Agenda Document Pack - Education Resources Committee - 09/09/2025
South Lanarkshire Council · 9 September 2025
Back to Education Resources Committee — 9 September 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Council Offices, Almada Street Hamilton, ML3 0AA Monday, 01 September 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, 09 September 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 1
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BUSINESS 1 Declaration of Interests 2 Minutes of Previous Meeting Minutes of the meeting of the Education Resources Committee held on 10 June 2025 submitted for approval as a correct record. (Copy attached) 5 - 16 Monitoring Item(s) 3 Education Resources - Revenue Budget Monitoring 2024/2025 Joint report dated 13 August 2025 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 17 - 22 4 Education Resources - Revenue Budget Monitoring 2025/2026 Joint report dated 13 August 2025 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 23 - 28 5 Education Resources - Capital Budget Monitoring 2024/2025 Joint report dated 12 August 2025 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 29 - 32 6 Education Resources - Capital Budget Monitoring 2025/2026 Joint report dated 12 August 2025 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 33 - 36 7 Education Resources - Workforce Monitoring - 1 April to 30 June 2025 Joint report dated 11 August 2025 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 37 - 44 Item(s) for Decision 8 School Holiday Dates for Session 2026/2027 Report dated 30 July 2025 by the Executive Director (Education Resources). (Copy attached) 45 - 48 9 Education Resources Workforce Plan 2025 to 2027 Report dated 20 August 2025 by the Executive Director (Education Resources). (Copy attached) 49 - 92 2
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Item(s) for Noting 10 Response to the Children and Young People’s Commissioner in Scotland Report dated 31 July 2025 by the Executive Director (Education Resources). (Copy attached) 93 - 108 11 Developing a Mobile Device Policy – Guidance for South Lanarkshire Schools 2025 Report dated 31 July 2025 by the Executive Director (Education Resources). (Copy attached) 109 - 126 12 Education Standards and Quality Report 2024/2025 Report dated 31 July 2025 by the Executive Director (Education Resources). (Copy attached) 127 - 162 13 Brighter Start Breakfast Fund Award Report dated 8 August 2025 by the Executive Director (Education Resources). (Copy attached) 163 - 166 14 Consultation Responses Report dated 1 August 2025 by the Executive Director (Education Resources). (Copy attached) 167 - 176 Urgent Business 15 Urgent Business Any other items of business which the Chair decides are urgent. For further information, please contact:- Clerk Name: Ishara Opatha Clerk Telephone: 07385 370069 Clerk Email: Ishara.Opatha@southlanarkshire.gov.uk 3
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EDUCATION RESOURCES COMMITTEE Minutes of meeting held via Confero and in Committee Room 1, Council Offices, Almada Street, Hamilton on 10 June 2025 Chair: Councillor Gavin Keatt Councillors Present: Councillor Alex Allison, Councillor John Anderson, Councillor Ross Clark, Councillor Margaret Cowie, Councillor Mary Donnelly (substitute for Councillor Katy Loudon), Councillor Monique Equi, Councillor Allan Falconer, Councillor Grant Ferguson, Councillor Geri Gray, Councillor Graeme Horne (substitute for Councillor Elise Frame), Councillor Cal Johnston-Dempsey, Councillor Susan Kerr (Depute), Councillor Ross Lambie, Councillor Richard Lockhart, Councillor Eileen Logan, Councillor Julia Marrs, Councillor Ian McAllan, Councillor Mark McGeever, Councillor Mo Razzaq, Councillor Graham Scott, Councillor Bert Thomson, Councillor Margaret B Walker, Councillor David Watson Councillors' Apologies: Councillor Joe Fagan (ex officio), Councillor Elise Frame, Councillor Alistair Fulton, Councillor Katy Loudon External Members Present: Naomi Baxter, Jennifer Gaffney, Christine Hall, Angela Milton External Members’ Apologies: Joan Lennon, Reverend Jillian Storrie Attending: Education Resources A Donaldson, Interim Executive Director; A Boyle, Interim Head of Education (Inclusion Services); D Hinshelwood, Interim Head of Education (Support Services and School Estate); G Lambie, Operations Manager; S Nicolson, Head of Education (Senior Phase); J Wallace, Head of Education (Primary and Early Years) Finance and Corporate Resources L Harvey, Finance Manager (Resources); E Maxwell, Human Resources Business Manager; E-A McGonigle, Administration Adviser; K McLeod, Administration Assistant; I Opatha, Administration Officer 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 25 March 2025 were submitted for approval as a correct record. Councillor Johnston-Dempsey requested an update on the position in relation to Councillor Loudon’s request at the last meeting on school transport. 2 5
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The Interim Head of Education (Support Services and School Estate) advised that, due to a timing issue, this had not been possible. He undertook to provide an update including figures at the next meeting of the Committee. The Committee decided: that the minutes be approved as a correct record. 3 Education Resources - Workforce Monitoring – 1 February to 31 March 2025 A joint report dated 6 May 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 1 February to 31 March 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 of 8 March 2025 The Human Resources Business Manager responded to members’ questions on various aspects of the report. In response to a member’s question in relation to the End Violence at Work 10 point charter, she undertook to ensure a report was presented to a future meeting of the relevant forum. The Committee decided: that the report be noted. [Reference: Minutes of 25 March 2025 (Paragraph 5)] Councillors Equi and Donnelly joined the meeting during consideration of the above item of business 4 Education Resource Plan 2024/2025: Quarter 4 Progress Report A report dated 12 May 2025 by the Interim Executive Director (Education Resources) was submitted on the Education Resource Plan 2024/2025 Quarter 4 Progress Report for the period 1 April 2024 to 31 March 2025. The Education Resource Plan 2024/2025 set out the objectives and actions to be managed and delivered by the Resource in the financial year 2024/2025. The Resource Plan measures were rated using a traffic light system of red, amber or green as well as blue (BRAG) which indicated that an action had been completed. Details were provided on:- progress made against all Resource Plan measures, as detailed in paragraph 5.2 and attached as Appendix 2 to the report key achievements made by the Resource to date, as detailed in paragraph 5.3 of the report additional scrutiny of changes in measure status between Quarter 2 and Quarter 4, as detailed in paragraph 5.5 of the report 6
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The Head of Education (Senior Phase) responded to a member’s question in relation to the percentage of pupils entering positive destinations. The Committee decided: (1) that the Education Resource Plan Quarter 4 Progress Report 2024/2025, as summarised in paragraph 5.2 and attached as Appendix 2 of the report, be noted; (2) that the key achievements made by the Resource to date, as detailed in paragraph 5.3 of the report, be noted; and (3) that the additional scrutiny of changes in measure status between Quarter 2 and Quarter 4, as summarised at paragraph 5.5 of the report, be noted. [Reference: Minutes of 28 January 2025 (Paragraph 6)] Councillor Thomson joined the meeting during consideration of the above item of business 5 Education Resource Plan 2025/2026 A report dated 14 May 2025 by the Interim Executive Director (Education Resources) was submitted on the Education Resource Plan 2025/2026. Details were provided on the Resource Plan for 2025/2026, attached as Appendix 1 to the report, which outlined the:- key areas of focus for the year ahead resource outcomes measures and actions resourcing of the Plan Following approval at individual Resource Committees, the Resource Plans for 2025/2026 would be submitted as a pack to the meeting of the Executive Committee to be held on 25 June 2025 for noting. The Resource had established a number of outcomes to support the delivery of the Council Plan, Connect, in 2025/2026. To support those outcomes, the Resource had developed performance measures in an action plan, detailed in Section 4 of the Resource Plan. Key or strategic measures would be included in the Council Plan progress reports 2025/2026, with the remaining measures being monitored and reported at Resource level. In line with the Council’s performance management arrangements, a mid-year progress report on measures identified in the 2025/2026 Education Resource Plan and an end-of-year report, respectively, would be submitted to future meetings of the Committee. Once approved, the Resource Plan would be made available on the Council’s website. The Interim Head of Education (Support Services and School Estate) responded to a member’s question in relation to allocation of budgets. The Chair noted a member’s concerns in relation to the timeline for receiving updated information on school transport costs. 7
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The Committee decided: (1) that the Resource Plan 2025/2026, attached as Appendix 1 to the report, be approved; (2) that the Resource Plan 2025/2026 be uploaded onto the Council’s website; (3) that it be noted that, following Committee approval, all Resource Plans would be presented to the Executive Committee on 25 June 2025 for noting; and (4) that it be noted that Progress Reports on the Resource Plan 2025/2026 would be submitted at Quarter 2 and Quarter 4, to future meetings of this Committee. 6 2025/2026 Early Learning and Childcare (ELC) Sustainable Rate Price Review A report dated 11 April 2025 by the Interim Executive Director (Education Resources) was submitted outlining the work undertaken on setting the Early Learning and Childcare (ELC) sustainable rate for funded providers, for implementation from 1 April 2025. On 21 May 2024, the 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 to 5 year olds and 2 year olds, respectively. Overall, this represented a 7.6% increase in the rate. The Council’s Procured Service Agreement (PSA), introduced in June 2019 for ELC for the delivery of 1,140 for all funded providers, required a review of the rate on an annual basis. The Scottish Government announced, as part of its 2025/2026 budget, that it would provide local authorities with an additional £9.7 million in 2025/2026 to fully fund the estimated costs associated with enabling childcare workers who delivered ELC private and third sector services to be paid at least the new RLW of £12.60 per hour from April 2025. This commitment would also apply to all childminders who delivered funded ELC, and the funding would be recurring. The additional funding had been distributed to local authorities using the current needs-based ELC funding distribution formula. This followed the recommendation made by the Settlement and Distribution Group and was agreed by COSLA leaders on 31 January 2025. South Lanarkshire’s allocation from the additional £9.7 million provided in 2025/2026 to fund the estimated costs associated with the commitment from April 2025 was £607,000. The Scottish Government and COSLA continued to press the UK Government to fund the impacts of the changes to employer National Insurance Contributions (eNICs) on Scottish public services in full, which included vital services provided on behalf of local authorities by providers in the private and third sectors, such as funded early learning and childcare. At present, the additional funding did not cover the full cost for public services and there had been no additional funding provided by the UK Government for commissioned services. The Council was aware of, and had voiced concerns about, the challenges posed by the increase of eNICs from April 2025, as detailed in paragraph 3.7 of the report. On 20 February 2025, the Scottish Government and COSLA published ‘Guidance for setting sustainable rates for the delivery of funded early learning and childcare (ELC) in 2025/2026’. The guidance confirmed the agreed approach for passing on the additional funding to providers as part of the 2025/2026 sustainable rates setting process, as detailed at paragraph 4.2 of the report. 8
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Having considered the guidance and its application to the Council-funded provider rate, the proposed change to the hourly rate for funded providers was an increase of 3.75% on 2024/2025 rates, as detailed at paragraph 5.1 of the report. The proposed rate changes for 3 to 5 year-olds recommended an hourly rate of £6.57. Having applied the same increase for 2 year olds, the proposed revised hourly rate was £7.29. The £0.50 per hour lunch rate would remain. A protocol for consultation on the sustainable rate had been established over the last few years with funded providers and this was detailed in section 6 of the report. It was anticipated that the revised rate would be implemented from 1 April 2025, in line with the terms and conditions of the Procured Service Agreement for ELC. Based on the requirement of the PSA and change control process, an implementation timeline was set out at section 7 of the report. Officers responded to a member’s question in relation to the feasibility of providing a healthy lunch at the lunch rate of £0.50 per hour. The Chair noted a member’s comment in relation to what action could be taken to ensure the NLW reflected the RLW and advised this would require further consideration. The Committee decided: (1) that the content of the report and the outcome of the sustainable rate review be noted; (2) that the recommendation for the proposed sustainable rate, as outlined in section 5.2 of the report, be approved; and (3) that the requirements of the Procured Service Agreement (PSA) for ELC to secure funded providers agreement be progressed in line with the framework terms. [Reference: Minutes of 21 May 2024 (Paragraph 8)] In terms of Standing Order No 14, the Chair adjourned the meeting at 11.00 am for a 5 minute period. The meeting reconvened at 11.05am 7 Education Resources’ Digital Update A report dated 13 May 2025 by the Interim Executive Director (Education Resources) was submitted providing updates on:- the progress of the Digital Futures contract for Education Resources other digital innovations within Education Resources 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 was for 7 years with the option for a 5-year extension, subject to funding and performance. The procurement route had been competitive Procedure with Negotiation which provided the ability to negotiate, revise and clarify the specification. Details on biddings and tender submissions were provided in paragraphs 3.3 to 3.8 of the report. Having performed best in both technical and commercial categories, with a clear focus on the Council’s requirements, the contract was awarded to RM Education on 1 October 2025 at a value of £31.286 million for the first 7 years. 9
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A refreshed South Lanarkshire Digital Strategy would be developed, in consultation with stakeholders, to ensure that the digital provision continued to be flexible, relevant, met the needs of learners and provided the skills to access all areas of the curriculum and beyond school. Part of the refreshed Digital Strategy would include supporting schools to have their own digital priorities, protocols and/or position statement. The Digital Schools Award programme was an excellent tool for school use as part of their self-evaluation and would lead to accreditation. Details on the current position in relation to Digital Schools Award was provided in paragraphs 3.10 and 3.11 of the report. Details were also provided on other digital innovations within Education Resources in section 4 of the report and included:- Secondary Cloud migration remote learning which included:- Virtual Academy live lessons Artificial Intelligence (AI) which included:- AI Working Group Winning Scotland AI Pilot Teachmate AI Everyway (formerly Texthelp Read&Write) Adobe Express The Head of Education (Senior Phase) responded to members’ questions on various aspects of the report and, where information was not readily available, undertook to provide this to relevant members. The Committee decided: (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. [Reference: Minutes of 5 March 2024 (Paragraph 7)] 8 Audit Scotland: Additional Support for Learning Briefing Paper and Recommendations A report dated 2 May 2025 by the Interim Executive Director (Education Resources) was submitted:- presenting the recommendations from the Audit Scotland Additional Support for Learning briefing paper, published in February 2025, and informing of the forthcoming publication of the National Measurement Framework providing an update on the progress made in building employee capacity in response to the Review of Additional Support for Learning, a key recommendation from the Morgan Review providing an overview of South Lanarkshire’s Inclusive Education Data Strategy The proportion of children and young people recorded as receiving Additional Support for Learning (ASL) had grown significantly since the Additional Support for Learning (Scotland) Act was introduced in 2004. Current figures outlined in the Audit Scotland Additional Support for Learning briefing paper indicated that this growth was almost eightfold. 10
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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 required significant improvement. Key recommendations included a particular focus on building capacity and development of a workforce that was equipped to meet the needs of learners with ASN. The Morgan Review recommended the establishment of a national framework to support pupils with ASN. This recommendation had been reinforced by subsequent educational reviews, as detailed in paragraph 3.4 of the report. The Audit Scotland Additional Support for Learning briefing paper considered how effectively the Scottish Government and local authorities were addressing the demand for ASL in publicly funded primary, secondary and special education schools, with a particular focus on effective resourcing and on monitoring the provision of ASL and subsequent impact data. The audit had delivered 2 key recommendations for the Scottish Government and local authorities to address within timescales and those were fully detailed at paragraph 3.6 of the report. In response to a key recommendation from the Morgan Review, the Council’s Inclusive Education Service had taken significant steps to enhance workforce capacity in supporting learners with ASN and detailed information on the comprehensive strategic approach taken was provided in section 4 of the report. While further guidance was awaited from the Scottish Government regarding the national approach to ASN data collection and recording by local authorities and, acknowledging that the National Measurement Framework was yet to be published and implemented, the Council’s Inclusive Education Service had already proactively initiated a significant ASN data improvement project. The existing workstreams, as fully detailed in section 5 of the report, provided a strong foundation to ensure that the Council was well-positioned to align with the forthcoming national agenda on data capture and compliance once further guidance became available. The Committee decided: (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. 9 Insight Update: School Leavers 2023/2024 A report dated 13 May 2025 by the Interim Executive Director (Education Resources) was submitted providing an update on Leavers’ Attainment and Destinations following session 2023/2024, as reported in the March 2025 national ‘Insight’ update. In March 2025, the Scottish Government released leavers’ cohort data for session 2023/2024 through the ‘Insight’ benchmarking tool for senior phase. ‘Insight’ provided schools with a school level statistical summary of attainment. It anonymised data for individual learners or groups of learners, preventing them from being identified. All key benchmarking data was now available for schools and local authorities as they moved into the improvement planning cycle and looked ahead to session 2025/2026. The period covered by the statistics included data that related to the period of the COVID-19 pandemic and, as detailed in paragraph 3.4 of the report, care would need to be taken in making comparisons over time. 11
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The Council had developed a suite of attainment tools which included the ‘Insight Analytical Tool’ which empowered schools to inspect their leavers’ data at a learner level. Young people could be identified using this tool and their individual circumstances could provide context to their attainment. In collaboration with schools, the self-evaluation Statistical Summary Report (SSR) programme had been established, allowing schools to take a retrospective look at certification data and exam performance. As part of the SSR programme, SSR2 meetings were carried out in April to focus on the results achieved by all school leavers (from S4, S5 and S6 combined), as detailed in paragraph 3.7 of the report. The Insight data for 2023/2024 was attached at Appendix 1 to the report. A summary of 2023/2024 leavers’ attainment and destinations was provided in section 4 of the report. In 2023/2024, 3,625 young people left school in South Lanarkshire and had a positive destination rate of 96.4%, which was above the national average. Positive destination data for care experienced young people and young people residing in the most deprived areas was above the national average. Young people leaving South Lanarkshire establishments continued to be well supported to secure a positive destination post school. The Committee decided: that the Leavers’ Attainment and Destinations for 2023/2024 be noted. [Reference: Minutes of 21 May 2024 (Paragraph 8)] 10 School Improvement and Inspection Update A report dated 30 May 2025 by the Interim Executive Director (Education Resources) was submitted providing:- an overview of the Education Scotland national thematic inspection on local authority approaches to school improvement an update on the work of the Curriculum and Quality Improvement Service (CQIS) in relation to supporting schools and Early Years’ establishments an update on the outcome of school and Early Years’ inspections for 2024/2025 an update on future developments to support schools for 2025/2026 Schools and Early Years’ establishments in Scotland were subject to external inspections from His Majesty’s Inspectorate of Education (HMIE) who were employed by the Government body, Education Scotland. The number of inspections within each local authority area depended on the size of that authority. South Lanarkshire Council was the fifth largest authority by population. The group of local authorities used for comparative purposes were detailed at paragraph 3.3 of the report. The Council had 17 establishment inspection reports published during session 2024/2025 (up to 30 May 2025) and information on comparator local authorities was provided in Appendix 1 to the report. Detailed information on Education Scotland’s National Thematic Inspection: Local authority approaches to supporting school improvement was provided at section 4 of the report. The aim of the national thematic review was to provide an opportunity to hear from local authorities about their current priorities for improving school performance, what worked well and what challenges were faced. Early Years’ establishments did not feature as part of the inspection. The review focused on 4 key questions, as detailed in paragraph 4.2 of the report. Education Scotland had compiled a summary of findings for each local authority to support continuous improvement and published a national report ‘Local authority approaches to supporting school improvement’ in March 2025. Recommendations from the national report were detailed in paragraph 4.4 of the report. 12
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In October 2024, a team of inspectors from Education Scotland visited the 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 was attached at Appendix 2 to the report. The identified next steps for the Council were in line with the inspection findings, as detailed in paragraph 4.7 of the report and a detailed action plan was attached at Appendix 3 to the report. An update on the work of the CQIS to support schools across session 2024/2025 was provided in section 5 of the report. This included detailed information on school improvement and collaborative improvement. Since 2016, HMIE had employed a range of inspection models to suit particular circumstances and contexts as well as to reflect the changing educational landscape, and those were detailed in section 6 of the report. During 2024/2025, 17 South Lanarkshire Council (SLC) establishments were inspected, and their reports published and included:- 7 primary schools which experienced the full model for inspection, 3 of those were primary schools with nursery classes 6 primary schools which experienced the short inspection model for inspection, including one of those primary schools with a nursery class 3 secondary schools which experienced the short model of inspection one secondary school which experienced the full model of inspection It was difficult to compare establishment inspections across authorities because of the varying numbers involved. However, as detailed in paragraph 6.6 of the report, a comparative analysis which scrutinised the Council’s current inspection profile continued to be positive, with 95.3% of inspections’ outcomes for the inspected Quality Indicators as good, very good or excellent. This compared to Glasgow at 77.4%, Aberdeenshire at 58.6%, Fife at 75.6%, Highland at 47.0% and North Lanarkshire at 45.2%. A detailed analysis of the overall inspection outcomes in schools was provided at section 7 of the report. Further illustration of the Quality Indicators for schools (Early Years, primary and secondary) was provided in Appendix 4 to the report and included information for comparator local authorities, the West Partnership and national data. During session 2024/2025, one early year’s class 4 primary inspections and one secondary inspection were identified by Education Scotland as having practice which was worth sharing nationally, as detailed in paragraph 7.2 of the report. Early Years’ establishments and school nursery classes were inspected both by Education Scotland around the quality of educational provision using Quality Indicators and separately by the Care Inspectorate. Information in the report concerned inspections conducted by Education Scotland only. Since 2022/2023, schools had been given the option not to undertake an additional inspection by Education Scotland when they inspected a school if they had been inspected by the Care Inspectorate during the previous 18-month period. During 2024/2025, 4 Early Years’ inspection reports by Education Scotland were published with associated evaluative grades for Quality Indicators. All Early Years’ inspections undertaken were of nursery classes within primary schools. Further illustration of the Quality Indicators for schools (Early Years) was provided in Appendix 5 to the report and included information for comparator local authorities, the West Partnership and national data. One Early Years’ establishment inspected this session was identified by Education Scotland as having practice worth sharing nationally, as detailed in paragraph 8.4 of the report. 13
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The Council reported on individual inspections through the established Area Committee structure, which allowed elected members to hear a presentation from the Headteacher and/or the Quality Link Officer. In addition:- data from inspections was fed into the evaluation of the Education Resources’ Plan through the IMPROVE mechanism inspection reports were publicised through the Education SWAY publication schools were responsible for communicating the inspection outcome to parents Members recognised the positive Education Scotland inspection results presented in the report. The Committee decided: (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 for schools and Early Years’ establishments be noted. [Reference: Minutes of 20 August 2024 (Paragraph 10)] 11 West Partnership Regional Improvement Collaborative Lessons from 2017 to 2025 A report dated 16 May 2025 by the Interim Executive Director (Education Resources) was submitted on 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. 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. The Glasgow City Region Education Improvement Collaborative, known as the West Partnership, brought together authorities from across the Glasgow City Region. South Lanarkshire was a member of the West Partnership. A summary of evidence from the following 2 papers was provided in sections 4 and 5, respectively of the report:- the West Partnership Regional Improvement Collaborative (2017 to 2025), attached at Appendix 1 to the report. This paper had set out the context in which RICs were established and described the maturation on the West Partnership over time Drawing Out Lessons from Regional Collaboration in Scotland (2017 to 2025) which summarised evidence generated over the past 7 years, drawing on reflections of Professors Chapman and Donaldson in relation to the evolution of the West Partnership The progress of the West Partnership in supporting effective partnership working was recognised in both reports and by external analysis which had been carried out by the Scottish Government. The Scottish Government review had been published in January 2024 and had noted that across Scotland, RICS:- 14
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were engaging with approximately 30% of schools whilst accounting for 0.1% of education spending in Scotland had continued to strengthen collaboration across and between local authorities, RICs and other partners The focus in the West Partnership on excellence and equity, underpinned by an approach which enabled staff to take collective action and deliver improvements, was clearly adding value as evidenced by the 2 papers and the West Partnership Evaluation Report. The Committee decided: that the achievements of the West Partnership be noted. [Reference: Minutes of 20 August 2024 (Paragraph 13)] 12 Celebrating Success in Education Session 2024/2025 A report dated 13 May 2025 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 during academic session 2024/2025, 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 also 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 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 Operations Manager responded to a member’s question in relation to the Sporting School of the Year Award which had been won by Hamilton School for the Deaf and, where information was not immediately available, undertook to provide this to the relevant member. 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 25 March 2025 (Paragraph 12)] 13 Notification of Contracts Awarded: 1 October 2024 to 31 March 2025 A report dated 8 May 2025 by the Interim Executive Director (Education Resources) was submitted on contracts awarded by Education Resources during the period 1 October 2024 to 31 March 2025. 15
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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 Appendix 1 to the report. The Committee decided: that the report be noted. [Reference: Minutes of 25 March 2025 (Paragraph 14) 14 Urgent Business There were no items of urgent business. Chair’s Closing Remarks The Chair advised that this would be the last meeting of the Committee that Anne Donaldson, Interim Executive Director would attend as she was retiring. The Chair, together with members of the Committee, thanked Anne for her hard work, commended her achievements during her time with the Council and wished her a long and happy retirement. Ms Donaldson responded in suitable terms. 16
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Revenue Budget Monitoring 2024/2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide information on the actual expenditure measured against the revenue budget for the period 1 April 2024 to 31 March 2025 for Education Resources [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the position to 31 March 2025 of an underspend of £0.004m after approved transfers to reserves, as detailed in Appendix A of the report, be noted; and (2) that the budget virements be approved. [1recs] 3. Background 3.1. This is the final revenue budget monitoring report presented to the Education Resources Committee for the financial year 2024/2025. 3.2. The report details the financial position for Education Resources. Appendix A provides the service analysis statement, outlining key highlights by service for the Resource, and Appendix B provides the detailed financial position with variance explanations by budget category. 4. Scottish Attainment Challenge Funding 4.1. The 2024/2025 budget for Education contains £9.286m awarded for Pupil Equity Funding (PEF) and £1.858m for Strategic Equity Funding (SEF). Total budget for 2024/2025 is £11.144m, and this is contained within this reported position. 4.2. In relation to PEF funding, spend to 31 March 2025 was £8.655m, with £0.631m still to spend of the 2024/2025 allocation. 4.3. As a result, the PEF 2024/2025 carry forward as at 31 March 2025 was £0.631m, and this was available for the school session April to June 2025. This is in line with the PEF guidance and was approved as a transfer to reserves at the Executive Committee in June 2025, to meet spend and commitment in schools in line with School Improvement Plans. 3 17
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4.4. In relation to SEF funding, actual spend at the end of the financial year was £1.768m with £0.090m still to spend of the 2024/2025 allocation. As a result, the SEF 2024/2025 carry forward as at 31 March 2025 was £0.090m. These funds were invested by the end of the academic year (end of June 2025) in support of existing plans for that year, as noted in the SEF Operational Guidance. 5. Employee Implications 5.1. None 6. Financial Implications 6.1. Year-End Position as of 31 March 2025:- The actual outturn position was an underspend of £0.004m after approved transfers to reserves. This is in line with the reported probable outturn position. 6.2. The minor underspend position reflects the net effect of underspends in Early Years core budget offset by overspends relating to both mainstream and Additional Support Needs (ASN) transport costs and school placements, which are demand-led. There is also an overspend on teacher costs due to cover, which is being offset by an underspend on Early Years staff costs due to vacancies and turnover. 6.3. There is increased spending on janitorial and classroom supplies as a result of pupil growth and an underspend on the footwear and clothing grant, reflecting current demand. There is also an over recovery in Early Years fees and income from Other Local Authorities for children placed in our schools. This income offsets the costs of external school placements. 6.4. Virements to realign budgets across budget categories and with other Resources and reflect some accounting adjustments at year-end. These movements have been detailed in Appendix B to this report. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in the report. 8. Other Implications 8.1. The main risk associated with the Council’s Revenue Budget is that there is an overspend. There are inflationary and budget pressures, which could increase the risk of overspend; however, these are mitigated by additional funds being added to the budget and this year, through some reserve funds available. 9. Integrated Impact Assessment and Consultation Requirements 9.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 9.2. There is also no requirement to undertake any consultation in terms of the information contained in the report. 18
