Agenda Document Pack - Education Resources Committee - 17/02/2026
South Lanarkshire Council · 17 February 2026
Back to Education Resources Committee — 17 February 2026 and its agenda
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Council Offices, Almada Street Hamilton, ML3 0AA Monday, 09 February 2026 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, 17 February 2026 Time: 10:00 Venue: Hybrid - Committee Room 1, Council Offices, Almada Street, Hamilton, ML3 0AA The business to be considered at the meeting is listed overleaf. Yours sincerely Paul Manning Chief Executive Members Lynsey Hamilton (Chair), Gavin Keatt (Depute Chair), Joe Fagan (ex officio), Alex Allison, John Anderson, Ross Clark, Margaret Cowie, Allan Falconer, Grant Ferguson, Elise Frame, Alistair Fulton, Geri Gray, Cal Johnston-Dempsey, Susan Kerr, Ross Lambie, Richard Lockhart, Eileen Logan, Katy Loudon, Julia Marrs, Ian McAllan, Mark McGeever, Mo Razzaq, Graham Scott, Bert Thomson, Margaret B Walker, David Watson Substitutes Margaret Cooper, Poppy Corbett, Maureen Devlin, Mary Donnelly, Monique Equi, Graeme Horne, Martin Hose, Hugh Macdonald, Kenny McCreary, Lesley McDonald, Carol Nugent, Norman Rae External Members Religious Representatives Angela Milton, Reverend Jillian Storrie Teacher Representatives Jennifer Gaffney, Joan Lennon Parent Council Representatives Christine Hall, Naomi Baxter 1
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BUSINESS 1 Declaration of Interests 2 Minutes of Previous Meeting Minutes of the meeting of the Education Resources Committee held on 18 November 2025 submitted for approval as a correct record. (Copy attached) 5 - 14 Monitoring Item(s) 3 Education Resources - Revenue Budget Monitoring 2025/2026 and Probable Outturn Joint report dated 16 January 2026 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 15 - 20 4 Education Resources - Capital Budget Monitoring 2025/2026 Joint report dated 21 January 2026 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 21 - 24 5 Education Resources - Workforce Monitoring – 1 October to 31 December 2025 Joint report dated 15 January 2026 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 25 - 32 Item(s) for Noting 6 Support for Schools (Central Support) Report dated 28 January 2026 by the Executive Director (Education Resources). (Copy attached) 33 - 38 7 Achievement of Literacy and Numeracy Curriculum for Excellence Levels 2024/2025 Report dated 27 January 2026 by the Executive Director (Education Resources). (Copy attached) 39 - 50 8 Curriculum Improvement Cycle Report dated 28 January 2026 by the Executive Director (Education Resources). (Copy attached) 51 - 56 Urgent Business 9 Urgent Business Any other items of business which the Chair decides are urgent. 2
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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 18 November 2025 Chair: Councillor Gavin Keatt Councillors Present: Councillor Alex Allison, Councillor John Anderson, Councillor Ross Clark, Councillor Margaret Cowie, Councillor Maureen Devlin (substitute for Councillor Margaret B Walker), Councillor Monique Equi, Councillor Allan Falconer, Councillor Grant Ferguson, Councillor Elise Frame, Councillor Graeme Horne (substitute for Councillor Geri Gray), Councillor Cal Johnston-Dempsey, Councillor Susan Kerr (Depute), Councillor Ross Lambie, Councillor Richard Lockhart, Councillor Eileen Logan, Councillor Katy Loudon, Councillor Julia Marrs, Councillor Ian McAllan, Councillor Mark McGeever, Councillor Carol Nugent (substitute for Councillor Alistair Fulton), Councillor Mo Razzaq, Councillor Graham Scott, Councillor Bert Thomson, Councillor David Watson Councillors' Apologies: Councillor Joe Fagan (ex officio), Councillor Alistair Fulton, Councillor Geri Gray, Councillor Margaret B Walker External Member Present: Jennifer Gaffney External Members’ Apologies: Naomi Baxter, Christine Hall, Joan Lennon, Angela Milton, Reverend Jillian Storrie Attending: Education Resources L McRoberts, Executive Director; A Boyle, Interim Head of Education (Inclusion Services); D Hinshelwood, Interim Head of Education (Support Services and School Estate); G Lambie, Performance, Planning and Operations Manager; S Nicolson, Head of Education (Senior Phase); J Wallace, Head of Education (Primary and Early Years) Finance and Corporate Resources G Booth, Finance Manager (Strategy); L Harvey, Finance Manager (Resources); E Maxwell, Human Resources Business Manager; K McLeod, Administration Assistant; I Opatha, Administration Officer; T Slater, Administration Adviser 1 Declaration of Interests No interests were declared. 2 Minutes of Previous Meeting The minutes of the meeting of the Education Resources Committee held on 9 September 2025 were submitted for approval as a correct record. The Committee decided: that the minutes be approved as a correct record. 2 5
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3 Education Resources - Revenue Budget Monitoring 2025/2026 A joint report dated 22 October 2025 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted on the actual expenditure measured against the revenue budget for the period 1 April to 5 September 2025, and providing a forecast for the year to 31 March 2026 for Education Resources. A Service Analysis Statement, which outlined key highlights by Service for the Resource, was provided in Appendix A to the report. The detailed financial position, with variance explanations by budget category, was provided in Appendix B to the report. As at 5 September 2025, the projected outturn position for the Resource was a breakeven position. The position reflected underspends in Early Years and Support Services’ staffing, underspends in the Early Learning and Childcare (ELC) core budget, over-recovery of Early Years’ fees and income from other local authorities, which were offset by projected overspends, as detailed in paragraph 6.2 of the report. Several areas of financial risk to the Education Resources’ budget had been identified, as detailed in section 6 of the report, and included:- cost of transport teacher numbers reduced class contact time Officers responded to members’ questions on various aspects of the report. The Committee decided: (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. [Reference: Minutes of 9 September 2025 (Paragraph 4)] 4 Education Resources – Capital Budget Monitoring 2025/2026 A joint report dated 22 October 2025 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted providing information on the progress of the Capital Programme for Education Resources for the period 1 April to 5 September 2025. The revised Capital Programme for 2025/2026 amounted to £6.070 million and reflected an increase of £0.100 million, which had been approved by the Executive Committee on 24 September 2025. Details of that adjustment were provided in Appendix A to the report. The forecast for the financial year was £6.070 million, and actual expenditure as at 5 September 2025 was £1.380 million. The Committee decided: that the Education Resources’ capital programme of £6.070 million, and forecast expenditure of £6.070 million, be noted. [Reference: Minutes of 9 September 2025 (Paragraph 6) and Minutes of the Executive Committee of 24 September 2025 (Paragraph 4)] 6
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5 Education Resources - Workforce Monitoring - 1 July to 30 September 2025 A joint report dated 8 October 2025 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted on the following employee information for Education Resources for the period 1 July to 30 September 2025:- attendance statistics occupational health statistics accident/incident statistics disciplinary hearings, grievances and Dignity at Work cases analysis of leavers and exit interviews The Human Resources Business Manager responded to members’ questions on various aspects of the report. The Committee decided: that the report be noted. [Reference: Minutes of 9 September 2025 (Paragraph 7)] Councillor Lockhart joined the meeting during consideration of the above item of business 6 Education Resource Plan: Quarter 2 Progress Report 2025/2026 A report dated 30 October 2025 by the Executive Director (Education Resources) was submitted on the Education Resource Plan Quarter 2 Progress Report 2025/2026 for the period 1 April to 30 September 2025. The Education Resource Plan 2025/2026 set out the objectives and actions to be managed and delivered by the Resource in the financial year 2025/2026. The Resource Plan measures were rated using a traffic light system of red, amber or green as well as blue (BRAG), which indicated that an action had been completed. Details were provided on:- progress against all Resource Plan measures, as detailed in the Quarter 2 Progress Report 2025/2026, attached as Appendix 2 to the report key achievements made by the Resource, as detailed in paragraph 5.3. of the report. No measures had been classified as red, however, 14 had been categorised as “report later” or “contextual”. The Executive Director (Education Resources) responded to a member’s question on an aspect of the report. The Committee decided: (1) that the Education Resource Plan Quarter 2 Progress Report 2025/2026, as summarised in paragraph 5.2. and attached at Appendix 2 of the report, be noted; (2) that the key achievements made by the Resource to date, as detailed in paragraph 5.3. of the report, be noted; (3) that it be noted that there were no areas for improvement and associated management actions, as detailed in paragraph 5.4. of the report; and 7
