS’s
live sessions had the same issue. For example, the update in May 2024 (52) noted that
BGE LIVE lessons have gained traction with 50-170 different classes signing up to participate
in each series of lessons. Each BGE Live is offered as a curricular package with 3-5 lessons
being offered for each theme and an accompanying Padlet with links to resources; prior and
post reading for practitioners and follow up tasks for learners.
The average primary class size in Scotland in 2023 was 25.5 (53). If we take a cautious estimate of 20
pupils being in the room, then each BGE Live lesson was being viewed by between 1000 and 3400
pupils at any given time.
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The examples given here demonstrate how the West Partnership transitioned from being necessarily
reactive through 2020 and 2021 before returning to a focus on improvement activities. To achieve
this, they developed delivery through harnessing the system wide upskilling that its practitioners
had undertaken. In addition to this, activities completed pivots where appropriate in cognisance of
shifting environments in which their work was situated.
Scaling up effective programmes – Improving our Classrooms.. and
the rest
Another area which exemplifies the focus on building capacity through delivery can be found in the
Improving Our Classrooms (IOC) programme and the associated Improving Our programmes
(department, school, faculty etc). One unique difference in the development of this activity is that it
had origins in a single authority and has been scaled up and delivered to multiple West Partnership
local authorities.
The earliest mention of Improving Our Classrooms in Glasgow City Committee Papers was a
Glasgow City Council Standards and Quality report covering the 2011-12 session (54). The report
states that ‘sixty primary teachers participated in Improving Our Classrooms. A development
programme which focuses on practice-based learning to bring about improvements in learning and
teaching (55)’. Several standards and qualities reports throughout the 2010’s detail the growth of
Improving Our Classroom within Glasgow City Council.
The first mention of Improving Our Classrooms in a West Partnership context can be found in the
2018/19 Improvement Plan, which was delivered to committee in August 2019 (56). Referring to IOC,
the plan (57) notes that
four partner authorities expressed an interest in participating in a West Partnership version
of the programme – Inverclyde, East Renfrewshire, East Dunbartonshire and South
Lanarkshire started collaborating, thus increasing the reach and impact on learners in the
classroom.
The 19/20 session saw the first running of a West Partnership version of IOC (58). The programme
ran through the sessions impacted by the pandemic, and by the end of the 21/22 session had
engaged with ‘422 teachers from 247 schools’ (59), amounting to approximately 140 teachers per
session. In detailing changes the programme went through to become RIC-wide, a 2022 committee
report (60) states that IOC
has undergone very significant changes to meet the needs of the WP as well as expanding
the programmes offered to include IOS and IOD/F. The most significant changes that have
taken place have focused on:
- developing opportunities for teachers to collaborate across schools and local
authorities; and
- updating and streamlining the structure and content of the programmes to make
best use of participants’ professional learning time.
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The report also details the extension of the IOC programme to other parts of our system. The 21/22
session saw the pilot of Improving Our Schools (IOS). The same 2022 committee report detailed
above (59) notes that
IOS uses the same high quality professional learning materials as IOC. It has a much greater
degree of flexibility than IOC and the focus is driven by each school’s self-evaluation and
data. The focus identified becomes a priority in the school improvement plan. The timescale
for the programme is decided by each school. The shortest amount of time the programme
can run for is one year and it can be run over multiple years to suit local needs.
In its pilot session, 10 schools engaged with IOS, with the wider impact of the work stretching to
around 170 school leaders and teachers. By the start of the 22/23 session Improving Our
programmes were operating at both the practitioner and school level – providing improvement
activities across all eight local authorities. The 22/23 session also saw the development of
Improving our Departments and Faculties (IOD/F), a secondary focused addition which operated at
that meso-level between the school and individual practitioners.
Evaluations of the Improving Our programmes have consistently been positive. The West
Partnership’s 22-23 session evaluation featured an illustration of impact from IOC. Survey
responses from 83 participants found that 94% believed they were using data more, 96% said they
were more confident to change practice in their classrooms, 96% said their skills as a practitioner
had increased and 98% said they had furthered their understanding of the area of improvement.
Regarding the impact on their learners, 95% said they saw a positive impact on both attainment and
engagement (61).
In external evaluation, the Robert Owen Centre (84) stated that
The IOC programme has built collective agency to drive/accelerate improvement in learning
both in and out of school, from the impact on teachers’ pedagogy and self-evaluation
capabilities to learner outcomes and attainment. The challenges of the pandemic brought
greater focus on the foundations of good learning and teaching and more reflection on
practice.
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Dealing with new problems – School Attendance
After the initial direct impact of the pandemic, it became apparent that new problems needed to be
addressed. One area which achieved much attention is that of school attendance, with rates
dropping across many countries – a problem not unique to Scotland or the West Partnership. Data
from the 22/23 sessions shows a decrease in overall secondary school attendance of 5.2% against
10 years previous. Lateness also appeared to have risen, accounting for 5.1% of all attendance in
22/23 but only 2.5% in 12/13 (62). Persistent absence, measured as any pupil with less than 90%
attendance, had also increased from 27% of all pupils nationally in 12/13 to 41% in 22/23 (63).
To support local authorities and schools, the West Partnership ran a collaborative action research
programme aimed at improving attendance. The programme ran between November 2023 and May
2024 and involved 64 participants from 7 of the 8 West Partnership local authorities. The 2024 West
Partnership evaluation report (64) notes that
the in-person sessions took place over 1 full day and 2 morning sessions. Day 1 introduced
the national picture, data analysis, self-evaluation and the process of collaborative action
research. Morning 2 developed this professional learning by providing targeted support in
each of these areas to establishments as required to further their research. Morning 3
provided those in attendance with a chance to share their learning and the impact upon
learners and their families. Optional online check-in sessions were available throughout the
programme, providing participants the opportunity to sense check their research, to review
interventions and to share good practice with others
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Of those who completed an evaluation, all said they found the programme useful, suggested they
were well organised and believed the programme had supported them in changing their practice. All
participants said that attendance rates for their targeted cohorts/groups had improved and all
stated that the CAR project supported them to create a robust, intelligence-driven plan to tackle
attendance concerns (64). Whilst it is impossible to say what contribution the West Partnership
programme made at a regional level; it should be noted that 7 out of 8 local authorities saw a
decline in overall persistent absence rates in 23/24 against 22/23 (65).