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Jackie Taylor Executive Director (Finance and Corporate Resources) Lyndsay McRoberts Executive Director (Education Resources) 13 August 2025 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient and transparent Previous References Executive Committee of 25 June 2025 List of Background Papers Financial ledger and budget monitoring results to 31 March 2025 Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Louise Harvey Ext: 2658 (Tel: 01698 452658) E-mail: louise.harvey@southlanarkshire.gov.uk 19
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Appendix A SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Committee: Period 14 Ended 31 March 2025 (No. 14) Revenue Budget Monitoring Report – Service Analysis Service Analysis Revised Annual Budget £000 Year End Actual £000 Variance £000 % Education Net Controllable Exp. 483,338 483,334 4 0.00% Service Heading Explanation for significant projected outturn variances Education Schools The cost of teachers was overspent due to the demand for cover across the year. The cost of materials and cleaning and janitorial supplies was also overspent due to pupil growth and inflation. Inclusion Services There continued to be unprecedented demand on the Inclusion services budgets in the areas of external placement, aids and adaptation, speech and language therapy and transport. Overspends this year were supported through the use of earmarked reserves as well as underspends in other areas including income from Other Local Authorities. Early Years Staff turnover and vacancies continued within the Early Years Service this year as well as increased income from fees. These underspends and over recovery supported pressures within the Service and across the Resource. Transport The cost of transport continued to be a rising pressure during 2024/2025 for both mainstream schools and ASN. Support for these costs was being met through the one-off use of reserves and underspends in other areas of the budget. 20
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Appendix B SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Resources Committee: Period Ended 31 March 2025 (No.14) Education Resources Summary Budget Category Revised Annual Budget £000 Forecast for Year £000 Forecast Variance £000 YTD Actual £(000) YTD Variance £000 Over/ Under % Note Employee Costs 349,225 348,651 574 349,295 (70) over 0.00% 1, a, b, c, d, e Property Costs 39,002 39,267 (265) 38,859 143 under 0.40% 2, d, e Supplies & Services 10,444 10,478 (34) 10,318 126 under 1.20% 3, d, e, i Transport & Plant 18,376 21,769 (3,393) 21,411 (3,035) over (16.50%) 4, d, e Administration Costs 2,060 2,042 18 2.079 (19) over (0.90%) d, e Payments to Other Bodies 31,897 31,466 431 31,729 168 under 0.50% 5, d, e Payments to Contractors 46,493 46,239 254 46,214 279 under 0.60% e Transfer Payments 3,018 2,778 240 2,781 237 under 7.90% 6, e Financing Charges 342 324 18 344 (2) over (0.60%) d, e Total Controllable Exp. 500,857 503,014 (2,157) 503,030 (2,173) over (0.40%) Total Controllable Inc. (17,159) (20,093) 2,574 (20,327) 2,808 over recovered 16.00% 7, c, d, e Net Controllable Exp. 483,338 482,921 417 482,703 635 under 0.10% Transfer to Reserves - 417 (417) 631 (631) Position after Transfer to Reserves 483,338 483,338 0 483,334 4 under 0.00% Variance Explanations 1. The overspend reflects turnover and vacancies in Early Years staffing during the year, offset by an overspend due to class cover in Teachers during the year. 2. The underspend represents less than anticipated utility costs due to a milder winter partially offset by the cost of janitorial and cleaning materials being higher than budget for schools. 3. The underspend reflects less than anticipated spend on the Pupil Equity Fund which will be carried forward at the end of the financial year for future commitments (Ref. section 4.3). This is partially offset by increased spend on materials within schools due to pupil growth, the increased demand for equipment required by children with complex needs and food costs for breakfast clubs being higher than budget. 4. The overspend was mainly due to the cost of school transport for both mainstream schools and ASN. 5. This underspend was the result of less than anticipated core Early Years spend including cross boundary charges to other local authorities partially offset by the increased cost of placements for pupils with additional support needs in Independent Schools. 6. The underspend was due to spend on footwear and clothing grants being less than budget. 7. The over recovery of income relates to increased income from Early Years fees and Other Local Authorities for placements within South Lanarkshire Council schools. Budget Virements a. Carry forward of committed budget in relation to expenditure commitments in ASL and teachers. Net Effect (£0.899m): Employee Costs (£0.899m). b. Establish budget to reflect Apprenticeship Levy. Net Effect £1.303m: Employee Costs £1.303m. c. Establish budget in relation to inter authority funding. Net Effect £0.000m: Employee Costs £0.377m and Income (£0.377m). d. Realignment of budget to reflect current service delivery and PEF. Net Effect £0.000m: Employee Costs (£0.195m), Property Costs £0.108m, Supplies and Services £0.113m, Transport Costs £0.007m, Administration Costs £0.133m, Payments to Other Bodies (£0.371m), Financing Charges (£0.001m) and Income £0.206m. e. Realignment of DMS. Net Effect £0.000m: Employee Costs £0.085m, Property Costs (£0.144m), Supplies and Services (£0.937m), Transport Costs £0.138m, Administration Costs £0.286m, Payments to Other Bodies £0.613m, Payment to Contractors (£0.001m), Transfer Payments £0.205m, Financing Charges (£0.056m) and Income (£0.189m). Transfer to Reserves (£0.631m): i. Pupil Equity Funding underspend (£0.631m). 21
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Revenue Budget Monitoring 2025/2026 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide information on the actual expenditure measured against the revenue budget for the period 1 April 2025 to 11 July 2025 for Education Resources provide a forecast for the year to 31 March 2026 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the forecast to 31 March 2026 of a breakeven position as detailed in appendix A of the report be noted; and (2) that the proposed budget virements be approved. [1recs] 3. Background 3.1. This is the first revenue budget monitoring report presented to the Education Resources Committee for the financial year 2025/2026. 3.2. The report details the financial position for Education Resources. Appendix A outlines the service analysis statement, providing key highlights by service for the Resource and appendix B provides the detailed financial position with variance explanations by budget category. 3.3. This report reflects the actual spend to 11 July 2025 within the Resource budget and reflects the expected outturn forecast on expenditure and income at this date. 4. Scottish Attainment Challenge Funding 4.1. The 2025/2026 budget for Education contains £9.594m awarded for Pupil Equity Funding (PEF) and £2.475m for Strategic Equity Funding (SEF). Total budget for 2025/2026 is £12.069m and this is contained within this reported position. 4.2. In relation to PEF funding, the £9.594m represents £0.631m 2024/2025 carry forward and £8.963m for the 2025/2026 allocation. Spend and commitment as at 11 July 2025 is £2.895m, with £6.699m still to spend. This includes known staff costs for the period April 2025 to August 2025; however, staffing for the new school session from 14 August 2025 is not yet reflected within this position. 4 23
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4.3. In relation to SEF funding, spend and commitment to date is £2.203m with £0.271m still to spend. Known staff costs to 31 March 2026 are reflected within this position, and as this is a specific grant allocation, funding is received based on actual spend. 4.4. The committee will continue to be updated with the spend position for 2025/2026 throughout the year for both Scottish Attainment Challenge-funded areas. 5. Employee Implications 5.1. None 6. Financial Implications 6.1. As at 11 July 2025, the Resource’s projected outturn position for 2025/2026 is a breakeven position. This is outlined in the attached appendices. 6.2. This position reflects underspends in Early Years staffing offset by a projected overspend in teacher costs due to cover; overspends in relation to mainstream and Additional Support Needs (ASN) transport costs and school placements, which are demand-led led and additional costs of janitorial and classroom supplies in schools. There are underspends with the Early Learning and Childcare (ELC) core budget. There is also an over recovery of Early Years fees and income from Other Local Authorities, which will support the position. 6.3. The Resource is currently showing a balanced financial position as at 11 July 2025; however, there are a number of key budget areas to note: 6.4. Cost of Transport: In relation to mainstream transport costs, the Q1 forecast for 2025/2026 received in August 2025, now reflects reduced costs of transport from Strathclyde Passenger Transport (SPT) based on contract renewals and the policy change in secondary schools from 2 to 3 miles. The level of overspend of £1.089m included in this report has now reduced to £0.279m this financial year against budget. The rising cost for ASN Transport (Taxis) is another significant pressure on the Resource, with a current projected overspend of £2.260m. This is being offset by an over-recovery of income, resulting in a break-even forecast. 6.5. Teacher Numbers / Reduced Class Contract Time: A budget issue was identified in relation to teacher numbers during the Council’s 2025/2026 Budget process. £4.2m was earmarked, as this was the estimated cost if we had to reinstate teacher numbers to the 2023 level. As there is no longer a need to restore teacher numbers to the higher level, the Executive Committee (27 August 2025) approved that this £4.2m is transferred to reserves and used to support the Budget Strategy, including the Pay Award. 6.6. If implemented, there is still a risk in relation to the ongoing national conversation on Reducing Class Contact Time for teachers (RCCT). Reducing the amount of time that a teacher is in the classroom would mean a requirement for additional teachers to be brought into the system. This would have financial implications for councils including South Lanarkshire Council. Cosla and local government are engaged with the Scottish Government on this matter, and it is suggested that funding would have to be provided by the Scottish Government. If the Scottish Government do not fully fund the cost of RCCT, then this will be added to the Council’s Budget Gap and further savings would be required to balance the Council’s Budget. Updates will be provided as this matter progresses. 24
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6.7. Virements are proposed to realign budgets across budget categories and with other Resources. These movements have been detailed in Appendix B to this report. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in the report. 8. Other Implications 8.1. The main risk associated with the Council’s Revenue Budget is that there is an overspend. There are inflationary and budget pressures this year, which increase the risk of overspend; however, we have mitigated this going forward by providing additional funds in the budget strategy, and this year, through some reserve funds available. 8.2. The risk is managed through four weekly Budget Monitoring Meetings at which any variance is analysed. In addition, the new forecasting within FUSION and work within the Resource and Finance teams ensure early warning for corrective action to be taken where appropriate. 9. Integrated Impact Assessment and Consultation Requirements 9.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 9.2. There is also no requirement to undertake any consultation in terms of the information contained in the report. Jackie Taylor Executive Director (Finance and Corporate Resources) Lindsay McRoberts Executive Director (Education Resources) 13 August 2025 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient and transparent Previous References None List of Background Papers Financial ledger and budget monitoring results to 11 July 2025 Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Louise Harvey Ext: 2658 (Tel: 01698 452658) E-mail: louise.harvey@southlanarkshire.gov.uk 25
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Appendix A SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Committee: Period 4 Ended 11 July 2025 (No. 4) Revenue Budget Monitoring Report – Service Analysis Service Analysis Revised Annual Budget (£000) Projected Outturn (£000) Projected Outturn Variance (£000) % YTD Actual (£000) Education Net Controllable Exp. 487,722 487,722 0 0.00% 122,859 Service Heading Explanation for significant projected outturn variances Education This is an early forecast for the Resource and does not yet reflect new staffing arrangements for the session from August 2025 across schools and establishments. All forecasts will continue to be refined as we move across the year. Schools The cost of teachers is expected to be overspent due to the demand for cover across the year. The impact of classroom materials budgets as a result of pupil growth and cleaning and janitorial costs continues to be a financial pressure this year. Inclusion Services There continues to be unprecedented demand on the Inclusion services budgets in the areas of external placement, aids and adaptation, speech and language therapy and transport. Overspends this year are being supported by reserve balances as well as underspends in other areas including income from Other Local Authorities. Early Years Staff turnover and vacancies continue within the Early Years service this year as well as increased levels of fee income. These underspends and over recovery are supporting pressures within the service and across the Resource. Transport The cost of transport continues to be a rising pressure this year. It is anticipated that underspends in other budget areas and funding from the budget strategy will support these costs. 26
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Appendix B SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Resources Committee: Period Ended 11 July 2025 (No.4) Education Resources Summary Budget Category Revised Annual Budget Projected Outturn Projected Outturn Variance Over/ Under % Variance YTD Actual Note £000 £000 £000 £000 Employee Costs 348,738 347,757 981 under 0.28% 93,033 1, d, e, f, g Property Costs 38,046 38,241 (195) over (0.51%) 3,231 2, f, g Supplies & Services 14,908 15,185 (277) over (1.86%) 2,299 3, a, b, d, e, f, g Transport & Plant 17,059 20,408 (3,349) over (19.63%) 6,411 4, f, g Administration Costs 1,282 1,238 44 under 3.43% 575 f, g Payments to Other Bodies 30,199 30,257 (58) over (0.19%) 9,518 5, c, d, f, g Payments to Contractors 47,233 46,983 250 under 0.53% 7,841 6, g Transfer Payments 2,602 2,602 0 - 0.00% 2,102 b, g Financing Charges 408 408 0 - 0.00% 0 f, g Total Controllable Exp. 500,475 503,079 (2,604) over (0.52%) 125,010 Total Controllable Inc. (12,753) (15,357) 2,604 over recovered 20.42% (2,151) 7, d, f, g Net Controllable Exp. 487,722 487,722 0 - 0.00% 122,859 Variance Explanations 1. The underspend reflects the anticipated level of turnover and vacancies in Early Years staffing during the year, offset by a projected overspend due to class cover in Teachers during the year. 2. This overspend represents the cost of janitorial and cleaning materials being higher than the budget for schools. 3. The overspend is mainly due to increased spending on materials within schools due to pupil growth and the increased demand for equipment required by children with complex needs being higher than the budget. 4. The overspend is mainly due to the cost of school transport for both mainstream schools and ASN. 5. The underspend reflects less than anticipated core Early Years spend, including cross-boundary charges to other local authorities, partially offsetting the increased cost of placements for pupils with additional support needs in Independent Schools. 6. The underspend represents the timing of payments for insurance within the PPP contract. 7. The over recovery of income reflects projected levels of income from Early Years fees and Other Local Authorities for placements within South Lanarkshire Council schools. Budget Virements a. Transfers from reserves in relation to PEF Carry Forward. Net Effect £0.631m: Supplies and Services £0.631m. b. Transfer from corporate items in relation to the Local Action Fund allocated to schools and the Footwear & Clothing Grant for Early Years. Net Effect £0.246m: Supplies and Services £0.046m and Transfer Payments £0.200m. c. Establish a budget to reflect general revenue grant funding in relation to holiday playschemes and activities for disabled children. Net Effect £0.071m: Payments to Other Bodies £0.071m. d. Establish a budget for additional income received for Developing the Young Workforce, Youth Music Initiative and Confucius programmes. Net Effect £0.000m: Employee Costs £0.760m, Supplies and Services £0.017m, Payments to Other Bodies £0.069m and Income (£0.846m). e. Realignment of budget to reflect Pupil Equity Fund programme delivery. Net Effect £0.000m: Employee Costs £1.340m and Supplies and Services (£1.340m). f. Realignment of budget to reflect current service delivery. Net Effect £0.000m: Employee Costs £0.062m, Property Costs (£0.041m), Supplies and Services (£0.055m), Transport Costs £0.005m, Administration Costs £0.019m, Payments to Other Bodies £0.104m, Financing Charges £0.016m and Income £0.014m. g. Realignment of DMS. Net Effect £0.000m: Employee Costs (£0.042m), Property Costs £0.199m, Supplies and Services (£1.176m), Transport Costs £0.175m, Administration Costs £0.434m, Payments to Other Bodies £0.522m, Payment to Contractors £0.001m, Transfer Payments £0.269m, Financing Charges (£0.013m) and Income (£0.369m). 27
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Capital Budget Monitoring 2024/2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide information on the capital programme for Education Resources for the period 1 April 2024 to 31 March 2025 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) that the Education Resources’ capital programme of £8.371 million, and expenditure for the year of £7.039 million, be noted. [1recs] 3. Background 3.1. This is the final capital monitoring report presented to the Education Resources Committee for the financial year 2024/2025. 3.2. As noted in the last report to this Committee on 25 March 2025, the budget for Education Resources for financial year 2024/2025 was £8.371 million. This was the final budget for the year 2024/2025. 3.3. The report details the financial position for Education Resources in Appendix A. 4. Employee Implications 4.1. There are no employee implications as a result of this report. 5. Financial Implications 5.1. 2024/2025 Capital Programme – Final Position As detailed in Section 3.2, the total capital programme for Education Resources for 2024/2025 was £8.371 million. Total expenditure to 31 March 2025 was £7.039 million, a difference of £1.332 million in comparison to the programme of £8.371 million. 5.2. This year-end underspend position reflects the profile of spend across a number of projects where spend will be incurred in the new financial year. 5 29
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5.3. Overall, the programme underspend reflects the timing of spend across financial years. The main projects responsible for the overall programme underspend are detailed in Appendix B. This appendix provides a list of the continuing projects into 2025/2026, along with their estimated completion dates. 5.4. Any underspend on these projects, along with the funding, will carry forward into next financial year as required. An update on the 2025/2026 programme is detailed in a separate report to this Committee. 6. Climate Change, Sustainability and Environmental Implications 6.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in this report. 7. Other Implications 7.1. The main risk associated with the Council’s Capital Programme is that there is an overspend. The risk has been assessed as low given the detailed project management plans prepared and monitored for each project. The risk of overspend is managed through four weekly Investment Management Meetings. 8. Integrated Impact Assessment and Consultation Requirements 8.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 8.2. There is also no requirement to undertake any consultation in terms of the information contained in the report. Jackie Taylor Executive Director (Finance and Corporate Resources) Lindsay McRoberts Executive Director (Education Resources) 12 August 2025 Link(s) to Council Values/Priorities/Outcomes Accountable, Effective, Efficient and Transparent Previous References Education Resources Committee, 25 March 2025 Executive Committee, 25 June 2025 List of Background Papers Financial ledger to 31 March 2025 Contact for Further Information If you would like to inspect the background papers or want further information, please contact: Graham Booth, Finance Manager (Strategy) Ext: 2699 (Tel: 01698 452699) E-mail: graham.booth@southlanarkshire.gov.uk 30
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Appendix A South Lanarkshire Council Capital Expenditure 2024 - 2025 Education Resources Programme For Period 1 April 2024 – 31 March 2025 Education Resources Base Budget £000 Budget Adjustments £000 Slippage £000 Total Budget £000 Actual Expenditure £000 Growth / Accommodation Pressures 5,563 1,458 (1,603) 5,418 4,392 ICT Developments 1,638 - - 1,638 1,592 Free School Meals 430 332 - 762 552 Education Other 603 (50) - 553 503 TOTAL 8,234 1,740 (1,603) 8,371 7,039 31
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Appendix B Projects with Underspends in 2024/2025 which will Carry Forward into 2025/2026 Project Name Project Type Completion Date Education Resources St John the Baptist Nursery Canopy Adaptations September 2025 Law Primary School Nursery Expansion Adaptations August 2025 Our Lady of Lourdes (Car Park) Adaptations September 2025 Stonelaw High School – Adaptations Phase 2 Adaptations September 2025 Crosshouse Toilet Adaptations Adaptation August 2025 Kirktonholme PS Kitchen Expansion Adaptations July 2025 St Kenneths PS Kitchen Adaptions Adaptations July 2025 Woodside Kitchen Adaptation Adaptations July 2025 St John the Baptist PS – Kitchen Upgrade Adaptations July 2025 Schools ICT IT Throughout 2025/26 32
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Capital Budget Monitoring 2025/2026 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide information on the progress of the capital programme for Education Resources for the period 1 April 2025 to 11 July 2025 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the Education Resources’ capital programme of £5.970 million, and forecast expenditure of £5.970 million, be noted. [1recs] 3. Background 3.1. This is the first capital monitoring report presented to the Education Resources Committee for the financial year 2025/2026. Further reports will follow throughout the year. 3.2. The budget of £5.970 million for Education Resources is based on the overall Capital Programme for 2025/2026 approved by the Executive Committee on 26 February 2025, updated to include the budget carried forward from 2024/2025, and adjustments to the programme approved at the Executive Committee on 25 June 2025 (£0.255 million) and presented to 27 August 2025 (£0.211 million). These adjustments totalled a net increase of £0.466 million. 3.3. The report details the financial position of Education Resources in Appendix A. 4. Employee Implications 4.1. There are no employee implications as a result of this report. 5. Financial Implications 5.1. 2025/2026 Budget As detailed in Section 3.2, the revised capital programme for Education Resources for 2025/2026 is £5.970 million. This budget is based on the original programme of projects approved by the Council in February 2025, updated to include budget carried forward from financial year 2024/2025 and adjustments approved at the Executive Committee in June 2025 and August 2025, totalling a net increase of £0.466 million. The details of these amendments are shown in Appendix A. 6 33
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5.2. Based on current information, the budget of £5.970 million also reflects the estimated level of spend which can be achieved in 2025/2026. 5.3. 2025/26 Forecast Appendix A shows a forecast for the financial year of £5.970 million. For information, actual expenditure to 11 July 2025 is £0.674 million. 6. Climate Change, Sustainability and Environmental Implications 6.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in this report. 7. Other Implications 7.1. The main risk associated with the Council’s Capital Programme is that there is an overspend. The risk has been assessed as low given the detailed project management plans prepared and monitored for each project. The risk of overspend is managed through four weekly Investment Management Meetings. 8. Integrated Impact Assessment and Consultation Requirements 8.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 8.2. There is also no requirement to undertake any consultation in terms of the information contained in the report. Jackie Taylor Executive Director (Finance and Corporate Resources) Lindsay McRoberts Executive Director (Education Resources) 12 August 2025 Link(s) to Council Values/Priorities/Outcomes Accountable, Effective, Efficient and Transparent Previous References South Lanarkshire Council, 26 February 2025 Executive Committee, 25 June 2025 Executive Committee, 27 August 2025 List of Background Papers ▪ Financial ledger to 11 July 2025 Contact for Further Information If you would like to inspect the background papers or want further information, please contact: Graham Booth, Finance Manager (Strategy) Ext: 2699 (Tel: 01698 452699) E-mail: graham.booth@southlanarkshire.gov.uk 34
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Appendix A South Lanarkshire Council Capital Expenditure 2025/2026 Education Resources Programme For Period 1 April 2025 – 11 July 2025 Education Resources Base Budget £000 Budget Adjustments £000 Slippage/ Acceleration £000 Total Budget £000 Forecast Spend £000 Forecast Variance £000 Actual Expenditure £000 Growth / Accommodation Pressures 3,685 466 - 4,150 4,150 - 249 ICT Developments 1,346 - - 1,346 1,346 - 81 Free School Meals 473 - - 473 473 - 344 TOTAL 5,504 466 - 5,970 5,970 - 674 For Information Only Budget Adjustments approved by Executive Committee, 25 June 2025: Budget Adjustments approved by Executive Committee, 27 August 2025: Budget Adjustments Adaptations at St John Ogilvie HS Total Budget Adjustments £0.255m £0.255m Budget Adjustments City Deal Projects – Fees Realignment St John Ogilvie High School Capacity Improvements Phase 2 Total Budget Adjustments £0.159m £0.052m £0.211m 35
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Finance and Corporate Resources) and Executive Director (Education Resources) Subject: Education Resources - Workforce Monitoring – 1 April to 30 June 2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide employment information for 1 April to 30 June 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 April to 30 June 2025 relating to Education Resources be noted:- attendance statistics occupational health accident/incident statistics discipline, grievance and Dignity at Work cases analysis of leavers and exit interviews Staffing watch as at 14 June 2025 [1recs] 3. Background 3.1. As part of the Council’s performance management arrangements, regular workforce monitoring reports are submitted to the Committee. This report for Education Resources provides information on the position from 1 April to 30 June 2025. 4. Monitoring Statistics 4.1. Attendance Statistics (Appendix 1) Information on absence statistics is analysed for June 2025 for Education Resources. The Resource absence figure for June 2025 was 4.4%, this figure has decreased by 0.6% when compared to the previous month and is 1% lower than the Council-wide figure. Compared to June 2024, the Resource absence figure has increased by 0.3% Based on the absence figures at June 2025 and annual trends, the annual average absence for the Resource for 2025/2026 is 5.1%, compared to a Council-wide average figure of 6%. 7 37
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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, 471 referrals were made this period. This represents a decrease of 71 when compared with the same period last year. 4.3. Accident/Incident Statistics There were 321 accidents/incidents recorded and investigated within the Resource during this period. 4.4. Discipline, Grievance and Dignity at Work (Appendix 2) During the period, 8 disciplinary hearings were held within the Resource; this figure has increased by 1 compared to the same period last year. No appeals were heard by the resource, and no appeals were pending; these figures have remained the same when compared to last year. 1 grievance was raised within the Resource; this figure has increased by 1 when compared to the same period last year. 2 Dignity at Work complaints were raised within the Resource; this figure has increased by 2 when compared to the same period last year. 4.5. Analysis of Leavers (Appendix 2a) There was a total of 37 leavers this period eligible for an exit interview. This figure has decreased by 17, when compared with the same period last year. 10 exit interviews were conducted in this period; this figure has decreased by 13 when compared to the same period last year. 5. Staffing Watch (Appendix 3) 5.1. There has been a decrease of 37 employees in posts from 8 March 2025 to 14 June 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. 38
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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) Lyndsay McRoberts Executive Director (Education Resources) 11 August 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 – 10 June 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 39
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2023 / 2024 2024 / 2025 2025 / 2026 2023 / 2024 2024 / 2025 2025 / 2026 2023 / 2024 2024 / 2025 2025 / 2026 2023 / 2024 2024 / 2025 2025 / 2026 % % % % % % % % % % % % April 5.0 5.4 6.8 April 2.8 2.9 3.5 April 3.8 4.0 4.9 April 5.1 5.2 5.7 May 5.4 6.0 6.6 May 3.2 3.0 3.8 May 4.2 4.4 5.0 May 5.1 5.3 5.6 June 4.8 5.5 6.3 June 2.2 2.8 2.9 June 3.4 4.1 4.4 June 4.7 5.2 5.4 July 3.4 3.2 July 1.1 1.0 July 2.2 2.0 July 3.8 4.1 August 4.0 3.9 August 1.3 1.9 August 2.5 2.8 August 4.1 4.7 September 5.9 6.6 September 2.9 3.5 September 4.3 4.9 September 5.3 6.1 October 5.5 6.5 October 2.7 3.8 October 4.0 5.0 October 5.1 6.0 November 7.1 7.8 November 4.3 5.0 November 5.6 6.2 November 6.2 6.9 December 8.1 8.6 December 4.8 5.4 December 6.3 6.8 December 6.6 7.0 January 6.6 8.0 January 4.8 4.9 January 5.6 6.3 January 6.1 6.7 February 7.2 8.4 February 4.9 4.9 February 6.0 6.5 February 6.4 7.0 March 7.5 8.3 March 4.1 4.5 March 5.7 6.2 March 6.3 6.8 Annual Average 5.9 6.5 6.8 Annual Average 3.3 3.6 3.8 Annual Average 4.5 4.9 5.1 Annual Average 5.4 5.9 6.0 Average Apr-Jun 5.1 5.6 6.6 Average Apr-Jun 2.7 2.9 3.4 Average Apr-Jun 3.8 4.2 4.8 Average Apr-Jun 5.0 5.2 5.6 3203 3999 7202 15640No of Employees at 30 June 2025 No of Employees at 30 June 2025 No of Employees at 30 June 2025 No of Employees at 30 June 2025 Appendix 1 Absence Trends - 2023/2024, 2024/2025 & 2025/2026 Education Resources Council WideAPT&C Teachers Resource Total 40
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Apr - Jun Apr - Jun 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 173 161 REFERRALS TO COGNITIVE BEHAVIOUR THERAPY 1 10 TOTAL 542 471 Apr - Jun Apr - Jun 2024 2025 Specified Injuries* 0 0 Over 7 day absences 2 0 Over 3 day absences** 3 0 Minor 70 40 Near Miss *** 6 17 Violent Incident: Physical**** 358 230 Violent Incident: Verbal***** 46 34 Total Accidents/Incidents 485 321 Apr - Jun Apr - Jun 2024 2025 Total Number of Hearings 7 8 Total Number of Appeals 0 0 Appeals Pending 0 0 Time Taken to Convene Hearing October - Apr to Jun 2025 0-3 Weeks 4-6 Weeks Over 6 Weeks 1 2 5 Apr - Jun Apr - Jun 2024 2025 Number of Grievances 0 1 Number Resolved at Stage 1 0 0 Number Resolved at Stage 2 0 0 Number Resolved at Stage 3 0 0 Still in Progress 0 1 Apr - Jun Apr - Jun 2024 2025 Number of Incidents 0 2 Number Resolved at Informal Stage 0 0 Number Resolved at Formal Stage 0 0 Number of Appeals 0 0 Appeals in Process 0 0 Still in Process 0 2 1 25 Appendix 2 EDUCATION RESOURCES 158 121 RECORD OF DIGNITY AT WORK 209 154 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 41
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Apr - Jun Apr - Jun 2024 2025 Career Advancement 11 11 Child Caring / Caring Responsibilities 2 3 Disatisfaction with terms and conditions 0 1 Further Education 1 0 Moving outwith area 2 1 Personal Reasons 3 14 Poor relationship with managers / colleagues 1 2 Travelling difficulties 1 0 Other 33 5 Total Number of Leavers Eligible for Exit Interview 54 37 Number of Exit Interviews conducted 23 10 Percentage of interviews conducted 43% 27% ANALYSIS OF REASONS FOR LEAVING Appendix 2a EDUCATION RESOURCES 42
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As at 14 June 2025 F/T P/T F/T P/T Teachers 700 117 2127 1178 4122 Other 95 88 554 2427 3164 Total Employees 795 205 2681 3605 7286 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 3527.90 3527.90 Other 6.00 1181.26 1054.95 130.70 49.00 11.00 0.00 0.96 0.00 2433.87 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 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 43
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Education Resources) Subject: School Holiday Dates for Session 2026/2027 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide proposed dates for school holidays in South Lanarkshire for session 2026/2027. This follows consultation with stakeholders [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) the proposed school holiday and in-service day schedule for South Lanarkshire for the 2026/2027 academic session, as outlined in Appendix 1, be approved; and (2) to note that the 6 May 2027 in-service day, aligning with the expected date of the Scottish Local Government elections, remains subject to change should the election take place on an alternative date. These changes being:- move the in-service day to match the new election date, or if no election occurs during the 2025/2026 session, move the in-service day to Friday, 30 April 2027 [1recs] 3. Background 3.1. Schools in Scotland are required to be open 190 days per year. Typically, a further 5 in-service days are added for teachers. 3.2. Local authorities have the power to set their own terms and school holiday dates. The school year normally covers three terms:- term 1 - from the second or third week in August until Christmas term 2 - from the New Year until the Spring Break term 3 - from Spring Break until the end of June 3.3. It should be noted that the Good Friday (26 March 2027) and Easter Monday (29 March 2027) public holiday dates are earlier than usual and, therefore, fall outwith the 2027 Spring Break. 3.4. During May and June 2025, Education Resources sought the views of a range of stakeholders on the proposed school holiday dates for 2026/2027. The consultation was shared widely, and 847 responses were received. 8 45