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(4) that it be noted that there were no measures identified as ‘report later’ at Quarter 4 2024/2025, as detailed in paragraph 5.5. of the report. [Reference: Minutes of 10 June 2025 (Paragraph 5)] 7 Additional Support for Learning Fund 2025/2026 A joint report dated 31 October 2025 by the Executive Directors (Education Resources) and (Finance and Corporate Resources) was submitted:- providing an update on the current Additional Support for Learning (ASL) national agenda setting out proposals for the allocation of the ASL Fund for 2025/2026 Information was provided on:- the Education (Additional Support for Learning) (Scotland) Act 2004 (ASL Act), which established a progressive and inclusive framework for supporting children and young people key factors that could give rise to Additional Support Needs (ASN), which had expanded since the implementation of the ASL Act the outcomes of the Morgan Review, which had a particular focus on developing a workforce that was equipped to meet the needs of learners within ASN additional funding from the Scottish Government to develop the ASL workforce, along with an enhanced offer in support, spanning all stages of the curriculum Following a review of identified needs across the Council’s schools and establishments, it was proposed that the following posts be added to the Education Resources’ staffing establishment:- 1 full-time equivalent (FTE) post of Pedagogy – Quality Improvement Officer on Grade QIO, SCP1-3 (£73,110 to £81,579) 10 FTE posts of Pedagogy – Class Teacher on Main Grade, SCP 1-5 (£40,305 to £50,589) 1 FTE post of Data Officer on Grade 4, Level 2-5, SCP 82-88 (£52,922 to £57,886) 9 FTE posts of Pathfinder Officer on Grade 3, Level 2, SCP 63-65 (£40,805 to £41,699) 1 FTE post of Marmot Early Years Lead on Grade 4, Level 2, SCP 82-83 (£52,922 to £53,725) 2 FTE posts of Early Years Quality Officer on Grade 4, Level 2, SCP 82-83 (£52,922 to £53,725) The Pedagogy and Marmot posts would initially be for 23 months, with the long-term plans supporting those areas to be re-assessed at the appropriate time. The cost of proposals would be met from the Scottish Government ASL funding, as outlined in the report. The Executive Director (Education Resources) responded to a member’s question on an aspect of the report. The Committee decided: (1) that proposals for the commitment of the ASL Fund 2025/2026 in South Lanarkshire be approved; and (2) that the proposed increase to the Education Resources’ establishment, as detailed at paragraph 6.1 of the report, be approved. 8
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8 Update on the Changes to the Qualification Criteria for Mainstream Secondary School Transport A report dated 18 October 2025 by the Executive Director (Education Resources) was submitted providing an update on the implementation of the revised qualification criteria for mainstream secondary school transport in South Lanarkshire. The Education (Scotland) Act 1980 required councils to provide free school transport for children under 8 years living over 2 miles from their catchment school and, for those aged 8 and over, living over 3 miles away. Until August 2025, the Council provided a more generous entitlement than required by law, offering free transport to all primary pupils living more than 1 mile and all secondary pupils living more than 2 miles from their catchment school. Due to significant pressures, and following consultation, the Council’s Executive Committee agreed to change the distance that a mainstream secondary school pupil must live from their catchment school in order to qualify for free school transport to more than 3 miles. Information was provided on:- the communication undertaken with all affected families the impact on pupil numbers qualifying for school transport, with supports being provided work undertaken with bus contractors and commercial operators to ensure sufficient capacity on public routes engagement with parents/carers who had raised concerns the review of attendance rates to assess any impact the review and update of School Travel Plans Officers responded to members’ questions in relation to various aspects of the report and undertook to provide the Committee with:- information on late-coming figures information on the 51 areas identified for remedial action in relation to concerns raised about lighting, footpaths, vegetation and personal safety an update on the progress of the Council motion on reconvening the West of Scotland Road Safety Forum The Committee decided: (1) that the progress made in implementing the revised qualification criteria for mainstream secondary school transport be noted; (2) that the ongoing approach to monitoring, stakeholder engagement and risk management be noted; and (3) to note that a further update would be provided to the Committee at the end of the current academic session in June 2026. [Reference: Minutes of the Executive Committee of 7 August 2024 (Paragraph 8)] In terms of Standing Order No 14, the Chair adjourned the meeting during this item of business at 10.58am. The meeting reconvened at 11.05am 9
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9 Relationships and Behaviour National Action Plan 2024 to 2027 – Policy Updates A report dated 17 October 2025 by the Executive Director (Education Resources) was submitted providing an update on the Council’s Framework for Promoting Positive Relationships and Understanding Distressed Behaviour (PPRUDB). The framework was a comprehensive guide for schools, underpinned by the ethos that all behaviour was a form of communication and that a positive, inclusive school ethos, with an emphasis on nurturing relationships and firm, consistent boundaries, was crucial to ensuring that incidents of disruption were kept to a minimum. Information was provided on:- the contents of the PPRUDB framework how the Council had further strengthened its approaches to promoting positive relationships, including the development of an Attachment Strategy and the revised framework for Inclusion and Equality the promotion of the PPRUDB framework the revisions to the PPRUDB framework to ensure it was fully aligned with the Scottish Government’s Relationships and Behaviour National Action Plan 2024 to 2027, which included:- ensuring compliance with new guidelines in relation to physical intervention updating the Council’s ‘Treat Me Well’ anti-bullying guidance, part of which was to tackle prejudice-based behaviour in schools. This guidance had focused on racism over the past 2 years and would now focus on gender-based violence the next steps to continue to promote the PPRUDB framework, review current risk assessment guidance, launch the ‘Treat Me Well’ update and further embed and strengthen school-based approaches to tackling gender-based violence The Interim Head of Education (Inclusion Services) responded to members’ questions and undertook to provide a member with a copy of the ‘Treat Me Well’ guidance and summary of the discussions and findings from the November conference being organised by the Violence Against Women and Girls Partnership (Early Intervention Subgroup). The Committee decided: (1) that the scope of the Relationships and Behaviour National Action Plan 2024 to 2027, and the impacts on current policies, be noted; and (2) that ongoing work and next steps to address those impacts be noted. 10 Update of the Education Resources' Risk Register A report dated 18 October 2025 by the Executive Director (Education Resources) was submitted providing an update on Education Resources’ Risk Register. The Resource had followed Council guidance in developing, monitoring and updating its Risk Register on an ongoing basis. The Register had been developed to ensure that the Resource:- was fully aware of its top risks was able to prioritise those risks had controls in place to eliminate or minimise the impact of the risk 10
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The risks were scored in accordance with the Council’s scoring mechanism, which scored risks based on likelihood and impact of risk. This resulted in risks being scored between 1 to 25 (low to very high). Risks were scored on their inherent risk (risk if nothing was done), and their residual risk (risk after applying controls). Very high and high risks were monitored closely. The central Risk Management team had reviewed compliance with the Risk Management Strategy for 2024/2025 and confirmed that Education Resources had achieved 100% compliance. The top risks identified for the Resource, that was those that were residually scored as being very high and high, were attached as Appendix 1 to the report. The main changes to the Risk Register were summarised in paragraph 5.5. A comparison of the 2024 and 2025 Resource Risk Registers was detailed in Appendix 2 to the report. That appendix also detailed changes in risk descriptions. Officers responded to a member’s question on an aspect of the report. The Committee decided: that the content of the Education Resources’ Risk Register be noted. [Reference: Minutes of 29 October 2024 (Paragraph 13)] Councillor Lockhart left the meeting during consideration of the above item of business 11 Accessibility Strategy 2025 to 2028 A report dated 18 October 2025 by the Executive Director (Education Resources) was submitted providing an update on the development of the Education Resources’ Accessibility Strategy 2025 to 2028. The Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002 required local authorities to prepare and implement long-term strategies to improve access to education for pupils and prospective pupils with disabilities. Those strategies were also required to ensure that duties under the Equality Act 2010 were met. The Accessibility Strategy 2025 to 2028 would provide an overall purpose and direction for the work of all establishments and services in relation to inclusion and equality. A consultation process had been undertaken, inviting views and comments on various aspects of the draft Strategy, and some minor amendments had been incorporated into the revised Strategy. The finalised Strategy, attached as an appendix to the report, would be distributed to all services and establishments. Arrangements would also be made to publish the Strategy on the Council’s website. Officers responded to members’ questions on various aspects of the report. The Committee decided: (1) that the updated Education Resources’ Accessibility Strategy, attached as Appendix 1 to the report, be noted; and 11
