Agenda Document Pack - Education, Children's and Leisure Services Committee - 26/11/2024
Moray Council · 26 November 2024
Back to Education, Children's and Leisure Services Committee — 26 November 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
Page 1
Education, Children's and Leisure Services Committee Tuesday, 26 November 2024 NOTICE IS HEREBY GIVEN that a Meeting of the Education, Children's and Leisure Services Committee is to be held at Council Chambers, Council Office, High Street, Elgin, IV30 1BX on Tuesday, 26 November 2024 at 09:30. BUSINESS 1. Sederunt 2. Declaration of Group Decisions and Members Interests * 3. Resolution Consider, and if so decide, adopt the following resolution: "That under Section 50A (4) and (5) of the Local Government (Scotland) Act 1973, as amended, the public and media representatives be excluded from the meeting for Items 23, 24 and 25 of business on the grounds that it involves the likely disclosure of exempt information of the class described in the relevant Paragraphs of Part 1 of Schedule 7A of the Act.” 4. Minutes of meeting of 17 September 2024 7 - 10 5. Written Questions ** 6.* Quarter 1 Performance Report for Children, Families and Justice Services Report by Chief Social Work Officer 11 - 30 7.* Performance Report (Education) - Period to September 2024 Report by Depute Chief Executive (Education, Communities and Organisational Development) 31 - 36 Page 1
Page 2
8.* Education Revenue Budget Monitoring to 30 September 2024 Report by Depute Chief Executive (Education, Communities and Organisational Development) 37 - 42 9.* Education Scotland Inspection of Hopeman Nursery Report by Depute Chief Executive (Education, Communities and Organisational Development) 43 - 48 10.* Education Scotland Inspection of Rothes Nursery Report by Depute Chief Executive (Education, Communities and Organisational Development) 49 - 54 11.* Education Scotland Inspection of Bishopmill Primary School Report by Depute Chief Executive (Education, Communities and Organisational Development) 55 - 60 12.* Education Scotland Inspection of Greenwards Primary School Report by Depute Chief Executive (Education, Communities and Organisational Development) 61 - 66 13.* Education Scotland Inspection of Rothes Primary School Report by Depute Chief Executive (Education, Communities and Organisational Development) 67 - 70 14.* Education Scotland Inspection of Hopeman Primary School Report by Depute Chief Executive (Education, Communities and Organisational Development) 71 - 76 15.* Education Scotland Further Inspection (Continuing Engagement) of Portgordon Primary School Report by Depute Chief Executive (Education, Communities and Organisational Development) 77 - 88 16.* Education Scotland Inspection of Elgin Academy Report by Depute Chief Executive (Education, Communities and Organisational Development) 89 - 96 17.* Initial Analysis of Secondary School Attainment - Session 2023-2024 Report by Depute Chief Executive (Education, Communities and Organisational Development) 97 - 128 18.* Federation Policy for Schools Report by Depute Chief Executive (Education, Communities and Organisational Development) 129 - 134 Page 2
Page 3
19.* Performance Report (Education Resources and Communities) - Period to September 2024 Report by Depute Chief Executive (Education, Communities and Organisational Development) 135 - 142 20.* Education Resources and Communities Revenue Budget Monitoring to 30 September 2024 Report by Depute Chief Executive (Education, Communities and Organisational Development) 143 - 146 21.* Education Resources and Communities Capital Budget Monitoring Report to 30 September 2024 Report by Depute Chief Executive (Education, Communities and Organisational Development) 147 - 156 22.* Information Reports - if called in Item(s) which the Committee may wish to consider with the Press and Public excluded 23.* Additional Support Needs Review - Update on Progress [Para 1] • 1. Information relating to staffing matters; 24.* Learning Estate Programme - Elgin High School Capacity Expansion Project Update [Paras 8 and 9] • 8 & 9. Information on proposed terms and/or expenditure to be incurred by the Authority; 25.* Moray and Nairn Educational Trust - Disbursement 2024 -2025 [Para 4] • 4. Information relating to any applicant or recipient of any financial assistance provided by the Authority; Only items marked * can be considered and determined by all members of the Committee Page 3
Page 4
Summary of Education, Children's and Leisure Services Committee To exercise all the functions of the Council as Education Authority within the terms of relevant legislation with regard to school education, nurseries and child care, Gaelic, children’s services, leisure, libraries and museums, sport and the arts, CLD, life long learning, youth justice and child protection. Watching the Meeting You can watch the webcast live by going to: http://www.moray.gov.uk/moray_standard/page_43661.html Webcasts are available to view for 1 year following the meeting. You can also attend the meeting in person, if you wish to do so, please come to the High Street entrance door and a member of staff will be let into the building. Information Reports - Not for Discussion at this Meeting Any member wishing to call in a noting or information report from one meeting shall give notice to Committee Services at least 48 hours before the meeting for which the report is published. The Notice shall be countersigned by one other elected member and shall explain the reason for call in including any action sought. Information Report - Active Schools Annual Report Report by Depute Chief Executive (Education, Communities and Organisational Development) 157 - 176 Page 4
Page 5
GUIDANCE NOTES * Declaration of Group Decisions and Members Interests - The Chair of the meeting shall seek declarations from any individual or political group at the beginning of a meeting whether any prior decision has been reached on how the individual or members of the group will vote on any item(s) of business on the Agenda, and if so on which item(s). A prior decision shall be one that the individual or the group deems to be mandatory on the individual or the group members such that the individual or the group members will be subject to sanctions should they not vote in accordance with the prior decision. Any such prior decisions will be recorded in the Minute of the meeting. ** Written Questions - Any Member can put one written question about any relevant and competent business within the specified remits not already on the agenda, to the Chair provided it is received by the Proper Officer or Committee Services by 12 noon two working days prior to the day of the meeting. A copy of any written answer provided by the Chair will be published on the Council’s committee management system by 4pm the day before the meeting. The Member who has put the question may, after the answer has been published, ask one supplementary question directly related to the subject matter at the meeting, but no discussion will be allowed. No supplementary question can be put or answered more than 10 minutes after the Council has started on the relevant item of business, except with the consent of the Chair. If a Member does not have the opportunity to put a supplementary question because no time remains, then he or she can submit it in writing to the Proper Officer who will arrange for a written answer to be provided within 7 working days. Page 5
Page 6
MORAY COUNCIL Education, Children's and Leisure Services Committee SEDERUNT Councillor Kathleen Robertson (Chair) Councillor Bridget Mustard (Depute Chair) Councillor James Allan (Member) Councillor John Cowe (Member) Councillor John Divers (Member) Councillor Juli Harris (Member) Councillor Sandy Keith (Member) Councillor Elaine Kirby (Member) Councillor Scott Lawrence (Member) Councillor Marc Macrae (Member) Councillor Paul McBain (Member) Councillor Shona Morrison (Member) Councillor Derek Ross (Member) Councillor Sonya Warren (Member) Mrs Sheila Brumby (Non-Voting Member) Mrs Anne Currie (Non-Voting Member) Ms Jillian MacKellar (Non-Voting Member) Mr Ruaridh Murray (Non-Voting Member) Reverend Tembu Rongong (Non-Voting Member) Mrs Susan Slater (Non-Voting Member) Mrs Emma Tunnard (Non-Voting Member) Clerk Name: Caroline O'Connor Clerk Telephone: 07779 999296 Clerk Email: committee.services@moray.gov.uk Page 6
Page 7
MORAY COUNCIL Minute of Meeting of the Education, Children's and Leisure Services Committee Tuesday, 17 September 2024 Council Chambers, Council Office, High Street, Elgin, IV30 1BX PRESENT Councillor James Allan, Mrs Sheila Brumby, Councillor Tracy Colyer, Councillor John Divers, Councillor Juli Harris, Councillor Sandy Keith, Councillor Scott Lawrence, Ms Jillian MacKellar, Councillor Marc Macrae, Councillor Paul McBain, Councillor Shona Morrison, Councillor Bridget Mustard, Councillor Kathleen Robertson, Councillor Derek Ross, Mrs Susan Slater, Councillor Sonya Warren APOLOGIES Ms Darcey Alexander, Councillor John Cowe, Mrs Anne Currie, Reverend Tembu Rongong, Mrs Emma Tunnard IN ATTENDANCE Depute Chief Executive (Education, Communities and Organisational Development); Head of Education; Head of Governance, Strategy and Performance; Programme Manager (Learning Estate); Quality Improvement Manager; Communities Service Manager; Early Years Service Manager and Caroline O'Connor, Committee Services Officer. ALSO PRESENT Ruaridh Murray (Observer) 1. Chair The meeting was chaired by Councillor Kathleen Robertson. 2. Welcome The Committee joined the Chair in welcoming Ruaridh Murray as the new observer pupil representative to his first meeting. 3. Declaration of Group Decisions and Members Interests * In terms of Standing Orders 21 and 23 and the Councillors' Code of Conduct, there were no declarations from Group Leaders or Spokespersons in regard to any prior decisions taken on how Members will vote on any item on the agenda or any declarations of Member's interests in respect of any item on the agenda. 4. Congratulations The Committee joined the Chair in congratulating students following publication of the exam results. Item 4. Page 7
Page 8
5. Minutes of meeting of 14 May 2024 The minutes of the meeting of the Education, Children's and Leisure Services Committee dated 14 May 2024 were submitted and approved. 6. Minutes of Special meeting of 20 June 2024 The minutes of the Special Meeting of the Education, Children's and Leisure Services Committee dated 20 June 2024 were submitted and approved. 7. Written Questions ** Under referent to Standing Order 36 a written question from Council Fernandes was submitted in the following terms: School Library Collections In light of reports that 53% of school librarians in the UK have been asked to remove LGBTQ+ books from their collections, could I ask whether school librarians in Moray have received similar requests, seek reassurance that such requests would be refused, and inquire if there is a Moray-wide policy on school library collections or if collection management is left entirely to the professional judgment of individual librarians? RESPONSE None of the Moray school librarians have been asked to remove LBGTQ+ books from collections. One school added more during Pride month. There is no Moray wide policy on school library collections as this is left to the individual librarians to consider alongside any requests from within the school. Individual schools have their own collection policy or where the library is shared with the public library service, this collection policy is used. 8. Education Resources and Communities and Education Capital Budget Monitoring Report to 30 June 2024 The meeting had before it a report from the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the capital budget position for Education Resources and Communities and Education as at 30 June 2024. Councillor Mustard moved to add an additional recommendation to establish a working group on development of learning estate rationalisation which would report back to this Committee. The working group would consider issues such as the schools essential maintenance BB upgrade programme and related issues discussed at the recent members workshop and the actions identified in the latest Best Value report and reports by external advisers. This was seconded by Councillor Robertson. In response to a question from Councillor Warren seeking clarification on the membership and remit of the working group, the Chair confirmed the remit would be agreed at the first meeting and the membership would be agreed in advance of the first meeting to include a selection of Elected Members from the Committee reflecting the political balance along with relevant officers. Page 8
Page 9
Following consideration and there being no one otherwise minded, the Committee unanimously agreed to:- i) note the capital budget position as at 30 June 2024; and ii) establish a working group on development of learning estate rationalisation. 9. Partnership Community Learning and Development Plan Approval (2024-2027) The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) asking Committee to endorse the content of the 2024-27 Partnership Community Learning and Development (CLD) Plan which has been published to meet the Statutory Requirement (prior to formal approval by the Community Planning Board). Following lengthy consideration the Committee unanimously agreed to endorse the Partnership CLD Plan (2024-27) developed by the CLD Strategic Partnership group prior to going to the Community Planning Board (CPB) for formal approval. 10. Learning Estate - Closure of Crossroards Primary School Statutory Consultation The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) seeking approval to undertake statutory consultation on the closure of Crossroads Primary School. Following consideration the meeting unanimously agreed:- i) to authorise a statutory consultation with local stakeholders (Parent Councils, Parents, Pupils, Staff and the Local Community) on the proposal to close Crossroads Primary School attached as Appendix 1; and ii) to a further report on the outcome of the consultation being presented to this Committee in February 2025. Councillor Harris left the meeting at this juncture. 11. Education National Improvement Framework Report and Plan The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) advising Committee of the annual National Improvement Framework plan return which requires to be sumbitted to the Scottish Government by the end of September 2024. Following consideration the meeting unanimously agreed:- i) to note the contents of the Moray self-evaluation document progress report; and ii) the annual National Improvement Plan (NIF) and Stretch Aims return be submitted to Scottish Government by 30 September 2024. 12. Speech and Language Contract and Support (Education) Page 9
Page 10
The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the status of the service delivery of the Speech and Language Therapy Contract (SALT) for children and young people with complex needs. Following consideration the meeting unanimously agreed:- i) to note the ongoing impact and engagement of SALT therapists with Moray Education; ii) to note the budget underspend for Boardmaker, Communication, Access, Literacy and Learning (CALL) Scotland contract and Pupil Support Worker (PSW) post; and iii) the proposed approach to ensure the noted underspends from 2022-23 and 2023-24 are disbursed to further support the existing Speech and Language (SALT) contract by extending the PSW post. Page 10
Page 11
REPORT TO: EDUCATION, CHILDREN’S & LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: QUARTER 1 PERFORMANCE REPORT FOR CHILDREN, FAMILIES AND JUSTICE SERVICES BY: CHIEF SOCIAL WORK OFFICER 1. REASON FOR REPORT 1.1 To inform the Committee on Children and Families and Justice Social Work performance as at Quarter 1. 2. RECOMMENDATION i) the performance of local indicators for Quarter 1 as presented in the Performance Report at Appendix 1; and ii) the analysis of the local indicators as detailed in Appendix 1. 3. BACKGROUND 3.1 The purpose of this report is to inform Moray Council Education Children’s Services and Leisure (ECSL) Committee of the quarterly performance data which provides the analysis of the delivery of Children and Families and Justice Social Work services. 3.2 Appendix 1 identifies local indicators for the Council and the functions delegated by NHS Grampian and Moray Council of Children and Families and Justice Social Work services to allow wider scrutiny by the Committee. 4. Summary 4.1 Work is underway to develop and agree the refresh of our key performance indicators to enable us to record local data and measure this against the national performance indicators. 4.2 Appendix 1 provides a summary and historical trends as per: Child Protection activity Looked after Children Justice and Youth Justice Item 6.* Page 11
Page 12
4.3 Statistics for Child Protection activity are provided against the academic calendar which runs from August to July annually. This is because this data is gathered and analysed by the Children Services Partnership and reported to the Child Protection Committee (CPC) through the Child Protection Minimum Data Set. Any trends or anomalies in this data are considered through the CPC Data subgroup and reported accordingly. 4.4 Statistics for Looked After Children and Justice and Youth Justice are reflected across the financial calendar which runs from January to December. This is the reporting calendar for this data. A summary of performance for each of the reporting categories is provided below. 4.5 Child Protection activity a. At the end of this Quarter 1, 70 children were registered on the North East Child Protection Register (NECPR) at a rate of 3.9 per 1,000 of 0- 17 year olds within the population. b. At the end of April 2024, there has been a significant reduction in registrations for ‘parental drug use’, with figures showing a reduction from 16 registrations in Quarter 2 (Nov 23 to Jan 24), to 1 in Quarter 3 (Feb 24 – Apr 24). c. Similarly, registration for ‘domestic abuse’ dropped from 11 in Quarter 2 (Nov 23 - Jan 24) to 4 in Quarter 3 (Feb 24 – Apr 24). 4.6 Looked After Children a. At the end of Quarter 1, the number of looked after children (179) was 10.1 per 1,000 of 0–17-year-olds within the population (total: 17,775). This is lower than the national average which is 12.3 based on the most recent comparator statistics which date from 2022-23. This figure includes 16 Unaccompanied Asylum-Seeking Children (UASC) and 6 children who are cared for on a part time basis (Short Breaks). b. 89% (51/57) of children in foster care are cared for by Moray Council foster carers. The Carer Recruitment Campaign continues to focus on the recruitment of foster carers and supported lodgings carers. As a result of this, there has been an improved ability to match children and young people with Moray Council foster carers. Thus, reducing the need to purchase agency care provision. The Carer Recruitment Campaign is continuing where it is anticipated that the use of in-house carers will continue to increase. c. The target for children living with Kinship carers is adjusted annually to the median of comparator authorities which was 25.1% for 2021/22. Currently 25% of looked after children in Moray are in approved Kinship care with family members. Moray is currently 0.1% below this median. d. 18% of our Looked After Children are cared for in residential accommodation. The target for this indicator is adjusted annually to the median of comparator authorities (17.5% 2022/23). This figure includes 6 young people who are cared for on a part time (Short Breaks) basis. Page 12
Page 13
Excluding those who have Short Breaks, the actual figure is 14.4% which is 3.1% lower than the National comparator median. e. For Unaccompanied Asylum-Seeking Children, Moray has not adopted the model used by other local authorities of using residential homes. The Moray model comprises of a combination of local authority housing and supported lodgings care settings. As such, the uncertainty regarding the future numbers of Unaccompanied Asylum-Seeking Children should not have an impact on residential care capacity for Moray. f. Statistically it is difficult to ascertain how other authorities record their numbers as the level of detail is not readily available. While nationally significant, the numbers of looked after children are comparatively small which can provide significant percentage variance. An example of this is that in Moray, all UASC and Short-term breaks are included within our Looked After numbers. The service is aware not all comparator authorities do this and is currently undertaking an exercise to consider what our comparator authorities record. 4.7 Justice and Youth Justice a. At the end of Quarter 1, there were 449 people supported by Justice Services of whom 20 are care experienced (CEYP) (4.4% of open cases are CEYP). Additionally, there were 11 (30.5%) CEYP supported by Moray Youth Justice Services. b. Overall, the number of CEYP in both Justice Service and Youth Justice has been on a reducing trend from 13% at the end of March 2021 to 6.4% at the end of Quarter 1 (Youth Justice (11) and Justice (20)) c. At the end of Quarter 1, 31 out of 485 (6.4%) were care experienced children and young people in the justice system. This has consistently remained below 12% throughout 2023/24. Work continues to identify and support care experienced young people within these services, to offer early support where possible and reduce the risk of re-offending. d. The Justice Social Work service submits 100% of reports to Courts by their due date. This includes requests from our local Court and nationally. 5. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP) and Moray Integration Joint Board Strategic Plan “Partners in Care 2022 – 2032” This report notes a review of key performance indicators is currently being developed in respect of the wider service functions which will align with key priority areas across the Children’s Services partnership. (b) Policy and Legal None arising as a direct result of this report. Page 13
Page 14
(c) Financial implications None arising as a direct result of this report. (d) Risk Implications and Mitigation None arising as a direct result of this report. (e) Staffing Implications There are no proposed changes to the staffing or reporting arrangements. (f) Property None arising as a direct result of this report. (g) Equalities/Socio Economic Impact None arising as a direct result of this report. (h) Climate Change and Biodiversity Impacts None arising as a direct result of this report. (i) Directions None arising as a direct result of this report. (j) Consultations Children and Families and Justice Social Work Senior Management Team, Chief Officer. 6. CONCLUSION 6.1 This report provides the Moray Council with an overview of the performance of specified local and National indicators. Author of Report: Jim Lyon, Chief Social Work Officer/Head of Service Background Papers: Attached at Appendix 1 Ref: SPMAN-305227695-156 SPMAN-305227695-157 Page 14
Page 15
FINAL APPENDIX 1 CHILDRENS AND JUSTICE SOCIAL WORK - QUARTER 1 PERFORMANCE REPORT PLEASE NOTE THIS REPORT IS SPLIT INTO TWO SECTIONS. THE FOLLOWING SECTION USES THE ACADEMIC CALENDAR (1 AUG – 31 JULY). THE INFORMATION PRESENTED REPRESENTS CP QUARTER 3 WHICH IS LATEST AVAILABLE DATA (FEB – APR 24) At the end of the Quarter 3, 580 referrals were made into the Access Team for 464 children (as per graph 1), the team also received 87 Vulnerable People Database (VPD) notifications. Graph 1: Quarter 3 referrals and children There are 4 main routes for a child when a referral has been received which can be categorised as: IRD – immediate child protection concerns. Enquiry – information gathering to determine next steps (if any) Initial assessment – team will conduct an initial assessment of needs. Home visit – Duty visit or follow up by a social worker to family home. In Quarter 3, 48.6% of the referrals were made by the Police (282), followed by Education 16% (93) and Family and/or Anonymous 13.4% (78), Health and Social Work 11.5% (70) with 9.8% coming from other professionals (57). Initial Referral Discussions (IRDs) are a multi-agency decision making forum where information is shared and considered between partnership representatives regarding potential risk of harm to children and young people. Graph 2: IRD’s and number of children subject to an IRD Graph 2 shows the quarterly trend in IRDs (between Aug 2022 and Apr 2024) and specifically in Quarter 3, 89 children were involved in 63 IRDs. Of the 89 children, 21 had been subject to two or more IRDs in the past (23%). Most referrals for Quarter 3 came from social work (41% [37]), closely followed by Police (34% [31]). The IRD process determines the most suitable pathway for the child to ensure their safety and any support required. An IRD can consider initiating a Child Protection Planning Meeting, which deliberates the child’s name being placed on the North-East Child Protection Register (NECPR/CPR/Register). 99.00 58.00 105.00 61.00 101 56.00 100.00 60.00 126.00 66.00 104.00 65.00 89 63.00 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct Nov-Jan Feb-Apr 140 120 100 80 60 40 20 0 Number of children subject to IRDs starting Number of IRDs starting IRD 204.00 169.00 170.00 140.00 206.00 155.00 Feb-24 Feb-24 Feb-24 Feb-24 Feb-24Mar-24Mar-24Mar-24Mar-24 250 200 150 100 50 0 Referrals Children Referrals Item 6.* Page 15
Page 16
FINAL 2 | P a g e 32.00, 43% 17.00, 23% 9.00, 12% 7.00, 9% 6.00, 8% 2.00, 3% 2.00, 3% Assault (Physical) Sexual Assault Domestic Abuse Drugs Use Mental Health Neglect Other Reason for IRD Pie Chart 1: Reason for IRD As per chart below, throughout Quarter 3, physical assault remains a consistent reason for an IRD being held (32, 42%), followed by sexual assault (17, 23%) domestic abuse (9, 12%) and drug use (7, 9%). Pie Chart 2: Child Protection Concerns Please note there may be more than one concern documented for each child. Page 16
Page 17
FINAL 3 | P a g e During Quarter 3, ‘Child affected by parent/carer mental ill health’ and ‘Domestic Abuse’ were the main child protection concerns. Following the IRDs, 37 Child Protection Investigations were carried out and 10 Initial Child Protection Planning Meetings were convened. Graph 3: Joint Investigative Interviewing Graph 3 shows the activity of Joint Investigative Interviewing over the year 2023/4 and specifically against Quarter 3, during which 27 children were recommended for Joint Investigative Interview (JII). 22 interviews were completed and five children either declined or a different form of interview was carried out. Physical assault remains the primary reason for interviews taking place, however, physical assault remains one of the lowest categories for Child Protection registration. This requires exploratory work to understand this discrepancy. The Social Work Data Group, chaired by a Service Manager, will track physical assaults across Quarter 4, from IRD to JII looking at interventions, safety planning and outcomes for the children and young people. Graph 3: Initial Child Protection Planning Meetings 8.005.00 13.00 5.00 16.00 9.00 23.00 13.00 8.007.00 11.00 6.00 22.00 10.00 17.00 9.00 32.00 16.00 41.00 22.00 17.00 10.00 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct Nov-Jan Feb-Apr 45 40 35 30 25 20 15 10 5 0 Number of children subject to Initial and Pre-Birth CPPMs Number of Initial and Pre-Birth CPPMs Initial Child Protection Planning Meetings Graph 3 shows the trend across the last three reporting years (2021- 2024) for the number of Initial and Pre-birth Child Protection Planning Meetings, and the number of children. Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 30 25 20 15 10 5 0 No. of children subject to a JII as decision of IRD No. of JII - SCIM No. of JII - 5 - day No. of children who declined/or did not complete JII No. of SCIM JIIs undertaken Joint Investigative Interview and Scottish Child Interview Model Page 17
Page 18
FINAL 4 | P a g e At the end of Quarter 3, 10 Initial and Pre-birth Child Protection Planning Meetings were held in relation to 17 children of these, 16 children’s names were place on the register. 13 20 28 30 8 18 16 25 8 10 22 18 25 39 19 75 78 100 76 100 77 94.00 91.00 75.00 73 45 78.00 78.00 83 94 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Aug-OctNov-JanFeb-AprMay-JulAug-OctNov-JanFeb-AprMay-JulAug-OctNov-JanFeb-AprMay-JulAug-OctNov-JanFeb-Apr 2020/21 2021/22 2022/23 2023/24 100 90 80 70 60 50 40 30 20 10 0 % IRD to Initial and Pre-Birth CPPMs % Initial and Pre-Birth CPPMs to Registration Conversion Rates Graph 4: Conversions from IRD to ICCPM Graph 4 above shows the trend data from 2020/24 and specifically Quarter 3, the conversion rate from ICPPM to Child Protection Registration was 94%. 580 referrals 89 IRDs 37 CPIs 10 ICPPMs There is need for exploratory work in respect of the conversion rate of Child Protection Investigations (CPI) into Initial Child Protection Planning Meetings (ICPPM). On the face of the data presented this appears to be a low conversion rate which needs understood. The conversion rate from referral to IRD is 15% The conversion rate from IRD to CPI is 6.4% Conversion rate from CPI to ICPPM is 1.7% Page 18
Page 19
FINAL 5 | P a g e During Quarter 3, there were 17 Review Child Protection Planning Meetings (RCPPM) held, in relation to 36 children, where their circumstances were reviewed with their families, lead professionals and advocates to assess if the identified risks had been sufficiently reduced to consider removing the child’s name from the register. Graph 5: Child Protection Registration Trends 6.00 7.00 17.00 16.00 5.00 10.00 15.00 21.00 6.00 8.00 9.00 14.00 25.00 34.00 16.0021.00 23.00 30.00 35.00 31.00 35.00 44.00 50.00 42.00 37.00 27.00 32.00 50.00 79.00 70.00 16.00 5.00 10.00 11.00 9.00 6.00 6.00 15.00 14.00 13.00 20.00 9.00 9.00 5.00 25.00 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Aug-OctNov-JanFeb-AprMay-JulAug-OctNov-JanFeb-AprMay-JulAug-OctNov-JanFeb-AprMay-JulAug-OctNov-JanFeb-Apr 2020/21 2021/22 2022/23 2023/24 90 80 70 60 50 40 30 20 10 0 Number of Registrations Number on Register Number of De-Registrations Child Protection Register The trend data is depicted across graph 5 from 2020-2024 and shows specifically throughout Quarter 3, there were 25 children de-registered and 16 new registrations. This meant at the end of Quarter 3, the number of children on the Register had reduced by 9 (from 79 to 70). Graph 6: Registration Categories 1.00 3.00 1.001.00 5.00 4.004.00 6.00 8.00 11.00 3.00 1.00 4.00 1.00 4.00 4.00 1.00 1.001.00 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 12 10 8 6 4 2 0 Services find it hard to engage Child Affected by Parent/Carer Mental Ill-Health Child experiencing mental health problems Domestic Abuse Parental Alcohol Use Parental Drug Use Physical Abuse Emotional Abuse CP Registration Categories Graph 6 above indicates the trend in registration categories from November 2023 to April 2024. There has been a significant reduction in registration for ‘parental drug use’, with figures showing a reduction from 16 registrations in Quarter 2 (Nov 23 to Jan 24), to 1 in Page 19
Page 20
FINAL 6 | P a g e Quarter 3 (Feb 24 – Apr 24). Similarly, registration ‘domestic abuse’ dropped from 11 in Quarter 2 (Nov 23 -Jan 24) to 4 in Quarter 3 (Feb 24 – Apr 24). Graph 7: Family Groups As shown in graph 7, at the end of the Quarter 3, there were 11 family groups consisting of one child, 10 family groups with 2 children and 10 family groups of 3 or more children on the register At the end of April, there were 29 children on the register who had 1 or more previous registrations, and 1 re-registration where the child or young person’s name was placed back on the register within 24 months of de- registration (as indicated in graph 9) Graph 8 Time on CPR Graph number 9 of Previous Registrations Large families can sometimes be subject to protection planning for longer because of the different needs within family groups. Other factors affecting the length of time on the register can reflect the complexity of the risks with which the family are living and the challenges with reducing those risks sufficiently to achieve deregistration. Graph 10: Age of children on the register 12.00 15.00 18.00 25.00 29.00 37.00 36.00 26.00 25.00 16.00 20.00 20.00 22.00 25.00 26.00 24.00 26.00 23.00 9.00 10.00 11.00 13.00 15.00 15.00 15.00 18.00 17.00 1.00 1.00 1.00 1.00 1.00 Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 40 35 30 25 20 15 10 5 0 0-4 5 - 10 Years 11 - 15 Years 16 Years CPR Age Bands Graph 10 shows the trend data for 2023/24 against Quarter 3 data where the 0-4 year old age category reduced significantly from 36 at the start of the Quarter. Down 11 children. The 5–10-year-old and 11–15-year-old category has remained consistent with only a slight fluctuation throughout the Quarter. While young people aged 16 years old have remained static since December 2023. Page 20
Page 21
FINAL 7 | P a g e CHANGES TO M ULTIAGENCY CHILD PROTECTION PROCESSES In Quarter 3, the Policy Team within Children and Families and Justice Social Work, in collaboration with partner agencies, led on the revision of the Moray Multiagency Child Protection Procedure now known as Support and Protection of Children and Young People. The rationale for the revision included: - 2023 update of the National Guidance on Child Protection - Feedback from the Care Inspectorate - Actions and learning from local learning reviews - Feedback regarding the procedure (from members of staff across the partnership) - Feedback from young people - Feedback from Children and Young People’s Centre for Justice - Self-evaluation on the implementation of the National Guidance on Child Protection. Overall, the five major changes introduced by the Support and Protection of Children and Young People procedure are: 1. Expanded scope so that child protection processes are applied when there is risk of significant harm from: - the community (e.g., criminal exploitation, sexual exploitation) - the behaviour of a child or young person to themselves or others - neglect and abuse - the circumstances/behaviour of the parent/carer. 2. Addition of sections on the importance of listening to children/young people’s voice and the sharing of information with/about children, young people and families. 3. Updated language: the young people we consulted told us they do not want a bespoke, separate procedure to focus on them. Rather, they prefer to be explicitly included in the child protection procedure. What this meant is that the revised procedure references ‘children and young people’ throughout (including meeting titles and paperwork, such as young person protection planning meeting and young person’s plan). 4. Addition of a Protection from Serious Harm Process which outlines the partnership’s approach to protecting our most vulnerable children, where there is a likelihood of harmful behaviour, which is life threatening and/or traumatic, and from which recovery may reasonably be expected to be difficult or impossible. 5. Inclusion of a toolkit to support practitioners and professionals, which can be found on Moray Protects. The Support and Protection of Children and Young People procedure has been ratified by the CPC in April 2024 and implemented in August 2024. Page 21
Page 22
FINAL 8 | P a g e PLEASE NOTE THE FOLLOWING SECTIONS REPORT AGAINST THE FINANCIAL QUARTER (APRIL TO JUNE 2024) Graph 11: Number of children looked after away from home and at home 176.00 178.00 185.00 187.00 183.00 180.00 182.00 172.00 172.00 177.00 179.00 Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 May-24 Jun-24 200 180 160 140 120 100 80 60 40 20 0 No. of Looked After Children Looked After Children As depicted in graph 11, at the end of Quarter 1, there were 179 children being ‘looked after’. This figure has steadily increased throughout the reporting period. This is due in part to children becoming looked after from two large family groups. Pie Chart 3 categorises where children live. Foster Care (57) and Kinship Care (44) are the highest categories followed by children looked after at home (38). Our residential houses (13) remain consistent along with our Out of Area category (11). Pie chart 3: Placement Categories Foster Care, 32% Residential in Moray, 7%Short Breaks /Shared Community Care, 3%Out of Area, 6% Kinship, 25% At Home, 21% Unaccompanied Asylum Seeker, 5% Secure, 1% Placements At the end of Quarter 1, 18% of our looked after children are cared for in residential accommodation. The target for this indicator is adjusted annually to the median of comparator authorities (17.5% 2022/23). This figure includes 6 young people who are cared for on a part time (Short Breaks) basis. Excluding those in Short Breaks, the actual figure is 14.4% which is lower than the National comparator median. Page 22
