Agenda Document Pack - Education Resources Committee - 15/11/2022
South Lanarkshire Council · 15 November 2022
Back to Education Resources Committee — 15 November 2022 and its agenda
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Council Offices, Almada Street Hamilton, ML3 0AA Monday, 07 November 2022 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, 15 November 2022 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 Cleland Sneddon Chief Executive Members Lynsey Hamilton (Chair), Gavin Keatt (Depute Chair), Joe Fagan (ex officio), Alex Allison, John Anderson, John Bradley, Ross Clark, Margaret Cowie, Grant Ferguson, Elise Frame, Alistair Fulton, Geri Gray, Mark Horsham, Cal Johnston-Dempsey, Susan Kerr, Ross Lambie, Richard Lockhart, Eileen Logan, Katy Loudon, Ian McAllan, Mark McGeever, Mo Razzaq, Graham Scott, Bert Thomson, Margaret B Walker, David Watson Substitutes Margaret Cooper, Maureen Devlin, Mary Donnelly, Allan Falconer, Martin Hose, Hugh Macdonald, Julia Marrs, Monique McAdams, Kenny McCreary, Lesley McDonald, Carol Nugent, Norman Rae External Members Religious Representatives Gillian Coulter, Nagy Iskander, John Mulligan Teacher Representatives Andy Harvey, Ann Marie Hobson Parent Council Representatives Christine Hall, Hilary Kirby 1
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BUSINESS 1 Declaration of Interests 2 Minutes of Previous Meeting Minutes of the meeting of the Education Resources Committee held on 6 September 2022 submitted for approval as a correct record. (Copy attached) 5 - 12 Monitoring Item(s) 3 Education Resources - Revenue Budget Monitoring 2022/2023 Joint report dated 19 October 2022 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 13 - 16 4 Education Resources - Capital Budget Monitoring 2022/2023 Joint report dated 19 October 2022 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 17 - 20 5 Education Resources – Workforce Monitoring – July to August 2022 Joint report dated 29 September 2022 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 21 - 28 Item(s) for Decision 6 West Partnership - Improvement Plan Report dated 19 October 2022 by the Executive Director (Education Resources). (Copy attached) 29 - 86 7 Early Learning and Childcare Staffing Update Joint report dated 26 October 2022 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 87 - 90 8 2022/2023 Early Learning & Childcare (ELC) - Sustainable Rate Price Review Report dated 27 October 2022 by the Executive Director (Education Resources). (Copy attached) 91 - 98 9 School Holiday Dates for Session 2023/2024 Report dated 26 October 2022 by the Executive Director (Education Resources). (Copy attached) 99 - 102 2
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Item(s) for Noting 10 Strategic Equity Fund (SEF) Report dated 26 October 2022 by the Executive Director (Education Resources). (Copy attached) 103 - 210 11 Standards and Quality Report 2021/2022 Report dated 21 October 2022 by the Executive Director (Education Resources). (Copy attached) 211 - 214 12 Physical Intervention in Scottish Schools - Response to Consultation Report dated 26 October 2022 by the Executive Director (Education Resources). (Copy attached) 215 - 226 13 Youth Voice Update Report dated 24 October 2022 by the Executive Director (Education Resources). (Copy attached) 227 - 232 14 Update of the Education Resources Risk Register and Risk Control Plan Report dated 20 October 2022 by the Executive Director (Education Resources). (Copy attached) 233 - 248 15 Learning and Development and Workforce Planning Report dated 24 October 2022 by the Executive Director (Education Resources). (Copy attached) 249 - 252 16 Let’s Talk Scottish Education – National Discussion Report dated 18 October 2022 by the Executive Director (Education Resources). (Copy attached) 253 - 258 Urgent Business 17 Urgent Business Any other items of business which the Chair decides are urgent. For further information, please contact:- Clerk Name: Pauline MacRae Clerk Telephone: 07385 370044 Clerk Email: pauline.macrae@southlanarkshire.gov.uk 3
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EDUCATION RESOURCES COMMITTEE Minutes of meeting held via Confero and in the Council Chamber, Council Offices, Almada Street, Hamilton on 6 September 2022 Chair: Councillor Lynsey Hamilton Councillors Present: Councillor Alex Allison, Councillor John Anderson, Councillor Ross Clark, Councillor Margaret Cowie, Councillor Mary Donnelly (substitute for Councillor John Bradley), Councillor Grant Ferguson, Councillor Elise Frame, Councillor Alistair Fulton, Councillor Geri Gray, Councillor Mark Horsham, Councillor Cal Johnston-Dempsey, Councillor Gavin Keatt (Depute), Councillor Susan Kerr, Councillor Ross Lambie, Councillor Eileen Logan, Councillor Katy Loudon, Councillor Ian McAllan, Councillor Kenny McCreary (substitute for Councillor Richard Lockhart), Councillor Mark McGeever, Councillor Mo Razzaq, Councillor Graham Scott, Councillor Bert Thomson, Councillor Margaret B Walker, Councillor David Watson Councillors' Apologies: Councillor John Bradley, Councillor Joe Fagan (ex officio), Councillor Richard Lockhart External Members Present: Christine Hall, Andy Harvey, Dr Nagy Iskander, John Mulligan External Members' Apologies: Gillian Coulter, Ann Marie Hobson, Hilary Kirby Attending: Education Resources T McDaid, Executive Director; D Dickson, Operations Manager; A Donaldson, Head of Education (Inclusion); S Nicolson, Head of Education (Senior Phase); L Sherry, Head of Education (Support Service and School Estate) Finance and Corporate Resources L Harvey, Finance Manager (Resources); P MacRae, Administration Adviser; K McLeod, Administration Assistant; E McPake, Human Resources Business Partner; L O’Hagan, Finance Manager (Strategy); M M Wilson, Legal Services Manager 1 Declaration of Interests No interests were declared. 2 Education Resources - Revenue Budget Monitoring 2021/2022 A joint report dated 27 July 2022 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 2021 to 31 March 2022 for Education Resources. The year end position at 31 March 2022 was an overspend of £1.702 million after approved transfers to reserves, as detailed in Appendix A of the report. Costs incurred in relation to the Resource’s Covid response were outlined in Appendix B of the report. Removing the net cost of Covid left a breakeven position for the Resource which was in line with the reported probable outturn position. 2 5
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Virements were proposed to realign budgets across budget categories and with other Resources and those were detailed in Appendix A of the report. The Committee decided: (1) that the Education Resources’ outturn position as at 31 March 2022 of an overspend of £1.702 million after approved transfers to reserves, as detailed in Appendix A of the report, be noted; (2) that it be noted that the overspend was Covid related and funded corporately as part of the overall Council Covid position; and (3) that the proposed budget virements be approved. 3 Education Resources - Revenue Budget Monitoring 2022/2023 A joint report dated 8 August 2022 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 2022 to 15 July 2022 for Education Resources. As at 15 July 2022, there was a breakeven position against phased budget. Virements were proposed to realign budgets across budget categories and with other Resources and those were detailed in Appendix A of the report Officers responded to members’ questions on various aspects of the report and undertook to provide further information to members on:- Strategic Equity Funding (SEF) which replaced Scottish Attainment Challenge (SAC) funding utility charges in education establishments budget virements The Committee decided: (1) that the breakeven position on Education Resources’ revenue budget, as detailed in Appendix A of the report, be noted; and (2) that the proposed budget virements be approved. 4 Education Resources - Capital Budget Monitoring 2021/2022 A joint report dated 17 August 2022 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted on the progress of the capital programme for Education Resources for the period 1 April 2021 to 31 March 2022. The total capital programme for 2020/2021 was £15.498 million. Expenditure to 31 March 2021 was £14.376 million. The final expenditure position of £14.376 million showed a difference of £1.122 million in comparison to the programme of £15.498 million. Accounting adjustments were required following a review of the Council’s revenue and capital spend. As a result, for the purposes of publishing the Annual Accounts only, capital spend amounted to £14.580 million. 6
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The Committee decided: that the Education Resources’ capital programme of £15.498 million and expenditure for the year of £14.376 million be noted. 5 Education Resources - Capital Budget Monitoring 2022/2023 A joint report dated 17 August 2022 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted on the progress of the capital programme for Education Resources for the period 1 April 2022 to 15 July 2022. The Education Resources’ capital programme amounted to £16.133 million and expenditure as at 15 July 2022 was £2.606 million. This represented a position of £0.060 million behind profile and, in the main, reflected the timing of payments. Officers responded to a member’s question on difficulties in the supply of certain goods and materials. The Committee decided: that the Education Resources’ capital programme of £16.133 million, and expenditure to 15 July 2020 of £2.606 million, be noted. [Reference: Minutes of South Lanarkshire Council (Special) of 23 February 2022 (Paragraph 3)] 6 Education Resources – Workforce Monitoring – April to June 2022 A joint report dated 15 August 2022 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted on the following employee information for Education Resources for the period April to June 2022:- attendance statistics occupational health statistics accident/incident statistics discipline, grievance and Dignity at Work cases analysis of leavers and exit interviews staffing watch as at 11 June 2022 The Committee decided: that the report be noted. [Reference: Minutes of 8 February 2022 (Paragraph 5)] 7 Education Resource Plan - Quarter 4 Progress Report 2021/2022 A report dated 24 August 2022 by the Executive Director (Education Resources) was submitted on the Education Resource Plan Quarter 4 Progress Report 2021/2022 for the period 1 April 2021 to 31 March 2022. The Resource Plan measures were rated using a traffic light system of red, amber or green as well as blue (BRAG) which indicated that an action had been completed. Details were provided on:- progress against all Resource Plan measures as detailed in the Quarter 4 Progress Report 2021/2022, attached as Appendix 2 of the report 7
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key achievements made by the Resource to date measures which had changed in status from Quarter 2 to Quarter 4, as contained in Appendix 3 of the report. Officers responded to members’ questions on various aspects of the report. The Committee decided: (1) that the Education Resource Plan Quarter 4 Progress Report 2021/2022, as summarised in paragraph 5.2 and attached as Appendix 2 of the report, be noted; (2) that the key achievements made by the Resource to date, as detailed in paragraph 5.3 of the report, be noted; and (3) that the additional scrutiny of changes in BRAG status between Quarter 2 and Quarter 4, as summarised at paragraph 5.5 and detailed at Appendix 3 of the report, be noted. In terms of Standing Order No 14, the Chair adjourned the meeting at 10.55am for a 10 minute period. The meeting reconvened at 11.05am 8 Education Resources’ Workforce Plan 2022 to 2025 A report dated 18 August 2022 by the Executive Director (Education Resources) was submitted on Education Resources’ Workforce Plan 2022 to 2025. The Executive Committee had agreed the Council Workforce Plan 2017 to 2020, with Resources being required to provide updates on their Workforce Plan to their respective committees. The review of Workforce Plans had been delayed due to the Covid-19 pandemic and Resources had produced Plans covering the period 2022 to 2025. The Education Resources’ Workforce Plan 2022 to 2025, together with the Action Plan, was attached as Appendix 1 to the report. The Plan provided an overview of the services delivered by the Resource, the service demands and a workforce profile. This, together with the strategic plans and drivers, was used to identify the objectives and actions required. The key themes for workforce planning that had been identified were:- education recovery and reform workforce supply challenges which would be impacted by the reduction in class contact time and subsequent requirement for more teachers, which was a national issue in relation to support and early years, ability to recruit and retain employees in a competitive market demographic of the workforce and the impact on succession planning maintaining employee wellbeing and resilience The key activities identified were:- revised recruitment practices to attract and retain employees plan for implementation of reduction of class contact time once funding arrangements had been confirmed assessment of the impact of the Future Vision for Education in terms of funding and staffing impact review of the allocation of recovery funding and rationalisation of the allocation 8
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This aligned with the general common themes from all Resource Action Plans which were:-: increased demand and a reduced workforce pool which was a national issue demographic challenges, increased turnover, employees retiring earlier than expected and succession planning employee wellbeing Officers responded to members’ questions on various aspects of the report. The Committee decided: (1) that the content of the report be noted; and (2) that Education Resources’ Workforce Plan 2022 to 2025, attached as Appendix 1 to the report, be approved. [Reference: Minutes of the Executive Committee of 8 November 2017 (Paragraph 15)] 9 Education Resource Plan 2022/2023 A report dated 24 August 2022 by the Executive Director (Education Resources) was submitted on the Education Resource Plan 2022/2023. Details were provided on the Resource Plan for 2022/2023, attached as Appendix 1 to the report, which outlined:- key areas of focus for the year ahead objectives and outcomes measures and actions resourcing of the Plan The Resource had established a number of outcomes to support the delivery of the Connect priorities in 2022/2023, which were detailed in Appendix 2 to the report. In line with the Council’s performance management arrangements, a mid-year progress report on actions identified in the 2022/2023 Resource Plan and an end of year progress report respectively, would be submitted to future meetings of the Committee. Officers responded to members’ questions on various aspects of the report. The Committee decided: that the Education Resource Plan for 2022/2023 be noted and uploaded to the Council’s website. [Reference: Minutes of the Executive Committee of 24 August 2022 (Paragraph 8)] 10 Youth Employability and Work Based Learning A report dated 24 August 2022 by the Executive Director (Education Resources) was submitted on the progress of the Youth Employability Service’s targeted employability and senior-phase work-based learning programmes. The Youth Employability Service supported young people at school in the senior phase and post-school up to age 19, and longer if care experienced, to develop and achieve the skills, experience and qualifications to progress to positive and sustained post school destinations. 9
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Details were provided on the Service’s key programmes:- GradU8 GradU8 work experience Foundation Apprenticeships Aspire keywork support AspireWorks winter and summer leaver programmes Those programmes had achieved positive outcomes for young people and had made a contribution to South Lanarkshire’s positive school leaver destinations and post school participation measures. Case studies of young people involved in the programmes were attached as Appendix 1 to the report. Officers responded to members’ questions on various aspects of the report. The Committee decided: that the report be noted. 11 Early Learning and Childcare (1140 hours) - Update A report dated 24 August 2022 by the Executive Director (Education Resources) was submitted providing an update on progress made in the expansion and delivery of early learning and childcare in line with the Scottish Government’s statutory duty on education authorities to make 1140 hours of early learning and childcare (ELC) available to each eligible child from August 2021. Details were given on:- progress in delivering nursery places for eligible children consultation to evaluate and reflect on the delivery of the 1140 hours of ELC training opportunities quality of provision equity and excellence leads the 1140 hours expansion building programme engagement with funded providers The Committee decided: (1) that progress on the delivery of 1140 hours ELC for eligible 2-year-olds and all 3 and 4 year olds be noted; (2) that it be noted that a further update would be provided on the consultation outcomes on the delivery of the 1140 hours ELC; (3) that it be noted that a further update would be provided on the process for reaching a sustainable rate for funded providers for 2022/2023; and (4) that it be noted that a further update would be submitted to the November meeting of the Committee on ELC developments supported by City Deal. 10
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12 Independent Review of Qualifications and Assessments in Scotland – School Participation A report dated 29 June 2022 by the Executive Director (Education Resources) was submitted providing an update on the national Independent Review Group (IRG) on Qualifications and Assessment. The Cabinet Secretary for Education and Skills announced in October 2021 that it was intended to reform exams and national qualifications to ensure that learners’ achievements were fairly recognised and to afford them an enhanced and fair opportunity to demonstrate the width, depth and relevance of their learning Louise Hayward, Professor Emerita of Educational Assessment and Innovation at the University of Glasgow, had been appointed as Convener of the Independent Review Group which would take forward an inclusive and participatory programme of stakeholder engagement aimed to ensure that all those with a stake in the future of qualifications and assessments, including young people, had the opportunity to feed into the review. Details were given on planned engagement in respect of the review, through the IRG, Collaborative Community Groups (CCG) and with schools and colleges. Professor Hayward would submit a final report to the Cabinet Secretary for Education and Skills by the end of March 2023. The Committee decided: that the report be noted. 13 Summer Holiday Provision 2022 – Interim Update Report A report dated 28 August 2022 by the Executive Director (Education Resources) was submitted providing an interim update on the successful delivery of South Lanarkshire’s provision during summer 2022 for children, young people and their families. The Scottish Government announced in May 2022 that funding of £10 million would be distributed to local authorities to target provision of a summer 2022 holiday programme offering co-ordinated access to activities, childcare and food for children aged 5 to 14 years from low income families. This funding was added to existing Council funding and enabled continuation of the Council’s ‘Sensational Summer Sessions’ provision. Details were given on:- target groups for inclusion in the programme voluntary sector partners actively engaged in delivering the programme the range of themed activities on offer resources and equipment available free personal support available, such as passes to leisure services A full evaluation of the summer provision would commence at the beginning of September and a report to a future meeting of the Committee would provide a more detailed impact on the overall summer provision within the Council, in line with the timescales set by the Scottish Government. The Committee decided: (1) that the breadth and scale of delivery of the funded summer 2022 programme be noted; (2) that it be noted that the Council had delivered this programme with the support of a variety of Third Sector Partners and organisations; and 11
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(3) that it be noted that a more detailed report would be presented to a future meeting of the Committee providing a detailed evaluation of the impact of the provision on children, young people, families and communities. 14 Celebrating Success A report dated 20 July 2022 by the Executive Director (Education Resources) was submitted on a range of recent achievements and success of children and young people, staff in schools and services throughout South Lanarkshire. Section 4 of the report highlighted a range of achievements which captured the essence of education in South Lanarkshire, which was to inspire learners, transform learning and strengthen communities. The Committee decided: that the report be noted. 15 Urgent Business There were no items of urgent business. 12
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Revenue Budget Monitoring 2022/2023 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 2022 to 7 October 2022 for Education Resources [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the breakeven position on Education Resources’ revenue budget as detailed in Appendix A of the report be noted. (2) that the proposed budget virements be approved. [1recs] 3. Background 3.1. This is the second revenue budget monitoring report presented to the Education Resources Committee for the financial year 2022/2023. 3.2. The report details the financial position for Education Resources in Appendix A, along with variance explanations. 4. Scottish Attainment Challenge Funding 4.1. The current budget for Education contains £11.540m awarded for Pupil Equity Funding (PEF) and £1.473m for Strategic Equity Funding (SEF). Total budget for 2022/23 is £13.013m and this is contained within this reported position. 4.2. In relation to PEF funding, the £11.540m represents £2.590m 2021/22 carry forward and £8.950m for the 2022/23 allocation. Spend and commitment to date as at 7 October 2022 is £7.158m, with £4.382m still to spend. This includes known staff costs to 31 March 2023. 4.3. In relation to SEF funding, spend and commitment to date is £1.119m with £0.354m still to spend. Staff costs to 31 March 2023 are reflected within this position, and as this is a specific grant allocation, funding is received based on actual spend. Committee will continue to be updated with the spend position for 2022/23 throughout the year on both programmes. 3 13
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5. Employee Implications 5.1. None 6. Financial Implications 6.1. As at 7 October 2022, there is a breakeven position against the phased budget. 6.2. The Resource is currently showing a balanced financial position as at 7 October 2022 however; we have been notified of a potential significant increase in spend on transport by Strathclyde Passenger Transport (SPT) for school transport depending on the outcome of contract renewals. Given the timing of billing, the current reported position reflects around +£0.100m of costs within this position. We will report the wider impact of this to a future meeting when total costs have been quantified. 6.3. Variance explanations are outlined in Appendix A to this report. Virements are also proposed to realign budgets across budget categories and with other Resources. These movements have been detailed in Appendix A to this report. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in the report 8. Other Implications 8.1. The main risk associated with the Council’s revenue budget is that there is an overspend. There are inflationary and budget pressures including utilities and fuel (as well as general inflation pressures) this year which increase the risk of overspend, however, we have mitigated this going forward by providing additional funds in future years’ budget strategy, and, in this year, through some reserve funds available. There are also emerging underspends in employee costs which will help offset increasing inflationary pressures. 8.2. We will also continue to monitor the actual impact through four weekly budget monitoring meetings at which any variance is analysed. In addition, the probable outturn exercise ensures early warning for corrective action to be taken where appropriate. 9. Equality Impact Assessment and Consultation Arrangements 9.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 9.2. There is also no requirement to undertake any consultation in terms of the information contained in the report. Paul Manning Executive Director (Finance and Corporate Resources) Tony McDaid Executive Director (Education Resources) 19 October 2022 Link(s) to Council Values/Priorities/Outcomes Accountable, Effective, Efficient and Transparent 14
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Previous References None List of Background Papers Financial ledger and budget monitoring results to 7 October 2022 Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Louise Harvey Ext: 2658 (Tel: 01698 452658) E-mail: louise.harvey@southlanarkshire.gov.uk 15
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Appendix A SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Resources Committee: Period Ended 7 October 2022 (No.7) Education Resources Summary Annual Budget Forecast for Year Annual Forecast Variance Budget Proportion 07/10/22 Actual 07/10/22 Variance 07/10/22 % Variance 07/10/22 Note £000 £000 £000 £000 £000 £000 Budget Category Employee Costs 304,438 304,438 0 150,369 149,998 371 under 0.2% 1, a, b, c, d, e, f, g Property Costs 28,173 28,173 0 20,306 20,315 (9) over 0.0% a, b, d, f, g Supplies & Services 14,945 14,945 0 3,852 3,822 30 under 0.8% a, b, d, e, f, g Transport & Plant 14,138 14,138 0 5,275 5,747 (472) over (8.9%) 2, b, f, g Administration Costs 1,293 1,293 0 831 799 32 under 3.9% d, f, g Payments to Other Bodies 30,430 30,430 0 14,983 15,501 (518) over (3.5%) 3, b, d, f, g Payments to Contractors 38,777 38,777 0 14,958 14,958 0 - 0.0% Transfer Payments 2,289 2,289 0 1,978 1,978 0 - 0.0% g Financing Charges 345 345 0 170 170 0 - 0.0% d, f, g Total Controllable Exp. 434,828 434,828 0 212,722 213,288 (566) over (0.3%) Total Controllable Inc. (46,155) (46,155) 0 (34,753) (35,319) 566 over recovered 1.6% 4, d, g Net Controllable Exp. 388,673 388,673 0 177,969 177,969 0 - 0.0% Variance Explanations 1. The position represents an underspend in Early Years core staff costs due to vacancies and turnover of staff. 2. The overspend is mainly due to the cost of school transport for both ASN and mainstream schools’ contracts. 3. This overspend reflects the increased cost of placements for pupils with additional support needs in Independent Schools. 4. The over recovery of income relates to increased income from Early Years Childcare fees. Budget Virements a. Transfers from Education reserves in relation to Early Entry teachers and Learning Recovery. Net Effect £2.490m: Employee Costs £2.337m, Property Costs (£0.009m) and Supplies and Services £0.162m. b. Transfer from corporate items in relation to independent school placements, utilities, learning recovery, procurement savings, counselling, transport and rates poundage. Net Effect £4.842m: Employee Costs £0.076m, Property Costs £2.128m, Supplies and Services (£0.003m), Transport and Plant £1.320m and Payments to Other Bodies £1.321m. c. Establish budget to reflect the receipt of general revenue grant funding for 2021/22 teachers pay award. Net Effect £1.747m: Employee Costs £1.747m. d. Establish budget for additional income received for Omnicron Grants, Confusius Hub, West Partnership and Youth Employability funding. Net Effect £0.000m: Employee Costs £0.175m, Property £0.001m, Supplies and Services £0.069m, Administration £0.019m, Payments to Other Bodies £0.360m, Finance £0.003m and Income (£0.627m). e. Realignment of budget to reflect Pupil Equity Fund and Strategic Equity Fund programme delivery. Net Effect £0.000m: Employee Costs £2.507m and Supplies and Services (£2.507m). f. Realignment of budget to reflect current service delivery. Net Effect £0.000m: Employee Costs (£0.713m), Property Costs (£0.774m), Supplies and Services £0.448m, Transport Costs £0.792m, Administration Costs £0.035m, Payments to Other Bodies £0.204m and Finance Charges £0.008m. g. Realignment of Education Maintenance Allowance budget and DMS. Net Effect £0.000m: Employee Costs £0.435m, Property Costs £0.063m, Supplies and Services (£0.525m), Transport and Plant £0.037m, Administration Costs £0.065m, Payments to Other Bodies (£0.051m), Transfer Payments £0.039m, Financing Charges (£0.022m) and Income (£0.041m). 16
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Capital Budget Monitoring 2022/2023 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 2022 to 7 October 2022 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation: [recs] (1) that the Education Resources capital programme of £14.608 million, and expenditure to date of £6.020 million, be noted. [1recs] 3. Background 3.1. This is the second capital monitoring report presented to the Education Resources Committee for the financial year 2022/2023. Further reports will follow throughout the year. 3.2. The revised budget for Education Resources is £14.608 million. This reflects the budget of £16.133 million reported to the last meeting of this Committee, adjusted to reflect changes totalling a net decrease of £1.525 million approved by the Executive Committee on 21 September 2022 and presented to the meeting 2 November 2022. 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. 2022/2023 Budget The total capital programme for Education Resources is £14.608 million, as detailed in Section 3.2. 5.2. The 2022/2023 Capital Programme of £14.608 million includes budget amendments for 2022/2023 totalling a net decrease of £1.525 million, identified since the last report to this Committee (September 2022). The details of these amendments are shown in Appendix A. 4 17
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5.3. Period 7 Position Anticipated spend to date was £6.455 million and spend to 7 October 2022 amounts to £6.020 million. This represents a position of £0.435 million behind profile mainly reflecting the timing of payments. 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 an overspend. There are detailed project management plans prepared and the risk of overspend on each project is monitored through four weekly investment management meetings. 7.2. The Council continues to experience material shortages, longer lead times and extraordinary inflationary price increases and it is anticipated that this will continue to impact the supply chain for the foreseeable future. The impact of this will continue to be monitored through the four weekly investment management meetings. Further updates will be reported in the coming months with any significant increases in contract values being brought to members’ attention. 8. Equality Impact Assessment and Consultation Arrangements 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. Paul Manning Executive Director (Finance and Corporate Resources) Tony McDaid Executive Director (Education Resources) 19 October 2022 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient and transparent Previous References Executive Committee, 21 September 2022 Executive Committee, 2 November 2022 List of Background Papers Financial ledger to 7 October Contact for Further Information If you would like to inspect the background papers or want further information, please contact: Lorraine O’Hagan, Finance Manager (Strategy) Ext: 2601 (Tel: 01698 452601) E-mail: lorraine.o’hagan@southlanarkshire.gov.uk 18
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Appendix A South Lanarkshire Council Capital Expenditure 2022-23 Education Resources Programme For Period 1 April 2022 – 7 October 2022 Education Resources Base Budget £000 Budget Adjustments £000 Slippage/ Acceleration £000 Total Budget £000 Budget to Date £000 Actual Expenditure £000 Growth / Accommodation Pressures 7,852 1,330 (35) 9,147 4,934 4,862 1,140 Hours 3,771 (25) (1,500) 2,246 237 162 ICT Developments 3,211 - - 3,211 1,283 995 Other 4 - - 4 1 1 TOTAL 14,838 1,305 (1,535) 14,608 6,455 6,020 For Information Only Budget Adjustments approved by Executive Committee, 21 September 2022: Budget Adjustments approved by Executive Committee, 2 November 2022: Budget Adjustments Early Years 1,140 Hours – Clyde Terrace, Bothwell Total Budget Adjustments (£1.500m) (£1.500m) Budget Adjustments Education Resources Early Years 1,140 Hours Programme Total Budget Adjustments (£0.025m) (£0.025m) 19
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Finance and Corporate Resources) and Executive Director (Education Resources) Subject: Education Resources – Workforce Monitoring – July to August 2022 1. Purpose of Report 1.1. The purpose of the report is to: - [purpose] provide employment information for July to August 2022 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 July to August 2022 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 of 11 June 2022 [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 July to August 2022. 4. Monitoring Statistics 4.1. Attendance Statistics (Appendix 1) Information on absence statistics is analysed for the month of August for Education Resources. The Resource absence figure for August 2022 was 2.4%. This figure has decreased by 0.1% when compared to the previous month and is 2.0% lower than the Council- wide figure. Compared to August 2021, the Resource absence figure has decreased by 0.4%. Based on the absence figures at August 2022 and annual trends, the projected annual average absence for the Resource for 2022/2023 is 4.9%, 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 work in close partnership with line managers and Resource Management Teams on a case management basis to ensure that appropriate actions are taken. The attendance information contained in this report includes absences as a result of Covid-19, and employees are being supported through this difficult time to maintain attendance levels where they can. At the time of this report, the Council overall absence level was 4.96% with 0.48% of this relating to Covid-19 for sickness and special leave. 4.2. Occupational Health (Appendix 2) In terms of referrals to occupational health, which include medical examinations and physiotherapy, overall, 205 referrals were made this period. This represents an increase of 15 when compared with the same period last year. 4.3. Accident/Incident Statistics There were 52 accidents/incidents recorded within the Resource and this period, an increase of 5 when compared to the same period last year. 4.4. Discipline, Grievance and Dignity at Work (Appendix 2) During the period, no disciplinary hearings were held within the Resource, a decrease of 5 when compared to the same period last year. No appeals were heard by the Appeals Panel. No grievance hearings were raised within the Resource, this figure remains unchanged when compared to the same period last year. No Dignity at Work complaints were raised within the Resource, this figure remains unchanged when compared to the same period last year. 4.5. Analysis of Leavers (Appendix 2) There were a total of 89 leavers in the Resource this period eligible for an exit interview. This figure has increased by 11 when compared with the same period last year. Thirty seven exit interviews were conducted in this period, an increase of 19 when compared to the same period last year. 4.6. When processing an employee termination, managers were asked to identify whether they intended to replace the employee who had left the Council. If they indicated that they did not intend to replace the employee, they were asked to select from the following options:- plan to hold for savings fill on a fixed term basis pending savings transfer budget to another post end of fixed term post 4.7. Appendix 2a provides a breakdown of vacant posts and whether these are being replaced or held for savings. In the period July to August 2022, 449 employees (401.34 FTE) in total, left employment. Managers indicated that 443 posts (397.19 FTE) were being replaced, 2 posts (1.5 FTE) were being filled on a temporary basis, 1 post (0.66 FTE) is having its budget transferred to another post and 3 posts (2.00 FTE) were due to the end of fixed term contracts. 5. Staffing Watch 5.1. There has been a decrease of 14 in the number of employees in post from 12 March 2022 to 11 June 2022. 22
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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 risk implications in terms of the information contained within this report. 10. Equality Impact Assessment and Consultation Arrangements 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 was no requirement to undertake any consultation in terms of the information contained in this report. Paul Manning Executive Director (Finance and Corporate Resources) Tony McDade Executive Director (Education Resources) 29 September 2022 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 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: - Eileen McPake, HR Business Manager Ext: (Tel: 01698 454647) E-mail: Eileen.McPake@southlanarkshire.gov.uk 23
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2020 / 2021 2021 / 2022 2022 / 2023 2020 / 2021 2021 / 2022 2022 / 2023 2020 / 2021 2021 / 2022 2022 / 2023 2020 / 2021 2021 / 2022 2022 / 2023 % % % % % % % % % % % % April 3.9 4.8 5.5 April 2.9 2.5 2.7 April 3.3 3.5 4.0 April 4.4 4.3 5.6 May 2.2 5.7 5.5 May 1.4 3.2 3.6 May 1.8 4.4 4.5 May 3.1 4.9 5.4 June 1.8 4.7 5.1 June 0.9 2.6 2.6 June 1.3 3.5 3.7 June 2.7 4.7 5.3 July 1.3 3.4 3.8 July 0.5 1.1 1.4 July 0.9 2.1 2.5 July 2.3 4.0 4.6 August 2.7 3.8 3.6 August 1.2 2.0 1.4 August 1.8 2.8 2.4 August 3.1 4.7 4.4 September 4.8 6.4 September 2.7 4.4 September 3.6 5.3 September 4.2 6.4 October 5.4 6.6 October 3.2 4.1 October 4.1 5.2 October 4.8 6.3 November 6.6 8.0 November 4.6 5.6 November 5.5 6.7 November 5.8 6.9 December 6.5 8.0 December 4.7 6.1 December 5.5 7.0 December 5.6 6.9 January 4.8 8.1 January 2.7 3.9 January 3.6 5.8 January 4.8 7.0 February 4.7 7.2 February 2.5 3.7 February 3.5 5.3 February 4.8 6.6 March 5.6 9.5 March 2.9 4.3 March 4.1 6.7 March 4.9 7.9 Annual Average 4.2 6.4 6.4 Annual Average 2.5 3.6 3.7 Annual Average 3.3 4.9 4.9 Annual Average 4.2 5.9 6.1 Average Apr-Aug 2.4 4.5 4.7 Average Apr-Aug 1.4 2.3 2.3 Average Apr-Aug 1.8 3.3 3.4 Average Apr-Aug 3.1 4.5 5.1 3461 4229 7690 16466No of Employees at 31 Aug 2022 No of Employees at 31 Aug 2022 No of Employees at 31 Aug 2022 No of Employees at 31 Aug 2022 Appendix 1 Absence Trends - 2020/2021, 2021/2022 & 2022/2023 Education Resources Council WideAPT&C Teachers Resource Total 24
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Jul - Aug Jul - Aug 2021 2022 MEDICAL EXAMINATIONS Number of Employees Attending EMPLOYEE COUNSELLING SERVICE Total Number of Referrals PHYSIOTHERAPY SERVICE Total Number of Referrals REFERRALS TO EMPLOYEE SUPPORT OFFICER 60 67 REFERRALS TO COGNITIVE BEHAVIOUR THERAPY 4 1 TOTAL 190 205 Jul - Aug Jul - Aug 2021 2022 Specified Injuries* 0 1 Over 7 day absences 0 0 Over 3 day absences** 0 1 Minor 1 4 Near Miss 0 1 Violent Incident: Physical**** 43 36 Violent Incident: Verbal***** 3 9 Total Accidents/Incidents 47 52 Jul - Aug Jul - Aug 2021 2022 Total Number of Hearings 5 0 Total Number of Appeals 0 0 Appeals Pending 0 0 Time Taken to Convene Hearing April - June 2022 0-3 Weeks 4-6 Weeks Over 6 Weeks 0 0 0 Jul - Aug Jul - Aug 2021 2022 Number of Grievances 0 0 Number Resolved at Stage 1 0 0 Number Resolved at Stage 2 0 0 Number Resolved at Stage 3 0 0 Still in Progress 0 0 Jul - Aug Jul - Aug 2021 2022 Number of Incidents 0 0 Number Resolved at Informal Stage 0 0 Number Resolved at Formal Stage 0 0 Number of Appeals 0 0 Appeals in Process 0 0 Still in Process 0 0 Jul - Aug Jul - Aug 2021 2022 Number of Exit Interviews conducted 18 37 Total Number of Leavers Eligible for Exit Interview 78 89 Percentage of interviews conducted 23% 42% Appendix 2 64 77 30 22 EDUCATION RESOURCES CAUSE OF ACCIDENTS/INCIDENTS 32 *A Specified Injury is any fracture (other than to the fingers, thumbs or toes), amputation, loss of sight, **Over 3 day / over 7day absence is an injury sustained outwith specified injury category that results in a ***Near Miss - Any unexpected, unplanned occurrence (except Dangerous Occurrences) that does not ****Physical violent incidents are included in the "Specified" figures, where applicable, to provide the "Total 38 ****Physical violent incidents and ***** Verbal Violent Incidents are included in the "Over 3-day or Over 7- ****Physical Violent Incidents and ***** Verbal Violent Incidents are included in the "Minor" figures, where ANALYSIS OF REASONS FOR LEAVING RECORD OF DISCIPLINARY HEARINGS RECORD OF GRIEVANCE HEARINGS RECORD OF DIGNITY AT WORK 25
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FTE H/C FTE H/C Terminations/Leavers 401.34 449 553.92 636 Being replaced 397.19 443 543.43 622 Filling on a temporary basis 1.50 2 1.90 3 Plan to transfer this budget to another post 0.66 1 0.66 1 End of fixed term contract 2.00 3 6.34 8 Held pending service Review 0.00 0 1.60 2 Plan to remove for savings 0.00 0 0.00 0 Appendix 2a Jul - Aug 2022 Cumulative totalReason 26
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As at 11 June 2022 F/T P/T F/T P/T Teachers 704 71 2330 836 3941 Others 138 89 651 2329 3207 Total Employees 842 160 2981 3165 7148 *Full-Time Equivalent No of Employees Salary Bands Director 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 1.00 0.00 4.60 3581.80 3587.40 Others 1.00 1178.56 899.35 140.99 45.44 11.60 4.00 58.93 7.80 2347.67 As at 12 March 2022 F/T P/T F/T P/T Teachers 704 71 2329 831 3935 Others 140 92 664 2331 3227 Total Employees 844 163 2993 3162 7162 *Full-Time Equavalent No of Employees Salary Bands Director 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 1.00 0.00 4.60 3578.00 3583.60 Others 1.00 1184.65 902.86 142.99 47.64 12.60 4.00 59.53 8.80 2364.07 Male Female Total Appendix 3 Joing Staffing Watch Return Education Resources Male Female Total 27
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Education Resources) Subject: West Partnership - Improvement Plan 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] to inform the Committee of the evaluation of work undertaken by the West Partnership Regional Improvement Collaborative during 2021/2022 and to outline the contents of the West Partnership’s Improvement Plan 2022/2023. 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s): - [recs] (1) that the West Partnership’s evaluation of the Regional Improvement Plan for 2021/2022 be noted; and (2) that the West Partnership’s Improvement Plan for 2022/23, be approved. [1recs] 3. Background 3.1. The establishment of Regional Improvement Collaboratives (RICs) is a national initiative to bring about improvement for all schools in Scotland. The purpose being to identify and share best practice designed to improve outcomes for learners in schools and educational settings. 3.2. The Education Resources Committee noted the progress of the West Partnership and the contents of its Improvement Plan for 2021/2022 in November 2021. 4. Progress to Date 4.1. Appendix 1 of the report outlines the progress with and impact of the Regional Improvement Plan for 2021/2022. 4.2. The evaluation of the work of the Partnership under the following key heading is as follows: - Reach and impact How does the West Partnership Compare? Three Drivers of Improvement Next steps and conclusions 4.3. Overall, the West Partnership continues to make very good progress implementing its Regional Improvement Plan 6 29
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4.4. Each year, we see the growing benefit of working collaboratively and systematically across the West Partnership area, and the difference this is making to staff, children and young people. The report captures the very good progress made within the West Partnership. This is testament to the dedication and commitment of all staff who have worked to support our children and young people. 4.5. Throughout the report, there are very strong examples of how the Partnership is improving attainment and achievement for all (excellence) while closing the poverty related attainment gap (equity). We are shifting the ownership of change and enabling our staff to take collective action to deliver on this (empowerment). 4.6. Included in this evaluation report is an overview of the strengthened evaluation model including the three drivers of improvement. The report showcases progress in enhancing collaboration, improving knowledge and confidence and changes in practice. Three main illustrations demonstrate impact in these three improvement areas through a range of qualitative and quantitative data. Critical indicators have been updated demonstrating progress in the region. 4.7. The evaluation report has been submitted to Education Scotland and the Scottish Government. 4.8. The evidence findings have helped to inform and shape the West Partnership’s Improvement Plan for the period 2022 to 2023. 5. Evaluation of the West Partnership by the Robert Owen Centre for Educational Change 5.1. The West Partnership progress has been further recognised externally through research carried out by the Robert Owen Centre (ROC) for Educational Change. In their Phase III Reflections on the Partnership Recovery to Renewal: Reimaging the Future (2022) report, the ROC Summary Report (Appendix 2) compliments that of the internal evaluation providing a strong triangulated approach to evaluation. Key findings are included in the summary report. 5.2. The evaluation report noted a shift in mind-sets, culture, and ethos across the West Partnership, propelled by the power of networks and agency within them. 5.3. The added value (to local authorities) of this approach is evident in the upskilling of staff, individual empowerment and agency, knowledge mobilisation, professional capital, improvements in learning and teaching and networked learning. 5.4. The ROC report asserts that the West Partnership is in a very good position to build on the momentum gained during the pandemic. The flexibility and agility shown in responding to the needs of the system were particularly noted as positive and helpful. 5.5. In the concluding chapter of the report, it was stated that: “There is a broad view that the West partnership has come in to its own during the pandemic. It has been able to successfully respond to the needs of the system and practitioners by creating effective networks. “ 30
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5.6. The report concludes with a range of reflections for the West partnership to consider in planning the next phase of growth. These include:- Further engagement and dialogue with other RICs and Scottish Government on alternative workforce development models to the seconded one Continue to develop a range of systemic strategies for reaching teachers/ practitioners Continue to develop systematic approaches to ‘engagement’ Build teacher networks with a broader range of practitioners and empower them to connect and to collaborate with each other Map and communicate all activity and publish calendar at the start of the session to encourage greater engagement Clarify roles of key stakeholders in networks and workstreams Consider more targeted follow up evaluation over time 6. The West Partnership Improvement Plan 2022/23 6.1. The West Partnership Improvement Plan 2022/23 (Appendix 3) sets out the key areas for collaborative action to bring about improvement across the partnership region for session 2022/23. 6.2. As such, the Plan does not replicate or duplicate the individual local improvement plans of each partner authority but enhances the scope to support and challenge schools to improve. 6.3. In seeking to ensure local democratic accountability, members of the West Partnership Regional Improvement Collaborative are required to report back to their own authorities through appropriate individual local governance arrangements for approval. 6.4. In seeking to ensure that the West Partnership can continue to contribute to the wider work of the Glasgow City Regional Economic Strategy, the West Partnership is also required to report to the Glasgow City Region Cabinet. A report will be prepared, including the approved Regional Improvement Plan, and presented to the Cabinet by the Regional Lead Officer or Convener of the Regional Education Committee (as appropriate). 6.5. Committed to professional reflection and rigorous evaluation, a framework of evaluation activities provides a range of evidence to inform next steps in improvement planning. 6.6. As outlined in section 4 of this report, the evaluation of the 2021/22 plan has been used to underpin the plan for session 2022/23. 6.7. Taking account of the consultations to date, there is clear consensus that existing programmes and activity are broadly meeting the needs of officers and practitioners across the West Partnership. It is suggested most programmes continue, following review and in some cases, augmentation. 6.8. The Plan for 2022/23 is organised under 3 key areas, each led by two Directors of Education/Chief Education Officers: - Wellbeing for Learning Curriculum, Learning, Teaching and Assessment Leadership, Empowerment and Improvement 31