This programme demonstrates how the West Partnership, in collaboration with the Robert Owen
Centre, used tried and tested improvement methodologies as an approach to solve emergent
problems that were occurring at a system level. The value of the collaborative action research
approach was again references by one evaluation respondent when asked what was most beneficial
about the programme (66):
Being able to clarify my thinking around my project and identify a target group. Professional
dialogue with colleagues across the West Partnership and sharing good practice  
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Pushing knowledge around the system
The West Partnership has consistently used collaborative activities as a platform to push knowledge
and experience around the system. At times this simply consisted of exposing each local authority
to ways of working elsewhere – with the hope of it stimulating reflection and potentially leading to
practice change. Elsewhere the RIC has provided space for expertise to increase the knowledge of
practitioners or leaders in a particular area. In this 2022-24 period, the West Partnership turned to
both generating new knowledge and sharing knowledge of emergent areas of interest. The two
examples below demonstrate this move.
Sharing new knowledge: Artificial Intelligence (AI) 
In November 2022, the US tech company OpenAI released a demo version of ChatGPT (67), a
generative artificial intelligence (AI) bot which responds to users prompts. Generative AI produces
new content in response to users’ requests and can be used to complete a wide range of tasks. The
potential impact of AI on education became a particular focus on 2023, with both the opportunities
and risks of AI becoming a talking point across education systems around the world. 
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In 2023, the West Partnership produced a scoping review of AI and education (68). The work aimed
to summarise existing debates on the area in an accessible way. The review drew upon academic
and non-academic literature to explore five key questions. These were:
1. What is AI and what are its uses?
2. Why do we need to know about AI and what are its future implications?
3. How can AI support the developing of curriculum, learning, teaching, and assessment?
4. How can AI enhance teacher workloads?
5. What are the challenges and risks post by AI?
The findings from this review emphasised the importance of both educators and pupils developing
AI literacy to ensure this technology can be used safely and effectively. This led to the creation of an
AI toolkit, structured similarly to the review, which would enable practitioners to identify their
strengths and areas needing further development as a department or school. Between November
2023 and February 2024, a total of 27 schools participated in this pilot programme. Each local
authority within the West Partnership was represented, as well as the primary, secondary, and ASN
sectors. After delivering sessions 1 and 2 in November and December, all participating teachers
were given access to the AI review and toolkit. The West Partnership sought feedback after each
session and conducted a follow-up survey in February to measure the overall impact of each
resource.
Evaluation data suggests that the programme was effective in sharing this new knowledge (69):
• Prior to attending the first AI session, practitioners rated their understanding of AI at 4.3 on
average (1 being poor, 10 being excellent). After attending the second session, this
increased to an average of 7.7.
• By the end of session 2, 81% of practitioners had explored or researched AI and its use in
education further. This included testing resources cited during the sessions such as
Quizalize and ChatGPT, to see how these would fit in their class, and using pupil voice to
evaluate how these resources could enhance learning experiences.
Qualitative feedback also noted how the work had improved knowledge of AI:
Very insightful- I came in a sceptic and now going to look at ways I can use it!
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Generating new knowledge: 1140 Hours Evaluation 
In the 2022/23 session the West Partnership began research into the impact of the 1140 hours early
years policy at a regional level. The project aimed to understand what impact the policy has had
within our region. Aside from understanding the impact on children and their families, the research
also aimed to gather insight into the experience of practitioners in the area and central authority
teams who are involved in the delivery of early learning at a local authority level. The full report was
published in 2024 after drawing upon evidence from 506 children, 492 parents and 348 practitioners
(70).
The research had two key research questions:
1. What impact has the implementation of 1140 hours had on the development and attainment
of children in the West Partnership?
2. What are the experiences and views of stakeholders in relation to the extension of ELC
entitlement and the impact this has had on the development and attainment of children in
the West Partnership? 
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Between January and September 2023, 507 Ages and Stages Question (ASQ) forms were collected
from early years settings to assess the impact of accessing 1140 hours of funded early learning on
children's development. The overall results showed that 73-86% of children in the West Partnership
sample were on schedule across all ASQ domains, with variations influenced by factors such as
SIMD, sex, and age of eligibility. SIMD was the strongest predictor of scores, with children from more
deprived backgrounds (SIMD 1) showing lower scores across domains.
The study also examined differences between sexes and age groups in relation to the ASQ scores.
Overall, females scored higher in all ASQ domains and were more likely to be on schedule
compared to males, aligning with previous research that suggests females excel in fine motor and
communication skills. Findings from this study align with findings from the Scottish Government's
evaluation.
Findings from parents and practitioners were summarised in the report (71):
A total of 492 parents and 348 practitioners completed the online surveys distributed across
the sampled nurseries. Overall, the responses from the parent survey were positive, with
many indicating they were satisfied with the quality of their child’s ELC provision and the
impact of this on their learning, wellbeing, and development. Just under 9 in 10 (87%) of
these parents were using the full entitlement of 1140 hours. The remaining 13% not using
the full entitlement stated that 1140 hours was too much for their child, that they would
rather a family member cares for their child, or that they experienced issues related to
accessibility or flexibility.
Responses from the practitioner survey varied, with differences between respondents in
term time and mixed model settings. For example, while 52% of term time practitioners
agreed or strongly agreed that the overall impact of 1140 hours for their setting has been
positive, 66% of practitioners in mixed model settings disagreed or strongly disagreed. Many
practitioners also struggled to identify whether the extended entitlement has had any impact
on children’s development, largely due to the short period of time it has been in place, and
the impact of Covid-19 which occurred during its implementation.