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4. Consultation Outcome 4.1. 457 or 54% of respondents supported the proposed calendar 390 or 46% of respondents did not support the proposed calendar 4.2. Those who did not support the proposed calendar were asked to provide further comment. These were analysed and the following key themes emerged:- there were some calls for a rebalancing of the school calendar, with respondents stating that the traditional 6-week summer holiday is overly long and out of sync with seasonal weather patterns, prompting suggestions to shorten it and redistribute the saved time to October, Christmas or February there was some support for extending the October break to 2 weeks, recognising its value for both family affordability and restorative downtime during darker months some felt Christmas holidays were too brief and begin too close to Christmas Day itself, with some proposing that schools finish earlier to allow for a longer winter break some respondents viewed the 2026/2027 misalignment of Easter weekend and spring break as disruptive and advocated for the integration of the Easter weekend into the full 2-week spring break the scheduling of in-service days emerged as another key theme, with midweek dates (particularly Thursdays) deemed inconvenient and proposals put forward to place them on Mondays or Fridays to extend weekends the changing of school term dates each year was noted by some as problematic for children with additional support needs, highlighting the importance of consistent routines a few working parents raised concerns about managing school holidays with limited annual leave, recommending more predictable and better coordinated breaks additional suggestions focused on aligning holidays with neighbouring councils and exploring a more balanced term structure, such as dividing the year into four equal parts, to benefit families and improve overall accessibility 4.3. It is acknowledged that a small percentage of our total stakeholder population expressed differing views on the proposed dates. These contributions are valued and will be considered during future cycle reviews. They will not, however, affect the dates currently proposed for 2026/2027. 5. Proposal 5.1. The proposed school holiday and in-service day schedule for South Lanarkshire for the 2026/2027 academic session, as outlined in Appendix 1, meets all related legislative requirements and is broadly in line with school holiday arrangements in neighbouring local authorities. A consultation with stakeholders has shown a majority in agreement with these arrangements. 5.2. It is proposed, therefore, that this schedule is adopted and published widely, including via the Council website, school websites, school handbooks and other related media. 6. Employee Implications 6.1. Personnel Services and Finance Services have been consulted on the proposed dates. 46
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7. Financial Implications 7.1. None 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no implications for climate change, sustainability, or the environment in terms of the information contained in this report. 9. Other Implications 9.1. There are no significant risk implications in terms of the information contained within this report. 10. 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. 10.2. Consultation has taken place with a range of stakeholders, including the Trades Unions and Parent Councils. Lyndsay McRoberts Executive Director (Education Resources) 30 July 2025 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References Education Resources Committee – 29 October 2024 List of Background Papers Responses from consultation exercise Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Gary Lambie (Performance, Planning and Operations Manager) Ext: 4495 (Tel: 01698 454495) E-mail: gary.lambie@southlanarkshire.gov.uk 47
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Appendix 1 Education Resources Proposed School Holiday Dates for Session 2026/2027 Term 1 - 2026 Teachers return Tuesday 11 August In-service Tuesday 11 August In-service Wednesday 12 August Pupils return Thursday 13 August September weekend Friday 25 September September weekend Monday 28 September October Break Starts Monday 12 October October Break Ends Friday 16 October Re-open and pupils return Monday 19 October In-service Monday 09 November Last day of school Tuesday 22 December at 2.30pm Term 2 - 2027 Re-open and pupils return Wednesday 06 January February Break Monday 15 February February Break Tuesday 16 February In-service Wednesday 17 February Pupils return Thursday 18 February Easter weekend Friday 26 March Easter weekend Monday 29 March Last day of school Friday 02 April at 2.30pm Term 3 - 2027 Re-open and pupils return Monday 19 April May Day Holiday Monday 03 May In-service Thursday 06 May May weekend Friday 28 May** May weekend Monday 31 May** Last day of school Friday 25 June at 1.00pm Additional notes ** Schools in Lanark will instead be closed on Thursday 10 June and Friday 11 June 2027 48
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Report Agenda Item Report to: Education Resources Date of Meeting: 9 September 2025 Report by: Executive Director (Education Resources) Subject: Education Resources Workforce Plan 2025 to 2027 1. Purpose of Report 1.1. The purpose of the report is to:- provide an update on the Education Resources Workforce Plan 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) that the work to produce the Education Workforce plan is noted; and (2) that the Education Workforce Plan, attached at Appendix 1, be approved. 3. Background 3.1. South Lanarkshire Council is committed to delivering high-quality services that improve the lives of residents across the region. The Council Plan 2022 to 2027 outlines strategic priorities under the themes of People, Planet, and Progress. To support these priorities, the Council has developed a Workforce Strategy that ensures the right people are in the right roles at the right time. 3.2. The Council Workforce Strategy and Planning process provides the framework for workforce planning in the Council. The Strategy and Plans are aligned to current and future Council service needs and details the approach by the Council to ensure that the workforce required is in place to meet those needs. The Council Workforce Strategy and Plan was approved at Executive Committee on 28 May 2025. 3.3. Resource workforce plans detail the key areas of focus for Resources for 2025 to 2027, the current resource workforce profiles, the key workforce challenges and actions identified to address challenges. 4. Workforce Planning Process 4.1. Engagement and consultation to produce workforce plans has been primarily through HR Business Managers and Resource Management Teams. Resources undertook a horizon scanning exercise as part of the Resource planning process to identify key areas of focus, this along with workforce data was used to complete workforce planning toolkit templates. In addition, there was a review of previous actions (2022 to 2025) to identify any ongoing activity to be reflected in the 2025 to 2027 plans. This structured approach enabled the identification of strategic workforce priorities and the development of targeted actions to address them. 9 49
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5. Education Resources Workforce Plan 2025 to 2027 5.1. The Education Resource Workforce Plan is attached in Appendix 1. The workforce planning process identified five key priority areas, each with associated challenges and actions detailed in 5.2 – 5.6. 5.2. Recruitment, Attraction, and Retention Recruitment challenges were identified particularly relating to some subject specialism, professional experience and leadership capacity. These difficulties combined with an ageing workforce and increased demand linked to the rising level of additional support needs continue to impact on workforce planning and service delivery. To address this, there will be focussed teacher recruitment initiatives, establishing clear pathways for career progression as well as implementing robust succession planning strategies across the priority sections and services. 5.3. Transformation The Resource plans to advance innovation and sustainability to enhance digital learning, strengthening the workforce capacity to climate education training, streamlining services through structural review and aligning service delivery with national reform priorities. The Resource recognises the ongoing budget constraints and cross Council demands which continue to challenge service sustainability and capacity to deliver savings. Efficiencies will be sought through evolving use of Oracle Fusion and service improvement initiatives and transformational reviews. 5.4. Skills Gap The workforce planning process has identified skills gaps across the resource in digital and organisational and transformation skills, specialist knowledge areas, such as sustainability, trauma informed practice, infant mental health and ASN support. The Learning and Development Strategy will address these gaps through learning and development activity to support and target digital upskilling, professional learning and training in these identified areas. 5.5. Delivery of Key Activities To deliver the key areas of activity for the Resource, there are challenges relating to delivering strategic digital developments, supporting new technologies and enabling climate and sustainability targets. The Resource continues to require strong community engagement, resilient staffing structures and capacity to meet growing service demands. The Resource will strengthen the service areas to maintain statutory staffing levels, improving workforce agility through data led planning. This will support digital platform implementation, coordinate reform readiness and enhancing integrated multi-agency response to complex pupil needs. 5.6. Employee Wellbeing There are challenges across services in terms of absence management, staff resilience and continuing to build on and further develop methods of employee engagement. The Resource will continue to promote a whole-system approach to staff wellbeing through integrated planning, proactive union partnerships, employee recognition, mentoring and coaching, management supported training with an ongoing review of support initiatives to strengthen workforce resilience. 6. Monitoring Arrangements 6.1. Workforce Plans will be monitored through Resource Management Teams and updates provided to committee on an annual basis. 50
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6.2. Workforce planning is incorporated into Resource risk registers to acknowledge that having the right workforce with the right skills at the right time is reliant on the key workforce actions progressing. There are some workforce actions addressing national challenges, for example, national campaigns to promote career pathways in local government and funding available for specific training opportunities to address skills shortages. There is a risk if these actions do not progress that there will be shortfalls in the workforce that can impact on service delivery. 7. Employee Implications 7.1. Having a Workforce Strategy and proactive workforce planning process in place ensures an effective workforce is in place to deliver Council services. 8. Financial Implications 8.1. There are no costs associated with undertaking the workforce planning process, the activities detailed above, for example learning and development plans will be met from existing budgets. 8.2. Planning for appropriate workforce arrangements demonstrates effective and efficient use of resources. 9. Climate Change, Sustainability and Environmental Implications 9.1. There are no implications for climate change, sustainability or for the environment on this report. 10. Other Implications 10.1. There are risks to the Council in not ensuring that there are clear links between the workforce planning process and the overall Council planning process. 11. Integrated Impact Assessment and Consultation Requirements 11.1. This report does not introduce a new policy or strategy, and no impact assessments are required. An integrated impact assessment was undertaken for the Workforce Strategy. 11.2. Trade Unions been involved in the workforce planning process and updated through updates to Joint Trade Union Council (JTUC) Executive. Resource workforce planning activity is reported through Joint Consultative Committees (JCCs). Lyndsay McRoberts Executive Director (Education Resources) 20 August 2025 51
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Link(s) to Council Values/Priorities/Outcomes Values Focused on people and their needs Working with and respecting others Accountable, effective, efficient, and transparent Ambitious, self-aware, and improving Fair, open, and sustainable Excellent employer Priorities We will work to put people first and reduce inequality We will work towards a sustainable future in sustainable places We will work to recover, progress, and improve Outcomes Thriving business, fair jobs and vibrant town centres Caring, connected, sustainable communities Inspiring learners, transforming learning, strengthening partnerships Previous References Executive Committee of Council Workforce Strategy and Plan 2025 – 2027, Executive Committee 28 May 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:- Elaine Maxwell, HR Business Manager Ext: 4647(Tel: 01698 454647) E-mail: elaine.maxwell@southlanarkshire.gov.uk 52
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Appendix 1 53
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Education Workforce Plan 2025 – 27 1. Introduction 2. Resource Overview 3. Key Resource Activity 4. Resource Workforce Profile 5. Resource Workforce Plan 6. Risk Implications 7. Monitoring the Plan Appendix 1 – Review of 2022-25 Actions Appendix 2 – Education Resources Workforce Profile Appendix 3 – 2025 – 27 Education Resources Workforce Planning Actions 54
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1. Introduction South Lanarkshire Council delivers a wide range of services across the community that improve the lives of everyone living in South Lanarkshire. At the heart of the Council vision are values based on fairness, empathy, and a commitment to make a difference for the people of South Lanarkshire. The Council strives to be high achieving and high performing and to achieve this requires an available, capable, and resilient workforce. The Council Plan 2022 – 2027 sets out the Council priorities and how these will be delivered. The foundations of the Council plan are based on People, Planet and Progress. To deliver the Council priorities the Council has a Workforce Strategy which sets out the workforce planning framework used to identify the key strategic drivers, service demands and the actions to ensure that the Council has the right people in the right place at the right time to deliver our vision. This framework has been used to produce Resource and Council workforce plans, which outline the workforce challenges and actions for South Lanarkshire Council. The previous workforce plans covered 2022 – 2025 and this Council Workforce Plan covers the period 2025 – 27, to align with the lifecycle of the current Council Plan. 2. Resource overview Education is the largest Resource within South Lanarkshire Council, representing an annual budget of approximately £490 million. The resource directly employs over 8,000 staff to support the educational needs of approximately 60,000 children and young people. Service delivery is structured across: • 129 primary schools, including 4 Additional Support Needs (ASN) schools • 20 secondary schools, incorporating 2 ASN schools and 1 School for Emotional and Behavioural Needs (SEBN) • 89 Early Learning and Childcare (ELC) establishments, comprising 67 nursery classes and 22 standalone nurseries • An additional 98 funded external ELC providers operating in partnership with the Council. Additional provision includes the Youth, Family, and Community Learning Service, the Educational Psychology Service, and centrally managed teams delivering specialist support to establishments and families. Education Resources operates within a complex and diverse service landscape, designed to meet statutory obligations and respond to a wide range of educational, social, and developmental needs. Key priorities for 2025/26 include sustaining core service delivery, implementing improvements aligned to strategic workforce planning, and addressing identified workforce challenges and reform agendas. 55
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3. Key Resource Activity Education Resources has identified key risks, challenges, and emerging statutory obligations that are expected to have a material impact on service delivery in 2025/26. National Reform Agenda and strategic slignment (2025/26) Education Resources will continue to respond to workforce priorities arising from the national Education Reform agenda in Scotland. These priorities are integral to supporting policy implementation, enhancing service delivery, and meeting emerging statutory requirements. Key focus areas for 2025/26 include: • Staffing for Class Contact Time Reductions Strategic planning will continue to assess and respond to workforce implications associated with proposed reductions in teacher class contact time. This includes forward modelling, vacancy management, and engagement with national workforce supply strategies. • Recruitment of School Support Assistants Continued recruitment and deployment of sufficient number of school support assistants to meet pupil support needs across primary, secondary and early years settings, in accordance with national policy objectives and inclusion priorities. • Capacity Planning and Skills Development Targeted investment in workforce capability building, including leadership development, induction support, and delivery of revised professional learning pathways aligned with system reform goals. • Operational Readiness for Legislative and Structural Change Preparatory measures will be undertaken to ensure operational alignment with legislative and structural changes emerging from reform discussions, including potential establishment of new governance, curriculum, and delivery frameworks. 56
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The curriculum, strategic leadership and professional practice Education Resources will maintain a structured approach to curriculum development, strategic leadership, and professional learning to support improved outcomes and learner preparedness. Programmes will align with national policy drivers and local service priorities including: • Providing support and challenge to develop a shared understanding of standards, and best practice in the consistent delivery of learning, teaching and assessment • Ensuring schools are informed and engaged in response to the current education reform agenda, including the Curriculum Improvement Cycle and the Review of Qualifications and Assessment. • Engaging middle leaders and developing leadership capacity across the system • Reviewing the Digital Strategy to make best use of technology in supporting teachers and learners to work effectively and efficiently. • 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 The statutory incorporation of the United Nations Convention on the Rights of the Child (UNCRC) into Scots Law (effective 16 July 2024) introduces binding legal duties on public bodies. Education Resources is required to implement systems and practices aligned with the new legal framework including: • Non-discrimination in education, with targeted initiatives to reduce outcome disparities based on socio-economic status • Enhanced digital access, recognising digital literacy as foundational to equitable modern education • Health and wellbeing support, including provision for mental health as part of the highest attainable standard of care • Curriculum reforms, integrating human rights education and personal development skills • Expansion of early learning provision, in line with developmental rights and government targets • Sustainability education, fostering future-oriented skills and intergenerational responsibility • Youth engagement mechanisms, including formal inclusion of pupil representation in planning, feedback and governance structures 57
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Health and wellbeing Health and wellbeing remain critical to educational outcomes and learner development. Education Resources will continue to implement a whole-school approach promoting mental, emotional, social, and physical wellbeing across all establishments including: • Expansion of early intervention programmes in partnership with NHS Lanarkshire, targeting vision, dental, and immunisation services • Enhanced collaboration with Community Resources to support healthy eating initiatives across educational settings • Increased engagement with Active Schools programming, coordinated via South Lanarkshire Leisure and Culture • Monitoring and refinement of counselling services, informed by utilisation and impact data • Continued professional development in Attachment Strategy delivery and increased implementation of trauma-informed practices Inclusion, equity and equality Education Resources will continue targeted efforts to embed principles of inclusion, equity, and equality across early years, primary, secondary, and community settings including: • Support for establishment-level planning, enabling schools and nurseries to identify improvement priorities informed by local context and demographic need • Alignment with attainment stretch aims, with focused measures to support learners and families with protected characteristics • Reduce barriers to learning by addressing poverty, discrimination, and linguistic or cultural exclusion. Safe and respectful environments Education Resources will continue strategic efforts to promote safe, inclusive, and respectful educational environments across all settings. These efforts are designed to uphold the wellbeing, dignity, and full participation of learners and staff, and are aligned with statutory safeguarding and inclusion duties. Key activity in 2025/26 includes: • Collaborative engagement with families and communities to identify and mitigate environmental and systemic barriers to inclusion • Policy enhancement through the roll-out and review of updated national and local guidance, including: ▪ Framework for Inclusion and Equality (2024) ▪ Attendance Guidelines (2024) ▪ National Action Plan for Relationships and Behaviour in Schools (2024–2027) ▪ Mobile Phones: Guidance for Scotland’s Schools (2024) ▪ Respect for All: National Anti-Bullying Approach (2024 Update) Climate justice and sustainability Education Resources will continue efforts to embed principles of climate justice and environmental sustainability within educational practice and learning environments including: • Curriculum integration, ensuring climate literacy and sustainability themes are embedded across subject areas and learner stages 58
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• Capacity building, promoting staff and learner engagement with environmental education through professional development and community partnerships • Stakeholder collaboration, encouraging active involvement from families and communities to support environmental awareness and action at establishment level • Promotion of environmental stewardship, fostering a culture of shared responsibility and forward planning in response to climate challenges 4. Education Resources Workforce Profile The full workforce profile is attached in Appendix 3. The data reviewed covers the period April 2023 – March 2024. Resources used this data to complete their workforce plans for 2025 – 27. The key highlights from the workforce profile are detailed below. Employee Numbers For April 2023 – March 2024, Education Resources employed an average of 8363 employees, equating to 6780 Full Time Equivalent (FTE). The workforce is split across seven services; the split of each Service is shown below in Table 1 by headcount (number of employees) and total FTE. Table 1 Employee numbers Service Headcount FTE Education 8363 6780 Primary 2234 1963 Secondary 2241 2059 ASN (Teaching) 184 164 School Support 1918 1222 Early Years 1387 1035 YFCL 211 175 HQ 188 163 Employment Status As of 31 March 2024, EDR employed 8187 employees. There are 362 employees who are in a temporary position, 7106 employees in a permanent position and 719 casual employees. This is detailed in table 2. The majority of the Service’s workforce is employed on a full-time basis, the highest proportion of part time employees is within School Support. Table 2 Employment Status Service Permanent Employees Temporary Employees Casual Employees Total Employees Education 7106 362 719 8187 Primary 1744 142 298 2184 Secondary 1750 103 346 2199 ASN (Teaching) 181 1 - 182 School Support 1814 39 32 1885 Early Years 1264 48 36 1348 YFCL 177 22 7 206 HQ 176 7 - 183 59
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Gender Split The gender split across Services* is detailed in Table 3. The Resource workforce consists of 13.7% male and 86.3% female. Table 3 Gender Split Service Female Male Total Employees Education 6442 1026 7468 Primary 1725 161 1886 Secondary 1235 618 1853 ASN (Teaching) 154 28 182 School Support 1753 100 1853 Early Years 1285 27 1312 YFCL 134 65 199 HQ 156 27 183 *As at 31 March 2024 and excluding casual employees Age Range The age range across Services* is detailed in Table 4. Forty-three percent of the workforce are age 40 or over. School Support has the highest employee numbers aged 65 and above, as well as the highest number of employees aged 50 and above. Early Years has the highest number of employees aged 16-19 years. Table 4 Age Range Service 16-19 Years 20-29 Year s 30-39 Year s 40-49 Year s 50-59 Year s 60-64 Year s 65+ Year s No. Employee s Education 12 1127 2044 2021 1705 445 114 7468 Primary - 318 616 541 341 61 9 1886 Secondary - 333 557 527 335 86 15 1853 ASN (Teaching) - 9 43 70 46 9 5 182 School Support 5 99 372 439 647 230 61 1853 Early Years 7 337 379 351 202 28 8 1312 YFCL - 18 54 47 55 17 8 199 HQ - 13 23 46 79 14 8 183 * As at 31 March 2024, excluding casual employees. 60
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Absence The absence rate for the Resource for 2023/24 was 4.48%. Absence rates for Education are reported on by Locality. The details are in table 5. Table 5 – Absence rates Service Absence 23/24 Education 4.48% Area Cover 6.59% Cambuslang / Rutherglen 4.06% Clydesdale 4.03% East Kilbride 4.75% Hamilton 4.40% Leavers and Turnover From 1st April 2023 to 31st March 2024, 661 employees left the Resource, equating to 531.37 FTE. The turnover rate for the Resource for 2023/24 was 8.80%, this turnover rate is calculated using all leavers. Recruitment During 2023/24 245 posts were advertised attracting 4886 applications. Candidates were appointed to 326 posts. Full details of the workforce profile are attached in Appendix 2. 5. Resource Workforce Plan Resource Workforce plans were produced covering the period 2022 – 25. These plans have been reviewed to provide an update on actions to date and to identify any ongoing activity to be reflected in the 2025 – 27 plans. A summary of the review is included in Appendix 1. During 2024, Resources undertook a horizon scanning exercise as part of the Resource planning process to identify key areas of focus moving forward. Following this, working with HR Business Managers, Heads of Service completed the workforce planning toolkits to consider the workforce requirements to deliver resource plan outcomes, local and national drivers, as well as known and anticipated changes that will impact on the workforce. The workforce profile information was also taken into account as part of this exercise. Common theme emerged across all Resource and the priority workforce planning areas for actions are as follows: • Recruitment / Attraction and / retention • Transformation • Skills gap • Delivery of key activities • Employee well being 61
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All this activity identified the key workforce challenges and the actions for Education Resources, a summary is provided in the table below. Summary of challenges and actions Priority Identified Need Key Challenges Action Recruitment / Attraction / Retention Persistent recruitment challenges were noted in 2024/25, particularly in securing candidates with appropriate subject specialism, professional experience, and leadership capacity. Difficult-to-fill vacancies, combined with an ageing workforce profile and increased demand linked to rising levels of Additional Support Needs (ASN), continue to impact workforce planning and service delivery. Enhance workforce planning through focused teacher recruitment initiatives, the establishment of clear career progression pathways, and the implementation of robust succession strategies across priority sectors and services. Transformation Ongoing budget constraints, cost-of-living pressures, and cross- council demands continue to challenge service sustainability and capacity to deliver savings. Further efficiencies are sought through evolving use of Oracle Fusion and service improvement initiatives. Advance innovation and sustainability by enhancing digital learning, strengthening workforce capacity for climate education, streamlining services through structural review, and aligning delivery with national reform priorities. Skills gap Limited organisational transformation skills and gaps in digital competence and specialist knowledge can delay capacity building across services Strengthen workforce capability through sustained leadership development, targeted digital upskilling, and professional learning in sustainability, trauma- informed practice, infant mental health, and ASN support. 62
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Delivery of Key Resource Activities Delivering strategic digital development, supporting new technologies, and enabling climate and sustainability targets continue to require strong community engagement, resilient staffing structures, and capacity to meet growing service demands Strengthen education service delivery by maintaining statutory staffing levels, improving workforce agility through data-led planning, supporting digital platform implementation, coordinating reform readiness, and enhancing integrated multi-agency responses to complex pupil needs Employee Wellbeing Sustaining employee wellbeing and resilience remains a priority, alongside reducing absence levels and strengthening overall engagement across the workforce. Promote a whole-system approach to staff wellbeing through integrated planning, proactive union partnerships, employee recognition, mentoring and coaching, targeted absence management training, and ongoing review of support initiatives to strengthen workforce resilience The Education Resources Workforce Action Plan is attached in Appendix 3. This provides the detail on the actions to deliver the plan, how they will be achieved, who is responsible for the delivery, the expected outcomes, and the timescales to be achieved by. Engagement and consultation to produce workforce plans has been primarily through HR Business Managers and Resource Management Teams, Trade Unions have been updated on activity through JTUC Executive updates and Trade Unions were also asked to provide details of workforce challenges from TU perspective via a survey. 6. Risk Implications The actions identified to assist the Council to achieve the right people with the right skills to deliver services. However, there are risks if these actions cannot be delivered. These are: • Reduced workforce supply is a risk to meeting the Councils requirements • Ability to train and develop staff to create our own talent into specialist roles within required timescales and maintain service delivery • Competing recruitment drives across services and sectors The risks identified with workforce planning will be included in the Resource risk registers. 63
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7. Monitoring the Plan The action plan will be monitored through Resource Management Teams. As the arrangements on national initiatives emerge any significant changes will be reflected in updated action plans. Resource workforce plans will be formally reported through annual updates on actions to Resource Committees. The Council workforce plan will be reported to Executive Committee on an annual basis. 64
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Appendix 1 Review Workforce Plan Actions 2022 – 25 An update on the key actions from the Education Resources 2022 – 25 workforce plan is provided below: Priority / identified need Actions Achievements Next steps 1a Increased demand and reduced workforce pool Refined recruitment practices, expanded use of social media, and adoption of campaign- based approaches Revised practices embedded across services; clearer shortlisting via updated job profile criteria; Oracle Fusion processes reviewed; successful appointments across areas to address recruitment challenges Further enhancement of recruitment and candidate development through strategic updates to the Recruitment and Learning & Development strategies 1b Succession Planning Succession discussions now embedded within appraisal cycles; nominations to the Leadership Development programme progressing leadership capacity across key service areas Further refinement through upcoming revisions to the Recruitment Strategy and Learning & Development Strategy 2a Service Design and Efficiency savings Managing employee impact of savings Reductions implemented with adherence to Council protocols; employee impact minimised and skills retained through planned support and redeployment pathways Ensure SWITCH2 arrangements better align savings activity with employee development, ensuring maximised use of existing skills and workforce capacity 2b Service Redesign Review activity ongoing across key service areas, including overtime reduction and structural redesign to enhance operational effectiveness and resource alignment Continue phased delivery of the transformational programme, with expanded focus on cross- service integration and 65
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strategic workforce alignment 3a IT / Digital Implementation of Fusion (HR, finance, and procurement) System implementation completed; processes updated to improve efficiency and integration. Workforce planning has matured with improved focus on digital capability to support strategic priorities Continue optimising Fusion functionality and embed workforce planning insights to strengthen digital transformation and service delivery 3b Implementation of Resource IT systems New managed service for schools agreed, procured and in place As the Council moves towards more digital solutions the workforce plans will reflect actions to ensure that our workforce is digitally aware and included. 4 Employee support and wellbeing Enhance employee support Occupational health improvements have enhanced employee access to support services. Review of Maximising Attendance policy and related procedures is underway, focusing on good practice and workforce engagement Continue assessment of employee support provision to ensure equitable access, with further development of attendance and wellbeing strategies to sustain a supportive workplace culture 66
