Agenda Document Pack - Education Resources Committee - 27/06/2023
South Lanarkshire Council · 27 June 2023
Back to Education Resources Committee — 27 June 2023 and its agenda
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Council Offices, Almada Street Hamilton, ML3 0AA Monday, 19 June 2023 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, 27 June 2023 Time: 10:00 Venue: Hybrid - Committee Room 1, Council Offices, Almada Street, Hamilton, ML3 0AA The business to be considered at the meeting is listed overleaf. Yours sincerely 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 Jennifer Gaffney, Joan Lennon Parent Council Representatives Christine Hall, Naomi Baxter 1
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BUSINESS 1 Declaration of Interests 2 Minutes of Previous Meeting Minutes of the meeting of the Education Resources Committee held on 2 May 2023 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 24 May 2023 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 13 - 16 4 Education Resources - Revenue Budget Monitoring 2023/2024 Joint report dated 5 June 2023 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 17 - 20 5 Education Resources - Capital Budget Monitoring 2022/2023 Joint report dated 7 June 2023 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 21 - 24 6 Education Resources - Capital Budget Monitoring 2023/2024 Joint report dated 7 June 2023 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 25 - 28 7 Education Resources – Workforce Monitoring – March to April 2023 Joint report dated 25 May 2023 by the Executive Directors (Finance and Corporate Resources) and (Education Resources). (Copy attached) 29 - 36 Item(s) for Decision 8 Early Learning and Childcare (ELC) - Sustainable Rate Price Review 2023/2024 Report dated 8 June 2023 by the Executive Director (Education Resources). (Copy attached) 37 - 42 9 Mental Health Update Report Report dated 8 June 2023 by the Executive Director (Education Resources). (Copy attached) 43 - 50 10 Scottish Government Consultation on School Hours (Prescribing the Minimum Annual Number of Learning Hours per Week) Report dated 8 June 2023 by the Executive Director (Education Resources). (Copy attached) 51 - 58 2
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Item(s) for Noting 11 School Improvement and Inspection Update Report dated 12 June 2023 by the Executive Director (Education Resources). (Copy attached) 59 - 68 12 Youth, Family and Community Learning Pathfinder Initiative Report dated 8 June 2023 by the Executive Director (Education Resources). (Copy attached) 69 - 74 13 Celebrating Success Report dated 8 June 2023 by the Executive Director (Education Resources). (Copy attached) 75 - 78 14 Notification of Contracts Awarded - 1 October 2022 to 31 March 2023 Report dated 15 May 2023 by the Executive Director (Education Resources). (Copy attached) 79 - 84 Urgent Business 15 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 Committee Room 1, Council Offices, Almada Street, Hamilton on 2 May 2023 Chair: Councillor Lynsey Hamilton Councillors Present: Councillor Alex Allison, Councillor John Anderson, Councillor Ross Clark, Councillor Margaret Cowie, Councillor Mary Donnelly (substitute for Councillor Alistair Fulton), Councillor Grant Ferguson, Councillor Elise Frame, Councillor Mark Horsham, Councillor Cal Johnston-Dempsey, Councillor Gavin Keatt (Depute), Councillor Susan Kerr, Councillor Ross Lambie, Councillor Richard Lockhart, Councillor Eileen Logan, Councillor Katy Loudon, Councillor Ian McAllan, Councillor Mark McGeever, Councillor Mo Razzaq, Councillor Graham Scott, Councillor Bert Thomson, Councillor Margaret B Walker, Councillor David Watson Councillors' Apologies: Councillor John Bradley, Councillor Joe Fagan (ex officio), Councillor Alistair Fulton, Councillor Geri Gray External Members Present: Jennifer Gaffney, Dr Nagy Iskander External Members' Apologies: Gillian Coulter, Christine Hall, Hilary Kirby, Joan Lennon, John Mulligan Attending: Education Resources T McDaid, Executive Director; D Dickson, Operations Manager; A Donaldson, Head of Education (Inclusion); C McKenzie, Head of Education (Broad General Education); S Nicolson, Head of Education (Senior Phase); L Sherry, Head of Education (Support Service and School Estate) Finance and Corporate Resources J Davitt, Public Relations Team Leader; 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 Minutes of Previous Meeting The minutes of the meeting of the Education Resources Committee held on 14 February 2023 were submitted for approval as a correct record. The Committee decided: that the minutes be approved as a correct record. 3 Education Resources - Revenue Budget Monitoring 2022/2023 A joint report dated 28 March 2023 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted providing information on the actual expenditure measured against the revenue budget for the period 1 April 2022 to 24 February 2023 for Education Resources together with the forecast for the year to 31 March 2023. 2 5
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At 24 February 2023, there was a breakeven position against phased budget, after approved transfers to reserves. Detailed variance explanations, together with information on virements proposed to realign budgets across budget categories and with other Resources, were provided in Appendix A of the report. Following the Council’s Probable Outturn exercise, the Resource had reported an estimated breakeven position, after approved transfers to reserves of £1.5 million, as detailed in Appendix A of the report. The Committee decided: (1) that the forecast to 31 March 2023 of a breakeven position, after approved transfers to reserves, as detailed in Appendix A of the report, be noted; (2) that a breakeven position as at 24 February 2023, as detailed in Appendix A of the report, after approved transfers to reserves, be noted; and (3) that the proposed budget virements be approved. [Reference: Minutes of 14 February 2023 (Paragraph 3)] Councillors Frame and Lambie joined the meeting during consideration of the above item of business 4 Education Resources - Capital Budget Monitoring 2022/2023 A joint report dated 12 April 2023 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted:- advising of progress of the capital programme for Education Resources for the period 1 April 2022 to 24 February 2023 providing a predicted outturn position for the year to 31 March 2023 A report to this Committee on 14 February 2023 showed that the Education Resources’ capital programme for the financial year 2022/2023 amounted to £13.918 million, as detailed in Appendix A of the report. There had been no change to the budget since the last report to Committee. Current estimates suggested an outturn of £14.5 million. This represented a net overspend of £0.582 million. Spend to 24 February 2023 amounted to £10.017 million, a position of £0.323 million ahead of profile, mainly reflecting the timing of payments on a number of projects. The Committee decided: (1) that the Education Resources’ capital programme of £13.918 million and expenditure to date of £10.017 million, be noted; and (2) that the projected outturn of £14.5 million be noted. [Reference: Minutes of 14 February 2023 (Paragraph 4)] 6
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5 Education Resources – Workforce Monitoring – December 2022 to February 2023 A joint report dated 30 March 2023 by the Executive Directors (Finance and Corporate Resources) and (Education Resources) was submitted on the following employee information for Education Resources for the period December 2022 to February 2023:- attendance statistics occupational health statistics accident/incident statistics disciplinary hearings, grievances and Dignity at Work cases analysis of leavers and exit interviews staffing watch as at 10 December 2022 Officers responded to a member’s question on the report. The Committee decided: that the report be noted. [Reference: Minutes of 14 February 2023 (Paragraph 5)] 6 Education Resource Plan 2023/2024 A report dated 17 April 2023 by the Executive Director (Education Resources) was submitted on the Education Resource Plan 2023/2024. Details were provided on the Resource Plan for 2023/2024, attached as Appendix 1 to the report, which outlined the:- key areas of focus for the year ahead Resource outcomes measures and actions resourcing of the Plan Following approval at individual Resource Committees, the Resource Plans for 2023/2024 would be submitted, as a pack, to the meeting of the Executive Committee to be held on 21 June 2023 for noting. The Resource had established a number of outcomes to support the delivery of the Council Plan, Connect, in 2023/2024. To support those outcomes, the Resource had developed performance measures in an action plan detailed in Section 4 of the Resource Plan. Key or strategic measures would be included in the Council Plan progress reports 2023/2024, with the remaining measures being monitored and reported at Resource level. In line with the Council’s performance management arrangements, a mid-year progress report on measures identified in the 2023/2024 Education Resource Plan and an end of year report respectively would be submitted to future meetings of the Committee. Once approved, the Resource Plan would be made available on the Council’s website. Officers responded to a member’s question on the report. The Committee decided: (1) that the Resource Plan 2023/2024, attached as Appendix 1 to the report, be approved; (2) that the Resource Plan 2023/2024 be uploaded to the Council’s website; 7
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(3) that it be noted that, following Committee approval, all Resource Plans would be submitted to the Executive Committee on 21 June 2023 for noting; and (4) that it be noted that Progress Reports on the Resource Plan 2023/2024 would be submitted, at Quarter 2 and Quarter 4, to future meetings of this Committee. [Reference: Minutes of 6 September 2022 (Paragraph 9)] 7 Review of Admissions Policy for Early Learning and Childcare Establishments 2023 A report dated 6 April 2023 by the Executive Director (Education Resources) was submitted on a review of the policy for the admission of children into Early Learning and Childcare establishments in South Lanarkshire. Since 1996, the Council’s Admissions Policy for Early Years’ Establishments had been regularly reviewed to reflect changes in legislation and national policy development. The last review of the Admissions Policy had been presented to the Education Resources Committee on 19 January 2021. The Children and Young People Act (Scotland) 2014 committed to delivering 1,140 hours of early learning and childcare per year to eligible children aged 2 to 5 years from August 2020. However, in March 2020, due to the COVID-19 pandemic, the Scottish Government revoked this legislation and the statutory duty was subsequently reinstated in August 2021. The Scottish Government had also advised of a plan to introduce legislation to expand full implementation of revised deferral eligibility in 2023. The Council approved ‘early access for 3 year olds’ in March 2019 and this had been fully implemented since August 2019. Across the Council area, children could commence free early learning and childcare provision from the Monday following their 3rd birthday. Early Learning and Childcare (ELC) Lead Locality Officers had responsibility for direct contact on any admissions enquiries as part of a strategy to support effective communications. In March 2023, a consultation exercise was undertaken with a range of stakeholders on the current Admissions Policy. The main points which had emerged from the consultation process were outlined in the report and the proposed revised Policy, attached as Appendix 1 to the report, had taken account of a number of those points. If approved, the admissions policy would be used for the allocation of all early learning and childcare places. Details were provided on:- proposed priorities for allocation of additional hours options available in respect of delivering 1,140 hours of early learning and childcare deferred entry to primary school In response to a member’s question on nursery provision, officers undertook to investigate the matter further. The Committee recommended to the Executive Committee: (1) that the priorities for admission to all Early Learning and Childcare (ELC) establishments, as detailed in Appendix 1 to the report, be approved; and 8
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(2) that the Admissions Policy and process for the allocation of places to all Early Learning and Childcare Establishments be implemented from August 2023. [References: Minutes of 19 January 2021 (Paragraph 7) and Minutes of the Executive Committee of 10 February 2021 (Paragraph 9)] 8 Numeracy and Mathematics - Progress Update A report dated 4 April 2023 by the Executive Director (Education Resources) was submitted providing an update on the Strategy for improvement in Numeracy and Mathematics. In 2019, the Scottish Government published its Thematic Review of Numeracy and Mathematics, ‘Multiplying skills, adding value’. This review built on the findings of the Making Maths Count Report. The National Response to Improving Mathematics (NRIM) Partnership Board had been established with the aim of realising the ambitions of those 2 reports. In terms of current performance in numeracy:- attainment by young people leaving South Lanarkshire schools was broadly in line with all comparators the attainment gap for school leavers had narrowed between 2017 and 2022 achievement of S3 third level in numeracy in South Lanarkshire Council was 92% which was above the national average of 89.1% the combined attainment in numeracy (P1/4/7) for session 2021/2022 was 78%, an improvement of 1% on session 2020/2021 The Council’s Strategy for improvement in Numeracy and Mathematics detailed the roll-out of a programme called Maths Recovery which prepared teachers to approach mathematics in a new way and emphasised:- ongoing assessment careful observation gauging students’ current knowledge and strategies increasing students’ knowledge, ability and self confidence in mathematics There was evidence that schools which had embedded the pedagogy of Maths Recovery across all stages had seen the greatest improvements in attainment. The Committee decided: that the Curriculum and Quality Improvement Service (CQIS) Numeracy and Mathematics Progress Update 2022/2023 be noted. [Reference: Minutes of 8 February 2022 (Paragraph 12)] 9 Curriculum and Quality Improvement Service Literacy Improvement Plan 2022/2023 A report dated 4 April 2023 by the Executive Director (Education Resources) was submitted providing an update on the Curriculum and Quality Improvement Service (CQIS) Literacy Improvement Strategy 2022/2023. Literacy was a key priority both within the Scottish Government’s National Improvement Framework and within South Lanarkshire Council. 9
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In terms of current performance in literacy:- attainment in literacy at levels 3 and 4 by young people leaving South Lanarkshire schools was at a consistently high level and broadly in line with the virtual comparator the literacy gap at S3 third level had widened to 9% in 2021/2022 from 8% in 2018/2019 achievement of S3 fourth level in literacy in South Lanarkshire Council was, at 59%, above the national average the attainment of primary literacy levels at (P1/4/7) for session 2021/2022 was 71.3%, slightly above the national average of 70.5% the literacy attainment gap (P1/P4/P7) had reduced in 2021/2022 by 9.2% The Strategy incorporated programmes and initiatives including the following, details of which were provided in the report:- talk for writing reading for pleasure active literacy Nuffield Early Language Intervention (NELI) writing unwrapped foundational literacy in Primary 1 tools for writing: early level-second level Three secondary schools had been identified to receive targeted support to develop strategies to improve third and fourth level Curriculum for Excellence literacy. In those schools, third and fourth level predictions for 2022/2023 showed improvement. Education Resources would continue to take forward its priority to raise standards in literacy and would also continue to provide support for schools to continue to raise attainment in literacy through the work of the CQIS. The Committee decided: that the CQIS Literacy Improvement Plan 2022/2023 be noted. 10 Pilot Hybrid Learning Programme 2023/2024 A report dated 4 April 2023 by the Executive Director (Education Resources) was submitted providing an update on the pilot hybrid learning programme to widen access to Advanced Highers for session 2023/2024. Currently, consortium arrangements were in place across the Council’s secondary schools for learners who wished to study Advanced Highers which were not on offer in their own school. While those arrangements had been successful to date, attending another school had implications for:- learners’ other subjects sustainability and the environmental impact of travel cost of travel accessibility for rural schools Following the progression of the digital skills of staff as a result of the pandemic and the availability of appropriate technologies, a digital solution to widening access to learning had been developed. A pilot hybrid learning programme would be implemented in the school session 2023/2024 and would follow the existing principles and practices for Advanced Higher consortium arrangements. It would, however, enable learners to participate in lessons through remote access from their own school buildings and from home. 10