Page 23
FINAL 9 | P a g e During the reporting period, there are two young people in Secure Care; one entered the setting in November 2023 and the other in March 2024. Both young people were placed in secure care under remand at the direction of the Court. Moray hosts a group of 16 young people who are Unaccompanied Asylum-Seeking children and young people. They are allocated to the Throughcare and Aftercare team by virtue of our working arrangements with the Home Office and are counted as looked after young people. During Quarter 3, two of the young people were successfully supported to move into their own independent housing. Graph 12: Moray Foster Care Households 35.00 45.00 36.00 45.00 37.00 46.00 37.00 47.00 37.00 43.00 37.00 45.00 37.00 44.00 37.00 44.00 37.00 45.00 34.00 46.00 36.00 51.00 0.00 5.00 5.00 2.00 5.00 3.00 2.00 0.00 4.00 1.00 6.00 0.00 5.00 4.00 1.00 9.00 1.00 2.00 0.00 2.00 1.00 2.00 Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 May-24 Jun-24 60 50 40 30 20 10 0 Number of Approved Fostering Households Children in Placement at end of month Placements started this month Placements ended this month Foster Care Households As at end of June 2024 there were 57 children living in foster care homes, 51 (89%) children live with foster carers employed by Moray Council and six (11%) live with independent foster carers. Most purchased foster care is out with Moray as the children are living in long-term care and have a Permanence Order in place. A practice legacy we are changing. Overall, 28.5% of our looked after children are cared for by Moray Council foster carers, which is a little above the comparator authorities median of 27.5%. The number of children in foster care by Moray Council foster carers has risen over the last three months to 51 while the number of approved fostering households available for children has gone down. There are three more fostering households which are hosting children, as per Graph 13. Graph 13: Children who live in Foster Care. Page 23
Page 24
FINAL 10 | P a g e Foster carers are approved on 4 levels based on the skills they learn and develop, ranging from Level 1 to 4 with Level 4 being the highest. The system is in need of review. Graph 14: Kinship Carers Kinship care is split into two groups: pre-approved Kinship homes awaiting presentation at the Kinship Panel for approval and Kinship households already approved at Panel. In addition, there are 40 children currently living within 36 Kinship households under a Residence Order which grants residence to their carers. These children are no longer considered to be looked after. Graph 15: Residential Care 44.00 11.00 43.00 11.00 45.00 7.00 47.00 7.00 45.00 7.00 48.00 7.00 46.00 7.00 45.00 6.00 47.00 6.00 46.00 6.00 51.00 6.00 Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 May-24 Jun-24 60 50 40 30 20 10 0 Local Authority Foster Care Foster with other orgs paid for by Local Authority Children in foster care 44.00 30.00 12.00 44.00 44.00 33.00 7.00 Apr-24 May-24 Jun-24 100 80 60 40 20 0 Placement: Kinship No. of Children in Approved Placements No. of Children in Pre-Approved Placements Kinship Carers 13.00 11.00 14.00 11.00 14.00 11.00 14.00 11.00 13.00 11.00 12.00 11.00 13.00 11.00 12.00 10.00 12.00 10.00 13.00 11.00 13.00 11.00 12.00 9.00 Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 May-24 Jun-24 Jul-24 16 14 12 10 8 6 4 2 0 Placement: Residential in Moray Placement: Out of Area Residential Care Page 24
Page 25
FINAL 11 | P a g e Residential Care is divided into those in residential care within Moray and those out with. Children cared for within Moray are cared for in Moray Council’s children’s houses for children and young people, CALA and Action for Children’s two houses in Buckie and Elgin. Out of area care placements tend to be specialist residential houses or residential schools. There has been a consistent focus on endeavouring to provide this care in Moray where possible, so children remain close to their families and support network. Graph 15 shows the number of young people living in residential care 2023/4. 18% of our Looked After Children are cared for within a residential setting, this figure includes six young people who receive regular short-term care away from home. Excluding short breaks, our figure is 14.5% which is significantly lower than the national median average of 17.5%. Graph 16: TCAC data Illustrated in graph 16, from 30 June 2024, there were 80 young people receiving care from the TC&AC team. The team is divided into three sections: Through Care: Young people receiving support to plan and prepare for independence. After Care: support for young people who have left care and are receiving ongoing support. Of the 80 young people in Throughcare and Aftercare, 76 have a Pathway Plan, 33 have a current DWP descriptor as to their Education/Employment and 78 have a record of their accommodation. Continuing Care: young people who choose to remain where they live beyond their 18th birthday until they are 21. These young people cease to be formally looked after by the Authority but are legally entitled to continue living where they are. This provides stability in a familiar and nurturing setting. Justice and Youth Justice. Nationally, Care Experienced Young People (CEYP) are overrepresented within Scottish Justice Systems. Positively, the number of CEYP in both Justice Services and Youth Justice has been on a reducing trend from 13% at the end of March 2021. Page 25
Page 26
FINAL 12 | P a g e Note, there was an error in recording CEYP numbers from July to August 2023* Graph 17: Care Experienced Young People open to Justice Services At the end of Quarter 1, 6.4% (31 of 485) were, care experienced children within the Justice Systems (Youth Justice 11, Justice Social Work 20) depicted in graph 17, showing a further drop from 8.5% at end of Quarter 4. This has consistently remained below 12% throughout 2023/24 and continued to decrease. Work continues to identify and offer early support where possible and reduce the risk of re-offending with care experienced young people within these services. 45.00 46.00 1.00 48.00 1.00 48.00 1.00 50.00 1.00 50.00 1.00 46.00 2.00 49.00 44.00 46.00 46.00 1.00 41.00 1.00 38.00 1.00 39.00 3.00 45.00 4.00 38.00 2.00 40.00 2.00 36.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 1.00 34.00 36.00 32.00 34.00 36.00 36.00 34.00 33.00 29.00 31.00 30.00 24.00 22.00 22.00 27.00 21.00 22.0021.00 11.00 10.00 14.00 12.00 12.00 12.00 11.00 14.00 15.00 14.00 15.00 15.00 14.00 15.00 14.00 13.00 16.00 13.00 Jan-23 Feb- 23 Mar- 23 Apr- 23 May- 23 Jun-23Jul-23 Aug- 23 Sep- 23 Oct- 23 Nov- 23 Dec- 23 Jan-24 Feb- 24 Mar- 24 Apr- 24 May- 24 Jun-24 60 50 40 30 20 10 0 18+ Total 5-10 11-15 16-17 Age Bands for Youth Justice 15.00 30.00 14.00 30.00 14.00 31.00 14.00 29.00 15.00 30.00 14.00 29.00 13.00 16.00 13.00 31.00 12.00 30.00 13.00 29.00 16.00 28.00 16.00 26.00 17.00 26.00 14.00 25.00 14.00 23.00 14.00 21.00 11.00 20.00 Jan-23 Feb- 23 Mar- 23 Apr- 23 May- 23 Jun- 23 Jul-23 Aug- 23 Sep- 23 Oct- 23 Nov- 23 Dec- 23 Jan-24 Feb- 24 Mar- 24 Apr- 24 May- 24 Jun- 24 35 30 25 20 15 10 5 0 Open to MYJ Open to CJ Expon. (Open to MYJ) Linear (Open to CJ) Care Experienced Young People in Justice Services Page 26
Page 27
FINAL 13 | P a g e Graph 18: Ages of young people in Youth Justice. Pie chart 3: Gender of young people in youth Justice The average age for a young person receiving support from Youth Justice is 15 years old. Males between the ages of 11-15 years old are predominantly the main demographic for Moray Youth Justice Team. Graph 19: Justice Social Work Reports (JSWR) Pie chart 4: Justice Report Types Justice social work reports (JSWR) remain a priority to reduce any delays in sentencing and for Quarter 1 the target was 100% as shown in Graph 19. Whilst reports are prepared at the request of any Court for an individual living in the Moray area, most reports are submitted to Elgin Sheriff Court. In addition to a standard report the Court may request additional information such as a Drug Treatment and Testing Order (DTTO) assessment and a Restriction of Liberty Order (ROLO) as shown in pie chart 4. Pie Chart 5: Structured Deferred Sentences (SDS) A SDS is a flexible intervention providing structured social work support for individuals post-conviction but prior to sentencing. They can be used for people who have offended with underlying issues which might be addressed through social work or multi-agency support. An updated report is prepared for the Court prior to sentencing. 33.00 3.00 Male Female Gender 75% 25% Men = 15 Women = 5 Structured Deferred Sentence 7.00, 5% 29.00, 22% 93.00, 72% DTTO Assessment ROLO Assessment Standard Report Type 33.0036.0028.0032.0027.0038.0025.0033.0031.0030.0037.0049.0035.00 34.0038.00 33.0033.0029.00 46.00 31.00 38.00 33.0032.00 39.00 55.00 36.00 Jun-23 Jul-23 Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 May-24 Jun-24 60 50 40 30 20 10 0 No. of people Social Enq Reports submitted on time JSW Reports submitted on Time Page 27
Page 28
FINAL 14 | P a g e Graph 20: Bail Supervision Bail supervision is an alternative to remand and the priority for this in Moray is women, young people, people with caring or parental responsibilities and those with issues relating to mental health or addictions. Bail supervision assessments are carried out in all cases where bail is being opposed by the Procurator Fiscal and are completed on the day with a social worker present for the hearing. Bail supervision requires a high intensity of contact in the community and can involve a variety of services where there is an identified need. Graph 21: CPO with Supervision Requirement A Social Worker is present in Court daily to support individuals who are made subject to a Community Payback Order (CPO). An appointment with their allocated worker is made within seven days of an Order being imposed where there is a Supervision Requirement. Missed targets this quarter relate to individuals being ill, being in employment and not turning up for a scheduled appointment. Graph 22 shows the trends for diversion from prosecution across 2023/24. Diversion from prosecution allows someone accused of offences to be supported outside of the criminal justice system. Q1 Q2 Q3 Q4 Q1 60 50 40 30 20 10 0 105.0 100.0 95.0 90.0 85.0 80.0 75.0 No. of new CPOs with Sup Req No. seen by Supervisor within 7 days % Target Met CPO's with Sup Req - Seen within 7 days 54.00 13.00 5.00 1.00Male Female 60 50 40 30 20 10 0 Bail Sup. Assessments Bail Sup imposed Bail Supervision Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 May-24 Jun-24 18 16 14 12 10 8 6 4 2 0 18 16 14 12 10 8 6 4 2 0 Diversion from Prosecution Referrals Diverson from Prosecution: Assessments undertaken DfP: Individuals commencing Diversion Disposal successfully completed Diversion from Prosecution Page 28
Page 29
FINAL 15 | P a g e The Justice Social Work team undertake all assessments of suitability; however, the Youth Justice team will complete any interventions or support for young people aged 16 and 17. Graph 22: Diversion from Prosecution Women in justice represent 11.3% in average over the quarter. Currently the Justice Service offers a gender responsive approach which includes a weekly women’s group and a woman only unpaid work group. Support is offered in partnership with other services to promote opportunities for individuals to engage with community resources which will be available beyond their time within the Justice Service. Graph 23: Diversion from Prosecution (Male) Graph 24: Diversion from Prosecution Female) Overall, the trend data is representative of some incredibly positive targeted areas of work from our Justice Services. 6.00 5.00 12.00 3.00 9.00 4.00 3.00 9.00 7.00 2.00 6.00 7.007.00 3.00 4.00 12.00 7.00 4.00 5.005.00 2.00 5.00 3.00 4.00 9.00 2.00 7.00 3.00 3.00 2.00 1.001.00 Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 May-24 Jun-24 14 12 10 8 6 4 2 0 Diversion Assessments: Male DfP Commencing: Male DfP Completion: Male Diversion from Prosecution Male 6.00 1.00 5.00 2.00 8.00 3.00 5.00 8.00 2.002.00 1.00 2.00 3.00 5.00 1.00 2.00 1.00 3.00 0.00 3.00 0.00 1.00 1.00 2.00 3.00 8.00 2.00 2.00 5.00 1.00 1.00 2.00 1.00 Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 May-24 Jun-24 9 8 7 6 5 4 3 2 1 0 Diversion Assessments: Female DfP Commencing: Female DfP Completion:Female Diversion from Prosecution Female Page 29
Page 30
Page 30
Page 31
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: PERFORMANCE REPORT (EDUCATION) – PERIOD TO SEPTEMBER 2024 BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the performance of the service for the period to 30 September 2024 1.2 This report is submitted to the Committee in terms of section III (D) (1) of the Council’s Scheme of Administration in relation to the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee: (i) scrutinises performance in the areas of Service Planning, Service Performance and other related data to the end of September 2024; and (ii) notes the actions being taken to improve performance where required. 3. BACKGROUND 3.1 On 7 August 2019, the Moray Council, approved a revised Performance Management Framework for services (para 5 of the minute refers). 4. SERVICE PLANNING 4.1 Each service plan sets out the planned strategic and service level priorities and outcomes it intends to deliver in the coming year aligning closely with financial planning, corporate and community planning partnership strategic priorities. This report provides an update on progress on the service plan, key outcomes and performance indicators. Committee is invited to review progress to secure assurance that is satisfactory and to provide scrutiny and further direction where performance requires attention. Item 7.* Page 31
Page 32
4.2 The narrative included is by exception, however links to Service Plan Actions and Performance Indicators can be accessed within the Background Papers section of this report. 4.3 Unlike other Service Plans the Education plan is reported by School Term as an alternative to quarters. Strategic and Service Level progress within this report reflects progress made during Term 1 (July – September) of the current school year. RAG Early intervention addressing whole family well-being to ensure that children can reach their full potential 50% Getting it right for every child so that we continue to improve attainment for all 50% Curriculum 50% Equity and Improving Outcomes for All 38% Leadership and Empowerment 31% Learning, Teaching and Assessment 50% Reviewing Additional Support Needs 41% Support and Challenge Improvement 50% 43% SERVICE PLAN PRIORITIES OVERALL PLAN PROGRESS SERVICE Service Plan: As at the end of Term 1 (2024/25), most actions have noted good progress, with overall progress at 43%. One action has not yet started, however will form part of termly Quality Assurance visits to schools. Performance Indicators: The majority of indicators are annual, with the 2023/24 data not due to be published until December. Comment STRATEGIC 8 8 4 15 SERVICE PLAN PI'S Achieving Target Within Target Below Target Data Only 35 Strategic Outcomes - successes 4.4 Through assessment and moderation activities, Central Education Officers continue to support and challenge Broad General Education (BGE) level achievement and strengthening of practitioner confidence in their Teacher Professional Judgement. In addition, a range of targeted interventions at school level have been delivered to support and strengthen learner attainment and achievement. Further work on raising attainment in Senior Phase is also ongoing, with the initial Raising Attainment Strategy developed following individual meetings with Head of Service (HoS), Quality Improvement Manager (QIM) and individual secondary Head Teachers (HT) to identify key raising attainment actions and next steps. Draft Breadth and Depth target setting pro-forma has been developed as part of Term 2 monitoring. (EDU 2024-25 STRA 1.1) Strategic Outcomes – challenges and actions to support 4.5 The Local Government Benchmarking Framework (LGBF) indicators on the Literacy and Numeracy Attainment Gap (Primary 1, 4 and 7 combined) show that the attainment gap had widened in Moray between the least and most deprived pupils. The latest produced performance data (2022/23) saw the Literacy gap increase to 32.1 percentage points, while Numeracy increased to 26.6 percentage points. This ranks Moray in the bottom quartile of local authorities for both indicators. Measures have been put in place to close the gap, this academic year the use of Pupil Equity Funding (PEF) and Strategic Equity Funding (SEF) has been extended. SEF is being used to deliver Page 32
Page 33
projects across six Associated School Groups, linking in with data around pupil attendance, exclusions, attainment, achievement and health and wellbeing. The successful impact of these funded projects will be measured through the Scottish Attainment Challenge (SAC) reporting. Other ongoing interventions and support to tackle the poverty related attainment gap are continuing, including wider inputs from equity/inclusion teams. (PIs CHN14a and 14b / EDU 2024-25 STRA 1.2) Service Level Outcomes - successes 4.6 The Additional Support Needs (ASN) review moves at pace with all areas progressing, including the completion of a resource allocation model for 2024/25 which is now in place, and a change management plan for the Social, Emotional and Behavioural Needs (SEBN) service has been written and is ready to roll out. A full update report on the ASN Review is being presented to this committee (26th November) by the Head of Education. (EDU 2024-25 ASN 1.1) 4.7 All schools were given the opportunity for class teachers / Senior Leadership Teams to be Quality Assurance Moderation Support Officers (QAMSOs) and receive training. The Moray QAMSO TeamSite and Network Meetings have been re-established with a membership of 57 QAMSOs. A self-evaluation template has been shared with QAMSOs and headteachers for schools to evaluate their approaches to the moderation of planning, teaching and assessment and to identify next steps. Literacy Career-Long Professional Learning (CLPL) has been offered to all schools and this training supports embedding the Moray Council Learning, Teaching and Assessment Framework to improve the quality of learning, teaching and assessment in literacy. (EDU 2024-25 LTA 1.3) 4.8 Throughout term 1, the Moray Quality Improvement Framework (MQIF) has been further developed and strengthened with key evidence gathered in support of Education Scotland local authority Thematic Inspection. This has enabled a health check self-evaluation of local authority approaches where MQIF (version 2) has now been confirmed. Family Improvement Groups were launched at September Inset day with Quality Improvement Team now assigned to identified Family Groups, strengthening networking, support and challenge and approaches to improvement. Positive feedback received and term 1 visit programme (Family Groups) completed by central officers. (EDU 2024-25 S&CI 1.1) Service Level Outcomes – challenges and actions to support 4.9 Following the Cabinet Secretary announcement in September 2024, in relation to Independent Review of Qualifications and Assessment, full cognisant of next steps to be taken, including engagement with national discussions / consultations / groups. Further extension of Interdisciplinary Learning (IDL) in the Senior Phase to be supported once further qualification reform and outcomes are known. In the meantime, schools continue to access resources through Our Moray Toolkit to support curriculum development, including templates, rubrics and career long professional learning for IDL and Project Based Learning (PBL). (EDU 2024-25 CUR 1.1) 4.10 The action around ensuring all establishments have a shared vision and values for whole school community has not progressed over Term 1. Page 33
Page 34
However, this action will be progressed over the course the academic year and will be incorporated as part of termly Quality Assurance visits to schools. (EDU 2024-25 L&E 1.1) 5. SERVICE PERFORMANCE 5.1 In line with the Performance Management Framework, operational performance is reviewed quarterly by departmental management. Areas performing well and/or areas subject to a decreasing trend or where benchmarking results show performance significantly below comparators will be reported to this committee for member scrutiny. Regular attainment reports are presented at Committee as and when local and national data is available. The Initial Analysis of Secondary School Attainment: Session 2023-2024 report is also presented to this committee (26th November) by the Education Quality Improvement Manager. 5.2 The narrative included is by exception, links to Service Performance Indicators can be accessed within the Background Papers section of this report. Operational Indicators - successes 5.3 Nothing to report. Benchmarking indicators were incorporated in the 2023-24 quarter 4 report with updates not due until December 2024 at the earliest. Operational Indicators - challenges 5.4 Nothing to report. Benchmarking indicators were incorporated in the 2023-24 quarter 4 report with updates not due until December 2024 at the earliest. 6. OTHER PERFORMANCE RELATED DATA Complaints & MP/MSP Enquiries 6.1 In line with the Performance Management Framework, complaints are reviewed quarterly by departmental management in terms of time taken to respond, outcome and learning points. Detailed tables can be accessed with the Background Papers section of this report. Page 34
Page 35
6.2 A total of 28 complaints were received during the first half of 2024/25, with 32 complaints closed. Of those closed, five were at frontline stage (16%), with one upheld, one partially upheld and three not upheld. The average time to resolve frontline complaints was 6 working days, with three of the five frontline complaints responded to within the 5 working day target. 6.3 Due to their complexity, a number of education complaints require further investigation in order to achieve a resolution. A total of 27 investigative / escalated complaints were closed in the first half of 2024/25, with three upheld, 17 partially upheld and seven not upheld. The average time taken to resolve investigative / escalated complaints was 35 days. One complaint was resolved within the 20-day working timescale, while 16 complaints required authorised extensions so that investigations could be completed. 6.4 Of the 32 complaints resolved, the majority were at primary school stage (23), seven at secondary, one at early years and one for the Central Education Team. The majority of complaint types were recorded as Other (20), while five were around bullying, four against staff and three were process / procedure issues. Over the reporting six-month period common themes for complaints included unprofessional behaviour from staff including teachers and PSAs, and the breakdown in relationships between school and parents which have been a large cause of complaints. As in previous years, Education have upheld a number of complaints regarding bullying as initial measures taken by the school had not been effective. Several complaints regarding a lack of support for pupils with ASN have also been dealt with. 6.5 Work has been completed on the complaints system in Lagan by ICT so that Education complaints that involve ASN pupils can be flagged. As from the 2024/25 academic year, all Education complaints will be recorded to identify if they are ASN related. Of the eight complaints resolved in Term 1, two were flagged as being related to ASN. 7. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Performance measurement is used to ensure the efficient and sustainable delivery of services to meet the Council’s priorities in both the Corporate Plan and the LOIP. (b) Policy and Legal The Council has a statutory requirement to publish a range of information that will demonstrate that it is securing best value and assist in comparing performance both over time and between authorities where appropriate. (c) Financial implications None. (d) Risk Implications None. Page 35
Page 36
(e) Staffing Implications None. (f) Property None. (g) Equalities/Socio Economic Impact An Equality Impact Assessment is not required as this report is to inform the Committee on performance. (h) Climate Change and Biodiversity Impacts None. (i) Consultations The Head of Education (Chief Education Officer), Depute Chief Executive (Education, Communities & Organisational Development), Service Managers, and Caroline O’Connor, Committee Services Officer have been consulted with any comments received incorporated into this report. 8. CONCLUSION 8.1 At the end of September 2024, overall progress against the service plan for 2024/25 was 43% complete. The majority of actions have progressed well over term 1 of the academic year. Author of Report: Neil Stables, Research & Information Officer Background Papers: Service Plan Actions Service Plan Performance Indicators Service Performance Indicators Service Complaints Ref: Page 36
Page 37
REPORT TO: EDUCATION CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: EDUCATION REVENUE BUDGET MONITORING TO 30 SEPTEMBER 2024 BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the revenue budget position for Education as at 30 September 2024. 1.2 This report is submitted to Council in terms of Section III (A) 2 of the Council's Scheme of Administration relating to the consideration of capital and revenue budgets and long term financial plans. 2. RECOMMENDATION 2.1 It is recommended that Committee scrutinises and notes the budget position as at 30 September 2024. 3. BACKGROUND 3.1 The report highlights those areas of budget where there is variance identified as at 30 September 2024. 4. BUDGET POSITION 4.1 The spend at 30 September is £57,808,000 against a budget of £58,056,000 giving an underspend of £248,000, as shown in Appendix 1. 4.2 The variance in Early Learning and Childcare (ELC) Education is a £50,000 underspend which relates to an underspend in snack and fundraising of £38,000 which will be carried forward as part of ear marked reserves, £13,000 of underspend in the training budget and a £1,000 of small spends Item 8.* Page 37
Page 38
4.3 In Primary Devolved School Management (DSM) scheme there is an underspend of £221,000 across all schools. This relates to an underspend of £262,000 across all primary schools and an overspend of £41,000 on non- devolved costs, ie oncosts, energy, grounds maintenance and rent and rates. This will continue to be monitored across the year where there has been no increase in these budget lines for a number of years. There is also contingency within accountancy for overspend for energy costs. 4.4 The Secondary DSM scheme has an underspend of £327,000 which relates to an underspend of £424,000 across all secondary schools and a £97,000 overspend in the non-devolved budget for oncosts, energy and rent and rates. As with Primary DSM there has been no increase in the non-devolved budget line for a number of years. 4.5 Within additional support needs there is an underspend of £1,000 which is very small and acceptable. 4.6 In the Education Central Services budget there is an overspend of £210,000 which relates to underspends of £15k for school sanitary products a reduction from previous reporting periods, £6k for disturbance allowance, £9k for teacher post advertising and £6k of other minor over/underspends. There is an overspend of £246,000 in the central supply budget relating to cover for long term absence and maternity leave payments. This is projected, on current rates to be an overspend of £650,000 by year end. Work is underway to analyse this spend to consider actions that might be taken to control it. 4.7 The Out of Area (OOA) budget is overspent by £143,000 and is predicted to be £450,000 of an overspend at year end. This has been identified as a budget pressure and is being closely monitored by The Chief Social Worker and Chief Education Officer. This can be further impacted on where care packages have to be adapted or where court or Children’s Reporter processes impact on decisions regarding young people. Due to the confidentiality around this information, a separate report will be presented to this Committee on Out of Area Placements. 5. OUTTURN 5.1 The predicted outturn for year end based on current spend is £680,000 of an overspend mainly related to the central supply budget and Out of Area Placements which cannot be predicted however ongoing monitoring and review will take place. 6. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) The Education Revenue Budget has particular reference to tackling poverty and inequality and building thriving, resilient, empowered communities priorities in the Corporate Plan and building a better future for our children and young people in Moray priority in the LOIP. Page 38
Page 39
(b) Policy and Legal The Council has statutory responsibilities to meet educational needs, the needs of children and young people in need and those it looks after. (c) Financial implications The resource implications are set out in this report at Appendix 1. The underspend as at 30 September 2024 is £248,000 against a budget to date of £58,056,000. The estimated year end position is expenditure of £114,896,000 against a budget of £114,216,000 resulting in an overspend of £680,000. (d) Risk Implications Budget managers are aware of their responsibilities for managing budget allocations and approval for any variances will be sought from Committee in line with Financial Regulations. (e) Staffing Implications There are no staffing implications associated with this report. (f) Property There are no property issues arising from this report. (g) Equalities/Socio Economic Impact This is not needed because the report is to inform the Committee on budget monitoring. (h) Climate Change and Biodiversity Impacts None (i) Consultations Chief Financial Officer, Nicky Gosling, Accountant and Caroline O’Connor, Committee Services Officer have been consulted and are in agreement with the contents of this report where it relates to their areas of responsibility. 7. CONCLUSION 7.1 The Committee considers and notes the budget position as at 30 September 2024. Author of Report: Vivienne Cross, Head of Education Background Papers: Ref: SPMAN-1315769894-560 Page 39
Page 40
Page 40
Page 41
Educational Services APPENDIX 1 Budget Monitoring Report to 30 September 2024 Service Revised Budget Budget to Date Actual to Date Variance to Date Varianc e Full Year Forecast Full Year Variance £'000 £'000 £'000 £'000 % £'000 £'000 Early Learning and Childcare 15,295 6,727 6,677 50 1 % 15,285 10 Primary Education 34,658 17,374 17,153 221 1 % 34,658 - Secondary Education 36,946 19,886 19,559 327 2 % 36,946 - Additional Support Needs 19,448 9,443 9,442 1 - 19,399 49 Education Central Services 4,823 3,060 3,270 (210) (7)% 5,430 (607) Management 135 67 65 2 3 % 129 6 Out of Area 3,279 1,499 1,642 (143) (10)% 3,729 (450) Efficiency Savings-Education (368) - - - - (680) 312 - Educational Services Total 114,216 58,056 57,808 248 - 114,896 (680) Item 8.* Page 41
Page 42
Page 42
Page 43
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: EDUCATION SCOTLAND INSPECTION OF HOPEMAN NURSERY, HOPEMAN BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the outcomes of the recently published report on a Moray Early Learning and Childcare (ELC) setting following inspection by Education Scotland. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee scrutinise and note the contents of this report and findings of Education Scotland following their inspection. 3. BACKGROUND 3.1 When an ELC setting is inspected by Education Scotland a report is published (by Education Scotland) which gives commentary on the setting’s performance. These reports are presented regularly to this Committee, where possible at the first available opportunity after publication. 3.2 In June 2024, Education Scotland inspected Hopeman Nursery, Hopeman using the Short Inspection Model. 3.3 The key features of the short inspection visit model were; - The team comprised of one inspector. - The inspector spent 2½ days at the setting, including time for initial scoping and feedback. - The team inspecting Nursery liaised with the team inspecting School. Item 9.* Page 43
Page 44
3.4 The Education Scotland Inspection team use selected Quality Indicators (QI’s) from the How Good is our Early Learning and Childcare (HGIOELC) quality framework which were evaluated using the six point scale, namely; QI 2.3 – Learning, Teaching and Assessment QI 3.2 - Securing Children’s Progress 3.5 The inspectors also had a focus on safeguarding as is the case in every inspection. 3.6 The inspection findings indicated that Hopeman Nursery has the capacity to continue to improve and Education Scotland will make no more visits in connection with this inspection. 3.7 The summary of the inspection report is contained in Appendix 1. The original inspection report and summary of inspection findings can be viewed at; Hopeman Primary School | Inspection Report | Education Scotland 4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) This report relates to the ‘Tackle Poverty and Inequality’ priority as referred to in the Moray Council Corporate Plan and to ‘Building a better future for our children and young people in Moray’ from the LOIP. (b) Policy and Legal This report relates to Section 66 of the Education (Scotland) Act 1980, which concerns the inspection of educational establishments. (c) Financial implications None arising directly from the report. (d) Risk Implications None arising directly from the report. (e) Staffing Implications None arising directly from the report. (f) Property None arising directly from the report. (g) Equalities/Socio Economic Impact An Equality Impact Assessment is not required as this report is to inform Committee on performance following external scrutiny/validation activity. (h) Climate Change and Biodiversity Impacts None arising directly from the report. (i) Consultations Head of Education (Chief Education Officer), Continuous Improvement Officer (West), Continuous Improvement Officer (East), Principal Page 44
Page 45
Teacher Early Years Education Service and Caroline O’Connor, Committee Services Officer have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 5. CONCLUSION 5.1 That Committee is invited to scrutinise and note the contents of this report at Hopeman Nursery, Hopeman. Author of Report: Hazel Sly, Early Years’ Service Manager Background Papers: Ref: SPMAN-1315769894-557 / SPMAN-1315769894-556 Page 45
Page 46
Page 46
Page 47
1 | Hopeman Primary School Nursery, Moray Council, 5201624 © Crown Copyright 1 October 2024 Dear Parent/Carer In June 2024, a team of inspectors from Education Scotland visited Hopeman Primary School Nursery. During our visit, we talked to parents/carers and worked closely with the acting manager and staff. The inspection team found the following strengths in the setting’s work. • Children who are enthusiastic, motivated and very engaged in their nursery experiences. As a result, they make very good progress in their learning. • Practitioners who have high expectations of children and themselves. As a team, they are passionate and demonstrate a notable level of commitment to successfully deliver high quality early learning experiences. • High quality interactions between practitioners and children. Practitioners skilfully support, extend and challenge children’s learning through a very effective blend of adult-initiated and child-led experiences. They are creative in how they motivate and excite children in their learning. • The development and use of interesting approaches to plan and document children’s learning. Practitioners support children well to be active participants in the process. The following areas for improvement were identified and discussed with the acting manager and a representative from Moray Council. • Build on existing links in the local community to provide opportunities for children to learn through real-life experiences and contribute as citizens of 21st century Scotland. APPENDIX 1 Item 9.* Page 47
Page 48