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Workforce Profile: Education Resources Appendix 2 Section 1: Average Headcount and Full Time Equivalent For the year 2023/24, South Lanarkshire Council (SLC) employed an average of 17,086 employees, equating to 14,046 Full Time Equivalent (FTE). Education Resources employs 7616 employees at 6152 FTE, accounting for 47% of the Council’s headcount. The headcount and FTE for each Service is shown in Table 1. Casual Employees have been excluded from these figures and are shown in Section 2. Table 1 – EDR Headcount and FTE Headcount - 7616 FTE - 6152 Measured by FTE, School Support makes up a lower proportion of the Resource (with Primary and Secondary increasing). This is predominantly due to the majority of employees within School Support being employed as part – time, term – time School Support Assistants, with an average FTE of 0.65 FTE. The average FTE of employees across the rest of the Resource is 0.86 FTE. Primary 1933 25% Secondary 1892 25%ASN (Teaching) 184 2% School Support 1882 25% Early Years 1334 18% YFCL 203 3% HQ 188 2% Primary 1661.73 27% Secondary 1731.80 28% ASN (Teaching) 164.22 3% School Support 1222.04 20% Early Years 1034.88 17% YFCL 175.30 3% HQ 162.45 2% 67
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Section 2: Employment Categories and Hours Worked As at 31st March 2024, Education Resources employed 8187 employees, with a combined total of 8363 assignments. 719 employees were categorised as Casual and of these, 718 were employed in their main post as a Casual Employee. 28 employees with a primary Permanent or Temporary post also held a second assignment as a Casual Employee. Table 2: Employment Category Split Resource Permanen t Employee s Temporary Employee s Casual Employee s Total Employee s SLC 15377 594 769 16740 Education 7106 362 719 8187 Primary 1744 142 298 2184 Secondary 1750 103 346 2199 ASN (Teaching) 181 1 - 182 School Support 1814 39 32 1885 Early Years 1264 48 36 1348 YFCL 177 22 7 206 HQ 176 7 - 183 Education employs the largest number of Casual Employees within SLC, accounting for 93% of all Casual Employees. These employees are predominantly Temporary Teachers (Supply Teachers), which account for 80% of Casual Employees within the Resource, followed by Music Instructors (7%) and Early Years Practitioners (5%). *Please note that for all further data sets, Casual Employee figures have been removed. The total number of employees employed by SLC as at 31st March 2024 is therefore 15,971 and Education, 7468. The majority of the Council’s workforce is employed on Full Time contracts, which for the purposes of this report, has been taken to mean employees working 35 hours or greater per week at a Full Time Equivalent greater than or equal to 0.90. Term – Time employees who meet this criteria over 39 weeks have also been included in the Full – Time count. As shown below, 56% of SLC’s workforce were employed Full Time, with the remaining 44% categorised as Part Time employees as of 31st March 2024. The full time split of Education Resources and its Services is shown alongside this: Permanent 87% Temporary 4% Casual 9% 68
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Table 3: Part Time / Full Time Split Full Time Split as Percentage Full Time Split of Service Resource Total FT Tota l PT No. Employee s South Lanarkshire Council 9267 670 4 15971 Education 4207 326 1 7468 Primary 1301 585 1886 Secondary 1464 389 1853 ASN (Teaching) 128 54 182 School Support 222 163 1 1853 Early Years 824 488 1312 YFCL 148 51 199 HQ 120 63 183 Education’s services generally see high percentages of full time employees, with the exception of School Support, which has one of the lowest proportions of Full Time employees within the Council. The majority of employees are employed on part – time, term – time FT 56% PT 44% Primary 69% Secondary 79% ASN (Teaching) 70% School Support 12% Early Years 63% YFCL 74% HQ 66% 69
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Section 3: Leavers and Turnover Leavers From 1st April 2023 to 31st March 2024, 1709 employees left the council, equating to 1239.55 FTE. 661 Leavers (531.37 FTE) held positions within Education Resources. Table 4 shows the total leavers by Service and displays the headcount as a percentage of total leavers from each Service. Table 4: Leavers by Resource Service Contribution to Resource Leavers Resource No. of Leavers Total FTE South Lanarkshire Council 1709 1239.55 Education 661 531.37 Primary 217 198.60 Secondary 158 144.10 ASN (Teaching) 12 8.30 School Support 175 104.37 Early Years 61 40.62 YFCL 17 15.60 HQ 20 19.11 When looking at the distribution of leavers by headcount (as above), Primary contributes at a higher rate than expected from Section 1. As shown later in Table 6, Primary has a larger number of leavers due to Termination of Temporary / Fixed Contracts; this increase is partially accounted for by Cover Teachers, however the Service also sees a much larger share of Teachers leaving due to ‘Other Teaching Employment Elsewhere.’ Conversely, Early Years sees a much lower proportion of leavers relative to its size. Reasons for Leaving are explored further below. ASN 1% Early Years 9% HQ 3% Primary 33% School Support 27% Secondary 24% YFCL 3% 70
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Table 5: Reasons for Leaving Education Resources As shown above, the five most common reason for leaving Education were Retirement (22%), followed by Other Teaching Employment Elsewhere (21%), Personal Reasons (12%), Career Development (10%) and Termination of Temporary / Fixed Contracts (9%). In total, these five reasons account for nearly three quarters of all leavers in the year 2023/24. Of those who left for Other Teaching Employment Elsewhere, 55% of these employees were from Primary (and 40% from Secondary). Primary and Secondary account similarly for employees opting out of teaching, with Primary again narrowly leading. The top five reasons for leaving by Headcount are shown by Table 6 on the next page for each Service, as a percentage of that Service’s total leavers: 0 20 40 60 80 100 120 140 160 Count of Assignment Sum of FTE 71
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Table 6 Education Primary Secondary ASN 01 Retirement 22% 05 Other Teaching Employment Elsewhere 21% 19 Personal Reasons 12% 12 Career Development 10% 09 Termination Of Temporary/Fixed Term/Contract Staff 9% 05 Other Teaching Employment Elsewhere 35% 01 Retirement 17% 09 Termination Of Temporary/Fixed Term/Contract Staff 15% 08 Opted Out/Leaving Teaching 14% 04 Teaching In Scotland 12% 05 Other Teaching Employment Elsewhere 35% 01 Retirement 22% 08 Opted Out/Leaving Teaching… 09 Termination Of Temporary/Fixed Term/Contract Staff 9% 04 Teaching In Scotland 8% 05 Other Teaching Employment Elsewhere 30% 01 Retirement 20% 12 Career Development 10% 10 Dismissal Due To Ill Health 10% 19 Personal Reasons… 72
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School Support Early Years YFCL HQ 01 Retirement 26% 19 Personal Reasons 26% 12 Career Development 25% 16 Further Education 6% 02 Retirement Due To Ill Health 4% 19 Personal Reasons 36% 12 Career Development 20% 01 Retirement 13% 09 Termination Of Temporary/Fixed Term/Contract Staff 7% 15 Child Care/Caring Responsibilities 7% 09 Termination Of Temporary/Fixed Term/Contract Staff 41% 01 Retirement 29% 12 Career Development 12% 02 Retirement Due To Ill Health 6% Gross Misconduct 6% 01 Retirement 45% 12 Career Development 23% 19 Personal Reasons 9% 02 Retirement Due To Ill Health 9% 05 Other Teaching Employment Elsewhere 9% 73
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Turnover Turnover for the year 2023/24 was calculated as the total number of employees who left the Council from within Education Resources between 1st April 2023 and 31st March 2024 (661), divided by the average number of employees in post during the year (7616). It should be noted that Resource turnover is likely to be slightly lower than shown, as Casual Employees have been removed from the total number of employees headcount, however, due to reporting limitations, some Casual employees will be included in leavers totals. The Turnover Rate for Education Resources for 2023/24 was 8.80% and is broken down by Service below. This is lower than the Council rate of 10.46% and is the second lowest turnover of any Resource. Table 7: Resource Turnover Primary sees the highest turnover rate, with 35% of leavers, 77 employees, leaving to find other teaching employment elsewhere. This was driven predominantly by Probationer Teachers, with 81%, of employees leaving for this reason being employed in this role. This pattern is also evident in Secondary, albeit at a lesser frequency. 56 employees left due to this reason (35%), and although the majority were Probationer Teachers, these only accounted for 41%. The Turnover in Early Years sits significantly below average and is the second lowest turnover of any Service within the Council. Despite its size, Early Years only accounted for 9% of leavers across Education, and of these, the most common reason for leaving was Personal Reasons (36%) followed by Career Development (20%). HQ, 10.64% YFCL , 8.37% Early Years , 4.57% School Support, 9.30% ASN (Teaching), 6.52% Secondary , 8.35% Primary , 11.23% Education, 8.80% 0.00% 2.00% 4.00% 6.00% 8.00% 10.00% 12.00% Education Primary Secondary ASN (Teaching) School Support Early Years YFCL HQ 74
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Section 4: Age Profile Table 8: Education Resources Age Profile Resource 16-19 Years 20-29 Years 30-39 Years 40-49 Years 50-59 Years 60-64 Years 65+ Years No. Employee s South Lanarkshire Council 61 1862 3536 3749 4475 1670 618 15971 Education 12 1127 2044 2021 1705 445 114 7468 Primary - 318 616 541 341 61 9 1886 Secondary - 333 557 527 335 86 15 1853 ASN (Teaching) - 9 43 70 46 9 5 182 School Support 5 99 372 439 647 230 61 1853 Early Years 7 337 379 351 202 28 8 1312 YFCL - 18 54 47 55 17 8 199 HQ - 13 23 46 79 14 8 183 As shown, South Lanarkshire Council has a predominantly older workforce, with 66% of employees being aged 40 or over and the largest age demographic being 50-59, with 28% of the Council’s total employees. Education is the only Resource to differ from this trend, with the largest age demographic being aged 30-39 years (27%). 70% of the workforce are aged under 50 years and 43% of the workforce aged under 40 years. Approximately a third of employees under 30 years of age are employed as teachers and just over a quarter are employed in Early Years (most commonly as Eary Years Practitioners). Table 9 (below) shows the makeup of each Service by age demographic: 16-19 Years 0% 20-29 Years 15%30-39 Years 27% 40-49 Years 27% 50-59 Years 23% 60-64 Years 6% 65+ Years 2% 75
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Table 9: Proportion of Age Band by Service Two Services within Education follow the average Council trend which are School Support and HQ. Each of these services has a majority of its workforce aged 50 years or over (51% and 55% respectively). Early Years has the youngest workforce with 26% of employees aged under 30 years and 55% of the workforce aged under 40 years. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Primary Secondary ASN (Teaching) School Support Early Years YFCL HQ 16-19 Years 20-29 Years 30-39 Years 40-49 Years 50-59 Years 60-64 Years 65+ Years 76
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Section 5.1: Absence Rate Absence rates for the Council are calculated each calendar month by dividing the total number of workdays lost due to absence by the total number of work days available for that period. The absence rate for South Lanarkshire Council for the year 2023/24 was 5.38%. The absence rate for Education Resources was 4.48% which is down vs. the previous year (4.60%). Total Absence % (2023/24) Short Term and Long Term Absence % (2023/24) Total absence levels ended the year nearly 2 points higher than April 2023, following a sharp rise in both short and long term absences from September onwards. Initially this looks to be absence levels rising to their initial levels following the Summer holiday period, however long terms absences continue to rise throughout the remainder of the year, with short term absences following a similar trend and plateauing from December. Absence levels are not available by Service, however they are reported on by Locality and by Teaching and Non – Teaching staff and these breakdowns are shown below. 0.00% 1.00% 2.00% 3.00% 4.00% 5.00% 6.00% 7.00% 0.00% 0.50% 1.00% 1.50% 2.00% 2.50% 3.00% 3.50% 4.00% 4.50% Short Term sick % Long Term Sick % Linear (Short Term sick %) Linear (Long Term Sick %) 77
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Table 10: Locality Absence Levels Absence levels for all localities followed a similar pattern, rising across the year from September onwards before peaking around December and January and following slightly to a level above April 2023. The exception to this was Clydesdale which peaked at 6.44% in March 2024, 4 points higher than March 2023. Area Cover also follows the Locality trend, albeit at a much higher level.# Table 11: Teaching and Non – Teaching Absence Levels APT&C (5.89%) Teachers (3.27%) Again, we see similar patterns when reviewing absence by Teaching and Non-Teaching staff, with absence levels rising steeply following the Summer holiday period, however absence rates for Teachers plateau in December before dropping towards the end of the year. Cambuslang/Rutherglen, 4.06% Clydesdale, 4.03%East Kilbride, 4.75% Hamilton, 4.40%Area Cover, 6.59% 0.00% 1.00% 2.00% 3.00% 4.00% 5.00% 6.00% 7.00% 8.00% 9.00% 0.00% 1.00% 2.00% 3.00% 4.00% 5.00% 6.00% 7.00% 8.00% 9.00% 78
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The absence rate for teaching staff is on average around 2 points lower than for non – teaching staff. Section 5.1: Absence Categories The total number of working days lost in the year 2023/24 for Education Resources was 81, 822, which accounts for 39% of all working days lost by the Council. Table 12 shows the number of working days lost due to specific categories of absence for the year 2023/24. The top four Reasons for absence are shown and the remaining categories aggregated into Other. Table 12: Days Lost Due to Absence Reason Psychological absences were the leading reason for absence, accounting for 37% of absences throughout the year, followed by Respiratory (16%), Musculoskeletal (15%) and Stomach (10%). Due to the year to year fluctuation of total numbers of absence, absence proportions are compared below. Each absence reason has been calculated as a percentage of ‘working days lost due to absence reason’ divided by ‘total working days lost in year’ to illustrate changes in absence across the years 2022/23 – 2023/24. 0 5000 10000 15000 20000 25000 30000 35000 Musculoskeletal Psychological Stomach Respiratory Other 79
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Table 13: Absence Reasons – Year to Year Comparison The Resource absence rate decreased in 2023/24 vs. 2022/23, however the leading reasons for absence - Musculoskeletal and Psychological – both saw proportional increases of 3 points and 1 point respectively. This trend is in line with the rest of the Council, where the proportion of psychological absences has increased across all Resources year on year. 0% 5% 10% 15% 20% 25% 30% 35% 40% Musculoskeletal Psychological Stomach Respiratory Other 2023/24 2022/23 80
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Education Resources Strategic Workforce Action Plan 2025 – 27 Appendix 3 Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications Recruitment, attraction and retention Implement targeted recruitment campaigns for ASN, STEM, rural posts, and subjects where shortages are identified Increased applications for posts with historically lower application rates, enabling full staffing and continuity in learning and teaching Executive Director/EDR RMT HR Business Partner / Personnel Advisor Headteachers and other managers August 2026 Within existing resources Strengthen career pathways through collaboration with accredited providers and professional bodies Enhanced progression pathways for employees, supporting their development into professional and senior leadership roles — with Executive Director/EDR RMT HR Business Partner / Personnel Advisor CQIS Manager Headteachers Education Scotland March 2027 Within existing resources 81
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Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications focused opportunities for those preparing to step into Headteacher positions Expand acting pools to support promotion readiness in teaching and Early Years roles Sufficient pool of staff able to fill promoted roles as they become available. Executive Director/EDR RMT HR Business Partner / Personnel Advisor Learning and Organisational Development CQIS Manager ELC Manager August 2026 Within existing resources Advance succession planning across all service areas through appraisal and leadership mapping Developed future leaders identified to replace departing senior managers Executive Director/EDR RMT HR Business Partner / Personnel Advisor Learning and Organisational Development Team March 2027 Within existing resources 82
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Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications Transformation Broaden classroom digital capability and remote learning infrastructure Enhanced learner engagement; staff confidence in digital delivery Executive Director/EDR RMT Managers and Employees IT Services April 2027 Within existing resources Deliver climate education training aligned with Net Zero objectives and sustainability frameworks Workforce aligned with Scottish Government climate targets and Eco-Schools agenda. Executive Director/EDR RMT Managers IT Services Learning and Organisational Development Team EDR L&D Board April 2027 Possible funding required for external training resources Review service structures to identify workforce efficiencies and modernise deployment models Prioritised resources to protect service delivery. Leaner, more effective structures that support service delivery. Executive Director/EDR RMT HR Business Manager/Personnel Adviser Finance Manager April 2027 Within existing resources 83
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Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications Implement agreed actions arising from overtime review to improve resource use Delivery of services within core staffing and reduce requirement for overtime Executive Director/EDR RMT HR Business Partner / Personnel Advisor Headteachers and other managers March 2026 Within existing resources Progress outcomes of management structure review to support effective leadership tiers Efficient management structure in place Executive Director/EDR RMT HR Business Partner / Personnel Advisor Finance Manager Headteachers and other managers April 2027 Within existing resources Respond to national policy reform through aligned workforce readiness and strategic planning Build flexible workforce plans that anticipate and respond to changes in policy, legislation and quality assurance. Executive Director/EDR RMT HR Business Partner / Personnel Advisor Headteachers and other managers March 2027 Within existing resources Skills Gap Continue senior leadership development via Skilled staff to deliver key resource activity Executive Director/EDR RMT EDR L&D Board HR Business Partner / Personnel Advisor March 2026 Within existing resources 84
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Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications tailored CPD programmes Headteachers and other managers Provide digital skills training to meet evolving classroom and data platform requirements Skilled staff to deliver key resource activity Executive Director/EDR RMT EDR L&D Board HR Business Partner / Personnel Advisor Headteachers and other managers March 2026 Within existing resources Embed sustainability education in staff development and school improvement processes Staff prepared to embed climate change education and meet national expectations. Executive Director/EDR RMT EDR L&D Board HR Business Partner / Personnel Advisor Headteachers and other managers March 2027 Within existing resources Deliver trauma- informed practice training including Attachment and ACEs awareness Enhanced inclusion, improved staff understanding, more supportive school environments. Executive Director/EDR RMT EDR L&D Board Education Psychology Service HR Business Partner / Personnel Advisor March 2026 Within existing resources 85
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Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications Headteachers and other managers Roll out Infant Mental Health training across Early Years settings Staff will be more equipped to support children’s mental health in Early Years sector. Executive Director/EDR RMT EDR L&D Board HR Business Partner / Personnel Advisor Headteachers and other managers March 2027 Within existing resources Maintain specialist CPD for ASN staff via internal and external learning opportunities Maintenance of professional development standards and for teaching staff aligned to the GTCS standards. Executive Director/EDR RMT EDR L&D Board Education SLT HR Business Partner / Personnel Advisor Headteachers and other managers March 2026 Within existing resources Delivery of key Resource activity Ensure compliance with statutory staffing ratios for teaching and pupil support roles Maintained compliance with national staffing expectations and quality of provision. Executive Director/EDR RMT HR Business Partner / Personnel Advisor Finance Manager Headteachers and other managers August 2026 Within existing resources 86
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Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications Flexibility in response to demand. Strengthen workforce flexibility through improved use of supply and cover pools; refine forecasting models Ability to quickly respond to fluctuations in pupil numbers and emerging challenges. Executive Director/EDR RMT HR Business Partner / Personnel Advisor Finance Manager Headteachers and other managers August 2026 Within existing resources Implement workforce actions linked to the National Thematic Review of Governance (Education Scotland) Respond to national findings and align governance, leadership roles, and workforce duties accordingly. Executive Director/EDR RMT HR Business Partner / Personnel Advisor Finance Manager Headteachers and other managers Admin and Legal Services August 2026 Within existing resources Support rollout of SEEMiS Next Gen and Education Infrastructure upgrades and equipment refresh. Executive Director/EDR RMT HR Business Partner / Personnel Advisor August 2026 Within existing resources 87
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Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications Digital Futures platforms through staff training and change management Finance Manager Headteachers and other managers IT Services Coordinate curriculum and assessment reform readiness aligned to Hayward and national qualifications review A prepared workforce that can adapt delivery models to meet new national standards. Executive Director/EDR RMT HR Business Partner / Personnel Advisor Headteachers and other managers April 2027 Within existing resources Enhance integrated responses to rising pupil complexity through partnership with specialist services Coordinated workforce response that protects learners and improves outcomes. Executive Director/EDR RMT HR Business Partner / Personnel Advisor Headteachers and other managers Education Psychology Service NHS Lanarkshire August 2026 Within existing resources 88
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Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications Apply Care Inspectorate learning to strengthen multi- agency working and case management protocols Safer, more effective service delivery for vulnerable children and young people. Executive Director/EDR RMT HR Business Partner / Personnel Advisor Headteachers and other managers Education Psychology Service YFCL Service SLC Social Work Resources August 2026 Within existing resources Maintaining employee health and well being Embed wellbeing into workforce planning, School Improvement Plans, and appraisal processes Improved culture of care and shared responsibility for wellbeing. Executive Director/EDR RMT HR Business Partner / Personnel Advisor Headteachers and other managers Education March 2026 Within existing resources Sustain collaborative engagement with Trade Unions to Improved employee relations and proactive problem- solving. Executive Director/EDR RMT HR Business Partner / Personnel Advisor Headteachers and other managers March 2026 Within existing resources 89
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Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications support employee wellbeing Education Review annual wellbeing campaigns and initiatives to ensure accessible and responsive support Supported, engaged, and motivated workforce Executive Director/EDR RMT HR Business Partner / Personnel Advisor Headteachers and other managers Education March 2026 Within existing resources Promote employee recognition through appraisal and feedback mechanisms Supported, engaged, and motivated workforce Executive Director/EDR RMT HR Business Partner / Personnel Advisor Headteachers and other managers Education March 2026 Within existing resources Strengthen mentoring and coaching programmes to support professional growth Supported, engaged, and motivated workforce Executive Director/EDR RMT HR Business Partner / Personnel Advisor March 2026 Within existing resources 90
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Priority/Identified Needs What are the future workforce priorities based upon your supply and demand analysis? Actions What specific actions that are needed to deliver? Anticipated Outcomes Lead Officer Who is responsible for delivery? Support What support do we need? Who else needs to be involved? Timescale What are the timeframes for delivery? Financial Implications Provide refresher training in absence management to support attendance and wellbeing Increased attendance at work, supported workforce. Executive Director/EDR RMT Headteachers and other managers March 2026 Within existing resources 91
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Education Resources) Subject: Response to the Children and Young People’s Commissioner in Scotland 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] advise Committee of South Lanarkshire Council’s formal response to the correspondence received from the Children and Young People’s Commissioner Scotland, seeking confirmation of the Council’s position and intended actions in relation to the recommendations set out in the national report “This Is Our Lives, It Matters a Lot: Putting Children’s Rights at the Heart of Education” [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the response to the Children and Young People’s Commissioner be noted. 3. Background 3.1. The Children and Young People’s Commissioner’s Office recently published a report which made a series of recommendations for change across the education system in Scotland. This report was informed directly by engagement with children and young people. A link to the full report can be found at “This is our lives, it matters a lot.” Putting children's rights at the heart of education - The Children and Young People's Commissioner Scotland 3.2. The report is organised around the following themes, each of which has a series of recommendations. The themes are:- culture – how does school make us feel? curriculum – what we get to experience and learn personalisation and support – how am I supported to learn? assessment and qualifications – how do I understand and show all my skills and achievements? purpose – what is school for? 3.3. The report is intended to continue the process of holding duty-bearers (e.g. education authorities) accountable to deliver change based on:- the recommendations and evidence gathered from children and young people the requirements contained in the United Nations Convention on the Rights of the Child (UNCRC) (Incorporation) (Scotland) Act 2024 10 93
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3.4. The report highlights that children and young people must be recognised as rights holders and key stakeholders and must be supported to meaningfully participate in the education improvement and reform process. 3.5. With the incorporation of the UNCRC into Scots law, there is a commitment from the Scottish Government to ensure the education system is rights-based. The report summarises what children and young people have shared over the last couple of years with the Commissioner’s Office and suggests areas for improvement across the education landscape in general. 3.6. The report also highlights the two relevant articles from the UNCRC treaty: Article 28 UNCRC – the right to education, which focuses on the general right of all children to access sustained learning in early years, primary, secondary and beyond Article 29 UNCRC – the aims of education which focus more on the individual needs and capacities of the individual child, e.g. Additional Support for Learning 3.7. The report outlines specific challenges for education in addressing disparities in educational attainment and outcomes among pupils in disadvantaged situations, as well as issues related to bullying (including cyberbullying) based on protected characteristics and high rates of exclusion across the country. 3.8. In May 2025, the Children and Young People’s Commissioner wrote to the Chief Executive to ask for a response to the recommendations in the report by 31 July 2025. 4. South Lanarkshire Council Response 4.1. The Commissioner’s letter set out six specific questions:- your view on the key recommendations that have been made for your organisation? what actions are you taking in response? any key milestones for progress? if there are any recommendations that have been made for your organisation you are not going to take forward, and if so, why? what will your contribution be to the system-wide recommendations in the report? any support that you require to take forward these actions, and who you require that support from? 4.2. Appendix 1 outlines our response, supported by a template highlighting a range of good practice across our education estate at Appendix 2. 4.3. Our regular reporting of practice through Education Standards and Quality Reports and our statutory Children’s Services Plan provides good practice examples reflecting the aspirations contained in the ‘Putting children’s rights at the heart of education report’. Examples of recent reports for both were also included in our response to the Commissioner to further evidence our proactive approach to children’s rights in an education setting and across public services. Links to both reports are shown under background papers below. 94
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4.4. The Children and Young People’s Commissioner’s Office is planning to collate feedback from all key duty bearers and publish child-friendly updates in the coming year. The first of these public updates is being planned for late September 2025, with an update report on progress made against all the recommendations being published by April 2026. 4.5. It is anticipated that the Commissioner will request a further update on our progress in implementing the recommendations by January 2026. 4.6. Continuing to ensure children’s rights remain at the heart of education in South Lanarkshire will remain a key a priority for Education Resources going forward. 5. Employee Implications 5.1. None. 6. Financial Implications 6.1. None. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no implications for climate change, sustainability, or the environment in terms of the information contained in 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. There are no issues in terms of risk associated with this report. 9. Integrated Impact Assessment and Consultation Requirements 9.1. This report does not introduce a new strategic 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. Lyndsay McRoberts Executive Director (Education Resources) 31 July 2025 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships People – we will work to put people first and reduce inequality Planet – we will work towards a sustainable future in sustainable places 95
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Previous References None List of Background Papers Education and learning - South Lanarkshire Council Community Planning 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: 4468 (Tel: 01698 454468) E-mail: aisling.boyle@southlanarkshire.gov.uk 96
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Any support that you require to take forward these actions, and who you require that support from? National peer support networks e.g. GIRFEC and UNCRC provide excellent opportunities to share learning and good practice and to identify common areas for improvement. Moving forward, please do not hesitate to request further information or engagement from myself or from South Lanarkshire's key stakeholders. Our staff are always keen to engage with colleagues across the country to share and learn from best practice and ensure that the rights of our children and young people are fully met. Yours sincerely Paul Manning Chief Executive Enc: 99
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Culture – how does school make us feel? Recommendations • Children are the most important stakeholders in the education system, their participation must be systematically embedded. • Education authorities must involve children in policy development and budget processes. • All schools must ensure all children have the opportunity to participate in decision- making in their school. • Decision-makers in the education system should use an inclusive range of ways to consult with children and provide meaningful feedback on how their views have been considered. • Scottish Government and education authorities should use expertise from youth work and third sector organisations to help improve approaches to participation. • His Majesty’s Inspectors of Education (HMIE) and education authorities should monitor the development of meaningful participation in schools. • People in power should work with children, young people and staff to understand, acknowledge and address experiences within education of stigmatising, unfair or poor treatment. • Scottish Government, HMIE and education authorities must urgently address any gaps in safeguarding within education. • Education authorities should address the prevalence of shouting at children in schools. • Child-friendly complaints processes must be available and promoted across all education settings • Support and supervision structures should be embedded for all staff within education settings and ensure sufficient access to ongoing training. Response/Milestones Participation and engagement In South Lanarkshire, there is a range of good practice that supports a positive culture in our schools and means we are building from a strong foundation of rights-based practice. The participation and engagement of children, young people and families is at the heart of our approach, and South Lanarkshire has been identified as an area of good practice for engaging service users in relation to the Children’s Services Plan and other planning processes. Good practice examples are: • a Participatory budgeting approach in schools that sees all schools allocate at least 5% of their Pupil Equity Fund budget to a pupil led prioritisation process. • schools’ participation in a Child Voice Project to give views on council budget proposals and other issues, helped inform elected members about children and young people’s priorities for council budgets. • a ‘young person designed, created and presented’ training webinar for staff, is raising awareness across the council and community planning partnership of the UNCRC and the requirements contained in the recent legislation. • the care experienced Champions Board have been visible, regularly hosting sessions with corporate parents to discuss all aspects of The Promise. This approach includes a regular visit from council Chief Executive. As a result of the successful impact of the ‘Champions’ they have introduced a ‘Mini Champs’ (care 10 101
