Agenda Document Pack - Education Resources Committee - 05/05/2026
South Lanarkshire Council · 5 May 2026
Back to Education Resources Committee — 5 May 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Council Offices, Almada Street Hamilton, ML3 0AA Monday, 27 April 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, 05 May 2026 Time: 10:00 Venue: Hybrid - Council Chamber, 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, Carol Nugent, Norman Rae External Members Religious Representative Angela Milton 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 The minutes of the meeting of the Education Resources Committee held on 17 February 2026 submitted for approval as a correct record. (Copy attached) 5 - 10 Monitoring Item(s) 3 Education Resources – Revenue Budget Monitoring 2025/2026 Joint report dated 1 April 2026 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 11 - 16 4 Education Resources - Capital Budget Monitoring 2025/2026 Joint report dated 2 April 2026 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 17 - 20 5 Education Resources - Workforce Monitoring – 1 January to 28 February 2026 Joint report dated 26 March 2026 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 21 - 28 Item(s) for Noting 6 Strengthening Our Approach to Additional Support Needs Report dated 16 April 2026 by the Executive Director (Education Resources). (Copy attached) 29 - 34 7 Education Resources Strategic Improvement Plan 2026 to 2029 Report dated 16 April 2026 by the Executive Director (Education Resources). (Copy attached) 35 - 50 8 Strategic Equity Fund (SEF) Update Report dated 16 April 2026 by the Executive Director (Education Resources). (Copy attached) 51 - 150 9 School Leaver Destinations 2024/2025 Joint report dated 16 April 2026 by the Executive Directors (Education Resources) and (Community and Enterprise Resources). (Copy attached) 151 - 162 Urgent Business 10 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 17 February 2026 Chair: Councillor Lynsey Hamilton Councillors Present: Councillor Alex Allison, Councillor John Anderson, Councillor Ross Clark, Councillor Margaret Cowie, Councillor Maureen Devlin (substitute for Councillor Susan Kerr), Councillor Mary Donnelly (substitute for Councillor Elise Frame), Councillor Allan Falconer, Councillor Grant Ferguson, Councillor Alistair Fulton, Councillor Geri Gray, Councillor Graeme Horne (substitute for Councillor Cal Johnston-Dempsey), Councillor Gavin Keatt (Depute), Councillor Richard Lockhart, Councillor Eileen Logan, Councillor Katy Loudon, Councillor Julia Marrs, Councillor Ian McAllan, Councillor Mark McGeever, Councillor Mo Razzaq, Councillor Graham Scott, Councillor Bert Thomson, Councillor David Watson Councillors' Apologies: Councillor Joe Fagan (ex officio), Councillor Elise Frame, Councillor Cal Johnston-Dempsey, Councillor Susan Kerr, Councillor Ross Lambie, Councillor Margaret B Walker External Members Present: Jennifer Gaffney, Christine Hall, Angela Milton External Members’ Apologies: Naomi Baxter, Joan Lennon, Reverend Jillian Storrie Attending: Education Resources L McRoberts, Executive Director; 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; E-A McGonigle, Administration Adviser; K McLeod, Administration Assistant; I Opatha, Administration Officer Chair’s Opening Remarks The Chair thanked Councillors Keatt and Kerr for undertaking the Chair and Depute roles whilst she was on maternity leave. 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 18 November 2025 were submitted for approval as a correct record. 2 5
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In response to a member’s question in relation to the reconvening of the West of Scotland Road Safety Forum, the Interim Head of Education (Support Services and School Estate) undertook to liaise with colleagues from Roads, Transportation and Fleet Services regarding a meeting that had been scheduled with partner organisations and to share the information with members. The Committee decided: that the minutes be approved as a correct record. 3 Education Resources - Revenue Budget Monitoring 2025/2026 and Probable Outturn A joint report dated 16 January 2026 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 29 December 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 at Appendix A to the report. The detailed financial position, with variance explanations by budget category, was provided at Appendix B to the report. Following the Council’s formal Probable Outturn exercise, the forecast for the budget to 31 March 2026 was a breakeven position after approved transfers to reserves of £0.478 million, approved by the Executive Committee on 4 February 2026. The position reflected underspends in Early Years and Support Services’ staffing, underspends in the Early Learning and Childcare core budget, over-recovery of Early Years’ fees and income from other local authorities, and projected underspends in footwear and clothing grant provision, as well as Additional Support for Learning funding, which were offset by projected overspends, as detailed in paragraph 6.3 of the report. The Finance Manager (Resources) responded to members’ questions on various aspects of the report and undertook to provide further information on the number of schools that had received funding from the Local Action Fund and how the funding had been utilised. The Committee decided: (1) that the Probable Outturn forecast to 31 March 2026 of a breakeven position after approved transfers to reserves, as detailed in Appendix A of the report, be noted; and (2) that the proposed budget virements be approved. [Reference: Minutes of 18 November 2025 (Paragraph 3) and Minutes of the Executive Committee of 4 February 2026 (Paragraph 3)] 4 Education Resources - Capital Budget Monitoring 2025/2026 A joint report dated 21 January 2026 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 29 December 2025. The revised Capital Programme for 2025/2026 amounted to £5.007 million and reflected a decrease of £1.063 million, which had been approved by the Executive Committee on 3 December 2025. Details of those adjustments were provided in Appendix A to the report. The forecast for the financial year was £5.007 million, and actual expenditure as at 29 December 2025 was £3.018 million. 6
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The Committee decided: that the Education Resources’ capital programme of £5.007 million, and forecast expenditure of £5.007 million, be noted. [Reference: Minutes of 18 November 2025 (Paragraph 4) and Minutes of the Executive Committee of 3 December 2025 (Paragraph 4)] 5 Education Resources - Workforce Monitoring – 1 October to 31 December 2025 A joint report dated 15 January 2026 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 October to 31 December 2025:- attendance statistics occupational health statistics accident/incident statistics disciplinary hearings, grievances and Dignity at Work cases analysis of leavers and exit interviews Staffing Watch as at 13 September 2025 The Human Resources Business Manager responded to a member’s question in relation to the Staffing Watch figure. The Committee decided: that the report be noted. [Reference: Minutes of 18 November 2025 (Paragraph 5)] 6 Support for Schools (Central Support) A report dated 28 January 2026 by the Executive Director (Education Resources) was submitted on:- a review of service leadership and management structures options for improvement via central support reconfiguration the management of risks associated with new operating models The review, which commenced in 2023, had initially considered the wider central team resource, including all administration staff, Educational Psychologists and central school support staff, however, the scope of the review had been refined to focus on central team leadership support, with other areas to be considered separately in future reviews. The central focus of the planned restructure was to move from the current service-based structure to a more integrated 3 to 18 years’ structure, which would ensure a more coherent level of support provided to schools and that the current Inclusion and Early Years teams were fully integrated into the quality improvement aspects of the service. The proposal to move to a 3 to 18 years’ service would include the following changes:- 2 new area teams would be created, each led by a Head of Service the Curriculum Quality Improvement Service (CQIS) team would be restructured into one Quality Improvement Team and officers deployed across the 2 area teams the current Early Years central team would be reduced and the quality improvement remit for Early Years would transfer to the new Quality Improvement Team 7
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the Inclusion Service would be re-designed to include Quality Improvement Officers, a virtual Headteacher and an increase from 4 to 5 Senior Manager Pupil Support posts. A Head of Service would lead the team all support for school resources would be led by the Head of Service (School Resources), including a new staffing team and data team This structure would provide stable leadership and a basis for further consideration of a reduction in Locality Managers and Head of Service posts within the next 3 years. The proposals would also result in 4 Early Years Quality Officer posts being deleted from the new structure. It was expected that this could be managed through natural turnover and a realignment to roles and remits within Inclusion Services. Next steps would include:- further engagement with Personnel and Finance teams to confirm accurate cost/benefit analysis and workforce planning requirements wider stakeholder engagement, including Trade Union discussions the completion of an integrated risk assessment and analysis The Committee decided: (1) that the restructure of the Education Resources’ Central Support Team from a service- based structure to a 3 to 18 years’ structure review 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 4 to 5 be noted. 7 Achievement of Literacy and Numeracy Curriculum for Excellence Levels 2024/2025 A report dated 27 January 2026 by the Executive Director (Education Resources) was submitted providing an update on the recently published Literacy and Numeracy Curriculum for Excellence (CfE) levels for session 2024/2025. On 9 December 2025, the Scottish Government published the Achievement of CfE Levels for 2024/2025. Data was submitted at stages P1, P4, P7 and S3. An analysis was provided on the results for South Lanarkshire, together with a comparison of the national level for literacy and numeracy. Information on CfE levels and the expected levels by stage was provided in Appendix 1 to the report. The dataset also included information relating to the poverty-related attainment gap between children from the most and least deprived backgrounds in terms of the Scottish Index of Multiple Deprivation (SIMD). Information on SIMD and the attainment gap was provided in Appendix 2 to the report. Across Broad General Education, the Council’s progress in reducing the poverty-related attainment gap demonstrated a varied picture, as detailed in section 7 of the report. The Resource would continue to provide support and challenge for schools and Early Years establishments through a consistent ‘3 to 18’ approach, with an increased focus on self- evaluation and improvement. 8
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The Head of Education (Senior Phase) responded to members’ questions on various aspects of the report and undertook to provide further details on:- the S3 Literacy attainment rate a comparison of the attainment levels from primary to secondary The Committee decided: that the Curriculum for Excellence (CfE) levels in Literacy and Numeracy for 2024/2025 be noted. [Reference: Minutes of 25 March 2025 (Paragraph 10)] 8 Curriculum Improvement Cycle A report dated 28 January 2026 by the Executive Director (Education Resources) was submitted providing an update on the national programme for the review of the curriculum in Scotland, known as the Curriculum Improvement Cycle (CIC). The CIC had been established by the Cabinet Secretary for Education and Skills in December 2023, following recommendations from the Organisation for Economic Co-operation and Development (OECD) and the National Discussion on Scottish Education, both of which highlighted the need for a systematic approach to curriculum review. The Scottish Model for Curriculum Review was designed to operate over a 10-year cycle, beginning in 2023/2024, with a further National Discussion expected in 2032/2033. The model consisted of 4 interlinked stages, as detailed in the report, and formed part of wider education reform, recognising the interdependency between curriculum, teaching and assessments. The Scottish Government had established a Curriculum and Qualifications Assurance Board charged with ensuring that those workstreams were co-ordinated and complementary. Appendix 1 to the report set out the published timelines of activity. Information was provided on the current phase of the 10-year cycle, ‘evolving the technical framework’, that was the guidance that supported the curriculum. National Curriculum Steering Groups had been established to progress the development of the new technical framework across curriculum areas, with each steering group supported by further core and collaboration groups consisting of practitioners from Early Years, Primary, Secondary and Additional Support Needs settings. The next steps to be undertaken by the Resource were outlined in the report. It was recognised that, whilst the programme was at an early stage, its outcomes and implementation had the potential to transform learning and qualifications for all children. Further updates would be provided as the programme progressed. The Committee decided: that the content of the report be noted. 9 Urgent Business There were no items of urgent business. 9
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Closing Remarks The Chair:- advised that, due to the school holidays, the planned showcase to highlight activities taking place in schools would not take place following this Committee thanked the Headteacher of Larkhall Academy for the Holocaust Memorial event, which had been excellent and a good showcase of pupils' talents Councillor Clark also thanked Larkhall Academy for the Holocaust Memorial event and congratulated the pupils and staff. 10
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 5 May 2026 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Revenue Budget Monitoring 2025/2026 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide information on the actual expenditure measured against the revenue budget for the period 1 April 2025 to 20 February 2026 for Education Resources provide a forecast for the year to 31 March 2026 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the forecast to 31 March 2026 of a breakeven position 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 fourth 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 20 February 2026 within the Resource budget and reflects the expected outturn forecast on expenditure and income at this date. 4. Scottish Attainment Challenge Funding 4.1. The 25/2026 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 20 February 2026 is £8.396m, with £1.198m still to spend. This includes known staff costs for the period 1 April 2025 to 31 March 2026. 3 11
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4.3. It is anticipated that £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 £2.300m with £0.175m 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 that full spend will be made by 31 March 2026 for this programme. 4.5. In the final report of the year, the Committee will be provided with a 2025/2026 year- end spend position for both of these Scottish Attainment Challenge-funded areas. 5. Employee Implications 5.1. None 6. Financial Implications 6.1. As at 20 February 2026, the projected outturn position for 2025/2026 is a breakeven position after approved transfers to reserves of £0.478m. The transfers to Reserves were approved at the Executive Committee (4 February 2026). This is outlined in the attached appendices. 6.2. 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 Additional Support Needs (ASN) transport costs and school placements, which are demand-led, and additional costs of classroom supplies in schools. 6.3. 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. 6.4. Approved transfers to reserves cover the PEF programme (£0.400m) and Additional Support for Learning (ASL) funding £0.078m and are outlined in Appendix B. Both of these programmes will be finalised for actual spend at year-end and will be carried forward and available to schools to spend within the academic year to June 2026, in line with guidance. 6.5. Virements are proposed to realign budgets across budget categories and with other Resources. These movements have been detailed in Appendix B to this report. 7. 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 £0.151m is included in Education’s budget in Appendix B as approved at the Executive Committee. Schools and services have been allocated the new funding this year and are spending the additional resources in line with elected members’ proposals. 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 up of £20 per grant award across all sectors. This has been distributed as part of the new allocations this year in line with demand. 12
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8. Climate Change, Sustainability and Environmental Implications 8.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in 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 ensure 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) 1 April 2026 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient and transparent Previous References Executive Committee, 4 February 2026 List of Background Papers Financial ledger and budget monitoring results to 20 February 2026 Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Louise Harvey, Finance Manager (Ressources) Ext: 2658 (Tel: 01698 452658) E-mail: louise.harvey@southlanarkshire.gov.uk 13
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Appendix A SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Committee: Period Ended 20 February 2026 (No. 12) 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. 502,289 501,811 478 0.10% 451,717 Transfer to Reserves 0 478 (478) - - Position After Transfer to Reserves 502,289 502,289 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 outturn position. Support Services Staff turnover within Support Services this year is supporting pressures across the Resource. Inclusion Services There continues to be high demand on the Inclusion service budgets in the areas of external placement, aids and adaptation and transport. Overspends this year are being supported by underspends in other budget lines in other services as well as underspends in Inclusion budgets 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. 14
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Appendix B SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Resources Committee: Period Ended 20 February 2026 (No.12) 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 366,867 365,456 1,411 under 0.38% 319,980 1, f, g, h Property Costs 36,481 36,478 3 under 0.01% 32,344 g, h Supplies & Services 12,931 13,013 (82) over (0.63%) 9,558 2, a, b, d, e, f, g, h, i, j Transport & Plant 17,949 21,437 (3,488) over (19.43%) 20,962 3, g, hi Administration Costs 1,915 1,919 (4) over (0.21%) 1,721 4, g, h Payments to Other Bodies 31,713 32,193 (480) over (1.51%) 29,116 5, c, i,j Payments to Contractors 48,073 47,713 360 under 0.75% 43,181 6, h Transfer Payments 3,034 2,911 123 under 4.05% 2,874 7, h Financing Charges 382 383 (1) over (0.26%) 269 h Total Controllable Exp. 519,345 521,503 (2,158) over (0.42%) 460,005 Total Controllable Inc. (17,056) (19,692) 2,636 over recovered 15.45% (8,288) 8, g, h Net Controllable Exp. 502,289 501,811 478 under 0.10% 451,717 Transfer to Reserves - 478 (478) Position after Transfer to Reserves 502,289 502,289 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 spend on conferences 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. Net Effect £0.001m: Supplies and Services £0.001m. b. Transfer to corporate items in relation to procurement savings. Net Effect (£0.007m): Supplies and Services (£0.007m). c. Transfer from Social Work Resources for Mental Health & Well Being funding. Net Effect £0.110m: Payments to other bodies £0.110m. d. Establish budget to reflect general revenue grant funding in relation to Teacher Induction Scheme. Net Effect £0.094m: Supplies and Services £0.094m. e. Transfer from Capital in relation to School Uniform Recycling Project. Net Effect £0.020m. Supplies and Services £0.020m. f. Realignment of budget to reflect Pupil Equity Fund programme delivery. Net Effect £0.000m: Employee Costs £0.036m and Supplies and Services (£0.036m). g. Realignment of budget to reflect current service delivery. Net Effect £0.000m: Employee Costs £0.057m, Property Costs (£0.003m), Supplies and Services (£0.031m), Transport Costs (£0.001m), Administration Costs £0.011m, Payments to Other Bodies £0.079m and Income (£0.112m). h. Virement within school budgets as part of the Devolved Management Scheme for Schools. Net Effect £0.000m: Employee Costs £0.195m, Property Costs (£0.017m), Supplies and Services (£0.768m), Transport Costs £0.038m, Administration Costs £0.202m, Payments to Other Bodies £0.365m, Payment to Contractors £0.009m, Transfer Payments £0.146m, Financing Charges (£0.013m) and Income (£0.157m). Transfer to Reserves (£0.478m): i. Pupil Equity Funding underspend (£0.400m) j. Additional Support for Learning Funding underspend (£0.078m) 15
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 5 May 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 2025 to 20 February 2026 [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 fourth capital monitoring report presented to the Education Resources Committee for the financial year 2025/2026. A final report will be provided following the financial year-end. 3.2. The revised budget of £5.007 million for Education Resources is based on the overall Capital Programme for 2025/2026 (Executive Committee of 25 June 2025). There has been no change to this budget since the last report to this Committee. 3.3. The report details the financial position for Education Resources in Appendix A. 4. Employee Implications 4.1. There are no employee implications as a result of this report. 5. Financial Implications 5.1. 2025/2026 Budget As detailed in Section 3.2, the revised capital programme for Education Resources for 2025/2026 is £5.007 million. 5.2. 2025/2026 Forecast Appendix A shows a forecast for the financial year of £5.007 million. Funding for projects remaining underspent at the financial year end will be carried forward to allow the projects to be completed in 2026/2027. Officers are currently working to maximise spend as part of the year-end exercise. This will be reported to the Committee in the year-end report. 4 17
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5.3. For information, actual expenditure to 20 February 2026 is £3.599 million. 6. Climate Change, Sustainability and Environmental Implications 6.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in this report. 7. Other Implications 7.1. The main risk associated with the Council’s Capital Programme is that there is an overspend. The risk has been assessed as low given the detailed project management plans prepared and monitored for each project. The risk of overspend is managed through four weekly Investment Management Meetings. 8. Integrated Impact Assessment and Consultation Requirements 8.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 8.2. There is also no requirement to undertake any consultation in terms of the information contained in the report. Jackie Taylor Executive Director (Finance and Corporate Resources) Lindsay McRoberts Executive Director (Education Resources) 2 April 2026 Link(s) to Council Values/Priorities/Outcomes Accountable, Effective, Efficient and Transparent Previous References Executive Committee, 25 June 2025 List of Background Papers Financial ledger to 20 February 2026 Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Graham Booth, Finance Manager (Strategy) Ext: 2699 (Tel: 01698 452699) E-mail: graham.booth@southlanarkshire.gov.uk 18
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Appendix A South Lanarkshire Council Capital Expenditure 2025/2026 Education Resources Programme For Period 1 April 2025 – 20 February 2026 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 - 2,125 ICT Developments 1,346 - - 1,346 1,346 - 1,084 Free School Meals 476 - - 476 476 - 390 TOTAL 5,504 566 (1,063) 5,007 5,007 - 3,599 19
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 5 May 2026 Report by: Executive Director (Finance and Corporate Resources) and Executive Director (Education Resources) Subject: Education Resources - Workforce Monitoring – 1 January to 28 February 2026 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide employment information for 1 January to 28 February 2026 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 January to 28 February 2026 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 December 2025 [1recs] 3. Background 3.1. As part of the Council’s performance management arrangements, regular workforce monitoring reports are submitted to Committee. This report for Education Resources provides information on the position for 1 January to 28 February 2026. 4. Monitoring Statistics 4.1. Attendance Statistics (Appendix 1) Information on absence statistics is analysed for the month of February 2026 for Education Resources. The Resource absence figure for February 2026 was 6.1%, this figure has increased by 0.2% when compared to the previous month and is 0.7% lower than the Council- wide figure. Compared to February 2025, the Resource absence figure has decreased by 0.4%. Based on the absence figures at February 2026 and annual trends, the annual average absence for the Resource for 2025/2026 is 5.1%, compared to a Council- wide average figure of 6.1%. 5 21
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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 works 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, 405 referrals were made this period. This represents a decrease of 50 when compared with the same period last year. 4.3. Accident/Incident Statistics There were 356 accidents/incidents recorded and investigated within the Resource during this period. This represents an increase of 107 when compared with the same period last year. 4.4. Discipline, Grievance and Dignity at Work (Appendix 2) During the period, 5 disciplinary hearings were held within the Resource, this figure has increased by 5 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 increased by 2 when compared to the same period last year. No Dignity at Work complaints were raised within the Resource, this figure has decreased by 2 when compared to the same period last year. 4.5. Analysis of Leavers (Appendix 2a) There were a total of 38 leavers this period who were eligible for an exit questionnaire. This figure has increased by 1, when compared with the same period last year. Eleven exit questionnaires were completed in this period, this figure has increased by 6 when compared to the same period last year. 5. Staffing Watch (Appendix 3) 5.1. There has been an increase of 153 employees in post from 13 September 2025 to 13 December 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. 22
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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) 26 March 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 – 17 February 2026 List of Background Papers Monitoring information provided by Finance and Corporate Resources Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Elaine Maxwell, HR Business Manager Ext: (Tel: 01698 454647) E-mail: elaine.maxwell@southlanarkshire.gov.uk 23
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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 7.2 January 4.8 4.9 5.0 January 5.6 6.3 5.9 January 6.1 6.7 6.5 February 7.2 8.4 7.5 February 4.9 4.9 5.1 February 6.0 6.5 6.1 February 6.4 7.0 6.8 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 6.7 Annual Average 3.3 3.6 3.9 Annual Average 4.5 4.9 5.1 Annual Average 5.4 5.9 6.1 Average Apr-Feb 5.7 6.4 6.5 Average Apr-Feb 3.2 3.6 3.9 Average Apr-Feb 4.4 4.8 5.0 Average Apr-Feb 5.3 5.8 6.0 3231 4003 7234 15733 Appendix 1 Absence Trends - 2023/2024, 2024/2025 & 2025/2026 Education Resources Council WideAPT&C Teachers Resource Total No of Employees at 28 February 2026 No of Employees at 28 February 2026 No of Employees at 28 February 2026 No of Employees at 28 February 2026 24
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Jan - Feb Jan - Feb 2025 2026 MEDICAL EXAMINATIONS Number of Employees Attending EMPLOYEE COUNSELLING SERVICE Total Number of Referrals PHYSIOTHERAPY SERVICE Total Number of Referrals REFERRALS TO EMPLOYEE SUPPORT OFFICER 183 191 REFERRALS TO COGNITIVE BEHAVIOUR THERAPY 14 2 TOTAL 455 405 Jan - Feb Jan - Feb 2025 2026 Specified Injuries* 0 1 Over 7 day absences 2 1 Over 3 day absences** 1 0 Minor 20 50 Near Miss *** 7 4 Violent Incident: Physical**** 197 273 Violent Incident: Verbal***** 22 27 Total Accidents/Incidents 249 356 Jan - Feb Jan - Feb 2025 2026 Total Number of Hearings 0 5 Time Taken to Convene Hearing - Jan and Feb 2026 0-3 Weeks 4-6 Weeks Over 6 Weeks 0 1 4 Jan - Feb Jan - Feb 2025 2026 Number of Grievances 0 2 Still in Progress 0 2 Jan - Feb Jan - Feb 2025 2026 Number of Incidents 2 0 Number Resolved at Formal Stage 2 0 38 28 Appendix 2 EDUCATION RESOURCES 118 77 RECORD OF DIGNITY AT WORK 102 107 CAUSE OF ACCIDENTS/INCIDENTS *A Specified Injury is any fracture (other than to the fingers, thumbs or toes), amputation, loss of sight, serious burns, crushing injury, scalping, loss of consciousness caused by asphyxiation/ head injury, a chemical or hot metal burn to the eye or penetrating injury as defined by the HSE. **Over 3 day / over 7day absence is an injury sustained outwith specified injury category that results in a period of absence of absence as defined by the HSE. ***Near Miss - Any unexpected, unplanned occurrence (except Dangerous Occurrences) that does not lead to injury of persons, damage to property, plant or equipment but may have done so in different ****Physical violent incidents are included in the "Specified" figures, where applicable, to provide the ****Physical violent incidents and ***** Verbal Violent Incidents are included in the "Over 3-day or Over 7- day" figures, where applicable, to provide the "Total Over 3-day or Over 7-day" figures. ****Physical Violent Incidents and ***** Verbal Violent Incidents are included in the "Minor" figures, where applicable, to provide the "Total Minor" figures. RECORD OF DISCIPLINARY HEARINGS RECORD OF GRIEVANCE HEARINGS 25
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Jan - Feb Jan - Feb 2025 2026 Career Advancement 10 13 Child Caring / Caring Responsibilities 1 2 Moving outwith area 4 0 Personal Reasons 8 12 Other 14 11 Total Number of leavers eligible for an exit questionnaire 37 38 Number of exit questionnaires completed 5 11 % of leavers 14% 29% ANALYSIS OF REASONS FOR LEAVING Appendix 2a EDUCATION RESOURCES 26
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As at 13 December 2025 F/T P/T F/T P/T Teachers 672 126 2136 1205 4139 Other 94 85 559 2419 3157 Total Employees 766 211 2695 3624 7296 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 3543.83 3543.83 Other 6.00 1160.79 1056.21 131.47 49.40 11.00 0.00 1.58 0.00 2416.45 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 Appendix 3 Salary Bands *Full - Time Equivalent No of Employees Salary Bands MALE FEMALE TOTAL JOINT STAFFING WATCH RETURN EDUCATION RESOURCES *Full - Time Equivalent No of Employees MALE FEMALE TOTAL 27
