Agenda Document Pack - Education, Children's and Leisure Services Committee - 13/05/2025
Moray Council · 13 May 2025
Back to Education, Children's and Leisure Services Committee — 13 May 2025 and its agenda
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Education, Children's and Leisure Services Committee Tuesday, 13 May 2025 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, 13 May 2025 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 28, 29 and 30 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 18 February 2025 Report by Depute Chief Executive (Education, Communities and Organisational Development) 9 - 14 5. Written Questions ** 6.* Our Moray Literacy Strategy Report by Depute Chief Executive (Education, Communities and Organisational Development) 15 - 50 7.* Additional Support Needs Review - Update on Progress Report by Depute Chief Executive (Education, Communities and Organisational Development) 51 - 58 Page 1
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8.* Thematic Inspection - Local Authority Approaches to Supporting School Improvement Report by Depute Chief Executive (Education, Communities and Organisational Development) 59 - 76 9.* Mobile Phone Usage in Schools Report by Depute Chief Executive (Education, Communities and Organisational Development) 77 - 92 10.* Closure of Crossroads Primary School – Statutory Consultation Report by Depute Chief Executive (Education, Communities and Organisational Development) 93 - 176 11.* Future Buckie High School Project Update Report by Depute Chief Executive (Education, Communities and Organisational Development) 177 - 200 12.* Early Learning and Childcare – Sustainable Rate Report by Depute Chief Executive (Education, Communities and Organisational Development) 201 - 206 13.* Singleton Inspections of Early Learning and Childcare Centres - Published reports September 2024 to March 2025 Report by Depute Chief Executive (Education, Communities and Organisational Development) 207 - 228 14.* Education Scotland Inspection of Burghead Nursery Report by Depute Chief Executive (Education, Communities and Organisational Development) 229 - 234 15.* Education Scotland Inspection of St Gerardine Primary School Report by Depute Chief Executive (Education, Communities and Organisational Development) 235 - 242 16.* Education Scotland Inspection of Burghead Primary School Report by Depute Chief Executive (Education, Communities and Organisational Development) 243 - 250 17.* Education Scotland Inspection of Mosstowie Primary School Report by Depute Chief Executive (Education, Communities and Organisational Development) 251 - 258 Page 2
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18.* Education Scotland Further Inspection (Continuing Engagement) of Lhanbryde Primary School Report by Depute Chief Executive (Education, Communities and Organisational Development) 259 - 268 19.* Analysis of Secondary School Leaver Attainment 2023- 2024 Report by Depute Chief Executive (Education, Communities and Organisational Development) 269 - 286 20.* Education and Education Resources and Communities Capital Budget Monitoring Report to 31 March 2025 Report by Depute Chief Executive (Education, Communities and Organisational Development) 287 - 294 21.* Education Revenue Budget Monitoring to 31 March 2025 Report by Depute Chief Executive (Education, Communities and Organisational Development) 295 - 300 22.* Education Resources And Communities Revenue Budget Monitoring to 31 March 2025 Report by Depute Chief Executive (Education, Communities and Organisational Development) 301 - 306 23.* Performance Report (Education) - Period to March 2025 Report by Depute Chief Executive (Education, Communities and Organisational Development) 307 - 314 24.* Performance Report (Education Resources and Communities) - Period to March 2025 Report by Depute Chief Executive (Education, Communities and Organisational Development) 315 - 322 25.* Education, Communities and Organisational Development Service Plans 2025/28: Education and Education Resources and Communities Report by Depute Chief Executive (Education, Communities and Organisational Development) 323 - 354 26.* Quarter 3 (October to December 2024) Performance Report for Children and Families and Justice Social Work Report by Interim Chief Social Work Officer/Head of Service 355 - 390 27.* Information Reports - if called in Page 3
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Item(s) which the Committee may wish to consider with the Press and Public excluded 28.* Update on Out of Area Budget for Education Services and Children and Families and Justice Social Work [Para 7] • 7. Information relating to the financial or business affairs of any particular person(s) for any matters referred to in section 27(1) of the Social Work (Scotland) Act 1968; 29.* Milnes 5-18 Campus Pilot Update [Para 1] • 1. Information relating to staffing matters; 30.* Learning Estate Programme Update - Future Forres Academy [Para 6] • 6. Information relating to the financial or business affairs of any particular person(s); Only items marked * can be considered and determined by all members of the Committee 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. Universal Free School Meals Implementation – Status Update Report by Depute Chief Executive (Education, Communities and Organisational Development) 391 - 398 Community Learning and Development Strategic Partnership Progress Visit Outcome 2025 Report by Depute Chief Executive (Education, Communities and Organisational Development) 399 - 404 Page 4
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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 attend in person, please come to the High Street entrance door and a member of staff will let you into the Chamber. Page 5
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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 6
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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 Amber Dunbar (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 7
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MORAY COUNCIL Minute of Meeting of the Education, Children's and Leisure Services Committee Tuesday, 18 February 2025 Council Chambers, Council Office, High Street, Elgin, IV30 1BX PRESENT Councillor James Allan, Mrs Sheila Brumby, Councillor John Cowe, Mrs Anne Currie, Councillor John Divers, Councillor Sandy Keith, Councillor Elaine Kirby, Councillor Scott Lawrence, 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 Councillor Juli Harris, Ms Jillian MacKellar, Mr Ruaridh Murray, Reverend Tembu Rongong, Mrs Emma Tunnard IN ATTENDANCE Depute Chief Executive (Education, Communities and Organisational Development); Interim Chief Social Work Officer and Head of Service; Head of Education; Early Years Service Manager; Quality Improvement Manager; Head of Human Resources, ICT and Organisational Development; ICT Manager (Infrastructure); Head of Governance, Strategy and Performance; Senior Solicitor (Litigation and Social Care) and Caroline O'Connor, Committee Services Officer. ALSO IN ATTENDANCE Councillor Amber Dunbar, Councillor Tracy Colyer 1. Chair The meeting was chaired by Councillor Kathleen Robertson. 2. Welcome The Committee joined the Chair in welcoming Will Angus, new local democratic reporter 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. Minutes of meeting of 26 November 2024 The minutes of the meeting of the Education, Children's and Leisure Services Committee dated 26 November 2024 were submitted and approved. Item 4. Page 9
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5. Written Questions ** The Committee noted that no written questions had been submitted. 6. Quarter 2 (July to September 2024) Performance Report for Children and Families and Justice Services The meeting had before it a report by the Chief Social Work Officer informing the Committee on Children and Families and Justice Social Work performance as at Quarter 2. Councillor Morrison, noting The Promise is celebrating its five year anniversary, asked what impact The Promise is having on young people's lives in Moray, specifically the outcomes and proposed next steps. In response, the Interim Chief Social Work Officer suggested, in order to provide greater detail, it would be beneficial to hold a dedicated session including members of the Moray Integration Joint Board on all the work done within the context of The Promise, both locally and nationally. He confirmed significant progress had been made in Moray in relation to how children and young people feel about the support and care provided however noted work is still required nationally on a more consistent approach in all areas, eg early child attachment. The Chair further suggested it would be useful to invite the Community Planning Partnership to the dedicated session to include other agencies also involved in The Promise. In response to a question from Councillor Mustard asking when the Out of Area Placements report would come to Committee, as referred to in paragraph 9 of the Minute of Meeting of 26 November 2024, the Interim Chief Social Work Officer confirmed the report would come to the next Committee in May. Following consideration the Committee unanimously agreed to:- (i) note the performance of local indicators for Quarter 2 as presented in the Performance Report at Appendix 1; and (ii) note the analysis of the local indicators as detailed in Appendix 1. 7. Education Revenue Budget Monitoring to 31 December 2024 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the revenue budget position for Education as at 31 December 2024. Following consideration the Committee unanimously agreed to note the budget position as at 31 December 2024. 8. Early Learning and Childcare - Primary 1 Admissions The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the admissions policy surrounding early entry, deferral and exceptional deferral for Early Learning and Childcare (ELC) children transitioning to Primary 1 (P1). In relation to the financial implications, Councillor Mustard asked for an update on how many pupils per year are being deferred and what is the cost of the Page 10
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deferrals. In response, the Early Years Service Manager advised in 2022-23 there were 136 children could do a standard deferral due to the date of birth which increased in 2023-24 to 153 following legislation coming into force in August 2023. The figures for 2024-25 increased to 201 and a similar incremental increase was expected for 2025-26. In relation to the costs of deferrals, the Early Years Service Manager advised she would obtain figures from Accountancy and when available, would share the information with Committee. Following consideration the Committee unanimously agreed:- (i) to note the contents of the report; and (ii) the guidance contained in Appendices 1 and 2 as the admissions policy surrounding early entry, deferral and exceptional deferral. 9. Education Scotland Inspection of St Gerardine Nursery Lossiemouth The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing Committee of the outcomes of the recently published report on a Moray Early Learning and Childcare (ELC) setting following inspection by Education Scotland. Following consideration the Committee unanimously agreed to note the contents of the report and findings of Education Scotland following their inspection. 10. Education Scotland Inspection of Findochty Primary School The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing Committee of the outcomes on a Moray school following inspection by Education Scotland's His Majesty's Inspectors of Education (HMIE). Following consideration the Committee unanimously agreed to note the contents of the report and findings of Education Scotland HMIE following their inspection visit. 11. Initial Analysis of Achievement of Curriculum for Excellence Levels 2024 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) providing Committee with a summary of the Moray data collected in June 2024 and provided to the Scottish Government at the end of October 2024 regarding Teacher Professional Judgements (TPJ) on children achieving Curriculum for Excellence levels (ACEL) at P1, P4, P7 and S3. This data appears in the Scottish Government report published in December 2024. Following consideration the Committee unanimously agreed to:- (i) note the content of this report; (ii) acknowledge work underway by Education and across our schools using resources available in order to address identified areas of underperformance and improve outcomes for all children and young people; Page 11
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(iii) note ACEL results for P1, P4, P7 and S3, improvement over time and progress in relation to Stretch Aims set using available data intelligence, as part of the Scottish Government and Education Scotland Framework for Recovery and Accelerating Progress requirements; and (iv) note actions underway and planned in support of improving outcomes for all learners and their ACEL achievement. 12. Additional Support Needs Allocations The Committee had before it a report advising Committee of the proposed allocation methodology for Additional Support Needs (ASN) (teachers and support staff) for session 2025/26. In response to a question from Councillor Mustard asking if if parents could be advised of support arrangements within the school before the beginning of term, the Head of Education advised regular child planning meetings are held with parents so they know what support is in place and head teachers had previously been reminded to inform parents about changes to allocations or changes to support but she would issue another reminder to head teachers this year to inform parents of any changes before the end of term. With reference to paragraph 3.15, Councillor Mustard asked if more information could be shared with Committee on trends to help planning for the future. In response, the Head of Education advised the draft forecasting tool will help to identify where there is a level of change in need requiring a significant shift in resourcing. This information would be used to ensure the schools have the appropriate resources to meet local need. She also confirmed a report would be brought back to Committee detailing implications for the Council following completion of the remoderation process in relation to development of a new process for transfer of ASN funding from one school to another. Following consideration the Committee unanimously agreed:- (i) the methodology to be used for school ASN allocations; (ii) to note the work being carried out regarding nursery allocation and agree with the proposal in paragraph 3.4; and (iii) to work continuing to develop a new process for ASN funding moving from one school to another where there is a significant change in circumstances and/or need. 13 Education Resources and Communities Revenue Budget Monitoring to 31 December 2024 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing Committee of the budget position for Education Resources and Communities as at 31 December 2024. Following consideration the Committee unanimously agreed to note the budget position as at 31 December 2024. 14. Education Resources and Communities and Education Capital Budget Monitoring to 31 December 2024 Page 12
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The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing Committee of the capital budget position for Education Resources and Communities and Education as at 31 December 2024. Councillor Warren asked for an update on the plan for Buckie High School and whether it would be possible to pivot to a new build should any new funding come forward from the Scottish Government. In response, the Programme Manager (Learning Estate) advised prior to the reduction in the capital budget a hybrid option for new build and refurbishment had been considered and he would share the details of the costs offline as they were commercially sensitive. He further confirmed it was not known what the Scottish Government's potential investment may be in the next administration however, following the reduction in the capital budget agreed by the Council in January, the team were in the process of reassessing work required to address issues of condition in the school and more detailed information in terms of short, medium and long term options would be reported back to the next Committee in May. In response to a question from Councillor Kirby asking which primary schools would benefit from the further equipment in kitchens and increased capacity in dining areas referenced in paragraph 4.28, the Programme Manager (Learning Estate) confirmed, whilst he did not have the detail to hand, there was a significant number of schools and he would arrange to share the definitive list with Committee following the meeting. Following consideration the Committee unanimously agreed to note the capital budget position as at 31 December 2024. 15. Learning Estate Working Group The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the progress made by the Learning Estate Working Group and its recommendations to Committee. Following consideration the Committee unanimously agreed to:- (i) note the progress made the Learning Estate Working Group; and (ii) proceed without acceleration of the planned approach to the Learning Estate Strategy and to review the policies associated with the future learning estate work as set out in the report. 16. Education Digital Infrastructure Readiness Update The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of progress on development of the schools ICT infrastructure to ensure readiness for digital development. The Head of Human Resources, ICT and Organisational Development provided a verbal update on areas that had progressed since the report was written, namely in relation to the SWAN contract referenced in paragraph 3.13 and the impact of work undertaken to date in relation to education connectivity issues. Page 13
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Following consideration the Committee unanimously agreed to:- (i) note the progress on the procurement and implementation of the Mobile Device Management (MDM) system and that the expected completion date of the project is now 30 April 2025; (ii) note that the licensing model for the MDM system has change to a perpetual based model, meaning that the total project cost is contained within the year 1 allocation, with no recurring costs thereafter, other than licences for additional devices; (iii) note the update on the Scottish Wide Area Network (SWAN) programme; and (iv) note that a further progress report will be brought forward to this Committee in September 2025. Page 14
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU021/25/CF/AB/AMB Author: Craig Fowler Audrey Buchanan Contact Email: education@moray.gov.uk Subject: Our Moray Literacy Strategy 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to ask the Committee to note and adopt the implementation and further development of Our Moray Literacy Strategy 2025-2029, which has been collaboratively developed to achieve high standards in literacy outcomes for all children and young people in Moray. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council’s Scheme of Administration relating to exercising all of the functions of the Council as Education Authority within the terms of relevant legislation with regard to nursery, primary and secondary education. 2. SUMMARY 2.1 This report is to inform Committee that Our Moray Literacy Strategy has been developed, and of the intention to implement this comprehensive document to improve literacy outcomes for our children, young people and communities across Moray. Item 6.* Page 15
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Our Moray Literacy Strategy - Overview 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Adopts Our Moray Literacy Strategy as the guiding document for progression in literacy education across Moray; ii) Scrutinises and notes the contents of the Our Moray Literacy Strategy; and iii) Approves that Our Moray Literacy Strategy will ensure consistency of approach by schools in order to attain high standards in literacy for Moray’s children and young people across the authority. Craig Fowler Principal Educational Psychologist Audrey Buchanan Quality Improvement Officer Page 16
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4. BACKGROUND AND CONTEXT 4.1 The Moray Improvement Group (MIG) 3 – Literacy, was established in academic session 2023-2024, alongside several other MIGs. The aim of MIG 3 – Literacy, was to collaboratively develop a Literacy Strategy for Moray. The group met 6 weekly for the duration of 2 hours per session and were provided with the following Terms of Reference (TORs); • Review existing school approaches to teaching of literacy and learner progression in literacy • Review evidence-based research approaches to teaching of literacy (Education Endowment Foundation – research informed best practice guides) • Look inwards and outwards for development of a Moray Literacy Strategy based on research and good practice in Moray and across Scotland • Identify professional learning opportunities, resources and teaching approaches in support of the teaching of literacy • Overview of Moray Literacy progressions in place, approaches and pathways across schools. 4.2 The following outcomes were identified and achieved during the development of the strategy: 1) Moray Literacy Strategy, including Roles and Responsibility Audits, Action Plans, and resources on SharePoint. o Roles and Responsibility Audits for class teachers, additional support teachers, librarians, senior leaderships teams and senior officers. o There are four action plans within the strategy linked to the four outcomes; High- Quality Curriculum Making, Evidence-Based Approaches (research informed practice), Early Intervention and High Quality Assessment, Skilled Analysis of Data. o Resources on SharePoint e.g. Our Moray Literacy, Learning, Teaching and Assessment Framework (planning tools with links to national and local guidance and resources). 2) Career-Long Professional learning is signposted in the weekly Head Teachers Briefing and provided by Highland Literacy Officer, Children and Young People Improvement Collaborative (CYPIC-National Writing Programme) and Education Scotland. This in turn will have a positive outcome for learners. 3) Literacy Good Practice Guide (evidence-based approaches are detailed on the infographic below). This is a suite of research informed approaches with supporting resources to enable practitioners to embed good practice e.g. interventions, assessment tools, information leaflets for parent/carers, and Emerging Literacy. 4) Teams Site for Networking. Microsoft teams site in Glow was created to allow schools to network. This supports collaboration and sharing of practice. Page 17
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4.3 The MIG 3 – Literacy group was led by two central officers and was comprised of volunteers from Early Years, Primary, Secondary, Educational Psychology, Community Learning and Development and Library Services. Involvement with Speech and Language colleagues was sought from the very beginning, but this proved challenging due to recruitment, retention and vacant management post issues. The interim SLT Lead was approached for feedback/comment. Moray’s largest teaching union, EIS, was also consulted throughout the duration of the MIG 3 – Literacy sessions. 4.4 Over 6 weekly 2 hour sessions throughout the academic year driven by the practitioners and facilitated by two Central Officers: • The group addressed the 5 Terms Of Reference (TOR) over the regular 6 weekly sessions. • The group worked collaboratively, and colleagues identified the challenges that they wished to see addressed through the Literacy Strategy. Page 18
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• They identified challenges from their perspective as practitioners e.g. inconsistencies, re-inventing the wheel and a desire to identify the best evidence- based practice and opportunities to shared/build-on good practice. • Through reviewing national and local resources, the group request was to have accessible resources in SharePoint, quick links stored and downloads for easy access. 4.5 In order to realise our overarching literacy aim, “Attain high standards in literacy for Moray’s children and young people”, there are four outcomes; 1. High quality curriculum making 2. Evidence based approaches 3. Early interventions and high-quality assessment 4. Skilled analysis of data 4.6 These four outcomes are achieved through the following 4 integrated themes; 1. Partnerships 2. Moderation 3. Tracking and monitoring 4. Self-evaluation For each of the four key outcomes and actions there are linked roles and responsibilities, and action plans available for educational settings to self-evaluate against as part of wider school improvement planning processes. 4.7 Our Moray Literacy Strategy aligns with national education priorities and frameworks, such as the Curriculum for Excellence (CfE) and the Scottish Government’s revised 2025 National Improvement Framework (NIF). It aims to close the literacy attainment gap and address the varied needs of learners, particularly those at risk of not achieving their full potential. 4.8 Literacy is fundamental to all areas of learning, unlocking access to the wider curriculum and laying the foundation for lifelong learning and work. The Scottish Government’s 'Getting It Right for Every Child' (GIRFEC) approach underscores the importance of literacy in improving outcomes and supporting the wellbeing of children and young people across the curriculum. 4.9 In alignment with national priorities, Our Moray Literacy Strategy has been developed to detail the improvements necessary to ensure every child in Moray achieves high standards of literacy. The strategy reinforces our shared vision for Moray’s children and young people. 4.10 Our four action plans for each of the four outcomes, detailed in 4.5 and 4.6, are for self- evaluation, incorporate and utilise our current Moray resources e.g. Our Moray Standard, AnalyseM, and the Moray Broad General Education (BGE) Tracking Language etc. These four action plans for self-evaluation are provided in the strategy appendices and linked to additional resources, stored in The Moray Toolkit. A Good Practice Guide (recommended research informed practice), infographic in 4.2, for practitioners is included for educational settings to use as part of wider school improvement planning processes. Page 19
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4.11 A suggested whole school approach to implementing Our Moray Literacy Strategy is detailed below; 1. Schools should refer to their Improvement Plan to identify literacy priorities. 2. Senior Leadership Team would read through Our Moray Literacy Strategy. 3. As appropriate schools should RAG rate each of the Four Action Plans to identify strengths, resources to support priorities and areas for development. 4. As appropriate schools can RAG rate Roles and Responsibilities Audits to identify strengths and areas for development. 5. Schools should read through Our Good Practice Guide (research informed practice) to identify resources to support areas of priority in SIP. 6. School can copy and paste areas of development into the Moray Action Plan and Reporting Template tied into school priority areas in SIP. Detailed in the infographic below: 4.12 The Strategy builds on and complements our, ‘Moray Literacy and English Learning, Teaching and Assessment Framework,’ which informs high quality learning and teaching as well as supporting transitions. It is underpinned by the Moray Assessment and Moderation in Broad General Education and, ‘Our Moray Standard,’ the learning and teaching strategy for Moray. 4.13 The Literacy Strategy details the key outcomes to be achieved (see infographic 2.1), to get it right for every child in Moray; a high-quality curriculum, evidence-based approaches, early intervention and high-quality assessment approaches combined with consistent skilled analysis of a broad range of data to drive literacy improvements. 4.14 Data trends in Moray - The key national and local data collections which monitor aspects of literacy in Scotland are: Page 20
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• National Standardised Assessments for Scotland (NSA) formerly Scottish National Standardised Assessment for Scotland (SNSAs) and their Gaelic equivalent (MCNG). • Achievement of Curriculum for Excellence (CfE) Levels (ACEL). Improvements are noted within key literacy elements in 2024 from 2023 in Moray (Committee Report - 18 February 2025), identified for P1, P4, P7 and S3 for Literacy (Reading, Writing, Listening and Talking) – Initial Analysis of Achievement of Curriculum for Excellence Levels 2024 (see paragraphs 3.13 – 5.0). Our Moray Literacy Strategy has clear identified outcomes, resources and a Good Practice Guide to support colleagues in meeting those outcomes with the aim of continuing a positive trend in raising attainment in literacy across the authority. 4.15 Schools should start to engage with the strategy in line with their School Improvement Plans to inform their school approach to literacy and identify strengths and next steps. 4.16 The Good Practice Guide sits alongside the strategy and is a separate working document, detailing planning, evidence-based approaches, tracking tools, assessments, interventions and will be updated periodically, in line with new national and local guidance. 4.17 Implementation will further be supported through resources stored in the Moray Toolkit. 4.18 A suggested whole school approach to implementing Our Moray Literacy Strategy is detailed below in the info graphic. 5. PROPOSALS 5.1 It is proposed that the adoption of Our Moray Literacy Strategy represents a significant step forward in our commitment to raising literacy standards for all children and young people in Moray. Page 21
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5.2 It is proposed by approving this strategy, Committee will endorse a comprehensive document designed to enhance literacy outcomes and support the broader educational aspirations of our communities. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ Policy and Legal ✓ Financial ✓ Risk ✓ Staffing ✓ Best Value and Transformation ✓ Property ✓ Information Communications Technology/Digital ✓ Equalities. Social Inclusion and Economic Impact ✓ Climate Change and Biodiversity Impact ✓ 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☐ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 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 Headteachers and to raise standards of education (Section 7, 8 of Standards in Scotland’s Schools etc Act 2000). 6.4 Financial Page 22
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There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments N/A Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments N/A 6.5 Risk Inconsistent and inequitable access to Council networks could be a risk in accessing the strategy, resources and associated good practice guides through GLOW and SharePoint. SLTs within education settings not consistently implementing the strategy is another risk. 6.6 Staffing There are no staffing implications. 6.7 Best Value and Transformation This strategy was developed by the workforce for the workforce and brings together current research and good practice nationally and locally. There was no cost involved in liaising with literacy specialists out with and within Moray. Highland Council Literacy Development Officer initially supported by attending the initial MIG 3 – Literacy session and has granted full access to a suit of good practice resources and materials. This has saved a significant amount of Moray workforce time by not having to replicate work that has already been developed in a neighbouring authority. This collegiate approach is time and resource efficient. 6.8 Property There are no property implications arising directly from this report 6.9 Information Communications/Technology/Digital Our Moray Literacy Strategy will be made available to colleagues through GLOW and SharePoint, at their request, therefore good connectivity in our schools is essential. 6.10 Equalities, Social Inclusion and Economic Impact Our Moray Literacy Strategy has been developed in order to reduce inequality in literacy and improve social inclusion through increased literacy skills, access to and attainment in literacy. This report aligns with the Strategic Priorities for Education and the National Improvement Framework(NIF) which is aimed at reducing inequalities. An Integrated Impact Assessment has been undertaken. Please see Appendix 2. Page 23
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6.11 Climate Change and Biodiversity Impacts Our Moray Literacy Strategy is mainly a digital resource, accessible through GLOW and SharePoint. This significantly reduces the need for printing documents for use in practice as all can be downloaded and populated digitally. 7. CONSULTATION 7.1 This report has been prepared in consultation with Head of Education (Chief Education Officer), Quality Improvement Manager, Quality Improvement Officers, Principal Educational Psychologist, Early Years Service Manager, Continuous Improvement Officers (Early years) and Caroline O’Connor, Committee Services Officer are in agreement with the contents of this report as regards their prospective responsibilities and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Initial Analysis of Achievement of Curriculum for Excellence Levels 2024 Committee Report - 18 February 2025 The Revised - 2025 National Improvement Framework 2025 National Improvement Framework Page 24
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Literacy Strategy Moray Council 2025-2029 Our APPENDIX 1 Page 25
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Contents Our 1 Introduction – how to use this strategy 4 Our vision for education in Moray 5 What is literacy and why does it matter? 6 Data trends in Scotland and Moray 7 National context – Scotland’s curriculum 8 The vision and priorities for education in Scotland – National Improvement Framework 9 Our vision for education in Scotland: Excellence and Equity 9 Drivers of improvement in the National Improvement Framework 9 Partnership Working 10 Our Moray Literacy Good Practice Guide 11 Listening and Talking 11 Phonics into Reading (Decoding) 11 Phonics into spelling (Encoding) 11 Talking into writing 11 Our Moray Literacy Strategy Overarching Aim: 12 Links to National and Moray Policies, Guidance and Frameworks 12 Roles and Responsibilities 17 How Will We Implement Our Moray Literacy Strategy? 18 Appendices 19 2Page 26
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High Quality Curriculum Making Evidence Based Approaches Early Intervention and High Quality Assessment Skilled Analysis of Data Our Moray Literacy Strategy overarching aim is: ‘Attain high standards in literacy for Moray’s children and young people.’ Part ership Moderati on Tracking and Monitoring Self-Evaluati on 3Page 27
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Introduction – how to use this strategy Our Moray Literacy Strategy provides an introduction, refers to, and is informed by national priorities, policies, frameworks and guidance. The Scottish Government’s Getting It Right for Every Child (GIRFEC) approach overarches everything that Government, public and voluntary services do that impacts on children and young people. It is the national approach in Scotland to improving outcomes and supporting the wellbeing of children and young people. Our Moray Literacy Strategy details the improvements we are going to make to get it right for every child in Moray. It reinforces our shared vision for Moray’s children and young people and aims to support the delivery of education strategic priorities. Action plans for self-evaluation are provided and additional resources are stored in The Moray Toolkit. A Good Practice Guide for practitioners is included in appendices for educational settings to use as part of wider school improvement planning processes. It has been developed collaboratively by the Moray Literacy Strategy Improvement Group established in August 2023 with representation from Educational Psychology Services, Early Learning and Childcare (ELC), Library Services, Community Learning and Development (CLD) Speech and Language Therapy (SaLT), Primary and Secondary staff from across Moray, pupils and wider system. Our Moray Literacy Strategy builds on and complements our Moray Literacy and English Learning, Teaching and Assessment Framework which informs high quality learning and teaching as well as supporting transitions. It is underpinned by the Moray Assessment and Moderation in BGE and ‘Our Moray Standard,’ the learning and teaching strategy for Moray. Our Literacy Strategy details the key outcomes we are going to achieve, to get it right for every child in Moray; a high-quality curriculum, evidence-based approaches, early intervention and high-quality assessment approaches combined with consistent skilled analysis of a broad range of data to drive literacy improvements. 4Page 28
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Our vision for education in Moray Developing high standards of literacy in our children and young people is essential to enable full and active engagement in learning, life and work. Literacy skills are fundamental to all areas of learning and unlock the wider curriculum. “Our ability to use language lies at the centre of the development and expression of our emotions, our thinking, our learning and our sense of personal identity.” (Curriculum For Excellence, Literacy and English, Principles and Practice, 2009) P1 Our Moray Literacy Strategy aligns with our Educational Vision of: “A better future for all Moray’s children.” 5Page 29
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What is literacy and why does it matter? Literacy is defined in Curriculum for Excellence as, ‘the set of skills which allows an individual to engage fully in society and in learning, through the different forms of language, and the range of texts, which society values and finds useful.’ ‘Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression of our emotions, our thinking, our learning and our sense of personal identity. Language is itself a key aspect of our culture. Through language, children and young people can gain access to the literary heritage of humanity and develop their appreciation of the richness and breadth of Scotland’s literary heritage. Children and young people encounter, enjoy and learn from the diversity of language used in their homes, their communities, by the media and by their peers.’ ‘Competence and confidence in literacy, including competence in grammar, spelling and the spoken word, are essential for progress in all areas of the curriculum. Because of this, all teachers have responsibility for promoting language and literacy development. Every teacher in each area of the curriculum needs to find opportunities to encourage young people to explain their thinking, debate their ideas and read and write at a level which will help them to develop their language skills further.’ Building the Curriculum 1 Furthermore, the Literacy and English: principles and practice paper outlines the importance of literacy: ‘Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundations for lifelong learning and work, and contributes strongly to the development of all four capacities of Curriculum for Excellence.’ (Curriculum For Excellence, Literacy and English, Principles and Practice, 2009) 6Page 30
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Data trends in Scotland and Moray The key national and local data collections which monitor aspects of literacy in Scotland are: • National Standardised Assessments for Scotland (NSA) formerly Scottish National Standardised Assessment for Scotland (SNSAs) and their Gaelic equivalent (MCNG). • Achievement of Curriculum for Excellence (CfE) Levels (ACEL). A detailed analysis of Moray Council: Achievement of Curriculum for Excellence Levels 2024 The national data can be found in Appendix 2 “It would feel odd not to read.” 7Page 31
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National context – Scotland’s curriculum Scotland’s curriculum places learners at the heart of education. At its centre are the four capacities – the purpose of our curriculum. These capacities reflect and recognise the lifelong nature of education and learning. Our Moray Literacy Strategy outlines all staff and practitioners have a responsibility to support the development of literacy which contributes strongly to the development of all four capacities of Curriculum for Excellence. Oracy and critical thinking must be central to curriculum and pedagogies for literacy. Given the speed and nature of advancing technologies and its impact on how we communicate, critical literacy in digital texts should be a focus. Fundamental to our approach is supporting all children and young people to develop competence and confidence within the tools for literacy. 8Page 32
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The vision and priorities for education in Scotland – National Improvement Framework “Literacy is the key to lifting children out of poverty.” – Sir Harry Burns, Chief Medical Officer for Scotland 2005-2014 The National Improvement Framework sets out the vision and priorities for Scottish education that have been agreed across the system, and the national improvement activity that needs to be undertaken to help deliver those key priorities. Our vision for education in Scotland: Excellence and Equity • Excellence through raising attainment and improving outcomes: ensuring that every child and young person achieves the highest standards in literacy and numeracy, as well as the values, attitudes, knowledge and skills necessary to shape a sustainable future as successful learners, confident individuals, responsible citizens, and effective contributors. • Achieving equity: ensuring every child and young person has the same opportunity to succeed, no matter their background or shared protected characteristics, with a particular focus on closing the poverty related attainment gap. Drivers of improvement in the National Improvement Framework Our Literacy Strategy incorporates the key drivers of improvement in line with the National Improvement Framework. “I’m able to communicate to friends. We message and talk to each other, and we know each other better.” 9Page 33
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Partnership Working We recognise that Education cannot fulfil our vision without strong partnerships with a range of public sector, third sector and community organisations working together to achieve the best for Moray’s children and young people. Working collaboratively, tapping into the strengths and assets of the wider community is essential to the success of GIRFEC. Library Services, Educational Psychological Services, UHI Moray, SaLT and Community Learning and Development as well as a range of local and national partners all have a role in our Moray Literacy Strategy. Meeting Support Needs in Literacy “It is essential to remember that teaching methods addressing word reading and spelling difficulties remain in essence the same whether or not the word ‘dyslexia’ is used’.” – Reason and Stothard, 2013 Many children develop literacy skills easily, whilst others experience varying degrees of difficulty in acquiring either basic or more advanced levels of literacy. These children and young people can be said to have additional support needs and will require more support than their peers in order to progress. Difficulties in literacy can vary in a number of ways: which areas of literacy they affect; how severe the needs are; the degree to which skills can be improved and difficulties overcome; and the extent to which literacy difficulties are accompanied by other additional support needs. The Meeting Support Needs handbook is a guide for Moray Educational Practitioners on where to go in order to find comprehensive guidance for assessing and supporting literacy difficulties and to know when it would be appropriate to identify literacy difficulties including dyslexia. Further resources can be found in Our Moray Literacy Good Practice Guide in glow. 10Page 34
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Our Moray Literacy Good Practice Guide Listening and Talking • High quality interactions • Oral language • Explicitly teaching vocabulary • Making links across the 4 contexts for learning Phonics into spelling (Encoding) 1. Phonological awareness: • hear it, say the sound(s) – no visual • stretch it, count sounds • Make links to words with the same sounds 2. Identifying grapheme(s), select letter(s) 3. Write word 4. Read work – decode 5. Grow it morphology / etymology Talking into writing • Handwriting • Grammar and punctuation in context • Gradual release of responsibility: 1. Stimulus 2. Dialogue 3. Model planning, drafting, revising, editing and publishing as appropriate developmentally • Making links across the 4 contexts for learning Phonics into Reading (Decoding) • 5 components of reading: 1. Phoneme awareness 2. Explicit and systematic teaching of synthetic phonics 3. Vocabulary 4. Fluency 5. Comprehension strategies • Building a reading culture • Critical literacy and disciplinary literacy • Making links across the 4 contexts for learning 11Page 35
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“It helps me to formulate my ideas and value contributions to discussions.” Our Moray Literacy Strategy Overarching Aim: In order to realise our overarching literacy aim, there are four outcomes; • High quality curriculum making • Evidence based approaches • Early interventions and high-quality assessment • Skilled analysis of data Subsequent agreed actions (are listed against each outcome on the following pages) and integrated themes; listed below: • Partnerships • Moderation • Tracking and monitoring • Self-evaluation Together the four outcomes, integrated themes and actions should inform daily work at authority level, in our education settings and by everyone working and learning in our education communities. Our Moray Literacy Good Practice Guide provides a range of resources, which schools are empowered to use as part of wider school improvement planning to support a measured and manageable approach to implementation. Links to National and Moray Policies, Guidance and Frameworks Reflected in our Moray Literacy Strategy is our collective commitment to the aims of National and Moray policies, guidance, frameworks, and strategic priorities, directing our approach to improvement of literacy attainment and achievement of Moray’s children and young people in all our settings. Appendix 3 12Page 36
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Outcome 1 and Actions High Quality Curriculum Making Our literacy curriculum is progressive, informed by Our Moray Standard and Our Moray Literacy and English Learning Teaching and Assessment Framework. We communicate a clear strategy for raising attainment in literacy across the community, fostering high expectations for all and clear roles and responsibilities. Our strategy for raising attainment in literacy details how we foster involvement and engagement with families / carers with lifelong literacy learning. We work collaboratively with learners and partners to review and improve the curriculum to ensure it remains relevant for our current learners, forward looking and cognisant of future skills. “If you can’t read you miss out lots of fun stuff.” Resources to Support • Action Plan 1 High Quality Curriculum Making • Roles and Responsibilities Audits • Our Moray Literacy Good Practice Guide • Meeting Support Needs Handbook • Resources on SharePoint • Our Moray Literacy Team Site 13Page 37
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Outcome 2 and Actions High Quality Curriculum Making Leadership is developed by empowering the whole school community to take ownership of their own literacy learning. We adopt a practitioner enquiry-based approach to ensure a positive impact on learner literacy progress and attainment. We work collaboratively to develop and moderate evidence-based approaches to literacy, ensuring excellence and equity for all. We reflect on learning, teaching, and assessment to identify strengths and areas of improvement engaging with staff, learners, parents / carers, and partners. We engage with Our Moray Literacy Good Practice Guide. Resources to Support • Action Plan 2-Evidence Based Approaches • Our Moray Standard • Our Moray Literacy Good Practice Guide • Resources on SharePoint • Our Moray Literacy Team Site “Talking is important as you have to able to talk in front of people to get jobs.” 14Page 38
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Outcome 3 and Actions Early Intervention and High Quality Assessment Our assessment overview details how we plan and moderate assessment and report progress to parents / carers. We work collaboratively within our school, Associated School Group, and across Moray Council to agree standards of achievement of a level, and utilise our school QAMSOs. We use assessment and tracking data to inform our Moray BGE Tracking Language and Progress and Achievement and utilise AnalyseM. We have clear strategies for delivering excellence and equity for all our learners; universal, and targeted interventions. Resources to Support • Action Plan 3-Early Intervention and High Quality Assessment • Our Moray Literacy Good Practice Guide • Meeting Support Needs Handbook • Progress and Achievement and AnalyseM • Resources on SharePoint • Our Moray Literacy Team Site “It’s important to be good at reading or you could feel anxious reading in front of others. You wouldn’t know what to do without reading.” 15Page 39
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Outcome 4 and Actions Skilled Analysis of Data We have processes in place to gather a range of data to drive literacy improvements through engaging with staff, learners, parents / carers, and partners. We have processes in place for consistent transferring of literacy information – both universal, and targeted at transition points. We skilfully analyse a wide range of data utilising AnalyseM for continuous improvement of literacy skills for all our learners. “Being literate gives you so many opportunities from bettering your career to being able to understand culture and society.” Resources to Support • Action Plan 4-Skilled Analysis of Data • Our Moray Literacy Good Practice Guide • Resources on SharePoint • Progress and Achievement and AnalyseM • Our Moray Literacy Team Site 16Page 40
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Roles and Responsibilities It is the responsibility of all to realise our aim, outcomes and actions for Our Moray Literacy Strategy. Clear roles and responsibilities have been identified in Appendix 4. All senior leadership teams should ensure all those working with learners have a clear understanding of their role and responsibility in implementing Our Moray Literacy Strategy. Through quality assurance processes, senior leaders provide support and challenge to evidence improvements and areas of development to ensure educational transition for our children and young people is progressive and robust so that literacy skills continue to develop, meeting the needs of all children and young people. “If you can’t read, you can’t read good books. Good books spark your imagination.” “It gives you the opportunity to include yourself in discussions. If your taking social subjects, it allows you to present your arguments/points in a manner that others will take seriously.” 17Page 41