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experienced) process and made sure that pupils in schools have the opportunity to be involve and be heard. • the Pathfinders Programme operating in six secondary schools is providing early and effective support to vulnerable young people through a whole family approach and attachment principles are helping young people achieve their best possible life outcomes and learning achievements and is supporting them to reach their full potential. • pupils (and parents) across South Lanarkshire schools are helping to update our anti-bullying policy through engagement sessions and focus groups in schools. • Education resources are supporting our Marmot Place Programme, which offers a unique opportunity to improve our understanding of inequalities for children and families across South Lanarkshire. • young people involved in the Wellbeing Warriors, Attachment Ambassadors and SAMH Peer Supporters are contributing to a range of emotional wellbeing topics to ensure that the views of children and young people are embedded in strategic planning of key priority areas. An event for pupils entitled ‘Hear My Voice’ was held recently, which enabled pupils from across South Lanarkshire, to present the work they are doing as attachment ambassadors in their schools and speak about the importance of attachment for them and their friends. Child Friendly Complaints Education Resources are planning to test the child friendly complaints guidance process in establishments early in the new term (August 25 onwards), and use the learning to inform a full roll out and a wider council wide, corporate approach. Staff Wellbeing Staff wellbeing is a key focus in South Lanarkshire and is beginning to demonstrate that teacher wellbeing has a direct impact on both pupils’ achievement and wellbeing. Staff supports within schools and wider services have been in the process of being developed for the last few years. Support has been provided for secondary school staff through a Support and Development Group, which has written a good practice guide on wellbeing for staff. This is being extended to primary school staff in the new session. Supervision skills / reflective practice Supervision skills training has been rolled out to Child Protection Co-ordinators to allow them to support staff within their establishment. Support is also provided to residential managers within South Lanarkshire’s Residential Children’s Homes through reflective practice, and to social work staff within family support hubs. Professional Learning Opportunities Staff are trained in Lifelines Lanarkshire, a multi-agency guidance for working with children and young people who may be at risk of self-harm and suicide. To date, 783 staff have attended this training (300 from secondary schools, 157 from primary schools and other staff from social work, health, third sector, school counselling and other staff). Of those who completed an evaluation, • 87% of participants reported an increase in their understanding of self-harm or suicide • 86% reported an increase in their ability to help a child or young person at risk of self-harm or suicide, and • 91% reported an increase in confidence to assess levels of risk and to create a safety plan 102
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Follow up research on Lifelines Lanarkshire has also been completed, highlighting staff retain the knowledge and skills following the training. Psychological Services also provide enhanced support for staff following any critical incident. Within the ‘Attachment-Informed, Trauma Sensitive Good Practice Guide and Accreditation Toolkit’, the pledge Hear Their Voice relates to the health and wellbeing of staff and states that staff should have opportunities to reflect in safe spaces, that establishments should have systems in place for staff to access support and that leadership teams should acknowledge the effects of secondary trauma and promote self- care. To date, 23 establishments have achieved this pledge. Curriculum – what we get to experience and learn Recommendations • Curriculum design and implementation must deliver education that develops every child’s personality, talents and mental and physical abilities to their fullest potential. • Children across Scotland should have equal opportunities to access all curriculum options. • Scottish Government, education authorities and Education Scotland should undertake a national analysis regarding subject choice in secondary schools and create a national plan to address limitations and barriers. • Every child should have the opportunity to participate in inclusive extra-curricular activities. • Education authorities must ensure timetables are designed to allow children to have appropriate time for rest, relaxation and recreation, including time with friends during the school day. • Schools must recognise and address the harmful impact of overload and a lack of coordination of homework is having on children. Response/Milestones Delivery of the curriculum is designed to develop every child’s personality, talents and mental and physical abilities to their fullest potential. This is delivered through a raft of approaches such as the Making Rights Real Programme and Awards, wider accreditation opportunities and schools extending their curriculum offer to cater to the needs of all learners. Schools support and encourage rights and equalities into other areas of curriculum development, such as the work being carried out in Inquiry-based Learning, which supports pupil led approaches to learning and encourages personalisation and choice. Schools are also supporting the Scottish Government and Education Scotland to obtain the views of young people as part of the Curriculum Improvement Cycle by piloting the new Learner Profiles and providing feedback from both primary and secondary schools. Audits of all courses delivered in our secondary schools led to the creation of learner pathways for each curricular area to support the introduction of other courses that might better meet the needs of some of their learners. Every secondary school has been equipped with a virtual classroom to allow for virtual and hybrid delivery of advanced Highers and some less commonly taught Higher subjects. This helps increase access to these courses for all learners. Some schools are also beginning to use the equipment to reach vulnerable and disengaged learners and to support their attainment needs. 103
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Awareness of Cost of the School Day challenges and having a clear policy helps to ensure school activities are inclusive, e.g. stationary packs are provided via equity funding for pupils to ensure they can participate in supported study programmes. Every school has a Cost of the School Day policy. Personalisation and support – how am I supported to learn? Recommendations • Scottish Government and education authorities must urgently undertake a full analysis of the resources and infrastructure required to deliver an inclusive education system across Scotland. This must result in robust economic modelling, and a plan for future investment and implementation. This plan must include, but not be limited to: leadership models staffing models buildings and supporting infrastructure workforce development planning digital infrastructure It is recognised that this planning will take time, so longer term work should be complemented by short term actions that are necessary to improve support within the current infrastructure. • Children in situations of vulnerability should be recognised and provided with education and support that meets their needs. • Participation must be realised for children within all levels of their support planning. • Education authorities must urgently address the lack of coordinated support plans for children who are entitled to them. • GTC Scotland, Education Scotland and education authorities should develop feedback loops with children and young people to identify workforce development areas and priority areas for training and support. • Scottish Government and education authorities must address the issues highlighted by deaf children regarding lack of accessibility and support for BSL users, including interpreters in education settings. • Scottish Government and education authorities must create the conditions within education settings which minimise dysregulated behaviours and keep all children and staff safe, though early intervention and addressing unmet need. • Complex or challenging behaviour should be understood within the context of children communicating need. • Scottish Government and education authorities must provide adequate services to deliver education entitlement for children not regularly attending school. These should be developed with children and families, drawing on good practice from the education and wider children’s sectors. • Funding for services supporting children and young people in alternative forms of education, including third sector services, must be secure and long-term to maximise effectiveness. • Scottish Government and education authorities must ensure all education settings have the funding and resource they need to provide the best support and education for all children. 104
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Response/Milestones South Lanarkshire Council, over the last 20 years, has undertaken a comprehensive transformation of its school and early learning and childcare estate to ensure it meets the needs of all learners and staff and provides first class learning environments for all. The programme has cost in the region of £1.3 billion and has led to the modernisation of the following establishments, predominantly through new builds: - Early Learning and Childcare Centres (24) - Mainstream Primary Schools (125) - ASN Primary Schools (4) - School Nursery Classes (67) - Mainstream Secondary Schools (17) - ASN Secondary Schools (2) - SEBN Schools (1) Individual adaptations are undertaken each year to adapt accommodation to meet the evolving needs of children and staff. This includes significant investment across all sectors of education in relation to ICT with many establishments making use of ICT equipment and platforms to supports disabled learners. E.g. • Mobile touch technology • Screen magnification • Text to Speech Software • Eye Gaze systems • Chromebooks, • Immersive Reader • Cloud platforms • Google for Education • Microsoft Education tools e.g. scanning pens Specific physical adaptations in schools include ramps and handrails, disabled toilets, audiological equipment, sensory areas, accessible parking bays, quiet areas for pupils with Additional Support Needs, accessible shower and changing areas. In addition, we support some of the recommendations highlighted through the implementation of our Attachment Strategy, which forms the basis of South Lanarkshire’s Attachment-Informed approach. Since its launch in 2020, work has been ongoing to embed practice within educational establishments including: • training of staff in Early Learning and Childcare centres, schools, Youth Family and Community Learning and facilities staff in Attachment Theory • establishments identifying an Attachment Lead and Ambassador to support implementation. • a toolkit for establishments was launched in 2023 and supports establishments provide a secure base and safe haven for pupils and staff through the use of consistent approaches • 91 establishments have achieved one or more of the six attachment-informed, trauma sensitive pledges A Nurturing Interventions Toolkit was launched in 2024 to provide guidance on support for pupils who require extra help with managing their emotions. ‘Flipping a Lid’ resources were shared with establishments in May 2025 to support children to understand stress 105
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responses and manage their emotions. A quarterly newsletter is distributed to all education and early years staff with news about upcoming events and good practice ideas. Education Resources support the Trauma Informed Practice Steering Group – a multiagency group supporting trauma informed practice across the council. This includes a link to the Education Resources Learning and Development Board to feed back any training needs for staff that come from discussions. A graphic has been designed to show how Attachment Informed, Nurturing and Trauma Sensitive approaches support children and young people and promotes consistency in use of language. Emotion Coaching training supports adults to provide empathetic responses to challenging behaviour and situations, helping children and young people understand their emotions and manage them better. Evaluations show that staff feel able to adopt aspects of emotion coaching in their work and have greater awareness of the need to understand and empathise with children. I will be able to implement emotion coaching, understanding how to address all children’s needs allowing them to self-regulate and understanding and appreciating that all behaviour is a form of communication – staff member All pupils who require an Additional Support Plan are helped to participate in its planning, making sure their strengths are captured and areas for development are identified. For learners who require support to communicate, a range of resources are used, including talking mats and talking buttons which help gather views from non-speaking learners. Where pupils have greater learning needs staff can review progress by capturing achievements through photographs, videos and observations. This is often reflected in a plan, through a QR code or visual. An example of this is a learner with complex Cerebral Palsy within a standalone special school who is particularly motivated by heavy rock music, which is incorporated into weekly music therapy sessions. Another pupil prefers country music, and this is used during rebound therapy. Learners are always encouraged to identify how best they would like to be supported. Senior Managers (Pupil Support) in each area help to raise the awareness of co-ordinated support planning at ASN Co-ordinator meetings and encourage Learn Online training around the implementation of support plans. There has been an identifiable increase in the quantity of plans both within our mainstream and additional support needs establishments. South Lanarkshire invest heavily in supporting deaf children and young people in education settings, and this is summarised below: Support to address issues of deaf children in schools We provide early support from hearing loss diagnosis and provide free sign language support to help deaf children develop skills to use British Sign Language interpreters and communicate with signing staff from various agencies (90% of deaf pupils come from hearing families with limited British Sign Language skills). Hamilton School for the Deaf Nursery offers tailored sign language tutoring, specialist teaching, and deaf peer groups for children requiring sign language based learning. 106
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Support to families with deaf children We assist families with hearing equipment and health appointments and support connections with the deaf community through use of sign language at events like the Community Café and Deaf Hub Lanarkshire. Support to staff We offer training for school staff to ensure mainstream settings are inclusive, with specialist placements at Hamilton School for the Deaf (Nursery and Primary), utilising BSL and Sign Supported English. This provides a tailored BSL curriculum, specialist teaching, and vital deaf peer group support. We advise mainstream settings on alternative assessment arrangements for deaf learners, implementing adjustments, extra time, and assistive technologies and provide training for early years staff and health visitors, increasing deaf awareness, support and use of BSL. Needs assessment Multi-agency assessments support smooth transition between stages and settings (3-18), reducing barriers and increasing engagement from primary1 to post-school destinations. Examples include The McCormick Toy Test, Renfrew Assessments, Junior Short List and Life-R, which helps track language, communication, and listening development. This allows us to collaborate seamlessly with parents, BSL Tutors, Audiology, Speech and Language Therapy and Educational Psychologists to plan and review strategies for each deaf young person's overall development. Teachers receive specialised training in assessing BSL skills to set precise next steps for each learner. These assessments inform support offered to pupils and help build capacity in home and at school. We advocate for BSL interpreters at key meetings, such as annual reviews and support plan discussions, particularly when young people have the BSL skills to engage directly. Inclusion in the wider community We support a positive deaf identity and resilience by supporting social connections in school for young people, with provision of deaf role models and signposting to and partnership work with organisations to support high aspirations. The role of specialist staff Education Resources fund a part-time BSL tutor (one day a week) for Hamilton School for the Deaf. This support highlights the challenge of inclusion of deaf pupils in the wider community. The curriculum delivery is specialist-led and we facilitate BSL interpreters for whole-school events like assemblies, school shows, parent evenings, and award ceremonies, ensuring full participation for deaf pupils and their families. Assessment and qualifications – how do I understand and show all my skills and achievements? Recommendations • Assessment, exams and qualifications should be understood as part of the education system, they should not dominate the system. 107
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• The Scottish Government, education authorities and Qualifications Scotland must ensure the senior phase allows all young people to understand their strengths, to have all of their skills recognised and to feel valued. • The Scottish Government and education authorities must meet the needs of all children and young people who want to remain within education settings until the end of S6. Response/Milestones Development of a skills framework and subsequent continued professional learning programmes for staff, ensure that we are developing the full potential for all young people in a manner that equips them for an ever changing real-world. Some secondary schools provide a free options choice in the senior phase without the constraints of a column structure with a move to attainment summaries to widen and capture the variety of attainment that exists across our schools. Performance measures now look at SCQF levels instead of National Qualifications. We have also encouraged use of both ‘formative and summative’ assessment to ease pressure and stress on pupils to perform under strict and rigid exam conditions. Purpose – what is school for? Recommendations • The UNCRC must be understood and prioritised by all responsible for delivering education across Scotland. • The education system should not create so much stress and pressure for children and young people. • Education in Scotland must be designed, delivered, measured, resourced and scrutinised in a way that promotes the development of every child’s personality, talents and mental and physical abilities to their fullest potential. Response/milestones Education Resources has recently developed and launched its refreshed Making Rights Real toolkit, which is supporting rights-based education in the curriculum and across early learning and childcare, primary and secondary establishments. The toolkit has been well received by staff. In addition, children and young people have designed and created a new UNCRC eLearning module that has been made available across all public and third sector partners. The training was launched by the young people in January this year when they hosted a premiere event at Cineworld in Falkirk complete with red carpet for friends, families and partner organisations The young people held a question and answer session after the showing and displayed their great knowledge of the UNCRC, children’s rights and the experience of creating the webinar film This training puts children and young people at the heart of our rights-based practice and takes the form of a videoed webinar that informs staff in an entertaining way of the key messages in the UNCRC (Incorporation) (Scotland) Act 2024 and includes a cameo appearance from the council’s Chief Executive. 108
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Education Resources) Subject: Developing a Mobile Device Policy – Guidance for South Lanarkshire Schools 2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] present guidance created by Education Resources to support schools in developing or updating their mobile device policies through collaboration, consultation and in line with national guidance 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) to note that the aim of the guidance is to create clear, fair and effective policies that promote respectful and responsible use of mobile technology; and (2) to note the importance of schools having mobile device policies co-designed with their school communities to enhance learning while protecting wellbeing and learning environments. 3. Background 3.1. Mobile technology is now a routine part of life for children and young people, with most secondary pupils owning and bringing mobile phones to school. While these devices can support learning and communication, their misuse can disrupt education, affect well-being and challenge school safety and relationships. 3.2. National research, including the 2023 Behaviour in Scottish Schools Study and Programme for International Student Assessment (PISA) 2022 study, has raised concerns about the impact of mobile phone use on concentration, behaviour, and social interaction. However, mobile devices can also offer benefits, particularly for pupils with additional support needs, and provide reassurance to families. Reflecting this complexity, the Scottish Government’s 2024 guidance encourages schools to develop local policies rather than adopt a standard national approach. 3.3. In response, Education Resources established a task and finish working group including headteachers, trade union representatives, parents and pupils to examine the issue in detail, consider best practice and develop guidance shown in Appendix 1 to help schools create or revise mobile device policies through a collaborative process involving pupils, staff, and parents. The guidance will be issued to all schools with the aim of supporting proportionate, inclusive, and practical policies that reflect each school’s values and community context. 11 109
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4. Guidance on Mobile Device Policies in Schools 4.1. In response to national guidance and growing concerns about the impact of mobile technology in educational settings, South Lanarkshire Council has developed a comprehensive framework to support schools in creating or updating their mobile device policies. The guidance recognises the dual nature of mobile technology: while it can enhance learning, communication, and independence, it also presents risks to concentration, wellbeing, and safety when misused. 4.2. The guidance is underpinned by a set of key principles that promote respectful and responsible use, local decision-making, inclusion, and a focus on learning. It encourages schools to adopt a consultative approach, involving pupils, staff, and parents in policy development. Policies should be tailored to the specific needs of each school community and aligned with broader values such as equity, positive relationships, and safeguarding. 4.3. The document outlines clear aims for mobile device policies, including enhancing learning and teaching, fostering safe and respectful environments, promoting digital responsibility, and supporting individual needs. It also emphasises the importance of consistent implementation and community ownership to ensure policies are understood and supported by all stakeholders. 4.4. Practical guidance is provided on how schools can develop and implement effective policies. This includes auditing current practice, engaging in structured consultation, drafting clear and accessible policies, and ensuring consistent communication and enforcement. Schools are encouraged to choose from a range of approaches, from full restrictions to educational use only, based on their context and community feedback. 4.5. Core standards are set out to ensure legal compliance and consistency across schools. These include expectations around digital etiquette, privacy, consequences for misuse, and emergency procedures. The guidance also addresses legal considerations, such as data protection and safeguarding, and outlines exceptions for pupils with specific needs. 4.6. Finally, the document includes a self-evaluation toolkit, practical tips for implementation, and links to national resources. It supports schools in structuring their policies clearly and effectively, ensuring they are proportionate, inclusive, and responsive to evolving technology and school contexts. 4.7. Education Resources is committed to supporting schools in the development and implementation of mobile device policies on an ongoing basis. The central support team will provide guidance, resources and professional learning opportunities to assist schools in adopting approaches that are proportionate, inclusive, and aligned with local priorities. 4.8. In addition, Education Resources will establish mechanisms to review and audit progress across establishments, ensuring that policies remain effective, consistent with national expectations and responsive to the evolving needs of learners and school communities. 5. Employee Implications 5.1. There are no employee implications attached to this report. 110
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6. Financial Implications 6.1. There are 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 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. There are 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 strategic policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 9.2. Consultation has taken place with a range of stakeholders, including the Trades Unions, headteachers, Parent Councils and pupils. Lyndsay McRoberts Executive Director (Education Resources) 31 July 2025 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References Education Resources Committee – 29 October 2024 List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Gary Lambie (Performance, Planning and Operations Manager) Ext: 4495 (Tel: 01698 454495) E-mail : gary.lambie@southlanarkshire.gov.uk 111
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EDUCATION RESOURCES Developing a Mobile Device Policy Guidance for South Lanarkshire Schools 2025 11 113
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CONTENTS 1. INTRODUCTION 2. KEY PRINCIPLES 3. WHAT DO WE WANT TO ACHIEVE? 4. HOW CAN WE ACHIEVE THIS? 5. CORE STANDARDS FOR SCHOOL MOBILE DEVICE POLICIES 6. REFERENCE AND RESOURCES - Self-evaluation - Hints and Tips - Useful links 114
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Developing a Mobile Device Policy 3 1.0 Introduction 1.1 Mobile technology is now a central part of everyday life for children, young people, and families across Scotland. Most young people own a mobile phone by the time they reach secondary school and many bring these devices into school each day. When used responsibly, mobile phones and other digital devices can support learning, communication, and independence. However, their misuse can disrupt learning, affect wellbeing, and pose risks to safety and relationships. 1.2 There is growing evidence, both nationally and internationally, that mobile phone use in schools can negatively impact concentration, behaviour, and social interaction. Research such as the Behaviour in Scottish Schools Study (2023) and PISA 2022 highlights the challenges posed by digital distractions and inappropriate use of mobile devices in classrooms. 1.3 At the same time, mobile technology can offer benefits, including access to learning tools, communication aids for pupils with additional support needs and reassurance for families. Recognising this complexity, the Scottish Government’s 2024 guidance on mobile phones in schools does not mandate a single national approach. Instead, it empowers schools to develop local policies that reflect their own values, needs, and communities. 1.4 Drawing on the national guidance, this document has been produced by South Lanarkshire Council Education Resources to support schools in developing or updating their mobile device policies. It encourages a collaborative, consultative approach involving pupils, staff, parents and carers. The aim is to help schools create clear, fair and effective policies that promote respectful and responsible use of mobile technology. Policies that enhance learning while protecting wellbeing and our learning environments. 1.5 Each school is encouraged to consider: ▪ The unique needs of its learners and community ▪ The balance between the benefits and risks of mobile device use ▪ How to align mobile device policies with wider school values, including inclusion, equity, and promoting positive relationships to ensure no pupil is disadvantaged. 1.6 This guidance provides a flexible framework to help schools and their communities co-design policies that are practical, proportionate and rooted in shared understanding. 115
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Developing a Mobile Device Policy 4 2.0 Key Principles 2.1 A strong mobile device policy should strike a balance between the benefits and risks of mobile technology to support learning while minimising disruption and harm. It should reflect shared values and be designed to support a safe, respectful and inclusive learning environment. 2.2 The following principles provide a foundation for schools to develop policies that are effective and adaptable to their local context: 2.3 Respectful and Responsible Use Policies should promote the respectful and responsible use of mobile devices by all members of the school community. It should cover rights, responsibilities and etiquette. Example: A school may agree to allow mobile phones to be used during lessons only when directed by the teacher for specific learning activities, such as using a calculator app or researching a topic online. 2.4 Empowerment and Local Decision-Making Schools are best placed to determine what works for their learners. Policies should be developed locally, in consultation with pupils, staff, parents, and carers. Example: One school community may choose to implement a full ban on mobile phones during the school day, while another may allow limited use during break times in designated areas, based on community feedback. 2.5 Inclusion and Equity Policies must be inclusive and equitable, ensuring that no pupil is disadvantaged, including those who do not have access to a personal mobile device. Example: A pupil with diabetes may be permitted to use a mobile phone to monitor their blood sugar levels using a medical app, as part of an agreed health care plan. 2.6 Learning-Focused Environments The primary purpose of any mobile device policy should be to support and protect high- quality learning, teaching and assessment. Example: A school may require all phones to be switched off and stored in bags during lessons unless explicitly used for learning, to reduce distractions and maintain focus. 2.7 Wellbeing and Safety Policies should protect the wellbeing of pupils and staff by addressing issues such as cyberbullying, harassment and inappropriate content. Example: The policy will prohibit the use of cameras or recording functions on mobile phones to prevent the filming of incidents or sharing of images without consent. 116
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Developing a Mobile Device Policy 5 2.8 Clear Expectations and Consistency Policies should set out clear, age-appropriate expectations for mobile device use and be applied consistently by all staff with clear consequences for misuse. Example: Posters around the school and regular assemblies reinforce the rule that phones must not be used during class time and staff consistently follow up on non- compliance. 2.9 Rights and Responsibilities Policies should reflect the rights of children and young people under the UNCRC, including the right to express their views and participate in decisions which affect them while clarifying responsibilities to ensure a safe learning environment for all. Example: Pupils are involved in shaping the policy through focus groups and the final version includes a pupil-friendly summary outlining their rights and responsibilities. 2.10 Communication and Transparency Policies should be clearly communicated to all members of the school community. Example: The school shares the policy through newsletters, their website, parent evenings and ensures it is available in accessible formats and languages. 2.11 Flexibility and Review Policies should be regularly reviewed and updated to reflect changes in technology and school context. Example: The school reviews its mobile phone policy annually with input from the pupil council and parent forum, adjusting rules as needed based on feedback and emerging trends. 117