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Each of the Council’s 17 mainstream secondary schools would be provided with the necessary IT equipment to facilitate learning to be delivered from schools to learners in South Lanarkshire. Details were given on the aims and expected outcomes of the hybrid learning programme. The range and type of courses and programmes offered were detailed in Appendix 1 of the report. Procurement and installation of the required equipment, as detailed in Appendix 2 of the report, was currently underway. Officers responded to members’ questions on the report. The Committee decided: that the Education Resources’ proposal to widen access to courses and learning via the pilot hybrid learning programme for 2023/2024 be noted. 11 Youth Strategy 2022 to 2025 A report dated 11 April 2023 by the Executive Director (Education Resources) was submitted on the South Lanarkshire Youth Strategy 2022 to 2025. The Youth Strategy for South Lanarkshire, covering the period 2022 to 2025, had been developed through consultation with young people across South Lanarkshire and highlighted key issue areas that young people had identified. The Strategy, which was attached as Appendix 1 to the report, provided direction and priorities for the work of the Youth Partnership and represented the conclusion of engagement with over 1,000 young people since 2019. Details were given on the previous Youth Strategy Key Priorities, together with achievements in delivering those priorities. Following a number of sessions convened by South Lanarkshire Youth Council members, discussion had led to a realignment of priorities and the creation of a new priority to properly reflect the challenges highlighted as important by young people in South Lanarkshire. Details were given on the updated priorities together with key issues associated with each priority. Details were also given on:- the measures for monitoring and evaluating progress in implementing the Youth Strategy and in reporting progress opportunities to increase and widen engagement and strengthen the voice of all young people Officers responded to a member’s question on the report. The Committee decided: (1) that the overarching ambitions of the Youth Strategy 2022 to 2025 be noted; (2) that the key issues set out to secure improvement in the quality of life for the people of South Lanarkshire be noted; (3) that the governance arrangements for annual planning and reporting be noted; (4) that the alignment of the Strategy with the planned developments to increase and widen engagement and strengthen the voice of all young people be noted; and (5) that the continued commitment to communities by South Lanarkshire and its partners through the work of the Youth Partnership be noted. 11
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12 School Leaver Destinations 2021/2022 A report dated 5 April 2023 by the Executive Director (Education Resources) was submitted on the 2021/2022 School Leaver Initial Destination survey results produced by Skills Development Scotland (SDS). The Council had invested significant resources from a variety of sources to provide a range of learning opportunities and support to assist young people in the senior phase to progress in their learning and achieve a positive leaver destination. This included targeted one to one employability support for school leavers through the Aspire and AspireWorks programmes and work based learning opportunities through GradU8 and Foundation Apprenticeship programmes. The report highlighted that, in South Lanarkshire:- the positive destination rate was 96.2% compared to a national rate of 95.7% 3443 young people had left school in 2021/2022, an increase from 3312 in the previous year the unemployed (seeking) rate was 2.3%, which was in line with the national rate the unemployed (not seeking) rate was 1%, which was below the national rate of 1.5% South Lanarkshire had the 11th highest positive destination rate of the 32 local authorities Details were given on:- leaver destinations positive destination rates by school positive destinations for young people residing in the most and least deprived data zones positive destinations for care experienced young people In response to a member’s question, officers undertook to provide further information on the destination gap in relation to care experienced young people and those residing in the most deprived data zones. The Committee decided: that the report be noted. [Reference: Minutes of 1 June 2023 (Paragraph 11)] 13 Urgent Business There were no items of urgent business. Chair’s Closing Remarks The Chair referred to Tony McDaid’s resignation from his post as Executive Director (Education Resources) with the Council, expressed regret at the loss of his expertise, thanked him for his service to the Council in various roles over the past 27 years and wished him all the very best in the future. Councillor Loudon, on behalf of the SNP Group, thanked him for his service and professionalism and extended good wishes to him in his future venture. Councillor Razzaq also recorded his thanks and best wishes for the future to Mr McDaid. Mr McDaid responded in suitable terms. 12
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 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 31 March 2023 for Education Resources. [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that the Education outturn position as at 31 March 2023 of a balanced position after approved transfers to reserves, as detailed in Appendix A of the report, be noted, and; (2) that the proposed budget virements be approved. [1recs] 3. Background 3.1. This is the final 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 at 31 March 2023 was £10.634m, with £0.905m still to spend of the 2022/23 allocation. 4.3. As a result, the PEF 2022/23 carry forward as at 31 March 2023 was £0.905m and this is available for the school session April to June 2023. This is in line with the PEF guidance and has been approved as a transfer to reserves at the yearend, as part of the probable outturn exercise, to meet spend and commitment in schools in line with School Improvement Plans. 3 13
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4.4. In relation to SEF funding, actual spend at the end of the financial year was £1.473m. As this is a specific grant allocation, funding was received based on actual spend. 5. Employee Implications 5.1. None 6. Financial Implications 6.1. Year End Position as at 31 March 2023: The yearend position is a reported balanced budget after approved transfers to reserves. This is in line with the reported probable outturn position. 6.2. Learning recovery funding of £5.647m has been included in Education’s reported position. This represents direct funding received for recovery support and has been used for increased staffing across schools and services, the continuation of enhanced cleaning and hygiene within schools to June 2022 and digital inclusion programmes. The remaining learning recovery funding of £1.451m is held in reserves to fund staffing in post to June 2023 and Digital Inclusion costs. 6.3. The Resource is showing a balanced position after transfers to reserves. This is the net effect of underspends in Early Years core budget, partially offset by overspends relating to transport costs, for both mainstream and ASN transport, school placements which are demand led and additional costs of teacher cover. These overspends are also supported by an over recovery of income from Early Years fees and income from Other Local Authorities for children placed in SLC schools and establishments. 6.4. Virements are proposed to realign budgets across budget categories and with other Resources. These movements are detailed in Appendix A of 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. 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) Carole McKenzie Executive Director (Education Resources) 14
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24 May 2023 Link(s) to Council Values/Priorities/Outcomes Accountable, Effective, Efficient and Transparent Previous References None List of Background Papers Financial ledger and budget monitoring results to 31 March 2023 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 31 March 2023 (No.14) Education Resources Summary Annual Budget Forecast for Year BEFORE Transfers Annual Forecast Variance BEFORE Transfers Annual Forecast Variance AFTER Transfers Budget Proportion 31/03/23 Actual BEFORE Transfers 31/03/23 Variance 31/03/23 % Variance 31/03/23 Note £000 £000 £000 £000 £000 £000 £000 Budget Category Employee Costs 325,588 324,661 927 927 325,588 324,850 738 under 0.1% 1, a, b, c, d, e, f Property Costs 30,945 30,959 (14) (14) 30,945 30,974 (29) over (-0.1%) a, b, d, e, f Supplies & Services 12,576 12,789 1,287 (213) 12,576 11,395 1,181 under 9.5% 2, b, c, d, e, f , g Transport & Plant 15,051 17,291 (2,240) (2,240) 15,051 17,544 (2,493) over (16.3%) 3, b, c, d, e, f Administration Costs 2,160 1,980 180 180 2,160 1,991 169 under 8.2% 4, b, c, d, e, f Payments to Other Bodies 31,163 32,084 (921) (921) 31,163 31,773 (610) over (2.1%) 5, b, c, d, e, f Payments to Contractors 38,673 38,673 0 0 38,673 38,662 11 under 0.0% f Transfer Payments 2,797 2,672 125 125 2,797 2,679 118 under 4.2% 6, f Financing Charges 369 369 0 0 369 357 12 under 3.2% b, c, e, f Total Controllable Exp. 459,322 461,478 (656) (2,156) 459,322 460,225 (903) over (3.0%) Total Controllable Inc. (48,404) (50,560) 2,156 2,156 (48,404) (50,618) 2,214 over recovered 4.6% 7, c, d, e, f Net Controllable Exp. 410.918 410,918 1,500 0 410,918 409,607 1,311 under 2.8% Transfer to/from Reserves (as at 31/03/23) - 1,311 (1,311) Position After Transfers to Reserves (as at 31/03/23) 410,918 410,918 (0) Variance Explanations 1. The position mainly represents an underspend in Early Years core staff costs due to vacancies and turnover of staff and an overspend in daily teacher cover costs. 2. The underspend is due to the Pupil Equity Fund which will be carried forward at the end of the financial year for future commitments. 3. The overspend is due to the cost of school transport for mainstream schools’ contracts. 4. The underspend relates to reduced expenditure on Early Years core budgets including training and conferences. 5. The overspend is mainly due to the increased cost of placements for pupils within Other Local Authorities and Independent Schools. 6. The underspend is due to expenditure to date on footwear and clothing grants reflecting demand. 7. The over recovery of income relates to increased income from Early Years fees and Other Local Authorities for placements within South Lanarkshire Council establishments. Budget Virements a. Establish budget to reflect the receipt of corporate items funding for Utilities Allocation, Teachers Pay Award and Apprenticeship Levy. Net Effect £13.452m: Employee Costs £12.754m and Property Costs £0.698m. b. Transfer to and from Reserves for GIRFEC, School Support Assistant Job Evaluation and Learning Recovery. Net Effect (£0.119m): Employee £0.241m, Property Costs £0.052m, Supplies and Services (£0.414m), Transport Costs £0.001m, Administration Costs £0.001m, Payments to Other Bodies (£0.001m) and Financing Charges £0.001m. c. Establish budget for additional income received for Youth Employability. Net Effect £0.000m: Employee Costs £0.102m, Supplies and Services £0.014m, Transport £0.422m, Administration £0.011m, Payments to Other Bodies £0.209m, Financing Charges £0.003m and Income (£0.761m). d. Realignment of budget to reflect Pupil Equity Fund programme delivery. Net Effect £0.000m: Employee Costs £0.192m, Property Costs £0.004m, Supplies and Services (£0.359m), Transport and Plant £0.007m, Administration Costs £0.072m, Payments to Other Bodies £0.021m, and Income £0.063m. e. Realignment of budget to reflect current service delivery. Net Effect £0.000m: Employee Costs £0.057m, Property Costs £0.069m, Supplies and Services (£0.079m), Transport Costs (£0.137m), Administration Costs £0.005m, Payments to Other Bodies (£0.289m), Financing Charges £0.005m and Income £0.369m. f. Realignment of Education Maintenance Allowance budget and DMS. Net Effect £0.000m: Employee Costs (£0.114m), Property Costs (£0.055m), Supplies and Services (£0.288m), Transport and Plant (£0.002m), Administration Costs £0.173m, Payments to Other Bodies £0.314m, Payments to Contractors (£0.001m), Transfer Payments £0.138m, Financing Charges (£0.017m) and Income (£0.149m). Transfers to Reserves (£1.311m): i. Pupil Equity Fund (£0.905m) ii. Education – Capital Items Replacement Fund (£0.406m) 16
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Revenue Budget Monitoring 2023/2024 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide information on the actual expenditure measured against the revenue budget for the period 1 April to 19 May 2023 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; and (2) that the proposed budget virements be approved. [1recs] 3. Background 3.1. This is the first revenue budget monitoring report presented to the Education Resources Committee for the financial year 2023/2024. 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 £9.866m awarded for Pupil Equity Funding (PEF) and £1.473m for Strategic Equity Funding (SEF) as part of the schools programme. Total budget for 2023/24 is £11.339m and this is contained within this reported position. 4.2. In relation to PEF funding, the £9.866m represents £0.905m 2022/23 carry forward, plus previous year adjustment of £0.012m and £8.949m for the 2023/24 allocation. Spend and commitment to date, as at 19 May 2023, is £2.198m, with £7.668m still to spend. This includes known staff costs for the period April 2023 to August 2023, however, staffing for the new school session from 16 August 2023 is not yet reflected within this position. Committee will be updated with the spend position for 2023/24 throughout the year. 4.3. In relation to SEF funding, spend and commitment to date is £1.085m with £0.388m still to spend. Known staff costs to 31 March 2024 are reflected within this position, and, as this is a specific grant allocation, funding is received based on actual spend. 4 17
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Committee will continue to be updated with the spend position for 2023/2024 throughout the year. 5. Employee Implications 5.1. None 6. Financial Implications 6.1. As at 19 May 2023, there is a breakeven position against the phased budget. 6.2. 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. The risk is managed 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) Carole McKenzie Executive Director (Education Resources) 5 June 2023 Link(s) to Council Values/Priorities/Outcomes Accountable, Effective, Efficient and Transparent Previous References None List of Background Papers Financial ledger and budget monitoring results to 19 May 2023 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 18