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 5 May 2026 Report by: Executive Director (Education Resources) Subject: Strengthening Our Approach to Additional Support Needs 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] update the Committee on the planned improvements to support children and young people with additional support needs (ASN) in South Lanarkshire and to set out the Council’s strategic direction and phased programme of improvement in response to growing demand, increasing complexity of need and national expectations for system improvement [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the national context and increasing complexity of additional support needs across Scotland be noted; (2) that the implications of recent national reviews for the delivery of additional support for learning be noted; (3) that the strategic direction and programme of improvement being taken forward in South Lanarkshire to strengthen support for learners with additional support needs be noted; and (4) to note that further updates on progress will be brought to the Committee as appropriate. [1recs] 3. Background 3.1. National Context and System Pressures The Education (Additional Support for Learning) (Scotland) Act 2004 established a progressive and inclusive framework for supporting children and young people who require additional support to benefit from education. The Act recognised that ASN may arise from a wide range of factors, including disability or health, the learning environment, family circumstances, and social and emotional factors. 3.2. Since the introduction of the legislation, the definition of ASN has expanded to include groups such as looked-after children, young carers, and children affected by trauma or poverty. This expansion has significantly increased the responsibilities placed on local authorities and schools. 3.3. Over time, these changes have led to a substantial increase in the number of children and young people identified as having ASN. Nationally, the number of pupils recorded as having ASN has increased almost eightfold, from 32,752 in 2014 to 284,228 in 2024. Approximately 40% of children and young people across Scotland are now 6 29
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identified as having an additional support need. Of those pupils, 93% are educated full-time in mainstream settings, demonstrating both the strength of Scotland’s inclusive approach and the increasing pressure on schools and councils to meet a wide range of needs effectively. 3.4. What the Evidence Is Telling Us In recent years, several national reviews have examined how effectively the additional support for the learning system is delivering for children and young people. 3.5. In March 2026, a short, focused review was conducted for the Scottish Government to consider how policy intentions were translating into practice across schools and local authorities. The review drew together evidence from a range of sources and emphasised the importance of national consistency, cross-system coordination, workforce alignment, and earlier, preventative support. 3.6. The independent review of Additional Support for Learning (ASL), chaired by Angela Morgan OBE concluded in 2020 that the implementation of ASL legislation across Scotland was fragmented and inconsistent. The review identified the need for significant improvement, particularly in building workforce capacity and capability, and recommended the development of a national framework for learners with ASN. These findings were reinforced by subsequent education reviews, including the Muir Review (2022) and the Hayward Review (2023), which highlighted the need for fundamental system change to ensure the education system delivers for all learners. 3.7. The Scottish Government and COSLA accepted all recommendations from the Morgan Review and published a joint action plan in October 2020, which continues to be reviewed annually. 3.8. Further assurance was provided by Audit Scotland in its Additional Support for Learning briefing published in February 2025. The briefing reinforced the importance of workforce capacity, effective use of data, and consistent recording of needs to support planning, inspection readiness, benchmarking, and the transparent and fair allocation of resources. The briefing also highlighted the importance of an agreed national measurement framework for ASN data. 3.9. Taken together, these reviews present a consistent picture: increasing demand and complexity require a more coordinated, skilled, and data-informed approach to additional support for learning, with a strong focus on early intervention and inclusive practice. 4. Implications for South Lanarkshire 4.1. The national context and evidence base outlined above have direct implications for South Lanarkshire. The Council has experienced a sustained increase in the number of children and young people with ASN, alongside an increase in the complexity of need across both mainstream and specialist settings. 4.2. In response to national reviews and local experience, there is a clear need to strengthen how support is planned, delivered, and sustained across the system. This requires a coordinated programme of improvement that addresses learning environments, workforce capability, specialist provision, transport, and engagement with families. 5. Our Strategic Direction for ASN 5.1. South Lanarkshire Council is committed to an inclusive approach that enables children and young people with ASN to learn, participate, and achieve within their local 30
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communities wherever possible, while ensuring that specialist provision is available when required. 5.2. The Council’s direction of travel focuses on:- strengthening inclusive practice in mainstream settings enhancing the skills and capacities of our people improving the quality and suitability of learning environments enhancing specialist and targeted provision supporting families more effectively ensuring resources are used in a sustainable and evidence-informed way This strategic direction is being delivered through a structured programme of improvement, set out below. 6. Our Programme of Improvement 6.1. Learning Environments and ASN Estate 6.1.1. As the number and complexity of ASN have increased, pressure on the ASN estate has also grown. Funding was secured through the 2026 budget to enhance both Sanderson High School and Rutherglen High School. Planned improvements include increased outdoor space, improved personal care facilities, and additional storage for wheelchairs. Further adaptations at the Rutherglen campus will enable bespoke provision for children and young people with the most complex needs, including enhanced medical care facilities and direct outdoor access for learning. 6.1.2. The ASN primary estate is also under review, with planned works to be scheduled at Westmains Primary School, Victoria Park Primary School, and Greenburn Primary School to ensure learning environments meet the needs of pupils. 6.2. Inclusive Practice and Classroom Support 6.2.1. National evidence consistently highlights the importance of high-quality professional learning to ensure staff have the confidence, knowledge, and tools to support learners effectively. In recent years, Education Resources has invested in professional learning focused on attachment theory and the Promoting Positive Relationships and Understanding Distressed Behaviour (PPRUDB) approach. 6.2.2. Building on this work, professional learning to support staff to meet learners’ needs within the classroom will be a priority over the coming years. A dedicated pedagogy team will be established to plan and deliver bespoke professional learning for schools, supported by a new “teacher in residence” programme. This work will be funded through Scottish Government ASN funding. 6.2.3. In addition, £900,000 has been allocated from the Scottish Government ASN fund for 2025/2026 to support the purchase of sensory equipment across early years, primary, and ASN establishments. This includes immersive projectors, light and sound resources, and interactive technology to support neurodiverse learners and enable schools to develop their sensory curriculum. 6.3. Specialist and Targeted Provision 6.3.1. Over the past two years, a review has been undertaken of provision for secondary- aged learners with social, emotional and behavioural needs (SEBN). Over the coming three years, the current provision at Kear Secondary School will be adapted to support young people within their communities through smaller, nurture-focused provision. 31
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6.3.2. From August 2026, young people entering S1 at Kear Secondary School will be supported in a new learning environment, with an integrated and nurturing curriculum focused on core skills and individualised support. Further proposals will adapt provision for S1/2 and S3/4 across different sites, ensuring support and curriculum design are age-appropriate. Improved transition arrangements and partnership working will support learners in S5 and S6. 6.3.3. An outreach service is also being developed to support young people experiencing SEBN to maintain mainstream school placements. This service will work in partnership with secondary schools and external partners, providing bespoke curriculum and support offers tailored to individual needs. 6.4. Enabling Access and Participation: ASN Transport 6.4.1. The Council has experienced increasing challenges in providing transport for learners with ASN, including rising costs and reduced availability of transport providers post- pandemic. 6.4.2. To address these challenges, the ASN transport offer will be strengthened from August 2026. This will include increasing parental expense payment levels and moving to three-year contract agreements with private transport providers. Proposals are also being developed for the introduction of a transport review panel. These measures are intended to improve continuity of travel support and provide families with greater flexibility and reassurance. 6.5. Engaging Families and Strengthening Partnership 6.5.1. For many families, navigating the range of supports available for children with ASN can be challenging. From August 2026, the Council will strengthen engagement with families through the development of an ASN Family Forum. This forum will provide opportunities for families to engage with events, share experiences, and help shape future improvement priorities across Education Resources and wider Children’s Services. 6.5.2. Further work will also strengthen support for young carers who may be living with siblings with ASN, recognising the wider family context in which support is provided. 7. Employee Implications 7.1. There will be a requirement for additional training and professional development, managed through existing professional learning processes, to ensure improved practice. 8. Financial Implications 8.1. In December 2024, the Cabinet Secretary for Finance confirmed that the Scottish Government would provide additional funding of £28 million from 2025/2026 to develop the ASN education workforce and enhance support across all stages of education. Scottish Government retained £1 million for national interventions. 8.2. South Lanarkshire Council’s allocation for 2025/2026 is £1.834 million. An implementation plan for this funding has previously been shared with the Education Committee. This funding underpins the phased programme of improvement outlined in this report and supports sustainable, long-term system change. 9. Climate Change, Sustainability and Environmental Implications 9.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in this report. 32
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10. Other Implications 10.1. None 11. Integrated Impact Assessment and Consultation Requirements 11.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing agreed policy, function or strategy and, therefore, no impact assessment is required. 11.2. Education Resources will review all consultation requirements in terms of the information contained in the report. Consultation will take place with the proposed ASN Family Forum. Lyndsay McRoberts Executive Director (Education Resources) 16 April 2026 Link(s) to Council Values/Priorities/Outcomes Focus on people and their needs We will work to put people first and reduce inequality Inspiring learners, transforming learning and strengthening partnerships Our Children and Young People thrive 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) Email: Lyndsay.McRoberts@southlanarkshire.gov.uk 33
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 5 May 2026 Report by: Executive Director (Education Resources) Subject: Education Resources Strategic Improvement Plan 2026 to 2029 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] update the Committee on proposals for an Education Resources Improvement Plan for the period 2026 to 2029 (Appendix 1) set out how the Plan provides a clear, longer‑term strategic direction for schools, nurseries and services across South Lanarkshire outline how the Plan strengthens coherence, clarity and focus across Education Resources, alongside existing annual resource planning and reporting arrangements [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the content and purpose of the Education Resources Improvement Plan 2026 to 2029 be noted; (2) to note that the Plan provides a strategic, three‑year framework to guide improvement planning across schools, nurseries and services, alongside existing annual resource planning and performance reporting; (3) that the benefits of the Plan in providing greater clarity, alignment and consistency for staff, parents, carers and partners be noted; and (4) to note that the Plan will be published and further updates on progress brought to the Committee as appropriate. [1recs] 3. Background 3.1. Education Resources operates within a complex and evolving national and local context, shaped by the National Improvement Framework, curriculum reform, strengthened expectations around inclusion and equity and the increasing importance of wellbeing, early intervention and partnership working. 3.2. At the local level, improvement planning is guided by South Lanarkshire Council’s Plan, Connect and the Council’s Children’s Services Plan. These establish the wider corporate ambition to reduce inequalities, improve outcomes for children and young people, and deliver sustainable, future‑focused services. 7 35
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3.3. Within this context, Education Resources has traditionally reported annually to the Education Resources Committee on service priorities, resource planning and associated performance targets. These arrangements remain essential and will continue. 3.4. However, feedback from schools, nurseries and services has consistently highlighted the value of having a clearer, longer-term narrative that brings together system-wide priorities, supports local improvement planning and explains how different strands of work connect over time. 4. The Education Resources Improvement Plan 2026 to 2029 4.1. The Education Resources Improvement Plan 2026 to 2029 has been developed to address this need. The Plan sets out a three-year strategic framework, providing clear direction for improvement across the whole education system in South Lanarkshire. 4.2. The Plan:- identifies a small number of system-wide priorities that will drive improvement over the next three years draws clear lines of sight between national expectations, local priorities and establishment-level improvement planning provides a shared reference point for schools, nurseries, services and partners 4.3. The Improvement Plan is deliberately designed to operate alongside existing annual resource planning. Annual plans will continue to set specific actions, targets and resource allocations, while the Improvement Plan provides the strategic context and longer‑term ambition within which those annual plans sit. 5. Supporting Schools, Nurseries and Services 5.1. A key purpose of the Improvement Plan is to act as a planning tool for schools, nurseries and services. The Plan supports establishments to:- focus improvement activity on the areas most likely to have sustained impact on learning, teaching, wellbeing and inclusion; avoid fragmentation by aligning local priorities with clear, authority-wide direction; make best use of time, workforce capacity and resources by concentrating effort where it matters most; and retain flexibility to respond to local context, strengths and needs within a coherent overall framework. 5.2. By providing greater clarity about priorities and expectations, the Plan helps headteachers and leaders to plan with confidence and supports more consistent quality across establishments. 6. Clarity for Parents, Carers and Staff 6.1. The Improvement Plan also plays an important role in strengthening transparency and communication with parents, carers and staff. 6.2. By clearly articulating what Education Resources is focusing on over the next three years, the Plan helps to:- set realistic expectations about what improvement will look like in practice provide reassurance about the Council’s long-term commitment to improving educational provision 36
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support clearer conversations between schools, families and services about priorities, change and improvement over time 6.3. This shared understanding is particularly important in supporting trust, managing change and ensuring that improvement activity is well understood across the system. 7. Alignment with Revised Central Structures 7.1. The Improvement Plan underpins the work of the revised integrated 3 to 18 Education Support Service and the refreshed structures within central Education Resources. 7.2. It provides a clear framework within which central teams offer:- more consistent universal support to schools and nurseries targeted intervention where additional challenge or support is required stronger, more coherent advice on improvement planning, self-evaluation and quality assurance 7.3. This alignment ensures that central support is purposeful, coordinated and directly linked to the priorities schools and nurseries are working to deliver. 8. Monitoring and Reporting 8.1. Progress against the Improvement Plan will be monitored through established quality improvement and performance management processes. 8.2. Education Resources Committee will continue to receive regular updates on performance, priorities and outcomes through existing reporting arrangements, including annual standards and quality and resource planning reports. 8.3. In addition, specific thematic or progress updates linked to the Improvement Plan will be brought to the Committee as appropriate, ensuring ongoing visibility and accountability. 9. Employee Implications 9.1. The Improvement Plan supports a focused approach to professional learning, leadership development and workforce capacity, aligned to agreed priorities and delivered through existing professional learning frameworks. 10. Financial Implications 10.1. The Plan does not introduce new financial commitments over and above those agreed through annual budget and resource planning. It provides the strategic framework within which existing and future resources are deployed to maximum effect. 11. Climate Change, Sustainability and Environmental Implications 11.1. There are no specific environmental implications arising directly from this report. 12. Other Implications 12.1. None. 13. Integrated Impact Assessment and Consultation Requirements 13.1. The report does not introduce a new policy or revise an existing agreed policy. As such, no Integrated Impact Assessment or formal consultation is required. 37
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Lyndsay McRoberts Executive Director (Education Resources) 16 April 2026 Link(s) to Council Values/Priorities/Outcomes Improving life chances for children and young people Delivering fair and sustainable services Transforming and redesigning services to meet future challenges Inspiring learners, transforming learning and strengthening partnerships Previous References None List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Lyndsay McRoberts, Executive Director (Education Resources) Ext: 4468 (Tel: 01698 454379) Email: Lyndsay.McRoberts@southlanarkshire.gov.uk 38
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Education Resources Improvement Plan 2026–29 Education Resources Inspire Transform Strengthen UNSECURED FOR COMMITTEE ONLY 7 39
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Purpose of this Improvement Plan This Improvement Plan sets out the strategic direction for Education Resources across South Lanarkshire for the period 2026– 2029. It provides a clear, forward looking framework to guide and support all schools, nurseries and services as they shape, deliver, and monitor their own improvement activity. The plan identifies the system wide priorities that will drive our collective work over the next three years. These priorities reflect national expectations, our local ambitions and the direction established through wider corporate planning. They also take account of the opportunities created by our transition to an integrated 3–18 Education Support Service. This document focuses on where we need to move next, highlighting the areas with the greatest potential to enhance learning, teaching, wellbeing and inclusion. It establishes a shared vision for progress while providing flexibility for each establishment to tailor its priorities to local context, strengths and needs. Inspire Transform Strengthen UNSECURED FOR COMMITTEE ONLY 40
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3 From the Executive Director I am pleased to share our Education Resources Improvement Plan for 2026–2029. It sets a clear and ambitious direction for our next phase of improvement and reaffirms our commitment to securing the best possible outcomes for every child and young person in South Lanarkshire. Our move toward an integrated 3–18 Education Support Service, aligned with the priorities in our Education Resources Plan for 2026–27, provides a significant opportunity to strengthen coherence across the system. This alignment will support greater consistency of experience, clearer pathways of support and a shared understanding of what high quality practice looks like. Our focus is on what matters most. We will continue to develop high quality learning, teaching and assessment, support an ambitious and relevant curriculum and ensure that wellbeing, equity and inclusion remain central to our work. We will deepen leadership of change by strengthening professional learning, collaborative enquiry and evaluative rigour. We have skilled and committed professionals across South Lanarkshire. Their collective expertise and capacity for improvement are among our greatest strengths. This plan provides the clarity needed to focus that expertise where it will have the greatest impact. I encourage every school, nursery and service to use this plan to shape your local improvement priorities. When we plan with purpose, act with intent and evaluate our impact well, we build the strong, confident and ambitious system our learners deserve. I look forward to working with you as we take these next steps. Lyndsay McRoberts Executive Director Education Resources UNSECURED FOR COMMITTEE ONLY 41
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Education Resources Improvement Plan 2026–294 Understanding Our Context: What Shapes Our Priorities This section provides the essential backdrop for improvement planning across the authority. Our establishments are encouraged to: X Draw clear lines of sight from these national and local drivers to their own priorities X Ensure local actions reflect and respond to the wider system context X Focus on areas where change will have the greatest positive impact on learners X Use this context to strengthen the rationale for chosen improvement priorities X Keep improvement plans forward‑looking, aligned and manageable The National Context The National Improvement Framework (NIF) remains the key national driver shaping improvement planning across Scottish education. It provides the vision, priorities and evidence based drivers that guide how local authorities, schools and early learning settings plan for, deliver and evaluate improvement. Vision Scottish education should be ambitious, inclusive, and supportive in order to deliver: X Excellence through raising achievement and improving outcomes: ensuring that every child and young person achieves the highest standards they can. X Achieving equity: ensuring every child and young person has the same opportunity to succeed. NIF Priorities - National Improvement Framework 2026 - gov.scot The current NIF sets out national priorities focused on: X Placing the human rights and needs of every child and young person at the centre of education; X Improvement in children and young people’s health and wellbeing; X Closing the attainment gap between the most and least disadvantaged children and young people; X Improvement in skills and sustained, positive school‑leaver destinations for all young people; and X Improvement in achievement, particularly in literacy and numeracy. Outcomes expected 1. A globally respected, empowered, and responsive education system with clear accountability at every level that supports children, young people, and adult learners to thrive. The system enables the development of their knowledge, skills, values, and attributes that give them the best opportunity to succeed and contribute to Scotland’s society and economy 2. Young people experiencing the benefit of schools and early years settings working in excellent partnerships with wider children’s services and other partners, families, and communities, in line with the GIRFEC approach. 3. Inclusive and relevant curriculum and assessment which gives young people the knowledge and skills necessary to contribute to society, and shape a sustainable future, while celebrating and supporting progression for all. UNSECURED FOR COMMITTEE ONLY 42
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5 4. High levels of achievement across the curriculum for all learners, with action to close the poverty-related attainment gap. 5. Highly skilled teachers and school-leaders driving excellent learning, teaching and assessment for all, especially those with additional support needs. 6. Improving relationships and behaviour, and attendance, with increased engagement in learning in a culture of dignity and respect for all. 7. An education system engaging in digital technologies to enhance all aspects of learning and teaching, supported by a digitally-skilled workforce and tackling digital inequality. Other National Considerations X UNCRC incorporation and the shift toward rights based educational practice X The Promise, affirming our commitment to care experienced children and young people X Curriculum Reform, with strengthened expectations for coherence, progression and learner pathways X The national focus on inclusion, equity and support for learners with ASN, ensuring needs are met early and effectively X Stronger expectations for early intervention and wellbeing, embedded across policy and practice X Climate justice and sustainability, recognised as cross cutting responsibilities for all educational settings Progress against the NIF and other priorities is statutorily reported to the Scottish Government each year through our annual Standards and Quality Report, providing a national account of improvement activity, impact and next steps. The Local Context Improvement planning across South Lanarkshire operates within a clear local strategic framework. Our work is guided by the priorities set out in South Lanarkshire Council’s Plan, Connect (2022-27), which is currently undergoing its scheduled review. The Council Plan establishes the wider corporate ambitions that shape service level planning, including commitments to reducing inequalities, strengthening communities, supporting economic wellbeing and improving outcomes for children and young people. Within this corporate framework, the Education Resources Plan sets out our immediate operational and strategic priorities for the year ahead. It provides clear direction on the areas where system wide improvement is required, including learning, teaching and assessment; curriculum design and delivery; wellbeing, inclusion and equity; digital transformation; workforce development; and the transition to an integrated 3–18 Education Support Service. These priorities form a key foundation for the longer term planning outlined in this Improvement Plan. Our improvement planning is also framed by South Lanarkshire’s Children’s Services Plan, which outlines the shared responsibilities of all partners in promoting children’s rights, safeguarding wellbeing and improving outcomes for those who need early and effective support. This includes commitments linked to The Promise, GIRFEC, public protection, corporate parenting, early intervention and the delivery of equitable, accessible services for families. Together, these strategic documents provide a coherent local context for improvement. They ensure that our work across Education Resources is aligned with wider council priorities, responsive to local need, and informed by the evidence that reflects the experiences of children, young people and families in our communities. UNSECURED FOR COMMITTEE ONLY 43
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Education Resources Improvement Plan 2026–296 Education in South Lanarkshire at a Glance 7 ASN schools and specialist provisions 89 ELC settings including nursery classes (66 Nursery classes, 23 Nursery Centres) 97 funded providers 129 Primary schools 20 Secondary schools (incl. 2 ASN and 1 SEBN) Total combined Primary, Secondary and ASN school roll 45,822 at census date Workforce profile 7,296 Areas higher than national performance levels include attendance, positive leaver destinations and adult satisfaction with schools Overall budget allocation of around £500 million UNSECURED FOR COMMITTEE ONLY 44
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7 Priority 1 Learning, Teaching and Assessment What difference do we want to make? What will we do? How will we measure success? Improve the quality and consistency of learning, teaching and assessment in our ELCs and schools Develop and implement a comprehensive 3–18 pedagogy strategy—South Lanarkshire Learns—that strengthens assessment and moderation practices and includes a dedicated Early Level framework to enhance pedagogy across Early Years Centres and schools. Schools self-evaluating as “good” or above for QI 2.3 Schools evaluated as “good” or above for QI 2.3 (HMIe) Number of schools engaged with adaptive teaching Stakeholder survey data Findings from improvement visits and sampling ACEL data (literacy and numeracy) Senior Phase attainment data Staff engagement in CLPL Care Inspectorate evaluations “good” or above Reading tracking and monitoring evidence Staff participation in digital and AI learning and number of schools adopting AI-supported approaches Alignment of teacher judgement with assessment evidence Improve our approaches to adaptive teaching to meet the needs of all learners in our classrooms Develop an adaptive teaching programme and deliver through the Teacher in Residence model. Improve our approaches to learning, teaching and assessment of literacy and numeracy across all levels Improve the consistency of approach to the teaching of reading across our EYCs and schools Develop and implement coherent, evidence-based SLC Literacy (with a clear focus on reading) and Numeracy Strategies, ensuring the adoption of agreed, effective approaches to the teaching of reading across all establishments. Improve our digital strategy through the use of AI to support learning, teaching and assessment Develop and implement approaches that embed AI and adaptive technologies within classroom practice. UNSECURED FOR COMMITTEE ONLY 45