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Developing a Mobile Device Policy 6 3.0 What Do We Want to Achieve? 3.1 A well-designed mobile device policy should aim to create conditions for safe, focused, and inclusive learning. The outcomes listed below reflect the shared ambitions of national guidance and local policy and they provide a clear rationale for why mobile device policies matter in schools. 3.2 Enhanced Learning, Teaching and Assessment Mobile devices should support, not disrupt, learning. Policies should help reduce distractions and ensure that digital tools are used purposefully to enhance engagement, creativity, and access to information. Why this matters: Research shows that inappropriate mobile phone use can reduce concentration and lower academic performance. Clear boundaries help maintain a learning-focused environment. 3.3 Safe and Respectful School Environments Policies should reduce the risk of bullying, harassment, and misuse of technology, including the unauthorised recording or sharing of images and videos. Why this matters: Misuse of mobile phones can harm relationships, damage wellbeing, and undermine trust. A safe digital culture supports positive behaviour and interactions. 3.4 Improved Digital Responsibility and Resilience Pupils should develop the skills to use mobile technology safely, ethically and responsibly both in and out of school. Why this matters: Digital literacy and resilience are essential life skills. Schools play a key role in helping young people navigate the online world with confidence and care. 3.5 Inclusion and Support for Individual Needs Policies should allow for appropriate use of mobile devices by pupils who need them for medical, communication, or learning support reasons. Why this matters: A one-size-fits-all approach can unintentionally exclude or disadvantage some pupils. Inclusive policies ensure equity and uphold children’s rights. 3.6 Stronger School-Home Partnerships Policies should clarify how and when communication between pupils and families should take place during the school day. Why this matters: Clear expectations reduce anxiety and help families understand how to support the school’s approach. This also encourages pupils to develop independence and problem-solving skills. 118
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Developing a Mobile Device Policy 7 3.7 Community Ownership and Consistency Policies should be co-designed with the school community and implemented consistently by all staff. Why this matters: When pupils, staff, and families are involved in shaping the policy, they are more likely to understand, support, and follow it. Consistency builds trust. 119
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Developing a Mobile Device Policy 8 4.0 How Can We Achieve This? 4.1 Developing and implementing an effective mobile device policy requires thoughtful planning, inclusive consultation and a clear understanding of the school’s context. There is no one-size-fits-all solution. Schools have flexibility to choose the approach that best meets the needs of their learners and community. This section outlines the key pathways, success factors, and practical steps schools should consider. 4.2 Practical Steps for Policy Development Schools should consider the following steps in policy development: 1. Audit Current Practice: Review how mobile devices are currently used and managed in your school. Identify strengths, challenges and areas for improvement. 2. Consult and Co-Design: Facilitate structured discussions with pupils, staff and families. Use feedback to shape a policy that reflects shared values. 3. Draft the Policy: Include clear rules, rationale, expectations and consequences. Provide examples of acceptable and unacceptable use. 4. Communicate Clearly: Share the policy widely through assemblies, newsletters, websites, and parent meetings. Use pupil-friendly formats and translations where needed. 5. Implement with Support: Provide guidance and direction for staff on consistent compliance. Offer curricular inputs on responsible use and digital wellbeing. 6. Monitor and Review: Set a timeline for reviewing the policy (e.g. annually). Gather feedback and adapt the policy as needed. 4.2 Options for Schools Ultimately, schools may adopt a range of approaches, including but not limited to: ▪ Full Restriction: No mobile phone use during the school day, including breaks and lunchtimes. Devices are stored securely or kept in bags. Schools may also choose to prohibit mobile phones entirely on school premises if this is deemed appropriate and supported by the school community. ▪ Partial Use: Limited use allowed during non-class times only (e.g. breaks), and/or in designated areas. ▪ Educational Use Only: Devices permitted across the school but used only in classrooms when explicitly authorised by staff for learning purposes. 120
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Developing a Mobile Device Policy 9 5.0 Core Standards for School Mobile Device Policies 5.1 To ensure clarity, consistency, and legal compliance, all school mobile device policies should meet a set of core standards. These standards provide a framework for schools to develop policies that are fair, enforceable, and aligned with national and local expectations. Schools should consider: 5.2 Digital Rights and Responsibilities ▪ Unacceptable Behaviour: Bullying, harassment, and sharing inappropriate content are not tolerated, whether online or offline. ▪ Consequences: Misuse of mobile phones will result in consequences as outlined in the school's positive relationships and behaviour policies. ▪ Reporting: Pupils should report any instances of improper use to a teacher or other staff member. Clear protocols should be in place to support those affected by harassment. 5.3 Digital Etiquette • Permitted Use: Mobile phones can be used in class for educational purposes only when the teacher allows it. • General Restrictions: Otherwise, phones must be switched off and out of sight during learning. • Intervals: Exceptions may be agreed within the school policy including use during intervals and lunch in designated areas. • Exams: Mobile phones are not allowed during exams and assessments. • Privacy: The camera and filming functions on mobile phones must not be used without prior consent of the subjects (children, families, young people, or staff) being filmed or photographed. This includes uploading content to social networking or other websites. - Classroom Use: Camera and filming should not be used in a classroom setting unless clearly detailed by the class teacher. - Playground and PE Areas: The use of phones is always prohibited in PE areas, changing rooms and toilet areas. 5.4 Implementation and Enforcement • Clear Communication: Headteachers must ensure the policy is clearly communicated to all staff, pupils, parents and carers. This includes accessible formatting and regular review. 121
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Developing a Mobile Device Policy 10 • Consistent Enforcement: All staff will consistently enforce the policy, explaining the reasons behind the rules and the potential consequences of non- compliance. • Consequences of Misuse: Policies should clearly outline the consequences of misuse and non-compliance, which may include: - Verbal reminders or warnings for minor breaches. - Confiscation of the device for the remainder of the day, with secure storage and return procedures. - Parental contact if a pupil refuses to comply or repeatedly breaches the policy. - Behavioural consequences aligned with the school’s relationships and behaviour policy. - Referral to external agencies (e.g. police) in cases involving serious misuse or potential criminal activity. - In any event, sanctions must be proportionate, clearly communicated, and consistently applied. Schools should also consider restorative approaches where appropriate. 5.5 Emergency Contact In an emergency, pupils should contact a member of staff who will facilitate communication with parents or carers. Parents needing to urgently contact their child should call the school office. Unwell pupils or those needing to leave school should follow the established school procedures and protocols. 5.6 Exceptions Exceptions to the school policy may be made for pupils with specific needs, such as young carers or those with medical conditions. These arrangements will be agreed upon by all relevant stakeholders and managed on a case-by-case basis. 5.7 Legal Considerations The use of mobile devices in schools will be subject to all relevant laws regarding mobile phone use, including data protection and online safety regulations. Taking photos, videos, or audio recordings without consent may breach privacy laws and school safeguarding procedures. 5.8 Misuse of mobile devices that involves harassment, bullying, or sharing harmful content may constitute a criminal offence and should be reported to the appropriate authorities. 122
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Developing a Mobile Device Policy 11 5.9 Staff cannot access content on a pupil’s device without the pupil’s consent (or parental consent where appropriate), unless there is a clear safeguarding concern and appropriate procedures are followed. 5.10 School policies must comply with equalities legislation and make reasonable adjustments for pupils with disabilities or additional support needs. 5.11 The council does not accept responsibility for any loss or damage to mobile phones while on school property. 5.12 Permitted and Prohibited Use Summary Permitted Use: • When explicitly authorised by a teacher for learning activities. • For medical monitoring (e.g. diabetes apps). • As part of a support plan for pupils with additional needs. • During travel to and from school (unless otherwise restricted). Prohibited Use: • During lessons unless permitted by staff. • For recreational purposes during class time (e.g. gaming, social media). • For taking photos, videos, or audio recordings without consent. • For contacting parents/carers during the school day (except in emergencies via the school office). 123
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Developing a Mobile Device Policy 12 6.0 Reference and Resources 6.1 Self-evaluation Schools and their working groups should consider the following questions: 6.2 Current Policy and Usage 1. What are the current policies regarding mobile phone use in your school? 2. How frequently and in what contexts are mobile phones used by students during school hours? 3. Are your staff aware of the existing mobile phone policy in your school and how it should be enforced? 6.3 Impact on Learning and Teaching 1. Have there been instances where mobile phones have caused significant distractions during lessons? 2. Is there any observed correlation between mobile phone use and students' academic performance? 3. How do mobile phones affect classroom management and student behaviour? 6.4 Safety and Well-being 1. Have there been any reported cases of cyberbullying or inappropriate use of mobile phones among students? 2. Are there concerns about the impact of mobile phone use on students' mental health and well-being? 3. How are mobile phones used in emergency situations, and is there a protocol in place? 6.5 Stakeholder Involvement 1. What are parents' opinions on mobile phone use in school? 2. How do students feel about the current mobile phone policies? 3. What are the staff's perspectives on mobile phone use and its impact on teaching? 6.6 Technology and Infrastructure 1. Is there controlled access to Wi-Fi for students, and how is it managed? 2. Are there any systems in place for managing and monitoring mobile devices? 124
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Developing a Mobile Device Policy 13 6.7 Further Hints and Tips Schools and their working groups may also want to consider: ▪ Implementation Strategy: A phased implementation, starting with younger pupils (e.g. S1-S3) during exam leave. ▪ Storage: Each class could have a designated box for storing mobile phones upon arrival. ▪ Handling Devices: Pupils should be responsible for placing and retrieving their own devices from the storage box, ensuring they remain accountable. ▪ Fire Evacuation: Prioritise pupil evacuation over retrieving mobile phones during fire drills. Ensure pupils can hear alarms by not using ear pods or wearables in class. ▪ Notifications: Mobile phones and wearables (e.g. smartwatches) should have all notifications turned off during school hours. ▪ Reminders: Regular reminders through assemblies can help reinforce the procedures, linking them to the positive relationships policy. ▪ Pupil ownership: Use pupil-created video clips to promote the policy to parents and pupils. ▪ Non-Compliance: Agree on a consistent procedure for handling situations where a pupil refuses to store their phone, involving staff, pupils, and parents. ▪ After-School Activities: Establish clear procedures for mobile phone use during after-school clubs, events, and residential trips. ▪ Parental Resources: Provide parents with useful references to help them understand the thinking behand the school policy. 6.8 Structure of the School Policy Schools and their working groups may also want to consider how the policy is structured based on the content of this guidance, for example: Title School Name and version control/review date Why? Purpose, context and rationale – See Sections 1, 2 & 3 above and include any consultation outcomes – See section 4 Who? Who the policy applies to What? Consider all devices covered including watches and tablets and what the agreed restrictions are Where? Spaces where policy applies and expectations When? Times when devices are restricted or allowed including exceptions How? Describe practical arrangements/ FAQ, proportionate enforcement, staff responsibilities, minimum standards and pupil support and guidance available – See Section 4 above 125
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Developing a Mobile Device Policy 14 Useful Inks (at time of writing) https://www.gov.scot/publications/mobile-phone-guidance-scotlands-schools/ https://eprints.lse.ac.uk/125554/1/Smartphone_policies_in_schools_Rahali_et_al_202 4_002_.pdf https://360safescotland.org.uk/overview/policy-templates/ https://www.getsafeonline.org/personal/article-category/safeguarding-children/ https://www.channel4.com/programmes/swiped-the-school-that-banned- smartphones NASUWT - Developing a Mobile Phones in Schools Policy (Scotland) 126
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Education Resources) Subject: Education Standards and Quality Report 2024/2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the Education Resources Standards and Quality Report for session 2024/2025 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the Education Resources Standards and Quality Report for session 2024/2025 be noted. [1recs] 3. Background 3.1. The Standards and Quality Report reflects how Education Resources, through its schools, establishments and services, takes forward the Council’s vision of improving the lives and prospects of everyone in South Lanarkshire. 3.2. The focus over the last year for Education Resources has been to continue to work together to raise achievement and attainment, inspire learners and work in partnership with our communities so that children and young people have the best start in life and are supported to develop their skills for learning, life and work. 3.3. Our values and priorities are the organisers for the Standards and Quality report, as they are for our school and service improvement plans. This is to ensure a shared purpose and an ethos which empowers our schools, establishments and services to nurture ambition and support aspirations, improve attainment and achievement and provide opportunities for all children, young people and their families. 3.4. The Standards and Quality report provides an update on our performance, highlights achievements and shares examples of good practice reflecting 5 strategic priorities, namely to:- improve health and wellbeing to enable children and families to flourish ensure inclusion, equity, and equality are at the heart of what we do provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy support children and young people to develop their skills for learning life and work empower learners to shape and influence actions on climate change and sustainability 12 127
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4. South Lanarkshire Council Education Resources Standards and Quality Report 4.1. There is a requirement under the Standards in Scotland’s Schools etc (Scotland) Act 2000 to publish an annual Standards and Quality report. The Standards and Quality Report provides high-level information about the performance and achievements of Education Resources. 4.2. It articulates how Education Resources is performing as a service and offers an insight into activities being delivered to support the education and wellbeing of children, young people, families and the wider community. It reports across all aspects of our service, whilst acknowledging it is neither possible nor desirable to capture every achievement in this document. 4.3. The Standards and Quality Report is designed to be read by a wide audience of stakeholders, including elected members, staff, parents, young people and members of the public and has been written in an accessible format and plain English, wherever possible. 5. Next Steps 5.1. The draft Standards and Quality Report 2024/2025 (Appendix 1) sets out how our schools, educational settings and services have performed. Recent positive inspection reports continue to evidence high standards. In addition, our work in looking after our most vulnerable children and families will continue. This will require us to maintain focus on prevention and early intervention approaches as well as a continued focus on meeting our expected high standards. 5.2. Education Resources will continue to submit to this committee a progress report on performance against the agreed measures and actions highlighted in the Resource Plan at quarters 2 and 4. 5.3. Education Resources will continue to use available data to inform improvement, plan and achieve better outcomes for children, young people, families and the wider community. 5.4. Work is ongoing to enable this report to be shared publicly via the Council website in a format that complies with accessibility standards. A copy will be made available for all schools, establishments, elected members and other stakeholders. 6. Employee Implications 6.1. None. 7. Financial Implications 7.1. Financial implications are within existing budgetary resources. 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no implications for sustainability, climate change, or the environment in terms of the information contained in this report. 9. Other Implications 9.1. There are no implications for risk in terms of the information contained in this report. 128
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10. Integrated Impact Assessment and Consultation Requirements 10.1 This report does not present a new strategy, policy or plan and is, therefore, not subject to equality impact assessment. 10.2. There was no requirement to undertake any formal consultation in terms of the information contained within this report. However, the Standards and Quality report by its nature is produced from the evidence gathered from schools, establishments and services and other stakeholders. Lyndsay McRoberts Executive Director (Education Resources) 31 July 2025 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References Education Resources Committee – 20 August 2024 List of Background Papers Education Resources Resource Plan 2024/2025 South Lanarkshire Council Strategic Equity Fund Plan Standards in Scotland’s Schools. etc. (Scotland) Act 2000 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 129
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Standards and Quality Report 2024–25 Inspire Transform Strengthen Education Resources SLC print proof 12 131
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Contents 1. Foreword 3 2. Introduction 4 3. Leadership and Management 6 4. Health and Wellbeing 8 5. Equity and Inclusion 10 6. Curriculum, Learning, Teaching and Assessment 12 7. Skills for Learning, Life and Work 14 8. Climate Justice 16 9. Next Steps 17 10. Celebrating Success 18 Inspire Transform Strengthen SLC print proof 132
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3 1.0 Foreword We are delighted to share South Lanarkshire Council’s Standards and Quality Report for 2024/25. This report celebrates the progress we have made in delivering on the ambitions set out in our Education Resource Plan 2024/25. It demonstrates our unwavering commitment to the highest standards of teaching, learning, achievement and wellbeing across every classroom, nursery and early years setting. Over the past year, we have witnessed remarkable dedication, resilience and innovation from our learners, staff and communities. From encouraging literacy and numeracy gains to highly positive inspection outcomes and inspiring youth-led environmental and technology initiatives, the progress showcased here speaks to the strength of our shared vision. Each milestone is a testament to the hard work of our headteachers, teachers, support staff, parents, carers and partners working together for the benefit of all our children, young people and their families. We are especially grateful to everyone who has embraced new approaches, risen to the challenges we’ve faced and continued to place equity and inclusion at the heart of their practice. Your passion and collaboration have been instrumental in closing attainment gaps, improving attendance, enhancing wellbeing supports and forging even stronger ties between our schools and the communities they serve. As we look ahead, South Lanarkshire remains resolute in its pursuit of excellence and fairness. We will build on what works, making the most of emerging opportunities and keep every learner’s potential firmly in our sights. Together, we will ensure that each child and young person enjoys the support, challenge and inspiration they need to succeed. Thank you for your ongoing partnership and dedication. We trust you will find in these pages a true reflection of our collective achievements over the last year and a springboard for the year to come. Councillor Gavin Keatt Acting Chair of Education Committee Lyndsay McRoberts Executive Director Education SLC print proof 133
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Standards and Quality Report 2024–254 2.0 Introduction This Standards and Quality Report sets out the progress made towards our outcomes and measures set out in the Education Resource Plan 2024/25. We have measured our progress using a variety of evidence sources including: Care Inspectorate and Education Scotland inspection reports Service, School and Early Learning and Childcare (ELC) self-evaluation activity Service, School and ELC annual improvement plans Visits and focused dialogue with establishments via our Curriculum and Quality Improvement Team, Early Learning and Childcare Team and our Inclusive Education Team Analysis of attainment and achievement data and other student performance measures Our Secondary Statistical Summary Reporting (SSR) programme - a structured approach to review certification and exam performance which looks at trends and patterns to help us understand where long term improvements are required Our Peer School Review (PSR) programme – a sustainable, empowered system whereby Headteachers and their teams work with others to inform improvement activity Professional learning evaluations and assessment of our employee learning programmes Discussion and other consultations with heads of establishments, staff, children, young people, parents and other partners The internal and external awards and success achieved by our schools, establishments and services. Our progress is further informed by the aims and objectives within: South Lanarkshire Council Plan Connect 2022-27 Scottish Government National Improvement Framework (NIF) Scottish Government Curriculum for Excellence (CfE) Scottish Government Girfec Wellbeing Indicators The outcomes shown in this report will also inform our planning priorities and key areas of focus for the new session in 2025/26. Our Vision Improving the lives and prospects for everyone in South Lanarkshire Our purpose: Our priorities for 2025/26 and beyond: Improve health and wellbeing. Promote inclusion, equity and equality. Enhance learning, teaching and assessment. Provide a rich and relevant curriculum. Inspiring learners, transforming learning and strengthening partnerships. inspire transform strengthen Foster and nurture strategic leadership. SLC print proof 134
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5 Our Context This report is set within the current context of education provision across South Lanarkshire: SLC Data Total budget - £463 M Total number of teachers – 4,014 Newly qualified teachers - 145 Total number of LGE – 3,202 Total number of children and young people - 54,233 Early Years Number of nursery classes – 67 nursery classes Number of Early Learning and Childcare Centres - 23 Number of Early learning partner providers – 98 Nursery roll - 8,243 Parental Engagement % of schools with Parent Councils – 100% ASN Number of ASN schools – 7 ASN roll – 516 Secondary Number of secondary schools – 17 Secondary roll – 20,616 % of pupils with ASN - 42.4% Primary Number of primary schools – 125 Primary roll – 24,858 % of children with ASN - 38.5% 1 2 3 SLC print proof 135
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Standards and Quality Report 2024–256 3.0 Leadership and Management Strong leadership is essential in ensuring continuous improvement across our schools. Within our authority, leaders at all levels - senior management, school leadership teams and classroom practitioners - have continued to play a critical role in shaping a culture of excellence, equity, and inclusion. Inspections by Education Scotland and the Care Inspectorate in 2024/25 have provided valuable insights into strengths and areas for development, reinforcing our commitment to delivering high- quality learning and teaching and validating the strong progress we have seen across our sectors. In response, we have further strengthened leadership capacity and refined strategic planning to ensure sustained improvement in educational standards. Headteachers and our central support teams have been able to demonstrate a deep understanding of their schools. There is a clear link between our collaborative visits, school self- evaluations and our strong inspection results across the authority. The central support team have offered valuable support, guidance and continuing professional development to help consolidate this progress and address those areas identified for improvement. SLC print proof 136
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7 In October 2024, Education Scotland inspectors visited South Lanarkshire Council as part of a national thematic inspection on local authority approaches to supporting school improvement. Inspectors found that our strategic improvement plan aligns well with national priorities and that our school improvement guidance is highly effective. They also reported that positive and supportive relationships exist between headteachers and central support teams with a strong emphasis on data analysis to assess school performance. Also, that South Lanarkshire has a clear strategy for building capacity in schools, offering extensive professional learning opportunities. Overall, our approach to support and challenge was found to be based on a positive culture and ethos with central staff working within principles of proportionality, empowerment, capacity building, and sustainability. The willingness of our leaders to engage meaningfully with stakeholders is at the heart of our approach. Partnership working with parents, carers, and local communities has been instrumental in shaping key priorities, fostering positive relationships and enhancing support for learners. We have also seen the importance of meaningful consultation, ensuring the voice of children and young people is heard through UNCRC-aligned practices, pupil engagement initiatives, and structured feedback mechanisms. Key Insights See section 10 Celebrating Success for further insights. All 4 early years establishments inspected in 2024/25 received positive outcomes (good or very good). 95.3% of inspection outcomes were graded as good or above. This compares to an average of 60.76% across comparator local authorities. 17 South Lanarkshire establishments were inspected by Education Scotland in 2024/25. 21 teachers completed the Into Headship Programme 1 early years class, were identified during inspection as having practice worth sharing nationally. 4 primary schools and 1 secondary school SLC print proof 137
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Standards and Quality Report 2024–258 4.0 Health and Wellbeing The wellbeing of children and young people is fundamental to their ability to engage in learning and achieve positive outcomes. Our strategic priority to improve health and wellbeing aims to ensure that every learner feels safe, supported and included in their educational journey. Attendance levels, exclusion trends and related specialist interventions are key indicators of wellbeing within our schools. Attendance data provides valuable insight into engagement and participation while exclusion figures highlight areas requiring targeted intervention. During the 2023/24 session, we implemented an Attendance Test of Change (TOC) programme involving Headteachers and key officers to enhance school attendance through professional learning and collaborative projects. The programme’s success led to significant improvements in attendance rates for participating schools. In 2024/25, we built on that success to create a two-year strategic plan including a new attendance data tool, providing targeted training, allocating Strategic Equity Fund funding for attendance initiatives, engaging parents and communities through a targeted publicity campaign, fostering interagency collaboration, updating policies and offering ongoing support to Headteachers. SLC print proof 138
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9 We have also continued to strengthen our trauma-informed approaches, ensuring that staff are equipped to support pupils with experiences of adversity through nurturing environments, attachment-based strategies, and resilience- building practices. Our Educational Psychology team plays a vital role in this work, delivering specialised interventions that address the social, emotional, and mental health needs of young people. 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. We have also continued to strengthen our partnership working with NHS Lanarkshire including the completion of a South Lanarkshire Council and NHS Lanarkshire Child Health System Information Sharing Agreement. This helps ensure that public health programmes for our children and young people including health screening activities around vision, dental health and immunisation can proceed efficiently and effectively. 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. Key Insights See section 10 Celebrating Success for further insights. % gap between the attendance of the least and most deprived. Primary school attendance 94.6% overall improvements were recorded for all pupils in primary schools The overall attendance rate for schools was 91.1% Our persistent absence level was 3.1% compared with 3.8% Nationally Exclusion rates per 1000 v national rate (2022/23) was 18.1 vs 16.6 (only recorded biannually, new figures should be issued later this year). Secondary school attendance 93% - overall attendance remained relatively unchanged at XXX% a decrease of 0.X% from 2023/24. % SLC print proof 139
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Standards and Quality Report 2024–2510 5.0 Equity and Inclusion Our commitment to equity and inclusion remains central to our mission, ensuring that every child and young person has access to high-quality education, regardless of background or circumstances. Over the past year, we have strengthened our efforts to remove barriers to learning, foster a culture of belonging and provide targeted support to those who need it most. Significant progress has been made in meeting stretch aims, particularly in closing the attainment gap for disadvantaged learners. The effective use of Scottish Government Pupil Equity Fund (PEF) funding has enabled schools to implement evidence-based interventions tailored to the needs of their pupils, supporting improvements in literacy, numeracy, and wellbeing. We continue to prioritise our support for care-experienced children, recognising the unique challenges they may face. Because we know care experienced pupils often have greater challenges and barriers in their learning, extra support is provided to help them. Pupils are supported in schools by designated senior managers who co-ordinate any help the children and young people might need, including supporting their attainment and wellbeing, which is helping to make sure they are given the same chance of success as every other pupil. Our schools are also working on improving the understanding of what it means to be care experienced and many schools have a promoted member of staff who work as a care experienced champion. This approach provides opportunities for young people to talk together about their experiences and support each other to make the most of school. There is also a team of support teachers who are directly helping care experienced children who link closely with schools to give specialist advice and advocate for care experienced children in many effective ways. This support has meant that more pupils are achieving National 5 awards, fewer pupils are being excluded from school and their attendance in school is being maintained. SLC print proof 140
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11 Enhanced collaboration between schools, social work and external agencies has strengthened child protection measures, ensuring vulnerable young people receive the care and support necessary for their success. By embedding inclusive practices across all aspects of education, we are making meaningful strides in fostering a fair, equitable, and supportive learning environment for all. 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 rights respecting 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. Key Insights See section 10 Celebrating Success for further insights. XStrategic Equity Funding (SEF) continues to support initiatives into improve outcomes for children and young people impacted by poverty, with a focus on tackling the poverty related attainment gap. Mentoring programmes in our secondary schools support young people to overcome issues from academic challenges to personal and social well-being concerns. XPupil Equity Funding (PEF) totaling £8.9 million was deployed to schools in 2024/2025. The funds were spent on staffing, family support, improving attendance, reducing the cost of the school day, digital resources, literacy, numeracy and wellbeing interventions, all targeted towards children and young people experiencing poverty related barriers. The Equity team has worked closely with schools to carry out Equity Health Check visits to help schools utilise these funds effectively to ensure the poverty related attainment gap continues to close. SLC print proof 141