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(2) that the arrangements to publish the Accessibility Strategy on the Council’s website be noted. [Reference: Minutes of 14 February 2023 (Paragraph 11)] 12 Notification of Contracts Awarded: 1 April to 30 September 2025 A report dated 23 October 2025 by the Executive Director (Education Resources) was submitted providing an update on contracts awarded by Education Resources during the period 1 April to 30 September 2025. 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 or extended by Education Resources were provided in Appendix 1 to the report. An officer responded to a member’s question in relation to an aspect of the report and undertook to look into the issue raised and provide feedback to the member. The Committee decided: that the details of the contracts awarded be noted. [Reference: Minutes of 10 June 2025 (Paragraph 14)] 13 Celebrating Success in Education Session 2025/2026 – Quarter 2 A report dated 18 October 2025 by the 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 2025/2026, 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. Appendix 1 to the report provided notable highlights linked to the following key areas:- health and wellbeing inclusion, equity and equality curriculum, strategic leadership and professional practice safe and respectful environments (Digital Learning) climate change and sustainability children’s rights in education Members congratulated the staff and pupils on the successes achieved. The Executive Director thanked the members for their positive comments and advised that it was intended to bring some additional reports to the Committee in the future, celebrating successes in school. The Committee decided: (1) that the examples of good practice highlighted across a wide range of provision be noted; and 12
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(2) that the continuing commitment to the importance of celebrating success within education beyond academic attainment be noted. [Reference: Minutes of 10 June 2025 (Paragraph 12)] 14 Urgent Business There were no items of urgent business. Chair’s Closing Remarks The Chair thanked officers for their work and support over the year to young people and this Committee and wished everyone the compliments of the season. 13
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 17 February 2026 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Revenue Budget Monitoring 2025/2026 and Probable Outturn 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 to 29 December 2025 for Education Resources provide a Probable Outturn 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 Probable Outturn forecast to 31 March 2026 of a breakeven position after approved transfers to reserves (detailed in Appendix A), be noted; and (2) that the proposed budget virements be approved. [1recs] 3. Background 3.1. This is the third revenue budget monitoring report presented to the Education Resources Committee for the financial year 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 29 December 2025 within the Resource budget, as well as the output from the formal Probable Outturn exercise, which provides an 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 to date as at 29 December 2025 is £7.080m, with £2.514m still to spend. This includes known staff costs for the period 1 April 2025 to 31 March 2026. 3 15
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4.3. It is anticipated £0.400m will be carried forward at year-end for schools to align to commitments for the academic year to June 2026, in line with PEF guidelines. This is an approved Transfer to Reserves agreed at the Executive Committee on 4 February 2026. 4.4. In relation to SEF funding, spend and commitment to date is £2.295m with £0.180m 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. It is anticipated full spend will be made by 31 March 2026 for this programme. 4.5. Committee will continue to be updated with the spend position for 2025/2026 throughout the year for both of those Scottish Attainment Challenge funded areas. 5. Employee Implications 5.1. There are no employee implications as a result of this report. 6. Financial Implications 6.1. Probable Outturn: Following the Council’s formal Probable Outturn exercise, the forecast for the budget to 31 March 2026 is a breakeven position after approved transfers to reserves of £0.478m. The transfer to Reserves were approved at Executive Committee (4 February 2026). This position is outlined in Appendix B. 6.3. This position reflects underspends in Early Years and Support Services staffing offset by a projected overspend in teacher costs due to cover, overspends in relation to mainstream and ASN transport costs and school placements, which are demand led, and additional costs of classroom supplies in schools. 6.4 There are underspends with the Early Learning and Childcare (ELC) core budget and a projected underspend in the cost of footwear and clothing grant provision due to demand. There is also an over recovery of Early Years fees and income from Other Local Authorities, which is reflected in the position. 6.5 In relation to the Additional Support for Learning (ASL) funding, there is currently a projected underspend of £0.078m, which will be carried forward at year-end to support expenditure commitments to the end of the school session in June 2026. This is an approved Transfer to Reserves agreed at Executive Committee on 4 February 2026. 6.6. Teacher Numbers: The Summary statistics for schools in Scotland 2025 was published on 10 December 2025. South Lanarkshire Council met the Scottish Government’s teacher numbers target. 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. 2025/2026 Investments 7.1 Local Action Fund Funding has been allocated to Education Resources as part of the approved Local Action Fund for 2025/2026. Funding of £0.150m is included in the Education budget presented in Appendix B. Schools and services have been allocated the new funding this year as approved at the Executive Committee and are spending these additional resources in line with Elected Members’ proposals. 16
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7.2. Other Investments Footwear and Clothing grant of £0.285m was allocated as part of the budget setting process for 2025/2026 which enabled a top of £20 per grant award across all sectors. This has been distributed as part of the new allocations this year in line with demand. 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no implications for climate change, sustainability or environment in terms of the information contained in the report. 9 Other Implications 9.1. 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 in this year, through some reserve funds available. 9.2. The risk is managed through four weekly Budget Monitoring Meetings at which any variance is analysed. In addition, the new forecasting within FUSION and work within the Resource and finance teams, ensures early warning for corrective action to be taken where appropriate. 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 the report. Jackie Taylor Executive Director (Finance and Corporate Resources) Lyndsay McRoberts Executive Director (Education Resources) 16 January 2026 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 29 December 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 17
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Appendix A SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Committee: Period 10 Ended 29 December 2025 (No. 10) Revenue Budget Monitoring Report – Service Analysis Service Analysis Revised Annual Budget (£000) Projected Outturn (£000) Projected Outturn Variance (before transfers) (£000) % YTD Actual (£000) Education Net Controllable Exp. 502,488 502,010 478 0.10% 373,110 Transfer to Reserves 0 478 (478) - - Position After Transfer to Reserves 502,488 502,488 0 - - Service Heading Explanation for significant projected outturn variances Education Schools The cost of teachers is expected to be overspent due to the demand for cover across the year. The impact of classroom materials budgets as a result of pupil growth, transport costs and increased cost continues to be a financial pressure this year but is managed within the overall Probable Outturn position. Support Services Staff turnover within Support Services this year are supporting pressures across the Resource. Inclusion Services There continues to be high demand on the Inclusion services budgets in the areas of external placement, aids and adaptation 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 of income are supporting pressures across the Resource. Transport The cost of both mainstream transport and ASN transport (taxis) continues to be a rising pressure this year. Support for these costs is being met through underspends in other budget areas. 18