Case studies were also completed which explored the experiences of childminders and the
perceptions of primary teachers who support transition from ELC to P1. A third case study also
explored experienced within an ELC centre for children with additional support needs. These case
studies were initial forays into each area and the report also suggests that they should be areas of
further research.
The 1140 hours project marked the development of the West Partnership’s engagement with
knowledge in our system. Nearly all activity prior to the 1140 hours evaluation involved the sharing of
knowledge and expertise around the system. That knowledge was directly created by the West
Partnership itself. One of its key drivers, explained above, was to improve the knowledge of
practitioners. This work saw a complete circle of turning the experiences of West Partnership based
ELC practitioners into useful knowledge that could be accessed across our system. This has also
fed directly into the West Partnership’s Early Years network who have used the work to identify
priorities areas for improvement.
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Moving from the RIC to the Collaborative Framework
(2024-Present)
On November 7th 2023, the Cabinet Secretary for Education and Skills announced that the funding of
Regional Improvement Collaboratives would be diverted to a new university hosted Centre of
Teaching Excellence (72). Funding would be tapered through the 2024/25 session and stop in 2025.
Soon after this announcement, two external reviews of RICs were published.
Scottish Government Review
Just over two months after the announcement that RICs would be wound down, the Scottish
Government published their review on the impact of Regional Improvement Collaboratives on pupils
and practitioners (73). Its executive summary noted the following key themes (74):
• RIC engagement with, and support to, pupils and practitioners across early years, primary,
special and secondary settings has continued to expand and deepen since the last
evaluation of the RIC.
• evaluation of RIC supports by practitioners who are directly engaged with RICs are
consistently strong.
• while, as with other parts of a complex system, the collective impact of RIC supports on
improved outcomes for children and young people cannot be quantified, a wide and
increasing range of practitioner and pupil programmes are clearly evidenced.
• while the number of staff engaged in regional activities at any time remains a minority,
support has continued to increase with evidence suggesting that approximately 30% of
schools engaged in some form of RIC activity across a school year, whether directly or
through supports provided to school leaders and practitioners.
• the use of research, data and evidence to focus and shape RIC supports, including
evaluation from practitioners and others, is evidenced strongly.
• RICs have continued to strengthen collaboration across and between local authorities,
between RICs and with other partners.
The review covered all RICs, with each region having a short section with examples of impactful
work. The review also refers specifically to the West Partnership in commenting on its development
at a governance/strategic level (75):
evidence of increased maturity in governance structures in providing strategic oversight and
collective decision-making. This includes, for example the setting of strategic vision and the
use of improvement drivers, and critical indicators to focus the work of the West
Partnership.
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One key criticism of RICs is that their reach only impacts a minority of schools and practitioners. The
report (76) notes that:
In the most recent session for which each RIC has provided evidence, RICs have evidenced
varying levels of network, workstream and programme supports to around 17,450
practitioners and leaders and with approximately 640 schools across Scotland. While it has
not been possible in this Review to confirm the breakdown of all interactions across leaders,
teachers and other school and ELC staff, the information provided indicates that RIC
programmes may be engaging with approximately 30% of schools across a session/year
(through direct school engagements and/or via leader and practitioner supports).
Whilst stating that RICs are likely to be engaging with only 30% of schools, the report also notes that
‘dedicated funding to support RIC capacity and programmed activity equates to less than 0.1% of
wider education spend’ (77).
OECD Review
In March 2024, the OECD published a policy paper on enhancing Scotland’s multi-level school
improvement support system. The policy paper was based on an international peer learning event in
May 2023, prior to the announcement that RICs were to be wound down. The event brought together
‘Scottish stakeholders and international experts from Ireland, Norway and Wales’ (78).
In a section on further strengthening the school improvement support system, the policy paper
provides quite a detailed overview of where regional working should progress (79):
participants concurred that a clear commitment to the future of the RICs and their
strengthened role in Scotland’s school improvement support system would require
investing in their organisational capacities. Currently, the RICs operate on an annual plan
and budget and most of their staff are on secondment, which makes it difficult for them to
engage in strategic planning and to attract and retain staff. Stakeholders at the local and
regional levels strongly agreed that a multi-year work programme and supporting funding
arrangements (e.g. a three-year budget) could significantly improve the RICs’ organisational
capacities. It could also reduce their reliance on seconded staff and allow them to offer
more stable working conditions. To continue providing high-quality services and to take on a
more prominent school improvement support role, the RICs may need additional resources
and staffing.
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The possible increase in the RICs’ roles and responsibilities should be accompanied by
corresponding accountability. There was a prevailing sense that the RICs were already
“heavily governed”, due to the annual reporting requirements that were considered
administratively burdensome. The proposed multiyear work planning cycle could offer a
means to revisit these reporting requirements. In addition, participants learned at the peer
learning event that the RICs have already adopted a peer review approach. The suggestion
was made to take this horizontal approach to accountability forward on the basis of a self-
evaluation framework, which the RICs have collaboratively created over the last year. This
framework of indicators could add rigour, focus and coherence to the self and peer
evaluation processes, as well as serving as the basis for external inspections by the
Education Inspectorate.
Whilst the report was based on a learning event which occurred prior to the winding down of RICs,
the policy paper details how stakeholders both nationally and internationally recognise the
importance of regional level support within a networked learning system. Indeed, the Scottish
Government’s International Committee of Education Advisors stated in June 2024 that (80):
the West Partnership is proof of concept that Scotland can become a NLS. The work across
8 local authorities (LAs) building a system of professional learning and leadership
development underpinned by evidence and collaborative inquiry has been impressive and
required an only a very small investment. It represents excellent value for money. The
relationships, networks and joint-practice development that has grown over a relatively
short period of time (including the pandemic) has been particularly successful. Here the
system is beginning to show what can be achieved through subsidiarity and working smartly
in localities and across a region. In this sense West offers a coherent set of mechanisms to
bringing teachers (and others) together to support collaborative improvements
Despite the Regional Improvement Collaboratives funding being cut, the desire to collaborate and
the acknowledgement of its value remained. To avoid losing the benefits that the West Partnership
had delivered, a move towards continuing collaboration within the region via a collaborative
framework was developed.