2 | Hopeman Primary School Nursery, Moray Council, 5201624 © Crown Copyright We gathered evidence to enable us to evaluate the setting’s work using quality indicators from How good is our early learning and childcare?. Quality indicators help learning and childcare settings, local authorities and inspectors to judge what is working well and what needs to be improved. Here are Education Scotland’s evaluations for Hopeman Primary Nursery Class Quality indicators for the nursery class Evaluation Learning, teaching and assessment very good Securing children’s progress very good Descriptions of the evaluations are available from: How good is our early learning and childcare? Appendix 1: The six-point scale A more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Hopeman Primary School | Inspection Report What happens next? We are confident that the nursery has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Moray Council will inform parents/carers about the nursery’s progress as part of its arrangements for reporting on the quality of its settings. Barbara Daly HM Inspector Page 48
Page 49
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE 26 NOVEMBER 2024 SUBJECT: EDUCATION SCOTLAND INSPECTION OF ROTHES NURSERY, ROTHES BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the outcomes of the recently published report on a Moray Early Learning and Childcare (ELC) setting following inspection by Education Scotland. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee scrutinise and notes the contents of this report and findings of Education Scotland following their inspection. 3. BACKGROUND 3.1 When an ELC setting is inspected by Education Scotland a report is published (by Education Scotland) which gives commentary on the setting’s performance. These reports are presented regularly to this Committee, where possible at the first available opportunity after publication. 3.2 In May 2024, Education Scotland inspected Rothes Nursery, Rothes, using the Full Inspection Model. 3.3 The key features of the full inspection visit model were; - The team was composed of 2 inspectors. - The inspectors spent 4 days at the setting, including time for initial scoping and feedback. - The team inspecting Nursery liaised with the team inspecting School. Item 10.* Page 49
Page 50
3.4 There was a focus on four Quality Indicators (QI’s) from the How Good is our Early Learning and Childcare (HGIOELC) quality framework which were evaluated using the six point scale, namely; QI 1.3 – Leadership of change QI 2.3 – Learning, Teaching and Assessment QI 3.1 – Ensuring Wellbeing, Equality and Inclusion QI 3.2 - Securing Children’s Progress 3.5 A further two Q.I’s were evaluated, although these were not graded; QI 2.2 – Learning and development pathways QI 2.7 – Partnerships: Impact on children and families – parental Engagement 3.6 The inspectors also had a focus on safeguarding as is the case in every inspection. 3.7 The inspection findings indicated that Rothes Nursery has the capacity to continue to improve and Education Scotland will make no more visits in connection with this inspection. 3.8 The summary of the inspection report is contained in Appendix 1. The original inspection report and summary of inspection findings can be viewed at; Rothes Primary School | Inspection Report | Education Scotland 4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) This report relates to the ‘Tackle Poverty and Inequality’ priority as referred to in the Moray Council Corporate Plan and to ‘Building a better future for our children and young people in Moray’ from the LOIP. (b) Policy and Legal This report relates to Section 66 of the Education (Scotland) Act 1980, which concerns the inspection of educational establishments. (c) Financial implications None arising directly from the report. (d) Risk Implications None arising directly from the report. (e) Staffing Implications None arising directly from the report. (f) Property None arising directly from the report. Page 50
Page 51
(g) Equalities/Socio Economic Impact An Equality Impact Assessment is not required as this report is to inform Committee on performance. (h) Climate Change and Biodiversity Impacts None arising directly from the report. (i) Consultations Head of Education (Chief Education Officer), Continuous Improvement Officer (West), Continuous Improvement Officer (East), Principal Teacher Early Years Education Service and Caroline O’Connor, Committee Services Officer have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 5. CONCLUSION 5.1 That Committee is invited to scrutinise and note the contents of this report at Rothes Nursery, Rothes. Author of Report: Hazel Sly, Early Years’ Service Manager Background Papers: Ref: SPMAN-1315769894-559 SPMAN-1315769894-558 Page 51
Page 52
Page 52
Page 53
1 | Rothes Primary School Nursery, Moray Council, 5202620 © Crown Copyright 3 September 2024 Dear Parent/Carer In May 2024, a team of inspectors from Education Scotland visited Rothes Primary School Nursery. During our visit, we talked to parents/carers and worked closely with the manager and practitioners. The inspection team found the following strengths in the setting’s work. • There is a warm, nurturing ethos in the nursery. Children benefit from caring, supportive relationships with staff who respect and care for them well. • Children are interested and engaged in their learning where they have opportunities to be curious, explore and investigate. They play very well together, share resources and are forming friendships. • Practitioners have shown resilience and very effective teamwork during significant management change, supporting ongoing improvements in the nursery. • The nursery enjoys strong and productive partnerships with families. Parents are kept well informed about the life and work of the nursery. They appreciate the opportunities to meet with staff regularly to talk about their children’s progress. The following areas for improvement were identified and discussed with the manager and a representative from Moray Council. • Practitioners need to develop more intentional planning to ensure greater breadth across all curriculum areas. They should improve their assessment procedures to track children’s progress over time more effectively. • The continuous improvement officer and the manager should work together to improve the strategic management of the nursery. This should include a more robust and structured approach to self-evaluation and developing staff leadership further to support the nursery improvement plan. APPENDIX 1 Item 10.* Page 53
Page 54
2 | Rothes Primary School Nursery, Moray Council, 5202620 © Crown Copyright We gathered evidence to enable us to evaluate some of the setting’s work using four quality indicators from How good is our early learning and childcare?. Quality indicators help early learning and childcare settings, local authorities and inspectors to judge what is working well and what needs to be improved. Following the inspection of each setting, the Scottish Government gathers details of our evaluations to keep track of how well Scottish early learning and childcare settings are doing. Here are Education Scotland’s evaluations for Rothes Primary School Nursery Quality indicators Evaluation Leadership of change satisfactory Learning, teaching and assessment good Ensuring wellbeing, equality and inclusion very good Securing children’s progress good Descriptions of the evaluations are available from: How good is our early learning and childcare? Appendix 1: The six-point scale A more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Rothes Primary School | Inspection Report | Education Scotland What happens next? We are confident that the setting has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Moray Council will inform parents/carers about the setting’s progress as part of its arrangements for reporting on the quality of its settings. May Geddes HM Inspector Page 54
Page 55
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: EDUCATION SCOTLAND INSPECTION OF BISHOPMILL PRIMARY SCHOOL BY: DEPUTE CHIEF EXECUTIVE: (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the outcomes of the recently published report on a Moray school following inspection by Education Scotland’s His Majesty’s Inspectors of Education (HMIE). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee scrutinise and note the contents of this report and findings of Education Scotland HMIE following their inspection visit. 3. BACKGROUND 3.1 When a school is inspected by Education Scotland HMIE and/or the Care Inspectorate a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 3.2 In April 2024, a team of inspectors from Education Scotland HMIE visited Bishopmill Primary School. During their visit, inspectors talked to parents/carers and children and worked closely with the Headteacher and staff. 3.3 Bishopmill Primary School was subject to a full inspection model visit spanning over five days in total. Item 11.* Page 55
Page 56
3.4 The Education Scotland Inspection team use selected Quality Indicators (QIs) from “How good is our school? 4th edition” (HGIOS4), rated using the six- point scale. 3.5 Education Scotland HMIE focus QIs for the Primary school (full inspection model) are: QI 1.3 Leadership of change QI 2.3 Learning, teaching and assessment QI 3.1 Ensuring wellbeing, equality and inclusion QI 3.2 Raising attainment and achievement 3.6 Full establishment inspections also include focus on Safeguarding and themes from other QIs to ensure Inspectors continue to capture the evidence needed to promote improvement and provide evidence to inform national policy development. These are not assigned a rating and are: QI 2.2 Curriculum (Learning Pathways theme) QI 2.7 Partnerships (Partnerships in evaluating the impact of parental engagement) 3.7 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published Bishopmill Primary School’s Inspection Report on 11 June 2024 with the following gradings: QI 1.3 Leadership of change Good QI 2.3 Learning, teaching and assessment Good QI 3.1 Ensuring wellbeing, equality and inclusion Good QI 3.2 Raising attainment and achievement Good 3.8 The inspection team found the following strengths in the school’s work: Children across the school are confident, able and articulate. They are well behaved, keen to learn and proud of their school. The school’s vision, values and aims are embedded and well understood by children, staff and the wider school community. As a result, all children and staff demonstrate the values in their interactions with each other. Senior leaders have developed a strong approach to partnership working. This is extending children’s learning, supporting their wellbeing and developing their skills for learning, life and work. Teachers’ use of questioning is helping children to explain their thinking and make meaningful contributions to class and group discussions. 3.9 The inspection team agreed the following areas for improvement with the Head Teacher and Moray Education: With the support of the senior leadership team, teachers should continue to improve the quality of learning, teaching, and assessment. Teachers Page 56
Page 57
should better meet the learning needs of children through careful planning and the right support in class. Senior leaders should involve staff in discussing and analysing a wider range of data. This should support staff to evaluate more accurately the progress children are making and increase the pace of change. 3.10 The Education Scotland HMIE inspection report and summary of inspection findings for the school can be viewed at: Inspection Report Summarised Inspection Findings Additional Inspection Evidence 3.11 Following inspection, Education Scotland HMIE have advised that they are confident that the school has the capacity to continue to improve and will make no more visits in connection with the inspection. 3.12 As a local authority we will continue to inform key stakeholders including parents/carers on the school’s progress through normal arrangements on reporting on quality of schools. 3.13 In further recognition of this positive inspection outcome, a Press Release was published on 11 June 2024 (day of Education Scotland HMIE report publication) to recognise the strengths recognised by the inspection team as well as actions underway to address areas for improvement identified. 3.14 For reference, the Education Scotland HMIE visit report published in June 2024 following visit in April 2024 is contained within Appendix 1. 4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Reflective of priorities within the Corporate Plan with particular regard to (People) in providing a sustainable education service aiming for excellence, progress in achieving better performance and improved inspection outcomes, empowering and raising aspirations. With regards to the 10 Year Plan (Local Outcomes Improvement Plan LOIP), (2) building a better future for our children and young people in Moray through equity of learning experience offered across our schools; supporting ambitious and confident children, able to reach their full potential. (b) Policy and Legal It is the duty of the local authority to secure improvement and the quality of school education which is provided in schools managed by Head Teachers and to raise standards of education (Section 3, 8 of Standards in Scotland Schools Act etc 2000). Page 57
Page 58
This report relates to Section 66 of the Education (Scotland) Act 1980, which concerns the inspection of educational establishments. (c) Financial implications There are no financial implications arising directly from this report. (d) Risk Implications There are no risk implications arising directly from this report. (e) Staffing Implications There are no staffing implications arising directly from this report. (f) Property None. (g) Equalities/Socio Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. (h) Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. (i) Consultations Senior Officers in Education, Communities and Organisational Development, Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer and the Headteacher of Bishopmill Primary School have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 5. CONCLUSION 5.1 Committee is invited to scrutinise and note the contents of this report, following positive full inspection model visit by Education Scotland HMIE as outlined above, to Bishopmill Primary School. Author of Report: Stewart McLauchlan, Quality Improvement Manager Background Papers: Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Ref: SPMAN-1315769894-586 SPMAN-1315769894-591 Page 58
Page 59
1 | Bishopmill Primary School, Moray Council, 5200423 © Crown Copyright 11 June 2024 Dear Parent/Carer In April 2024, a team of inspectors from Education Scotland visited Bishopmill Primary School. During our visit, we talked to parents/carers and children and worked closely with the headteacher and staff. The inspection team found the following strengths in the school’s work. • Children across the school are confident, able and articulate. They are well behaved, keen to learn and proud of their school. • The school’s vision, values and aims are embedded and well understood by children, staff and the wider school community. As a result, all children and staff demonstrate the values in their interactions with each other. • Senior leaders have developed a strong approach to partnership working. This is extending children’s learning, supporting their wellbeing and developing their skills for learning, life and work. • Teachers’ use of questioning is helping children to explain their thinking and make meaningful contributions to class and group discussions. The following areas for improvement were identified and discussed with the headteacher and a representative from Moray Council. • With the support of the senior leadership team, teachers should continue to improve the quality of learning, teaching, and assessment. Teachers should better meet the learning needs of children through careful planning and the right support in class. • Senior leaders should involve staff in discussing and analysing a wider range of data. This should support staff to evaluate more accurately the progress children are making and increase the pace of change. APPENDIX 1 Item 11.* Page 59
Page 60
2 | Bishopmill Primary School, Moray Council, 5200423 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using four quality indicators from How good is our school? (4th edition). Quality indicators help schools, local authorities and inspectors to judge what is working well and what needs to be improved. Following the inspection of each school, the Scottish Government gathers details of our evaluations to keep track of how well Scottish schools are doing. Here are Education Scotland’s evaluations for Bishopmill Primary School Quality indicators Evaluation Leadership of change good Learning, teaching and assessment good Ensuring wellbeing, equality and inclusion good Raising attainment and achievement good Descriptions of the evaluations are available from: How good is our school? (4th edition), Appendix 3: The six-point scale A more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Reports page | Inspection reports | Education Scotland What happens next? We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Moray Council will inform parents/carers about the school’s progress as part of its arrangements for reporting on the quality of its schools. Jennifer Wadley HM Inspector Page 60
Page 61
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: EDUCATION SCOTLAND INSPECTION OF GREENWARDS PRIMARY SCHOOL BY: DEPUTE CHIEF EXECUTIVE: (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the outcomes of the recently published report on a Moray school following inspection by Education Scotland’s His Majesty’s Inspectors of Education (HMIE). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee scrutinise and note the contents of this report and findings of Education Scotland HMIE following their inspection visit. 3. BACKGROUND 3.1 When a school is inspected by Education Scotland HMIE and/or the Care Inspectorate a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 3.2 In June 2024, a team of inspectors from Education Scotland HMIE visited Greenwards Primary School. During their visit, inspectors talked to parents/carers and children and worked closely with the Acting Head Teachers and staff. 3.3 Greenwards Primary School was subject to a short inspection model visit spanning over three days in total. Item 12.* Page 61
Page 62
3.4 The Education Scotland Inspection team use selected Quality Indicators (QIs) from “How good is our school? 4th edition” (HGIOS4), rated using the six- point scale. 3.5 Education Scotland HMIE focus QIs for the Primary school (short model inspection) are: QI 2.3 Learning, Teaching and Assessment QI 3.2 Raising Attainment and Achievement 3.6 Similar to the full inspection model, short model inspections also include focus on Safeguarding and Child Protection processes. 3.7 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published Greenwards Primary School’s Inspection Report on 27 August 2024 with the following gradings: QI 2.3 Learning, teaching and assessment Satisfactory QI 3.2 Raising attainment and achievement Satisfactory 3.8 The inspection team found the following strengths in the school’s work: The inclusive, welcoming and supportive school ethos. Senior leaders and staff have a clear focus on providing a nurturing and calm learning environment for children. Articulate and confident children who are proud of their school community. Across the school, children show respect and kindness to each other. Older children support younger ones very well as buddies and mentors. Successful approaches to learning through play that allow children to be creative, independent and curious. Children are motivated by regular opportunities to follow their own interests and to make choices about how and what they learn. 3.9 The inspection team agreed the following areas for improvement with the Head Teacher and Moray Education: Continue to raise attainment in literacy and numeracy to help all children make the best possible progress. As planned, develop greater consistency in high-quality learning, teaching and assessment across the school. This includes ensuring that lessons and activities are well-matched to meet all children’s needs. 3.10 The Education Scotland HMIE inspection report and summary of inspection findings for the school can be viewed at: Inspection Report Summarised Inspection Findings Additional Inspection Evidence Page 62
Page 63
3.11 Following inspection, Education Scotland HMIE have advised that they are confident that the school has the capacity to continue to improve and will make no more visits in connection with the inspection. 3.12 As a local authority we will continue to inform key stakeholders including parents/carers on the school’s progress through normal arrangements on reporting on quality of schools. 3.13 In further recognition of this positive inspection outcome, a Press Release was published on 27 August 2024 (day of Education Scotland HMIE report publication) to recognise the strengths recognised by the inspection team. Working with their new Head Teacher in post from August 2024, the school are continuing to further progress areas identified for improvement. 3.14 For reference, the Education Scotland HMIE visit report published in August 2024 following visit in June 2024 is contained within Appendix 1. 4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Reflective of priorities within the Corporate Plan with particular regard to (People) in providing a sustainable education service aiming for excellence, progress in achieving better performance and improved inspection outcomes, empowering and raising aspirations. With regards to the 10 Year Plan (Local Outcomes Improvement Plan LOIP), (2) building a better future for our children and young people in Moray through equity of learning experience offered across our schools; supporting ambitious and confident children, able to reach their full potential. (b) Policy and Legal It is the duty of the local authority to secure improvement and the quality of school education which is provided in schools managed by Head Teachers and to raise standards of education (Section 3, 8 of Standards in Scotland Schools Act etc 2000). This report relates to Section 66 of the Education (Scotland) Act 1980, which concerns the inspection of educational establishments. (c) Financial implications There are no financial implications arising directly from this report. (d) Risk Implications There are no risk implications arising directly from this report. (e) Staffing Implications There are no staffing implications arising directly from this report. (f) Property None. Page 63
Page 64
(g) Equalities/Socio Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. (h) Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. (i) Consultations Senior Officers in Education, Communities and Organisational Development, Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer and the Headteacher of Greenwards Primary School have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 5. CONCLUSION 5.1 Committee is invited to scrutinise and note the contents of this report, following positive short model inspection visit by Education Scotland HMIE as outlined above, to Greenwards Primary School. Author of Report: Stewart McLauchlan, Quality Improvement Manager Background Papers: Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Ref: SPMAN-1315769894-588 SPMAN-1315769794-593 Page 64
Page 65
1 | Greenwards Primary School, Moray Council, 5209927 © Crown Copyright 27 August 2024 Dear Parent/Carer In June 2024, a team of inspectors from Education Scotland visited Greenwards Primary School. During our visit, we talked to parents/carers and children and worked closely with senior leaders and staff. The inspection team found the following strengths in the school’s work. • The inclusive, welcoming and supportive school ethos. Senior leaders and staff have a clear focus on providing a nurturing and calm learning environment for children. • Articulate and confident children who are proud of their school community. Across the school, children show respect and kindness to each other. Older children support younger ones very well as buddies and mentors. • Successful approaches to learning through play that allow children to be creative, independent and curious. Children are motivated by regular opportunities to follow their own interests and to make choices about how and what they learn. The following areas for improvement were identified and discussed with senior leaders and representatives from Moray Council. • Continue to raise attainment in literacy and numeracy to help all children make the best possible progress. • As planned, develop greater consistency in high-quality learning, teaching and assessment across the school. This includes ensuring that lessons and activities are well-matched to meet all children’s needs. APPENDIX 1 Item 12.* Page 65
Page 66
2 | Greenwards Primary School, Moray Council, 5209927 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using quality indicators from How good is our school? (4th edition). Quality indicators help schools, local authorities and inspectors to judge what is working well and what needs to be improved. Following the inspection of each school, the Scottish Government gathers details of our evaluations to keep track of how well Scottish schools are doing. Here are Education Scotland’s evaluations for Greenwards Primary School Quality indicators Evaluation Learning, teaching and assessment satisfactory Raising attainment and achievement satisfactory Descriptions of the evaluations are available from: How good is our school? (4th edition), Appendix 3: The six-point scale A more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Greenwards Primary School | Inspection Report | Education Scotland What happens next? We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Moray Council will inform parents/carers about the school’s progress as part of its arrangements for reporting on the quality of its schools. Lesley A McEwing HM Inspector Page 66
Page 67
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: EDUCATION SCOTLAND INSPECTION OF ROTHES PRIMARY SCHOOL BY: DEPUTE CHIEF EXECUTIVE: (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the outcomes of the recently published report on a Moray school following inspection by Education Scotland’s His Majesty’s Inspectors of Education (HMIE). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee scrutinise and note the contents of this report and findings of Education Scotland HMIE following their inspection visit. 3. BACKGROUND 3.1 When a school is inspected by Education Scotland HMIE and/or the Care Inspectorate a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 3.2 In May 2024, a team of inspectors from Education Scotland HMIE visited Rothes Primary School. During their visit, inspectors talked to parents/carers and children and worked closely with the Headteacher and staff. 3.3 Rothes Primary School was subject to a full inspection model visit spanning over five days in total. Item 13.* Page 67
Page 68
3.4 The Education Scotland Inspection team use selected Quality Indicators (QIs) from “How good is our school? 4th edition” (HGIOS4), rated using the six- point scale. 3.5 Education Scotland HMIE focus QIs for the Primary school (full inspection model) are: QI 1.3 Leadership of change QI 2.3 Learning, teaching and assessment QI 3.1 Ensuring wellbeing, equality and inclusion QI 3.2 Raising attainment and achievement 3.6 Full establishment inspections also include focus on Safeguarding and themes from other QIs to ensure Inspectors continue to capture the evidence needed to promote improvement and provide evidence to inform national policy development. These are not assigned a rating and are: QI 2.2 Curriculum (Learning Pathways theme) QI 2.7 Partnerships (Partnerships in evaluating the impact of parental engagement) 3.7 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published Rothes Primary School’s Inspection Report on 3 September 2024 with the following gradings: QI 1.3 Leadership of change Good QI 2.3 Learning, teaching and assessment Good QI 3.1 Ensuring wellbeing, equality and inclusion Good QI 3.2 Raising attainment and achievement Very Good 3.8 The inspection team found the following strengths in the school’s work: Children are confident, friendly and responsible and demonstrate their school values clearly. They engage very well in their learning and are proud of their school. The headteacher and staff have created a nurturing, inclusive ethos, across the school. Strong, positive relationships between adults and children are based on mutual respect and understanding. The headteacher has successfully created a culture of collaboration which is underpinned by trust, respect and effective communication. Partners, parents/carers and local residents actively support the work of the school. Their contributions are valued by all and have a positive impact on children’s learning and achievements. There are high levels of attainment in literacy and numeracy across the school. 3.9 The inspection team agreed the following areas for improvement with the Head Teacher and Moray Education: The headteacher should continue to work with staff to focus on key improvement priorities and how they will measure success. Page 68
Page 69
Teachers should continue to improve high quality learning and teaching across the school. This should include increased opportunities for children to become more independent and creative in their learning. As planned, the headteacher should work with teachers to identify more clearly what is to be learned and how it will be assessed. This will help teachers to ensure children receive a broad and balanced curriculum. 3.10 The Education Scotland HMIE inspection report and summary of inspection findings for the school can be viewed at (lower set of documents on web page directed to on each link below): Inspection Report Summarised Inspection Findings Additional Inspection Evidence 3.11 Following inspection, Education Scotland HMIE have advised that they are confident that the school has the capacity to continue to improve and will make no more visits in connection with the inspection. 3.12 As a local authority we will continue to inform key stakeholders including parents/carers on the school’s progress through normal arrangements on reporting on quality of schools. 3.13 In further recognition of this positive inspection outcome, a Press Release was published on 3 September 2024 (day of Education Scotland HMIE report publication) to recognise the strengths recognised by the inspection team as well as actions underway to address areas for improvement identified. 3.14 For reference, the Education Scotland HMIE visit report published in September 2024 following visit in May 2024 is contained within Appendix 1. 4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Reflective of priorities within the Corporate Plan with particular regard to (People) in providing a sustainable education service aiming for excellence, progress in achieving better performance and improved inspection outcomes, empowering and raising aspirations. With regards to the 10 Year Plan (Local Outcomes Improvement Plan LOIP), (2) building a better future for our children and young people in Moray through equity of learning experience offered across our schools; supporting ambitious and confident children, able to reach their full potential. (b) Policy and Legal It is the duty of the local authority to secure improvement and the quality of school education which is provided in schools managed by Head Teachers and to raise standards of education (Section 3, 8 of Standards in Scotland Schools Act etc 2000). Page 69
Page 70
This report relates to Section 66 of the Education (Scotland) Act 1980, which concerns the inspection of educational establishments. (c) Financial implications There are no financial implications arising directly from this report. (d) Risk Implications There are no risk implications arising directly from this report. (e) Staffing Implications There are no staffing implications arising directly from this report. (f) Property None. (g) Equalities/Socio Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. (h) Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. (i) Consultations Senior Officers in Education, Communities and Organisational Development, Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer and the Headteacher of Rothes Primary School have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 5. CONCLUSION 5.1 Committee is invited to scrutinise and note the contents of this report, following positive full inspection model visit by Education Scotland HMIE as outlined above, to Rothes Primary School. Author of Report: Stewart McLauchlan, Quality Improvement Manager Background Papers: Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Ref: SPMAN-1315769894-590 SPMAN-1315769894-596 Page 70
Page 71
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: EDUCATION SCOTLAND INSPECTION OF HOPEMAN PRIMARY SCHOOL BY: DEPUTE CHIEF EXECUTIVE: (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the outcomes of the recently published report on a Moray school following inspection by Education Scotland’s His Majesty’s Inspectors of Education (HMIE). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee scrutinise and note the contents of this report and findings of Education Scotland HMIE following their inspection visit. 3. BACKGROUND 3.1 When a school is inspected by Education Scotland HMIE and/or the Care Inspectorate a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 3.2 In June 2024, a team of inspectors from Education Scotland HMIE visited Hopeman Primary School. During their visit, inspectors talked to parents/carers and children and worked closely with the Acting Head Teachers and staff. 3.3 Hopeman Primary School was subject to a short inspection model visit spanning over three days in total. Item 14.* Page 71
Page 72
3.4 The Education Scotland Inspection team use selected Quality Indicators (QIs) from “How good is our school? 4th edition” (HGIOS4), rated using the six- point scale. 3.5 Education Scotland HMIE focus QIs for the Primary school (short model inspection) are: QI 2.3 Learning, Teaching and Assessment QI 3.2 Raising Attainment and Achievement 3.6 Similar to the full inspection model, short model inspections also include focus on Safeguarding and Child Protection processes. 3.7 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published Hopeman Primary School’s Inspection Report on 1 October 2024 with the following gradings: QI 2.3 Learning, teaching and assessment Good QI 3.2 Raising attainment and achievement Good 3.8 The inspection team found the following strengths in the school’s work: The leadership of the acting headteacher in taking forward improvements to learning and teaching. This is providing children with more opportunities to be successful in their learning. Staff willingness to take forward new ways of working. This is helping children to experience greater depth and consistency in their learning which better meets their needs. The outdoor learning curriculum. Children develop resilience and confidence and embrace the many and varied opportunities they have to achieve in their local area. 3.9 The inspection team agreed the following areas for improvement with the Head Teacher and Moray Education: Continue to develop approaches to teaching literacy to raise attainment. As planned, develop a way of recording achievements which will support children to recognise the skills they are gaining across their experiences both inside and outside school. 3.10 The Education Scotland HMIE inspection report and summary of inspection findings for the school can be viewed at (lower set of documents on web page directed to on each link below): Inspection Report Summarised Inspection Findings Additional Inspection Evidence Page 72
Page 73