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Appendix B SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Resources Committee: Period Ended 29 December 2025 (No.10) 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 366,996 365,332 1,664 under 0.45% 262,649 1, a, d, e, f, g Property Costs 36,501 36,499 2 under 0.01% 29,305 a, b, c, f, g Supplies & Services 13,658 13,740 (82) over (0.60%) 8,219 2, a, c, e, f, g, h, i Transport & Plant 17,912 21,299 (3,387) over (18.91%) 16,391 3, f, g Administration Costs 1,702 1,703 (1) over (0.06%) 1,352 4, f, g Payments to Other Bodies 31,159 32,092 (933) over (2.99%) 23,456 5, a, f, g Payments to Contractors 48,064 47,704 360 under 0.75% 35,004 6, g Transfer Payments 2,888 2,774 114 under 3.95% 2,691 7, g Financing Charges 395 396 (1) over (0.25%) 208 g Total Controllable Exp. 519,275 521,539 (2,264) over (0.44%) 379,275 Total Controllable Inc. (16,787) (19,529) 2,742 over recovered 16.33% (6,165) 8, f, g Net Controllable Exp. 502,488 502,010 478 under 0.10% 373,110 Transfer to Reserves - 478 (478) Position after Transfer to Reserves 502,488 502,488 0 - 0.00% Variance Explanations 1. The position represents the net effect of an underspend in Early Years and Support staff costs due to vacancies and turnover of staff offset by an overspend in Teacher costs due to cover. 2. The overspend is mainly due to 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. This is offset by an underspend on the Pupil Equity Fund which will be carried forward at the end of the financial year for future commitments. 3. The overspend is mainly due to the cost of home to school transport for ASN children and mainstream transport. 4. The underspend mainly relates to Early Years core conferences spend being lower than anticipated offset by telephone costs for schools and legal costs for ASN tribunals. 5. This overspend is due to the increased cost of placements for pupils within Other Local Authorities and Independent Schools. This is partially offset by less than anticipated core Early Years spend to date including cross boundary charges and income from placements from other local authorities. 6. The underspend represents the timing of payments for insurance within the PPP contract. 7. The underspend is due to spend on footwear and clothing grants reflecting current demand. 8. 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. Transfer from corporate items in relation to Local Action Fund allocated to schools, 2025/2026 Teachers Pay Award and Rates large property increase. Net Effect £6.930m: Employee Costs £6.583m, Property Costs £0.314m, Supplies and Services £0.021m and Payments to other Bodies £0.012m. b. Transfer to corporate items in relation to Utilities and procurement savings. Net Effect (£0.446m): Property Costs (£0.446m). c. Transfer to Community and Enterprise Resources for Jackton Primary School Facility Costs. Net Effect (£0.248m): Property Costs (£0.161m) and Supplies and Services (£0.087m). d. Establish budget to reflect general revenue grant funding in relation to Teacher Induction Scheme. Net Effect £1.169m: Employee Costs £1.169m 19
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e. Realignment of budget to reflect Pupil Equity Fund programme delivery. Net Effect £0.000m: Employee Costs £0.429m and Supplies and Services (£0.429m). f. Realignment of budget to reflect ASL spend, transport funding and current service delivery. Net Effect £0.000m: Employee Costs (£1.355m), Property Costs (£0.498m), Supplies and Services £1.568m, Transport Costs £0.680m, Administration Costs £0.008m, Payments to Other Bodies (£0.370m) and Income (£0.033m). g. Virement within school budgets as part of the Devolved Management Scheme for Schools. Net Effect £0.000m: Employee Costs £0.075m, Property Costs £0.233m, Supplies and Services (£0.919m), Transport Costs (£0.166m), Administration Costs £0.351m, Payments to Other Bodies £0.434m, Payment to Contractors £0.008m, Transfer Payments £0.257m, Financing Charges (£0.011m) and Income (£0.262m). Transfer to Reserves (£0.478m): h. Pupil Equity Funding underspend (£0.400m). i. Additional Support for Learning Funding underspend (£0.078m) 20
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 17 February 2026 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 to 29 December 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 £5.007 million, and forecast expenditure of £5.007 million, be noted. [1recs] 3. Background 3.1. This is the third capital monitoring report presented to the Education Resources Committee for the financial year 2025/2026. Further reports will follow throughout the year. 3.2. The revised budget of £5.007 million for Education Resources is based on the overall Capital Programme for 2025/2026 (Executive Committee, 25 June 2025) and includes updates approved by the Executive Committee on 3 December 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. 2025/2026 Budget As detailed in Section 3.2, the revised capital programme for Education Resources for 2025/2026 is £5.007 million. This includes adjustments totalling a net decrease of £1.063 million which were approved by the Executive Committee on 3 December 2025. The detail of these adjustments is shown in Appendix A. 5.2. 2025/2026 Forecast Appendix A shows a forecast for the financial year of £5.007 million. For information, actual expenditure to 29 December 2025 is £3.018 million. 4 21
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6. Climate Change, Sustainability and Environmental Implications 6.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in this report. 7. Other Implications 7.1. The main risk associated with the Council’s Capital Programme is that there is an overspend. The risk has been assessed as low given the detailed project management plans prepared and monitored for each project. The risk of overspend is managed through four weekly Investment Management Meetings. 8. Integrated Impact Assessment and Consultation Requirements 8.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no 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) 21 January 2026 Link(s) to Council Values/Priorities/Outcomes Accountable, Effective, Efficient and Transparent Previous References Executive Committee – 25 June 2025 Executive Committee – 3 December 2025 List of Background Papers Financial ledger to 29 December 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 22
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Appendix A South Lanarkshire Council Capital Expenditure 2025/2026 Education Resources Programme For Period 1 April 2025 – 29 December 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 3,682 566 (1,063) 3,185 3,185 - 1,864 ICT Developments 1,346 - - 1,346 1,346 - 769 Free School Meals 476 - - 476 476 - 385 TOTAL 5,504 566 (1,063) 5,007 5,007 - 3,018 For Information Only Budget Adjustments approved by Executive Committee, 3 December 2025: Kirkstyles ELC Phase 2 Carluke High School (total project approved is £0.219m, with £0.010m profiled in 2025/2026) Secondary Schools Total Budget Adjustments (£0.073m) £0.010m (£1.000m) (£1.063m) 23
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 17 February 2026 Report by: Executive Director (Finance and Corporate Resources) and Executive Director (Education Resources) Subject: Education Resources - Workforce Monitoring – 1 October to 31 December 2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide employment information for 1 October to 31 December 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 October to 31 December 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 13 September 2025 3. Background 3.1. As part of the Council’s performance management arrangements, regular workforce monitoring reports are submitted to Committee. This report for Education Resources provides information on the position for 1 October to 31 December 2025. 4. Monitoring Statistics 4.1. Attendance Statistics (Appendix 1) Information on absence statistics is analysed for the month of December 2025 for Education Resources. The Resource absence figure for December 2025 was 6.9%, this figure has increased by 0.3% when compared to the previous month and is 0.6% lower than the Council-wide figure. Compared to December 2024, the Resource absence figure has increased by 0.1% Based on the absence figures at December 2025 and annual trends, the annual average absence for the Resource for 2025/2026 is 5.2%, compared to a Council- wide average figure of 6.1%. 5 25
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Managers follow the procedures outlined in the Maximising Attendance Policy to support employees to remain at work, or to return to work after a sickness absence. There are comprehensive employee supports in place and additionally, Personnel Services work in close partnership with line managers and Resource Management Teams on a case management basis to ensure that appropriate actions are taken. 4.2. Occupational Health (Appendix 2) In terms of referrals to occupational health, overall, 551 referrals were made this period. This represents a decrease of 120 when compared with the same period last year. 4.3. Accident/Incident Statistics There were 531 accidents/incidents recorded and investigated within the Resource during this period. This represents an increase of 264 when compared with the same period last year. 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 4 compared to the same period last year. No appeals were heard by the Resource, and no appeals were pending, these figures have remained the same when compared to last year. Two grievances were raised within the Resource, this figure has remained the same when compared to the same period last year. Three 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 45 leavers this period eligible for an exit interview. This figure has decreased by 9, when compared with the same period last year. Eleven exit interviews were conducted in this period, this figure has decreased by 3 when compared to the same period last year. 5. Staffing Watch (Appendix 3) 5.1. There has been a decrease of 143 employees in post from 14 June 2025 to 13 September 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. 26