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How Will We Implement Our Moray Literacy Strategy? Our Moray Literacy Strategy will be launched in session 2025-26 and schools should start to engage with the strategy in line with their School Improvement Plans to inform their school approach to literacy and identify strengths and next steps. For each of the four key outcomes and actions there are linked roles and responsibilities, and action plans available for educational settings to self- evaluation against as part of wider school improvement planning processes. The Good Practice Guide sits alongside the strategy and is a separate working document, detailing planning, evidence- based approaches, tracking tools, assessments, interventions and will be updated in line with new national and local guidance. Implementation will further be supported through resources stored in Our Moray Toolkit. To support collaborative ways of working including coordination with QAMSOs, Our Moray Literacy Team Site has been established. A suggested whole school approach to implementing Our Moray Literacy Strategy is detailed below. Refer to School Improvement Plan to identify literacy priorities. Senior Leadership Team read through Our Moray Literacy Strategy. As appropriate RAG rate each of the Four Action Plans to identify strengths, resources to support priorities and areas for development. As appropriate RAG rate Roles and Responsibilities Audits to identify strengths and areas for development. Read through Our Good Practice Guide to identify resources to support areas of priority in SIP. Copy and paste areas of development into the Moray Action Plan and Reporting Template tied into school priority areas in SIP. Our Moray Literacy Strategy overarching aim is: ‘Attain high standards in literacy for Moray’s children and young people.’ Part ership Moderati on Tracking and Monitoring Self-Evaluati on 18Page 42
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Appendices Appendix 1 GIRFEC Appendix 2 National Data Appendix 3 Links to National and Moray Policies, Guidance and Frameworks Appendix 4 Roles and Responsibilities Senior Officers Senior Leadership Teams Class and ASN Teachers Role of Educational Psychologist Role of Library Services and Librarian Appendix 5 Implementation Action Plans Action Plan 1 Action Plan 2 Action Plan 3 Action Plan 4 Appendix 6 Moray Action Plan and Reporting Template Appendix 7 Glossary of Terms 19Page 43
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APPENDIX 2 SPFINANCE-565096732-34 28/04/2025 15:36 INTEGRATED IMPACT ASSESSMENT COVERING • EQUALITIES & SOCIO ECONOMIC DUTIES • HUMAN RIGHTS AND RIGHTS OF THE CHILD DATE UPDATES/EXECUTIVE SUMMARY VERSION DETAILS Insert Date (e.g. 03/10/2023) Add brief notes/highlight which section amended (e.g. first draft of IIA completed and submitted to SFC 25/10/2023 for consideration; noting that further work on Stage 2 will be required). Insert (ShP) Version Info (when details have been agreed) (e.g. 5.0 03/10/2023 11:21 AMcL) 14/04/25 First Draft of IIA completed V1 STAGE 1 - DO I NEED AN INTEGRATED IMPACT ASSESSMENT? Name of policy or proposal: Our Moray Literacy Strategy has been developed. Is this a Mark X below New activity, programme or policy? X Change to an existing activity, programme or policy? Budget proposal? Duties - tick the boxes you think apply No Maybe Yes Equalities: Will your proposal have an impact on groups with protected characteristics? Consider the impact of your proposal on people and how they access your services and information without barriers. X Socio-economic Not every person/family has access to regular income or savings. Will your proposal have an adverse impact on them X Does your proposal impact on the human rights of people? X Does your proposal impact on the rights of children and young people X Reasoning - Briefly describe your reasoning for the responses given above: Equalities: The implementation of Our Moray Literacy Strategy will support our children and young people. Schools and teachers will access a wide range of resources and materials to support the wide and varied needs of our pupil and parent/carer population. The strategy is linked to our Moray progressions in literacy and a tool kit of materials and resources are accessible to school staff in order to support and reduce/remove any barriers to the development of literacy. Socio-Economic: The implementation of Our Moray Literacy Strategy will not negatively affect any individual or family’s income or savings. Human Rights: The implementation of Our Moray Literacy Strategy will not negatively affect any human rights of people. Page 45
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APPENDIX 2 SPFINANCE-565096732-34 28/04/2025 15:36 Rights of Children & Young People: It is hoped that the implementation of Our Moray Literacy Strategy will support the rights of children and young people in their access to literacy skills and support. If you have answered “maybe” or “yes” to any of the Stage 1 questions above then proceed to complete the Stage 2 Integrated Impact Assessment questions below. If you have answered “no” to the Stage 1 questions above then provide the details below and submit to [email] Lead Officer Vivienne Cross, Head of Education Other people involved in the screening (this may be council staff, partners or others i.e. contractor or community) Craig Fowler, Principal Educational Psychologist Date 14/04/25 STAGE 2: INTEGRATED IMPACT ASSESSMENT Please give a brief description of the affected service 1. Describe what the service does: Our Moray Literacy Strategy aims to improve literacy outcomes for our children, young people and communities across Moray. Delivering this throughout our ELC settings and schools will improve consistency in the development in literacy skills across Moray 2. Who are your main stakeholders? School leaders, teachers, school staff and pupils across Moray. 3. What changes as a result of the proposals? Is the service reduced or removed? Having our Moray Literacy Strategy implemented should further improve access to tools and resources to assist teachers, school staff and parent/carers to meet the needs of our children, young people and learning communities in a consistent manner, building on the Moray learning progressions and evidence-based practice. The tools and resources provided in the accompanying tool kit and practice guide should reduce the need for re-inventing the wheel with access to tried and tested teaching methods and resources. There will be no reduction or removal of any services. 4. How will this affect your customers? In line with the Scottish Government’s 2025 National Improvement Framework (NIF) for Scottish Education the implementation and delivery of the strategy should ensure every child and young person in Moray will be supported to improve achievements in literacy through embedding the rights of the child and closing the attainment gap (particularly poverty related) between the most and least disadvantaged. 5. Impact on staff providing the service Teachers, ELC, school staff and other stakeholders involved in the development of Our Moray Literacy Strategy asked for evidence based digital resources and tools to enable them to Page 46
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APPENDIX 2 SPFINANCE-565096732-34 28/04/2025 15:36 further support the development of literacy skills across our ELCs and schools in Moray. They requested a strategy that would also be supported with resources and tools to enable teachers and school staff to consistently deliver a quality learning experience in literacy. Highland Literacy Officer is extending access to a plethora of support materials via Highland Literacy. This is intended to reduce teacher workload and pressure as all resources and materials are located in the same digital space. 6. Please indicate if these apply to any of the protected characteristics Protected groups Potential impacts and considerations Race Disability Positive Impact - There is a significant number of resources and materials specifically designed and tailored to support pupils with additional support needs. Carers (for elderly, disabled or minors) Sex Pregnancy and maternity (including breastfeeding) Sexual orientation Age (include children, young people, midlife and older people) Positive Impact - The materials and resources cover the age range 3-18 years. Religion, and or belief Gender reassignment Inequalities arising from socio- economic differences Positive Impact – low-income households will benefit and inequalities reduced Human rights List of convention rights Describe, where applicable, if and how specific rights are engaged Article 5: Right to liberty and security Article 6: Right to a fair trial Article 8: Right to respect for private and family life, correspondence and the home Article 10: Freedom of expression Article 11: Freedom of assembly and association Article 12: Right to marry Article 14: Prohibition of discrimination (in relation to the convention rights) Page 47
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APPENDIX 2 SPFINANCE-565096732-34 28/04/2025 15:36 List of convention rights Describe, where applicable, if and how specific rights are engaged Article 1 of Protocol 1: Protection of property Article 2 of Protocol 1: Right to education Our Moray Literacy Strategy is intended to enable a quality learning experience to our learners by enabling and supporting school staff to assess and meet literacy needs across Moray. Article 3 of Protocol 1: Right to free elections by secret ballot Children’s Rights and Wellbeing Relevant articles – UNCRC Article 2 – Non discrimination Supports this right Article 3.1 – Best interest of the child - must be a top priority in all decisions and actions that affect children. Supports this right Article 6.2 – Right to survival and development Supports this right Article 12 – Respect of the views of the child Supports this right Article 28 – Right to education – not to be denied access to the existing educational system Supports this right Article 31 – Right to leisure, play and culture – promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, recreational and leisure activity. Supports this right 7.Evidence. What information have you used to make your assessment? Performance data INITIAL ANALYSIS OF ACHIEVEMENT OF CURRICULUM FOR EXCELLENCE LEVELS 2024 Committee Report - 18 February 2025 Internal consultation Our Moray Literacy Strategy was developed collaboratively with ELC, Teaching Staff (Primary and Secondary), Library, Community Learning and Development Representatives, Educational Psychologists and consultation was sought via Speech and Language . Consultation with affected groups Views of the children and young people were sought on what literacy means to them. Page 48
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APPENDIX 2 SPFINANCE-565096732-34 28/04/2025 15:36 Local statistics National statistics Other THE REVISED - 2025 NATIONAL IMPROVEMENT FRAMEWORK 2025 National Improvement Framework 8.Evidence gaps Do you need additional information in order to complete the information in the previous questions? I think that the above local and national evidence is sufficient evidence. 9.Mitigating action Can the impact of the proposed policy/activity be mitigated? Please explain N/A 10.Justification If nothing can be done to reduce the negative impact(s) but the proposed policy/activity must go ahead, what justification is there to continue with the change? N/A SECTION 3 CONCLUDING THE IIA 1.No potential negative impacts on any of the protected groups were found. X 2. Positive potential impacts have been identified. The impacts relate to: Reducing discrimination, harassment, victimisation or other conduct prohibited under the Equality Act 2010 Promoting equality of opportunity Positive Fostering good relations Positive 3.The proposals support human rights and/or the rights of the child Positive 4.Negative impacts can be mitigated as outlined in question 9 5.The negative impacts cannot be fully mitigated but are justified as outlined in question 10 6.Further consultation with affected groups is needed. 7.It is advised not to go ahead with the proposals. Decision - Set out the rationale for deciding whether or not to proceed with the proposed actions: It is recommended to implement the Our Moray Literacy Strategy due to the positive impact(s) delivery will have in terms of addressing and / or minimising any existing inequalities or disadvantage in relation to current attainment gaps. Date of Decision: Page 49
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APPENDIX 2 SPFINANCE-565096732-34 28/04/2025 15:36 Sign off and authorisation: Service Department Policy/activity subject to IIA We have completed the integrated impact assessment for this policy/activity. Name: Craig Fowler Position: Principal Educational Psychologist Date: 14th April 2025 Authorisation by head of service Name: Position: Date: Permission to publish on website - Please return this form to the Equal Opportunities Officer, Chief Executive’s Office. Page 50
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU007/25/DD/JS/DD Author: Diane Douglas Jackie Stevenson Contact Email: education@moray.gov.uk Subject: Additional Support Needs Review – Update on Progress 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to provide update on continued progress of the Additional Support Needs (ASN) review. 1.2 This report is submitted to Committee in terms of Section III (D) (27) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report is to provide update on the Additional Support Needs (ASN) forecasting tool, Early Years’ ASN funding allocation process, an update on staffing in the Flexible Learning Resource (FLR), update on Moray Adapted Curriculum (MAC) and to note concerns around Enhanced Provision capacity at Millbank Primary School and Elgin High School. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Consider and note the proposed ASN forecasting tool; ii) Consider and note the work progress regarding Early Years’ ASN allocation and agree to a further report to update Committee on the position with this moving forwards; Item 7.* Page 51
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iii) Consider and note the update on the Flexible Learning Resource; iv) Consider and note the update on Moray Adapted Curriculum; and v) Consider and note concerns around Enhanced Provision Capacity at Millbank Primary School and Elgin High School. Diane Douglas, Quality Improvement Officer (Additional Support Needs) Jackie Stevenson, Head Teacher (Moray SEBN Service) 4. BACKGROUND AND CONTEXT 4.1 The review of ASN in the Council has been ongoing for some time with various reports to Committee. A report was presented to this Committee on 18 February to advise Committee of the proposed allocation methodology for ASN (teachers and support staff) for session 2025-26. Committee agreed to the funding for ASN being maintained at the same level as 2024-25, taking into account pay awards allocated. The allocations are based on the extensive 2023/24 moderation exercise, awareness of change of need across the year, ASN Resource Group (ARG) requests in 2024-25 and re-moderation information. Re-moderation commenced in February 2025, with 15 schools being re-moderated by the end of term. All schools were advised of their allocation when they returned in term 4. ASN Forecasting Tool 4.2 Last year, an in-person ASN moderation took place to more robustly understand the level of ASN in all settings. The information derived from this moderation formed the basis of the allocation for session 2024-25 and has been used to support the development of an ASN forecasting tool. 4.3 Levels of additional support need across the authority have been recorded since 2022; however, data before 2024-25 was not robustly moderated in person. The level of need observed was categorised and weighted, where the highest level of need received a higher weighting. This allows the service to understand the impact of the ASN in the school context and within a school roll. For example, a school may have a weighted ASN of 50 and a school roll of 300 which would give a percentage of weighted ASN of 16%, whereas a school where they have a weighted of ASN of 50 and a school roll of 100, the percentage of ASN would be 50%. This has allowed the service to rate the level of ASN in schools. This has now been calculated and tracked in an ASN forecasting tool to look at trends and patterns. The forecasting tool can resemble the school roll forecasting tool but giving a weighted proportion of ASN. However, there are many variables which can impact predictions of this nature, including placing requests and new to area. With the more detailed data held centrally, it is possible to provide different predictions but the data will have to be manipulated manually. 4.4 Forecasts for 2025-26 will be verified as part of the forecasting testing work with in-person moderation work which has already commenced in Early Years and School settings. Early Years’ Funding Allocation 4.5 It was recognised during session 2024-25 that the methodology used for moderation in Early Years’ settings and schools did not work as effectively in the Early Years’ settings. In addition, the needs of younger children change at a faster rate which meant that the level Page 52
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of allocation did not always match the needs observed later in the year. This resulted in settings either receiving an allocation which was either too great or too small. It has also been acknowledged that there is to be a shared understanding of ASN as well as age and stage appropriate developmental needs across the authority. A short life working group was formed with the Early Learning and Childcare (ELC) Service Manager, Quality Improvement Officer (ASN) and representatives from ELC settings (both Council and private providers). This group has met on three occasions and has created a matrix for Exceptional Support Needs which will cover the higher level of ASN within ELC. In order to better allocate resource for lower level of ASN need and developmental needs, the group is currently developing a context driven element which will form part of the funding allocation. Allocations for ELC will be decided by the end of May 2025. Funded provider and local authority allocations will be considered holistically. Consideration will be given to funded provider payments to ensure their allocations are reflective of National Insurance (NI) requirements and the imminent Local Government Pay Award. Flexible Learning Resource (FLR) implementation update 4.6 The Moray FLR approach supports inclusive practice in schools. The service vision includes FLRs in East and West Moray and one centrally. FLRs support a number of schools in an area where learners will remain on the roll of their registered school and attend the FLR for part of the time. FLR staff will liaise closely with the learners’ school. It supports learners, who are displaying behaviours that are of concern, in order that they become self-aware, as well as self-regulating learners who have the skills to make good choices. It also supports school staff to reflect on the school environment and curriculum, and through staff observation, modelling and training. The FLR team of teachers and support workers work in partnership with the learners’ base school staff to provide a nurturing, inclusive and informed school experience for children and young people. 4.7 The roll out of the FLR model continues to be compromised due to the high level of staff absence in the former Autism Team and the failure to recruit staff for the Elgin Academy Enhanced Provision. As a result of this situation the operational focus of the Central ASN team continues to be the delivery of the Moray Adapted Curriculum Model (MAC) for children and young people who are at risk of not being educated in Moray, and providing staff cover for the Elgin Academy enhanced provision. This will continue to be the situation until Elgin Academy successfully recruit permanent or temporary staff to the Enhanced Provision posts. Once the Elgin Academy Enhanced Provision is fully staffed the Central ASN team staff will be able to roll out the FLR model in Moray central. Due to current restrictions on capital spend the opening of physical FLR spaces is on hold and the FLR approach will instead by delivered peripatetically in Moray East and West as required. 4.8 The ASN Change Management Plan (CMP) phases 1 and 2 have been fully costed and Accountancy has confirmed that existing funding is sufficient to meet the cost of the proposed operating model. Recruitment to the Phase 1 posts can now progress, and recruitment to the Phase 2 posts will follow during the Phase 2 implementation phase in June 2025. Flexible Framework: Curriculum for All 4.9 The Flexible Framework currently has 11 fully approved adapted curriculum providers enrolled on it. There are a further 3 providers who have expressed an interest and are working towards securing the necessary policies prior to final submission. The first Page 53
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evaluation of the model is in process with providers and schools. To further promote the Flexible Framework approach work is underway with the Council Communications team to produce a promotional video and to host a Meet the Provider event. Moray Adapted Curriculum (MAC) update 4.10 The MAC model is designed to support Primary and Secondary children and young people who due to their variety and complexity of ASN are at risk of not being educated in Moray’s mainstream setting through an inclusive adapted curriculum, or in an enhanced provision setting. The overall aim of the MAC is to promote positive health and wellbeing and engagement with learning to ensure the children and young people have the knowledge and skills they need to be as independent as possible in learning, life and work. Staffed by teachers and support workers MAC offers targeted skills-based wellbeing and curricular opportunities that are creative, flexible and personalised to the child or young person’s situation. This includes a health and wellbeing group, a Lifeskills group, and personalised support for learning at a relevant level. The proportion of time children and young people spend at MAC is planned through Child Planning and flexes in response to their need and circumstance. Currently there are 14 children and young people supported through MAC; 11 of the 14 were previously school non-attenders, 1 of them attends MAC fulltime. MAC young people are support by the Moray Flexible Framework (Curriculum for All) and there are currently 12 providers on this Framework. Schools can also access the providers on the Framework. Enhanced Provision Capacity Concerns at Millbank Primary and Elgin High School 4.11 It should be noted that there is currently no formal method to measure physical capacity within Moray enhanced provisions and when discussing capacity this report refers to physical space rather than staffing ratios. This is recognised as a challenge nationally and work is currently underway to look at this on a wider scale. Officers are aware and engaging with national discussions. Elgin High School 4.12 Prior to 2024-25, Elgin High School had the only enhanced provision within Elgin. This has led to all young people in Elgin whose needs require an enhanced provision having to attend Elgin High School, thus pushing the capacity of the enhanced provision to its limit. During session 2024-25, B06, the autism unit situated in Elgin Academy, has become an enhanced provision, to be managed by school staff. This will support the alleviation of capacity issues at Elgin High School but due to the failure to recruit appropriate staff, especially a Principal Teacher of ASN, this has been delayed. This has resulted in Elgin High enhanced provision being at such a level that some placing requests from out of catchment will likely be turned down due to insufficient space. As previously stated, this should be alleviated by the successful implementation of an Enhanced Provision at Elgin Academy. Millbank Primary 4.13 The enhanced provision within Millbank Primary, the Bothy had reached its physical capacity in session 2023/24. In order to support this and with an increase in need at the school, an additional Enhanced Provision space was created within the mainstream area of the school during session 2024/25 which has been named Bothy 2. In addition, and recognising the particular needs of children attending the school, a nurture space has also been created which is impacting on the physical capacity of the school as well as general purpose areas. Officers and the senior leadership team of the school ascertained that it Page 54
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was not possible to continue to provide a high quality, safe learning environment for the amount of children in the Bothy and the adults required to support them. For session 2025-26, there are a further 11 young people in P1 who will require to access the enhanced provision for a majority of their time in school, with only 2 leaving to go to secondary. For session 2026-27, the school is currently aware of 8 young people who are likely to require the enhanced provision with only 1 leaving for secondary. The young people are all from the Buckie Associated Schools Group (ASG) so Millbank Primary would be their catchment enhanced provision school. If the trends continue in line with the ASN forecasting tool, there will be a requirement to plan for further provision. For session 2025- 26, a Support for Learning space has been identified as an additional enhanced provision space and has already had the adaptations required to ensure safety. While this has reduced the current mainstream capacity, it has allowed for appropriate safe provision for the young people requiring enhanced provision space. During session 2026-27 data will be regularly analysed and a further paper, outlining the options will be presented to Committee, if required. Flexible Education: 4.14 The Flexible Education Policy will be presented to Committee after summer recess along with other reports including the Home Education annual report. It will contain details of Moray’s approach to flexible learning, adapted timetables and Home Education. 5. PROPOSALS 5.1 It is proposed that this paper will inform committee about the current updates of the ASN review. 5.2 It is proposed that this paper will raise awareness of initial concerns around enhanced provision capacity concerns. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) x Policy and Legal x Financial x Risk x Staffing x Best Value and Transformation x Property x Information Communications Technology/Digital x Equalities. Social Inclusion and Economic Impact x Climate Change and Biodiversity Impact x 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Page 55
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Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 Policy and Legal The Council has a statutory duty to make adequate and efficient provision for the additional support required by each child or young person for whose school education it has responsibility for, in term of the Education (Additional Support for Learning) (Scotland) Act 2004. The ASN Review implementation is proceeding within the context of this legislation and the recommendations of the Morgan Review. 6.4 Financial There are no financial implications arising directly from this report where the ASN funding has already been agreed at Committee. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk Forecasting tool – highlighting an increase of ASN across the authority which will have an impact on funding and staffing implications. ELC Allocations – level of need may be higher than anticipated thus having an impact on funding and staffing implications. FLR – continued difficulties in recruiting to positions in Elgin Academy enhanced provision will further delay the roll out of the FLR model. Page 56
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MAC – with an increase in higher level of need, this may have an impact on the capacity within the provision. Enhanced Provision Capacity – if need continues to rise as forecast, risk of capital spend requirement in order to provide extensions to existing provisions. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no best value or transformation implications arising directly from this report. 6.8 Property There are no property implications arising directly from this report. Any future impacts will be reported to Committee for consideration. 6.9 Information Communications/Technology/Digital There are no information communications, technology or digital implications. 6.10 Equalities, Social Inclusion and Economic Impact This helps to better meet the requirements of ASN legislation in relation to providing full- time educational input personalised to young people’s needs. 6.11 Climate Change and Biodiversity Impacts There are no climate change and biodiversity impacts arising directly from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with Head of Education (Chief Education Officer), Quality Improvement Manager, Early Years’ Service Manager, Quality Improvement Officers, Chief Financial Officer and Caroline O’Connor, Committee Services Officer are in agreement with the contents of this report as regards their prospective responsibilities and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Page 57
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive, (Education, Organisational Development and Communities) Report No: EDU026/25/VC/VC Author: Vivienne Cross Contact Email: education@moray.gov.uk Subject: Thematic Inspection: Local Authority Approaches to Supporting School Improvement 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to note the report received from Education Scotland regarding the national thematic inspection on local authority approaches to supporting school improvement. 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. SUMMARY 2.1 His Majesty’s Chief Inspector of Education announced a national thematic inspection of local authorities in Scotland and visited all 32 local authorities during September and October 2024. This report summarises the national report as well as provides Committee with a copy of the Moray report and highlights. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Consider and notes the contents of the report at Appendix ; and ii) Agrees the actions arising for the service as a result of the thematic inspection Item 8.* Page 59
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Vivienne Cross Head of Education (Chief Education Officer) 4. BACKGROUND AND CONTEXT 4.1 In June 2024, His Majesty’s Chief Inspector of Education announced a national thematic inspection of local authorities in Scotland. The focus of this thematic inspection was how local authorities support schools to improve. This inspection provided a timely opportunity to reflect on the strengths, challenges and opportunities for ensuring high- quality education for all learners. 4.2 His Majesty’s Inspectors (HMI) visited all 32 local authorities during September and October 2024. They learned what was working well and heard about challenges that local authorities encounter and improvements that need to be addressed to ensure effectiveness across Scotland. The Moray report is outlined in Appendix 1. 4.3 HMI gathered evidence on the following themes: • How local authorities support schools to improve the quality of Education through implementing effective improvement planning and standards and quality reporting • How local authorities support schools to improve the quality of education through self- evaluation and quality assurance • How local authorities support schools to improve the quality of education through professional learning • How local authorities deliver universal support and challenge for all schools, and targeted support for specific schools to improve the quality of education Main messages and summary findings across Scotland 4.4 All local authorities provide guidance for self-evaluation, improvement planning and standards reporting, often using standard templates, exemplars and timelines. 4.5 Most authorities (including Moray) equip headteachers with a range of useful data (eg on attainment and attendance) for self-evaluation and benchmarking. 4.6 In most authorities, headteachers are engaged in worthwhile processes to collaborate and share practice, often within clusters. They help to improve the quality assurance and self- evaluation approaches. In Moray there has been a move away from Associated Schools’ Group (ASG) to Family Improvement Groups based on the feedback from Head Teachers who wished to work with schools with a similar context and size to their own. 4.7 Most authorities analyse school self-evaluation and improvement planning processes to inform local priorities, professional learning needs and to identify targeted support for individual schools. The Service Plan, as a separate item on this Committee agenda, has been informed by information gathered from schools as well as a range of data. The professional learning offer provided to schools is also updated using this information. As noted in the Moray report, targeted support to schools is informed by the currently confidential risk matrix although there are plans for this to be shared more widely as noted in 5.1 below. 4.8 Budget cuts and fiscal challenges are a shared concern among all local authorities and school leaders. Page 60
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4.9 Most local authorities have well established and well understood systems in place to evaluate and monitor the performance and quality of education in schools, but they are not always effective. The majority of authorities should continue to develop robust ways to evaluate the effectiveness of their school improvement strategies. In Moray the Quality Improvement Manager (QIM) has implemented a robust programme of development activities for Quality Improvement Officers (QIOs) in order to ensure greater consistency in approach. In addition it was noted in the Moray report that school visit programmes varied between primary and secondary. This was necessary based on information gathered regarding secondary schools and their attainment profiles. The QIM will take the report into consideration when compiling the programme for next year. 4.10 In a minority of local authorities, strategic approaches are demonstrably improving attainment and standards in learning, teaching, and assessment in primary schools, but much less so in secondary schools. In most authorities, there is a need to revisit the principles of self-evaluation for improvement, so that this is well understood by school leaders and staff at all levels, particularly secondary schools. In Moray, there is improvement across primary schools as evidenced in recent inspection reports however this is not across all schools and the position locally echoes that of national where improvement is required across secondary schools. The service has already used a recent strategic meeting to revisit self-evaluation principles and will continue to target schools where improvement is required. 4.11 A few local authorities have developed an effective system leadership approach across their schools. Many more local authorities are working towards this. Where this approach is effective, school leaders and their staff teams provide robust challenge and support to one another. They collaborate and share practice and feel empowered to lead and drive educational change. Building capacity within school teams in using robust, data-driven self-evaluation, strengthened by peer moderation, can help all local authorities to continue to raise standards and produce better outcomes for children and young people, despite diminishing budgets and numbers of officers in central teams. This is the vision of the service with the move to Family Improvement Groups and a growing number of Head Teachers supporting and challenging colleagues at the request of the service. 4.12 All local authorities provide a programme of universally accessible professional learning opportunities for leaders and staff in schools. The Moray programme is linked to the staged intervention model with universal, universal with support and targeted support. Mandatory training was introduced this session aligned with improvement work around Additional Support Needs and this has been welcomed by the system. 4.13 Most local authorities have well-established or improving professional learning strategies in place. It was recognised that the service looks outwards and draws on expertise from national organisations, including Education Scotland and other local authorities. 4.14 Almost all local authorities actively encourage and promote the sharing of effective practice among schools and build opportunities for this into meetings and networks. Staff engagement in network groups is customary practice in almost all local authorities. The service has many networks and also shares practice in a variety of ways including strategic meetings, written and virtual briefings. 4.15 A quarter of local authorities need to develop more rigorous and consistent approaches to evaluating the impact of their professional learning strategies. This should include Page 61
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monitoring the effectiveness of professional learning on improving the quality of learning and teaching and raising attainment, particularly in the secondary sector. 4.16 All local authorities have a framework in place to support improvement in their schools. In most local authorities, these frameworks are clear, well established and embedded in practice. The service will continue to review and embed the framework and in particular across secondary, hence the slight difference in approach to quality assurance visits. 4.17 Local authority officers play a key role in the monitoring of school performance, identifying risk and supporting change and improvement. The QIO team under the leadership of the QIM have worked hard to improve consistency in practice through a clear programme of team professional learning activities. 4.18 Almost all local authorities use an evidence-based approach to identify schools that require targeted support. A few local authorities recognise the need to increase the robustness of the procedures they use to identify schools requiring targeted support. The QIM has worked with the QIOs around the current risk assessment matrix. 4.19 The recommendations from the National report are contained in Appendix 2 and the service will continue to review the Moray Quality Improvement Framework (MQIF) and approaches to improvement based on this with actions below. 5. PROPOSALS 5.1 Based on the evidence from the Moray report as well as the national thematic report, the service will be sharing with Head Teachers the assessment of risk based on data, school visits and documentation gathered. This will also be reported to Committee so that members have an understanding of the universal and targeted support for schools for the coming session. 5.2 It is intended that Head Teachers will attend Committee in session 2025/26 when there is an Inspection report published for their school. 5.3 The MQIF will continue to be reviewed and updated in order to support schools to further improve. This will include further moderation within the central officer team to ensure that consistency of support and challenge continues. 5.4 The QIM will share the quality assurance visit programme with schools before the start of session 2025/26. 5.5 The Quality Improvement team will, using data and evidence available to them, target schools where improvement is required to support their self-evaluation for self- improvement processes. Associate assessors, linked to each Family Improvement Group will further support this. 5.6 The service will continue its journey to be a self-improving system. Working in the Family Improvement Groups will support this. A number of Head Teachers and Depute Head Teachers have been trained as Peer Reviewers and will be used in school reviews. Once this network includes all senior leaders from schools, the service will start to train Principal Teachers and other colleagues to support this further. The QIM and Head of Education are working with peers in other local authorities which includes an Page 62
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improvement Association of Directors of Education (ADES) Quad with East Lothian, Angus and Argyll and Bute. This network will be further enhanced when officers start to support school reviews in other local authorities. 5.7 The service will revisit its professional learning strategy to ensure that activities are evaluated for impact in a consistent way. 5.8 The risk assessment matrix will be refined further with schools informed of whether they are categorised as universal, universal with support or targeted and this will be shared with Committee. This will include clear action plans for those identified for targeted support. 5.9 In order to support middle-leaders in secondary schools, secondary HTs are working with Education Scotland on a bespoke package of professional development for middle leaders with the first cohort of Principal Teachers currently working on this. In addition, and through the Northern Alliance collaboration, a secondary Head Teacher, Depute Head Teacher and Principal Teacher will be engaging in learning sets aimed to supporting leadership. The service will continue to consider professional learning programmes for middle and senior leaders. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) x Policy and Legal x Financial x Risk x Staffing x Best Value and Transformation x Property x Information Communications Technology/Digital x Equalities. Social Inclusion and Economic Impact x Climate Change, Biodiversity and Sustainability x 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☐ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: Page 63
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☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal The service as Education Authority must adhere to the Standards in Scotland’s Schools etc Act 2000 whereby “the Education Authority shall endeavour to secure improvement in the quality of school education which is provided in the schools managed by them; and they shall exercise their functions in relation to such provision with a view to raising standards of education.” 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk There are no risks arising directly from this report however there are risks in terms of securing improvement across schools which can be impacted on by the following: • The size and composition of the central team as well as capacity given staffing issues where they often support in schools detracting from their key role in school improvement • The ability to recruit to senior leadership roles in schools which is vital in order to secure improvement and drive change. This is particularly challenging across Secondary schools with small numbers of people applying or posts being advertised on several of occasions. In addition leets for Primary posts are small and it is very difficult to recruit to denominational schools where discussions are ongoing with the Church 6.6 Staffing None 6.7 Best Value and Transformation None 6.8 Property None Page 64
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6.9 Information Communications/Technology/Digital None arising directly from this report 6.10 Equalities, Social Inclusion and Economic Impact None 6.11 Climate Change and Biodiversity Impacts None 7. CONSULTATION 7.1 This report has been prepared in consultation with the Quality Improvement Manager, Quality Improvement Officers and the Education Consultative Group and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 Local Authority Approaches to Supporting School Improvement HMIe March 2025 Page 65
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APPENDIX 1 National Thematic Inspection: Local authority approaches to supporting school improvement Summarised Findings Local Authority Moray Council Lead HM Inspector Ken McAra In September 2024, a team of inspectors from Education Scotland visited Moray Council. During our visit, we talked to senior leaders, local authority officers, parents/carers, headteachers, teachers, representatives from professional associations and elected members. Purpose and themes The purpose of the visit was to gather evidence about how Moray Council supports school improvement, with a focus on how they support schools to improve the quality of education through: • the implementation of effective improvement planning and standards and quality reporting • self- evaluation and quality assurance • professional learning • universal and targeted support and challenge Context of the local authority The Moray Council area is largely rural, with several larger towns in the north, such as Elgin, Buckie and Lossiemouth. Three percent of children and young people in primary and secondary schools live within deciles 1-2 of the Scottish Index of Multiple Deprivation (SIMD). Approximately 35% of children in primary schools and 49% of young people in secondary schools have been assessed as requiring additional support with their learning. In 2022/2023, the average attendance was 91.2%. The national average is 90.2%. In 2023/2024 in Moray Council, children and young people are educated across 44 primary schools, eight secondary schools, no specialist schools and 16 supported learning centres within mainstream schools. The senior officers are the Head of Education and the Quality Improvement Manager (QIM). There are five centrally based quality improvement officers (QIOs) who work to support schools. Page 66
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APPENDIX 1 Schools are organised into local associated school groups (ASGs) and, more recently, into family improvement groups with similar establishments. The education department works closely with other authorities in the Northern Alliance improvement collaborative. Theme 1 - How do local authorities support schools to improve the quality of education through implementing effective improvement planning and standards and quality reporting? • How clear and effective is the local authority’s arrangements and advice to schools on self evaluation, improvement planning and standards and quality reporting? • How does the local authority ensure that schools’ self-evaluation is accurate, rigorous and robust, based on reliable and comprehensive data and information? • In what ways does the local authority promote collaboration with all stakeholders, especially learners, as essential to effective self-evaluation and identification of priorities? • What is the role of central teams in providing critical feedback to school leaders on the quality/robustness of their self-evaluation and school improvement planning processes? • To what extent does the local authority use the data from individual school or cluster improvement plans and standards and quality report, to direct their officers’ work? The Moray Quality Improvement Framework (MQIF) was developed by authority officers in session 2022-23, following looking outwards across other local authorities including the Northern Alliance regional improvement collaborative. All of the processes already existed, having been developed by senior leaders over the past four or five years. They have brought these together in a single framework. The aim of senior authority leaders was to improve the consistency of the work of the central team of officers in supporting school improvement. This included developing consistent approaches to self-evaluation, improvement planning and standards and quality reporting in schools. This publication has been welcomed by headteachers, teachers, and QIOs as the overarching framework for school improvement. It has been informed by local and national good practice including Education Scotland advice notes and the outcomes from inspections. It is updated on a regular basis. The central team, through planned professional development sessions, has developed greater consistency in its approaches to supporting school improvement along with school leaders’ use of evaluative language. Headteachers report that they feel involved in the development of the document and procedures. It provides them with clear and helpful advice on what needs to be done and when. It also contains prompts and templates for improvement activities in schools. Senior leaders refer to the framework at strategic headteachers’ meetings across the year. Senior leaders in the authority are aware that more work needs to be done to ensure that all documentation is consistently submitted by all headteachers in a timely manner. Elected members are keen to understand the themes identified for school improvement. The Headteachers’ Guide has been produced to give senior leaders all of the information they need about contacts and documentation in one place. There is separate Pupil Equity Funding (PEF) guidance and plan proforma. These are scrutinised by authority officers working closely with the Attainment Advisor. Page 67
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APPENDIX 1 Strategic meetings, which include headteachers, nursery managers and central officers, agreed a thematic focus on support and inclusion last session. The agreed theme for this session is leadership of change and driving improvement across all schools. The central team has developed a How good is our school? 4th edition (HGIOS4) ‘Health Check’ for schools. School leaders find these checks helpful to reflect on their practice with staff. There is a greater understanding across schools of quality indicators and expectations as a result of this. Quality improvement officers engage with link schools on a regular basis to support and challenge them. They triangulate school data with authority-wide data sets and observe classes using the Moray Standard for learning and teaching. Through the MQIF, the authority is encouraging schools to seek and reflect the voice of more children and young people. It is also encouraging them to seek the voice of parents and carers, through increased engagement. Headteachers report that this is a clear expectation, and that it is signposted in the guidelines and paperwork relating to school improvement. However, Parent Council chairs who spoke to HM Inspectors point out that this approach is inconsistent for parents. Parents are given information by schools about documents such as the school improvement plan but are not always consulted on it. Similarly, they do not always have a role in considering or being consulted on the use of PEF. They note that headteachers do not tend to discuss budgets with the Parent Council. They feel that the Moray Parent Forum, which brought together chairs of Parent Councils from across the authority, did not result in improvement, with issues raised not always being addressed. Senior leaders in the authority have reviewed the Moray Parent Forum based on feedback. They are aware that they need to work more effectively with parents. School leaders have been working with children and young people using the Education Scotland self-evaluation publication ‘How Good Is OUR School?’ to enable them to give their views. Secondary pupils previously attended the Education Committee to represent their peers. The central team of QIOs uses the school’s self-evaluation profile as a focus for their visits and to identify next steps. Visits can include direct observation of learning and teaching. Quality improvement officers talk to parents, pupils, and other focus groups. Headteachers find that the written report which follows is helpful and echoes what has been seen. They use the findings to inform their school improvement plans. Quality improvement officers signpost schools towards examples of interesting practice in other Moray schools, depending upon findings. The authority has commissioned ‘Analyse M,’ a primary-based tracking tool for the broad general education (BGE). The secondary version is due to be launched and should articulate with the primary version. Quality improvement officers have been involved in meetings of associated school groups (ASGs) which agreed targets together. These were often reflected in individual school improvement plans. Quality improvement officers will be invited, as appropriate to their remit, to meetings of the new Family Improvement Groups (FIGs). FIGs have been designed for schools with similar characteristics to enable them to discuss issues of common interest. School inspection reports are shared widely amongst elected members. However, elected members feel they need to know more about the Page 68