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Appendix A SOUTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report Education Resources Committee: Period Ended 19 May 2023 (No.2) Education Resources Summary Annual Budget Forecast for Year Annual Forecast Variance Budget Proportion 19/05/23 Actual 19/05/23 Variance 19/05/23 % Variance 19/05/23 Note £000 £000 £000 £000 £000 £000 Budget Category Employee Costs 307,644 307,644 0 37,583 37,536 47 under 0.1% 1,a,d,e,f Property Costs 30,669 30,669 0 1,301 1,301 0 - 0.0% b,f Supplies & Services 16,408 16,408 0 772 772 0 - 0.0% a,f Transport & Plant 13,448 13,448 0 2,699 2,789 (90) over (3.3%) 2,f Administration Costs 883 883 0 132 128 4 under 3.0% f Payments to Other Bodies 28,137 28,137 0 5,469 5,670 (201) over (3.7%) 3,f Payments to Contractors 44,115 44,115 0 3,715 3,715 0 - 0.0% Transfer Payments 2,404 2,404 0 135 135 0 - 0.0% e,f Financing Charges 406 406 0 68 68 0 - 0.0% f Total Controllable Exp. 444,134 444,134 0 51,874 52,114 (240) over (0.5%) Total Controllable Inc. (46,219) (46,219) 0 (1,748) (1,988) 240 over recovered -13.7% 4,f Net Controllable Exp. 397,915 397,915 0 50,126 50,126 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 mainstream schools. 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 reserves in relation to Social Work Whole Family Wellbeing and Learning Recovery. Net Effect £1.492m: Employee Costs £1.017m and Supplies and Services £0.385m. b. Transfer from corporate items in relation to funding for increased utility costs. Net Effect £4.280m: Property Costs £4.280m.. c. Transfer to corporate items in relation to funding for Footwear & Clothing Grant for Early Years for years 2 to 5. Net Effect (£1.080m): Transfer Costs (£1.080m). d. Transfer from Social Work in respect of Whole Family Wellbeing Funding. Net Effect £0.413m: Employee Costs £0.413m. e. Transfer to Finance and Corporate in respect of a Youth Employability Manager. Net Effect (£0.088m): Employee Costs (£0.088m). f. Realignment of Education Maintenance Allowance budget and DMS. Net Effect £0.000m: Employee Costs £2.868m, Property Costs £0.023m, Supplies and Services (£0.666m), Transport and Plant £0.020m, Administration Costs £0.041m, Payments to Other Bodies £0.473m, Transfer Payments £0.111m, Financing Charges (£0.008m) and Income (£2.878m). 19
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 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 31 March 2023. [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendations: (1) that the Education Resources capital programme of £13.918 million, and expenditure for the year of £15.342 million, be noted. [1recs] 3. Background 3.1. This is the final capital monitoring report presented to the Education Resources Committee for the financial year 2022/2023. 3.2. As noted in the last report to this Committee (2 May 2023), the budget for Education Resources for financial year 2022/2023 was £13.918 million. There have been no further changes to this budget allocation, since this last report to this Committee. 3.3. The report details the financial position for Education Resources in Appendix A. 4. Employee Implications 4.1. There are no employee implications as a result of this report. 5. Financial Implications 5.1. 2022/2023 Capital Programme – Final Position As detailed in Section 3.2, the total capital programme for Education Resources for 2022/2023 was £13.918 million. Total expenditure to the 31 March 2023 was £15.342 million, being additional spend of £1.424 million in comparison to the programme of £13.918 million. 5.2. The additional spend of £1.424 million mainly relates to the timing of spend on Jackton Primary School, East Kilbride (£2.276 million), Skylark Nursery, Larkhall (£0.305 million) and Schools Information Communications Technology (£0.409 million). Funding for the overall spend on these projects has already been identified into next financial year. 5 21
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5.3. The additional in-year spend on the projects detailed at section 5.2 is partially offset by reduced spend on a number of projects. These are detailed in Appendix A for information. 5.4. Any underspend on these projects, along with the funding, will carry forward into next financial year as required. An update on the 2023/2024 programme is detailed in a separate report to this Committee. 6. Climate Change, Sustainability and Environmental Implications 6.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in this report. 7. Other Implications 7.1. The main risk associated with the Council’s Capital Programme is 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) Carole McKenzie Executive Director (Education Resources) 7 June 2023 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient and transparent Previous References Education Resources Committee, 2 May 2023 Executive Committee, 21 June 2023 List of Background Papers Financial ledger to 31 March 2023 22
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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 23
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Appendix A South Lanarkshire Council Capital Expenditure 2022-23 Education Resources Programme For Period 1 April 2022 – 31 March 2023 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 1,380 (35) 9,197 9,197 10,407 1,140 Hours 3,771 (25) (2,540) 1,206 1,206 1,072 Free School Meals - 1,877 (1,577) 300 300 231 ICT Developments 3,211 - - 3,211 3,211 3,620 Other 4 - - 4 4 12 TOTAL 14,838 3,232 (4,152) 13,918 13,918 15,342 Main Projects with Underspends in 2022/2023 Project Name U/spend Value £000 Project Name U/spend Value £000 St Charles’ Primary School Extension 234 Woodside Primary School Adaptations 100 Castlefield Primary School Extension 197 Clyde Terrace Nursery, Bothwell 136 Crawforddyke Primary School Adaptations 86 St Andrews and St Brides High School, East Kilbride 168 First Steps Nursery, Hamilton 187 Small scale adaptation projects 319 24
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 Report by: Executive Director (Finance and Corporate Resources) Executive Director (Education Resources) Subject: Education Resources - Capital Budget Monitoring 2023/2024 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 2023 to 19 May 2023. [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation:- [recs] (1) that the Education Resources capital programme of £19.047 million, and expenditure to date of £0.900 million, be noted. [1recs] 3. Background 3.1. This is the first capital monitoring report presented to the Education Resources Committee for the financial year 2023/2024. Further reports will follow throughout the year. 3.2. The budget of £19.047 million for Education Resources is based on the overall Capital Programme for 2023/2024 submitted to Executive Committee (21 June 2023) for approval, adjusted by a net increase of £0.370 million which has been submitted to the same Executive Committee for approval. 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. 2023/2024 Budget The total capital programme for Education Resources is £19.047 million, as detailed in Section 3.2. This budget is based on the original programme of projects approved by the Council in February 2023, updated to include budget carried forward from financial year 2022/2023 as well as additional funding received and used to fund expenditure incurred in 2022/2023. The budget of £19.047 million also reflects the estimated level of spend which can be achieved in 2023/2024, based on current information. 6 25
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5.2. As noted in section 3.2, the 2023/2024 Capital Programme of £19.047 million also includes budget amendments for 2023/2024, totalling a net increase of £0.370 million, which have been identified since the approval of the original budget in February 2023. The details of these amendments are shown in Appendix A. 5.3. Period 2 Position Anticipated spend to date was £0.900 million and spend to 19 May 2023 amounts to £0.900 million. 6. Climate Change, Sustainability and Environmental Implications 6.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in this report. 7. Other Implications 7.1. The main risk associated with the Council’s Capital Programme is that there is an overspend. The risk has been assessed as low given the detailed project management plans prepared and monitored for each project. The risk of overspend is managed through four weekly Investment Management Meetings. 8. 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) Carole McKenzie Executive Director (Education Resources) 7 June 2023 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient and transparent Previous References South Lanarkshire Council, 22 February 2023 Executive Committee, 21 June 2023 List of Background Papers Financial ledger to 19 May 2023 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 26
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Appendix A South Lanarkshire Council Capital Expenditure 2023-24 Education Resources Programme For Period 1 April 2023 – 19 May 2023 Education Resources Base Budget £000 Budget Adjustments £000 Slippage/ Acceleration £000 Total Budget £000 Budget to Date £000 Actual Expenditure £000 Growth / Accommodation Pressures 6,691 350 - 7,041 675 675 1,140 Hours 3,280 - - 3,280 111 111 ICT Developments 2,035 20 - 2,055 112 112 Free School Meals 6,671 - - 6,671 2 2 TOTAL 18,677 370 - 19,047 900 900 For Information Only Budget Adjustments presented for approval by Executive Committee, 21 June 2023: Budget Adjustments Education ASN Adaptations / Mainstream Growth Castlefield Primary School – Extension Jackton Primary School Education ICT – Duncanrig Secondary School Total Budget Adjustments £0.100m £0.150m £0.100m £0.020m £0.370m 27
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 Report by: Executive Director (Finance and Corporate Resources) and Executive Director (Education Resources) Subject: Education Resources – Workforce Monitoring – March to April 2023 1. Purpose of Report 1.1. The purpose of the report is to: - [purpose] provide employment information for March to April 2023 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 March to April 2023 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 March 2023 [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 March to April 2023. 4. Monitoring Statistics 4.1. Attendance Statistics (Appendix 1) Information on absence statistics is analysed for the month of April 2023 for Education Resources. The Resource absence figure for April 2023 was 3.8%, this figure has decreased by 1.9% when compared to the previous month and is 1.3% lower than the Council- wide figure. Compared to April 2022, the Resource absence figure has decreased by 0.2%. Based on the absence figures at April 2023 and annual trends, the projected annual average absence for the Resource for 2023/2024 is 3.8%, compared to a Council- wide average figure of 5.1%. 7 29
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Managers follow the procedures outlined in the Maximising Attendance Policy to support employees to remain at work, or to return to work after a sickness absence. There are comprehensive employee supports in place and additionally, Personnel Services work in close partnership with line managers and Resource Management Teams on a case management basis to ensure that appropriate actions are taken. 4.2. Occupational Health (Appendix 2) In terms of referrals to occupational health, which include medical examinations and physiotherapy, overall, 392 referrals were made this period. This represents an increase of 121 when compared with the same period last year. 4.3. Accident/Incident Statistics There were 260 accidents/incidents recorded within the Resource this period, an increase of 45 when compared to the same period last year. 4.4. Discipline, Grievance and Dignity at Work (Appendix 2) During the period, 6 disciplinary hearings were held within the Resource, an increase 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 48 leavers in the Resource this period eligible for an exit interview. This figure has increased by 2 when compared with the same period last year. Fifteen exit interviews were conducted in this period, a decrease of 9 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 March to April 2023, 82 employees (57.08 FTE) in total left employment, managers indicated that 79 posts (54.92 FTE) were being replaced, 1 post (0.63 FTE) was being filled on a temporary basis, 1 post (0.53 FTE) was due to the end of a fixed term contract and 1 post (1.00 FTE) was being held pending a savings or service review. 5. Staffing Watch 5.1. There has been an increase of 6 in the number of employees in post from 10 December 2022 to 11 March 2023. 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. 30
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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) Carole MacKenzie Executive Director (Education Resources) 25 May 2023 Link(s) to Council Values/Priorities/Outcomes Accountable, effective, efficient and transparent Fair, open and sustainable Ambitious, self aware and improving Excellent employer Focused on people and their needs Working with and respecting others Previous References Education Resources – 2 May 2023 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 31
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2021 / 2022 2022 / 2023 2023 / 2024 2021 / 2022 2022 / 2023 2023 / 2024 2021 / 2022 2022 / 2023 2023 / 2024 2021 / 2022 2022 / 2023 2023 / 2024 % % % % % % % % % % % % April 4.8 5.5 5.0 April 2.5 2.7 2.8 April 3.5 4.0 3.8 April 4.3 5.6 5.1 May 5.7 5.5 May 3.2 3.6 May 4.4 4.5 May 4.9 5.4 June 4.7 5.1 June 2.6 2.6 June 3.5 3.7 June 4.7 5.3 July 3.4 3.8 July 1.1 1.4 July 2.1 2.5 July 4.0 4.6 August 3.8 3.6 August 2.0 1.4 August 2.8 2.4 August 4.7 4.4 September 6.4 5.8 September 4.4 2.8 September 5.3 4.1 September 6.4 5.4 October 6.6 6.5 October 4.1 3.4 October 5.2 4.8 October 6.3 5.8 November 8.0 7.9 November 5.6 4.7 November 6.7 6.2 November 6.9 6.5 December 8.0 8.5 December 6.1 5.3 December 7.0 6.8 December 6.9 7.0 January 8.1 6.1 January 3.9 4.3 January 5.8 5.1 January 7.0 5.8 February 7.2 6.8 February 3.7 4.1 February 5.3 5.4 February 6.6 5.9 March 9.5 7.0 March 4.3 4.6 March 6.7 5.7 March 7.9 6.4 Annual Average 6.4 6.0 5.0 Annual Average 3.6 3.4 2.8 Annual Average 4.9 4.6 3.8 Annual Average 5.9 5.7 5.1 Average Apr-Mar 6.4 6.0 5.0 Average Apr-Mar 3.6 3.4 2.8 Average Apr-Mar 4.9 4.6 3.8 Average Apr-Mar 5.9 5.7 5.1 3516 3949 7465 16205 Teachers Resource Total No of Employees at 30 April 2023 No of Employees at 30 April 2023 No of Employees at 30 April 2023 No of Employees at 30 April 2023 Appendix 1 Absence Trends - 2021/2022, 2022/2023 & 2023/2024 Education Resources Council WideAPT&C 32
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Mar - Apr Mar - Apr 2022 2023 MEDICAL EXAMINATIONS Number of Employees Attending EMPLOYEE COUNSELLING SERVICE Total Number of Referrals PHYSIOTHERAPY SERVICE Total Number of Referrals REFERRALS TO EMPLOYEE SUPPORT OFFICER 105 120 REFERRALS TO COGNITIVE BEHAVIOUR THERAPY 1 1 TOTAL 271 392 Mar - Apr Mar - Apr 2022 2023 Over 7 day absences 3 1 Minor 10 5 Violent Incident: Physical**** 178 238 Violent Incident: Verbal***** 24 16 Total Accidents/Incidents 215 260 Mar - Apr Mar - Apr 2022 2023 Total Number of Hearings 1 6 Time Taken to Convene Hearing March - April 2023 0-3 Weeks 4-6 Weeks Over 6 Weeks 1 3 2 Mar - Apr Mar - Apr 2022 2023 Number of Grievances 0 0 Mar - Apr Mar - Apr 2022 2023 Number of Incidents 0 0 Mar - Apr Mar - Apr 2022 2023 Career Advancement 14 7 Child Caring / Caring Responsibilities 0 1 Disatisfaction with terms and conditions 0 1 Moving outwith area 1 0 Personal Reasons 4 4 Poor relationship with managers / colleagues 2 2 Travelling difficulties 2 0 Other 1 0 Number of Exit Interviews conducted 24 15 Total Number of Leavers Eligible for Exit Interview 46 48 Percentage of interviews conducted 52% 31% Appendix 2 82 159 34 35 EDUCATION RESOURCES CAUSE OF ACCIDENTS/INCIDENTS 49 *A Specified Injury is any fracture (other than to the fingers, thumbs or toes), amputation, loss of sight, serious burns, crushing injury, scalping, loss of consciousness caused by asphyxiation/ head injury, a chemical or hot metal burn to the eye or penetrating injury as defined by the HSE. **Over 3 day / over 7day absence is an injury sustained outwith specified injury category that results in a period of absence of absence as defined by the HSE. ***Near Miss - Any unexpected, unplanned occurrence (except Dangerous Occurrences) that does not lead to injury of persons, damage to property, plant or equipment but may have done so in different circumstance. ****Physical violent incidents are included in the "Specified" figures, where applicable, to provide the "Total Specified" figures. 77 ****Physical violent incidents and ***** Verbal Violent Incidents are included in the "Over 3-day or Over 7-day" figures, where applicable, to provide the "Total Over 3-day or Over 7-day" figures. ****Physical Violent Incidents and ***** Verbal Violent Incidents are included in the "Minor" figures, where applicable, to provide the "Total Minor" figures. ANALYSIS OF REASONS FOR LEAVING RECORD OF DISCIPLINARY HEARINGS RECORD OF GRIEVANCE HEARINGS RECORD OF DIGNITY AT WORK 33
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FTE* H/C** FTE H/C FTE H/C Terminations/Leavers 24.11 33 674.73 899 698.84 932 Being replaced 23.11 32 660.77 803 683.88 835 Filled on fixed term basis 0.00 0 2.90 4 2.90 4 Plan to transfer this budget to another post 0.00 0 0.66 1 0.66 1 End of fixed term contract 0.00 0 6.34 85 6.34 85 Held pending service Review 1.00 1 4.07 6 5.07 7 Plan to remove for savings 0.00 0 0.00 0 0.00 0 * Full time equivalent ** Head count/number of employees FTE* H/C** FTE H/C Terminations/Leavers 32.97 49 32.97 49 Being replaced 31.81 47 31.81 47 Filled on fixed term basis 0.63 1 0.63 1 Plan to transfer this budget to another post 0.00 0 0.00 0 End of fixed term contract 0.53 1 0.53 1 Held pending service Review 0.00 0 0.00 0 Plan to remove for savings 0.00 0 0.00 0 * Full time equivalent ** Head count/number of employees Apr-23 Cumulative total Appendix 2a Mar-23 Reconciliation figure Cumulative totalApr 2022 - Feb 2023 34