3.11 Following inspection, Education Scotland HMIE have advised that they are confident that the school has the capacity to continue to improve and will make no more visits in connection with the inspection. 3.12 As a local authority we will continue to inform key stakeholders including parents/carers on the school’s progress through normal arrangements on reporting on quality of schools. 3.13 In further recognition of this positive inspection outcome, a Press Release was published on 1 October 2024 (day of Education Scotland HMIE report publication) to recognise the strengths recognised by the inspection team as well as actions underway to address areas for improvement identified. 3.14 For reference, the Education Scotland HMIE visit report published in October 2024 following visit in June 2024 is contained within Appendix 1. 4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Reflective of priorities within the Corporate Plan with particular regard to (People) in providing a sustainable education service aiming for excellence, progress in achieving better performance and improved inspection outcomes, empowering and raising aspirations. With regards to the 10 Year Plan (Local Outcomes Improvement Plan LOIP), (2) building a better future for our children and young people in Moray through equity of learning experience offered across our schools; supporting ambitious and confident children, able to reach their full potential. (b) Policy and Legal It is the duty of the local authority to secure improvement and the quality of school education which is provided in schools managed by Head Teachers and to raise standards of education (Section 3, 8 of Standards in Scotland Schools Act etc 2000). This report relates to Section 66 of the Education (Scotland) Act 1980, which concerns the inspection of educational establishments. (c) Financial implications There are no financial implications arising directly from this report. (d) Risk Implications There are no risk implications arising directly from this report. (e) Staffing Implications There are no staffing implications arising directly from this report. (f) Property None. Page 73
Page 74
(g) Equalities/Socio Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. (h) Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. (i) Consultations Senior Officers in Education, Communities and Organisational Development, Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer and the Acting Headteacher of Hopeman Primary School have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 5. CONCLUSION 5.1 Committee is invited to scrutinise and note the contents of this report, following positive short model inspection visit by Education Scotland HMIE as outlined above, to Hopeman Primary School. Author of Report: Stewart McLauchlan, Quality Improvement Manager Background Papers: Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Ref: SPMAN-1315769894-589 SPMAN-1315769894-594 Page 74
Page 75
1 | Hopeman Primary School, Moray Council, 5201624 © Crown Copyright 1 October 2024 Dear Parent/Carer In June 2024, a team of inspectors from Education Scotland visited Hopeman Primary School. During our visit, we talked to parents/carers and children and worked closely with the headteacher and staff. The inspection team found the following strengths in the school’s work. • The leadership of the acting headteacher in taking forward improvements to learning and teaching. This is providing children with more opportunities to be successful in their learning. • Staff willingness to take forward new ways of working. This is helping children to experience greater depth and consistency in their learning which better meets their needs. • The outdoor learning curriculum. Children develop resilience and confidence and embrace the many and varied opportunities they have to achieve in their local area. The following areas for improvement were identified and discussed with the headteacher and a representative from Moray Council. • Continue to develop approaches to teaching literacy to raise attainment. • As planned, develop a way of recording achievements which will support children to recognise the skills they are gaining across their experiences both inside and outside school. APPENDIX 1 Item 14.* Page 75
Page 76
2 | Hopeman Primary School, Moray Council, 5201624 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using quality indicators from How good is our school? (4th edition). Quality indicators help schools, local authorities and inspectors to judge what is working well and what needs to be improved. Following the inspection of each school, the Scottish Government gathers details of our evaluations to keep track of how well Scottish schools are doing. Here are Education Scotland’s evaluations for Hopeman Primary School Quality indicators Evaluation Learning, teaching and assessment good Raising attainment and achievement good Descriptions of the evaluations are available from: How good is our school? (4th edition), Appendix 3: The six-point scale A more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Hopeman Primary School | Inspection Report What happens next? We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Moray Council will inform parents/carers about the school’s progress as part of its arrangements for reporting on the quality of its schools. of the progress the school has made. Jacqueline Gallagher HM Inspector Page 76
Page 77
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: EDUCATION SCOTLAND FURTHER INSPECTION (CONTINUING ENGAGEMENT) OF PORTGORDON PRIMARY SCHOOL BY: DEPUTE CHIEF EXECUTIVE: (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the outcomes of the recently published report on a Moray school following inspection revisit by Education Scotland’s His Majesty’s Inspectors of Education (HMIE). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee: (i) scrutinise and note the contents of this report and findings of Education Scotland HMIE following their inspection visit; (ii) note that a clear and revised action plan is in place to acknowledge areas where progress has been made and in order to focus on areas for improvement requiring further attention; (iii) note that support will continue from the Quality Improvement team in order to realise further improvements required following change in school leadership; and (iv) note that following future revisit from Education Scotland HMIE (anticipated by September 2025), a further paper will then be brought to this Committee in order to provide an update on school progress with improvements. Item 15.* Page 77
Page 78
3. BACKGROUND 3.1 When a school is inspected by Education Scotland HMIE and/or the Care Inspectorate a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 3.2 In May 2023, a team of inspectors from Education Scotland visited Portgordon Primary School. During the visit, Education Scotland inspectors talked to parents/carers and children and worked closely with the Headteacher and staff. Education Scotland inspectors gathered evidence to enable them to evaluate aspects of the quality of learning, teaching and assessment as well as how the school were raising attainment and achievement for all children. Portgordon Primary School was subject to a short model inspection visit spanning across three days in total. For reference, the Inspection Report from this visit in May 2023 is contained within Appendix 1. 3.3 The Education Scotland Inspection team use selected Quality Indicators (QIs) from “How good is our school? 4th edition” (HGIOS4), rated using the six- point scale. 3.4 Education Scotland focus QIs for the Primary school (short model inspection) are: QI 2.3 Learning, Teaching and Assessment QI 3.2 Raising Attainment and Achievement Inspectors make evaluations of these QIs using the six-point scale. 3.5 Short model inspections also include focus on Safeguarding and Child Protection where this focus area of inspection is not assigned a rating. 3.6 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published Portgordon Primary School’s Inspection Report on 19 September 2023 with the following gradings: QI 2.3 Learning, teaching and assessment Weak QI 3.2 Raising attainment and achievement Weak 3.7 Education Scotland liaised with Moray Council thereafter regarding the school’s capacity to improve and intimated their intention to carry out a further inspection of the school in discussion with Moray Council within one year of publication of their inspection report in September 2023. 3.8 Following inspection in May 2023, the Head Teacher was supported in developing a comprehensive school improvement action plan, in order to address areas identified for improvement. The Quality Improvement Officer provided support to the school with some positive changes introduced. Regular reporting to the Quality Improvement Manager and through quality improvement visits to the school, it was noted that key improvements had been made. However, a number of areas required further development, Page 78
Page 79
where progress with areas for improvement was at a slower pace than required. 3.9 In June 2024, Education Scotland HMIE returned to carry out a further inspection of Portgordon Primary School over three days. Inspection activities were focused on the areas of improvement agreed with the school and the local authority. Following review of these areas, Education Scotland HMIE were then able to find out about the progress the school had made since original inspection in May 2023 and how well this was supporting children’s learning and achievements. 3.10 The three areas for improvement forming the focus of the June 2024 further inspection as agreed in May 2023, were as follows: Staff should raise attainment in literacy and numeracy for all children, ensuring children are supported and challenged to make the best possible progress. Staff should continue to work with other schools to develop a shared understanding of national standards. Senior leaders and staff should improve approaches to learning and teaching across the school. In doing so, they should ensure the pace of learning is brisker. 3.11 The Education Scotland Further Inspection Letter (published September 2024) can be viewed at: Further Inspection Letter 3.12 Education Scotland noted that overall, staff had made some progress within areas for improvement as identified in 3.10 above from original inspection in May 2023. However, across all three areas it was noted that further development was required, where insufficient progress since the original inspection had been made overall. 3.13 As a result of the further inspection in June 2024, Education Scotland HMIE intimated that they would return to carry out a further inspection of the school within one year of further inspection letter publication, anticipated by September 2025. 3.14 Education Scotland HMIE also intimated that they would liaise with representatives of Moray Council within three months of letter publication in order to ensure recommendations to improve safeguarding were addressed quickly. 3.15 Following inspection, Portgordon Primary School is now paired with Cullen Primary School where the Head Teacher of Cullen Primary School is now the paired Head Teacher of both Cullen and Portgordon Primary Schools. Page 79
Page 80
3.16 In discussion with Education Scotland HMIE in June, August and September 2024, Education Scotland HMIE are now satisfied that the local authority in partnership with the school have reviewed and put plans in place in order to adequately address the urgent safeguarding issues identified. The Managing Inspector in discussion with colleagues from Education Scotland is satisfied that areas identified have been addressed following discussions with the Quality Improvement Manager and Quality Improvement Officer linked with the school. 3.17 Supported by the link Quality Improvement team, the School Improvement Action Plan and further inspection findings have been fully reviewed by the Head Teacher to ensure key actions for improvement are addressed as a school. Further support from local authority officers has ensured specific additional supports and resources have been supported. 3.18 Further information in relation to this inspection report is provided through Press Release was published on 10 September 2024 (day of Education Scotland HMIE report publication) to recognise the strengths recognised by the inspection team as well as progress already underway in ensuring all children receive the required support and challenge in learning in order to thrive. 3.19 For reference, the Education Scotland HMIE Further Inspection Letter published in September 2024 following further inspection in June 2024 is contained within Appendix 2. 4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Reflective of priorities within the Corporate Plan with particular regard to (People) in providing a sustainable education service aiming for excellence, progress in achieving better performance and improved inspection outcomes, empowering and raising aspirations. With regards to the 10 Year Plan (Local Outcomes Improvement Plan LOIP), (2) building a better future for our children and young people in Moray through equity of learning experience offered across our schools; supporting ambitious and confident children, able to reach their full potential. (b) Policy and Legal It is the duty of the local authority to secure improvement and the quality of school education which is provided in schools managed by Head Teachers and to raise standards of education (Section 3, 8 of Standards in Scotland Schools Act etc 2000). This report relates to Section 66 of the Education (Scotland) Act 1980, which concerns the inspection of educational establishments. Page 80
Page 81
(c) Financial implications There are no financial implications arising directly from this report. (d) Risk Implications There are no risk implications arising directly from this report. (e) Staffing Implications An interim pairing is in place with the Head Teacher of Cullen Primary School, now also leading Portgordon Primary School on an interim pairing basis. This follows recruitment difficulties experienced in terms of Primary Head Teacher posts as well as need for an experienced school leader to lead forward change now required in order to realise improvement. The Head Teacher continues to establish herself in post while leading forward school improvement actions identified, supported by all staff and identified central officers. (f) Property None. (g) Equalities/Socio Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. (h) Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. (i) Consultations Senior Officers in Education, Communities and Organisational Development, Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer and the interim paired Headteacher of Portgordon Primary School/Cullen Primary School have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 5. CONCLUSION 5.1 Committee is invited to scrutinise and note the contents of this report, noting that the action plan in place following inspection in May 2023 has been further revised in order to guide improvements in further areas noted by Education Scotland HMIE through their further inspection activities in June 2024. 5.2 Following inspection, a change in school leadership resulted where the Head Teacher of Cullen Primary School now has interim paired Head Teacher oversight of Cullen and Portgordon Primary Schools under exigencies of the Education service by the Head of Education (Chief Education Officer). Page 81
Page 82
5.3 School improvement actions continue to be progressed at pace with support from the local authority Quality Improvement team. 5.4 Further inspection is anticipated by September 2025 in order to gauge progress with areas of school improvement being progressed. Author of Report: Stewart McLauchlan, Quality Improvement Manager Background Papers: Further Inspection Letter (September 2024) Additional Inspection Evidence (September 2024) Press Release Inspection Report (September 2023) Summarised Inspection Findings (September 2023) Additional Inspection Evidence (September 2023) How good is our school? 4th edition Education Scotland six-point scale Ref: SPMAN-1315769894-585 SPMAN-1315769894-595 SPMAN-1315769894-597 Page 82
Page 83
1 | Portgordon Primary School, Moray Council, 5208122 © Crown Copyright 19 September 2023 Dear Parent/Carer In May 2023, a team of inspectors from Education Scotland visited Portgordon Primary School. During our visit, we talked to parents/carers and children and worked closely with the headteacher and staff. Portgordon Primary School Nursery Class was inspected by Care Inspectorate within the past 18 months. Therefore, we have agreed with the local authority and school that the nursery class is not part of this inspection. The inspection team found the following strengths in the school’s work. • The friendly, warm and welcoming ethos established across the school. Children are respectful towards each other and adults and demonstrate an eagerness to learn. • The positive relationships across the whole school community. Senior leaders and staff know children and their families well. The following areas for improvement were identified and discussed with the headteacher and a representative from Moray Council. • Staff should raise attainment in literacy and numeracy for all children, ensuring children are supported and challenged to make the best possible progress. • Staff should continue to work with other schools to develop a shared understanding of national standards. • Senior leaders and staff should improve approaches to learning and teaching across the school. In doing so, they should ensure the pace of learning is brisker. APPENDIX 1 Item 15.* Page 83
Page 84
2 | Portgordon Primary School, Moray Council, 5208122 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using quality indicators from How good is our school? (4th edition). Quality indicators help schools, local authorities and inspectors to judge what is working well and what needs to be improved. Following the inspection of each school, the Scottish Government gathers details of our evaluations to keep track of how well Scottish schools are doing. Here are Education Scotland’s evaluations for Portgordon Primary School Quality indicators Evaluation Learning, teaching and assessment weak Raising attainment and achievement weak Descriptions of the evaluations are available from: How good is our school? (4th edition), Appendix 3: The six-point scale A more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Reports page | Inspection reports | Education Scotland. What happens next? As a result of our inspection findings we think that the school needs additional support and more time to make necessary improvements. We will liaise with Moray Council regarding the school’s capacity to improve. We will return to carry out a further inspection of the school within 12 months of the publication of this letter. We will discuss with Moray Council the details of this inspection. When we return to inspect the school we will write to you as parents/carers informing you of the progress the school has made. Judith Reid HM Inspector Page 84
Page 85
1 | Portgordon Primary School, Moray Council, 5208122 © Crown Copyright 10 September 2024 Dear Parent/Carer In September 2023, HM Inspectors published a letter on Portgordon Primary School. The letter set out a number of areas for improvement which we agreed with the school and Moray Council. Recently, as you may know, we visited the school again. During our visit, we talked to children and worked closely with the headteacher and staff. We heard from the headteacher and other staff about the steps the school has taken to improve. We looked at particular areas that had been identified in the original inspection. As a result, we were able to find out about the progress the school has made and how well this is supporting children’s learning and achievements. This letter sets out what we found. Staff should raise attainment in literacy and numeracy for all children, ensuring children are supported and challenged to make the best possible progress. Staff have made a positive start to addressing this area for improvement. Children are making better progress in literacy and numeracy. However, the rate of improvement should increase. Most children at early and senior stages are on track to achieve national expectations in literacy and numeracy. A minority are on track in the middle stages. Staff should build on the work undertaken to date to raise attainment further. Senior leaders have created a calendar to identify when planned assessment activity should take place. This is providing greater consistency in gathering evidence of children’s progress in literacy. Teachers are beginning to use this information more effectively to make increasingly reliable judgements on children’s attainment. Staff should now ensure that they use similar approaches to assess and evaluate children’s progress in numeracy. All assessments should be clearly linked to national standards. Staff now need to establish procedures and systems that will allow them to carefully record all the assessment information they gather from planned assessments. This will allow them to demonstrate more effectively the progress children make over time. Teachers meet as a whole staff team at a few points in the year to review the attainment of all children. They should now be given opportunities regularly to meet with the headteacher to discuss the progress of each child in their class. This includes children who require additional support in their learning. Staff should continue to work with other schools to develop a shared understanding of national standards. Staff have made some progress in addressing this area for improvement. Teachers have increased their awareness of national standards which outline expectations of attainment in literacy and numeracy. As a result, their judgements of children’s progress based on national standards are becoming increasingly reliable. Teachers have benefitted from discussing expectations and standards in children’s writing over the course of the year with colleagues in local schools. As a result, they have a better APPENDIX 2Item 15.* Page 85
Page 86
2 | Portgordon Primary School, Moray Council, 5208122 © Crown Copyright understanding of standards and are making more reliable judgements of children’s progress in writing. Senior leaders should now provide opportunities for staff to undertake similar activities in other areas of the curriculum. This should result in teachers planning more effectively to support and challenge all children and raise attainment further in all areas of the curriculum. Senior leaders should increase opportunities for teachers to engage in discussions with colleagues from other schools. This should help to develop further a shared understanding of how to plan for and evaluate children’s progress effectively. Senior leaders and staff should improve approaches to learning and teaching across the school. In doing so, they should ensure the pace of learning is brisker. Staff have made some progress in improving approaches to learning and teaching however the pace still requires to be brisker. Teachers have worked well to establish a consistent approach to sharing the purpose and relevance of learning with children. Teachers make clear reference to other learning undertaken which helps children to make clear links across different learning episodes. Teachers should now review their approaches to supporting children’s understanding of how they can be successful in their learning. This will help children to reflect more accurately on mistakes they have made and what they need to improve. Teachers have engaged well with research and local authority guidance on effective learning and teaching. Children are benefitting from a recent focus by staff on using questioning effectively to develop children’s thinking skills. As a result, children are becoming more curious and creative during lessons. Senior leaders have created a calendar which shares some of the activity they have planned to evaluate the quality and consistency of approaches to learning and teaching. These include observations of learning and discussions around planning and attainment. This is at the very early stages of implementation with little activity being completed at the time of the further inspection. Senior leaders must now evaluate the work of the school on a more rigorous and regular basis. This will help to inform their approaches to supporting teachers to improve the quality of learning and teaching. This should include feedback to support staff to develop their practice further. Teachers plan well to meet the needs of most children. Teachers review and update their plans to record how well children have achieved the intended learning. Staff should now work together to improve further their approaches to planning. This should include reviewing all approaches to meeting the needs of all learners to provide greater support and challenge. In addition, senior leaders and the local authority must take swift action to improve approaches to identified aspects of safeguarding. In particular, they must prioritise effective improvements to planning, recording and support for children with additional support needs. Senior leaders must ensure that the safety, wellbeing and learning needs of all children are fully met. Page 86
Page 87
3 | Portgordon Primary School, Moray Council, 5208122 © Crown Copyright What happens next? The school has made insufficient progress since the original inspection. We will liaise with Moray Council regarding the school’s capacity to improve. We will liaise with representatives from Moray Council within three months of the publication of this letter to ensure our recommendations to improve safeguarding are addressed quickly. We will return to carry out a further inspection of the school within a year of the publication of this letter. We will discuss with Moray Council the details of this inspection and how the local authority is supporting improvement. When we return to inspect the school, we will write to you as parents informing you of the progress the school has made. Judith Reid HM Inspector Page 87
Page 88
Page 88
Page 89
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: EDUCATION SCOTLAND INSPECTION OF ELGIN ACADEMY BY: DEPUTE CHIEF EXECUTIVE: (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the outcomes of the recently published report on a Moray school following inspection by Education Scotland’s His Majesty’s Inspectors of Education (HMIE). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee: (i) scrutinise and note the contents of this report and findings of Education Scotland following their inspection visit; and (ii) note that following future revisit from Education Scotland (anticipated April 2025), a further paper will be brought to this Committee in order to provide update on school progress with improvements required. 3. BACKGROUND 3.1 When a school is inspected by Education Scotland and/or the Care Inspectorate a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 3.2 In April 2024, a team of inspectors from Education Scotland visited Elgin Academy. During their visit, Education Scotland inspectors talked to Item 16.* Page 89
Page 90
parents/carers and children and worked closely with the Headteacher, Senior Leadership Team, teaching and wider support staff. Elgin Academy was subject to a short model inspection visit spanning over four days in total. The Education Scotland Inspection team use selected Quality Indicators (QIs) from “How good is our school? 4th edition” (HGIOS4), rated using Education Scotland’s six-point scale. 3.3 Education Scotland focus QIs for the Secondary school (short model inspection) are: QI 2.3 Learning, Teaching and Assessment QI 3.2 Raising Attainment and Achievement Inspectors make evaluations of these QIs using the six-point scale. Short model inspections also include focus on Safeguarding and Child Protection to ensure Inspectors continue to capture the evidence needed to promote improvement and provide evidence to inform national policy development. This area of inspection focus is not assigned a rating. 3.4 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published Elgin Academy’s Inspection Report on 18 June 2024 with the following gradings: QI 2.3 Learning, teaching and assessment Weak QI 3.2 Raising attainment and achievement Weak 3.5 The inspection team found the following strengths in the school’s work: Young people are polite and benefit from a calm learning environment. They are proud of their learning environment and welcoming to visitors to the school. Staff run a wide variety of clubs and activities for young people at lunchtimes and after school. Young people demonstrate a range of useful skills in these activities including leadership and communication skills. 3.6 The inspection team agreed the following areas for improvement with the Headteacher and Moray Education: Senior leaders should ensure that all teachers improve their understanding and delivery of high-quality learning, teaching and assessment. This will help to provide greater consistency, and raise aspirations, for young people across all curricular areas. Staff should meet the needs of all young people by ensuring tasks and activities are appropriate for all. This includes ensuring that tasks are set at the right level of difficulty for all young people to maximise progress in their learning. Senior leaders should work together with staff to raise attainment for all young people with a particular focus on numeracy across the school. They Page 90
Page 91
need to ensure systems and processes are in place to help more young people attain a higher level of qualification from S4 to S6. Senior leaders should continue to review what young people are learning across the school, particularly for young people in S4 to S6. They should consider carefully how well new courses being introduced are meeting the needs of young people and the value they add to young people’s outcomes. 3.7 The Education Scotland inspection report and summary of inspection findings for the school can be viewed at: Inspection Report Summarised Inspection Findings Additional Inspection Evidence 3.8 Following inspection, Education Scotland have advised that the school needs additional support and more time to make necessary improvements. Education Scotland will liaise with Moray Council regarding the school’s capacity to improve. 3.9 Education Scotland will return to carry out a further inspection of the school within one year of the publication of the inspection letter (anticipated on or around June 2025). Education Scotland will discuss with Moray Council the details of this inspection and when they return to inspect the school they will once again write to parents/carers informing them of the progress the school has made. 3.10 As a result of inspection outcomes, an action plan was developed in order to frame key actions for improvement and structure reporting on progress and impact of changes now required. This was initiated following review of the inspection findings by the Acting Head Teacher. 3.11 From August 2024, an experienced and substantive Head Teacher now leads Elgin Academy as the school community progress on their improvement journey, based on key areas for improvement identified by Education Scotland HMIE. The Quality Improvement team link with the school for specific areas for improvement with further reviewing activities planned for this term. 3.12 The Quality Improvement Manager linked with the school will continue to provide support and monitor improvements underway, with further oversight from the Head of Education (Chief Education Officer). Where required, further actions will be taken in order to ensure the school achieves key milestones identified as it progresses on its improvement journey. 3.13 The Education Scotland HMIE visit letter published in June 2024 following visit in April 2024 is contained within Appendix 1. Page 91
Page 92
4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Reflective of priorities within the Corporate Plan with particular regard to (3) provide a sustainable education service aiming for excellence and (4) day to day service delivery in line with council values of ambitious, improving and responsive. With regards to the 10 Year Plan (Local Outcomes Improvement Plan LOIP), (2) building a better future for our children and young people in Moray through equity of learning experience offered across our schools; supporting ambitious and confident children, able to reach their full potential. (b) Policy and Legal It is the duty of the council to secure improvement and the quality of school education which is provided in schools managed by Head Teachers and to raise standards of education (Section 8 of Standard in Scotland Schools Act 2000). This report relates to Section 66 of the Education (Scotland) Act 1980, which concerns the inspection of educational establishments. (c) Financial implications There are no financial implications arising directly from this report. Financial implications may arise in the event further supports are required over time in order to secure key improvements required over time. (d) Risk Implications There are no direct risk implications arising directly from this report. (e) Staffing Implications There are no staffing implications arising directly from this report. (f) Property None. (g) Equalities/Socio Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. (h) Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. (i) Consultations Senior Officers in Education, Communities and Organisational Development, Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer and the Head Teacher of Page 92
Page 93
Elgin Academy have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 5. CONCLUSION 5.1 Committee is invited to scrutinise and note the contents of this report, further noting that an action plan is in place with key improvement priorities underway in relation to the April 2024 inspection of Elgin Academy. Local authority support and challenge of school improvement activities will be ongoing, with revisit by HM Inspectors anticipated by June 2025 and further report to committee on school progress and outcomes to follow thereafter. Author of Report: Stewart McLauchlan, Quality Improvement Manager Background Papers: Inspection Report Summarised Inspection Findings Additional Inspection Evidence How good is our school? 4th edition Education Scotland six-point scale Ref: SPMAN-1315769894-587 SPMAN-1315769894-592 Page 93
Page 94
Page 94
Page 95
1 | Elgin Academy, Moray Council, 5202736 © Crown Copyright 18 June 2024 Dear Parent/Carer In April 2024, a team of inspectors from Education Scotland visited Elgin Academy. During our visit, we talked to parents/carers and young people and worked closely with the headteacher and staff. The inspection team found the following strengths in the school’s work. • Young people are polite and benefit from a calm learning environment. They are proud of their learning environment and welcoming to visitors to the school. • Staff run a wide variety of clubs and activities for young people at lunchtimes and after school. Young people demonstrate a range of useful skills in these activities including leadership and communication skills. The following areas for improvement were identified and discussed with the headteacher and a representative from Moray Council. • Senior leaders should ensure that all teachers improve their understanding and delivery of high-quality learning, teaching and assessment. This will help to provide greater consistency, and raise aspirations, for young people across all curricular areas. • Staff should meet the needs of all young people by ensuring tasks and activities are appropriate for all. This includes ensuring that tasks are set at the right level of difficulty for all young people to maximise progress in their learning. • Senior leaders should work together with staff to raise attainment for all young people with a particular focus on numeracy across the school. They need to ensure systems and processes are in place to help more young people attain a higher level of qualification from S4 to S6. • Senior leaders should continue to review what young people are learning across the school, particularly for young people in S4 to S6. They should consider carefully how well new courses being introduced are meeting the needs of young people and the value they add to young people’s outcomes. APPENDIX 1Item 16.* Page 95
Page 96