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10.2. There was no requirement to undertake any consultation in terms of the information contained in this report. Jackie Taylor Executive Director (Finance and Corporate Resources) Lyndsay McRoberts Executive Director (Education Resources) 15 January 2026 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 – 18 November 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 27
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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 3.8 July 1.1 1.0 1.4 July 2.2 2.0 2.4 July 3.8 4.1 4.3 August 4.0 3.9 4.4 August 1.3 1.9 1.7 August 2.5 2.8 2.8 August 4.1 4.7 4.7 September 5.9 6.6 5.8 September 2.9 3.5 4.1 September 4.3 4.9 4.8 September 5.3 6.1 6.1 October 5.5 6.5 6.6 October 2.7 3.8 4.2 October 4.0 5.0 5.2 October 5.1 6.0 6.2 November 7.1 7.8 8.2 November 4.3 5.0 5.3 November 5.6 6.2 6.6 November 6.2 6.9 7.0 December 8.1 8.6 8.5 December 4.8 5.4 5.6 December 6.3 6.8 6.9 December 6.6 7.0 7.5 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 3.9 Annual Average 4.5 4.9 5.2 Annual Average 5.4 5.9 6.1 Average Apr-Dec 5.5 5.9 6.3 Average Apr-Dec 2.8 3.3 3.6 Average Apr-Dec 4.0 4.5 4.8 Average Apr-Dec 5.1 5.6 5.8 3200 4022 7222 15695 Appendix 1 Absence Trends - 2023/2024, 2024/2025 & 2025/2026 Education Resources Council WideAPT&C Teachers Resource Total No of Employees at 31 December 2025 No of Employees at 31 December 2025 No of Employees at 31 December 2025 No of Employees at 31 December 2025 28
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Oct - Dec Oct - Dec 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 264 242 REFERRALS TO COGNITIVE BEHAVIOUR THERAPY 0 2 TOTAL 671 551 Oct - Dec Oct - Dec 2024 2025 Over 7 day absences 3 0 Minor 31 68 Near Miss *** 6 23 Violent Incident: Physical**** 201 403 Violent Incident: Verbal***** 26 37 Total Accidents/Incidents 267 531 Oct - Dec Oct - Dec 2024 2025 Total Number of Hearings 4 8 Time Taken to Convene Hearing October - Oct to Dec 2025 0-3 Weeks 4-6 Weeks Over 6 Weeks 1 1 6 Oct - Dec Oct - Dec 2024 2025 Number of Grievances 2 2 Still in Progress 2 2 Oct - Dec Oct - Dec 2024 2025 Number of Incidents 1 3 Still in Process 1 3 RECORD OF DIGNITY AT WORK 189 162 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 70 44 Appendix 2 EDUCATION RESOURCES 148 101 29
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Oct - Dec Oct - Dec 2024 2025 Career Advancement 11 18 Child Caring / Caring Responsibilities 0 1 Disatisfaction with terms and conditions 0 1 Personal Reasons 1 12 Other 42 13 Total Number of Leavers Eligible for Exit Interview 54 45 Number of Exit Interviews conducted 14 11 Percentage of interviews conducted 26% 24% ANALYSIS OF REASONS FOR LEAVING Appendix 2a EDUCATION RESOURCES 30
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As at 13 September 2025 F/T P/T F/T P/T Teachers 673 111 2143 1116 4043 Other 97 81 561 2361 3100 Total Employees 770 192 2704 3477 7143 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 3542.61 3542.61 Other 6.00 1155.43 1038.62 129.78 49.40 11.00 0.00 1.58 0.00 2391.81 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 JOINT STAFFING WATCH RETURN EDUCATION RESOURCES *Full - Time Equivalent No of Employees MALE FEMALE TOTAL Appendix 3 Salary Bands *Full - Time Equivalent No of Employees Salary Bands MALE FEMALE TOTAL 31
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 17 February 2026 Report by: Executive Director (Education Resources) Subject: Support for Schools (Central Support) 1. Purpose of Report 1.1. The purpose of the report is to update the Committee on progress within Education Resources in relation to:- [purpose] a review of service leadership and management structures options for improvement via central support reconfiguration the management of risks associated with new operating models [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the restructure of the Education Resources Central Support Team from a service-based structure to a 3-18 years structure be noted; (2) to note that Early Years Quality Officer posts would be reconfigured within the new structure; and (3) that the increase in the number of Senior Manager Pupil Support posts from four to five be noted. 3. Background 3.1 This review was started in 2023 and, at that time, considered the wider central team resource including all administration staff, Educational Psychologists and central school support staff. A change in approach as a result of leadership changes within the Resource has resulted in these areas being removed. They will be considered separately in future reviews and for the purpose of this review only the central team leadership support has been considered. 3.2 It is important to recognise that the successful delivery of these options and any others subsequently identified is contingent upon the capacity and capability of central support teams. Implementing complex change, managing risk and sustaining service quality during a period of transformation requires a core management team with the necessary expertise, resilience and strategic oversight. 3.3 Any proposals to reduce this functionality must, therefore, be carefully balanced against the need to retain sufficient leadership, operational knowledge and technical skill to drive forward efficiencies, support schools, and ensure that any planned reconfiguration is realised without compromising statutory responsibilities or approved long-term strategic improvement outcomes. 6 33
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4. Proposals 4.1. Options to revise central management posts have been carefully assessed against the improvement priorities within the Education Resource Plan for 2026 and beyond. Any structural changes must continue to uphold equitable access to education, promote inclusion and support the wellbeing of all learners. This includes maintaining a robust curriculum, ensuring safe and respectful learning environments and embedding sustainability across our educational practices. 4.2. The central focus of this planned restructure is to move from the current service-based structure to a more integrated 3-18 structure. A 3-18 service structure will ensure a more coherent level of support provided to schools and ensure that the current inclusion and early years teams are fully integrated into the quality improvement aspects of the service. 4.3. Currently, the central leadership support team operates as four separate Services. The Curriculum Quality Improvement Service (CQIS) Team oversee school improvement, the Inclusion Service who oversee matters related to additional support needs, the Early Years Team and Support Services. Each of the four Heads of Service oversee a geographical area and are supported by officers from the CQIS who function as link officers to schools. 4.4. The proposal to move to a 3-18 service would involve the following changes (see Appendix 1):- two new area teams would be created, each led by a Head of Service the CQIS team would be restructured into one quality improvement team and officers deployed across the two area teams the current Early Years central team will be reduced, and the quality improvement remit for Early Years will transfer to the new quality improvement team the Inclusion Service will be re-designed to include quality improvement officers, a virtual head teacher and five senior managers of pupil support. A Head of Service will lead this team all support for school resources will be led by the Head of Service (School Resources) including a new staffing team and data team this structure will provide stable leadership and a basis for further consideration of a reduction in locality mangers and Head of Service posts within the next three years 4.5. The Education Resources central team is built on a foundation of significant strengths, including a highly skilled workforce, strong performance in quality improvement and a deeply embedded culture of collegiality and positive relationships. These are supported by sound governance, effective models of engagement and co-production, and a shared commitment to aligned improvement objectives. These strengths provide a stable platform from which to manage change and mitigate risk. 4.6. However, we recognise areas of vulnerability that must be addressed to ensure sustainable service delivery. These include variability in outcomes across sectors, a reducing capacity to meet legislative requirements and perceptions of inequality in service provision. A move to a more coherent 3-18 service structure will ensure we build capacity across the system to support schools in a more equitable way that address the challenges of education reform. 34
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4.7. Our next steps in taking these proposals forward will be to:- further engage with Personnel and Finance teams to confirm accurate cost/benefit analysis and workforce planning requirements complete wider stakeholder engagement including Trade Union discussions complete an integrated risk assessment and analysis 5. Employee Implications 5.1. The current position of Early Years Quality Officer (x4) will be deleted from the new structure. It is expected that this can be managed through natural turnover and a realignment to roles and remits with Inclusion Services funded through identified Additional Support for Learning (ASL) monies. 5.2. There may be a requirement for additional training for some staff as they move from the Inclusion Team to the new improvement team. This will be managed through current professional learning processes. 6. Financial Implications 6.1. There are no costs associated with these proposals. Any anticipated permanent savings as a result of these proposals will be identified by ongoing risk analysis and financial modelling. These would be reported via the usual reporting processes. The new structure is expected to start in August 2026 and will enable the Resource to grow from a more stable leadership position as well as allowing further consideration of savings over the next three years. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no climate change or environmental implications as a result of this report. 8. Other Implications 8.1. No other implications attached to this report. 9. Integrated Impact Assessment and Consultation Requirements 9.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 9.2. There was no requirement to undertake any consultation in terms of the information contained in this report. Lyndsay McRoberts Executive Director (Education Resources) 28 January 2026 35