Collaborative Framework
A June 2024 committee paper details the process of moving from a Regional Improvement
Collaborative, funded by the Scottish Government, to a locally funded collaborative framework (81).
The report details how a review process of how to proceed post-RIC had been undertaken.
Underpinning the work was three assumptions (82):
1. The aspiration to build a networked learning system remains a shared priority across
the West Partnership, thereby adding value to the work of individual Local
Authorities;
2. There is continued buy-in to maintain a strong collective focus on pedagogy; and
3. There is support and scope for a flexible approach, to enable the participation of
teachers, middle and senior leaders to shape and drive the work of the West
Partnership more directly.
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With these assumptions in mind, all West Partnership activity was reviewed with consideration
given to how each activity could be redeveloped to the new funding situation. This involved a
process of self-evaluation to identify which activities were, to date, most impactful and therefore
most important to retain. After consideration, the report highlights four strategic themes that have
been identified as priority areas. These are named:
1. Early Level;
2. Emerging issues;
3. Leadership of learning; and
4. Inclusion
From a governance perspective (83), the collaborative framework would continue to be overseen by
a director’s overview group, whilst a headteachers reference group would be consulted twice a year
to assist in identifying improvement priorities. One core member of staff would remain and have the
title of collaboration officer. Each thematic area would have a strategic group which would meet
termly and be sponsored by one or two directors. Each thematic area would also have an
operational group (except for the emerging issues group which would have a short-term task/finish
group). This operational group would be made up of central officers, HTs, DHTs and practitioners as
appropriate.  
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Conclusion
This report has described the developed of the West Partnership over an 8-year period between
2017 and 2025. The early years of the RIC saw it ‘find its feet’. Early years saw quick changes to
improvement plans which was an inevitable outcome of an organisation locating itself within the
system. By the beginning of 2020, the West Partnership had clear workstreams and a developed
governance framework that had identified priority areas for improvement work to be focused. The
COVID-19 pandemic did derail existing plans, but the RIC was quick to respond to an
unprecedented situation. Activity was altered quickly to respond to emergent needs. West
Partnership platforms allowed leaders to feel reassured, gave practitioners an opportunity to learn
about necessary changes to pedagogy and supported learners who were learning from home. West
OS was accessed by thousands of teachers and pupils and well beyond the geographical
parameters of the West Partnership.
After the pandemic, the West Partnership picked up where it had been in 2020 in an albeit different
world. Online professional development had become common and new issues were areas of
emergent concern. In this period the West Partnership pivoted where necessary (West OS for
example) and developed capacity where possible (Improving our programmes). They addressed new
problems like attendance and evaluated policy at a regional level (1140 hours). A revised evaluation
strategy captured how the RIC would be impactful, with its three drivers showing the mechanism
between West Partnership activity and changes in the classroom.
The announcement of November 2023 was of course disappointing. External evaluation from the
Robert Owen Centre, the Scottish Government and the OECD has confirmed many of the findings
that internal evaluation has found. As such, the desire for regional working has remained and the
West Partnership as a vehicle to do it has not been abandoned by those who live and work within it.
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In terms of lessons learned, this reflective account of the West Partnership over 8 years suggests to
us the following:
• Governance arrangements have been agile to meet local needs
o The past 8 years have been generationally unique in terms of instability within our
education system. The governance of the West Partnership board has been
responsive to the environment in which they work. This has involved the rapid re-
prioritisation of staff and focuses to meet emergent needs.
• There is an ability of our system to rapidly upskill
o Whilst the pandemic was uncontestably undesirable, it did demonstrate that
widespread upskilling is possible. The enforced learning of new technologies and
their sustained use post-pandemic demonstrates that our system is open to
innovation and new ways of working/learning.
• Regional collaboration can be a platform to spread knowledge and skills round a system but
also one that can create its own knowledge for useful purposes.
o In addition to providing exposure to practice elsewhere, regional improvement
collaboratives can also act as a vehicle to systematically understand experience
amongst its regions practitioners and turn this into strategically useful information.
• The is a growing appetite for cross-authority professional learning
o Sign up data over the last 4 sessions has found engagement to have increased
whilst evaluative data has found that the impact on participants knowledge has
remained high. Qualitative feedback has consistently found respondents voicing
value in seeing practice elsewhere to stimulate reflection.
At the beginning of this report, we asked the question to what extent did/does the West Partnership
meet the needs of those who work in our system, and did it fulfil its intended purpose? With regards
to the latter, it is worthwhile reiterating the stated aims of Regional Improvement Collaboratives
from the Scottish Government in 2017 (1). For each of these purpose statements (in bold), evidence
from a March 2025 paper from Professors Chapman and Donaldson are provided:
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Regional improvement collaboratives will:
• provide excellent educational improvement support for headteachers, teachers and
practitioners through dedicated teams of professionals. These teams will draw on
Education Scotland staff, local authority staff and others;
The findings from various evaluations suggest that the WP is making very strong
progress in supporting improvements in the quality of teaching and learning in
educational establishments and promoting positive outcomes of children and young
people. While the degree of progress varies across establishments and authorities,
it must be recognised that such ambitious and large-scale systems change takes
time, especially when the context is challenging, and resources are scarce. (85)
• provide coherent focus across all partners through delivery of an annual regional plan
and associated work programme aligned with the National Improvement Framework;
The WP has already recognised the diverse and complex nature of these challenges,
and the partnership has been particularly innovative in the focus of its programmes
and the use of technology to support developments. The overall WP strategy of
creating a Networked Learning System underpinned by collaboration across
different types of boundaries and systematic enquiry and evidence building is now
yielding dividends and is worthy of future investment, especially in times of financial
austerity. (86)
• facilitate collaborative working across the region, including sharing best practice,
supporting collaborative networks and pursuing partnership approaches
The effects of the pandemic are still being experienced throughout the system,
particularly on staff and children and young people’s health and wellbeing and
levels of attendance. The WP was found to accelerate the process of regional
collaboration during the pandemic and has supported recovery through their
professional learning offer and support mechanisms. (87)
In addition to the external evaluation of the Robert Owen Centre, and Professors Chapman and
Donaldson in particular, the data on engagement from practitioners in our region supports the
contention that the West Partnership has met the needs of its stakeholders. The reach of the West
Partnership grew significantly during the 23-24 session, with sign-ups for professional learning
activities growing 227% against the 20/21 figures. Such figures suggest that the West Partnership
offer has presented itself as a conduit of activity that meets systemic needs. 