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APPENDIX 1 impact of education in schools, including both attainment and achievement. Current committee reports from education officers are ‘snapshots’ and elected members need more information about improvement. Parents would like to be better informed by the authority about how central officers are contributing to improving outcomes for children and young people. Centrally based officers have access to a range of data sets, including attainment information, and a risk matrix of factors affecting individual schools. They use this data to inform support and training for schools. For example, additional support needs (ASN) training around meeting specific pupil needs was identified as a priority. A core training offer was developed by officers, and rolled out from August, to further enhance the understanding of all. Insight data has shown that attainment in Moray schools is below its virtual comparator in most measures. Centrally based officers now need to do more to support schools to improve attainment. The central team is confident that it knows schools well. This is reflected in the risk matrix, which is currently a confidential document. Senior leaders are aware that the matrix should now be reconfigured in a form which can be shared with schools and used to take forward improvement conversations. For example, aspects of the current matrix include the subjective view of officers rather than objective data. Elected members on the Education Committee could also find this a helpful tool to understand the current context of each school. The Head of Education meets regularly with the chair and vice chair of the Education Committee. Plans are in place for head teachers to attend committee to give their perspective on inspection outcomes and attainment data. Theme 2: How do local authorities support schools to improve the quality of education through self-evaluation and quality assurance? • What methods does the local authority use to evaluate school performance (review the quality of education) for example, gathering evidence from stakeholders, review/validated self-evaluation visits, attainment analysis)? How effective are these methods? How often does this take place? • To what extent do officers carry out regular and rigorous evaluation of the quality of school provision? How is this work quality assured? • How does the local authority evaluate the quality of learning, teaching and assessment? • How clear and effective is the advice and support for schools on approaches to self-evaluation and their quality assurance? How effectively does the local authority moderate this at strategic and school levels? • How does the local authority identify and share effective practice through quality assurance? Is this making a difference across the authority? Senior officers work with Associate Assessors (AAs), for example, producing guidance for schools to prepare them for inspection and to plan for improvement. The central team has also developed a How good is our school? 4th edition (HGIOS4) ‘Health Check’ for schools. Headteachers find it a very practical approach which they can use to encourage all staff to reflect on their practice. The health checks support school self-evaluation leading to the completion of the self- evaluation profile. Page 69
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APPENDIX 1 The Moray Standard for learning and teaching supports schools in developing their own learning and teaching policy. Central officers have published a learning and teaching toolkit and suite of observation resources to support schools. This can be used to track observations and directly monitor learning and teaching. In secondary schools, the data sets can be accessed by staff through the ‘Secondary Warehouse’ approach, which is electronic. In primary schools, the BGE Data Analysis and Dashboarding Tool, AnalyseM, can be accessed through SEEMIS. This is used to analyse data extracted from SEEMIS to support improvement. Senior leaders, working with the HT consultative group, gave schools access to the publication “Power Up Your Pedagogy” when learning and teaching was identified as an area for improvement. Implementation of this approach has been positive in some schools and teachers are enthusiastic about its impact. There is evidence of improvement in primary schools, but it is proving more of a challenge in secondary schools. The authority is aware of the need for improved outcomes and to build further leadership capacity in the secondary sector. All headteachers have four strategic meetings each year with senior leaders, whilst secondary headteachers have a further four. Secondary schools have had differential engagement on their attainment at the beginning of the current session. Some were invited for a discussion with the Deputy Chief Executive and senior officers to discuss approaches to improvement in their schools and share their recovery plans. Others had an attainment discussion by video-conference. Senior leaders are aware that tracking in secondary schools needs to improve. As planned, the QIM and QIOs will work with them to increase their capacity in this area. School visit programmes vary across sectors. In primary, the year begins with looking at the school improvement plan. After that, QIOs conduct termly visits, each of which has a particular focus. Targeted school visits are possible where a need, such as improvement in attainment, is required. The Secondary School Improvement Model (SSIM) is a core part of engagement with secondary schools. This is an evidence-based approach, with teams of officers and peers coming into schools to observe learning and speak to stakeholders. The written report highlights key strengths and areas for improvement. This model is changing following feedback. Senior officers will give middle leaders a bigger role in the process. There needs to be greater clarity for senior leaders regarding the pattern of visits across the session. Senior leaders are aware that there has been inconsistency of approach across the QIO team. They have implemented team moderations, aimed at achieving a consistent, standardised approach. QIOs quality assure the quality assurance calendars in schools to ensure that these reflect the requirements in the MQIF. They also refer to the Moray Learning and Teaching Standard when carrying out observations of learning in schools. The QIM has responsibility for performance and improvement across primary and secondary working with the quality improvement team. Headteachers have noted a clearer focus on evaluating impact over the past year. The Education Scotland Attainment Advisor has provided professional Page 70
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APPENDIX 1 learning focused on more meaningful aims and impact measures at headteachers’ meetings. The local authority’s advice and support for schools on approaches to self evaluation and quality assurance is very clear. Officers have produced a suite of documents that provide templates and guidance. Headteachers agree that the approaches and documents have become more streamlined and coherent in recent years. Senior officers recognise the need to strengthen headteacher skills and confidence in leading self-evaluation effectively and accurately. Headteachers would welcome further sharing of effective approaches to self-evaluation in schools. The local authority’s newly established FIGs and peer review programme have the potential to support this. QIOs meet regularly as a team with the QIM to discuss and reflect on school engagement. This provides an effective forum to moderate their standards and expectations across the local authority. This is supporting the team’s development and consistency in approaches to supporting and challenging individual schools. QIOs also use these meetings to share effective practice which they have observed first hand while in schools. They are using this knowledge to signpost headteachers who request examples of good practice. The local authority has many networks where school staff share and hear about effective practice and its impact on children and young people. Central staff identify headteachers to present emerging or effective practice with their peers at headteachers’ strategic meetings. Senior officers use weekly updates to communicate across the local authority. This includes examples and celebration of good practice. Headteachers value these opportunities to hear about the implementation and impact of new initiatives and effective and embedded practice. There is emerging evidence of positive impact from schools sharing effective practice, following the local authority-wide focus on improving learning and teaching. This includes promoting consistency of approaches and quality of learning and teaching across schools and departments. The QIM will share examples of good practice across schools. The local authority is at the early stages of implementing a self-improving system approach using FIGs as part of universal support and challenge. Headteachers are beginning to work together in these groups, which include associate Assessors, to identify common areas for improvement. The local authority’s expectation is that headteachers work collaboratively to lead and build capacity for improvement across FIGs. There is significant potential to support school improvement as a result of FIGs. Headteachers are enthusiastic about this new approach. Currently, there is no evidence to evaluate the impact on school improvement. The local authority has plans to develop and share with headteachers a risk matrix format which will support and inform the effectiveness of this approach further. Centrally based staff implemented Moray Improvement Groups (MIGs) last session on a range of topics, including ASN support and interdisciplinary learning. MIGs designed resources, but these have yet to be launched. Page 71
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APPENDIX 1 Theme 3: How do local authorities support schools to improve the quality of education through professional learning? • What professional learning does the local authority currently provide to support school improvement? • What is the impact of this on developing the skills and knowledge of school leaders and staff on school improvement? • What support systems (e.g., mentoring, networks of practice, peer support groups, cluster support) are available for school leaders and staff? How are these approaches improving school performance and outcomes for learners? • To what extent do senior leaders have opportunities to support improvement beyond their own establishment? What difference is this making? • How effectively does the local authority utilise Associate Assessors (if applicable) to support school improvement across establishments. • Does the local authority’s professional learning strategy draw on support from national organisations? The local authority provides a range of professional learning to support school improvement. A QIO has overall responsibility for continued professional learning and there are opportunities for all staff across the school system to engage in these activities. The professional learning system is in a period of transition and is currently migrating to the General Teaching Council for Scotland’s (GTCS) online portal. Professional learning is based on the professional review and development (PRD) process and all staff can request and book professional learning online. The authority offers professional learning on school improvement planning to all headteachers. Useful documentation has been produced to enhance further staff skills and develop consistency in approaches across schools. Recruiting school leaders remains a challenge for the local authority and, as a result, central team officers have provided professional learning opportunities for aspiring headteachers. Depute headteachers and middle leaders can engage in a range of courses to support them on their journey. This includes Aspiring Middle Leaders, Moray Education Management Programme and Moray Education Leaders Programme. The last of these is accredited by the GTCS. Staff value these opportunities. The senior education team is responsive to the needs of the service. As a result, mandatory training is provided for all staff at the beginning of the session. The Head of Service issues information on a weekly basis providing details of professional learning that is available both locally and nationally. School leaders welcome this information and share it with the wider staff in their schools. The Headteacher Strategic Meetings incorporate professional learning which is led by staff in the authority or national agencies, including Education Scotland. School leaders report that professional learning and documentation are improving their knowledge and skills. The newly formed FIGs have been created to align school improvement and provide peer support. Professional reading is shared and promoted at all levels. Headteachers have the autonomy to lead this in their own school. During school visits, QIOs monitor the impact of these approaches; impact is variable. Although some staff recognise the impact professional learning has on their practice, this is not consistent across all schools. The senior leadership team regularly signposts staff to professional learning opportunities. Depute headteachers support the delivery of the newly Page 72
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APPENDIX 1 qualified teachers programme. Headteachers participate in recruitment, and they mentor newly appointed leaders. Secondary staff meet in subject network groups on a regular basis. The impact of these groups has been reviewed and they now have clear agendas. Some teachers engage in QAMSO training and support moderation across the schools. School leaders in primary and secondary sectors participate in ASGs, FIGs and MIGs to support improvement and performance across schools. An experienced retired headteacher is an adviser to the authority and provides bespoke support for some headteachers. This activity has had a positive impact. Senior leaders have links with other local authorities across Scotland to support improvement, including other members of the Northern Alliance. Classroom teachers participate in the National Improvement Programme to raise attainment in writing. The Head of Education leads a consultative group and provides opportunities for staff to meet with her on an individual basis and discuss their own context. There are several AAs across the primary and secondary sectors in the authority. They are deployed by the authority to support improvement across establishments. Each of the FIGs has an allocated AA to share knowledge and expertise. The AAs, along with senior leaders, have created a suite of resources to support improvement in secondary schools. During Strategic Headteacher Meetings, they share key learning from inspection to support school improvement. The local authority looks outwards and draws on expertise from national organisations, including Education Scotland and other local authorities. The documentation, which has been created by senior officers to increase school performance, has been welcomed by all. As the current professional learning system is migrating to the GTCS, an overarching strategy would be beneficial for all. More could also be done by the authority to ensure that professional learning activities are evaluated for impact in a consistent way. This would provide appropriate information for a regular review of the programme of professional learning. Theme 4: How do local authorities deliver universal support and challenge for all schools, and/or targeted support for specific schools to improve the quality of education? • How does the local authority use the data from individual school or cluster improvement plans and standards and quality reports, to provide targeted support? • What measures are used to identify the need for targeted support? • Is there targeted support for specific schools? What might that look like? (examples?) What action is taken if a review of a school concludes that a school is not performing satisfactorily and requires targeted support? • What support systems (for example: mentoring, networks of practice, peer support groups) are available for school leaders and staff? • What is the role of central staff in facilitating/contributing to collaborative approaches, which improve school performance and outcomes for learners? Page 73
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APPENDIX 1 Moray’s MQIF sets out clearly the local authority’s approach to supporting schools, including universal and targeted support. QIOs engage with schools termly. Each visit has a planned focus which includes such areas as school self evaluation, attainment, and attendance data. The local authority’s universal school support offer is framed around the four Moray education priorities. These are; leadership of change, wellbeing, equity, and inclusion, curriculum and high quality learning, teaching, and assessment. The local authority uses appropriately a range of data and information to monitor school performance. For example, attainment, attendance and exclusions data and outcomes of, or proximity to, national inspection activity. QIOs gather a range of information relating to school improvement planning and evaluation. They review school documentation and undertake planned termly visits to schools. They collate this information centrally into a risk matrix of all schools. They update this regularly and use this information to plan their engagement with, and monitor the progress of, individual schools. As a result, the local authority has a broad and increasingly reliable range of information about the performance of schools. The risk matrix is a helpful tool. It has further potential to direct the work of officers more efficiently to support identified schools effectively within a smaller central team. All headteachers benefit from a wide network of support at local authority, locality, cluster, and school levels. Local authority officers work together to promote a culture of ongoing improvement in the quality of education. Across the local authority, there is a growing culture of system collaboration, enabling school leaders and staff to support and challenge each other. This approach has developed and evolved over time. QIOs are linked to key groups and networks to provide universal support and challenge to schools. Local authority officers and managers are aware of the importance of providing pastoral support as part of their universal offer to schools. Officers provide regular briefing communication and engagement sessions to monitor the welfare of colleagues and receive feedback on live issues headteachers are managing. School staff speak very positively about the levels of pastoral support that they receive. All policies and procedures, including a headteacher handbook, are accessible and updated regularly to promote consistency across schools. Local authority officers identify the level of support required by schools using the risk matrix. Schools receiving the universal offer of support and challenge have a comprehensive improvement plan in place. They demonstrate improved outcomes for children through ongoing evaluation of their impact through data analysis and evaluative grades from inspection or self-evaluation activity. Headteachers provide evaluations of performance to officers using triangulation of evidence for the identified priorities for improvement. QIOs are active members of network meetings and focus groups and are getting to know the schools increasingly well. They use these forums to support and challenge throughout the process. In secondary schools, the Head of Education and QIM participate in attainment meetings. The secondary staff report that support and challenge has Page 74
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APPENDIX 1 increased following the move to a sector model. Overall, school staff feel that the quality of support for schools has improved. Where a school requires targeted support, the Quality Improvement Team implements a range of different actions. This is responsive to individual need and can include, for example, temporary additional staffing, or coaching for school leaders. Schools requiring targeted support are required to have an action plan with baseline measures. This is monitored regularly by the Head of Education and QIM. These actions have led to specific improvements in areas such as attainment in literacy and numeracy and leadership capacity in some schools, particularly in the primary sector. The Quality Improvement Team has identified high levels of risk in some schools, particularly in the secondary sector. The Head of Education and QIM have worked directly with secondary headteachers to provide additional levels of challenge, particularly around attainment data. They acknowledge that there is limited capacity in the central team to deliver support and challenge to schools. There is also a need to continue to develop consistency of approaches among all members of the central team to support and challenge schools. 5. Any other relevant information It was not possible to meet with representatives from professional associations. The council continues to have major problems with connectivity across all of the educational establishments. This is an issue which elected members, senior leaders, QIOs, headteachers, teachers and parents are aware of. There does not appear to be a current initiative to resolve this. This is negatively impacting on; • teachers accessing learning materials, • children and young people researching online, • subject choice, • senior phase options for young people, • professional learning being delivered online, • teachers’ collegiate meetings being held online. Parent Council representatives who spoke to HM Inspectors note that there is inconsistency about how headteachers share information with them about feedback from local authority officers. They would welcome regular information about local authority improvement priorities. They would also appreciate more information about how central officers are contributing to improving outcomes for children and young people across Moray. Elected members also indicate that they would welcome further information on school performance at a local authority level, particularly when inspection outcomes have not been positive. Page 75
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APPENDIX 2 The recommendations from the National Report which will be considered by the service were: • Ensure that all schools receive high-quality, consistent support through universal provision. This should reduce variability within and across local authorities and secure equitable outcomes for learners. • For schools requiring targeted support, implement robust action planning, monitoring and accountability. This is essential to ensure that necessary improvements for learners are secured at pace. • Prioritise leadership development for middle leaders, particularly in secondary schools, where improvement outcomes are less consistent, with a focus on the principles Page 76
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Organisational Development and Communities) Report No: EDU027/25/VC/AMB Author: Vivienne Cross Contact Email: education@moray.gov.uk Subject: Mobile Phone Usage in Schools 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform Committee of the Mobile Phone Usage in Schools guidance produced for Moray schools based on Scottish Government Guidance as well as to report the results of the consultation on the use of phones in schools and seek Committee approval for this to be introduced from August 2025. 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. SUMMARY 2.1 Scottish Government produced advice and guidance to local authorities on Mobile phones: Guidance for Scotland’s schools on 15 August 2024. 2.2 The service created a short life working group to develop Guidance for Moray Schools based on the national guidance and as a result surveyed all parents/carers, staff and pupils regarding an option to be adopted in all schools from August 2025. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Approves the Moray Guidance on mobile phone usage in schools in Appendix 1; and Item 9.* Page 77
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ii) Notes the results of the consultation survey and agrees to implement the option in paragraph 4.11 from August 2025. iii) Instruct Head Teachers to develop local policies, aligned to their positive relationship policies for use from August 2025 Author: Vivienne Cross Title: Head of Education (Chief Education Officer) 4. BACKGROUND AND CONTEXT 4.1 The Scottish Government’s Behaviour in Scottish Schools Research (BISSR) provided the detailed evidence on the many issues faced in schools across Scotland in the aftermath of the pandemic, where relationships and behaviour have changed. 4.2 It is acknowledged that mobile phones have become intrinsic to the way society communicates and particularly for young people. Notwithstanding, there is a growing body of evidence to suggest that over-exposure to mobile phone use can result in limited concentration, unhappiness and isolation. Further, the recently published Programme of International Student Assessment (PISA) 2022 data, published in December 2023, showed that almost a third of 15 year olds in Scotland and across all Organisation for Economic Cooperation and Development (OECD) countries reported being distracted using digital devices in most or every maths class – and around a quarter reported being distracted by others using digital devices. 4.3 Scottish Government have the desire to equip the next generation with the necessary skills and resilience associated with the modern age. With the release of national Guidance on Mobile Phones in Scotland’s schools, there was a desire to empower Head Teachers to take the steps they see fit to limit the use of mobile phones in our schools, up to and including a full ban on the school estate during the school day. 4.4 The service undertook initial conversations with Head Teachers and Parent Council chairs and it was agreed to have a short life working group comprising of Head Teachers, teaching and promoted staff, parent council representatives, trade union representatives, officers and the Chair and Depute Chair of Committee to develop local guidance. 4.5 Prior to the group meeting, officers drafted guidance based on the national guidance with options for Head Teachers to consider which included that phones should be: • Switched off and out of sight during lesson times/placed in storage facilities, unless their use is required in support of learning and teaching or for medical reasons (e.g. diabetes monitoring) • Switched off and out of sight throughout the school day to include morning break and lunchtime when on school grounds • Switched off and out of sight/placed in storage facilities within each classroom, handed in at the start of each lesson and collected at the end. Pupils may use their mobile phones during break and lunchtimes • In agreement with the school, parents/carers support a ‘no mobile phone to school’ policy where no mobile phones are permitted within school building Page 78
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• Are permitted in classrooms, switched on but on silent mode and only accessed when necessary to support learning and teaching, or for medical reasons (e.g. diabetes monitoring) 4.6 The working group had a very productive meeting where there was a desire to have a Moray position due to the proximity of schools to each other, the number of placing requests from one school to another and also that within secondary, and in particular the senior phase, that some young people attend their main school as well as a neighbouring secondary in order to study particular subjects. Different options in place at different schools would be confusing for both staff and pupils. 4.7 It is important that any guidance for the use of mobile phones in schools aligns with positive relationships and behaviour policies. The guidance (Appendix 1) highlights context, risks of using mobile devices, purpose and aims, guiding principle and digital citizenship as well as legal aspects and local and national policy and guidance. It also provides a possible layout for school based policies to support senior school leaders. 4.8 The working group agreed an option which was consulted on for the last two weeks of term providing the opportunity for all parents/carers, pupils from P5-S6 and all staff to respond to. The Council Communications team promoted this across social media platforms as well as this being shared by Head Teachers using their normal communication methods. 4.9 A large number of responses (3283) were received as follows: Parents/carers 2012 Staff 489 Pupils 782 4.10 There was opportunity to provide comments and many were received with the majority supporting the option and others highlighting potential issues. An executive summary of the survey results is provided in Appendix 2. 4.11 The consultation sought views on the following: Primary In Primary Schools, there should be no mobile phones or devices present in school unless to support a medical need. Secondary In Secondary Schools, mobile phones or devices should be switched off and out of sight, inside the school building over the course of the school day. The only exception to this would be in the event of supporting a medical need. 4.12 The results were: Yes 73% No 27% 5. PROPOSALS 5.1 It is proposed that Committee agrees with the results of the survey and that the options in para 4.11 should be adopted in Moray Schools from August 2025. Page 79
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5.2 All schools should have their own policy, linked to their positive relationship and behaviour policies with clear processes in place for those who do not adhere to the policy. This should also take into consideration and account for all exceptions as listed in the National Guidance and now accounted for within the local guidance where the survey only highlighted medical exception or other accepted exceptions. To be considered as an agreed exception, the child or young person should be in child’s planning with clear reasons and protocols for the requirement for a phone as a reasonable adjustment. There should also be clear guidelines regarding contact with school by parents/carers as well as a process for a pupil to contact their parent/carer during the school day. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) x Policy and Legal x Financial x Risk x Staffing x Best Value and Transformation x Property x Information Communications Technology/Digital x Equalities. Social Inclusion and Economic Impact x Climate Change, Biodiversity and Sustainability x 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 Policy and Legal The legal aspects are contained within the policy. Page 80
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6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk There are risks in terms of any potential impact on learning and teaching where there are insufficient devices for young people within schools. In addition there are risks in terms of connectivity where personal devices will not be able to be used putting further pressure on the network. 6.6 Staffing None 6.7 Best Value and Transformation None 6.8 Property None 6.9 Information Communications/Technology/Digital None arising directly from this report 6.10 Equalities, Social Inclusion and Economic Impact The national guidance aims to reduce harassment or discrimination through the removal of mobile phones and includes five exceptions to mitigate against any negative impacts. The Scottish Government carried out a national assessment on the impact of the Mobile Phone Guidance for Scotland’s Schools. Their Equality Impact Assessment – Record can be viewed online and is based on the five exceptions set out in S.19 of that guidance being applied. Where the national guidance has been implemented already across Scotland, schools see a positive impact on behaviour and relationships and in terms of social interaction between pupils and pupils and staff. 6.11 Climate Change and Biodiversity Impacts None Page 81
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7. CONSULTATION 7.1 This report has been prepared in consultation with the Quality Improvement Manager, Early Years’ Service Manager, Quality Improvement Officers, Equal Opportunities Officer and the Education Consultative Group and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 Guidance on Mobile Phones in Scotland's Schools Page 82
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APPENDIX 1 Moray Education Use of Mobile Technology in Schools Guidance Context Mobile Technology is an integral part of the lives of children, young people and families across Moray and Scotland with many bringing their own mobile devices into school. Used responsibly, mobile devices such as mobile phones can enhance learning and teaching, communication and social experiences and can bring a sense of security to parents and carers as their children enjoy more independent activities such as walking or travelling to and from school unsupervised. Risks of using personal mobile devices There are risks associated with children and young people bringing their own personal mobile phones in to school. The Behaviour in Scottish Schools Research (BISSR) 2023 highlighted cases of misuse both in terms of low level disruption in classes and more serious misuse such as bullying and harassment of children and young people, and staff. Such behaviour is unacceptable in any context. The inappropriate use of this technology can also detract from their appropriate use in learning and can involve teaching staff, children and young people, and parents/carers in investigations which require disproportionate amounts of time and can cause significant disruption to the school and wider community. Stories relating to misuse of mobile phones are frequently reported in the media with many demonstrating the potentially devastating impact of such misuse on individuals and their families. The two key policy drivers, Curriculum for Excellence and Getting it Right for Every Child, recognise that developing the wellbeing of staff and children and young people is essential for creating the right environment for effective learning and teaching through curriculum delivery. In addition, Moray Council have made a clear commitment to recognising, respecting and promoting Children’s Rights in Scotland through the United Nations Convention on the Rights of the Child (UNCRC). Purpose …a better future for all Moray’s children Values: Growth, Respectful, Experiences, Achieving, Teamwork The following guidance has been developed based on the “Mobile phones: guidance for Scotland’s Schools” Scottish Government guidance. This guidance provides schools and local authorities with advice on the development and updating of local policy in relation to use of mobile phones in schools. Page 83
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The purpose of this guidance is to provide schools in Moray with advice on how to develop a local school policy that encourages safe and responsible use of personal mobile technology in school, and beyond. These policies should also be designed to protect staff and children and young people from harassment and abuse which can arise from the misuse of such technology. Historically, ‘acceptable use’ policies have had a focus on managing and controlling online behaviour. More recently, there has been a move towards the promotion of positive relationships and behaviour in both school and digital contexts. This shift recognises the important role of education and beyond in preparing young people to become ‘digital citizens’. It takes into account the fact that young people have extensive access to the internet through mobile devices outside the school community and at home. Moray Guidance Aims • To provide a set of guiding principles for schools to consider when providing their own policies on safe and responsible use, rooted in the principles of ‘citizenship’ as part of Curriculum for Excellence, anti-bullying policies and the approaches to promoting positive relationships and behaviour outlined in Included, Engaged and Involved Part 1 and Included, Engaged and Involved Part 2. This also includes The Moray Standards for Supporting All Learners and Learning and Teaching • To emphasise that these principles can be mapped to existing Health and Wellbeing outcomes, particularly those referring to social, emotional and mental wellbeing as well as relationships • To emphasise schools’ responsibility for the health and wellbeing and safety of their staff, children and young people • To provide advice on how to develop local policies in partnership with the whole school community, engendering a sense of engagement, ownership and commitment • To provide advice on relevant legal aspects Moray Guiding Principles For children and young people, the internet is a place, not a thing. It is a social space where they regularly go and socialise. Similar to any place where children and young people may go, there are benefits and risks. We would expect children and young people to behave appropriately with guidance from adults, as with any other context. Parents/carers have a critical role in supporting their child(ren) and ensuring that school policies are adhered to. In addition, parents/carers can choose which device their child(ren) have access to as well as whether they take them to school and what parental restrictions are placed on such devices (for example, restriction on apps, parental monitoring/controls etc). Parents/carers may find it helpful to look at advice through the Safer School App (schools will support with further information in relation to this App). Children and young people need to develop their understanding that certain behaviours may be unacceptable and this includes in an online environment as well as school grounds, within the school building or anywhere else. Expectations for responsible behaviour and positive relationships should remain consistent regardless of the context, where any breach of expectations in relation to mobile technology should be handled in the same way as other unacceptable behaviours in line with the school’s behaviour/positive relationships policy. Staff are expected to respond consistently to any irresponsible use of mobile technology and will explain to children and young people why certain behaviours are unacceptable, and what the potential impact of such behaviours might be. Page 84
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Our expectation in Moray is that policies on the use of mobile phone technology must be incorporated into existing positive relationships/behaviour policies, which will already set out how incidents will be dealt with. In order to promote good citizenship including digital, schools should consider how they will deliver learning and teaching about online behaviour and relationships. This could be incorporated into the Health and Wellbeing curriculum e.g. Personal and Social Education, School Assembly programmes, Digital Schools. Digital Citizenship The key principles of digital citizenship that may have an impact on use of mobile phones include: • Safeguarding and Child Protection o Any restriction on access to mobile phones at school supports protection of children and young people from access to information and materials which may be detrimental to their mental health and wellbeing o Children and young people should be empowered and confident to access the digital world creatively and fearlessly (UNCRC Article 17(e), protected from online harm • Digital etiquette (standards of conduct when using any mobile devices) o Guidance on restrictions or limitations within school and school grounds for staff, pupils and visitors should be clearly communicated o Mobile phones must be prohibited during examinations including preliminary examinations and class assessments o If personal mobile devices are used to capture, film or photograph learning, clear guidance must be provided to ensure the safety of pupils or staff (data subjects) o Personal devices should not be used for school events where school owned devices will capture, film or photograph taking cognisance of GDPR and data permissions (annual return) o Images or recording obtained by use of mobile technology should not be uploaded on social networking or other websites without permission of the subjects (schools may use closed or private platforms in order to share events with parents/carers) • Digital rights and responsibilities (what people can do if they feel uncomfortable with digital communication and how they can report misuse) o Guidance on consequences for the misuse of mobile phones including the removal and return of phones if necessary o Guidance on reporting the misuse of mobile phones within schools to include support for staff and pupils who are subject to harassment using mobile phones o Clear expectations for all regarding consistency in dealing with any misuse of mobile phones • Digital security (precautions that can be taken to ensure digital safety) o Clarity on the curricular content to support pupil’s awareness of safe and secure use of mobile technology, as a responsible citizen cognisant of positive relationships and anti-bullying culture School Policy Development and Implementation Primary Page 85
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In Primary Schools, there should be no mobile phones or devices present in school unless to support a medical need or other exceptions below. Secondary In Secondary Schools, mobile phones or devices should be switched off and out of sight, inside the school building over the course of the school day. The only exception to this would be in the event of supporting a medical need or other exceptions below. If mobile phones are switched off, messages/calls should not be received through Smart Watches. Key themes that may form a framework for whole school discussion and ultimate inclusion in such a policy include: • Guidance regarding any restrictions on personal mobile phone device use within school grounds, within the school day, at social events and on school outings • Clear guidelines on the appropriate use of mobile devices for teaching purposes to include capturing filming or photographing learning. Due to the need to respect privacy, mobile phones must not be used without prior consent of subjects (children and young people, or staff) • Clear guidance on situations where mobile phones may be used by children and young people with particular needs (e.g. young carer) • The range of ways the policy will be shared with children and young people, parents and staff. For example, School Handbook, School Website, or any other means of communication • Clear procedures for confiscation and return of mobile phone devices • Clear protocols on reporting misuse within the school and support available to all where they are subject to harassment • Clearly stated responsibility/liability for personal mobile phones in terms of loss, theft or breakage (in Moray, responsibility lies with the individual for any loss, theft or breakage) • Agreed consequences and sanctions for the misuse of mobile technology are integrated into each school’s existing policies and approaches to manging relationships and behaviours • Consideration is given to whether exceptions for individual circumstances are required. For example, exceptions for pupils: o who are young carers and who require ongoing contact with family members; o who have medical conditions that require monitoring using mobile technology; o who experience concern or anxiety, including whilst away from home on school trips; o with additional support needs where access to their mobile phone is used as part of a planned approach to managing their learning needs; Page 86
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o with disabilities who use their mobile phone as part of a reasonable adjustment, including access to augmentative and alternative communication (AAC) etc. To be considered as an agreed exception, the child or young person should be in child’s planning with clear reasons and protocols for the requirement for a phone as a reasonable adjustment. Legal Aspects A full list of legislation relevant to all aspects of online safety, including the safe and responsible use of mobile technology, can be found here https://www.gov.scot/policies/schools/wellbeing- in-schools/ This has been lifted from the accompanying guidance for the Scottish version of the e-safety self-review tool for schools, 360 Degree Safe, and will be kept under review and updated as necessary. Regardless of specific legal aspects, staff, children and young people need to feel safe and protected. The school’s policies on promoting positive relationships and behaviour and anti- bullying will provide a framework which should underpin responses to cases where mobile technologies have been, or are perceived to have been, misused. Policies should make clear that there are consequences for misusing mobile technologies. In cases of extreme misuse where criminal events have been recorded using a mobile device, this immediately becomes a police matter and the school should place the device in the hands of the police without trying to access the contents. Taking photographs or film/audio recordings of anyone without their permission may be regarded as a breach of a person’s rights, which may be regarded in some instances by the police as a breach of the peace. Should anyone choose to record images and then upload them onto social networks without permission from the person being recorded, the individual should be asked to remove this as part of the normal behaviour policy of the school. Schools may also approach social networks to request removal of inappropriate materials but the decision to do this lies with the social network provider. Local Policies • Our Moray Standard for Learning and Teaching • Our Moray Standard for Supporting All Learners • Computer Use Policy/Social Network Sites – Moray Council National Policies/Guidance • National Guidance for Child Protection in Scotland 2021 (updated 2023): https://www.gov.scot/publications/national-guidance-child-protection-scotland-2021- updated-2023/ • United Nations Convention on the Rights of the Child (UNCRC): https://www.unicef.org.uk/what-we-do/un-convention-child-rights/ • Health and Wellbeing in Curriculum for Excellence: https://education.gov.scot/media/5p4dvqvm/health-and-wellbeing-eo.pdf • Getting it Right for Every Child: Page 87
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www.scotland.gov.uk/Topics/People/Young-People/gettingitright • Better relationships, better learning, better behaviour: The Scottish Advisory Group on Behaviour in Schools (SAGBIS) response to Behaviour in Scottish Schools Research 2013: https://education.gov.scot/media/42mjymdr/betterrelationships.pdf • Included, Engaged and Involved Part 2: A Positive Approach to Managing School Exclusions: www.scotland.gov.uk/Publications/2011/03/17095258/0 • Connect (Supporting Partnerships in Education) summary/advice for parents/parent groups: https://connect.scot/ https://connect.scot/news/summary-mobile-phone-guidance-schools • NSPCC age ratings/restrictions for apps and keeping children safe online: https://www.nspcc.org.uk/keeping-children-safe/online-safety/ https://www.nspcc.org.uk/keeping-children-safe/online-safety/online-safety-blog/app- age-rating/ Page 88
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APPENDIX 2 Executive Summary from Consultation Survey The document presents feedback from various stakeholder groups— Parents/carers, Staff, and Pupils—regarding a proposed policy stance. The data reveals that 1659 Parents/carers agree while 353 disagree, 334 Pupils agree and 448 disagree, and 402 Staff agree with 87 disagreeing. Key themes from the comments include strong support for the policy due to issues like mobile phone distractions, concerns about enforcement practicality, and the need for exceptions for medical reasons. Respondents express some mixed opinions on whether a complete ban is necessary, suggesting phones should be allowed during breaks and for safety, walking to/from school. Overall, the feedback highlights the importance of clear enforcement guidelines, alternative technology provision, and safety considerations for pupils. Insight into the Data: 1. Stakeholder Groups: The data includes various stakeholder groups such as Parents/carers, Staff, and Pupils. 2. Agreement with Policy: The responses indicate whether the stakeholders agree with the proposed policy stance. The data shows the count of IDs by stakeholder group and their agreement with the proposed policy stance. Parents/carers have 1659 agreeing and 353 disagreeing, pupils have 334 agreeing and 448 disagreeing, and staff have 402 agreeing and 87 disagreeing. 0 200 400 600 800 1000 1200 1400 1600 1800 Parents/carers Pupils Staff ID Please identify which stakeholder group you belong to: 'Please identify which stakeholder group you belong to:' and 'Do you agree with the proposed policy stance above?' No Yes Page 89
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Evaluative Summary of the Last Column: The last column contains further summary comments from respondents. These comments provide additional context and opinions regarding the proposed policy stance. Here are some key themes observed in the comments: • Support for Policy: Most respondents express strong support for the policy, highlighting issues such as distraction caused by mobile phones and the need for a strict enforcement policy. • Concerns and Suggestions: Some respondents raise concerns about the practicality of enforcing the policy, the need for exceptions for medical reasons, and the importance of having alternative technology available for educational purposes. • Mixed Opinions: There are mixed opinions on whether phones should be completely banned or allowed under certain conditions, such as being switched off during lessons but available during breaks for safety reasons. Summary Comments: • Enforcement: Clear enforcement guidelines and sanctions are necessary to support staff in implementing the policy effectively. • Technology Alternatives: Schools should provide alternative technology, such as tablets, to ensure students can still access necessary resources without relying on mobile phones. • Safety Considerations: Some respondents emphasise the importance of allowing phones for safety reasons, especially for pupils who walk to and from school alone. Overall, the comments reflect a diverse range of opinions and highlight the need for a balanced approach to the policy that considers both educational and safety aspects. Page 90
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School Policies – Possible layout Name of Policy For example… ‘Disconnect to Reconnect’ ‘Switch off and Engage’ ‘Ready for learning, ready for life’ ‘Responsible Digital Citizens’ Opportunity for pupil/staff/parent voice Introduction • Short paragraph to give purpose of policy and why it is needed Rationale • Linked to school vision and values • Purpose of strategy • Evidence to inform (from local authority guidance or local/national research) Section 1 Procedures and Expectations • Aligned to Positive Relationships Policy • What happens at start of school day • What happens during lessons in the event of mobile phone presence/use • What happens in event of any misuse • Potential to include video of what this would look like for a learner/learners in your school • Schools may wish to have posters/signs indicating ‘Mobile-free Zone’ around school building Section 2 Frequently Asked Questions • Why is this policy being introduced? • Does this happen elsewhere? • Will pupils have access to technology to support learning and if so, what will this be? • What should I do if I need to contact my child when they are at school? • As a pupil, how do you contact your parent/carer if required when at school? • What happens in an emergency situation (e.g. Fire Alarm)? • What if my child needs their phone for medical purposes? • What if my child requires to access certain apps to support learning? Section 3 Positive Citizenship • Link to Positive Behaviour Policy and other relevant school policies/expectations e.g. Learning and Teaching • How this information will be shared with stakeholders – e.g. website, communications etc Page 91