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6.9. A range of programmes and activities are in place across the three identified areas that are designed to support the work of school staff and local authority central officers. 6.10. A fourth workstream also led by two Directors of Education, is that of Evaluation and Reporting. 6.11. The Plan has been submitted to Education Scotland and the Scottish Government. 7. Employee Implications 7.1. There are no employee implications arising from the recommendations in this report. 8. Financial Implications 8.1. The Scottish Government invited bids to support the implementation of each RIC’s improvement plan. The Scottish Government awarded grant funding of £1,515,500 to support the West Partnership’s programme of work for the period from 1 April 2022 to 31 March 2023. 9. Climate Change, Sustainability and Environmental Implications 9.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 10. Other Implications 10.1. There are no implications for risk in terms of the information contained in this report. 11. Equality Impact Assessment and Consultation Arrangements 11.1. There is no requirement to undertake an equality impact assessment and consultation on the evaluations of activities was undertaken by the RICs with stakeholders. Tony McDaid Executive Director (Education Resources Resources) 19 October 2022 Link(s) to Council Values/Priorities/Outcomes Improve achievement, raise educational attainment and support lifelong learning Previous References Education Resources Committee – 9 November 2021 Education Resources Committee – 16 March 2021 Education Resources Committee – 27 October 2020 Education Resources Committee – 6 August 2019 List of Background Papers West Partnership Regional Improvement Collaborative Plan 2019/2020 Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Stewart Nicolson, Head of Education (Senior Phase) Ext: 4475 (Tel: 01698 454475) 32
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E-mail: stewart.nicolson@southlanarkshire.gov.uk 33
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The West Partnership EVALUATION REPORT 2021–2022 Equity, Excellence & Empowerment 6 35
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2 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Contents. Introduction West Partnership Evaluation Report \ Vision \ Context \ Reach & Impact How does the West Partnership compare? \ Broad General Education \ Senior Phase Evaluation Framework: Three Drivers of Improvement West Partnership Drivers Model Three Drivers of Improvement Illustrations \ The Primary Curriculum Programme \ Improving Our Schools \ Wellbeing for Learning: Keeping Trauma in Mind Programme Conclusion \ Appendix 1: Critical Indicators \ Appendix 2: Collective Knowledge & Confidence Improvements 3 4 5 6 7 10 13 14 15 16 18 20 21 22 36
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3 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 The West Partnership has a clear vision: we want to embed the values of equity, excellence and empowerment in everything we do, building a culture of where we work collaboratively across our eight local authority areas to continually improve learning experiences and outcomes for every learner across the Glasgow City Region. This report details progress over the academic year 2021-2022 towards achieving each of the associated outcomes and expected impacts as detailed in the West Partnership Improvement Plan. Increasingly, we are seeing the benefit of the West Partnership Regional Improvement Collaborative and the impact it makes to our teachers, practitioners and support staff, local authority officers and our communities. While this report highlights areas of success, the work of the West Partnership has also been recognised by external evaluations carried out by the Robert Owen Centre for Educational Change as well as our work highlighted in Research Scotland’s national evaluation of Regional Improvement Collaboratives. Our three workstreams of Wellbeing for Learning; Leadership, Empowerment and Improvement; and Curriculum, Learning, Teaching and Assessment are designed to focus on what matters most, and this report captures the very good progress made across each area. Once again, this work reflects the outstanding commitment of all education staff who were tasked with navigating ongoing public health measures while ensuring a ‘normal’ education experience for children, young people and their families. We continue to benefit from the move towards more flexible ways of working across the West Partnership through the use of digital technology. This has allowed us to provide an expanded offer across the West Partnership area and this is reflected in the increased numbers of practitioners participating in the work of the partnership. However, while this will continue, we also recognise that face to face professional learning opportunities remain a crucial part of our delivery model. We continue to strengthen our networked learning system; a system that enables collaboration, encourages connectedness and helps practitioners at all levels. Please take time to read about the many examples of work where we have been able to see the increasing influence of the West Partnership and its impact. Tony McDaid, Regional Lead Officer West Partnership Introduction 37
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4 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 West Partnership Evaluation Report Our annual evaluation report provides an overview of the collective impact and added value of the West Partnership activity which is delivered through three core workstreams. These are: ¬ Wellbeing for Learning (WFL) ¬ Leadership, Empowerment & Improvement (LEI) ¬ Curriculum, Learning, Teaching & Assessment (CLTA) The West Partnership has a clear vision: to embed the values of equity, excellence and empowerment in everything we do, building a collaborative, networked learning system to improve learning experiences and increase attainment for every learner across the region. PoPulation 246,284 Early years = 32,001 Primary = 135,194 Secondary 106,923 ASL = 4167 free school meals WP avergae = 17.5% (range 4.3%–29.3%) 40% of Scotland’s Care Experienced children & young people simd quintile 1 WP average = 33.4% (range 5.4%–55.9%) 41% of Scotland’s learners who speak English as an additional language rurality Glasgow City = 0.5% S. Lanarkshire = 20.8% VISION CONTEXT & CONTRAST 38
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5 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 West Partnership Evaluation Report West OS used by just over 40,000 learners nationally and just under 15,000 from within the West Partnership region. Every secondary school in the West Partnership used West OS and 66% of primary schools also used the tools. 5600 twitter fOLLOwERS 14,985 website USERS 1000 newsletter SigN-UPS OVER 3100 COLLEAgUES PARTiCiPATEd iN A wEST PARTNERShiP ACTiViTy ThiS yEAR. SIGN-IN-ALT USERS 🌐 85% of respondents reported an increase in knowledge 82% of respondents reported an increase in confidence REACh & IMPACT 39
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6 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 How does the West Partnership compare? BROAd gENERAL EdUCATION Percentage of pupils m eeting the expected level for Literacy Percentage of pupils in P1, P4, P7 combined meeting the expected level for Literacy ∞ West Partnership ∞ National Achievement of Curriculum for Excellence data was not collected in the 2019/20 academic year as a result of the pandemic. Data from 20/21 shows a decrease in the number of primary pupils meeting their expected levels at P1, P4 and P7 in Literacy (a combined measure which requires meeting the expected level at Listening and Talking, Reading, and Writing). Data from 20/21 shows a decrease of just over 3% percentage points (3.3%) when compared with their pre-pandemic 18/19 cohort. West Partnership primary pupils continue to be more likely to meet their expected levels compared to their national peers. As in the Literacy figures presented above, the latest data on Primary pupils meeting the expected levels in Numeracy has fallen compared to pre-pandemic cohorts. A decrease of 3 percentage points was experienced in this measure with 77.3% of pupils meeting their expected level in Numeracy compared to 80.3% in 18/19. Primary pupils in the West Partnership continue to be more likely to meet their expected level in Numeracy when compared with the national figure. 2016/17 2017/18 Year 2018/19 2020/21 75 70 65 60 55 50 71.3 65.8 70.1 71.0 66.4 72.4 73.0 69.7 Percentage of pupils m eeting the expected level for Num eracy Percentage of pupils in P1, P4, P7 combined meeting the expected level for Numeracy ∞ West Partnership ∞ National 2016/17 2017/18 Year 2018/19 2020/21 85 80 75 70 65 60 78.1 76.4 78.4 79.1 74.7 79.5 80.3 77.3 40
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7 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 How does the West Partnership compare? SENIOR PhASE Percentage of leavers achieving 1 or m ore passes at SCQF Level 5 Percentage of leavers achieving 1 or m ore passes at SCQF Level 6 Percentage of leavers achieving 1 or more passes at SCQF Level 5 ∞ West Partnership ∞ National Percentage of leavers achieving 1 or more passes at SCQF Level 6 ∞ West Partnership ∞ National The percentage of leavers achieving 1 or more passes at SCQF Level 5 continues to increase. Just over 90% of West Partnership leavers in 2021 achieved at least 1 Level 5 award, an increase of 3.3 percentage points on the 2017 figure. The West Partnership continues to have a higher percentage of leavers achieving 1 or more awards at this level compared to Scotland as a whole. The percentage of leavers achieving 1 or more passes at SCQF Level 6 continues to increase, with just under three- quarters (72.8%) of leavers achieving at least 1 award at Level 6. This continues a positive trend from 2017 when 67.3% of leavers achieved the same feat. As at SCQF Level 5, West Partnership leavers continue to outperform their national counterparts. Due to the change in assessment methodology, primarily the implementation of the alternative certification model, comparisons at the senior phase should be treated with some caution. 2016/17 2016/17 2017/18 2017/18 Year Year 2018/19 2018/19 2020/21 2020/21 2020/21 2020/21 90 80 70 60 50 40 70 60 50 40 87.3 67.3 86.1 61.2 86.0 62.2 85.1 60.5 88.0 68.2 89.5 70.2 87.0 68.7 86.5 69.3 88.8 70.4 90.6 72.8 41
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8 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 How does the West Partnership compare? Percentage of leavers achieving 5 or m ore passes at SCQF Level 6 Percentage of school leavers in an initial positive destination Percentage of leavers achieving 5 or more passes at SCQF Level 6 ∞ West Partnership ∞ National Percentage of school leavers in an initial positive destination (2009–2021) ∞ West Partnership ∞ National Continued improvement can also be seen in the percentage of West Partnership leavers achieving 5 or more passes at SCQF Level 6. Since 2017 the percentage of West Partnership leavers achieving this standard has increased from 36.2% to 44.3%, an increase of 8.1 percentage points. As in other senior phase attainment measures, a higher percentage of West Partnership leavers achieving this standard than their national peers. The percentage of West Partnership leavers entering initial positive destinations is at the highest it has been since records began, making up all of the losses experienced in the 19/20 academic year which was impacted by the pandemic. The figure of just under 96% (95.8%) continues the progression from 88.3% in 2010. For the third year in a row, West Partnership leavers were more likely than their national peers to be in an initial positive destination. 2016/17 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20 2020/21 2017/18 Year Year 2018/19 2020/21 2020/21 50 40 30 20 10 100 95 90 85 80 36.2 88.3 88.5 89.9 91.2 92.1 92.6 92.9 93.7 94.4 95.2 93.6 95.8 29.9 87.7 89.3 90.3 91.9 92.6 93.2 93.5 93.7 94.6 95.0 93.4 95.5 30.4 28.7 40.1 42.1 37.6 38.3 42.1 44.3 SENIOR PHASE 42
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9 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 How does the West Partnership compare? SENIOR PHASE Percentage gap between Q5 and Q1 Percentage gap between Q1 and Q5 leavers entering a positive destination The percentage gap between SIMD Q1 and Q5 leavers entering a positive destination has decreased in comparison to 19/20 but is still slightly larger than the gap experienced by 18/19 leavers. Leavers in the 19/20 cohort were impacted by a lower number of leavers entering employment, a trend reversed in 2021 with 5.5 percentage point more leavers entering employment than in 2020. 2017/18 2018/19 Year 2019/20 2020/21 8 6 4 2 0 7.9 4.8 6.6 5.1 43
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10 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Evaluation Framework: Three Drivers of Improvement This year, the evaluation framework was strengthened to further demonstrate the added value and collective impact of the partnership activity. Through the development of clear workstream outcomes and measures, three common themes emerged from the evidence leading to the creation of the Three Drivers of Improvement Evaluation Framework. The three drivers of improvement are defined below and summarised in diagram 1. To bring the drivers to life, impact statements from a range of projects and programmes are included. We recognise that collaboration is desirable in our system but also that it is necessarily varied with regards to its form. Some collaboration may involve short-term interactions whilst others demand sustained collaborative working around areas of interest. dRIVER 1: fACILITATINg VARIOUS fORMS Of COLLABORATION “I feel that the discussions I have had with other practitioners in the breakout rooms have been valuable. They have given me ideas on how I can develop my enquiry and reassurance that I am on the right track.” — (PRiMARy CURRiCULUM PARTiCiPANT) “It was most beneficial to be part of in-person discussions and share experiences and ideas with colleagues. They were informal way to share ideas and engage in professional dialogue.” — (LEI wORkSTREAM) “The opportunity for young people to work collaboratively and engage with other young people from different teaching and learning environments. Also, the opportunity for young people to impact change and contribute to school improvement planning.” — (wfL wORkSTREAM) 44
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11 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Evaluation Framework: Three Drivers of Improvement Our regional improvement collaborative contains just over 19,000 practitioners, some 36% of all practitioners in Scotland. We see our work as enhancing practitioner knowledge, understanding and confidence at all levels, from those newly qualified to those at the most senior level. The enhancement of practitioner knowledge, understanding and confidence is inherently linked to our collaborative working. There is a great amount of expertise and experience across our eight authorities and the exchange of knowledge and sharing of practice is a key way in which the partnership adds value. Data demonstrating the changes and improvement in practitioner knowledge and confidence is presented in appendix 2. dRIVER 2: ENhANCINg PRACTITIONER kNOwLEdgE, UNdERSTANdINg ANd CONfIdENCE “My knowledge and practice surrounding metacognition was very limited. This webinar broadened my understanding and gave me some practical tips about things that could be carried out in class.” — (LEI wORkSTREAM) “It will give me a better understanding of The Promise and allow me to have discussions with staff in school about how this will influence us as teachers and help our young people.” — (VLN PARTiCiPANT) “I feel this was highly valuable to me being a probationer. I feel I have to expand my knowledge at every opportunity and this type of conference will provide me with great experience and access to resources. Each workshop I attended has opened my eyes to strategies I will definitely be able to pass on to others while embedding within my own classroom.” — (CLTA wORkSTREAM) 45
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12 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Evaluation Framework: Three Drivers of Improvement Our collaborative work and our aim to affect practice change is supported through partnership activity. Practice change at all levels of the system is a key aspiration for the West Partnership. This extends from the way in which our teachers and practitioners deliver in the classroom and playrooms to the ways in which local authority central teams interact across our region. As such, we envisage partnership activity as facilitating practice change as a consequence of a dynamic offering which targets all practitioners irrespective of their role. dRIVER 3: SUPPORTINg PRACTICE ChANgE AT VARIOUS LEVELS “I am making more use of the data I have gathered for my class, and I am now looking at differentiation differently within the class. Differentiation now has many forms of support through different resources, teacher support and varying timescales. I am now also incorporating key questioning within my daily planning to ensure that I am making the most of feedback and hinge point questions.” — (LEI wORkSTREAM) “A lot of today’s session helped me reflect and move on from today. I think the Slow-low- low is something that works because I have used before but it was a good reminder. The universal approach makes so much sense and I can see elements of that being put in place in our school as we are also in the process of adapting our school behaviour policy and procedures.” — (wfL wORkSTREAM) “Allowed deep evaluation of current practice and enhanced staff knowledge. Changes have positively impacted pupil progression” — (CLTA wORkSTREAM) 46
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13 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 West Partnership Drivers Model Drivers of Improvement Practitioner DevelopmentCollaboration Association and networking Access to expertise and knowledge Practitioner level Enhanced classrooms and playrooms Knowledge exchange Space to share and learn Senior Leadership Team level Enhanced school communities Collaborative Working Contribution to work cross sector/ authority Local Authority level Enhanced Partnership working Confidence to implement/change Knowledge and understanding Change to Practice 47
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14 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Three Drivers of Improvement Illustrations Each illustration showcases elements of the three drivers through projects and programmes delivered by the workstreams. The purpose is to demonstrate the added value of participating in partnership activity and the clear impact that this can have on collaboration, knowledge and confidence development and practice change. Regular monitoring of progress and impact relating to workstream outcomes and the three drivers of improvement allow The West Partnership to produce Highlight Reports as part of our governance procedures. The most recent can be accessed on the West Partnership website, or by following these links. The Primary Curriculum Programme was an opportunity for colleagues from across 40 schools to collaborate by focusing on curriculum development in their own contexts. The programme centred around the main themes of ‘How Do We Do It?’ and included participants from all authorities within the West Partnership. Participants worked with Education Scotland (ES) and researchers from The University of Glasgow’s Robert Owen Centre to consider their curriculum in relation to the Refreshed Curriculum Narrative and undertook a related Collaborative Action Research (CAR) project, supported by the Robert Owen Centre team. A senior leader and a class teacher from each school participated in the programme to allow them to share ideas and support each other as they took forward their CAR project. In the programmes’ evaluation, 95% of participants reported that the themes of the sessions met their needs and 86% stated that the structure of the sessions met their needs. Qualitative feedback from participants suggested that the programme had stimulated self-evaluation and change implementation: ThE PRiMARy CURRiCULUM PROgRAMME “It has encouraged me to reflect on my own practice, and have time set aside to build on and improve learners’ experiences.” — (TEAChER, gLASgOw CiTy) “I would not have approached an adaptation to the school in such an in-depth manner, despite being data rich it’s not always data applied but this really focused on applying that data that was collected.” — (TEAChER, gLASgOw CiTy) 48
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15 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Three Drivers of Improvement Illustrations After completion of their CAR project, senior leaders and classroom teachers presented the impact and learning with schools from across the West Partnership. From evidence highlighted within presentations, it was clear that changes to practice had resulted in an enhanced learning experience for children. This occurred in a number of ways, with practitioners noting the importance of including children in their learning and completing deep self- evaluation which enhances staff knowledge: The West Partnership Primary Curriculum Programme facilitated the completion of 30 CAR Projects. Each of these projects involved a process of self-evaluation, practice change and an evaluation of the impact of each intervention on children’s experiences and progress. One example of this process was evident when practitioners from one Glasgow primary used their attainment data to identify writing as a priority for their school improvement plan. Having assessed various potential interventions, the practitioners developed the inquiry question how does the explicit teaching of before, during and after writing strategies increase attainment for targeted learners? The practitioners developed a logical model of improvement proposing that the development of practitioner knowledge, skills and confidence would lead to higher quality learning experiences for pupils and raising attainment. Practitioners at the school engaged in ‘before, during and after writing strategy’ training. They self-evaluated their knowledge, skills and confidence in teaching writing before and after the training. Practitioners noted how each of these indicators had increased following the training but also how the engagement of learners had improved in the classroom. Throughout the project, children were asked to give feedback on their experience of developing their writing. Data demonstrated that pupils developed a better awareness of themselves as writers, were more likely to respond appropriately to feedback, were more resilient when making mistakes and were more likely to have positive feelings towards writing as an activity. From teacher judgements it was clear that attainment results had improved for many learners through the use of intervention groups and class strategies. Due to the success of this programme, it will be offered to participants across the West Partnership next session. Participants that have completed the programme will share their CAR project with schools next session. It is hoped that participants will be able to use CAR to support improvement in other areas in the future. ThE PRiMARy CURRiCULUM PROgRAMME “I have had the opportunity to stop and listen to pupil feedback and build a project from their ideas and not just my own.” — (TEAChER, gLASgOw CiTy) “Allowed deep evaluation of current practice and enhanced staff knowledge. Changes have positively impacted (on) pupil progression.” — (TEAChER, SOUTh LANARkShiRE) “Involving children in their learning. Making learning more practical and fun. Understanding that children can gain so much from outdoor learning.” — (TEAChER, RENfREwShiRE) 49
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16 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Improving our Schools (IOS) focuses on improving attainment and achievement through: ¬ high quality self-evaluation across the school and in individual classrooms ¬ the use of data to inform targeted interventions ¬ improving learning and teaching; and ¬ a relentless focus on equity and excellence for all children and young people. IOS was piloted in session 2021–22 with ten primary schools in five local authorities across the West Partnership. Nine out of the ten schools completed the programme. Improving Our Schools iMPACT All nine schools saw positive changes in knowledge, confidence and understanding. The three groups that described positive changes were senior leaders, teachers and children. Leaders in all nine schools described examples where working together using the IOS model had improved classroom practice. Teachers shared their expertise through collaborative professional learning activities, peer to peer classroom visits and discussion. All nine schools improved attainment for the children who were part of the targeted interventions. 50
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17 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Improving Our Schools SChOOL 1: SChOOL 2: Learning & teaching focus Differentiation Impact on learning and teaching Teachers are differentiating learning and teaching more effectively overall and taking more account of children’s interests as they do so. Curriculum focus Literacy – listening and talking – group talk and discursive talk Impact of interventions on children At early level the percentage of children using five or more related skills increased from 29% to 35%. “Fact Story Action has made a big difference to our school. It has really improved tracking conversations for the better.” — Deputy HeaD “I now explicitly teach listening and talking each week … I make better use of differentiation to ensure my neurodivergent learners are included.” — Class teaCHer Learning & teaching focus Metacognition and retrieval Impact on learning and teaching Metacognitive strategies are being used across the school and children can talk about what they are, how they use them and how this helps their learning. Curriculum focus Numeracy – fractions and money Impact of interventions on children Average scores for the pre and post intervention assessments were as follows: — Children focussing on fractions saw scores increase from 33% to 70% — Children focussing on money saw their scores increase from 34% to 83% “What’s really stood out for me is the platform it has created for this rich dialogue to take place across the whole school … This year I’ve come to appreciate just how important the data of our school is as it leads you to your next steps.” — Class teaCHer “Using metacognition, we’ve really become more independent with planning our work. You can use it in many subjects, you can even use it when you’re not in school.” — primary 7 CHilD 51
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18 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Wellbeing for Learning: Keeping Trauma in Mind Programme The Keeping Trauma in Mind Programme was an opportunity for colleagues from across the West Partnership to engage in professional learning relating to trauma. The sessions provided participants working in different sectors with an opportunity to understand the impact of trauma and to know how to adapt the way they work to make a positive difference to the lives of children and young people affected by trauma. The response to the programme offer was high, with 400 attending the sessions. After analysis of the sign-up information, we could see that, across all eight local authorities, 271 different establishments had registered. There were participants from Early Years, Primary, Secondary, ASN, CLD and Social work. Two key aims of the series were to increase the knowledge of participants; and to develop confidence to apply new knowledge. We were particularly interested in evaluating the impact of the series on practitioner knowledge. We asked evaluation respondents to rate their knowledge level along a 5-point scale, with 1 being the least knowledgeable and 5 being the most knowledgeable. The chart to the right shows that 87% of respondents reported an increase in knowledge across all sessions. This means that of 646 completed evaluations, knowledge increases had been reported in 560 of them. The largest increases to knowledge were reported by Early Years practitioners, followed closely by Pupil Support Assistants. IMPACT ON PRACTiTiONER kNOwLEdgE “My role is nurture based and all of this will really impact my work. So many good ideas and this has really helped to deepen my understanding and what I can do to support.” — (TEAChER, SOUTh LANARkShiRE) “I liked learning more about how self-regulation works. Also coming up with practical strategies that can be implemented in my setting.” — (TEAChER, EAST dUNBARTONShiRE) 52
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19 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Wellbeing for Learning: Keeping Trauma in Mind Programme We were also interested in evaluating the impact of the series on practitioner confidence in applying the new knowledge. We asked evaluation respondents to rate their confidence level along a 5-point scale, with 1 being the least confident and 5 being the most confident. The pie chart shows that 82% of respondents reported an increase in confidence across all sessions. This means that of 646 completed evaluations, confidence increases had been reported in 530 of them. Moving forward, a recall process with selected participants who indicated an interest in a practitioner enquiry will take place. A collaborative action research project will allow practitioners to document the implementation of their learning into practice. IMPACT ON PRACTiTiONER CONfidENCE 53
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20 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 Conclusion This year, the Partnership has made very good progress in driving forward equity, excellence and empowerment across the West and this has been demonstrated throughout the report. Our progress has been further recognised externally through research carried out by the Robert Owen Centre (ROC) for Educational Change. In their Phase III Reflections on the Partnership Recovery to Renewal: Reimaging the Future (2022) report, the ROC findings compliment that of the internal evaluation providing a strong triangulated approach to evaluation. The key findings included: ¬ a strong culture and ethos of collaboration; ¬ demonstrable transformative system change; ¬ networks building collective agency and capacity at all levels; and ¬ added value to local authorities — which translated to significant leadership and learning and teaching developments. Moving forward, we will continue to add value to our local authorities, be accessible to those who will benefit most from it and focus on activities that have the greatest impact on learner experiences and outcomes. 54
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21 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 indicators 2016-17 baseline 2017-18 Value 2018-19 Value 2019-20 Value 2020-21 Value % of primary pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy (based on reading, writing and talking and listening) 71.3 72.4 73.0 ** 69.7 % of primary pupils (p1, p4 and p7 combined) achieving expected levels or better in numeracy 78.1 79.5 80.3 ** 77.3 % of S3 pupils achieving third level or better in literacy (based on reading, writing and talking and listening) 89.7 90.1 89.6 ** ** % of S3 pupils achieving third level or better in numeracy 90.1 89.7 90.0 ** ** % of S3 pupils achieving fourth level or better in literacy (based on reading, writing and talking and listening) 46.7 48.8 49.7 ** ** % of S3 pupils achieving fourth level or better in numeracy 56.7 57.7 56.5 ** ** % of leavers achieving 1 or more awards at SCQF Level 6 or better 67.3 68.7 69.3 70.4 72.8 % of leavers achieving 5 or more awards at SCQF Level 6 or better 36.2 37.6 38.3 42.1 44.3 % of leavers achieving SCQF Level 5 or better in literacy 81.9 82.8 82.6 83.1 84.6 % of leavers achieving SCQF Level 5 or better in numeracy 69.1 70.2 69.2 70.8 72.8 Number of Practitioners accessing professional learning opportunities provided by the West Partnership TBC TBC TBC 3185 3137 Percentage of practitioners reporting an increase in their knowledge following participation in West Partnership activities N/A N/A N/A N/A 85.1 % of establishments evaluated as good or better for leadership of change 59 63 73 * * Primary Exclusion Rates (Rate per 1000 pupils) 9.9 N/A 3.7 N/A 2.6 Secondary Exclusion Rates (Rate per 1000 pupils) 46.8 N/A 23.7 N/A 21.2 Primary Attendance Rates 94.6 N/A 94.2 N/A 93.4 Secondary Attendance Rates 90.7 N/A 90.3 N/A 88.4 Initial School Leaver Destinations (Positive) 93.6 94.4 95.2 93.6 95.8 % of establishments evaluated as good or better for learning, teaching and assessment 57 66 71 * * * Impacted by Covid ** BGE data not collected. Conclusion APPENdiX 1: CRiTiCAL iNdiCATORS 55
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22 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 eVent number of resPondents % of ParticiPants rePorting an increase in knowledge cohort Pre (1–5) cohort Post (1–5) change number of ParticiPants increased ASN Rights Based Training 12 75.0 3.3 4.3 1.0 9 Gambling & Gaming 14 100.0 2.6 4.6 2.0 14 Maths Conference 189 87.0 2.9 4.0 1.1 164 Pedagogy Series 152 88.8 0.0 135 Primary Curriculum 12 100.0 1.8 3.6 1.8 12 PSE Mindfullness 11 72.7 3.4 4.3 0.9 8 PSE Respect Me Anti-bullying 8 100.0 2.5 4.6 2.1 8 PSE Self Harm 9 77.7 3.0 4.1 1.1 7 PSE Self Harm Awareness Training 9 77.7 3.0 4.1 1.1 7 PSE Sexual Content 14 85.7 3.2 4.4 1.2 12 Trauma Series 646 87.0 3.1 4.3 1.2 562 UNCRC ASN 12 75.0 3.3 4.3 1.0 9 UNCRC CLD 10 90.0 2.7 3.8 1.1 9 UNCRC ELC 15 86.6 3.4 4.5 1.1 13 UNCRC Rights Based Training 15 86.6 3.4 4.5 1.1 13 UNCRC Train the Trainer 15 66.6 3.1 4.1 1.0 10 VLN: Autism 21 42.8 3.6 4.0 0.4 9 VLN 1 63 84.1 2.6 3.7 1.1 53 VLN 2 41 85.4 2.3 3.7 1.4 35 VLN 3 25 100.0 2.2 4.0 1.8 25 VLN Parental Engagement 8 75.0 3.8 4.5 0.7 6 VLN Parental Involvement 36 47.2 3.5 4.1 0.6 17 ¬ 1337 evaluation responses ¬ 1137 responses note an increase in knowledge ¬ 85% of respondents report an increase in knowledge ¬ Average pre-event figure was 2.6 ¬ Average post-event figure was 3.7 ¬ Average change on the 5-point scale was 1.1 Conclusion APPENdiX 2: COLLECTiVE kNOwLEdgE ANd CONfidENCE iMPROVEMENTS 56
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23 T H E W E S T P A R T N E R S H IP E V A L U A T IO N R E P O R T 2 0 2 1– 2 2 west PartnershiP eVent number of resPondents % of resPondents rePorting an increase in confidence cohort Pre (1–5) cohort Post (1–5) aVerage change number of ParticiPants increased Maths Conference 189 85.7 2.9 4.0 1.1 162 Moderation Event 46 58.7 3.6 4.2 0.6 27 PSE Mindfullness 11 81.8 2.9 4.2 1.3 9 PSE Respect Me Anti-bullying 8 87.5 2.5 4.1 1.6 7 PSE Self Harm 9 77.7 2.9 3.8 0.9 7 PSE Sexual Content 14 78.6 3.1 4.2 1.1 11 Trauma Series 646 82.0 3.0 4.2 1.2 530 UNCRC ELC 15 93.3 3.0 4.3 1.3 14 ¬ 938 evaluation responses ¬ 767 responses note an increase in confidence ¬ 82% of respondents report an increase in confidence ¬ Average pre-event figure was 3.0 ¬ Average post-event figure was 4.2 ¬ Average change on the 5-point scale was 1 Conclusion 57
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How to connect with us T / wP_EdUCATiONwww.wESTPARTNERShiP.CO.Uk 58
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T h e W e s T P a r T n e r s h i P • e v a l u a T i o n r e P o r T 2 0 2 1 – 2 2 59
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1 The WEST Partnership: Back to the Future? Christopher Chapman, Graham Donaldson, Irene Bell, Stuart Hall and Kevin Lowden 1. Introduction and context The Scottish educational system is at a crossroads. The severe and wide-ranging impacts of the pandemic are becoming clearer, and the system has been through a series of reviews, with announcements of impending reforms in a climate of a cost-of-living crisis and financial austerity. ‘Reimagining’ education systems in pursuit of educational equity and excellence requires a learner focused, evidence-informed approach to improvement which is underpinned by collaborative research/working, leadership for change and networked learning to develop creative and innovative ways to respond to uncertain times. Our analysis suggests that the West Partnership (WEST) Regional Improvement Collaborative (RIC) adds value to the work of local authorities (LAs) whilst also supporting cultural change and a shift towards a more networked, decentralised set of arrangements. Furthermore, the WEST Partnership provides a context and mechanism for cultural change that promotes subsidiarity and places decision-making and support for improvement closer to the learning level, a call made by many including the review undertaken by the Organisation for Economic Co-operation and Development (OECD) in 2015. This said, promoting cultural change is a complex and challenging task which is often compounded by structural challenges that can undermine efforts and hinder progress and there is much work still to be done. This paper draws out some of the key messages from the third external evaluation report1 of WEST undertaken by the University of Glasgow’s Robert Owen Centre (ROC) for Educational Change The paper is organised in two sections. At the end of this section, we move on to reflect on some of the facilitators and inhibitors associated with the development of the WEST and the implications for the Partnership and more widely for Scottish education. The WEST approach The WEST ‘Learning System’ is developed around a set of principles, structures and processes found in the literature on effective networks. Much of the approach and underpinning theory lends itself to the concept of the Networked Learning System2, which is particularly evident in the WEST networks, including West Online School (OS) . This approach serves to draw resources together and move knowledge, expertise, and instructive practice across school and LA boundaries so that the impact of efforts is greater than the sum of the 1 Bell, I., Hall, S. and Lowden, K (2022) Reflections on the WEST Partnership Recovery to Renewal: Reimagining the Future. Unpublished report by the University of Glasgow 2 ICEA (2020) International Council of Education Advisors Report 2018-2020 Second Report to Scottish Government 17th December 2020, pdf last accessed: 1st February 2021 6 61
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2 parts. Put simply, WEST serves to develop a smarter system that can move the very best features of Scottish education around the country and impact more consistently on outcomes for all learners irrespective of who they are or where they come from. We now move on to unpack some of the key facilitators and inhibitors associated with the approach that WEST adopted over the past year. 2. Key Facilitators and Inhibitors The evaluation highlighted several facilitators that tended to accelerate development and some inhibitors which tended to suppress developments. The facilitators included: • Networked Learning – This teacher-led response to the challenges of the pandemic is one of the major achievements of WEST. There have been positive impacts upon staff and learners. Staff have been ‘upskilled’ in digital pedagogy and practices and learners have been able to access learning out of school at a time which suits them. This achievement was enabled by teacher responsiveness and commitment, individuals driving the development forward, strategic direction and support and good external partner relationships. The WP core team was crucial to the successful implementation and roll-out of this initiative across Scotland. • Developing Agency and Collective Capacity – The increased confidence and sense of agency enhanced creativity and openness to adopting new approaches through WEST activity (e.g. in promoting health and wellbeing and Improving our Classrooms). For senior school leaders, involvement in WEST networks added value to the work of their LAs and impacted on their own school improvement planning. Those involved in WEST experienced increased autonomy and felt empowered to make decisions. This contributed to building agency to drive improvement with other schools within and beyond their LA. Bespoke professional leaning and discussion sessions within collaborative learning networks (e.g. in the Learner Wellbeing Network) has built collective capacity. • The Virtual Leadership Networks (VLNs) were perceived as crucial in providing a supportive and safe environment to meet the needs of leaders (HTs/DHTs) to address the challenges of the pandemic. This peer collaboration also allowed for space to reflect upon those challenges and to inform strategic and operational improvements for both staff and students in their schools. VLNs were designed to offer integral support to the system. Almost 500 HTs and DHTs took part, which represented a significant proportion of school senior leaders, from all the Partnership LAs at the time. Without the infrastructure of the WEST, it is unlikely that this collaborative approach would have emerged. • A `Safe Space` – The WEST provided a safe space for open dialogue and support for other networks, for example, the Partnership provided a series of professional learning sessions co-delivered with Education Scotland (ES) and RIC colleagues for home link workers or their equivalents. WEST has also brought senior leaders within the LAs much closer together. Collaborative relationships were built on openness and trust. The WEST has also created the conditions for additional collaboration, and knowledge mobilisation, evidenced by the organic growth and reproduction of more informal networks. This increased sense of collective agency which has been a very positive 62
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3 feature of the evolution of the Partnership, benefiting both individual LAs and the Partnership as a whole. • Adding Value to the Local Authorities – As has been noted previously, WEST has added value to the work of LAs in a variety of ways. However, WEST has also provided a platform for LA officers to plan strategically to avoid the duplication of activity or provision. There is a growing recognition that LAs can access professional learning or programmes delivered by the WP, concentrating resources and reducing workloads, by focussing on priority or complementary activity. We previously identified collaborative and networked learning and sharing (on a systems scale) as key enablers in building agency and collective capacity during the pandemic. WEST added value through a diverse professional learning offer often in partnership with ES, ROC and others. These were opportunities for professional learning and development, which otherwise may not have existed, or due to budget constraints could not be funded by individual LAs. Furthermore, rather than relying solely on ‘in house’ efforts or on one provider this mixed economy enhances quality, cohesion and consistency of provision. • Partnership with Education Scotland – This collaboration had a positive impact on network development and progress, with network members appreciative of the specialist knowledge and expertise offered to the groups and the named contact support for activity in schools and local authorities. They felt they also benefited from national up to date knowledge. The Spring Webinar Series was highlighted as important, being co-delivered with WEST and developed as a response to WEST network `need’. Pre-existing relationships were seen to be of value in the pandemic as practitioners and LA staff reached out through their professional networks for support and guidance. Overall, the picture is very positive. WEST has worked hard to build a collaborative culture and much progress has been made since the inception of the RIC. WEST has moved from a position where the preservation and acquisition of resources and power dominated the agenda towards a position where leaders in the RIC now understand the benefits of collaboration across the LAs. Leaders are increasingly recognising that what is in WEST’s interests is also in the LA’s interest. Working across WEST can build individual LA capacity so that the totality becomes greater than the sum of the parts. All of this said, senior leaders are also learning that there are some activities that are better taken at the local LA level. This improves efficiency of the RIC and enhances both LA and WEST effectiveness. The development of WEST has required significant shifts in leaders’ thinking and behaviours. This cultural change is not easy and requires the consideration of four ‘Ts’. First, cultural change takes time, second, cultural change requires a climate of transparency, third, cultural change requires high levels of trust and finally, cultural change demands tenacity. However, despite significant progress in the most challenging times there remains much work to be done in propelling the Partnership to the next level of performance. In doing so, the following inhibitors will require careful consideration and thoughtful navigation: • Sustaining the eco-system remains a legacy issue from our previous report. WEST has managed to recruit a range of talented staff on secondment. However, the enforced return of these ‘reticulists’ to their substantive roles after 23 months has a 63
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4 potential negative impact upon WEST development and sustainability. This is a challenge for all RICs of course. Furthermore, there were concurrent changes in ES staff; whilst there can be both advantages and disadvantages to this model, it did seem that a great deal of `institutional knowledge` from all the key stakeholders was lost at this time and it would seem sensible to find a solution to retaining staff for longer than 23 months, should this be appropriate. • Reaching teachers – WEST is making many more inroads into classrooms, reaching more teachers, and having more impact on practice. There is an increasing number of examples of professional learning opportunities that focus on the learning and teaching and supporting the learner experience. However, there remain many teachers across WEST that have yet to engage in WEST activity. There is of course, an issue of WEST’s own capacity of moving to scale with relatively limited resources. However, for the next phase of development WEST should focus on achieving both ‘depth’ and ‘spread’ across the Partnership and consider moving beyond current modes of communication to achieve this, see below. • Communications – The current modus operandi of external communications may not be having the traction that is anticipated. Social media, newsletters and highlight reports all serve important purposes but may explain the lack of engagement in some quarters. Internally, the connectedness between networks could be further enhanced to build greater capacity and ensure synergy across workstreams so that activities and areas of work are mutually reinforcing to promote collective impact across WEST. Messaging is also important, particularly in terms of moving to scale and achieving spread. If teachers are to invest their valuable time and energy in WEST activity, the nature of the opportunities, how to access them and the gains, both individually and collectively, needs to be clear. • Follow-through: Capturing learning and impact in the classroom – Internal evaluation of WEST professional learning opportunities and programmes is a strength of WEST’s development as a Networked Learning System. However, further emphasis could be placed on tracing the impact of the programmes on classroom practice and the effect on learner outcomes. Therefore, a stronger focus on capturing if and/or how practitioners have used their learning in the classroom and the impact on experiences and outcomes of learners would add further insight and weight to these evaluations. There was some uncertainty regarding systematic approaches to capturing learning within the networks, although additional value was recognised through engaging with external expertise and professional knowledge. ES partners were valued for their specialist expertise and knowledge of current national policy. ROC and other university partners were seen to bring key research capacities and systems knowledge to the networks. • Local Authority context – As noted previously, this work takes time and requires a climate of transparency, trust and tenacity. It is complex and often fraught with challenge. These challenges are compounded by the nuance of each LA’s context. LA size, priorities, resources, performance and phase of development etc., dictates individual LA capacity for engagement, and as noted previously, as WEST has developed there has been learning about what is best achieved at LA level and what is best undertaken through the RIC. This all requires the development of a shared 64