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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: - Lyndsay McRoberts, Executive Director (Education Resources) Ext: 4468 (Tel: 01698 454379) E-mail : Lyndsay.McRoberts@southlanarkshire.gov.uk 36
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Appendix 1 Education Area 1 Education Area 2 Head of Education Quality Improvement Officer Early Years Locality Manager Quality Improvement Officer Early Years Locality Manager Quality Improvement Officer Quality Improvement Officer Quality Improvement Officer Quality Improvement Manager Early Years Locality Manager Head of Education Quality Improvement Officer Development Officer Digital Quality Improvement Officer Education Support Officer STEM (Science, Technical, Engineering and Maths) Quality Improvement Officer Quality Improvemen t Officer Quality Improvement Officer Quality Improvement Manager 37
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Education Inclusion Education Resources Head of Education Inclusion Senior Manager Pupil Support Senior Manager Pupil Support Senior Manager Pupil Support Senior Manager Pupil support Senior Manager Pupil support Quality Improvement Manager Quality Improvement Officer Virtual Headteacher Quality Improvement Officer Child Protection Officer Head of Education Resources Service Manager Planning, Perfomance & Operations Service Manager Support services Coordinator Children's Services Planning 38
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Report Agenda Item Report to: Education Resources Committee Date of report: 17 February 2026 Report by: Executive Director (Education Resources) Subject: Achievement of Literacy and Numeracy Curriculum for Excellence Levels 2024/2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the recently published Literacy and Numeracy Curriculum for Excellence levels for session 2024/2025 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the Curriculum for Excellence levels in Literacy and Numeracy for 2024/2025 be noted. 3. Background 3.1. The Scottish Government published the Achievement of Curriculum for Excellence (CfE) Levels for 2024/2025 on 9 December 2025. 3.2. The published information is based on the professional judgement of teachers and is collated annually based on data submitted by all schools in Scotland in June each year. Due to the Covid-19 pandemic, there was no data collected in 2019/2020 and there was no S3 data collected in 2020/2021. 3.3. Data is submitted on Curriculum for Excellence levels in literacy and numeracy at the stages of P1, P4, P7 and S3 across all South Lanarkshire Council schools. The Scottish Government aggregates the school level data to produce the local authority dataset which forms the basis for their report. 3.4. Further information on CfE levels and the expected levels by stage is shown in Appendix 1. 3.5. A very small number of pupils have long-term significant and complex additional support needs that mean it is unlikely that they will progress through CfE levels during their time in education. These pupils are recorded as ‘child following individual milestones’ and are included in the data. 3.6. Individual pupils who have recently joined schools with no prior assessment history are recorded as ‘not assessed’ and these figures are not included in the data set. 7 39
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4. Assessment and Moderation 4.1. Achievement of a CfE level is based on the holistic view of a child’s achievements across a range of evidence over a period. Some schools use standardised assessments, including National Standardised Assessments, to contribute to this process. 4.2. Teacher professional judgement of achievement of a level is subject to quality assurance to ensure a consistent understanding of standards and consistent assessment decisions. Moderation can take place internally within a school or across a group of schools and/or Learning Communities. All schools have access to external materials to support this process, including resources published by Education Scotland and The West Partnership. 4.3. Schools use their pupil level CfE data internally to inform next steps in progress for individual children and young people. Aggregated whole school data is included in each school’s annual Standards and Quality report which is published and shared with parents each session. 5. Summary of Results: National 5.1. National attainment in the primary stages for 2024/2025 demonstrates minor year-on- year variation across all organisers and stages. In Numeracy, there was a decrease at P1 and P4, and a modest increase at P7. Attainment across P1/4/7 combined in Numeracy remains stable. Literacy levels declined slightly at P1, but improved at P4 and P7, as well as P1/4/7 combined. 5.2. At S3, the proportion of pupils achieving Third Level in Numeracy increased, with a notable increase at S3 Fourth Level, indicating enhanced performance at this stage. Literacy overall increased at both levels with the individual organisers of Reading, Writing, and Listening and Talking all recording gains. 5.3. The poverty related attainment gap between the most and least deprived areas in primary stages remained stable or narrowed across most organisers and stages. In Numeracy, the most significant gains were made at P7 with moderate gains at P1 and P1/4/7 combined. Literacy combined, Reading, and Listening and Talking improved across all stages. Writing improved at P1, P7 and P1/4/7 combined. 5.4. For S3, the poverty-related attainment gap narrowed at Fourth Level in both Numeracy and Literacy. The Numeracy gaps reduced at both levels, particularly at S3 Fourth Level. The Literacy gap decreased at S3 Third Level and S3 Fourth Level. Reading, Writing, and Listening and Talking all showed reductions in the attainment gap. 6. Summary of Results: South Lanarkshire Council (SLC) 6.1. In 2024/2025, SLC reported Curriculum for Excellence data for 14,403 young people across 142 schools, contributing to the national sample of approximately 219,500. N.B. 2021/2022 was the first year in which a full data set was collected for the 4 stages (P1, P4, P7 and S3) since the coronavirus (Covid-19) pandemic began. The information can be accessed on the Scottish Government’s website at:- Achievement of Curriculum for Excellence (CfE) Levels 2024-2025 - gov.scot 40
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6.2. Primary Literacy P1/4/7 Literacy in SLC has shown steady recovery since the Covid-19 pandemic, although in 2024/2025, SLC’s attainment dipped while the national average increased. Scotland improved slightly and narrowed the equity gap, whereas SLC experienced a decrease in headline attainment and a marginal widening of the gap. 71.41 72.30 66.88 70.54 72.74 73.99 74.53 72.00 71.69 70.23 71.26 73.45 74.60 73.16 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy P147 P147 P147 P147 P147 P147 P147 P147 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) ACEL | P147 | Literacy Scotland South Lanarkshire -16.80 -16.81 -21.42 -17.76 -16.96 -17.41 -16.61 -15.12 -15.37 -19.18 -18.56 -17.69 -17.38 -17.71 -25.00 -20.00 -15.00 -10.00 -5.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy P147 P147 P147 P147 P147 P147 P147 P147 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) Scotland South Lanarkshire 41
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6.3. Secondary Literacy - Third Level SLC continues to outperform the national average in S3 (Third Level) Literacy, maintaining a higher attainment rate. Both Scotland and SLC have demonstrated substantial recovery from the 2020/21 Covid-related decline, with Scotland achieving a new high in 2024/2025. However, due to SLC’s slight attainment decrease the equity gap has widened slightly. 6.4. Secondary Literacy - Fourth Level 87.33 87.94 85.54 87.76 88.31 89.83 93.17 93.15 90.48 91.01 92.42 91.98 0.00 20.00 40.00 60.00 80.00 100.00 Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) ACEL | S3 (3rd) | Literacy Scotland South Lanarkshire -13.30 -13.76 -16.34 -13.69 -12.71 -10.80 -9.19 -7.99 -8.96 -10.20 -10.06 -11.93 -18.00 -16.00 -14.00 -12.00 -10.00 -8.00 -6.00 -4.00 -2.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) Scotland South Lanarkshire 46.37 48.23 47.71 56.07 58.17 63.14 57.50 60.40 59.19 69.52 73.80 75.93 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) ACEL | S3 (4th) | Literacy Scotland South Lanarkshire 42
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SLC has sustained improvement in S3 (Fourth Level) Literacy for the fourth consecutive year. In 2024/2025, SLC’s attainment increased by approximately 2.1 percentage points, remaining above the national average, which also improved. The equity gap narrowed nationally but widened locally, however, SLC’s gap remains more favourable than the national figure. 6.5. Primary Numeracy -34.08 -33.57 -31.31 -30.66 -30.90 -29.15 -32.23 -29.33 -23.53 -28.08 -21.67 -24.90 -40.00 -35.00 -30.00 -25.00 -20.00 -15.00 -10.00 -5.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) Scotland South Lanarkshire 78.42 79.07 74.69 77.95 79.60 80.29 80.30 78.87 79.23 77.89 79.11 81.64 81.47 80.24 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy P147 P147 P147 P147 P147 P147 P147 P147 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) ACEL | P147 | Numeracy Scotland South Lanarkshire -16.80 -16.81 -21.42 -17.76 -16.96 -17.41 -16.61 -15.12 -15.37 -19.18 -18.56 -17.69 -17.38 -17.71 -25.00 -20.00 -15.00 -10.00 -5.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy P147 P147 P147 P147 P147 P147 P147 P147 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) Scotland South Lanarkshire 43