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU005/25/AH Author: Andrew Hall Contact Email: learningestate@moray.gov.uk Subject: Closure of Crossroads Primary School – Statutory Consultation 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to provide an update on the statutory consultation on the closure of Crossroads Primary School and seek agreement on next steps. 1.2 This report is submitted to the Council in terms of Section III (D) (7) of the Council's Scheme of Administration to consider the closure of schools and other educational establishments under the control of the Council as Education Authority. 2. SUMMARY 2.1 Crossroads Primary School was mothballed in January 2023 due to declining pupil numbers and given no change in the school roll, this prompted a decision in August 2024 to undertake a consultation on its future, in accordance with the Schools (Consultation) (Scotland) Act 2010. This report presents the outcome of that statutory consultation on a proposal to close Crossroads Primary School and reassign its catchment to other schools. 2.2 The Committee is requested to consider the Consultation Report at Appendix 1 which outlines the educational benefits of closing Crossroads Primary School, citing that larger school rolls provide better social interaction opportunities and a broader range of curricular activities while emphasising the importance of maintaining a suitable learning environment that supports the needs of all learners, ensures they receive quality education and access to facilities that enhance their learning experience. 2.3 Public engagement was a crucial aspect of the consultation, with various stakeholders invited to participate. The feedback collected from public meetings and the online survey Item 10.* Page 93
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indicated a general preference for closing the school with the most favoured option being to split the catchment area between Keith and Rothiemay Primary Schools. 2.4 Education Scotland conducted an independent review of the consultation proposal, attending the community meeting and visiting schools to elicit the views of children directly or indirectly impacted by the proposal. Their independent report supported the Council proposal to close the school noting that it had made a reasonable case to permanently close the school and highlighting that children are settled in schools they now attend and most families had elected to send their children to other schools prior to the mothballing and temporary closure of Crossroads Primary School. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) considers the formal consultation report attached as Appendix 1 regarding the closure of Crossroads Primary School; and ii) recommends to Moray Council that Crossroads Primary School is closed and that the catchment area is reassigned to Keith and Rothiemay Primary schools. Andrew Hall Programme Manager (Learning Estate) 4. BACKGROUND AND CONTEXT 4.1 At its meeting of 28 September 2022 the Council agreed to mothball Crossroads Primary School (PS) (para 27 of the minute refers). The school has been mothballed since 9 January 2023 and the catchment temporary rezoned to Rothiemay Primary School 4.2 Following public engagement on the long-term future of Crossroads PS, this Committee, at its meeting of 17 August 2024 (para 13 of the minute refers), approved the launch of a statutory consultation into the permanent closure of the school. 4.3 The Schools (Consultation) (Scotland) Act 2010 requires that local authorities undertake a formal consultation process whenever changes are proposed to the location or catchment area of a school; or when a school is being considered for closure. 4.4 The statutory consultation proposal on the permanent closure of Crossroads PS discussed several options that had been considered for changes to the school catchment area, with two options considered to be most viable. These were to rezone the current Crossroads PS catchment area to Keith PS or to rezone the catchment area between Keith and Rothiemay primary schools 4.5 The statutory consultation took place between 23 September 2024 to 15 November 2024, which covered the required minimum period of 30 days school term time consultation. 4.6 In support of the statutory consultation process, two in person public meetings were held. The first meeting, open to all the community, took place at the King Memorial Hall, Grange, Page 94
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Keith at 6:30pm on 22 October 2024. A record of this meeting is contained in Appendix 1 as Appendix B. 4.7 The second meeting, for current and future parents and carers, took place at Keith Grammar School, School Road, Keith at 7pm on 24 October 2024. There were no attendees at this second meeting. 4.8 A further online meeting was planned for 23 October 2024 at 7pm but there was no stakeholder interest in attending. 4.9 Pupils at Keith, Rothiemay, Newmill and St Thomas’s RC primary schools were consulted on the closure proposal and their responses have been collated at Appendix 1 as Appendix C. 4.10 An online survey was made available to all consultees during the consultation period and 50 responses to the survey were received. The online survey findings are at Appendix 1 as Appendix D. All written representations received during the consultation were on a copy of the online survey form and have been incorporated into the same survey findings. 4.11 At the end of the consultation period all written submissions, along with the minutes of the public meeting, were shared with Education Scotland for consideration. Their written report on the consultation is contained within Appendix 1 as Appendix F. 5. PROPOSAL 5.1 Officers within Education Resources and Communities Service and Education Service have carefully considered all of the responses to the consultation and have made a recommendation in Appendix 1 (paragraph 14.1) to this report. The recommendation supports the majority community view and gives maximum parental choice. The recommendation is that the Council should adopt the proposal to permanently close Crossroads PS and its catchment area be rezoned between Keith and Rothiemay primary schools. 5.2 With this recommendation all existing primary aged pupils that were temporarily rezoned to Rothiemay PS are expected to continue their education there and will continue to be provided with free school transport. 5.3 Free school transport would be extended to current Crossroads catchment pupils that currently attend Keith PS. The date for this will be dependent on a final decision by Scottish Government on the proposal to close Crossroads Primary School and time to establish additional transport requirements. 5.4 As this report is in relation to the permanent closure of a school, the recommendation of this Committee should be considered by Moray Council at its next meeting on 21 May 2025. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: Page 95
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SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ Policy and Legal ✓ Financial ✓ Risk ✓ Staffing ✓ Best Value and Transformation ✓ Property ✓ Information Communications Technology/Digital ✓ Equalities. Social Inclusion and Economic Impact ✓ Climate Change and Biodiversity Impact ✓ 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal The Schools (Consultation) (Scotland) Act 2010 has been referred to and adhered to throughout the statutory consultation process and this adherence will continue with respect to decisions on the future of Crossroads Primary School. The Schools (Scotland)(Consultation) Act 2010 requires that prior to any final decision on school closure the report needs to have been in the public domain for a minimum of 3 weeks. A copy of the full Consultation Report has been made available to Education Scotland. Formal title deeds have been researched for the land and buildings that encompass the Crossroads PS estate. The title contains reversionary rights in favour of the Earl of Fife or his successors (the original owner). The deeds state that if the land, including the school buildings, are no longer used for educational purposes, the successors of the Trustees of the Earl of Fife can require the land to be returned to them in exchange for payment of the current value of the school buildings (valued at £100,000 in 2024). Any proposal for a future open market sale may not be possible without the Council first checking if the current Earl of Fife wishes to exercise their reversionary rights. Page 96
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6.4 Financial A decision to close the school would realise an annual revenue saving of £55,143, this is in addition to the savings during the mothballing period of £126,247. A re-opening of the school would require significant capital works to the building over future years to achieve the Moray Learning Estate Strategy aim and Scottish Government mandate for all schools to be an overall Condition B status or better. The cost of upgrade has been estimated to be over £101k to support reopening with a further investment of over £237k over the next 10 years. This capital sum is not within the current capital plan. In the event of the closure of Crossroads PS and rezoning of the catchment there would be a continued cost for transporting children to Rothiemay PS of £12,337.60 for the financial year 2025/26. This contract would be retendered in April 2026. The financial impact of school transport provision for those children who would now be entitled to Council-provided transport to Keith PS is still to be fully determined. The current vehicle provided to transport catchment children to Keith Grammar School has capacity to also carry the additional Keith PS pupils and this is not expected to incur significant if any additional cost. However, an extra vehicle run would be required for the afternoon return from Keith PS at an additional cost from the current operator of £145 a day. This would apply until the end of the current financial year and will be re-tendered from April 2026. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments x x x x X X Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments Transportation £30,054 April 2025 30,054 n/a to be re- tendered in April 2026 6.5 Risk There are no risks associated with adopting the recommendations report. 6.6 Staffing There are no staffing implications should Crossroads PS close. 6.7 Best Value and Transformation There are no best value or transformation implications arising directly from this report. 6.8 Property Property ownership status has been outlined earlier in the report. Page 97
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Whilst the school has been mothballed, the state of the building has been maintained as wind and watertight. The building has been drained down and regular janitor inspections conducted and any issues, e.g. water ingress, have been addressed. This care and maintenance regime will continue until a final decision on the future of the school is made. 6.9 Information Communications/Technology/Digital There are no information communications/technology/digital impacts arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact An Integrated Impact Assessment (IIA) is a statutory requirement on the Council to assess the policies and practices necessary to meet the requirements of anti-discrimination and equalities legislation. It also affords an opportunity for the Council to consider the impact on the education service. An assessment has been carried out and is at Appendix 2. The main impact for children in the P1-7 age group is the length of journey from Crossroads to either Keith or Rothiemay primary schools; however, as Crossroads Primary School has been mothballed since January 2023, the Crossroads catchment pupils who are temporarily rezoned to Rothiemay Primary School are already making the journey to the school on Council-provided transport. Those Crossroads catchment children who have ‘out-of catchment’ placing requests at Keith Primary School also already travel to school using private transport and the positive change for those in the proposed new Keith catchment would now be entitled to Council-provided transport. Under the Equality Act 2010 education providers must not treat disabled pupils less favourably and should take reasonable steps to avoid putting disabled pupils at a substantial disadvantage. Any existing arrangements in place for pupils with additional support needs within the schools affected will continue. As discussed in Appendix 1 Section 4.26, Keith Primary School is the enhanced provision base for the Keith Associated School Group, and as such is fully adapted to meet the requirements of pupils with a range of additional support needs. 6.11 Climate Change and Biodiversity Impacts A carbon assessment of Crossroads Primary and Rothiemay Primary, where the majority of pupils moved to at the time of mothballing, was undertaken by the Moray Council Climate Team in 2022. Overall the carbon impact per pupil is substantially lower at Keith (0.15 tCO2e/pupil) and Rothiemay (0.16 tCO2e/pupil) primary schools than at Crossroads Primary School (2.72 tCO2e/pupil). The reopening of Crossroads Primary School would therefore significantly increase carbon emissions per pupil in the future, outweighing any additional transport emissions associated with longer pupil journeys. Furthermore more children will be expected to use the bus rather than private cars to travel to Keith Primary School contributing to a further reduction in carbon emissions. A closure of Crossroads Primary School would therefore be predicted to lead to carbon savings. 7. CONSULTATION Page 98
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7.1 This report has been prepared in consultation with Senior Officers in Education, Senior Accountant, Legal Services Manager, HR Manager, Legal Services Manager, Education Business Support Manager, Public Transport Officer (Education), Equalities Officer and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS A. 20240917 Learning Estate - Closure of Crossroads Primary School Statutory Consultation Proposal B. 20240917 Crossroads Options Appraisal C. 20240917 Crossroads Financial Report Page 99
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APPENDIX 1 CONSULTATION REPORT REGARDING THE CLOSURE OF CROSSROADS PRIMARY SCHOOL 22 April 2025 This Consultation Report has been issued by the Moray Council in accordance with the Schools (Consultation) (Scotland) Act 2010 (as amended) If you have difficulty reading this document please contact Learning Estates Team on 01343 563374 Page 100
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Contents 1. Introduction 2. The Consultation Process 3. The Proposal 4. Educational Benefits Statement 5. Public Engagement 6. Written Responses 7. Moray Council Response to Written and Oral Representations 8. Education Scotland Report 9. Alleged Omissions or Inaccuracies and Additional Information 10. Compliance with Section 9(1) of the Schools (Consultation) (Scotland) Act 2010 11. Compliance with Sections 11A to 13 of the Schools (Consultation) (Scotland) Act 2010 12. Representations to Scottish Ministers in terms of Section 15 of the Schools (Consultation) (Scotland) Act 2010 13. Conclusion 14. Recommendation Appendices: Appendix A Closure of Crossroads Primary School Consultation Document Appendix A1 Appendix A2 Appendix A3 Options Appraisal Public Engagement Comments/Suggestions Financial Template Page 101
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Appendix B In person Public Meeting Record – (Memorial Hall, Grange, Keith, 22 October 2024) Appendix C Pupil Engagement Appendix D Survey Responses Appendix E Survey Summary Report Appendix F Education Scotland Consultation Report 1. Introduction 1.1 This report has been prepared following a consultation on the proposal to discontinue education at Crossroads Primary School, which is currently mothballed and to reassign the current catchment area to Keith Primary School or to reassign the catchment area between Keith and Rothiemay primary schools. 1.2 This report has been prepared in accordance with the Schools (Consultation) (Scotland) Act 2010 on the above proposal. The objective of this report is to: • Provide a record of the total number and a summary of written and oral responses received during the statutory consultation period; • Provide a statement of the Council’s response to those written and oral representations; • Provide the full text of Education Scotland’s report and a statement of the Council’s response to this report; • Provide a statement on how the Council reviewed the above proposal following the representations received during the statutory consultation period; • Provide details of any omission from, or inaccuracy in, the proposal document and state how the Council acted on it; • State how the Council has obeyed Section 12 of the Schools (Consultation) (Scotland) Act 2010 when reviewing the above proposals; and • Provide officer conclusions and recommendation. 2. The Consultation Process 2.1 The requirement for consulting on a relevant proposal relating to schools is set out in the Schools (Consultation) (Scotland) Act 2010. 2.2 At its meeting on 17 September 2024 the Education, Children’s and Leisure Services Committee authorised a statutory consultation on a proposal to closure of Crossroads Primary School and rezone its catchment. Page 102
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2.3 The proposal document made clear to consultees that the consultation period would run from 23 September 2024 until 15 November 2024. This more than adequately covered the required minimum of 30 days term time required for consultation. 2.4 On 23 September 2024 copies of the proposal document were made available to Parents/Carers, schools staff and the general public via the following link http://www.moray.gov.uk/moray_standard/page_156884.html. 2.5 Full copies of the proposal document were made available at Keith Primary School, Rothiemay Primary School, Newmill Primary School, St Thomas's RC Primary School, Keith Nursery, King Memorial Hall. Keith Library and Elgin Central Library. 2.6 A copy of the document was also available on request from Moray Council Learning Estates Team. 2.7 The proposal document was also published on the Council website: http://www.moray.gov.uk/moray_standard/page_156884.html 2.8 Communication regarding the consultation was published on the Council’s newsroom on 17 September 2024 when a news release was issued. It was further promoted on social media platforms on 17 September 2024 to notify the public about the Committee’s decision and on 23 September 2024 to launch the consultation. 2.9 The consultation was also advertised in the Press & Journal on 23 September 2024, the Banffshire Herald on 24 September 2024, and the Northern Scot on 27 September 2024. 2.10 An online survey was available throughout the consultation period. 2.11 The consultees were also given the option to submit their comments to on the proposal via email to learningestate@moray.gov.uk or posted to Community Support Officer (Learning Estate), Elgin Council Offices. High Street Elgin IV30 1BX 2.12 Two face-to-face public meetings were planned during the consultation period. The first meeting, open to all the community, took place at the King Memorial Hall, Grange, Keith, AB55 6SL at 6:30pm on 22 October 2024. The second public meeting, for current and future parents and carers, went ahead at Keith Grammar School, School Road, Keith, AB55 5GS at 7pm on 24 October 2024 but there were no attendees. 2.13 A further online meeting was planned for on 23 October 2024 at 7pm. Anyone wishing to attend this meeting were able to express their interest in attending by Page 103
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emailing learningestate@moray.gov.uk. There was no stakeholder interest up to the proposed start time of meeting so it did not go ahead. 2.14 Education Scotland received a copy of the proposal document and attended the public meeting. 2.15 At the end of the consultation period, Education Scotland were provided with all documentation relating to the consultation. They visited Keith Primary School, Rothiemay Primary School, Newmill Primary School, St Thomas’s Primary School and Keith Grammar School and a meeting with the Strathisla Community Council. Following their visit and a review of relevant documentation, Education Scotland issued a report on the educational aspects of the proposal. The report is covered in more detail within Section 8 of this report. 2.16 Adhering to the statutory requirement this consultation report was published on the Moray Council’s website on 22 April 2025, in preparation for the Education, Children and Leisure Services Committee on 13 May 2025, and more than the three weeks minimum time required, prior to the Council meeting on 21 May 2025 where it is expected a decision on whether to implement the proposal will be made. 3. The Proposal 3.1 The Proposal document, included as Appendix A to this report, was issued to those individuals and bodies listed under ‘Distribution’ within the Proposal document. The Proposal document was also published on the Council website at: http://www.moray.gov.uk/moray_standard/page_156884.html 3.2 The proposal on which the consultation took place was: To close Crossroads Primary School, currently mothballed, and re-assign its catchment area to Keith Primary School (Option 1) or reassign its catchment area between Keith Primary School and Rothiemay Primary School (Option2) 3.3 The schools that could be impacted by this proposal are; • Crossroads Primary School • Keith Primary School Page 104
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• Rothiemay Primary School 3.4 The proposal was advanced for the following reasons: • No children have attended Crossroads Primary School since January 2023 while the school was mothballed. The decision to mothball was taken as the pupil numbers had fallen to 4 at the start of the 2022/23 academic session and implemented on 9 January 2023; • There were 4 children within the Crossroads catchment that could have enrolled for P1 in August 2023 but only 1 request was made; • A further 4 pupils were in the catchment area for Crossroads and due to start Primary 1 in August 2024 but all chose to make placing requests to either Keith Primary School or St Thomas RC Primary School; • Although the number of primary school children in the Crossroads Primary School catchment totals 25 for the 2024/25 session families have chosen to send their children to the following settings: ▪ Keith Primary – 17 registered ▪ St Thomas RC Primary – 3 registered ▪ Rothiemay Primary – 5 registered • A school roll of fewer than 15 pupils hampers social interaction opportunities for children, who conversely benefit from attending larger schools amongst more children of their own age. • The Council has explored alternatives in arriving at this proposal, explained further below. • The current condition of Crossroads Primary School is category C (Poor) overall, with significant areas at Category D (Bad). 3.5 An update report on the Crossroads School was given to the Education, Children and Leisure Services Committee on 7 June 2023. The Committee agreed to the preparation of an options appraisal regarding the future of Crossroads Primary School. Page 105
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3.6 A follow up report was submitted to the Education, Children and Leisure Services Committee on 17 September 2024 seeking approval to undertake a statutory consultation on the closure of Crossroad Primary School in accordance with the Schools (Consultation) (Scotland) Act 2010. 3.7 The Education, Children’s and Leisure Services Committee agreed to: (i) Authorise a statutory consultation with local stakeholders (Parent Councils, parents, pupils, staff and the local community) on the proposal to close Crossroads Primary School; and, (ii) To receive a further report on the outcome of the consultation in February 2025. Due to insufficient time and resource the Moray Learning Estate team were unable to complete the consultation analysis and draft the Consultation Report to support Committee meeting in February 2025 and will instead be sending the Consultation Report to Education, Children’s and Leisure Services on 13 May 2025. 4. Educational Benefits Statement 4.1 In 2009, the Scottish Government set out its Vision for the Future School Estate in Scotland, in ‘Building Better Schools: Investing in Scotland’s Future’. 4.2 In September 2019, this was updated with Scotland’s Learning Estate Strategy ‘Connecting People, Places and Learning’ which was developed by Scottish Government and COSLA. This contains ten guiding principles. Local Authorities are required to take account of these principles in planning changes to their school estate, namely: • Learning environments should support and facilitate excellent joined up learning and teaching to meet the needs of all learners; • Learning environments should support the wellbeing of all learners, meet varying needs to support inclusion and support transition for all learners; • The learning estate should be well-managed and maintained, making the best of existing resources, maximising occupancy and representing and delivering best value; • The condition and suitability of learning environments should support and enhance their function; • Learning environments should serve the wider community and where appropriate be integrated with the delivery of other public services in line with the place principle; • Learning environments should be greener, more sustainable, allow safe and accessible routes for walking, cycling and wheeling and be digitally enabled; Page 106
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• Outdoor learning and the use of outdoor learning environments should be maximised; • Good consultation about learning environments, direct engagement with learners and communities about their needs and experiences, and an involvement in decision making processes should lead to better outcomes for all; • Collaboration across the learning estate, and collaboration with partners in localities, should support maximising its full potential; • Investment in Scotland’s learning estate should contribute towards improving learning outcomes and support sustainable and inclusive economic growth. 4.3 In May 2016, Moray Council approved the ‘Schools for the Future’: A policy for Sustainable Schools’ in order to monitor schools provision in Moray and ensure provision continues to meet the needs of learners, parents and the community and enable the Council to meet its requirements to ensure best value, as per the Local Government Scotland Act 2003. This policy contributes to the aim of ensuring all children and young people in Moray have equality of opportunity in terms of access to educational provision and facilities. 4.4 Within this policy, Moray Council set criteria and indicators in determining optimum quality education experience which include provision of accommodation as reported to Children and Young People’s Services Committee for: • The range of curricular and wider school activities available for children to enable them to achieve in a range of activities for personal and wider achievement (e.g. physical education, music, art, drama); • The ability of the school to cater for children with Additional Support Needs; • The school’s ability to provide access to a suitably broad and balanced curriculum; • The quality of the physical environment for learning and teaching ▪ Condition - minimum standard B ▪ Suitability - minimum standard B • No more than two composite year groups in a single classroom at primary school level. • A minimum of four teachers at a primary school. This recognises both the needs of pupils and the demands on teachers; and. • Ideally, at least seven classrooms (one for each year group). 4.5 Key statutory requirements are further subsumed including delivery of 2 hours minimum Physical Education as part of National standards, compliance with statutory legislation in relation to school accommodation and Additional Support Page 107
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Needs, UNCRC and overall extent of on-site accommodation and facilities (including required general purpose spaces, play and social spaces, staff rest areas and outdoor spaces). 4.6 Moray’s vision and strategic direction for all involved in Moray Education as set out in our Education Strategic Plan and Priorities – improving outcomes for all Moray’s children and young people – is underpinned by the core entitlements of Curriculum for Excellence in order to ensure all children and young people maximise development in the four capacities: Successful Learners, Confident Individuals, Effective Contributors and Responsible Citizens. This stems from Early Learning and Childcare, across the Broad General Education and through into the Senior Phase, working across our system to ensure our learners progress to positive and sustained post-school destinations. Underpinned by our Council values of Fair, Ambitious, Improving and Responsive we are ambitious to achieve excellence together in benefit of all Moray’s children and young people. 4.7 In order to deliver on our Education strategic vision and priorities, all Moray schools thus work towards: • Curriculum: With ongoing national reform, reviews and wider national consultation ongoing, we recognise the importance of further developing our curriculum across the BGE and into Senior Phase, in order to improve curriculum breadth and opportunities for all children and young people in Moray. • Learning, teaching and assessment: High quality learning, teaching and assessment are fundamental for ensuring learners’ experiences are matched to their talents, interests and needs in preparation for life and work. This includes planning high quality learning experiences across the four contexts for learning, extending skills, acquiring knowledge and developing in the four capacities of Curriculum for Excellence. • Reviewing Additional Support Needs: Supporting our learners to progress throughout their learning journeys is essential in order for them to achieve, enabling progression to positive and appropriate post-school destinations and pathways. Ensuring universal and targeted supports and interventions are in place based on clear identification of need ensures we continue to nurture and support our children and young people. • Strengthening leadership & empowerment: Through leadership and empowerment across our system, we will accelerate progress with our strategic priorities 1-3, supported by professional learning, development experiences and opportunities. Building capacity across our system, we will strengthen leadership at all levels and realise a sustainable service model as we look to the Educations service of the future. Page 108
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As we look to the next three years, 2025-2028, renewed focus across Education will be on the following areas from session 2025/2026: • Strengthening our leadership of change • Ensuring wellbeing, equity and inclusion for all learners • Building a learner-centred and responsive curriculum • Developing consistency in high quality learning, teaching and assessment 4.8 As further educational context, Curriculum for Excellence guides us to achieve transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3 to 18 firmly focused on the needs of the child and young person and designed to enable them to become successful learners, confident individuals, responsible citizens and effective contributors. All children and young people are entitled to experience: • a coherent curriculum from 3 to 18; • a broad general education, including well planned experiences and outcomes across all the curriculum areas. This should include understanding of the world and Scotland’s place in it and understanding of the environment; • a senior phase which provides opportunities for study for qualifications and other planned opportunities for developing the four capacities; • opportunities for developing skills for learning, skills for life and skills for work; • opportunities to achieve to the highest levels they can through appropriate personal support and challenge; and, • opportunities to move into positive and sustained destinations beyond school; 4.9 Educational benefits are considered below for pupils in respect of options previously outlined in this proposal document. 4.10 In December 2020, Moray Council approved the approach to the Moray Learning Estate Strategy, setting out the vision of providing a sustainable education service aiming for excellence. As well as improving condition and suitability as noted in 10.4 above, among wider outcomes this strategy aims to ensure our learning estate enriches the learner journey and supports curricular delivery noting the quality of learning environment as having a direct impact on learning and achievement of children and young people. 4.11 Ensuring all young people develop in the four Curriculum for Excellence capacities through the learner entitlements in 10.8 above would prove more challenging if Page 109
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Crossroads Primary School were to reopen with a reduced number of pupils across the Primary age range. This will also place additional pressures on staff, for example in planning for a wide range of needs, year groups and abilities, in developing the curriculum, delivery of learning, teaching and assessment, and managing educational change. As a result, multi-stage composite class arrangements can prove challenging to recruit teachers compared with larger schools where classes have single or few stage composite arrangements. Opportunities for teaching staff to engage in regular and frequent moderation activities, allowing them to plan appropriate learning opportunities and make valid assessment decisions are enhanced in schools with more than 4 teaching staff, or even better, where stage partners are available. 4.12 Pupils attending other primary schools within the Keith Associated Schools Group regularly work in pairs and groups on shared learning tasks and cooperative learning activities. A school size low in pupil numbers, for example in a school of 10 or fewer children, based on potential future intake if Crossroads Primary School re-opened, would mean that groups would be curtailed in size restricting group and paired activities, with little to no flexibility in change or rotation of participants in pairings or groupings. Pupils could be spread multi-stage across P1 to P7, and while benefitting cross-stage working, this may result in reduced peer challenge in learning or potential for sibling pairing/groups. The variety of skills, knowledge and wider experiences brought to the groups would be further restricted by roll size and may result in gender imbalances and inequity in provision of a full programme of wider school activities. 4.13 In larger schools, staff regularly engage in joint projects (between stages and between teachers of the same stage) and staff professional and collegiate development activities. Children have regular opportunities to self and peer assess in these schools as well as work in stage and cross stage pairings and groups. 4.14 ICT has the potential to overcome some of the challenges for staff and young people in collaborative working as an integral part of the learning process, however there are ongoing issues with connectivity in rural areas, and access to sufficient ICT across Moray 4.15 In Rothiemay and Keith Primary Schools, children have regular opportunities to work in cooperative learning groups, on paired and in group activities with two and thirteen classes formed in each school respectively. This further supports discussions and debate with a range of viewpoints and background of learners contributing to such activities. Class organisation within each school offers a blend of individual, group and class learning and teaching over the session. Children at Rothiemay Primary have access to single-stage wellbeing check-ins during the morning to allow them to share worries and concerns with their peers and relevant staff. Those at Keith Primary have an active-start each morning, this allows for peer and group consolidation of learning, collaborative activities, teacher check-in on wellbeing and the application of learning, ICT and others skills. Page 110
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4.16 The reopening of Crossroads Primary School would prove more restrictive for children to develop skills for learning, life and work with fewer or no opportunities to work with others of a similar age and stage, which is not possible in a school with a very low number of pupils, for example in a school of 10 or fewer children based on potential future intake. Pupils may miss opportunities to develop wider skills for life in particular with limited immersion and interaction with a wide range of peers - levels of attendance and participation may also impact further on this. 4.17 Keith Primary has capitalised on its easier access to local groups and employers to provide opportunities for pupils to develop their understanding of the world of work and volunteering. Over the past year or so, SSEN have run workshops in school for youngsters to explore robotics, Chivas has worked with groups of pupils on the diversity of roles available in the food and drinks industry in Moray. Loganair has visited the school to talk about skills and careers in the airline industry and to develop team-working skills. 4.18 Collaboration with the wider staff in order to ensure a coherent and progressive curriculum can prove more difficult in a school with low roll-size. A progressive curriculum differentiated to meet the needs of each child with a focus on engaging and active learning experiences is in place in Rothiemay, with opportunities for personalisation and choice across the four contexts for learning. Rich contexts for learning include extensive use of the outdoor areas at school and in the wider community. Many of these activities are built on pupil-voice through the school council and young people with leadership roles. At Keith Primary, the staff have worked together to develop a curriculum that makes best use of their 21st Century facilities – with learning taking place outdoors, in the classroom and in the dedicated breakout spaces – which all link together seamlessly. This starts from the moment they come in the doors with the use of Active Start Time. Crossroads, although in a rural setting, has more limited access to sustainable high quality outdoor learning space than Keith and Rothiemay Primary Schools. 4.19 Interdisciplinary learning is one of the key contexts for learning at both Keith and Rothiemay Primaries. At Rothiemay Primary pupil voice is used to plan a rolling programme of group tasks, in the lower to middle stages class this is often focussed on developing interpersonal and problem-solving skills though outdoor learning – which has been supported through partnership with Tesco and the Parent Council. Pupils in the upper stages class worked with volunteers as the Spey Bay Whale & Dolphin Centre as part of an interdisciplinary project on marine life - which also includes links to DYW/Career Education. At Keith Primary School, the daily Active Start Time is used to bring together learning across subjects, apply it in new contexts and consolidate learning before identifying areas to focus on in the future. 4.20 Strong partnerships across the Keith Associated Schools Group exists with previous joint working on moderation, numeracy, health and wellbeing policy and wider curriculum development. Most recently work has focused on Maths and Page 111
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Numeracy, with agreed moderated assessments being in place across the ASG. The close proximity of Keith primary to Keith Grammar has allowed for very close working between staff at these two schools - with teachers from the high school visiting and taking classes at the primary in order to better understand the approaches being taken to meet the needs of all learners in numeracy and mathematics. 4.21 Keith Primary has very strong links with Active Schools, enabling further opportunities for children to engage in sporting and physical activities in groups and teams. This supports their health and wellbeing as well as development of wider skills, while developing individual talents and interests through these wider opportunities. Children achieve success through local and national competitions, activities and events through active and enjoyable participation. 4.22 Larger schools provide greater opportunities for pupil leadership and involvement in the ethos and wider life of the school as well as provision of a wider range of clubs and extra-curricular activities. At Rothiemay Primary School, House Captains, Vice-Captains and representatives are elected each year to lead houses, pupil voice activities and inter-house challenges including sporting events, and contribute to whole school change initiatives. Community groups can access Keith Primary through the school let process. 4.23 There are formal connections between Keith Nursery and Keith Primary, as they share the same building, and between Rothiemay and its partner nursery which support the transition of children into P1 at both schools. 4.24 The range of interactions offered by all schools and the leadership and wider skills development opportunities presented strengthen capacity to work with others as part of a team, problem solve, make decisions and increase confidence in learners. As part of a peer group of a sufficient size, social interaction will enable further development of skills for learning life and work and build self-efficacy and esteem. A school size low in pupil numbers, for example in a school of 10 or fewer children based on potential future intake severely restricts opportunities for team sports, meaningful pupil leadership opportunities, clubs and other active recreational activities. 4.25 ASN provision at Crossroads primary was very limited prior to mothballing, due to the very small number of pupils at the school. 4.26 Keith Primary School has the Primary Enhanced Provision base for children with Additional Support Needs for the Associated Schools Group. This gives young people who need this level of support the opportunity to attend for part of the time, also attending mainstream classes. The school has a purpose built and fully equipped additional support needs facility which includes a multi-sensory room, a soft-play room, a life-skills room, as well as classrooms, a laundry, and disabled shower facility. It provides specialist support for identified young people and Page 112
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support on group and one-to-one basis. Multi-agency links are in place with key partners including Health, Social Work and 3rd sector. The facilities are managed by a PT ASN as part of a wider Support for Learning teaching team (4.0FTE) and receives appropriate PSA time allocation based on moderation of pupil support needs – this allows for extensive collaboration with class teachers and regular intervention where required. At Rothiemay Primary School, class teachers support all children where required with support assistant input for targeted need. The school also has 2 days of dedicated ASN teacher time along with PSA/CA hours with allocation based on need. 4.27 All schools within Keith Associated Schools Group benefit from their location in an area of outstanding natural beauty with access to extensive countryside. The nationally significant River Isla flows through Keith and Rothiemay is at the confluence of the Rivers Isla and Deveron – both of these provide opportunities for outdoor learning as well as access to partnership working with the Bogie, Isal and Deveron River Trust. The trust employs a biologist who has visited both schools to work with youngsters. As a town school, Keith Primary School is in close proximity to Keith Grammar School as the local secondary school, with access to a range of external areas including a playing field, outdoor garden area and hard-standing playground/parking area. The campus currently houses a local authority and partner nursery. Also sharing the campus is the swimming pool, community sport facilities and a second, larger multi-use games area. 4.28 Rothiemay Primary School enjoys large grounds with hardstanding areas, outdoor classroom/shelter, a large playing field, trim trail, quiet garden, a range of play equipment and seating areas as well as a small area of woodland on site. The school is close by the River Deveron which has large areas of accessible riverbank that can be utilised for nature walks – and is a core component of the school’s values – which spell out ‘RIVER’. Groups of children are actively involved in gardening projects at various points in the curriculum. During snowy weather, the local community park nearby has a hill next to the school is used as a sledge run as well as a play-area, tennis court and football field for when the sun shines. Keith Primary School has an area of hardstanding adjacent to each classroom with direct access from the room. Outdoor areas are resourced with age-appropriate materials to stimulate learning. The wider grounds include further areas of hardstanding and a multi-use games area (MUGA). These areas are zoned, some separated by high fencing to allow the older/stronger pupils to play football, basketball etc without impacting on the younger ones. These team sports and game-based activities can be maximised with the number of pupils on the roll of both schools enabling such activities. A larger staffing complement and parent body further increases the likelihood of interested adults leading a broader range of activities (for example both Rothiemay and Keith primaries have had parent support to run jogging clubs). Keith Primary has access to a large area of playing fields belonging to the adjacent high school, as well as a small area of woodland on site. Staff in school make use of the Keith Community Minibus, which is based on-site to facilitate trips to the local area – for example local beaches. Page 113
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4.29 The Scottish Government’s policy on Language Learning in Scotland: A 1+2 Approach is aimed at ensuring that every child in Scotland has the opportunity to learn a modern language from P1 onwards (known as L2). Additionally, each child, irrespective of ability should have the right to learn a second modern language from P5 onwards (known as L3). Opportunity to learn a second modern language is strengthened through pupil peer support in learning a first or second language with opportunity for stage appropriate paired and group activities, including rotation of participants where needed to extend language acquisition through listening and talking, reading and writing based activities. In a larger school, staff peer support for languages teaching and building staff confidence in delivery to specific stages is strengthened where stage partner planning is supported as well as in delivery of appropriately challenging stage appropriate group and paired learning activities. This may not be possible or more complex to plan for, where there are very low pupil numbers within specific stages (for example in P5-P7) in a smaller multi-stage composite school and class environment where the school size means that there are low pupil numbers to support activities as outlined above. 4.30 Rothiemay Primary benefits from a very small amount of Pupil Equity Funding and uses this creatively to support identified children, with interventions reaching further than those where impact is directed. Keith primary has a much larger allocation, which it uses to run a whole school resource (The Oak Room). This is staffed by PEF-funded support staff undertaking Literacy interventions and Numeracy interventions as well as work to improve confidence and social skills as part of identified pupils’ Health & Wellbeing development. Staff within this provision have successfully supported young people in gaining Hi 5 awards. Keith Primary uses its profiling information to focus the application of PEF funds on supporting pupils to seek out new opportunities and challenges. This might be by directing and supporting youngsters to opportunities that already exist or offering new ones – recent examples include Mixed Martial Arts training, swimming and visiting local beaches. 4.31 Keith and Rothiemay Primary Schools both have Parent Councils (both use alternative names) formed who meet regularly throughout the year. Both Parent Councils represent the views and interests of parents and pupils and support school improvement. There is a very strong sense of community in both schools, enhanced by the fact that a number of teaching staff and almost all support staff, live within the community. Sustainable partnerships with parents and the wider community further enrich the curriculum and children are supported to take an active part in the school and wider community. 4.32 At both Keith and Rothiemay, active and supportive Parent Councils fundraise for school trips and activities and also contribute to providing resources – for example outdoor learning equipment. As well as direct fundraising, they have successfully applied for funding through third parties (like local supermarkets and businesses). At Keith Primary parents have been active in supporting the school’s work on DYW. Page 114
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If Crossroads were to re-open then there would be potential for a Parent Council to operate. However, with a small pupil cohort there would be a limited number of families able to participate – particularly where sibling groups may feature – resulting in greater reliance on a few individuals to support the school in this way. 4.33 Keith and Rothiemay Primary Schools are central establishments within their respective communities. Keith primary has with strong links to other organisations including local churches, local businesses and pre-school providers. Rothiemay Primary is the only Moray Council building in use within the village of Rothiemay. Along with the Church, Village Hall, Community Playing Fields & Pavilion and Hotel it is the focus for almost all community activities. 4.34 Section 3 of the Standards in Scotland’s Schools etc Act 2000 requires local authorities to endeavour to raise standards and secure improvement in the quality of school education provided in our schools for all learners. It is Moray Council’s view that the pupils from the Crossroads catchment derive educational benefits from their current attendance at other larger neighbouring schools. Formalising the current arrangements would provide a number of such benefits, judged against both the Moray and National criteria set out above. 4.35 As all pupils from the Crossroads Primary School catchment currently attend Keith Primary School, Rothiemay primary School or St Thomas’ Primary School depending on current zoning arrangements or parental choice, no adverse effects for those pupils are expected to arise from the permanent closure of Crossroads Primary School. 5 Public Engagement Public Meetings 5.1 Parents/carers and the wider community and stakeholder groups were invited to discuss the proposal at one of the two public meetings planned, or at a planned third online meeting which were scheduled to be held during the consultation period. 5.2 The first meeting, open to all the community, took place at the King Memorial Hall, Grange, Keith at 6:30pm on 22 October 2024. It was attended by 9 members of the community, 2 local councillors and representative of Education Scotland. The record of the meeting is attached as Appendix B. 5.3 The second meeting, for current and future parents and carers, took place at Keith Grammar School, School Road, Keith at 7pm on 24 October 2024. There were no attendees at this second meeting. Page 115