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5 understanding and shared expectation about who has the capacity and capability to contribute to WEST activity at any given time about any given agenda. • Clarity of roles and responsibilities – Working across multiple boundaries (geographical, political, professional and institutional) naturally creates ambiguities that can inhibit developing a shared understanding about the nature of the task in hand. This can be mitigated by ensuring there is clarity about roles and responsibilities. It is important that all stakeholders have a shared understanding about the roles and responsibilities of everyone involved. This requires constant reinforcement as the Partnership evolves and experiences churn in staffing. Furthermore, to ensure commitment to developing the work all must be clear about network aims and goals. The evaluation findings suggest that if network aims or goals lack clarity or individuals cannot see benefits to collaboration, then commitment is likely to be lower. Put simply, the inhibitors and the associated challenges that they present should be no surprise to us. They do, though, present significant issues, especially in the current climate when resources are scarce and the future, in terms of the arrangements of the Scottish education system and the wider social and economic climates are uncertain. WEST is well placed and has made significant progress in very challenging times. However, confidence and strength of leadership will be required If WEST is to tackle the challenges outlined above successfully. Closing remarks The WEST Partnership has made much progress since its initiation and the work of the Partnership continues to expand and penetrate deeper into classrooms. However, there remains much work to be done to embed and sustain WEST activity so that it adds value to the work going on in all classrooms across the Partnership. With continued resourcing at current levels, it would seem that the WEST has a role to play in the further development of the Scottish education system. August 2022 Contact: Professor Christopher Chapman University of Glasgow chris.chapman@glasgow.ac.uk 65
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The West Partnership IMPROVEMENT PLAN 2022–23 Equity, Excellence & Empowerment 6 67
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2 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Contents. Introduction West Partnership Vision Governance & Operational Structure: \ Overview \ Regional Education Committee \ West Partnership Board \ West Partnership Implementation Group \ Finance Sub Group West Partnership Delivery Model: \ The West Partnership Approach \ The Role of West Partnership Core Team \ The Role of Central Officers, Teachers and Practitioners \ The Role of Education Scotland’s Regional Improvement Team \ Specialist Networks Developing Through Consultation Evaluating the Impact of the Improvement Plan Critical Indicators 2020–21 The West Partnership | Plan on a Page 2022–23 The West Partnership Delivery Model \ Key Activities & Programmes 2022–23 Outcomes & Drivers Map 2022-23 3 4 5 6 7 8 9 10 11 12 15 16 17 18 68
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3 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The purpose of the West Partnership Regional Improvement Collaborative is to add value to the work of our local authorities, be accessible to those who will benefit most from it and focus on activities that have the greatest impact on learner experiences and outcomes. The West Partnership relies on teachers and practitioners, local authority officers and our communities working together collectively through planned and targeted activities. By doing so, we continue to see the influence of the West Partnership extend and reach across all of our local authorities with increasing numbers of staff and pupils benefiting from our collective endeavours. For example, West Online Schools (West OS) has become a vital tool used extensively by staff and thousands of children and young people across the West Partnership and throughout Scotland. Our efforts to support high quality learning and teaching through the Improving Our Classrooms (IOC) programme have been influential in helping many teachers and schools as they strive for the best for their children and young people. Last session, we also introduced a new workstream on Wellbeing for Learning. A number of specialist networks were facilitated through this work as well as a range of professional learning events in areas such as family learning, student voice and Keeping Trauma in Mind. The West Partnership Improvement Plan 2022-23 aims to build on our successes to date and concentrate on the areas highlighted by key stakeholders as most important to them. Our three main workstreams of Wellbeing for Learning; Leadership, Empowerment and Improvement; and Curriculum, Learning, Teaching and Assessment are designed to focus on what matters, and we will continue to build on these areas. Our challenge is to ensure as many practitioners as possible interact, learn and contribute across the West Partnership. This means we need to be able to evaluate the impact of the work of the West Partnership and the difference it makes. This Improvement Plan outlines how we will do this through focussing on the collective impact of the West Partnership through three strategic drivers of improvement and by examining how the partnership: 1. fosters collaboration on a variety of levels; 2. provides professional learning and specialist network opportunities enabling practitioners to increase their knowledge and gain confidence in decision making and delivering improvement; and 3. stimulates changes to practice, impacting on children, young people and their families. We recognise that it is crucial to collaborate beyond our own boundaries and this session we will continue to work closely across local authorities, as well as with colleagues from Education Scotland, other Regional Improvement Collaboratives and the Robert Owen Centre for Educational Change to achieve our key objectives and strengthen on our existing work. Tony McDaid, Regional Lead Officer, West Partnership Introduction 69
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4 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 West Partnership Vision The West Partnership has a clear vision: to embed the values of equity, excellence and empowerment in everything we do, building a collaborative, networked learning system to improve learning experiences and increase attainment for every learner across the region. The plan for 2022-23 also includes our response for recovery and renewal as we meet the challenges of supporting improvement as part of the on-going Covid recovery process. We will continue to work collaboratively within and across the system to ensure that we can respond with agility to the changed circumstances in which we now live, providing support and developing flexible approaches to learning and teaching across the region. The West Partnership sets an ambitious and aspirational agenda to close the poverty- related attainment gap (equity) and improve attainment and achievement for all (excellence). By creating the conditions for authentic empowerment, the ownership of change can be shifted and enable all staff to take collective action to deliver this ambitious vision. As the largest of Scotland’s Regional Improvement Collaboratives, with approximately one third of Scotland’s school population, to truly deliver sustainable improvement, change needs to be driven collectively. This means ensuring that every stakeholder is empowered to address the needs of each individual learner, design experiences which will enthuse and engage them and support them to lead their own learning. This will in turn, lead to improvements in learners’ achievements and attainment. In the longer term, there is a commitment to ensure each educator in the West Partnership has the opportunity to engage and collaborate with colleagues and partners to bring about improvement in their class and playrooms. In the West Partnership, building collective agency to improve results and supporting individuals to work together to secure what they cannot accomplish on their own is a key focus. Our purpose, therefore, is to establish and facilitate networks of professionals to work collaboratively to achieve our vision of equity, excellence and empowerment. 70
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5 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 OVERVIEW As part of evaluation and review procedures, the West Partnership continues to reflect on the effectiveness of the existing governance and operational structures, ensuring the Partnership continues to operate efficiently, while adding value to the provision of the eight partner local authorities. Through a wide ranging review process last session, a revised governance and operational structure evolved, was agreed by the West Partnership Board and endorsed by the Regional Education Committee to ensure that we can proceed with the delivery of this ambitious plan over the coming years. The revised structure builds on the previous governance framework, which had been recognised as a key strength of the West Partnership in our formative years, whilst seeking to strengthen the strategic role of the senior leaders to maintain our ongoing successes. West PartnershiP Board GlasGoW City reGion eduCation Committee West PartnershiP ImPlementation GrouP equity exCellenCe emPoWerment evaluatinG & rePortinG CuRRiCuLuM, LEARNiNg, TEAChiNg, AssEssMENT FInanCe suB GrouP WELLbEiNg fOR LEARNiNg data, inFormation & researCh LEAdERshiP, EMPOWERMENT, IMPROVEMENT Governance & Operational Structures 71
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6 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The West Partnership is overseen by the Glasgow City Region Education Committee (the Committee), made up of the Education Conveners (or similar) from each of the eight partner authorities, as follows: The Committee is responsible for scrutinising and endorsing the West Partnership Improvement Plan, receiving regular reports on the progress of the plan and its impact on stakeholders. Chaired by the Convener elected by the membership, the Committee is also attended by the eight Directors of Education/Chief Education Officers and the Senior Partnership Officer, with other attendees invited as appropriate. Additionally, the governance framework in which the Committee operates, provides the opportunity for regular engagement with the Glasgow City Region Cabinet, allowing a further level of oversight and scrutiny, and enabling strategic links to be established with the wider Glasgow City Regional Economic Strategy. GlasGoW City reGion eduCation Committee West Dunbartonshire Council Renfrewshire Council East Renfrewshire Council Glasgow City Council Inverclyde Council North Lanarkshire Council South Lanarkshire Council East Dunbartonshire Council REgIONAL EduCATION COMMITTEE Governance & Operational Structures 72
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7 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Governance & Operational Structures The West Partnership Board (the Board), has responsibility for the strategic overview of the work of the West Partnership, with overall responsibility for the development and delivery of the West Partnership Improvement Plan, including overall responsibility for the finance and resources for the Partnership. The Board is made up of the Director of Education/Chief Education Officer of each of the eight partner authorities which make up the West Partnership. In addition, the Board is advised by the West Partnership’s Senior Partnership Officer, the Senior Regional Advisor appointed by Education Scotland, and has professorial representation from the University of Glasgow. Staff supporting the work of the West Partnership also attend by invitation. Specific, identified Board members link with each workstream as sponsors, and have responsibility for the strategic direction of that workstream and for reporting to the Board on its progress. Workstream Lead Officers support Board members with this work and provide leadership for all aspects of the operational activity of the workstream including: planning, implementation, evaluation and reporting. Following feedback from the West Partnership core team and partners, a review took place during 2020-21, of the purpose and efficacy of the previous Operational Delivery Group. In order to ensure efficiency and pace of progress, the Operational Delivery Group was replaced by the West Partnership Implementation Group. This is chaired by the Regional Improvement Collaborative Lead (RIC Lead) and attended by the Senior Partnership Officer, Senior Regional Advisor from Education Scotland and professorial representation from the Robert Owen Centre for Educational Change at the University of Glasgow. Meeting quarterly, this provides an opportunity for rich professional discussion on the progress of the West Partnership Improvement Plan and the contributions of the core team and partners. The West Partnership Board continues to be supported very well by the Finance Sub-Group. The Finance Sub-group meets quarterly and includes senior representatives from all eight local authorities, providing additional rigour and accountability as well as streamlining financial procedures across the Partnership. They have a particular responsibility for the management of the grant award from the Scottish Government, as well as advising on staffing and other resource issues, as required. WEsT PARTNERshIP bOARd WEsT PARTNERshIP IMPLEMENTATION gROuP fINANCE subgROuP 73
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8 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The West Partnership Delivery Model ThE ROLE Of CENTRAL OffICERs, TEAChERs ANd PRACTITIONERs Our approach within the West Partnership is underpinned by the development of a networked learning system; a system that enables collaboration, encourages ‘connectedness’ and supports practitioners at all levels. Our work is built around collaborative learning and practitioners are supported to develop ways of working together that are effective and build upon well-established research based models of delivery. We continue to work in partnership with the Robert Owen Centre for Educational Change and the Education Scotland Regional Improvement Team to ensure these approaches to collaborative learning make the greatest difference for our practitioners and learners. The work of the West Partnership is predominantly delivered through the structure of three key workstreams, each led by a Workstream Lead Officer (WLO), seconded to work with The West Partnership core team. For 2022-23, the three workstreams are: ¬ Wellbeing for Learning; ¬ Leadership, Empowerment and Improvement; and ¬ Curriculum and Learning, Teaching & Assessment These workstreams provide ‘umbrella themes’ for the programmes and activity of the West Partnership. Regular opportunities are provided to link the work of the workstreams and ensure connectivity and cohesion. ThE WEsT PARTNERshIP APPROACh ThE ROLE Of ThE WEsT PARTNERshIP CORE TEAM A small core team, led by the Senior Partnership Officer, has been appointed to lead and facilitate the operational aspects of the West Partnership Improvement Plan. They work collaboratively to ensure that the Improvement Plan is based on strong self-evaluation, implemented timeously, rigorously evaluated and reported upon to the Board and the Committee. They ensure that all activities and opportunities for colleagues across the Collaborative, provide added value to what is on offer both locally and nationally. 74
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9 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The West Partnership Delivery Model ThE ROLE Of EduCATION sCOTLANd’s REgIONAL IMPROVEMENT TEAM There is clarity that all colleagues who support learning across the eight connected local authorities are defined as The West Partnership, and not simply the core team. As such, all central officers, teachers and practitioners networking & sharing, collaborating and changing practice together are working towards the values and purpose of The West Partnership. A primary function of the core team is to provide systematic and supported opportunities to work collaboratively with these colleagues. The West Partnership Improvement Plan provides opportunities for colleagues to co-create programmes and activities, such as the forthcoming Secondary BGE Curriculum Programme, as well as participate in those planned and delivered by the core team. This provides a unique setting for collaboration, builds capacity and grows connection, all leading to our vision of a networked learning system. The West Partnership values and benefits from, collaborative work with colleagues from Education Scotland’s Regional Improvement Team (RIT). This team adds to the West Partnership’s existing capacity for improvement and provides a helpful external perspective which draws on good practice from across the country. Education Scotland Workstream Links (WLs) meet regularly with West Partnership WLOs to discuss planning, evaluations and impact of various activities and programmes. They regularly contribute to the delivery of these programmes, providing expertise from a national perspective. They also attend workstream meetings, providing a further opportunity to contribute to the strategic direction of the Improvement Plan. This year, a series of consensus-building conversations with WLs, provided a place to discuss both the ‘what’ and ‘how’ of Improvement Plan activities for the coming session. In addition, other colleagues from the RIT have formed ‘bubbles’ for each workstream, providing a stronger identity across both teams and enhancing the input of other Education Scotland officers to the Improvement Plan. ThE ROLE Of CENTRAL OffICERs, TEAChERs ANd PRACTITIONERs 75
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10 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 PSHE EY/Primary / Secondary Representatives Senior Inclusion Officers Health & Wellbeing Officers Literacy Officers As part of the extensive Stakeholder Consultation Exercise last session, a renewed format was introduced for the work of some of the networked groups, supported by the West Partnership. These Specialist Networks, comprised of representatives from across the eight local authorities, meet with a common purpose and remit. Each Specialist Network creates its own short action plan containing 2-3 priorities which have been self-generated from existing local authority focus areas. This allows the work of the West Partnership to support ongoing local authority priorities, rather than add to the burden of central officers. The West Partnership core team support this collaborative approach to overtaking the action plan. The WLOs are also responsible for supporting evaluation and reporting on progress and impact as part of governance procedures. Specialist Networks have been reviewed and again been planned across all three workstreams with special consideration given to contribution made by Community Learning & Development colleagues, third sector staff and partners in each. Some additional networks have been requested from central officers which are already producing fruitful discussion and change. The groups planned for 2022-23 include networks for: The West Partnership core team recognises the high quality work undertaken by a small number of West Partnership Networks which pre-date the establishment of the Regional Improvement Collaborative. Most notable are the Early Years and the Senior Educational Psychologists Networks. WLOs liaise and work alongside these networks to support cohesion and added value. Home Education Officers Digital Officers Assessment Co-ordinators English as an Additional Language Co-ordinators Senior Phase Assessment officers Maths Officers Family & Community Officers Stand-alone ASN HT /Officers Community Learning & Development Officers The West Partnership Delivery Model sPECIALIsT NETWORKs 76
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11 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The three Workstream Lead Officers, spoke with a wide range of stakeholders including: director sponsors, workstream members, Education Scotland WLs, programme and network participants. The conversations covered topics which included: ¬ Purpose of West Partnership;Purpose of West Partnership ¬ Motivation for engagement; ¬ Strengths of programme or network; ¬ Impact of provision (using the lexicon of the three newly-established drivers); ¬ Developments for improvement; and ¬ Communications. Feedback has been synthesised and discussed at two whole day sessions with the core team and shared with the Board. It informs the plan for session 2022-23 and was intended to produce a more co-created approach to the improvement planning process. Developing Through Consultation The West Partnership remains committed to ensuring that it reflects the views and ambitions of the workforce, parents and learners across the eight partner authorities to achieve our vision of equity, excellence and empowerment. As the largest of the Regional Improvement Collaboratives, the West Partnership is home to over one third of Scotland’s school population, with more than 25,000 headteachers, teachers and support staff working in around 1000 schools and early learning centres, in some of Scotland’s most diverse and challenged communities. Taking account of the on-going pressures on stakeholders, the West Partnership has had to be flexible and agile in its approach to stakeholder engagement as part of the improvement planning process. While regular evaluations are undertaken at the end of professional learning sessions or programmes, it was agreed that a set of ‘consensus-building conversations’ would be undertaken this session to provide a more holistic review and reflection of the West Partnership’s activity during the last session, and allow this feedback to inform the plan for session 2022-23. 77
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12 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 The Evaluating and Reporting Lead Officer retains overall responsibility for evaluating and reporting on the progress and impact of the West Partnership’s Improvement Plan. This work, supported by the data analyst, is crucial in supporting the West Partnership to evaluate its activities and programmes, as well as using the quantitative and qualitative evidence to identify future priorities. Regular highlight and evaluation reports include updates on the progress and impact of each workstream, as well as more holistic evaluations. Tools to systematically evaluate the quality of West Partnership professional learning events / programmes, and the important longer term impact on participants and learners allow us to gather evidence to demonstrate the added value of collaboration. To assist in this process, workstream planning processes focus more acutely on outcome-based planning and reporting, not only on progress, but on impact in the classroom or playroom too. Evaluation strategies and approaches planned by the Workstream Lead Officers at the start of each professional learning session / programme, ensure appropriate and robust evidence is gathered systematically and evaluated. This serves to strengthen the work done in this area by the Evaluating and Reporting Lead Officer. From exploring qualitative feedback data from our professional learning, collaborative enquiry, and specialist networks this session, the Partnership’s work is now conceptualised as being driven by three holistic drivers. Please see diagram on next page. Evaluating The Impact of The Improvement Plan 78
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13 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Evaluating The Impact of The Improvement Plan Drivers of Improvement Practitioner DevelopmentCollaboration Association and networking Access to expertise and knowledge Practitioner level Enhanced classrooms and playrooms Knowledge exchange Space to share and learn Senior Leadership Team level Enhanced school communities Collaborative Working Contribution to work cross sector/ authority Local Authority level Enhanced Partnership working Confidence to implement/change Knowledge and understanding Change to Practice 79
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14 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 This year, the evaluation framework was strengthened to further demonstrate the added value and collective impact of the partnership activity. Through the development of clear workstream outcomes and measures, three common themes emerged from the evidence leading to the creation of the Three Drivers of Improvement Evaluation Framework. The three drivers of improvement are defined below. Evaluating The Impact of The Improvement Plan We recognise that collaboration is desirable in our system but also that it is necessarily varied with regards to its form. Some collaboration may involve short-term interactions whilst others demand sustained collaborative working around areas of interest. dRIVER 1: fACILITATINg VARIOus fORMs Of COLLAbORATION Our regional improvement collaborative contains just over 19,000 practitioners, some 36% of all practitioners in Scotland. We see our work as enhancing practitioner knowledge, understanding and confidence at all levels, from those newly qualified to those at the most senior level. The enhancement of practitioner knowledge, understanding and confidence is inherently linked to our collaborative working. There is a great amount of expertise and experience across our eight authorities and the exchange of knowledge and sharing of practice is a key way in which the partnership adds value. dRIVER 2: ENhANCINg PRACTITIONER KNOWLEdgE, uNdERsTANdINg ANd CONfIdENCE Our collaborative work and our aim to affect practice change is supported through partnership activity. Practice change at all levels of the system is a key aspiration for the West Partnership. This extends from the way in which our teachers and practitioners deliver in the classroom and playrooms to the ways in which local authority central teams interact across our region. As such, we envisage partnership activity as facilitating practice change as a consequence of a dynamic offering which targets all practitioners irrespective of their role. dRIVER 3: suPPORTINg PRACTICE ChANgE AT VARIOus LEVELs 80
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15 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Critical Indicators 2020–21 indiCators 2016-17 Baseline 2017-18 value 2018-19 value 2019-20 value 2020-21 value % of primary pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy (based on reading, writing and talking and listening) 71.3 72.4 73.0 ** 69.7 % of primary pupils (p1, p4 and p7 combined) achieving expected levels or better in numeracy 78.1 79.5 80.3 ** 77.3 % of S3 pupils achieving third level or better in literacy (based on reading, writing and talking and listening) 89.7 90.1 89.6 ** ** % of S3 pupils achieving third level or better in numeracy 90.1 89.7 90.0 ** ** % of S3 pupils achieving fourth level or better in literacy (based on reading, writing and talking and listening) 46.7 48.8 49.7 ** ** % of S3 pupils achieving fourth level or better in numeracy 56.7 57.7 56.5 ** ** % of leavers achieving 1 or more awards at SCQF Level 6 or better 67.3 68.7 69.3 70.4 72.8 % of leavers achieving 5 or more awards at SCQF Level 6 or better 36.2 37.6 38.3 42.1 44.3 % of leavers achieving SCQF Level 5 or better in literacy 81.9 82.8 82.6 83.1 84.6 % of leavers achieving SCQF Level 5 or better in numeracy 69.1 70.2 69.2 70.8 72.8 Number of Practitioners accessing professional learning opportunities provided by the West Partnership TBC TBC TBC 3185 3137 Percentage of practitioners reporting an increase in their knowledge following participation in West Partnership activities N/A N/A N/A N/A 85.1 % of establishments evaluated as good or better for leadership of change 59 63 73 * * Primary Exclusion Rates (Rate per 1000 pupils) 9.9 N/A 3.7 N/A 2.6 Secondary Exclusion Rates (Rate per 1000 pupils) 46.8 N/A 23.7 N/A 21.2 Primary Attendance Rates 94.6 N/A 94.2 N/A 93.4 Secondary Attendance Rates 90.7 N/A 90.3 N/A 88.4 Initial School Leaver Destinations (Positive) 93.6 94.4 95.2 93.6 95.8 % of establishments evaluated as good or better for learning, teaching and assessment 57 66 71 * * * Impacted by Covid ** BGE data not collected. 81
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16 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Knowledge & Understanding Confidence To achieve our priorities, we will: OUR DRIVERS: emPoWerCollaBorateConneCtFaCIlItate Practitioner SLT Local Authority System The West Partnership Plan on a Page 2022-23 By building a networked learning system, improve learner experience, attainment and achievement across the West Partnership. E Q u I T Y • E X C E L L E N C E • E M P O W E R M E N T Our Purpose Our Priorities Provide support to practitioners Facilitate collaborative working Learn from each other To develop readiness for learning with learners and families To build networks To build capacity in leaders at all levels To support innovation in curriculum design and promote high quality approaches to pedagogy To promote practice-based research and innovation develoP Association & Networking Knowledge Exchange Collaborative Working suPPort o ur visio n our values PRACTiTiONER dEVELOPMENT COLLAbORATiON PRACTiCE ChANgE 82
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17 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 West Partnership Delivery Model Key activities & programmes 2022-23 WELLbEINg fOR LEARNINg LEAdERshIP, EMPOWERMENT & IMPROVEMENT CuRRICuLuM & LEARNINg, TEAChINg & AssEssMENT ¬ Youth Ambassadors: PSE & Transition ¬ Supporting Learners including CLPL for: • Support Assistants • Inclusion in Mainstream • GIRFEC • PSE (EY, Primary & Secondary) ¬ Family Learning Collaborative Enquiry ¬ Families & Communities: • Youthlink Scotland Collaborative Enquiry • CLPL for youth workers ¬ Keeping Trauma in Mind Collaborative Enquiry ¬ UNCRC, including Young Leaders of Learning ¬ Family & Community Officers* ¬ Stand-alone ASN Headteachers* ¬ CLD Lead Officers* ¬ Senior Inclusion Lead Officers* ¬ HWB (previous workstream group)* ¬ PSHE EY/Primary/Secondary Officers* ¬ Home Education Officers* ¬ Senior Educational Psychologists* ¬ Executive Coaching ¬ Learning Sets ¬ Hexagon Coaching ¬ Thinking About Headship ¬ Improving Our Classrooms ¬ Improving Our Schools ¬ Improving Our Departments ¬ FOCUS ¬ Assessment & Moderation ¬ EY / Primary Curriculum ¬ Secondary BGE Curriculum ¬ West OS ¬ Pedagogy ¬ Play Pedagogy ¬ School to School Partnership ¬ Upstream Battle on the Clyde ¬ Gaelic for practitioners ¬ Research on Impact of 1140 hours (lead by Evaluation Lead Officer) ¬ Assessment & Moderation Co-ordinators* ¬ ASN Assessment & Moderation ¬ Maths Lead Officers* ¬ Literacy Lead Officers* ¬ Gaelic Lead officers* ¬ BGE Curriculum* ¬ English as an Additional Language* ¬ Early Years Senior Officers* ¬ Early Education Leads (Virtual Leadership Network)* * Items in italics are delivered through facilitated specialist networks as described on page 10. 83
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18 T H E W E S T P A R T N E R S H IP IM P R O V E M E N T P L A N 2 0 2 2 – 2 3 Outcomes & Drivers Map 2022-23 As the work of the partnership matures and programmes develop, there will be an enhanced focus on gathering data and evidence across our three drivers of improvement, with a particular focus on the impact that our work has on children and young people in playrooms and classrooms. Using a colour code, the drivers for improvement have been mapped against each outcome, demonstrating the weight of evidence which will be gathered on each drive. The graphic aims to demonstrate the link between the workstream outcome, driver for improvement and data which is likely to emerge as a result of partnership activity. From this graphic, it is evident that our outcomes this year have a clear focus on practitioner development and practice change. This should enable WLO to gather more evidence and data on these two drivers for improvement demonstrating impact on children and young people. Further information relating to the self-evaluation, improvement planning and evaluation and reporting activity of The West Partnership can be found on their website (click here). CollaBoration Through engaging in specialist network, there is an increase in the number of impactful collaborative developments and activities being undertaken in the West Partnership which improve the learning experience for children and young people by June 2023. By June 2023, an improved awareness of West OS will lead to increased breadth and depth of use. Through engaging in collaborative activities, all participants are able to demonstrate an improvement in their practice which enhances the learning experience for children and young people by June 2023. Participants demonstrate changes to practice which will enhance the learning experience for children and young people through engaging in individual and collaborative activities, by June 2023 Participants report increased confidence and understanding in their leadership, use of data and effective learning and teaching practices through engaging in individual and collaborative activities by June 2023. PraCtitioner develoPment Knowledge, Understanding, Confidence Through engaging in collaborative activities, all participants are able to demonstrate an improvement in their practice which enhances the learning experience for children and young people by June 2023. By June 2023, a greater number of practitioners report a positive impact on children and young people’s learning as a result of using West OS in the classroom and/or at home. By June 2023, professional learning participants will demonstrate an increased understanding of wellbeing topics and will have an increased level of confidence to implement practice change that will benefit children and young people. PraCtiCe ChanGe Through participating in West Partnership activities, participants report greater confidence in their practice which enhances the learning experience for children and young people by June 2023. By June 2023, a greater number of children and young people report a positive impact on their own learning as a result of using West OS in the classroom and/or at home. Through engaging in specialist networks, there is an increase in the number of collaborative developments and activities being undertaken in the West Partnership which have an impact on wellbeing practice by June 2023. 84
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How to connect with us T / WP_EduCATiONWWW.WEsTPARTNERshiP.CO.uK 85
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T h e W e s T P a r T n e r s h i P • I m P r o v e m e n T P l a n 2 0 2 2 – 2 3 86
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Education Resources) Executive Director (Finance and Corporate Resources) Subject: Early Learning and Childcare: Staffing Update 1. Purpose of Report 1.1. The purpose of the report is:- to provide an update on recent and future expansion projects within Early Learning and Childcare as part of community growth areas and local requirements to request approval to increase the establishment within Education Resources as outlined in section 4 of the report 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) that the progress of the recent and future expansion with Early Learning and Childcare be noted; (2) that approval be given to increase the establishment within Education Resources as outlined in section 4 of the report. 3. Background 3.1. The Early Learning and Childcare facilities at St Mark’s Primary School, Hamilton, and Skylark, Larkhall, have capital funded through Section 75 agreements for the development of the Community Growth Areas at Hamilton and Larkhall. These facilities will assist in providing Early Learning and Child Care for children agreed 2 to 5 generated by these developments. The facilities are in or close to these large scale housing developments and will allow children to attend nursery in or adjacent their local communities. 3.2. Adaptations have been carried out in Carnwath Primary Nursery Class and proposals are in place for adaptations in Forth Primary Nursery Class to provide an additional 16 ELC places in each setting. This is due to the growing community within these rural areas and to ensure there is provision available for children to access without having to travel to ELC settings outwith the area and will futureproof both settings for the increased numbers of children that are predicted. 7 87
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4. Employee Implications 4.1. In order to deliver the proposed ELC settings, the following staffing levels will be required. The following posts should be added to the establishment on a permanent basis, as detailed below. The salary figures will change in line with pay award and reduction in national insurance. 4.2. Skylark ELC Post FTE - additional Grade/ SCP Hourly Rate Annual Salary Gross Cost (inc on costs 31.5%) Total Depute Head of Establishment - 52 week 1.0 Grade 3 Level 8 SCP 79-80 £23.12 - £23.47 £44,603 - £45,278 £58,562 - £59,540 £58,562 – £59,540 Early Years Practitioner - 52 week 9.0 Grade 2 Level 3 SCP 46-48 £14.33 - £14.77 £27,645 - £28,494 £36,353 - £37,470 £327,180 – £337,226 Early Years Support Assistant - 52 week 2.0 Grade 1 Level 1-3 SCP 20- 27 £10.04 - £11.08 £18,322 - £20,220 £24,093 - £26,589 £48,187 - £53,178 School Support Assistant - 52 week 1.0 Grade 1 Level 4 SCP 30- 31 £11.56 - £11.73 £21,096 - £21,406 £27,741 - £28,149 £27,741 - £28,149 Total £461,761 - £478,094 4.3. St Mark’s Primary Nursery, Hamilton Post FTE – additional Grade/ SCP Hourly Rate Annual Salary Gross Cost (inc on costs 31.5%) Total Early Years Team Leader – Term Time 1 Grade 2 Level 4 SCP 55-57 £16.35 - £16.85 £28,088 - £28,947 £36,936 - £38,066 £36,936 - £38,066 Early Years Practitioner - Term-Time 5.0 Grade 2 Level 3 SCP 46-48 £14.33 - £14.77 £24,618 - £25,374 £32,373 - £33,367 £161,863 - £166,833 Early Years Support Assistant 20 hours - Term- Time 1.0 Grade 1 Level 1-3 SCP 20- 27 £10.04 - £11.08 £9,323 - £10,289 £12,260 - £13,530 £12,260 - £13,530 School Support Assistant - Term-Time 0.58 Grade 1 Level 4 SCP 30- 31 £11.56 - £11.73 £18,786 - £19,062 £14,328 - £14,539 £14,328 - £14,539 Total £225,387 - £232,968 88
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4.4. Carnwath Primary Nursery Post FTE - existing FTE - proposed Grade/ SCP Hourly Rate Annual Salary Gross Cost (inc on costs 31.5%) Total Early Years Practitioner - Term-Time 5.0 7.0 Grade 2 Level 3 SCP 46-48 £14.33 - £14.77 £24,618 - £25,374 £32,373 - £33,367 £64,745 - £66,733 4.5. Forth Primary Nursery Post FTE - existing FTE - propos ed Grade/ SCP Hourly Rate Annual Salary Gross Cost (inc on costs 31.5%) Total Early Years Practitioner - Term-Time 6.0 8.0 Grade 2 Level 3 SCP 46- 48 £14.33 - £14.77 £24,618 - £25,374 £32,373 - £33,367 £64,745 - £66,733 5. Financial Implications 5.1. The cost associated with these additional posts are funded as part of the ELC expansion budget 2022/23 and from the 2022/23 revenue budget strategy as part of revenue consequences of capital for community growth. 5.2. The cost of establishing the new posts detailed in section 4 above totals £0.844m, subject to pay award and national insurance changes as outlined above. 6. Climate Change, Sustainability and Environmental Implications 6.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 7. Other Implications 7.1. There is risk that there is a statutory requirement for the Council to provide places for all 3 and 4 year olds, and for eligible 2 year olds. This is mitigated by having the required staffing requirements in place. 8. Equality Impact Assessment and Consultation Arrangements 8.1. 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. 8.2. Consultation has taken place with a range of stakeholders. Tony McDaid Executive Director (Education Resources) Paul Manning Executive Director (Finance and Corporate Resources) 26 October 2022 Link(s) to Council Values/Priorities/Outcomes Education and Learning: Inspiring learners, transforming learning, strengthening partnership 89
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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 Ext: 4475 (Tel: 01698 454475) E-mail: stewart.nicolson@southlanarkshire.gov.uk 90
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Education Resources) Subject: 2022/2023 Early Learning and Childcare (ELC) - Sustainable Rate Price Review 1. Purpose of Report 1.1. The purpose of the report is to:- outline the work undertaken on setting the Early Learning and Childcare (ELC) sustainable rate for funded providers for implementation from 17 August 2022 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) that the content of the report and the outcome of the sustainable rate review is noted; (2) that the recommendation for the proposed sustainable rate as outlined in section 6.4 is approved; and (3) that the requirements of the Procured Service Agreement (PSA) for ELC to secure funded providers agreement is progressed in line with the framework terms. 3. Background 3.1. The landscape of Early Learning and Childcare (ELC) in Scotland has been undergoing transformative change through the 2014 Children and Young People (Scotland) Act. The annual entitlement to free ELC provision increased from 475 hours to 600 hours for all three and four year olds, and for those two year olds who would benefit most. This was accompanied by increased flexibility of provision to meet the needs of parents. A further expansion was to move at pace towards almost doubling the level of entitlement of free ELC provision to move to August 2021. The Government’s ‘Funding Follows the Child and the National Standard: Principles and Practice’ sets out the Funding Follows the Child approach, and the National Standard underpinning it, which all providers wishing to deliver the funded entitlement have to meet. This approach was developed in extensive collaboration across the ELC sector, and it outlines the commitment for providers to pay their staff who are engaged in the delivery of 1,140 hours ELC the real living wage. 8 91
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In this Council we have delivered against the (ELC) Delivery Plan approved in 2017 and have fully implemented the expansion of ELC across the Council. The expansion was delivered through partnership working which included all of our stakeholders, our workforce, the funded providers and, most importantly, driven through continuous consultation to hear the views of parents and carers and our youngest children. 3.2. In June 2019, the Council introduced a Procured Service Agreement for ELC for the delivery of 1,140 for all funded providers. The hourly rate set within the document was confirmed as £5.31 in line with Scottish Government’s reference rate within their Financial Review. 3.3. In August 2019, the Council introduced Early Access for 3-year-olds where children receive funded provision from the week following their third birthday. This policy is funded by the Council beyond statutory provision at standard hourly rates totalling £0.855m per annum, equivalent to approximately £1.90 per hour per 3-year-old for an average of three months in funded providers. The previous rate for 600 hours statutory ELC provision was £3.36 per hour and the annual cost of partner payments was £3.6m. The increased cost as a result of 1,140 ELC expansion, based on 2021-2022 payments, is a further £10.848m; with a total budget requirement £14.448m. 3.4. Currently the hourly rate paid to funded ELC providers, including childminders, to deliver an hour of ELC to 3–5-year-olds is £5.31 per hour and £5.90 for 2-year-olds. In addition, 50p per child per hour is paid up to a total of 1,140 hours per year for the provision of healthy food for all 2–5-year-old eligible children. 3.5. Funding as part of the Milk and Healthy Snack Scheme Scotland Regulations 2021 for pre-school children spending 2 hours or more in the care of a regulated day care provider and/or childminder that has registered for the scheme is also provided. From 1 April 2022, a national interim combined rate of 58.2p is paid per eligible child per day. 3.6. As the Council is the guarantor of the quality of ELC provision, to ensure assistance to all funded providers, a wide-ranging programme of support includes a range of central support, a link Quality officer, a range of professional and personal training opportunities, the provision of on-going guidance and support materials as well as the overall administration of processing admissions and funding. The total annual cost is approximately £1m. This would equate to approximately £0.40p per hour per child. All of the above is provided at a zero rate to funded providers. 3.7. Funded providers deliver early learning and childcare to 33% of South Lanarkshire’s eligible children (2,593 children as at October 2022). 4. National Activity and Setting a Sustainable Rate 4.1. In order to support sustainable rate setting processes, the Scottish Government and COSLA commissioned Ipsos MORI to conduct a national costs collection exercise in early 2022. This was a repeat of the original exercise in 2016 on which our current hourly rates are based. The exercise was not intended to produce a national rate. The intention was that the data set of the cost of providing ELC at a funded provider could be used to help set local sustainable rates for 2022/2023. 92
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4.2. The Ipsos MORI data for the Council was received on 12 May 2022 and had only 10 specific SLC responses. As a result, information was not available at a Council level to enable data to be extracted and, therefore, data representing the West Partnership was used. This was consistent for all authorities in the West Partnership, other than Glasgow City Council who had specific authority data to refer to. A similar approach for childminders was also undertaken with work concluded on the 1 July 2022. 4.3. The Interim Guidance asks local authorities to work with providers on the basis of the available evidence, and within the funding envelope available for 1,140 expansion:- to uplift rates for 2022-23 to ensure that they reflect the costs of delivery (including inflationary increases) provide scope for reinvestment (reflecting a measure of profit in a private sector setting or surplus in a third sector organisation) and enable delivery of the real Living Wage commitment within the scope of the ELC quantum (noting that local authorities will need to consider the anticipated increase in the Real Living Wage during the academic year) The publication on 26 May 2022 of updated Interim Guidance on Setting Sustainable Rates for August 2022 includes key considerations for local authorities in light of the outputs they have received from the national cost collection exercise. 4.4. As part of this review process, the Council has participated in various national groups supported by the Improvement Service, Scottish Government and ADES Early Years Network and ADES Resources as well as detailed work with the West Partnership. 4.5. The West Partnership Finance group has, through collaborative working, considered and agreed an initial methodology for setting the sustainable rate using the West Partnership data from the Ipsos MORI survey. All authorities are in agreement with the basic approach and have used the standard model and agreed to localise based on individual authorities’ information, affordability and budget considerations. 5. Consultation Process 5.1. An internal working group was set up to consider the SLC sustainable rate from August 2022. This comprised both Finance Services staff and Early Years staff. Members of the group have participated in various national workshops facilitated by the Government and the Improvement Service and also across the West Partnership and ADES joint ELC and Resources networks. Work undertaken has resulted in an options appraisal of various factors influencing the sustainable rate. 5.2. Initial consultation took place with a small number of providers. The funded provider consultation group includes representatives from a childminder, a voluntary sector provision, a rural provision, as well as a small and large urban located provider. 5.3. The main issues raised for consideration related to the payment of the real living wage for staff, the impact of the rate of inflation, general operational increased costs and also the timeline for implementation associated to this review. These meetings were scheduled in July. In addition, an information bulletin was issued to all funded providers to ensure an on-going update of information was provided. All partner providers were provided with a copy of the Ipsos MORI SLC specific data as well as the technical report. 93