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Standards and Quality Report 2024–2512 6.0 Curriculum, Learning, Teaching and Assessment A high-quality learning experience is central to driving excellence and raising attainment across all levels of education. Our commitment to delivering a rich and stimulating curriculum ensures that learners are engaged, challenged, and supported in developing the essential skills required for success. Over the past year, significant progress has been made in strengthening literacy and numeracy with targeted interventions leading to improved outcomes across all stages. The senior phase attainment data reflects continued positive trends, demonstrating increased achievement levels and sustained improvement in qualifications. Achievement of Curriculum for Excellence (ACEL) data further highlights progress, particularly in early years, where foundational literacy and numeracy skills continue to develop effectively. Central to these improvements has been a focus on improving pedagogical approaches, including adaptive learning techniques, inquiry-based learning, and digital integration. Schools have embraced active learning methodologies to enhance engagement and deepen understanding, alongside collaborative problem-solving strategies that foster critical thinking. Through ongoing professional learning, enhanced classroom practice, and rigorous assessment approaches, we remain focused on ensuring high- quality teaching, meaningful learning experiences and robust assessment methods that support each learner’s journey. Note: Attainment Data and National Benchmarks This report includes validated attainment information from the 2023/24 school year, published by the Scottish Government in December 2024. This ensures consistency and allows meaningful comparison with national benchmarks. At the time of writing, data for the 2024/25 school year has not yet been validated or released nationally. As such, this report reflects the most current verified data available and will be updated or supplemented as new information becomes available. SLC print proof 142
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13 Key Insights See section 10 Celebrating Success for further insights. 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 smaller than the national average. 89.9% of pupils gained 1 or more qualification at SCQF Level 5 or better increased and remains higher than the national average 69.1% of pupils gained 1 or more qualification at SCQF level 6 or better increased and remains higher than the national average. SLC print proof 143
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Standards and Quality Report 2024–2514 7.0 Skills for Learning, Life and Work Supporting children and young people in developing skills for learning, life, and work is central to ensuring they leave school equipped for success in an evolving world. Through a broad and inclusive curriculum, meaningful career education, and strong partnerships with employers and further education providers, we have continued work to prepare learners for positive destinations—whether in further education, training or employment. Over the past year, we have continued to embed real-world learning experiences, expanding vocational pathways and strengthening our approach to Developing the Young Workforce (DYW). Schools have embraced innovative teaching methods, integrating project-based learning, enterprise education and digital skills development to enhance employability and future-readiness. Particular focus has been placed on ensuring that care-experienced young people receive the tailored support they need to transition successfully into their next steps. Enhanced collaboration with employers, colleges, universities, and apprenticeship providers has helped bridge gaps, ensuring young people can access opportunities that align with their aspirations. 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 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. 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. 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. SLC print proof 144
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15 Key Insights See section 10 Celebrating Success for further insights. All Leavers (S4-S6) - 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. 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. 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. 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. Overall, 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. SLC print proof 145
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Standards and Quality Report 2024–2516 8.0 Climate Justice Empowering young people to take meaningful action on climate change and sustainability is a fundamental aspect of our approach. We are committed to ensuring that learners not only understand environmental challenges but also play an active role in shaping solutions. Central to this commitment is the United Nations Convention on the Rights of the Child (UNCRC), which underscores the right of children and young people to have their voices heard in decisions affecting their future. Through pupil-led initiatives, consultation forums and engagement with local and national sustainability projects, we ensure that young people are given a genuine platform to influence policy and practice on environmental issues. Over the past year, there has been a growing and passionate interest in climate justice among learners. Schools have embraced eco-projects, renewable energy initiatives, and community partnerships, demonstrating a strong commitment to sustainability in education. These actions reflect the increasing awareness and determination of young people to drive positive change, not only within their schools but in wider society. Over 60 of our schools are involved in the Eco- schools programme. Many more participated in our third Conference of Schools (CoS3) event. 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. See section 10 Celebrating Success for further insights. SLC print proof 146
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17 9.0 Next Steps South Lanarkshire Council’s Education Resource Plan for 2025/2026 will reflect on the outcomes outlined in this report and focus on several key areas to enhance educational outcomes and support the diverse needs of our learners: XChildren’s Rights in Education: Ensuring education without discrimination, providing access to digital learning, promoting mental and physical health, integrating human rights education, increasing early learning access, preparing for a sustainable future and amplifying pupil voice in decision-making. XHealth and Wellbeing: Strengthening partnerships with the NHS, SLC Community Resources, and South Lanarkshire Leisure and Culture, monitoring and revising counselling services and expanding training on Attachment Strategy and trauma-informed practices. XCurriculum, Strategic Leadership and Professional Practice: Focusing on literacy and numeracy to address the attainment gap, exploring new models for senior phase specialisation, expanding CLPL for leaders and managers and encouraging evidence-based practice. XInclusion, Equity, and Equality: Supporting early learning and childcare settings, schools, and communities to remove barriers and addressing the needs of learners and families with protected characteristics. XSafe and Respectful Environments: Introducing new and revised guidance for establishments and working collaboratively with families and communities to identify and address barriers. XClimate Justice and Sustainability: Promoting climate justice and sustainability in education, encouraging students to lead climate action and developing practical solutions. These key areas of focus for 2025/2026 align closely with the current National Improvement Framework (NIF) priorities in Scotland. By emphasising children’s rights, health and wellbeing, curriculum development, inclusion, safe environments, and sustainability, South Lanarkshire Council’s Education Resource Plan works towards national priorities of improving attainment, closing the attainment gap, enhancing health and wellbeing and ensuring a positive learning environment for all students. SLC print proof 147
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Standards and Quality Report 2024–2518 10.0 Celebrating Success This section is designed to celebrate and showcase just some of the success achieved, and good practice adopted, by our schools and services during the 2024/25 school session. Our continued commitment within South Lanarkshire 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. By celebrating a wider range of achievements on a consistent basis, we encourage effort and provide a more accurate and comprehensive picture of the positive impact of our work. Our establishments and services 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: Leadership and Management Leadership Working Group Since March 2023, South Lanarkshire Council’s Leadership Working Group, comprising headteachers and local authority officers, has collaboratively reviewed and updated the Council’s Leadership Strategy. Following extensive consultation with stakeholders, the revised strategy was formally launched in November 2024. It outlines a coherent and progressive leadership pathway, from probationer teacher through to headship, and promotes a sustainable teachers-supporting-teachers model. Programmes introduced during session 2024–25 include: X A refreshed Newly Qualified Teacher Programme X Early Career Teacher Networks supported by newly appointed Early Career Teacher Ambassadors X Professional learning pathways: Into Headship Network, Headteacher Essentials, and Headteacher Coaching X Action Learning Sets for both Headteachers and Early Career Teachers X A new online Headteacher Handbook This strategy strengthens leadership capacity by harnessing the expertise of practitioners across the system. Peer-led support is a central feature, promoting collaboration, professional confidence, and system-wide improvement. A dedicated Middle Leadership Programme is also in development for implementation in 2025–26. SLC print proof 148
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19 Curriculum and Quality Improvement Service (CQIS) CQIS has continued to provide strategic leadership and robust support to schools across the authority, driving forward improvement through high-impact professional learning, collaborative networks, and responsive school support. Key achievements in 2024–25 include: X Targeted professional learning for headteachers on school improvement planning, ensuring alignment with national and local priorities X Roll out of our bespoke attendance tracking tool supporting greater rigour and action to support pupil attendance X Updates to secondary school improvement planning tools, co-developed with leaders to enhance clarity and rigour X Delivery of the Statistical Summary Reporting (SSR) programme, offering detailed analysis of certification and attainment data to guide strategic planning X Senior leadership development in data analysis using the Council’s BGE tracking system X Strengthened Networks for senior leaders focused on curriculum design, pedagogy, and data-informed approaches to improvement within the Broad General Education phase Over 500 school visits were undertaken by CQIS officers this session, supporting curriculum innovation, learning and teaching improvements, and strategies for raising attainment. The newly introduced Strategic Lead Headteachers have added further capacity to the team, bringing additional leadership expertise across both primary and secondary sectors. Pedagogy Team The Pedagogy Team delivered tailored support to 36 primary schools through the Build Your Pedagogy professional learning programme, which focused on improving learning, teaching, and assessment. In parallel, all secondary schools engaged in structured collaboration to evaluate and enhance teaching quality. Early Learning and Childcare The Early Learning and Childcare Service continues to strengthen support for funded provider childminders by delivering monthly training sessions. These sessions ensure practitioners remain up to date with current initiatives and reinforce the Council’s commitment to equitable, high-quality early years provision. Health and Wellbeing Community Mental Health Support South Lanarkshire Council’s Educational Psychological Service has played a pivotal role in delivering early intervention mental health support. This includes the Action for Children Blues Programme, which reached 445 secondary pupils, with 81% reporting reduced anxiety and depression. Online support via Kooth was accessed by 678 young people, mostly outside school hours. A new wellbeing website attracted nearly 2,000 visits. The Wellbeing Warriors youth group hosted a conference on body image, while staff training from SAMH and on suicide prevention received strong positive feedback, enhancing staff confidence and capacity. Emotion Coaching Over 1,500 education staff have been trained by our Educational Psychologists in Emotion Coaching, an attachment-informed approach that helps children manage emotions. Post-training evaluations showed 88% of staff adapted their practice, with 84% reporting improved pupil wellbeing and 72% noting reduced distressed behaviour. Staff feedback highlighted increased empathy and confidence in de-escalating situations. The training continues to be cascaded across the authority. Bucket Time in Early Years The ‘Bucket Time’ intervention, based on the Attention Autism approach, was piloted in seven nurseries to support attention and communication skills. Children showed measurable improvements in language use, turn-taking, and attention. All 13 tracked children improved, with most showing gains in over 70% of monitored skills. The programme will expand in 2025/26. Selective/Situational Mutism Online Training To address the needs of children with Selective Mutism, Educational Psychological Services developed online training for staff. The course, completed by 54 practitioners, builds understanding and confidence in delivering practical interventions. It complements updated guidance now embedded in the Inclusion Framework. SLC print proof 149
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Standards and Quality Report 2024–2520 Counselling Through Schools Service Between April 2024 and March 2025, 1,745 young people accessed in-school counselling. Evaluations showed 87% of primary and 82% of secondary pupils reported improved wellbeing. Feedback highlighted the value of a safe, non- judgemental space and increased emotional awareness. Notably, 92% said they would return to the service if needed. Play Therapy: Between October 2022 and September 2024, 396 children across P1-P5 received support through Play Therapy. Most referrals came from pupils in P3, P4, and P5, with family difficulties, behaviour-related issues and anxiety being the top reasons for referral. Outcomes showed significant improvements in resilience and wellbeing for both children and their parents. Wellbeing Warriors: A group of young people supporting SLC in engaging with topics around mental health and wellbeing. They planned a conference covering topics such as male mental health, exam stress, body image, and LGBT issues, which helped develop practical and personal skills. Neurodivergent Champions Roadshows The Specialist Support Team expanded its Neurodivergent Champions Clubs from one to six schools. These peer support groups empower dyslexic learners through themed discussions, guest speakers, and role models. Roadshows linking primary and secondary pupils fostered confidence, understanding, and smoother transitions. Parent feedback praised the initiative’s positivity and inclusivity. Health and Wellbeing Strategy – Staff Learning Centre A new HWB Strategy created a centralised “one- stop shop” for staff, consolidating curriculum resources, CLPL opportunities, and supports for staff and families. This streamlined access has improved staff confidence and responsiveness. The strategy is dynamic, with ongoing updates and staff contributions encouraged. Attendance Campaign – ‘Every School Day Matters’ A council-wide campaign launched to promote school attendance, especially among early years and primary pupils. Featuring real pupils and superhero-themed messaging, the campaign highlights the social and emotional benefits of regular attendance. It aligns with national priorities and has been widely promoted across schools. Together We Count – Early Numeracy and Wellbeing Launched in February 2025, the ‘Together We Count’ initiative supports early numeracy through fun, practical activities for families. A new leaflet and practitioner guidance were launched at a conference, with 98% of practitioners reporting they could apply the strategies. The approach supports both cognitive and emotional development. Outdoor Learning: The Youth, Family, and Community Learning Service provided outdoor learning experiences for S4-S6 pupils at Duncanrig Communication Support Base. The program included activities such as shelter building, safe fire lighting, cooking, navigation, and bushcraft, which helped pupils develop life skills, confidence, and subject knowledge. Understanding Children’s Behaviour: A 5-week course designed to help parents/carers manage children’s behaviour effectively. The course covered setting rules and boundaries, being consistent, and using effective consequences. It was piloted at Beckford Primary School and aims to expand further. 1 x Attendance campaign pic? SLC print proof 150
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21 Inclusion and Wellbeing Service (IWS) – YFCL Partnership YFCL staff embedded in IWS hubs delivered targeted programmes including swimming, animal care, cycling, and Lego-based emotional literacy. These initiatives improved physical health, emotional wellbeing, and social skills. The service has reduced exclusions and distress, and strengthened attendance and engagement Sporting success continues to play a crucial role in promoting physical health, leadership, and personal development among children and young people. This year, 19 South Lanarkshire schools achieved SportScotland’s Gold School Sport Award — the highest accolade recognising schools with embedded, inclusive, and high-quality sports provision: Gold Award recipients: Abington, Biggar, Blackwood, Burnside, Carnwath, Chatelherault, Craigbank, Hareleeshill, Holy Cross High, Lamington, Leadhills, Libberton, Milton, Netherburn, Newfield, St Cuthbert’s, Underbank, Wester Overton, and Wiston Primary Schools. Many other schools are progressing well through the bronze and silver award levels. Milton Primary was further celebrated as Clydesdale’s Sporting School of the Year, highlighting its strong culture of active participation, with P6 and P7 Sports Ambassadors enhancing extracurricular provision in collaboration with coaches and Active Schools staff. In addition, Hamilton School for the Deaf was awarded Sporting School of the Year for its outstanding commitment to inclusivity in sport. Equity and Inclusion South Lanarkshire Council continues to lead in promoting inclusive education through a diverse range of initiatives that remove barriers, foster equity, and celebrate learner diversity. The following highlights showcase meaningful progress and impact: Assistive Technology Expansion All ASN Bases were equipped with Go Talk and Big Mac communication devices, while Extended Support Teams received reading pens to support literacy. Additionally, each locality designated a staff member to complete Inclusive Technology training through CALL Scotland, ensuring consistent digital support for learners with communication needs. Trauma-Informed Practice and Nurture Approaches Psychological Services developed a comprehensive Good Practice Guide and introduced an Attachment Accreditation Award. Staff across sectors received training in the Boxall Profile and nurturing interventions, enhancing the capacity of schools to support pupils at risk of disengagement. Inclusive Workforce Development ASN awareness and strategies are now embedded in probationer induction and leadership development programmes. School Support Assistants benefited from targeted training in child development, emotional coaching, and wellbeing, delivered in partnership with SAMH and Tree of Knowledge. ASN Data Strategy A strategic data improvement project is underway to enhance the accuracy and consistency of ASN data. This initiative supports more informed planning and equitable allocation of resources across the authority. National Recognition for Inclusive Practice Duncanrig Secondary School and the Early Learning Unit in Hamilton were recognised in the national “Success Looks Different” Awards for their exemplary inclusive practices supporting learners with additional needs. Equalities and Diversity Week Calderside Learning Community led a ‘Making Rights Real’ transition event involving eight primary schools. The event promoted resilience, wellbeing, and children’s rights through collaborative, pupil-led workshops. SLC print proof 151
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Standards and Quality Report 2024–2522 Youth Music Excellence Seventeen secondary schools participated in the South Lanarkshire Young Musician of the Year competition. The South Lanarkshire Orchestral Society and IMS Primary Play Day provided inclusive platforms for musical expression, including for ASN pupils. Rights-Based Education Over 800 Early Learning and Childcare practitioners engaged in training focused on the UNCRC. Several schools achieved Rights Respecting Schools Awards, with Biggar Primary and ELC attaining the prestigious Gold level. Anti-Racism Education Five schools in the Hamilton Learning Community implemented a structured anti-racism programme. This culminated in a transition event at Woodside Primary, ensuring continuity of anti- racist education into secondary school. Inclusion CPD Hub A new professional development hub was launched, offering curated resources on rights, relationships, and wellbeing. This supports staff in embedding inclusive practice across all educational settings. Read and Write Literacy Support A case study demonstrated the transformative impact of Read and Write software for a P6 pupil with dyslexia and EAL needs. The success contributed to a 96.2% increase in usage of the tool across the authority. Community Learning through Sustainability The “Hameldaeme” project revitalised a disused allotment into a dynamic learning space. The initiative promoted sustainability, literacy, and intergenerational learning, engaging pupils and the wider community. MCR Pathways Mentoring Now active in all 20 secondary schools, this mentoring programme supports pupils facing personal and educational challenges. It has led to measurable improvements in attendance, wellbeing, and aspirations. Cost of the School Day Website St John Ogilvie High School launched a discreet online portal to help families access essential items. This initiative reduces stigma and supports equity by ensuring all pupils have what they need to participate fully in school life. Equity and Attendance Strategy With £8.9 million in Pupil Equity Funding, targeted interventions were implemented to close the attainment gap. A high-impact attendance conference and new data tools have strengthened strategic efforts to improve attendance and engagement. UNCRC Framework Relaunch A revised Rights Education Framework was piloted and launched, with Mossneuk Primary becoming the first school to achieve the new Making Rights Real Accreditation. YFCL KEAR Provision Based at the HIVE in Larkhall, this provision delivers tailored SEBN (Social, Emotional and Behavioural Needs) support. It fosters resilience and strengthens family engagement through personalised interventions. Inclusive Community Events Holy Cross High School hosted its 42nd Alma Disco, welcoming 78 guests. The event celebrated inclusion and community spirit, providing a joyful and affirming experience for all involved. Global Learning Recognition Kirktonholme Primary received an International School Award for its twinning project with Hillpoint School in Nepal. The initiative promoted global citizenship and intercultural understanding. SLC print proof 152
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23 Curriculum, Learning Teaching and Assessment South Lanarkshire continues to make significant strides in curriculum development, delivering inclusive, engaging, and standards-aligned learning opportunities from early years through to senior phases. Pedagogy At Castlefield Primary School, the implementation of Simon Breakspear’s Teaching Sprints model to improve writing pedagogy demonstrated a highly effective approach to professional learning and classroom practice. The initiative focused on enhancing the use of Learning Intentions and Success Criteria (LI/SC) across all stages, with a particular emphasis on supporting less confident writers. The structured, time-bound nature of the sprint enabled staff to engage in collaborative planning, peer observation, and reflective dialogue. The results were compelling: 75% of learners showed significant improvement in writing, and pupil enjoyment rose markedly. Staff confidence reached 100%, indicating a strong alignment between professional development and classroom impact. Coalburn Primary School’s focus on play pedagogy in Primary 1 and 2 exemplifies a thoughtful and well-supported shift towards child-centred learning. Through the creation of distinct learning zones and the provision of targeted professional learning, the school successfully embedded purposeful play into daily practice. The initiative was underpinned by a clear pedagogical rationale and supported by modelled lessons and team teaching. As a result, both learner engagement and teacher confidence improved significantly. This case highlights the importance of sustained support and strategic planning in embedding play-based approaches that are developmentally appropriate and pedagogically sound. St Columbkille’s Primary School adopted the VCPA (Visual, Concrete, Pictorial, Abstract) model to address inconsistencies in numeracy teaching and to close the attainment gap. The initiative was characterised by a week-long intensive support programme that included professional learning, collaborative planning, and in-class modelling. The impact was both immediate and measurable: all teachers reported increased confidence in using the VCPA approach, and the attainment gap in Primary 3 narrowed dramatically from 23% to just 3%. This case illustrates the power of focused, evidence-informed interventions in driving equity and excellence in numeracy. Woodside Primary School’s ‘Teach, Target, Play’ model represents a strategic and innovative approach to embedding skills-based learning through play in the early years. The initiative was supported by professional learning, environmental redesign, and the use of targeted resources funded through the Pupil Equity Fund. Teachers reported a significant shift in their understanding of play pedagogy, moving from adult-led to child-initiated learning. Early evidence suggests improvements in pupil engagement and numeracy outcomes. This case underscores the value of aligning pedagogy, environment, and assessment to support holistic development in the early years. Mossneuk Primary School’s whole-school adoption of inquiry-based learning in Social Studies reflects a forward-thinking response to Scotland’s refreshed curriculum. Building on a successful pilot in Primary 6, the school implemented a structured programme of professional learning, planning support, and resource development. Pupils demonstrated increased ownership of their learning, with improved articulation of skills and greater engagement in collaborative tasks. Staff confidence in planning and delivering inquiry- based learning also improved. This initiative highlights the potential of inquiry to foster deeper learning, critical thinking, and learner agency across the curriculum. At the authority level, the Building Your Pedagogy (BYP) and inquiry-based learning strategies have been instrumental in supporting 36 schools through bespoke packages of professional learning and pedagogical support. These included CAT sessions, modelled lessons, moderation activities, and Teaching Sprints. The initiatives have led to improved consistency in pedagogy, enhanced staff confidence, and increased learner engagement. Notably, 37 schools now prioritise inquiry-based learning in their improvement plans, reflecting a systemic shift towards more responsive and learner-centred approaches. This evidence points to the effectiveness of coordinated, authority-wide strategies in driving sustainable pedagogical change. SLC print proof 153
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Standards and Quality Report 2024–2524 Curriculum Innovation South Lanarkshire’s three-year Primary Curriculum Strategy continues to strengthen curriculum development across all schools, providing rich, engaging learning opportunities that empower children and young people to take ownership of their learning and achieve success. The development of an online curriculum hub has significantly enhanced practitioner access to high-quality planning resources. As a result, most establishments now have a clearly articulated curriculum rationale that reflects their unique contexts and uses learner pathways to promote success for all. Ongoing investment in teaching staff has been key to advancing curriculum quality. Professional learning offers have been updated in line with national reform and educational research in both literacy and numeracy, ensuring practitioners are well equipped to deliver an inclusive and effective curriculum. Improving Numeracy To strengthen numeracy pedagogy, over 700 teachers have been trained in Maths Recovery Pedagogy. This training has enhanced confidence and classroom practice, enabling teachers to deliver more active, engaging lessons. Updated approaches—focusing on verbal reasoning, concrete materials, and pictorial representations before introducing abstract concepts—are now widely used. Family engagement has also played a vital role through the You + Me Multiply programme, which fosters meaningful learning partnerships between schools and families to support numeracy development at home. Developing Literacy Literacy coordinators from various establishments have collaborated to co-design support materials as part of the early stages of a new Literacy Framework, aimed at ensuring consistently high- quality delivery across classrooms. Improving writing remains a core focus. The newly launched Improving Our Writing programme supports schools in reviewing teaching practice collaboratively, enhancing teacher knowledge and improving learner attainment. Early intervention continues through the Nuffield Early Literacy Intervention (NELI), targeting oral language and communication—the foundation of reading and writing success. This approach has proven especially impactful for learners in Quintile 1, helping close the attainment gap in early literacy. Nuffield Early Language Intervention NELI The Nuffield Early Language Intervention (NELI) has been effectively implemented across South Lanarkshire’s early years and primary settings, demonstrating a strong model of good practice in supporting early language development. At Carstairs Junction Nursery, the pre-school NELI model was piloted following two years of successful implementation in the school context. Needs were identified through data analysis, professional dialogue, and observation, with the aim of improving early literacy and preparing children for Primary 1. Early Years practitioners completed online training and used the NELI Language Screen to identify children requiring targeted or small group support. The programme, which includes shared book reading, guided play, and structured conversations, was delivered to the whole pre-school group. Post- intervention assessments indicated significant improvements in early language skills, with staff noting the effectiveness of the online resources in engaging learners and structuring sessions. In the primary sector, 52 schools implemented the 20-week NELI programme to support Primary 1 learners in developing expressive language, listening comprehension, receptive vocabulary, and sentence repetition. Based on assessment data, pupils were identified for targeted support delivered by trained staff. Building on previous success, 31 schools expanded the programme to include whole-class delivery, ensuring all learners benefit from oral language enrichment. Class teachers, trained through two online sessions, delivered these sessions to pupils not receiving targeted intervention. The impact has been particularly notable among children in Quintile 1, with improved early reading and writing outcomes contributing to efforts to close the attainment gap. Schools have also been supported with data tools to track individual progress and sustain improvements. SLC print proof 154
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25 Building Confidence, Consistency and Impact in Numeracy Numeracy remains a key priority for South Lanarkshire Council, with a clear focus on consistent and progressive pedagogy. The continued rollout of Maths Recovery training has strengthened the Verbal, Concrete, Pictorial, and Abstract (VCPA) learning pathway, ensuring high- quality learning for all. X Over 700 teachers across 130 schools have now participated in Maths Recovery programmes, including six cohorts of Teaching Number in the Classroom, three of Developing Number Knowledge, and one of Learning Framework in Number. X Seven practitioners are nearing accreditation as Maths Recovery Trainers, ensuring a sustainable model of delivery for future CLPL. X Additional training through the Learning Hub has supported around 20 schools and 50 newly qualified teachers (NQTs), offering resources on effective learning, planning tools, Number Talks, fluid grouping, and VCPA pedagogy. X 100% of trained participants reported improved confidence in planning, teaching, and assessing numeracy. X 2023/24 data places South Lanarkshire Council 1.18% above the national average for numeracy attainment (81.47%). X The attainment gap has narrowed by 0.31% since 2022/23, now below the national gap. X Education Scotland (HMIE) recognised the positive impact of classroom pedagogy, noting that “embedded use of fluid groupings in numeracy and maths is supporting children to have ownership of their learning and be ambitious about what they can achieve.” Peer School Review (PSR) South Lanarkshire’s Peer School Review (PSR) model empowers primary school improvement through collaboration. Rooted in the question, “What are we going to do now?”, PSR encourages senior leaders to work together to solve challenges and plan next steps, fostering a supportive, solutions-focused culture. Following a successful pilot in 2023–24, the full programme was launched in April 2024. Nearly all primary Headteachers participated in the introductory event, forming peer trios and quads for a three-year review cycle. The session also provided time to explore principles, agree practice, and identify Year 1 focus schools and themes. In 2024–25, PSR has been implemented across 129 primary and ASN establishments, with almost all 41 peer groups actively engaged. The CQIS central team supported nearly 75% of reviews, reinforcing the programme’s consistency and capacity. X 100% of Focus School Headteachers and 96% of Peer Headteachers reported the experience was professionally beneficial. X 25% and 52% respectively found it more beneficial than expected, according to a March 2025 survey. PSR continues to strengthen collaborative leadership and drive school improvement through shared reflection and action SLC print proof 155