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5.4 A further online meeting was planned for 23 October 2024 at 7pm but there was no stakeholder interest in attending. 5.5 During the meeting on 22 October 2024 there were questions and comments regarding: • The past investment in the school by the Parent Council in ICT and outdoor equipment and furniture • Costs of reopening the school following mothballing • Process should the school close • Communication with parent/carers during the pre-consultation engagement • Access to Council-provided transport for Crossroads catchment children already attending Keith Primary School • Impact on Rothiemay school roll • No option proposed to rezone to Newmill Primary School Discussion with Pupils 5.7 As part of the consultation process, survey questions were shared with Head Teachers at Rothiemay, Keith, Newmill and St Thomas’s primary schools to allow them to discuss the proposal regarding the closure of Crossroads Primary School with their respective pupils. 5.8 Keith Primary School has 13 children from the Crossroads Primary School catchment on its current school roll, Rothiemay has 5 children from Crossroads Primary School catchment and St Thomas’s has 3 children from the Crossroads Primary School catchment. 5.9 A full breakdown of the pupil responses is at Appendix C. Within the responses a number of children expressed support in Crossroads Primary School re-opening but almost all of these expressed their preference would be to remain at their current school if it did. Consultation Proposal Survey 5.10 During the consultation period parents/carers, stakeholders and community members were invited to take part in an online survey to express their opinion on the proposal. The survey provided a summary of the proposal regarding the closure of Crossroads Primary School. Participants were also given the opportunity to leave comments regarding the proposal. Page 116
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5.11 A total of 50 people completed the survey (46 online and 4 paper copy) and a collation of their direct responses is provided at Appendix D. An analysis of the online survey is at Appendix E. The analysis of the responses highlighted that 40% (20) of responders resided within the Crossroads Primary School catchment, 38% (19) of responders from Rothiemay Primary School catchment and 22% (11) of responders from Keith Primary School catchment. The high-level outcome from the online survey was that 24 responders supported the closure of the school, 19 disagreed and 7 did not respond to the specific closure question. 5.12 Of the 30 parents/carers that completed the online survey, 13 supported the proposal and 13 disagreed and 4 did not respond to that question. Within this group 15 identified as from the Crossroads catchment and 6 supported the closure, 6 did not and 3 did not respond. 5.13 Of the 43 respondents who responded to the question “which option do you prefer for the proposed catchment” in the school were to close, the most popular option was Option 2, to close Crossroads Primary School and split the current catchment between Keith and Rothiemay. This was supported by 29 (68%) of the 43 participants who responded and 10 (33%) did not support it. Four people did not indicate a preference. Staff Engagement 5.20 As Crossroads Primary School has been mothballed since 9 January 2023, teaching staff that were employed at the school have been employed at other establishments. Staff at Rothiemay Primary School and Keith Primary School were given the opportunity to discuss the proposal with Education Scotland but none chose to do so. 6 Written Responses 6.1 During the consultation period between 23 September 2024 until 15 November 2024 representations were invited from statutory consultees and interested parties. 6.2 The only written communications were completed paper copies of the online survey made available to the community and these are accounted for in the survey analysis in Para 5.11. 7 Moray Council Response to Written (Survey) and Oral Representations Page 117
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7.1 The comments received during the consultation period fall into several themes. These have been carefully considered and the Council responses to these are provided below. The whole process from mothballing to statutory consultation was not well managed 7.2 A comment was received that the consultation process was not handled well “they had absolutely no confidence in the council” managing it 7.3 Moray Council do not agree with the assertion that the consultation process was not managed effectively. Several public engagement events were completed prior to the Education, Children’s and Leisure Services Committee report seeking approval to undertake a statutory consultation regarding the closure of Crossroads Primary School in accordance with the School (Consultation)(Scotland) Act 2010. 7.4 At these pre-consultation meetings the next steps in the mothballing and future proposals consultation process were discussed and members of the community were able to ask questions and contribute. In addition to these public meetings, suggestion boxes were positioned around the catchment to allow any interested party to comment on the future of the school. This engagement information was made available within the consultation proposal document at Appendix A. 7.5 This consultation process has followed the process set out in the Schools (Consultation)(Scotland) Act 2010 in engaging with all interested parties and providing every opportunity for community engagement. This Consultation Report is now made available to all interested parties to review prior to a Council decision on the future of Crossroads Primary School planned for 21 May 2025. Legislation allows for any person to make representations to Scottish Ministers within three weeks of the Council taking their final decision to implement a closure proposal. The detail on the how to do this is at Para 12.5. Moray Council made no effort to ‘market’ the school to prospective new parents and carers in the area 7.6 A few comments were received that stated Moray Council could have made more effort to promote Crossroads Primary School and encouraged in catchment families to send their children to their catchment area school. 7.7 Advocating for options that allow families to choose between small and larger educational environments based on their children's needs was a common theme throughout engagement and consultation on Crossroads Primary School and wider Keith Associated School Group discussions. It is not appropriate for the Council to advocate a child goes to one school as against another, although a place will always be made available for a child at their in catchment school and Page 118
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they may also be entitled to free school transport. Council policy supports the principle of parental choice in school selection and allows parent/carers to submit placing requests for children to attend a school out of their address school catchment area. Provided the placing request meets the placement policy requirements the Council will support the request. 7.8 A number of parents stated that Keith PS was the preferred learning location for many parents/carers who travelling to work in Keith or further afield and this is one of the factors that influence parent decisions to send their children, as their expense, to an out of catchment school. Proposal to close the school is financially driven 7.9 A number of survey and verbal comments received during both the engagement statutory consultation stated that Moray Council were seeking to close Crossroads Primary School for financial reasons. 7.10 Other respondents noted the financial implications of keeping Crossroads Primary School open, citing low student numbers and high operational costs as key reasons for supporting its closure. They argued that reallocating students to larger schools would be more cost-effective. 7.11 Although the Council acknowledge that there would be financial savings realised from closing Crossroads Primary, we do not agree that this has influenced the report recommendations which are only based the educational benefit rationale set out in Section 4 of this report. Impact on Rothiemay Primary School 7.12 Concerns were raised about the future of Rothiemay Primary School, with some suggesting that merging catchment areas could jeopardize its viability as well, especially given recent reductions in class sizes. 7.13 The opinions of the adjacent Rothiemay community as well as the Crossroads community have been considered in the recommendations of this proposal and are not considered detrimental to the future of Rothiemay Primary School. Longer travel times to schools 7.14 A number of responders highlighted the logistical challenges posed by longer travel times to larger schools, with some children facing extended days due to transportation arrangements. Page 119
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7.15 Children who have been temporarily rezoned to Rothiemay Primary School during the mothballing of Crossroads Primary School have seen a slight increase in their travel time of between 10-15 minutes. There may be disruption to travel in winter due to challenging condition of rural roads, however, this is an issue whether children attend Crossroads or Rothiemay primary schools now. 7.16 The majority of children in the Crossroads Primary School catchment area already travel to Keith or St Thomas RC primary schools so for the majority of current primary school pupils will only be impacted by the additional time if the option for free school transport is taken up. Concerns about children’s mental health 7.17 Several comments opined on the mental health benefits for children attending smaller schools, suggesting that not all children adapt well to larger educational settings, which can lead to anxiety and stress. 7.18 All schools in Moray are committed to ensuring children and young people are supported in terms of their health and wellbeing, inclusion, equity and diversity in order that they may thrive and succeed in individual schools as framed through Our Moray Standard – Supporting All Learners strategy. All schools and staff also access mandatory training in order to support all learners across Moray Schools including child protection, getting it right for every child, staged intervention/universal and targeted supports for pupils, trauma informed practice, relational approaches/solution-orientated practice, supporting neurodiversity and inclusive classrooms (CIRCLE). All approaches adopted across schools are built upon the principles of inclusion and nurture, with Moray schools aiming for all children and young people to be and feel present, participating, achieving and supported in school. 7.19 As a smaller rural school with roll of 47 pupils, Rothiemay Primary School’s vision is ‘nurturing aspiration for learning, relationships and life’ where core values of responsibility, inclusion, values, empathy and respect underpin all that the school do in order to support all pupils. The wellbeing indicators are central to school life and staff have a range of qualifications and experience in identifying and supporting children with a wide variety of needs. The small staff team work together in order to support all children, accessing external supports from multi- agency partners and wider services where appropriate or required, in line with agreed Moray approaches. 7.20 Keith Primary School as a larger Primary School (334 pupils) are proud of their community ethos and very much believe that a happy child is a successful one, committed to providing a welcoming, safe and stimulating environment for children to learn, where all are valued and nurtured in an inclusive environment with equal opportunities. Core values of aspirational, respectful, resilient, Page 120
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inclusive and nurturing underpin the school’s vision where a larger team of staff (teaching and support staff) ensure all pupils are supported in both their learning and wellbeing. 7.21 A dedicated Learning Support team also work closely with teaching and support staff and wider agencies at Keith Primary School in order for targeted supports (learning and wellbeing) to be provided in a timely way. The Head Teacher at Keith Primary School supported by two Depute Head Teachers and a Principal Teacher of Support for Learning, form the Senior Leadership Team overseeing all pupil learning and support needs, accessing wider services (e.g. multi-agency partners, counselling) where appropriate following Child Planning meetings and Team Around the Child discussions as would be the case in all schools where individual pupils require further support. As the school has an Enhanced Provision, it is further able to provide support for individual pupils or small groups in a caring and inclusive environment within The Beeches which emulates a small school setting. 7.22 All schools in Moray work closely with a wide range of multi-agency partners including educational psychology, health, social work and wider services (e.g. Speech and Language Therapy, English as an Additional Language, CAHMS – Child and Adolescent Mental Health Services). Where targeted supports are required for individual pupils - which may include wider mental health and wellbeing concerns linked to anxiety or stress – these will be supported and put in place as noted above, aligned to Moray Schools’ nurturing approaches and irrespective of school context or size but based on individual pupil need. All schools support children and young people at key points of transition, whether moving between stages, nursery to Primary, Primary to Secondary or between schools in order for continuity in learning and in terms of health and wellbeing support. Schools also review individual pupil cases where specific needs are identified and may initiate single or multi-agency Child Planning supported by a team around the child concerned as required in line with Moray’s Staged Intervention model. Status of Parent Council funded school assets 7.23 Several comments received requested information on what is the status of school of items that had been purchased by the parent council. 7.24 A number of assets were removed for safe keeping or for use elsewhere while Crossroads Primary School was mothballed. This included the ICT equipment and the outdoor pergola (at no cost to the school or Council) which were relocated to Rothiemay so they could still be used by pupils from the Crossroads catchment. Other items have also been temporarily relocated to Rothiemay and other schools and an asset record has been kept during mothballing 7.25 Should the decision be to close the school in the future, a managed process of re- distribution or donation to other schools and community groups will be Page 121
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implemented, with the priority on benefiting the Crossroads and adjacent communities. Community support for a school is/was ignored 7.26 There were several comments that opined that the community support for the school was ignored by the Council during mothballing, public engagement and consultation. There was support for the closure due to financial realities although they expressed sadness over losing a school that has been a central part of the community for generations, indicating a deep emotional connection to Crossroads Primary 7.27 The support for the school by a small but dedicated group within the community is acknowledged. If there was a viable school roll at Crossroads Primary School (and current policy is that operational viability is reviewed if a school roll falls below 15) then re-opening the school would be a serious consideration. However, there is no desire for more parents/carers within catchment, other than those whose children were at the school at the time of mothballing to move their children Crossroads Primary School were it to reopen. A school cannot reopen if it has too small a pupil roll, no matter if there is a community desire for it to do so. 8 Education Scotland Report 8.1 In line with the Schools (Consultation) (Scotland) Act 2010, a report was produced by Education Scotland on the educational aspects of the proposal. The full report is attached as Appendix F. 8.2 The report from Education Scotland was prepared by His Majesty’s Inspectors of Education (HMIs) in accordance with the terms of the Schools (Consultation)(Scotland) Act 2010. The purpose of the Education Scotland report is to provide an independent and impartial consideration on Moray Council’s proposal to close Crossroads Primary School. 8.3 HMIs considered: • the likely effects of the proposal for children of the school; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; and other children and young people in the council area; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and Page 122
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• the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. 8.4 In preparing their report, HMIs undertook the following activities: • attendance at the public meeting held on 22 October 2024 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; and • visits to the sites of Crossroads Primary School, Keith Primary School, Rothiemay Primary School, St Thomas RC Primary School, Keith Grammar School, including discussion with relevant consultees, and a meeting with Strathisla Community Council. 8.5 Education Scotland also took account, in the event that the proposal was implemented and there was a rural school closures, what the Council’s consideration was for any reasonable alternatives to closure of Crossroads Primary School and the likely effect on the local community. 8.6 Education Scotland noted that if the proposal to close Crossroads Primary School was agreed that the majority of stakeholders they spoke to would wish to see the current catchment split between Rothiemay and Keith primary schools. This would support the roll at Rothiemay Primary School. 8.7 Education reported that for several stakeholders access to school transport was an important consideration in regards to how the Crossroads catchment may be divided up. 8.8 Education Scotland reported that a number of parents/carers indicated the importance of parent choice and for children to being able to attend their nearest school. 8.9 Education Scotland are of the view that there are sound reasons for Moray Council to consider the long-term viability of Crossroads Primary School. Inspectors agreed that the proposal by Moray Council would result in educational benefits for children in the Crossroads Primary School catchment area. 8.10 The report highlighted that children currently benefit from working with larger peer groups aligned to their age and stage. 8.11 The report concluded that the predicted school roll in the wider area makes it unlikely that all four primary schools affected by this report could be sustained. Page 123
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8.12 Education Scotland noted that most stakeholders who spoke to them supported Option 2, the rezoning of the catchment area between Rothiemay and Keith primary schools. 8.13 Education Scotland noted that the mothballing and proposed closure of Crossroads Primary School is seen as a loss to many in the community but those in the community they spoke to acknowledged that it was probably the best option given the small numbers of families who had indicated in interest in sending their child to the school in the event it would reopen and recognised that the Council should make best use of its resources. They highlighted that if the proposal to close the school goes ahead, the community felt that the school site should not be left to deteriorate but quickly be made available for other purposed such as housing or business use. 8.14 Education Scotland noted some slightly increased travel times (10-15mins) for those children who are temporarily rezoned to Rothiemay Primary School as a consequence of mothballing Crossroads Primary School. They noted that the majority of primary school children in the catchment were already travelling to schools in Keith so their travel are not impacted by either the mothballing or option to close Crossroads Primary School. 8.15 The Council welcomes the Education Scotland report and accepts its findings. In response to the findings within the report, Moray Councils response is as follows: • The Council welcomed that Education Scotland were in broad agreement with the educational benefits in closing Crossroads Primary school as set out in the consultation documentation and this report and considered that Moray Council had made a reasonable case to permanently close Crossroads Primary School. • The Council accepts the view of Education Scotland that a school roll of fewer than 15 pupils is not, in of itself, a significant impediment to the implementation of the Curriculum for Excellence and have omitted that from the list of reasons for advancing the proposal to close Crossroads Primary School. 9 Alleged Omissions or Inaccuracies and Additional Information 9.1 Section (10)(3) of the 2010 Act also places a requirement on the Council to provide details of any inaccuracies or omission within the proposal document which has either been raised by the consultees or identified by the Council itself. Page 124
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9.2 This section of the 2010 Act also requires the Council to provide a statement on the action taken in respect of the inaccuracy or omission, or, if no action was taken, to state that fact and why. 9.3 Officers are required to publish its response to representations made during the consultation period within its final Consultation Report. 9.4 There were no areas identified by consultees as being inaccurate or omitted from the proposal document during the consultation period. 10 Compliance with Section 9(1) of the Schools (Consultation) (Scotland) Act 2010 10.1 Section 9(1) of the Schools (Consultation) (Scotland) Act 2010 states that: After the Education Authority has received HMIE’s report, the Authority is to review the relevant proposal having regard (in particular) to (i) written representations received by the Authority (from any person) during the consultation period, (ii) oral representations made to it (by any person) at the public meeting, (iii) HMIs report 10.2 The feedback from the consultation, and all the questions and comments raised, considered in detail by officers. Data and factual information was checked where required and advice and input was sought from other Council Services where needed to consider the issues raised. This ensured that the Council met the requirements to review the proposal under section 9(1) of the 2010 Act. 10.3 Officers of the Education Service and Education Resources and Community Service have listened to the points made at the public meeting and have considered equally carefully the written representations received. 10.4 The Education Service’s position (as the Education Authority) is set out in Section 4 of this report. 10.5 The educational benefits were reviewed in respect of the Education Scotland report and representations made. Factors included in the Education Scotland report or representations made requiring any aspect of the educational benefits were considered. Page 125
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10.6 There were no aspects included in the representations made which provided a different conclusion in relation to the rural school factors. 11 Compliance with Sections 11A to 13 of the Schools (Consultation) (Scotland) Act 2010 11.1 Crossroads Primary School is a remote rural school, therefore the Schools (Consultation) (Scotland) Act 2010 requires the Authority to have special regard to the following factors: (a) the likely effect on the local community in consequence of the proposal, (b) the likely effect caused by any different travelling arrangements that may be required in consequence of the proposal. Likely Effect on the local community 11.2 Crossroads Primary School has mothballed since January 2023. The Council acknowledges that Crossroads Primary School was a sustainable learning community in 2020 with the school roll forecast data indicating it would average around 15 pupils for at least the next 7 years. However, over the next 2 years, with an increasing number of out of area placing requests, the annual school roll forecast indicated that the future roll would not exceed 10 pupils and with the actual school roll falling to 4 at the start of the 2022/23 academic session the mothballing decision was taken. 11.3 During the engagement and consultancy process surrounding the future of Crossroads Primary School full endeavours have been made to ensure all residents within the catchment area have been communicated and consulted with to ensure that the impact on the community is understood by officers. 11.4 Prior to launching the statutory element of the consultation, opportunities were made available to all members of the community to either suggest ways to make the school viable again or alternative uses for the building that would benefit the community. 11.5 There were no suggestions from the engagement and consultation that could be seen as ways of ensuring a viable future school. 11.6 Alternative uses for the building and land proposed during engagement and consultation will be shared with Council Estates Management officer and Community Support Unit team to consider as future options for the school buildings and land in the event of school closure. Page 126
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11.7 Title deeds have recently been received for the land and buildings that encompass the Crossroads PS estate. The title contains reversionary rights in favour of the Earl of Fife or his successors (the original owner). The deeds state that if the land, including the school buildings, are no longer used for educational purposes, the successors of the Trustees of the Earl of Fife can require the land to be returned to them in exchange for payment of the current value of the school buildings. Any proposal for alternative use will not be possible without the Council first checking if the current Earl of Fife wishes to exercise his reversionary rights. If those rights are exercised the Council will seek to engage with the ‘owner’ on options for community use or economic growth benefits for the site. Likely effect caused by different travel arrangements 11.6 Children who have been temporarily rezoned to Rothiemay Primary School during the mothballing of Crossroads Primary School have seen a slight increase in their travel time of between 10-15 minutes. There may be disruption to travel in winter due to challenging condition of rural roads but this is an issue whether children attend Crossroads or Rothiemay primary schools now. 11.7 The majority of children in the Crossroads Primary School catchment area already travel to Keith or St Thomas RC primary schools so travel time is not impacted by either the mothballing or closure of Crossroads Primary School. 11.8 Since January 2023 free transport has been provided to those children in the Crossroads Primary School catchment that were temporarily rezoned Rothiemay Primary School. Prior to, and during mothballing, no transport has been provided to those children in the catchment that were and continue to attend Keith Primary School. 11.9 The rezoning proposals in both Options 1 and 2 to this closure proposal would see free transportation now available to both Rothiemay and Keith primary schools within their respective extended catchments. This will immediately benefit most children in the catchment area who already attend Keith Primary School. 12 Representations to Scottish Ministers in terms of Section 15 of the Schools (Consultation) (Scotland) Act 2010 12.1 If the Authority makes a final decision to implement the proposal, it will require to notify Scottish Ministers of that decision and provide them with a copy of the proposal document and consultation report. This must be done within six working days of the decision. Scottish Ministers have an eight-week period from the date of the final decision to decide if they will call-in the proposal. 12.2 Within the first three weeks of that eight-week period, Scottish Ministers will take account any relevant representations made to them. Until the outcome of the Page 127
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eight-week call-in process is known, the Authority cannot proceed to implement the proposal. 12.3 If Scottish Ministers call-in the proposal, they must refer the proposal to the Convener of the School Closure Review Panels who may refuse to consent to the proposal or grant their consent to the proposal subject to conditions or unconditionally. 12.4 It should be noted that the legislations allow for any person to make representations to Scottish Ministers within three weeks of the Council taking their final decision to implement a closure proposal. Moray Council expect the decision on whether or not to implement this closure proposal at is meeting on 21 May 2025. If the decision is taken to implement the closure proposal, any representations to Scottish Ministers, therefore, in this context need to be with the Ministers within three weeks of this date. Therefore, any representations must be made to Scottish Ministers by 12 June 2025. 12.5 Anyone wishing to make representation to Scottish Ministers during the three week period referred to above should do so by email to schoolclosure@gov.scot or in writing to: The Scottish Government School Infrastructure Unit 2A (South) Victoria Quay Edinburgh EH6 6QQ. 13. Conclusion 13.1 In review of the oral and written submissions to the formal consultation and survey results, it is clear that there is majority stakeholder support for the proposal to close Crossroads Primary School. 13.2 Officers have carefully considered the opportunities, issues and challenges identified by stakeholders during both the informal engagement and formal consultation processes. 13.3 The Council now has the following options: • Adopt the proposal to close the school; or • Amend the proposal in a minor way; • Amend the proposal significantly and undertake a further consultation exercise on a new proposal; or Page 128
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• Withdraw the proposal and maintain the status quo. Each option is discussed below. Adopt the Proposal 13.4 If the Council chooses to adopt the proposal and close Crossroads Primary School on a permanent basis then one of the two options for Crossroads Primary School, outlined in the proposal document, would need to be chosen. 13.5 The favoured option amongst survey participants was Option 2, to close Crossroads Primary School and split the current catchment between Keith and Rothiemay. This option was supported by 29 (67%) of the 43 participants who responded to this question in the survey. The Council position is that this Option would most align with the current parental choices to send their children to either Rothiemay or Keith primary schools. 13.6 If the Council adopts the proposal, it would be on the basis that it aligns with the wishes of the majority of current parents/carers in the Crossroads Primary School catchment AND that the educational benefits set out in the proposal document would materialise and a period of uncertainty for the community would come to an end. Children will have access to greater learning opportunities and experiences and increased socialisation through being part of a larger school. Opportunities to participate in peer support, classroom learning, learning groups across stages and between classes and opportunities to engage in lunchtime, after school and team events will be increased. The primary schools of Keith and Rothiemay have the capacity to accommodate additional children. The proposal will assist the Council to deliver ‘Best Value’ through making more efficient and effective use of its resources. Amend the proposal in a minor way and adopt 13.7 During the consultation period no suggestions were received from stakeholders that would require a minor amendment to the proposal. Amend the proposal significantly and undertake a further consultation exercise on a new proposal 13.8 The Schools (Consultation) (Scotland) Act 2010 requires that changes to the school estate are subject to rigorous statutory consultation. Any significant amendments to the proposal would require a full consultation with pupils, parent/carers and the wider community of all affected by the proposed schools. Page 129
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13.9 Allowing for appropriate governance the process can take in the region of nine months to complete. 13.10 This is considered to be unreasonable to go through another lengthy statutory process. The uncertainly surrounding the future of the school has impacted on the community and it is hoped that this statutory consultation to close Crossroads Primary School will give clarity to the community and a sense of certainty regarding their children’s education. 13.11 Having reviewed the Education Scotland report and feedback from consultees, officers concluded that the basis of the original proposal continues to be the most appropriate conclusion for Crossroads Primary School. Withdraw the proposal and maintain the status quo 13.12 This option would be to continue to mothball Crossroads Primary School. Maintaining this status quo would continue the uncertainty for parents/carers, children and the wider community. The school would remain mothballed and the building would continue to draw on Council revenue finances and require additional significant capital investment in the future to be upgraded to Condition B status. 13.13 Withdrawing the proposal, the Council would be failing to recognise or respond to the educational and social benefits for Crossroads catchment children. Education Scotland has recognised the proposal has the potential to deliver overall educational benefits for the children within the Crossroads catchment area. Children are currently benefitting from working with larger peer groups closely aligned to their age and stage. 14 Recommendation 14.1 The recommendation of officers is that the Council should adopt the proposal to permanently close Crossroads Primary School and re-assign its catchment area between Keith and Rothiemay primary schools. Children would continue to receive free school transport to their catchment school in the case of Rothiemay Primary School and those children in the rezoned Keith Primary School catchment would be entitled to free school transport from the earliest the start of the 2025/26 academic year. Page 130
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Crossroads Primary School Closure Proposal Public Meeting Date: 22 October 2024 Time: 18:30 Venue: King Memorial Hall, Grange In Attendance: Andy Hall Programme Manager Learning Estate; Stewart McLauchlan Quality Improvement Manager; Jane Martin Community Support Officer (Learning Estate); Pragya Rathore Communications and Engagement Officer; Alona Murray HMI Education Scotland; Cllr Colyer and Gatt arrived at the end of the meeting Attendance: 9 Community Members Meeting Notes Andy Hall gave introductions and gave a 12 slide PowerPoint presentation on Crossroads Primary School Closure Proposal. • Consultation process based around 2010 school act – statutory consultation – process open, robust, transparent and fair Consultation Survey is open until from Monday 23 September 2024 to Friday 15 November 2024 Outline of consultation process in terms of if there are any alternative reasons to proposal to rezone Specific requirements for rural school - 3 key impacts: Education Benefits, Community Impact, Impact on travel arrangements • Background in consultation document 2022/2023 – academic session – roll was down to 4 in January 2023, school was mothballed Most children (25 in catchment) either already had placing request for KPS or St T – temporary rezoned children remaining in school to Rothiemay PS Community engagement on the school in May and November last year (2023) Approval for statutory consultation through ECLSC – 17 September 2024 • Options: Alternatives to closure Proposed options Discounted options • 2 options – closure and rezone to Keith Primary School or close and split rezone to Keith Primary School and Rothiemay Primary School • Public Submissions Consultation document – can be accessed via website e-mail addresses, search for Crossroads Primary School Moray Council – link to learning estate page Discussions No discussion points at this time from attendees No questions from attendees at this stage • Next Steps Consultation concludes on 15 November (Phase 2) • Education Scotland on submission of consultation and other documentation, they will prepare report on the educational aspects of the proposal (3 weeks) • HMIE visit – December 2024 • Meeting at all schools • Prepare and publish consultation report (Phase 4) – up to ECLSC on 18 February (will go live a week before this) • Decision process (Phase 5) – 28 Feb 2025 ECLSC decision will go to full council on 26 February and notify Scottish Ministers with 6 working days • Closure decision then sits with Scottish Government – 3 weeks to make initial representation to Ministers and further 5 weeks for Ministers to decide whether or not to issue a call-in notice. During APPENDIX 1 (APPENDIX B) Page 131
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8-week period the Authority cannot proceed to implement any proposed closure (would be later in 2025) • School Closure Review Panel – if Ministers call in, can take max 9 to 17 weeks • Non-closure decision – restriction on closure for 5 years • Elected members involved throughout and communicated with, based on outcome • Presentation ended – open for questions Discussions If decision is made that school will reopen, what about equipment that has been removed? What about the computer? What happens if decide to reopen? Mothballing can take a long time and main item is Pagoda. Agreed with Parent Council and parents moving to Rothiemay – looking to move to Rothiemay for children moved to Rothiemay. If school reopens, that would be returned. Anything perishable, has been cleared/removed – amplifier has gone to Keith Grammar on an asset register and if school reopens, will be returned. Nothing removed unless agreed. Andy visited CPS 4 weeks ago and check on wind/watertight. Computers – due to conditions/temperature – older buildings do get damp and cold, on an asset register, some to Rothiemay, some at HQ and also will be returned if needed. Tablets would be returned where required. Parent Council has paid a lot of money over the years for that equipment too? Rothiemay and remaining in school. Pagoda moved to RPS – other schools did not want further items. How much would it cost to reopen the school? Over £200,000 over next 5 years to meet B condition/suitability standard Would it have cost more to remain open? Still costs linked to running/maintenance. Around £130,000 of revenue being saved currently that can be reinvested in Learning Estate Pulled the heart out of Grange – was a social centre and little social events that school Parent Council provided for farming families who don’t have opportunities to go in/out of Keith, Elgin, Inverness etc – little things that count – children from smaller schools have better manners, more respect – bigger schools don’t even mix Operational decision is taken when school roll drops to 15 – peer interaction is an issue and not a decision taken independently When roll drops, parents will take children out of school and when children move on from Primary to Secondary 4/5 of parents already sending children to Keith Primary School –parents attracted to this What sort of impact is the new housing estate on Keith Primary/size Seeing falling birth rate in Moray, no issues with school rolls (any) – a number of schools operating below capacity Catchment Will depend on consultation and next steps Costs – all about saving costs – teacher redeployed from that school and changes will depend - Linked to processes and staffing/change in roll and parents opting to put their children to other schools (parental choice) Suggested that Crossroads was not used by other groups – e.g. Yoga, Knitting – use of building always refused Very few Primary Schools have any school lets – linked to costs –were paying around £70,000 per year across schools and Council reviewed and only larger venues used (more of a let/lease to use). About cost of operating facilities – issues in past, keys available to community and issues around insurance and risk assessment, H&S, risk – across all Primary Schools Page 132
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Suggest that smaller schools don’t gain anything by having a Parent Council – small number of children in schools who have siblings, older sibling at Grammar – not as much interest or funds go to Parent Council. Cash Book – last 16 years – raised over £35,000 and used for opportunities, experiences, travel? Majority of parents in Crossroads catchment (out with this consultation) chose to send their children to Keith Primary School All consultations taken into account No plans to close Rothiemay Primary School – was due to SG census and roll that class number/teachers reduced Money it will cost to reopen the school – concern that the school is now an eyesore and playground/weeds – not nice to look at and even if it closes, is there something to be done with it? Wider learning estate has 30 schools below standard Not unique the school is showing its age/needs investment Moray Council has neglected school estate due to other financial pressures – will not go away With respect to outside – not being maintained and lands and parks at Council have been instructed to tidy grounds – should be being addressed now (being assured this is being done) Defibrillator – kept on side of building, not taken away, power source retained Rothiemay census brought up The decision to adjust class numbers aligns with national and local authority guidelines following Census Day set nationally each September. This data is used every year to ensure equity across Moray schools by allocating staffing according to pupil rolls. Rothiemay is one of several schools impacted by the latest census figures, resulting in these adjustments. Telephone box removed Concerned it was removed acknowledged and noted but not the Council who did this (BT) Concern around toilet block/dampness Lowest setting of heating – no damp noticed, will keep an eye, janitor goes in once a fortnight (KGS) to check the school and checks for this to see there is no evidence of damp If school does close, what is the process No presumption of closure – a number of options put forward at public meetings last year too Opportunities for asset transfer etc covered last year If was to close, how long before a decision made with building If building were to close, ceases to be a school Asset Management team then takes on – legal process and likely 6-12 months before anything happened Will maintain as wind and watertight due to building value Would the council be better moving things in playground Local schools and play team have been approached and did not want – will review taking e.g. Goalposts in to the building All usable equipment taken away by Rothiemay – concern that if we start disposing of things, then concerns raised (as with if they remain where they are) at this stage Observation – meeting last year, similar meeting and not minutes Obliged to send postal letters to all – all sent on same day from the mail room Page 133
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Engagement session Concern that parents left e-mail addresses at last session – sometimes mail taking a couple of weeks. An e- mail before other people would have been asked for Feel annoying that general public are being told before parents Confirmed that mail all sent out at same time to everyone How many pupils in catchment just now that could go to Crossroads 26 – school catchment (21 go to Keith) Majority of those parents choose to go to Keith School roll effectively 5 – children currently zoned to Rothiemay Concern that people allowed to build houses in Grange House building – uncertain at change in roll Parental Choice as to where parents put their children Majority of parents in Crossroads have and continue to put their children to other schools (mainly Keith Primary School) Not removing Parental Choice – school roll falling and down to 5 (parental choice) Always the threat of closure – if threat, won’t send child deliberately there? Noted One parent – child was in a class from P1-P7 at CPS previously – not best experience Explained that roll had dropped to 5 – same issues around Education Benefits (one parent’s child was in P1-P7 and not a good experience, out doing learning support some pupils 1:1 etc) – same as if school were operating with e.g. 5 pupils as before If pupils currently going to Keith Primary just now, do they get transport (from Crossroads)? No transport provided to Keith Primary from Crossroads catchment Depending on catchment zone, children would be entitled to catchment Those still going to Rothiemay (who were at Crossroads as mothballed) would still Big houses for sale – more children coming in? Can’t plan on what might happen – need to look at current situation Looking at costs and cost savings – 21 children if school rezoned would be entitled to school transport 21 parents fault school is shutting Choosing to put their children to Keith Primary School 4 miles from Newmill – 10 miles from Rothiemay – why some areas not zoned to Newmill Parents suggesting Newmill as option Currently, no pupils attending Newmill and was no previous desire to attend – not put forward as option Maps – pains that our children – supporting the local school and appreciate it needs mothballed – feel forced to choose different school and people who closed the school (didn’t Parent raised concern that in future if rezoning happens parents who send their child(ren) to Keith through parental choice and having no involvement with Crossroads have led to closure – parent felt it unfair that they would potentially receive free travel in future to Keith Primary Page 134
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put their children to Crossroads but put to Keith and had to transport) are now going to get free transport. Chose to put children previously to Keith – reasons why mothballed and now getting school transport handed on a plate (extra 21 pupils to transport) Will transport pick up at pupil doors – will depend on outcome and transport would review this Parental choice – not England, we allow parents to send children to school of choice if there are spaces in the school. Catchment zones and transport provision - Parents understand they are minority – sadness about situation Acknowledged/noted No presumption of closure – scrutinise the Education Benefits statement and inform final report to Committee – with respect to rural schools 16 pupils go to Keith Primary School, 3 go to St Thomas who are currently in zone (Jane confirmed from an e- mail she had/figures on laptop she accessed) Andy closed meeting 7.40 pm and asked for anyone to ask further questions, respond to consultation, any further comments Page 135
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Crossroads Primary School Statutory Consultation Pupil Survey Responses School Class Do you think Crossroads Primary School should re- open? Why? If Crossroads Primary School did re-open, would you like to go there? Why? What do you like about your current school? What would be different if you had to go to Crossroads Primary School Keith Primary Focus group of 12 pupils from P4-P7 Yes – for people to live between here and Cullen. Saves them travelling. No – no point in it staying open. Costs lots of money. Definitely not 9 Probably not 3 Not sure 2 Reasons against going to Crossroads: Less equipment, staff, smaller school,Not so many friends of your age group, Small playground, not so much to do, The work would have to be at different levels in the class, Could make the transition tricky going to a small school to a big school especially with all the different teachers. Might be a huge shock and feeling crowded. Crossroads is close to a road. Reasons for: No option of Active Travel if they had to go to another school. Would have to go in a car, Staff would get to know you well and your level Lots of people in our school – no so many chances to make friends. Some people wouldn’t like to be in the same class as their brother or sister. The Beeches – lots of help for pupils with needs Lots of staff here Different zones in playground – lots of space. Proper place for football Equipment and resources are good at Keith Primary. The building is new and doesn’t need repairs Different teachers give you different experience Rothiemay Primary Crossroads catchment pupils attending RPS Yes – it would be closer and not take us so long on the bus. Yes: It’s closer to where I live. It would be smaller than Rothiemay. No: My friends are at Rothiemay. Current School: Friendly Kind teachers Big hall for PE I play with my friends We have a big field. Different: Everyone in one class P1-7 We had an apple tree. We didn’t work in a group. We worked on our own most of the time. APPENDIX 1 (APPENDIX C) Page 136
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Crossroads Primary School Statutory Consultation Pupil Survey Responses School Class Do you think Crossroads Primary School should re- open? Why? If Crossroads Primary School did re-open, would you like to go there? Why? What do you like about your current school? What would be different if you had to go to Crossroads Primary School Newmill Primary P6/7 Yes, So we have more schools, They can go to a local/closer school Wasting petrol to go to a school further away More jobs e.g PSA, teachers Waste of a building to sit empty No – none of us live local to that school Current: Friends Teachers our unique style of learning (wall and pit) Building Playground If we went to Crossroads our school would have less numbers our school might be at risk of closing St Thomas RC Primary P1-4 ½ of our class: We think it should be closed because there is no point opening it if it will take too long to have more children to go there. ½ of our class: We think it should be open because there were some children going there. Then it can grow even bigger Staff: We think it should be closed. Children need a social education and having a small amount of children will hinder their social development. 2 out of 13 pupils would like to go there. We already have friends at our schools, we would miss them if we move to Crossroads. We like fun jobs and activities with all our toys and teachers we aren’t sure it would be the same at Crossroads. Here we see our nursery friends, we wouldn’t see nursery children at Crossroads. Page 137
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Appendix D – Survey Direct Responses Responder Do you support the closure of Crossroads Primary School? Please tell us why you made this choice Yes/No 1 No Taking the heart out of the community of Crossroads. Also because moray Council have been negligent in support & promotion of this school PARENTAL CHOICE has been removed. 2 Yes Due to the school not being used right now, if reopened a lot of money would need to be spent. 3 Yes The citizens of Moray also need to take some hard decisions when it comes to supporting the council find and make necessary budget cuts to save Moray and reduces the deficit that the council needs to make. Have attended 2 meetings already and I would also support the difficult decision if the council to mothballed and then possible closure of Botriphnie and St Thomas Primary Schools due to overhead and grading of building 4 Yes Although in an ideal world small rural schools are beneficial to children and community. Financially in todays climate is not a viable option when you look at cost per pupil (Paper Copy) 6 Yes The amount of pupils that would attend is far too small to make it financially viable, the cost to keep the school open is massive. As a formal pupil moving from such a small school to Keith grammar was a massive difficult step. 8 Yes Running costs and cut backs need to be made. 9 Yes I was a pupil, a member of staff, a parent and I am a member of the community, it was heart breaking to see this school close but realise realistically that the school won't re-open as it all comes down to MONEY! I would like to see the property sold on or something rather than see it getting into an eyesore like it is 11 Yes We need to support our rural schools where learning is enhanced in many aspects. Keith primary has little capacity within the building where Rothiemay has room for pupils to attend APPENDIX 1 (APPENDIX D) Page 138