2 | Elgin Academy, Moray Council, 5202736 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using quality indicators from How good is our school? (4th edition). Quality indicators help schools, local authorities and inspectors to judge what is working well and what needs to be improved. Following the inspection of each school, the Scottish Government gathers details of our evaluations to keep track of how well Scottish schools are doing. Here are Education Scotland’s evaluations for Elgin Academy Quality indicators Evaluation Learning, teaching and assessment weak Raising attainment and achievement weak Descriptions of the evaluations are available from: How good is our school? (4th edition), Appendix 3: The six-point scale. A more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Details | Find an inspection report | Find an inspection report | Inspection and review | Education Scotland. What happens next? As a result of our inspection findings, we think that the school needs additional support and more time to make necessary improvements. We will liaise with Moray Council regarding the school’s capacity to improve. We will return to carry out a further inspection of the school within one year of the publication of this letter. We will discuss with Moray Council the details of this inspection. When we return to inspect the school, we will write to you as parents/carers informing you of the progress the school has made. Susan McDade HM Inspector Page 96
Page 97
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: INITIAL ANALYSIS OF SECONDARY SCHOOL ATTAINMENT: SESSION 2023-2024 BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To report to Committee on the attainment of secondary schools in Moray for session 2023/2024 further to National Insight benchmarking toolkit update in September 2024 and central attainment data analysis and review. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee: (i) scrutinise and note the position in respect of attainment of the young people in Moray for session 2023/2024; (ii) note that initial performance discussions with Head Teachers took place during August and September 2024 involving review of attainment position for each secondary school and identification of actions for improvement required; (iii) note that at a future meeting of this Committee, a follow-up Insight report will be presented in consideration of school leaver data including post-school destinations following data publication in February 2025; and (iv) review and agree key interventions now planned and/or underway in support of raising attainment and achievement for young people across all secondary schools through identified actions and secondary Stretch Aims set and previously reported to Committee. 3. BACKGROUND Item 17.* Page 97
Page 98
3.1 During session 2023/2024 Moray Secondary Schools continued to offer a broad range of qualifications across a range of subjects. This included graded SQA and wider ungraded SCQF courses studied at equivalent levels from SCQF level 1/National 1 level to SCQF level 7/Advanced Higher level. As schools continue to broaden their curriculum offer to young people, the importance of maintaining a learner centred approach first and foremost remains key to curriculum choices and timetabling approaches. 3.2 SQA made modifications to National Qualification course assessment including removing elements of coursework at the height of the Covid pandemic. Modifications to course assessment were extended into session 2021-2022 and 2022-2023. Elements of modifications have been kept in a small number of National Qualification courses (28) where it has been identified that modifications provided a better way for candidates to demonstrate their knowledge, skills and understanding. Fuller assessment requirements including return of coursework for session 2023/2024 for most National Qualifications resumed. 3.3 Schools continued to report further increase in Additional Assessment Arrangements (AAA) requested and required by young people and supported by parents. This included extra time, separate accommodation, reader/scribe arrangements, use of ICT to support assessment and rest periods during exams. Schools have continued focus on supporting and monitoring learner wellbeing while also aiming to raise attainment and achievement for all. Specific concerns in regard to pupil behaviour continues to be addressed by a number of schools involving a small number of young people, impacting on the learning environment and delivery of learning. 3.4 In Moray, SQA coordinators working closely with the local authority SQA lead continue to ensure that pupils and staff were supported in preparation for formal assessment and examination delivery. Preliminary Examinations (Prelims) were planned and delivered in January and February 2024 within each secondary school, to provide pupils in S4-S6 with an examination experience and support collection of core evidence in the event this was required for post-certification appeals and AAA evidence. 3.5 Following review by Moray Secondary Head Teachers in discussion with central officers and in line with approaches in other local authorities, preliminary examination leave will cease as from session 2024/2025, increasing learning time available for coursework and reinforcement of learning. Assessment experiences including preliminary examinations will continue to be offered as before through subject areas within timetabled assessment windows in each school. Further examination room experiences will also be provided in preparation for young people sitting examinations in the SQA Examination diet in April/May 2025. 3.6 Focus on the Moray Council Accounts Commission Best Value Audit Report key messages and measures continued across schools, through key identified actions highlighted through our National Improvement Framework Plan and Stretch Aims, with actions identified through our Raising Attainment focus. These set out an approach to better understand and improve educational attainment, with aspirational Stretch Aims set based on our data Page 98
Page 99
intelligence and contextual understanding of local factors impacting on educational attainment. 3.7 Ongoing work with the Additional Support Needs review continues to ensure refreshed approaches to meeting learning needs maximise learner access to qualifications and supports all learners may require in order to be successful, progressing to positive onward post-school destinations. 3.8 SQA continue to support our schools through our regional SQA Liaison Manager who links with the local authority SQA Coordinator as well as modification support materials, resources and Understanding Standards events for practitioners to ensure national standards are followed and upheld. These have been extended this session with virtual events now being held across a wide range of subject areas, maximising opportunities for practitioners to attend without barriers of travel and additional expenditure. Reinstatement of coursework across most subject areas as outlined in 3.2 above adds further to complexities of analysing attainment and achievement data over time based on different assessment conditions in place since 2020. 3.9 Our schools continue to support all learners through study support opportunities, homework and study clubs, interventions and wider curriculum based approaches (e.g. Universal Pupil Support, Personal and Social Education) in order to prepare young people for future success. This also includes signposting to wider online learning and study support offers through the National e-learning offer, e-Sgoil, Scholar and wider funded learning platforms including Achieve now in use by most of our schools. 3.10 Performance in the Senior Phase is profiled by four key national measures on Insight, the Senior Phase Benchmarking Toolkit. This provides a holistic approach to: • Improving attainment in Literacy and Numeracy • Improving attainment for all • Increasing post-school destinations • Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers 3.11 The exam results are available to schools in August each year and analysis of these results for cohort groups appeared within the Insight toolkit in September; the data relating to leaver destinations is not available until December and therefore, this information does not appear in Insight until February of the following year (February 2025). The complete picture of leaver attainment and the achievement of young people in Moray is available from March onwards each year and will be reported to a future Education, Children’s and Leisure Services Committee in May 2025. Insight Benchmarking Measures – National Measures 3.12 As noted in paragraph 3.10 and 3.11 above, the data for the four National benchmarks will be available each year in late February, once the school leavers’ data has been compiled. It is especially important to reiterate that this represents data for all school leavers from S4-6 for the school year 2023/24, as opposed to individual cohorts of learners (all pupils). The National Measures exclusively profile school performance for learners at the point of exit from secondary school education. Page 99
Page 100
Insight Benchmarking Measures – Local Measures 3.13 In September each year it is possible to profile school performance within the local measures and in the breadth and depth of awards gained by learners on a cohort by cohort basis (S4, S5 and S6 pupils). Local measures that are pertinent to report on a cohort by cohort basis at this time are: • Improving attainment in Literacy and Numeracy • Tacking disadvantage by improving the attainment of lower attainers relative to higher attainers (attainment versus deprivation) • Improving attainment for all Virtual Comparator 3.14 Insight creates a virtual comparator based on selecting young people from across Scotland that match key characteristics of the young people in the school or local authority in question on a 1:10 basis. The performance of the school can then be assessed in relation to that of the virtual comparator group. A similar methodology is used in Insight to generate a virtual local authority pupil grouping for benchmarking local authority performance. It is important to note that features such as similar curriculum models or structures are not included in the comparison where these vary across Scottish local authorities. Breadth and Depth 3.15 Insight allows us to profile the breadth (number) and depth (level of study) of qualifications completed by learners in each year in the senior phase. This year we are again able to profile the attainment of the S6 cohort throughout the senior phase (from S4-S6). In addition to local measures, in this report we will consider: • S4 breadth and depth attainment at SCQF level 5 • S5 breadth and depth attainment at SCQF level 6 • S6 breadth and depth attainment at SCQF levels 6 and 7 Tariff Score Methodology 3.16 In the local measures of “Improving Attainment for All” and “Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers”, learner performance is measured by the number of tariff points they have accrued during the Senior Phase. The number of tariff points a young person accrues in their school career is currently based on their ‘latest and best performance’. For example, if a learner achieves an A pass at National 5 in S4 this would accrue 84 points, but would be superseded by their performance at Higher in the same subject in S5 and again by performance at Advanced Higher in S6. The points are not aggregated for an improved performance in a given subject area. Learners should never be aware of their tariff point score where these are used for performance measurement at school/subject level only across key aspects (for example, when comparing SIMD performance, Scottish Index of Multiple Deprivation or how pupils with additional support needs are supported to achieve). 3.17 The total tariff points for the candidate across all of their subjects is calculated as a cumulative measure of their latest and best attainment in each subject to the given point in time plus points for any standalone units which are unrelated to any other subject qualification. Measures presented in the tool Page 100
Page 101
are then an average of the total tariff points for the relevant candidates in the cohort. 3.18 The complementary tariff measure is the sum of tariff points accumulated across the latest and best achievement in subjects which a learner has achieved, up to a maximum of 120 SCQF credit points. The subjects which contribute to the 120 SCQF credit points in the complementary tariff measure are those in which the learner has achieved the highest tariff points relative to the amount of learning in that subject (subject tariff points/SCQF credit points for that subject). For purposes of this paper, we will consider complementary tariff points as that gives a truer reflection of a young person’s attainment regardless of local authority or school curricular model and approach. Local Measure – Improving Attainment in Literacy and Numeracy 3.19 S4 based on S4 cohort – S4 Literacy and Numeracy S4 SCQF4 – Literacy & Numeracy SCQF5 – Literacy & Numeracy Moray VC Gap Moray VC Gap 2020 87% 88% -1% 54% 62% -8% 2021 87% 86% +2% 49% 55% -6% 2022 89% 86% +3% 54% 59% -5% 2023 86% 86% 0% 63% 61% +2% 2024 76% 84% -8% 53% 61% -8% 3.20 In S4, SCQF level 4 Literacy and Numeracy (combined) has declined this session, where achievement is below the Virtual Comparator (VC) in session 2024 by 8%. Where the attainment gap between Moray and the VC for SCQF level 5 Literacy and Numeracy (combined) had reduced over time, it is noted that an attainment gap of 8% has emerged against the VC, with Moray performance lowest across the 5-year trend period shown for SCQF level 4 Literacy and Numeracy (combined). Decrease in SCQF level 5 Literacy and Numeracy of 10% in Moray is noted against decrease of 1% in the Virtual Comparator from session 2022/2023 to session 2023/2024. In summary, 84% 76% 61% 53% 88% 54% 62% 87% 87% 86% 55% 49% 89% 86% 54% 60% 86% 63% 86% 61% Page 101
Page 102
Moray performance is below the VC for both SCQF level 4 and level 5 Literacy and Numeracy for this S4 measure. Further analysis is now required into S4 Literacy and S4 Numeracy individually. S4 based on S4 cohort – S4 Literacy SCQF4 – Literacy SCQF5 – Literacy Moray VC Gap Moray VC Gap 2020 93% 93% 0% 74% 77% -3% 2021 94% 93% +1% 78% 76% +2% 2022 92% 92% 0% 77% 76% +1% 2023 94% 92% +2% 77% 77% 0% 2024 91% 90% +1% 71% 75% -4% 3.21 At SCQF level 4 Literacy, performance in S4 is favourable overall with performance in line with or above the VC over past three years. At SCQF level 4, performance is 1% above the VC. At SCQF level 5, performance remains slightly below the VC, with 4% attainment gap noted between Moray and the VC. In summary, Moray performance is above the VC at SCQF level 4 and below the VC at SCQF level 5 for this measure. The latter SCQF measure has reduced by 6% from 2023 to 2024 and resulting in positive trend reversal compared with the previous three years. S4 based on S4 cohort – S4 Numeracy SCQF4 – Numeracy SCQF5 – Numeracy Moray VC Gap Moray VC Gap 2020 90% 91% -1% 59% 66% -7% 2021 89% 88% +1% 52% 59% -7% 2022 92% 89% +3% 59% 64% -5% 2023 88% 89% +1% 67% 65% +2% 2024 79% 88% -9% 58% 65% -7% 3.22 At SCQF level 4 Numeracy, performance in S4 had witnessed improvement over the previous four years in line with the VC, with attainment 1% below the VC in 2023. Session 2023/2024 has witnessed decline in attainment against the VC at both SCQF level 4 and SCQF level 5. At SCQF level 4 and SCQF level 5, the attainment gap between Moray and the VC has increased to 9% and 7% respectively. In summary, Moray performance is below the VC at SCQF level 4 and SCQF level 5 in session 2023/2024 for this measure, reversing positive trend noted over the previous three sessions at SCQF level 4 and previous session’s improvement in performance at SCQF level 5. Page 102
Page 103
S5 based on S5 cohort – S5 Literacy and Numeracy S5 SCQF4 – Literacy & Numeracy SCQF5 – Literacy & Numeracy Moray VC Gap Moray VC Gap 2020 89% 93% -4% 69% 75% -6% 2021 95% 94% +1% 75% 77% -2% 2022 94% 92% +2% 75% 74% +1% 2023 93% 92% +1% 75% 74% +1% 2024 93% 91% +2% 79% 76% +3% 3.23 In S5, SCQF level 4 level Literacy and Numeracy (combined) has remained in line with session 2022/2023 with a VC drop of 1% noted. However, Moray has exceeded the VC by 2% at SCQF level 4 Literacy and Numeracy (combined) in 2024 as highlighted in green above, similar to 2022 and 1% higher than 2023. The attainment gap between Moray and the VC for SCQF level 5 Literacy and Numeracy (combined) has reduced over time, where it is noted that in 2024 a positive gap of 3% now exists for SCQF level 5 Literacy and Numeracy (combined), with achievement for the past 3 years noted as positive in Moray, with reductions of 1%, 1% and 3% over the past 3 years noted for Moray against the VC. In summary, Moray performance is above the VC at SCQF level 4 and SCQF level 5 for this S5 measure. S5 based on S5 cohort – S5 Literacy SCQF4 – Literacy SCQF5 – Literacy Moray VC Gap Moray VC Gap 2020 95% 96% -1% 87% 88% -1% 2021 97% 97% 0% 90% 90% 0% 2022 96% 96% 0% 91% 88% +3% 2023 96% 95% +1% 88% 87% +1% 2024 96% 95% +1% 89% 87% +2% 3.24 At SCQF level 4 Literacy in 2024 and common with performance in 2023, S5 SCQF level 4 Literacy is 1% above the VC with positive performance 93% 93% 75% 89% 95% 94% 75% 94% 92% 75% 74% 93% 92% 75% 74% 69% 77% 91% 79% 76% Page 103
Page 104
witnessed over a 4-year trend period. At SCQF level 5 Literacy, increase compared with session 2022/2023 is noted for Moray of 1% where the VC remains constant at 87%. Moray has performed 2% above the VC, with positive performance noted as per the last three sessions once again. In summary, Moray performance is above the VC at SCQF level 4 and SCQF level 5 for this S5 measure. S5 based on S5 cohort – S5 Numeracy SCQF4 – Numeracy SCQF5 – Numeracy Moray VC Gap Moray VC Gap 2020 91% 95% -4% 70% 77% -7% 2021 95% 95% 0% 78% 79% -1% 2022 94% 94% 0% 76% 76% 0% 2023 94% 93% +1% 79% 76% +3% 2024 94% 93% +1% 81% 78% +3% 3.25 At SCQF level 4 Numeracy, common with performance in 2023, S4 level 4 Numeracy is 1% above the VC with positive performance witnessed over a 4- year trend period. At SCQF level 5 Numeracy, a 2% increase in Moray is noted where Moray remains 3% above the VC, common with session 2022/2023. This is a continuation of a positive 3-year trend period at SCQF level 5 Numeracy. In summary, Moray performance is above the VC at SCQF level 4 and SCQF level 5 for this S5 measure. S6 based on S6 cohort – S6 Literacy and Numeracy 97% 95% 88% 85% 96% 97% 87% 88% 96% 95% 90% 85% 97% 96% 89% 88% 93% 96% 88% 88% Page 104
Page 105
S6 SCQF4 – Literacy & Numeracy SCQF5 – Literacy & Numeracy Moray VC Gap Moray VC Gap 2020 95% 97% -2% 85% 88% -3% 2021 96% 97% -1% 87% 88% -1% 2022 97% 96% +1% 89% 88% +1% 2023 96% 95% +1% 90% 85% +5% 2024 93% 96% -3% 88% 88% 0% 3.26 In S6, SCQF level 4 Literacy and Numeracy (combined) has reduced by 3% in 2024 from 2023 to 93%, with slight positive data trend reversal noted across the 5-year trend period. 1% increase from 2023 has also been experienced by the VC (95% to 96%). At SCQF level 5 Literacy and Numeracy (combined), positive performance is noted in line with the VC (88%), with slight drop witnessed in Moray (2%) compared with slight increase in the VC (3%). In summary, Moray performance is below the VC at SCQF level 4 and in line with the VC at SCQF level 5 for this S6 measure. S6 based on S6 cohort – S6 Literacy SCQF4 – Literacy SCQF5 – Literacy Moray VC Gap Moray VC Gap 2020 97% 98% -1% 97% 96% -1% 2021 98% 98% 0% 96% 96% 0% 2022 99% 98% +1% 96% 96% 0% 2023 97% 97% 0% 96% 94% +2% 2024 96% 97% -1% 94% 95% -1% 3.27 At SCQF level 4 Literacy, performance in S6 is 1% below the VC overall following positive trend witnessed across a 3-year trend period and close to 100% achievement. In 2024, SCQF level 4 Literacy has marginally reduced from 2023 to 96%, proximity to 100% achievement remaining, with marginal drop in performance from 2023 for Moray while VC has remained at 97%. At SCQF5 level Literacy, performance is 2% lower (94%) in 2024 compared with session 2023 (96%). Performance in 2024 is below the VC by 1% compared to 2023 where performance was above the VC. In summary, Moray performance is slightly below the VC at SCQF level 4 and SCQF level 5 for this S6 measure, remaining close to 100% achievement at both levels. S6 based on S6 cohort – S6 Numeracy SCQF4 – Numeracy SCQF5 – Numeracy Moray VC Gap Moray VC Gap 2020 95% 97% -2% 85% 89% -4% 2021 96% 97% -1% 89% 89% 0% 2022 98% 97% +1% 90% 89% +1% 2023 97% 95% +2% 91% 86% +5% 2024 95% 96% -1% 89% 89% 0% 3.28 At SCQF level 4 Numeracy, performance of S6 in 2024 is slightly lower than previous years and is below the VC (95% compared with 96%, drop of 2% from 2023 in Moray). At SCQF level 5 Numeracy, the attainment gap between Moray and VC has reduced or remained positive over the past 4 years. In 2024 for SCQF level 5 Numeracy, performance is in line with the VC at 89%. Where a slight drop in Moray is noted from 2023 to 2024 (2%), a Page 105
Page 106
slight increase is noted in the VC (3%). In summary, Moray performance is marginally below the VC at SCQF level 4 and in line with the VC at SCQF level 5 for this S6 measure, remaining positive overall based on percentage difference at SCQF level 4. Local Measure – Initial Leaver Destination: Post-school destinations 3.29 This will be reported on as both a Local and National Measure following Insight Benchmarking update in February each year, when leaver data becomes available. This will be reported to a future meeting of Committee, anticipated to be May 2025 based on current Committee cycle. Local Measure - Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers – Attainment vs Deprivation 3.30 The graphs show 2023/2024 attainment data for S4, S5 and S6 (using complementary tariff scores) for Moray profiled against VC and National data. This is broken down into ten deciles according to Scottish Index of Multiple Deprivation (SIMD) data. Thus, decile 1 refers to the attainment of young people with postcodes within data zones identified as being the 10% most deprived in Scotland according to SIMD, whilst decile 10 refers to those young people with postcodes in the top 10% of the least deprived data zones according to SIMD. In Moray there are few data zones ranked in decile 1. While in Moray it is acknowledged that SIMD does not always indicate inequity that may arise as a result of postcode and locality (including rurality), as a National measure it provides a measure of attainment based on this indicator. It is also useful in considering wider potential external factors which may impact on attainment of Moray’s young people as indicated by data zone. Average Tariff Score of S4 learners by SIMD decile – Moray v VC 3.31 Overall, the S4 cohort of 1,050 pupils performed in line with or marginally below the VC across most SIMD deciles in 2024. Performance is indicated by the blue (Moray) and grey (VC) trend lines and circular cohort identifiers. In 2024, overall performance at SIMD 4 (91 pupils), SIMD 6 (169 pupils) and Page 106
Page 107
SIMD 9 (47 pupils) is in line with the VC. While the majority of pupils within SIMD 8 (209 pupils respectively) perform in line with the VC, underperformance is noted, particularly in relation to pupils at SIMD 1 (19 pupils), SIMD 2 (26 pupils), SIMD 3 (46 pupils), SIMD 5 (171 pupils), SIMD 7 (204 pupils) and SIMD 10 (68 pupils). Attainment gap is noted between Moray and the VC highlighted by tariff gap between trend lines. 3.32 Performance is similar to the National picture highlighted below. In line with Moray’s local profile, nationally there are more learners in lower SIMD deciles (SIMD 1-3) than in Moray as indicated by bubble size. Variance in tariff points achieved across by all learners is noted by blue vertical lines within each SIMD decile as illustrated in both graphs. Learners achieve in line with the National Establishment at SIMD 6 (169 pupils) and SIMD 9 (47 pupils). The majority of pupils perform in line with the National Establishment at SIMD 7 (209 pupils). Learners underperform at SIMD 1-5 (19, 26, 46, 91 and 171 pupils respectively) as well as at SIMD 10 (68 pupils). A slight attainment gap is noted across deciles comparable with VC graph further above, where levels of aspiration through level of study and quality of passes achieved may have impacted on overall achievement compared against pupils nationally, within identified deciles where performance is lower. Average Tariff Score of S4 learners by SIMD decile – Moray v National Page 107
Page 108
Average Tariff Score of S5 learners by SIMD decile – Moray v VC 3.33 Overall, the S5 cohort in 2023/2024 (904 pupils, increased from 756 pupils in session 2022/2023) performed marginally below the VC. Learners at SIMD 1 (12 pupils) and SIMD 2 (16 pupils) performed above the VC. Learners at SIMD 5 (133 pupils), SIMD 6 (144 pupils) and SIMD 8 (186 pupils) perform in line with the VC overall along with the majority of learners in SIMD 3 (30 pupils), SIMD 4 (80 pupils), SIMD 9 (61 pupils). Less than half of learners in SIMD 7 (196 pupils) performed below the VC with learners in SIMD 10 (46 pupils) performing well below the VC. An attainment gap is noted as SIMD increases where vertical tariff lines indicate pupils both underperforming and exceeding what the VC would indicate. Performance is similar to the National picture highlighted below. In line with the local profile, there are more learners nationally in lower SIMD deciles (SIMD 1-5) than in Moray as indicated by bubble size, with performance of S5 against VC above similar to performance against National comparator below. Variance in tariff points achieved by learners is further noted in S5 (blue vertical lines) with attainment of pupils in SIMD 8-10 of further note. Average Tariff Score of S5 learners by SIMD decile – Moray v National Page 108
Page 109
Average Tariff Score of S6 learners by SIMD decile – Moray v VC 3.34 Overall, the S6 cohort in 2023/2024 (447 pupils) by point of exit performed in line with, or above the VC across the majority of SIMD deciles with very marginal attainment gap noted. This includes SIMD 3 (16 pupils), SIMD 5 (74 pupils), SIMD 6 (71 pupils), SIMD 7 (95 pupils), SIMD 8 (80 pupils) and SIMD 9 (23 pupils). At SIMD 1 (3 pupils), SIMD 2 (5 pupils) and SIMD 10 (41 pupils), performance is below the VC for a number of pupils within these SIMD deciles. Performance against the VC is similar to the National picture highlighted below. It is noted that marginal attainment is noted, with SIMD 5, 7, 8, and 9 in line with National comparator overall, SIMD 4 and 6 marginally below. SIMD 1-3 and 10 are of note with spread in achievement noted. Variance in tariff points achieved by all learners is noted by blue vertical lines within each SIMD decile as illustrated in both graphs, with a number of learners in SIMD 2-10 exceeding national averages while a number underperformed based on what learner profile may have indicated. Average Tariff Score of S6 learners by SIMD decile – Moray v National Page 109
Page 110
Local measure – Improving attainment for all (average complementary tariff points) 3.35 This benchmarking measure considers the average complementary tariff score for the lowest 20%, middle 60% and highest 20% of attainers within the relevant cohort. The local measure (all candidates) will compare Moray with the VC and National comparators. Improving attainment for all – S4 3.36 In S4, performance for the lowest 20% is marginally below the VC and National comparators. The highest 20% is in line with the VC and National comparator. The Middle 60% are slightly below both the VC and National comparators. This would indicate some learners within the cohort underachieving in terms of course level, aspiration or level of passes/awards achieve. Overall, performance is positive for the highest 20% and improvement in performance is required for a number of learners in the lowest 20% and middle 60%. Improving attainment for all – S5 3.37 In S5, performance for the top 20% is below the VC and National comparators. The lowest 20% of attainers in the cohort perform above the VC and National comparators. The Middle 60% are below the VC and National Page 110
Page 111
comparators. Number of passes achieved, level of aspiration in courses studies and quality of pass achieved by a number of learners has led to variance between VC and National comparators. Improving attainment for all – S6 3.38 In S6, performance for the top 20% overall is in line with the VC and National comparators. The lowest 20% and middle 60% of attainers in the cohort perform slightly below the VC and National comparators. Level of pass achieved may indicate reason for variance in lowest 20% and middle 60% as well as breadth of courses studied in S6. Breadth and Depth 3.39 S4 Breadth and Depth attainment at SCQF Level 5 This measures how many qualifications S4 learners achieved at all SCQF level 5 qualifications; this included National 5 as well as others, including Skills for Work and National Progression Awards at level 5. 3.40 In session 2024, slight decreases in attainment are noted across measures compared with the 2023 cohort. With exception of the 1 @ SCQF level 5 measure, performance exceeds 2019 as last non-Alternative Certification Model year where an SQA examination diet was present as main form of assessment prior to return in 2022. This session witnessed return of coursework for national courses as noted in 3.2 above, adding further assessment not experienced by learners in session 2020 to 2023. Performance in the 6 @SCQF level 5 and 7@ SCQF level 5 remain second highest and highest performance across the 6-year trend period presented. 3.41 With regard to trend over time, return to SQA examinations (2019 as previous year of SQA examination diet albeit in alternative assessment conditions in Moray – S4 2019 2020 2021 2022 2023 2024 1 @ SCQF level 5 83.7% 85.3% 86.6% 85.2% 85.7% 81.7% 3 @ SCQF level 5 64.4% 66.9% 69.2% 65.6% 69.3% 65.9% 5 @ SCQF level 5 42.7% 46.7% 48.2% 46.9% 50.8% 47.9% 6 @ SCQF level 5 30.3% 33.5% 32.8% 35.6% 39.3% 37.3% 7 @ SCQF level 5 0.6% 11.7% 13.2% 18.8% 24.6% 24.6% Page 111
Page 112
2022), the following graphs are provided for further review for S4 where 10 pupils represent 0.95%, with 1,050 pupils in the S4 (2024) cohort: Performance for 1 or more qualifications at SCQF level 5 is lowest across the 6-year trend period, below 2019 where coursework last featured as an assessment component and 2022 which witnessed return to a formal SQA examination diet featuring as a key part of formal summative assessment. Year on year, a 4% reduction is noted from 2023 to 2024 (representing 42 pupils). Performance for 3 or more qualifications at SCQF level 5 is comparable to 2022 (2019: 64.4%) when a formal SQA examination diet featured as a key part of formal summative assessment, reintroduced in 2022. As with the 1+ @SCQF level 5 measure above, a slight drop in attainment is noted year on year for this measure (representing 36 pupils). Performance for 5 or more qualifications at SCQF level 5 remains comparable to performance across the 6-year trend period presented, noting slight drop in performance (representing 30 pupils). Performance is comparable to both ACM years (2020 and 2021). In relation to 2019 where an examination and coursework features across subjects as core assessment components, performance is 5.2% higher for 2024 cohort (representing 55 pupils). Page 112
Page 113
Performance for 6 or more qualifications at SCQF level 5 is above the 2020 and 2021 ACM years. Compared with last session, a 2% reduction is noted year on year (representing 21 pupils). In relation to 2019 where examinations and coursework across subject features as assessment components, performance is 7% greater (representing 74 pupils). Performance for 7 or more qualifications at SCQF level 5 is joint highest across the six- year dataset presented. Within existing curriculum models, schools are offering further opportunity to study a seventh National 5 qualification, with National 5 Applications of Maths dual presentations also supporting positive maintenance at this measure. 3.42 S5 Breadth and Depth attainment at SCQF Level 6 This measure demonstrates how many qualifications S5 learners achieved at SCQF level 6; this includes Highers as well as other qualifications, including Skills for Work and National Progression Awards at level 6. This data is based upon the S5 cohort numbers who continue to S5 as a common measure for measuring performance with SQA qualifications. Moray – S5 2019 2020 2021 2022 2023 2024 1 @ SCQF level 6 64.0% 70.1% 71.2% 68.4% 67.1% 69.0% 3 @ SCQF level 6 42.4% 45.5% 47.6% 45.9% 44.2% 46.8% 5 @ SCQF level 6 20.0% 19.2% 20.8% 18.1% 20.2% 20.2% 3.43 Following return to an SQA examination diet in 2022, it is noted that performance has increased for the S5 cohort in 2024 compared with the two previous years, the 5 @ SCQF level 5 measure remaining constant at 20.2%. Compared with 2019, performance is stronger overall across measures. 3.44 In review of wider datasets and the measures for 1 or more, 3 or more and 5 or more qualifications at SCQF level 6, performance is below Virtual and National Comparators in S5 for middle 60% and highest 20% of learners. As with S4, this is highlighted in graphs and charts further above (please see 3.30 through to 3.38 above). Page 113
Page 114
3.45 Across all three measures noted in 3.42 above, compared with 2019 as the last academic session where SQA examinations and coursework were present across subject areas as summative assessment approaches, there is positive improvement overall noted at for 1, 3 and 5 or more passes at SCQF level 6. 3.46 With regard to trend over time, return to SQA examinations, the following graphs are provided for further review for S5 with 10 pupils representing 1.1% with 892 pupils in the S5 cohort; 756 pupils in 2023, S5 cohort indicating higher staying on rate in 2024): Performance for 1 or more qualifications at SCQF level 6 is slight above 2022 and 2023 performance as most recent examination diet years (1.9% above 2023, 17 pupils) but 5% higher than 2019 as last year prior to 2022 where similar examination diet and assessment conditions were present. Third highest performance year across a six- year trend period. Performance for 3 or more qualifications at SCQF level 6 is above 2022 (0.9%) and 2023 (2.6%; 23 pupils) as most recent years where an external examination diet features as a key part of formal assessment. 2022 performance is 4.4% greater than 2019 which was the last year where a formal SQA examination diet and coursework featured as a key part of formal assessment. Performance for 5 or more qualifications at SCQF level 6 is second highest (joint with 2023) across all years across the six-year trend period. 2023 and 2024 performance is 2.1% more than 2022 as noted above regarding SQA examination basis, comparable to 2019 performance as last year other than 2022 where an SQA examination diet and coursework formed a key part of formal assessment. 3.47 S6 Breadth and Depth attainment at SCQF Levels 6 and 7 Page 114
Page 115
This measure indicates how many qualifications S6 learners achieved at SCQF level 6 and 7; this includes Highers and Advanced Highers as well as others, including Skills for Work and National Progression Awards at level 6 and 7. This is an overview of level 6 and 7 attainment which may have also been achieved prior to S6 within the Senior Phase. This data is based upon the S6 cohort numbers who continue to S6 as a common measure for measuring performance with SQA qualifications. 2019 2020 2021 2022 2023 2024 3 @ SCQF level 6 78.0% 80.0% 79.9% 76.6% 76.8% 77.4% 5 @ SCQF level 6 57.1% 61.3% 59.8% 55.1% 55.5% 58.8% 1 @ SCQF level 7 38.2% 42.4% 44.1% 40.6% 40.3% 43.6% 3.48 In review of wider datasets and the measures for 3 or more and 5 or more qualifications at SCQF level 6, performance is marginally below or below Virtual and National Comparators respectively as noted in 3.34 and 3.37 above for the lowest 20% and middle 60%. However, year on year from 2023 to 2024, marginal improvement is noted across measures. At the 3 or more and 5 or more qualifications at SCQF level 6 measures, performance has increased since 2022, similar to the 1 or more qualifications at SCQF level 7 measure. 3.49 In comparison with the 2020 and 2021 ACM years, performance remains marginally lower for the 3 @ SCQF level 6 and 5 @ SCQF level 6 measure for S6. Compared with 2019 as the last examination year where both final examination and coursework were present across subjects as with return of coursework in most subjects in 2024, improvements in performance are noted at the 5 or more qualifications at SCQF level 6 and 1 or more qualifications at SCQF level 7 measures. Performance in terms of 3 or more qualifications at SCQF level 6 is marginally below, but comparable in terms of relative performance to 2019. 3.50 The following graphs are provided for further review where in 2024, there were 447 in the S6 cohort (10 learners representing 2.24% of pupil cohort). Staying on rate is slightly lower than 2023 (474 learners in the 2023 cohort). Performance for 3 or more qualifications at SCQF level 6 is 0.6% (3 pupils) higher than 2023. Compared with 2019 which was the last year where a formal SQA examination diet and coursework featured as a key part of formal summative assessment, performance is 0.6% below (representative of 3 pupils). Slight increase year on year is noted from 2022 to 2024. Page 115