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Education Resources Improvement Plan 2026–298 Priority 2 Developing Our Curriculum What difference do we want to make? What will we do? How will we measure success? Improve opportunities for our young people to develop the skills and knowledge required for their future Develop an implementation plan for curriculum reform in line with Scottish Government guidance, ensuring coherent progression from early level to senior phase. Full implementation of the curriculum reform programme Positive destinations for learners Senior Phase attainment ACEL literacy and numeracy data (BGE) Number of senior leaders participating in curriculum design CLPL Number of staff participating in interdisciplinary learning (IDL) CLPL Participation in digital curriculum and Learning for Sustainability (LfS) professional learning Evidence of high-quality interdisciplinary and curricular planning across establishments Evidence of strengthened LC planning and coherent learner pathways (including transitions) Establishments’ self-evaluation (QI 2.2 and QI 2.3) demonstrating improved curriculum design and delivery Evidence from curriculum audits and school improvement visits showing increased coherence and effectiveness in curriculum planning Pupil engagement and learner voice evidence relating to curriculum design, wellbeing, digital learning and IDL Learner digital skills and engagement Improve staff confidence and capacity in curriculum development and design Develop a comprehensive professional learning offer for teachers and leaders on curriculum design, including curriculum making and planning for progression. Improve staff knowledge and capacity in the development of interdisciplinary learning (IDL) Expand professional learning opportunities in IDL for all teaching staff and support schools to design high quality interdisciplinary learning experiences. Improve opportunities for children and young people to develop strong literacy and numeracy skills across the curriculum Embed literacy and numeracy as cross curricular responsibilities through curriculum reform and school level curriculum design. Improve our approaches to wellbeing through the development of the wellbeing curriculum Align current wellbeing work and develop an overarching 3–18 wellbeing strategy that strengthens curriculum planning, progression and assessment in HWB. Strengthen digital curriculum design and implementation Refresh the digital curriculum offer, ensuring alignment with digital learning guidance and exploring opportunities to enhance learning through digital tools. Improve curriculum transitions and learner pathways across 3–18 Strengthen curriculum planning across clusters, ensuring coherent transitions at early level, P7–S1 and into Senior Phase pathways. UNSECURED FOR COMMITTEE ONLY 46
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9 Priority 3 Wellbeing, Inclusion and Equity What difference do we want to make? What will we do? How will we measure success? Improve school attendance Implement attendance policy and agreed interventions across all schools and EYCs; use data to identify and respond to patterns and barriers early. School attendance levels (overall and for vulnerable groups) Attainment and achievement data (overall and for specific/ vulnerable groups) Exclusion data Positive destinations Placing request data Establishment evaluations (HMIe QI 3.1; Care Inspectorate for EYCs) Stakeholder views (learners, parents, staff, partners) Evidence from improvement visits and quality assurance processes Engagement with family support/ locality models Data showing improved continuity at key transitions Improve experiences for our ASN learners across all settings Implement new SEBN model for secondary aged learners, including outreach Develop a quality improvement model for ASN provisions. Improve transitions for learners with ASN Review and revise assessment, referral and placement processes; strengthen planning and communication across all transition points. Strengthen parental engagement, especially for families of children with ASN Develop targeted approaches to engage parents and carers of children and young people with ASN; provide accessible information, support and partnership opportunities. Improve outcomes for our care experienced children and young people Develop and implement a strategy to improve outcomes for care experienced children and young people, aligned to The Promise. Improve early support and intervention for families Develop and implement a locality based family support model drawing on Sure Start/Marmot principles of prevention, early intervention and community anchored support. Improve place based support for children and families Develop multidisciplinary locality models offering coordinated, accessible support tailored to community needs; strengthen parental engagement approaches for children and young people with ASN. UNSECURED FOR COMMITTEE ONLY 47
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Education Resources Improvement Plan 2026–2910 Priority 4 Self Improving System What difference do we want to make? What will we do? How will we measure success? Review and refresh Education Resources vision and values Develop a renewed vision and values statement that reflects the integrated 3–18 Education Support Service and sets a shared direction for improvement across all schools, EYCs and services. Number of HMIe inspections graded ‘good’ or above Number of Care Inspectorate evaluations graded ‘good’ or above Evidence of improved performance in QI 1.3, 2.3 and 3.1 through inspection and validated self-evaluation Improved quality and coherence of school and EYC improvement plans Evidence of effective use of self-evaluation frameworks across all teams and settings Improvement visit reports confirming increased rigour, consistency and evaluative practice Positive school and EYC feedback on the consistency and quality of universal support Demonstrated positive impact of targeted support and interventions Increased engagement of senior and middle leaders in leadership, self-evaluation and data-literacy CLPL Evidence of improved evaluative writing, curriculum rationale, and improvement methodology in plans Stakeholder survey data from learners, parents, staff and partners influences improvement priorities Improved use of data to inform improvement priorities at school, EYC and service level Positive trends in attainment, achievement and wellbeing data linked to improvement activity Improve our approaches to self evaluation for self improvement across Education Resources Develop and implement an Education Resources self evaluation framework and yearly evaluation calendar to support robust, continuous evaluation across the service. Strengthen leadership capacity for self evaluation and improvement Develop the capacity of senior leaders to use self evaluation effectively through targeted CLPL, coaching and collaborative learning. Provide clear, coherent quality improvement guidance for school leaders Develop and publish a comprehensive suite of quality improvement guidance covering improvement planning, self evaluation, QA, evidence gathering and evaluative writing. Improve the consistency and quality of universal support for ELCs and schools Restructure central teams to strengthen strategic and operational quality improvement support; implement the secondary school visit model; develop an improvement framework for early years settings and ASN provision. Improve our approaches to targeted support for schools and EYCs Develop the role and engagement of Associate Assessors; introduce targeted support pathways for establishments requiring additional challenge or intervention. Improve the use of data to support improvement across Education Resources Build leadership capacity in data informed improvement; standardise data tools and expectations; strengthen the data literacy of senior and middle leaders. Improve the impact of stakeholder views on improvement planning across Education Resources Strengthen authority wide approaches to stakeholder engagement; increase the use of parent, learner and staff voice in planning, evaluation and decision making. UNSECURED FOR COMMITTEE ONLY 48
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If you need this information in another language or format, please contact us to discuss how we can best meet your needs. Phone: 0303 123 1015 Email: equalities@southlanarkshire.gov.uk www.southlanarkshire.gov.uk Produced by Communications and Strategy. 068980/Apr26 UNSECURED FOR COMMITTEE ONLY 50
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 5 May 2026 Report by: Executive Director (Education Resources) Subject: Strategic Equity Fund (SEF) Update 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the Council’s Strategic Equity Fund (SEF) Plan for 2024/2025 provide an overview of the Council’s SEF Plan for 2025/2026, including work designed to close the poverty related attainment gap [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the progress made during the year 2024/2025, on the use of the SEF to reduce the poverty related attainment gap be noted; and (2) that the Plan outlined for year 4, 2025/2026, on the use of the SEF to enable schools and services to continue to take forward the challenge of reducing the poverty related attainment gap experienced by some pupils, be noted. [1recs] 3. Background 3.1. It is an established fact that poverty has an impact on school attainment. The most recent figure (June 2024) indicates that ‘just under 14,000, 22.8%, of children in South Lanarkshire live in relative poverty once housing costs have been taken into account’. Campaign to End Child Poverty/ End Child Poverty Coalition (ECPC). 3.2. In South Lanarkshire Council schools (source 2025 Census data):- 20.01% of learners in primary education live in SIMD 1 (Scottish Index of Multiple Deprivation) or SIMD 2 areas 19.95% of learners in secondary education live in SIMD 1 or 2 30.03% of P6-7 pupils were entitled to Free School Meals 3.3. Education Resources is firmly committed to supporting young people to overcome any disadvantage which arises as a result of being born into poverty, not just in attainment, but in their everyday lives. Education Resources recognises it is part of a much wider Council ambition to help children and young people, and their families. 3.4. The Scottish Attainment Challenge (SAC) was established in February 2015 by the Scottish Government to promote equity in education through streams of additional funding. SAC is an umbrella term used to describe the full allocation of monies provided to schools and other agencies to help tackle the poverty related attainment 8 51
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gap. The element of this funding model which directly supported local authorities was reviewed during Session 2021/2022 and was re-launched on 30 March 2022 with a new title of Strategic Equity Funding. It described the fund of £43 million to be shared by all 32 local authorities to invest in approaches to achieving the mission of the Scottish Attainment Challenge. 3.5. Funding from SEF is in addition to the overall Education Resources budget. However, it should not be viewed in isolation from existing plans, policies and resource allocations. 3.6. This report refers to a fuller document attached as Appendix 1, South Lanarkshire Council’s SEF 2025/2026, which is a comprehensive plan written by Education Resources to support the planning and implementation of SEF. 4. Funding Landscape Prior to April 2022 4.1. Prior to April 2022, there have been two funding streams pertinent to schools, one being the Schools’ Programme (SAC) and the other being Pupil Equity Funding (PEF). In addition, some local authorities (but not South Lanarkshire Council) were deemed “Challenge Authorities” and received central funding, more in line with the new policy. A separate but related fund to support Care Experienced Young People was also allocated to each local authority. 4.2. Scottish Attainment Challenge (SAC) 20 South Lanarkshire Schools were directly supported by funding from the SAC Schools Programme over a five-year period, up to and including session 2021/2022. These schools made bids directly to the Scottish Government for a share of SAC Programme funding. In session 2021/2022, a total of £1,772,404 was allocated across these 20 schools, with an additional £179,725 allocated centrally to support the programme. 4.3. Pupil Equity Funding (PEF) Since 2017, PEF funding has been a source of direct funding to almost all schools across Scotland. Within South Lanarkshire Council, 99% of schools receive yearly PEF allocations based on the percentage of children on their roll who are entitled to Free School Meals. A small percentage of each school’s PEF allocation is allocated using the principles and practices of Participatory Budgeting (PB). There are no changes to national policy on the allocation and use of PEF monies. 5. Funding Landscape Post April 2022 5.1. The SAC Schools’ Programme ceased in April 2022 and was replaced by a new funding model, known as the SEF, which distributes SAC funding across all local authorities in Scotland in line with Children in Low Income Families data. This new approach was formally launched on 30 March 2022 with accompanying support materials for schools and local authorities. 5.2. Each local authority was given details of the funding that would be allocated to them for the next four years through a grant model. South Lanarkshire Council received £1.47M central SEF funding for session 2022/2023. This was also the allocation for 2023/2024, after which it increased by 26% in 2024/2025 with a further increase of 33% for 2025/2026, taking the total funding for the year to £2,274,577. 52
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6. SEF Planning from April 2022 6.1. Given the information above on the national change to the funding landscape, there was a requirement to carefully plan for, deliver, spend and report on our SEF allocation from April 2022 and beyond. 6.2. Working within our existing planning structures, Education Resources needed to take a more centralised approach and extend the reach and impact of the available monies through judiciously planned projects, funded by SEF. The overall aim was to make the biggest difference to our children and young people who are most disadvantaged by poverty. In doing so, National Guidelines on the parameters set around SEF have been referenced and continue to be followed. These have recently been updated however, the principles and rationale remain the same. Details are provided in the link below:- Strategic Equity Fund National Guidance 2026/2027 7. Project Planning 7.1. A full SEF Plan was compiled for 2022/2023, which aligned with the Scottish Government guidance. The plan was centred around 5 key workstreams:- pedagogy learner engagement strengthening relationships curriculum learner pathways 7.2. A full SEF Plan, detailed in Appendix 1, has now been written for year 3/4 and builds on the work of our year 1 and year 2 plans. The plan continues to be centred around the same 5 key workstreams. Details of the year 2 projects to support each workstream can be found on pages 11 to 50 of Appendix 1. 8. South Lanarkshire Progress during 2024/2025 8.1. In addition to setting stretch aims and to support closer monitoring of our project plans, we also set our own internal outcomes and measures for 2024/2025. Outcomes and measures were set for each project to support monitoring of impact. Evaluation for the 2024/2025 outcomes and measures can be found in Appendix 1, pages 55 to 79. 8.2. Further detail on our progress to date for Curriculum for Excellence and Senior Phase using the most recent publicly available data can be found on pages 5 to 7 of Appendix 1. 9. SEF Stretch Aims for 2025/2026 9.1. The stretch aims for 2025/2026 are required to set out ambitious year-on-year targets for progress by the end of the three-year period from 2023/2024 to 2025/2026. 9.2. For session 2025/2026, our Core measures (set Nationally) are as follows:- achievement of curriculum for excellence levels (ACEL) Primary – literacy – P1, P4 and P7 combined ACEL Primary – numeracy – P1, P4 and P7 combined Scottish Credit and Qualifications Framework (SCQF) level 5 or above – all SCQF Awards SCQF level 6 or above – All SCQF Awards 53
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leavers positive destinations (participation measure) health and wellbeing (HWB) measure (attendance) In addition, our Core Plus measures (set locally) are:- initial positive destinations reduction in the number of S4 leavers cost of school day measure Further information on these measures, including details of our stretch aims for 2025/2026 are detailed within Appendix 1, pages 7 to 10. 9.3. Outcomes and measures have again been set for 2025/2026 and will help with our ongoing evaluation of the workstreams and support our planning purposes for Year 4 of our self-evaluation framework (SEF) Plan. The outcomes and measures for 2025/2026 can be found on pages 80 to 90 of Appendix 1. 10. Planning and Reporting 10.1. It is important that we are clearly accountable to both our internal and external stakeholders. Consultation and engagement with schools is integral to this process as is the need to report both on a local and national level. Our governance structure for Strategic Equity Funding can be found on page 10, Appendix 1. 10.2. Planning and reporting are integral to supporting the work of the plan. A planning and reporting cycle has been outlined by the Scottish Government, which offers ongoing local and national support and challenge towards our stretch aims. To ensure we are closely monitoring our plan, improving outcomes for children and young people impacted by poverty, we also have our own internal mechanism for planning and reporting as outlined below:- Project leads meet with the Head of Education (Primary and Early Years) and Project Co-ordinator every 8 weeks Head of Education (Primary and Early Years) reports back to the Resource Management Team report to the Scottish Government via the Standards and Quality Report and the Education Scotland Attainment Advisor 11. Pupil Equity Funding 11.1. For 2025/2026, South Lanarkshire Council schools have been allocated £9.9m in PEF money. Schools continue to have direct control over their PEF monies and how this is spent. Schools consider their individual context and consult and engage with stakeholders and partners to ensure the monies are spent to secure maximum impact for the children and families in most need. 11.2. All schools with Pupil Equity Funding complete two Profiles of Spend; one outlines how they intend to spend their allocation and the other outlines the actual spend of their allocation at year-end. Schools also report in more detail on how they utilise their PEF via their School Improvement Plan. A final impact report is outlined in the schools’ Standards and Quality Report. School PEF planning and spend is scrutinised to ensure the funds are being spent appropriately and having direct impact on pupils affected by poverty. 54
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12. Cost of the School Day and Poverty Awareness 12.1. One of our core plus measures is a Cost of the School Day measure. All South Lanarkshire schools now have a Cost of the School Day policy in place which should be available on school websites and be focused on taking practical steps to support families. Schools should also support families to access all financial supports and entitlements. This includes working to increase the uptake of Free School Meals and Clothing Grants by all who are entitled and signposting families to other agencies when required. 12.2. A central Quality Improvement Officer is actively supporting this aspect of the equity agenda through the delivery of Cost of the School Day training and professional learning as well as a parental engagement offer for schools. A South Lanarkshire Council Cost of the School Day policy has been shared with schools. By removing as many cost barriers to engagement and participation as we can, we hope to succeed in our mission to not only close the poverty-related attainment gap but also provide the best experience for all children and young people in South Lanarkshire. 13. Employee Implications 13.1. Several temporary central officer posts have been created, which will help drive forward the work of our SEF workstreams. These are funded from SEF. 14. Financial Implications 14.1. Funding for the SEF has been committed until 2026/2027 to allow for sustainability and future planning. 15. Climate Change, Sustainability and Environmental Implications 15.1 There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 16. Other Implications 16.1. There are no implications for sustainability or risk in terms of the information contained within this report. 17. Integrated Impact Assessment and Consultation Requirements 17.1. There is no requirement to undertake an integrated impact assessment for this report. The report highlights a range of consultation and engagement activities and highlights the effective impact of parents/carers and pupils in the participatory budget process and the difference this is making. Lyndsay McRoberts Executive Director (Education Resources) 16 April 2026 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None 55
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List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Jacqueline Wallace, Head of Education (Primary and Early Years) Ext: 4468 (Tel: 01698 454468) E-mail: Jacqueline.Wallace@southlanarkshire.gov.uk 56
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STRATEGIC EQUITY FUND PLAN 2025/26 South Lanarkshire Council Curriculum and Quality Improvement Service 8 57
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2 Introduction ......................................................................................................................................... 3 Funding Landscape post April 2022 ......................................................................................... 3 Pupil Equity Funding (PEF) ......................................................................................................... 4 Stretch Aims .................................................................................................................................... 5 Progress to date – Curriculum for Excellence and Senior Phase ......................................... 5 ACEL Data - Primary Literacy and Numeracy ........................................................................ 5 Senior Phase Needs updated for 24/25 please ...................................................................... 6 Health and Wellbeing Data-Attendance ................................................................................... 7 Stretch Aims for 2025/26 including trajectories for sessions 2023/24 & 2024/25 – Primary .............................................................................................................................................. 7 Stretch Aims for session 2025/26 and trajectories for 2023/24 & 2024/25 – Secondary ............................................................................................................................................................ 8 Outcomes and Measures ........................................................................................................... 10 Governance ................................................................................................................................... 10 Project Planning ........................................................................................................................... 11 Workstream 3 – Strengthening Relationships ..................................................................... 30 Scottish Government Core Measures: HWB measure (attendance) ................................. 30 Workstream 4 – Curriculum ...................................................................................................... 38 Workstream 5 – Learner Pathways.......................................................................................... 49 Workstream 5 – Learner Pathways.......................................................................................... 51 Scottish Attainment Challenge – Planning and Reporting Cycle ................................... 53 Appendix 1 – Priorities for Education Resources ............................................................... 54 Appendix 2 - SEF Outcomes and Measures 2024/25 Evaluation ..................................... 55 Appendix 3 - SEF Outcomes and Measures 2025/26 .......................................................... 79 SEF Outcomes and Measures 2025/26 ................................................................................... 79 Appendix 4 – Blank SEF Highlight Report............................................................................. 90 Appendix 5 – SEF Reporting Core Group Update ............................................................... 91 58
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3 Introduction The Scottish Attainment Challenge (SAC) is an umbrella term used to describe the full allocation of monies provided to schools and other agencies to help tackle the poverty related attainment gap aligned to National policy. This policy was reviewed during Session 2021/22 and was re-launched on 30th March 2022 with the focus on a new central funding model for Local Authorities, known as Strategic Equity Funding (SEF). Strategic Equity Funding (SEF) is a fund of £43 million to be shared by all 32 local authorities to invest in approaches to achieving the mission of the Scottish Attainment Challenge. In November 2021, the Cabinet Secretary for Education and Skills detailed plans for a refreshed Scottish Attainment Challenge from April 2022. The mission of this refreshed Challenge was clearly set out, namely to “use education to improve outcomes for children and young people impacted by poverty, with a focus on tackling the poverty-related attainment gap.” The purpose of this document is to set out South Lanarkshire Council’s response to detail our strategy for 2025/26. It gives some background context and an overview of how the new guidelines will dovetail with existing Education Resource priorities. It provides links to National Policy documents and guidelines, from which our internal strategy is closely linked to. Funding Landscape post April 2022 The Scottish Government undertook a national review of the Scottish Attainment Challenge and, on 23 November 2022, announced a refresh of the Scottish Attainment Challenge funding and the way it would be allocated. The SAC Schools’ Programme ceased from April 2022 and was replaced by a new funding model, known as the Strategic Equity Fund (SEF) which distributes SAC funding across all local authorities in Scotland in line with Children in Low Income Families data. This new approach was formally launched on the 30 March 2022 with accompanying support materials for schools and Local Authorities. Each Local Authority was given details of the funding that would be allocated to them for the next four years. 59
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4 South Lanarkshire Council received £1.47M central SEF funding for session 2022/23. This was the allocation for 2023/24 also, after which it increases by 26% for 2024/25 with a further increase of 33% for 2025/26 taking the total funding for the year to £2,274,577. It is recognised that the new funding model and accompanying National Policy has resulted in our existing 20 SAC schools losing their direct source of funding. These schools continued to be supported through the new central allocation until June 2022, in order that exit plans could be prepared and implemented. Pupil Equity Funding (PEF) There is no change to National policy around PEF. South Lanarkshire Council’s schools will still have ownership of this direct source of funding, to be planned for, spent and reported on according to both local and National guidelines. A minimum of 5% of each school’s PEF allocation will continue to be planned for using the principles of Participatory Budgeting (PB). Pupil Equity Fund Operational Guidance SLC PEF Guidance SLC PB Guidance Care Experienced Funding Funding is provided to local authorities annually to support care experienced children and young people at a figure of £1,200 per looked after child aged 5-15, as outlined in the Children’s Social Work Statistics Scotland, 2020/21. This is the same methodology as used for allocation in previous years. Care Experienced National Operational Guidance (All supporting documents can be located in the SLC Equity Hub) Education Resources Priorities This funding is a much-welcomed addition to the overall Education Resources budget of £407,000,000. However, it can and should not be viewed in isolation from existing plans, policies and resource allocations e.g. additional staffing through recovery monies. The existing South Lanarkshire priorities will inform all the work of the resource, both at central and school level. The current priorities are: ➢ To improve Health and Wellbeing to enable children and families to flourish ➢ Ensure inclusion, equity and equality are at the heart of what we do ➢ Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy ➢ Support children and young people to develop their skills for learning, life and work ➢ Empower learners to shape and influence actions on sustainability and climate change 60
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5 Appendix 1 gives a graphical representation of the current priorities for Education Resources. Stretch Aims A feature of the National strategy is the requirement for Local Authorities to set stretch aims for both excellence and equity. Stretch aims are required to set out ambitious year on year targets for progress by the end of the three-year period of 2023/24 to 2025/26. During 2022/23 the National guidelines ask us to adopt a “Core Plus” model. This means that there is a national suite of measures which form the “Core” of the target- setting approach and can be supplemented by additional local measures. Core and National measures continue to be in place for session 2024/25. Further details of these “stretch aims” can be found in the following document: Framework for Recovery and Accelerating Progress 2023 For session 2025/25 our Core measures (set Nationally) are as follows: ➢ ACEL Primary – literacy – P1, P4 & P7 combined ➢ ACEL Primary – numeracy – P1, P4 & P7 combined ➢ 1 or more SCQF level 5 or above – All SCQF awards ➢ 1 or more SCQF level 6 or above – All SCQF awards ➢ Leavers Positive Destinations (Participation Measure) ➢ Health and Wellbeing measure (attendance) In addition, our additional measures (set locally) are ➢ Reduction in number of S4 leavers ➢ Initial Positive Destinations ➢ Cost of School Day measure Progress to date – Curriculum for Excellence and Senior Phase * For all measures QI denotes Quintile 1 and Q5 denotes Quintile 5 in line with the Scottish Index of Multiple Deprivation ACEL Data - Primary Literacy and Numeracy Stage Organiser 2024/25 2024/25 vs 2023/24 2024/25 Stretch Aim Trajectory 2024/25 vs Stretch Aim Target P1/4/7 Numeracy 80.1 -1.4 82 - 84.5 Out with trajectory P1/4/7 Literacy 72.9 -1.7 73.5 - 77 Out with trajectory 61
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6 Stage Organiser Measure 2024/25 2024/25 vs 2023/24 2024/25 Stretch Aim Target 2023/24 vs Stretch Aim Target P1/4/7 Literacy Quintile 1 63.5 0.5 64.5 – 67.5 Out with trajectory P1/4/7 Literacy Quintile 5 83.6 -1.4 84.5 - 86 Out with trajectory P1/4/7 Literacy Gap --21 2.1 -21.5 - -17 Within trajectory P1/4/7 Numeracy Quintile 1 72 00 72 - 75 Out with trajectory P1/4/7 Numeracy Quintile 5 89.1 -0.1 89 - 91.5 Out with trajectory * P1/4/7 Numeracy Gap -17.1 -0.1 -20.1 - -14.0 Within trajectory Senior Phase Progress 1@5 (All SCQF) Overall Quintile 1 Quintile 5 Gap 2024/25 Annual Trajectory 90.6-91.2 83.0-83.7 97.1-97.3 -14.3- -13.4 2025 Data (2024/25 Leavers) 90.9 83.5 97.9 -14.4 Difference Within trajectory Within trajectory Exceeding trajectory Out with trajectory 1@6 (All SCQF) Overall Quintile 1 Quintile 5 Gap 2024/25 Annual Trajectory 70.5-71.5 52.3-54.3 87.3-87.8 -35.5 – -33.0 2025 Data (2024/25 Leavers) 73.5 63.0 88.6 -25.6 Difference Exceeding trajectory Exceeding trajectory Exceeding trajectory Exceeding trajectory Destinations Overall Quintile 1 Quintile 5 Gap 2024/25 Annual Trajectory 96.1-96.6 93.0-94.5 98.2-98.7 -5.2- -4.2 2025 Data (2024/25 Leavers) 96.6 94.6 98.3 -3.7 Difference Within trajectory Exceeding trajectory Within trajectory Exceeding trajectory Participation Measure Overall Quintile 1 Quintile 5 Gap 2024/25 Annual Trajectory 94 - 95 91 - 92 97.5 - 98.0 -6.5 – -6.0 2025 Data 94.0 89.0 97.5 -8.5 Difference Within trajectory Out with trajectory Within trajectory Out with trajectory 62
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7 Health and Wellbeing Data-Attendance Primary Attendance Published data Attendance and absence - Summary statistics for schools in Scotland 2025 - gov.scot (www.gov.scot) Overall levels Quintile 1 Quintile 5 Gap (Q1 – Q5) 2022/23 92.46 89.63 94.76 -5.13 2023/24 92.9 90.4 95.2 -4.8 2024/25 Annual Trajectory 93.0-94.0 91.6-92.8 95.0-96.2 -4.6 – -2.2 2024/25 93.4 91.0 95.6 -4.6 Difference Within trajectory Out with trajectory Within trajectory Within trajectory Secondary Attendance Published data Attendance and absence - Summary statistics for schools in Scotland 2025 - gov.scot (www.gov.scot) Overall levels Quintile 1 Quintile 5 Gap (Q1 – Q5) 2022/23 87.25 82.75 90.82 -8.07 2023/24 87.7 83.6 91.2 -7.6 2024/25 Annual Trajectory 89 - 92 85 - 88 93 - 94 -8.0 – -6.0 2024/25 88.6 83.53 91.90 -8.37 Difference Out with trajectory Out with trajectory Out with trajectory Out with trajectory The outcomes and measures included in Appendix 2 also demonstrate the very positive improvements we have made during year 3 of our Strategic Equity Plan across all workstreams. We are confident that our continued and relentless focus on the areas identified in our initial plan, will lead to further gains both in attainment, attendance and positive outcomes for the children and young people of South Lanarkshire. Stretch Aims for 2025/26 including trajectories for sessions 2023/24 & 2024/25 – Primary ACEL Literacy combined P1, P4 & P7 Annual Trajectory Overall levels Quintile 1 Quintile 5 Gap (Q1 – Q5) 2023-24 71.5 – 75 62.5 – 66 83.5 - 85 -22.5 – -17.5 2024-25 73.5 - 77 64.5 – 67.5 84.5 - 86 -21.5 – -17 2025-26 Stretch aim Overall levels SIMD quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 77.2 70.3 86.3 -16.0 . 63