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12 No I feel that the council are encouraging small schools to close and direct everyone into towns. This is not good for small communities and if they do close a small school they should redirect the children to a similar neighbouring in school, where the children will thrive in smaller numbers. 15 No It's truly heartbreaking to see such a wonderful school like Crossroads Primary being closed, especially when it holds so many cherished memories for local families. For generations, this school has been at the heart of our community, and its closure feels like the end of an era for everyone who has been a part of it. My daughter attended Crossroads from August 2021 until December 2022, and the transformation in her during that time was remarkable. She had previously attended a much larger school, where she felt like just another number. But when she moved to Crossroads, she became a completely different child. She loved going to school, developed a genuine passion for learning, and thrived in that close-knit environment. It was devastating for her to leave when Crossroads was mothballed, and she was heartbroken to lose a place where she felt so valued and supported. I don't support the closure of Crossroads, although I understand why it might seem like the council's preferred option. However, I am deeply concerned about the lack of support given to smaller schools and the impact this has on children and families. Schools like Crossroads offer something unique—an environment where children aren't just numbers, but individuals who are known, cared for, and inspired. When smaller schools are closed, we lose far more than just a building; we lose a vital part of our community, a place that fosters belonging, continuity, and growth. I believe that the council needs to recognize the profound impact that schools like Crossroads have on children’s lives and on the fabric of our communities. Rather than viewing them as just another line in a budget, these schools should be celebrated, supported, and preserved for future generations. They have been, and continue to be, essential in shaping the lives of countless children, and their closure is a loss that will be felt deeply by all who have been touched by their warmth and dedication. 17 Yes School running costs too high; school too small for good social skills development of children 20 No If the households supported this school there would be no need for closure as enough children in the catchment area 21 Yes Unsustainable Whilst there are many positives related to small schools, I still believe they have a limited future Page 139
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22 Yes A small school has no benefit what so ever for the children's social aspect, all my children go to Keith primary school for this reason 23 Yes Childcare for after/before school and bus. Plus I don’t want my children going to another small school as such a big transition to secondary. Also Rothiemay has been so inconsistent with several changes of staff. 24 Yes Yes, if it means keeping nearby rural schools numbers up and maintaining current class sizes. 26 No I'm a teacher at KPS and a mother of 3 primary age children. Our classes at KPS are already really big. At the moment we're working on embedding numeracy assessments, introducing Wraparound Spelling, and leading the way in Moray schools with CYPIC Writing movement amongst so many other priorities. We're doing this with ASN inclusion, reduced ASN for the most needy, reduced or no PSA support. We're already trying our hardest to improve and raise attainment. Inspections in most schools all the time and trying to get it right for our children. There's only so much we can do that actually benefits these learners and their families. Further increase in class sizes with no additional support and increased pressure to meet our professional expectations is just not 'Getting it right for every child.' 27 Yes It is not financially viable to keep a school open when numbers are so low. Pupils will gain both socially and academically by attending a school with higher pupil numbers. 30 No To support Rothiemay 31 No Children shouldn't have to travel more than 20 mins to school which some now may have to. There may be demand in future for Crossroads, we are not getting it right for the next generation of Grange children. 33 Yes Not enough pupils 36 Yes Keeping a school open for such a tiny population is a waste of money. It's far cheaper to move those pupils to another school in nearby towns. 37 No I do not support closure of small country schools. Having attended one myself (with only ever between 5-12 pupils) I cannot emphasise the importance of them not just to the pupils but to the wider community. The teachers too are always amazing. I think it’s a real shame the council are closing crossroads school they should be ashamed Page 140
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39 Yes The cost of running a rural school for so few children is prohibitive. Travel costs will be significantly less than cost of whole school staffing etc. 40 Yes Rothiemay primary school has just been told it is having to move from a 3 class school to 2 classes as we were 1 pupil short on the day of the census. We therefore need more pupils to move into Rothiemay primary to move it back up to a 3 teacher school. 41 No If every child in the catchment area went to their zoned school, Crossroads wouldn’t have to be closed. It’s unfair that our primary school children are picked up at 8am and don’t get home till 3.45pm so it’s a long day for them. 42 Yes Crossroads is very small, and the buildings are no longer fit for a modern education. The size must make the cost to run per pupil higher than larger schools and there are limited opportunities for groupwork etc. The roll at Rothiemay Primary is falling and has recently caused a move to from 3 to 2 classes - which is not desirable. Any additional pupils that would help to reverse this trend would be a help. 43 Yes Theres kids already at rothiemay from cross roads 45 No The arrangements made since the school mothballed have been nothing short of a joke, kids are leaving as early as 8am to go to school and not returning until 4pm, there has been no consideration or support for the children affected by the mothballing not to mention the issues with travel, communication and education. 46 Yes The amount of pupils that would attend, the age and current state of the building, lack of parking and closeness to the road. Pupils would benefit from attending either Keith or Rothiemay where there are better facilities, access to playgroup or nursery and larger peer groups and educational opportunities. 47 No If we keep closing schools and reducing classes we will soon end up like primary education in England. from experience not only does this kill the community, it reduces the incentive for new families to move into the area, requires primary age children to take longer and longer bus rides so lengthening their school day and puts increased pressure on the smaller schools around to accommodate these children. its a cost saving exercise to the detriment of children, as usual 50 No It was a fantastic school and academically the children are now suffering but then that never came into the equation at all Page 141
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Responder Do you support the closure of Crossroads Primary School? Do you think any of these options should be discounted? Tell us why you made this choice Yes/No Option 1 Option 2 Neither Both 1 No x Common knowledge that pupils from small country schools are better behaved, and able to interact with young and old alike. Which many young people are now unable to do. This has been confirmed by staff from large schools. 2 Yes x Parental choice where their child goes to school 6 Yes x Keith primary is better equipped to take the pupils. Rothiemay is a small school which also likely needs a lot of money spent on it to keep it viable 8 Yes x Better road conditions in winter. 12 No x I have previous experience of a family members school being mothballed and the change has been so harming to the child and he has lost out on 2 months of education for the most part as he cannot cope. There are many other children who will not cope well with such a huge change moving to a large school. The children in country schools have smaller class numbers and should receive a much more one to one education as the ratio of teacher to children is smaller. Please support keeping the smaller schools open. Keep country kids in the country. Page 142
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15 No x I strongly believe that the Crossroads catchment area should be designated exclusively as Rothiemay Primary School’s catchment area and should not be split with Keith Primary, nor should it be absorbed entirely by Keith Primary. Rothiemay Primary, as a smaller rural school, offers a unique, high-quality educational experience that benefits from smaller class sizes and a close-knit community environment—qualities that are difficult to replicate in larger schools. Allowing Rothiemay to encompass the entire Crossroads catchment would not only help maintain its student numbers but also ensure that families in this area have access to the exceptional educational opportunities that smaller schools provide. By splitting or transferring the catchment area to Keith Primary, there’s a risk of further diminishing the numbers at Rothiemay, which could jeopardize its future. It’s crucial that the council and the wider community recognize the value of supporting and sustaining our smaller schools, which play such an important role in rural communities. Instead of directing students away, efforts should be focused on promoting Rothiemay Primary and ensuring it remains a vibrant and thriving choice for families within the Crossroads catchment area. 18 Yes x Rothiemay is also costing a lot to run and might be closed soon as well. The children are taught in two classes only- not ideal. 23 Yes x My children currently attend Keith primary school and I wish to receive school transport if this is the case of them being entitled to 24 Yes x I do not want my child to go to Rothiemay. If others have had a choice in the past I expect the same. Parents need access to childcare!!!! Page 143
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25 Yes x I would prefer my daughter to be in a different class to her brother at Rothiemay and for her to not be rushed into being in the upper stage class before she feels ready. 27 No x This is hard because I don't know the situation in Rothiemay nor the families affected and their needs. 28 Yes x It gives parents choices 31 No x To give people the option to go to a good school 34 Yes x Rothiemay primary needs more pupils to keep up their numbers 35 No x moray council has just reduced rothiemay from 3 classrooms to 2 due to one pupil. not one discussion with parents before doing this 37 Yes x I fully support the closure of Crossroads primary school. 42 No x I strongly believe if every child in the area went to their catchment school Crossroads wouldn’t have had to close. 43 Yes x I think the location of dwellings and pre-school children and transport options within the current Crossroads catchment should determine what if any split should be made. 44 Yes x Theres already a decent number of kids at rothiemay, and more kids would keep it open. 47 Yes x I believe there should be parental choice in choosing whether you enrol your child in a small or larger school. Some children benefit and thrive in smaller schools where there is often a more nurturing environment. Page 144
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50 No x I'm.not in agreement with the school closing at all, for one Kieth primary isn't big enough despite being a new building !! And well rothiemay is being made into a 2 classroom school which means they won't have the ability to take much more pupils either so I honestly don't know what the council is actually playing at Page 145
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Responder Do you support the closure of Crossroads Primary School? If you would like to make any other comments regarding the proposed closure of Crossroads Primary School do so in the box below. Yes/No 1 No Mental Health - Not every child can integrate into large school. Many blossom in smaller schools - enabling them to cope with Grammar School - long un-chaperoned journey to & from school cant help. Crossroads Parent Council have provided equipment, workshops for both staff & pupils, sports coach, music teacher, French lessons, cycling proficiency, net ball & football clubs. Theatre & Educational visit & visitors - not to mention school & community social events. Living in the country is a total different world to the town and should be appreciated as such. 3 Yes No, difficult decisions need to be made 7 Yes Keith primary school is a preferred learning establishment for many parents and currently our children are attending with us working parents travelling to and from the school each day. Personal preference to Keith primary as more opportunity’s for children’s learning and social needs. 12 No The children from crossroads school are all already attending Rothiemay primary and receive free transport. By changing the catchment to Keith or part Keith this would be another huge change to the children’s lives after settling in so well at Rothiemay. Page 146
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14 No Rothiemay Primary should not be reducing classes from 3 to 2 and it is thoughtless and unfair on the children 15 No I do not support the closure of Crossroads Primary School, although I understand why this might be seen as the more favourable option from the council’s perspective. However, I feel very strongly that the Crossroads catchment area should be designated exclusively to Rothiemay Primary School and should not be split with Keith Primary. More support is needed from local parents and the council to preserve and promote our smaller rural schools, which offer such a high standard of education. My daughter attended Crossroads Primary and was heartbroken to leave such a wonderful educational environment. She then moved to the equally lovely Rothiemay Primary. Although it took some time for her to adjust, she is now happy and thriving in a larger, yet still small, school setting. However, due to a drop in just one pupil, there have already been some changes at Rothiemay, and my daughter is now worried that the same thing could happen to her new school. Our children should not be burdened with fears about their school closing—they deserve to feel safe, secure, and supported in their learning environment. While I understand why some parents might choose Keith Primary due to the convenience of breakfast and afterschool clubs—services that are invaluable for working parents—I question why these amenities aren’t also available in our smaller schools. If such options were offered, I know I, along with many others, would definitely make use of them. Unfortunately, smaller schools are not receiving the attention and promotion they deserve from the council, and as a result, their numbers are declining. If this continues, we risk losing yet another wonderful local school due to budget cuts. I find the current situation quite uncaring toward our future generation. It’s crucial that we prioritize supporting and investing in these smaller schools to ensure they remain a viable and thriving option for families in our communities. Page 147
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28 Yes My husband and 2 of our children attended Crossroads Primary school but sentimentality and handiness are not valid reasons for keeping it open. Whilst I believe that my children received a good education at Crossroads Primary School, it left them socially disadvantaged and slightly alienated when transitioning from Primary to Secondary education which is why we chose Keith Primary School when our third child came along and have never regretted that decision. 35 No give buildings back to community to use. 37 Yes Please close this school ASAP. 42 No Why is Moray Council paying Aberdeenshire schools for education and closing a school that could be opened if everyone in the attachment area attended? 43 Yes This has taken a long time coming, although educational benefits are clear to the closure, given the state of Moray's finances, any similar cost-saving exercises should be accelerated. 50 No I think this whole process has been a shambles from day one Myself as a parent heard about this from my nail technician !! Yes you heard right my nail technician as a member of your staff had informed them months before that the decision had and was made to close this school Now this alone Is disgraceful and I have absolutely no confidence in our so called council anymore after this Page 148
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Appendix E Crossroads Primary School Statutory Consultation Survey Data and Analysis Introduction As part of the statutory consultation regarding the closure of Crossroads Primary School, stakeholders were invited to participate in an online survey to express their opinion on the proposal. The survey was open from 23 September 2025 until 15 November 2024. In total, 50 survey responses were submitted – 46 were completed online and 4 printed copy was received. The survey data is presented in this. The survey responses are published in Appendix E Summary of responses • 50 people responded. • The survey results revealed that 40% (20) of the respondents lived within the Crossroads Primary School catchment area, 38% (19) were from the Rothiemay Primary School catchment and 22% (11) resided in the Keith Primary School catchment. • Of these, 30 were parents or carers, 13 were community members, and 7 were school staff members. • 19 have a primary aged pupil or younger child affected by the changes to Crossroads Primary School in your family. • Option 2 (split catchment between Rothiemay Primary School and Keith Primary School) was preferred by 29 out of 43 people who responded to the preferred school catchment area question. • 24 people support the proposed closure of Crossroads Primary School and 19 are against the proposal. 7 people did not answer this question. • 13 parents/carers supported the closure while 13 didn’t whereas 4 didn’t respond to the question. • 6 Parents from Crossroads catchment area supported the closure whereas 6 didn’t support the closure. Survey Data Numbers of Respondents 1 2 3 4 5 In which Primary School catchment area do you live?If you are unsure you can check your catchment area by using the interactive map on our website. A community member A Parent/Carer A School Staff member School Count Yes No Yes No None of the above Keith Grammar School Botriphnie Primary School Keith Primary School Newmill Primary school Rothiemay Primary School St Thomas RC Primary School Other (please specify) Crossroads Primary School 5 15 0 20 12 8 13 7 2 5 0 5 0 7 0 0 Keith Primary School 5 3 3 11 0 11 3 8 3 4 0 4 0 0 1 0 Rothiemay Primary School 3 12 4 19 7 12 16 3 0 4 0 0 0 15 0 0 TOTAL 13 30 7 50 19 31 32 18 5 13 0 9 0 22 1 0 Are you….. Please select which school/s you or your child/children attend from the list below Do you have a primary aged pupil or younger child directly affected by the changes to Crossroads Primary School in your family? Are you currently a pupil or parent/carer of a pupil at a Moray School? APPENDIX 1 (APPENDIX E) Page 149
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Percentage of Respondents 6 7 9 In which Primary School catchment area do you live?If you are unsure you can check your catchment area by using the interactive map on our website. Option 1- Close Crossroads Primary School and rezone pupils to Keith Primary School Option 2 – Close Crossroads Primary School and split the catchment between Rothiemay Primary School and Keith Primary School No preference Yes No Option 1 – Close Crossroads Primary School and rezone pupils to Keith Primary School Option 2 – Close Crossroads Primary School and split the catchment between Rothiemay Primary School and Keith Primary School Both Option 1 and Option 2 should be discounted Neither Option 1 or Option 2 should be discounted Crossroads Primary School 7 7 2 9 7 3 6 5 2 Keith Primary School 2 5 2 6 3 1 1 1 6 Rothiemay Primary School 1 17 0 9 9 9 5 1 3 TOTAL 10 29 4 24 19 13 12 7 11 Which option do you prefer for the proposed school catchment area? Do you support the closure of Crossroads Primary School? Do you think any of these options should be discounted? If so, please indicate which one. 1 2 3 4 5 In which Primary School catchment area do you live?If you are unsure you can check your catchment area by using the interactive map on our website. A community member A Parent/Carer A School Staff member School Count Yes No Yes No None of the above Keith Grammar School Botriphnie Primary School Keith Primary School Newmill Primary school Rothiemay Primary School St Thomas RC Primary School Other (please specify) Crossroads Primary School 25.0% 75.0% 0.0% 40.0% 60.0% 40.0% 65.0% 35.0% 10.0% 25.0% 0.0% 25.0% 0.0% 35.0% 0.0% 0.0% Keith Primary School 45.5% 27.3% 27.3% 13.8% 0.0% 100.0% 27.3% 72.7% 27.3% 36.4% 0.0% 36.4% 0.0% 0.0% 9.1% 0.0% Rothiemay Primary School 15.8% 63.2% 21.1% 38.0% 36.8% 63.2% 84.2% 15.8% 0.0% 21.1% 0.0% 0.0% 0.0% 78.9% 0.0% 0.0% TOTAL 26.0% 60.0% 14.0% 100.0% 38.0% 62.0% 64.0% 36.0% 10.0% 26.0% 0.0% 18.0% 0.0% 44.0% 2.0% 0.0% Are you….. Do you have a primary aged pupil or younger child directly affected by the changes to Crossroads Primary School in your family? Are you currently a pupil or parent/carer of a pupil at a Moray School? Please select which school/s you or your child/children attend from the list below (Proportions based on respondents NOT answer choices, respondents may have children attending more than one school e.g Keth Primary & Keith Grammar) 6 7 9 In which Primary School catchment area do you live?If you are unsure you can check your catchment area by using the interactive map on our website. Option 1- Close Crossroads Primary School and rezone pupils to Keith Primary School Option 2 – Close Crossroads Primary School and split the catchment between Rothiemay Primary School and Keith Primary School No preference Yes No Option 1 – Close Crossroads Primary School and rezone pupils to Keith Primary School Option 2 – Close Crossroads Primary School and split the catchment between Rothiemay Primary School and Keith Primary School Both Option 1 and Option 2 should be discounted Neither Option 1 or Option 2 should be discounted Crossroads Primary School 43.8% 43.8% 12.5% 56.3% 43.8% 18.8% 37.5% 31.3% 12.5% Keith Primary School 22.2% 55.6% 22.2% 66.7% 33.3% 11.1% 11.1% 11.1% 66.7% Rothiemay Primary School 5.6% 94.4% 0.0% 50.0% 50.0% 50.0% 27.8% 5.6% 16.7% TOTAL 23.3% 67.4% 9.3% 55.8% 44.2% 30.2% 27.9% 16.3% 25.6% Which option do you prefer for the proposed school catchment area? Do you support the closure of Crossroads Primary School? Do you think any of these options should be discounted? If so, please indicate which one. Page 150
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Survey questions and responses Question 1 - In which Primary School catchment area do you live? If you are unsure, you can check your catchment area by using the interactive map on our website. (50 responses) Chart 1 shows that 40% (20) of the respondents lived within the Crossroads Primary School catchment area, 38% (19) were from the Rothiemay Primary School catchment and 22% (11) resided in the Keith Primary School catchment. Chart 1 Page 151
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Question 2 – Are you a parent/carer, school pupil, community member, community organisation or staff member? (50 responses) Chart 2 shows that 30 people identified as parents/carers, 13 as members of the community, and 7 as staff members Chart 2 Chart 2a shows the breakdown of stakeholders by school catchment. The majority of stakeholders from the Crossroads catchment were parents/carers. Page 152
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Question 3 – Do you have a primary aged pupil or younger child directly affected by the changes to Crossroads Primary School in your family? (50 responses) Chart 3 shows the majority of people (31) do not have primary aged children or younger children affected by the changes to Crossroads Primary School. 19 people do have a child/children affected. Page 153
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Question 4 – Are you currently a pupil or parent/carer of a pupil at a Moray School? (50 responses) Page 154
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Question 5 – Please select which school/s you or your child/children attend from the list below. (46 responses) Chart 5 shows that most of the respondents had children at Rothiemay Primary School. Page 155
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Question 6 – Which option do you prefer for the proposed school catchment area? (43 responses) As shown in Chart 6, 29 people (68%) prefer option 2 (Close Crossroads primary and distribute catchment between Rothiemay Primary School and Keith Primary School), with 10 (23%) selecting option 1 (Close Crossroads Primary School and rezone pupils to Keith Primary School) and 4 (9%) indicating no preference. 7 people skipped this question. Page 156
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Chart 6a shows that among parents/carers, Option 2 was the most favoured, while Option 1 had the least support. Page 157
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Chart 6b shows 17 out of 43 responders who preferred Option 2 (Split catchment between Rothiemay Primary and Keith Primary School) are in the Rothiemay primary catchment. Those in the Crossroads catchment favoured Options 1 and 2 equally, with 2 expressing no preference. Whereas only 5 people from Keith Primary catchment favoured option 2. Page 158
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Question 7 – Do you support the closure of Crossroads Primary School? (43 responses) As shown in Chart 7, 24 (56%) people are supportive of closure and 19 (44%) against the proposal. 7 people skipped this question. Chart 7a shows that support for the proposal among parents/carers was equal. Page 159
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Chart 7b shows that 9 out of 16 people from the Crossroads catchment are in favour of the proposed closure. Page 160
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Question 9 – Do you think any of these options should be discounted? If so, please indicate which one(s) and give your reasons below. (43 responses) Chart 9: As shown in Chart 9, the majority of stakeholders believe that option 1 should be discounted, while 12 people believe that option 2 should be discounted Page 161
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Schools (Consultation) (Scotland) Act 2010 Report by Education Scotland addressing educational aspects of the proposal by Moray Council to close Crossroads Primary School. December 2024 APPENDIX 1 (APPENDIX F) Page 162
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1 | Schools (Consultation) (Scotland) Act 2010 Moray Council © Crown Copyright 1. Introduction 1.1 This report from Education Scotland has been prepared by His Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”). The purpose of the report is to provide an independent and impartial consideration of a proposal by Moray Council to close Crossroads Primary School. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Section 4 summarises HM Inspectors’ view. Upon receipt of this report, the Act requires the council to consider it alongside any relevant considerations the council received and then prepare its consultation report. The council’s consultation report should include this report and must contain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its consultation report at least three weeks before it takes its final decision. With all proposals the council needs to follow all statutory obligations set out in the 2010 Act. Where a council is proposing to close a school, there are specific additional obligations. These include notifying Ministers within six working days of making its final decision and explaining to consultees the opportunity they have to make representations to Ministers. There are special provisions that apply to close a rural school. 1.2 HM Inspectors considered: • the likely effects of the proposal for children of the school; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; and other children and young people in the council area; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. 1.3 In preparing this report, HM Inspectors undertook the following activities: • attendance at the public meeting held on 22 October 2024 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; and • visits to the sites of Crossroads Primary School, Keith Primary School, Rothiemay Primary School, St Thomas RC Primary School, Keith Grammar School, including discussion with relevant consultees, and a meeting with Strathisla Community Council. 1.4 As the proposal, if implemented, will lead to the closure of a rural school, HM Inspectors also took account of the council’s consideration of any reasonable alternatives to closure of Crossroads Primary School, the likely effect on the local community and the likely effect of any different travelling arrangements of the proposed closure. Page 163
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2 | Schools (Consultation) (Scotland) Act 2010 Moray Council © Crown Copyright 2. Consultation process 2.1 Moray Council undertook the consultation on its proposal(s) with reference to the Schools (Consultation) (Scotland) Act 2010. 2.2 Moray Council mothballed Crossroads Primary School in January 2023, after the school roll had reduced to five children in August 2022. It has remained mothballed since that date. The statutory public consultation ran from 23 September to 15 November 2024. Copies of the consultation paper were made available to stakeholders, and at a range of local venues and on Moray Council website. A public meeting was held on 22 October 2024, which was attended by nine stakeholders. An online survey received 50 responses. Of those that answered the question “do you support the closure of Crossroads Primary School?” a majority were in favour with 24 agreeing and 17 against. Of those who stated they live in the Crossroads Primary School catchment area, nine agreed with the proposal and seven disagreed. Stakeholders raised concerns about the proposal. These included worries that closing a rural school makes a community less attractive for people considering moving there. A few are concerned this could reduce opportunities for children to attend a small, local school, which they feel may suit some children’s needs better than a larger school. Stakeholders expressed mixed views about whether Crossroads Primary School catchment area should be zoned only to Keith Primary School or split between Rothiemay and Keith Primary Schools. A few questioned if the catchment area should be further divided up to include other nearby local schools. 2.3 Groups of children at St Thomas RC, Newmill, Rothiemay and Keith Primary Schools were consulted on the proposal. They had mixed views on whether the school should be closed. A minority thought the school should be reopened as this would reduce travel time for children getting to school. However, they had a range of concerns about the school reopening including that they might miss friends they have at their existing schools. They also said that moving to secondary school from a very small primary school might be harder. 3. Educational aspects of proposal 3.1 HM Inspectors broadly agree that there are education benefits to this proposal. Children from the Crossroads Primary School catchment area are settled into other local schools and enjoying learning alongside their peers from the wider area. Children that HM Inspectors met with at Rothiemay, Keith and St Thomas RC Primary Schools are experiencing opportunities to build friendships and increase their social skills. Whilst the council’s educational benefits statement lays out a range of potential statements that HM Inspectors agree with, elsewhere in its proposal the council states that a school roll of fewer than 15 pupils provides significant impediments to the successful implementation of Curriculum for Excellence. HM Inspectors do not support the view that a small school roll is, in itself, a significant impediment to the implementation of Curriculum for Excellence. 3.2 HM Inspectors met with children from Rothiemay, Keith and St Thomas RC Primary Schools and young people at Keith Grammar School who live in Crossroads Primary School catchment area. Several of these children and young people previously attended the school. The majority agree the school should be closed, but a few thought it should reopen. This was mainly as this would reduce their travel time to school. Most recognise that different sized schools suit different children and therefore feel it is important that families have the choice to send children to Rothiemay or Keith Primary Schools. The young people at Keith Grammar School that HM Inspectors spoke with, value the whole school and community approach they experienced at Crossroads Primary School. However, they also value the opportunities for friendship and shared learning they experienced when they moved to a larger school. Page 164
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3 | Schools (Consultation) (Scotland) Act 2010 Moray Council © Crown Copyright 3.3 If the proposal is agreed, most stakeholders that HM Inspectors spoke with support splitting the Crossroads catchment area between Keith and Rothiemay Primary Schools. Stakeholders at Rothiemay Primary School think it is important that their school roll is supported by part of the catchment area being zoned to their school. For several stakeholders, access to school transport is an important consideration in regard to how Crossroads Primary School catchment area may be divided up. Several stakeholders spoke about children being able to attend their nearest school and all felt parent choice is an important factor. 3.4 As the proposal will lead to the closure of a rural school, HM Inspectors also considered the factors to which the council should give special regard. Moray Council have explored alternatives to closure with stakeholders. At the time the school was mothballed, most parents had already elected to move their children to other schools. During engagement by the council with parents prior to the formal consultation, most had indicated they would not choose to send children to Crossroads Primary School if it reopened. There are several other small, rural schools across the wider area whose rolls could be affected to a small extent if Crossroads were to reopen. Children in the area now have journeys to school that are longer. However, for most, travel times have increased by only around 10-15 minutes. Stakeholders report that travel disruption in winter is mainly due to challenging conditions on local roads. Reopening the school or choosing between the different catchment options is unlikely to greatly affect supporting children to attend school. 3.5 Community members who spoke to HM Inspectors felt that it is sad that a school with such a long history may close. However, they consider that this is probably the best option given the small number of families who have indicated interest in sending their child to the school were it to reopen. They also understand that the council must make best use of their resources. All stakeholders, including those who live near the school, who met with HM Inspectors think it is important that the school site and buildings are not allowed to deteriorate further. As there is a community hall fairly near the school, most felt the site should be made available for housing or businesses. Several children who spoke with HM Inspectors would like some of the school playground to be turned into a playpark. All wanted to ensure any equipment or resources left at the site are distributed to local schools or other community facilities so they could be used. 3.6 HM Inspectors spoke with the church representatives of Moray. A few children from the Crossroads Primary School catchment area attend St Thomas RC Primary School. The representatives do not perceive any issues with the proposal in regard to denominational education. 4. Summary Overall, HM Inspectors consider that Moray Council have made a reasonable case to permanently close Crossroads Primary School. Children are settled in the schools they now attend and most families had elected to send their children to other schools prior to the temporary closure. Most stakeholders who spoke with HM Inspectors support splitting the Crossroads Primary School catchment area between Rothiemay and Keith Primary Schools if the closure is agreed. If the proposal goes ahead, the community are concerned that the school site should not be left to deteriorate but quickly be made available for another use such as housing. HM Inspectors December 2024 Page 165
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APPENDIX 2 INTEGRATED IMPACT ASSESSMENT COVERING • EQUALITIES & SOCIO ECONOMIC DUTIES • HUMAN RIGHTS AND RIGHTS OF THE CHILD DATE UPDATES/EXECUTIVE SUMMARY VERSION DETAILS 28 Mar 2025 Final draft following Statutory Consultation V1.0 STAGE 1 - DO I NEED AN INTEGRATED IMPACT ASSESSMENT? Name of policy or proposal: Proposal to close Crossroads Primary School and rezone catchment between Rothiemay and Keith primary schools Is this a Mark X below New activity, programme or policy? X Change to an existing activity, programme or policy? Budget proposal? Duties: tick the boxes you think apply No Maybe Yes Equalities: Will your proposal have an impact on groups with protected characteristics? Consider the impact of your proposal on people and how they access your services and information without barriers. X Socio-economic Not every person/family has access to regular income or savings. Will your proposal have an adverse impact on them X Does your proposal impact on the human rights of people? X Does your proposal impact on the rights of children and young people X Page 166
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APPENDIX 2 SPFINANCE-565096732-34 01/05/2025 09:48 Reasoning The proposal to close Crossroads Primary School will impact those children (4) who live in catchment who have been temporarily rezoned and have attended Rothiemay since the Council agreed to mothball the school in February 2023 due to the very low school roll for education reasons together with children (13) who live in catchment but currently attend a school other than Crossroads Primary School as a result of parental choice and successful placing request past applications. If you have answered “maybe” or “yes” to any of the Stage 1 questions above then proceed to complete the Stage 2 Integrated Impact Assessment questions below. If you have answered “no” to the Stage 1 questions above then provide the details below and submit to [email] Lead Officer for developing the contract Andy Hall Other people involved in the screening (this may be council staff, partners or others i.e. contractor or community) Education staff (Educational Benefit Statement drafted) Staff and pupil engagement and consultation Community engagement and consultation Date 28 Mar 2025 Page 167
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APPENDIX 2 SPFINANCE-565096732-34 01/05/2025 09:48 STAGE 2: INTEGRATED IMPACT ASSESSMENT Brief description of the affected service 1. Describe what the service does: Crossroads Primary School – Rural primary school within the wider Keith Grammar Associated Schools Group School has been mothballed since Jan 2023 and pupils temporarily rezone to Rothiemay Primary School (with transport provided) 2. Who are your main stakeholders? Primary school children currently rezoned to Rothiemay PS (4) Children in the Crossroads PS catchment who attend other schools within the Keith Associated School Group - with the majority (13) attending Keith PS. 3. What changes as a result of the proposals? Is the service reduced or removed? Closure of Crossroads Primary School and rezone catchment between Rothiemay and Keith primary schools Education Benefit statement within consultation reports highlights how this enhances the learning experience and opportunities of children within the Crossroads catchment Children who currently attend Keith Primary School would be entitled to free school transport 4. How will this affect your customers? Positive Impacts: Education benefit statement argues that it will improve the experience of the young learners This proposal would provide improved opportunities for children to develop skills for learning, increase opportunities for working with others of a similar age and stage, which can be limited in schools of less than 15 children in a multi-composite setting. This is impact is expanded upon with the education benefit section of both the consultation proposal and final report. Page 168
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APPENDIX 2 SPFINANCE-565096732-34 01/05/2025 09:48 The children currently on the Crossroads school roll who are temporarily rezoned to Rothiemay PS catchment area who will be able to continue to participate in a wider range of learning and social opportunities at a school with a larger pupil roll. Children in Crossroads PS catchment currently attending Keith PS would now be eligible for free transport to school. Negative impact: Under the current arrangements pupils from the Crossroads school roll who have been temporarily re-zoned to Rothiemay Primary School since Feb 2023 experience an extended travel time by bus to and from the school of between 10-15 minutes but less than 30 minutes total under normal road conditions which is viewed as acceptable for primary school pupils in Moray. With the proposed closure and permanent rezoning this will be the future situation for all children currently in the Crossroads Primary School catchment who will now travel to either Rothiemay or Keith primary schools 5. Impact on staff providing the service All staff were relocated/reassigned when the school was mothballed in Jan 2023. There would be further impact if the decision is taken to close the school 6. Please indicate if these apply to any of the protected characteristics Protected groups Potential impacts and considerations Race Disability Carers (for elderly, disabled or minors) Sex Pregnancy and maternity (including breastfeeding) Sexual orientation Age (include children, young people, midlife and older people) This proposal would provide improved opportunities for children to develop skills for learning, increase opportunities for working with others of a similar age and stage, which can be limited in schools of less than 15 children in a multi-composite setting. Religion, and or belief Gender reassignment Inequalities arising from socio- economic differences Human rights Page 169
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APPENDIX 2 SPFINANCE-565096732-34 01/05/2025 09:48 List of convention rights Describe, where applicable, if and how specific rights are engaged Article 5: Right to liberty and security N/A Article 6: Right to a fair trial N/A Article 8: Right to respect for private and family life, correspondence and the home N/A Article 10: Freedom of expression Statutory consultation under the 2010 Schools Consultation Act provides the opportunity for ALL stakeholders to express their opinions and thoughts on the proposal to close Crossroads PS Article 11: Freedom of assembly and association N/A Article 12: Right to marry N/A Article 14: Prohibition of discrimination (in relation to the convention rights) N/A Article 1 of Protocol 1: Protection of property N/A Article 2 of Protocol 1: Right to education Rights will not be impacted Article 3 of Protocol 1: Right to free elections by secret ballot N/A Children’s Rights and Wellbeing Relevant articles – UNCRC Article 2 – Non discrimination Not impacted – statement in the Consultation report Article 3.1 - Best interests of the child Educational benefit statement forms key evidence for the closure proposal. Shared as part of the statutory consultation process. There is a prospect to improve access to the curriculum, information, environment and opportunities, which will ensure that children are included, engaged and involved in their education in order to reach their full potential. Page 170
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APPENDIX 2 SPFINANCE-565096732-34 01/05/2025 09:48 It is not good practice to mothball a school for a prolonged period of time as Crossroads Primary School has been mothballed since January 2023. It has been recognised that the proposal has the potential to bring significant education and social benefits to the children living in the Clatt catchment area. The report from Education Scotland inspectors agrees with the Council's educational benefits statement and are confident there is sufficient merit to consider the permanent closure of Crossroads Primary School. Article 12 – Respect of the views of the child During the statutory consultation period, the views of children and young people affected by the proposal were sought. Engagement with pupils at Rothiemay PS, Keith PS, Newmill PS and St Thomas RC PS was facilitated by Head and Class teachers. The issues and concerns raised by the children have been fully considered and addressed as part of the consultation process. Article 29 - Goals of education (A child or young person’s education should help their mind, body and talents be the best they can. It should also build their respect for other people and the world around them) The proposal will improve access to the curriculum, information, environment and opportunities, which will ensure that children are included, engaged and involved in their education in order to reach their full potential as learners and young citizens. Article 31 - Leisure, play and culture (affirms the right of every child to rest, leisure, play and participation in cultural and artistic life) The closure of Crossroads PS and the subsequent rezoning to other schools with a larger school roll will provide greater access to social and cultural opportunities Article 42 - Knowledge of rights 7. Evidence. What information have you used to make your assessment? Performance data Internal consultation Recognition that effective learning requires interaction between pupils in different age groups. Crossroads Primary School has Page 171
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APPENDIX 2 SPFINANCE-565096732-34 01/05/2025 09:48 been mothballed since January 2023, this prolonged period can cause uncertainty for families and the community. The longer-term opportunity to provide more effective learning experiences for children and to close an under occupied school building with very low school roll. Improved access to curriculum, information, environment and opportunities to ensure that children are included, engaged and involved in education and gain a more equitable educational experience as their peers in other schools with higher more viable school rolls Cross service desk top options appraisal undertaken on future of Crossroads PS following mothballing in Jan 2023. Output informed statutory Consultation proposal approved by ECLS Committee Consultation with affected groups Full consultation in accordance with Schools (Consultation) (Scotland) Act 2010 (as amended). That not enough children in the Crossroads catchment area for the school to be viable to reopen. The evidence means: All comments received have been fully considered and addressed in the final consultation report. The survey set up during the statutory consultation process received feedback from 50 stakeholders Local statistics The annual Moray school roll forecast data has been an indicating a falling school roll for Crossroads Primary School over the last 3 years with the main contributor to this parental choice and the significant number of placing requests to other primary schools in the Keith ASG catchment. Falling birth rate across Moray, especially in rural areas, and an aging rural population indicates that there is no realistic expectation that the low school roll will change in the foreseeable future National statistics Scotland's Learning Estates Strategy – Connecting People, Places and Learning recognises the importance of the learning estate in supporting outcomes that are necessary for a successful Scotland. The vision is for a learning estate which supports excellence and equity for all. The strategy details the specific national outcomes to which it primarily relates (a) we grow up loved, safe and respected so that we realise our full Page 172
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APPENDIX 2 SPFINANCE-565096732-34 01/05/2025 09:48 potential (b) we are well educated, skilled and able to contribute to society. 8. Evidence gaps Do you need additional information in order to complete the information in the previous questions? NO – All information gathered during stakeholder engagement (post-mothballing), internal options appraisal and during statutory consultation process and events (either verbal or via survey) 9. Mitigating action Can the impact of the proposed policy/activity be mitigated? YES The closure of Crossroads Primary School and rezoning of catchment to Rothiemay and Keith primary school will enhance the learning experience and opportunity for children, remove the uncertainty over future primary school deliver to children in the Crossroads catchment, and provide potential economic benefit by ensure that all children will have access and entitlement to free school transport. Parents/guardians, children, staff and the wider community had opportunities to participate in the consultation which ensured that their views are respected and included. It has been recognised that the proposal has the potential to bring significant education and social benefits to the children living in the Clatt catchment area. The report from Education Scotland inspectors agrees with the Council's educational benefits statement and are confident there is sufficient merit to consider the permanent closure of Clatt School. 10. Justification If nothing can be done to reduce the negative impact(s) but the proposed policy/activity must go ahead, what justification is there to continue with the change? No negative impacts assumed or noted that are not mitigated in the proposal Page 173
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APPENDIX 2 SPFINANCE-565096732-34 01/05/2025 09:48 SECTION 3 CONCLUDING THE IIA Concluding the IIA 1. No potential negative impacts on any of the protected groups were found. NO 2. Some potential negative impacts have been identified. The impacts relate to: The children currently on the Crossroads school roll will find travel time by bus to and from school will be extended on average by between 10-15 minutes (although this has been the case since Feb 2023) YES Reducing discrimination, harassment, victimisation or other conduct prohibited under the Equality Act 2010 NO Promoting equality of opportunity YES Fostering good relations 3. The proposals interfere with human rights and/or the rights of the child NO 4. Negative impacts can be mitigated the proposals as outlined in question 9. YES 5. The negative impacts cannot be fully mitigated but are justified as outlined in question 10. NO 6. Further consultation with affected groups is needed. NO 7. It is advised not to go ahead with the proposals. NO Decision A Report recommending closure of Crossroads PS will be submitted to Education, Children’s and Leisure Services Committee on 13 May 2025. Should the closure recommendation be agreed it would need to go to full Council meeting on 21 May 2025 for final approval. The Schools Consultation Act 2010 states that If the Authority makes a final decision to implement a closure proposal, it will require to notify Scottish Ministers of that decision and Page 174