Page 116
Performance for 5 or more qualifications at SCQF level 6 is 3.3% (15 pupils) higher than 2023. Compared with 2019 which was the last year where a formal SQA examination diet and coursework across subjects featured as a key part of formal summative assessment, performance is 1.7% above (representative of 8 pupils within 2024 cohort). Performance for 1 or more qualifications at SCQF level 7 remains very marginally below one of the ACM years (2021) and above 2019 performance (5.4%; 24 pupils). It is noted that study to SCQF level 7 may not be the preference for most young people, who prefer to add breadth to qualifications portfolio they hold at SCQF level 6. Positive overall. 3.51 Subject SQA performance at National 5, Higher and Advanced Higher In Moray, 89% of our young people achieved an award (A-D) at S4 National 5 at SQA results stage where performance for 7 or more passes (A-C) at level 5 based on last year’s data at this stage remains positive. In S4, 39 young people also achieved breadth in qualifications achieving 8 or more qualifications in S4 at National 5 as well as added depth, with 25 young people achieving 1 or more Higher (SCQF level 6) passes in S4 as a further level of study where appropriate to their individual learner journey. Positive performance of S4 is noted in Administration and IT, Art and Design, Business Management, Drama, English, French, German, Music, Physical Education, Hospitality (Practical Cookery) and Spanish. Performance at S5 Higher remains comparable to last session with 88% of young people achieving an award at (A-D) at SQA results stage. In particular, those young people achieving 1 or more qualifications at level 6 remains positive with 61% of young people achieving 1 or more Higher (SCQF level 6) qualification. Compared with 23 pupils in 2022 and last year in 2023 where 29 young people achieved 5 or more ‘A’ passes at Higher, this year 26 young people have achieved 5 or more Higher ‘A’ passes in 2024. A number of outstanding individual successes are also noted including 111 young people achieving 5 Higher awards at grade A-C . In particular, young people performed well in Art and Design, Drama, French, German, Graphic Communication, History, Music, Physical Education and Politics. Page 116
Page 117
In S6, young people studied a variety of courses at Higher and Advanced Higher level. At S6 Advanced Higher, 87% of young people achieved an award (A-D) and at Higher, 84% of young people presented at this level also achieved an award (A-D) at SQA results stage. As schools extend their curriculum offer based on the wide range of SCQF qualifications and accreditation on offer, it is noted that study at SQA level 6 (Higher) and SQA level 7 (Advanced Higher) remains appropriate for many young people in our schools and their chosen onward destination post school. In S6 Advanced Higher, positive performance is noted in Art and Design, Geography, Modern Studies, Music, and RMPS. 3.52 Moray College continues to provide breadth of additional courses and qualifications of study for Senior Phase pupils at National 5 and Higher level as well as Skills for Work (SfW) courses and National Progression Awards (NPA) at levels 4 and 5. The SfW and NPA course provide a high proportion of passes and this supports continued engagement with the College post- school as well as links to apprenticeship programmes. Current provision is predominantly via ‘College Wednesday’. At National 5 and Higher level, performance is noted in the table below for A- C passes for 2019-2024. Performance is based on a total of 87 entries across Moray Secondary schools for graded courses, with an A-C pass rate of 62% (A-D award rate of 80%). Entries to graded courses remain low overall (87 young people had resulted entries in graded courses this session) as per previous years, with more young people studying towards ungraded and continuous assessment courses (SCQF rated) as noted in 3.53 below. 2024 2024 2023 2022 2021 2020 2019 No of Entries Passes A-C A-C A-C A-C A-C A-C H ESOL 14 100% 100% 100% 100% 100% 80% H Psychology 12 50% 46% 38% 93% 74% 40% H Sociology 11 64% 80% 40% 100% 100% 50% H Human Biology 3 0% 0% 50% 82% H Env Science 2 0% N5 ESOL 10 80% 92% 75% 86% 100% 75% N5 Practical Cookery 90% N5 Env Science 2 50% N5 Psychology 33 52% 57% 76% 77% 86% 70% N5 Sociology 67% 3.53 Moray’s young people studied a further range of ungraded and non- examination based courses (SCQF rated at level 3, 4, 5 and 6 as noted below) at Moray College UHI. Based on current year performance, 241 passes were achieved across a range of courses with pass rates across these courses noted below: Page 117
Page 118
Level Course No of Resulted Entries 2024 Pass rate 2024 National 4 Automotive Skills 32 100% National 4 Early Learning and Childcare 6 100% National 4 Hospitality 11 100% National 4 Uniformed and Emergency Services 13 100% National 5 Early Learning and Childcare 9 100% SCQF Level 4 Bakery 16 100% SCQF Level 4 British Sign Language 6 100% SCQF Level 4 Construction Craft and Technician 56 100% SCQF Level 4 Health and Safety in a Construction Environment 5 100% SCQF Level 4 Professional Cookery 1 100% SCQF Level 5 Construction 3 100% SCQF Level 5 Cyber Security 8 88% SCQF Level 5 Digital Media 11 100% SCQF Level 5 Engineering Practice 1 100% SCQF Level 5 Hospitality Operations 1 100% SCQF Level 5 Professional Cookery 1 100% SCQF Level 5 Social Sciences 1 100% SCQF Level 6 Business Skills 7 100% SCQF Level 6 Creative and Digital Media: Technologies, Processes and Practices 5 80% SCQF Level 6 Criminology 12 100% SCQF Level 6 Early Education and Childcare 2 100% SCQF Level 6 Foundation Apprenticeship in Business Skills 7 100% SCQF Level 6 Foundation Apprenticeship in Creative and Digital Media 3 67% SCQF Level 6 Foundation Apprenticeship in Social Services and Healthcare 15 47% SCQF Level 6 Foundation Apprenticeship in Social Services: Children and Young People 4 100% SCQF Level 6 Social Services and Healthcare 15 80% SCQF Level 6 Social Services: Children and Young People 4 100% 3.54 Results continue to be discussed and reviewed in partnership with Moray College link officers with next steps identified and subsequently outlined. This includes extension to existing graded (see 3.52 above) and ungraded pass/fail (see 3.53 above) course offers in order to extend Curriculum offer for young people across Moray. Our academic partnership with Moray College UHI continues to broaden learning pathways for our young people within areas of interest that they may wish to pursue as they consider their post-school destinations. Discussions with Moray College UHI are currently underway in reviewing how specific qualifications (for example, Foundation Apprenticeship offer) can be extended further. Page 118
Page 119
4.0 Strengths identified from attainment data and analysis 4.1 Literacy and Numeracy • S4 Literacy at SCQF level 4 remains positive and above the VC for this measure • S5 – Literacy and Numeracy – Moray performance is above the VC at SCQF level 4 and SCQF level 5 for this measure, for both Literacy and Numeracy, highest at SCQF level 5 across the five-year trend period • S5 Literacy at SCQF level 5 exceed the VC by 2%, with positive trend continuation noted across the past four years of the five year trend period • S5 Numeracy at SCQF level 5 exceeds the VC by 3%, for the second year of two exceeding the VC across a five-year trend • S6 Literacy and Numeracy – Moray performance is in line with the VC at SCQF level 5 for both Literacy and Numeracy combined 4.2 Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers – Attainment vs Deprivation • S4 cohort of 1,050 pupils performed in line with the VC across most SIMD deciles 4, 6 and 9 with a number of pupils at SIMD 8 also performing in line with the VC based on cohort information provided • S5 cohort of 904 pupils performed in line with or above the VC at SIMD 1, 2 as well as SIMD 3-6 and 8-9 for the majority of learners within these cohorts and SIMD decile demographic • S6 cohort of 447 pupils by point of school exit preformed in line with, or above the VC across the majority of SIMD deciles including SIMD 3, 5, 6, 7, 8 and 9 4.3 Improving attainment for all • In S4, performance for the highest 20% of learners is in line overall with the VC and National comparators. A number of young people perform marginally below the VC and National comparators in the lowest 20% and middle 60% groupings • In S5, the lowest 20% of attainers in the cohort preform in line with the VC and the National comparator. The middle 60% and highest 20% of learners perform marginally below the VC and National comparators • In S6, the highest 20% of attainers in the cohort perform in line overall with the VC and the National comparator. The Middle 60% and highest 20% are marginally below VC and National comparators 4.4 Breadth and Depth • Positive trend in breadth and depth is noted for S4 within the 7 or more qualifications at SCQF level 5 measure compared with 2023 performance • Breadth and depth in S5 is noted as showing performance greater than 2019 as first year prior to 2022 where a final examination formed part of final course assessment, with improvement noted 1 and 3 or more qualification at SCQF level 6 measures. Young people achieving 5 or more qualifications at SCQF level 6 remains the same as session 2023 (20.2%) • The proportion of learners in S6 gaining 3 and 5 or more qualifications at SCQF level 6 and 1 or more qualification at SCQF level 7 has increased from 2023, higher across measures than in 2019 Page 119
Page 120
4.5 Academic and wider partnerships • Pupils who study additional courses at Moray College UHI working in partnership with schools, achieved some additional graded and a broader range of ungraded qualifications. Particular success in terms of passes achieved and uptake is noted in non-examination/continuously assessed ungraded courses of study noted in 3.52-3.54 5.0 Areas of future focus from attainment data and analysis 5.1 Literacy and Numeracy • S4 – Literacy and Numeracy – drop in Moray performance is noted in session 2023/2024 at both SCQF 4 and SCQF level 5. Learners are noted to have been impacted during their time in secondary – including P7-S1 transition – by the Covid-19 pandemic. Due to data presented, further attainment recovery is now required in relation to Literacy and Numeracy for identified learners in order to reverse attainment gaps emerging as learners have now progressed to S5 • S4 – Literacy at SCQF level 5 presents a 4% gap between Moray and the VC, reversing positive three year trend witnessed previously up to and including session 2022/2023. Further work is required to identify the young people concerned in order to maximise their leaver level of Literacy by school point of exit • S4 – Numeracy at SCQF level 4 and SCQF level 5 data presented highlights a notable attainment gap emerging where a number of young people have not achieved expected levels in Numeracy at SCQF level 4 and level 5. Further investigation is required to ensure young people achieve appropriate levels of Numeracy by school point of exit and as they transition through S5. A number of young people in S4 last session have underachieved based on data presented for SCQF level 4 and level 5 Numeracy • In S6, a very marginal gap (1%) at SCQF level 4 and SCQF level 5 Literacy and SCQF level 4 Numeracy is noted between Moray and the VC requiring further exploration at school level regarding individual pupil profiles and potential to achieve Literacy and/or Numeracy at SCQF level 4 and 5 • Continued focus on identifying young people who require support to maximise Literacy and Numeracy level by school point of exit as they progress from S4 (now in S5) is required at school level, making use of the Insight Analytical Dataset to identify pupils in need of targeted support 5.2 Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers – Attainment vs Deprivation • S4 attainment focus within SIMD deciles 1-3, 5, 7 and 10 and within individual SIMD deciles based on vertical tariff line range presented is required where attainment gaps are noted between Moray, the VC and National comparators • S5 attainment review at SIMD 3, 4, 7, 9 and 10 is required where attainment gap is noted between Moray, VC and National. Learners staying on to S6 may require further support and challenge in order to maximise achievements by school point of exit • S6 attainment review at SIMD 1, 2 and 10 is required where attainment gap is noted between Moray, VC and National comparators. A number of young people within SIMD 4-6 are noted to have underperformed based on data presented Page 120
Page 121
5.3 Improving attainment for all • S4 – improvement in course presentation levels and quality of passes to support strengthened achievement (lowest 20% and middle 60% of attainers) • S5 – improvement in course presentation levels and quality of passes to support strengthened achievement (middle 60% and highest 20% of attainers) • S6 – improvement in course presentation levels and quality of passes to support strengthened achievement (marginal, lowest 20% middle 60% and highest 20% of attainers) • Focus on improving attainment of the above measures may require review of curriculum offer and levels of study available further to ensure best fit with learner interests, talents and post-school destination focus 5.4 Breadth and Depth • S4 breadth and depth – improvement in performance against VC and National comparators now required where pupils have now transitioned to S5 where staying on at school • S5 breadth and depth – improvement in performance against 2023, VC and National comparators was noted – further continuation required • S6 breadth and depth – improvement in performance against 2023 noted – further continuation required • Continued review of curriculum offer, learner centred curriculum approaches and accreditation opportunities across Moray to ensure all young people benefit from appropriate courses and pathways in order to raise attainment and achievement for all 5.5 Academic and wider partnerships • Continued partnership working with Moray College UHI to extend curricular pathways and course opportunities as part of the Senior Phase offer to young people • Continued work with the Scottish Credit and Qualifications Framework (SCQF), widening progression routes and access to education and training opportunities • Review of Foundation Apprenticeship offer across schools, working with key partners to deliver relevant work based qualifications to meet learner needs 6.0 Actions for Improvement 6.1 Moray Secondary Schools continue to progress work on key priorities framed by School Improvement Plans set out annually. Full review of data is undertaken and in partnership with the local authority, attainment data is scrutinised and actions for improvement are identified to be addressed. A range of reasons for underperformance within cohorts can be evidenced by schools, with schools employing a range of universal and targeted interventions to address barriers to in-school participation, engagement and attendance. Through devolved school budgets and wider funding including Scottish Attainment Challenge monies (Pupil Equity Funding and where projects have been identified, Strategic Equity Funding), school are working with staff to close identified attainment gaps. Page 121
Page 122
6.2 As a local authority, we continue to progress key areas of work as a wider schools and central education system where the following key areas form the basis of strategic focus for session 2024-2027. Education Strategic Meetings and wider briefings are held with senior leaders where we continue to focus on raising attainment and achievement of all children and young people. Through wellbeing supports and intervention, we aim to deliver a curriculum which will satisfy leaner desires and talents and the future needs of the world that will surround them. This requires strong leadership of change where this is core focus as an Education Service for all meetings and Quality Improvement visits throughout session 2024/2025. Initial work in partnership with Education Scotland is currently being planned by Moray Secondary Head Teachers, in order to strengthen middle leaders leading change at department and whole school level. 6.3 Aspirational Stretch Aims across core and core plus measures have been set through the Scottish Government’s revised Framework for Recovery and Accelerating Progress, previously reported to committee through our Education National Improvement Framework Report and Plan. These continue to be a primary focus (Education, Children’s and Leisure Services Committee, 17 September 2024, item 8) as a benchmark and focus for improvements in performance. 6.4 Our Supporting All Learners strategy continues to embed centring on wellbeing, equity and inclusion for all with renewed approaches to mandatory training across schools and establishments for meeting learner needs. Focussed targeting of Attainment Scotland Funding (Scottish Attainment Challenge) including Strategic Equity Funding in order to support further localities in greatest need to raise participation and achievement in learning using data as a key driver for improvement continues, extending to seven projects across Associated Schools Groups this session. As the Additional Support Needs review progresses, allocation of support and resources to where this may be required based on an evidence informed basis continues ensuring equity and inclusion are at the forefront of decision making undertaken. 6.5 Following preparatory work achieved through Moray Improvement Groups including representation on key groups from DYW Moray, Skills Development Scotland, Moray College UHI, wider multi-agency and service partners, schools continue to progress work on the curriculum. An early national statement in September 2024 on the future of the curriculum following extensive national reviews and consultation has been considered, with further Page 122
Page 123
discussion on extending consortia and partnership working – including virtual approaches – being undertaken in partnership with Head Teachers. This includes revisioning of Broad General Education approaches to delivery, inter- disciplinary learning, support from partners and extending work based and outdoor learning approaches. 6.6 For session 2023/2024, in order to strengthen delivery of learning and teaching across our system and led by our schools, investment in ‘Power up your Pedagogy’ as a back to basics pedagogical LTA focus text for practitioners across Moray for Professional Learning, Practitioner Enquiry and focus for Teacher Learning Communities was supported. This has led to renewed focus within schools on key components required in order to ensure high quality learning, teaching and assessment. Schools now look to year two of delivery with professional learning and leadership sessions emerging, focussed on school based approaches. This has led to positive impact in schools as noted through inspection feedback received. Schools continue to extend approaches, linking in Professional Learning Communities/Teacher Learning Communities to their approach. A Northern Alliance Learning and Teaching Toolkit has also been developed to further add value to school approaches where appropriate. 6.7 Following changes to the central Education Quality Improvement Team in July 2024, further review of governance processes and the Moray Quality Improvement Framework have been undertaken. School visit programme has been revised following successful completion last session of How Good is Our School (version 4), Quality Indicator (QI) 2.3 (Learning, Teaching and Assessment) focus. This session will revisit QI 2.3 while taking an extended lens on QI 1.3 (Leadership of Change) through reviewing team activities as well as data and analysis to support improvement. 6.8 Subsequent to SQA results in August 2024, the Head of Education in discussion with the Deputy Chief Executive initiated a revised approach to initial attainment meetings with the Quality Improvement Manager. Meetings were held virtually or in person with all eight secondary Head Teachers, a number of those meetings also attended by the Deputy Chief Executive. Meetings held were to discuss performance, data and trends, strengths and areas for improvement. 6.9 Following each meeting, key actions were identified and captured for each school to focus upon, focussing school improvement plan actions. In summary, the following key actions as next steps are identified across Moray Schools following the initial attainment meetings held, where data targets and ongoing monitoring will be undertaken throughout the session: • Support for all learners including those with attendance, behaviour and engagement concerns noted, maximising attainment and ensuring that levels of aspiration and ambition are increased (including support for parents where lower levels of aspiration are noted) • Focus on senior and middle leaders and their development in their role and in leading change at subject and school level for raising attainment, maximising subject uptake (assertive coursing), aspiration in level of qualifications studied (positive presentation) and quality of passes for all young people Page 123
Page 124
• Review of the Broad General Education, reflecting on national messages beginning to emerge, in order to prepare young people for Senior Phase courses and qualifications/accreditation including extended cross-sector working across Associated Schools Groups • Review of the Senior Phase curriculum with continued extension of wider course offers and accreditation through SQA and SCQF opportunities presented and greater curriculum diversification, with particular focus on departments with lower attainment/where further value added could be realised • Working with other schools and providers, extend curriculum consortia offer and delivery through use of the 33 period week and common timetable column including partnerships around National Qualifications, SCQF courses and Foundation Apprenticeships/National Progression Awards • Targeted support for departments where attainment and presentation levels and quality of passes is of concern, increasing support and challenge and making use of SQA appointees in supporting with understanding standards and raising attainment • Continued focus on high quality learning, teaching and assessment ensuring school standards and policy is actioned and quality assurance (learning visits, classroom observations) are in place and impact noted • School self-evaluation and Quality Assurance processes/approaches to be reviewed with key findings and good practice recognised and shared, leading to improvements in learning, teaching and assessment and raising attainment. Stretch aims, benchmarks set and value added as the session progresses will inform level of impact and improvement realised • Further increased focus on attainment tracking and monitoring, identifying learners not on track at an earlier stage for earlier intervention and prevention of underachievement, adopting a ‘started so you finish’ approaches based on equivalent qualifications to those being studied where required • Looking outwards to good practice in equivalent schools elsewhere with a view to taking forward interventions and approaches at individual school level which will make a difference (based on relevance of context to context) • Review of processes where learners are not on track to attain with a range of interventions offered including study clubs, online resources and processes including communication with home to build aspiration • Parental engagement and involvement focus to reinforce importance around levels of ambition and aiming high, removing barrier of low aspirations • Importance of alignment of the above actions to school vision and values, ensuring core messages, vision, values and aims are owned, shared and known across the school community in raising aspirations for all 6.10 Progress on service improvements as noted above will continue to be reported through ongoing self-evaluation activities and Education Service Plan reporting as well as through the National Improvement Framework self- evaluation and National Improvement Framework plan, reported to committee each year in September. Central Quality Improvement Framework processes and activities will continue to monitor school progress with actions identified through a range of visits and meetings held during the school year. Page 124
Page 125
7. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Reflective of priorities within the Corporate Plan 2024-2029 with particular regard to ‘Tackle Poverty and Inequality’ where we look to get it right for every child so that we continue to improve attainment for all, with focus on improved attainment in Senior Phase through identified measures. With regards to the 10 Year Plan (Local Outcomes Improvement Plan LOIP), (2) building a better future for children and young people in Moray through equity of learning experience offered across Moray’s schools. (b) Policy and Legal There are no legal implications arising from this report. (c) Financial implications There are no financial implications arising directly from this report. (d) Risk Implications Actions for improvement identified in 6.8 above highlight desire for improved collaboration and potential to extend consortia arrangements. This continues to be impacted by ongoing digital connectivity and bandwidth issues in respect our ICT Education network operating in schools. As a results, schools continue to repeatedly report operational issues with ICT infrastructure, log-in times, access to core software, devices and poor connectivity having notable impact on learning, teaching and assessment, learner access to digital platforms, school administration, also impeding exploration of school-to-school/school to external learning partner digital consortia approaches. Colleagues within ICT continue to work closely with schools within existing resources in order to remedy issues arising on an ongoing basis, where Education colleagues appreciate ongoing support provided. Improvement in digital provision is required in order to realise positive consortia approaches and digitally enabled learning and teaching, with absence of 1:1 devices for learners in Moray impacting on learner experiences. Looking outwards where local authorities are digitally enabled, this is having direct positive impact on learning, teaching and assessment and overall achievements of learners in schools where equity in digital access is supported for all. As new digital technologies continue to be explored, this is of further concern as we look to the curriculum of the future. There are risk implications as to how this attainment dataset will continue to be used as comparator data for the next 3-5 years and may skew future performance reporting. The data presented herein reflects year 3 of a return to SQA examinations following two years of an Alternative Certification Model (ACM), much different to the previous two years of ACM in 2020 and 2021. Similarly, 2024 witnessed return by SQA of coursework to National Qualifications in most subject areas (only subject areas where this was not considered appropriate led to maintaining 2023 assessment arrangements). The conditions for assessment in this year’s SQA Examination diet (pandemic related) are most similar to 2019 with where coursework completion required time in class for completion, not Page 125
Page 126
required in session 2022 and 2023. A number of learners have found additional coursework assessment to be challenging, where attendance concerns relating to some young people has impeded coursework completion. There is further consideration that more young people continue to stay on at school beyond S4 and S5 due to increased anxiety and wider wellbeing factors. This has been noted in some of Moray’s secondary schools, requiring creativity regarding potential course options and levels of study. Parent/carer support can vary resulting in lower levels of ambition experienced where schools aim to maximise learner achievement and attainment. Schools continue to support young people through a range of wellbeing and wider learning supports. Schools also report increase in anti-social behaviours and attendance issues, impacting overall on learner achievement and continuity in learning. In a number of schools, challenging and disruptive behaviours of a small minority of young people has adverse impact. Senior Leadership Teams attempt to mitigate issues experienced and seek support of wider partners in order to address individual social, emotional and behavioural issues outwith their scope of expertise. Schools observe increase in Additional Support Needs among pupils, impacting on number of courses studied and levels of study. This has noted effect on attainment measures outlined above. A number of young people, due to their additional support needs, access a personalised curriculum with individual targets and outcomes. This requires schools to allocate resource in a targeted way with limited additional funds available based on current cost per pupil status as a local authority. (e) Staffing Implications No staffing implications arising directly from this report other than risks noted above and potential to impact on staff wellbeing and attendance. Where staffing vacancies arise in specific subjects in secondary, particular difficulties in recruitment have been experienced. In recent sessions, particular difficulties in recruitment to posts in Maths, Home Economics, Technical and English have been experienced as well as discrete Science based subject areas. This has resulted in schools developing creative timetabling approaches through, for example, appointment of BGE Teachers of Numeracy who are Primary qualified but within registration requirements, may teach specific Broad General Education classes. In some schools, curriculum choice has been narrowed due to inability to recruit to specific subjects/posts. Limited availability of supply teachers in secondary, particularly those with subject specialism which may be required, can result in senior leadership teams becoming classroom based, covering classes and detracting from strategic improvement priorities and progress. (f) Property None. (g) Equalities/Socio Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on performance. Page 126
Page 127
(h) Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny and performance based nature of activities reported and no findings related to such implications contained herein. (i) Consultations Senior Officers in Education, Communities and Organisational Development, Equal Opportunities Officer, Human Resources Manager and Caroline O’Connor, Committee Services Officer have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 8. CONCLUSION 8.1 Core attainment messages based on key national measures are outlined within this paper with areas of strength noted and areas for further improvement identified for moving forwards, based on data presented. Following initial discussions with Secondary Head Teachers regarding attainment, key actions are identified for raising attainment within each school with common themes emerging. Ongoing monitoring of data and targets set at the start of session will be reviewed throughout the session along with actions identified in order to realise improvements in performance. 8.2 A refocussed Education Strategic Plan provides direction in relation to leadership of change, ensuring wellbeing, equity and inclusion, learner centred development of the curriculum and focus on delivery of high quality learning, teaching and assessment. Across our schools, ongoing quality improvement activities continue to guide school self- evaluation and impact of directed improvement activities. 8.3 In discussion with Education Scotland and Scottish Government, Stretch Aims continue to provide a basis for measurement and review in line with Scottish Government’s revised (2023) Framework for Recovery and Accelerating Progress, guiding improvement activities moving forwards across the service. Further review of Education central governance processes and our Moray Quality Improvement Framework will provide scrutiny and support of school activities using all resources available, gauging impact of key actions implemented by schools to raise attainment. 8.4 Committee is invited to scrutinise data and key messages reported, contextual factors outlined and acknowledge work undertaken to date. Planned actions as an Education service are underway in order to further strengthen attainment and achievement for all. Author of Report: Stewart McLauchlan, Quality Improvement Manager Page 127
Page 128
Background Papers: Education National Improvement Framework Report and Plan: Education, Children’s and Leisure Services Committee, 17 September 2024, item 8 Education National Improvement Framework Report and Plan: Education, Children’s and Leisure Services Committee, 17 September 2024, item 8, Appendix 1 Education National Improvement Framework Report and Plan: Education, Children’s and Leisure Services Committee, 17 September 2024, item 8, Appendix 2 Scottish Government: Framework for Recovery and Accelerating Progress (2023) Ref: SPMAN-1315769894-598 Page 128
Page 129
REPORT TO: EDUCATION CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: FEDERATION POLICY FOR SCHOOLS BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To seek Committee approval to further review and update the Policy which was adopted by Committee in March 2024. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee considers and agrees to: i) the proposed change in one of the principles as laid out in para 3.6; and ii) adopt this updated policy for any future vacancies across schools from 1 January 2025. 3. BACKGROUND 3.1 Due to difficulties in recruiting Head Teachers (HT) to Primary Schools the Paired Head Teacher policy was reviewed and updated to a Federation Policy and agreed by the Special Meeting of this Committee on 27 March 2024 (para 6 of minute refers). 3.2 It has been well reported to Committee regarding the difficulties and the number of times posts have had to be re-advertised. Local mitigations include reviewing the information which is included in advertisements to better reflect the school and Moray in general, a new Aspiring Head Teacher programme, empowering Head Teachers to ‘grow’ leaders of the future, supporting Item 18.* Page 129
Page 130
teachers undertaking Into Headship and continued promotion of local Leadership and Management programmes as well as signposting to national programmes of study. 3.3 Looking back over the last school academic session (2023-24) a number of Acting HT posts were advertised with many moving to be re-advertised with one of these still being vacant. Officers had to initiate exigencies of the service on various occasions to put in place arrangements to ensure continued leadership. Since August 2023, permanent HT posts have also had to be re- advertised, with exigencies of the service being initiated on various occasions. 3.4 In the current session 2024/25 there are currently the following number of HT vacancies: St Peter’s Primary School, Buckie and St Thomas Primary School, Keith. Under the current policy and due to difficulties in filling the individual schools on a permanent basis, a pairing was initiated. However the interim Head Teacher retired and the post has been advertised twice without moving forwards. An interim arrangement is in place where the Head Teacher at Cluny Primary in Buckie, has interim overview of St Peters and the Head Teacher at Keith Primary, has interim oversight of St Thomas. The paired denominational post is currently re-advertised. The service continues to work proactively with the Catholic Church to look at options in order to secure permanent arrangements. Milne’s Primary School, Fochabers using Exigencies of the Service, officers have an interim 3-18 campus arrangement with the Head Teacher at Milne’s High School. An external consultant is currently reviewing this and a report will be presented to Committee next year. Burghead Primary School, Burghead has been advertised externally (3 times) and internally (3 times) with exigencies of the service being enacted to put in place an Acting Head Teacher (DHT from another school) for 23 months. Rothiemay primary had been vacant since 2022. This was advertised at the start of the session and is now filled on a permanent basis. Knockando primary is vacant and has been advertised a number of times externally and 3 times internally. Using exigencies of the service, there is an interim arrangement, under exigencies of the service, in place whereby the Head Teacher at Knockando Primary School is currently acting paired Head Teacher across Knockando and Dallas Primaries. There continues to be an acting Head Teacher at Lhanbryde Primary. Buckie High is out to re-advertisement, with an Acting Head Teacher in place since November 2023. This is now progressing to initial interviews. As a result of Acting Head Teacher posts, this creates subsequent backfill arrangements resulting in further recruitment and selection for Acting Depute Head Teacher or Acting Principal Teacher or on occasion, discrete supply teaching pressures as maingrade teachers are successful in Acting post recruitment. We continue to support all colleagues in pursuing Acting promoted post opportunities for career development. Page 130