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8 ACEL Numeracy combined P1, P4 & P7 Annual Trajectory Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023/24 80.5 – 83 72 - 75 89 – 91.5 -20.1 – -14.0 2024/25 82 – 84.5 74.5 – 78 90 – 92.5 -18.0 – -12.0 2025/26 Stretch aim Overall levels SIMD quintile 1 SIMD quintile 5 Gap (Q1 – Q5) 84.9 79.6 93.6 -14.0 Primary and Secondary Stretch Aim for 2025/26 and trajectories for 2023/24 & 24/25 - Attendance Primary Attendance Annual Trajectory Overall levels Quintile 1 Quintile 5 Gap (Q1 – Q5) 2023/24 92.0-93.5 89.8-92.0 94.5-95.2 -5.4 – -2.5 2024/25 93.0-94.0 91.6-92.8 95.0-96.2 -4.6 – -2.2 2025/26 Stretch aim Overall levels SIMD quintile 1 SIMD quintile 5 Gap (Q1 – Q5) 94.6 93.1 96.5 -3.4 Secondary Attendance Annual Trajectory Overall levels Quintile 1 Quintile 5 Gap (Q1 – Q5) 2023/24 88-90 83-86 92-93 -10 - -6 2024/25 89 - 92 85 - 88 93 - 94 -8.0 – -6.0 2025/26 Stretch aim Overall levels SIMD quintile 1 SIMD quintile 5 Gap (Q1 – Q5) 93 90 95 -5 We are aspiring to regain ground lost and return to figures in line with our pre-COVID averages, this is in line with the national picture. We have an increased focus on our closing the gap data which results in realistic, and data evidenced targets for our Q5 learners this year. Stretch Aims for session 2025/26 and trajectories for 2023/24 & 2024/25 – Secondary Stretch aims and planning for improvement in data is still proving difficult in the secondary sector due to lack of progressive datasets to make predictions. The ACM years (2019/20, 2020/21) provided a wider range of assessment opportunities for learners to demonstrate their learning, and this benefitted learners, particularly in Q1 and Q2. Since then, assessment approaches have been modified each year to return to the normal pre-pandemic approaches with the re-introduction of coursework in session 2023/24. This has resulted in challenges with comparison of annual data 64
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9 due to the variation in assessment approaches. However, stretch aims for 2026 remain exceptionally ambitious and significantly overtake pre pandemic data and meet and sometimes overtake the high levels of attainment achieved during ACM. However, successes can be reported in a number of areas with initiatives that have benefitted Q1 learners. For example, our local authority approach to Wider Accreditation in the Senior Phase with Q1 learners targeted to achieve relevant qualifications at SCQF level 5 and 6. Annual Trajectory 1 @ SCQF Level 5 (All SCQF) Overall Levels Quintile 1 Quintile 5 Gap (Q1-Q5) 2023/24 90.2 - 90.8 81.5 - 82.2 97.0 - 97.2 -15.7 – -14.8 2024/25 90.6 - 91.2 83.0 - 83.7 97.1 - 97.3 -14.3 – -13.4 2025/26 Stretch Aim 91.5 86 97.3 -11.3 Annual Trajectory 1 @ SCQF Level 6 (All SCQF) Overall Levels Quintile 1 Quintile 5 Gap (Q1-Q5) 2023/24 69.5 - 70.5 50.3 - 52.3 86.9 - 87.4 -37.1 – -34.6 2204/25 70.5 - 71.5 52.3 - 54.3 87.3 - 87.8 -35.5 – -33.0 2025/26 Stretch Aim 72 57 88 -31 Annual Trajectory Initial Positive Destinations Overall Levels Quintile 1 Quintile 5 Gap (Q1-Q5) 23/24 95.8 - 96.3 92.0 - 93.5 98.0 - 98.5 -6.0 – -5.0 24/25 96.1 - 96.6 93.0 - 94.5 98.2 - 98.7 -5.2 – -4.2 2025/26 Stretch Aim 97 96 99 -3 65
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10 Project leads will meet with Head of Service every 8 weeks for update using Appendix 6 as a supporting document Head of Service (Primary and Early Years) will report progress back to EMT Report to SG via SLC Standards & Quality Report at the end of the year Annual Trajectory % S4 Leavers Overall Levels (S4 as % of total) Quintile 1 (S4 Q1 as a % of total S4) Quintile 5 (S4 Q5 as a % of total S4) Gap (Q1 - Q5) 2023/24 11.0 - 10.0 37 - 32 8.0 - 12.0 -29 – -20 2024/25 10.8 - 9.8 35 - 30 10.0 - 14.0 -25 – -16 2025/26 Stretch Aim 9 29 15 -14 Annual Trajectory Participation Measure Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 - Q5) 2023/24 93 - 94 90 - 91 97.0 - 97.5 -7.0 – -6.5 2024/25 94 - 95 91 - 92 97.5 - 98.0 -6.5 – -6 2025/26 Stretch Aim 95.5 93 98.5 -5.5 Outcomes and Measures Outcomes and measures were set for each project for session 2024/25 to support the monitoring of impact. These outcomes and measures were additional to the stretch aims to ensure we can identify and report on the difference made by each individual project, and to inform year 4 plans. New outcomes and measures have been set for session 2025/26 to further support the monitoring of impact. Information on SEF Outcomes and Measures can be found in Appendix 3 Governance It is important that we are clearly accountable to both our internal and external stakeholders. Consultation with schools is integral to this process as is the need to report both on a local and National level. Our Governance structure is noted below. 66
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11 Project Planning Each of the Scottish Government five core measures, along with our local measures, will continue to be addressed through the five workstreams outlined below, based on the positive finding from our outcomes and measures set during period 2024/25. 67
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12 Workstream 1 Pedagogy Project Lead(s): Linda Gardner, Kirsty McNeil, Liz McTiernan and Pedagogy Team 68
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13 SLC Workstream – Pedagogy Scottish Government Core Measure: ACEL Primary – literacy – P1, P4 & P7 combined ACEL Primary – numeracy – P1, P4 & P7 combined Name of Project: Pedagogy and Play Pedagogy South Lanarkshire Council Strategic Equity Fund Project Plan 2025-26 Project Lead: Linda Gardner (LO), Kirsty McNeil (LO), Lucy Harris (DO), Laura Henderson (DO) Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: [Items] = £x Total Costing for 2025/26: £x Total costs for the project if known: Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • All SCQF level 5 or above – All SCQF Awards • All SCQF level 6 or above – All SCQF Awards • HWB measure (attendance) • Participation measure • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Target group is all primary practitioners Play – target group are schools who are at the beginning of their journey, schools who are looking to extend play beyond the early stages and schools who have play established across the school, new practitioners to early/first level Involved: Lead Officers for Learning, Teaching and Assessment x2 Development Officers x 2 Training and Professional Learning BYP: To support with implementing key theories and facilitating themed support sessions, modelled lessons for all staff including team teaching, class visits and input on planning, Inset and/or CAT sessions on any identified pedagogy area, (differentiation, feedback, learning intentions/success criteria, questioning, creativity, metacognition, assessment strategies, using data to enrich learning and teaching, digital learning). Play: This CLPL will give an overview of play pedagogy and will include ongoing, personalised support at school level from our Development Officers. The programme consists of the following six face-to-face professional learning sessions: 69
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14 • The ‘why’ of play pedagogy • Setting up and maintaining the environment • Planning effective Learning, Teaching and Assessment • High quality observations and interactions • Play beyond Early Level • Meeting learners’ needs in a play environment Anticipated Outcome What change do you want to see for learners? By when? Please remember the targeted group where improvement is particularly relevant (equity groups within / SIMD 1&2) BYP: Data gathered for impact on schools. Proforma completed for each school detailing focus, rationale, scope, measurement and outcome measurement. • Enhanced staff knowledge of impact of identified pedagogy – Aug 25 and Jun 26 • Increased confidence in responding to learners’ needs – June 26 • Improved teacher professional judgment of achievement of a level – Nov 25, Feb 26, June 26 • Increased engagement for learners – June 26 Play: Increased knowledge and of practitioners will lead to enhanced play-based experiences for learners, increasing engagement levels. • Enhanced practitioner confidence in planning and facilitating play-based learning – Jun 26 • Enhanced responsiveness to learner needs – Jun 26 • Higher learner engagement levels, with a particular focus on SIMD 1-2 learners – May 26 • Development of key skills including problem-solving, critical thinking, and independent learning – Jun 26 How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim? Please consider including a short-, medium- and long-term set of measures) BYP: • Follow up visit and HT to complete evaluations to evidence improvement including staff confidence etc. • Clear identification of P1-7s not on track – Nov 25, Feb 26, June 26 • Improved classroom practice in identified pedagogy focus Play: • Visits to establishments to observe play pedagogy in practice (throughout the session). • Documentation of play including observations and floorbooks (throughout the session). • Leuven Scale of Engagement completed in Aug 25, Jan 26, and May 26 to track engagement levels. • Baseline and follow-up learner voice activities to capture perceptions of learning through play – Aug 25 and Jun 26. • Pre and post practitioner survey Aug 25 and Jun 26 to measure practitioner confidence levels. • ACEL data of SIMD 1-2 learners in play-based environments (Literacy, Numeracy & HWB) – Jun 26. 70
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15 SLC Workstream – Pedagogy Scottish Government Core Measure: ACEL Primary – literacy – P1, P4 & P7 ACEL Primary – numeracy – P1, P4 & P7 combined Name of Project: Effective Use of Data to plan learning and teaching and raise attainment South Lanarkshire Council Strategic Equity Fund Project Plan 2025-26 Project Lead: Kirsty McNeil Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: [Items] = £x Total Costing for 2025/26: 1FTE Lead Officer Total costs for the project if known: N/A Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • All SCQF level 5 or above – All SCQF Awards • All SCQF level 6 or above – All SCQF Awards • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Project Plan Year 1 – Overview Primary Schools Cohort – Six primary schools have agreed to participate in a test-of-change project focused on analysing class-level data to enhance learning and teaching, with the aim of improving attainment in numeracy and literacy from a focus group of 135 children. The project will run from October 2025 to May 2026, involving a series of sessions with staff teams at each school. Each session will centre on examining individual class data with practitioners, identifying attainment gaps, and exploring the underlying causes. Teachers will then develop action plans for Q1 learners using the FSA approach, selecting targeted strategies to improve literacy or numeracy outcomes. The overarching goal is to build teacher confidence in using data effectively to inform planning, set appropriate targets, and implement meaningful timely interventions. The six pilot schools— Cairns Primary, Cathkin Primary, Carluke Primary, East Milton, Loch Primary, and Maxwellton Primary—were selected via either the Build Your Pedagogy lead officer or the Quality Link Officer role. 71
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16 While some sessions will involve whole staff teams, the primary focus for reporting and evaluating change will be on P4 and P7 Q1 learners from each school. Baseline data on pupil numbers and attainment levels has been recorded and will be used to measure impact. To assess progress, staff will complete a triannual survey, pre, post and during the project, capturing their skills, knowledge, and confidence in using data to inform planning, learning, and teaching. These will be conducted before the initial input in October, following the January input and after the final sessions in May/June 2026. Training and Professional Learning • Session 1 – 25 October 2025 Initial staff training delivered at each participating school. This session will focus on analysing class-level summaries using the BGE tool and developing action plans for identified Q1 learners. • Session 2 – October/November 2025 Attendance at one Tracking and Attainment Meeting in each school to establish a baseline of literacy and numeracy attainment for the targeted learners. • Session 3 – January/February 2026 Mid-point check-in with school cohort staff to review class data ahead of the February input. This session will involve tracking any changes in attainment and engaging in professional dialogue to interrogate the latest data, identifying any further interventions required. • Session 4 – February 2026 Attendance at a second Tracking and Attainment Meeting in each school to monitor incremental progress and assess developments in the attainment of Q1 learners. • Session 5 – May 2026 Final training session with school cohort staff, focusing on evaluating the overall input and reflecting on any changes in staff confidence when using data to improve outcomes for targeted learners. Progress will be tracked against the baseline data established in October 2025. Anticipated Outcome What change do you want to see for learners? By when? Please remember the targeted group where improvement is particularly relevant (equity groups within / SIMD 1&2) Outcome 1 (attainment) By June 2026, 73.7% of the targeted group of P4 children, across 6 primary schools, will have improvements in ACEL in either numeracy, reading or writing from a baseline of 55.3% Outcome 2 (attainment) By June 2026, 69.6% of the targeted group of P7 children, across 4 primary schools, will have improvements in ACEL in either numeracy or writing from a baseline of 50.0% Outcome 3 (staff confidence) By June 2026, 75% of teachers from targeted P4&7 classes, across 6 primary schools, will have improved levels of confidence in implementing interventions through improved data handling processes. Baseline taken in October 2025. How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim? Please consider including a short-, medium- and long-term set of measures) • Pre and post engagement survey for targeted P4/P7 learners • Triannual staff survey (October / February / May) to collate practitioners' levels of confidence and skills in class level data handling and intervention planning • Tracking of selected focus group of learners in Q1 across the P4, P7 in the six trial schools in Oct 25, Feb 26 and May 26 72
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17 SLC Workstream – Pedagogy / Learner Engagement Scottish Government Core Measure: All SCQF level 5 or above – All SCQF Awards, All SCQF level 6 or above – All SCQF Awards, Participation measure, HWB measure (attendance) Name of Project: Pedagogy Coaching: Learning, Teaching and Assessment South Lanarkshire Council Strategic Equity Fund Project Plan 2025-26 Project Lead: Liz McTiernan Link to SLC Equity Workstream (Please highlight as appropriate) • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: [Items] = • Seconded Lead officers for LTA x1 • Development Officer for Pedagogy x1 Total Costing for 2025/26: Total costs for the project if known: Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) [highlight as appropriate] • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • All SCQF level 5 or above – All SCQF Awards • All SCQF level 6 or above – All SCQF Awards • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities [highlight as appropriate] • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Project Aim By June 2026, learners (living in Q1/who claim FME in one SLC Secondary School) taught by three teachers engaged in the Pedagogy Coaching pilot will show a 15% increase in learner engagement scores Who are the target group(s)? • Learners in SIMD Quintile 1 (Q1) and those eligible for Free Meal Entitlement (FME). • three target classes within a secondary school with high levels of Q1/FME learners. Who else will be involved and what will their role be? • Pedagogy Coach (x1): works intensively with three teachers through coaching cycles. • Three classroom teachers: implement features of highly effective teaching (explicit instruction, formative assessment, responsive feedback). 73
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18 • Seconded Development officer: project operational leadership and support. What resources, time or support will be needed? • Teacher release for coaching meetings and lesson observations, and CLPL. • Engagement survey tools, observation rubrics, and data analysis support. Additional Considerations The following research-informed themes will underpin the work of pedagogy coaches across schools: • Instructional Coaching as an effective, sustained model of professional learning (Kraft, Blazar & Hogan, 2018). • Rosenshine’s Principles of Instruction (2012) and Formative Assessment Strategies (Black & Wiliam, 1998) as key features of highly effective teaching. • Evidence that targeted pedagogy benefits disadvantaged learners most (Hattie, 2009). Anticipated Outcome What change do you want to see for learners? By when? Please remember the targeted group where improvement is particularly relevant (equity groups within / SIMD 1&2) By June 2026, learners in the target classes will demonstrate: • Increased engagement in learning (cognitive, behavioural, and emotional). • Evidence of progress in curriculum learning through formative assessments. Teachers will demonstrate: • Increased confidence and consistent use of highly effective teaching practices. • Improved ability to adapt instruction responsively to learner needs. How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim? Please consider including a short-, medium- and long-term set of measures) Short-term (by January 2025): • Baseline vs post student engagement survey. • Classroom observation rubrics show growth in explicit instruction, feedback, and formative assessment. • Coaching fidelity logs demonstrate regular cycles completed. Medium-term (by April 2026): • Observable increase in learner participation (% on-task behaviour, assignment completion rates). • Teacher self-efficacy surveys show ≥20% improvement in confidence with pedagogy. Long-term (by June 2026): • Target classes show measurable improvement in engagement scores. • Evidence from focus groups and interviews of sustained positive learner experience. 74
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19 Workstream 2 Learner Engagement Project Lead(s): Leeanne Kelly and Equity Team 75
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20 Workstream 2 – Learner Engagement Scottish Government Core Measure: HWB measure (attendance) Name of Project: Attendance (Primary & Secondary) South Lanarkshire Council Strategic Equity Fund Project Plan 2025/26 Name of Project: Attendance Project Lead: Leeanne Kelly & DO Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: CLPL charges = room costs; catering costs; supported study hours to enable staff to undertake relevant work/tasks/research out-with school time - £4500 Total Costing for 2025/26: £4500 Total costs for the project is known: estimate is Similar to 24-25, but with slight increase reflecting increase in participant numbers and room costs. Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • All SCQF level 5 or above – All SCQF Awards • All SCQF level 6 or above – All SCQF Awards • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Project Plan: 2025-26 Overview: The programme, which is designed to improve attendance and pupil engagement, will be expanded to include headteachers, depute head teachers and principal teachers from across all primary schools within the South Lanarkshire local authority. Participation will be prioritised for schools with higher proportions of pupils in the lowest deprivation quintiles (Q1 and Q2) and those eligible for Free Meals Entitlement (FME). This targeted approach will ensure that the initiative directly supports the children and communities most affected by persistent absence, driving measurable improvements in attendance outcomes. QLO Equity will be the project lead supported by Education Scotland’s Attainment Advisor, SLC Educational Psychologist, Scottish Government Improvement Advisor and an Equity Development Officer. Further coaching support, capacity allowing, will also be provided in between sessions by the Attendance team. The following outlines the timescales and intended content of each session: Cohort 3 • Session 1 – October 2025 76
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21 Triangulating qualitative and quantitative data and identifying the scope for improvement. Baselines identified and clear aims for the year set. The attendance team will connect schools into smaller sub-groups, to encourage peer support. • Session 2 – November 2025 Analysis of the push and pull factors for targeted group of pupils identified. Planning test of change activity to implement in school. Input from Equity DO- Features of highly effective LTA practice, Curriculum engagement. Input from Nurture DO EBSNA • Session 3 – January 2026 Check-in on successes and challenges. Refine approaches - adopt, abandon, adapt. Begin to consider transitions (nursery-primary and primary-secondary) and identify schools willing to work on a transition test of change activity. Input from Nurture DO- transitions. • Session 4 – March 2026 Check-in on successes and challenges. Refine approaches - adopt, abandon, adapt. Discuss how learning can be upscaled and shared in schools and across SLC. • Showcase – May 2026 Sharing good practice; highlight successful strategies and reflecting on future opportunities to drive further improvement. Additionally, the programme will encourage: • Communication around attendance in our schools • Tracking and monitoring of attendance and attendance policies • Transitions and early identification • Patterns of attendance with large family groups and EAL pupils (priority groups outlined within PEF National Operational Guidance 2023, p7) • Rurality issues • Connections with siblings and study leave • Attendance panel to provide support for chronic non-attenders The aim is to drill down with schools to ascertain what work is having the highest impact. Effective work within the targeted group will be capitalised upon and shared with all SLC schools as part of drive to close the poverty-related attendance gap A showcase event in May/June 2026 will be planned to showcase the work undertaken by the targeted schools. Anticipated Outcome What change do you want to see for learners? By when? SLC HWB (attendance) Stretch aim trajectories outlined in the SEF plan 2025-26 to be achieved by June 2026 with a view to meeting 2025-26 published stretch aims for HWB - attendance, with an ambitious sub-aim of exceeding those for participating schools. All participating schools involved in the group project will see attendance increase by 0.2 pp for the targeted intervention group (TIG). Schools will set additional school or TIG aims by the end of Session 2, to be achieved by June 2026. How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim) • Stretch aim data checked at key points (baseline in August 2025, mid-point in January 2026 and end point in June 2026) • School aims reviewed at the following sessions – November 2025 (baseline), Jan 2026 (mid-point 1), March 2026 (mid-point 2) and May/June 2026 (end point). • Updated attendance custom report will support target schools with this. This will be shared with all participating SLC schools, they will be encouraged to use this regularly to track progress with attendance and use the info to plan appropriate next steps in their school. Monthly data will be gathered using Primary Attendance Tool. 77
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22 Workstream 2 – Learner Engagement Scottish Government Core Measure: HWB measure (attendance) Name of Project: Equity Matters: BEAM (Building Engagement, Attendance and Motivation) South Lanarkshire Council Strategic Equity Fund Project Plan 2025-26 Project Lead: Leeanne Kelly & DO Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: CLPL charges = room costs; catering costs; supported study hours to enable staff to undertake relevant work/tasks/research out- with school time - Total Costing for 2025/26: Total costs for the project if known Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • All SCQF level 5 or above – All SCQF Awards • All SCQF level 6 or above – All SCQF Awards • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Project Plan: Year 1 (2025-26) Overview: A group of 7 primary schools have agreed to be part of the Equity Matters: BEAM (Building Engagement, Attendance and Motivation) Project. The schools are a mix of denominational and non-denominational and sit within a variety of different learning communities across the authority with 2 of the schools sitting under a joint headship. Throughout the BEAM programme, equity is the central driver. Every stage, from identifying needs, to selecting targeted supports, to sustaining impact, explicitly seeks to address inequalities faced by children and families living in SIMD 1 and 2 or are children who qualify for Free School Meals (FME). By combining attendance interventions, nurture supports, and targeted pedagogy, BEAM seeks to eliminate barriers to learning caused by poverty and disadvantage where each school will co-design, alongside members of the equity team, bespoke interventions tailored to its data, context, and school improvement priorities. The programme will recognise families as partners and aim to build sustainable engagement through both informal and 78
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23 formal supports. It will offer professional learning to ensure staff are equipped to maintain these equity-focused improvements beyond the project’s initial timeframe. The BEAM programme is designed to support three key groups within participating schools: 1. Pupils o Children experiencing disadvantage, low attendance, or disengagement in learning. o Pupils requiring targeted learning support through digital, inquiry-based learning, play-based learning and other pedagogies. o Children benefiting from nurture approaches, safe spaces, and attendance interventions. 2. Families o Parents and carers living in socioeconomically disadvantaged contexts. o Families requiring digital inclusion support, enhanced knowledge, and stronger home-school partnerships. o Those who will benefit from informal engagement (coffee mornings, drop-ins) and formal supports (family learning workshops, parental skills programmes). 3. Staff o Teaching and support staff across the six participating primary schools. o Staff requiring professional learning in equity, trauma-informed and relational practice, and strategies to engage families effectively. o Practitioners who will potentially form peer-learning groups and professional enquiry clusters to sustain practice. The BEAM programme is structured around a four-week block of targeted interventions per participating school. It will be delivered in a structured four-week cycle, providing schools with a clear framework to plan, implement, and evaluate targeted interventions. • Week 1: Initial Planning & Baseline Data o Identify needs via attendance, attainment, and engagement data. o Gather voice from pupils, staff, and families. o Establish action plans aligned with equity priorities and the School Improvement Plan. • Week 2: Early Implementation o Begin delivery of pupil, family, and staff supports. o Carry out attendance interventions, nurture activities, family engagement workshops, and staff training. o Mid-point check-in to review emerging progress. • Week 3: Continued Delivery & Monitoring o Adapt and refine interventions based on pupil and family feedback. o Deepen targeted learning and family engagement activities. o Ongoing monitoring of attendance and engagement data. • Week 4: Review & Sustainability Planning o Evaluate impact on equity, attendance, and motivation. o Co-create sustainable plans with staff to embed equity-focused practices into daily school life. o Share learning within and across schools. • End of Block: Showcase/Sharing Event to highlight outcomes, successes, and strategies for replication. All participating schools will also be able to access continued support from the team involved through check-ins and progress spotlights. Wider Involvement and Roles 79
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24 The success of BEAM depends on collaboration between schools, families, and wider partners. The roles of those involved are outlined below: • Equity Team DO’s: Deliver up to 2 days per week of direct implementation support across the four-week period. Provide facilitation, resources, and oversight to ensure targeted interventions are evidence-based and sustainable. • School Senior Leadership Teams: Lead planning and alignment with School Improvement Plans, ensure priorities are equity-focused, and monitor progress. • Families and Carers: Active partners in co-created activities, contributing to family/community projects, and sustaining parental engagement initiatives. • Pupils: Engage directly in intervention groups, nurture activities, and targeted learning sessions. • Community Partners: Support initiatives such as family clubs, digital inclusion projects, and community libraries. This collaborative approach reflects a shared responsibility to reduce inequity and close the poverty-related attainment gap. Resources, Time, and Support Delivery of the BEAM programme requires commitment of time, staffing, and resources to ensure maximum impact. • Time: o School leadership and staff must dedicate time to planning, delivery, and review. o Families are asked to commit to attending workshops and informal engagement activities. • Human Resources: o CQIS team providing expert facilitation (up to two days per week). o School-based staff leading interventions. o Family learning facilitators and community partners potentially contributing to delivery. • Material and Financial Resources: o Digital tools and resources to support targeted learning. o Physical spaces for family workshops, drop-ins, and community activities. o Materials for nurture and family projects This combination of support ensures interventions are both high-quality and sustainable. Anticipated Outcome The BEAM programme is expected to deliver measurable improvements in pupil engagement, attendance, and attainment, particularly for children and families in SIMD 1 and 2 and those qualifying for FME. All participating schools involved in the targeted group project will set their own individual school aims, and/or targeted group aims. However, by the end of each four-week intervention block, schools should see an increase in attendance among targeted pupils, with an aspiration to raise overall attendance rates for this group. It is anticipated that sustained engagement in the tailored activities will lead to a reduction in late coming across participating schools. Family engagement is projected to strengthen significantly, this is expected to translate into improved parental confidence in supporting learning at home, evidenced through feedback and follow-up surveys. Staff capacity will also be enhanced, with participating staff accessing professional learning in equity, family engagement, attachment informed trauma-sensitive practice and pedagogical approaches. These outcomes will not only support short-term gains but will also build sustainable practices that help close the poverty-related attainment gap in the longer term. 80