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5.4. In order to ensure full representation, 4 geographical area forums for all funded providers were held on 12 August 2022 with the main agenda highlighting the outcome of the Ipsos MORI cost collection survey, the subsequent methodology process currently being followed as well as presenting the opportunity for issues to be raised. Again, the main issues raised related to payment of the real living wage for staff, the impact of the rate of inflation and general operational increased costs. 5.5. A funded provider meeting was held on 7 September 2022 providing an update on progress towards a sustainable hourly rate, confirming announcement of the RLW on 22 September 2022 and again providing the opportunity for issues to be raised. Funded providers continue to be updated via the regular scheduled six weekly meetings. 6. Funding Options and Considerations 6.1. The work undertaken to consider the sustainable rate for funded providers, based on the interim guidance, considers the output from the Ipsos MORI data collection exercise in addition to three 3 variable elements. The baseline data from the Ipsos MORI data collection exercise, based on the total unit cost that currently pays the real living wage for an Early Years Practitioner, is £4.90 per hour. This is the starting point for the Council model and has been further split into staffing and non-staffing elements based on the data provided by funded providers for each cost element. 6.2. Definitions of the three variable elements are outlined below:- Seasonality – consideration to be made to reflect that funded providers may experience some seasonal fluctuations in attendance and, possibly to a lesser extent, seasonal costs. Such fluctuations may be more marked in some areas than others. Inflationary increases: Local authorities to consider the anticipated increase in the Real Living Wage during the academic year rather than at the point of the data collection exercise and reflect the costs of delivery (including inflationary increases). Scope for reinvestment / margin: reflecting a measure of profit in a private sector setting and to allow for reinvestment in a funded provider setting. Cost data from the IPOS Mori exercise does not consider these elements within the analysis. 6.3. The overall impact on the sustainable rate based on the data from the funded providers exercise and allowing for the three variable elements for consideration recommends an hourly rate of £5.71 per hour from 17 August 2022 for 3 to 5 year olds. This rate aligns to SLC localised conditions and allows affordability to be applied. This rate is in line with other Local Authorities in our area. The overall outcome of the review is detailed in the table below:- 94
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6.4. The revised hourly rates for all SLC children are outlined below having applied the same increase for 2-year-olds:- The new rates will be implemented from 17 August 2022 in line with the terms and conditions of the PSA for ELC and will be paid in the next appropriate payment cycle for each funded provider. This will be backdated to 17 August 2022 from the date of agreement. 7. Procured Service Agreement 7.1. An extract of the terms and conditions of the approved PSA on price review is outlined in Appendix 1. This sets out the arrangements around price review and refers to the change control process to be implemented. 7.2. The change control process requires a change control notice be sent to each funded provider and for funded providers to respond within 30 days with acceptance to the revised rate or notify intention to be removed from the PSA. This process will be adopted for implementation of the new sustainable rate and it is anticipated this will be a positive outcome given the proposed increase. 8. Implementation Timeline 8.1. Based on the requirement of the PSA and change control process; the following high level implementation timeline is outlined:- October 22 Procurement lead in time to start (2 weeks) Procurement activity supporting the PSA requirements to begin October 22 Funded providers meeting and update November 22 Education Committee report November - December 22 Funded providers to confirm agreement to the revised sustainable rate and price review December - January 22 Payment process to update rate change Consider funded providers who have not responded and action plan 8.2. It is anticipated the revised rate will be paid from December 2022 payment processes with backdating arrangement in place for the session commencing 17 August 2022. 9. Employee Implications 9.1. There are no employee implications associated with the content of this report. 10. Financial Implications 10.1. The sustainable rate options as set out in section 6.4 represent a model that accurately reflects the requirements of the guidelines. It aligns to affordability for the Council within the ELC funding envelope and adopts consistency of approach with other large contracts within the Council as well as supporting the real living wage in the early years sector. 95
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10.2. The financial implications of funding the sustainable rate as outlined in section 6.4, will require annual budget of £0.962m on a permanent basis. For 2022-23 this equates to £0.712m of which £0.250m is already budgeted. The balance of funding will be supported via existing budget for ELC 1,140 expansion and income from ELC fees, if required. 10.3. The long-term implications of the additional cost is the main financial risk as funding for 2023-24 is not yet known and work continues at a national level to consider the quantum and variable factors including population and inflation. Additionally manifesto commitments for school aged childcare, deferrals from August 2023 and provision for eligible 1-year olds are areas where funding is not yet known. 10.4. Council budget strategies for 2023-24 and beyond are already expected to be challenging and this is a further pressure for permanent increased funding requirements to external ELC providers at the potential cost of the level of support available for internal Council delivered ELC services. National expectations by private providers for a substantial increase in the sustainable rate continue to be high. This will need to be managed within the financial provision for expansion, when known which, as covered at 10.3, may reduce. 11. Climate Change, Sustainability and Environmental Implications 11.1. There are no implications for climate change, sustainability or environment in terms of the information contained in the report. 12. Other Implications 12.1. The main risk associated with setting the sustainable rate is affordability within funding levels as well as expectations for continuous provision within early years in other areas including deferrals and additional manifesto commitments for eligible children. 2023-24 funding continues to be considered and expectations for continued increases in the sustainable rate, without appropriate levels of funding, cannot be maintained. Further increases to the sustainable rate are not sustainable for the Council without appropriate financial support. 13. Equality Impact Assessment and Consultation Arrangements 13.1. 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. 13.2. Consultation is underway with relevant stakeholders as outlined within the content of the report. Tony McDaid Executive Director (Education Resources) 27 October 2022 96
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Link(s) to Council Values/Priorities/Outcomes Education and Learning: Inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers Interim Guidance on Setting Sustainable Rates for August 2022, Ipsos MORI ELC Cost Collection Exercise Real Living Wage – 22 September 2022 Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Stewart Nicolson Ext: 4475 (Tel: 01698 454475) E-mail: stewart.nicolson@southlanarkshire.gov.uk 97
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Procured Service Agreement – Early Learning and Childcare Appendix 1 Extract of terms and conditions on Price Review B2. Review of Rates B2.1. The Council shall have the option to review the rates, or any individual element of the rates, at its discretion at any time throughout the Procured Service Arrangement Period. B2.2. In addition, the Council will review the rates annually, with effect from the date occurring 12 months from the Commencement Date and on each successive 12 month period thereafter throughout the Procured Service Arrangement Period.’ This annual review will:- a. consider the Scotland Excel Guidance for Setting Sustainable Rates from 2020, as may be amended from time to time during the Procured Service Arrangement Period; b. take into account any notification the Council receives from the Scottish Government that the Council will receive additional funding in respect of the Services which is to be ring fenced for the sole purposes of providing an uplift in the Rates, or any individual element of the Rates. In this case the Council shall consider what amendment to the Rates, or any individual element of the Rates, is appropriate and what conditions (including a commitment to supporting the real Living Wage) will apply thereto. However, this will be subject to the Council receiving the said additional funding or receiving formal confirmation as to when such additional funding will be received B2.3. The decision to award an increase in the Rates, or any individual element of the Rates, as a result of any review of the Rates carried out in accordance with the provisions of Clause B2.1 and/or B2.2 will be at the Council’s sole discretion. The award of any increase in the Rates, or any individual element of the Rates, will follow the process set out in Clause D5 (Change Control Process – Procured Service Arrangement). 98
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Education Resources) Subject: School Holiday Dates for Session 2023/2024 1. Purpose of Report 1.1. The purpose of the report is to: - [purpose] advise on the proposed dates for school holidays in South Lanarkshire for session 2023/2024 following a consultation with stakeholders [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the proposed dates for school holidays and in-service days in South Lanarkshire for session 2023/2024, as detailed in Appendix 1, be approved. [1recs] 3. Background 3.1. Children are required to attend school for 190 days with teachers working 195 days, five of which are deemed in-service days. 3.2. The school holiday dates normally fall within 3 terms and take account of national/ local public holiday dates:- Term 1 - from the beginning of the school year in August until Christmas; Term 2 - from the new year through until the spring break; * Term 3 - from after the spring break until the end of the school year in June. 3.3. In 2023/2024,* the Good Friday (29 March) and Easter Monday (1 April) holiday dates fall within the Spring break which takes place in the first two weeks in April. 3.4. Views were sought from a range of stakeholders on the proposed school holiday dates and in-service days for 2023/2024, including neighbouring local authorities, to try and achieve, where possible, a common pattern of school holiday dates across Lanarkshire for the benefit of parents and schools. 3.5. Arrangements were made also to consult with establishments, Parent Councils and employees through the Joint Negotiating and Consultative Committee (JNCC) for teachers and the Joint Consultative Committee (JCC) for Administrative, Professional, Technical and Local Government employees. 9 99
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4. Consultation Outcome 4.1. The consultation with establishments, parents, Parent Councils and other stakeholders resulted in 1663 responses being made. The outcome of the consultation, is as follows:- School Holiday Dates 2022/2023 and in- service days 2023/2024 Total number of responses 1663 The consultation asked do you agree with the proposed school holiday dates for:- Agree Disagree Term 1 (August – Christmas) (72%) (28%) Term 2 (New Year – Spring Break) (50%) (50%) Term 3 (Spring Break – June) (78%) (22%) The JNCC for teachers and the JCC for APT&C employees agreed with the proposed dates for 2023/2024. 5. Proposal 5.1. Of the stakeholders consulted, the majority agreed with the proposed holiday dates. It is proposed, therefore, that the pattern for the school holidays and in-service days for the 2023/2024 session, as highlighted in Appendix 1, be adopted. The arrangements set out are generally in line with neighbouring authorities. 6. Employee Implications 6.1. None 7. Financial Implications 7.1. None 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in this report. 9. Other Implications 9.1. There are no significant risk implications in terms of the information contained within this report. 10. Equality Impact Assessment and Consultation Arrangements 10.1. An equality impact assessment has been carried out on the recommendations contained in the report and, where issues were identified, remedial action has been taken. The assessment is that the proposals do not have any adverse impact on any part of the community covered by equalities legislation, or on community relations, and the results of the assessment will be published on the Council website. 10.2. Consultation has taken place with a range of stakeholders, including the Trades Unions and Parent Councils. Tony McDaid Executive Director (Education Resources) 26 October 2022 Link(s) to Council Values/Priorities/Outcomes 100
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Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References Education Resources Committee – 9 November 2021 List of Background Papers Responses from Consultation Exercise Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Des Dickson, Head of Education (Education Operations Manager) Ext: 4495 (Tel: 01698 454495) E-mail: des.dickson@southlanarkshire.gov.uk 101
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Education Resources Proposed Dates School holiday Dates Session 2023/2024 Break Holiday dates First Term Teachers In-service Monday 14 August 2023 In-service day Tuesday 15 August 2023 Pupils return Wednesday 16 August 2023 September Weekend Closed on Re-open Friday Tuesday 22 September 2023 26 September 2023 October Break Closed on Re-open Monday Monday 16 October 2023 23 October 2023 In-service day Monday 13 November 2023 Christmas Closed on Re-open Monday Monday 25 December 2023 8 January 2024 Second Term February break Closed on Monday & Tuesday 12 February 2024 13 February 2024 In-service day Wednesday 14 February 2024 Spring break/Easter Closed on Re-open Friday Monday 29 March 2024 15 April 2024 Third Term In-service day Thursday 2 May 2024 Local Holiday Closed Monday 6 May 2024 Local Holiday Closed on Re-open Friday Tuesday 24 May 2024 28 May 2024 Summer break Close on Wednesday 26 June 2024 Proposed in-service days 15 & 16 August 2024 Notes Good Friday falls on Friday, 29 March 2024 Lanark schools will close Thursday, 6 June 2024 and Friday, 7 June 2024 Schools will close at 2.30pm on the last day of terms 1 and 2 (Friday, 22 December 2023, and Thursday, 28 March 2024) Schools will close at 1pm on the last day of term 3 Wednesday 26 June 2024) *Two in-service days proposed 15 & 16 August 2024. Appendix 1 102
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Education Resources) Subject: Strategic Equity Fund (SEF) 1. Purpose of Report 1.1. The purpose of the report is to:- provide Committee with an overview and update on South Lanarkshire Council’s Strategic Equity Fund plan provide a more general update around work designed to close the poverty related attainment gap 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) that the plan outlined for the Strategic Equity Fund (SEF) is noted; and (2) that the work outlined to support closing the poverty related attainment gap is noted. 3. Background 3.1. It is an established fact that poverty has an impact on school attainment. The most recent National figure available (2021) indicates that ‘just under 11,000 children in South Lanarkshire (19.6%) live in relative poverty once housing costs have been taken into account’. Campaign to End Child Poverty/ End Child Poverty Coalition (ECPC). It is appreciated that this latest National figure does not necessarily reflect the most current position and the new challenges families are facing with rising energy costs and inflation. Therefore, at a school level we ask schools to take a more holistic view of those who may be impacted by poverty and they use local intelligence to ensure their school planning reflects this. 3.2. In South Lanarkshire Council Schools:- 20.9% of learners live in SIMD1 or SIMD 2 areas (2021/22) 21.9% are Free School Meal entitled (based on P6-7 pupils only - Healthy Living Survey 2021/22) This compares Nationally to:- 22.7% of learners live in SIMD1 or SIMD2 areas (2021/22) 21.4% are Free School Meal entitled (based on P6-7 pupils only - Healthy Living Survey 2021/22) 10 103
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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 recognise it is part of a much wider Council ambition to help children 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 gap. The part of this funding model which directly supported local authorities was reviewed during Session 2021/22 and was re-launched on 30 March 2022 with a new title of Strategic Equity Funding (SEF). It describes 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 an addition to the overall Education Resources budget. However, it can and should not be viewed in isolation from existing plans, policies and resource allocations e.g., additional staffing through recovery monies. 3.6. This Committee paper refers to a more comprehensive document attached as Appendix 1 (South Lanarkshire Council’s Strategic Equity Fund 2022) which is a comprehensive plan written by Education Resources to support the planning and implementation of SEF. 4. Funding Landscape Prior to 2022/2023 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. Scottish Attainment Challenge 4.2. 20 South Lanarkshire Schools have been directly supported by funding from the SAC Schools’ Programme over the last five years, up to and including session 2021/22. These schools are situated within some of the most deprived areas of the Council. These schools made bids directly to the Scottish Government for a share of SAC Programme funding. In session 2021/22, a total of £1,772,404 was allocated across these 20 schools with an additional £179,725 allocated centrally to support the programme. Pupil Equity Funding 4.3. PEF funding has been a source of direct funding to almost all schools across Scotland since 2017. 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, in its current form, ceased in April 2022 and was replaced by a new funding model, known as the Strategic Equity Fund (SEF) which distributes SAC funding across all local authorities in Scotland in line with Children in Low Income Families data. This new approach was formally launched on the 30 March 2022 with accompanying support materials for schools and Local Authorities. 104
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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 2022/23. This is the allocation for 2023/24 also, after which it increases by 26% in 2024/25 with a further increase of 33% for 2025/2026, taking the total funding for the year to £2,274,577. 5.3. It is recognised that the new funding model and accompanying National Policy would result in our existing 20 SAC schools losing this 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. 5.4. Appendix 1 page 34 provides further details of the funding landscape, including details of monies needed to honour existing financial commitments such as those to our existing SAC schools. This is a significant commitment and proportion of the overall SEF budget for year 1. There has also been a significant contribution of £310,000 from central funding reserves to support additional schools in the MCR Programme. 6. SEF Planning from 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 is to make the biggest difference to our children and young people who are most disadvantaged by poverty. In doing so, new National Guidelines on the parameters set around SEF have been referenced and followed, details provided in link below: Strategic Equity Fund - National Operational Guidance 2022 7. Project Planning 7.1. In order to plan the best use of this funding, we used available data (both qualitative and quantitative) to identify our baseline position in terms of the poverty-related attainment gap and, thus, to seek to find projects that would help close this. 7.2. In addition, an extensive consultation process took place with existing SAC schools, where we identified the most significant interventions for SAC schools over the 5- year period as:- nurture/HWB with a particular focus on mental health targeted support within literacy and numeracy 7.3. An initial SAC Steering Group was set up with membership from Head Teacher Representatives across each locality, Early Years, Psychological Services, Inclusion, Professional Associations and members of the central team. The purpose of the steering group was to:- steer the Authority’s work as we move towards the new SAC funding model represent the views of colleagues work up some initial project ideas 105
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7.4. The findings from each of the consultation strands outlined above were shared with Head Teachers at Learning Community and Head Teacher Meetings before final plans were put in place. A full Strategic Equity Fund Plan, detailed in Appendix 1, has now been written which aligns with the Scottish Government guidance. 7.5. The plan is centred around 5 key workstreams; Pedagogy, Learner Engagement, Strengthening Relationships, Curriculum and Learner Pathways. Details of the projects to support each workstream can be found within Appendix 1 page 50. 8. Strategic Equity Fund Stretch Aims 8.1. A new feature of the National strategy is the requirement for Local Authorities to set yearly targets for both excellence and equity, referred to as “stretch aims.” During 2022/2023, 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 measure, known as “plus” measures. Further details of the policy behind these “stretch aims” can be found in the following document:- Scottish Attainment Challenge: framework for recovery and accelerating progress 8.2. For session 2022/2023, our Core measures (set Nationally) are as follows:- ACEL Primary – literacy – P1, P4 and P7 combined ACEL Primary – numeracy – P1, P4 and P7 combined SCQF level 5 (SQA A-C passes only) or above – 1 or more on leaving school SCQF level 6 (SQA A-C passes only) or above – 1 or more on leaving school Leavers Positive Destinations (Participation measure) HWB measure (attendance) In addition, our Core Plus measures (set locally) are:- 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 (Initial Positive Destinations) Reduction in number of S4 leavers Cost of School Day measure Further information on these measures, including our baseline position and stretch aims for 2022/23 are detailed within Appendix 1 page 8. Whilst Primary Aims have been set and submitted to the Scottish Government, discussions are still ongoing around the setting of our Secondary stretch aims. The stretch aims outlined are for year 1 only and will be evaluated and re assessed at the end of year 1 in June 2023. 9. Planning and Reporting 9.1. It is important that we are clearly accountable to both our internal and external stakeholders. Consultation with schools is integral to this process as is the need to report both on a local and national level. Our governance structure for Strategic Equity Funding can be found in Appendix 1 page 43. 106
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9.2. Planning and reporting is integral to supporting the work of the plan. A planning and reporting cycle has been outlined by Scottish Government which offers ongoing local and national support and challenge towards our stretch aims. In order 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 Quality Improvement Manager (QIM) and Project Co- ordinator every 8 weeks. QIM reports back to the SEF Core Group Head of Area (BGE) reports back to Resource Management Team Report to Scottish Government via Standards and Quality Report 9.3. In addition to setting stretch aims and to support closer monitoring of our project plans, we have also set our own internal outcomes and measures. Outcomes and measures have been set for each project to support the monitoring of impact. These outcomes and measures are additional to the stretch aims to ensure we can identify and report on the difference made by each individual project. This will also support our planning purposes for Year 2. 10. Pupil Equity Funding 10.1. For 2022/2023, South Lanarkshire Council schools have been allocated £9.9M in PEF money. This is allocated to 146 out of 148 SLC schools. Schools continue to have direct control over their PEF monies and how this is spent. Schools take into account their individual context and consult with stakeholders and partners to ensure the monies are spent to secure maximum impact for the children and families in most need. 10.2. All schools with Pupil Equity Funding submit 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 are having direct impact on pupils affected by poverty. 11. Cost of the School Day and Poverty Awareness 11.1. Before the Covid 19 Pandemic, 23.1% of children in South Lanarkshire were living in Poverty. However, due to the transient nature of poverty, many more than this will have experienced poverty at some point. In Scotland as a whole, 55% of children have lived in poverty for at least one year out of the last seven. While we do not have the statistics of post-pandemic Scotland, we know that these figures will have risen significantly, and many more people are now experiencing poverty for the first time. 11.2. One of our core plus measures is a Cost of the School Day measure. By June 2023 all South Lanarkshire schools should move from a Position Statement on Cost of the School Day to a school Policy document which should be available on school websites and be focused on taking practical steps to support families. Schools should also support families to access all financial supports and entitlements. This includes working to increase the uptake of Free School Meals and Clothing Grants by all who are entitled and signposting families to other agencies when required. 107
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11.3. A central CQIS officer is actively supporting this aspect of the equity agenda through the delivery of Poverty Awareness and Cost of the School Day training and professional learning. A Cost of the School Day working Party has also been established to provide guidance and exemplars on establishing a Cost of the School Day policy and procedures that will be shared with schools. By removing as many cost barriers to engagement and participation as we can, we hope to succeed in our mission to not only close the poverty-related attainment gap, but provide the best experience for all of our children and young people in South Lanarkshire. 12. Employee Implications 12.1. A number of temporary Development Officer posts have been created which will help drive forward the work of our SEF workstreams. These are funded from SEF. More details can be found in Appendix 1, page 34. 13. Financial Implications 13.1. Funding for the Strategic Equity Fund have been committed for a 4 year period to allow for sustainability and future planning. 14. Climate Change, Sustainability and Environmental Implications There are no climate change, environmental or sustainability implications 15. Other Implications There are no risk implications contained in this report. 16. Equality Impact Assessment and Consultation Arrangements 16.1 This report does not introduce a new policy, function or strategy 16.2 Consultation and engagement with schools has been a key feature on the allocation, accountability and governance arrangements for all funding streams highlighted in this report. Tony McDaid Executive Director ( Education Resources) 26 October 2022 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers South Lanarkshire Council, Strategic Equity Fund Plan 2022/2023 (Appendix 1) Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Ext: 4468 (Tel: 01698 454468) E-mail: carole.mckenzie@southlanarkshire.gov.uk 108
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STRATEGIC EQUITY FUND PLAN 2022/23 South Lanarkshire Council Curriculum and Quality Improvement Service 10 109
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2 Contents Introduction ......................................................................................................................................... 4 Funding Landscape prior to April 2022 .................................................................................... 5 Funding Landscape post April 2022 ......................................................................................... 5 Pupil Equity Funding (PEF) ......................................................................................................... 6 SEF Planning from April 2022 ..................................................................................................... 7 Stretch Aims .................................................................................................................................... 7 Outcomes and Measures ........................................................................................................... 11 Governance ................................................................................................................................... 11 Baseline Assessment ..................................................................................................................... 12 Quantitative Data .......................................................................................................................... 12 ACEL Data ...................................................................................................................................... 13 Senior Phase ................................................................................................................................. 13 Health and Wellbeing Data ........................................................................................................ 13 Attendance Data ........................................................................................................................... 14 Exclusions Data ............................................................................................................................ 14 Qualitative Data ............................................................................................................................ 15 Project Planning ............................................................................................................................... 16 Workstream 1 - Pedagogy ......................................................................................................... 18 Workstream 2 – Learner Engagement .................................................................................... 21 Workstream 3 – Strengthening Relationships ..................................................................... 24 Workstream 4 – Curriculum ...................................................................................................... 27 Workstream 5 – Learner Pathways.......................................................................................... 31 Reporting ............................................................................................................................................ 33 Scottish Attainment Challenge – Planning and Reporting Cycle ................................... 33 Appendices ........................................................................................................................................ 34 Appendix 1 – Funding Landscape ........................................................................................... 34 Appendix 2 – Priorities for Education Resources ............................................................... 35 Appendix 3 - SEF Outcomes and Measures ......................................................................... 36 Appendix 4 – SEF Governance Structure .............................................................................. 43 Appendix 5 - Scottish Index of Multiple Deprivation .......................................................... 44 Appendix 6 – ACEL Data ............................................................................................................ 45 Appendix 7 – Senior Phase ....................................................................................................... 48 .......................................................................................................................................................... 50 Appendix 8 – Pedagogy Workstream Project Plans ........................................................... 50 .......................................................................................................................................................... 56 110
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3 Appendix 9 – Learner Engagement Project Plans............................................................... 56 Appendix 10 – Strengthening Relationships Project Plans .............................................. 62 Appendix 11 – Curriculum Project Plans ............................................................................... 71 Appendix 12 – Learner Pathways Project Plans .................................................................. 82 Appendix 13 – Blank SEF Highlight Report .......................................................................... 99 Appendix 14 – SEF Reporting Core Group Update ........................................................... 100 111
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4 Introduction The Scottish Attainment Challenge (SAC) is an umbrella term used to describe the full allocation of monies provided to schools and other agencies to help tackle the poverty related attainment gap aligned to National policy. This policy was reviewed during Session 2021/22 and was re-launched on 30th March 2022 with the focus on a new central funding model for Local Authorities, known as Strategic Equity Funding (SEF). Strategic Equity Funding (SEF) is a fund of £43 million to be shared by all 32 local authorities to invest in approaches to achieving the mission of the Scottish Attainment Challenge. In November 2021, the Cabinet Secretary for Education and Skills detailed plans for a refreshed Scottish Attainment Challenge from April 2022. The mission of this refreshed Challenge was clearly set out, namely to “use education to improve outcomes for children and young people impacted by poverty, with a focus on tackling the poverty-related attainment gap.” The purpose of this document is to set out South Lanarkshire Council’s response to the new policy landscape and detail our strategy for 2022/23 and beyond. 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. This is followed by an outline of our baseline data, from which targets will be set and success measured and from which a clear rationale for project planning has been formed. It sets out details of what projects we will embark on during 2022/23 and indicates where we might expand these projects over subsequent years. In addition, it outlines arrangements for the governance of our strategy. However, this document marks a point in time. It is designed to be a starting point for our refreshed strategy but a live work-in-progress which will be updated and changed as circumstances dictate. 112
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5 Funding Landscape prior to April 2022 Up to this point, there have been two funding streams pertinent to schools, one being the Schools’ Programme (SAC) and the other being Pupil Equity Funding (PEF). In addition, some Local Authorities (but not South Lanarkshire Council) were deemed “Challenge Authorities” and received central funding, more in line with the new policy. A separate but related fund to support Care Experienced Young People was also allocated to each Local Authority. 20 South Lanarkshire Schools have been directly supported by funding from the SAC Programme over the last four years, up to and including Session 2021/22. These schools are situated within some of the most deprived areas of the Council. These schools have bid directly to the Scottish Government for a share of SAC Programme funding. In session 2021/22, a total of £1,772,404 was allocated across these 20 schools with an additional £179,725 allocated centrally. PEF funding, since its inception in 2017 has been a source of direct funding to almost all schools across Scotland. Within South Lanarkshire Council, 99% of schools have received yearly PEF allocations, based on the percentage of children on the roll who are entitled to Free School Meals. Schools plan for, and measure the impact of, this spend which is designed to support children directly affected by poverty. A small percentage of each school’s PEF allocation is spent using the principles and practises of Participatory Budgeting (PB) Funding Landscape post April 2022 In the last year the Scottish Government undertook a national review of the Scottish Attainment Challenge and, on 23 November, announced a refresh of the Scottish Attainment Challenge funding and the way it would be allocated. The SAC Schools’ Programme, in its current form, 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 30th March 2022 with accompanying support materials for schools and Local Authorities. Each Local Authority was given details of the funding that would be allocated to them for the next four years. South Lanarkshire Council will receive £1.47M central SEF funding for session 2022/23. This is the allocation for 2023/24 also, after which it increases by 26% in 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 113
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6 schools continued to be supported through the new central allocation until June 2022, in order that exit plans could be prepared and implemented. Appendix 1 provides further details of the funding landscape, including details of monies needed to honour existing financial commitments such as those to our existing SAC schools. This is a significant commitment and proportion of the overall SEF budget which will contribute to the overarching stretch aims for all projects. There has also been a significant contribution from central funding reserves to support additional schools in the MCR Programme. 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. 5% of each school’s PEF allocation will continue to be planned for using the principles of Participatory Budgeting (PB) Pupil Equity Fund: National Operational Guidance 2022 SLC PEF Guidance SLC PB Guidance Care Experienced Funding Funding is provided to local authorities annually to support care experienced children and young people at a figure of £1,200 per looked after child aged 5-15, as outlined in the Children’s Social Work Statistics Scotland, 2020/21. This is the same methodology as used for allocation in previous years. Care Experienced Children and Young People Fund: National Operational Guidance 2022 (All supporting documents can be located in the SLC Equity Hub) Education Resources Priorities This funding is a much-welcomed addition to the overall Education Resources budget of £407,000,000. However, It can and should not be viewed in isolation from existing plans, policies and resource allocations e.g. additional staffing through recovery monies. During Session 2022/23, Education Resources consulted on a set of refreshed priorities for the service. These were launched at Headteacher meetings and will inform all the work of the resource, both at central and school level. 114
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7 These priorities are: ➢ To improve Health and Wellbeing to enable children and families to flourish ➢ Ensure inclusion, equity and equality are at the heart of what we do ➢ Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy ➢ Support children and young people to develop their skills for learning, life and work ➢ Empower learners to shape and influence actions on sustainability and climate change Appendix 2 gives a graphical representation of the refreshed priorities for Education Resources. SEF Planning from April 2022 Given the information above on the national change to policy, there is now a requirement to carefully plan for, deliver, spend and report on our SEF allocation from April 2022 and beyond. Scottish Government Guidelines state that “Strategic Equity Funding must be used to deliver targeted activities, approaches or resources which are clearly additional to universal local improvement plans.” Working within our existing planning structures, Education Resources now need to take a more centralised approach and extend the reach and impact of the available monies through judiciously planned projects, funded by SEF. The overall aim is to make the biggest difference to our children and young people who are most disadvantaged by poverty. In doing so, new National Guidelines on the parameters set around SEF will be referenced and followed. Strategic Equity Fund - National Operational Guidance 2022 The Scottish Attainment Challenge Logic Model gives details of the National “logic models” which set out key roles and responsibilities for all stakeholders within this revised policy. These will inform our planning, evaluation, and programme management arrangements. Stretch Aims A new feature of the National strategy is the requirement for Local Authorities to set yearly targets for both excellence and equity, referred to as “stretch aims.” During 2022/23 the National guidelines ask us to adopt a “Core Plus” model. This means that there are a National suite of measures which form the “Core” of the target- setting approach and can be supplemented by additional local measures. 115
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8 Further details of these “stretch aims” can be found in the following document: Scottish Attainment Challenge: framework for recovery and accelerating progress For session 2022/23 our Core measures (set Nationally) are as follows: ➢ ACEL Primary – literacy – P1, P4 & P7 combined ➢ ACEL Primary – numeracy – P1, P4 & P7 combined ➢ SCQF level 5 (SQA A-C only) or above – 1 or more on leaving school ➢ SCQF level 6 (SQA A-C only) or above – 1 or more on leaving school ➢ Leavers Positive Destinations (Participation Measure) ➢ Health and Wellbeing measure (attendance) In addition, our additional measures (set locally) are ➢ SCQF level 5 or above – 1 or more on leaving school ➢ SCQF level 6 or above – 1 or more on leaving school ➢ Reduction in number of S4 leavers ➢ Initial Positive Destinations ➢ Cost of School Day measure Further information on these measures, including our baseline position and targets for 2022/23 are detailed below, as well as further in the document which demonstrates how they align with each project plan. Literacy SLC ACEL P1,4, 7 Literacy Combined (%) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1- Q5) pp SLC Current level 21/22 (baseline-not yet official) 71.3 57.7 82.00 -24.3 SLC Stretch Aim to be achieved 22/23 (target) 71.84 62.33 81.73 -19.4 SLC Improvement (percentage point) 0.54 4.63 -0.27 4.9 SLC published data for 20/21 (for reporting purposes) 70.2 57.7 81.3 -23.6 SLC Pre Covid 2 year average (2017/18 and 2018/19) 71.84 62.33 81.73 -19.4 National Pre Covid 2 year average (2017/18 and 2018/19) 71.85 62.35 83.5 -21.15 116
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9 We have used our most recent ACEL data (21/22) to set a baseline for improvement and target-setting purposes. To use 20/21 published data and then report, a year later, on 21/22 (results that we already have) would render any meaningful target setting exercise meaningless. For both literacy and numeracy, we are aspiring to regain ground lost and return to our pre-COVID averages. We also have an added focus on closing the gap which results in realistic, and data evidenced targets for our Q5 learners this year. Numeracy SLC ACEL P1,4, 7 Numeracy Combined (%) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1- Q5) pp SLC Current level 21/22 (baseline-not yet official) 79.1 69 88.2 -19.2 SLC Stretch Aim to be achieved 22/23 (target) 79.05 72.07 87.4 -15.33 SLC Improvement (percentage point) 0.05 3.07 0.8 3.87 SLC published data for 20/21 (for reporting purposes) 77.9 67.4 86.6 -19.2 SLC Pre Covid 2 year average (2017/18 and 2018/19) 79.05 72.07 87.32 -15.25 National Pre Covid 2 year average (2017/18 and 2018/19) 78.5 71.31 88.12 -16.81 117
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10 **National attendance data collected bi-annually therefore no data available for 2017/18 Notes Attendance Targets We have used our most recent attendance data (21/22) to set a baseline for improvement and target-setting purposes and compared this with our pre COVID two-year average For attendance we are aspiring to regain ground lost and return to our pre-COVID averages. We also have an added focus on closing the gap which results in realistic, and data evidenced targets for our Q5 learners this year. Primary Attendance SLC Primary Attendance (%) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1- Q5) pp SLC Current level 21/22 (baseline-not yet official) 91.8 88.9 94.3 -5.4 SLC Target to be achieved 22/23 94.5 92.35 96.4 -4.06 SLC Improvement (percentage point) 2.7 3.45 2.1 1.34 SLC published data for 20/21 (for reporting purposes) 94.0 90.9 96.4 -5.5 SLC Pre Covid 2 year average (2017/18 and 2018/19) 94.52 92.35 96.41 -2.11 National Pre Covid 2 year average (2016/17 and 2018/19) ** 94.7 92.67 96.56 -3.89 118
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11 Outcomes and Measures Outcomes and measures have been set for each project to support the monitoring of impact. These outcomes and measures are additional to the stretch aims to ensure we can identify and report on the difference made by each individual project. This will also support our planning purposes for Year 2. Information on SEF Outcomes and Measures can be found in Appendix 3 Governance It is important that we are clearly accountable to both our internal and external stakeholders. Consultation with schools is integral to this process as is the need to report both on a local and National level. Our governance structure for Pupil Equity Funding can be found in Appendix 4. 119