Page 131
3.5 The principles of the current Federation Model are as follows: A school will only be paired with another school from within its Associated school group so that the Head Teacher links with one secondary school, except where any pairing is two denominational schools. A multiple school model is considered where a pairing already exists in the Associated Schools Group. This would be an executive or multiple pairing model. This federation can be used for up to a maximum of 4 schools The headteachers in schools identified for pairing/executive models will have a class commitment A school will be paired with another where the headteacher in one school is class-committed but the other is non class-committed and either all other schools have been paired in ASG or the distance between schools is great (ie a pairing between a smaller school and a larger school) Where possible the schools considered for executive/multiple models as part of the federation policy should be relatively close in proximity to each other. This may not be possible in some rural areas. 3.6 Given that the service continues to face challenges in recruiting Head Teachers, particularly in primary, and given the number of alternative arrangements currently in place which are outwith policy it is proposed to further amend the Federation policy and in particular to amend the Principles for Federation as set out in para 3 of the attached policy (Appendix 1). Current Proposed A school will be paired with another school from within its ASG so that the Head Teacher links with one secondary school, except where any pairing is two denominational schools. Any pairing should be considered within the ASG in the first instance. A school will be paired with another school from within its ASG except under exceptional circumstances where multiple recruitment processes result in failure to fill the post a pairing will be considered with a school in an adjacent ASG depending on travel distance, school contexts and other relevant factors. Support will be provided to the paired HT to minimise workload in working with more than one secondary schools. 3.7 It is requested that Committee agree the amended policy and that this should be used for vacancies which occur from 1 January 2025. 3.7 The service will continue to attempt to fill each vacant Head Teacher position as a single Head Teacher school in the first instance, working closely with the Parent Council of each individual school affected. Page 131
Page 132
4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) This report was informed by the priorities within the Corporate Plan and 10 Year Plan and in particular to Our People, Building a better future for our children and young people in Moray. (b) Policy and Legal There are no legal implications arising directly from this report. (c) Financial implications The financial implications for any option will be looked at when considering is given to the pairing. Normal processes are that the posts are job sized together and then one grade is added from the Head Teacher pay scale. (d) Risk Implications The change to policy will reduce the number of HT posts in Moray however with posts vacant and unfilled the move to federation or additional paired headships will mitigate gaps in leadership and management with existing head teachers providing leadership across more than one school. There is an additional risk that this will impact on Teacher numbers. However with no change to the policy there are additional risks of schools being without permanent leadership arrangements which has an impact on attainment, achievement and school improvement. Given the concerns around ICT, there are further risks for paired HTs in gaining access to ICT in each school exacerbated by slow log in times etc. (e) Staffing Implications Staffing is allocated to any pairing or federation model according to linear formula where any joint headship is entitled to additional management posts and or time. This will differ according to individual situations. (f) Property There are no property issues arising from this report. (g) Equalities/Socio Economic Impact There are no implications arising directly from this report, however, equalities impacts and considerations have been taken into account in the previous deployment of resources to support the covid impacts and would be factored into any development of options directed by the committee beyond the budget pressures set out. (h) Climate Change and Biodiversity Impacts None. Page 132
Page 133
(i) Consultations The Head of HR, ICT and OD, the Head of Financial Services, Quality Improvement Manager, Business Support Team Manager, The HTs in the Consultative Group, and Caroline O’Connor, Committee Services Officer, have been consulted on this report and agree with the sections of the report relating to their areas of responsibility. 5. CONCLUSION 5.1 Securing stable and high quality leadership across schools in Moray is a key priority in order to ensure that schools are well led, managed and that the needs of learners are met. With increasing difficulties being experienced in recruiting to posts, it is vital that any policy reduces the number of times exigencies of the service are enacted so that there is continuity in leadership and management across the school estate. Author of Report: Vivienne Cross, Head of Education Background Papers: Northern Alliance Research on Paired Headships Ref: SPMAN-1315769894-562 Page 133
Page 134
Page 134
Page 135
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: PERFORMANCE REPORT (EDUCATION RESOURCES AND COMMUNITIES) – PERIOD TO SEPTEMBER 2024 BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the performance of the service for the period to 30 September 2024. 1.2 This report is submitted to the Committee in terms of section III (D) (1) of the Council’s Scheme of Administration in relation to the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee: i) scrutinises performance in the areas of Service Planning, Service Performance and other related data to the end of September 2024; and ii) notes the actions being taken to improve performance where required. 3. BACKGROUND 3.1 On 7 August 2019, the Council, approved a revised Performance Management Framework for services (para 5 of the minute refers). 4. SERVICE PLANNING 4.1 Each service plan sets out the planned strategic and service level priorities and outcomes it intends to deliver in the coming year aligning closely with financial planning, corporate and community planning partnership strategic priorities. This report provides an interim update on progress on the service plan, key outcomes and performance indicators. Committee is invited to review progress to secure assurance that is satisfactory and to provide scrutiny and further direction where performance requires attention. Item 19.* Page 135
Page 136
4.2 Whilst the Service Plan is to be reported over the period 1 April 2024 to 31 March 2025, several actions extend beyond this timescale. As a result, at the end of the period the plan will not achieve 100% completion. 4.3 The narrative included is by exception, however links to backing tables for all Service Plan Actions and Performance Indicators can be accessed within the Background Papers section of this report. Figure 1 RAG Take a partnership approach to locality planning in priority areas of Moray to enable people to influence services and develop community action 19% Tackle the affordability and standard of our learning estate to ensure sustainability while meeting climate requirements 32% YOUTH WORK - deliver targeted work in each secondary supporting employability skills and a positive transition from secondary school into college, work or training for identified young people 25% COMMUNITY EDUCATION 75% TRANSFORMING SERVICES - Sport & Leisure, Libraries, Learning Centres & Heritage, Music Instruction & Performance service provision to ensure a sustainable council for the future . 48% SUSTAINING ASSETS - Sport & Leisure, Libraries, Learning Centres & Heritage, Music Instruction & Performance service provision to ensure a sustainable council for the future 42% HEALTH & WELLBEING 26% GROWTH DEAL SUPPORT - Sport & Culture Service support relevant projects connected to the Moray Growth Deal, Long Term Town Plan and any other relevant major funding streams 26% ADDRESSING INEQUALITIES -Active Schools & Community Sport and Libraries, Learning Centre & Heritage deliver targeted work across Moray to help reduce child poverty and inequalities in health & education 75% BUSINESS ADMIN REVIEW - Development and Implementation 38% 31% STRATEGIC LEVEL SERVICE LEVEL SERVICE PLAN PRIORITIES OVERALL PLAN PROGRESS Comment Data not available - Data not yet published or unavailable due to reporting timescales. Q2 2024/25 - with the exception of the BUSINESS ADMIN REVIEW, all Actions are progressing well. 14 1 7 15 5 SERVICE PLAN PI'S Achieving Target Within Target Below Target Data Only Data not available 42 Strategic Outcomes - successes 4.4 The project to design and construct the Elgin High school extension is making good progress. As with Linkwood Primary school, Hub North Scotland Ltd (hNSL) have been appointed as the project management delivery partner and is progressing Stage 1 (concept design and project affordability cap) with a target completion during quarter 4 2024/25. All site investigations have been undertaken and the design concept is to be submitted for approval by 31 Page 136
Page 137
December 2024. To enable further progress changes to the Design, Build, Finance, Maintain (DBFM) have been deferred until service interface issues have been fully detailed. The process to appoint a tier 1 contractor is underway. (ACTION: STRAT ERC 2.2 24-27) 4.5 Learning estate stakeholder engagement is well progressed. Consultations by way of electronic surveys and organised face to face sessions have been undertaken in Forres, Elgin, Buckie and Keith Associated School Groups (ASGs). A consultation for the Speyside ASG will commence in late October with Milnes and Lossiemouth ASG consultations taking place during quarter 4 2024/25. (ACTION: STRAT ERC 2.6 24-27) 4.6 Decisions on proposals for the future of Crossroads Primary school are well advanced. The statutory consultation with the proposal to close the school has taken place with a report to be presented to Council planned in February 2025. (ACTION STRAT ERC 2.7 24-27) Strategic Outcomes – challenges and actions to support 4.7 Actions to support the delivery of Participatory Budgeting (PB) with council and partner services has not progressed due to the staffing changes following budget savings. Although no PB specific work took place in the first two quarters engagement was undertaken with community councils consulting on the new Scheme of Establishment. In addition, twelve Community Council’s took part in a sub-group session to review the formula for the small Admin Grant allocated to each active group. The Community Support Unit (CSU) continues to support ongoing Community Council resilience planning with the annual resilience planning event taking place in November. Work continues, with Open Spaces and Planning, to investigate the inclusion of Additional Support Needs (ASN) appropriate equipment within play areas of Elgin and general improvement of Forres play areas. With the forthcoming closure of Elgin Community Centre support has been provided to VIP Childcare to investigate future social enterprise options. (ACTIONS: STRAT ERC 1.1 24- 27, 1.4 24-27) 4.8 The September 2024 school census data indicates that the forecasted pupil roll for the Buckie ASG can be accommodated within existing Primary schools. A fall in Primary School pupil numbers over the next 6 years is anticipated whereby Cluny Primary is not expected to exceed 85% capacity. Similarly in Elgin South there is no immediate action required with pupil numbers at Greenwards Primary not expected to exceed 91%. As a result of the evidence presented, these actions will be marked complete. (ACTIONS: STRAT ERC 2.8 24-27, STRAT ERC 2.9 24-27) Service Level Outcomes - successes 4.9 The delivery of the ‘Multiply Programme’ has made progress beyond expected levels. With the ‘Multiply Programme’ having commenced a year later than anticipated and therefore delivery over 2 years rather than 3 years, it is envisaged that all funds will not be fully utilised. Work continues across a range of areas with all partners involved in training ‘numeracy champions’ and recruiting new learners. The Adult and Family Learning Team are currently working with 31 learners, with 10 new learners joining during quarter 2. The libraries service has trained four staff members to be numeracy champions and have supported 13 learners to date. A further 21 numeracy champions Page 137
Page 138
have been trained by ‘National Numeracy’ with staff from all partners involved. 73 people attended and outreach session with Linking Education and Disability (LEAD) Scotland and 10 new learners were recruited. The Lossie 2- 3 group have developed new project teaching learners’ numeracy skills in relation to cooking, such as budgeting and weights and measures. This has been well received with 17 participants actively engaged. Annual figures of new learners to date show a significant increase on 2023/24. Data for learners achieving qualifications and increased confidence for 2023/24 will not be available until later in 2024. (ACTION: SERV ERC 2 24-27 PIs: ERC034, ERC035, ERC037) 4.10 The Libraries Change Management Plan (CMP) for various operational changes has made good progress and is currently out for consultation with staff. This change management plan focuses on updated job descriptions and some operational efficiencies – this is separate to the service redesign and budget savings proposals. A decision on progressing the CMP will be taken in quarter 3. If approved implementation is expected during quarter 4. (ACTION: SERV ERC 3.1 24-27) 4.11 Staff engagement and finalisation of content for the draft new youth music instruction (YMI) operating model is anticipated to complete and be submitted to this Committee in quarter 3. (ACTION: SERV ERC 3.3 24-27 PIs: ERC024, ERC052) 4.12 The ‘Changing Lives’ programme continues to make good progress and embed well into practice. In quarters 1 and 2 work has focussed around neurodiversity, additional support needs for young people, mental health and wellbeing and anti-social behaviour. The approach is being used by libraries staff in delivering adult numeracy sessions, as well as in active schools and community sports with the number of participants continuing to rise. (ACTION: SERV ERC 7.1 24-27 PIs: ERC020, ERC021, ERC021a) Service Level Outcomes – challenges and actions to support 4.13 Progress with the Change Management Plan awaits outcome of the sport and leisure asset management review. (ACTION: SERV ERC 3.2 24-27 PIs: ERC018, ERC18a, SCC2) 4.14 The development of the business admin change management project in schools whilst making some progress, remains behind schedule. Development of the plan has been hindered by staff resource issues. There is now funding in place for a 6-month post to support the review which will improve capacity within the team to move the plan forwards. The review of processes has been challenging within existing resources; however the team have undertaken Lean Analysis training and are using the Lean toolkit to seek new solutions to reduce processing and avoid duplication of work. (ACTION: SERV ERC 8.1 24-27) 4.15 Progress has been slow in ensuring the application of a revised operational implementation of absence management procedures. Service managers participated in the Leadership Forum session to consider the application of absence management procedures across the council. Managers are actively reviewing practices in their service areas and the Business Support service is developing work with Finance colleagues in relation to supply teachers in Page 138
Page 139
Education. There is however some evidence that may show the application of procedures within the service are making progress in that the number of days lost through absence within the service during the first half of 2024/25 averaged 0.53 days per member of non-teaching staff, significantly lower than the council average of 1.04. Absence rate within the service averaged 2.28%, again significantly below the council average (5.58%). (ACTION: SERV ERC 9 24-27) 5. SERVICE PERFORMANCE 5.1 In line with the Performance Management Framework, operational performance is reviewed quarterly by departmental management. Areas performing well and/or areas subject to a decreasing trend or where benchmarking results show performance significantly below comparators will be reported to this committee for member scrutiny. 5.2 The narrative included is by exception, links to Service Performance Indicators can be accessed within the Background Papers section of this report. Figure 2 Operational Indicators - successes 5.3 Admissions to all Moray leisure services (Moray Council and Moray Leisure Centre) have increased (by 7%) in comparison to the corresponding period of 2023/24. As at September 2024, there have been 528,766 attendances to leisure facilities. The data indicates that not all elements of Moray Leisure Centre services have seen increases but of note, a significant rise (42%) was witnessed within health and wellness attendances in comparison with the end of Q2 2023/24. (PIs: ERC027, EdS409.2) 5.4 The percentage of Freedom of information requests responded to within 20 working days has continuously improved during the past four quarters to 99.1% at the end of quarter 2. Data protection requests answered within 30 calendar days continues to exceed target. (PIs: CE015, CE037) Operational Indicators – challenges and actions to support 5.5 Moray Council leisure service targets for 2024/25 have been adjusted to reflect the removal of Elgin Community Centre as a service provider. Services Page 139
Page 140
have seen mixed results with swimming pools showing a small increase (2%), whereas health & fitness services and staffed community centres have recorded decreases of 5% and 30% respectively. Overall leisure services provided by Moray Council have seen a fall of 7.3% in admissions when compared with the corresponding period of 2023/24. Despite target adjustment, the drop in admissions may relate to removal of Elgin Community Centre, this will continue to be monitored. (PIs: ERC018b, EdS407.1, EdS407.2, EdS407.5) 6. OTHER PERFORMANCE RELATED DATA Complaints & MP/MSP Enquiries 6.1 In line with the Performance Management Framework, complaints are reviewed quarterly by departmental management in terms of time taken to respond, outcome and learning points. Detailed tables can be accessed within the Background Papers section of this report. 6.2 Eight complaints were received during the first half of 2024/25 and seven complaints closed, all at frontline stage. One was upheld and four were not upheld. Four (80%) frontline complaints were closed within the 5-day target timescale. Two of the frontline complaints were escalated, one being partially upheld and the other not upheld, both were closed within the 20-day target. 6.3 No investigative complaints were closed in the same period. 6.4 There is no commonality with the two upheld complaints. 6.5 Six MP/MSP enquiries were received during the second half of 2023/24, all of which were resolved within the period. Three enquiries related to sport & culture services and three were regarding the school estate. Two of the three relating to the school estate were concerns regarding the ongoing Keith ASG survey, the other being about the site location proposed for the Forres Academy new build. 7. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Performance measurement is used to ensure the efficient and sustainable delivery of services to meet the Council’s priorities in both the Corporate Plan and the LOIP. (b) Policy and Legal The Council has a statutory requirement to publish a range of information that will demonstrate that it is securing best value and assist in comparing performance both over time and between authorities where appropriate. (c) Financial implications None. (d) Risk Implications None. Page 140
Page 141
(e) Staffing Implications None. (f) Property None. (g) Equalities/Socio Economic Impact An Equality Impact Assessment is not required as this report is to inform the Committee on performance. (h) Climate Change and Biodiversity Impacts None. (i) Consultations The Head of Education Resources & Communities, Deputy Chief Executive (Education, Communities & Organisational Development), Service Managers, and Caroline O’Connor, Committee Services Officer have been consulted with any comments received incorporated into this report. 8. CONCLUSION 8.1 By 30 September 2024, Service Plan actions are 31% complete and with most actions progressing well. Author of Report: Iain Sneddon, Research & Information Officer Background Papers: Service Plan Actions Performance Indicators Service Performance Indicators Service Complaints Ref: Page 141
Page 142
Page 142
Page 143
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: EDUCATION RESOURCES AND COMMUNITIES REVENUE BUDGET MONITORING TO 30 SEPTEMBER 2024 BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the budget position for Education Resources and Communities as at 30 September 2024. 1.2 This report is submitted to Committee in terms of Section III (A) (2) of the Council’s Scheme of Administration relating to the consideration of capital and revenue budgets and long term financial plans. 2. RECOMMENDATION 2.1 It is recommended that Committee scrutinises and notes the budget position at 30 September 2024. 3. BACKGROUND 3.1 The report highlights those areas of the budget where there is a significant percentage variance identified as at 30 September 2024. 4. BUDGET POSITION 4.1 The spend at 30 September 2024 is £6,474,000 against a budget to date of £6,525,000 giving an underspend of £51,000 as shown in Appendix 1. 4.2 The underspend is mainly within Culture, Sport and Leisure Services where there is a total underspend of £48,000 arising from £54,000 overachievement of income offset by additional costs for licensing, transport costs for Moray Music Centre and a small underachievement of Libraries income. There are also small underspends in operational budgets within learning estate and Youth Work amounting to £17,000. 4.3 The Public Private Partnership (PPP) overspend relates to a £13,000 under achievement on non performance deductions and a utilities adjustment of £4,000. Item 20.* Page 143
Page 144
5. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP) The Education Resources and Communities Revenue Budget has particular reference to National Outcome 8 – we have improved the life chances for children, young people and families at risk. (b) Policy and Legal The Council has statutory responsibilities to meet educational needs, the needs of children and young people in need and those it looks after. (c) Financial implications The resource implications are set out in this report and at Appendix 1. The underspend as at 30 September 2024 is £51,000 against a budget to date of £6,525,000. The estimated year end position is expenditure of £12,816,000 against the budget of £12,990,00 resulting in an underspend of £174,000. (d) Risk implications Budget Managers are aware of their responsibilities for managing budget allocations and approval for any variances will be sought from Committee in line with the Financial Regulations. (e) Staffing implications There are no staffing implications associated with this report. (f) Property There are no property implications associated with this report. (g) Equalities/Socio Economic Impact An Equality Impact Assessment is not needed because the report is to inform the Committee on budget monitoring. (h) Climate Change and Biodiversity Impacts No climate change and biodiversity impacts arise directly from this report. (i) Consultations Chief Financial Officer and the Caroline O’Connor, Committee Services Officer have been consulted and are in agreement with the contents of this report where it relates to their areas of responsibility. 6. CONCLUSION 6.1 That Committee scrutinises and notes the budget position as at 30 September 2024. Author of Report: Denise Whitworth, DCE (ECOD) Nicky Gosling, Accountant Background Papers: with authors Ref: SPMAN-1315769894-490 / SPMAN-9425411-320 Page 144
Page 145
Education Resources & Communities APPENDIX 1 Budget Monitoring Report to 30 September 2024 Service Revised Budget Budget to Date Actual to Date Variance to Date Variance Full Year Forecast Full Year £'000 £'000 £'000 £'000 % £'000 £'000 Communities 1,394 719 714 5 1 % 1,390 4 Culture, Sport & Leisure 4,158 2,146 2,098 48 2 % 4,147 11 Learning Estate 340 138 126 12 9 % 325 15 Business Support Unit 689 331 329 2 1 % 687 2 Education Resources & Communities Management 56 1 - 1 100 % 55 1 Public Private Partnership 6,328 3,190 3,207 (17) (1)% 6,357 (29) Education Resources & Communities Efficiency Savings 25 - - - - (145) 170 - Education Resources & Communities Total 12,990 6,525 6,474 51 - 12,816 174 Item 20.* Page 145
Page 146
Page 146
Page 147
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: EDUCATION RESOURCES AND COMMUNITIES AND EDUCATION CAPITAL BUDGET MONITORING REPORT TO 30 SEPTEMBER 2024 BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform Committee of the capital budget position for Education Resources and Communities and Education as at 30 September 2024. 1.2 This report is submitted to Committee in terms of Section III (A) (2) of the Council's Scheme of Administration relating to the consideration of Capital and Revenue budgets and long-term financial plans. 2. RECOMMENDATION 2.1 It is recommended that the Committee scrutinises and notes the capital budget position as at 30 September 2024. 3. BACKGROUND 3.1 It is the practise of this Committee to receive regular reports providing an update on the current financial position of the Education Resources and Communities and Education Capital Budget programmes. 3.2 At the meeting of Moray Council on 24 January 2024, the Capital Plan for 2024/25 was approved (para 11 of minute refers). At the meeting of Moray Council on 26 June 2024 (para 13 of minute refers), carry forward for capital budget within Education Resources and Communities and Education was approved. Item 21.* Page 147
Page 148
3.3 This report highlights those areas of the capital budget relating to Education Resources and Communities and Education budgets where there is a significant percentage variance as at 30 September 2024, or the risk of variance over the course of the financial year (highlighted as red or amber in the budget update at Appendix 1). 3.4 The report also provides a narrative update on major ongoing projects. 3.5 The capital budget expenditures for the Education Resources and Communities and Education Services are listed in Appendix 1. 4. BUDGET POSITION 4.1 The total approved capital budget for Education Resources and Communities and Education for financial year 2024/25, including carry forwards from 2023/24 and amendments in the year, is: 2024/25 £000 Land and Buildings 15,114 Vehicles Plant and Equipment 263 Total 15,377 4.2 The actual expenditure up to 30 June 2024 was £1,622,000 4.3 Current variance (or risk of variance) in the Capital Plan relate to the following: Schools Essential Maintenance / BB Upgrade Programme 2024/25 The planned expenditure on school B/B condition and suitability upgrade, building element replacement and compliance works for 2024/25 is 2 lines within the Capital Plan which totalled £6m. The first line is made up of a £5m budget for actual upgrade works, and the second line a £1m budget for preparatory works (detail design, planning and tendering) for building works planned to go ahead over the next two financial years – supporting a 3 year project delivery timeline for these works. The ‘preparatory’ design budget (Appendix 1 – Line 31) is still planned to be fully assigned in Q3 and Q4 following the development and prioritisation of work packages designated as an output from the current Asset Management Planning work that is supported by recently appointed external consultants. However, there is a likelihood that there will be an underspend of this budget. If this is case, it is expected there would be no request to carry forward this underspend to financial year 2025/26. The current in year budget for each individual project is detailed in Appendix 1 for budget monitoring purposes. The majority of the programme is phased work which seeks to address school components, as defined in the Scottish Government’s Condition Core Fact guidance, Page 148
Page 149
graded as Condition D with the possibility of failing or works to ensure building standards or other statutory compliance. Given the nature of the BB upgrade programme and the fact that in many cases the projects are in the early design stage, a small contingency allowance was allocated to give a degree of flexibility to the programme. As the specific projects progress officers expect this allowance to be allocated accordingly. Some major projects are taking longer to deliver due to additional design works and procurement lead times that were not fully considered for initial programme estimates. This includes the Cullen Primary School B Condition/Enerphit upgrade and the Speyside and Milnes High School replacement doors and windows project. The programme reprofiling will see a combined budget of £1,520,000 being requested to Council to be carried forward into financial year 2025/26. Sustainability feasibility studies at Alves and Mosstodloch have been extended to undertake structural surveys, to determine the extent of additional structural upgrade work required, at an additional cost of £31,000. A failure of the Speyside High School back up heating system requires an urgent system upgrade to avoid the risk of school closures over the winter and to be compliant with current building technical standards at a cost of £95,000 which has been funded from programme contingency. The drainage upgrades at East End, Millbank and Seafield primary schools have almost been completed with a project underspend of £386,000. A review of the significant discrepancy between estimated and actual has identified a significant early risk allowance applied to the project due to uncertainty over below ground conditions. Although the risk was reduced early in the project this was not corrected in the capital plan. The asset management working group have noted this and have improved the process for reporting change. The drainage upgrade costs at Aberlour Primary School have increased by £38,000 due to the additional works needed to reinstatement the existing Additional Support Needs (ASN) playground area. The Knockando Primary School Horsa hut project was originally set to only replace the roof on the gym building to remove an asbestos risk. Due to a similar asbestos risk with the dining block roof, the project scope was increased to also replace this roof at an additional £22,000 cost. Keith Grammar fire alarm upgrade project work was originally costed and expected to complete in 2023. With the need for wide access to the building that could only be accommodated during the 2024 summer school holidays, the project was delayed significantly and market costs increased the total project by £10,000 Page 149
Page 150
An additional £7,000 was assigned from the design budget to extend the scope of the Enerphit survey works – informing the cost effectiveness of replacement heating and energy efficiency future investment options across the school estate. Universal Free School Meals On 7 November 2022, a Scottish Government capital funding allocation of £598,000 was paid as part of the General Capital Grant on 15 December 2022. Further capital grant funding allocations of £19,142 and £92,000 were paid in March 2024 and October 2024 respectively to support the phased expansion of free school meals to those in receipt of Scottish Child Payments. To date only £16,000 has been allocated to new equipment provision and some early design work on the reinstatement of two production kitchens to meet additional future demand with an expansion of free school meals to all primary school children. The Scottish Government has indicated it will not look to roll out to the remaining P6-P7 cohort during this administration. It is therefore only planned to spend £200,000 of the budget during financial year 2024/25 to support further equipment procurement for kitchens and to increase capacity in dining areas across a number of primary schools. A carry forward of the remaining £493,000 budget to financial year 2025/26 is expected to be recommended to Council to support P6-P7 roll out at a later date. Early Learning and Childcare 4.4 The Early Learning and Childcare (ELC) capital project spend up to the end of Q2 was £41,000 with the completion of Cullen, Portgordon, Pilmuir, Aberlour and Portessie nursery minor works projects. An underspend with the Portgordon of £ 35,000 is expected to be requested to be carried forward to support further ELC minor works in financial year 2025/26 Libraries and Leisure 4.5 Land & Buildings (L&B) All identified projects are progressing as planned and within timescales apart from the refurbishment and upgrade of swimming pools. These works will not be progressed until the Leisure Estate review is concluded and shared with Members. As such, £1,353,000 will be requested to be carried forward to future years. 4.6 Vehicle, Plant & Equipment (VPE) All identified projects are progressing as planned to improve the operational matters of these facilities including support for plant repairs to Moray Leisure Centre. Page 150
Page 151
5. MAJOR PROJECTS UPDATE Elgin High School Capacity Extension 5.1 The Elgin High School Capacity Expansion project is a Learning Estate Investment Programme (LEIP) Phase 2 project that remains within an overall budget of £19.3mm. On 20 February 2024, this Committee agreed to appoint hub North Scotland Limited (hNSL) as the project delivery partner (para 18 of minute refers). Although a budget of £2,415,000 was allocated within the financial year 2024/25 capital plan to support project delivery, a delay in establishing the legal ‘carve’ out of land from the existing school red line boundary as defined by the Design Build Finance Maintain (DBFM) legal framework has resulted in a budget re-profiling of £1755,000 into the financial year 2025/26 cashflow forecasts and a revised operational handover of the new school building to December 2026. Future Forres Academy 5.2 The Future Forres Academy project was selected in November 2023 by Scottish Government as a LEIP Phase 3 project. The project is currently at Hub Stage 1/RIBA Stage 2 Concept Design which due to preferred site selection and delays to contracting of hNSL has slipped by 4 months to March 2025. The current capital plan has £2,381,000 allocated to the project to cover the Hub Stage 1 and an element of Hub Stage 2/RIBA Stage 3/4 Technical Design within this financial year; however, the 4-month delay has resulted in a budget re-profiling of £536,000 into financial year 2025/26 cashflow forecasts and a revised operational handover of the new school building to May 2028. Future Buckie High School 5.3 The Future Buckie High School project was not successful in its bid to be a LEIP Phase 3 project. The current project plan seeks to deliver the future school in 2029/2030 timeframe. A report into future options will be submitted to this Committee in February 2025. 6. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) The capital projects referred to in this report support the delivery of the LOIP outcome of building a better future for our children and young people in Moray and developing, diverse and sustainable economy, and are advancing the Corporate Plan priority of building thriving, resilient, empowered communities in terms of managing the financial and resourcing pressures of our learning estate. (b) Policy and Legal The Council has statutory responsibilities to meet educational needs, the needs of children and young people in need and those it looks after. Page 151