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APPENDIX 2 SPFINANCE-565096732-34 01/05/2025 09:48 provide them with a copy of the proposal document and consultation report. This must be done within six working days of the decision. Scottish Ministers have an eight-week period from the date of the final decision to decide if they will call-in the proposal. Within the first three weeks of that eight-week period, Scottish Ministers will take account of any relevant representations made to them. Until the outcome of the eight-week call-in process is known, the Authority cannot proceed to implement the proposal. If Scottish Ministers call-in the proposal, they must refer the proposal to the Convener of the School Closure Review Panels who may refuse to consent to the proposal or grant their consent to the proposal subject to conditions or unconditionally. Anyone wishing to make representation to Scottish Ministers during the three week period referred to above should do so by email to schoolclosure@gov.scot or in writing to The Scottish Government, School Infrastructure Unit Date of Decision: earliest date of final decision would be 8 weeks after the 21 May 25 Page 175
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APPENDIX 2 SPFINANCE-565096732-34 01/05/2025 09:48 Sign off and authorisation: Service Education Resources and Communities Department Learning Estate Policy/activity subject to IIA Proposed closure of primary school We have completed the integrated impact assessment for this policy/activity. Name: Andy Hall Position: Programme Manager (Learning Estate) Date: 21 April 2025 Authorisation by head of service Name: Denise Whitworth Position: Depute Chief Executive (Education, Communities & Organisational Development) Date:21 April 2025 Permission to publish on website - YES Please return this form to the Equal Opportunities Officer, Chief Executive’s Office. Page 176
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU028/25/AH Author: Andrew Hall Contact Email: Learningestate@moray.gov.uk Subject: Future Buckie High School Project Update 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to note the affordability issues related to the current Future Buckie High School project and consider options to progress the project. 1.2 This report is submitted to the Committee in terms of Section III (D) (17) of the Council’s Scheme of Administration relating to the School Estate to consider and make recommendations on capital and minor works programmes within the remit of the Committee. 2. SUMMARY 2.1 This report provides an update on the Future Buckie High School project, addressing affordability issues and outlining potential options for progress. 2.2 It outlines that the current Buckie High School faces significant building condition issues, acknowledged by various stakeholders over recent years and details that substantial investment is necessary to deliver a sustainable secondary school. A mandate for the Future Buckie HS project was approved in January 2022. In approving the mandate a potential risk was highlighted that there might be future financial challenges that could see significant project phasing, delay or cancellation. 2.3 In light of the recent significant reduction in capital budget allocated to the Learning Estate Programme over the next 3 years and the expected longer term future budget constraints on Item 11.* Page 177
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the programme, affordability is now a significant issue for the Future Buckie High School project. This report emphasises the need for strategic planning and decision-making regarding the Future Buckie High School project and the necessity of aligning with broader schools infrastructure goals going forward. It recommends several actions that relate to affordability status, investment scheduling decisions, cross project funding review and utilisation and future community engagement. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Note the current Learning Estate programme affordability status in relation to Buckie High School; ii) Agree to schedule any decision on any future investment in the Buckie High School project to follow a decision on the future of the Elgin High School Capacity Expansion project; iii) Agree to schedule consideration of significant investment beyond immediate repair and maintenance requirements to the current Buckie High School buildings to after there is clarity on the future investment in the Learning Estate Improvement Programme, or its successor programme, by Scottish Government; iv) Instruct the Learning Estate team to continue to progress work on the options for delivery of an affordable project utilising BB capital upgrade funding and to extend external consultancy support to ensure a quick turnaround of a phased/prioritised risk assessed programme to take advantage of any emerging funding; v) Note that a meeting with the Buckie Community will be planned to discuss the status of the Future Buckie HS project; and, vi) Note that an update report will be brought to Committee in November 2025. Andy Hall Programme Manager (Learning Estate) 4. BACKGROUND AND CONTEXT 4.1 With a combination of core condition and suitability issues, together with potential future school roll capacity challenges due to the housing development, predominantly to the west and south of the town, Buckie High School (HS) has been previously acknowledged by Corporate Management Team (CMT), Elected Members, Staff and Parent Forums as not able provide a long-term sustainable solution to provide resilience in the secondary education provision in the Buckie Associated School Group (ASG) without significant investment. 4.2 A Future Buckie HS project mandate was approved by CMT in January 2022. However, in giving its approval, the CMT noted that “given the prevailing financial position of the council, Page 178
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the estimated financial figures in the mandates (Future Buckie HS and Future Forres Academy) gave rise to a question of affordability which could result in, for example the projects being phased or indeed being aborted and retained as “shovel ready” should the financial circumstances of the Council ease”. It was noted there would be various points at which consideration could be given as to whether the project would proceed. 4.3 At a meeting of Moray Council on 28 September 2022 (para 26 of minute refers) it was agreed to submit bids for two projects for Scottish Government (SG) Learning Estate Investment Programme (LEIP) Phase 3 funding – Future Forres Academy and Future Buckie HS. The LEIP3 bids were submitted to SG in October 2022 with no priority project. Following a request by Scottish Futures Trust, it was agreed at a meeting of Moray Council on 7 November 2022 (para 3 of minute refers) that Future Forres Academy would be the Moray ‘priority’ project due to the recently discovered Reinforced Autoclaved Aerated Concrete (RAAC) and its overall D (Bad) building condition. Only the Forres Academy was successful in its LEIP 3 bid. 4.4 The same 7 November 2022 Council meeting agreed that due to the current and forecast deteriorating condition of the current Buckie HS, the Learning Estate Programme would continue to progress the Future Buckie HS project as an investment priority and the indicative 2023/24 10-year capital plan identified a budget of £87.5m based on an operational delivery date of late 2029. 4.5 It should be noted that the 3 new secondary schools delivered over the past 15 years in Moray have required significant supporting investment from SG in the form of public private finance initiatives or matched capital investment and in the case of Future Forres Academy new build outcome-based revenue funding. 4.6 At the meeting of this Committee (ECLS) on 19 September 2023 (para 16 of minute refers), it was agreed to engage hub North Scotland Limited (HNSL), who assisted in the development of the LEIP3 bids for Moray, to undertake a project feasibility/project definition for Future Buckie High School. The feasibility study identified that the location for the future school and community hub would be within the site boundary of the existing school and reviewed several options of how to improve Buckie High School: Do Nothing, Major Refurbish and Reuse, New Build and a hybrid of these, with the detail on each option summarised below: Do Nothing This option is included because it is a comparator requirement within the Treasury Green Book guidance for the appraisal of programmes and projects. The option was discounted as the current school buildings are assessed (Dec 2022) as overall condition C i.e. showing major defect and/or not operating adequately. The current school was designed for an earlier approach to educational provision and no longer reflects the needs of the community for the integration of education, skills and jobs to support long-term resilience and sustainability. There is an increasing risk of reactive maintenance spend on the building and a rising sum of investment required to make much needed fabric improvements. Significant funds have already been spent over the last 5 years and this has only maintained the low condition and not prevented further deterioration. The continued drain on resources simply to maintain the current Buckie High School at low condition and suitability standards is neither sustainable nor financially responsible. Major Refurbishment and Reuse Page 179
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Several criteria were considered when reviewing refurbishment and reuse options, including the existing condition and any design and construction challenges that a refurbishment scenario may present. Two key issues present significant if not insurmountable challenges: the existing span between the structural floor slabs (which is significantly less than in modern education facilities) would pose a challenge with the mechanical ventilation required to meet current energy targets; and the probable requirements to insulate under the existing ground floor slab. However, there are a number of different buildings which make up Buckie HS and the co-located swimming pool and fitness centre and the aforementioned issues would not present as significant a challenge in all of the buildings. While a full refurbishment of the entire Buckie HS campus may not be feasible or economically viable, certain areas or buildings could be refurbished and reused and reduce the requirement for total new build, providing some cost savings against a full new build option New Build Whilst it is recognised that there are sustainability and embodied carbon benefits to the refurbishment and reuse of buildings, benchmark data indicates that the construction cost to refurbish a school is generally around 90% of the cost of a new build. However, the refurbishment costs are likely to be higher in this instance due to a number of issues including thermal performance of the external envelope, concerns of fire engineering and the likely requirement of temporary decant accommodation while refurbishing existing buildings. A new build solution could offer efficiencies in design, better operational functionality and education and wayfinding benefits as well as significantly lower operational carbon emission Hybrid – Refurbishment and New Build The hybrid approach of reusing existing buildings together with new build element was viewed as a sustainable and cost-effective solution although more detailed building investigation would be required to concur with limited building survey assessment undertaken as part of the feasibility study. 4.7 High level detail of each of these options, including a strategic options appraisal and estimated costs is at in Appendix 1. 4.8 Although the indicative 10 year capital plan for 2024 to 2034, which included in its baseline the £89,250,000 assigned to the Future Buckie HS within the Learning Estate programme budget, was approved by Council on 24 January 2024 (para 11 of minute refers) discussions with Finance on affordability risk prompted the appointment of HNSL in April 2024 to undertake a further feasibility study on alternate affordable options for a future Bucke HS, referred to as the ‘Do Minimum’ options, that focused on: • Low B Condition Upgrade – Major building elements from core facts (Roof, Windows, Doors, External Walls, Heating and Power) upgraded to meet minimum overall B standard • High B Condition Upgrade– All core condition building elements upgrade to meet A or B standard These proposed feasibility options would make no significant changes to the overall design of the current school buildings that was a key feature of the earlier feasibility study. Page 180
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4.9 This new feasibility approach considered only re-use and identified specific discrete areas of the school site that could provide an opportunity for a phased approach to upgrade works that would reduce the requirement for any significant school decants into other areas of the school or into temporary modular accommodation. These areas are (with Gross Internal Floor Area): A. Old School Building (2748m2) B. Canteen, SEN/ASN Kitchen and Dining (760m2) C. Technical Wing – CDT (1118m2) D. Swimming Pool and Leisure Centre (1243m2) E. H Block/Tower Block (4730m2) F. Music and Highfield Hall (1022m2) G. Main Entrance, Admin Office, Community and Social Area (757 m2) H. PE and Games (1463 m2) I. Link buildings (652m2) A plan view showing these specific building areas is at Appendix 2. 4.10 The ‘Do Minimum’ feasibility study in August 2024 highlighted a key factor influencing the overall cost of the ‘Do Minimum’ option was the April 2024 amendment to Building Technical Standards that set out significant changes to building energy requirements that would require the a changeover from direct emissions heating systems (fossil) to non-direct (fossil free) and that would require significant fabric upgrade and major new heat system ducting. 4.11 The ‘Do Minimum’ project cost has been estimated at £67,161,100 (excluding Authority costs) and assumes a 72- month programme of works and a requirement for phased school decants (within existing accommodation and temporary modular for practical and catering). 4.12 Continued discussions on the affordability of 10 year capital plan in late 2024 gave rise to further concern over the scale of the potential budget reductions that the Learning Estate programme would have to make and specifically the Buckie HS project. HNSL were instructed in December 2024 to identify opportunities within the ‘Do Minimum’ option to further reduce project costs. 4.13 The focus of this most recent study was to optimise the value of the project budget through consolidation of the existing school accommodation into a smaller footprint thereby allowing investment to be focused only on those buildings where it would deliver the best outcome. This allowed an appraisal of existing accommodation along with the development of proposed localised internal configuration and alteration works to facilitate this consolidation. The study key findings were that the gross internal floor area of the school could be reduced with the consolidation of the school functions into fewer buildings. 4.14 The study also noted that while the existing Community Swimming Pool and Sports Building would be retained as part of the site proposal it was recommended it be excluded from the scope of the works and the costs for the school. The standalone cost to upgrade this building is estimated to be £10m. 4.15 A high level comparison between the ‘Do Minimum’ options and earlier proposals is set out in the Table below. Page 181
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Do Minimum - Reduced GIFA (December 2024) Do Minimum (August 2024) Newbuild Proposal (based on Option 3a April 2024 – Standalone newbuild and minimal refurbishment of swimming pool and fitness, old building retained as wind & watertight) GIFA 9,909m2 14,493m2 15,001m2 Construction Costs £48,612,900 £67,161,00 £95,162,100 Authority Costs £2,422,900 £3,167,700 £4,063,600 TOTAL COSTS £51,035,800 £70,324,800 £99,225,400 Key Features Sustainability/Energy targets Compliance with technical standards only Compliance with technical standards only Newbuild element achieving LEIP standards of compliance Decant Significant decant requires multiphase approach – 56 months Significant decant requires multiphase approach – 72 months Newbuild facilitates shorter programme – 49 months Phasing Strategy Yes – with some decant Yes – with some decant Newbuild can be undertaken with existing school in operation Disruption Noise and dust impacting on existing school experience Noise and dust impacting on existing school experience Newbuild self-contained and significantly reduced impact on school operations 4.16 In August 2024, a Strawman paper was discussed at the Asset Management Working group that reviewed the distinction between programmes of work and individual projects and proposed the concept of Named and Core projects to distinguish between new asset projects with discrete non-recurring spend (Named) and asset management recurring projects (Core). At this stage, only the Future Forres Academy and Elgin High School Capacity Expansion projects were considered Named projects as capital spend for these projects was committed, whereas the Future Buckie HS project was considered a Core project as budget was only planned. 4.17 The consequence was that when in late 2024, in seeking to apply a threshold cap on future capital borrowing, Named projects were identified as either priority or non-priority, with non- priority removed from the 3 year capital plan. The remaining required cap on capital spend was then allocated pro rata against all Core project planned expenditure. In December 2024 it was proposed that £66m would be removed from the 10 year Learning Estate Programme capital plan. This still maintained a planning budget of around £40m for the Future Buckie Page 182
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HS project and flexibility on other capital works to further contribute to the overall project budget following an options appraisal for the project. 4.18 In January 2025 the Learning Estate programme had a further reduction of £32.4m applied to its capital budget over the next 3 financial years and this was approved at Council meeting on 21 January 2025 (para 7 of Minute refers) which significantly reduced the planned funding for any of the options then under consideration for the Future Buckie HS project and it this affordability issue that was reported to this Committee on 18 February 2025 (para 14 of Minute refers). 4.19 The table below sets out the that the reduced capital budget currently commits funding to the Named Future Forres Academy and Elgin High School capacity expansion projects, a budget of just under £8m has been committed next financial year to several priority condition/suitability primary school upgrade projects and a small budget to support some further feasibility and concept design work at Buckie HS. Although there is a plan to further invest in the BB upgrade programme and further design work for the Future Buckie HS project, together with potential requirements to further support primary capacity expansion in Elgin (cost effective alternatives to the new build projects planned within the Findrassie and Glassgreen residential housing masterplans and previous 10 year capital plans) there is currently insufficient capital funding to do so with a shortfall of just over £5m in financial year 2026/27 and £19m in financial year 2027/28. 4.20 4.21 The November 2024 school census and associated school roll forecast indicated that the secondary school capacity requirement to be met by Elgin HS was significantly lower than had been forecast over the last 14 years. To allow an independent review of the school roll forecast by an external consultancy and reassert the requirement for a new building this Committee on 26 November 2024 (para 26 of minute refers) approved up to a 12 month delay to the current Elgin High School Capacity Expansion project. 5. PROPOSALS 5.1 A Do Nothing option is not considered viable given the need to address significant fabric and component risks and issues impacting the sustainability of Buckie HS over the short to medium term; however all other options need to be affordable and should deliver a sustainable long term future school design solution. Page 183
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5.2 This section highlights actions considered that could support the delivery an affordable and sustainable Future Buckie HS project. Other actions may be identified over future months in considering alternate design and funding scenarios. Action 1: Reduce costs of all Named capital projects 5.3 This option would look to reduce Elgin HS capacity extension and future Forres Academy projects which are currently costed against a Gross Internal Floor Area (GIFA) metric to meet the forecast school capacities and current space minimums (e.g. 60m2 classrooms for 30 pupils). The projects are already investigating options to reduce the GIFA with each m2 area reduction resulting in @£7k cost saving for a LEIP 3 project. 5.4 In terms of the Future Buckie HS project, as a minimum, it is assumed that any new build/refurbishment will not increase the current school GIFA and there may even be an opportunity to reduce this. This Action could also consider not replacing or refurbishing the sports building and swimming pool. 5.5 This Action alone is unlikely to deliver the level of savings to achieve the affordability objective but could contribute several million to a reduced Future Buckie HS requirement. Action 2A: Buckie HS Do Minimum – Identified priority component and fabric improvements to achieve and maintain overall B condition (Existing GIFA) 5.6 The current Do Minimum approach addresses all aspects of school fabric and condition that are categorised as C or D together with those category B areas that are at risk of deteriorating from a B to C standard. This Action will see a reduction in the works packages to meet an overall B upgrade by only addressing higher weighted building components (roofs, windows, walls, mechanical and electrical) and other priority components (at greatest risk of failure) in a longer phased delivery approach. 5.7 As highlighted earlier the “Do Minimum” approach would likely require significant works to meet the 2024 Building Technical Standards in terms of switching from fossil to non-fossil fuel heating solution. 5.8 The Do Minimum design would not see any new build or significant redesign of the internal space except where the internal works to meet technical standards would support a layout redesign. 5.9 A Do Minimum design and construction project is estimated to take a minimum of 72 months to deliver and would require periods of decant within the current school and likely temporary modular buildings. Action 2B: Do Minimum – Identified priority component and fabric improvements to achieve and maintain overall B condition (Reduced GIFA) 5.10 This Action is similar to Option 2A but with the difference that a smaller number of buildings would be retained thereby further reducing the GIFA and costs. The design and construction process would focus on relocating the enhanced ASN unit and kitchen/catering to the main H Block/Tower Block, reduce the Technical Wing areas and exclude the school gym/PE area and community swimming pool and leisure centre from the main project plans and costs. Page 184
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5.11 An external consultancy project is reviewing the existing building/room layouts against the current and anticipated future timetable requirement for teaching and other spaces to determine if a reduction in the overall GIFA can be justified from an educational perspective. 5.12 This project approach would seek to reduce the GIFA from 14,493m2 to 9,909m2. The option still assumes that design would need to meet 2024 building technical standards and construction would take an estimated 156 weeks (39 months) to complete with some expected requirement for decant. Action 3A: Reduce or Cancel the Elgin HS Capacity Extension Project (Lose LEIP 2 funding) 5.13 The current Elgin HS capacity extension project is based on school roll forecast information that over several years has factored an increase in pupil number due to significant planned residential house building in south Elgin (Linkwood and Glassgreen developments). A review of the November 2024 school census data, together with analysis of updated housing build out rates and annual birth rate data, indicates that the forecast secondary school capacity is significantly lower than that forecast over the last 3 years and it may not see it exceed much above a maximum of 900 pupils over the next 8 years against a current planning capacity of 829 (augmented by 2 temporary modular classroom units that provide an additional 60 classroom spaces). 5.14 This Action would see the planned new build Annex either significantly reduce in size or be cancelled and most of the committed capital funding (£18.6m) could be reallocated to the Future Buckie HS project. A smaller budget (estimated £1m - £750m) would be retained to allow internal space optimisation works in Elgin HS to take account of a smaller school population increase over the next 8 years. 5.15 The Elgin HS capacity expansion project is part of SG LEIP Phase 2 programme and therefore up to 50% of the construction budget (up to £8.3m) which would be available from SG under the 25 year outcome-based revenue funding model would be lost to future Council revenue. As a result of this Action this funding would be lost. Action 3B: Reduce or Cancel the Elgin HS Capacity Extension Project (Transfer LEIP 2 funding) 5.16 This option is the same as Option 3A but would seek approval from SG to re-assign the LEIP 2 funding to the Future Buckie HS project. 5.17 LEIP 2 funding is dependent on meeting several key funding criteria – significantly for the Future Buckie HS project this would be the requirement to meet energy efficiency and building condition objective and therefore any re-assignment would need to be against a specific school building project e.g. Old School Building or PE/Games building and it would need to demonstrate the design would meet key objectives of the LEIP2 funding criteria. The maximum LEIP funding available would also not exceed that agreed by SG for the Elgin HS project (£8.3m) Page 185
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5.18 Initial informal dialogue with Scottish Futures Trust (who manage the LEIP funding model and projects on behalf of SG) and officers within the SG Learning Directorate on a scenario where the council might seek to re-assign our LEIP 2 project from Elgin HS to another project has taken place. In principle they would consider a business case to do this provided that the project would meet both the LEIP 2 building design and project delivery time requirements. Moray is familiar with this process having previously reassigned LEIP 2 status from the delayed Findrassie PS project to the Elgin HS project. Action 4: Reassign planned BB upgrade funding to future Buckie HS project for next 5-8 years 5.19 The current Learning Estate Programme budget is committed for the next 12 months to several BB condition/suitability school projects. There are Phase 2 elements to most of these projects that would require further funding in future years to complete but this is planned rather than committed works. The table earlier, setting out the 3 year capital plan for the Learning Estate, indicated there is limited if any budget available for BB works for financial years 2026/27 and 2027/28 but for follow on years between £7m-£10m per year is expected to be made available for the next 15 years. Should this funding be re-profiled to Buckie HS as a single improvement project it could provide significant capital funding to support the selected new build, refurbishment, reuse or hybrid future school option, although there is currently no funding committed as yet to be reprofiled. 5.20 This option would be to the detriment of the planned BB upgrade programme (with currently another 29 schools at overall sub-standard D or C condition awaiting improvement works). Any significant funding reduction would increase the risk of further deterioration of buildings and greater likelihood of reactive repair and maintenance works to keep schools open and possible activation of contingency plans to manage full or partial closure scenarios. Should this option be taken, to mitigate the risk of an increase in repair and maintenance requirements an increase in this revenue budget should be considered. Action 5: Exclude increase in capital borrowing above the agreed prudential borrowing limit 5.21 For completeness, the consequences of increasing the Council capital budget have been included in order to ensure there is clarity as to why this is not a realistic option given the wider financial context and the level at which the council has already set its capital budget affordability cap. Increasing capital borrowing is not advised or recommended. 5.22 In the report to a meeting of Moray Council on 21 January 2025 on the 3 and 10 Year Capital Plan (para 7 of minute refers) it was stated that the Council is required to establish the affordability of its Capital Plan in accordance with the CIPFA Prudential Code. Under the code, the sustainability of borrowing costs needs to be considered against revenue budget. The Council has also established an internal Key Performance Indicator, setting an affordability ceiling of 10%. This is measured as a ratio of financing costs to net revenue stream. Financing costs are principal and interest loan charges, which also includes charges associated with the PPP and DBFM school leases. Net revenue stream is defined as SG Revenue Grant, Council Tax income and NDR income. This clearly defined limitation of the amount of revenue which can be influenced by capital expenditure facilitates a full and separate discussion on capital expenditure whilst retaining consideration of the impact of capital decisions on revenue requirements. Page 186
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5.23 If the Council was to provide for additional investment for ‘Named’ Future Buckie HS project this would exceed the affordability ceiling. In order to quantify this, initial calculations indicate that to invest in a full hybrid new build and reuse option the affordability ceiling would need to be increased to around 11.1% until at least 2034/35 based on current forecast income and capital spend. Increasing the affordability indicator would have an unaffordable direct impact on the revenue budget. For context, an additional £10m of additional capital investment would create a revenue pressure of £750,000 per annum. Given the carefully balanced revenue budget position of the Council, this is not considered to be practical and is not recommended to be taken forward. Action 6: Delay any medium to long term project decisions on Future Buckie HS until future SG Learning Estate investing funding commitment and criteria is known. 5.24 The SG Learning Estate Investment Programme commits to invest up to £2bn into projects to improve the condition of the learning estate and/or support capacity growth in schools across Scotland, delivering sustainable buildings that meet future requirements to be energy efficient and net zero carbon. The Programme was split into 3 phases, with phase 3 the final declared investment by the current SG administration. 5.25 There is an expectation that the next SG administration will continue to invest in the principles of the LEIP, although the actual method of funding is uncertain. This Action recommends delaying any decision on capital investment in the Future Buckie HS until there is more detail and assurance from SG on future investment opportunities, beyond earlier design work to ensure that any project is ‘bid ready’ for SG investment, which it is hoped we would have within the next 2 years. 5.26 The next stage of SG funding in the Learning Estate may continue to offer project funding support using a similar outcome-based revenue funding model that has been applied to LEIP projects. This would require Moray Council to formally commit to fully capital fund any new build or refurbishment project which it may be unable to do so at it may exceed any future threshold cap on capital borrowing. Next Steps 5.27 Any future options to deliver the Future Buckie HS project are dependent on the current or future affordability status of the Learning Estate programme. It is recommended that any strategic decision on future investment in the project should not be scheduled before a decision on the future of the Elgin HS Capacity Extension project which is awaiting an independent analysis of the secondary school capacity requirement in south Elgin. 5.28 Additionally, consideration of any significant investment beyond immediate repair and maintenance requirements for the current Buckie HS buildings should be scheduled after here is clarity on any future investment in the Learning Estate Investment Programme or its successor programme by the Scottish Government. 5.29 The Learning Estate team will continue to progress works on options for delivering an affordable project which will consider utilising BB upgrade capital funding and extend consultancy support to ensure a quick turnaround of a phased/prioritised risk assessed programme to take advantage of any emerging funding. This will should include a detailed Page 187
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determination of the risk impact on the specific cross estate BB upgrade programme of works if there was a 5-8 year reduction in funding together with robust contingency and business continuity planning. 5.30 No single action outlined above would meet the any of the current design and construction options that have been so far considered to support delivery of the Future Buckie High School project. Action 1 activity is already in progress, with external consultancy support, to identify space optimisation and value engineering to determine the level of cost reduction that can be realised. Initial discussions have also taken place with SFT and Scottish Government on how LEIP 2 status, and supporting external funding, could be reassigned to a specific building at Buckie HS site. 5.31 As expected there is significant community interest in the future of Buckie High School and it is planned that a community engagement meeting is held as soon as possible after this Committee has considered this report. A further report will be submitted to Committee in November 2025 will updates on progress of all agreed actions. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ Policy and Legal ✓ Financial ✓ Risk ✓ Staffing ✓ Best Value and Transformation Property ✓ Information Communications Technology/Digital ✓ Equalities. Social Inclusion and Economic Impact ✓ Climate Change and Biodiversity Impact ✓ 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy Page 188
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☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal There are no policy or legal implications arising directly from this report . 6.4 Financial The financial implications are set out in the body of the report. It is acknowledged that given the requirement to set an affordable capital spend across Council services and ensure compliance with prudential borrowing rules, there will be no significant increases to the 3-year capital budget. Therefore, there are significant strategic and operational risks associated that will impact the existing learning estate delivery strategy that should be fully understood and managed and communicated carefully due to the associated political and reputational risk implications. Given the carefully balanced revenue budget position of the Council, any increase to capital borrowing is not considered to be practical and is not recommended to be taken forward. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments x x x x x x Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments x x x x x x 6.5 Risk The following risks are already identified and should be noted: • Indicative costs take account of current market uncertainty and inflationary forecast. There is a risk of continuing market uncertainty throughout the project lifecycle of any of the design and construction options, with a consequential impact on costs. • Buckie HS is one of many schools in Moray with the majority of the core condition components either graded as C (Poor) or D (Bad) condition. Without the required level of investment in the campus buildings the risk of building failures, temporary closures and/or increase health and safety risks continue to be a concern. • The next stage of SG funding in the Learning Estate may continue to offer budget support via an outcome-based revenue funding model which would require Moray Council to formally commit to fully capital fund any new build or refurbishment model which it would be unable to do as it would exceed the current 10% threshold cap. Page 189
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• Any significant delays in commencing or extended phased project delivery of new build or refurbishment works would be subject to market inflationary risk. • The impact of an already reduced capital budget to the BB programme provides very limited scope for work to improve condition and will likely result in the BB programme being extended further than the previously extended 15-year deadline. A further reduction over the next 5 years in this budget to support affordability options for Bucke HS would further increase the risk of asset failure and possible school closures. 6.6 Staffing There is currently no dedicated project manager assigned to this potentially complex delivery project. Most of the workload is currently the responsibility of the Programme Manager (Learning Estate) which is unsustainable. The future project management resourcing plan is dependent on the decision to continue, reduce or cancel the Elgin HS Capacity Extension project. In the event of a cancellation the intent would be to reassign the Elgin HS project manager to the Buckie HS Future Project. It is expected that a dedicated design team would need to be appointed to this project to progress from the current feasibility to concept and final design – ready for tender. There are options to resource the team which would include outsourcing, internal recruitment or a mix of these two approaches. It should be noted that an external design team, who were working on Elgin HS concept design and have delivered the feasibility studies to date to support options development for Buckie HS, and therefore who have familiarity with the design and construction challenges are ready to support further design work. A budget of up to £50,000 has been allocated for this financial year with up to £500,000 planned but not committed for next financial year to support this anticipated design activity. 6.7 Best Value and Transformation There are no best value or transformation implications arising directly from this report. 6.8 Property All property implications have been covered in the main body of this report. 6.9 Information Communications/Technology/Digital There are no information communications/technology/digital impacts arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact The quality of the learning environment can impact on learning and attainment by as much as 16%. The condition and suitability of our learning estate, and capacity challenges associated with both growth and population decline in some areas, give rise to unequal opportunity across Moray. This proposal supports the Learning Estate Strategy requirement that all Learning Estate buildings meet minimum standards and are fit for purpose. Investment in a major infrastructure project provides opportunity for social and economic impact. Page 190
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6.11 Climate Change and Biodiversity Impacts There are no climate change and biodiversity impacts arising directly from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Chief Financial Officer, Head of Education (Chief Education Officer), Head of Housing and Property, Head of Economic Growth and Development, Legal Services Manager, Assistant Manager Procurement and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 8.2 8.3 8.4 Future Buckie HS LEIP 3 Bid Feasibility Report - April 2024 Feasibility Report ‘Do Minimum’ - August 2024 Feasibility Report ‘Do Minimum’ (Reduced GIFA) - January 2025 Page 191
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APPENDIX 1 Hub North Scotland Feasibility Study (2023) 1. The following provides high level review of the 2023 Hub North Scotland Feasibility Study on 6 hybrid reuse and new build options for the Future Buckie HS project Option 1A: Retain and refurbish swimming pool and fitness centre. Retain and refurbish the ‘Old Building’; retain Highfield Hall Extension with minimal refurbishment and extend with a new build to meet Scottish Futures Trust (SFT) gross internal floor area (GIFA) requirements for a secondary school. Pros Cons • Opportunity for civic frontage and co-location of services • 3G pitch and grass playing fields accessible throughout construction period • Significant reuse of buildings • Existing site access from surrounding road network retained and significant improvements to car parking and bus drop off made • Challenges with phasing and minimising disruption to education during construction • Significant decant required • Limited locations for SUD’s features • Limited opportunities for future expansion due to constrained site layout • Sewer diversion required • Challenges with bringing existing buildings up to current environmental standards Option 1B: Retain and refurbish swimming pool and fitness centre and secondary school PE facilities. Retain and refurbish the ‘Old Building’; retain Highfield Hall Extension with minimal refurbishment and extend with a new build to meet SFT GIFA requirements for a secondary school. Pros Cons • Opportunity for civic frontage and co-location of services • Existing PE facilities are not SportScotland compliant Page 192
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• 3G pitch and grass playing fields accessible throughout construction period • Significant reuse of buildings • Existing site access from surrounding road network retained and significant improvements to car parking and bus drop off made • Challenges with phasing and minimising disruption to education during construction • Significant decant required • Limited locations for SUD’s features • Limited opportunities for future expansion due to constrained site layout • Sewer diversion required • Challenges with bringing existing buildings up to current environmental standards Option 2A: Retain and refurbish swimming pool and fitness centre. Retain, refurbish and extend the existing ‘Old Building’ with new build and convert to use as a 2-stream primary school. New build secondary school to meet SFT GIFA requirements. Pros Cons • Opportunity for civic frontage and co-location of services • Grass playing fields accessible throughout construction period • Single building form offers education and wayfinding benefits • Existing site access from surrounding road network retained and significant improvements to car parking and bus drop off made • Some decant required • Loss of 3G pitch during construction • Limited opportunities for future expansion due to constrained site layout • Sewer diversion required • Challenges with bringing existing buildings up to current environmental standards Page 193
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Option 2B: Retain and refurbish swimming pool and fitness centre and secondary school PE facilities. Retain, refurbish and extend the existing ‘Old Building’ with new build and convert to use as a 2-stream primary school. New build secondary school to meet SFT GIFA requirements. Pros Cons • Opportunity for civic frontage and co-location of services • Grass playing fields accessible throughout construction period • Single building form offers education and wayfinding benefits • Existing site access from surrounding road network retained and significant improvements to car parking and bus drop off made • Existing PE facilities are not SportScotland compliant • PE facilities will be split between existing and new build • Some decant required • Loss of 3G pitch during construction • Limited opportunities for future expansion due to constrained site layout • Sewer diversion required • Challenges with bringing existing buildings up to current environmental standards Option 3A: Retain swimming pool and fitness centre with minimal refurbishment. Retain existing ‘Old Building’ as wind and watertight structure Page 194
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for future use unknown. New build secondary school to meet SFT GIFA requirements. Pros Cons • 3G pitch and grass playing fields accessible throughout construction period • Existing site access from surrounding road network retained and significant improvements to car parking and bus drop off made • Opportunities for future expansion due to unconstrained site layout • Single building form offers education and wayfinding benefits • Construction site remote from existing school • More flexibility for SUDs features • Lack of civic frontage and removed from other surrounding services • Car parking and bus drop off location forms undesirable ‘frontage’ to school • Sewer diversion required • No reuse of existing buildings for secondary school use • New utility supplies required for new secondary school building Option 3B: Retain swimming pool and fitness centre with minimal refurbishment. Retain existing ‘Old Building’ as wind and watertight structure for future use unknown. New build secondary school to meet SFT GIFA requirements. Pros Cons • Opportunity for civic frontage • Grass playing fields accessible throughout construction period • Existing site access from surrounding road network retained and significant improvements to car parking and bus drop off made • Single building form offers education and wayfinding benefits • Some decant required • Loss of 3G pitch during construction • Limited opportunities for future expansion due to constrained site layout • Sewer diversion required • Challenges with bringing existing buildings up to current environmental standards Page 195
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2. An options appraisal was then undertaken by the design team to assess the six options against fifteen criteria: context, operational functionality, construction, continuity of education, sustainability, orientation massing and shading, landscaping and ecology, planning considerations, transport, flood risk, utility infrastructure, underground risks, ground conditions, drainage, future expansion. The outcome of the appraisal scored option 3A the highest: Option 1A 1B 2A 2B 3A 3B Score 310 300 325 315 340 315 Ranking 5 6 2 3 1 3 3. In addition a cost estimate was provided for each option, including authority costs, which is summarised below: Page 196
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APPENDIX 2 Buckie High School Building Plan Page 197
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development Report No: EDU006/25/DW/HS Author: Hazel Sly Contact Email: education@moray.gov.uk Subject: Early Learning and Childcare – Sustainable Rate 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to; - inform the Committee of the updated guidance issued by Scottish Government on 20 February 2025 for setting Early Learning and Childcare (ELC) sustainable rates in the 2025/26 financial year. - inform Committee of the additional funding, provided by Scottish Government, to meet the £12.60 Real living wage commitment in 2025/26. - Inform Committee of the uplift that will be applied for eligible 2 year olds and funded 3-5’s - Inform Committee of the annual percentage uplift for Developmental Nurseries - inform Committee that the uplift will be backdated to April 2025 as per the agreement with COSLA. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to exercising the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report summarises the contents of the Scottish Government guidance, issued on 20 February 2025, in relation to Sustainable rate funding for private funded providers. The report also provides information on the annual uplift for Developmental Nurseries. 3. RECOMMENDATIONS Item 12.* Page 201
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3.1 It is recommended that Committee: i) Scrutinise and note the contents of this report to apply the uplift as detailed in para 4.5 and 4.6 and as per the publication of the Scottish Government guidance. Hazel Sly Early Years’ Service Manager 4. BACKGROUND AND CONTEXT 4.1 A report was submitted to Full Council on 12 December 2023 where it was agreed (para 11 of the minute refers) to use the Survey (Costs) approach in current and subsequent financial years as the standard methodology for setting the sustainable rate for private funded providers in partnership with Moray Council to provide funded ELC hours. This approach included allowance for the 2024/25 £12 Real Living Wage (RLW) commitment within the agreed sustainable rate calculations. It was further agreed that setting the sustainable rate would be reviewed annually as part of Moray Council’s yearly budget planning with any uplifts to be applied in the April at the start of each new financial year. 4.2 Subsequent to this report, further guidance was issued by Scottish Government on 8 March 2024 and updated on 20 February 2025 to outline requirements for setting the sustainable rate in the respective financial years. 4.3 The most recent guidance was agreed by COSLA leaders and requires all local authorities to apply a minimum 3.75% uplift to the 2024/25 sustainable rates with the uplift to take effect from April 2025. This relates to the Scottish Government commitment for childcare workers delivering funded ELC in private and third sector services to be paid at least £12.60 from April 2025. 4.4 Alongside the additional £16m for 2024/25 that was provided by Scottish Government, a further £9.7m will be provided for the financial year 2025/26. In 2024/25 there was a shortfall in funding of £57,600 . The same distribution formula will be used for 2025/26 which results in Moray receiving £173,000. 4.5 Following the standard methodology that was agreed at a Special Meeting of Moray Council on 12 December 2023 (para 11 of minute refers), a 5% increase will be applied to the staffing cost element of the sustainable rate to reflect the increase in the RLW from £12 to £12.60 per hour. Furthermore a 3.5% increase will be applied to the non-staffing cost element of the sustainable rate to reflect CPIH in November 2024. Overall this amounts to 4.6% which is above the minimum requirement of 3.75% from the Scottish Government. The 4.6% increase means the rate setting process will continue to align with the agreed standard methodology providing consistency for private funded providers. 4.6 The figures below give are indicative representation of the financial breakdown; Financial year Staffing costs Non staffing costs Sustainable rate (3-5 YO) total 2024/25 £5.70 £1.42 £7.12 Page 202
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2025/26 £5.98 £1.47 £7.45 This means there is a further 33p/hour uplift required to the 3-5’s rate of £7.12 taking the revised rate to a total of £7.45. There is an additional 39p/hour uplift to the 2’s rate taking it from £8.55 to a revised total of £8.94. It is estimated that this further uplift, to meet the requirements from Scottish Government, will cost £395,000. The increase will be funded from the Scottish Government grant and the Council budget which included an annual inflationary uplift for the ELC sustainable rate. The annual inflationary uplift requirement for ELC was noted in the Budget setting paper that was considered by Full Council in February 2025 (para XX of minute refers). This £395k increase also includes an annual percentage uplift to the core funding for developmental nurseries (Noah’s Ark, Teddy Bear Developmental Nursery and Ladybird Developmental Nursery) of which this Committee was advised on 14 May 2024 via an Information report. refers). The rates would increase as detailed below; Age Rate 2024-25 Rate 2025-26 0-2 £6.44 £6.74 2’s £5.72 £5.98 3-5’s £5 £5.23 5. PROPOSALS 5.1 Given the requirement from Scottish Government to meet the minimum 3.75% uplift, Finance and ELC are focussing on financial sustainability for both the providers and Council. This results in the previously agreed methodology, as noted above, being applied to achieve a higher rate of uplift, equating to 4.6%, for Moray private funded settings. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) X Policy and Legal X Financial X Risk X Staffing X Best Value and Transformation X Property X Information Communications Technology/Digital X Equalities. Social Inclusion and Economic Impact X Climate Change and Biodiversity Impact X 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Page 203