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75. Scottish Government (2024, p26). Review of the Impact of Regional Improvement
Collaboratives on Pupils and Practitioners. Accessed in March 2025 at: Review of the
Impact of Regional Improvement Collaboratives on Pupils and Practitioners
76. Scottish Government (2024, p5). Review of the Impact of Regional Improvement
Collaboratives on Pupils and Practitioners. Accessed in March 2025 at: Review of the
Impact of Regional Improvement Collaboratives on Pupils and Practitioners
77. Scottish Government (2024, p9). Review of the Impact of Regional Improvement
Collaboratives on Pupils and Practitioners. Accessed in March 2025 at: Review of the
Impact of Regional Improvement Collaboratives on Pupils and Practitioners
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40
Classification: OFFICIAL
78. OECD (2024). Enhancing Scotland’s multi-level school improvement system. Accessed in
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OECD
79. OECD (2024, p30-31). Enhancing Scotland’s multi-level school improvement system.
Accessed in March 2025 at: Enhancing Scotland’s multi-level school improvement support
system | OECD
80. Scottish Government (2024). International Council of Education Advisers Minutes: 5-6 June
2024. Accessed in March 2025 at: International Council of Education Advisers minutes: 5-6
June 2024 - gov.scot
81. West Partnership (2024). Planning for 2024-25 and beyond. Accessed in March 2025 at:
Committee Information - View Committee Document
82. West Partnership (2024, p2). Planning for 2024-25 and beyond. Accessed in March 2025 at:
Committee Information - View Committee Document
83. West Partnership (2024). Collaborative Framework 25-26. Accessed in March 2025 at:
Committee Information - View Committee Document
84. Robert Owen Centre (2022, p22). Reflections on the West Partnership Recovery to Renewal:
Reimagining the Future. Access in March 2025 at:
https://www.westpartnership.co.uk/download/9114/
85. Chapman and Donaldson (2025, p9). Drawing out lessons from regional collaboration in
Scotland 2017-2025. Accessed in March 2025 at: Committee Information - View Committee
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86. Chapman and Donaldson (2025, p10). Drawing out lessons from regional collaboration in
Scotland 2017-2025. Accessed in March 2025 at: Committee Information - View Committee
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87. Chapman and Donaldson (2025, p6). Drawing out lessons from regional collaboration in
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Document
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Report
Agenda Item 
Report to: Education Resources Committee
Date of Meeting: 10 June 2025
Report by: Interim Executive Director (Education Resources)  
Subject: Celebrating Success in Education Session 2024/2025 
1. Purpose of Report
1.1. The purpose of the report is to:-
[purpose]
 highlight some of the exemplary work that has taken place across our educational
establishments and services during academic session 2024/2025, recognising
wider achievements and awards received 
2. Recommendation(s)
2.1. The Committee is asked to approve the following recommendations:-
[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. Moreover, emphasising broader successes helps create more inclusive and
supportive learning environments. This approach ensures that all learners feel valued
for their unique strengths, fostering a sense of belonging and self-worth. By promoting
inclusivity, we strengthen community ties and encourage collaboration between
schools, families, and the wider community. This collective effort enriches the
educational journey with 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 themselves 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
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4.2. Health and Wellbeing for Learning
4.2.1 Sport remains a vital element in ensuring all children and young people have access
to physical activity, leadership opportunities and personal growth. 19 of our schools
have now achieved Sport Scotland’s Gold School Sport Award.  This is a national
initiative designed to encourage schools to prioritise and continuously improve their
approach to physical education and extracurricular sports. The Gold Award is the
highest level of recognition, celebrating schools that demonstrate excellence in
providing inclusive, high-quality sporting opportunities for young people.  Schools that
achieve the Gold Award have successfully embedded sport into their culture, ensuring
that students are actively involved in decision-making, planning and participation. The
award also promotes strong links between schools and their local communities,
helping young people progress in sports beyond the school environment.   
4.2.2 Sports Scotland’s Gold School Award holders are: Abington Primary School; Biggar
Primary School; Blackwood Primary School; Burnside Primary School; Carnwath
Primary School; Chatelherault Primary School; Craigbank Primary School;
Hareleeshill Primary School; Holy Cross High School; Lamington Primary School;
Leadhills Primary School; Libberton Primary School; Milton Primary School;
Netherburn Primary School; Newfield Primary School; St Cuthbert's Primary School;
Underbank Primary School; Wester Overton Primary School; Wiston Primary School. 
Many more of our schools have achieved bronze and silver awards on their journey to
gold. 
4.2.3 In addition to their recent Gold Award, Milton Primary School was recognised as
Clydesdale’s Sporting School of the Year, a reflection of its commitment to promoting
active and healthy lifestyles. P6 and P7 Sports Ambassadors have played a key role
in leading lunchtime and after-school activities, working alongside visiting coaches and
Active Schools Coordinators to enrich their peers' sporting experiences. 
4.2.4 This year also saw Hamilton School for the Deaf winning the Sporting School of the
Year Award for promoting inclusivity in sport. 
4.3. Equity and Equality
4.3.1 Across South Lanarkshire, our schools and nurseries have continued to champion
inclusion, equity, and equality by removing barriers to learning and fostering
opportunities for all. From national awards to inspiring community initiatives, schools
and learning environments have made tangible progress in ensuring that success is
not measured by a single standard but instead reflects the diverse strengths and
aspirations of every learner. 