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As at 11 March 2023 F/T P/T F/T P/T Teachers 676 73 2227 858 3834 Other 137 96 683 2380 3296 Total Employees 813 169 2910 3238 7130 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 6.60 3461.90 3469.5 Other 1.00 1182.76 959.29 148.36 46.00 13.00 3.96 62.26 7.60 2424.23 As at 10 December 2022 F/T P/T F/T P/T Teachers 676 76 2259 848 3859 Other 144 90 670 2361 3265 Total Employees 820 166 2929 3209 7124 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 6.60 3491.80 3499.4 Other 1.00 1168.50 941.97 149.13 47.00 11.00 2.96 63.26 7.80 2392.62 Appendix 3 Salary Bands *Full - Time Equivalent No of Employees Salary Bands MALE FEMALE TOTAL JOINT STAFFING WATCH RETURN EDUCATION RESOURCES *Full - Time Equivalent No of Employees MALE FEMALE TOTAL 35
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 Report by: Executive Director (Education Resources) Subject: Early Learning and Childcare (ELC) - Sustainable Rate Price Review 2023/2024 1. Purpose of this Report 1.1. The purpose of the report is to: - outline the work undertaken on setting the Early Learning and Childcare (ELC) sustainable rate for funded providers for implementation from 16 August 2023 2. Recommendation(s) 2.1. The committee is asked to approve the following recommendation(s): (1) that the content of the report and the outcome of the sustainable rate review is noted; (2) that the recommendation for the proposed sustainable rate as outlined in section 5.2 is approved; and (3) that the requirements of the Procured Service Agreement (PSA) for ELC to secure funded providers’ agreement is progressed in line with the framework terms. 3. Background 3.1. The landscape of Early Learning and Childcare (ELC) in Scotland has been undergoing transformative change through the 2014 Children and Young People (Scotland) Act through to almost doubling the level of entitlement of free ELC provision to 1,140 hours in 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. 3.2. In June 2019, the Council introduced a Procured Service Agreement (PSA) 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 Government’s reference rate within their Financial Review. The PSA requires a review of the rate annually. 3.3. The Education Resources Committee on 15 November 2022, approved an increase to the hourly rate from August 2022 at £5.71 and £6.34, plus £0.50 per hour for lunch, for 3-5 year olds and 2 year olds respectively – (a 7.5% 8 37
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increase). This was implemented following a national activity to support sustainable rate setting processes, including the commissioning of Ipsos MORI by the Scottish Government to conduct a national cost collection exercise and the publication of updated Interim Guidance on Setting Sustainable Rates for August 2022. 3.4. The hourly rate to funded providers for statutory 1,140 ELC provision, is in addition to the funded programme of Milk and Healthy Snack Scheme Scotland Regulations 2021; the Council’s investment to support Early Access for 3 year olds and the zero based support for training and development and quality assurance available to funded providers. 3.5. Funded providers deliver early learning and childcare to 33% of South Lanarkshire’s eligible children. (2,389 children as at May 2023) 4. Consultation Process 4.1. Consultation was undertaken with the funded providers as part of the exercise conducted through 2022. The Education Resources Committee in November 2022 asked officers to continue with a programme of consultation on rate setting. 4.2. A representative subgroup of funded providers covering all private and voluntary sectors was established to consider rate setting. This consisted of 10 funded provider representatives and the remit of the group was to work in consultation with officers on the process for review and setting rates and act on behalf of the wider group on consultative issues and decisions. The group convenes as required in addition to the wider six weekly meeting of funded providers. 4.3. The subgroup has met three times, in November 2022, April 2022 and recently in May 2023. The subgroup has requested several things through the initial meeting in terms of consultation and this included: being updated as early as possible on rate changes, to support planning within their establishments; to ensure their opinions were considered. These areas have been addressed as part of the engagement and consultation process, with consideration being given to continued emphasis on funded provider support through training opportunities and staff development, to enhance support for children and for their employees. 4.4. At the recent meeting on 19 May 2023; the subgroup was updated on the financial climate local government is experiencing and the challenges faced in terms of service reduction over the next 2 to 3 years. In addition, the Council’s willingness to support funded providers within the financial envelope available for ELC provision, the considerations around the proposals for August 2023 and the desire to continue to support and work with funded providers on the delivery of ELC to South Lanarkshire’s children were also discussed. 4.5. Discussions were positive and officers advised on considerations as outlined at section 5 below. These were well received by the subgroup and their desire to move forward was noted. It was also outlined that these proposals are subject to formal approval but do allow initial planning and consideration 38
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at a very early stage by funded providers, as requested and this was welcomed. The subgroup was invited to consult with the wider group to determine next steps for wider consultation as required. Officers outlined their willingness to discuss with the wider group the process of rate setting proposals for August 2023 and offered further in person meetings, specific locality meetings or on- line meetings, including evening sessions, to accommodate child-minders and those unable to attend during the normal working day. 4.6. The subgroup requested a further meeting to discuss the proposals with the full group of funded providers and this was held in person as an evening meeting on Wednesday 7 June 2023. This enabled all funded providers including childminders to attend. The meeting was attended by 16 funded providers and the proposals on the new rate from August 2023 were outlined in context of the wider financial position of the Council and uncertainly around the levels of funding for Early Years in the future. The outcome of the meeting was that funded providers agreed the proposed rate changes going forward for August 2023, which they considered helpful for their business planning. The early involvement in the process and consultation approach was noted as positive. 4.7. Officers and the group members agreed to continue the engagement process for future years as a welcome approach. 5. Funding Options and Considerations 5.1. The work undertaken to consider the sustainable rate for funded providers, has been based on a number of factors. This includes the anticipated level of staff costs for 2023/24 aligned to the staffing element of the ELC hourly rate per the cost collection exercise in 2022; other Council contracts and increases to charging levels applied across Council services in 2023/24. 5.2. The proposed change to the hourly rate for funded providers is an increase of +3% and the revised rates for all SLC children are outlined below:- The new rates will be implemented from 16 August 2023 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 provided. 5.3. The PSA requires a change control notice be sent to each funded provider and for funded providers to respond within 30 days with acceptance to the revised rate or notify intention to be removed from the PSA. 39
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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 and the response to the consultation process. 6. Implementation Timeline 6.1. Based on the requirement of the PSA and change control process, the following high level implementation timeline is outlined: June 23 Procurement lead in time to start (2 weeks) Procurement activity supporting the PSA requirements to begin July 23 – August 23 Funded providers to confirm agreement to the revised sustainable rate and price review August – September 23 Payment process to update rate change Consider funded providers who have not responded and action plan 6.2. It is anticipated the revised rate will be paid from August through to September 2023 with backdating arrangement in place for the session commencing 16 August 2023. 7. Employee Implications 7.1. There are no employee implications associated with the content of this report. 8. Financial Implications 8.1. The sustainable rate options as set out in section 5.2 represent a model that accurately reflects current wage cost estimates whilst it aligns to affordability for the Council within the ELC funding envelope and adopts consistency of approach with other large contracts across the Council as well as supporting the real living wage in the early years sector. 8.2. The financial implications of funding the sustainable rate as outlined in section 5.2, will require annual budget of £0.469m. For 2023/2024 this equates to £0.323m which is already budgeted. 8.3. The long-term implication of the additional cost is the main financial risk as funding for 2024-25 is not yet known and work continues at a national level to consider the quantum and variable factors including population and inflation. Additionally, ‘Best Start’ plans for school aged childcare, deferrals from August 2023 and provision for eligible 1- and 2-year-olds are areas where policy and funding are not yet known. 9. Climate Change, Sustainability and Environmental Implications 9.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in the report. 10. Other Implications 10.1. 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. 2024/2025 funding continues to be 40
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considered, however, the expectation for continued increases in the sustainable rate, without appropriate levels of funding is a risk and highly unlikely to be maintained. Further increases to the sustainable rate are only sustainable for the council with appropriate financial support. 11. Equality Impact Assessment and Consultation Arrangements 11.1. 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. 11.2. Consultation and engagement has been and continues to be ongoing with the relevant stakeholders as outlined within the content of the report. Carole McKenzie Executive Director (Education Resources) 8 June 2023 Link(s) to Council Values/Priorities/Outcomes Education and Learning: Inspiring learners, transforming learning, strengthening partnerships Accountable, Effective, Efficient and Transparent Previous References Education Committee 15 November 2023 - 2022/23 Early Learning & Childcare (ELC) Sustainable Rate Price Review List of Background Papers Interim Guidance on Setting Sustainable Rates for August 2022, Ipsos MORI ELC Cost Collection Exercise 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) E-mail: stewart.nicolson@southlanarkshire.gov.uk 41
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 Report by: Executive Director (Education Resources) Executive Director (Finance and Corporate Resources) Subject: Mental Health Update Report 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the contribution of Psychological Services to the agenda for improvement in the mental health and wellbeing of children and young people, including the approaches and interventions to support mental health and wellbeing within the local authority, and on the next steps [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that approval be given to establish a post of 1FTE educational psychologist to support sustained implementation of mental health and wellbeing interventions, which will be funded from NHS Lanarkshire Health and Social Care Partnership funding stream for 23 months, as outlined in paragraph 13; and (2) that the progress made in supporting the mental health and wellbeing of children and young people in our schools across South Lanarkshire, along with the next steps highlighted in paragraph 11 are noted. [1recs] 3. Background 3.1. The Mental Health and Wellbeing of Children and Young People is a national and local priority. There is a recognised downward trend in terms of mental health for children and young people in Scotland, evidenced over time from a wide range of sources for example national sampling via the Scottish Schools Adolescent Lifestyle and Substance Use (SALSUS) survey. 3.2. Since 2010, the proportion of pupils with higher total difficulties and emotional presentations has been on an upward trend. Covid -19 was a further significant factor. South Lanarkshire Council Psychological Service has been involved in research within the local authority around exploring the impact of Covid-19. 3.3. During the first lockdown, a survey was developed in collaboration with the Youth Family, and Community Learning Service. Parents and young people were surveyed, with 5800 parents and over 3000 children and young people involved. There were clear themes about the adverse impact of lockdown on mental health and wellbeing. This was used to help inform schools’ response and approaches to supporting children and young people upon reopening in August 2020. 9 43
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3.4. Subsequent research, completed as part of the scoping for community mental services, asked over 3000 secondary pupils in the authority in depth about mental health. Young people noted high levels of confidence about talking about mental health (86% were confident to some degree), but less confidence talking about their own mental health (55% confident to some degree). 48% had been concerned to some degree about their own mental health over the previous year. 4. Supporting Children and Young People’s Mental Health 4.1. In June 2018, the Children and Young People’s Mental Health Task Force was jointly commissioned by the Scottish Government and COSLA and tasked with investigating how to improve the way in which children’s mental health services were organised. The Taskforce published a series of recommendations in July 2019, highlighting that a whole systems approach underpinned by Getting it Right for Every Child would help children, young people and families get the right help at the right time. 4.2. Following on from these recommendations and as part of its Mental Health Strategy, the Scottish Government has made available funding for the provision of access to counsellors through schools, to be delivered to pupils aged 10 and over from 2019/20. 4.3. Additionally, the Scottish Government allocated funding for councils across Scotland to enable them to prepare to implement community mental health and wellbeing services for children and young people. A Framework developed by the Children and Young People’s Mental Health and Wellbeing Programme Board was issued, to guide the development of services to meet local need. The Framework described the kind of support that is required and how this is expected to fit within existing mental health supports from universal services and clinical care, with an emphasis on early intervention. These changes were part of a whole systems approach, which included a new national specification guiding the approach taken by Child and Adolescent Mental Health Services (CAMHS), aiming to change the way services are delivered. 4.4. Suicide Prevention 4.4.1. The aim of Scotland’s new Suicide Prevention Strategy, Creating Hope Together (2022-2032), is that any child, young person or adult who has thoughts of taking their own life, or who is affected by suicide gets the help they need, and feels a sense of hope. One of the outcomes of the initial Action Plan (2022-2025) is that everyone in Scotland who is affected by suicide can access high quality, compassionate, appropriate and timely support that promotes wellbeing and recovery. 4.5. Attachment Strategy 4.5.1. The Education Resources Attachment Strategy provides a relational, preventative approach to meeting the needs of all children and young people. A key focus being on supporting trauma informed practice and providing an approach that buffers the impact of Adverse Childhood Events for the most vulnerable children and young people. There are close links between the ongoing work in relation to mental health and wellbeing and the benefits of providing general support and intervention from staff working in an attachment informed way. 5. Update on Counselling Through Schools in South Lanarkshire 5.1. Since the introduction of Counselling through Schools in October 2020, all 17 mainstream secondary schools, 3 ASN secondary schools and young people attending Aspire, now have access to counselling support. All primary schools can access counselling through a learning community model. Over the past year, the number of children and young people accessing counselling has increased both in 44