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P1/4/7 Numeracy attainment declined slightly in 2024/2025, resulting in a close alignment with the national average (Scotland: 80.30%, SLC: 80.24%). The national equity gap narrowed to –16.61 percentage points, while SLC’s gap widened to –17.71 percentage points. 6.6. Secondary Numeracy - Third Level SLC continues to exceed the national average in S3 (Third Level) Numeracy. Scotland achieved a new high in 2024/2025, with the national equity gap narrowing. SLC’s attainment dipped slightly, but the local equity gap also narrowed, strengthening SLC’s comparative position. 89.04 90.17 89.07 89.55 90.32 90.86 91.17 93.04 92.00 93.49 92.96 92.48 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00 100.00 Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) ACEL | S3 (3rd) | Numeracy Scotland South Lanarkshire -14.01 -13.48 -14.98 -13.65 -12.01 -11.58 -14.17 -10.12 -12.49 -9.26 -9.05 -8.96 -16.00 -14.00 -12.00 -10.00 -8.00 -6.00 -4.00 -2.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) S3 (3rd) 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) Scotland South Lanarkshire 44
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6.7. Secondary Numeracy - Fourth Level At S3 (Fourth Level) Numeracy, SLC’s attainment reached 74.9% in 2024/2025, surpassing the national average of 68%. This represents the highest level in the past six years. The local equity gap was 27.7 percentage points, better than the national figure of 30.1 percentage points. 7. Analysis of results-Excellence and Equity, ‘The Gap’ 7.1. Across Broad General Education (BGE), SLC’s progress in reducing the poverty- related attainment gap demonstrates a varied picture. S3 Third Level Literacy organisers are all below the national average, indicating a smaller gap. All S3 Fourth Level organisers are above the national average. However, most P1/4/7 Literacy organisers have declined and now fall below the national average. 7.2. In 2024/2025, SLC ranked 16th out of 32 local authorities for P1/4/7 Numeracy and 19th for P1/4/7 Literacy. For S3 Third Level, SLC placed 8th in Literacy and 11th in Numeracy. At S3 Fourth Level, SLC ranked 5th in Literacy and 6th in Numeracy. 7.3. For S3 third-level literacy and numeracy, SLC is placed 8th in literacy and 11th in numeracy out of 32 Local Authorities. For S3 fourth-level literacy and numeracy, SLC ranks 5th in literacy and 6th in numeracy out of 32 Local Authorities. 56.14 58.86 59.30 62.98 65.14 67.99 60.89 62.56 65.13 72.58 74.28 74.86 0.00 20.00 40.00 60.00 80.00 100.00 Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) ACEL | S3 (4th) | Numeracy Scotland South Lanarkshire -36.51 -37.67 -34.92 -34.55 -33.31 -30.07 -25.58 -28.34 -32.25 -31.40 -24.05 -27.66 -40.00 -35.00 -30.00 -25.00 -20.00 -15.00 -10.00 -5.00 0.00 Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Equity (Nat) Gap Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy Numeracy S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) S3 (4th) 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Achieved Expected Level (%) Scotland South Lanarkshire 45
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7.4. The Scottish Index of Multiple Deprivation (SIMD) is a statistical tool that is used by the Scottish Government to identify and measure areas of relative deprivation in Scotland. Further information on the SIMD and ‘The Gap’ is shown in Appendix 2. 7.5. In primary, the numeracy attainment gap widened and is now 1.4 percentage points greater than the national average for P1/4/7. The literacy gap has reduced since 2023/2024, bringing SLC closer to the national figure. 7.6. In secondary, attainment for S3 Quintile 1 learners increased in both Literacy and Numeracy at both levels, with the numeracy gap narrowing at Third Level. 8. Next Steps 8.1. Immediate steps have already been taken to address the current attainment levels across P1/4/7 within our primary schools. Building on existing good practice and data analysis, all schools will be supported to critically evaluate current attainment levels and ensure appropriate target setting is in place for the remainder of session 2025/2026. A similar exercise is also taking place across Early Years to support transition data. 8.2. Further work is in place across Early Years to ensure practitioners are confident in their evaluation of children’s progress through Early Level. Although in its infancy, this targeted work will be a key focus for the remainder of this session to ensure the highest quality of Early Level learning is delivered across all our establishments and will support practitioner moderation and achievement at Early Level. 8.3. A comprehensive three-year plan is currently being implemented to enhance progress at Early Level. The plan will have a clear focus on developing our approaches to improving language development post Covid. It will also outline our strategy to strengthen pedagogical approaches in light on the new curriculum improvement agenda, whilst also maintaining a strong commitment to inclusive practice and leadership development. 8.4. Through the secondary Statistical Summary Report (SSR) programme, Head Teachers and senior leadership teams will continue to engage in high-quality support and challenge discussions around their attainment and school improvement priorities. The SSR Live BGE session continues to support improvements in S3 Achievement of Curriculum for Excellence data through professional learning and robust professional dialogue. 8.5. Education Resources will continue to provide support and challenge for schools and Early Years establishments through a consistent 3-18 approach with an increased focus on self-evaluation to support improvement. 8.6. This data will continue to be reported on through Education Resources’ planning and reporting mechanisms linked to both the Council Plan and Resource Plan at quarters 2 and 4. 9. Employee Implications 9.1. None 10. Financial Implications 10.1. None 46
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11. Other Implications 11.1. There are no implications for sustainability or risk in terms of the information contained within this report. 12. Integrated Impact Assessment and Consultation Requirements 12.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 12.2. There was no requirement to undertake any consultation in terms of the information contained in this report. Lyndsay McRoberts Executive Director (Education Resources) 27 January 2026 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers Achievement of Curriculum for Excellence (CfE) Levels 20242025 - gov.scot Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Jacqueline Wallace, Head of Education (Primary and Early Years) Ext: 4468 (Tel: 01698 454468) E-mail: Jacqueline.Wallace@southlanarkshire.gov.uk 47
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Appendix 1: Curriculum for Excellence levels Expected CfE levels by stage. CfE Level Stage Description Early P1 The final two years of early learning and childcare before a child goes to school and P1, or later for some. First P4 To the end of P4, but earlier or later for some. Second P7 To the end of P7, but earlier or later for some. Third and Fourth S3 S1 to S3, but earlier or later for some. The Fourth Level broadly equates to Scottish Credit and Qualifications Framework Level 4. The Fourth Level experiences and outcomes are intended to provide possibilities for choice and young people’s programmes will not include all the Fourth Level outcomes. ‘Literacy’ and ‘Numeracy’ and reports the percentage of children and young people who have achieved expected CfE levels, as shown in the table, in these areas. Pupils are deemed to have achieved a level in Literacy when they achieve the expected level for the three Literacy organisers: Reading; Writing; Listening and Talking), 48
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Appendix 2: SIMD and ‘The Gap’ The Scottish Index of Multiple Deprivation (SIMD) is a statistical tool that is used by the Scottish Government to identify and measure areas of relative deprivation in Scotland. It provides a composite measure of deprivation by combining information from six different indicators: income, employment, health, education, geographic access to services and crime. A score is produced based on these 6 indicators and this score is used to rank each small geographical area (data zone) from the most deprived (rank 1) to the least deprived (rank 6,505). Deciles split the data zones into 10 groups, each containing 10% of Scotland’s data zones. Quintiles split the data zones into 5 groups, each containing 20% of Scotland’s data zones. The graphic below shows the relationship between Deciles and Quintiles. Decile 1 Decile 2 Decile 3 Decile 4 Decile 5 Decile 6 Decile 7 Decile 8 Decile 9 Decile 10 Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5 All ‘gap’ analysis within this paper compares attainment of learners who reside in Quintile 1 data zones with all learners who reside in Quintile 5 data zones. (Q1 v Q5). This is the commonly accepted methodology to measure the ‘gap’ in Scottish Education. 49