4.3.2 A strong example of this commitment is the recognition of Duncanrig Secondary
School and the Early Learning Unit in Hamilton in the Success Looks Different National
Awards. These awards highlight the ways in which young people thrive through
tailored, inclusive educational experiences. Both establishments have been
celebrated for their dedication to ensuring that children and young people with
additional support needs receive meaningful opportunities to develop their skills,
confidence and independence.  
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4.3.3 Efforts to instil the values of diversity and inclusion are further reinforced through
initiatives such as Calderside Learning Community’s Equalities and Diversity Week,
which led to a pioneering ‘Making Rights Real’ transition event. Held across
Auchinraith Primary School and Calderside Academy, this event brought together staff
and pupils from eight linked primary schools, engaging in workshops that promoted
healthy living, resilience and well-being. Students worked collaboratively across
schools, forming new connections while gaining valuable insights into their rights and
responsibilities. This initiative was so successful that it will now become a regular
feature in the Learning Community calendar.
4.3.4 In the arts, young musicians across South Lanarkshire have continued to excel,
demonstrating the power of creative expression in fostering unity and achievement.
Seventeen secondary schools were represented at the prestigious South Lanarkshire
Young Musician of the Year Competition, held at Low Parks Museum in Hamilton,
where gifted performers competed for a place in the National Young Musician Final at
the Royal Conservatoire of Scotland. Meanwhile, the South Lanarkshire Orchestral
Society delivered an outstanding concert at Hamilton’s Townhouse, featuring three
concert bands and two string orchestras. The evening showcased incredible
musicianship, with each ensemble delivering a dynamic and diverse repertoire
reflecting months of dedication and hard work.
4.4. Curriculum, Learning, Teaching and Assessment
4.4.1 South Lanarkshire continues to make significant progress in curriculum development,
ensuring that learning opportunities are inclusive, engaging and aligned with national
standards. From advancing literacy initiatives to enhancing early years education and
music pathways, schools and services are working collaboratively to empower
learners at every stage of their educational journey.
4.4.2 One of the standout achievements has been the widespread success in the Scottish
Book Trust’s Reading Schools framework, where Newfield, Carmichael and Tinto
Primaries have attained Gold accreditation, reflecting their commitment to fostering a
strong reading culture. Meanwhile, St Elizabeth’s, High Blantyre, and Kirklandpark
Primaries have secured Silver status, demonstrating their dedication to literacy
progression. With a total of 29 schools now reaching Gold level, 22 achieving Silver,
and 35 gaining accreditation, South Lanarkshire schools continue to perform
exceptionally well within this nationally respected framework.
4.4.3 Early years education has remained a key focus, with a comprehensive training
programme delivered by the Early Years Service. Covering curriculum planning,
literacy, numeracy, Froebel in Practice, Musical Markers, digital learning and children’s
rights, the initiative strengthens our ability to provide high-quality experiences for
young learners, particularly those aged 0-3 years. Additionally, a Quality Management
event was hosted for senior leaders, focusing on observing, monitoring and evaluating
playroom practice—a crucial aspect of ensuring continuous improvement.
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4.4.4 Building upon literacy and early years initiatives, six Early Learning and Childcare
(ELC) settings took part in a shared practice event, highlighting their approaches to
Bookbug. This included a special Eid Bookbug session, showcasing cultural inclusivity
in early childhood reading experiences. The ELC Improvement Programme reached
its 10th cohort, providing targeted support to settings still working towards national
standards. This model of improvement is set to be shared nationally via the Care
Inspectorate, positioning South Lanarkshire as an example of good practice in early
years development.
4.4.5 Music education continues to flourish, with the Instrumental Music Service (IMS)
receiving recognition for enhancing learner pathways into further education. Its
partnerships with the Royal Conservatoire of Scotland and the University of the
Highlands and Islands ensure young musicians have access to expert guidance and
progression routes beyond school. Meanwhile, young performers across South
Lanarkshire have continued to showcase their talents at major events, reinforcing the
importance of music and the arts in developing confidence, discipline, and creativity
among learners.
4.5. Digital Learning and Inclusion
4.5.1 Schools across South Lanarkshire continue to lead the way in digital innovation,
ensuring that learners have access to the latest technology and skills necessary for
the modern world. From award-winning digital programmes to groundbreaking
inclusion initiatives, children, young people and their teachers are making strides in
embedding digital learning across all aspects of education.
4.5.2 One of the standout achievements is St Andrew’s and St Bride’s High School, which
has become the first secondary school in South Lanarkshire to earn the prestigious
Digital Schools Award (DSA) Europe. This recognition highlights the school's
commitment to integrating digital technology into learning and teaching. By gathering
data through the SELFIE tool, the school was able to showcase its effective use of
digital platforms across the entire school community, reinforcing its dedication to
innovation in education.
4.5.3 Several other schools have also been recognised for their excellence in digital
learning. Carnwath Primary School, Lanark Primary School and St Andrew’s and St
Bride’s High School have all received special recognition from DSA Scotland for
achieving the DSA Europe Award, with Carnwath Primary School standing out for
successfully securing all four awards in a single validation visit. These achievements
reflect the growing commitment across South Lanarkshire to fostering digital literacy
and embedding technology in classrooms.
4.5.4 Meanwhile, Trinity High School has demonstrated its dedication to Cyber Security
education, earning the Silver Level CyberFirst School Award. This award
acknowledges the school's work in equipping students with critical cyber security skills,
ensuring they are prepared to navigate the digital landscape safely and effectively.
4.5.5 Digital inclusion extends beyond the classroom, as demonstrated by the Lanark Young
Reporters Group, which has expanded its media presence by producing a live radio
show at Listen Lanarkshire, a community radio station based in Shotts. Each month,
young people create and broadcast original content, reaching audiences across the
region. This hands-on experience has sharpened their public speaking, teamwork and
technical skills, providing invaluable real-world opportunities for learners interested in
digital media and journalism.
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4.5.6 As technology continues to evolve, South Lanarkshire schools remain committed to
ensuring accessibility, innovation, and inclusion in all aspects of digital education.