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Standards and Quality Report 2024–2526 Early Years Tracking and Transition Enhancement A new tracking and monitoring process was introduced across Early Years settings in September 2024. This initiative involved structured professional dialogue between management and practitioners to assess each child’s development and plan next steps. It also introduced an Individual Progress and Achievement Record to support smoother transitions to primary school. The reintroduction of transition exchange events further strengthened collaboration between early years staff and primary headteachers, ensuring continuity and shared understanding of each child’s learning journey 1. Data-Driven Attainment Strategy in Primary and Early Years The Raising Attainment Strategy launched in August 2023 focused on building data literacy across primary schools. All schools received training on a new tracking tool, enabling real- time monitoring of pupil progress and the impact of interventions. Six learning communities, comprising 47 schools, engaged in professional learning to use data at the class level. In Early Years, the strategy supported consistent use of progress language and improved transition information sharing, enhancing continuity across early level education 2. Leadership and Pedagogy Networks in Secondary Education A series of Learning, Teaching and Assessment (LTA) networks for headteachers and deputes were implemented to strengthen leadership capacity and pedagogical practice. These included four LTA network events, subject-specific networks involving over 300 teachers, and the Pedagogy Palette — an online professional learning framework. Strategic Lead Headteachers and a dedicated LTA Strategic Group worked collaboratively to align practices with national standards and promote system-wide coherence in learning and teaching 3. Strategic Lead Headteacher Programme This initiative supported secondary headteachers in evaluating and improving learning, teaching, and assessment. Through over 100 joint observations across 14 schools, the programme identified consistent strengths such as structured lessons and nurturing environments, while also highlighting areas for improvement like scaffolding and adaptive technology use. The initiative enhanced self-evaluation practices and aligned local judgments with national inspection standards, contributing to more targeted school improvement planning 4. Early Years Curriculum A comprehensive training programme strengthened early years practice across curriculum planning, literacy, numeracy, Froebel, Musical Markers, digital learning, and children’s rights — particularly targeting practitioners working with children aged 0–3. A Quality Management event supported senior leaders in evaluating and enhancing playroom practice. Early Years Tracking and Transition New tracking and monitoring processes introduced in Early Years have strengthened professional dialogue and improved transition to primary school. The Individual Progress and Achievement Record ensures continuity in learning, while transition exchange events have facilitated effective information sharing between early years and primary staff 3. Early Learning and Childcare Inspection Success In 2024/25, 76% of Early Learning and Childcare (ELC) establishments inspected by the Care Inspectorate achieved grades of 4 or above across key quality indicators. Similarly, Education Scotland inspections showed that 85.71% of establishments using the short model and 100% using the full model were rated ‘Good’ or ‘Very Good’. These outcomes validated the high-quality service being delivered and informed collaborative improvement planning between the ELC team and establishments 5. SLC print proof 156
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27 Bookbug and Shared Practice Six Early Learning and Childcare (ELC) settings took part in a Bookbug shared practice event, including an Eid-themed session that celebrated cultural inclusion. The ELC Improvement Programme reached its 10th cohort, with South Lanarkshire now sharing this model nationally via the Care Inspectorate. Virtual Learning Academy Expansion The Virtual Learning Academy continued to grow, with strong attainment results—92.9% pass rate at Higher and 92.6% at Advanced Higher in 2023/24. The programme adapted its subject offerings to meet evolving school needs and received positive feedback from parents, highlighting benefits such as increased confidence, improved study habits, and preparation for university. The model supports flexible, inclusive learning and fosters digital engagement among pupils Reading Schools Framework Literacy remains a priority, with 29 schools achieving Gold accreditation, 22 attaining Silver, and 35 now accredited overall through the Scottish Book Trust’s Reading Schools programme. Standout Gold recipients include Newfield, Carmichael, and Tinto Primaries, while St Elizabeth’s, High Blantyre, and Kirklandpark achieved Silver—demonstrating a sustained commitment to fostering a strong reading culture. Music Education The Instrumental Music Service (IMS) was recognised for supporting learner progression through partnerships with the Royal Conservatoire of Scotland and the University of the Highlands and Islands. Young musicians continue to perform at major events, with music and the arts playing a vital role in building confidence, discipline, and creativity. Adobe Express Launch in South Lanarkshire The rollout of Adobe Express across South Lanarkshire schools has significantly enhanced digital literacy by enabling pupils to create multimedia content and engage in collaborative digital learning. With over 450 staff trained and nearly 3,000 pupils using the platform monthly, the initiative has improved pedagogy and pupil engagement. Positive feedback highlights increased confidence among educators and learners, and the authority’s involvement in national discussions reflects its leadership in digital innovation. Teachmate AI Pilot The Teachmate AI pilot, involving 140 staff, has streamlined lesson planning and resource creation, saving teachers 2–3 hours weekly. The platform has improved personalisation, supported ASN learners, and enhanced pupil engagement. High-quality resources and positive feedback have led to a continued partnership, with South Lanarkshire Council taking a leading role in national development of the tool. Secondary Learning, Teaching and Assessment (LTA) Networks A comprehensive programme of LTA networks, subject-specific collaboration, and strategic leadership has strengthened pedagogical practice and assessment across secondary schools. Initiatives like the Pedagogy Palette and Strategic HT Lead roles have fostered reflective practice, improved quality assurance, and promoted consistency in learning and teaching. Skills for Learning, Life and Work Digital Schools Award Achievements St Andrew’s and St Bride’s High School became the first secondary in South Lanarkshire to earn the Digital Schools Award (DSA) Europe, demonstrating a strategic and whole-school approach to embedding digital technology. The use of the SELFIE tool enabled robust self- evaluation and highlighted effective digital integration CyberFirst Recognition – Trinity High School Trinity High School earned the Silver Level CyberFirst School Award for its commitment to cyber security education. This initiative equips learners with essential digital safety skills and reflects a forward-thinking curriculum responsive to emerging technological challenges SLC print proof 157
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Standards and Quality Report 2024–2528 Lanark Universal Connections Young Reporters Group - Community Media Engagement Young people from Lanark produce and broadcast a monthly live radio show via Listen Lanarkshire. This initiative enhances public speaking, teamwork, and technical skills, offering real-world experience in journalism and digital media. The Young Reporters recently gained national recognition through winning the YouthLink Stem and Digital award. Fake Away – Carstairs Junction Primary and YFCL This family-focused cooking initiative promoted healthy eating, literacy, numeracy, and hygiene. It fostered stronger family bonds and led to Hi5 Youth Scotland Awards for children, with parents reporting increased confidence and engagement. Vertigo Theatre and Vertigo 360 – Youth Arts Development Operating from East Kilbride Universal Connections, this drama-based programme for young people and young adults builds confidence, communication, and teamwork as well as putting on regular theatre performances. It has inspired many participants to pursue further education and careers in the arts, with testimonials evidencing its transformative impact. Multiply (You+Me) Programme Expanded in 2024/25, this numeracy initiative trained over 130 teachers and engaged nearly 400 parents/carers. It boosted parental confidence and aspirations, with many becoming ambassadors or pursuing further learning. Strong partnerships underpin its sustainability. Wider Accreditation in Secondary Schools This initiative broadened curriculum options for disengaged learners, offering SCQF level 3–6 courses including outdoor learning. It supports transitions from BGE to senior phase and enhances confidence and resilience. Awards and Outdoor Learning – YFCL Over 1,200 young people participated in Duke of Edinburgh, Youth Scotland, and outdoor learning programmes. Activities such as bushcraft and outdoor cooking promoted healthy lifestyles and personal development across schools and communities. ESOL Family Learning – St. Mary’s Primary This programme supported families new to Scotland through language classes and cultural education. It improved parental confidence and employment outcomes, while children benefited socially and academically, fostering integration and wellbeing. Expressive Practices – Arts for Mental Health Delivered in three secondary schools, this arts- based programme supported mental health and self-expression. Young people led their learning in creative disciplines, reporting improved confidence, reduced anxiety, and stronger peer relationships. Multiply: Food Safety by Numbers – Whitehill Community Combining numeracy and food safety, this adult learning initiative led to REHIS accreditation for all participants. It demonstrated the effectiveness of the Social Practice Model and strengthened community capacity. SLC print proof 158
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29 Cambuslang Universal Connections Youth Committee - Civic Engagement Empowering young people aged 12–25, this initiative supports volunteering, event planning, and podcasting. It builds confidence, communication, and civic responsibility, with strong links to future education and employment. Duke of Edinburgh Award Ceremony Celebrating over 130 young people, this event recognised leadership, resilience, and achievement. Managed by the Youth, Family, and Community Learning Service, it highlighted the value of sustained commitment and community support. The Instrumental Music Service (IMS) has continued to be a vital contributor to South Lanarkshire’s educational success, offering high-quality music education that is inclusive, aspirational, and community-focused. IMS ensures equitable access to music for all learners. Tailored workshops, such as Samba drumming for pupils in specialist settings, and strong recruitment in primary schools, demonstrate a commitment to early engagement and inclusive practice. These efforts help remove barriers and foster participation across diverse learner groups. IMS nurtures musical excellence through high- profile events and performance opportunities. The South Lanarkshire Young Musician of the Year competition and the IMS Brass Day exemplify this, offering pupils the chance to perform at advanced levels, engage with professional musicians, and prepare for national recognition. These experiences raise aspirations and support progression in music. Music-making through IMS strengthens community bonds. Pupils perform in local venues, collaborate across schools, and share their achievements through social media. Engagement with alumni and national institutions further connects learners to the wider cultural landscape, reinforcing music’s role in civic life. Climate Justice South Lanarkshire schools continue to embed environmental sustainability into daily learning, empowering young people to take meaningful action through eco-initiatives, community engagement, and national recognition. X Townhill Primary School achieved its 10th Eco Flag in April 2025, reflecting sustained excellence in environmental education and whole-school climate action. X The Conference of Schools (CoS3), a student- led climate event, again served as a powerful forum for young people to educate and inspire peers. The event received praise from Education Scotland’s Chief Executive for its impact and pupil leadership. X Over 60 schools now participate in the Eco- Schools programme (Keep Scotland Beautiful), promoting whole-school sustainability through practical and pupil-driven projects. X A successful Waste Warrior pilot with P6 pupils from five primary schools has expanded to 21 additional schools, exploring innovative approaches to food waste reduction. X Targeted support for climate education has grown, including: Eco-Schools training for staff Climate Ready Classroom sessions for pupils Live Eco School Lessons engaging whole classes Workshops on climate anxiety and misinformation delivered at the South Lanarkshire Youth Forum and Youth Conference SLC print proof 159
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Standards and Quality Report 2024–2530 Douglas Universal Connections – “Hameldaeme” Environmental Project Douglas Universal Connections has led an inspiring environmental initiative titled “Hameldaeme,” which transformed an abandoned allotment into a vibrant community learning and growing space. The project brought together young people, families, and volunteers to engage in sustainable practices such as growing produce, upcycling materials, and creating outdoor learning environments. Participants built pallet furniture, planted wildflowers, and crafted hammocks, all while developing practical skills and environmental awareness. The initiative also supported literacy and numeracy through hands-on learning and promoted wellbeing through outdoor engagement. A young leader has now been recruited to support the next phase, which includes the development of a storytelling and reading area, further enhancing the space as a community hub. Gear Change – Youth and Community Cycling Project (Cambuslang Universal Connections) Cambuslang Universal Connections launched the Gear Change project with support from the Scottish Government, Cycling Scotland, and Climate Action South Lanarkshire. This initiative aimed to promote active travel and sustainability through the establishment of a bike library and staff training in cycle leadership and first aid. Two sub-projects were introduced: “Walk n Roll,” which encouraged guided walks and cycles to embed active travel into daily routines, and “Bikes Without Borders,” which supported refugees and asylum seekers with English language classes, cycling safety training, and the provision of bikes and accessories. The project successfully encouraged behaviour change, improved access to education and employment, and promoted inclusion through sustainable transport. Participants gained confidence, independence, and a sense of belonging while reducing their carbon footprint. Operation Mince Spies – Festive Bike Gifting Campaign In a creative and compassionate response to community needs, the Cambuslang team secured £20,000 from Cycling Scotland to deliver a festive bike gifting campaign titled “Operation Mince Spies.” This initiative provided 55 custom- built bikes, helmets, and lights to children and families across Cambuslang and Rutherglen. The campaign not only alleviated financial pressure during the festive season but also promoted active lifestyles and created joyful, memorable experiences for recipients. It reinforced the centre’s role as a responsive and supportive community hub, demonstrating the power of local action in advancing sustainability and wellbeing. SLC print proof 160
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If you need this information in another language or format, please contact us to discuss how we can best meet your needs. Phone: 0303 123 1015 Email: equalities@southlanarkshire.gov.uk www.southlanarkshire.gov.uk Produced by Communications and Strategy. 068256/Aug25 SLC print proof 162
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Education Resources) Subject: Brighter Start Breakfast Fund Award 1. Purpose of Report 1.1. The purpose of the report is to:- ♦ provide an update on a recent funding bid to the Brighter Start Breakfast Fund 2 Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the recent award of funding to South Lanarkshire Council under the Brighter Start Breakfast Fund and Education Resources’ plans for use be noted. 3. Background 3.1. Inspiring Scotland is a strategic partner of the Scottish Government, delivering the Brighter Start Breakfast portfolio. The organisation works with individuals, communities, charities and public bodies to develop solutions addressing social issues in Scotland. 3.2. Inspiring Scotland works to:- strengthen organisations and communities support, develop and connect people make money go further encourage new ideas inform and influence 3.3. The Brighter Start Breakfast Fund aims to enhance and extend breakfast provision for primary and special school children across Scotland. To date, 490 breakfast clubs have received funding, with a total allocation of £2,840,525.93 distributed nationally. 3.4. Education Resources has submitted a successful bid on behalf of all school breakfast clubs under the ‘Increased opportunities for play’ category, resulting in an award of £146,450.00. These funds will be used to procure resources that facilitate play activities during breakfast club sessions as outlined in Appendix 1. 3.5. South Lanarkshire Council currently offers free breakfast clubs in all primary schools via two models - “Toast and Go” for pupils who are mostly transported to school and a standard breakfast club open from 8:15 am to 8:45 am. 13 163
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3.6. Children attending the "Toast and Go" programme receive toast and water, while those at breakfast clubs can choose between toast, Weetabix, or a piece of fruit, accompanied by milk or water. Each week, over 1,860 pupils participate in breakfast clubs across our schools, and the new resources will be allocated pro rate according to pupils attending each club. 4. Educational Benefits 4.1. The introduction of enhanced play resources within breakfast club provision across all areas is likely to lead to improvements in children’s overall well-being and readiness to learn. By creating purposeful opportunities for social interaction, physical activity and creative engagement at the start of the school day, these resources are expected to foster improved concentration, motivation and emotional resilience among pupils. 4.2. Evidence indicates that such enriched environments contribute positively to the development of key skills, including communication, problem-solving and collaboration, ensuring that all children, particularly those from disadvantaged backgrounds, have equitable access to high-quality early learning experiences which support their attainment and personal development. 5. Delivery 5.1. Primary Headteachers who manage breakfast clubs were notified at the beginning of term about the bid and the resources allocated. Resources were distributed to schools at the start of term, enabling them to utilise the new materials immediately. 6. Employee Implications 6.1. There are no employee implications attached to this report. 7. Financial Implications 7.1. There are no financial implications attached to this report. 8. Climate Change, Sustainability and Environmental Implications 8.1 There are no implications for climate change, sustainability, or the environment in terms of the information contained in this report. 9. Other implications 9.1. There are no significant risk implications in terms of the information contained within this report. 10. 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. 10.2. There is also no requirement to undertake any consultation in terms of the information contained in this report. Lyndsay McRoberts Executive Director (Education Resources) 8 August 2025 164
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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:- David Hinshelwood: Interim Head of Education (Support Services and School Estate). Ext: 4413 (Tel: 01698 454413) E-mail: david.hinshelwood@southlanarkshire.gov.uk 165
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APPENDIX 1 LIST OF ADDITIONAL BREAKFAST CLUB RESOURCES Findel Everyday Jumbo Sidewalk Chalk - Pack of 50 Berol Colour Broad Pens - Pack of 288 Classmates Assorted Colouring Pencils - Pack of 288 Classmates Glue Sticks - 40g - Pack of 100 Classmates Lightweight A4 Lapboards Bulk Pack of 35 - Plain Classmates Value Crayons - Pack of 144 Famosa Giant 4-in-a-Row Mitre Ultimatch Indoor Football - Yellow/Black - Size 5 Classmates Assorted Card - A4 - Pack of 200 Sugar Paper (100gsm) - Assorted - A3 - Pack of 250 Sugar Paper (100gsm) - Assorted - A4 - Pack of 250 Findel Everyday Cotton Skipping Rope - 41ft Findel Everyday Hydrocatch Findel Everyday Hula Hoop Set - Assorted - 910mm - Pack of 12 Findel Everyday Hula Hoop Set - Assorted - 760mm - Pack of 12 Findel Everyday Hula Hoop Set - Assorted - 610mm - Pack of 12 Findel Everyday Coloured Balls - Assorted - 60mm - Pack of 12 Mini Play Bats - Assorted - 14in - Pack of 12 Findel Everyday Primary School Bib - Blue - 6-11yrs - Pack of 10 Findel Everyday Primary School Bib - Green - 6-11yrs - Pack of 10 Findel Everyday Primary School Bib - Red - 6-11yrs - Pack of 10 Findel Everyday Primary School Bib - Yellow - 6-11yrs - Pack of 10 Strategy Games - Pack of 4 TRADITIONAL GARDEN GAMES Jamanga Stacking Tower Hasbro Jenga Animal Skins Craft Paper - Pack of 40 Bright Coloured Feathers - Pack of 144 Classmates Sequins Assortment - 50g Animal Masks - Pack of 16 Classmates Craft Bag - Pack of 500 Assorted Tissue Paper - Pack of 480 Classmates Gummed Shapes - Pack of 2000 Classmates Safari Tissue Paper - 507 x 761mm - Pack of 24 Classmates Coloured Table Covers Pack 4 Findel Everyday Bean Bags - Assorted - Pack of 18 UNIVERSITY GAMES Variety Snaps Orchard Toys Dinosaur Race Game Orchard Toys Shopping Games Pack Orchard Toys Bus Stop Game Learning Resources Smart Toss Game Bigwigs Toys Snakes and Ladders Hasbro Connect 4 166
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 9 September 2025 Report by: Executive Director (Education Resources) Subject: Consultation Responses 1. Purpose of Briefing Report 1.1. The purpose of the report is to:- [purpose] inform the Committee on responses made by Education Resources as part of ongoing consultation processes at both local and national levels [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the responses made by Education Resources be noted. 3. Background 3.1. Education Resources are required to respond to several consultations across the year encompassing a wide spectrum of topics from areas such as curriculum and school improvement to school infrastructure. 3.2. Effective consultation is based on timely and meaningful responses being made and responding to these demonstrates our commitment to influencing change and decision making. 3.3. By prioritising our responsiveness and engagement, Education Resources can ensure that our policies align closely with the national context. 4. Consultations 4.1. The following consultation has now been completed. 4.2. Teachers of children and young people who are blind or partially sighted, deaf or deafblind. The Scottish Government has sought to capture views on proposed changes to the guidance on appropriate qualifications and teacher competencies for teachers who teach children and young people who are blind or partially sighted, deaf, or deafblind. The South Lanarkshire Council Education Resources’ response is shown at Appendix 1. 14 167
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4.3. In addition, it is worth noting that:- teachers appointed to specialist sensory roles, specifically as Teachers of the Deaf or as Qualified Teachers of Children with Visual Impairment (QTVIs), are contractually required to undertake and successfully complete a relevant postgraduate qualification within five years of taking up the post. This qualification is mandatory, and failure to complete it within the designated timeframe may result in reassignment. Within South Lanarkshire, only one such reassignment has occurred in the past decade emerging regulatory proposals may reduce the permitted timeframe for completion of the mandatory qualification from five years to three. Practitioners within South Lanarkshire have expressed concern that such a change does not sufficiently account for variations in personal circumstances that may affect completion and have, therefore, advocated for the retention of the existing five- year allowance a further aspect of the national paper pertains to the professional recognition of sensory teaching roles through the formal adoption of the General Teaching Council for Scotland (GTCS) standards for registration. This development is welcomed, as it strengthens the specialist profile of sensory teachers, provides a coherent framework for national consistency and supports the planning of Professional Review and Development (PRD) and Career Long Professional Learning (CLPL) activities across sensory support teams within South Lanarkshire 5. Employee Implications 5.1. None. 6. Financial Implications 6.1. None. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no implications for climate change, sustainability, or the environment in terms of the information contained in 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. There are no significant risk implications in terms of the information contained within this report. 9. Integrated Impact Assessment and Consultation Requirements 9.1. This report does not introduce a new strategic 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 168
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Lyndsay McRoberts Executive Director (Education Resources) 1 August 2025 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships People – we will work to put people first and reduce inequality Planet – we will work towards a sustainable future in sustainable places 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) Tel: 4462 (01698 454468) E-mail: Aisling.Boyle@southlanarkshire.gov 169
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Qualifications for teachers of children and young people who are blind, partially sighted, deaf, or deafblind Respondent Information Form Please Note this form must be completed and returned with your response. To find out how we handle your personal data, please see our privacy policy: https://www.gov.scot/privacy/ Are you responding as an individual or an organisation? Individual X Organisation Full name or organisation’s name Phone number Address Postcode Email Address The Scottish Government would like your permission to publish your consultation response. Please indicate your publishing preference: X Publish response with name Publish response only (without name) Do not publish response We will share your response internally with other Scottish Government policy teams who may be addressing the issues you discuss. They may wish to contact you again in the future, but we require your permission to do so. Are you content for Scottish Government to contact you again in relation to this consultation exercise? X Yes No South Lanarkshire Council Almada Street Hamilton 03031231023 ML3 0AA education@southlanarkshire.gov.uk Information for organisations: The option 'Publish response only (without name)’ is available for individual respondents only. If this option is selected, the organisation name will still be published. If you choose the option 'Do not publish response', your organisation name may still be listed as having responded to the consultation in, for example, the analysis report. 14 171
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Consultation questions Consultation on revising the Guidance on appropriate qualifications and teacher competencies for teachers of children and young people who are blind or partially sighted, deaf, or deafblind. 1. What are your views on the revised language used to describe sensory impairments, specialist provision and educational needs within the draft guidance? 2. What are your views regarding the recommended minimum of 90 credits specific to Visual Impairment Education, Deaf Education, or Deafblind Education at SCQF Masters Level 11 as an appropriate qualification for teachers who teach children and young people who are blind or partially sighted, deaf, or deafblind? 3. Does the draft guidance set out a clear route on how teachers can acquire the appropriate qualification to teach children and young people who are blind or partially sighted, deaf, or deafblind? Yes If no, please specify which areas are unclear. It is important that the use of the word “impairment” is used cautiously and with input from the communities. For deaf people, there is a preference for the word “deaf” rather than “hearing impaired”. For blind or partially sighted people, there is a preference for the phrase “vision loss”. In line with other agencies and services the term Partially Sighted has been replaced with Sight Impaired and the term Blind has been replaced with Severely Sight Impaired. Taking this step in all policy and guidance material will help to shape culture and discourse. The draft guidance reads as pupil centred and is a usable document that can be used in teams to reflect on standards. We welcome the alignment with the GTC standards and recognise that this document makes clear the importance of the role of sensory teachers. We are content that this requirement ensures a high quality of specialist provision. There would be a need to ensure mandatory elements within the qualification. More detail about what is required be included in the qualification would be welcomed. This concerns QTVI in particular. We are happy with the level of the qualification and are interested in how this qualification is delivered and moderated across higher education provisions. 172
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4. What are your views regarding the recommendation for teachers working with children or young people who need to use braille to acquire a qualification in Contracted Unified English Braille? 5. What are your views regarding the minimum British Sign Language (BSL) level recommended for teachers working with children or young people who use BSL? (BSL Level 3 at point of acquiring the qualification, and BSL Level 5 within a year of qualifying) 6. What are your views regarding the recommendation for a three-year transitional period to allow teachers who teach children and young people who are blind or partially sighted, deaf, or deafblind to acquire the recommended qualifications? Additional information: It is incumbent upon authorities to determine which course within a specific higher education provision is best suited to meet the needs of both the teachers and pupils in their areas. Important point to note is that it is practically impossible to provide 3 days cover to release teachers for study across most councils. Local Authorities do not have an Area Cover list of QTVIs that they can access. Invariably, this creates additional workload for the colleagues of the TVI who is undertaking their QTVI studies. It is essential, that to qualify as a QTVI, the individual has acquired a validated and accredited qualification in Contracted UEB. This qualification should be accredited and validated by a higher education provision as an examining body. It is important to be absolutely clear about the language being used to describe the levels required in BSL. This should be set out in a preamble to ensure clarity when reading the body of the text. Even within this draft guidance there are points when the levels required are ambiguous. It is also important to map out pathways for teachers to gain the relevant qualifications. The number of BSL tutors and courses in Scotland has reduced dramatically over the past few years and finding courses to improve BSL is becoming difficult. Consideration should be given to the stipulation that a teacher has attained a competent level in BSL before beginning the ToD course. The workload is significant to complete the course and also at the same time improve BSL results. 173
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The draft guidance recommends that the period of time for a teacher to obtain the appropriate qualification should be up to 3 years. The Requirements for Teachers (Scotland) Regulations 2005 provide that this is a period of 5 years. Not supportive Please provide further comments 7. Do you think the Requirements for Teachers (Scotland) Regulations 2005 regarding the length of time to obtain the appropriate qualification should be changed to reflect the recommendation in the guidance or kept the same? Additional information: The draft guidance recommends that the period of time for a teacher to obtain the appropriate qualification should be up to three years. The Requirements for Teachers (Scotland) Regulations 2005 provide that this is a period of five years. Kept the same If alternative suggestion, please provide details 8. What are your views regarding the recommended minimum allocation of three days of study time per 20 credit course by Education Authorities to support teachers in acquiring the minimum qualifications? No comment Please provide further comments We consider that the time period should remain at 5 years. The lives of teachers change across the years and a 3 year time period is too short to take into account unexpected life events and changes in circumstances. Keeping the time limit to 5 years will be easier to manage for services in terms of staff support. It also reduces the impact on services of teachers being absent repeatedly for study if it is spread over a longer time. It is always the case that some teachers will take a shorter time than the 5 years anyway. 174
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9. What are your views regarding the teacher competencies for teachers of children and young people who are blind or partially sighted? 10. What are your views regarding the competencies for teachers of children and young people who are deaf? 11. What are your views regarding the competencies for teachers of children and young people who are deafblind? We would want to support this but need to take into account the impact on other staff and children. 3 days of study time per 20 credits is extremely difficult to cover when there is already a scarcity of qualified sensory teachers. This Council does not have the ability to provide such qualified cover and this is reflected across Scotland. We are please with this. It is strong, sufficiently detailed for staff and has a clear focus on what they are delivering. Useful for PRD and CLPL as well. Also pleased with this. It is important that a teacher has mainstream experience before moving in to a ToD role. This description provides equity for deaf children in ensuring the highest standard of education. 175
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12. Does the clarification of the terms ‘wholly’ and ‘mainly’, and the examples in the guidance provide clarity on who is required to hold an appropriate qualification? No If no, how could this be clarified further. 13. Do you think the guidance is clear and easy to understand? Yes If no, please specify which areas are unclear. 14. Is there anything further you would like to comment on or propose for inclusion into the guidance? n/a Yes, we do need more clarity on what it means to “teach” or “support” children. Notwithstanding the points raised above, we welcome this document as an important restating of the relevance of the sensory teacher to improve the lives and educational prospects of deaf children and children with vision loss. no 176