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12 Baseline Assessment In order to plan the best use of this funding we used available data (both qualitative and quantitative) to identify our baseline position in terms of the poverty-related attainment gap and, thus, to seek to find projects that would help close this. To understand ‘the gap’ across the various Core measures, a comparison of outcomes is made between the most deprived and least deprived children and young people within that cohort. To understand deprivation, the Scottish Index of Multiple Deprivation (SIMD) is used. SIMD is a measure, designed by the Scottish Government, to understand relative deprivation. Every postcode/data zone in Scotland is assessed and ranked in order from least deprived to most deprived. There are approximately 7000 data zones in Scotland. See Appendix 5 for a pictorial version of this information. These 7000 data zones are divided into either Vigintiles (20ths), Deciles (10ths) or Quintiles (5ths). For the purposes of SEF, Quintiles are used. So least deprived v most deprived comparisons used to understand the gap are calculated using Quintile 5 v Quintile 1. In terms of South Lanarkshire, 20% of learners reside in Quintile 1 v 17% residing in Quintile 5. This equates to 9,223 learners in Quintile 1 and 7,732 learners in Quintile 5. Quantitative Data What data did we look at? (All South Lanarkshire Council aggregated data) ➢ Top level and SIMD Quintile 1 v Quintile 5 for: ▪ ACEL data ▪ 1@ SCQF Level 5 ▪ 1@ SCQF Level 6 ▪ Insight school leavers data and published annual participation measure from Skills Development Scotland ▪ Attendance and exclusion data ➢ SAC Google Form returns from schools What did our data tell us? 120
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13 ACEL Data In 2021 for Literacy, there is a significant gap at Early Level for Reading (24 percentage points), Writing (22 percentage points) and Listening and Talking (18 percentage points). There is also a significant gap evident across all levels for Writing (22 percentage points). This is the widest the gap has been for any of these measures for at least 4 years. In 2021 the biggest gap in Numeracy is for Second Level (20 percentage points) The gap has fluctuated for this measure from between 16 pp and 21pp in the past 4 years. Appendix 6 shows this in a graphical format. Senior Phase On average over the past 5 years, over 35% of learners leave school before or by the end of S5. Of this leavers’ cohort – a significant number are SIMD Quintile 1 young people (varies between 40% and 45%). While schools are well set up to provide pathways for S6 Leavers, there is still work to be done to provide a wider range of opportunities to meet the needs of the S4/5 Leavers cohort. (If they had relevant and challenging opportunities, would they leave school as early?) There is also a need to provide high quality personalised support for this cohort to allow them to fully understand and explore their options. In 2021 there was a gap of 16.85% points between Q5 and Q1 for 1 qualification at SCQF Level 5 and 35.21% points for 1 qualification at SCQF Level 6. This is a relatively consistent picture, fluctuations in this gap have been minimal in the past 5 years. Appendix 7. Health and Wellbeing Data Approximately 3500 secondary school pupils across South Lanarkshire Council contributed to the Community Mental Health Scoping Survey. Results from the survey showed that nearly half of the respondents felt they had been at least ‘moderately concerned’ about their mental health over the last year. 121
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14 Local and national declining trend in mental health /wellbeing and self-reported “life satisfaction” declines for young people as they age, with levels of confidence reported in 2018 the lowest seen since 1994. South Lanarkshire data shows declines between 2013-2018, which is close to the National trend. Local intelligence also tells us Mental Health and Wellbeing was already a significant universal concern pre-covid. Poverty is both a cause and a consequence of mental health need. South Lanarkshire suffered from a significant, but not disproportionate impact from Covid, which resulted in poorer mental health for many of our children and young people and their families. Attendance Data Aggregated attendance data for SIMD Quintile 1 v Quintile 5 for the last four years demonstrates a gap in primary of approximately 4% points, and in secondary of around 6% points. Exclusions Data In Primary there are no recorded exclusions for the Quintile 5 cohort and 1% for the Quintile 1 cohort. This has been a consistent picture for the past 4 years. In secondary the difference between SIMD Quintile 1 v Quintile 5 across the four-year period varies from 7% to 12%. 122
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15 It should be noted that the data for attendance and exclusions during the period of 2020/21 may not be reflective or an accurate comparison due to periods of interrupted learning. Qualitative Data What sources did we use? ➢ Intelligence from Link Officer visits to schools and professional dialogue with Head Teachers ➢ Lead Officer strategic planning ➢ SAC school intelligence and professional dialogue with Attainment Advisor ➢ Input from Psychological Services ➢ National info ➢ Survey of SAC HT’s ➢ Consultation via Focus group What did our data tell us? Feedback has confirmed the need for interventions to support Early Level attainment, particularly listening and talking. Intelligence would also suggest that more young people are displaying distressed or anxious behaviour which is impacting on their learning. The recent Health and Wellbeing review carried out by HM Inspectors in March 2022, supports local intelligence and outlines the need to build on pre covid levels of confidence, as social isolation has resulted in some highly distressed behaviours which are having an impact on young people and their families. The report also highlights that attendance management continues to be an issue, and can be accessed here: Health and wellbeing: a thematic review | National Thematic Inspections | HM Chief Inspector Report | A small test of change project around attendance has already shown early signs of impact for schools and indications show that this work could be scaled up to support a wider reach of schools across South Lanarkshire. Lead Officer intelligence has demonstrated there are early signs of improvement and impact in our centrally led work in maths recovery as well as in writing. Anecdotal evidence from secondary schools suggests that the S4/5 leavers cohort is likely to increase as more and more young people disengage from their learning. Some schools have set up enhanced personalised support for this cohort and early signs show positive impact. The recent Pupil Equity Funding: Looking inwards, outwards and forwards, report from Education Scotland published in March 2022, identified professional learning, the use of data and collaboration across schools and agencies, as being effective strategies for supporting all equity based work. These strategies will underpin the workstream plans outlined below. 123
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16 Project Planning Each of the Scottish Government five core measures, along with our local measures, will be addressed through the five workstreams outlined below. Our stretch aims have been derived from analysis of our data landscape, with a focus on our three-year trends across South Lanarkshire ACEL and Insight data. The stretch aims outlined are for year 1 only and will be evaluated and re assessed at the end of year one in June 2023. 124
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17 Workstream 1 Pedagogy Overall Lead: Jacqueline Wallace Project Lead(s): Martina Hendry and Hannah Wilson 125
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18 Workstream 1 - Pedagogy Scottish Government Core Measures: ACEL Primary – literacy – P1, P4 & P7 combined ACEL Primary – numeracy – P1, P4 & P7 combined SLC Theme: Pedagogy Rationale: Evidence shows effective teaching and learning leads to improvements for all pupils but in particular those from lower socio-economic backgrounds. Our data shows us that our attainment gap between quintile 1 and quintile 5 for P1 during 2020/2021 is at its highest in Literacy. We need to address this by evaluating our pedagogical approach, especially at Early Level, with a particular focus on addressing the needs of children from our most deprived areas, to support children to be able to access all areas of the curriculum. A traditional approach to Primary 1 can be challenging for learners from more disadvantaged background who have low concentration, less ability to self-manage and self-regulate. Research proves that they have less vocabulary, so they are unable to access the curriculum in the same ways as their peers. A play-based approach enables teachers to provide much higher levels of scaffolding during small- group experiences compared to whole class lessons, benefiting pupils who experience challenge. While there is limited evidence to support impact of play- based pedagogy for disadvantaged learners, this approach enables enhanced teacher time and increased individual and group working where evidence does support positive impacts on disadvantaged learners. Play based pedagogy also enables positive interaction with peers where children can explore and learn together in a supportive environment that is literacy and numeracy rich. Overall lead: Jacqueline Wallace Project lead(s): Martina Hendry and Hannah Wilson Measures: These projects are intended to improve P1/4/7 Literacy and Numeracy outcomes for learners. Based on the data outlined in section 2 our stretch aim is outlined below 126
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19 Outline of proposed project (s) (what we will do) • Improve the reach of our approaches to Play Pedagogy • Further develop our ‘Improving Our Classrooms’ programme to support learning and teaching across all stages See Appendix 8 for project plans. Literacy SLC ACEL P1,4, 7 Literacy Combined (%) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1- Q5) pp SLC Current level 21/22 (baseline-not yet official) 71.3 57.7 82.00 -24.3 SLC Stretch Aim to be achieved 22/23 (target) 71.84 62.33 81.73 -19.4 SLC Improvement (percentage point) 0.54 4.63 -0.27 4.9 SLC published data for 20/21 (for reporting purposes) 70.2 57.7 81.3 -23.6 SLC Pre Covid 2 year average (2017/18 and 2018/19) 71.84 62.33 81.73 -19.4 National Pre Covid 2 year average (2017/18 and 2018/19) 71.85 62.35 83.5 -21.15 Numeracy SLC ACEL P1,4, 7 Numeracy Combined (%) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1- Q5) pp SLC Current level 21/22 (baseline-not yet official) 79.1 69 88.2 -19.2 SLC Stretch Aim to be achieved 22/23 (target) 79.05 72.07 87.4 -15.33 SLC Improvement (percentage point) 0.05 3.07 0.8 3.87 SLC published data for 20/21 (for reporting purposes) 77.9 67.4 86.6 -19.2 SLC Pre Covid 2 year average (2017/18 and 2018/19) 79.05 72.07 87.32 -15.25 National Pre Covid 2 year average (2017/18 and 2018/19) 78.5 71.31 88.12 -16.81 127
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20 Workstream 2 Learner Engagement Overall Lead: Jacqueline Wallace Project Lead(s): Laura Mitchel and Greig Ramage 128
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21 Workstream 2 – Learner Engagement Scottish Government Core Measure: HWB measure (attendance) SLC Theme: Learner Engagement Rationale: The learning of all young people has been interrupted over the past two years. Attendance and engagement have been affected and creative solutions to support young people have been developed in schools, however, there is a need to further support young people and their families with attendance, otherwise well- planned interventions fall short of their intended purpose. The SLC Attendance Gap between Quintile 1 and Quintile 5 has increased since 17- 18, except for a slight improvement in 19-20 as outlined in section 2. Although covid- 19 has had an impact on attendance, non-covid-related attendance is still an issue particularly for Quintile 1 pupils. There is therefore a need to have a greater focus on improving attendance within SLC, with a greater focus on improving this for Quintile 1 learners particularly within the secondary sector. A targeted intervention where support is available through a virtual school portal, alongside in person school support in the secondary sector, would provide a new avenue for young people to support the continuity of learning. Overall lead: Jacqueline Wallace Project lead (s): Laura Mitchell and Greig Ramage Measures: These projects are intended to improve primary and secondary attendance outcomes for learners. Based on the data outlined in section 2 our stretch aim is outlined below. Primary Attendance SLC Primary Attendance (%) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1- Q5) pp SLC Current level 21/22 (baseline-not yet official) 91.8 88.9 94.3 -5.4 SLC Target to be achieved 22/23 94.5 92.35 96.4 -4.06 SLC Improvement (percentage point) 2.7 3.45 2.1 1.34 SLC published data for 20/21 (for reporting purposes) 94.0 90.9 96.4 -5.5 SLC Pre Covid 2 year average (2017/18 and 2018/19) 94.52 92.35 96.41 -2.11 National Pre Covid 2 year average (2016/17 and 2018/19) 94.7 92.67 96.56 -3.89 129
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22 Outline of proposed project (what we will do) • Attendance CLPL and resources rollout • Pilot a digital solution across secondaries in Clydesdale to support learner engagement and attendance (Clydesdale) • Digital Officer Support See Appendix 9 for project proposal. 130
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23 Workstream 3 Strengthening Relationships Overall Lead: Jacqueline Wallace Project Lead(s): Maureen Farr, Susan Tullett and Sam March 131
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24 Workstream 3 – Strengthening Relationships Scottish Government Core Measures: HWB measure (attendance) Local measure: Cost of the School Day SLC Theme: Strengthening relationships Rationale: Nurture was judged as making a strong contribution to the poverty related attainment gap in SLC and it has a broader evidence base across Scotland. It is expected that the roll out of a self-sustaining model for this intervention would support targeted nurture and attachment interventions for children and young people, and their families. We are aware of the need for support for our young people within primaries and we also want to promote earlier intervention and prevention of any mental health difficulties. To do this we need to provide our young people with the skills to support their wellbeing from an earlier stage. Up to date scoping of need suggests the following: • High levels of distressed behaviour in primary school presenting a barrier to learning • Local and national declining trend in mental health /wellbeing • Clear poverty related gap in terms of wellbeing Overall lead: Jacqueline Wallace Project lead (s): Maureen Farr, Susan Tullett and Sam March Measures: These projects are intended to improve primary and secondary attendance outcomes for learners. Based on the data outlined in section 2 our stretch aim is outlined below. 132
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25 Outline of proposed project (what we will do) • Develop a self-sustaining model for nurture training across the authority • Mental health Career Long Professional Learning (CLPL) and authority project rolled out • Increase the awareness of Cost of the School Day resources and number of schools with a policy in place See Appendix 10 for project proposal. Primary Attendance SLC Primary Attendance (%) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1- Q5) SLC Current level 21/22 (baseline-not yet official) 91.8 88.9 94.3 -5.4 SLC Target to be achieved 22/23 94.5 92.35 96.4 -4.06 SLC Improvement (percentage point) 2.7 3.45 2.1 1.34 SLC published data for 20/21 (for reporting purposes) 94.0 90.9 96.4 -5.5 SLC Pre Covid 2 year average (2017/18 and 2018/19) 94.52 92.35 96.41 -2.11 National Pre Covid 2 year average (2016/17 and 2018/19) 94.7 92.67 96.56 -3.89 133
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26 Workstream 4 Curriculum Overall Lead: Jill Pringle Project Lead(s): Anne Jessimer and Garry Maguire 134
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27 Workstream 4 – Curriculum Scottish Government Core Measures: ACEL Primary – literacy – P1, P4 & 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 SLC Theme: Curriculum Rationale: Speaking, listening and understanding language are fundamental to learning progress. In fact, they underpin all other skills. Throughout lockdowns and interrupted learning due to Covid, children have missed out on communication-rich experiences. In South Lanarkshire our wider intelligence tells us that, notwithstanding the impact of Covid, speech, language and communication are the most common developmental concerns in Early Years provision. In South Lanarkshire, our 2021 ACEL data highlighted a widening poverty-related attainment gap in reading by the end of Primary 1, the culmination of learning in Early Level. Our Primary 1 gap for 2020-21 Quintile 1 versus Quintile 5 is 24 percentage points. Acknowledging the impact on our youngest children’s language experiences through Covid- related Lockdowns and interrupted learning 2020-2022, it is crucial that language development, is an area which receives additional focus and that our most vulnerable children at this stage are supported to develop the key knowledge and skills. Writing is also an aspect of literacy which needs to improve and research tells us that our youngest learners have been impacted most in terms of their experiences and in developing those foundational building blocks for Writing. In South Lanarkshire, our 2021 ACEL data highlights Writing as the area where the poverty- related attainment gap is widest at each stage. Our Primary 1 gap for 2020-21 Quintile 1 versus Quintile 5 is 23 percentage points, P4 is 21 percentage points and P7, 22 percentage points. By pulling the research that is available, we can develop/co-ordinate the professional learning that would support staff’s subject knowledge and support quality learning, teaching, assessment in Writing, as we know that good teachers are our best resource. In South Lanarkshire, the overall attainment gap between our most deprived, Quintile 1, and our least deprived, Quintile 5, learners in numeracy steadily reduced by 1% point each year from 2016/17 until 2018/19. In 2016/17 the attainment gap was 17% points, reducing to 15% points by 2018/19. During session 2020/21, this combined gap is 20%, an increase of 5% points. When broken down the attainment gap at P1 is 18% points, at P4 is 19% points and P7 is 20% points. The most significant increase is at Primary 1. In 2016/17 the gap 135
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28 between the least and most deprived learners was 17% points, this reduced to 9% points by 2018/19, an 8% point reduction. During 2020/21, the attainment gap at Primary 1 has doubled, increasing to 18% points. Acknowledging the impact on our children’s numeracy experiences through Covid- related lockdowns and interrupted learning during 2020-2022, it is crucial that numeracy development, is an area which receives additional focus and that our most vulnerable children are supported to develop the key knowledge and skills. This is required at all stages with a particular need to support the early stages of numeracy development. Overall lead: Jill Pringle Project lead(s): Garry Maguire and Anne Jessimer Measures: These projects are intended to improve P1/4/7 Literacy and P1/4/7 Numeracy outcomes for learners. Based on the data outlined in section 2 our stretch aim is outlined below. Literacy SLC ACEL P1,4, 7 Literacy Combined (%) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1- Q5) pp SLC Current level 21/22 (baseline-not yet official) 71.3 57.7 82.00 -24.3 SLC Stretch Aim to be achieved 22/23 (target) 71.84 62.33 81.73 -19.4 SLC Improvement (percentage point) 0.54 4.63 -0.27 4.9 SLC published data for 20/21 (for reporting purposes) 70.2 57.7 81.3 -23.6 SLC Pre Covid 2 year average (2017/18 and 2018/19) 71.84 62.33 81.73 -19.4 National Pre Covid 2 year average (2017/18 and 2018/19) 71.85 62.35 83.5 -21.15 136
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29 Outline of proposed project (s) (what we will do) • Focus on work of Early level teachers to support attainment in literacy and numeracy • Design own writing programme for roll-out Year 2 • Accelerate Maths recovery training for Roll-out Year 3 • Support from Digital Officer See Appendix 11 for project proposals. Numeracy SLC ACEL P1,4, 7 Numeracy Combined (%) Overall levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1- Q5) pp SLC Current level 21/22 (baseline-not yet official) 79.1 69 88.2 -19.2 SLC Stretch Aim to be achieved 22/23 (target) 79.05 72.07 87.4 -15.33 SLC Improvement (percentage point) 0.05 3.07 0.8 3.87 SLC published data for 20/21 (for reporting purposes) 77.9 67.4 86.6 -19.2 SLC Pre Covid 2 year average (2017/18 and 2018/19) 79.05 72.07 87.32 -15.25 National Pre Covid 2 year average (2017/18 and 2018/19) 78.5 71.31 88.12 -16.81 137
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30 Workstream 5 Learner Pathways Overall Lead: Jill Pringle Project Lead(s): Kathleen McCormick, Scott McPhilemy, Hayley Gibney, Jenny Dunn, Nav Munogee and Robert Burgess 138
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31 Workstream 5 – Learner Pathways Scottish Government Core Measures: SCQF level 5 or above – 1 or more on leaving school SCQF level 6 or above – 1 or more on leaving school Leavers Positive Destinations (Participation measure) Local Measure: Reduction in number of S4 leavers SLC Theme: Learner Pathways Rationale: Learner pathways should lead to attainment opportunities that will be relevant and meaningful for a wide range of learners and their individual needs. From analysing attainment and destinations data, it is clear that young people from SIMD Quintile 1 are attaining far less than those from other Quintiles. In order to support young people from SIMD Quintile 1, the ‘Learner Pathways’ project will consist of 3 strands: 1. Mentoring 2. Wider accreditation opportunities 3. Literacy and Numeracy These 3 strands (originating from an analysis of the attainment and leavers’ data) should support: - Increased attainment in SIMD Quintile 1, including improved attainment in SCQF level 5 Literacy and Numeracy - Improved sustained post-school destinations - Reduced numbers of S4 leavers Increased and more relevant learner pathways and accreditation for S5 MCR Pathways is a school-based mentoring programme specifically designed to provide mentoring and personalised support for disadvantaged, vulnerable and/or care experienced young people. This programme will aim to reduce the number of S4 leavers and facilitate their transition into S5, Schools also need to develop their curriculum design to ensure that all types of learner pathways are represented and accessed when required. Relevant and fit- for-purpose learner pathways can and will lead to improved attainment and S4 staying-on rates for young people in SIMD Quintile 1 by providing better progression and transition opportunities. To help support school leaders in planning their curriculum offers and to support more individualised and personalised pathway planning for young people, a catalogue of the accreditation opportunities as well as learner progression routes will give SLC Secondary schools a useful planning tool. Overall lead: Jill Pringle Project lead(s): Kathleen McCormick, Scott McPhilemy, Hayley Gibney and Jenny Dunn 139
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32 Measures: These projects are intended to improve 1@ SCQF Level 5, 1@ SCQF Level 6 and Initial Positive Destinations outcomes for learners. Outline of proposed project (what we will do) • Increase the capacity of our MCR/Personalised Support Programmes • Promote alternative qualifications • Increase Literacy and Numeracy qualifications @SCQF Level 3/4/5 • Support and challenge to support equity and excellence through our SSR Programme • Support from Digital Officer See Appendix 12 for project proposals. 140
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33 Project leads will meet with Project Co- Ordinator and QIM every 8 weeks for update using Appendix 12 as a supporting document QIM will then feed this into SEF Core Group Meetings using Appendix 13 Head of Area (BGE) will report progress back to EMT Report to SG via SLC Standards & Quality Report at the end of the year Reporting Scottish Attainment Challenge – Planning and Reporting Cycle To support our own planning and reporting we will follow the process outlined below: 141
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Appendices Appendix 1 – Funding Landscape 142
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Appendix 2 – Priorities for Education Resources 143
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36 Appendix 3 - SEF Outcomes and Measures Workstream: Pedagogy Project Outcome Measure Play Pedagogy For 29 primary schools, the poverty-related attainment gap in literacy will collectively narrow by June 2023. For 29 primary schools, the poverty-related attainment gap in numeracy will collectively narrow and attainment increase by June 2023. Teachers’ Professional Judgement to provide 29 Primary Schools’ aggregated P1 combined Literacy ACEL data using SLC Poverty measure (SIMD 1+2+FSM vs SIMD 3-10 no FSM). Teachers’ Professional Judgement to provide 29 Primary Schools’ aggregated P1 combined Numeracy ACEL data using SLC Poverty measure (SIMD 1+2+FSM vs SIMD 3-10 no FSM). Workstream: Learner Engagement Project Outcome Measure Attendance For the 10 Test of Change primary schools, the poverty- related attendance gap will collectively close by at least 0.2 percentage points (PP) from 4.2 PP to 4.0 PP by June 2023, as per table below: 10 Test of Change Primary Schools’ aggregated attendance data using SLC Poverty measure (SIMD 1+2+FSM vs SIMD 3-10 no FSM). 144
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37 For the 5 Test of Change secondary schools, the poverty-related attendance gap will collectively close by at least 0.4 percentage points (PP) from 7.6 PP to 7.2 PP by June 2023, as per table below: 5 Test of Change Secondary Schools’ aggregated attendance data using SLC Poverty measure (SIMD 1+2+FSM vs SIMD 3-10 no FSM). Digital Schools Rationale: In May 2022, tracking reports identified thirty-two young people whose level of engagement with learning put them at risk of leaving school without qualifications. Outcome – all identified pupils: By December 2022, 100% of young people will be engaged in at least one subject/award; 90% or more young people will be engaged in at least three subjects/awards; and 80% or more young people will be engaged in at least five subjects/awards. Data from tracking reports, observations and feedback from class teachers and parents/carers. Workstream: Strengthening Relationships Project Outcome Measure CoSD By June 2023 there will be an SLC Policy on Cost of the School Day. As a result of this, by June 2023, at least 60% of schools will also have moved from ‘Position Statement’ to ‘Policy’ showing commitment to reducing CoSD. Number of school CoSD policies. 145
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38 By June 2023, at least 60% of schools will have engaged in CLPL on Cost of the School Day and Poverty Awareness and will have greater knowledge and understanding of how to reduce the CoSD in their schools. Training engagement figures and post training questionnaires. Building Resilience/Bounce Back By June 2023, most pupils from target group (1000 primary aged children), will have increased resilience and will have greater awareness of how and when to seek further help/support for their mental health and emotional wellbeing as evidenced in Stirling Children’s Wellbeing Survey. Stirling Children’s Wellbeing Survey. Baseline – one week before project starts; follow-up one - day after training; follow-up two - 6 months after training. Nurture By June 2023, most staff attending Boxall Training will have greater knowledge and understanding of how to use nurturing principles and approaches in their schools, with a particular focus on supporting learners in Quintile 1. By June 2023, there will be a clear outline of the key components of effective targeted nurture approaches in the primary sector (leading to more attachment informed schools), leading to rollout in Year 2. Pre and post questionnaires. Feedback from initial training and school support. Workstream: Curriculum Project Outcome Measure 146
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39 Numeracy By June 2023, most participants will demonstrate improved confidence in planning, delivering and assessing effective learning experiences in numeracy as evidenced in the pre and post questionnaires. By June 2023, most identified schools (schools with high numbers of trained staff in Maths Recovery and in year 2 of implementation) will show early indications of improvement in numeracy attainment. Pre and Post questionnaires Numeracy ACEL data Literacy NELI By June 2023, most staff from participating primary schools will have increased knowledge and confidence in developing children’s early oral language skills. By June 2023, most P1 learners in sample schools (10% of schools engaging with NELI) will have improved their early language skills. WRITING UNWRAPPED By June 2023, there will be an understanding of the strengths and areas of development in writing curricula across SLC primary schools. NELI Post training evaluations Pre and post assessments WRITING UNWRAPPED Literacy Survey, ACEL data, Gap data, School visits Workstream: Learner Pathways 147
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40 Project Outcome Measure MCR Pathways By June 2023, Q1 learners (S3-S6) involved in mentoring will show an improvement in attendance of 5 percentage points SSR 1 & 2 Attendance statistics Personalised Support By June 2023 there will be a reduction of S4 leavers across Secondary schools: currently 37% from Quintile 1 compared to 9% from Quintile 5. The figure of 37% from Q1 will be reduced by June 2023 to 35% 16+ Risk Matrix School level tracking & monitoring processes Attendance statistics SSR 1 & 2 Wider Accreditation By September 2023 there will be an increase of 2 percentage points of Q1 leavers attaining 2@SCQF level 5 2@5 2020/21 – 86.83% all leavers - 72.36% Q1 - 95.79% Q5 2@5 2018/19 – 81.37% all leavers - 67.41% Q1 - 92.25% Q5 SSR 1 & 2 Insight – breadth and depth leavers, improving attainment of all (national) 3rd Level Literacy & Numeracy By June 2023 there will be enhanced teacher confidence in professional judgment of achievement of Third level in Literacy and Numeracy across the targeted schools By June 2023 there will be an improved understanding of school level, ACEL and Insight data for tracking progression from BGE into Senior Phase accreditation of Literacy and Numeracy across the targeted schools ACEL Insight - Literacy & Numeracy (national) SSR 1 & 2 SSR Programme Process for achieving outcomes of the above projects SSR Programme and feedback 148
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41 Accreditation Opportunities in Mental Health and Wellbeing Rationale: 11 secondary schools are not approved/registered to deliver Wellbeing Awards (Level 3-5) and 9 secondary schools are not approved/registered to deliver Mental Health Award (SCQF 4+5). Trends from Insight also show there is a reduction in presentation for both awards over time across SLC. Outcome: By June 2023, presentation numbers in both Wellbeing Awards (Levels 3-5) and Mental Health Award (SCQF 4+5) will increase for Q1 learners. Wellbeing Awards (Levels 3-5) and Mental Health Award (SCQF 4+5) presentation data. Equity Digital Support Officer Workstream: permeates across all workstreams Project Outcome Measure Digital Inclusion Improvement in device engagement to support learning and teaching experiences in most schools who have funded enhanced digital provision. Pre and post device engagement levels from RM Supporting Literacy and Numeracy work in BGE and SP Improvement in usage of basic tools including Texthelp and Read&Write across SLC schools, particularly schools with high numbers of Q1 learners. Pre and post device engagement levels from Texthelp. Feedback from CLPL 149
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42 Increased engagement with functionality within Google workspace, in particular Google Classroom and apps, across SLC schools, particularly schools with high numbers of Q1 learners. Pre and post training confidence levels and usage Equity Digital Support Officer will also support Digital Schools Project and Wider Accreditation project. Outcomes and measures for these projects align with the actual projects. 150
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43 Appendix 4 – SEF Governance Structure 151
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Appendix 5 - Scottish Index of Multiple Deprivation . . 152
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2016/17 2017/18 2018/19 2020/21 SIMD Quintile 1 78% 79% 80% 77% SIMD Quintile 5 94% 92% 93% 92% % 20% 40% 60% 80% 100% ACHIEVED EXPECTED CFE LEVEL SESSION (NO DATA SESSION 2019/20) PRIMARY 1, 4 & 7 LISTENING & TALKING SIMD Quintile 1 SIMD Quintile 5 2016/17 2017/18 2018/19 2020/21 SIMD Quintile 1 62% 62% 62% 58% SIMD Quintile 5 84% 82% 82% 81% % 20% 40% 60% 80% 100% ACHIEVED EXPECTED CFE LEVEL SESSION (NO DATA SESSION 2019/20) PRIMARY 1, 4 & 7 ENGLISH LITERACY SIMD Quintile 1 SIMD Quintile 5 Appendix 6 – ACEL Data 2016/17 2017/18 2018/19 2020/21 SIMD Quintile 1 71% 72% 71% 67% SIMD Quintile 5 89% 88% 88% 88% % 20% 40% 60% 80% 100% ACHIEVED EXPECTED CFE LEVEL SESSION (NO DATA 2019/20) PRIMARY 1, 4 & 7 READING SIMD Quintile 1 SIMD Quintile 5 2016/17 2017/18 2018/19 2020/21 SIMD Quintile 1 66% 66% 66% 61% SIMD Quintile 5 86% 83% 84% 83% % 20% 40% 60% 80% 100% ACHIEVED EXPECTED CFE LEVEL SESSION (NO DATA SESISON 2019/20) PRIMARY 1, 4 & 7 WRITING SIMD Quintile 1 SIMD Quintile 5 153
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2016/17 2017/18 2018/19 2020/21 SIMD Quintile 1 73% 75% 75% 64% SIMD Quintile 5 92% 89% 89% 87% % 20% 40% 60% 80% 100% ACHIEVED EARLY LEVEL SESSION (NO DATA SESSION 2019/20) PRIMARY 1 WRITING SIMD Quintile 1 SIMD Quintile 5 2016/17 2017/18 2018/19 2020/21 SIMD Quintile 1 74% 75% 74% 66% SIMD Quintile 5 92% 89% 89% 90% % 20% 40% 60% 80% 100% ACHIEVED EARLY LEVEL SESSION (NO DATA SESSION 2019/20) PRIMARY 1 READING SIMD Quintile 1 SIMD Quintile 5 2016/17 2017/18 2018/19 2020/21 SIMD Quintile 1 81% 84% 84% 76% SIMD Quintile 5 94% 92% 94% 94% % 20% 40% 60% 80% 100% ACHIEVED EARLY LEVEL SESSION (NO DATA SESSION 2019/20) PRIMARY 1 LISTENING AND TALKING SIMD Quintile 1 SIMD Quintile 5 2016/17 2017/18 2018/19 2020/21 SIMD Quintile 1 70% 71% 73% 67% SIMD Quintile 5 87% 87% 88% 87% % 20% 40% 60% 80% 100% ACHIEVED EXPECTED CFE LEVEL SESSION (NO DATA SESSION 2019/20) PRIMARY 1, 4 & 7 NUMERACY SIMD Quintile 1 SIMD Quintile 5 154
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2016/17 2017/18 2018/19 2020/21 SIMD Quintile 1 66% 69% 69% 61% SIMD Quintile 5 90% 87% 87% 85% % 20% 40% 60% 80% 100% ACHIEVED EARLY LEVEL SESSION (NO DATA SESSION 2019/20) PRIMARY 1 ENGLISH LITERACY SIMD Quintile 1 SIMD Quintile 5 155
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48 Appendix 7 – Senior Phase SCQF Gap Analysis Heat Map (Q1 V Q5) Awards Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 1 or more -3.81% -3.81% -3.81% -6.83% -16.85% -35.21% -29.22% 2 or more -5.52% -5.34% -5.49% -9.80% -23.43% -41.52% -15.77% 3 or more -8.38% -8.36% -8.36% -12.00% -28.50% -42.36% -6.25% 4 or more -10.61% -10.58% -10.58% -14.76% -32.64% -41.62% -1.26% 5 or more -12.36% -12.34% -12.34% -17.86% -34.08% -41.03% -0.18% 6 or more -16.99% -16.96% -16.96% -21.89% -37.42% -33.40% 0.00% 7 or more -21.34% -21.32% -21.32% -26.16% -38.04% -21.33% 0.00% 8 or more -23.74% -23.57% -23.57% -26.23% -35.60% -6.47% 0.00% 9 or more -22.96% -22.78% -22.78% -23.70% -25.60% -0.69% 0.00% 10 or more -14.55% -14.37% -14.37% -14.90% -15.24% -0.41% 0.00% 156
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Appendix 8 – Pedagogy Workstream Project Plans South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: IOC and IOS Project Lead: Martina Hendry Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Nil – driven by Lead Officers for Learning, Teaching and Assessment and West Partnership Total Costing for 2022/23: Total costs for the project is 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 • 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- 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? 158
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51 Pre Project Year 1 Year 2 Year 3 Year 4 56 primary staff Improving Our Classroom (IOC) trained Launch of Pedagogy Palette to Primary and secondary Further develop Pedagogy Palette and support materials September – Session for schools in person / virtually to re launch Pedagogy Palette, give background to programme, provide overview of features and share way in which resources could be used. Key elements shared below 1. Schools / individuals to identify key area for improvement from school level data 2. Focussed CLPL by relevant staff using Pedagogy Palette material 3. Deliver suite of in person training using Pedagogy Palette material throughout session 4. Input to participants on CAR to track impact of focus for improvement (Initial input by ROC) 5. Development of self improving trios -various models school, LC, SLC (explore use of IOC graduates to further support) Feedback mechanism to be created so participation with resources can be evaluated and next steps shared. Good practice to be identified and shared across sectors and on Pedagogy Palette site Cohort 4 IOC – raise profile within secondary sector Cohort 2 IOC Whole School Model known as Improving our Schools (IOS) Cohort 5 IOC Cohort 4 IOS Cohort 6 IOC Cohort 5 IOS Cohort 7 IOC Cohort 6 IOS Anticipated Outcome • Improved levels of attainment in literacy and numeracy through targeted interventions based on focussed development of key areas for change – Jun 23 159
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52 How will we know if we are having the desired impact? • Enhanced understanding of areas for improvement – SIP reflect relevant areas for improvement based on robust self evaulation • Enhanced teacher impact – peer observations • Pupil attainment – measured by use of Collaborative Action Research / Practitioner Enquiry in individual cases 160
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53 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Play Pedagogy Project Lead: Martina Hendry and DO Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Cohort 2 34 staff June 22 – Nov 22 £3763 Cohort 3 34 staff Feb 23 – Jun 23 £3763 Cohort 4 34 staff June 23 – Nov 23 £3763 (will come from 2023/24 allocation) Dev play 34 staff June 23 – Nov 23 £2731(will come from 2023/24 allocation) Venue per cohort – approx. £950 Development Officer £63, 377 per year Total Costing for 2022/23: £71,853 Total costs for the project if known: £267,152 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- 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? Pre Project Year 1 Year 2 Years 3 and 4 24 schools engaged Deirdre Grogan training Few schools embedding play Play Development Officer - to support with implementing key theories and facilitating themed support sessions (environment, resources, managing play, reporting, developing planning, tracking, paperwork) 161
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54 Appetite for development / direction • 46 FTE Early Level Practitioners – key training to be given so consistency of approach across Early Level • Training prog established – combination of Deirdre Grogan, EY Team, QLO / DO • Play Resource Starter Pack Kit List • Sample timeframe for implementation relevant to starting points for schools • Input to NQT programme • Data gathered for impact • SLC Play Strategy developed • Maintain Training Programme • Launch Play Strategy • Embed Play Strategy Anticipated Outcome What change do you want to see for learners? By when? • Enhanced staff knowledge of impact of play pedagogy – Jan 23 and Jun 23 • Increased confidence in responding to learners’ needs at Early Level – June 23 • Improved transition from nursery to P1 – Sep 22 • Increased engagement for learners in Early Level – June 23 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) • Collaborative Action Research / Practitioner Enquiry to evidence improvement with target group • Pre and post CLPL audit of confidence level with staff • Leuvan scale to measure engagement before and after changes to approach implemented • Clear identification of P1s not on track - August 2022 - P1 Baseline • Improved phonological awareness - Dec 2022 - Letter sound assessment and PAST 162
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55 • Improved early reading skills - Apr 2023 – RWRA • May 2023 - P1 SNSAs • P1 Staged Intervention activity - compare data from P1 on SI pre play and post play 163
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56 Appendix 9 – Learner Engagement Project Plans South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Attendance Project Lead: Laura Mitchell & Greig Ramage Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Professional learning books to support project; room costs; catering costs; supported study hours to enable staff to undertake work required both within and out-with school time - £4000 Total Costing for 2022/23: £4000 Total costs for the project is known: £4000 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- 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 A group of 11 primary schools and 5 secondary schools who have volunteered to be part of an attendance test of change group will meet in sector specific groups to 164
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57 plan and implement an attendance test of change activity in their schools. QLO Equity and Equity Development Officer will be project leads. Education Scotland Attainment Advisor, SLC Educational Psychologist and Scottish Government Improvement Advisor will also support this project. The team outlined will facilitate 4 half-day sessions for each sector between August 2022 and June 2023 to support schools with this. 3 key themes for improvement, which will be addressed as part of the four sessions: an inclusive ethos; practice which builds motivation and recognises agency; and effective processes that reduce barriers and make learning accessible. Further coaching support will also be provided in between sessions by the Attendance team. The following outlines the timescales and intended content of each session: • Session 1 – September 2022 Drilling-down data and identifying the scope for improvement. Baselines identified and clear aims for the year set. Team will connect schools into smaller sub-groups, to encourage peer-support. • Session 2 – November 2022 Analysis of the push and pull factors for targeted group of pupils identified. Planning test of change activity to implement in school. • Session 3 – January/February 2023 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, which will feed into Year 2. • Session 4 – March/April 2023 Check-in on successes and challenges. Refine approaches - adopt, abandon, adapt. Discuss how learning can be upscaled and shared in school and across SLC. Transition planning for transition pilot schools. The following will also be considered as part of the work: • 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 2022, p7) • Rurality issues • Connections with siblings and study leave • Attendance panel to provide support for chronic non-attenders 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. An Attendance Gap suite of resources will be produced and published on SLC Equity Hub by June 2023. This will include good practice exemplars, videos/recordings/PP of key messages, audit tools, etc. Links will also be made with Clydesdale’s digital solution pilot. 165
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58 A showcase event in May/June 2023 will be planned to showcase the work taken place in Year 1 and facilitate the sharing of good practice beyond the target schools. Years 2-4: • Year 2 will focus more on transitions, building on planning for this in Year 1 • Key staff from Year 1 schools to support new cohort of schools in Year 2 • Upscaling of successful approaches, e.g., digital solution, attendance panel, etc. • Potential third sector spend Year 2 onwards Anticipated Outcome What change do you want to see for learners? By when? SLC Stretch aims outlined below to be achieved by June 2023. Pilot schools involved in the targeted group project will also set their own individual school aims, which we hope will be achieved by June 2023. Schools will develop and set these at Session 1. 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 2022, mid-point in January 2023 and end point in June 2023) • School aims reviewed at the following sessions – November 2022 (baseline), Jan/Feb 2023 (mid-point 1), March/April (mid-point 2) and May/June (end point). • Updated attendance custom report will support target schools with this. This will be shared with all SLC schools, all SLC schools will be encouraged to use this regularly to track progress with attendance and use the info to plan appropriate next steps in their school 166
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59 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Clydesdale Digital Pilot Project Lead: Barbara Lee/ Gemma Smith Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Staffing – 0.4FTE – Lesmahagow High School - £24,000 For each Clydesdale school: • Chromebooks, headphones and home access to ICT across the four schools £5000 Schools will match this by providing: Staffing (0.2FTE equivalent), learning and teaching resources and accommodation with teacher’s computer to support pupils in the targeted group. Total Costing for 2022/23: up to £29,000 Total costs for the project is known: £112,000 over four years Link to Scottish Government Core Measure(s) and/or SLC Local Measure(s) • 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- 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? Rationale: To support identified pupils in our three identified priority groups to maximise individual pupils’ end of school attainment/ tariff point accumulation through relevant and appropriate qualifications and at least match the performances of our virtual comparators in relation to: • S4 Quintile 1/ FME interrupted learners • S3 Quintile 1/ FME interrupted learners 167
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60 • Other identified interrupted learners in each of our 4 schools who need additional support, including S5 winter leavers and care experienced students (quintile 1/FME). This Flexible Learning approach is designed to: • deliver planned, bespoke targeted support- in school and/or online (ensuring pupils have access to appropriate IT) • meet individual needs • target Literacy and Numeracy as core qualifications • allow for additional tailored appropriate coursing • support learners to achieve a minimum of five qualifications Part of the planning to achieve this aim will be to create a small, bespoke in-school space/ hub in each centre with: ✓ Rooming (max 6/8 students) ✓ C-Touch screen with speakers ✓ Chromebooks (6/8) This four school model (with one designated member of staff from Lesmahagow High School given dedicated time to act as a link contact/ co-ordinator) is designed to facilitate a shared understanding, expertise and approach to deliver from a range/ menu of certificated courses which will initially include: • Literacy Level 3/4/5 • Scots Language Award level 3-6 • Numeracy level 3/4/5 • Personal Finance Award level 4/5 • Mental Health Award level 4/5/6 • Digiknow? Award level 4 • Wellbeing Award level 3-5 • Enterprise and Employability Award level 4/5 • Cyber Security NPA level 5 • PDA level 4-6 • NNAS- National Navigation Award • Financial Services NPA • British Sign Language Award level 3-6 … and a range of other subject and wider achievement awards to be developed and shared as part of the 22/23 Clydesdale collaboration. Each school will look at its own staffing capacity and equity funding and identify a lead teacher who will be given time to act as a single point of contact for the Clydesdale Co-ordinator in relation to co-ordinating learning and teaching delivery, sharing of effective practice, sharing of resources and tracking, monitoring and evaluation of individual pupil progress. Anticipated Outcome What change do you want to see for learners? By when? 168
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61 Attendance and attainment of pupils in target groups will meet individual targets set monthly, six monthly and by the end of the school year and contribute to the Scottish Government Core Measures and Local measures. Example of targets: S4 pupils in target group will engage with learning and will achieve incresased tariff points, including at least one qualification at Level 5. 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) A shared Google Drive will enable the coordinators in each school to track progress. Coordinators will monitor and track pupils’ progress on a weekly and monthly basis, with progress updates being shared at Clydesdale Locality meetings. 169