Page 152
(c) Financial implications The financial implications are set out in this report and at Appendix 1. Budget managers are aware of their responsibilities for managing budget allocation and approval for any unavoidable variance will be sought from the Council in line with the financial regulations. A report to Moray Council on 24 January 2024 on the 2024-25 Capital Plan (para 11 of minute refers) noted a £40m capital budget requirement for financial year 2024/25 and an overall 10-year capital investment in the Learning Estate of £383m to deliver new build projects, BB Condition/Suitability upgrade and refurbishment and repair and maintenance projects. Further significant capital investment in the BB Condition/Suitability upgrade projects would be required for a further 5 years (out to 2039). In applying that focus to the Learning Estate the asset standard (condition and suitability) for schools is mandated as a B (satisfactory) minimum. In addition, if there is a reduction in planned upgrade works there is a risk the assets will continue to deteriorate, and the risk likelihood of building failure will increase. The realistic options for the Learning Estate are therefore to reduce assets or lengthen programmes of work. The BB upgrade programme plan has now been extended from 10 to 15 years. The report to Moray Council on 24 January 2024 concluded the need to cap capital expenditure to contain the cost of borrowing within the agreed limit of affordability. A report on how the cap will operate was brought to the Council on 22 October 2024 and will be applied in all future years. A significant element of the indicative 10-year plan is the Learning Estate the cap is likely to be brought most heavily to bear on planned investment in the Learning Estate and that without significant levels of Scottish Government funding the Council is unlikely to be able to achieve its aspirations. (d) Risk Implications The school estate (excluding new build) continues to deteriorate with now 31 out of the 53 schools reported as C (Poor) condition and a further 2 as D (Bad) condition. Without the level of investment reported in para 4.3 and managing the affordability factors outlined in para 6 (c) the risk of building failures, temporary closures and/or health and safety continue to be a concern. (e) Staffing Implications There are no staffing implications arising directly from this report. (f) Property There are no property implications other than those detailed in the report. Page 152
Page 153
(g) Equalities/Socio Economic Impact There are no equalities or socio-economic implications associated with this report. (h) Climate Change and Biodiversity Impacts A number of detailed technical surveys have been completed to support EnerPHit (Passivhaus standard to achieve a high level of building thermal performance) informed retrofit based investment decisions focused on the value for money impact of fabric and heating/power improvements across a selection of school architectural types. These have already informed BB upgrade design options for projects, notably Cullen Primary School (which benefits from SALIX grant funding). All BB upgrade projects will consider the EnerPHit Informed Retrofit approach to support design options to increase energy efficient and reduce carbon emissions of school buildings. All new build schools will seek to reduce embodied carbon in design and to be operationally net zero through the adoption of an energy efficient building design together with non-fossil fuel heat and power sources. (i) Consultations The Chief Financial Officer, Senior Accountant, Property Asset Manager, Design and Construction Manager, Programme Manager (Learning Estate), Early Year’s Service Manager, Sports and Culture Service Manager, Legal Services Manager, Strategy and Performance Manager and Caroline O’Connor, Committee Services Officer have all been consulted and the comments received have been incorporated into the report. 7. CONCLUSION 7.1 This report presents the Education Resources and Communities and Education Capital budget position to 30 September 2024. It highlights and provides detail on any variances and provides an update to Committee on agreed major projects. Author of Report: Andrew Hall, Programme Manager (Learning Estate) Background Papers: Ref: Appendix 1 – Education Resources and Communities Q2 Capital Report Page 153
Page 154
Page 154
Page 155
APPENDIX 1 Current Capital Plan 2024/25 £000 Actual Expenditure to 30 Sep 2024 £000 Total Projected Expenditure £000 Projected Variance £000 R/A/G LANDS AND BUILDINGS Learning Estate B for condition and B for suitability Asset Management Plans- Asset Manager 200 0 150 50 G Alves - Sustainability Feasibility Study 2 1 10 -8 A Mosstodloch - Sustainability Feasibility Study 2 0 25 -23 A Bishopmill Primary -- Replace sports hall flooring 100 0 100 0 G Buckie High School -- Replacement roof feasibility design 2 0 2 0 G Buckie High School -- Security door and access upgrade 206 197 199 7 G East End Primary School -- Door and Window Replacement 118 103 110 8 G East End Primary School -- Render and Window replacement 194 0 194 0 G Keith Grammar - Fire alarm upgrade. 78 64 88 -10 A Bishop Primary- Design work for replace / demolish Horsa Hut 23 24 23 -1 G Knockando Primary -- Design work for replace / demolish Horsa Hut 48 0 70 -22 A Mortlach - B Upgrade 100 0 40 60 G Mosstodloch Primary School -- Flat roof replacement 5 0 5 0 G New Elgin Primary School - Water and heating pipework 401 141 325 76 G Replacement heating and energy efficiency design (West End, Burghead, Kinloss, Pilmuir, Cullen) 57 24 64 -7 A Forres Academy -- Upgrade Pupil Toilets 181 173 181 0 G Cullen Primary School - BB/Enerfit Upgrade 750 17 150 600 A Kinloss Primary School - BB/Enerfit Upgrade 50 14 50 0 G Burghead Primary School - BB/Enerfit Upgrade 50 8 50 0 G Speyside HS - Replace doors and windows 825 0 100 725 A Milnes HS - Replace doors and windows 295 0 100 195 A Milnes HS - Roof 110 110 110 0 G Aberlour PS - Drainage 30 4 68 -38 A East End Primary School - Drainage 257 0 106 151 A Millbank Primary School - Drainage 295 45 100 195 A Seafield Primary School - Drainage 145 4 105 40 A Speyside HS - Backup heating system upgrade 0 0 95 -95 A Forres Academy-RAAC Forres Academy -- Fire Door Replacement 100 127 127 -27 G Forres Academy -- Kitchen intervention 100 0 61 39 G Forres Academy -- T19 intervention 0 0 9 -9 G BB design allowance (FY25/26 works) 1,000 0 1,000 0 G BB Contingency 276 0 181 0 G BALANCE 6,000 1,056 3,998 1,906 Compliance Requirements Legionella works - Schools 15 10 16 -1 G Schools -Fire, Safety and Security - Minor Works 200 19 200 0 G Schools Accessibility 46 46 46 0 G BALANCE 261 75 262 -1 Major Refurbishment and Rebuild Elgin High School Modular Units 8 1 8 0 G Elgin High School Extension 2,415 159 660 1755 A Forres Academy 2,381 240 1,845 536 A Future Buckie High School 38 38 38 0 G Elgin South Primary Capacity Management 50 0 0 50 A BALANCE 4,892 438 2,551 2,341 Scottish Gov Funded Projects CO2 Monitors / Ventilation 86 0 86 0 G Universal Free School Meals 693 0 200 493 A BALANCE 779 0 286 493 Libraries and Leisure Resurface & rejuvenate 3G pitches in Moray 253 5 253 0 G New 3G Pitches 592 0 592 0 A Refurbishment & upgrade of pools 1353 0 0 0 R Libraries refurbishment 139 6 139 0 G Moray Leisure Centre 700 0 700 0 A BALANCE 3037 12 1684 0 ELC Settings Cullen Nursery 10 9 10 0 G Portgordon Nursery 84 5 49 35 A Kinloss Nursery 0 1 1 -1 G Pilmiur Nursery 10 9 10 0 G Strathisla FCSS 25 0 25 0 A Aberlour Nursery 12 10 10 2 G Portessie Nursery 0 7 7 -7 A BALANCE 141 41 112 29 TOTAL 15,110 1,622 8,893 4,768 VEHICLES PLANT AND EQUIPMENT Libraries and Leisure 94 2 94 0 G Moray Leisure Centre 169 0 169 0 G TOTAL 263 2 263 0 Item 21.* Page 155
Page 156
Page 156
Page 157
REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 26 NOVEMBER 2024 SUBJECT: INFORMATION REPORT: ACTIVE SCHOOLS ANNUAL REPORT BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the progress made by the Active Schools team across the 2023-24 academic year. 1.2 This report is submitted to Committee in terms of Section III (D) (13) of the Council's Scheme of Administration relating to exercise the Council’s statutory functions to provide facilities and support activities related to the development of recreation, sport, culture and social activities. 2. BACKGROUND 2.1 At the meeting of Education, Children’s and Leisure Services Committee on 2 November 2022, the Committee approved the extension of Active Schools and Community Sports Hub programmes from existing budget for a further four-year period, in partnership with sportscotland. The extension commenced on 1 April 2023 at a total cost of £979,077 to Moray Council for the four year period, to secure an investment of £1,185,928 from sportscotland over the same period (para 10 of the minute refers). 2.2 The Active Schools team continued to make significant progress across the 2023-24 academic year, working towards strategic outcomes in the sportscotland Sport for Life strategy, the Moray Council Corporate Plan, Children Services Plan and the Local Outcome Improvement Plan. The team have worked on universal and targeted initiatives with a focus on equality, diversity and inclusion. Full details of the developments can be found in the illustrated annual report included as Appendix 1. 2.3 A summary of the key developments within the report are as follows: - 39% of Moray school roll participated in the 2023/24 programme, up from 33% in 22/23. - 4,750 distinct participants were involved, up from 4,040 in 22/23. Page 157
Page 158
- 1,559 of the distinct participants were categorised as having an additional support need as recorded in the SEEMIS system. - 67 care experienced young people participated, up from 50 in 22/23. - 94% of the programme was delivered by volunteers, down from 95% in 22/23. - 456 volunteers made up the workforce, up from 429 in 22/23. - 30 local sport clubs were recorded with links to schools, encouraging pathways into community sport. - £13,936 of external funding was sourced by the team to increase resource for projects such as Young Leaders projects. 2.4 The Active Schools team have identified the following priority areas for the 2024/25 academic year; - Retain performance levels of universal statistics and aim for continued small gains in ‘equalities, diversity and inclusion’ target areas. It will be unstainable to continue progressing at significant levels each year and last year’s stats have now exceeded the previous best performance in 2015. Retention of performance in key areas across 24/25 will indicate a continued high level of performance. - Bridge the gap between male and female participation, which increased to 59% males and 41% females in 23/24. - Continue to progress the ASN / Disability sport programme. - Continue to improve access for care experienced young people. - Increase number of young leaders from targeted groups. - Increase number of school to community club links, utilising the club accreditation scheme as a tool for engagement. 3. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP) This report supports the following Corporate Plan outcomes: - Tackle poverty & inequality. - Build thriving, resilient, empowered communities. The report also supports the following LOIP Plan outcomes: - Improving Wellbeing of Our Population. - Building a better future for our children and young people in Moray. - Empowering and connecting communities (b) Policy and Legal There are no policy or legal implications arising from this report. (c) Financial implications There are no financial implications arising directly from this report, however the Active Schools team continue to be pro-active in sourcing external funding to support projects delivered locally. (d) Risk Implications There are no specific risk implications arising from this report. Page 158
Page 159
(e) Staffing Implications There are no staffing implications arising from this report. (f) Property There are no property implications arising from this report. (g) Equalities/Socio Economic Impact Reducing inequalities through sport continues to be a focus of the Active Schools team as highlighted in the report, with a specific focus on supporting provision for young people with an additional support need. It is stipulated by sportscotland that all activities delivered directly by the Active Schools team are offered at no cost to the participant and this was upheld across 2023-24, improving accessibility to sessions. (h) Climate Change and Biodiversity Impacts No climate change or biodiversity implications have arisen, however the ‘Sports Kit for All’ projects referenced in the report contributes towards the Council’s climate change strategy. (i) Consultations The Sport & Culture Service Manager, Head of Governance, Strategy and Performance, Head of Education (Chief Education Officer) and Caroline O’Connor, Committee Services Officer have been consulted and the comments received have been incorporated into the report. 4. CONCLUSION 4.1 That Committee is asked to note the continuing progress of the Active Schools team across Moray. Author of Report: Roy McPherson, Principal Active Schools & Community Sport Officer Background Papers: Ref: Page 159
Page 160
Page 160
Page 161
244372 Annual Report Annual Report 2023/242023/24 APPENDIX 1 Page 161
Page 162
Alternative Formats? If you need information from Moray Council in a different language or format, such as Braille, audio tape or large print, please contact: Ma dh’fheumas sibh tuilleadh fiosrachaidh bho Chomhairle Mhoireibh ann an cànan no cruth eile, leithid ann am Braille, air teip-fhuaime no ann an cruth-clò mòr, nach cuir sibh fios gu: إذا ﻛﻨﺘﻢ ﻓﻲ ﺣﺎﺟﺔ إﻟﻰ ﻣﻌﻠﻮﻣﺎت ﻣﻦ ﻗﺒﻞ ﻣﺠﻠﺲ ﻣﻮراي وﺗﻜﻮن ﺑﻠﻐﺔ ﻣﺨﺘﻠﻔﺔ أوﻋﻠﻰ ﺷﻜﻞ ﻣﺨﺘﻠﻒ ﻣﺜﻞ اﻟﺒﺮاي، أﺳﻄﻮاﻧﺔ أودﯾﻮ أو أن ﺗﻜﻮن ﻣﻄﺒﻮﻋﺔ ﺑﺎﺳﺘﻌﻤﺎل ﺣﺮوف ﻏﻠﯿﻈﺔ ﻓﺎﻟﺮّﺟﺎء اﻹﺗﺼّ ﺎل ب Jei pageidaujate tarnybos Moray tarybos teikiamą informaciją gauti kitokiu for- matu, pvz., Brailio raštu, garso įrašu ar stambiu šriftu, kreipkitės: Jeśli potrzebują Państwo informacji od Rady Okręgu Moray w innym formacie, takim jak alfabet Braille’a, kasety audio lub druk dużą czcionką, prosimy o kon- takt: Se necessitar de receber informações por parte do Concelho de Moray num form- ato diferente, como Braille, cassete áudio ou letras grandes, contacte: Ja Jums vajadzīga informācija no Marejas domes (Moray Council) citā valodā vai formātā, piemēram, Braila rakstā, audio lentā vai lielā drukā, sazinieties ar: اﮔﺮآپ ﮐﻮ ﻣﻮرے ﮐﻮﻧﺴﻞ ﺳﮯ ﮐﺴﯽ دﯾﮕﺮ زﺑﺎن ﯾﺎ ﺻﻮرت ﻣﯿﮟ ﻣﻌﻠﻮﻣﺎت درﮐﺎر ﺑﺮﯾﻠﮯ، آڈﯾﻮ ﭨﯿﭗ ﯾﺎ ﺑﮍے ﺣﺮوف، ﺗﻮ ﻣﮩﺮﺑﺎﻧﯽ ﻓﺮﻣﺎ ﮐﺮ راﺑﻄہ ﮨﻮں ﻣﺜﻼ˝ ﻓﺮﻣﺎﺋﯿﮟ: email: roy.mcpherson@moray.gov.uk phone: 01343 559999 mail: Moray Council, High Street, Elgin, IV30 1BX 2 Page 162
Page 163
Contents Alternative Formats? 2 Introduction and Background 5 Key Areas of Work 8 Participation – Universal initiatives 8 Equality, Diversity, and Inclusion – Targeted Initiatives 9 Clubs and Funding 12 Profile 14 Clubs and Collaboration 14 Next Steps 15 2 3 Page 163
Page 164
4 Page 164
Page 165
Introduction and Background Roy McPherson Principal Active Schools and Community Sport Officer [Team Manager] Fraser Lyall Lossiemouth ASG Craig Rowley Elgin Academy ASG Paul Rogan and Rosalyn Carruthers Forres ASG Fiona Preston Elgin High ASG Primaries Paul Rogan Elgin High School Danny Simpson Buckie ASG Lorna Young Milnes ASG Colin McRae Speyside ASG Amanda Walker Keith ASG This report will focus on the achievements of the Moray Active Schools team across the 2023-24 academic year. The Active Schools Coordinators are part of the wider ‘Active Schools & Community Sport Team’, which also includes a Community Sport Hub Officer role and a team of sport coaches. The current Active Schools team are as follows: 5 Page 165
Page 166
Active Schools is a successful partnership between sportscotland and Local Authorities that has been in operation since 2004. The initiative is now in its 20th year and a promotional campaign will celebrate the anniversary across the end of 2024. In November 2022, the Moray Council and sportscotland agreed to a four year funding partnership extension, securing the long term future of the project from 2023 – 2027. The aim of Active Schools is to provide free, high quality opportunities to take part in sport and physical activity before school, during lunchtime and after school while developing effective pathways between schools and sports clubs in the local community. Developing a network of volunteers is a fundamental role of the team to ensure that activities are offered at no cost to the participant. The sportscotland ‘Sport for Life’ strategy guides the work and the infographic displayed below highlights the key areas of participation, people and profile. SCOTLAND PERFORMS PARTNERS A MORE ACTIVE SCOTLAND OUR COMMITMENT TO INCLUSIONS UNDERPINS EVERYTHING WE DO TAKE PART AT ALL LEVELS HEALTH EDUCATION ENVIRONMENT TRANSPORT MORE ACTIVE STAY ACTIVE PHYSICAL CONFIDENCE & COMPETENCE PEOPLE & PLACES WELLBEING & RESILIENCE PARTICIPATE PROGRESS & ACHIEVE PEOPLE PLACES PROFILE CLUBS & COMMUNITIES SCHOOLS & EDUCATION PERFORMANCE SPORT WIDER OUTCOMES TIME EXPERTISE INVESTMENT INFORMATION 6 Page 166
Page 167
The commitment from sportscotland to ensure that ‘inclusion underpins everything we do’ has resulted in a more focused approach to targeted programmes delivered via the Moray team. This report will celebrate the success of key initiatives led by the Moray Active Schools Team across 2023-24, highlighting the blend of universal and targeted projects delivered, striving to ensure that sport and physical activity is accessible to all young people in Moray. The Moray team plan was updated via discussions with the coordinators and sportscotland representatives, which set a clear direction for the 2023-24 academic year. The plan is split into the five priority areas identified for Active Schools nationally by sportscotland: • Priority 1: Provides high quality opportunities for young people to take part in sport and physical activity before school, at lunchtime and after school • Priority 2: Develops, leads and supports effective pathways to connect schools, clubs and communities. • Priority 3: Provides inclusive opportunities by using targeted approaches to remove barriers to participation. • Priority 4: Develops a network of volunteers to deliver activity sessions. • Priority 5: Develops and supports leadership opportunities for young people. The national priorities are intertwined with local priorities from the strategic plans in Moray which the team contribute towards: • Moray Local Outcome Improvement Plan: ‘Improving Wellbeing of Our Population’ and ‘Building a better future for our children and young people in Moray’. • Moray Corporate Plan: ‘Our young people grow up safe, well-educated and reach their full potential: Tackle poverty & inequality’ and ‘Our businesses and communities prosper: Build thriving, resilient, empowered communities’ • Moray Children Services Plan: ‘Overcoming challenges experienced by children with a disability or neurodiversity’, ‘Tackling child poverty’, ‘Improving the mental and emotional wellbeing of children, young people and their familiest’, and ‘Improving outcomes for our looked after and care experienced children and young people’. 7 Page 167
Page 168
Key Areas of Work Participation – Universal initiatives The Active Schools team input data on all extra-curricular activity to the sportscotland online monitoring platform at the end of each term. The Moray Active Schools monitoring stats from the previous two years demonstrated steady progress after the Covid-19 pandemic and the table below highlights areas with continued development across the 2023-24 academic year. Universal Programme Statistics Moray Active Schools [academic year] 2021/23 2022/23 2023/24 Distinct Participants [school pupils] 3,218 4,040 4,750 Percentage of Moray school roll 26% 34% primary 17% secondary 33% 44% primary 19% secondary 39% 50% primary 25% secondary Distinct participants by sex 1,888 males [59%] 1,330 females [41%] 2,270 males [56%] 1,770 females [44%] 2,782 males [59%] 1,968 females [41%] Number of activity sessions delivered 3,227 3,879 (over-report in 2023 annual report) 4,624 Number of session visits 62,381 76,920 96,948 Significant progress was recorded in relation to distinct participant figures, with 39% of the total school roll taking part in the Moray programme, compared to the national average of 40%. In the 2022/23 academic year, 33% of the school roll participated in the local programme, 6% below the national average of 38%. This emphasises the progress made by the Moray team in relation to the aligning with the national statistics. The universal programme included a Moray wide timetable of 4,624 free extracurricular activity sessions. In 2022, sportscotland stipulated that 100% of all future Active Schools programmes had to be offered at no cost to the participant, a change designed to reduce barriers to participation but which presented a workforce challenge to the Active Schools team. These statistics demonstrate that despite this change the team have still been able to make steady progress across the key areas. Across the year, forty-three different types of activity were offered in the extra-curriculum, an increase from thirty, with the top ten in terms of sessions delivered listed below: • Football • Multisport • Netball • Basketball • Badminton • Running • Cricket • Volleyball • Hockey • Dance and Movement “The lunch time sessions that have been offered by Active Schools have had such a positive impact at Forres Academy. Having a safe, welcome and inclusive space to attend at lunch times with a ‘Drop in’ and ‘everyone welcome’ approach has been fantastic as our young people have developed so many new skills, built confidence and had an opportunity to socialise with friends” – Depute Head Teacher @ Forres Academy 8 Page 168
Page 169
Gordon Castle Primary Schools Cross Country video link: https://www.facebook. com/100063798480333/ videos/pcb.735213948615215/ 165660413180380 EDI Map: https://sportinmoray.co.uk/ sim/wp-content/uploads/ Equality-Diversity-Inclusion- Mapping-October-2024.pdf The team coordinate an ‘Events & Festivals’ programme to provide a competitive outlet for the different sports. Some of the key universal events and games programmes that were delivered included: • Primary Schools Cross Country Event in partnership with Gordon Castle, 672 participants across 6 races. • Primary Schools Football Games Programmes delivered in partnership with SFA, 634 participants, 84 teams from 30 schools, 128 volunteer coaches, playing every second week. • Four Primary School Cricket Festivals delivered in partnership with Moray Cricket Association, via funding support from Cricket Scotland. • Nine Netball Festivals delivered in partnership with Gordonstoun school for primary school and secondary school teams. • Primary School Basketball festival delivered to 11 teams from 7 schools, in partnership with Moray Mavericks Basketball Club. • Six secondary Golf competitions delivered in partnership with local clubs in the Buckie, Lossiemouth, Forres and Elgin areas. The sportscotland School Sport Award is a national initiative designed to encourage schools to put young people at the heart of decision-making, planning and implementation of extra-curricular school sport. It also encourages schools to self-reflect, continuously improve, recognise and celebrate successful school sport models. Schools across Moray submitted applications to the programme via the efforts of school staff, Active Schools Coordinators, and young ambassadors. At the end of the academic year, 16 local schools had qualified for awards, with seven confirmed gold awards: Seafield Primary, Mortlach Primary, Knockando Primary, East End Primary, Cullen Primary, Elgin Academy and Buckie Community High School. Equality, Diversity, and Inclusion – Targeted Initiatives An action within Moray Council ‘Education, Resources and Communities’ service plan requests the Active Schools team ‘embed the Changing Lives approach across relevant sport and culture work stream. The Changing Lives initiative encourages sport and physical activity as an intentional tool to create positive social change for targeted groups, achieving both increased participation and wider social outcomes as a result. The team created an ‘Equality, Diversity and Inclusion’ map to profile initiatives targeting protected characteristics groups. An internal council reporting measure highlighted that the team led on 41 Changing Lives themed initiatives across the academic year, with 738 participants taking part, this included Active Schools and Community Sport Hub projects. The team now track and monitor the participation of young people with protected characteristics, aligning with the ‘inclusion underpins everything we do’ mantra from sportscotland. Key statistics are available on the next page: 9 Page 169
Page 170
Equality, Diversity and Inclusion – Targeted Statistics Moray Active Schools (academic year) 2021/22 2022/23 2023/24 Participants with additional support need 1,119 1,476 1,559 Participants that are assessed disabled 104 127 144 Participants with access to free school meals (including all primary 1-5s) 1,801 2,437 2,500 Participants from SIMD 1 or 2 74 78 103 Care experienced participants n/a 50 67 Participants from ethnic minorities 120 168 168 Local data has shown that 40% of school pupils in Moray have an additional support need (ASN) and this has become a focus for the Active Schools team. The team delivered the following projects with a focus on supporting young people with an ASN or disability to access sport: • Four ASN festivals: delivered across the year for secondary schools, activities including Table Cricket, Golf and Bowls. • ASN Cycling Programme: delivered in partnership with Outfit Moray to develop Cycling skills, part of a 3-year project funded by Scottish Cycling. • Swimable sessions delivered: by the Friendly Access charity in Forres and Lossiemouth to 59 distinct participants, with support from our ASCs. • ‘Relaxed Sports for Neurodiverse Children’ after-school club delivered: at Keith Primary school involving a partnership of Active Schools, ASN staff, young leaders and parents. • Milnes ASN after-school club: established with regular taster sessions from community clubs including Petanque and Cricket, in partnership with ASN base. • Lhanbryde ASN Boccia Club: delivered to eight distinct participants. • ASN Football lunchtime sessions: delivered at Lossie High and Elgin Academy to 24 distinct participants, in partnership with Elgin City FC. “It was amazing to see a pupil with complex ASN struggling to learn to cycle to then develop into a safe, competent cyclist. His parents, myself and other staff have noticed that his overall confidence and maturity has grown as a direct result of this cycling project” – Quote from school staff lead 10 Page 170
Page 171
Deposit Here Another target for the Active Schools team is to remove barriers to participation for families experiencing poverty. The team delivered 4,624 free activity sessions across the year, which removed cost barriers. Other initiatives to support families experiencing poverty included: • Sports Kit for All: a partnership project in Keith was launched in 2023 to provide pre- loved sports kit to families that would benefit. Further in-house projects have been set up at secondary schools, with a new community project also being launched in Buckie. • Recycled Bikes Project: funding from Scottish Cycling enabled a link to be created with ‘Angus Cycle Hub’ and ‘Tyred N Crank’ to provide recycled bikes to young people in the area. Over 50 local school pupils have benefited with new bikes in Moray with Elgin High pupils receiving a high percentage of the uptake thanks to a link with their ‘Inclusion Project Coordinator’. The team have been making steady progress with the care experienced target group, with an increase from 50 to 67 young people involved in the programme across 2023/24. The team have committed to ‘the Promise’ network with training scheduled for late 2024, they have attended ‘Champions Board’ events and have discussed development opportunities with the virtual head teacher. There are some examples of care experienced young people participating as young leaders and this is an area for development across the 2024/25 academic year. Information on the projects that the team are involved with to support families experiencing poverty can be viewed here: https://sportinmoray. co.uk/physical-activity-for- all/supporting-families- experiencing-poverty/ 11 Page 171
Page 172
People, Clubs and Funding Clubs and Funding Moray Active Schools (academic year) 2021/23 2022/23 2023/24 Number of deliverers 335 454 483 Number of volunteers 306 429 456 Number of young leaders 131 148 152 Young leaders with ASN n/a n/a 51 Care experienced young leaders n/a n/a 4 Coach education courses delivered n/a 30 30 Participants attending coach education courses n/a 350 340 Sport clubs with links to schools 18 19 30 Funding sourced to support projects n/a £17,850 £13,936 The team were able to deliver the initiatives described in the report thanks to building up a strong and dedicated workforce. The Active Schools Coordinators regularly worked with school staff, young leaders, parent volunteers, college students, community club coaches and community volunteers to offer a range of different activities across the area. In total, 483 deliverers worked with the team across 2023-24, 456 as volunteers, which equates to 94% of the workforce. The reporting system distinguishes by deliverer type and the make-up of the workforce is detailed below: • Secondary Pupils / Young Leaders – 152 • Family Member – 115 • Club Coach – 62 • Teacher – 48 • Session Coach – 38 • Community Member – 33 • FE/HE Students – 15 • Other School Staff – 12 • Other – 8 The team organised 30 coach education courses that were delivered locally to 340 attendees. Partnerships between the team and sport national governing bodies (NGBs) ensured that the level of training available for the sporting workforce in Moray increased. The NGBs involved with the coach education delivery included: • Scottish FA • Scottish Hockey • Scottish Handball • Scottish Golf • Basketball Scotland • Cricket Scotland • Netball Scotland 12 Page 172
Page 173
The Young Leaders programme is one element of the Active Schools work that has progressed significantly in recent years, with 152 young people helping to make up the workforce in 2023/24. The team continued to access funding sources to increase the number of coach education courses available to young leaders and support the purchase of hoodies, which are provided to the deliverers as an incentive for progressing. The team have also had success developing a ‘Playmakers’ training programme for primary school pupils, which feeds into the long term development of young leaders. The team recognise the importance of celebrating the contribution of volunteers and partners, an important part of recruiting and retaining the workforce. The format of the annual Active Schools & Community Sport ‘Thank You Event’ was redeveloped in June 2024, with the introduction of a new ‘Recognition Awards’ element. Approximately 100 individuals attend the event at Elgin Bowling Club, with a presentation on four awards: • Young Leader of the Year • School Sport Volunteer of the Year • Club Coach of the Year • Community Sport Project of the Year “I applied to be a dance leader because I knew I’d enjoy teaching young kids how to dance, especially because I was their age when I started to love dancing. “My aim for being a dance leader in my community would be to inspire young kids to continue or begin dancing and to enjoy as many years as I have.” – Milnes ASG Dance Leader 13 Page 173
Page 174
Active Schools and Sport In Moray Facebook https://www.facebook. com/sportinmoray/ groups/?ref=page_ internal&mt_nav=0 Profile The team continued to build up their online presence across various social media platforms. The Active Schools & Sport in Moray Facebook page has amassed 6,900 followers providing an effective means of communication for families, individuals and external partners. The Facebook page has recently been used as an example of best practice by Moray Council communications staff when delivering workshops for internal teams. Nothing illustrates the range of programmes delivered via the team better than the Facebook page. Clubs and Collaboration The number of community sport clubs linked with local schools via the Active Schools team increased from 20 to 30 across 2023-24, with some schools recording up to seven links. Links were created via taster sessions, regular extra-curricular activity and club representatives supporting festivals. The clubs that recorded the most links were: • Elgin City Football Club • Tyock Gymnastics Club • Forres St Lawrence Cricket Club • Badminton Moray • Elgin Duellist Fencing Club • Grant Park Bowling Club • Wright Fitness • Cullen Sea School • Huntly Rugby Club • Rothes Golf Club 14 Page 174
Page 175
Next Steps The review of 2023/24 has highlighted significant progress in some areas and steady progress in others. There are a number of areas identified that the team would like to develop further these are highlighted below: • Retain performance levels: of universal statistics and aim for continued small gains in ‘equalities, diversity and inclusion’ target areas. It will be unstainable to continue progressing at significant levels each year and last year’s stats have now exceeded the previous best performance in 2015. Retention of performance in key areas across 24/25 will indicate a continued high level of performance. • Reduce the female-male participation gap: the gap increased from 59% (males) – 41% (females) last year, compared with the national average of 54-46%. The team will focus on girls participation via: Dance sessions led by newly trained leaders, continued development of Netball teams to play competitively working with Netball Scotland, focussed promotion of Girls Football festivals. • Enhance ASN / Disability Sport programme: work with Scottish Disability Sport and UHI Moray to develop a ‘Para-sport festival’ programme for young people in Moray. Continue to strengthen links with the education department through partnership working with the Disability and Neuro-diverse working group and alternative curriculum project. Support the development of the ‘Moray Disability Sport Hub’ led by the Community Sport Hub Officer. • Improve access to sport for care experienced young people: this has been identified as target group for the team and options will be explored for making closer connections with the young people via the professional staff supporting them. • Increase club links: improved reporting of existing club connections via ASCs and increased interaction with new clubs utilising the club accreditation scheme as tool to engage. • Increase number of Young Leaders from targeted groups: the team now have a process in place for tracking the characteristics of young leaders and will explore options for increasing the number of leaders experiencing poverty, with ASN, and from care experienced backgrounds. • Increase School Staff workforce: the number of school staff involved in delivering sessions is low in comparison to other areas. The team conducted a survey of school staff in March 2024 which received 78 responses, and data from this will be utilised to recruit staff for coach education courses and delivery. • Extend secondary school lunchtime programmes: Following on from the success of lunchtime programme at Forres Academy, source funding for other ASGs to replicate in other areas. 15 Page 175
Page 176
Page 176