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25 How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim) Progress will be measured systematically through a combination of quantitative data, qualitative evidence, and stakeholder feedback, ensuring that impact is both measurable and meaningful. Each school will collect baseline data at the outset of the BEAM intervention block, and progress will be tracked weekly and reviewed at the end of the four- week cycle and beyond. Indicators of Progress will include: • Attendance Data: o Weekly monitoring of attendance rates for targeted pupils. o Reduction in late-coming and absence, with a specific focus on those children from SIMD 1 and 2 and FME pupils. • Engagement Data: o Participation rates in nurture groups, family workshops, and parental engagement activities. o Pupil voice surveys indicating increased motivation and a stronger sense of belonging. • Attainment Measures: o Short-term progress in literacy and numeracy benchmarks for targeted cohorts. o Monitoring of classwork, formative assessments, and teacher judgements to evidence improvements. • Family Confidence: o Feedback from parents/carers indicating greater confidence in supporting their children’s learning at home. o Increased frequency and quality of home-school communication. • Staff Capacity: o Uptake and application of professional learning by staff. o Evidence of equity-focused approaches embedded in classroom practice. The BEAM programme contributes directly to the overarching SEF stretch aim of reducing the poverty-related attainment gap in literacy, numeracy, and health and wellbeing across South Lanarkshire. In measurable terms, the programme will support schools to achieve: • An increase of at least 1-2% in attendance rates for targeted pupils, moving towards the Council’s strategic aim of ensuring all children maintain at least 90% attendance. • At least 70% of identified families engaging in one or more school-led support activities. Progress will be tracked not only within each school but also collated across all participating primaries to allow us to evaluate collective impact, identify best practice, and inform future cycles of Strategic Equity Funding and to build a rationale for the potential expansion of the programme. 81
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26 Workstream 2 – Learner Engagement (Digital Projects) Scottish Government Core Measure: HWB measure (attendance) Name of Project: VR Projects South Lanarkshire Council Strategic Equity Fund Project Plan 2025/26 Project Lead: Rachel Thomson (VR) Link to SLC Equity Workstream (Please highlight as appropriate) • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: [Items] = £x DO Salary Costs = £50,000 1 RM VR Kit = Included in contract (possible purchase of additional kits) = approx. £6000 Total Costing for 2025/26: £56,000 Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • All SCQF level 5 or above – All SCQF Awards • All SCQF level 6 or above – All SCQF Awards • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities [highlight as appropriate] • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Primary Schools in our rural learning communities, with a high number of Q1 learners with low attendance rates. Data from 2024-2025 has been used to extrapolate the schools with the highest number of SIMD Q1 pupils with the lowest percentage Attendance. Of the top 10 schools highlighted from the Clydesdale locality, 6 have been chosen as a focus, covering all 4 Learning Communities and incorporating an ASN school and one with an ASN base. See below: 82
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27 The schools will be asked to identify the pupil(s)/groups to take part in the project (these have not yet been established) but an estimated number, per school, would be a maximum of one class (approximately 30 pupils). Who else will be involved and what will their role be? Rachel Thomson – Digital Development Officer (project lead) Head Teacher & identified school-based Lead Teacher What is the timescale for delivery? June 2026 What resources, time or support will be needed? Resources • VR Kit • VR Software • Teaching & Learning resources Time • Training for project leads (LA & Schools) • Development of guidance for schools, support videos and model lesson plans • Scoping visits for project lead to learn from schools currently using VR kits • DO support for schools 83
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28 Support • RM support with kit (troubleshooting & network) • DO support for schools Training and Professional Learning • Develop training plan to deliver to lead teachers (train the trainer model) • Support lead teachers to deliver training to wider staff & pupils (modelled lessons, team teaching) • Facilitate professional dialogue around the pedagogy that underpins use of VR to engage & motivate learning, and enhance teaching & learning Anticipated Outcome What change do you want to see for learners? By when? Please remember the targeted group where improvement is particularly relevant (equity groups within / SIMD 1&2) By June 2026: • Pupils in SIMD Q1 who have attendance below 90% will be taking part in the project from across 6 schools within the Clydesdale locality • Individual pupils will be identified by the schools and attendance and engagement tracked for the duration of the project • They will have been exposed to rich learning experiences using Virtual Reality, that they would otherwise have not had access to eg visiting museums, foreign countries etc • Schools will be asked to identify topics they have already planned for that could be enhanced/augmented by Virtual Reality or opportunities explored to provide bespoke VR experiences eg virtual class trip. • These experiences will lead to the target groups engaging more in their learning • These experiences will lead to the target groups being more motivated to attend school, initially to participate in the VR lessons but eventually because they are having positive experiences both within and out with the classroom, academically and socially • Increasing attendance by 5% per pupil identified would be a measure that could be used to suggest the project was successful. How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim? Please consider including a short-, medium- and long-term set of measures) • Schools will be asked to submit details on target groups; targeting specific learners who fall into the SIMD Q1 category but who also have attendance that falls below 90%. • Given the school rolls in the target schools and the nature of the project if is not realistic to target all learners in each school • Schools will monitor pupil attendance and identify trends, to help inform when VR experiences will take place. • Head Teachers, Lead Teacher, Class Teachers, Parents/Carers and Learners will be asked for their feedback throughout the project about the approaches and the impact they feel they have had on engagement and attendance. A 6-point scale will be used to gather data and opinions on new approaches and their impact. • The aim is to collect feedback at key points following VR content delivery which will be at different times in the term for each school as the VR kit will need to be rotated among the 6 schools. • A midpoint review will be conducted in December 2025 to evaluate the progress so far and make any adaptations necessary. • As part of ongoing review, focus groups will be conducted to gather impact statements which will help generate case studies towards the end of the project. 84
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29 Workstream 3 Strengthening Relationships Project Lead(s): Maureen Farr and Sam March 85
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30 Workstream 3 – Strengthening Relationships Scottish Government Core Measures: HWB measure (attendance) Name of Project: Cost of the School Day South Lanarkshire Council Strategic Equity Fund Project Plan 2025/26 Project Lead: Maureen Farr Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Admin costs 0.6FTE Lead Officer Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • SCQF level 5 or above – All SCQF Awards • SCQF level 6 or above – All SCQF Awards • Participation measure • HWB measure (attendance) • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Project Outline Following from a parental survey in June 2025, it is clear that there is inconsistent practice and messaging around Cost of the School Day. During this session work will be done to ensure a more consistent approach across schools and Early Years Establishments. This will be accomplished by: • Using Equity Networks to engage with Equity Leads in the form of workshops, updates and sharing best practice from other schools. • Sharing the results of the parental survey with head teachers at either Learning Community meetings or Business Meetings. • Targeting 20 schools for engagement throughout the 25-26 session to gather current practice, suggest areas for improvement and following up to see impact of suggestions. • Giving all head teachers an updated presentation on the Cost of the School Day for them to adapt to their own context and deliver to their Parent Councils. • Remind head teachers of the support available on Cost of the School Day through the SLC Guidance document, Equity Hub, Attainment Advisor and Lead Officer. 86
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31 Target Group All schools and Early Years Establishments Others Involved Attainment Advisor CPAG – advice/guidance/resources Timescale CoSD Lead will present at Equity Networks October 2025 onwards Updated parental presentation sent to all schools By end October 2025 20 schools chosen to be targeted by LO and AA By end November 2025 CoSD LO deliver results of parental survey to HTs By end December 2025 At least 75% of targeted schools deliver parental presentation to Parent Councils By end of 25/26 session Anticipated Outcome What change do you want to see for learners? By June 2026, 100% of targeted school equity leads will have engaged in workshop and information sessions and shared plans and measures for a targeted group of YP in their own school. From a baseline, Q1 (or Q1+FME) learners will show greater improvement to that of their peers from other Qs using that same measure. To assist schools in delivering this Outcome, 75% of the 20 targeted schools will adapt the updated Parental Presentation on CoSD to suit their school context and deliver to their parent councils during the course of the 25/26 school session. How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim) 1. Shared and collated plans from schools (specific focus on targeted schools) 2. CoSD focus within equity visit to targeted schools (gathering evidence of progress) 3. Engagement at termly equity workshop sessions 4. A series of school specific measures show accelerated improvement for targeted YP against others. 87
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32 Workstream 3 – Strengthening Relationships Scottish Government Core Measure: HWB measure (attendance) Name of Project: Nurture South Lanarkshire Council Strategic Equity Fund Project Plan 2025/26 Project Lead: Sam Marsh Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: 0.4FTE Development Officer Neilsland Hub use for courses Photocopying of course materials Printing costs for Nurturing Interventions Toolkit Total Costing for 2025/26: Total costs for the project if known: Unknown Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 based on Insight (All SCQF Awards) • 1 or more award at SCQF level 6 based on Insight (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Target group – Early Years, Primary, Secondary, ASN provision, partners who work in our establishments (i.e. Pathways, Specialist Support Team, Youth and Family Community Workers, etc.) Project Plan: The Nurture projects for 2025/26 are designed to support a wide range of educational stakeholders, including Early Years, Primary, Secondary, and Additional Support Needs (ASN) provisions. It also extends to partner agencies such as Pathways, the Specialist Support Team, and Youth and Family Community Workers who collaborate within South Lanarkshire educational establishments. The project will be delivered over the full academic year, from August 2025 to June 2026, and will require dedicated staffing, access to training venues, and the development of high-quality learning materials. Course Development A key component of the plan involves the development of a new professional learning course that builds upon existing training in Nurturing Interventions and the Boxall Profile. The new training will be a comprehensive offer that provides practical support in setting up 88
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33 and implementing nurture interventions within establishments. The new ‘SLC: Nurture Interventions Overview’ training is a learning opportunity for staff at all levels across the authority that consists of 5, 2-hour twilight sessions. This new course will also incorporate a reconnection element, enabling practitioners to reflect on and share the impact of their learning with colleagues, in the form of a small test of change enquiry project, thereby fostering a collaborative and reflective culture. The initial pilot group for this CLPL offer will run in September/October 2025 with an expected ‘share the learning’ session where participants will return in February 2026 to share the findings of their practitioner enquiry. We foresee that we will run this training offer at least one other time throughout this session. Early Years Cross Sector Working To ensure sustainability within the Early Learning and Childcare (ELC) sector, a targeted training programme will be delivered to a group of ELC practitioners. This initiative aims to build capacity within the sector by equipping practitioners to cascade nurturing principles and practices across their settings. The training will be grounded in the Six Principles of Nurture and will explore their practical application within early years establishments. This aspect of the project will continue to be shaped through discussions with the Early Years Managers. Bespoke Support Bespoke consultancy will be offered to schools seeking to develop nurturing interventions and embed the Attachment Strategy within their local context. This tailored support will also allow establishments the opportunity to receive training on the Six Nurture Principles and Relational Practice, subject to identified need and resource availability. Digital Support We will also maintain and enhance the Attachment and Nurture page on the Staff Learning Centre, ensuring that practitioners have access to up-to-date resources and guidance. Additionally, the Nurture Resources PowerPoint, hosted on the Glow platform, will continue to be developed to signpost useful materials and links. Anticipated Outcome What change do you want to see for learners? The Nurture project aims to bring about meaningful and measurable improvements in both practitioner capacity and learner experience across South Lanarkshire educational settings. 1. Increased Practitioner Competence A central objective is to enhance staff understanding and application of attachment- informed, trauma-sensitive, and nurturing practices. Through targeted professional learning and ongoing support, practitioners will be better equipped to identify and respond to the specific needs of vulnerable learners, particularly those within Quintile 1 (Q1), who are most affected by poverty-related barriers to attainment. 2. Improved Learner Experience As a result of this enhanced professional capacity, educational establishments are expected to evolve into more inclusive, emotionally safe, and nurturing environments. These changes are anticipated to reduce learner anxiety, improve engagement, and remove barriers to 89
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34 participation and achievement. The embedding of nurturing principles and relational approaches will contribute to a culture of care and connection, which is essential for promoting wellbeing and improving outcomes for children and young people. 3. Sustainable Practice Development In addition, the project seeks to build sustainable delivery models for nurturing interventions. This includes the development of a new professional learning course and a sector-wide training programme for Early Learning and Childcare (ELC) practitioners. These initiatives are designed not only to meet current training needs but also to ensure long-term capacity within the system to maintain and expand nurturing practices. How will we know if we are having the desired impact? (How progress will be measured and tracked-indicators of progress and overall stretch aim) To ensure the effectiveness of the Nurture project and its alignment with strategic equity goals, a robust framework for measuring progress and evaluating impact will be implemented. This framework will focus on both qualitative and quantitative indicators, capturing changes in practitioner confidence, learner outcomes, and systemic engagement with nurturing practices. Practitioner Impact Following participation in professional learning activities, staff will be invited to complete reflective evaluations and feedback forms. These will assess increases in knowledge, confidence, and practical application of attachment-informed and trauma-sensitive approaches. Particular attention will be paid to how practitioners adapt their strategies to meet the needs of learners in Quintile 1 (Q1), who are disproportionately affected by poverty-related barriers. Feedback will be analysed to identify trends, areas for improvement, and evidence of sustained practice change. Establishment Engagement The number of establishments engaging with the Attainment Improvement Plan (AIP) Accreditation process will be tracked as a key indicator of systemic commitment to nurturing and relational approaches. Growth in accreditation submissions and successful awards will demonstrate increased capacity and prioritisation of wellbeing-focused interventions across the authority. Learner Outcomes Although the project is primarily focused on practitioner development and systemic change, indirect learner outcomes will be monitored through existing data sets. These include attendance rates, engagement metrics, and attainment data—particularly for Q1 learners. Where possible, qualitative feedback from learners and families will be gathered to assess perceived changes in school climate, relationships, and support. 90
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35 Workstream 3 – Strengthening Relationships Scottish Government Core Measure: HWB measure (attendance) Name of Project: Play Therapy South Lanarkshire Council Strategic Equity Fund Project Plan 2025-26 Project Lead: Sam March Link to SLC Equity Workstream (Please highlight as appropriate) • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: £85,000 – This should support about 175 children Total Costing for 2025/26: £For individual play therapy Total costs for the project if known: Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) [highlight as appropriate] • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • All SCQF level 5 or above – All SCQF Awards • All SCQF level 6 or above – All SCQF Awards • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities [highlight as appropriate] • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? • The target group is children from the age of 5 and 10. • The project involves the delivery of individual theraplay or play therapy intervention. • This involves using a provider on the South Lanarkshire Framework, that has already been quality assured. The provider model is highly collaborative, focusing on resilience building interventions aimed at developing emotional intelligence, self- regulation, confidence, self-esteem, optimism, problem solving and social competence in the child. The focus is on the protective factors, and the strength resources a child needs to manage adversity, “bounce back” and strengthen their psychological wellbeing so as to thrive into the future by managing their own mental health and emotional wellbeing. The provider will work collaboratively with school staff to support existing approaches. • This is an 8-session model for the child and includes meeting with parents. If necessary, some of the 8 sessions can be dedicated to the parents. Anticipated Outcome What change do you want to see for learners? By when? Please remember the targeted group where improvement is particularly relevant (equity groups within / SIMD 1&2) 91
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36 • 80% of children and young people that complete sessions with Heath as One Theraplay will demonstrate improved wellbeing. This is in line with other well screened and well implemented therapeutic talking therapies. • Children will start the service at different times, depending on date of referral. The evaluation will be pre- at the start of intervention and post, at the end of the 8 sessions. • The budget allows for about 175 children. • Evaluation will consider overall effectiveness with all children and the impact on Q1 learners, and or on those with FME. • It will consider the take up of the service for Q1 children. Evidence to date shows that take up for counselling supports in South Lanarkshire is good for counselling type approaches, which 28% of users of counselling through schools (age 10 and above) being from Q1. How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim? Please consider including a short-, medium- and long-term set of measures) • The programme effectiveness will be monitored as above. • The breadth and scope of the use of the intervention will be monitored to ensure equity of access across South Lanarkshire six monthly. Referral patterns will be discussed with Senior Managers of Pupils Support 92
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37 Workstream 4 Curriculum Project Lead(s): Leigh Miller and Curriculum Team 93
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38 Workstream 4 – Curriculum Scottish Government Core Measures: ACEL Primary – literacy – P1, P4 & combined ACEL Primary – numeracy – P1, P4 & P7 combined Name of Project: Improving Our Writing South Lanarkshire Council Strategic Equity Fund Project Plan 2025-26 Project Lead: Leigh Miller Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: • Seconded Lead officers for Curriculum x1 • 0.4 staffing allocation for 1 schools to allow Strategic Lead HTs to be released to support schools and develop writing. • Development Officer for Curriculum x1 Total Costing for 2025/26: Total costs for the project if known: Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 based on Insight (All SCQF Awards) • 1 or more award at SCQF level 6 based on Insight (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • SCQF level 5 or above – 1 or more on leaving school • SCQF level 6 or above – 1 or more on leaving school • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan: Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Training and Professional Learning Following an extensive review of international and national research, alongside the collection of best practice from South Lanarkshire primary schools, a new framework has been developed to improve writing pedagogy. 94
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39 Improving our Writing (IOW) is a yearlong programme involving practitioners and senior leaders within primary schools, which focuses on high quality self-evaluation at classroom level, leading to: • Improved learning and teaching in writing • use of data informed targeted interventions • improved attainment and achievement in writing; and • a relentless focus on equity and excellence for all children and young people IOW is designed to be part of the School Improvement Plan (SQIP) and is flexible to work in different contexts. The focus of the programme in each school is driven by their self- evaluation evidence. Improving our Writing is aimed at improving Practitioner's knowledge and understanding of teaching the fundamentals of writing. It is a CLPL programme which unpacks the most basic, but often overlooked, elements of writing, which need to be explicitly taught before children can make further steps towards successful independent writing demanded by most writing programmes. IOW provides focused professional learning to allow staff to build their knowledge and skills and put this into practise in the classroom using a sprint model. It encourages staff collaboration and builds staff confidence in using data to raise attainment. It sets out small teaching sprints which aim to lead to big improvement. Target Group: Primary leaders, practitioners and learners will benefit from the support provided. For session 2025–2026, 28 primary schools are participating in the programme. Each school has embedded the framework into their school improvement planning and attended an introductory session to support full implementation from August. Schools will nominate a lead, who will work with central staff and then deliver the programme at establishment level. Of the 28 schools involved a targeted group of 5 schools will be used as a test of change sample, to monitor progress and attainment with a particular focus on Quintile 1, plus FSM learners. These schools have been identified as they are schools in which writing is below SLC attainment figure and have a high number of learners affected by poverty. These schools will benefit from enhanced support to deliver this programme for our Curriculum Development officer. Test Of Change Schools: • Rigside Primary • Netherburn Primary • Cairns Primary • Douglas Primary • Carnwath Primary Who will be involved /what role will they have: Lead officer Curriculum role: • Strategic planning for IOW • Plan and deliver the leadership sessions and offer ongoing support for schools • Carry out linked Quality assurance visits Development officer role: • Supporting the delivery of the IOW leadership sessions. 95
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40 • School support visits and team teaching to support delivery of the programme in school. Strategic Lead Head Teacher: • Support the creation of the HT materials for IOW and consider links with wider literacy framework. Time Scale: Year 1 • Development of the programme, schools sign up and piloting of lesson materials. Year 2 • Aug- Nov: Schools will be supported to establish a writing baseline using the staff confidence survey, Fact, Story, Action, learner statements and learner focus groups. • Schools will set a writing stretch aim linked to ACEL P4 data. • Nov – March: Schools undertake 3 focus Sprints, as identified from baseline data. Reviewing practice, sharing evidence of improvement through structured professional dialogue. • March – June: Revisit baseline evidence and compare to assess progress and impact. Anticipated Outcome (insert stretch aim table) What change do you want to see for learners? Outcomes: • By June 2026 the 40 practitioners involved in the IOW programme will have improved knowledge and understanding of the fundamentals of teaching writing, with improvement within the confidence scale of at least 2 points for each Sprint focus areas undertaken. • By June 2026, of the Quintile 1 and FSM learners in P4 across the five focus schools, 77% will show improved attainment levels in writing attainment in the identified targeted areas through progress indicators from learner statements. How will we know if we are having the desired impact? (How progress will be measured and tracked-indicators of progress and overall stretch aim) Measures: • Pre & Post Staff confidence in teaching writing survey • School Fact, Story, Action returns. • Learner Statement Data, collated after each sprint/ ACEL collections Nov, Feb, May. • Class teacher focus group reviewing the programme. ACEL Literacy combined P1, P4 & P7 Annual Trajectory Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 71.5 – 75 62.5 – 66 83.5 - 85 22.5 – 17.5 2024-25 73.5 - 77 64.5 – 67.5 84.5 - 86 21.5 – 17 2025-26 Stretch aim Overall levels SIMD quintile 1 SIMD quintile 5 Gap (Q1 – Q5) 77.2 70.3 86.3 16.0 96
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41 Workstream: Curriculum Scottish Government Core Measures: ACEL Primary – literacy – P1, P4 & combined ACEL Primary – numeracy – P1, P4 & P7 combined Name of Project: Nuffield Early Language Intervention (NELI Year 4) Project Lead: Leigh Miller Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Training costs Costings: £60.444.48 ( Cost includes language screening, intervention training, whole class training and Pre-school training.) Central Admin costs • Central support for co-ordination of training and correspondence with schools/NELI Teams. Development Officer supporting this. • Central support (data lead) with collection and comparison of NELI assessment data and P1 ACEL data Quintile 1 v Quintile 5. Data Officer supporting this. Total Costing for 2025/2026: Training: £60.444.48 Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • SCQF level 5 or above – 1 or more on leaving school • SCQF level 6 or above – 1 or more on leaving school • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan After the successful implementation of the NELI intervention last session, the intervention programme will continue. We will also continue to support establishments with the whole class programme which runs alongside the intervention in class offering a more universal approach. (NELI whole class should run slightly behind the intervention allowing targeted pupils to have a head start.) We are also looking to support nursery classes to introduce the NELI pre-school programme. Establishment involvement: NELI Intervention: 54 Schools 97
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42 NELI Whole Class: 45 Schools NELI Pre School: 15 Nursey Classes NELI Intervention Programme NELI intervention is a 20- week programme. Three 30-minute sessions per week are delivered to groups of five children from October 23 –February 24 (20 weeks). Children also attend an additional two 15-minute individual sessions per week. All sessions focus on listening, narrative and vocabulary skills. Target groups P1 (and P2 and P3 in some cases) learners in Quintile 1 identified through ongoing formative and summative assessment during the FLIPP programme, and those highlighted in the NELI pre-assessment tool – ‘Language Screen’. Language Screen allows strength/weakness in oral language and communication to be identified. Language Screen will measure a child’s language development in 4 key areas: 1. Expressive Language 2. Listening Comprehension 3. Receptive Vocabulary 4. Sentence Repetition School Team • Participating schools have a NELI Lead who oversees the organisation, training delegation, registration of pupils and Language Screen. • The intervention is designed for SSAs to run, but can be delivered by anyone who has undergone the online training. • The whole class addition is designed to by run in class by the class teacher. • NELI Pre school is designed for early years practitioners to deliver. NELI Training and School Support 1. Online staff training and support 2. Access to a Language Screen tool 3. Printed resources e.g. programme handbook and flashcards – supplied by company Overview of training and support All training and support to deliver the programme is provided online, meaning it can be easily and flexibly accessed by all schools. The online training is hosted on the FutureLearn platform and involves three linked courses which school staff can access, work through and digest at their own pace. • Course 1 – Language Fundamentals • Course 2 – Delivering the Nuffield Early Language Intervention • Course 3 – Teaching letter/sounds and phonological awareness P1 class teachers for NELI pupils are required to complete course 1 and can choose to complete course 2 and 3 if they wish. Many schools who are running NELI for a fourth year will no longer require this training, although staff can revisit training as required. An online NELI Delivery Support Hub, also hosted on the platform FutureLearn, is accessible throughout and provides additional materials such as videos of NELI sessions, a forum for trainees to discuss approaches, ask NELI experts questions and connect with colleagues in other schools also delivering NELI. Central Monitoring and Tracking 1. All results from Language Screen can be viewed by central lead in the new NELI dashboard. 98