4.6 Climate Change and Sustainability
4.6.1 Across South Lanarkshire, schools have continued to champion environmental
sustainability, embedding climate-conscious initiatives into daily learning and wider
community engagement. Through dedicated eco-programmes, student-led events and
national recognition, young people are playing a vital role in shaping a more
sustainable future.
4.6.2 One of the most outstanding achievements comes from Townhill Primary School,
which proudly secured its 10th Eco Flag following a successful application in April
2025. This milestone highlights the school’s continued commitment to environmental
education, reinforcing the importance of sustainable practices and climate awareness
throughout its curriculum.
4.6.3 Meanwhile, the Conference of Schools (CoS3) event once again provided an
influential platform for young people to educate, inspire and engage their peers on
climate action. Designed and delivered by students for students, the event showcased
ideas and solutions aimed at tackling climate change at both local and global levels.
The conference received high praise from Education Scotland’s Chief Executive, who
commended the leadership and initiative displayed by pupils in driving forward
meaningful discussion and action.
4.6.4 More than 60 schools across South Lanarkshire are now actively participating in the
Eco-Schools programme, delivered by Keep Scotland Beautiful. This initiative
encourages whole-school action on sustainable development, equipping students with
the knowledge and skills needed to implement positive environmental changes in their
communities.
4.6.5 Young learners are also actively involved in tackling sustainability issues. P6 pupils
from five primary schools participated in a Waste Warrior pilot programme, exploring
innovative food waste solutions—a project that has now expanded to 21 additional
schools.
4.6.6 Support for practitioners and learners has grown, with Eco-Schools training for
teachers, Climate Ready Classroom sessions for pupils, and Live Eco School Lessons
engaging entire classes in environmental learning. Additionally, discussions on climate
anxiety and misinformation were delivered to the South Lanarkshire Youth Forum and
Youth Conference, reinforcing the power of pupil voice in sustainability.
4.6.7 South Lanarkshire schools continue to drive environmental progress, fostering a
culture where young people lead climate action, develop practical solutions, and
inspire lasting change.
4.7. United Nations Convention on the Rights of the Child (UNCRC)
4.7.1 South Lanarkshire schools have continued to place children’s rights at the core of
education, ensuring that young people not only understand their rights but actively
engage in shaping inclusive learning environments. From nationally recognised
accreditations to pioneering anti-racism initiatives, these efforts reflect the
commitment to fostering respect, empowerment, and social justice across all levels of
provision.
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4.7.2 In early years education, over 800 ELC practitioners participated in an online event
focused on the United Nations Convention on the Rights of the Child (UNCRC). The
event showcased best practices from four ELC settings, demonstrating how children’s
rights are embedded into everyday learning experiences.
4.7.3 Several schools achieved Rights Respecting Schools Awards, highlighting their
commitment to ensuring children’s rights are actively upheld in education. Biggar
Primary and ELC secured the Gold Award, reflecting their highest level of dedication
to embedding rights-based learning. Newfield and Carmichael Primaries were
awarded Silver, while West Mains and Tinto Primaries achieved Bronze, further
strengthening the foundation of rights-respecting education across the authority.
4.7.4 A strong focus on anti-racism education has led to impactful initiatives, particularly
within the Hamilton Learning Community, where five primary schools collaborated on
a structured learning programme designed to build awareness and understanding of
racism. Younger pupils explored stories fostering empathy, while older pupils
examined the complexities of racism and the principles of active anti-racism. Primary
7 students expressed their learning through collaborative posters featuring influential
people of colour, reinforcing the importance of representation and awareness.
4.7.5 The initiative culminated in a transition learning session at Woodside Primary School,
where pupils had the opportunity to present their projects and engage in peer
discussions. Hamilton Grammar staff observed the session to ensure continuity in anti-
racism education as students progress into secondary learning, strengthening their
commitment to inclusive education.
4.7.6 Through structured rights-focused initiatives such as these, South Lanarkshire schools
are shaping learning environments where respect, inclusion, and empowerment thrive.
By embedding children’s rights, tackling issues of equality, and ensuring active
participation, young people are not only developing an understanding of their rights
but taking an active role in building a fairer future for all.
4.8. Communication and Engagement
4.8.1 South Lanarkshire schools continue to foster strong connections between education
and the wider community, ensuring that learning is enriched through engagement,
collaboration and celebration. From international partnerships and inspiring student
achievements to inclusive community events, schools are creating opportunities for
young people to develop their voices, showcase their talents, and strengthen
relationships.
4.8.2 The Early Years Service has maintained its commitment to supporting childminders,
hosting monthly training sessions to ensure funded provider childminders stay
informed on new initiatives and best practices. These sessions are well attended and
reinforce the importance of inclusive access to high-quality training, ensuring all
providers can contribute effectively to early years education.
4.8.3 Expanding global connections, Kirktonholme Primary School has been recognised
with an International School Award for its twinning project with Hillpoint School in
Nepal. This initiative fosters cross-cultural collaboration, allowing pupils to engage with
global learning experiences and build relationships beyond their immediate
environment.
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4.8.4 Celebrating personal achievement and perseverance, the Duke of Edinburgh (DofE)
Award Ceremony brought together over 130 young people, along with their guests,
elected members, head teachers, and community representatives. Managed by the
Youth, Family, and Community Learning Service, the programme provides invaluable
opportunities for young people to develop leadership skills, resilience, and self-
confidence. The event was a true celebration of accomplishment, recognising the
dedication of participants, leaders, and supporters alike.
4.8.5 Inclusion remains a central focus across South Lanarkshire schools, exemplified by
Holy Cross High School’s 42nd Alma Disco, which welcomed 78 honoured guests from
the local community. Designed to ensure everyone feels valued and celebrated, this
special evening once again allowed guests to experience a red-carpet welcome with
a boogie bus, a beauty room, a crowning ceremony and interactive entertainment. The
event continues to stand out as a shining example of inclusivity, joy and connection
within the school community.