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 17 February 2026 Report by: Executive Director (Education Resources) Subject: Curriculum Improvement Cycle 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the national programme for the review of the curriculum in Scotland, known as the Curriculum Improvement Cycle [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the content of the report be noted. cs] 3. Background 3.1. An Organisation for Economic Co-operation and Development (OECD) report in 2021 made several recommendations for how Scotland’s Curriculum should evolve. These included introducing a systematic review cycle and updating the curriculum to make more explicit the knowledge and skills children and young people should acquire to build and deepen understanding as they progress through learning. 3.2. Two years after the publication of the OECD Report, in May 2023, the National Discussion on Scottish Education also made recommendations regarding curriculum review. In its call to action in the section focused on curriculum the conveners of the discussion (Professor Carol Campbell and Professor Alma Harris) concluded: “A regular curriculum review process should be established to ensure that the curriculum remains fit for purpose, reflects contemporary learner needs, and can be effectively delivered in ways to ensure that all learners in Scotland have high quality curricular-linked learning experiences. “As part of the review of the curriculum the technical framework of the BGE (including the Experiences and Outcomes) needs to be re-visited to ensure it is still fit for purpose and aligns with emerging recommendations about the Senior Phase from the Independent Review of Assessment and Qualifications.” 3.3. This call to action again recognised the need and importance to establish a systematic review cycle for Scottish Education. The Cabinet Secretary for Education and Skills announced the establishment of the Curriculum Improvement Cycle (CIC) for Scotland in December 2023. Education Scotland was commissioned by the Scottish Government to lead the work in April 2024. 8 51
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4. Model for Review 4.1. The Scottish Model for Curriculum Review (The Curriculum Improvement Cycle) takes around ten years to be completed. It is anticipated that each review cycle starts and ends with an exercise similar to the National Discussion on Scottish Education. This means that the first year of the cycle was 2023/2024 and we should expect another National Discussion in 2032/2033. 4.2. The model consists of four distinct but interlinked stages:- 1. Analysis Ongoing reviewing of feedback from practice on how the curriculum is working at all levels, studies on future trends including international evidence and research on specific issues. This will help identify areas for closer focus. 2. Engagement and Co-creation Planning, engagement, collaboration and processing of feedback to test draft workstreams. 3. Share, Learn and Adopt Local capacity building and professional development; development of support material; monitoring of experiences of teachers and students. 4. Mobilise, Monitor and Evaluate. Mobilise the system around the approach and its implementation. Once the new approach is mainstream, the cycle begins again in terms of monitoring and evaluation through inspectorate. 4.3. It is noted that the review of the curriculum is being implemented as part of the wider reform of education in Scotland. As such, whilst the ongoing review of qualifications and assessment is a separate activity, it is noted that there is significant interdependency between the curriculum and how it is taught, and how pupils are assessed to award qualifications. 4.4. The Scottish Government has established a Curriculum and Qualifications Assurance Board charged with ensuring that these workstreams are coordinated and complimentary. Appendix 1 sets out the published timelines of activity. 5. Evolving the Technical Framework 5.1. The main focus of the current phase of the 10-year cycle is evolving the technical framework, that supports the ‘curriculum: i.e. the documents and guidance that teachers and practitioners use to plan learning for and with children and young people and alongside communities and partners. 5.2. The Analysis and the Engagement and Co-creation stages resulted in the publication of a series of three Curriculum Improvement Cycle discussion papers. Paper one is called Background and A Case For Change : Findings from the Pilot Curriculum Reviews 2023/24. This was published in November 2024. This paper explains why we are doing this work and talks about the pilot curriculum reviews. It also talks about evolving the technical framework and aims to inspire thinking 52
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Paper two was published in December 2024 is called ‘Towards an Evolved Technical Framework.’ This paper draws on the finding from the pilot curriculum reviews and other evidence to explain what the options might be to evolve the Technical Framework of Scotland’s Curriculum Paper three published in April 2025 is called ‘Working Together to Make Change Happen’. This paper provides an overview of the development of the Curriculum Improvement Cycle to date and shares what is currently in scope. It also outlines the practices, processes and approaches that are being used, considers what is needed to build capacity to support any emerging changes, and identifies the interdependencies. 5.3. A Know–Do–Understand approach will underpin the structure of the new technical framework, bringing greater clarity and coherence to the curriculum. Over 1,500 teachers and practitioners are contributing to its development, exploring what children and young people should understand, what they should know, and what they should be able to do at developmentally appropriate stages in their learning. This change will strengthen how we teach for deep conceptual understanding and should make progression clearer. 5.4. National Curriculum Steering Groups have been established to progress the development of the new technical framework across curriculum areas. Each steering group is supported by further core and collaboration groups consisting of practitioners from Early Years, Primary, Secondary and Additional Support Needs (ASN) settings to ensure that practitioner voices are included from the outset. 6. Next Steps 6.1. Three of the current five strategic priorities for Education Resources are linked to curriculum:- 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 6.2. An internal plan has been prepared to operate in tandem with the national timeline, and which will respond to any developments or changes which may arise. This includes professional development for headteachers and heads of establishment, a communication strategy, information and support for practitioners and the provision of opportunities for further involvement at a national level. 6.3. Central team officers are involved in the national groups and have participated in engagement sessions with Education Scotland and through appropriate Association of Directors of Education in Scotland (ADES) networks. They will continue to participate in any national events or opportunities arising through professional networks such as ADES and will receive ongoing training to ensure that we are equipped to deliver the plan and support our establishments throughout the process. 6.4. By mid-February, Primary, Secondary and ASN Headteachers will have had direct engagement with the Director of Curriculum Innovation at Education Scotland and his team and will have had the opportunity to discuss the plans and proposals at recent Headteacher meetings. 53
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6.5. In secondary schools, steps have been taken to build capacity at subject level across South Lanarkshire by re-establishing subject specialist networks with a specific focus on the curriculum improvement cycle and, in time, the review of qualifications and assessment. 6.6. Further engagement is planned in future Headteacher Business meetings and Learning Community meetings and in our own curriculum conferences. This will include updates, guidance and advice; opportunities for discussion and feedback; provision of supporting resources; and examples of best practice as they emerge. It is also anticipated that additional In-Service time may be allocated to this programme, but that is as yet unconfirmed. 6.7. Whilst we are at an early stage in this programme of review, it is recognised that the outcome and its implementation have the potential to transform learning and qualifications for all children. Further updates will be provided as the programme continues. 6.8. Further information is also available on the Education Scotland website:- education.gov.scot/curriculum-for-excellence/about-curriculum-for-excellence/the- curriculum-improvement-cycle-cic/ 7. Employee Implications 7.1. There are no employee implications associated with this report. 8. Financial Implications 8.1. There are no financial implications associated with 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 existing policy, function or strategy and therefore, no impact assessment is required. 10.2 There was no requirement to undertake any consultation in terms of the information contained in this report. Lyndsay McRoberts Executive Director (Education Resources) 28 January 2026 54
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Link(s) to Council Values/Priorities/Outcomes Improve achievement, raise educational attainment and support lifelong learning Ensure schools and other places of learning are inspirational Previous References None List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Stewart Nicolson, Head of Education (Secondary) Ext: 4468 (Tel: 01698 454468) E-mail: stewart.nicolson@southlanarkshire.gov.uk 55
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Appendix 1 56