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43 2. Results are analysed for baseline at the start and process at the end. 3. Gains for children who complete the intervention can be measured against those who did take part. 4. Collection and comparison of ACEL data for SIMD QUINTILE 1 V SIMD 5 for session 2024/2025 and projected 2025/2026 in Primary 1 Reading. The NELI Whole Class and Preschool models are designed to run alongside the targeted NELI intervention, extending its impact across the wider early level. Delivered by the class teacher or in nursery setting by an early year’s worker, the whole-class/ early years programme mirrors the core content of NELI and provides a flexible bank of activities that can be tailored to suit each session. The programme includes a rich variety of resources to support implementation, including: • Sample activities aligned with key language development goals • Songs and rhymes to reinforce vocabulary and phonological awareness • Digital slides to guide session delivery and support visual learning This approach ensures that all children benefit from high-quality language input, while also reinforcing and extending the learning of those receiving the targeted intervention. It supports teachers in embedding early language development into everyday practice Anticipated Outcome ACEL Literacy combined P1, P4 & P7 Annual Trajectory Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 71.5 – 75 62.5 – 66 83.5 - 85 22.5 – 17.5 2024-25 73.5 - 77 64.5 – 67.5 84.5 - 86 21.5 – 17 2025-26 Stretch aim Overall levels SIMD quintile 1 SIMD quintile 5 Gap (Q1 – Q5) 77.2 70.3 86.3 16.0 What change do you want to see for learners? By intervening early to support children’s oral language and communication- the foundation for reading and writing success- we would expect to see more children in Quintile 1 make greater progress in early reading and writing. By when? Year 4 June 20026 Outcomes: Outcome 1: By June 2026 Quintile 1 learners’ attainment who have been part of the NELI intervention across 54 Schools will have increased attainment across the 4 areas of language screening (Expressive Language, Listening Comprehension, Receptive Vocabulary and Sentence Repetition screening), with an average expected increase of 4 standardised points. Outcome 2: Uptake of the preschool model is expected to lead to a measurable increase in practitioner confidence, with an average improvement of at least 2 points on our 5-point confidence scale. This growth will be observed specifically among early years workers in the four key areas of language development: • Expressive Language 99
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44 • Listening Comprehension • Receptive Vocabulary • Sentence Repetition How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim) Year 4 Measure: • Pre and Post Screen Assessments/ ACEL data • Early Years confidence survey using a 5-point scale. • Quality assurance visits: case studies to evidence impact in 4 targeted establishments. 100
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45 Workstream: Curriculum Scottish Government Core Measures: ACEL Primary – literacy – P1, P4 & combined ACEL Primary – numeracy – P1, P4 & P7 combined Name of Project: Effective Pedagogical Practice in Mathematics and Numeracy: VCPA South Lanarkshire Council Strategic Equity Fund Project Plan 2025-26 Project Lead: Leigh Miller Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Supported study allocation to support VCPA trainers: £4,702.50 Development Officer Total Costing for 2025/26: Total costs for the project if known: Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 based on Insight (All SCQF Awards) • 1 or more award at SCQF level 6 based on Insight (All SCQF Awards • Leavers Positive Destination (Participation measure) • HWB measure (attendance) • SCQF level 5 or above – 1 or more on leaving school • SCQF level 6 or above – 1 or more on leaving school • Initial Positive Destinations • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan: Building on the success of the Maths Recovery training delivered over the past three years, South Lanarkshire is launching a new whole-school professional learning programme: VCPA. This initiative responds directly to the challenges schools face in releasing staff for training during the school day. VCPA—which stands for Verbal, Concrete, Pictorial, and Abstract—offers a research-informed, developmental approach to number sense and numeracy pedagogy. Unlike previous models, this programme is delivered in-establishment, allowing for: • Whole-staff training, ensuring consistency and shared understanding across teams. • Intensive, tailored support, including in-class coaching where needed. • Sustainable impact, by embedding high-quality pedagogy into daily practice. The VCPA model is grounded in evidence-based methodologies and supports practitioners to deepen their understanding of numeracy concepts. By strengthening pedagogical content 101
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46 knowledge, the programme aims to close the poverty-related attainment gap and raise attainment for all learners—particularly those in Quintile 1. Target Group: • 21 schools will participate, identified through school improvement planning as requiring a focus on Numeracy and Mathematics. • 4 schools will receive targeted follow up support and further quality assurance, with a specific focus on Quintile 1 progress. • Robert Own Memorial Primary • James Attain Primary • Loch Primary • St Marks Primary Individual teacher training will also be available to staff not involved in whole-school delivery, offered during the November and February Inset days. Who will be involved /what role will they have: The programme is led and supported by: • Curriculum Development Officer – responsible for coordination and strategic oversight • 7 VCPA Numeracy Leads – experienced training teachers who have worked to gain accreditation over the past three years and have streamlined the programme for August 2025 delivery and will support training. Time Scale: Training runs in 2 cohorts over the course of the year. Aug – Nov Cohort 1 Schools/ Jan – May Cohort 2 Schools. Half Day INSET Training (August12th /13th)- delivered by CQIS staff • Introduction of VCPA and resources • Number Talks strategies linked to 4 operations Twilights- delivered by SLC Numeracy Leads • Number words and Numerals • Structuring of Numbers • Early Counting and Advanced Addition and Subtraction • Two-digit Addition and Subtraction • Early Multiplication and Division Follow Up: Quality assurance visits to targeted schools by Development officer. Anticipated Outcome (insert stretch aim table) What change do you want to see for learners? ACEL Numeracy combined P1, P4 & P7 Annual Trajectory Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023/24 80.5 – 83 72 - 75 89 – 91.5 -20.1 – -14.0 2024/25 82 – 84.5 74.5 – 78 90 – 92.5 -18.0 – -12.0 2025/26 Stretch aim Overall levels SIMD quintile 1 SIMD quintile 5 Gap (Q1 – Q5) 84.9 79.6 93.6 -14.0 102
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47 Outcomes: • By June 2026 all most all school staff trained across the 21 schools will have increased staff knowledge and understanding in the Verbal, Concrete, Pictorial and Abstract pedagogy and the developmental stages of number sense, as well as greater confidence in planning and delivery of lessons. • By June 2026, 79% of the 321 Quintile 1 learners across the four focus schools will show improved numeracy attainment and engagement, as evidenced from progressive cohort data and classroom visits. How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim) Measure: • Staff pre – post training questionnaires. • Quality assurance visits, pupils focus groups/ class visits/ ACEL tracking data NOV, FEB, MAY 103
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48 Workstream 5 Learner Pathways Project Lead(s): Garry Maguire 104
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49 Workstream 5 – Learner Pathways Scottish Government Core Measures: SCQF level 5 or above – 1 or more on leaving school SCQF level 6 or above – 1 or more on leaving school Leavers Positive Destinations (Participation measure) Name of Project: SLC Mentoring (MCR Pathways) South Lanarkshire Council Strategic Equity Fund Project Plan 2025-26 Project Lead: Garry Maguire Link to SLC Equity Workstream (Please highlight as appropriate) • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: 9 FTE x Pathways Co-ordinators @ £47,265 1 FTE x Project coordinator @ £64,816 (This includes oncosts and 4% pay award). Total Costing for 2025/26: £490,201 Total costs for the project if known: As above Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) [highlight as appropriate] • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • All SCQF level 5 or above – All SCQF Awards • All SCQF level 6 or above – All SCQF Awards • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities [highlight as appropriate] • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? We work in collaboration with the MCR Pathways charity to deliver a school-based mentoring programme specifically designed to provide mentoring and personalised support for care experienced, disadvantaged or vulnerable young people. The MCR Pathways programme has been revised to include all 17 mainstream and 3 ASN Secondary Schools. Our SEF allocation will finance 9FTE Pathways Co-ordinators (PCs), with each school having a 0.5 FTE allocation. 3 schools have committed PEF to enhance their provision to 1.0 FTE. We have recruited an additional 1.5 FTE to accommodate this. The PCs will deliver group work to targeted S1 and S2 learners who may be care experienced and/or vulnerable or disengaged where a school has a full time PC and facilitate mentored meetings to targeted S3-S6 in all schools. 105
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50 MCR Pathways Coordinators are employees of South Lanarkshire Council. Administrative support is provided by the MCR Pathways charity, which is funded by Scottish Government, totalling approximately £83,000. They also recruit and train industry mentors. Each school will identify learners who meet a well-established range of criteria for the programme. These learners will then be matched with an MCR Pathways industry mentor by the schools’ MCR Pathways Coordinator, supported by MCR Programme Manager. Learners will then be provided with the opportunity to meet with their mentor at an agreed time on a weekly basis. It is expected that the mentors will commit to a regular weekly meeting time, at the learner’s school, on an ongoing basis. Training and Professional Learning • All training and professional learning for PCs is delivered by the MCR Pathways Programme Manager. • PCs complete the SLC mandatory training annually in line with council policy. Anticipated Outcome What change do you want to see for learners? By when? Please remember the targeted group where improvement is particularly relevant (equity groups within / SIMD 1&2) Attendance: • Pupils attending the programme will improve their levels of Attendance. Attainment: • Care-experienced pupils will have set targets and/or working grades for each subject. They will be on course to achieve these targets. Engagement: • Pupils will engage with mentors around discussion about their own learning and this will improve their engagement within the curriculum Positive progression beyond S4 (including Christmas leavers): • Numbers of pupils participating in the MCR programme identified as potential S4 leavers/ Christmas leavers will be reduced, where appropriate. • Pupils who elect to leave at the end of S4 (including Christmas leavers) will be supported onto a sustainable positive destination. How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim? Please consider including a short-, medium- and long-term set of measures) • Pupils participating in the MCR programme will have their attendance monitored termly. A comparison between beginning and end of year attendance will be made. Termly reporting will indicate if a pupil is improving/ sustaining their attendance in line with their attendance targets. • PC tracking spreadsheet will show initial targets set and map progress towards these targets, where appropriate. • Two case studies from each school provided for pupils showing a positive outcome. • The impact on pupils attending the programme will be measured using the CLD impact measures of Learning, Literacy, and Progression. This will be done through a Google form. We will also collate pupil responses at the start and end of term to inform engagement and effectiveness of the programme. • Tracking spreadsheet shows pupils who’s anticipated leavers date was the end of S4/ Christmas of S5 – participation in the programme will encourage pupils to remain into S5 or move to a sustained positive destination, as appropriate. 106
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51 Workstream 5 – Learner Pathways Scottish Government Core Measures: SCQF level 5 or above – 1 or more on leaving school SCQF level 6 or above – 1 or more on leaving school Leavers Positive Destinations (Participation measure) Name of Project: Wider Accreditation South Lanarkshire Council Strategic Equity Fund Project Plan 2025-26 Project Lead: Andrew Cunningham Link to SLC Equity Workstream (Please highlight as appropriate) • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: • Direct Devitt Comedy and Confidence - £2,800 per trained staff. Anticipate 2 additional staff members cost = £5600 • Emergency First Aid at Work - £1620 per group of 6 trained staff. 1 additional group trained = £1620 • FOLA training £1250 per trainee. Anticipate 2 additional staff members = £2500 • Outdoor first aid £36 per trainee, 2 additional staff members = £72 • Outdoor Fundamentals pack £350. Anticipate 2 schools = £700 • First Aid for Mental Health £2250 for a group of 6. Assume one group = £2250 • Approximately £4,000 set aside for schools to use external agencies to deliver wider accreditation courses to Q1 learners. • Day Dream Believers training/input - TBC • DO salary: £40,000 • Total Costing for 2025/26: £56,742 + DDB costs Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) [highlight as appropriate] • ACEL Primary – literacy – P1, P4 & P7 combined • ACEL Primary – numeracy – P1, P4 & P7 combined • 1 or more award at SCQF level 5 (All SCQF Awards) • 1 or more award at SCQF level 6 (All SCQF Awards • Participation measure • HWB measure (attendance) • Reduction in number of S4 leavers • Cost of School Day measure Link to SLC priorities [highlight as appropriate] • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: 107
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52 Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? Following the initial training phase of the Wider Accreditation Project, we are now moving into the delivery stage. The key points for this year are as follows: • Focus on Delivery: The primary goal is now for trained staff to deliver the range of wider accreditation courses (e.g., Direct Devitt Comedy and Confidence, Emergency First Aid at Work, Forest and Outdoor Learning Awards, DDB Creative Thinking) to pupils, with a continued focus on targeting Q1 learners to raise attainment. These courses have progression routes from S4-6 • External Provider Funding: Funding remains available to bring in external agencies to deliver courses for Q1 learners who are at risk of not attaining. • Reporting: We will continue to ask schools to provide data on the number of Q1 learners who complete Level 5 and 6 course awards. Training and Professional Learning • Ongoing Training Support: To ensure continuity, training for new staff or those in new roles can be requested and arranged on a school-by-school basis. Anticipated Outcome What change do you want to see for learners? By when? Please remember the targeted group where improvement is particularly relevant (equity groups within / SIMD 1&2) • By June 2026 there will be an increase in staff delivery of level 5 and 6 non-SQA Awards. • By June 2026 there will be an increase in Q1 learners being provided wider opportunities to achieve 1@5 or 1@6 through non-SQA Awards. • Add 1@5 data for non-SQA Awards when data is available How will we know if we are having the desired impact? (How progress will be measured and tracked indicators of progress and overall stretch aim? Please consider including a short-, medium- and long-term set of measures) • Insight (leavers’ data – March 2026) • SSR1 & 2 • Schools will be asked to submit details on learners who are put through these wider accreditation courses following staff training and asked to identify is they are Q1 or have other circumstances which put them at risk of not attaining. • A mid-year review will be submitted to update on progress of staff training and the numbers of learners (Q1 and other vulnerable groups) who have completed the training by that stage. • Stretch Aims associated with Widening Accreditation Opportunities: • 1@5 – Q1 or other vulnerable learners. • 1@6 – Q1 or other vulnerable learners. 108
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53 Project leads will meet with Head of Service every 8 weeks for update using Appendix 6 as a supporting document Head of Service (Primary and Early Years) will report progress back to EMT Report to SG via SLC Standards & Quality Report at the end of the year Scottish Attainment Challenge – Planning and Reporting Cycle To support our own planning and reporting we will follow the process outlined below: 109
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Appendix 1 – Priorities for Education Resources 110
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55 Appendix 2 - SEF Outcomes and Measures 2024/25 Evaluation Workstream: Pedagogy Project Outcome Measure Evaluation, Success and Impact Play Pedagogy (L Gardner) • Enhanced staff knowledge of impact of identified pedagogy – Jan 25 and Jun 25 • Increased confidence in responding to learners’ needs – June 25 • Improved teacher professional judgment of achievement of a level – Nov 24, Feb 25, June 25 • Increased engagement for • Leuvan scale to measure engagement before and after changes to approach implemented • Clear identification of P1-7s not on track – Nov 24, Feb 25, June 25 • Improved classroom practice in identified pedagogy focus • June 2025 – SNSAs and ACEL Impact: The following are the percentages of primary schools who initially signed up for the Build Your Pedagogy offer. Since this data has been gathered, a few schools did not proceed with the offer due to unforeseen circumstances. Primary schools sign up: 43 schools,34% Primary schools engaged: 41 schools, 32% Impact: Schools have made changes to their practice in line with the chosen pedagogy focus. This has been evidenced in follow-up visits and discussions with leadership teams and teaching staff. Overall measures: Column1 Schools improved ACEL results Nov ’24 – Feb ‘25 34% Feb ’25 – June ’25 44% BYP has made a small impact on ACEL results. Other factors must be taken into account, but positive increments have been noted. In a small sample of six schools who engaged with BYP, more than half made small gains between learners in Q1 to learners in Q5. One school closed to gap in Reading from 9.2% to 2%. Another 111
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56 learners – June 25 school made significant improvement in writing, 48% to 67% in Q1 learners. The gap closed from 18.6% to 5.1%. Almost all feedback received from schools following bespoke inputs was positive and staff appeared fairly confident in moving forward after the initial introduction with an average of 4 out of 5-star confidence rating. Staff rated positivity of learner response and usefulness of supported planning session at 4.83 out of 5. Staff rated their confidence at 4.67 out of 5 moving forward with identified approaches. In most instances, learning conversations and observations indicated learners were confident, knowledgeable and excited when sharing their learning. Observations and professional dialogue indicated a marked increase in engagement with all learners (P1- 7) being fully engaged in learning at the time of observation. Targeted learners were accessing learning, more engaged and requiring less adult support. Staff feedback from consultations revealed that learners had responded well to the identified approach with 100% giving a 4- or 5-star rating. 100% felt that the collaborative planning session was helpful. A few quotes from end of year evaluation on numeracy pedagogy: "There has been a real change in attitude in maths from the children, much more engaged." "Fluid maths groups - we have liked these and the kids like them too." Play-based pedagogy: “This approach has supported a culture where learners feel heard, valued and engaged, central to the aims of BYP. Staff have greatly appreciated the knowledgeable input and willingness to work alongside them, and the positive impact on both learning and relationships has been clear. We look forward to continuing this work next session as we deepen our commitment to improving our practice.” 112
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57 Workstream: Learner Engagement Project Outcome Measure Evaluation, Success and Impact Attendance (L Kelly) • SLC HWB (attendance) Stretch aim trajectories outlined in the SEF plan 2024-25 to be achieved by June 2025 with a view to meeting 2025-26 published stretch aims for HWB - attendance, with an ambitious sub-aim of exceeding those for participating schools. • All participating schools involved in the targeted group projects will set their own individual school aims, and/or targeted group aims, to be achieved by June 2025. Schools will develop and set these by the end of Session 2. Anticipated targets will be schools participating on the project will see an improvement in pupil attendance data by at least 0.2PP • Raised awareness at school level of the need for good attendance, a higher profile and shared message across Parent Councils. Creation of an SLC Attendance Campaign. • Stretch aim data checked at key points (baseline in, mid-point in February 2025 and end point in June 2025) • Individual school project aims reviewed at the following sessions – November 2024 (baseline), December 2024 (mid- point 1), February 2025 (mid-point 2) and May/June 2025 (end point). • New SLC Attendance Data Tool will be shared with all participating SLC schools, they will be encouraged to use this regularly to track progress with attendance and use the info to plan appropriate next steps in their school. Planned support options for school in data handling/using the tool to gather pupil data for all participating schools in this programme (input required from development officer). • Increased confidence and improved understanding of staff participating on the projects and using the SLC data tool Key successes and relevant impact: • Participating schools on the Primary Attendance Project (PAP) showed improved data at all levels compared with non- participating schools. • Primary Stretch aims are being met at all measures. Incremental gains continue to provide traction in an improving picture of attendance. • Completion of the roll out of SEEMiS Bi to all Primary establishments. • SLC Data Attendance tool is being used by all Primary Schools and highlighted as good practice worth sharing 113
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58 to target improvement planning back at school. during an HMIe inspection. • Roll out of new Secondary Attendance (period by period) data tool to all establishments. • Qualitative data gathered through evaluations indicated an increased understanding and confidence level from participating staff. • SLC Attendance Campaign is underway, and phase 1 has been launched at transition point between EY and Primary (June 2025) 114
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59 Workstream: Strengthening Relationships Project Outcome Measure Evaluation, Success and Impact CoSD (M Farr) • Costs for families will reduce by at least 5 % in term 3 24/25 compared with term 3 25/26 in our 10 sample schools. Across South Lanarkshire this trend will be replicated in the coming 2 years, and the reduction will increase by 2% per year in the following 3 years. • Audits of school charges will show the costs are reducing year on year. It became clear that the audit of 10 schools was not giving a comparable data set due to the individual nature of the school and the different things they were requesting money for. A decision was made to change the focus to families, and a survey was created for parents/carers to complete. Responses were received from 1,560 parents across primary and secondary school stages. The main areas of concern highlighted by families were the costs of; • uniforms, • food, • school trips, and; • extracurricular activities. While most parents did not feel schools asked for too much money, nearly a third reported difficulty affording school- related expenses, particularly food and residential trips. Significant concerns were raised over the high cost and small portion sizes of school meals, especially for those no longer receiving free meals. Residential trips ranged from under £50 to over £1,000, with many families struggling to meet these costs despite seeing value in such experiences. 115
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60 In response to these financial pressures, many schools have implemented supportive measures. These include; • pre-loved uniform banks, • free breakfast clubs, • subsidised or fully funded school trips, • hardship funds, and; • discreet payment plans. Schools are also working to improve communication with families about available help, promoting a non-judgmental approach. However, inconsistencies remain across schools, and some parents perceive the CoSD policy as overly restrictive, leading to a reduction in fun or enriching activities like World Book Day or Halloween events. While good practices exist, clearer communication and equitable application of CoSD guidance are essential to support all families effectively without compromising pupil experience. As a result, it has been decided that the communication with families is an important area for development along with a reminder to schools of the main messages from the SLC Guidance on Cost of the School Day. Nurture (S Tullett) • Staff will become more knowledgeable about attachment informed, trauma- sensitive, nurturing practice as well as in providing nurturing interventions to meet • Staff will report increased knowledge and confidence in meeting the needs of specific individuals (particularly those in Q1) following attendance at the training. In 24/25, there was a short period when a development officer was not in post, which has impacted on the success and impact in this area. As of January 2025, 12 members of staff were fully trained in the use of the Boxall Profile. Staff from both the primary and secondary sector attended and the roles of participants varied from DHT’s, PT’s, Class Teachers, School Support Assistants 116
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61 the specific needs of identified learners (particularly those in Q1). • Establishments will become more attachment informed, trauma- sensitive and nurturing places resulting in reduced anxiety for learners, reduction in barriers to learning (particularly for Q1 learners). • There will continue to be a rise in establishments engaging with the AIP Accreditation process. • A plan for the sustainable delivery of the new Nurture course will be in place. • A plan for the sustainable delivery of the training programme for ELC staff will be in place. and Early Years Workers. Results from the post training evaluation, show that almost all staff who attended now feel confident (58%) or very confident (25%) in being able to use the Boxall Profile to identify strategies to meet the needs of learners experiencing social and emotional difficulties. Bespoke training on ‘The Six Principles of Nurture’ was delivered at Kirkland Park PS where the post training evaluation highlighted that 100% of the participants felt more confident in applying and implementing the principles into their daily practice. As of May 2025, 89 establishments have achieved one or more pledge awards. These include: • 5 secondary schools (29% of secondary schools) • 65 Primary schools (53% of primary schools) • 8 ASN establishments (61% of ASN establishments) • 11 Early Years establishments (15% of Early Years establishments) The Nurturing Interventions course has been developed for piloting in Autumn 2025. The training will involve a practitioner enquiry aspect to ensure that staff engaging can measure impact through a small test of change project. An ELC Nurture Principles document has been drafted to support practitioners applying nurture in an early learning or childcare setting. 117
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62 Digital Approaches to Enhancing Parental Engagement (K MacLeod, F Leggate) • By June 2025 there will be an increase in opportunities for Q1 families to engage in their child’s learning journey. Where appropriate, this will be enhanced using a digital approach. • Schools will be asked to submit details on families who engage with newly implemented/promoted digital methods. They will be asked to identify if they are in Q1 or are at risk of being affected by the factors that lead to low attendance. Head Teachers, SLT, Teachers, Parents and Pupils will be asked for their feedback about the approaches and the impact they feel they have had on family engagement. • A midpoint review will be conducted in December 2024 to evaluate the progress so far and make any adaptations necessary. Staff, Pupils and Parents will be asked for feedback and a 6-point scale will be used to gather data and opinions on new approaches and their impact. • Feedback from parents, pupils and staff indicated high levels of satisfaction with the accessibility and impact of digital approaches. Click here to read more detailed impact statements from all groups involved (see target groups below) • At David Livingstone Memorial PS, a package of support around attendance, which included the introduction of Qwiqr codes, contributed to improved attendance for 7 out of 10 targeted pupils from Q1 backgrounds. At Udston, almost all targeted families engaged with the initiative, ‘strengthening home– school connections and exceeding expectations’. • Glenlee PS and Woodhead PS successfully used Proud Postcards and QR codes to increase visibility of learning at home, with parents reporting greater insight and children expressing pride and motivation. • Staff identified challenges with maintaining consistency in distribution, highlighting the need for clearer systems to embed practice across schools. • Not all schools were fully engaged (due to staff absence), which limited the consistency of evidence gathered across the authority. 118
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63 • The potential for two-way communication through QR codes, as identified at Udston, was recognised as an area for future development to further strengthen dialogue with families. Evidence Based Rationale QR codes offer a simple, effective way to strengthen home- school links by giving parents instant access to their child’s learning through videos, photos, or audio. Research shows that parental engagement improves attainment and motivation. This approach supports HGIOS4 Quality Indicator 2.5: Family Learning, which encourages schools to “actively promote and support family involvement and learning.” QR codes make learning visible, accessible, and inclusive, helping parents to engage meaningfully in their child’s progress. Schools who engaged with the project found this to be true within their target groups, with parents commenting that QR codes “gave me a chance to talk to my child as he was excited to share his days” and “provided a better insight into what my child is doing in school.” Having seen positive impact within their target groups, schools are now looking to widen the use of QR codes and digital methods to engage a broader range of pupils and families. Click here to access more detailed case studies on 4 schools who took part. 119
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64 Workstream: Curriculum Project Outcome Measure Evaluation, Success and Impact Improving Our Writing (L Miller) • By June 2024 a new framework for improving writing pedagogy will be developed to support improved knowledge and understanding of practitioners. Pilot schools/ Practitioners involved will have improved knowledge and understanding of the fundamentals of teaching writing. • Pilot School/ Practitioner evaluations and feedback gathered from focus groups. Evaluation Following a comprehensive review of international and national research, and the collation of best practice from South Lanarkshire primary schools, a new framework has been developed to strengthen writing pedagogy and support efforts to close the poverty-related attainment gap. The initial project plan was ambitious in scope but underestimated the time and capacity required for central officers and a core group of Head Teachers to co- construct high-quality, accessible materials. This, combined with competing strategic priorities, necessitated a revision of the original timeline. Despite initial challenges, the delay ultimately strengthened the programme by ensuring a more deliberate focus on quality and equity, laying a firmer foundation for long-term impact. Key Success: • Research gathered informed the identification of 15 writing sprints to improve practitioner knowledge of teaching writing. 120