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primary and secondary sectors, with 765 pupils having accessed counselling during the period August-December 2022. 5.2. Over 50% of children and young people that access counselling are from SIMD 1-4, and 7% are care experienced. Overall, across the service, 65% of referrals are female, 33% are male, 1 % are non-binary and 1% of young people prefer not to say. This gender trend is reversed in primary, where it is more likely that boys are referred. In line with the vision for the service as an accessible early intervention support, self- referrals (from secondary pupils) have increased from 17% to 20% over the last year. 5.3. Evidence is showing that there are positive outcomes for those that have completed counselling. Of those pupils that had completed a course of counselling, outcome data measured on a range of scales indicates that: • 80% of secondary pupils reported improvements in YP-Core. • 74% of secondary pupils reported improvements in SDQ score. • 69% of primary pupils reported improvements in Stirling Wellbeing Score. • 83% of secondary pupils that filled in an on-line survey said counselling had improved their general mental health and wellbeing. (N=181). • A wide range of positive comments are reported in the full report. 5.4. As part of the provision for children and young people, a service for under 10-year olds has been commissioned to provide early intervention therapeutic support via theraplay. This service is provided by The Exchange, a third sector provider. To date, this service has received 69 referrals for children under 10. 42 are male and 21 female. 30 children have so far completed their sessions, with 92% of parents and 85% of children and young people reporting improvements. 6. Update on Community Mental Health Approaches in South Lanarkshire 6.1. The Community Mental Health fund has a focus on services additional to those that can be provided through universal services, including by educational establishments, and to the clinical services provided through CAMHS. This additional support is a part of the whole system approach as described in the recommendations of the Taskforce. There is a strong emphasis on third sector support, and co-production with children and young people. This is a joint funding stream sitting with Education Resources and Social Work Resources. 6.2. Within South Lanarkshire, there has been a significant programme of engagement with children and young people. The South Lanarkshire Council Psychological Service (Psychological Service) completed a range of engagements, including a young person survey that helped identify trends and gaps in services. Following this, a range of third sector services have been commissioned, including Kooth, Action for Children and the Scottish Association for Mental Health (SAMH). 6.3. Kooth 6.3.1. Kooth is an online mental health and wellbeing support, providing online support to young people in South Lanarkshire aged 10-18 and up to 26 years, if care experienced. Over 1000 young people have registered for Kooth since June 2022. The service is most popular with young people aged 12-14 and around 2/3rds of those who use Kooth identify as female (62% female, 31% male, 5% other and 3% non- binary). The top presenting issues raised by young people within Kooth include: anxiety/stress, suicidal thoughts, self-harm and friendships. When asked if they would recommend this service, 100% of those that responded said they would. Kooth will continue to support children and young people next session. 45
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6.4. The Blues Programme 6.4.1. Action for Children has been commissioned to offer The Blues Programme in South Lanarkshire secondary schools. The Blues Programme is a targeted early intervention six-week group programme to support young people with low mood/negative thoughts using CBT principles. Participants work with trained instructors to learn to apply strategies and explore thinking patterns and behaviours. In South Lanarkshire, the programme targets S3 pupils who have expressed having experienced symptoms of low mood, anxiety and/or depression via a survey. 6.4.2. Since September 2020, nearly 700 pupils have attended The Blues sessions, with 83 groups delivered across 13 secondary schools. Recent analysis on pre/post-session survey responses indicate that two-thirds express improvements in their symptoms. The roll out of the programme to secondary schools is continuing, and further detailed analysis is planned. 6.4.3. Young people are very positive about Blues groups, for example indicating that it is a positive early intervention support, and helps change thinking around mental health, and gives young people time to consider their thoughts and feelings. 6.5. Scottish Association for Mental Health (SAMH) 6.5.1. As part of the community mental health approaches, the Scottish Association for Mental Health (SAMH) has been commissioned to deliver support. 6.5.2. Following consultation with children and young people, one identified need included a peer support programme. Young people highlighted that the provision of peer support is something a lot of young people do naturally, however, they felt that they would benefit from a structure around this support. Education was identified as a natural place to provide this. Feedback from some schools within the authority who had already implemented peer support systems was that this had largely been successful. 6.5.3. SAMH, Scotland’s largest mental health charity, have been identified and commissioned to provide a peer support programme within secondary schools and this will be rolled out over the next two years. In addition, SAMH will provide additional supports to education through mental health workshops for parents/carers, young people and staff and roll out of their mental health curricular resources. 7. Lifelines Lanarkshire - Suicide Prevention Approaches 7.1. Psychological Services have been responsible for co-chairing the pan-Lanarkshire Steering Group which developed Lifelines Lanarkshire multi-agency guidance. Through collaboration with South Lanarkshire Children’s Service Partnership, training to build capacity in staff to support and respond to children and young people, who may be at risk of self-harm and suicide has been rolled-out. 7.2. To date, over 300 key staff have been trained in 25 training sessions, involving practitioners from secondary schools, the Youth, Family and Community Learning (YFCL) Service and Social Work Resources. Over 80% of attendees have reported increased confidence in assessing level of risk, creating a safety plan, and using Lifelines Lanarkshire Assessment and Intervention Flowchart with children and young people. Next steps for Lifelines Lanarkshire is to pilot adapted versions of the training for key staff who work in primary schools and ASN provisions. 7.3. A Learn On-Line course is being launched soon which will be accessible for all staff in South Lanarkshire Children’s Services to help ensure there is a consistent approach 46
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especially for those supporting and working with a child or young person who may be at risk. 7.4. Enhanced two-day ASIST training (Applied Suicide Prevention Skills Training) managed by Public Health Scotland has resumed following the pandemic. This more in-depth skilled level training prepares caregivers to provide suicide first aid interventions. This is delivered across the Children’s Services Partnership by Psychological Services alongside NHS Lanarkshire Health Improvement colleagues. In response to an identified need, training capacity within Psychological Services has been increased in the last year to enable the delivery of training on a monthly basis. The aim of this roll out is to ensure there are ASIST trained staff across the authority to support children and young people who may be at risk of suicide. 8. Whole School Approaches 8.1. South Lanarkshire Council was involved as part of the Mental Health in Schools national working group, in developing the Whole School Approach to Mental Health and Wellbeing Framework, a Scottish Government document that aims to promote mental health and wellbeing across the whole school via a framework that emphasises 8 core principles. This framework has been widely shared and promoted with schools in South Lanarkshire, as a way of mapping and self-evaluating practice in this area. The Education Resources Mental Health and Wellbeing group has developed a video to promote the whole school approach with young people from Lanark Grammar School. This has been shared with staff and pupils through a range of events, including the Inclusion Conference, Young People’s Let’s Connect Conference and the launch of the Youth Strategy. 9. Young People’s “Let’s Connect” Mental Health Conference 9.1. A mental health conference for young people, was hosted by the Education Psychological Service in collaboration with South Lanarkshire Youth Council, NHS Lanarkshire and third sector organisations. The theme of Children’s Mental Health Week – that of connection, was adopted as the theme of the conference. All South Lanarkshire secondary schools were invited, with four schools also presenting good practice examples. The Minister for Mental Wellbeing and Social Care, representatives from the Scottish Government, as well as key representatives from South Lanarkshire Council attended. The feedback from the event was extremely positive and highlighted that the young people valued having discussions about mental health. In particular, young people felt that they learned new information from the conference and felt that this was a good forum to share information. Young people gave specific ideas about what actions they felt Education and Children’s Services colleagues should be considering to further support mental health and wellbeing in South Lanarkshire to feed into the Children's Services Plan. Due to the feedback from young people, this is now planned to be an annual event. 10. Role of the Education Psychological Service 10.1. The Education Psychological Service has a significant role in supporting the authority and children’s services approach to mental health and wellbeing. An Educational Psychologist’s contribution to mental health improvement takes place at many systemic levels including, the individual (child and family), school or establishment, and Education Authority level. 10.2. Over and above individual /casework there is a focus on:- Give Us a Break (change and loss), Lessons for Living (curriculum resource for wellbeing) and BEST (supporting children and young people with exam stress). 47
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Supporting the effective implementation of counselling and community mental health approaches Building staff capacity and knowledge, for example via the suicide prevention approaches noted above Delivering high quality action research 11. Next Steps 11.1. The next steps for Education Resources’ work in terms of wellbeing and mental health include the following:- continue to engage with young people, led by the Psychological Service to feed into future plans around mental health supports complete annual quality assurance visits to secondary schools for delivery of counselling interventions continue to monitor, evaluate and review the delivery and impact of all interventions further embed Scottish Association for Mental Health (SAMH) interventions within the authority continue to embed suicide prevention approaches within Education Resources and with partners 12. Additional Funding 12.1. In discussion with the Chief Officer of Lanarkshire Health and Social Care Partnership, some short-term funding has become available to focus on early intervention, and school counselling supports. This funding will be ring fenced and will have governance via the Integrated Joint Board. Three strands of a proposal have been agreed as receiving funding, including:- funding support to expand Action for Children Blues Programme funding support to extend The Exchange Theraplay for children under 10 funding support to employ an additional 1 FTE maingrade educational psychologist to support whole system working and to further develop interventions 13. Employee Implications 13.1. An additional educational psychologist will be required to fulfil these tasks. The proposal is to seek approval to recruit a main grade educational psychologist on a temporary basis for 23 months. The details of which are provided below:- Post (Education) Existing Number of Posts (FTE) Proposed Number of Posts (FTE) Grade SCP Range Hourly Rate Annual Salary Gross Cost inc on costs 30.3% Main Grade Educational Psychologist 0 1 1 SNCT £67,887 £91,213 14. Financial Implications 14.1. Employee costs and programme supports, as outlined at section 13.1 above, will be fully funded from designated ringfenced funding from the Health and Social Care Partnership. 48
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15. Climate Change, Sustainability and Environmental Implications 15.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 16. Other Implications 16.1. There are no other implications arising from the recommendations made in this report. 17. Equality Impact Assessment and Consultation Arrangements 17.1. This report does not require an equality impact assessment. 17.2. Consultation and engagement with stakeholders and multi-agency partners will continue as the strategic approach outlined above is further implemented within educational establishments and services. Carole McKenzie Executive Director (Education Resources Resources) 8 June 2023 Link(s) to Council Values/Priorities/Outcomes Education and learning: Inspiring learners, transforming learners and strengthening partnerships. Previous References None List of Background Papers Summary of Counselling Data The Exchange-Quarterly Report Lifelines Lanarkshire - Protecting children – information for employees Downloads - Child Protection (southlanarkshire.gov.uk) 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 49
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 Report by: Executive Director (Education Resources) Subject: Scottish Government Consultation on School Hours (Prescribing the Minimum Annual Number of Learning Hours per week) 1. Purpose of Report 1.1. The purpose of the report is to:- provide an update on the Council’s response to the Scottish Government’s consultation on prescribing the minimum annual number of learning hours. 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- (1) that the council’s response to the Scottish Government’s consultation on ‘Prescribing the minimum annual number of learning hours per week’ by the 13 June 2023, as shown in Appendix 1 be approved with any additions or qualifications as may be approved, for onward transmission to the Scottish Government. 3. Background 3.1. The Scottish Government's plans to set a legal minimum number of hours of school education school pupils should receive each year is subject to a period of consultation:- Prescribing the minimum annual number of learning hours: consultation 3.2. Traditionally, Scottish primary schools provide around 25 learning hours per week, and Scottish secondary schools around 27.5 hours per week. 3.3. However, while local authorities are required to have their schools open for 190 days each year, the number of learning hours is not prescribed. Our schools provide a safe place for children and young people and our focus remains on closing the equity gap, improving the attainment of learners, particularly those from backgrounds of disadvantage, tackling poverty, improving literacy and numeracy and supporting learners to develop their skills for learning, life and work. 3.4. The school week is the backbone of our education provision and benefits all our children and young people. The Scottish Government is clear that any changes to the school week must be based on educational benefit to pupils. Any measures that materially reduce the number of hours children spend learning in school may reduce 10 51
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pupil attainment and wellbeing and undermine efforts to close the poverty related
attainment gap.