4.8.6 Academic excellence and teamwork were on display at the South Lanarkshire
EuroQuiz, hosted at Newton Farm Primary School, where Park View Primary School’s
P6 team secured an impressive victory against a field of over 30 schools. Their
knowledge, determination, and teamwork earned them the top spot, securing their
place in the national final at Edinburgh’s prestigious McEwan Hall.
4.8.7 Through innovative programmes and meaningful engagement such as these, South
Lanarkshire schools continue to create enriching, supportive, and inspiring
experiences, ensuring young people develop confidence, global awareness, and a
strong connection to their local communities.
5. Employee Implications
5.1. No employee implications attached to this report.
6. Financial Implications
6.1. No financial implications attached to this report.
7. Climate Change, Sustainability and Environmental Implications
7.1. There are no climate change or environmental implications as a result of this report.
7.2. The Council acknowledges the serious and immediate threat of climate change and is
committed to accelerating the pace of action in response to the climate emergency
and in Scotland’s transition to a net-zero and climate resilient society and economy.
All Resource Plans have recognised sustainable development and climate change as
a key area of focus for 2025/2026.
8. Other Implications
8.1. No implications for risk in terms of the information contained in this report.
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.
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Anne Donaldson
Interim Executive Director (Education Resources) 
13 May 2025 
Link(s) to Council Values/Priorities/Outcomes
 Education and learning: inspiring learners, transforming learning, strengthening
partnerships 
Previous References
 Education Resources Committee – March 2025 
List of Background Papers
 None 
Contact for Further Information
If you would like to inspect the background papers or want further information, please
contact: 
Gary Lambie (Performance, Planning and Operations Manager)
Ext:  4495 (Tel:  01698 454495)
E-mail:  gary.lambie@southlanarkshire.gov.uk
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Report
Agenda Item 
Report to: Education Resources Committee
Date of Meeting: 10 June 2025
Report by: Interim Executive Director (Education Resources)  
Subject: Notification of Contracts Awarded: 1 October 2024 to
31 March 2025 
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 October
2024 to 31 March 2025
[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 October 2024 to 31 March 2025 on the
basis of lowest offer and/or most economically advantageous offer submitted, is
provided at Appendix 1. 
5. Employee Implications
5.1. Contracts management, including performance appraisal, will be undertaken by both
the main service user and the Procurement Team. 
6. Financial Implications
6.1. Appropriate budgetary provision is available for each of the contracts awarded. 
7. Other Implications
7.1. There are no direct risks or implications for sustainability in terms of the information
contained in this report.
13
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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 funding or strategy and, therefore, no impact
assessment is required. 
8.2. There was no requirement to undertake any consultation in terms of the information
contained within this report. 
Anne Donaldson
Interim Executive Director (Education Resources) 
8 May 2025 
Link(s) to Council Values/Priorities/Outcomes
 Value:  Accountable, effective, efficient and transparent 
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
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Appendix 1 
Education Resources 
Contracts Awarded by Education Resources over £50,000 in value
Contract Reference
Number Contract Description Provider Contract
Value Start Date End Date Extension
Date
Contract
Award Date
SLC/PS/EDUC/19/028
/DA/23/004 Primary School Counselling Therapeutic Counselling Serv Ltd £120,000 01-Dec-2024 30-Nov-2026 - 14-Nov-2024
SLC/PS/EDUC/19/028
/DA/24001
1 to 1 Counselling Services for
Secondary School pupils at
Lanark Grammar, Hamilton
Grammar and Calderglen High
School The Spark (Scotland) £388,800 14-Aug-2024 13-Aug-2026 13-Aug-2027 17-Dec-2024
SLC/ED/24/108
Tracking and Monitoring ASN
Individual Milestones B Squared Ltd £53,826 05-Feb-2025 04-Feb-2027 04-Feb-2028 28-Jan-2025
SLC/PS/EDUC/19/019
Early Learning and Child Care
PSA: Phase 11 Greenhill Outdoors Ltd £143,500,000 01-Apr-2020 31-Jul-2030 - 18-Feb-2025
SLC/PS/EDUC/19/028
Education Services Procured
Service Arrangement: Phase 6
Community Volunteers Enabling
You Ltd, 
Do-Be Limited, 
Maths Circle Ltd, 
Renaissance Learning UK limited, 
Scottish Outdoor Education
Centres Limited,
SU Scotland Lendrick Muir, 
Synergy Training Services Limited, 
The Verdancy Group Limited, 
Centure Trust (THE) £42,500,000 20-Dec-2021 19-Dec-2026 19-Dec-2031 09-Dec-2021
SLC/ED/24/111
School Residential Trips to
Inverclyde
Scottish Sports Council Trust
Company £147,308 12-Aug-2024 25-Jun-2026 - 03-Mar-2025
SLC/PS/EDUC/19/028
/DA/25/005 The Blues Programme Action For Children Services Ltd £253,657 01-Apr-2025 31-Mar-2026 31-Mar-2027 18-Mar-2025
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SLC/ED/23/019
Passenger Transport Services
Dynamic Purchasing System:
Initial and Subsequent
Appointments (phase 1 & 2)
Alan Smith (Sole Trader), 
Andrew Fielder Private Hire, 
Callum McCracken t/a Calmac
Executive Travel, 
David Smith t/a David's Private
Hire, 
East Kilbride TOA, 
Francis Healy, 
Gary Nicol t/a Nicol Transport,
Jason Campbell, 
Rocket Taxis, 
SMG Transport Ltd, 
Toner Travel Ltd, 
William Roberson t/a Robertson
Travel, 
Zed Cares Cambuslang Ltd, 
Iain Robson, 
J&M Macis, 
Peter McGuinness £99,531,097 28-Mar-2025 27-Mar-2030 27-Mar-2033 24-Mar-2025 
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Contract Extensions by Education Resources over £50,000 in value 
Contract Reference
Number Contract Description Provider
Total
Contract
Value
Extension
Value Extension
Start Date
Extension
End Date
Extension
Date
No extensions 
177