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65 • 15 writing sprints created with accompanying videos, differentiated lesson materials, and opportunities for moderation of practice to take place. (Writing sprints are 3 weeks of daily writing lessons on specific writing skills linked to sentences, paragraphs and create texts) • Robust tools created to support schools to collate baseline data about writing to inform improvement including focus on equity. • The Fact, Story, Action approach which links with wider Attainment and Learning Teaching and assessment approaches in SLC embedded in the programme to ensure schools use gap data to drive improvement. • Quality assurance of the materials through the collaboration of a small core group of Head Teachers. Impact • Selected lesson materials were trialled in classrooms. Qualitative feedback from teachers indicated lessons were well received by pupils, with early evidence of improved writing outcomes in sample pupil work and staff commented on the ease of use of the materials. • The Improving Our Writing programme was formally introduced to school leaders in May 2025, resulting in 28 primary schools opting in, driven by robust analysis of data at school level. 121
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66 • Each school has embedded the framework into their school improvement planning and participated in an introductory session in June 2025 to support full implementation from August 2025. • Feedback from the introductory session was overwhelmingly positive, with 100% of participating schools reporting that the programme meets their needs in improving writing and supporting efforts to close the poverty-related attainment gap. Nuffield Early Language NELI Year 3 • By intervening early to support children’s oral language and communication- the foundation for reading and writing success- Evaluation South Lanarkshire continues to build on the success of the Nuffield Early Literacy Intervention (NELI), which has proven effective in supporting Primary 1 learners to develop strong early oracy skills. Recognising its impact, schools have been supported to deliver both the targeted intervention programme and a universal whole-class approach. Key Success /Impact: • 51 schools are currently implementing the targeted intervention model, identifying pupils through language screening and delivering the structured 20-week programme. • A significant proportion of these pupils are from Quintile 1 (160 pupils), aligning the intervention 122
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67 we would expect to see more children in Quintile 1 make greater progress in early reading and writing (June 2025). • Outcome 1: By June 2025 Quintile 1 learners’ attainment across the 4 areas of language screening (Expressive Language, Listening Comprehension, Receptive Vocabulary and Sentence Repetition screening will have increased. • Outcome 2: Uptake of the Whole class model will lead to increased practitioner knowledge of P1 class teachers. • Measure 1: Pre and Post Assessments screening • Measure 2: Uptake figures and teacher knowledge survey. with efforts to close the poverty-related attainment gap. • Standardised assessment data shows notable improvements across four key areas of language development: Expressive Language, Listening Comprehension, Receptive Vocabulary, and Sentence Repetition. With average scores highlighting the significant progress made: The universal NELI programme has also been successfully implemented in 31 Primary 1 classrooms across South Lanarkshire. • Staff confidence surveys show 100% of participating teachers reported increased understanding of key language development areas. • Pupils involved in the whole class model have demonstrated measurable improvements across key areas of language development, as confirmed by standardised assessment data. On average, scores increased by 3 points in expressive vocabulary, 3 points in listening comprehension, 123
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68 and 3 points in receptive vocabulary, indicating stronger understanding and use of language. • Additionally, sentence repetition scores rose by 2 points, reflecting enhanced verbal memory and syntactic awareness. Pupils achieved a 4-point increase in their standardised scores, evidencing significant overall progress in language skills. • While the whole class model remains beneficial, the targeted intervention results in more progress for learners. With added value to 2 points on average for Quintile 1 pupils involved. Next steps: Due to the success and growing demand for the programme, South Lanarkshire will extend its commitment to early literacy by offering the NELI Early Years programme in the upcoming academic session. This expansion will involve 15 nursery classes and support younger learners and build capacity of early years practitioners through dedicated training in the NELI 124
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69 approach, ensuring a strong foundation for literacy development from the earliest stages. Pedagogica l Practice in Mathematic s and Numeracy • By June 2025 most staff who have undertaken the training will have increased staff knowledge and understanding in the Verbal, Concrete, Pictorial and Abstract pedagogy and the developmental stages of number sense. • Improved learner attainment in numeracy in practitioners’ classrooms who have attended training, as evidenced from a selected test of change focus group comparing Q1 learners progress with Q5. • Increased uptake of maths recovery training across SLC. • Staff pre – post training questionnaires. • Pupils focus groups/ tracking data • Training Numbers Evaluation South Lanarkshire continues to strengthen practitioner confidence and capacity in delivering high-quality numeracy and mathematics lessons, with a clear focus on raising attainment and closing the poverty-related attainment gap. Key Success/ Impact • Last session 202 practitioners have been trained in Maths Recovery using the VCPA pedagogy (Verbal, Concrete, Pictorial, Abstract). • Training focuses on developmental stages of number sense and deep conceptual understanding. • Evaluation have been conducted at both the start and end of training to ensure impact. • 100% of participants reported increased confidence and knowledge: o Pedagogy confidence: 44% extremely, 45% very, 11% somewhat. o Planning & delivery confidence: 25% extremely, 61% very, 14% somewhat. • Positive Impact found in our 4 Test of Change Schools who have this approach embedded, early 125
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70 indications show numeracy attainment for these schools is above the South Lanarkshire average. • In the test of change schools identified, Quintile 1 learners are performing above authority average. • 3 out of 4 test of change schools showed improvement in Quintile 1 attainment from 2023/24 to 2024/25. • Classroom Observations have supported quality assurance of this approach and been carried out with our test of change focus schools; we found that MR pedagogy and resources are integral to teaching and learning. • High engagement from almost all Quintile 1 learners, was noted during observed lessons. • All children were participating in differentiated numeracy and maths lessons. • In lessons observed teachers confidently model MR pedagogy. • All classrooms visited have a maths area using MR training resources to support learning. Learner focus groups within these schools also allowed us to capture pupil views on numeracy and mathematics. • “I feel proud when I tackle a hard concept and my teacher helps me do the harder questions.” 126
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71 • “Numicon and other concrete materials help us and are fun to use.” • “We like using the games because we have to think hard.” The Maths recovery and VCPA approach has also been subject to external validation. Two Test of Change schools received positive HMIE inspection feedback: • “Overall, children’s progress in numeracy and mathematics is good.” • “Staff have focused successfully on improving children’s knowledge and skills in numeracy over the last four years.” Next Steps: • To support sustainability and scalability, South Lanarkshire now has seven trained SLC trainers. These trainers have reviewed and revised the training materials to create a more robust and sustainable package named VCPA, which can be delivered to whole-school staff teams as part of school improvement planning. • This enhanced model will support 19 schools to access training, with targeted quality assurance and follow-up planned in five schools for session 25-26, focusing specifically on progress made by Quintile 1 learners. 127
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72 Workstream: Learner Pathways Project Outcome Measure Evaluation, Success & Impact MCR Pathways (G Maguire) • Attendance: Pupils attending the programme will improve their levels of Attendance. • Attainment: Care-experienced pupils will have set targets and/or working grades for each subject. They will be on course to achieve these targets. • Pupils participating on the MCR programme attendance will be monitored at start of term and continue to be monitored on 8-weekly basis. o 8-weekly review will show any pupil progress towards targets set. • PC tracking spreadsheet will show initial targets set and map progress towards these targets. Attendance Pupils recorded on programme 198 Possible sessions – 402 Actual sessions attended – 348 = 86% Attendance at point of entry -82.86% Impact Pupils on the programme improved their attendance rate by 3.14 percentage points over the session. Progress in agreed target 228 responses were received covering both the MCR Pathways programme and the EPS programme. (See attachment below). Below is a diagram demonstrating the progress the pupils have made. Over 80% of pupils have made significant or some progress against their agreed target. 128
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73 Due to the revision of delivery of the programme during this session, the google form designed to measure the impact of the programme using the CLD measures of learning, literacy, and progression was not issued. We are therefore unable to report on this. 129
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74 • Engagement: Pupils will engage with mentors around discussion about their own learning and this will improve their engagement within the curriculum • Reduction in S4 leavers: Numbers of pupils participating on the MCR programme Identified as potential S4 Leavers will be reduced. • Two case studies from each school provided for pupils showing a positive outcome. o The impact on pupils attending the programme will be measured using the CLD impact measures of Learning, Literacy, and Progression. This will be done through a Google form. We will also collate pupil responses through start, mid and end of term programme evaluations and intervention progress reports. • Tracking spreadsheet shows pupils who’s anticipated leavers date was the end of S4 – participation in the programme will encourage at Potential S4 Leavers 97 S4 pupils mentored across schools. 56 (58%) eligible to leave at the end of S4. 31 of the 56 (55%) eligible indicted at the start of the year that they intended to leave at the end of S4. 12 of the 31 (39%) have now decided to stay in school for S5. Impact 19 of the eligible 56 left at the end of S4, equating to 34%, a reduction of 21 percentage points. 130
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75 least some of those pupils to remain into S5. Enhanced Personalised Support Programme (G Maguire) • Attendance: Pupils attending the programme will improve their levels of Attendance. • Attainment: Care-experienced pupils will have set targets and/or working grades for each subject. They will be on • Pupils participating on the MCR programme attendance will be monitored at start of term and continue to be monitored on 8-weekly basis. o 8-weekly review will show any pupil progress towards targets set. • PC tracking spreadsheet will show initial targets set and Attendance Pupils recorded on programme 73 Possible sessions – 297 Actual sessions attended – 245 = 82.4% Average School Attendance over last 8 weeks – 80% Attendance at point of entry - 78% Impact The attendance of pupils participating on the programme increased by 4.2 percentage points over the course of the session. 131
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76 course to achieve these targets. • Engagement: Pupils will engage with mentors around discussion about their own learning and this will improve their engagement within the curriculum • Reduction in S4 leavers: Numbers of pupils participating on the MCR programme Identified as potential S4 Leavers will be reduced. map progress towards these targets. • Two case studies from each school provided for pupils showing a positive outcome. o The impact on pupils attending the programme will be measured using the CLD impact measures of Learning, Literacy, and Progression. This will be done through a Google form. We will also collate pupil responses through start, mid and end of term programme evaluations and intervention progress reports. • Tracking spreadsheet shows pupils who’s anticipated leavers date was the end of S4 – participation in the programme will encourage at least some of those pupils to remain into S5. Due to the programme being wound down and terminated during this session, the google form designed to measure the impact of the programme using the CLD measures of learning, literacy, and progression was not issued. We are therefore unable to report on this. Potential S4 Leavers 87 pupils mentored across schools. 36 (41%) eligible to leave at the end of S4. 15 of the 36 (42%) eligible indicted at the start of the year that they intended to leave at the end of S4. 7 of the 15 have now decided to stay in school for S5. Impact 8 of the eligible 15 left at the end of S4, equating to 22%, a reduction of 20 percentage points. 132
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77 Wider Accreditation (J Hamilton) • By June 2025 there will be an increase in Q1 learners being provided wider opportunities to achieve 1@5 or 1@6 through non-SQA Awards. • 1@5 2022/23 – 89.99% all leavers (87.93% nationally) – down 0.04% from previous year o 81.27% for Q1 (79.28% nationally) up 0.66% from previous year o 97.00% for Q5 (95.92% nationally) up 0.02% from previous year o 15.73pp gap • Insight (leavers’ data – March 2025) • SSR1 & 2 • Schools will be asked to submit details on learners who are put through these wider accreditation courses following staff training and asked to identify is they are Q1 or have other circumstances which put them at risk of not attaining. • A mid-year review will be submitted to update on progress of staff training and the numbers of learners (Q1 and other vulnerable groups) who have completed the training by that stage. • Stretch Aims associated with Widening Accreditation Opportunities: o 1@5 – Q1 or other vulnerable learners. o 1@6 – Q1 or other vulnerable learners. Key Success/Impact: To enable schools to reduce S4 leavers by increasing courses available and allowing greater progression: • 17 Secondary schools and 2 ASN have had staff trained to deliver level 4-6 qualifications in First Aid for Mental Health. • 9 schools now have at least one person trained to Deliver Comedy & Confidence (level 4-6). • 7 staff have completed training in Forest and Outdoor Learning Awards • 18 schools have signed up for the Youth Achievement Awards This has allowed sustainability for delivery into the next academic session for increased opportunities to be available for targeted groups of learners with longer term impact. This session FOLA and Youth Achievement awards continue to be supported with funding for Q1 learners. 24 vulnerable learners have completed First Aid for Mental Health Level 5 with 9 completing Level 6 69 pupils have completed Emergency First Aid at Work – Level- 6 133
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78 o Reduction in the number of S4 leavers as the courses provide scope for progression into S5&6. 134
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79 Appendix 3 - SEF Outcomes and Measures 2025/26 SEF Outcomes and Measures 2025/26 Workstream: Pedagogy Project Outcome Measure Pedagogy and Play Pedagogy BYP: Data gathered for impact on schools. Proforma completed for each school detailing focus, rationale, scope, measurement and outcome measurement. • Enhanced staff knowledge of impact of identified pedagogy – Aug 25 and Jun 26 • Increased confidence in responding to learners’ needs – June 26 • Improved teacher professional judgment of achievement of a level – Nov 25, Feb 26, June 26 • Increased engagement for learners – June 26 Play: Increased knowledge and of practitioners will lead to enhanced play-based experiences for learners, increasing engagement levels. • Enhanced practitioner confidence in planning and facilitating play-based learning – Jun 26 • Enhanced responsiveness to learner needs – Jun 26 • Higher learner engagement levels, with a particular focus on SIMD 1-2 learners – May 26 Development of key skills including problem-solving, critical thinking, and independent learning – Jun 26 BYP: • Follow up visit and HT to complete evaluations to evidence improvement including staff confidence etc. • Clear identification of P1-7s not on track – Nov 25, Feb 26, June 26 • Improved classroom practice in identified pedagogy focus Play: • Visits to establishments to observe play pedagogy in practice (throughout the session). • Documentation of play including observations and floorbooks (throughout the session). • Leuven Scale of Engagement completed in Aug 25, Jan 26, and May 26 to track engagement levels. • Baseline and follow-up learner voice activities to capture perceptions of learning through play – Aug 25 and Jun 26. 135
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80 • Pre and post practitioner survey Aug 25 and Jun 26 to measure practitioner confidence levels. • ACEL data of SIMD 1-2 learners in play- based environments (Literacy, Numeracy & HWB) – Jun 26. Effective Use of Data to plan learning and teaching and raise attainment Outcome 1 (attainment) By June 2026, 73.7% of the targeted group of P4 children, across 6 primary schools, will have improvements in ACEL in either numeracy, reading or writing from a baseline of 55.3% Outcome 2 (attainment) By June 2026, 69.6% of the targeted group of P7 children, across 4 primary schools, will have improvements in ACEL in either numeracy or writing from a baseline of 50.0% Outcome 3 (staff confidence) By June 2026, 75% of teachers from targeted P4&7 classes, across 6 primary schools, will have improved levels of confidence in implementing interventions through improved data handling processes. Baseline taken in October 2025. • Pre and post engagement survey for targeted P4/P7 learners • Triannual staff survey (October / February / May) to collate practitioners' levels of confidence and skills in class level data handling and intervention planning • Tracking of selected focus group of learners in Q1 across the P4, P7 in the six trial schools in Oct 25, Feb 26 and May 26 Pedagogy Coaching: Learning, Teaching and Assessment By June 2026, learners in the target classes will demonstrate: • Increased engagement in learning (cognitive, behavioural, and emotional). • Evidence of progress in curriculum learning through formative assessments. Teachers will demonstrate: • Increased confidence and consistent use of highly effective teaching practices. • Improved ability to adapt instruction responsively to learner needs. Short-term (by January 2025): • Baseline vs post student engagement survey. • Classroom observation rubrics show growth in explicit instruction, feedback, and formative assessment. • Coaching fidelity logs demonstrate regular cycles completed. Medium-term (by April 2026): • Observable increase in learner participation (% on-task behaviour, assignment completion rates). • Teacher self-efficacy surveys show ≥20% improvement in confidence with pedagogy. Long-term (by June 2026): 136
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81 • Target classes show measurable improvement in engagement scores. • Evidence from focus groups and interviews of sustained positive learner experience. Workstream: Learner Engagement Project Outcome Measure Attendance (Primary & Secondary) SLC HWB (attendance) Stretch aim trajectories outlined in the SEF plan 2025-26 to be achieved by June 2026 with a view to meeting 2025-26 published stretch aims for HWB - attendance, with an ambitious sub-aim of exceeding those for participating schools. All participating schools involved in the group project will see attendance increase by 0.2 pp for the targeted intervention group (TIG). Schools will set additional school or TIG aims by the end of Session 2, to be achieved by June 2026. • Stretch aim data checked at key points (baseline in August 2025, mid-point in January 2026 and end point in June 2026) • School aims reviewed at the following sessions – November 2025 (baseline), Jan 2026 (mid- point 1), March 2026 (mid-point 2) and May/June 2026 (end point). • Updated attendance custom report will support target schools with this. This will be shared with all participating SLC schools, they will be encouraged to use this regularly to track progress with attendance and use the info to plan appropriate next steps in their school. Monthly data will be gathered using Primary Attendance Tool. Equity Matters: BEAM (Building Engagement, Attendance and Motivation) The BEAM programme is expected to deliver measurable improvements in pupil engagement, attendance, and attainment, particularly for children and families in SIMD 1 and 2 and those qualifying for FME. All participating schools involved in the targeted group project will set their own individual school aims, and/or targeted group aims. However, by the end of each four-week intervention block, Progress will be measured systematically through a combination of quantitative data, qualitative evidence, and stakeholder feedback, ensuring that impact is both measurable and meaningful. Each school will collect baseline data at the outset of the BEAM intervention block, and progress will be tracked weekly and 137
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82 schools should see an increase in attendance among targeted pupils, with an aspiration to raise overall attendance rates for this group. It is anticipated that sustained engagement in the tailored activities will lead to a reduction in late coming across participating schools. Family engagement is projected to strengthen significantly, this is expected to translate into improved parental confidence in supporting learning at home, evidenced through feedback and follow-up surveys. Staff capacity will also be enhanced, with participating staff accessing professional learning in equity, family engagement, attachment informed trauma- sensitive practice and pedagogical approaches. These outcomes will not only support short-term gains but will also build sustainable practices that help close the poverty- related attainment gap in the longer term. reviewed at the end of the four-week cycle and beyond. Indicators of Progress will include: • Attendance Data: o Weekly monitoring of attendance rates for targeted pupils. o Reduction in late-coming and absence, with a specific focus on those children from SIMD 1 and 2 and FME pupils. • Engagement Data: o Participation rates in nurture groups, family workshops, and parental engagement activities. o Pupil voice surveys indicating increased motivation and a stronger sense of belonging. • Attainment Measures: o Short-term progress in literacy and numeracy benchmarks for targeted cohorts. o Monitoring of classwork, formative assessments, and teacher judgements to evidence improvements. • Family Confidence: o Feedback from parents/carers indicating greater confidence in supporting their children’s learning at home. o Increased frequency and quality of home-school communication. • Staff Capacity: o Uptake and application of professional learning by staff. o Evidence of equity-focused approaches embedded in classroom practice. The BEAM programme contributes directly to the overarching SEF stretch aim of reducing the poverty- 138
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83 related attainment gap in literacy, numeracy, and health and wellbeing across South Lanarkshire. In measurable terms, the programme will support schools to achieve: • An increase of at least 1-2% in attendance rates for targeted pupils, moving towards the Council’s strategic aim of ensuring all children maintain at least 90% attendance. • At least 70% of identified families engaging in one or more school-led support activities. • Progress will be tracked not only within each school but also collated across all participating primaries to allow us to evaluate collective impact, identify best practice, and inform future cycles of Strategic Equity Funding and to build a rationale for the potential expansion of the programme. VR Projects By June 2026: • Pupils in SIMD Q1 who have attendance below 90% will be taking part in the project from across 6 schools within the Clydesdale locality • Individual pupils will be identified by the schools and attendance and engagement tracked for the duration of the project • They will have been exposed to rich learning experiences using Virtual Reality, that they would otherwise have not had access to eg. visiting museums, foreign countries etc. • Schools will be asked to identify topics they have already planned for that could be enhanced/augmented by Virtual Reality or opportunities explored to provide bespoke VR experiences eg virtual class trip. • Schools will be asked to submit details on target groups; targeting specific learners who fall into the SIMD Q1 category but who also have attendance that falls below 90%. • Given the school rolls in the target schools and the nature of the project if is not realistic to target all learners in each school • Schools will monitor pupil attendance and identify trends, to help inform when VR experiences will take place. • Head Teachers, Lead Teacher, Class Teachers, Parents/Carers and Learners will be asked for their feedback throughout the project about the approaches and the impact they feel they have had on engagement and attendance. A 6-point scale will be used to gather data and opinions on new approaches and their impact. 139
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84 • These experiences will lead to the target groups engaging more in their learning • These experiences will lead to the target groups being more motivated to attend school, initially to participate in the VR lessons but eventually because they are having positive experiences both within and out with the classroom, academically and socially • Increasing attendance by 5% per pupil identified would be a measure that could be used to suggest the project was successful. • The aim is to collect feedback at key points following VR content delivery which will be at different times in the term for each school as the VR kit will need to be rotated among the 6 schools. • A midpoint review will be conducted in December 2025 to evaluate the progress so far and make any adaptations necessary. • As part of ongoing review, focus groups will be conducted to gather impact statements which will help generate case studies towards the end of the project. Workstream: Strengthening Relationships Project Outcome Measure CoSD By June 2026, 100% of targeted school equity leads will have engaged in workshop and information sessions and shared plans and measures for a targeted group of YP in their own school. From a baseline, Q1 (or Q1+FME) learners will show greater improvement to that of their peers from other Qs using that same measure. To assist schools in delivering this Outcome, 75% of the 20 targeted schools will adapt the updated Parental Presentation on CoSD to suit their school context and deliver to their parent councils during the course of the 25/26 school session. • Shared and collated plans from schools (specific focus on targeted schools) • CoSD focus within equity visit to targeted schools (gathering evidence of progress) • Engagement at termly equity workshop sessions • A series of school specific measures show accelerated improvement for targeted YP against others. Nurture Increased Practitioner Competence A central objective is to enhance staff understanding and application of attachment-informed, trauma-sensitive, and nurturing practices. Through targeted professional learning and Practitioner Impact Following participation in professional learning activities, staff will be invited to complete reflective evaluations and feedback forms. These will assess increases in knowledge, confidence, 140
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85 ongoing support, practitioners will be better equipped to identify and respond to the specific needs of vulnerable learners, particularly those within Quintile 1 (Q1), who are most affected by poverty-related barriers to attainment. Improved Learner Experience As a result of this enhanced professional capacity, educational establishments are expected to evolve into more inclusive, emotionally safe, and nurturing environments. These changes are anticipated to reduce learner anxiety, improve engagement, and remove barriers to participation and achievement. The embedding of nurturing principles and relational approaches will contribute to a culture of care and connection, which is essential for promoting wellbeing and improving outcomes for children and young people. Sustainable Practice Development In addition, the project seeks to build sustainable delivery models for nurturing interventions. This includes the development of a new professional learning course and a sector-wide training programme for Early Learning and Childcare (ELC) practitioners. These initiatives are designed not only to meet current training needs but also to ensure long- term capacity within the system to maintain and expand nurturing practices. and practical application of attachment-informed and trauma- sensitive approaches. Particular attention will be paid to how practitioners adapt their strategies to meet the needs of learners in Quintile 1 (Q1), who are disproportionately affected by poverty-related barriers. Feedback will be analysed to identify trends, areas for improvement, and evidence of sustained practice change. Establishment Engagement The number of establishments engaging with the Attainment Improvement Plan (AIP) Accreditation process will be tracked as a key indicator of systemic commitment to nurturing and relational approaches. Growth in accreditation submissions and successful awards will demonstrate increased capacity and prioritisation of wellbeing-focused interventions across the authority. Learner Outcomes Although the project is primarily focused on practitioner development and systemic change, indirect learner outcomes will be monitored through existing data sets. These include attendance rates, engagement metrics, and attainment data— particularly for Q1 learners. Where possible, qualitative feedback from learners and families will be gathered to assess perceived changes in school climate, relationships, and support. Play Therapy • 80% of children and young people that complete sessions with Heath as One Theraplay will demonstrate improved wellbeing. This is in line with other well screened and well implemented therapeutic talking therapies. • Children will start the service at different times, depending on date of referral. The evaluation will be pre- at the start of intervention and post, at the end of the 8 sessions. • The programme effectiveness will be monitored as detailed in the project plan. • The breadth and scope of the use of the intervention will be monitored to ensure equity of access across South Lanarkshire six monthly. Referral patterns will be discussed with Senior Managers of Pupils Support 141