3.5. To protect this vital provision for children and young people, the Scottish
Government are bringing into force the existing provisions in the Education
(Scotland) Act 2016 which will enable Scottish Ministers to set the minimum number
of learning hours in a school year and propose to use this power to make regulations
later this year.
3.6. This consultation is an opportunity for local authorities, parents, children and young
people and other stakeholders to provide views and evidence about the potential
impact of the implementation of this policy.
3.7. The Scottish Government intend to use the responses to inform the regulations and
non-statutory guidance.
4. Purpose of the Consultation
4.1. Section 21 of the Education (Scotland) Act 2016 ("the 2016 Act") inserts section 2ZA
into the Education (Scotland) Act 1980 ("the 1980 Act") which makes provision about
learning hours and gives powers to Scottish Ministers to make regulations to
prescribe the minimum number of learning hours per academic year.
4.2. The consultation paper sets out what is meant by the term learning hours, in which
types of educational setting the provisions would apply and gives an overview of the
current position in Scotland and internationally. It proposes, and invites views, on:
what level the minimum number of learning hours should be set for different types of
school and explores what this could mean in practice for schools and local
authorities in different types of educational provision.
4.3. The regulations and guidance will specify the minimum number of learning hours per
annum, how these should apply, including any variation where appropriate, and
effectively provide a statutory basis for the pupil year.
4.4. There is currently some variation in the school hours offered across Scotland that
has arisen for a range of reasons. For example, the variation may relate to rural
transport requirements, to meet the needs of the youngest pupils or to ensure older
pupils can access flexible options as part of their senior phase.
4.5. The Scottish Government wish to understand, and give careful consideration to, this
variation, both to avoid unintended consequences where this variation is appropriate
but also to ensure that similar and equitable provision is available to pupils wherever
they go to school in Scotland.
4.6. There are also differences in local delivery, for example, with some areas operating
an asymmetric week with some longer and some shorter days. There is no intention
to constrain this local variation.
5. Council Response to the Consultation
5.1. The Council supports the principle that there should be no ad hoc means to reduce
the time that children spend in school or formal education settings. Whilst the intent
behind this proposal appears to be to protect the existing ‘normal’ arrangements in
school, care must be taken not to introduce unintended consequences.
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5.2. In principle, the Council would wish to see the normal school week for children attending primary school preserved at 25 hours and for young people attending secondary school preserved at 27.5 hours, with the option for local flexibility eg at the end of a school term. 5.3. Annualising this figure rather than specifying the normal school year as 38 weeks/190 days may introduce unintended consequences in some circumstances. 5.4. The Council has noted the potential risk of further unintended consequences for Local Authorities as a result of the definition of ‘learning’ hours contained in the paper. 5.5. A copy of the Council’s full response to the Scottish Government consultation, entitled ‘Prescribing the minimum annual number of learning hours per week’ is shown in Appendix 1. This was submitted to the Scottish Government by 13 June 2023. 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 views of stakeholders have helped to shape and influence this response to this Scottish Government Consultation. Carole McKenzie Executive Director (Education Resources) 8 June 2023 Link(s) to Council Values/Priorities/Outcomes Education and learning: Inspiring learners, transforming learners and strengthening partnerships. Previous References None 53
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List of Background Papers Scottish Government Consultation:- Prescribing the minimum annual number of learning hours: consultation Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Stewart Nicolson, Head of Education Ext:- 4475 (Tel: 01698 454475) E-mail: stewart.nicolson@southlanarkshire.gov.uk 54
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Prescribing the minimum annual number of learning hours per week: consultation Respondent Information Form Please Note this form must be completed and returned with your response. To find out how we handle your personal data, please see our privacy policy: Privacy - gov.scot (www.gov.scot) Are you responding as an individual or an organisation? Individual Organisation For individuals, are you responding as a: Learner Parent Teacher School Support Staff Education Practitioner Other, please state: Full name or organisation’s name Phone number Address Postcode Email Address The Scottish Government would like your permission to publish your consultation response. Please indicate your publishing preference: Publish response with name Information for organisations: The option 'Publish response only (without name)’ is available for individual respondents only. If this option is selected, the organisation name will still be published. If you choose the option 'Do not publish response', your organisation name may still be listed as having responded to the consultation in, for example, the analysis report. 55
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Publish response only (without name) Do not publish response We will share your response internally with other Scottish Government policy teams who may be addressing the issues you discuss. They may wish to contact you again in the future, but we require your permission to do so. Are you content for Scottish Government to contact you again in relation to this consultation exercise? Yes No Questionnaire Question 1 Should the Scottish Government set in law the minimum learning hours pupils in Scotland should receive? Yes No Not Sure Please explain your answer in the text box. Question 2 Do you agree that the minimum annual learning hours should be 950 hours for primary schools? Yes No Not Sure Please explain your answer in the text box. The Council supports the principle that there should be no ad hoc means to reduce the time that children spend in school or formal education settings. Whilst the intent behind this proposal appears to be to protect the existing ‘normal’ arrangements in school, care must be taken not to introduce unintended consequences. As it stands, this proposal introduces a risk of legal action from anyone of the view that a child has received fewer than the statutory ‘‘learning hours’’ for any reason not covered by the exceptions cited; the definition of ‘‘learning hours’’ as it stands is therefore an area to be reviewed to address this risk. See Q4 response and Q6 response. In principle, the Council would wish to see the normal school week for children attending primary school preserved at 25 hours, with the option for local flexibility eg at the end of a school term. Annualising this figure rather than specifying the normal school year as 38 weeks/190 days may introduce unintended consequences in some circumstances. 56
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Question 3 Do you agree that the minimum annual learning hours should be 1045 hours for secondary schools? Yes, no changes should be made No, changes should be made Not Sure Please explain your answer in the text box. Question 4 Do you agree with the suggested definition of learning hours set out at paragraph 2.1 above? Yes, no changes should be made No, changes should be made Not Sure Please explain your answer in the text box. Question 5 Apart from the exemptions outlined in this paper are there any other circumstances where a variation to the number of learning hours provided may be needed? Please set out your response in the box below In principle, the Council would wish to see the normal school week for young people attending secondary school preserved at 27.5 hours, with the option for local flexibility eg at the end of a school term. Annualising this figure rather than specifying the normal school year as 38 weeks/190 days may introduce unintended consequences in some circumstances. The definition of ‘‘learning hours’’ as the ‘‘period of teaching that learners receive within the school day’’ does not accurately reflect the normal operation of delivering school education. It does not take account of the increasingly broad definition of “school education” in terms of Curriculum for Excellence, and the settings and time of day/evening within which school education is delivered, nor those by whom it is delivered. Examples might include travel time to a trip or placement; independent study or revision time, including study leave; assemblies; tutor time; other activities delivered by non-teachers eg performances, coaching, religious observance. Please also see Q6 response This depends on the definition considered in Q4. Rather than trying to list all possible legitimate circumstances, it might be more straightforward to allow local flexibility in exceptional circumstances eg earlier closures at the end of a school term. See Q6 response. 57
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Question 6 Are there any further views you wish to share regarding this proposal? Please set out your response in the box below The Council would acknowledge the importance of maintaining normal hours of attendance at schools or educational settings. The Council’s view is that the length of the school week should be protected, but through a ‘normal school hours’ approach rather than an annualised minimum hours of ‘‘period[s] of teaching”, which appears difficult to define. Given the proposed changes to the teachers’ contracted maximum hours of contact, it might be worth reviewing the matter of teaching hours, 2.10 of the consultation document, to consider how other activities might legitimately be delivered within a pupil week that is longer than a teacher week eg by sports or drama coaches; music instructors; professional/vocational instructors; community groups; outdoor education leaders; wellbeing services etc. It is noted that there are already provisions in legislation, eg the Standards in Scotland’s Schools etc Act 2000; the Education (Additional Support for Learning) (Scotland) Act 2004 and the Children and Young People (Scotland) Act 2014 which give pupils enforceable rights as regards protecting their right to a suitable education. Introducing minimum learning hours may only serve to add an unnecessary layer of education law which invites challenges for technical breaches which are contrary to the ethos of giving each child appropriate education in terms of these well- established Acts. 58
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 Report by: Executive Director (Education Resources) Subject: School Improvement and Inspection Update 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide an update on the work of the Curriculum and Quality Improvement Service (CQIS) in relation to supporting schools and Early Years establishments to achieve positive outcomes for inspections provide an update of the outcome of school and Early Years’ inspections 2022/2023 provide an update on future developments to support schools for 2023/2024 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that current and planned progress relating to Education Scotland inspection support be noted; and (2) that results of this year’s Education Scotland inspection results for schools and Early Years’ establishments be noted. [1recs] 3. Background 3.1. Schools in Scotland are subject to external inspections from HMIe (Her Majesty’s Inspectors of Education) who are employed by the Government body Education Scotland. 3.2. The number of inspections carried out within each local authority within a school session depends largely on the size of that authority. South Lanarkshire Council is the 5th largest local authority by population. The group of local authorities below are similar in size to South Lanarkshire Council and are, therefore, used for comparative reasons within this report and will be referred to as ‘Comparator Local Authorities’. - East Dunbartonshire - East Renfrewshire - Glasgow City - Inverclyde - North Lanarkshire - Renfrewshire - West Dunbartonshire South Lanarkshire council had 13 establishment inspections during 2022/2023 (up to 9 June 2023). Information on Comparator Local Authorities is contained within Appendix 1. 11 59
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3.3. Inspection activity ceased following the lockdown in late March 2020 and resumed in August 2022. Education Scotland recognise that the pandemic had an impact on all communities, particularly that of schools. An Inspection Advice Note was made available and provides details on how HM Inspectors will reflect the COVID-19 pandemic context in inspections. The note can be found using the following link: https://education.gov.scot/media/pwql4hyd/inspection-advice-note-june-2022.pdf 4. Inspection Models 4.1. In August 2016, HMIe introduced a range of new inspection models to suit particular circumstances and contexts and to reflect the changing educational landscape. The inspection models introduced were:- Full ‘inspection’ model Short ‘inspection’ model Localised thematic model Neighbourhood model 4.2. Since August 2016, for the full and short types of ‘inspection’ model, HMIe inspectors have been using the quality indicators (QIs) outlined in “How good is our school?”(4th edition) (HGIOS4). In inspections of nursery classes and early learning and childcare centres, the equivalent QIs from “How good is our early learning and childcare?” (HGIOELC) have been used. 4.3. A full model of inspection evaluates four quality indicators (QIs 1.3 Leadership of Change, 2.3 Learning, Teaching and Assessment, 3.1 Ensuring Wellbeing, Equality and Inclusion and 3.2 Raising Attainment and Achievement/Securing Children’s Progress, whilst a short model evaluates two (QIs 2.3 and 3.2). 4.4. Each QI inspected is evaluated on a 6-point scale as follows:- 1. Unsatisfactory 2. Weak 3. Satisfactory 4. Good 5. Very Good 6. Excellent 5. Support for Schools 5.1. It is recognised that schools and their staff can find the process of preparing for inspection challenging. In addition, significant and rapid changes in national educational policy, as well as periods of remote learning and school closure, have left schools less certain about new expectations for inspections. 5.2. In order to best prepare schools for a return to the inspection process and to refocus on expectations around self-evaluation for improvement, CQIS support and challenge for establishments has been wide-ranging. It is important to note that support is given to all schools, not just those pending inspection. This support has comprised of a number of key elements, including:- the launch of the Revised School Improvement Manual which provides guidance on a range of school improvement policy and practice the provision of resources to support self-evaluation for self-improvement e.g. updated HGIOS4 and HGIOELC Toolkits and preparation for inspection pack 60