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62 Appendix 10 – Strengthening Relationships Project Plans South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Cost of the School Day Project Lead: Maureen Farr Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Costings only relate to photocopying for ‘in person’ training and costs of hiring venues. Total Costing for 2022/23: Total costs for the project is 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 • 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- 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? In her paper, ‘Falling Through the Cracks: The Cost of the School Day for Families Living in In-Work and Out-of-Work Poverty’ (2018), Morag Treanor made the 170
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63 following recommendations to alleviate the impact of poverty on children’s education in Scotland: • Local Authorities provide guidance to schools on best practice, • Limits imposed on how expensive trips can be and/or the requirement for schools to subsidise trips more fully, • Provide teachers with high quality CPD on the nature, causes and consequences of poverty, and, • Sharing of information on successful and unsuccessful initiatives to alleviate the impact of poverty. This project will deal with all of these recommendations. The target group will be school leaders and their staff. All schools will be encouraged to undertake training in Poverty and the Cost of the School Day which could be delivered in person or virtually by the project lead. As part of the training, school staff will be taught about the impact Poverty can have on the brain and how that then impacts learning. They will learn strategies to mitigate these developmental issues. Training will then move on to how we reduce/remove costs of the school day. Despite several SLC schools having completed previous CoSD training, there are still disagreements around what schools can and cannot charge for, therefore it is vital that a South Lanarkshire Policy on this is created in consultation with school leaders, stakeholders and EMT. It is intended that a Working Party is created which will gather views on the various aspects of the Cost of the School Day and a Policy Statement written which will give schools definitive guidance. Best practice and successful initiatives will be gathered and then shared through the SLC Equity Hub/Toolkit/Site. All of the above work will be done by the Lead Officer who is financed through SEF. The only additional costs will come from photocopying and hiring of venues for training. Timelines – Working Party to be established and first meeting convened by December 2022. Policy ready for consultation by March 2023 and published by June 2023. Training will be ongoing from August 2022 with schools aware of the opportunity to ‘book’ for Inservice before the end of June 2022. Anticipated Outcome What change do you want to see for learners? The Cost of the School Day in every SLC school will be reduced by a figure chosen by the individual school. This will need to be an individual target depending on where they are on their ‘journey’. Schools will be asked to move from a ‘Position Statement’ to a ‘School Policy’. 171
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64 By when? Costs should be reduced year on year. Policy work should start this year with an aim for at least 60 % of schools having competed one. By June 2024 we would expect all SLC schools to have their own Policy. 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) Schools will see an increase in their participation and attendance figures. 172
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65 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Bouncing Back Project Lead: Sam March & Maureen Farr Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: This would be third sector project involving Action for Children, delivering two bouncing back sessions, 1 week apart. The cost is £205.08 plus VAT for each set of delivery, delivery consisting of 2 x one hour sessions per class. For 50 groups, this would be £10254 plus VAT 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 School attendance for target group will be increased Pre and Post intervention measures of wellbeing to be developed Link to SLC priorities • Improve Health and Wellbeing to enable children and families to flourish • Ensure inclusion, equity and equality are at the heart of what we do • Provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy • Support children and young people to develop their skills for learning, life and work • Empower learners to shape and influence actions on sustainability and climate change Outline of the project plan- Briefly detail under the following prompts: Who are the target group(s)? Who else will be involved and what will their role be? What is the timescale for delivery? What resources, time or support will be needed? This is a universally delivered early intervention programme. Through careful targeting of schools with high level of deprivation, this would impact positively on as many learners as possible from SIMD 1 and 2 , while being stigma free and inclusive at the point of delivery. P4 and P5 pupils would be the target group. Note 173
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66 that the original proposal split groups 35:15 , primary to secondary, but the proposal in year 1 is now to focus on primary. This is to maximise early intervention, and support the logistical delivery of bouncing back. Schools of focus would be identified in collaboration with CQIS, and will consider previous SAC schools and then the schools that are in the next tier in terms of levels of deprivation. Other factors such as desired engagement in the programme would be considered. The programme will target all p4 and p5 pupils in a school. Bouncing Back is a digital and face-to-face early-intervention resilience-building CBT programme for age 7 – 19 years old. It provides group discussion, practical tools and coping skills which enable children and young people to manage their day-to-day emotional wellbeing and reduces the risk of more intense mental health issues. It supports the mental health and wellbeing of pupils, helping them to understand: •the feelings they’re experiencing (both good and bad) •how they got to those feelings •things they can change to make their feelings more positive. As a result of participating in Bouncing Back young people will have: •a shared understanding of emotional wellbeing •increased confidence and self-esteem •more information about how to manage their emotional wellbeing with tools to support them to become more resilient •greater awareness of how and when to seek further support for their mental health and emotional wellbeing. Teacher sessions will be held in each school, linking the work with the HWB work of the school and supporting longer term outcomes. Anticipated Outcome What change do you want to see for learners? By when? Gain in reported confidence for young people. Gain in reported coping with stressful situation for young people. Additional use of stirling wellbeing scale will be built in 1 week before and 1 -2 days after the session School to complete. 174
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67 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) Stirling wellbeing scale Pupil rating of the group in action for children questionnaire 175
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68 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Project Lead: Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: 1 x DO Nurture £63,378 Total Costing for 2022/23: £63,378 Postholder would need access to SLC laptop and email address. 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 School attendance for target group will be increased Pre and Post intervention measures of wellbeing to be developed 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? The target group is P1-P4 learners from SIMD 1 and 2 who are exhibiting distressed behaviour in primary school. Schools of focus would be identified in collaboration with CQIS, and using data from the recent nurture review survey (100 school responses). The project would entail employing one principal teacher with a nurture remit. The PT would further develop nurture interventions in primary. This post would be 23 months. 176
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69 The programme of work would be influenced by any recommendations from the nurture review (in process). This would support sustained skill development and capacity building in South Lanarkshire, and less reliance on contracting external training/ courses from Nurture UK. Recent consultation via the nurture review HT survey reveals substantial development points in terms of developing nurture interventions in South Lanarkshire, and a need to provide more coherence between attachment strategy and nurture interventions. A specific focus would be: • To develop South Lanarkshire Boxall Profile training. (Year 1) • To develop South Lanarkshire training in setting up a nurture room/ intervention. (Year 1) • To develop clearer pre and post-test measures for existing nurture interventions. • Using the boxall can be transformative in terms of supporting an understanding of “all behaviour is communication” and developing strategies for the most vulnerable learners • The PT would have a clear focus on developing other evidence based interventions to support children and young people, including the use of calm boxes, kit bag and approaches to self-regulation • Developing further interventions, in collaboration with partners, for example “Working on What Works- Whole Class Intervention” (Year 2) • To extend and track the efficacy of some existing interventions such as emotion coaching and emotion works • Coaching in context in terms of nurturing practice (Year 2) • Further interventions as informed by national benchmarking • Consider frameworks and practice around supporting staff wellbeing, along with partners. Partnership Working The PT would work with a range of CQIS, psychological service and inclusion colleagues. Research support could be provided by the current research assistant in psychological services. There would be a clear need to work with the attachment strategy group as well as report to the SAC steering group. Further development of the nurture review should inform the development of this strand. Anticipated Outcome What change do you want to see for learners? By when? Improved wellbeing of children experiencing a targeted intervention. Improved engagement in the curriculum. 177
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70 Initial focus will be on developing intervention approaches, and refining the outcomes measures. It is expected that learners attendance and engagement with school will improve. 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) A range of standardised measures can be used to track progress in terms of core social and emotional skills, at the start of an intervention and following an intervention. Depending on the exact intervention, the following could be considered: • SDQ • Stirling wellbeing scale • Attendance • Boxall profile • Leuven Scale 178
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71 Appendix 11 – Curriculum Project Plans South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Effective Pedagogical Practice in Mathematics and Numeracy Project Lead: G Maguire Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Total Costing for 2022/23: £74,044.78 Total costs for the project is 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 • 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- Briefly detail under the following prompts: Who are the target group(s)? All Primary teachers, appropriate Secondary teachers, and support staff. 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? There are two key approaches to delivering this project. 179
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72 The long-term plan is to train a team of teachers within South Lanarkshire in the pedagogy of Maths Recovery, with a view of developing a self-sustaining network to train all teachers within South Lanarkshire in Maths Recovery and the other aspects of ‘Conceptual Number Training’. During session 2021 - 2022, 20 teachers enrolled in intensive Maths Recovery training, ‘The Learning Framework in Number’. The cost of this training is being partly funded by an Education Scotland STEM grant (£10,000); Schools involved (£200 per person) with the remainder being met by Education Resources. Once complete we aim to have at least 5 trained teachers to gain accreditation and progress onto the Trainer programme. Those who do not progress onto the trainer programme will support the roll out of Maths Recovery within their establishments. During session 2022 - 2023, the 5 teachers who progress onto the trainer programme will support training sessions to another cohort, which will be delivered by Maths Recovery trainers. From session 2023 - 2024, the 5 teachers who progress onto the trainer programme will deliver training sessions to another cohort, supported by Maths Recovery trainers. From session 2024 – 2025, these teachers will deliver Maths Recovery training to colleagues within South Lanarkshire Council. Once trained these teachers will be able to deliver the full range of Maths Recovery training listed below: • The Learning Framework in Number (Specialist intervention course) • Teaching Number in the Classroom with 4 – 8-year-olds (Whole class or group teaching course) • Developing Number knowledge, Assessment, Teaching and Intervention for 7-11-year-olds (Whole class or group teaching course). The plan would be to use this team of trainers to systematically train all appropriate staff in the two whole class teaching courses as well as a further cohort on the specialist intervention course. In addition to this a group of ASN specialist will develop appropriate training using Maths Recovery’s ‘Numeracy for all Learners: Teaching Mathematics to Students with Special Needs’ course. As an extension of this, I am considering appropriate training for Early Years and School support staff. This will ensure that there is a consistent pedagogy within all establishments across South Lanarkshire as well as adding to the team of trainers. 180
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73 In addition to this programme of training, we will continue to offer training on: • Teaching Number in the Classroom with 4 – 8-year-olds (Whole class or group teaching course) • Developing Number knowledge, Assessment, Teaching and intervention for 7-11-year-olds (Whole class or group teaching course). This training will be delivered by trainers from Maths Recovery. Schools will be identified for this training through data and other intelligence. Anticipated Outcome Attainment overall to increase by at least 1% point. The gap in attainment between Q5 and Q1 to reduce by at least 1% point By when? Each year 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 measure the impact of the training, staff will complete a questionnaire before and after, on their knowledge and understanding of the concepts being delivered through the training. The data and information collected by participants during the course will also be used to measure impact. It is anticipated that the training will have an immediate and long-term impact on Numeracy ACEL data, initially within the schools of the staff being trained, and then across the authority as training is rolled out. 181
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South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Nuffield Early Language Intervention NELI Project Lead: Anne Jessimer Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Training costs • Approx cost per school= £870- £1290 (roll- related) • Cost for 124 schools= £107 880- £159 960 • Consider ‘Additionality’ (staff/ funding) in schools to support the rollout of the training (including cover costs). Central Admin costs • Central support for co-ordination of training and correspondence with schools/NELI Teams. Unsure of type of personnel required and associated cost • Central support (data expert) with collection and comparison of NELI assessment data and P1 ACEL data Quintile 1 v Quintile 5. Unsure of cost Total Costing for 2022/23: Total costs for the project is 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 • 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 NELI intervention is a 20- week programme. Three 30-minute sessions per week are delivered to groups of five children during the Spring and Summer terms (20 weeks). Children also attend an additional two 15-minute individual sessions per week. All sessions focus on listening, narrative and vocabulary skills. 182
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75 Target groups P1 learners in Quintile 1 identified through ongoing formative and summative assessment (Nursery transition information and P1 Aug- Dec) as having weak oral language skills. NELI pre-assessments can be carried out Nov-Dec to confirm judgements and provide further detailed information on key areas of strength/weakness in oral language and communication. Pre and post Screening tools (NELI) 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 Similar to Catch Up Literacy model in SLC, schools would nominate an in-school NELI Team eg. NELI Lead, P1 teacher, SSA or teacher (who would deliver the programme). Regular progress meetings would be co-ordinated by the NELI Lead. NELI Training and School Support 1. Online staff training and support 2. Access to a tablet-based language screening tool (called LanguageScreen) 3. Printed resources e.g. programme handbook and flashcards Overview of training and support All training and support to deliver the programme is provided online, meaning it can be easily and flexibly accessed by all schools. The online training is hosted on the FutureLearn platform and involves three linked courses which school staff can access, work through and digest at their own pace. In other words, training can be flexible. Course 1 – Language Fundamentals Course 2 – Delivering the Nuffield Early Language Intervention Course 3 – Teaching letter/sounds and phonological awareness The member of staff who will deliver the NELI group sessions is required to complete all three courses which usually takes approximately 10 – 12 hours. Course 1 and course 2 are undertaken before starting the NELI activities with the children. Course 3 needs to be completed before delivering the 11th week of programme materials to children. P1 class teachers for NELI pupils are required to complete course 1 and can choose to complete course 2 and 3 if they wish. Each school’s nominated NELI lead for the programme can opt-in to receive access to the training. 183
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76 All the online courses promote social learning. NELI trainees can communicate with fellow trainees in other schools, can ask questions, add comments and are monitored by a group of expert mentors, with experience in delivering NELI, who can quickly respond to queries. An online NELI Delivery Support Hub, also hosted on the platform FutureLearn, is accessible throughout and provides additional materials such as videos of NELI sessions, a forum for trainees to discuss approaches, ask NELI experts questions and connect with colleagues in other schools also delivering NELI. Central Monitoring and Tracking 1. Central tracking communication between in-school NELI Leads and SLC Lead would be required. This would include an electronic tracking system with an overview of progress easily accessible by both parties. 2. Collection and comparison of ACEL data for SIMD QUINTILE 1 V SIMD 5 for session 2022/23, 2021/22, 2020/2021 in Primary 1 Reading. Anticipated Outcome What change do you want to see for learners? By intervening early to support children’s oral language and communication- the foundation for reading and writing success- we would expect to see more children in Quintile 1 make greater progress in early reading and writing. By when? June 2023 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) Jan-June 2023 Several robust evaluations has led to NELI being the most well-evidence early language programme available to schools in England. SLC schools will use the NELI screening tool to track and measure progress of individuals/groups pre and post and throughout the period of the intervention. March 2023 Assessment of targeted learners decoding skills using SLC’s Regular Word Reading Assessment. Assessment of targeted learners encoding skills. Targeted learners’ ACEL predictions in reading and writing. June 2023 Targeted learners ACEL in reading and writing 184
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77 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Writing Unwrapped Project Lead: Anne Jessimer Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: YEAR 1 • Cost of a seconded class teacher or combination of part time seconded class teacher and seconded Senior Leader- £62808 - £73000 • Talk for Writing Training costs- £18000-£25000 YEAR 2- as above Total Costing for 2022/23: £80808- £98000 Total costs for the project is 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 • 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- 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: • Staff - professional knowledge and skills • Learners P1-4 People involved: • Lead Officer Literacy • Seconded teacher or part time seconded teacher and part time seconded Senior Leader (with writing/T4W knowledge and experience) • Equity Team • Data Support colleague • LTA Lead Officer • Literacy Co-ordinators/ Writing Leads 185
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78 • Talk for Writing Trainers YEAR 1 2022-2023 • Curation of relevant national/international research and associated recommendations in the teaching, learning and assessment of learning in Writing across the primary stages. • Explore impact in Writing in previous Attainment Challenge Authorities. • Gather and analyse relevant SLC data around the writing attainment gap e.g. area, school, stage, correlation with other aspects of literacy, gender, ethnicity, EAL. • Use the analysis to identify areas/schools/stages where Writing is progressing well. • Consider gathering data for P2 and P3 and P5 and P7 starting in session 2023-24. • T4W training-T4W Introductory training and T4W Leadership Group training • Working alongside Talk for Writing trainers and schools on their T4W journey, begin to curate guidance and materials (following robust QA) to support schools at the initial stages of implementation. YEAR 2 2023-2024 • Continue to stay abreast of research in Writing and update the SLC Writing research bank • Review data as Year 1 and include comparison data for cohorts and stages. Use the analysis to be specific about area/school/ stage support needs and improvement. • Continue to augment CLPL and relevant materials to improve Learning, Teaching, Assessment in Writing • Collaborate with Primary 1 Early Level Literacy Sub- Group to review and strengthen the Writing aspect of the Early Level Literacy training programme • Develop a Writing Curriculum and Pedagogy self-evaluation tool to support School Improvement Planning • Working alongside Talk for Writing trainers and schools on their T4W journey, begin to curate guidance and materials (following robust QA) to support schools at the later stages of implementation journey (Years 2and 3). • Talk for Writing training- as in Year 1 *To consider Years 3 and 4 of the project, a strategic review at the midpoint (Year 2) would be prudent* Anticipated Outcome What change do you want to see for learners? Improvement in foundational writing skills for learners (Quintile 1) in the Early Level. By when? June 2024 186
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79 How will we know if we are having the desired impact? Year 1 Outcome- Increased knowledge and skills of staff across the primary sector of the key components of a progressive writing curriculum and effective practice in implementing key aspects. Measure- attendance at CLPL sessions, CLPL feedback Outcome-Identified areas/schools /stages of effective practice with a focus on narrowing the writing attainment gap at Early and First Level Measure- using analysis of data and follow up discussions/visits Outcome- Schools develop their leadership and practice in improving Writing. Measure- Engagement with, and feedback on, a developing suite of Writing CLPL materials/case studies. Year 2 Outcome- Writing attainment gap at P1 will have narrowed (June 2024) Measure- ACEL data collection and comparison of Quintile 1 v Quintile 5 2020-21 v 2023/24. Outcome- As a cohort of learners progresses through CfE Levels the writing attainment gap will narrow. Measure-tracking 4 years of data 2021- 2024 following the P1 cohort from 2021 into P4 (2024) Quintile 1 v Quintile 5. Outcome- Improvement in school’s knowledge of the writing curriculum and implementation of component parts. Measure – Compare the Primary Literacy Survey feedback on Writing (April 2021) with a similar survey (on Writing) in April 2024 187
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80 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Digital Inclusion Project Lead: Fiona Leggate Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Digital Inclusion Development offer – 0.6FTE from: Oct22 – June23 £41,491 June23- June24 £55,321 Total Costing for 2022/23: 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- 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 digital inclusion development officer will be on secondment to provide support to a number of projects within some workstreams as well as deliver some specific projects. Their key role is to provide digital support to ensure that learners affected by poverty are engaging as much as they can within the curriculum. Below sets out specific projects the Digital Officer will be responsible for leading: Digital Support Officer will also support the following workstreams and projects, helping them to achieve their specific outcomes and measures. Workstream Project Deliverable Outcome Measure Learner Engagement Digital Schools Provide digital support to ensure pupils in the pilot project in Clydesdale area have Outcome and measure as per Digital Schools project 188
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81 appropriate tools and access to resources to engage Learner Pathways Wider accreditation Ensuring appropriate digital provision to support online learning, opening up the senior phase curriculum to more learners through improved consortium arrangements without the need for transport between schools Outcome and measure as per Wider Accreditation project 189
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82 Appendix 12 – Learner Pathways Project Plans South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: L3 & L4 Literacy and Numeracy Project Lead: Kathleen McCormick Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways This project aims to provide support for Principal Teachers/Heads for Faculty/Coordinators for English and Maths to increase the number of learners attaining Third and Fourth levels of Literacy and Numeracy. Breakdown of costings: Development Officer time – J Dunn Supported study rates for any additional resources created/CLPL developed by school staff to support schools CLPL sessions (half day/twilight) – accommodation booking costs etc Total Costing for 2022/23: TBC 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 190
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83 Who are the target group(s)? This project aims as top priority to support schools with lower than expected literacy/numeracy attainment at Levels 3 and 4 in S3. While these schools will receive targeted support to raise attainment, all secondary schools will be provided with CLPL opportunities for all staff to raise literacy and numeracy attainment across the board. Project outline This project aims to provide targeted support for Principal Teachers/Heads for Faculty/Coordinators for Literacy and Numeracy to increase the number of learners attaining Third and Fourth levels. This should link to increased attainment in Literacy and Numeracy in the Senior Phase in the following years. CLPL and professional dialogue between schools will help schools to provide enhanced learning opportunities for attainment in Third and Fourth levels in Literacy and Numeracy by the end of S3. The long-term aim is to use moderation processes to provide a consistent approach to assessment of levels in S3 Literacy and Numeracy. Who else will be involved and what will their role be? • Kathleen McCormick - QLO Senior Phase and DYW – strategic leadership of project • Jenny Dunn – Development Officer (Equity and Excellence) – CfE Third and Fourth Levels in Literacy and Numeracy - liaison with QLOs and Principal Teachers/Heads for Faculty/Coordinators for Literacy and Numeracy regarding targeted support and CLPL for increasing achievement of levels. What is the timeline & timescale for delivery? Date Activity September 2022 • J Dunn to look at unit specifications for SCQF 3-6 and CfE Levels 3&4 Literacy and Numeracy • Fact-finding visits to a few schools to gather information • Analysis of S3 ACEL data for Literacy and Numeracy in 2021-22 to identify target schools • Consultation exercise with schools • Principal Teachers/Heads for Faculty/Coordinators for English and Maths consulted on good practice in increasing numbers of learners achieving Third and Fourth levels in Literacy and Numeracy • J Dunn engages with West Partnership • J Dunn analyses data to identify gaps in S3 ACEL data between SIMD Q1&5 October- November 2022 • Initial meetings and consultation will take place with staff in target schools to establish the support required to ensure higher S3 attainment in 2023. Curriculum design will be explored with the aim of highlighting ways in which to create opportunities for gathering evidence in Literacy and Numeracy. • Literacy and Numeracy Co-ordinators’ meetings 191
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84 • Work will begin with a small group of English & Maths specialists to plan CLPL activities for disciplinary Literacy and Numeracy to be offered to all Secondary teachers. November 2022 – January 2023 • CLPL programme offered to identified schools • Support will be offered more intensively where required to target schools during the initial ACEL data collection phase. • Liaise with all schools prior to first collection of ACEL data January 2023. January 2023 • First estimates of S3 Literacy and Numeracy attainment submitted to CQIS • Targeted support offered to schools March 2023 • Second estimates of S3 Literacy and Numeracy attainment submitted to CQIS • Targeted support offered to schools June 2023 • Final ACEL collection • Consultation with schools on support programme for 2023-24 August 2023 • Targeted discussions with any identified schools Anticipated Outcome ACEL data June 2022 Stage Organiser % Achieved 3rd 21-22 % Achieved 4th 21-22 % Achieved 3rd 2018- 19 % Achieved 4th 2018-19 % 3rd Change % 4th Change S3 Reading 92.2 64.4 94.3 64.7 -2.1 -0.3 Writing 91.9 62.9 93.7 63.2 -1.9 -0.3 L&T 92.0 65.3 95.7 67.5 -3.7 -2.1 Numeracy 92.0 65.1 93.2 60.4 -1.2 4.7 Outcomes: • Enhanced teacher confidence in professional judgment of achievement of Third level in Literacy and Numeracy • Improved understanding of school level, ACEL and Insight data for tracking progression from BGE into Senior Phase accreditation of Literacy and Numeracy • Targeted support and improved Third level data in Literacy for identified schools • Targeted support and improved Third level data in Numeracy for identified schools Measures: ACEL Insight - Literacy & Numeracy (national) SSR 1 & 2 What change do you want to see for learners? Using the figures in the table above, we anticipate that targeted and focused CLPL for schools will help to increase the number of learners achieving Third level Literacy and Numeracy. 192
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85 How will we know if we are having the desired impact? ACEL data: • Narrowing of the gap in ACEL % for levels 3 & 4 between our Q1 and Q5 learners. • Continued increase in numbers achieving Third level in Literacy and Numeracy by the end of S3 across the 4 years of SEF – which also translates to increases in SCQF 3-5 in S4 Literacy and Numeracy. Continued narrowing of the gap between Q1 and Q5 young people achieving Third level in Literacy and Numeracy by the end of S3 across the 4 years of SEF. 193
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86 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Learner Pathways – Secondary Project Lead: Kathleen McCormick Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways This project aims to provide an Enhanced Personalised Support programme for targeted S2 and S3 (and possibly some S4) young people at risk of a negative destination as a S4 leaver and/or at risk of low or no attainment. 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- Briefly detail under the following prompts: Who are the target group(s)? This project aims to provide support for those learners across all 20 SLC Secondary schools who may be at risk of leaving at the end of S4 with a negative post-school destination and low attainment and achievement. The programme will target learners in S2 and S3 identified by each school who may be at risk of leaving at the end of S4 with no or few qualifications. There will be one mentor who will work across all secondary schools to provide 1-1 personalised and individualised support for these identified learners. How do schools identify S2-S4 learners that may benefit from this mentoring programme? 194
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87 The following range of criteria will help to guide schools in identifying those young people who may benefit from regular engagement with a mentor focusing on enhanced personalised support. Learners who: • Live in Q1 and in receipt of FME • May be disengaged in their learning • Have attendance issues (although not non-attenders) • Are achieving a significant number of category “4” in the categories of “Progress in Learning” and/or “Skills and Knowledge” in Progress and Achievement • May have been excluded and who may be acquiring a number of demerits • May have outside agency involvement • May have families who are disengaged with their child’s learning or who may have a negative relationship with the school • Are highlighted in the Risk Matrix of the school Mentor’s role The mentor will undertake a number of tasks and activities with each identified young person, meeting with him/her on a regular basis (details around allocated time in each school TBC). Crucially, the mentor will build a positive relationship with the young person and will support him/her in the following areas: • Learning – 1-1 literacy and numeracy support; support with learning and engagement in other subject areas • Future pathways identification and next steps planning – 1-1 support in next steps planning in liaison with school staff • Network building - signposting and supporting with DYW and careers opportunities, including supporting family involvement and understanding of these • Developing skills - Self-esteem and resilience building • Monitoring and tracking progress using eg attainment, attendance data • Working in partnership with key school staff to identify strengths and next steps Training for mentors Mentors will be fully supported with induction training in the areas below, as well as other training opportunities where and when required. There will be regular mentor team meetings with the Development Officer (and/or QLO) for e.g. collective working, further training opportunities, sharing good practice. Who else will be involved and what will their role be? • Kathleen McCormick - QLO Senior Phase and DYW – strategic leadership and monitoring of project • Hayley Gibney – Development Officer –Enhanced Personalised Support programme – management of programme, including training delivery, ongoing monitoring, 1-1 meetings with mentors, school visits with senior school leaders There will be 4 mentors in total working across the 17 mainstream and 3 additional support needs Secondary schools. 195
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88 Anticipated Outcome By June 2023 there will be a reduction of S4 leavers across Secondary schools: currently 37% from Quintile 1 compared to 9% from Quintile 1. The figure of 37% from Q1 will be reduced by June 2023 to 35% Measures: 16+ Risk Matrix School level tracking & monitoring processes Attendance statistics SSR 1 & 2 196
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89 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Learner Pathways – Secondary Project Lead: Kathleen McCormick Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways This project provides mentoring for care-experienced and vulnerable young people with MCR Pathways. 9 Pathways Co-ordinators (PCs) will deliver the MCR programme across 9 schools with possibility of extending delivery to other schools over the next 2-3 years using a more peripatetic model. The PCs will deliver group work to targeted S1 and S2 learners who may be care experienced and/or vulnerable or disengaged and facilitate mentored meetings to targeted S3-S6. Breakdown of costings: MCR Pathways Programme – for 2022- 23 delivered in 9 secondary schools (Calderside, Stonelaw, Cathkin, Trinity, Hamilton Grammar, St John Ogilvie, Holy Cross, Larkhall, Lanark Grammar): 9 x Pathways Co-ordinators - total costs (including on costs) - £360,594 pa Total Costing for 2022/23: £360,594 Total costs for the project is known: MCR Pathways – 3 years - £1,081,782 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 197
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90 Outline of the project plan- Briefly detail under the following prompts: MCR Pathways is a school-based mentoring programme specifically designed to provide mentoring and personalised support for disadvantaged, vulnerable and/or care experienced young people. 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 mentor by the schools’ MCR Pathways Coordinator, supported by MCR Programme Manage. Learners will then be provided with the opportunity to meet with their mentor at an agreed time on a weekly basis. It is expected that the mentors will commit to a regular weekly meeting time, at the learner’s school, on an ongoing basis. Who are the target group(s)? This project aims to support care-experienced and vulnerable learners across S1- S6 in SLC secondary schools whilst also targeting support for those learners who may be at risk of leaving at the end of S4 with a negative post-school destination and low attainment ad achievement. Who else will be involved and what will their role be? • Kathleen McCormick - QLO Senior Phase and DYW – strategic leadership of project • Robert Burgess – Project Co-ordinator – leadership and management of MCR Pathways programme in SLC What is the timescale for delivery? • MCR Pathways – 9 schools in 2022-23 with a view to increasing delivery using a peripatetic model to all 17 mainstream secondary schools by the end of session 2023-24. • A pilot programme using the peripatetic model will be started in Carluke High School using the Pathways Coordinator who is based in Lanark Grammar before the end of session 2022-23. What resources, time or support will be needed? MCR Pathways - 9 x Pathways Co-ordinators Anticipated Outcome Outcome By June 2023, Q1 learners (S3-S6) involved in mentoring will show an improvement in attendance of 5 percentage points. Measures: SSR 1 & 2 Attendance statistics 198
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91 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) Insight data: • Improving attainment for all – average and complementary total tariff points • Leaver Initial Destinations (and by destinations) – all leavers, care- experienced • Breadth and depth – all candidates, leavers • Attainment v Deprivation • Literacy and Numeracy 199
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92 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Learner Pathways – Secondary Project Lead: Kathleen McCormick Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways This project aims to provide all SLC Secondary schools with a comprehensive guide to non-NQ qualifications currently available. This guide will support schools to provide more individualised learner pathways to their learners. In addition, there will be support guides on how to deliver particular courses and awards. Breakdown of costings: Development Officer time Possible supported study rates for any additional resources created by school staff to support schools Total Costing for 2022/23: TBC Total costs for the project is known: TBC 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- Briefly detail under the following prompts: Who are the target group(s)? This project aims to provide a guide to a wide range of non-NQ qualifications which schools can deliver as part of a wider accreditation offer to their learners. 200
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93 The guide will be an easy-to-navigate document for schools to use and which should help schools to deliver a wider range of courses and awards. This in turn should then allow for more personalised learner pathways, leading to increased attainment and better preparation for next steps in learning and post-school destinations. Who else will be involved and what will their role be? • Kathleen McCormick - QLO Senior Phase and DYW – strategic leadership of project • Scott McPhilemy – Development Officer – wider accreditation catalogue and Google Site creation and resourcing additional material/support/CLPL for schools to deliver a wider range of accreditation What is the timescale for delivery? Date Activity September 2022 Wider accreditation catalogue launched, SSR1 attainment meetings: schools discuss proposed new courses and awards for 2023-24 September 2022 - June 2023 Ongoing review and updates of catalogue (and schools informed of these updates) Universal and targeted support / CLPL / resources offered to schools for introducing non-NQ awards/courses What resources, time or support will be needed? 1 x Development Officer time Possible supported study rates for any additional resources created by school staff to support schools Anticipated Outcome Outcomes: By September 2023 there will be an increase of 2 percentage points of Q1 leavers attaining 2@SCQF level 5 Background data: 2@5 2020/21 – 86.83% all leavers - 72.36% Q1 - 95.79% Q5 2@5 2018/19 – 81.37% all leavers - 67.41% Q1 - 92.25% Q5 Measures: SSR 1 & 2 Insight – breadth and depth leavers, improving attainment of all (national) 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) 201
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94 Insight data: • Improving attainment for all – average and complementary total tariff points • Leaver Initial Destinations (and by destinations) – all leavers • Breadth and depth – all candidates, leavers • Attainment v Deprivation 202
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95 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Digital Inclusion Project Lead: Fiona Leggate Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Digital Inclusion Development offer – 0.6FTE from: Oct22 – June23 £41,491 June23- June24 £55,321 Total Costing for 2022/23: 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- 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 digital inclusion development officer will be on secondment to provide support to a number of projects within some workstreams as well as deliver some specific projects. Their key role is to provide digital support to ensure that learners affected by poverty are engaging as much as they can within the curriculum. Below sets out specific projects the Digital Officer will be responsible for leading: Digital Support Officer will also support the following workstreams and projects, helping them to achieve their specific outcomes and measures. Workstream Project Deliverable Outcome Measure 203
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96 Learner Engagement Digital Schools Provide digital support to ensure pupils in the pilot project in Clydesdale area have appropriate tools and access to resources to engage Outcome and measure as per Digital Schools project Learner Pathways Wider accreditation Ensuring appropriate digital provision to support online learning, opening up the senior phase curriculum to more learners through improved consortium arrangements without the need for transport between schools Outcome and measure as per Wider Accreditation project 204
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97 South Lanarkshire Council Strategic Equity Fund Project Plan Name of Project: Workstream 3 - HWB Project Lead: Leeanne Kelly Link to SLC Equity Workstream • Pedagogy • Learner Engagement • Strengthening Relationships • Curriculum • Learner Pathways Breakdown of costings: Total Costing for 2022/23: 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- 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? Provide direction and support to schools to improve their offer of Mental Health Education as a way of reducing the poverty related attainment gap TBC – targeted schools this session (those with higher levels of Q1??) or universal offer to all schools in first session?? RESOURCES: - ✓ Allocated DO time to support targeted work with specific schools (preferably Hayley as she has built positive relationships with school contacts this session). ✓ Some funding for a curricular Mental Health event/showcase towards the end of the session (location and catering plus consumable resources required). Anticipated Outcome What change do you want to see for learners? • All establishments involved will have an increased understanding of what an effective Mental Health strategy for schools looks like. • All schools will be using the recommended National and local resources (including CYPMHS, GMWP and Healthy Schools) and will report this as having a positive impact on children and young people. • Secondary schools have raised awareness of accreditation opportunities for Health and Wellbeing as part of their curricular offer resulting in higher presentation levels. 205
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98 • Staff in schools have raised awareness of importance of Mental Health education and participate in increased opportunities for CLPL training and accreditation resulting in enhanced staff confidence. 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) Audit at beginning versus final evaluation – Baseline data from PSE review survey. Increase in accreditation and presentations for SQA wellbeing awards School-level data, staff feedback, School visit records 206
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99 Appendix 13 – 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) 207
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Appendix 14 – 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 . 208
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101 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 . 209
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Education Resources) Subject: Standards and Quality Report 2021/2022 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the Education Resources’ Standards and Quality Report for session 2021/2022 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the Education Resources’ Standards and Quality Report for session 2021/2022 be noted. [1recs] 3. Background 3.1. The Standards and Quality Report reflects how, through our schools, establishments and services, Education Resources drives forward the Council’s vision of improving the lives and prospects for everyone in South Lanarkshire through setting a clear purpose of inspiring learners, transforming learning and strengthening partnerships. It also reflects our values of fairness, empathy and the commitment to make a difference to the lives of all learners. 3.2. In addition to Council planning and reporting formats, Education Resources are also required to submit additional reports on progress to the Scottish Government. This includes an annual report on progress towards meeting the National Improvement Framework priorities and, more recently, a report on the plans for the Strategic Equity Fund spend, including the publication of “Stretch Aims.” A copy of the Standards and Quality report has been sent into the Scottish Government for their records. 4. South Lanarkshire Council Education Resources’ Standards and Quality Report 4.1. The purpose of the Standards and Quality Report is to provide high-level information about the successes and achievements of Education Resources. It has been written to provide information about how Education Resources is performing as a Service, the kind of activities being delivered and examples of the impact that these are having on children, young people and families. Its key purpose is to provide information and assurance about the educational experiences offered to learners. 11 211