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86 • The budget allows for about 175 children. • Evaluation will consider overall effectiveness with all children and the impact on Q1 learners, and or on those with FME. • It will consider the take up of the service for Q1 children. Evidence to date shows that take up for counselling supports in South Lanarkshire is good for counselling type approaches, which 28% of users of counselling through schools (age 10 and above) being from Q1. Workstream: Curriculum Project Outcome Measure Literacy - Improving Our Writing • By June 2026 the 40 practitioners involved in the IOW programme will have improved knowledge and understanding of the fundamentals of teaching writing, with improvement within the confidence scale of at least 2 points for each Sprint focus areas undertaken. • By June 2026, of the Quintile 1 and FSM learners in P4 across the five focus schools, 77% will show improved attainment levels in writing attainment in the identified targeted areas through progress indicators from learner statements. (Data will be confirmed in IOW leadership session 3, in which school return baseline information) • Pre & Post Staff confidence in teaching writing survey • School Fact, Story, Action returns. • Learner Statement Data, collated after each sprint/ ACEL collections Nov, Feb, May. • Class teacher focus group reviewing the programme. Literacy - Nuffield Early Language Intervention (NELI Year 4) What change do you want to see for learners? By intervening early to support children’s oral language and communication- the foundation for reading and writing success- we would expect to see more children in Quintile 1 make greater progress in early reading and writing. Year 4 Measure: • Pre and Post Screen Assessments/ ACEL data • Early Years confidence survey using a 5-point scale. 142
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87 By when? Year 4 June 20026 Outcomes: Outcome 1: By June 2026 Quintile 1 learners’ attainment who have been part of the NELI intervention across 54 Schools will have increased attainment across the 4 areas of language screening (Expressive Language, Listening Comprehension, Receptive Vocabulary and Sentence Repetition screening), with an average expected increase of 4 standardised points. Outcome 2: Uptake of the preschool model is expected to lead to a measurable increase in practitioner confidence, with an average improvement of at least 2 points on our 5-point confidence scale. This growth will be observed specifically among early years workers in the four key areas of language development: • Expressive Language • Listening Comprehension • Receptive Vocabulary • Sentence Repetition • Quality assurance visits: case studies to evidence impact in 4 targeted establishments. Numeracy - Effective Pedagogical Practice in Mathematics and Numeracy: VCPA Outcomes: • By June 2026 all most all school staff trained across the 21 schools will have increased staff knowledge and understanding in the Verbal, Concrete, Pictorial and Abstract pedagogy and the developmental stages of number sense, as well as greater confidence in planning and delivery of lessons. • By June 2026, 79% of the 321 Quintile 1 learners across the four focus schools will show improved numeracy attainment and engagement, as evidenced from progressive cohort data and classroom visits. Measure: • Staff pre – post training questionnaires. • Quality assurance visits, pupils focus groups/ class visits/ ACEL tracking data NOV, FEB, MAY 143
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88 Workstream: Learner Pathways Project Outcome Measure SLC Mentoring (MCR Pathways) Attendance: • Pupils attending the programme will improve their levels of Attendance. Attainment: • Care-experienced pupils will have set targets and/or working grades for each subject. They will be on course to achieve these targets. Engagement: • Pupils will engage with mentors around discussion about their own learning and this will improve their engagement within the curriculum Positive progression beyond S4 (including Christmas leavers): • Numbers of pupils participating in the MCR programme identified as potential S4 leavers/ Christmas leavers will be reduced, where appropriate. Pupils who elect to leave at the end of S4 (including Christmas leavers) will be supported onto a sustainable positive destination. • Pupils participating in the MCR programme will have their attendance monitored termly. A comparison between beginning and end of year attendance will be made. Termly reporting will indicate if a pupil is improving/ sustaining their attendance in line with their attendance targets. • PC tracking spreadsheet will show initial targets set and map progress towards these targets, where appropriate. • Two case studies from each school provided for pupils showing a positive outcome. • The impact on pupils attending the programme will be measured using the CLD impact measures of Learning, Literacy, and Progression. This will be done through a Google form. We will also collate pupil responses at the start and end of term to inform engagement and effectiveness of the programme. • Tracking spreadsheet shows pupils who’s anticipated leavers date was the end of S4/ Christmas of S5 – participation in the programme will encourage pupils to remain into S5 or move to a sustained positive destination, as appropriate. 144
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89 Wider Accreditation • By June 2026 there will be an increase in staff delivery of level 5 and 6 non-SQA Awards. • By June 2026 there will be an increase in Q1 learners being provided wider opportunities to achieve 1@5 or 1@6 through non-SQA Awards. • Add 1@5 data for non-SQA Awards when data is available • Insight (leavers’ data – March 2026) • SSR1 & 2 • Schools will be asked to submit details on learners who are put through these wider accreditation courses following staff training and asked to identify is they are Q1 or have other circumstances which put them at risk of not attaining. • A mid-year review will be submitted to update on progress of staff training and the numbers of learners (Q1 and other vulnerable groups) who have completed the training by that stage. • Stretch Aims associated with Widening Accreditation Opportunities: • 1@5 – Q1 or other vulnerable learners. • 1@6 – Q1 or other vulnerable learners. 145
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Appendix 4 – Blank SEF Highlight Report Highlight Report Workstream Pedagogy Learner Engagement Strengthening Relationships Curriculum Learner Pathways Lead- Name of Project- Date Period Progress and impact made this period (Bullet point summary of key achievements, impact and challenges) • Work planned for next period, including any deadilne • Decisions/Actions required from SEF Core Group/EMT • RISK/ISSUES • Authors Contact Details Additional reports or information papers (Embedded) Allocated Funds Spend to Date Underspend/ Overspend projected Strategic Equity Fund (SEF) 146
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Appendix 5 – SEF Reporting Core Group Update SEF Planning and Reporting-Core Group Highlight Report Period- Project Progress and impact made this period Work planned for next period Decisions/Actions required from SEF Core Group/EMT Financial Comments PEDAGOGY . Project Progress and impact made this period Work planned for next period Decisions/Actions required from SEF Core Group/EMT Financial Comments LEARNER ENGAGEMENT . Project Progress and impact made this period Work planned for next period Decisions/Actions required from SEF Core Group/EMT Financial Comments STRENGTHENING RELATIONSHIPS . 147
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92 Project Progress and impact made this period Work planned for next period Decisions/Actions required from SEF Core Group/EMT Financial Comments CURRICULUM . Project Progress and impact made this period Work planned for next period Decisions/Actions required from SEF Core Group/EMT Financial Comments LEARNER PATHWAYS . 148
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 5 May 2026 Report by: Executive Director (Education Resources) Executive Director (Community and Enterprise Resources) Subject: School Leaver Destinations 2024/2025 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] update committee on the 2024/2025 School Leaver Destinations Report update committee on the delivery of the Council’s Senior Phase Work-Based Learning Programmes [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the 2024/2025 School Leaver Destination Report be noted; and (2) that the progress of the Council’s Senior Phase Work-Based Learning Programmes be noted. 3. Background 3.1. Following a Transformational Review of employability services, responsibility for the delivery of employability services transferred from Education Resources and Finance and Corporate Resources to Community and Enterprise Resources in April 2024. South Lanarkshire Works, the Council’s employability service, continues to deliver a range of services on behalf of Education Resources, designed to support young people to progress to positive destinations when they leave school and to develop work-based learning skills. The service also funds and delivers a range of programmes for adults experiencing barriers to employment. 3.2. Case studies demonstrating the impact of the programme on young people are included in Appendix 1. 4. School Leaver Destinations and Post-School Tracking 4.1. South Lanarkshire secondary schools work closely with South Lanarkshire Works, Skills Development Scotland and local learning and employability partners to plan with and support young people to enter positive destinations of further and higher education, training or employment when they leave school. 4.2. The most recent School Leaver Destination Report (SLDR) showed that 96.6% of pupils who left school in academic year 2024/2025 entered a positive destination. This was a slight improvement from the previous year (96.4%) and above the national rate, which remained at 95.7%. 9 151
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Table 1: Positive School Leaver Destinations 2018/2019 – 2024/2025 Year Positive destination rate (%) (South Lanarkshire) Positive destination rate (%) (Scotland) 2024/2025 96.6 95.7 2023/2024 96.4 95.7 2022/2023 96.9 95.9 2021/2022 96.2 95.7 2020/2021 96.2 95.5 4.3. The tables below show the destinations of school leavers in South Lanarkshire in comparison to those across Scotland and compared to the previous year. A higher proportion of young people in South Lanarkshire progress to higher education and training than across Scotland, and the rate increased by 3.3 percentage points compared to the previous year. The rate for the 3 ‘negative destinations of unemployed (seeking), unemployed (not seeking) and unknown is lower in South Lanarkshire. Table 2: Destination Analysis 2024/2025 Destination South Lanarkshire (%) Scotland (%) Employment 18.7 21.6 Higher Education 49.1 42.3 Further Education 23.4 26 Training 5 4 Personal Skills Development 0.1 1.1 Voluntary Work 0.3 0.7 Unemployed seeking 2 2.4 Unemployed not seeking 1.2 1.6 Unknown 0.2 0.4 Table 3: 2024/2025 – 2023/2024 Destination Comparison Destination 2024/2025 2023/2024 Change Employment 18.7 19.7 -1 Higher Education 49.1 45.8 +3.3 Further Education 23.4 25.5 -2.1 Training 5 5.1 -0.1 Personal Skills Development 0.1 0.1 0 Voluntary Work 0.3 0.2 0.1 Unemployed seeking 2 1.8 +0.2 Unemployed not seeking 1.2 1.4 -0.2 Unknown 0.2 0.3 -0.1 4.4. In recent years, there has been a general improvement in positive destinations across Scotland and a narrowing between the local authorities with the highest and lowest rates. South Lanarkshire has the 11th joint-highest positive destination rate. As set out in Table 4, South Lanarkshire consistently achieves a higher positive destination rate than the virtual comparator, West Partnership and national rate. 152
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Table 4: Positive Destination Rate Comparators 2021/2022 2022/2023 2023/2024 2024/2025 South Lanarkshire 96.2 96.9 96.4 96.6 Virtual Comparator 96.0 96.1 96.3 95.9 West Partnership 96.3 96.8 96.1 95.8 Scotland 95.7 95.9 95.7 95.7 4.5. The table below sets out the positive destination rates for the young people living in the 20% most and least deprived data zones in South Lanarkshire and Scotland. The gap between most and least deprived has increased to 3.7 percentage points from 3.2 the previous year but remains lower than the national gap of 4.8. Table 5: Positive Destination Rate by Deprivation South Lan’ Most Deprived South Lan’ Least deprived Gap Scotland 's Most Deprived Scotlan d Least deprived Gap 2024/2025 94.6 98.3 3.7 93.2 98 4.8 2023/2024 95.1 98.3 3.2 93.6 97.9 4.3 2022/2023 95.5 98.4 2.9 94 97.7 3.7 2021/2022 92.5 98.6 6.1 93.4 97.8 4.4 2020/2021 92 98.4 6.4 92.8 97.6 4.8 4.6. Improving outcomes for care‑experienced young people remains a priority for the Council. Robust processes are in place involving schools, social work, the employability service and Skills Development Scotland to identify, monitor and track their post‑school destinations. In 2024/2025, 90.8% of care‑experienced young people achieved a positive destination on leaving school. While this compares favourably with the national position, a significant gap remains when compared to outcomes for all young people. Table 6: Positive Destination Rate – Care Experienced Young People South Lan’ Care exp’ South Lan’ All Gap Scotland Care Exp’ Scotland All Gap 2024/2025 90.8 96.6 5.8 86.8 95.7 8.9 2023/2024 91.2 96.4 5.2 87.2 95.7 8.5 2022/2023 92.9 96.9 4 87.9 95.9 8 2021/2022 92.5 96.2 3.7 86 95.7 9.7 2020/2021 90 96.2 6.2 87.9 95.5 7.6 153
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5. Participation Measure and Post-School Tracking 5.1. Since 2016, Skills Development Scotland has published the Annual Participation Measure, which reports on the economic and employment activity of 16 to 19-year- olds in Scotland and is the source of the Scottish Government’s National Performance indicator “Percentage of young adults (aged 16 to 19) participating in education, training or employment”. This measure has a wider focus than the school leaver destination and includes young people who are at school, in college, at university, at work or participating in employability support. The most recent report was published in August 2024 and showed 94% of young people aged 16 to 19 in South Lanarkshire were participating, which was higher than the Scottish rate of 93.3% and an increase from the previous year. 5.2. Since 2022, the employability service has led a process of joint tracking between the Council and Skills Development Scotland to improve the participation measure by identifying young people, including through home visits, with an unconfirmed or unemployed status and offering appropriate support or confirming destinations. Table 7: Annual Participation Measure 2019 to 2025 Year South Lanarkshire Scotland 2025 94.0% 93.3% 2024 93.8% 92.7% 2023 93.3% 92.6% 2022 92.3% 92.4% 2021 92.8% 92.2% 6. Aspire and AspireWorks 6.1. In recent years, the Council has invested significant resources to improve the positive school leaver destination rate. This has included the allocation of Scottish Government No-one Left Behind and UK Government Shared Prosperity Funds in the Aspire and AspireWorks programmes to provide targeted keyworker-based support to young people experiencing barriers to employment. 6.2. The Aspire programme provides targeted support to young people in the last 6 months of school who have been identified as at risk of leaving school and becoming unemployed. AspireWorks provides support to young people once they leave school and is counted a positive post school destination for SLDR purposes. Both programmes provide young people with one-to-one keyworker-based support and access to a range of activities through a personalised action plan including confidence building, employability skills, groupwork, volunteering, work placements and vocational training. 6.3. In 2025/2026, 350 young people in the final six months of school were registered for support through the Aspire programme up to the end of February 2026. Of the 307 young people who exited the programme during this period, 286 progressed to a positive outcome in education, employment or training (including registration with AspireWorks). This represents a positive destination rate of 93%, with 21 young people leaving the programme without a positive destination. 6.4. During the same period, 350 post-school young people were registered for support through the AspireWorks programme. Of the 346 who exited the programme, 212 progressed to employment, education or further training, while 134 left without a positive destination. This equates to a positive destination rate of 61%. 154
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7. Senior Phase Work-Based Learning 7.1. South Lanarkshire Works delivers a range of work-based learning programmes on behalf of Education Resources. The programmes are delivered in partnership with local colleges and are timetabled to form part of a pupil’s senior phase curriculum. 7.2. Foundation Apprenticeships (FAs) are a national senior phase option, funded by Skills Development Scotland and the Scottish Funding Council (SFC) and designed to allow pupils in S5-S6 to gain valuable, real-world work experience and access to work-based learning while they are at school. Pupils attend college and work placements up to 2 days a week while at school and the qualification achieved is delivered at level 6 (equivalent to a Higher) of the Scottish Credit and Qualifications Framework (SCQF). 7.3. South Lanarkshire’s FA programme is delivered as a partnership between the Council, South Lanarkshire College and New College Lanarkshire, with the colleges delivering the learning element and the Council managing the overall programme, including pupil support, compliance and work placements. 7.4. During the 2024/2025 academic year, 106 young people completed FAs, with 95 achieving the full qualification and a further 9 achieved a partial award. All young people completing an FA have moved into a positive post-school destination of employment or further learning. 7.5. For the 2025/2026 academic year, 114 pupils started the programme in August 2025 across 6 subject areas, with 38 returning for the second year of a 2-year programme. 65 young people completed the programme in April 2026, with 63 achieving a full award and 2 achieving a part qualification. Table 8: South Lanarkshire FA starts 2025/2026 7.6. The GradU8 programme is a South Lanarkshire-specific work-based learning option available to pupils in S4 to S6. Delivery takes place in local colleges where pupils attend one day per week to complete a vocational qualification at SCQF level 4 or 5. In 2025/2026, pupils have been able to pick one of 12 subject areas (Table 9), all designed to offer progression in areas with employment progression opportunities. This partnership arrangement allows colleges to make a financial contribution in the form of Scottish Funding Council credits, which pay for the learning and teaching element of the programme. Pupils are supported in college by South Lanarkshire Works’ Vocational Development Workers to engage effectively in the programme and to support transition planning for any leavers following completion of the course. Framework 1 year starts 2 year starts 2nd year returners Total Business Skills 10 0 10 Creative and Digital Media 8 12 5 25 Children and Young People 10 21 19 50 Engineering 0 16 0 16 Healthcare 12 14 14 40 IT Software 0 11 11 Total 40 74 38 152 155
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7.7. In addition to the college-based options, each school can also identify up to 5 young people to take part in a long-term work placement as part of the GradU8 programme. Young people attend their placement one day a week on the school’s GradU8 day, and placements are sourced by the employability team across Council and partner workplaces and with local employers. 7.8. In 2025/2026, 705 pupils started GradU8 college programmes across 12 subjects at South Lanarkshire College, New College Lanarkshire and Glasgow Kelvin College. For the 2024/2025 academic year, 582 young people completed the programme in June 2025 and achieved accredited qualifications. In 2025/2026, 777 pupils started GradU8 college programmes across 12 subjects at South Lanarkshire College, New College Lanarkshire and Glasgow Kelvin College. 540 young people completed the programme in June 2025 and achieved accredited qualifications. Table 9: GradU8 starts by subject GradU8 subject 2025/2026 Starts 2025/2026 completers Beauty 64 45 Childcare 108 71 Construction 151 111 Creative & Digital 46 38 Engineering 40 25 Hair 92 59 Healthcare 51 37 Horticulture 12 3 Hospitality 51 40 Make-up Artistry 61 42 Sport & Recreation 33 17 Uniformed Services 68 52 Total 777 540 8. Employee Implications 8.1. There are no employee implications in terms of the information contained within this report. 9. Financial Implications 9.1. There are no financial implications in terms of the information contained within this report. 10. Climate Change, Sustainability and Environmental Implications 10.1. There are no implications for climate change, sustainability or the environment in terms of the information contained within this report. 11. Other Implications 11.1. There are no other implications arising from this report. 156
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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 existing policy, function or strategy and therefore no impact assessment is required. 12.2. There is ongoing consultation between a range of partners to ensure the delivery of this successful programme. Lyndsay McRoberts Executive Director (Education Resources) Kevin Carr Executive Director (Community and Enterprise Resources) 16 April 2026 Link(s) to Council Values/Priorities/Outcomes Improving life chances for children and young people Our children and young people thrive Inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Stewart Nicolson, Head of Education (Secondary) Ext: 4468 (Tel: 01698 454468) E-mail: stewart.nicolson@southlanarkshire.gov.uk Douglas Hashagen – Employability Manager Tel; 0141 584 2915 Email; Douglas.Hashagen@southlanarkshire.gov.uk 157
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Appendix 1 – Employability Case Studies Ahmed (AspireWorks) Ahmed was referred to AspireWorks by his DWP Work Coach. He is a refugee who fled civil war in his home country and previously experienced homelessness and housing exclusion. On arrival in the UK, Ahmed was placed in a Children’s House and is now living independently in his own tenancy. When Ahmed arrived in Scotland, he spoke little English. He has since engaged in ESOL provision and continues to improve his fluency and comprehension. AspireWorks supported Ahmed to set short- and long-term goals, including developing employability skills, CV writing, job applications and interview preparation. He also received support with financial and housing advice, and a referral to counselling was made. Ahmed has since secured employment with Angard Staffing as a Mail Sorter. Angard Staffing work in partnership with Royal Mail recruitment. Ava (AspireWorks) Ava was referred to AspireWorks when she left school. She aspired to gain employment but lacked confidence and felt anxious about attending interviews. Ava engaged well with her Vocational Development Worker and received support with job searching CV creation and interview techniques as part of her personalised action plan. She was also supported to set up a bank account in preparation for entering employment. As her confidence grew, Ava was successful at interview and secured full-time employment with Planet Play. She is enjoying the fast-paced nature of the role and is thriving as part of her new team. In addition, Ava has secured a college place at South Lanarkshire College to study Higher English and National 5 Mathematics. “I have thoroughly appreciated my time with the AspireWorks team. Eddie and Josh have helped me in getting a job and gaining experience after leaving school. Since working with them, I’ve gotten a job that I’m really enjoying and I’m starting college this August with their help.” Kaia (GradU8) Kaia was referred to the GradU8 programme by Uddingston Grammar, having expressed a clear interest in pursuing a career in childcare. Kaia has Autism and Dyslexia but demonstrated strong determination and motivation to achieve her goal. Kaia successfully completed the GradU8 Childcare course at South Lanarkshire College, managing the academic demands of the programme effectively. She spoke positively about her experience and the support she received. Following completion of GradU8, Kaia applied for and secured a place on the Foundation Apprenticeship in Social Services (Children and Young People). The skills, confidence and experience gained through GradU8 supported her successful progression. She will now complete a one-year programme, combining college learning with a work placement in a South Lanarkshire nursery. Cameron (GradU8 Work Experience) 158
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Cameron was referred to GradU8 by his Pupil Support Teacher. He had a strong interest in working with tractors and was highly motivated to progress directly into employment following school. Prior to starting his work placement, Cameron completed a four-week pre-employment programme. During this time, he achieved an SQA Employability Award at Level 4 and developed confidence and understanding of workplace expectations. Cameron was then placed with an employer on the outskirts of Lanark. As he lives in Forth, the placement involved a bus journey followed by a considerable walk. Cameron was happy to undertake this travel arrangement, as the placement aligned with his career aspirations. He was supported throughout by his Vocational Development Worker, including the provision of PPE and regular review meetings. Cameron impressed the employer with his attitude, motivation and willingness to learn. As a result, he was offered a Modern Apprenticeship in mechanics, with a specialism in tractor maintenance and repair. “Cameron has always been on time, keen to learn and polite with customers. We are very keen to take Cameron on as an apprentice.” — Workshop Manager Aidan (GradU8) Aidan was living with his grandmother due to difficult home circumstances and had become involved in risk-taking behaviour both in school and in the community. His engagement with school reduced significantly over time. Aidan welcomed the opportunity to join the GradU8 Construction programme at New College Lanarkshire, attending college one day per week. Alongside this, he took part in a summer leaver programme from January to June 2025, attending three days per week. He was supported throughout by a Vocational Development Worker. Aidan thrived in the college environment, demonstrating excellent commitment and attendance. His confidence and skills developed rapidly, impressing college staff, who encouraged him to apply for a pre-apprenticeship programme. Aidan has since successfully started this course. Ben (Project Search) Ben applied for DFN Project Search through New College Lanarkshire. He was eager to move into employment but experienced challenges with social interaction and adapting to new environments. With support from his job coach, Ben completed three work placements and received consistently positive feedback. The structured classroom component of the programme provided peer support and opportunities to build friendships, greatly increasing his confidence and self esteem. On completion of the programme, Ben secured part time employment with ISS Facilities Management as a Hospital Porter at Hairmyres Hospital. 159
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David (Aspire) David was referred to Aspire by his school due to long-term disengagement from education and significant anxiety. At the point of referral, David rarely left his home and would only venture out to attend the gym. His Vocational Development Worker met with David twice weekly and gradually increased engagements from home-based meetings to community settings. This slow and supportive approach helped David build confidence and social connections. As part of his Aspire support, David attended the RISE programme, which represented a major personal achievement for him. He developed friendships with other participants and became more socially confident. David was supported to apply for a course in Sport and Fitness at college and successfully secured a place. He is enjoying the course and has also taken up employment with McDonald’s. Ben left school early due to anxiety and additional support needs and was referred to the Supported Employment Team for assistance in finding work. Ben worked with his Vocational Development Worker to create a personalised action plan and met weekly in the community to build employability skills. He also joined the Rural Peer Group, which supported his confidence, communication and independence. With support, Ben applied for a Modern Apprenticeship in Welding with BHC. He received interview preparation support, including assistance with interview clothing. Ben was subsequently offered a four-year apprenticeship, which he began in January. “I’m only 16 and already have my dream job.” Aftercare support will continue for both Ben and his employer to ensure ongoing success. Jack (Aspire) Jack was referred to Aspire after disengaging from school. He aspired to gain employment but lacked confidence. Jack was supported to join the RISE programme, which focuses on personal development, health and wellbeing, and employability skills. He engaged well with the programme and continued working with his Vocational Development Worker to explore work placement opportunities. Living in a remote area of Clydesdale presented challenges, but a local garage was identified and agreed to offer Jack a work placement. While initially hesitant, the employer became increasingly impressed with Jack’s commitment and performance. With Aspire support, funding was secured through an Employer Recruitment Initiative, and Jack was offered a Modern Apprenticeship in Mechanics. He now attends New College Lanarkshire as part of his apprenticeship and is delighted with his outcome. Ben (Supported Employment) Ben left school early due to anxiety and additional support needs and was referred to the Supported Employment Team for assistance in finding work. 160
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Ben worked with his Vocational Development Worker to create a personalised action plan and met weekly in the community to build employability skills. He also joined the Rural Peer Group, which supported his confidence, communication and independence. With support, Ben applied for a Modern Apprenticeship in Welding with BHC. He received interview preparation support, including assistance with interview clothing. Ben was subsequently offered a four-year apprenticeship, which he began in January. “I’m only 16 and already have my dream job.” Aftercare support will continue for both Ben and his employer to ensure ongoing success. William (Foundation Apprenticeship) William attended the ASN base at St Andrew’s and St Bride’s High School and applied for a Foundation Apprenticeship in Social Services and Healthcare. Although initially quiet, William grew in confidence over the duration of the programme and integrated well with peers. He was supported throughout by Practice Education Facilitators during placements at Lanark Lifestyles Day Care and Wishaw General Hospital, as well as by college and employability staff. William successfully completed his Foundation Apprenticeship and has secured a place on an HNC Healthcare Practice course at college. Adele (AspireWorks) After being referred to AspireWorks after a period of being out of education, employment and training, Adele joined the Reach programme. She faced challenges related to mental wellbeing, financial instability and a limited support network but was motivated to improve her circumstances. Through the programme, Adele fully engaged in STEPS training, developing confidence, teamwork and leadership skills. She completed a six-week work placement and received excellent feedback for her professionalism and reliability. With continued support from her keyworker, Adele applied for further opportunities and secured a permanent full-time post as a Recreation Assistant (Lifeguard) with South Lanarkshire Leisure and Culture. She reported significant improvements in wellbeing and optimism about her future. 161
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