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revised School Improvement Planning and Standards and Quality Reporting frameworks which reflect all National Guidance and support self-evaluation for self-improvement a full consultation with schools on new approaches to self-evaluation based on a Peer Review model, that will help establishments strengthen their self-evaluation processes and gain information which influences their School Improvement Planning and Standards and Quality Reporting processes. The previous Validated Self Evaluation (VSE) model has been on hold post pandemic and will now be superseded by Peer Review and Collaborative Enquiry focused dialogue on establishment evaluation during Quality Link Officer visits the use of Statistical Summary Report (SSR) data for both primary and secondary schools, as well as a new Data Portal and Benchmarking Tools for senior managers, which has focussed on the use of data to inform school improvement 5.3. Specific support is provided to those establishments who are potentially facing an inspection in the next few years, this support includes:- two full day professional learning sessions where Head Teachers are provided with the opportunity to work together on self-evaluation activities and hear from colleagues who have recently been inspected. These sessions are very well attended and evaluations of these sessions are very strong support from a central HMIe Inspection Support Team which provides professional and pastoral support to establishments through the inspection process. Evaluations from all establishments inspected identify this support as excellent (83%) or very good (17%) 6. Inspections During Session 2022/2023 6.1. During 2022/2023, 13 South Lanarkshire Council (SLC) establishments were inspected. This breaks down as:- 7 primary schools experienced the full model for inspection; 4 of those primary schools with nursery classes 4 primary school inspections experienced the short inspection model; 1 of those primary schools with nursery classes 1 secondary school 1 standalone early years establishment 5 schools visited as part of Education Scotland thematic reviews 7. Outcome of inspections During Session 2022/2023 Schools – Analysis of overall inspection outcomes (SLC, Comparator LA’s, West Partnership and National) 7.1. A positive outcome for any single inspection is defined as grades of satisfactory and above. Of the 12 schools inspected this session, all received positive outcomes, exceeding the national expectations with a grade of good or above awarded for all Quality Indicators. Appendix 2 illustrates this further along with information for comparative local authorities, the West Partnership and Nationally. 7.2 Six primary inspections and one secondary inspection this session were also identified by Education Scotland as having practice worth sharing nationally. This includes practise on the school’s approaches to:- ensuring that children, who attend a small rural school, have a wide range of opportunities and experiences. This contributes to their overall wellbeing and progress 61
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tracking children’s progress in the supported classes. The school’s approach ensures accurate information about children’s progress and working levels which takes account of their individual needs. It provides a particularly strong base for planning the next steps to support children’s progress in literacy, numeracy and health and wellbeing highly effective approaches to nurture over an extended period. This has developed from a single nurture base to a whole school universal approach. Targeted nurture groups provide additional support to those who require intensive support. All children experience a strong nurturing learning environment strong and rigorous self-evaluation, linked to teachers’ professional learning. This has had a very positive impact on improving the consistency in learning and teaching across the school teaching and support staff providing highly effective nurture support for targeted groups of children. Children demonstrate increased social skills and emotional literacy in nurture settings and in classes, as a result of attending nurture groups monitoring and evaluating the work of the school and the approaches to wellbeing, which results in young people who feel respected, included and valued were highlighted in the secondary school inspection report approaches to monitoring participation in out of class activities and the strategic approach to learning, teaching and assessment is sector-leading the shared vision that underpins all aspects of school life, along with the energy and huge commitment to meet the wellbeing needs of all children and families. Children’s wellbeing and achievement are central to the school ethos. This is leading to successful school improvement, achievement and attainment for learners 7.3. In addition, there was no requirement for follow-up inspection activity as an outcome of any of the school inspections during 2022/2023. There has been no requirement for follow up inspection visits for any establishment within South Lanarkshire Council in the last 8 years. Education Scotland do not publish this information specifically, however, local intelligence would suggest that we are in an exceptionally strong position compared to other Local Authorities. Analysis of QI’s (SLC vs Comparator Local Authorities) 7.4. Although referenced in 3.2, it is difficult to compare school inspections across authorities because of the varying numbers involved. However, a comparative analysis which scrutinises SLC establishment inspection outcomes with some comparator authorities demonstrates that SLC’s current inspection profile continues to be positive with 100% of inspections outcomes for the inspected Quality Indicators as good, very good or excellent compared to Glasgow at 69%, Aberdeenshire at 35%, Fife at 67.4%, Highland at 72.9% and North Lanarkshire at 78.1%. 7.5. An analysis of establishment’s self-evaluations compared with the evaluations that they receive during inspection activity demonstrates that there is little variance between these i.e. establishment evaluations are reasonably well aligned to those of inspection teams. Alignment is important given that, as part of the National Improvement Framework requirements for data from Local Authorities, this information is collected and helps form a view of how well we know our schools. 7.6. A number of schools were also selected to take part in Thematic Reviews undertaken by Education Scotland in the following themes, Inclusion: Promoting, Positive Behaviour (phase 1 and 2) and Curriculum Design. Although no grades were attached to these reviews, feedback provided was very positive. 62
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8. Early Years Establishments 8.1. Early Years’ establishments and school nursery classes are inspected both by Education Scotland around the quality of educational provision using Quality Indicators and separately by the Care Inspectorate. This report only concerns inspections conducted by Education Scotland. New advice for session 2022/23 also allows schools the option not to undertake an additional inspection by Education Scotland when they inspect a school, if they have been inspected by the Care Inspectorate during the previous 18 month period. 8.2. During 2022/2023, 6 Early Years inspection reports were published, with associated evaluative grades for Quality Indicators. 5 of the inspections were inspections of nursery classes within primary schools with 1 inspection of a standalone nursery school. Appendix 3 illustrates this further. 8.3. Of the 6 early year establishments inspected this session, all received positive outcomes in this instance, a grade of good or above for all Quality Indicators. There were no evaluations of satisfactory or below awarded during any inspection for any of the Quality Indicators this year. 8.4. In addition, there was no requirement for follow-up inspection activity as an outcome of any of these Early Years inspections. 9. Reporting on Inspections 9.1. South Lanarkshire Council reports on individual inspections through the established Area Committee structure. This allows local elected members to hear a presentation from the Headteacher and/or Quality Link Officer, and to ask questions around the inspection. A committee paper is prepared for each of these inspections. 9.2. In addition, data from inspections feeds into the evaluation of our Education Resources plan through the IMPROVE mechanism. 9.3. Education Resources publicises new inspection reports through the Education SWAY publication. 9.4. Each school is responsible for sending communication regarding the inspection outcome to parents following an inspection. Paper copies can be made available for those who are unable to access the internet. It would be expected that a schools’ inspection report and associated evidence would be fully discussed with the Parent Council. It is worth noting that the chair of the Parent Council is fully involved with the inspection and receives an advance copy of the letter to parents/carers. 10. Next Steps 10.1. Formal inspections notwithstanding, it is planned that support and challenge for schools around self-evaluation continues to be developed in order to secure further advances in school improvement. This support will include professional learning opportunities, provision of resources and targeted support. It is important that Central Teams continue to be sensitive to the particular needs and contexts of our schools. 11. Employee Implications 11.1. None 12. Financial Implications 12.1. Financial implications are within existing budgetary resources. 63
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13. Climate Change, Sustainability and Environmental Implications 13.1. There are no implications for climate change, sustainability or the environment associated with this report. 14. Other Implications 14.1. There are no risk implications in terms of the information contained in this report. 15. Equality Impact Assessment and Consultation Arrangements 15.1. This report does not present a new strategy, policy or plan and is, therefore. not subject to equality impact assessment. 15.2. There was no requirement to undertake any formal consultation in terms of the information contained within this report although paragraph 9 provides details on the engagement activities to share the inspection outcomes with parents/carers and the school community. Carole McKenzie Executive Director (Education Resources) 12 June 2023 Link(s) to Council Values/Priorities/Outcomes Inspiring learners, transforming learning, strengthening partnerships Previous References Education Resource Committee – 18 August 2020 List of Background Papers 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 (School Improvement) Ext: 4468 (Tel: 01698 454468) E-mail:- carole.mckenzie@southlanarkshire.gov.uk 64
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Appendix 1 Information available on the number of Published Inspections 2022/23 of South Lanarkshire Council and Comparative Local Authorities. Number of Inspections of Comparator Local Authorities. Local Authority Type Total South Lanarkshire Early Years 6 Primary 11 Secondary 1 Total 13 Aberdeenshire Early Years 4 Primary 6 Secondary 2 Total 8 Fife Early Years 6 Primary 6 Secondary 2 Total 10 Glasgow City Early Years 3 Primary 6 Secondary 4 Total 11 Highland Early Years 6 Primary 7 Secondary 1 Total 8 North Lanarkshire Early Years 3 Primary 6 Secondary 1 Total 7 Total 57 Analysis of Quality Indicators of Comparator Local Authorities Local Authority Number of QI's evaluated as 'good' or better % of QI's evaluated as 'good' or better South Lanarkshire 62 100.0% Aberdeenshire 14 35.0% Fife 31 67.4% Glasgow City 29 69.0% Highland 35 72.9% North Lanarkshire 25 78.1% 65
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Appendix 2 Analysis of Quality Indicators; Schools (Primary and Secondary) 66
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Appendix 3 Analysis of Quality Indicators; Early Years 67
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 Report by: Executive Director (Education Resources) Subject: Youth, Family and Community Learning Pathfinder Initiative 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide a progress report on the Youth, Family and Community Learning (YFCL) Pathfinder Initiative in 7 secondary schools within South Lanarkshire Council. [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that this progress report on the Youth, Family and Community Learning (YFCL) Pathfinder Initiative and the evidence-based research work and findings, are noted. [1recs] 3. Background 3.1. Through collaboration between Education, Social Work and Corporate Resources, the Pathfinder Initiative was established in the three secondary schools in Cambuslang and Rutherglen in 2019 (Cathkin High, Stonelaw High and Trinity High). The aim of the initiative was to promote effective early intervention and to consider how best to support and promote resilience in young people on the ‘edges of care’ who experienced significant barriers to learning and whose health and wellbeing were at risk. This supported the agenda of the Scottish Government’s Independent Care Review (2017-2020). 3.2. A number of socio-economic factors influenced the decision to pilot the initiative in the Cambuslang and Rutherglen area. This included the high number of young people under 20 from low-income families; the highest rate in the authority for alcohol and/or drug admissions to services; higher social work referrals for Child and Family services than the South Lanarkshire average; relatively more of the locality’s economically inactive population were unemployed and significantly more were long term sick or disabled. 3.3. Influenced by the philosophy, values and skill base of the Community Learning and Development profession (CLD Standards Council Scotland) who promoted equality, empowerment and life-wide learning for all, the decision was made to appoint two CLD officers to be based in each of the three secondary schools. These officers would work in close collaboration with the schools and establish effective partnerships with relevant agencies. 12 69
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3.4. To inform decision making and influence the quality of ongoing implementation of the CLD initiative, a significant commitment was made by Education and Social Work Resources to undertake a rigorous and scientific research programme to explore impact and outcomes. A longitudinal research programme was commissioned to allow a focus on impact and development over time and also to avoid the positive recency effect around new initiatives. Therefore, there was provision for the researcher to gain insight into the informal reality of the schools and other organisations, which often can only be fully perceived over time. 3.5. The research findings were published in 2021 (Cambuslang and Rutherglen Pathfinder Initiative: Impact and implementation factors). The evidence based research was influential in seeing the Pathfinder Initiative being extended in 2021 to the present time to include secondary schools in all four learning communities. Seven schools in total are now involved, with two YFCL Pathfinder officers based in each school. This includes the three Cambuslang and Rutherglen secondary schools, Lanark Grammar (from December 2021), St Andrew’s and St Bride’s (from December 2021) Calderside Academy (from August 2022), and, more recently, Carluke High school (from January 2023). 4. Research programme 4.1. The aims of the research programme were to:- explore the impact of the YFCL Pathfinder Initiative on young people, families, and the micro and macro systems around young people use the learning from the research to inform the ongoing development of the initiative identify effective implementation factors and barriers 4.2. Research methodology and approach 4.2.1. The research questions guided data collection. A qualitative research approach was adopted as the most appropriate way to explore the underlying social and psychological processes. This involved research interviews, recorded and analysed by the researcher, and document analysis. 4.2.2. It was acknowledged that quantitative data is equally important, and the Pathfinder team gathered and shared with the researcher relevant quantitative data for example on referrals, home visits, group work sessions etc.. However, this research study aimed to access some of the complex realities and deeper meanings of everyday life for young people, families and the agencies which support them. Unlike quantitative data analysis, which tends to discard ‘outliers’, qualitative research gives voice to exceptional and unusual views. This contributes to a more complete understanding of the situation being explored, while also looking for common threads of meaning. 4.2.3. The research approach was also influenced by action research methodology where the researcher aims to be immersed in the context and to work with staff and research participants as collaborators in the research activity. The views of the research participants to some extent influenced the research direction and there was a developmental role for the researcher, using the formative research findings to inform implementation of the initiative. 4.2.4. In order to capture lived experiences, case studies were undertaken where the focus was on adaptive aspects of young people’s development rather than labelling or pathologising. 70