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4.2. The Standards and Quality Report is designed to address progress towards meeting Education Resources’ key priorities, namely to:- improve health and wellbeing to enable children and families to flourish ensure inclusion, equity and equality are at the heart of what we do provide a rich and stimulating curriculum that helps raise standards in literacy and numeracy support children and young people to develop their skills for leaning, life and work empower learners to shape and influence actions on climate change and sustainability 4.3. It reports on all elements of our service, whilst acknowledging that it is neither possible, nor desirable, to capture every single achievement in this manner. 4.4. The 2021/2022 Standards and Quality Report makes specific references to Education Resources response to the pandemic. 2021/2022 was the first uninterrupted school year post-COVID in terms of pupils attending although restrictions were still in place until well into the Spring of 2022. 4.5. The Standards and Quality Report is designed to be read by a wide audience of stakeholders, including Councillors, staff, parents, young people and members of the public and has been written in an accessible format and in plain English, wherever possible. 5. Next Steps 5.1. Work is ongoing to enable this report to be shared publicly via the SLC website in a format that meets the accessibility standards. A copy will be given to all to all schools, establishments and elected members and other stakeholders. 5.2. A similar report will be published in the autumn term of each year, reflecting the work of the previous school session. The format and content will continue to meet national requirements for reporting and provide information on performance as well as a focus on what is making a difference and recognising success. 6. Employee Implications 6.1. None. 7. Financial Implications 7.1. Financial implications are within existing budgetary resources. 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no implications for sustainability, Climate Change, or the Environment in terms of the information contained in this report. 9. Other Implications 9.1. There are no implications for risk in terms of the information contained in this report. 10. Equality Impact Assessment and Consultation Arrangements 10.1 This report does not present a new strategy, policy or plan and is therefore not subject to equality impact assessment. 10.2. There was no requirement to undertake any formal consultation in terms of the information contained within this report. However, the Standards and Quality report 212
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by its nature is produced from the evidence gathered from establishments and services and other stakeholders. Tony McDaid Executive Director (Education Resources) 21 October 2022 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References Education Resources Committee -1 October 2019 List of Background Papers Education Resources Resource Plan 2022/23 South Lanarkshire Council Strategic Equity Fund Plan Contact for Further Information If you would like to inspect the background papers or want further information, please contact: Carole McKenzie, Head of Education (Broad General Education) Ext: 4468 (Tel: 01698 454468) E-mail: carole.mckenzie@southlanarkshire.gov.uk 213
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Education Resources) Subject: Physical Intervention in Scottish Schools - Response to Consultation 1. Purpose of Report 1.1. The purpose of the report is to: - inform the Education Resources Committee of the response to the Scottish Government consultation on Included, engaged and involved part 3: A relationship and rights-based approach to physical intervention in Scottish schools 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) that the response made on behalf of South Lanarkshire Council to the consultation on Included, engaged and involved part 3: A relationship and rights- based approach to physical intervention in Scottish schools, be noted. 3. Background 3.1. In response to concerns raised about the use of restraint and seclusion in schools in the Children and Young People’s Commissioner’s 2018 report, no-safe-place and the subsequent report, In safe hands, by ENABLE Scotland, the Scottish Government established the Physical Intervention Working Group to develop new human rights- based guidance on physical intervention. The draft guidance can be accessed Physical-intervention-and-seclusion-working-group. 3.2 The consultation opened on 21 June 2022 and closed on 25 October 2022. 4. Aims of Guidance 4.1. The draft guidance aims to minimise the use of restraint and seclusion in schools. It includes new definitions, human rights-based safeguards and recording, reporting and monitoring expectations. The draft guidance is focussed on protecting children and young people from harm and promoting rights-based practice in Scottish schools. 4.2. The advice offered aligns with international and domestic law and standards, including the United Nations Convention on the Rights of the Child (UNCRC), the Human Rights Act 1998 and the Equality Act 2010. The scope of the guidance includes all local authority, grant-aided and independent schools. 12 215
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5. Response to Consultation 5.1. A working group comprising the following representatives was established to discuss and compile a response to the consultation:- Quality Improvement Officer (Inclusive Education Service) Depute Principal Psychologist (Educational Psychology Service) Senior Educational Psychologist (Educational Psychology Service) Head Teacher (ASN secondary school) Depute Head Teacher (ASN school) Depute Head Teacher (ASN Base) Principal Teacher (ASN Base) The response is attached as Appendix 1. 5.2 The Scottish Government will produce a report of the consultation responses and, with the Physical Intervention Working Group, will agree any changes to be made to the guidance prior to its final publication later in the year. A full consultation report, outlining actions taken, will be published on the Scottish Government website. 5.3 Education Resources will monitor progress of the outcomes of the consultation and will take steps to ensure implementation of the final guidance across all schools. 6. Employee Implications 6.1. There are no staffing implications. 7. Financial Implications 7.1. There are no financial implications. 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no climate change, sustainability or environmental implications arising from this report. 9. Other Implications 9.1. Following conclusion of the consultation and publication of the final guidance, there will be implications for staff training, awareness raising, monitoring, reporting and recording in respect of Included, engaged and involved part 3: A relationship and rights-based approach to physical intervention in Scottish schools. Responsibility for this area lies within the remit of the Inclusive Education Service, Education Resources. 10. Equality Impact Assessment and Consultation Arrangements 10.1. This report does not introduce a new policy, function or strategy or recommend a change to existing policy, function or strategy and, therefore, no impact assessment is required. 10.2 Consultation has taken place with an appropriately representative group of staff. Tony McDaid Executive Director (Education Resources) 26 October 2022 216
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Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None List of Background Papers Scottish government Consultation: Included, engaged and involved part 3. Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Anne Donaldson, Head of Education (Inclusion) Ext: 4452 (Tel: 01698 45445) E-mail: anne.donaldson@southlanarkshire.gov.uk 217
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Response ID ANON-FC52-NM2Z-Q Submitted to Physical intervention in schools’ guidance consultation Submitted on 2022-10-21 15:30:23 Context Questions 1 Do you think the guidance is easy to understand? Yes Please provide details: We feel that overall, the document is easy to understand. It is laid out well and the chapter headings are clear. Each section being laid out the same way which is very helpful and the inclusion of safeguards under each area of physical intervention also highlights the need to think carefully about each practice. Staff working in schools commented that the definitions were very helpful and would help ensure consistency of terminology in everyday practice. Some practitioners commented that the document could be improved by having the list of definitions at the start and on a one- page table so that they can be compared for quick and easy reference. A copy of the conflict/crisis cycle diagram would also be helpful in the Prevention Chapter. The Easy Read version is a welcome addition for pupils and parents. Staff working with children with complex needs spoke about the possibility of creating a board-maker version or making other AAC adaptations for pupils. The Flowchart in Annex d is very useful and a number of staff commented that they would refer to this on a regular basis. 2 The guidance includes definitions of practices in the ‘physical intervention’ section (pages 14-25). Please review these. Are these clear? No Please provide details: The definitions of practices are mainly clear, and it is helpful to see clearly that the term physical intervention refers to a range of practices and not just restraint. In the section on mechanical restraint, we would like it to be made clearer that some practices can be misused and that practices in schools should be reviewed. Following publication of the guidance it will be necessary to review staff training and development to make sure this is clear. Could this be included in the skilled or enhanced section of the PL Framework for Pupil Support Staff. One area of concern raised here is the phrase Staff Led withdrawal: ” Leading a child or young person away from a situation which they are finding challenging to a place where they have a better chance of regulating their emotions and behaviour. The child or young person is not prevented from leaving the space they are moved to.” This definition and the guidance underneath are not very clear whether this practice refers to staff directing pupils verbally or with gestures or physically leading away. In section 50 it is described as a member of staff asking a child or young person to move to another space and in section 70 as leading a child away. These are two different things. If staff are physically walking a child – for example in a guided walk or secure guide (part of several crisis management programmes) then this should come under restraint. This section then goes on to say if done without pupil consent it should be done to avert immediate danger. This suggests that staff have physically intervened. We feel that this section lacks the clarity of the rest of the document and may give some staff the idea children can be led away. It fails to emphasise that physically moving a child can result in high risk of injury and that if a child resists/deadweights etc then the move has to stop—this would be covered in all programmes which include physical intervention. School staff also highlighted the difficulties in obtaining consent from non-verbal pupils or pupils with limited verbal communication. If this is referring to physically leading a child away, then it should come under restraint. Some school staff pointed out that redirecting a pupil away from a stimulus either in the classroom or playground was a regular everyday occurrence and were not sure it should be Appendix 1 12 219
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included in this document. Seclusion We would like to see clearer language in this section referring to doors which are fobbed or have high handles. It is still common practice for staff to withdraw from these rooms leaving a child alone without realising the implications of what they are doing. We would like this added to the list of safeguards. Time Out “The act of removing a child or young person from a space, or ending their participation in an activity, to disincentivise, and ultimately stop, an ‘undesirable’ behaviour from occurring.” This definition was generally not recognised by the staff in schools who contributed to this consultation, particularly as a procedure to modify behaviour. It appears the phrase time out is used in a variety of different ways in school and is often pupil led withdrawal. Some were concerned that the definition here is solely negative and the phrase ‘undesirable behaviour’ contradicts the terminology of distressed behaviour/all behaviour is communication in the rest of the document. There was recognition that many children with autism in particular benefitted from having the option of working alone, or in a quieter area. It was common everyday practice to observe a child beginning to show signs of distress and remove them from particular stimulus/environment. The terms pupil led withdrawal and staff led withdrawal would cover this and the inclusion of time out is superfluous and confusing. 3 In addition to the safeguards (protections) to ensure lawful practice and protect the wellbeing of children and young people and staff listed in the ‘physical intervention’ section (pages 14-25), are there any other safeguards (protections) that should be included? Yes Please provide details: All staff agreed the safeguarding section was very useful under the definitions. Comments were that it was not always possible for a witness to be present owing to staffing levels/absence in schools. In addition, it is not always possible. The document mentions that all restraints in Residential establishments are reported to the Care Inspectorate, and it may be useful to consider if Education Scotland or another body could perform that role for education to ensure the same level of scrutiny. At the moment restraints are reported and collated centrally by Local Authority but in the interests of transparency an external, independent monitoring body should be considered. As mentioned above, clear reference to rooms where doors are fobbed/high handles as being features of rooms used for seclusion. 4 In addition to the types of restraint in the ‘physical intervention’ section (pages 16-25), are there any other restraints used in schools that should be included in the guidance? No Please provide details: All types of restraint are considered. There was nothing left out. It was felt the term mechanical restraints and the examples were enough to promote staff reflection the use of equipment which may contain a restrictive element. 5 Are there any changes you would make to the recording, monitoring, and reporting advice on pages 28 to 31? Yes Please provide details: This section was considered comprehensive and in line with current Local Authority Procedure. However, the suggestion that schools report each incident to the Local Authority within 2 days was not considered realistic. At the moment schools provide termly returns which are analysed 220
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and support offered. It was noted that the school handbook and website could be used more often to communicate this information with parents. The use of debrief was highlighted as being particularly worthwhile and some staff development on this would be welcomed. 6 Are there any changes you would make to the roles and responsibilities summary on page 47? Yes Please provide details: We felt this section was adequate and could be the basis for a charter for schools where physical intervention is required. It may be worth clarifying Local Authorities responsibilities to children placed in grant-aided/independent schools, particularly on day placements where social work may not be the lead agency. There is inconsistency in reporting arrangements and how Local authorities are notified about restraints/critical incidents. 7 Is there anything you would add to help people use this guidance in schools? Yes Please provide details: We feel that the document is very welcome and much needed. A big improvement on the previous short paragraph in Included, Engaged, Involved Part 2. The focus on relationships and rights was helpful in emphasising preventative approaches that all schools should have in place. However, at a time when the needs of young people are becoming more complex the support from other agencies has reduced. Since covid many schools feel the support from Health has been more difficult to access. Camhs are now a tier 3 service so no longer have a role in early intervention and prevention. Education staff feel that more support from health professionals, particularly speech and language would assist with analysis of children’s’ communication profile so escalation could be avoided. The document will ensure that any policies on physical intervention at local authority and school level are reviewed to ensure that they incorporate UNCRC. The guidelines are clearly linked to other guidance and legislation-Girfec, ASL Code of Practice Presumption of mainstream which helps ensure that the approach to managing distressed behaviour is embedded in childrens’ individual planning after the assessment tools in the National Practice Model. However, although this is helpful: Contributors for SLC felt it important to point out that this document should not be regarded as practice guidance and more emphasis should be placed on ensuring that any training programmes developed either by Local Authorities or other providers which contain a restrictive intervention should be RRN accredited, and establishments need to ensure compliance with training programmes in terms of implementation, refresher training etc. It would be helpful to have this information at the start of the section on restraint, instead of near the end-under professional learning. There could be more focus on staff wellbeing-this could merit a heading in itself. There is an acknowledgment that in some environments there may be ongoing risk of harm and there is a short paragraph tucked away in the professional learning section which mentions staff remaining emotionally resilient, however this could be expanded on how to support members of staff who are involved in managing violent or challenging incidents. There should be an awareness of the need to provide a safe space for staff reflection. Section 55 mentions recording pupil led withdrawal in a Co-ordinated Support Plan. However, as this only needs to be reviewed every 12 months, most people felt that preventative and de-escalation strategies were much better being recorded in the child’s additional support plan/behavioural support plan (terminology will vary between L.A.s) as this is a dynamic document which can be regularly reviewed and updated. There are many references to the role of Educational Psychology, although their role differs between local authorities, and they are not necessarily involved with detailed planning for individual children. Other professionals should also be mentioned. There is no reference to Camhs Learning Disability Team which can provide helpful insights into a child’s behaviour. 221
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There should be a link to the Circle Framework https://education.gov.scot/improvement/learning-resources/circle-resource-to-support- inclusive-learning-and-collabo Some worked examples/case studies would be useful. The HM Government Document Reducing the Need for Restraint and Restrictive Intervention has some good examples. These could be re-worked for a Scottish Context. 8 Are there any other changes you would make to the guidance? No Please provide details: We have highlighted all changes we feel should be made. About you 9 What is your name? Karen Reilly 10 What is your email address? Email: karen.reilly@southlanarkshire.gov.uk 11 Are you responding as an individual or an organisation? Organisation 12 What is your organisation? Organisation: South Lanarkshire Council 13 The Scottish Government would like your permission to publish your consultation response. Please indicate your publishing preference: Publish response with name 14 We will share your response internally with other Scottish Government policy teams who may be addressing the issues you discuss. They may wish to contact you again in the future, but we require your permission to do so. Are you content for Scottish Government to contact you again in relation to this consultation exercise? Yes 15 I confirm that I have read the privacy policy and consent to the data I provide being used as set out in the policy. I consent Evaluation 16 Please help us improve our consultations by answering the questions below. (Responses to the evaluation will not be published.) Matrix 1 - How satisfied were you with this consultation: Very satisfied Please enter comments here.: Matrix 1 - How would you rate your satisfaction with using this platform (Citizen Space) to respond to this consultation: Very satisfied Please enter comments here.: 222
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Response ID ANON-FC52-NM2Z-Q Submitted to Physical intervention in schools’ guidance consultation Submitted on 2022-10-21 15:30:23 Context Questions 1 Do you think the guidance is easy to understand? Yes Please provide details: We feel that overall, the document is easy to understand. It is laid out well and the chapter headings are clear. Each section being laid out the same way which is very helpful and the inclusion of safeguards under each area of physical intervention also highlights the need to think carefully about each practice. Staff working in schools commented that the definitions were very helpful and would help ensure consistency of terminology in everyday practice. Some practitioners commented that the document could be improved by having the list of definitions at the start and on a one- page table so that they can be compared for quick and easy reference. A copy of the conflict/crisis cycle diagram would also be helpful in the Prevention Chapter. The Easy Read version is a welcome addition for pupils and parents. Staff working with children with complex needs spoke about the possibility of creating a board-maker version or making other AAC adaptations for pupils. The Flowchart in Annex d is very useful and a number of staff commented that they would refer to this on a regular basis. 2 The guidance includes definitions of practices in the ‘physical intervention’ section (pages 14-25). Please review these. Are these clear? No Please provide details: The definitions of practices are mainly clear, and it is helpful to see clearly that the term physical intervention refers to a range of practices and not just restraint. In the section on mechanical restraint, we would like it to be made clearer that some practices can be misused and that practices in schools should be reviewed. Following publication of the guidance it will be necessary to review staff training and development to make sure this is clear. Could this be included in the skilled or enhanced section of the PL Framework for Pupil Support Staff. One area of concern raised here is the phrase Staff Led withdrawal: ” Leading a child or young person away from a situation which they are finding challenging to a place where they have a better chance of regulating their emotions and behaviour. The child or young person is not prevented from leaving the space they are moved to.” This definition and the guidance underneath are not very clear whether this practice refers to staff directing pupils verbally or with gestures or physically leading away. In section 50 it is described as a member of staff asking a child or young person to move to another space and in section 70 as leading a child away. These are two different things. If staff are physically walking a child – for example in a guided walk or secure guide (part of several crisis management programmes) then this should come under restraint. This section then goes on to say if done without pupil consent it should be done to avert immediate danger. This suggests that staff have physically intervened. We feel that this section lacks the clarity of the rest of the document and may give some staff the idea children can be led away. It fails to emphasise that physically moving a child can result in high risk of injury and that if a child resists/deadweights etc then the move has to stop—this would be covered in all programmes which include physical intervention. School staff also highlighted the difficulties in obtaining consent from non-verbal pupils or pupils with limited verbal communication. If this is referring to physically leading a child away, then it should come under restraint. Some school staff pointed out that redirecting a pupil away from a stimulus either in the classroom or playground was a regular everyday occurrence and were not sure it should be Appendix 1 12 223
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included in this document. Seclusion We would like to see clearer language in this section referring to doors which are fobbed or have high handles. It is still common practice for staff to withdraw from these rooms leaving a child alone without realising the implications of what they are doing. We would like this added to the list of safeguards. Time Out “The act of removing a child or young person from a space, or ending their participation in an activity, to disincentivise, and ultimately stop, an ‘undesirable’ behaviour from occurring.” This definition was generally not recognised by the staff in schools who contributed to this consultation, particularly as a procedure to modify behaviour. It appears the phrase time out is used in a variety of different ways in school and is often pupil led withdrawal. Some were concerned that the definition here is solely negative and the phrase ‘undesirable behaviour’ contradicts the terminology of distressed behaviour/all behaviour is communication in the rest of the document. There was recognition that many children with autism in particular benefitted from having the option of working alone, or in a quieter area. It was common everyday practice to observe a child beginning to show signs of distress and remove them from particular stimulus/environment. The terms pupil led withdrawal and staff led withdrawal would cover this and the inclusion of time out is superfluous and confusing. 3 In addition to the safeguards (protections) to ensure lawful practice and protect the wellbeing of children and young people and staff listed in the ‘physical intervention’ section (pages 14-25), are there any other safeguards (protections) that should be included? Yes Please provide details: All staff agreed the safeguarding section was very useful under the definitions. Comments were that it was not always possible for a witness to be present owing to staffing levels/absence in schools. In addition, it is not always possible. The document mentions that all restraints in Residential establishments are reported to the Care Inspectorate, and it may be useful to consider if Education Scotland or another body could perform that role for education to ensure the same level of scrutiny. At the moment restraints are reported and collated centrally by Local Authority but in the interests of transparency an external, independent monitoring body should be considered. As mentioned above, clear reference to rooms where doors are fobbed/high handles as being features of rooms used for seclusion. 4 In addition to the types of restraint in the ‘physical intervention’ section (pages 16-25), are there any other restraints used in schools that should be included in the guidance? No Please provide details: All types of restraint are considered. There was nothing left out. It was felt the term mechanical restraints and the examples were enough to promote staff reflection the use of equipment which may contain a restrictive element. 5 Are there any changes you would make to the recording, monitoring, and reporting advice on pages 28 to 31? Yes Please provide details: This section was considered comprehensive and in line with current Local Authority Procedure. However, the suggestion that schools report each incident to the Local Authority within 2 days was not considered realistic. At the moment schools provide termly returns which are analysed 224
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and support offered. It was noted that the school handbook and website could be used more often to communicate this information with parents. The use of debrief was highlighted as being particularly worthwhile and some staff development on this would be welcomed. 6 Are there any changes you would make to the roles and responsibilities summary on page 47? Yes Please provide details: We felt this section was adequate and could be the basis for a charter for schools where physical intervention is required. It may be worth clarifying Local Authorities responsibilities to children placed in grant-aided/independent schools, particularly on day placements where social work may not be the lead agency. There is inconsistency in reporting arrangements and how Local authorities are notified about restraints/critical incidents. 7 Is there anything you would add to help people use this guidance in schools? Yes Please provide details: We feel that the document is very welcome and much needed. A big improvement on the previous short paragraph in Included, Engaged, Involved Part 2. The focus on relationships and rights was helpful in emphasising preventative approaches that all schools should have in place. However, at a time when the needs of young people are becoming more complex the support from other agencies has reduced. Since covid many schools feel the support from Health has been more difficult to access. Camhs are now a tier 3 service so no longer have a role in early intervention and prevention. Education staff feel that more support from health professionals, particularly speech and language would assist with analysis of children’s’ communication profile so escalation could be avoided. The document will ensure that any policies on physical intervention at local authority and school level are reviewed to ensure that they incorporate UNCRC. The guidelines are clearly linked to other guidance and legislation-Girfec, ASL Code of Practice Presumption of mainstream which helps ensure that the approach to managing distressed behaviour is embedded in childrens’ individual planning after the assessment tools in the National Practice Model. However, although this is helpful: Contributors for SLC felt it important to point out that this document should not be regarded as practice guidance and more emphasis should be placed on ensuring that any training programmes developed either by Local Authorities or other providers which contain a restrictive intervention should be RRN accredited, and establishments need to ensure compliance with training programmes in terms of implementation, refresher training etc. It would be helpful to have this information at the start of the section on restraint, instead of near the end-under professional learning. There could be more focus on staff wellbeing-this could merit a heading in itself. There is an acknowledgment that in some environments there may be ongoing risk of harm and there is a short paragraph tucked away in the professional learning section which mentions staff remaining emotionally resilient, however this could be expanded on how to support members of staff who are involved in managing violent or challenging incidents. There should be an awareness of the need to provide a safe space for staff reflection. Section 55 mentions recording pupil led withdrawal in a Co-ordinated Support Plan. However, as this only needs to be reviewed every 12 months, most people felt that preventative and de-escalation strategies were much better being recorded in the child’s additional support plan/behavioural support plan (terminology will vary between L.A.s) as this is a dynamic document which can be regularly reviewed and updated. There are many references to the role of Educational Psychology, although their role differs between local authorities, and they are not necessarily involved with detailed planning for individual children. Other professionals should also be mentioned. There is no reference to Camhs Learning Disability Team which can provide helpful insights into a child’s behaviour. 225
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There should be a link to the Circle Framework https://education.gov.scot/improvement/learning-resources/circle-resource-to-support- inclusive-learning-and-collabo Some worked examples/case studies would be useful. The HM Government Document Reducing the Need for Restraint and Restrictive Intervention has some good examples. These could be re-worked for a Scottish Context. 8 Are there any other changes you would make to the guidance? No Please provide details: We have highlighted all changes we feel should be made. About you 9 What is your name? Karen Reilly 10 What is your email address? Email: karen.reilly@southlanarkshire.gov.uk 11 Are you responding as an individual or an organisation? Organisation 12 What is your organisation? Organisation: South Lanarkshire Council 13 The Scottish Government would like your permission to publish your consultation response. Please indicate your publishing preference: Publish response with name 14 We will share your response internally with other Scottish Government policy teams who may be addressing the issues you discuss. They may wish to contact you again in the future, but we require your permission to do so. Are you content for Scottish Government to contact you again in relation to this consultation exercise? Yes 15 I confirm that I have read the privacy policy and consent to the data I provide being used as set out in the policy. I consent Evaluation 16 Please help us improve our consultations by answering the questions below. (Responses to the evaluation will not be published.) Matrix 1 - How satisfied were you with this consultation: Very satisfied Please enter comments here.: Matrix 1 - How would you rate your satisfaction with using this platform (Citizen Space) to respond to this consultation: Very satisfied Please enter comments here.: 226
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Education Resources) Subject: Youth Voice Update 1. Purpose of Report 1.1. The purpose of the report is to:- provide an update on the successful engagement of young people in developing their democratic literacy and enabling their voice to improve services and the lives of communities 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) to note the breadth and scale of engagement; (2) to note the impact on democratic literacy and the voice of young people; and (3) to note the continuing support the development of democratic literacy and enablement of youth voice in South Lanarkshire. 3. Background 3.1. South Lanarkshire has a very good record of receiving national recognition for its youth engagement and processes for developing democratic literacy. Recognition has come through Her Majesty’s Inspectorate of Education reports, the Care Commission’s report, the Scottish Youth Parliament and the National Youth Work Managers group. 3.2. Continued success was also achieved through the increase in voter turnout for the Scottish Youth Parliament elections in November 2021 with over 8,000 young people casting their ballots to elect 9 young people to represent their views and concerns. 3.3. This report provides an update on the work and engagement that has taken place since April 2022. 4. South Lanarkshire Youth Council 4.1. Made up of young people aged 12 to 25, members of South Lanarkshire Youth Council continue to ensure that the views of South Lanarkshire young people are fully represented. Opportunities through the Youth Council help to remove barriers and encourage young people to participate fully, and air their views. 13 227
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4.2. Since April 2022, members of the South Lanarkshire Youth Council have:- completed induction training for new members which included sessions on Committee skills, minutes taking, chairing a meeting, engaging with elected members and structure of youth services across the Council elected the new South Lanarkshire Youth Council board (chair, vice chair, social media officers, inclusion and diversity officer, and events officer) liaised with Members of the Scottish Youth Parliament to ensure national issues have a platform for change continued to work with young people from across the authorities within the membership of the West Partnership – currently reviewing how Personal and Social Education is delivered in schools with a focus on “youth rights” to be added to curriculum continued to consult with secondary school pupils – a recent issue that has arisen is the cost, portion size and calorific value of school meals. This issue resulted in a meeting with Community and Enterprise Resources to gain a better understanding of the school meals process and to help inform pupils and allay concerns. Further engagement to help plan menus within schools/establishments is also planned begun discussion with Housing and Technical Resources to establish a Youth Housing Forum across South Lanarkshire to improve understanding of the housing needs of the future and the current challenges facing young people entering the housing market or establishing their first tenancy engaged with South Lanarkshire Council Education Resources Psychological Services in the review of community based mental health services for young people, the promotion and understanding of ‘Kooth’ as an integral component of South Lanarkshire’s mental health and wellbeing provision, and the planning of a Youth Health and Wellbeing event “Lets Connect” in February 2023 engaged with Voluntary Action South Lanarkshire (VASLan) to explore Building and Celebrating Communities, and potential youth funding to support development at local levels actively planned the launch of Youth Strategy 2022 – 2025 to take place in December 2022. The event will see the celebration of achievements against the existing 5 Key Priorities and the introduction of the new 5 Key Priorities of:- Health and Wellbeing Youth Friendly Services Learning and Working Youth Rights Environment met monthly at both Board level and local area levels to discuss local and council wide issues and agree how best to take these forward, including inviting relevant officers to Board meetings when appropriate engaged regularly on social media sites to consult, inform and engage with young people across South Lanarkshire worked in partnership with local Youth representative bodies in North Lanarkshire and Glasgow City Council to explore youth issues initiated pupil council engagement to strengthen links to pupil council chairs and school support teachers to allow members to consult, inform and support local and national issues on a more consistent basis supported Haggeye to plan the hosting of an Accessible Voting event at Uddingston Grammar on 16 November 2022 228
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4.3. Active recruitment of new members of South Lanarkshire Youth Council is a continuous process. Most recently, this has seen an increase in the membership in the East Kilbride area with 8 new members, ahead of new members joining in other geographical areas. 5. Scottish Youth Parliament 5.1. 9 young people represent their constituency members at a national level. Of the current 9, 1 is a returning Member of the Scottish Youth Parliament for a second term. Elected in November 2021, the elected members serve 2 years before election takes place again. Members can only stand for a total of 4 years of service within the Scottish Youth Parliament, either as a block of 4 years (if successfully re-elected) or as separate blocks of 2 years with a break between them. 5.2. The 9 members of the Scottish Youth Parliament and their constituency areas are:- Bethany Ivison – Clydesdale Mitchell Frame – Clydesdale Jack Donaghy – East Kilbride Lennon Boyle – East Kilbride Brooke Carracher – Hamilton, Larkhall and Stonehouse Jude Tennyson – Hamilton, Larkhall and Stonehouse Crisantos Bonaba Ike – Rutherglen (also Chair of South Lanarkshire Youth Council) Rachel Campbell – Rutherglen Andrew Stronach – Uddingston and Bellshill All 9 members are also members of South Lanarkshire Youth Council as, in order to stand for election, a person has to be a member of a recognised youth engagement body which is in South Lanarkshire, this is the South Lanarkshire Youth Council. 5.3. Members of the Scottish Youth Parliament have actively lobbied on behalf of their constituencies nationally and represented young people on national working groups. Below are examples of South Lanarkshire’s members representing youth issues, young people across Scotland, and their constituents:- Race Equality and Anti-Racism in Education Programme (REAREP) – Contributed to discussions about how the curriculum for excellence needs to be an anti-racist curriculum, representing the voices of young Black people and young people of colour within the education system. Some of the key issues covered were that educators need to be given more training when it comes to tackling discrimination in the classroom, as well as coming up with key principles for young people, as well as educators. This work continues with representation on the REAREP Programme Board The Rise Project - a youth-led campaign that was created because of the success of a motion presented by Crisantos Bonaba Ike and Victory (former MSYP for East Kilbride) at the 73rd Scottish Youth Parliament sitting. This campaign advocates for the reform of the Scottish Curriculum and the upliftment of the successes of BAME young people. Crisantos is keen to revisit this campaign considering the work of the Race Equality and Anti-Racism in Education Programme Our Minds, Our Future (OMOF) project - The 'Our minds our future' project focused on creating several key recommendations for community mental health 229
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services in Scotland. Our Minds Our Future in Scotland calls on decision-makers and service providers to take a human rights-based approach to the design and delivery of community-based mental health services for young people. A human rights-based approach is important because it will ensure services are available, accessible, acceptable, and of good quality. South Lanarkshire MSYP have worked with other young people across the country to create key recommendations and facilitate workshops with professionals and practitioners Joint Members Motion – 4 Day Working Week – Jude Tennyson with other MSYPs from outwith South Lanarkshire, successfully presented a Members Motion arguing for the implementation of a 4 Day Working Week for its benefits both for the employee and the employer. The transcript of the motion is attached as Appendix 1 5.4. The 9 members continue to represent their peers and act as inspirations for other young people aspiring to represent at both a local and national level. 6. Employee Implications 6.1. None 7. Financial Implications 7.1. None 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no climate change, sustainability or environmental implications in terms of the recommendations in this report. 9. Other Implications 9.1. There are no risk implications in terms of the recommendations in this report. 10. Equality Impact Assessment and Consultation Arrangements 10.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function of strategy and, therefore, no impact assessment is required. 10.2. Consultation will be carried out with all appropriate stakeholders including children, young people, families, staff and partners, to ensure that needs are identified and met Tony McDaid Executive Director (Education Resources) 24 September 2022 Link(s) to Council Values/Priorities/Outcomes Education and Learning Previous References None List of Background Papers None 230
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Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Anne Donaldson, Head of Education (Inclusion) Ext: 4452 (Tel: 01698 454452) E-mail anne.donaldson@southlanarkshire.gov.uk 231
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Appendix 1 – Jude Tennyson’s Joint Members Motion (passed) The 4 DWW is a reduced hour working model that seeks to reform the workplace to maximize worker productivity in relation to hours worked. If workers are given a shorter work period, they are less likely to become worn out and spend work hours being unproductive. From and employers’ perspective this makes perfect sense. Research (1) has proven time and time again that when working 8 hours a day in a 5-day work week, employees are at their most productive for only around 2.5-3 hours and generally unproductive for around 5. A Four-day WW would seek to solve this by retaining the same income for employees but only having them work a day less, in theory it’s a simple solution – give people more free time and they’ll return to work with increased drive as they crave less free time. The invention of the 5-day work week was thought of as radical at the time but now we see it as the standard, why wouldn’t we get two days off a week? If you worked every day obviously you wouldn’t be in the mind-set to maintain a high work ethic, if you keep this in mind the idea of a further reduced work week sounds less radical and more practical. The truth is that the UK is behind the rest of its neighbours when it comes to both workers’ rights and modernisation in the workplace. In France the 35-hour work week is commonplace, and Finland is already making major shifts towards the 4-day model. Recently calls have been made from major groups representing workers, such as the Trade Union Congress (2), calling for this model to be considered, as now more than ever people feel the need for less time being cogs spun for profit. We ask you to support this motion as in Scotland, this can be the future, Social Security Scotland recently trialled the idea and saw increase in productivity and positive employee mental health. Additionally, recent trade union negotiations between PCS and ScotGov have led to the permanent move to this model being laid on the table as a possible solution to complaints over stagnant wages. On top of this, the recent Programme for Government, laid out by the FM last month saw ScotGov commit to funding a fully-fledged four-day work week trial in Scotland, and not too long ago did Glasgow City council also commit to running trials after the evidence shows this model to make sense in improving productivity and work-life balance for employees. In other parts of the UK, this also stands true, in Wales a four-day week at full pay would promote healthier work-life balance and increased productivity, as well as creating nearly 38,000 jobs and reducing the country's carbon footprint. A new report (3) published by Wales's future generations commissioner Sophie Howe. Howe, who was tasked with focusing on sustainable development and the long-term impact of policymaking by the Welsh Government in 2016, said COVID-19's impact on employment and mental health meant it was the perfect time to try an alternative way of working. 232
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Education Resources) Subject: Update of the Education Resources Risk Register and Risk Control Plan 1. Purpose of Report 1.1. The purpose of the report is to: -[ present an update on the Risk Register and Risk Control actions for Education Resources 2. Recommendation(s) 2.1. The Education Resources Committee is asked to approve the following recommendation(s): - (1) that the contents of the Resource Risk Register are noted (2) that it be noted that the outstanding Risk Control Actions will be progressed by relevant officers 3. Background 3.1. The Council’s Risk Management Strategy promotes consideration of risk in service delivery, planning and decision-making processes. The Strategy requires Resources to record and review risks and control actions regularly. Education Resources follow the guidance in developing, monitoring, and updating the risk register on an ongoing basis. 3.2. The purpose of the register is to ensure that the Resource is fully aware of its top risks; that these risks are prioritised; and that controls are in place to eliminate or minimise the impact of the risks. 3.3. The Resource scores risks in accordance with the Council scoring mechanism, based on likelihood and impact. This results in risks being scored between 1 and 25 (low – very high). 3.4. Risks are scored on their inherent score (risk if we do nothing) and their residual risk (risk after applying controls). The Council’s scoring matrix is attached at Appendix 1. 3.5. The last update of the Education Resources Risk Register was reported to the Education Resources Committee in November 2021. 3.6. The Resources top risk register and risk control plan has been reviewed. This work was completed in August 2022. 14 233