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4.3. Research findings 4.3.1. It is acknowledged that some of the most profound, formative impact on the life of a young person through being supported by Pathfinder, may only be fully realised in the long term. 4.4. Outline of key themes Consistent evidence was apparent from the self-report of young people and families and from the feedback from school staff and partner agencies, that the attachment-informed relationships established by the Pathfinder officers are highly valued. Improved life trajectories are promoted by the creation of a secure base and safe haven. The relationships support the development of resilience and bring hope and humanity to the lives of young people and families. In powerful reflections during research interviews, young people movingly expressed their trust in Pathfinder officers. The schools and partner agencies highlighted their observation of empathy and compassion. It would seem that the positive alliance established by Pathfinder officers with young people and parents promotes commitment to quality engagement Through the positive and attachment-informed relationships, school- connectedness is promoted and there would seem clear evidence of improved levels of achievement and attainment in young people at risk of school exclusion Pathfinders ‘equalise’ the real (and perceived) power inequalities for young people, and parents and carers The role and work of the Pathfinder officers as they work within the complex system of relationships in a young person’s environment, supports and contributes to positive outcomes in key Scottish Government agendas such as the focus on good mental health, prevention and early intervention in the ‘Mental Health Plan’, ‘The Promise’, ‘Closing the poverty-related attainment gap’, and ‘Inclusion as Prevention’. The wide ranging CLD role and the people and goal-centred approach of the Pathfinder officers supports the aspiration found in Connect (2022 to 2027) that young people are supported to develop their skills for learning, life and work. Evidence of impact was apparent from the case studies, where direct support from the Pathfinder officers would seem to have mitigated risk of negative outcomes There is evidence of a positive impact on the Staged Intervention system. This is apparent in the feedback from Depute Head Teachers (DHT) who chair Joint Assessment Teams (JAT) and who report that Pathfinder significantly extends the available support for young people to remain within school and in the community. Acknowledging the Pathfinder extensive knowledge of community resources and networks of support, the DHTs interviewed also consistently made reference to the general advice role of the Pathfinder officers at JAT. Additionally, there is evidence that the Pathfinder officers have a consultative role, e.g. working with school management to explore effective approaches for specific emerging need in the school population. Furthermore, data from Partnership Planning Meetings (PPM) would indicate a decrease in referrals to PPM. Key personnel involved in monitoring and supporting the education of care experienced young people reflect on case studies where families are describing the positive impact that Pathfinder officers are having on their children’s abilities to manage school life and gain qualifications from better attendance 71
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The Pathfinder officers had a significant and effective role during Covid-19 in terms of addressing social isolation and facilitating effective networks for families to access practical support 4.5. Next steps 4.5.1. To build on this initial success, the next steps for research work will:- continue to work closely with YFCL Pathfinder management in development of best practice within Pathfinder continue to undertake research interviews and collect data until end of current school term continue to be alert to opportunities to share research evidence on Pathfinder on a local and national basis complete final research Report for August 2023 5. Employee Implications 5.1. No employee implications 6. Financial Implications 6.1. Financial implications for continuation of the Pathfinder programme are currently being scoped. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 8. Other Implications 8.1. There are no significant risk implications in terms of the information contained within this report. 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 existing policy, function or strategy and, therefore, no impact assessment is required. 10.1. There was no requirement to undertake any formal consultation in terms of the information contained within this report, but note that the views of children, young people and stakeholders have been a core part of the research project. Carole McKenzie Executive Director (Education Resources) 8 June 2023 Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Children and Young People: Our children and young people thrive Previous References Education Resources Committee – 31 August 2021 72
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List of Background Papers Research report 2020 – “Report of Initial Questionnaire on Pathfinder Initiative” Research report 2021 – “Cambuslang and Rutherglen Pathfinder Initiative: Impact and implementation factors” 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 73
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 Report by: Executive Director (Education Resources) Subject: Celebrating Success 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] advise on the range of high-quality work which takes place in schools, educational establishments and services and the opportunities taken to celebrate achievements and success. 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) the range of awards and the achievements of children, young people and staff across schools, establishments, and services as highlighted in this report be noted. 3. Background 3.1. The wider achievements of children and young people, as well as the good work undertaken by teachers and staff, is something that the Council, through Education Resources, believes should be recognised and celebrated. 3.2. It is important to acknowledge the role education has in making a difference to the lives of young people through inspiring learners, transforming learning and the continuous drive to build on and strengthen our partnerships. The commitment and dedication of staff across the Council in continuing to adapt to the ever-changing landscape in education is acknowledged and that by working together our aim is to provide the best experiences and outcomes possible for every learner. 3.3. Celebrating and recognising success is a cornerstone in helping to show the positive difference education makes to the lives of many children, young people, and families. Creative and inspirational learning and teaching takes place across our establishments and services every day and in this report, we take the opportunity to highlight a few examples of this excellent work. 4. Celebrating and recognising success 4.1. There are numerous examples of the achievements of children and young people being celebrated by nurseries, schools and services through social media on a daily basis which helps to share and showcase them more readily with parents, carers, and families. Some highlights are shown below:- 13 75
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4.2. COSLA Excellence Awards The finalists from Education Resources are: 1. Achieving Better outcomes for the Most Vulnerable in Partnership Clydesdale Virtual School 2. Strengthening Communities and Local Democracy Participatory Budgeting within the Pupil Equity Fund 4.3. Scottish Education Awards At the national Scottish Education Awards held on 7 June 2023, South Lanarkshire, Education Resources had five finalists: Community Learning and Development Award Conor Maxwell - CLD Talks Podcast, South Lanarkshire Council Youth Family and Community Learning Services Making a Difference Award (Primary) Greenburn School, East Kilbride Digital Innovator of the Year Award Coulter Primary, Clydesdale Lifetime Achievement Award Margo Thomson, Head Teacher, Robert Owen Memorial Primary, Lanark Head Teacher of the Year Award With Mrs Fiona Mullen, Head Teacher of St Andrew’s and St Bride’s High School winning the ‘highly prestigious ‘Head Teacher of the Year Award’. An outstanding achievement which recognises her dedication and commitment to education over the years. The nomination was fully supported and endorsed by the Parent Council, pupils and the school community. 4.4. South Lanarkshire Education Achievement Awards At the South Lanarkshire Education Achievement Awards held on 31 May 2023, around 300 young people from early years and schools right across the authority came together in Hamilton Town House, to celebrate their success and be presented with certificates of achievement. The following schools were also presented with a Special Award:- Biggar Primary – Fin Hope, Young Musician of the Year Burgh Primary - Gold Reading Schools Award Calderglen High School – Sam Hanna for his charity work St Bride’s Primary Bothwell – Digi-Inventors Challenge 4.5. South Lanarkshire’s Instrumental Music Service (IMS) The IMS staged numerous showcase events with every child receiving an instrumental music lesson and those in the YMI project showcasing their talents in online events. The 2023 SLC Battle of the Bands showcased the talents of the county’s emerging rock and pop talent 76
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South Lanarkshire Council Young Musician of the Year 2023 – Fin Hope, Biggar High School who also participated at the Scottish Young Musicians Solo Performer of the Year in the Royal Conservatoire of Scotland The Instrumental Music Showcase held on Tuesday 13 June 2023. 4.6. Duke Edinburgh Awards 2022/2023 389 young people achieved Duke of Edinburgh Award accreditation:- 3 Gold, 20 Silver and 243 Bronze awards with 123 receiving Certificates of Achievement. 9 young people will receive their awards at a ceremony on Holyrood House on 6 July 2023 4.7. A range of other achievements and awards by children, young people and schools, is also shown below:- St Leonard’s Primary School competed in the Euro Quiz final at the Scottish Parliament. West Mains School – Digital Schools Award Stonelaw High reached the final of the UK Lego robotics national final in Birmingham. Duncanrig Secondary School Concert Band won a gold award at the Scottish Concert Band Festival. Sanderson High School won the Scottish Schools Boccia Championships. Rights Respecting Schools Awards – 3 schools received gold status: o Chatelherault Primary School o Kirkton Primary School o Duncanrig Secondary School 5. Employee Implications 5.1. None 6. Financial Implications 6.1. None 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 8. Other Implications 8.1. There are no implications for risk in terms of the information contained in this report. 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. This report provides an update on celebrating success which can be widely shared. Carole McKenzie Executive Director (Education Resources) 8 June 2023 77
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Link(s) to Council Values/Priorities/Outcomes Education and learning: inspiring learners, transforming learning, strengthening partnerships Previous References Education Resources Committee – 14 February 2023 List of Background Papers Scottish Education Awards 2023 Cosla Excellence Awards 2023 Contact for Further Information If you would like to inspect the background papers or want further information, please contact: - Des Dickson, Education Resources, Operations Manager Ext:4495 (Tel: 01698 454495) E-mail: des.dickson@southlanarkshire.gov.uk 78
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Report Agenda Item Report to: Education Resources Committee Date of Meeting: 27 June 2023 Report by: Executive Director (Education Resources) Subject: Notification of Contracts Awarded: 1 October 2022 to 31 March 2023 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide notification in line with Standing Orders on Contracts to Committee of all contracts awarded by Education Resources during the period 1 October 2022 to 31 March 2023 [1purpose] 2. Recommendation(s) 2.1. The Committee is asked to approve the following recommendation(s):- [recs] (1) that details of the contracts awarded be noted. [1recs] 3. Background 3.1. It is a requirement of Clauses 21.8 and 22.5 of the Standing Orders on Contracts that details of the acceptance of all tenders above £50,000 be reported retrospectively to the relevant Committee for noting, other than those under Clause 21.3 where the award is not the lowest in a price only tender, or costs exceed the approved financial provision. In these instances, a report is submitted to the appropriate Committee and subsequent authority to award is granted by that Committee. 4. Contract Awards 4.1. A full list of contracts covering the period 1 October 2022 to 31 March 2023, on the basis of lowest offer and/or most economically advantageous offer submitted, is provided at Appendix 1. 5. Employee Implications 5.1. Contracts management, including performance appraisal, will be undertaken by both the main service user and the Procurement Team. 6. Financial Implications 6.1. Appropriate budgetary provision is available for each of the contracts awarded. 7. Climate Change, Sustainability and Environmental Implications 7.1. There are no significant implications for climate change, sustainability and the environment arising from the recommendations in this report. 14 79
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8. Other Implications 8.1. There are no direct risks in terms of the information contained in this report. 9. Equality Impact Assessment and Consultation Arrangements 9.1. This report does not introduce a new policy, function or strategy nor recommend a change to an existing policy, function or strategy and, therefore, no impact assessment is required. 9.2. There is also no requirement to undertake any consultation in terms of the information contained in this report. Carole McKenzie Executive Director (Education Resources) 15 May 2023 Link(s) to Council Values/Priorities/Outcomes Value: Accountable, effective, efficient and transparent List of Background Papers Standing Orders on Contracts Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Emma Smith, Corporate Procurement and Transactions Manager Ext: 5329 (Tel: 01698 455329) E-mail: emma.smith@southlanarkshire.gov.uk 80
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Appendix 1 Contracts Awarded by Education Resources over £50,000 in value Contractor CRN Value of Contract Awarded Date of Award Brief Description Contract Period Clydesdale Community Initiatives SLC/PS/EDUC/19/022/M C19 £51,840 10/10/2022 Education Employability DPS - YES Rural Supported Volunteering Programme 2022 - Mini Comp 19 05-12-2022 – 04-12-2023 Oxed & Assessment Ltd SLC/PS/EDUC/22/042 £148,342 02/12/2022 Nuffield Early Language Intervention 02-01-2023 – 28-06-2024 SAMH SLC/PS/EDUC/22/045 £320,000 17/01/2023 SAMH Peer and Parent Support 27-03-2023 – 30-04-2023 Eastern Shires Purchasing Organisation SLC/PS/EDUC/22/052 £3,875,000 04/11/2022 SXL 1220 - Supply and Delivery of Education Materials Lot 1 - General Education Materials 01-12-2022 – 31-07-2024 Ext 31-07-2025 Findel Education Ltd The Consortium Tts Group Ltd 1 Yorkshire Purchasing Organisation Eastern Shires Purchasing Organisation SXL 1220 - Supply and Delivery of Education Materials Lot 2 - Arts and Crafts Materials Findel Education Ltd Seawhite Of Brighton The Consortium TTS Group Ltd 1 Yorkshire Purchasing Organisation CPP Trading Group Ltd SXL 1220 - Supply and Delivery of Education Materials Lot 3 - Board, Card. Paper and Exercise Books Eastern Shires Purchasing Organisation Findel Education Ltd Grosvenor House Papers Ltd Hamelin Brands Limited 81
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Seawhite Of Brighton The Consortium Tts Group Ltd 1 W Enterprises (ABDN) Ltd Yorkshire Purchasing Organisation Inc Dot Com Ltd SXL 1220 - Supply and Delivery of Education Materials Lot 4 - Bespoke Homework Diaries Yorkshire Purchasing Organisation Cosy SXL 1220 - Supply and Delivery of Education Materials Lot 5 - Early Learning Materials Eastern Shires Purchasing Organisation Findel Education Ltd Muddy Faces Ltd The Consortium TTS Group Ltd 1 Yorkshire Purchasing Organisation Eastern Shires Purchasing Organisation SXL 1220 - Supply and Delivery of Education Materials Lot 6 - Additional Support Needs Findel Education Ltd Grosvenor House Papers Ltd TTS Group Ltd 1 Yorkshire Purchasing Organisation Eastern Shires Purchasing Organisation SXL 1220 - Supply and Delivery of Education Materials Lot 8 - Science Equipment Findel Education Ltd WF Education Group Ltd Yorkshire Purchasing Organisation Bishop Sports & Leisure Ltd SXL 1220 - Supply and Delivery of Education Materials Lot 9 - Sports Equipment Eastern Shires 82
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Purchasing Organisation Findel Education Ltd Foams 4 Sports Ltd Newitt & Co Ltd The Consortium TTS Group Ltd 1 WF Education Group Ltd Yorkshire Purchasing Organisation 83
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