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3.7. The Central Risk Management team annually reviews Resource compliance with the Risk Management Strategy. The outcome of the 2021/22 review identified that Education Resources achieved 100% compliance, scoring 45 out of a possible 45. 4. Resource Risk Management 4.1. Each Resource has a Resource Risk Management Group which has responsibility for the promotion and management of risk. 4.2. The Education Resources Risk Management Group continues to meet on a quarterly basis as part of the Resource Health and Safety Partnership Working Group. 4.3. The work of the group over the last year has focused on the review and update of the Resource Risk Register and ensuring that the register reflected the Council Plan and individual Service Plans. 5. Risk Register 5.1. Work has been completed by the Resource Risk Group to finalise the review of the Resource Risk Register. The update gave consideration to risks at a Service level, as well as strategic Council risks. 5.2. The Resource Risk Register will be monitored on an ongoing basis to allow new risks to be added and for the control measures and scores of the existing risks to be reviewed in light of new information. 5.3. Risks can result from internal or external influences, with examples being the impact of projected funding cuts, legislative changes, or the impact of internal service changes. 5.4. The development process for the Resource Plan requires a risk assessment process to be undertaken, as appropriate, resulting in some actions within the Resource Plan having a corresponding risk identified within the risk register. 5.5. The main changes to the risk register are summarised below:- the following new risks have been added:- the Council is unable to support households significantly impacted by the cost-of-living crisis, resulting in increasing levels of poverty, debt, and damage to health disruption to Council services as a result of industrial action the ‘EU Exit’ risk is no longer considered a significant issue for the Resource the risk description on ‘Funding’ has been updated, to reflect the level of Government grant received, inflationary increases, rising energy costs, reduced income (cost-of-living crisis) and greater pressure on Council budgets the ‘pandemic’ risk description has been refocused to consider potential future events and residual effects of the current pandemic being managed at Resource level. The residual risk score has been reduced from 16 to 12 the ‘procurement’ risk has been updated to reflect supply chain issues. The risk score has increased accordingly from 9 to 12 the ‘lack of capacity and skills’ risk has been updated noting difficulties with the recruitment and retention of staff 234
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5.6. Risks scored 15 to 25 are considered to be very high risks and risks scored 8 to 12 are considered to be high risks. Very high and high risks are monitored closely. The top risks identified for the Resource, that is those that are residually scored as being very high and high, are attached at Appendix 2. 5.7. Appendix 3 provides a comparison of risk scores for 2021 and 2022. This appendix also details changes in risk descriptions. 5.8. Risks evaluated residually as being medium or low risk will continue to be monitored to ensure that they are adequately managed. 5.9. The Committee is asked to note the contents of the Resource Risk Register. 6. Insurance Hotspots 6.1. Following the completion of claims analysis reports by insurers, various areas of work have been identified to mitigate insured losses. Those which include Education Resources include:- Property A property insurer survey programme to be agreed and implemented Motor Following the development and launch of a ‘Challenging Driver Behaviour’ learn online course for managers this year, a review to be undertaken on the uptake and steps taken to ensure that all managers with responsibilities for driving at work complete the course Development and roll of the same ‘Challenging Driver Behaviour’ learn online course for all drivers Following the update and roll out of motor insurance procedures this year, managers have been asked, through a more detailed post incident interview process, to establish the root cause of motor accidents and identification of support/corrective action, where required. Continued support and monitoring of this process via the Drivers’ Safety Group Continued factfinding investigations into accidents, as per guidance, which forms part of the Council’s driving at work procedures Combined Liability Health and Safety review to be undertaken by the Council’s claims handlers, involving a range of properties 7. Scope and Appetite for Risk 7.1. The Council aims to be risk embracing, that is it will accept a tolerable level of risk in seeking service efficiencies and in agreeing control measures. 7.2. The level of risk facing the Council is measured both before (inherent risk) and after (residual risk) consideration of controls. The Council should never carry a very high residual risk exposure as this would indicate instability, but a low residual risk exposure should also be avoided as this indicates lack of innovation. 7.3. The Council’s universal risk tolerance levels were updated as part of the review of the risk management strategy last year, with the ideal risk profile defined as:- No more than 10 per cent of residual risks at a very high level No more than 15 per cent of residual risks at a high level Around 50 to 60 per cent of residual risks at a medium level No more than 30 per cent of residual risks at a low level 235
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7.4. Table 1 below shows the top risks heat map, i.e., it details the total number of risks for each individual residual risk score. Table 2 below notes the overall risk profile for the top risks. Table 1 – Education Resources Heat Map Likelihood 5 Almost Certain 1 4 Likely 1 2 3 Possible 4 4 2 Unlikely 1 1 Rare 1 Negligible 2 Minor 3 Moderate 4 Major 5 Catastrophic Impact Table 2 –Education Resources Risk Profile Risk Category Risk Rating Number of residual risks Percentage of residual risks 1 Very high 3 30 2 High 10 70 3 Medium 0 0 4 Low 0 0 7.5. It should be noted that whilst the profile shown in Table 2 appears outwith the ideal universal risk exposure defined by the Risk Management Strategy, the risks shown relate only to those at the highest level currently being faced by the Resource and do not include low risk numbers, the inclusion of which would bring the profile within that of the Council average. 7.6. Education Resources have ensured that all inherent risks scored at a very high and high level have well-informed, costed, practicable and necessary control measures in place and that a clear and workable strategy has been adopted. Where further control measures are required, these are included within the Resource risk control plan. 8. Risk Control Actions 8.1. Progress with completion of Resource Risk Control Actions is monitored monthly by the Central Risk Management team. This is also reviewed by the Resource Risk Group. There are no risk control actions for Education Resources due for delivery. 8.2. Any actions to mitigate risks within the Risk Control Plan will be progressed by the relevant officers within Education. 236
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9. Major Projects, Partnerships, or Change 9.1. Education Resources operate within several high-level partnerships including those in relation to school transport, early learning, and the school estate. 9.2. Appropriate risk management arrangements are in place for these high-level partnerships. 10. Next Steps 10.1. The Resource Risk Management Group will continue to meet on a quarterly basis. The risk register will be reviewed on an ongoing basis by the group to ensure that risks remain valid for the appropriate service areas and to identify new areas of risk that affect the Resource. An update report will be provided to Committee on an annual basis. 11. Employee Implications 11.1. Time will be required by the Resource Risk Management Group in the management of the Resource Risk Register and Risk Control Plan. 12. Financial Implications 12.1. There are no direct financial implications associated with the Resource’s top risks. There are a number of proposed risks which are classified under the heading of financial. Where this is the case, the appropriate controls and actions have been included in the risk control cards and progress will be monitored. 13. Climate Change, Sustainability and Environmental Implications 13.1. Sustainable development issues are included within the Council’s top risk register through being linked directly to the Council plan objective ‘make communities safer, stronger and sustainable’ and one of the 5 Education Resources priorities ‘Empower learners to shape and influence actions on climate change and sustainability’. 14. Other Implications 14.1. Failure to demonstrate that risk is actively considered and managed can not only lead to avoidable financial loss but could also affect delivery of services and could affect the Resource’s reputation. 15. Equality Impact Assessment and Consultation Arrangements 15.1. 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. Consultation on the content of this report has been undertaken with the Resource Management Team. Tony McDaid Executive Director (Education Resources) 20 October 2022 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships 237
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Previous References Education Resources Committee – 9 November 2021 List of Background Papers None Contact for Further Information If you would like to inspect background papers or want further information, please contact: - Lynn Sherry, Head of Education (Support Services and School Estate) Ext: 5620 (Tel: 01698 455620) E-mail: lynn.sherry@southlanarkshire.gov.uk 238
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Appendix 1 – Risk scoring matrix and likelihood and impact definitions Likelihood Score 1 2 3 4 5 Description Rare Unlikely Possible Likely Almost certain Likelihood of occurrence 1 in 10 years 1 in 3 years 1 in 2 years Annually Monthly Probability of occurrence The event may occur in certain circumstances The event could occur The event may occur The event will probably occur The event is expected to occur or occurs regularly Impact Reputation Financial Service delivery/ Time to recover Compliance Safety 1 Negligible Public concern restricted to local complaints <£50,000 per annum No impact to service quality; limited disruption to operations. No external interest Minor injury – no lost time 2 Minor Minor adverse local/public/me dia attention and complaints £50,000- £250,000 per annum Minor impact to service quality; minor service standards are not met; short term Very minor attention from legislative /regulatory body Minor injury – resulting in lost time 3 Moderate Adverse national media Public attention £250,000 to £500,000 per annum Significant fall in service quality; major partnership relationships strained; serious disruption in service standards Short-term attention from legislative/ regulatory body Major injury or ill health resulting in lost time 4 Major Serious negative national or regional criticism £500,000 to £1million per annum Major impact to service delivery; multiple service standards are not met; long term disruption to operations; multiple partnerships affected Medium-term attention from legislative/ regulatory body Fatality; Or injuries to several people 5 Catastrophic Prolonged international, regional, and national condemnation >£1million per annum Catastrophic fail in service quality and key service standards are not met; long term catastrophic interruption to operations; several major partnerships are affected National impact with rapid intervention of legislative/ regulatory body Multiple fatalities; Or injuries to large number of people The assessments for impact and likelihood combine to provide an overall inherent risk score on the scale of between 1 and 25, using the Council’s recognised risk matrix. 239
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Risk matrix Likelihood 5 Almost Certain 5 10 15 20 25 4 Likely 4 8 12 16 20 3 Possible 3 6 9 12 15 2 Unlikely 2 4 6 8 10 1 Rare 1 2 3 4 5 1 Negligible 2 Minor 3 Moderate 4 Major 5 Catastrophic Impact The risk score is calculated as follows: Likelihood score x Impact score = Risk Score 240
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Appendix 2 Education Resources Top Risk Register 2022/2023 - Very High and High Risks Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service 1. Reduction in available funding and income. Reduction in external funding and fees/income received by the Council, as well as the increased demand for services including the residual impact of the pandemic, and the increased cost of services due to rising inflation and the cost-of- living crisis, results in increasing budget gaps. The Council is seeing considerable increases in prices in terms of energy, fuel and food costs reflecting the global economic environment. These will have an impact on the current and future years’ Budget Strategy. This may also affect the level of service that the council can provide. Council Top Risk 25 ▪ Continuous financial monitoring will take place in line with good governance arrangements. ▪ Regular meetings with Corporate Finance and other colleagues assist in reviewing, monitoring and identifying solutions to help work towards a balanced budget. ▪ Senior Officers contribute to corporate efficiency groups and the Resource is represented on the Corporate Procurement Group. ▪ Review groups both within Education and cross Resource continue to look at more effective service delivery models linked to national frameworks and our strategic and operational plans. ▪ Support for inflationary levels for employee pay award, utilities and PPP contracts. 20 All 2. The Council is unable to support households significantly impacted by the cost-of-living crisis. Council Top Risk 25 ▪ The continuing rise in costs of living including fuel and energy will have both direct and indirect impacts and affect staff, families and communities. ▪ Working to contribute towards the actions contained within the Child Poverty Action Plan ▪ In the context of the Cost-of-Living Crisis, and in light of school policy statements on assisting with the ‘cost of the school day’, numerous initiatives are in place to support children and families including e.g. breakfast clubs, free school meal payments during holiday periods, support with other welfare payments, sanitary products, IT devices, internet access, recycling school clothing and other physical resources. 16 All 3. Disruption to council services as a result of industrial action Council Top Risk 20 ▪ Work with other Resources to maximise the use of available Council staff and target support to priority areas. Frequent and ongoing support for Headteachers and other managers in providing communications on up-to-date and consistent information for parents and learners. 16 All 241
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service 4. Failure to meet sustainable development and climate change objectives. Failure to meet local objectives will limit the Council's ability to meet organisational objectives. This can increase cost, damage reputation and affect health and wellbeing. Council Top Risk 20 ▪ Close working with other Resources to reduce energy usage and non- recyclable waste within educational establishments. ▪ Membership of the Council’s Climate Change and Sustainability Steering Group. ▪ Participation in Climate Literacy training for some Education Staff, to raise general awareness and promote the Climate Change Agenda to others. ▪ ‘Empower learners to shape and influence actions on climate change and sustainability’ is now one of Education Resources’ 5 key priorities. ▪ Facilitating children and young people to raise awareness and use their voice on the agenda of climate emergency, for example Youth Forum on Climate Change and Sustainability and Mini COP event for primary schools (COS1 October 2022). ▪ Seek to share experiences and knowledge with colleagues from the West Partnership. ▪ Working with schools on promoting the environmental aspects of the curriculum and encouraging pupil ownership of local targets. 12 Support Services / CQIS 5. The Council does not have the appropriate emergency / business continuity plans; contingency arrangements or partnership in place to respond to / or recover from a pandemic / endemic event. Council Top Risk 25 ▪ Contribute to corporate and business and continuity forums which provide a horizon scanning and scenario approach so that the impact on schools and services is duly considered. ▪ Strong links established with NHSL Public Health teams to mitigate and take actions associated with the pandemic and/or other health related matters. Pan Lanarkshire Tactical Group able to reconvene under the auspices of the Local Resilience Partnership in the event of Covid-19 or other pandemic scenarios. ▪ Regular liaison with all Headteachers and other stakeholders to provide up to date information on continuity planning, revised curriculum delivery and robust health and safety arrangements to minimise infection transmission in educational establishments including e.g., Risk Assessment, Safe Systems of Work, general health advice via health colleagues to support children, young people and staff, PPE provision, and CO2 monitoring. ▪ Specialist support and advice from Educational Psychologists for children, young people and employees. ▪ Frequent and ongoing support for Headteachers and other managers in providing communications on up-to-date and consistent information for parents and learners. 12 Support Services 242
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service ▪ Critical incident procedures are in place and the Management Team will be active in assessing the impact and liaising with the council’s business continuity adviser team who report to the CMT. ▪ Continued readiness of alternative service delivery models to be able to adapt to any further potential pandemic restrictions. ▪ Consider a range of approaches to deliver remote learning support if necessary. 6. Failure to improve educational achievement and attainment and meet the aims of the National Improvement Framework. Improvement in attainment particularly in literacy and numeracy, reducing the poverty related attainment gap, promoting health and wellbeing and improving positive school leaver destinations are priorities for all schools. The availability of resources, curricular changes, standards of leadership and wider socio-economic issues can affect levels of attainment and achievement. This applies also to adult literacy and numeracy initiatives as well as other community learning activities. 25 ▪ This is a national issue with schools and establishments taking forward priorities within the National Improvement Framework, (including using PEF and SEF funding) in order to raise attainment in literacy and numeracy, close the equity gap and provide more positive destinations. ▪ Continuous improvement remains an overarching aim of Education Resources with a current focus on health and wellbeing, continuity of learning during the pandemic and focus on recovery as we move forward post pandemic. ▪ Trend data is available for analysis. Positive strides have been made in enhancing analytic skills within schools. Progress is monitored continuously at primary and secondary levels and actions taken where required. 12 All 7. Failure to promote positive relationships and understand distressed behaviours. Failure to promote positive relationships and understand distressed behaviours can lead to continuing behaviours which can disrupt effective teaching and learning. It can affect school and individual performance, lower employee morale and divert resources from front line provision. This also links into the Council Top Risk Failure to ensure the health, safety and wellbeing of employees and the protection of service users and members of the public in the delivery of council services also detailed in number 13 below. 20 ▪ The 'Promoting Positive Relationships and Understanding Distressed Behaviour' Resource is now embedded across the Resource for all establishments and supported by a learn-online module providing CPD for all staff. Additional specialist intervention training is available where required. Established procedures for clear recording of incidents, including those reported as violent incidents are also in place along with additional supports for those employees affected by violence. ▪ Multi agency planning processes based on a staged intervention approach facilitate information sharing and robust assessment and planning responses. ▪ Continued use of anti-bullying guidance ‘Treat Me Well’ developed and launched in partnership with Respect Me, the national organisation for anti-bullying. ▪ Schools now using this as a basis when considering the introduction of a variety of supports such as peer mentors, mediation, health ambassadors and other initiatives to support the messages of anti- 12 Inclusion Services 243
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service Failure to proactively understand distressed behaviour and continue to seek positive strategies in relation to children and young people can lead to serious physical or psychological injury as well as creating barriers to learning, affecting Council reputation and increasing the risk of litigation. Extended lockdown or isolation periods may increase distressed behaviours on return to school. bullying, respect and the importance of positive mental health and wellbeing. Process for recording and monitoring of incidents in place. ▪ Pupil counselling services in place. ▪ Working group with Trade Union partners to consider issues and consider potential improvement to processes. ▪ Use of data gathered/research undertaken post lockdown to assist with issues arising post covid pandemic lockdown periods. ▪ Availability of training to support effective learning and teaching for children with additional support needs. 8. Procurement activity is affected by supply chain issues; a lack of resources; non- compliance or legal challenge. Failure to meet statutory procurement requirements can result in poor contract management, poor value for money, legal challenge and financial penalty Council Top Risk 25 ▪ Representation on the Corporate Procurement Review Groups. ▪ Regular meetings with procurement colleagues on issues arising and planning for contract requirements and contract renewals. ▪ Working with the Central Procurement Team to ensure effectively targeted PEF/SEF spend while still ensuring compliance. ▪ Regular interface meetings between Education and Procurement to allow sharing and resolving of issues and to ensure compliance. ▪ Significant project work on Education Services Procured Service Arrangement (PSA) involving cross Resource inputs. ▪ Working with other partners such as SPT to mitigate service delivery issues due to market conditions. 12 All 9. Decommissioning of a range of SEEMIS supported IT functions. Withdrawal of elements of the current SEEMIS suite of ICT support which currently contributes to the recording, managing and monitoring of data essential for service delivery, or development of new systems such as nursery admissions. 25 ▪ Dedicated Officer time to assist in fully identifying the elements of support being removed, project slippage and assessing the level of impact on service delivery. ▪ Consider adequate resourcing to support new developments, impact analysis of service requirements and levels of training rollout. ▪ Cross Resource working on risk mitigation. Work with other local authorities to gain shared solutions where possible, design in-house systems or purchase IT products. ▪ Learn from the impact analysis on previous IT projects such as cover teacher bookings, ASN transport planning and co-ordination, recording of certain pupil information, processing of supplier payments, temporary teacher payments, budgeting and commitment recording for financial management. 9 All 10. Information governance not subject to adequate control 20 ▪ Mandatory information governance training/GDPR. ▪ Information sharing protocols and data transfer procedures are in place. 9 All 244
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service ICT and other data rich processes in Education fail to meet service user, employee and legislative requirements. Failure to have an effective strategy and mechanisms in place to manage and protect the data we hold can increase the risk of fraud, theft, organised crime and cyber-attacks as well as leading to loss of trust with stakeholders and damage to the reputation of the Resource and Council. Failure to comply with legislative requirements associated with information governance and data management (including GDPR sharing data, systems failure, virus attack, loss of confidential or sensitive information, outdated equipment, inappropriate access, misuse of email and online protection) will have adverse consequences for the Council. Council Top Risk ▪ Operating Procedure providing guidance on the use of electronic devices. ▪ As part of the school ICT managed service contract, virus protect software is updated and downloaded regularly, and workstations and servers are also refreshed regularly. ▪ Appropriate Privacy Impact Assessments in place for all 3rd party apps in use within schools. ▪ Continued development of online systems for more effective data collection, analysis and secure storage and retrieval e.g., introduction of ParentPortal. 11. Failure to meet Child Protection and other care and wellbeing legislation. Failure to meet Child Protection requirements can result in significant harm to children and young people. Failure to provide appropriate levels of care and welfare within school can lead to harm, injury, isolation and create barriers to learning. Failure to progress a Healthy Lifestyle agenda can lead to poor eating habits, lack of exercise and poor health as well as challenging behaviours, disruption and poor engagement. Failure to manage nonattendance can result in increased risks for children, lower attainment and achievement, disengagement with key services, poor results for schools and damage to Council reputation. 25 ▪ Our Child Protection procedures are firmly embedded in all schools and services. The importance of reporting and recording arrangements on our management information systems is well established. All schools have a policy on notification of unauthorised pupil absence. ▪ GIRFEC is an Improvement Priority within Resource and Establishment planning. Child Protection training is mandatory for all employees. ▪ Effective participation in the multi-agency Children’s Services planning process. ▪ External validation on care and welfare practices is in place via HMIe / Care Inspectorate inspections. ▪ Emphasis on supporting vulnerable children, young people and families within our recovery planning. ▪ Enhanced support through continued roll out of Pathfinders / MCR Pathways. 9 Inclusion Services 12. Lack of capacity and skills to meet increased service demands. 20 ▪ The Resource Learning, Development and Workforce Planning Board provide clear strategic direction on employee development linked 9 All 245
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Risk Description Inherent Risk Score Sample Controls Residual Risk Score Service A significant reduction in appropriately trained and competent employees as a result of budgetary reduction can result in poor performance, ineffective change management, reduced levels of provision, establishment closures, unsafe working practices, low morale and stress. Council Top Risk directly to corporate and Resource planning. A Resource Learning and Development Plan is in place. Workforce planning and succession planning procedures are well established. Staff undertake a range of mandatory courses to ensure compliance with essential relevant training requirements. There is effective partnership working with Trade Unions on outcomes from wide scale consultative processes such as the Employee Survey. ▪ Where budget savings have reduced the number of employees within a service, a review of priorities and tasks is completed to ensure change is planned and the impact on all stakeholders is minimised as far as possible. ▪ Education has seen a significant increase in online employee learning and agreed a formal partnership with TUs on future mandatory training. ▪ Training improves practice and provides effective risk control. ▪ Consideration to changes in recruitment approaches e.g., timing and advertising options to maximise levels of interest. 13. Failure to ensure the health, safety and wellbeing of employees and the protection of service users and members of the public in the delivery of council services. Failure to comply with current Health and Safety legislation and guidance can result in injury or death to employees and service users. The Council would be liable for such occurrences and as such at risk of prosecution. Council Top Risk 20 ▪ All educational establishments use the Corporate Occupational Health and Safety Management System. ▪ Detailed Employee Health and Safety risk assessments and SSOW for all sectors and curricular areas. All properties are inspected regularly in line with Fire and Workplace Health and Safety regulations. A Health and Safety Training Matrix and Resource Health and Safety Strategy Group are operational. ▪ Clear processes for Fire Inspection and Property Maintenance Audits are in place in all establishments. ▪ Incident reports are analysed monthly in partnership with HTR (break- in fire and vandalism). ▪ Schools have fire sprinkler or suppressor systems. ▪ Regular liaison with the council’s Health and Safety Team. ▪ Headteachers and managers are supported in their management of risk by Support Services Co-ordinators. ▪ All grade 5 Managers and above will complete IOSH accredited training. 8 Support Services 246
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Appendix 3: Comparison of the 2022 and 2021 Resource risk registers Risk Category Key risk 2021 Residual risk score 2022 Residual risk score Change in residual risk scores Changes to key risk descriptions 1 Very High (15-25) Reduction in available funding and income. 20 20 No change The Council is unable to support households significantly impacted by the cost-of-living crisis. n/a 16 Added 2022 New top risk added. Disruption to Council services as a result of industrial action n/a 16 Added 2022 New top risk added. 2 High (8-12) Failure to meet sustainable development and climate change objectives. 9 12 No change The Council does not have the appropriate emergency / business continuity plans; contingency arrangements or partnership in place to respond to / or recover from a pandemic / endemic event. 16 12 -4 Contingency plans developed during COVID-19 pandemic well developed. Failure to improve educational achievement and attainment and meet the aims of the National Improvement Framework. 12 12 No change Failure to promote positive relationships and understand distressed behaviours. 12 12 No change Procurement activity is affected by supply chain issues; a lack of resources; non-compliance or legal challenge. 9 12 +3 Certain procurement issues remain plus school transport issues. Decommissioning of a range of SEEMIS supported IT functions. 9 9 No change Information governance not subject to adequate control 9 9 No change Failure to meet Child Protection and other care and wellbeing legislation. 9 9 No change Lack of capacity and skills to meet increased service demands. 9 9 No change Failure to ensure the health, safety and wellbeing of employees and the protection of service users and members of the public in the delivery of council services. 9 8 -1 247
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1 Report Agenda Item Report to: Education Resource Committee Date: 15 November 2022 Report by: Executive Director (Education Resources) Subject: Learning and Development and Workforce Planning 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the mandatory training for employees in Education Resources [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendations:- [ (1) that the work of the Education Resources Learning, Development and Workforce Planning Board in supporting the continuing professional learning and development of employees in schools and services is noted; and (2) that the advice, guidance and procedures given to ensuring compliance with mandatory training courses is noted. 3. Background 3.1. The purpose of the Education Resources Learning, Development and Workforce Planning Board is to:- ensure that employees are involved and engaged in learning and development develop an understanding of the skills, knowledge and experience that Education Resources will need in going forward provide the right resources and environment required to support the growth and development needs of individuals promote the value of our people and the impact they can have on our ability to manage change effectively provide leadership for a collaborative approach to the learning and development function within the Resource 3.2. To ensure consistency in approach to Learning and Development across the Council, Education Resources have established a Learning, Development and Workforce Planning Board that mirrors the function of the Learning and Development Boards in each of the other Resources. All Services are represented on the Education Resources Learning Board to ensure that the approach to employee learning and development is practical and accessible at all levels of improvement planning. 15 249
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2 3.3. The Education Resources Learning and Development Learning, Development and Workforce Planning Board will serve as the primary mechanism for the planning, monitoring and reviewing of all key learning and workforce planning activities throughout the Resource. It will work to achieve the following outcomes:- Improve recruitment and retention Maximise technology Ensure compliance with corporate governance, legal requirements and health and safety aspects pertinent to specific posts and responsibilities Support empowerment and ownership Encourage Innovation 4. Mandatory Training 4.1 Work has been undertaken across Education Resources to review and revise the delivery methods for employee development. These methods include an increase in online and virtual learning, and we are working with teams across the Council to ensure that these methods provide equally productive learning outcomes for all categories of employees. 4.2 This includes our mandatory courses developed in partnership with training professional advisers and Trade Union colleagues and designed to provide maximum information in a small amount of time. An agreement was reached with the Teacher Unions to ringfence the hours required for this training as part of schools annual working-time agreement. This mandatory content links directly to some of the highest risk areas within our service provision and play an important part in ensuring that neither our employees nor learners are placed at unnecessary risk. All employees must complete the courses shown in Appendix 1. This includes four new courses for 2022/2023. These are available via Learn Online and the total learning time is no more than three hours. 5 Priorities for 2022/2023 5.1 Services remain committed to re-engaging with the Resource Key Learning and Development Themes:- Acquiring and applying professional knowledge Supporting collaborative learning Continue to strengthen leadership and management capacity Support wellbeing Challenges and areas of opportunity for 2021/2022 include:- Mental health and wellbeing Empowerment and ownership of work projects and career paths Mandatory training compliance and sustained growth in overall training activity Innovation and maximising the use of new technologies in training development, delivery and impact assessment 6. Employee Implications 6.1 There are no employee implications associated with this report. 7. Financial Implications 7.1 There are no financial implications associated with this report. 250
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3 8. Climate Change, Sustainability and Environmental Implications 8.1 In support of the Council’s commitment to meet its climate change targets, the Learning and Development Service has committed to deliver training virtually, where possible. This will reduce the need for employees to travel for training and the need for printed handouts or other training materials. In the first instance, all learning will be delivered online; face to face delivery will only be considered where there is a legal requirement to do so, a practical assessment is required or where participants have no access to a device to complete the learning and it has not been possible to arrange access to a suitable device. 9. Other Implications 9.1 The requirement to meet our statutory obligations in terms of health and safety legislation and in ensuring children, young people and employees are kept safe, and within the context of the UNRC are all key aspects of the mandatory training programme. 10. Equality Impact Assessment and Consultation Arrangements 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 10.2 The Learning and Development Learning, Development and Workforce Planning Board is a cross sector group which through it representatives, actively engages and provides feedback from employees on training and development needs and liaises with the professional associations and other stakeholders. Tony McDaid Executive Director (Education Resources) 24 October 2022 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Carole McKenzie, Head of Education (Broad General Education) Ext : 4468 (Tel: 01698 454468) E-mail : carole.mckenzie@southlanarkshire.gov.uk 251
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4 Appendix 1 Education Resources Mandatory Training Matrix 2022-23 Course Aim Delivery Duration Total Duration Notes Child Protection in Education This course will provide information on the statutory responsibilities and guidance for promoting the wellbeing of children and keeping them safe. Online 30 mins 30 mins Only to be completed new employees and those employees who haven’t completed the course in the last 3 years Introduction to Data Protection/GDPR This course will give an introduction to the Act, what it does and explain the language used. It is suitable for anyone involved in handling personal data and highlights the importance of information security. Online 15 mins 15 mins Only to be completed by new employees and those employees who haven’t completed the course in the last 3 years Health &Safety Trips and Falls This course will look at causes of slips, trips and fall and how they can be prevented. Online 20 mins 20 mins New course for 2022/23 Equalities Equality and diversity awareness Race discrimination These courses aim to raise awareness of discrimination and disadvantage. Online 20 mins 20 mins 40 mins New courses for 2022/23 Poverty Awareness: Challenging Stigma This course will increase and enhance participants knowledge and understanding of poverty, inequality, and stigma. Online 25 mins 25 mins New course for 2022/23 Promoting positive relationships and understanding distressed behaviour To increase employee knowledge of the Promoting Positive Relationships and Positive Behaviour information pack. Online 20 mins 20 mins New course for 2022/23 Staff Wellbeing (choose two of the following options) Mental Health Awareness Life Balance Dealing with stress Managing Emotions This will increase an awareness and understanding of mental health and wellbeing. Online 15 mins 15 mins 15 mins 15mins 30 mins New courses for 2022/23 Total 180 mins 252
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 15 November 2022 Report by: Executive Director (Education Resources) Subject: Let’s Talk Scottish Education – National Discussion 1. Purpose of Report 1.1. The purpose of the report is to: - [purpose] provide an update on the Scottish Government’s national consultation and engagement on the future of Scottish Education which runs to the 5 December 2022 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s): - [recs] (1) that the national discussion on Let’s Talk Scottish Education’ which is on-going until 5th December 2022, be noted; and (2) to note that stakeholders, including children, young people, staff, parents/carers, the general public and those with an active interest are invited to submit their views and comments on the future of Scottish education by 5 December 2022. 3. Background 3.1. The National Discussion is being run by the Scottish Government and the Convention of Scottish Local Authorities (CoSLA) and they have offered a menu of opportunities to encourage stakeholders to take part. 3.2. The National Discussion provides an opportunity to give views on the future of education in Scotland. It is important not only for those who work in education to contribute, but also for children, young people, parents, carers, families and a wide range of other stakeholders to help shape and influence the way ahead. It covers all aspects of Scottish education, from early years to options for school leavers. 3.3. There is much to be proud of in education in Scotland and our dedicated workforce is just one example of this. At the same time, we recognise we are in a period of education reform with an opportunity to reflect and consider the attributes, skills and knowledge young people will need in the future, and the associated support they will need towards gathering these. 4. Phases of Engagement 4.1. The essence of the National Discussion centres on the OECD recommendation to build on what works well in terms of the current curriculum and to make changes to the system that will affect improvement. The process of change being activated via Professor Ken Muir’s review: Putting Learners at the Centre: Towards a Future 16 253
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Vision for Scottish Education (Putting learners at the centre towards a future vision for Scottish education). 4.2 The Education Resources Committee on 6 September 2022 noted that one strand of the review of education in Scotland is on Qualifications and Assessment and this is being taken forward by Professor Louise Hayward by 23 March 2023. 4.3 Professor Carol Campbell and Professor Alma Harris, who are the independent facilitators for the National Discussion, have extended invitations to take part in this important discussion on the future of education in Scotland, to help build a first-class education system and where there is equity for all learners. 4.4 Views on Specific Aspects of Scottish Education There are also opportunities for people to comment on specific aspects under the headings of:- Let’s talk Qualifications and Assessment Let’s talk new education bodies Let’s talk post-school education and training 4.5 This is an unprecedented opportunity for stakeholders along with children, young people and those who support them to air their voices through the National Discussion which aims to establish a compelling and consensual vision for Scottish education. 5. Timeline 5.1. Local authorities have been invited to act as facilitators and to encourage as wide a range of stakeholders as possible to give their views on the future of Scottish Education. 5.2 In South Lanarkshire we are working in partnership with the Scottish Government, CoSLA, the National Parent Forum for Scotland and Connect to help provide opportunities and platforms for participation, for example:- By filling in the on-line survey By having a group discussion (with pupils/with the Parent Council/ parents/ carers/ staff) or email to: nationaldiscussioneducation@gov.scot using the resources provided to schools 5.3 How can we encourage participation? Every school and educational setting has been asked to look at creating opportunities for children, young people, families, teachers/staff and members of their wider community to take part in the National Discussion in a way that is appropriate for them. For example, as well as the on-line survey, resources have been developed by the Scottish Government to support discussions, including discussion guides and videos. The aim is to empower staff to select from the package of resources and use the elements which they feel are the most appropriate for them, learners and families. At a local authority level, we are looking to establish some focus groups with staff, children, young people, parents/carers and some other stakeholders. 254
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5.4 How can I access these resources, and can I begin to use them just now? The resources are now available to use until 5 December 2022 which is the closing date for responses. The resources are available from: https://consult.gov.scot/national-discussion-scottish-education 5.5 A copy of the communication planner is attached as Appendix 1 6. Employee Implications 6.1. None 7. Financial Implications 7.1. None 8. Climate Change, Sustainability and Environmental Implications 8.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 9. Other Implications 9.1. There are no implications for risk in terms of the information contained in this report. 10. Equality Impact Assessment and Consultation Arrangements 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 The planned timetable for the National Discussion is up until 5 December 2022. Tony McDaid Executive Director (Education Resources) 18 October 2022 Link(s) to Council Values/Priorities/Outcomes Education and learning: Inspiring learners, transforming learners and strengthening partnerships Previous References None List of Background Papers Let’s Talk Scottish Education – National Discussion Independent Review of Qualifications and Assessment - gov.scot (www.gov.scot) OECD Report – review of the curriculum Contact for Further Information If you would like to inspect the background papers or want further information, please contact: - Des Dickson, Education Manager (Operations) Ext: 4495 (Tel: 01698 454495) E-mail: des.dickson@southlanarkshire.gov.uk 255
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Let’s Talk Scottish Education – National discussion on the future of Education https://consult.gov.scot/national-discussion-scottish-education/ #TalkScottishEducation Timescale: 21 September – 5 December 2022 Communication action plan 1. Education Management Team Action: Prepare a co-ordinated SLC response (TMcD) 28 September 2022 2. SWAY bulletin Action: Invite all schools/establishments to act as facilitators of the ‘national discussion’ amongst staff, parents/carers, children and young people (using the resources in the SG pack). Maximise school social media forums. 1) Young children - learners 3-7 years old 2) Children and young people - learners 8-14 years old 3) Young adults - learners 15 years and over 11 October 2022 3. Social media Action: Post the invitation to participate via the council’s social media channels. Message as follows: 4) The @ScotGov & @Cosla want to hear from you as part of the National Discussion on Education. 5) What kind of education, skills, knowledge, and support do you think young people will need 20 years from now? 6) The views of families, children and young people are very welcome, and it is an opportunity to say what the future of education should be. 7) Go to https://consult.gov.scot/national-discussion-scottish-education/ #TalkScottishEducation 11 October 2022 4. Locality or Learning Community meetings Action: Raise awareness at these meetings of the invitation to staff etc to participate in and facilitate opportunities for children, young people and parents/carers (see SWAY bulletin) Briefing note prepared (DD) – 10 October 2022 October/November 2022 5. Young people’s voice Action: Youth Forum/Parliament (YF&CL) Pupil councils (Pr/Sec/ASN) Focus groups in schools Employability team (discussions with young people) Nursery aged children (October – 5 December 2022) 256
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6. Parent/carer’s voice Action: Invite Parent Council’s to participate and be active in the debate Invite schools to host a focus group of parents/carers Host 2 parent locality meetings with the Executive Director October/November 2022 November 2022 7. Education Resources Committee Action: Prepare report for the 15 November Committee (Provide update on the background to the consultation) – DD 15 November 2022 257
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