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Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☐ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☒ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal There are no legal implications arising directly from this report. However, it is important to note that the current contract agreement between Moray Council and funded private providers highlights the following points regarding the sustainable rate; - inflationary and RLW increases are reviewed on an annual basis; - the extent to which an inflationary and RLW changes are reflected in the price for future years of the contract is subject to the overall level of funding agreed between Scottish Government and local government for the expanded ELC hours; - in relation to the sustainable rate setting process, the Council will take into consideration statutory and non-statutory guidance including as published by Scottish Government and COSLA; - the Council may, as a result of the sustainable rate setting process, elect to amend the price during the period of contract and shall be the sole judge of whether the price is amended and is under no obligation to implement any price amendment at any stage; - the process for setting the price will be conducted in line with Funding Follows the Child and the National Standard for Early Learning and Childcare Providers: Guidance for Setting Sustainable Rates from August 2020; and - the sustainable rate and daily lunch rate will be determined annually by the Council. The full contract agreement can be viewed on the Public Contracts Scotland site. 6.4 Financial The sustainable rate takes account of the full costs of providing funded ELC. Providers entering into a contract with Moray Council must accept the offered rate. The updated guidance from Scottish Government issued on 20 February 2025 continues to stipulate that the rates should be sustainable for local authorities in terms of the budgets available while also incorporating the following elements; - Rate setting should be evidence based, taking account of the cost of providing ELC in a local area for both eligible 2 year olds and 3-5’s; Page 204
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- Rate setting will be applied in a fair and sustainable way, including for childminders who deliver funded ELC; - Rates will continue to support delivery of high quality ELC experiences for all children; - Rates will enable payment of the RLW for those childcare practitioners delivering the funded entitlement; - A separate meal payment rather than a top up of the sustainable rate; - Evidence of progress to reflect changes in 2025/26 with them being fully embedded by 2026/27. The costs below will be funded by the Scottish Government grant and the Council budget for inflationary increases which ensure the ELC budget remains balanced. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments ELC 395,000 1 April 2025 395,000 6.5 Risk There are two inherent risks when considering the sustainable hourly rate; - If the rate is set too low, there is a risk that providers would not be able to remain financially viable if paying the RLW. Should this be the case then some providers may seek to alter their service offer to manage business costs. - If the rate is set too high, there is a risk that this would be sustainable for the Council to maintain in the 2025/26 financial year and subsequent years. The process for setting the hourly rate aims to allow both factors to be balanced; however, there is a risk to the reputation of the Council as an accredited RLW employer if the sustainable rate is set too low for providers to continue paying the RLW. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no best value and transformation implications arising directly from this report. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital Page 205
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There are no information communications, technology or digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact An Integrated Impact Assessment (IIA) was completed previously as part of the report submitted to Full Council on 12 December 2023. 6.11 Climate Change and Biodiversity Impacts There are no climate change and biodiversity implications arising directly from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with Depute Chief Executive (Education, Communities and Organisational Development), Head of Education (Chief Education Officer), Head of Governance, Strategy and Performance, Chief Financial Officer, Nicky Gosling, Accountant, Equal Opportunities Officer and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 Page 206
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development Report No: EDU012/25/DW/HS Author: Hazel Sly Contact Email: education@moray.gov.uk Subject: Singleton Inspections of Early Learning and Childcare Centres – Published reports September 2024 to March 2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform Committee of the content of singleton inspection reports of Early Learning and Childcare (ELC) centres by Care Inspectorate which were published between September 2024 and February 2025. These were; Bishopmill Pre school, Elgin St Sylvesters Nursery, Elgin East Beach Nursery, Lossiemouth Knockando Playgroup, Aberlour Lady Cathcart Nursery, Buckie The Teddy Bear Developmental Group, Buckie Portknockie Nursery, Buckie Findochty Nursery, Findochty Aberlour Nursery, Aberlour Aberlour & Craigellachie Pre School, Aberlour RAF Lossiemouth Childcare Centre, Lossiemouth Hop, Skip & Jump, Forres Earthtime Outdoor Nursery, Duffus Kinloss Nursery, Kinloss Rainbow Castle, Elgin 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to exercising the functions of the Council as an Education Authority. 2. SUMMARY Item 13.* Page 207
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2.1 This report summarises the contents of and evaluations from Care Inspectorate singleton inspection reports which have been published between September 2024 and February 2025. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinise and note the contents of this report. Hazel Sly Early Years’ Service Manager 4. BACKGROUND AND CONTEXT 4.1 The Care Inspectorate carries out inspections of care services, including day care of children’s services. Providers are inspected against a Framework of Quality Themes and statements and the National Standard. 4.2 The Care Inspectorate resumed face to face ELC scrutiny in Autumn 2021 after COVID-19 restrictions impacted on their work. 4.3 The services noted have been scrutinised under the current Care Inspectorate Quality Framework. 4.4 Care Inspectorate Officers (CIO) will grade services and publish these grades as part of their duty to provide information to the public about the quality of care services. The six point grading scale: 6 excellent 5 very good 4 good 3 adequate 2 weak 1 unsatisfactory 4.5 Following publication, inspection reports are available through ELC centres and online at www.careinspectorate.com 4.6 The education authority will give guidance and support, as appropriate, to both school nursery classes and partner providers of ELC education. Following a Singleton Inspection the ELC centre is asked to prepare an action plan indicating how they will address the main findings of the report, and to share the plan with parents and carers. Page 208
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4.7 During this reporting period there were 13 Singleton Inspection reports received. Name of Early Learning and Childcare Provider Date of Inspection *Bishopmill Pre school, Elgin 29 August 2024 *St Sylvesters Nursery, Elgin 4 September 2024 East Beach Nursery, Lossiemouth 3 October 2024 *Knockando Playgroup, Aberlour 25 October 2024 Lady Cathcart Nursery, Buckie 31 October 2024 *The Teddy Bear Developmental Nursery, Buckie 28 November 2024 *Portknockie Nursery, Buckie 5 December 2024 *Findochty Nursery, Findochty 17 December 2024 Aberlour Nursery, Aberlour 22 January 2025 *Aberlour & Craigellachie Pre School, Aberlour 22 January 2025 *RAF Lossiemouth Childcare Centre, Lossiemouth 6 February 2025 Hop, Skip & Jump, Forres 11 February 2025 Kinloss Nursery, Kinloss 20 February 2025 *Earthtime Outdoor Nursery, Duffus 20 February 2025 Rainbow Castle, Elgin 26 February 2025 4.8 The Gradings, Recommendations and Requirements arising from the reports are summarised in Appendix 1. 4.9 Services marked with a * received grades 4 or above which means they are meeting the National Standard. These services continue to work in partnership with Moray Council and have access to the Early Years Teaching Team alongside their respective Continuous Improvement Officer (CIO). 4.10 Services not yet reaching grades 4 or above are receiving support from the respective CIO and the Early Years Teaching and Learning Teacher (T&L) to address the required actions resulting from the recommendations or requirements. Recommendations are summarised in Appendix 1. Page 209
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4.11 The table below highlights the area where the grade(s) have dropped and the planned improvement work to support ELC settings; ELC Setting Quality Framework Area Plans for improvement/support East Beach, Lossiemouth How good is our Setting To support children’s wellbeing, play and learning, the provider will enable all children to have access to facilities, spaces and experiences that are appropriate for them. Action plan in place created by Nursery Manager, CIO & Teaching & Learning teacher focusing on environment for all learners. This will focus on: a) Children have choices about the spaces, experiences and resources they access, indoors and outdoors, and b) Children have access to appropriate facilities for personal care and rest Lady Cathcart Nursery, Buckie How Good Is Our Care, Play & Learning Action plan created and updated Jan ’25. This will focus on; a) Children will be more independent especially around mealtimes and the setting will improve a family style meal service b) Staff will provide a better variety of quality play experiences including provocations for learning c) Improve meaningful literacy & numeracy within all environments Page 210
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How Good Is Our Leadership a) NM to undertake further staff support & supervision, team meetings & 1:1 b) NM to audit the updates of children’s personal plans c) NM to support staff to build confidence and ability in their roles. Aberlour Nursery, Aberlour How Good is Our Leadership Action plan created March 2025 This will focus on; a) Actively involving parents & carers in the life of the setting, including in self- evaluation for improvement b) The nursery manager will be supported by the authority to cover staff absences effectively c) The nursery manager will focus on strategic improvement, including self- evaluation and quality assurance Hop, Skip & Jump, Forres How Good is our Setting CIO, Early Years Service Manager and Care Inspectorate Officer met with Nursery Manager on 24 March 2025 to discuss recent inspection and service improvement period. New action plan set on 25 March 2025 with Nursery Manager, CIO & Teaching and Learning Teacher. This will continue to focus on : supporting children's wellbeing, the provider must ensure that environments and resources support their play, development and learning. The team have just started planning and are the early stages – considering Page 211
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environment – spaces, interactions, experiences The CIO will support the provider to ensure improved outcomes for children by implementing effective and robust quality assurance processes. To achieve this, the provider must, at a minimum ensure that: a) Regular and focused monitoring and evaluation is carried out across the setting. b) Regular supervision and appraisal meetings are carried out and recorded to support ongoing professional development. This is a requirement and has been extended to Thursday, 1 May 2025. The team will continue to support setting with personal plans and documenting of relevant information. The team will continue to support and promote good infection control processes, such as updating nappy changing area to meet legislative requirements and supporting with effective handwashing measures. Kinloss Nursery, Kinloss How Good is Our Care, Play and learning Action plan to be created with CIO, Nursery Manager and Teaching & Learning Teacher on 23rd April. Page 212
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This will focus on: Processes for safeguarding children, ensuring staff knowledge of their role and responsibilities in reporting any concerns is accurate. a) This will include: Child protection procedures are implemented in accordance with national guidance. b) All staff have a good understanding of child protection and safeguarding and are clear on their roles and responsibilities. c) Child protection referrals are made to lead agencies within appropriate timescales. d) The required notifications are made to the Care Inspectorate in line with guidance. Rainbow Castle, Elgin CIO & Teaching & Learning Teacher met with current Nursery manager and acting up managers on 20th March to discuss recent Care Inspectorate report findings. As there are concerns raised over the future of service, it was agreed CIO would speak to Care Inspectorate regarding action plan and focus this term would be on staff/child/families well-being and supporting with children transitioning into Primary 1. Page 213
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How Good is Our Care, Play and learning How Good is our Setting Teaching & Learning will continue to support with planning to ensure quality experiences are being delivered to all children in attendance. This will also support staff if moving onto other roles. CIO to liaise with team over changes in management structure and future of service. In addition the following work will be required; To effectively meet children's individual needs and support their wellbeing, development and progress, children’s personal plans should be further developed and streamlined. This should include but is not limited to, ensuring all staff are knowledgeable about each child’s health and wellbeing needs, and that tailored care and support strategies are provided and used effectively to meet those needs. To enable children to be kept safe, the provider should make sure that appropriate procedures and practices are in place. This includes but is not limited to: (a) Ensuring effective infection prevention and control practices and routines are in place. (b) Ensuring effective systems to promote children’s safety Page 214
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How Good is our Leadership without limiting their experiences, and (c) Ensuring that nappy changing facilities are provided in line with best practice guidance. By 1 September 2025, the provider must ensure improved outcomes for children by implementing effective and robust quality assurance processes. To do this the provider must, at a minimum, ensure: a) Regular, effective, and focused monitoring is carried out across the setting. b) Robust audits are developed and implemented, and any actions are addressed promptly. c) Clear and effective plans are developed to maintain and improve the service. d) The management team effectively monitors the work of each member of staff and the service as a whole. 4.12 The current gradings of these services will not impact on their partnership agreement with Moray Council to deliver funded ELC hours as we believe they have the capacity to improve with enhanced or targeted support. 4.13 Any ELC settings not meeting the National Standard, as a result of a recent Care Inspectorate Inspection, will be supported by their respective CIO to action plan. 5. PROPOSALS 5.1 There are no proposals directly linked to this paper. 6. SUMMARY OF IMPLICATIONS Page 215
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6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) X Policy and Legal X Financial X Risk X Staffing X Best Value and Transformation X Property X Information Communications Technology/Digital X Equalities. Social Inclusion and Economic Impact X Climate Change and Biodiversity Impact X 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☐ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal The Care Inspectorate inspects all registered services regulated under the Public Services Reform (Scotland) Act 2010, which includes nursery classes and playgroups. The authority has a duty to provide a quality early learning and childcare place for every 3 and 4 year old whose parents wish it and for eligible 2 year olds. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Page 216
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Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no best value and transformation implications arising directly from this report. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no information communications, technology or digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact There are no equalities, social inclusion or economic implications arising directly from this report. However, in relation to 4.11 above, where some ELC settings have seen a reduction in, or not met the required grade(s) may affect the rights of the child under the UN Convention on the Rights of the Child (UNCRC. The planned improvement work to support some of the recommendations and subsequent improvement actions should help ensure these rights are being met. 6.11 Climate Change and Biodiversity Impacts There are no climate change and biodiversity implications arising directly from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with Head of Education (Chief Education Officer), Continuous Improvement Officer (West and East and the Principal Teacher of Early Years and the Equal Opportunities Officer. Any comments in relation to prospective responsibilities have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 None Page 217
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APPENDIX 1 Summary of numbers of areas for improvement and requirements made to providers. Name of Early Learning and Childcare Provider Areas for Improvement Requirements East Beach Nursery, Lossiemouth 2 0 Lady Cathcart Nursery, Buckie 2 0 Aberlour Nursery, Aberlour 2 0 Hop, Skip & Jump, Forres 2 1 Kinloss Nursery, Kinloss 1 0 Details of gradings, recommendation and requirements made to providers. East Beach Nursery, Lossiemouth Unannounced Gradings How Good Is Our Care, Play and Learning 4 How Good Is Our Setting 3 How Good Is Our Leadership 4 How Good Is Our Staff Team 4 (N/A – Not Assessed) Areas for Improvement • To support children’s wellbeing, play and learning, the provider should enable all children to have access to facilities, spaces and experiences that are appropriate for them. To achieve this, the provider should ensure that, at a minimum: a) Children have choices about the spaces, experiences and resources they access, indoors and outdoors, and b) Children have access to appropriate facilities for personal care and rest. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'As a child, I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity' (HSCS 2.27); and 'I experience high quality care and support based on relevant evidence, guidance, and best practice' (HSCS 4.11). • To support the wellbeing and developmental needs of all children, the provider should review and make appropriate changes to staff deployment. To achieve this, the provider should ensure that staff are deployed in a way that supports equitable, highquality experiences and outcomes for children at all times. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: ‘My care and support meets my needs and is right for me’ (HSCS 1.19). Page 218
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Requirements • None Lady Cathcart Nursery, Buckie Unannounced Gradings How Good Is Our Care, Play and Learning 3 How Good Is Our Setting 4 How Good Is Our Leadership 3 How Good Is Our Staff Team 4 (N/A – Not Assessed) Areas for Improvement • To further support children to be meaningfully and actively involved in their play and learning. The manager and staff should establish a balance of spontaneous and planned high quality experiences that promote choice, engage children's imagination and enrich their play and learning. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'As a child I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity' (HSCS 2.27). This is to ensure children's play and learning is consistent with the Care Inspectorate documents: a) A quality framework for daycare of children, childminding and school-aged childcare b) Space to grow and thrive c) Our Creative Journey and d) The Scottish Government document: Realising the ambition: being me hub.careinspectorate.com • To support improvement that enhances the delivery of high-quality practice, leaders should continue to establish sound methods of quality assurance. This is to ensure care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I am supported to give regular feedback on how I experience my care and support and the organisation uses learning from this to improve' (HSCS 4.8) and 'I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes' (HSCS 4.19). Requirements • None Page 219
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Aberlour Nursery, Aberlour Unannounced Gradings How Good Is Our Care, Play and Learning 4 How Good Is Our Setting 4 How Good Is Our Leadership 3 How Good Is Our Staff Team 4 (N/A – Not Assessed) Areas for Improvement • To support children’s to achieve their potential, the manager should ensure staff have the knowledge and skills to plan effectively for learning and development. This should include but is not limited to, ensuring that planning includes both responsive and intentional elements. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I am supported to achieve my potential in education and employment, if this is right for me.' • To ensure that children benefit from improvements which have the greatest positive impacts on their experiences and outcomes, the service should ensure that they have robust quality assurance processes in place. This should include but is not limited to: a) Regular opportunities for reflection and self-evaluation of practice. b) Regular monitoring of staff practice to identify good quality skills and practice as well as training needs. c) Regular monitoring of the quality of children’s experiences and care. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes' (HSCS 4.19). Requirements • None Hop, Skip & Jump, Forres Unannounced Gradings How Good Is Our Care, Play and Learning 3 How Good Is Our Setting 3 How Good Is Our Leadership 2 How Good Is Our Staff Team 3 (N/A – Not Assessed) Areas for Improvement • To ensure that children’s current needs and preferences are planned for and met, the provider should ensure children’s personal plans are used in practice and are Page 220
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reflective of children’s needs. This should include, but is not limited to, ensuring plans are reviewed and shared with parents/carers, at a minimum of every six months. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'My personal plan (sometimes referred to as a care plan) is right for me because it sets out how my needs will be met, as well as my wishes and choices' (HSCS 1.15). This area for improvement was made on 23 February 2024. Action taken since then • The service had been supported by the local authority to develop their approach to personal planning. For example, staff had received training on completing and reviewing learner profiles which were used to support individual children's development and learning needs. Parents and carers had been invited into the service to review their child's personal plan and this was a positive development. The manager told us that staff were given protected time to review plans for children in their keyworker group. Since the last inspection, there had been changes to the team and two new members of staff had been recruited. Staff told us that whilst they gained confidence from working with local authority personnel and were positive about mentoring new staff, this had an impact on the time they had available to complete tasks such as reviewing information. This had the potential to impact on outcomes for children as well as staff wellbeing. We acknowledged the progress that the service has made in gathering and reviewing children's personal planning information with families. The leadership team now needs to ensure that reviews take place for each child at least every six months. Developing quality assurance systems to monitor review dates and consistency will support the provider/manager to achieve this. This area for improvement has not been met and will remain in place. • To ensure that children are kept safe and healthy, the provider should make sure that the potential spread of infection is minimised. This should include but is not limited to developing nappy changing areas and supporting children to wash their hands. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: ‘I experience an environment that is well looked after with clean, tidy and well maintained premises, furnishings and equipment’ (HSCS 5.24). This area for improvement was made on 23 February 2024. Action taken since then Handwashing facilities were provided by two portable stations within the main playroom. These contained water which was at a suitable temperature for handwashing, and soap and paper towels were available at each station. Children knew their handwashing routines well and eagerly queued to use the facilities. We agreed that bringing the handwashing facilities into the playroom had the potential to benefit children by minimising the risk of the spread of infection. However at times, staff deployed at these areas were also supporting children at Page 221
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the nearby craft table and other activities. As a result, children were not consistently supported to wash their hands effectively We advised the leadership team to review staff deployment within the playroom, particularly at busy times such as mealtimes, to ensure that handwashing could be effectively supported. We further advised that routine monitoring of the playroom could help to ensure that support with handwashing was consistently available. This would help to keep children safe by minimising the risk of the spread of infection. No changes to the nappy changing room had taken place since the last inspection. The provider/manager informed us that a meeting with the hall owner had been arranged to take forward improvements that would meet best practice guidance. This area for improvement has not been met and will remain in place Requirements • By 1 September 2024, the provider must ensure improved outcomes for children by implementing effective and robust quality assurance processes. To achieve this, the provider must, at a minimum ensure that: a) Regular and focused monitoring and evaluation is carried out across the setting. b) Regular supervision and appraisal meetings are carried out and recorded to support ongoing professional development. This is to comply with regulation 4(1)(a) of The Social Care and Social Work Improvement Scotland (Requirements for Care Services) Regulation 2011 (SSI 2011/210). This is to ensure care and support is consistent with the Health and Social Care Standards (HSCS) which state that: ‘I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes’ (HSCS 4.19). This requirement was made on 23 February 2024. Action taken on previous requirement The service had identified ways in which parents and carers could be given more opportunities to be involved with nursery improvements. For example, families had been invited to give feedback on the newly reviewed vision, values and aims. As a result, some changes to the display in the main playroom had been made and this was shared with families via a new parent information board. This supported the service to promote a shared vision that reflected children's and families' aspirations. Further opportunities were planned for parents and carers to come into the service to review personal planning information and learning journeys with their child's keyworker. These were positive developments which had the potential to enhance outcomes for children. We advised the leadership team to continue to offer regular, meaningful opportunities for families to come into the service and be involved in tailoring quality care and support for their children. Staff had taken part in training on self-evaluation which was offered by the local authority. With support from local authority officers, they had begun to use the improvement cycle to identify and plan a number of changes, including observations of children's learning and improvements to the outdoor play spaces. Staff told us that they had found support from the local authority team valuable. Page 222
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Additionally, two senior members of the team had taken part in the Care Inspectorate ELC improvement programme and this had supported them to lead improvements around mealtimes. Children had also been involved in the discussions around mealtimes and this helped to build their confidence and self- esteem. Whilst a number of improvements had been made, they were not yet consistently embedded in practice. For example, during snack time some children sat on their own whilst staff were attending to other children or tasks nearby. As a result, opportunities for socialising and interactions with other children and staff were missed. We advised the provider/manager to ensure that staff are supported to maintain all improvements previously agreed, and that leaders regularly monitor mealtimes to ensure best practice guidance is followed. The leadership team had arranged annual review meetings for staff, and at the start of the new session the staff team had benefited from regular meetings. However, these formal meetings had not been held since the start of the new year. Whilst staff continued to get together informally to discuss day to day issues, there were fewer regular opportunities to discuss practice, planning and service improvements. As a result, children were not benefiting from shared knowledge and skills within the team. We advised the leadership team to reinstate regular, organised opportunities for staff to share knowledge effectively across the team. This was particularly important as two new members of staff had recently joined the team. Quality assurance systems to support quality experiences had not yet been established. This had an impact on leaders' ability to identify where practice was inconsistent or not in line with best practice (see mealtime example above). At the last inspection, we advised the provider/manager to develop a clear programme or calendar of monitoring aspects of the service. This had not been carried out. We agreed to extend the timescale for this requirement, to support the provider/ manager to develop quality assurance systems which support consistently high quality care, play and learning. These systems should include, but are not limited to, monitoring staff interactions and deployment; monitoring how children use spaces and resources, and monitoring the impact of improvements. Records and procedures should also be regularly audited to ensure that they are in line with best practice guidance. The timescale for this requirement has been extended to Thursday, 1 May 2025. Kinloss Nursery, Kinloss Unannounced Gradings How Good Is Our Care, Play and Learning 3 How Good Is Our Setting 5 How Good Is Our Leadership 4 How Good Is Our Staff Team 5 (N/A – Not Assessed) Areas for Improvement Page 223
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• To safeguard children, the provider should ensure staff knowledge of their role and responsibilities in reporting any concerns is accurate. This should include, but is not limited to ensuring that: a) Child protection procedures are implemented in accordance with national guidance. b) All staff have a good understanding of child protection and safeguarding, and are clear on their roles and responsibilities. c) Child protection referrals are made to lead agencies within appropriate timescales. d) The required notifications are made to the Care Inspectorate in line with guidance. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS), which state that: 'I am protected from harm, neglect, abuse, bullying and exploitation by people who have a clear understanding of their responsibilities' (HSCS 3.20). Requirements • None Rainbow Castle, Elgin Unannounced Gradings How Good Is Our Care, Play and Learning 3 How Good Is Our Setting 3 How Good Is Our Leadership 2 How Good Is Our Staff Team 4 (N/A – Not Assessed) Areas for Improvement • To effectively meet children's individual needs and support their wellbeing, development and progress, children’s personal plans should be further developed and streamlined. This should include but is not limited to, ensuring all staff are knowledgeable about each child’s health and wellbeing needs, and that tailored care and support strategies are provided and used effectively to meet those needs. This is to ensure care and support is consistent with the Care Inspectorate document, 'Guide for providers on personal planning.' This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: My personal plan (sometimes referred to as a care plan) is right for me because it sets out how my needs will be met, as well as my wishes and choices' (HSCS 1.15); and 'My care and support meets my needs and is right for me' (HSCS 1.19). • To enable children to be kept safe, the provider should make sure that appropriate procedures and practices are in place. This includes but is not limited to: Page 224
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a) Ensuring effective infection prevention and control practices and routines are in place. b) Ensuring effective systems to promote children’s safety without limiting their experiences, and c) Ensuring that nappy changing facilities are provided in line with best practice guidance. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: ‘My environment is secure and safe’ (HSCS 5.19); and 'If I require intimate personal care, this is carried out in a dignified way, with my privacy and personal preferences respected' (HSCS 1.4). Requirements • By 1 September 2025, the provider must ensure improved outcomes for children by implementing effective and robust quality assurance processes. To do this the provider must, at a minimum, ensure: a) Regular, effective, and focused monitoring is carried out across the setting. b) Robust audits are developed and implemented, and any actions are addressed promptly. c) Clear and effective plans are developed to maintain and improve the service. d) The management team effectively monitors the work of each member of staff and the service as a whole. This is to comply with Regulation 3 Principles and Regulation 15 (a) and (b) Staffing of The Social Care and Social Work Improvement Scotland (Requirements for Care Services) Regulations 2011 (SSI 2011/210). This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes' (HSCS 4.19). Previous areas for improvement 1. To support children’s care, wellbeing and development needs, the provider should ensure staff are supported to develop their skills in high quality interactions. This is to ensure that children experience consistently positive interactions; and to effectively enable children to facilitate and extend their own play. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'As a child I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity' (HSCS 2.27); and ‘I have confidence in people because they are trained, competent and skilled, are able to reflect on their practice and follow their professional and organisational codes’ (HSCS 3.14). This area for improvement was made on 21 June 2019. Action taken since then: The previous area for improvement stated: 'Children should be able to enjoy a rich environment that is well thought out and includes a wealth of open ended, real life and natural materials both inside and outside, that encourage children to be imaginative, inventive and creative.' Page 225
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Improvements had been made to the layout of the indoor and outdoor spaces, and the range of resources available in each space. Children were accessing spaces and resources well and this was helping them to be creative and use their imaginations. Staff were not consistently confident in supporting high-quality interactions and would benefit from further training and sustained opportunities to build their skills and confidence. This could further support children to develop their play and learning. This area for improvement has not been met and remains in place. 2. A continuous and well-judged pace of change linked to strong self-evaluation for improvement should be established, that has a positive impact on outcomes for children. This includes but is not limited to: Monitoring methods of practice such as personal care plans, learning journals, accidents/incidents; observation and reflection of practice by the manager and staff; clearly identified and measurable targets/action plan. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes.' (HSCS 4.19). This area for improvement was made on 21 June 2019. Action taken since then We acknowledged the work done by the current manager, supported by education staff from the local authority, to begin to address self-evaluation, quality assurance and continuous improvement within the service. However, these systems were at very early stages of development and were not yet having a significantly positive impact on outcomes for children. They were not yet consistently embedded in practice. We expressed concerns about the capacity of the service to move forward with identified improvements and maintain quality of care for children and wellbeing of staff without robust interim management arrangements in place. The timescale for the new requirement accounts for recruitment of the new manager to be completed and time for the new manager to ensure that quality assurance systems that support high quality care and support for children are in place. This area for improvement has not been met and will be escalated to a requirement (See above). 3. The provider should ensure that the manager and staff are supported to develop and maintain the necessary skills to provide quality experiences for children. This should be achieved through: a) The development of quality induction programmes for managers and staff. b) A central training plan that identifies individual and group learning needs that is effectively monitored, and c) Evaluation of the impact of training, how it has been implemented in practice and how it has had a positive impact on outcomes for children. Page 226
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This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I have confidence in the people because they are trained, competent and skilled, are able to reflect on their practice and follow their professional and organisational codes' (HSCS 3.14); and 'I am confident that people are encouraged to be innovative in the way they support and care for me.' (HSCS 4.25). This area for improvement was made on 21 June 2019. Action taken since then Since the current manager came in to post in October 2024, a large amount of training needs have been identified and plans put in place to support this. Staff told us that they have valued the support and training that has been available to them. The service now needs time to apply this training in practice and to evaluate impact on outcomes for children. We advised the provider to have robust plans in place for a new manager, to identify their training and mentoring needs when they take up the post. We also advised that the plan includes ways for the new manager to access support relating to managing a childcare service. This area for improvement has not been met and remains in place. Page 227
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development Report No: EDU011/25/DW/HS Author: Hazel Sly Contact Email: education@moray.gov.uk Subject: Education Scotland Inspection of Burghead Nursery, Burghead 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is 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 exercising the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report summarises the contents of and evaluations from an Education Scotland visit at Burghead Nursery. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinise and note the contents of this report and findings of Education Scotland following their inspection. Hazel Sly Early Years’ Service Manager 4. BACKGROUND AND CONTEXT 4.1 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. Item 14.* Page 229
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4.2 In January 2025, Education Scotland inspected Burghead Nursery, Burghead using the Short Inspection Model. 4.3 The key features of the short inspection visit model were; - The team comprised of two inspectors. - The inspector spent 2 ½ days at the setting, including time for initial scoping and feedback. - The team inspecting Nursery liaised with the team inspecting School 4.4 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 4.5 The inspectors also had a focus on safeguarding as is the case in every inspection. 4.6 The inspection findings indicated that Burghead Nursery has the capacity to continue to improve and Education Scotland will make no more visits in connection with this inspection. 4.7 The summary of the inspection report is contained in Appendix 1. The original inspection report and summary of inspection findings can be viewed at; Burghead Nursery | Inspection Report | Education Scotland 5. PROPOSALS 5.1 There are no proposals directly linked to this paper. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) X Policy and Legal X Financial X Risk X Staffing X Best Value and Transformation X Property X Information Communications Technology/Digital X Equalities. Social Inclusion and Economic Impact X Climate Change and Biodiversity Impact X 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. Page 230
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a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☐ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal This report relates to Section 66 of the Education (Scotland) Act 1980, which concerns the inspection of educational establishments. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no best value and transformation implications arising directly from this report. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no information communications, technology or digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact There are no equalities, social inclusion or economic implications arising directly from this report. Page 231
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6.11 Climate Change and Biodiversity Impacts There are no climate change and biodiversity implications arising directly from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with Head of Education (Chief Education Officer), Continuous Improvement Officer (West) the Principal Teacher of Early Years. Any comments in relation to prospective responsibilities have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Burghead Nursery | Inspection Report | Education Scotland Page 232
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1 | Burghead Primary School Nursery Class, Moray Council, 5200520 © Crown Copyright 11 February 2025 Dear Parent/Carer In January 2025, a team of inspectors from Education Scotland visited Burghead Primary School Nursery Class. During our visit, we talked to parents/carers and worked closely with the manager and staff. The inspection team found the following strengths in the setting’s work. • Positive, nurturing relationships between all staff and children. Senior leaders and practitioners do their very best to ensure children feel safe, confident and included. Children thrive within the family of Burghead Nursery Class. • Children who are motivated, curious and eager to learn. The manager and practitioners have created a calm and relaxed environment for children to learn through rich learning experiences. • Extensive use of the local community. This provides children with a wide variety of opportunities to help them learn about the community in which they live. As a result, children gain a deep knowledge about the people, places and wildlife in their local area. They are valued members of their community. • Skilful interactions of the manager and practitioners which extend and deepen children’s thinking. They know children very well as individuals and as learners. As a result, children make very good progress in their learning. The following areas for improvement were identified and discussed with the manager/ and a representative from Moray Council. • Streamline the approaches to planning, recording and tracking children’s learning. This should avoid duplication of documentation and provide a clear and coherent picture of the significant aspects of children’s learning and development. APPENDIX 1 Page 233
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2 | Burghead Primary School Nursery Class, Moray Council, 5200520 © 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 Burghead Primary School 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: Burghead 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 school’s progress as part of its arrangements for reporting on the quality of its settings. Sandra Kehoe HM Inspector Page 234
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU014/25/SMcL/AMB Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Education Scotland Inspection of St Gerardine Primary School 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the outcomes of a 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. SUMMARY 2.1 This report summarises the positive outcome from Education Scotland HMIE inspection in October 2024 for St Gerardine Primary School. The school was subject to a short inspection model visit where both Quality Indicators reported upon were graded as Good. Following their inspection visit and publication of report in February 2025, Education Scotland HMIE have indicated that the school has the capacity to continue to improve and will make no more visits in connection with this inspection. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinise and note the contents of this report and findings of Education Scotland HMIE following their inspection visit. Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT Item 15.* Page 235
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4.1 When a school is inspected by Education Scotland HMIE, 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. 4.2 In October 2024, a team of inspectors from Education Scotland HMIE visited St Gerardine Primary School. During their visit, inspectors talked to parents/carers and children and worked closely with the Head Teacher and staff. 4.3 St Gerardine Primary School was subject to a short inspection model visit spanning over three days in total. 4.4 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. 4.5 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 4.6 Similar to the full inspection model which cover an additional two QIs (QI 1.3 – Leadership of Change and QI 3.1 – Wellbeing, Equality and Inclusion), short model inspections also include focus on Safeguarding and Child Protection processes. 4.7 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published St Gerardine Primary School’s Inspection Report on 4 February 2025 with the following gradings: QI 2.3 Learning, teaching and assessment Good QI 3.2 Raising attainment and achievement Good 4.8 The inspection team found the following strengths in the school’s work: • Children and staff are proud of their school and community. They have developed very positive learning environments based on the school values of being respectful, responsible, resilient and demonstrating kindness. Children are happy and are welcoming to visitors. • Led very ably by the headteacher and senior leaders, staff have created a highly positive, nurturing and supportive ethos. Staff know children very well, both as individuals and as learners. • Staff’s collaborative and responsive approaches to tracking and monitoring individual children’s progress is leading to improved outcomes for children. • Staff work very effectively with a wide range of partner agencies. Children benefit from these partnerships through a wide range of universal and targeted support. This is improving outcomes for children. 4.9 The inspection team agreed the following areas for improvement with the Head Teacher and Moray Education: • Staff should continue to develop their understanding of higher-order thinking skills. This should support an increased level of challenge leading children to make greater progress in their learning. • Teachers should continue to work collaboratively on the development of whole school approaches to raising attainment in writing. Page 236
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• Senior leaders should continue with their plans track and monitor children’s skills and achievements. This will help them to identify and target gaps in children’s learning and experiences. 4.10 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 4.11 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. 4.12 As a local authority the Council will continue to inform key stakeholders including parents/carers on the school’s progress through normal arrangements on reporting on quality of schools. 4.13 In further recognition of this positive inspection outcome, a Press Release was published on 4 February 2025 (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. 4.14 For reference, the Education Scotland HMIE visit report published in February 2025 following visit in October 2024 is contained within Appendix 1. 5. PROPOSALS 5.1 It is proposed that the Committee scrutinise and note the contents of this report, following positive short model inspection visit by Education Scotland HMIE as outlined above, to St Gerardine Primary School. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) Policy and Legal Financial Risk Staffing Best Value and Transformation Property Information Communications Technology/Digital Equalities. Social Inclusion and Economic Impact Climate Change and Biodiversity Impact 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Page 237
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Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal HM Inspectors’ powers to inspect educational establishments and services are set out in legislation and referred to within section 135(1) of the Education (Scotland) Act 1980. HM Inspectors (HMIs) have statutory functions of inspection conferred on them by Part III of the 1980 Act. Responsibility for the quality of education delivery rests with the relevant local authority, as defined in section 1 (1) of the Education (Scotland) Act 1980 and further detailed within the Standards in Scotland’s Schools etc. Act 2000. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments - - - - - - Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments - - - - - - 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance following external scrutiny/validation activity. 6.8 Property There are no property implications arising directly from this report. Page 238
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6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and 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. 6.11 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. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer, Senior Officers in Education and the Head Teacher of St Gerardine Primary School and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Page 239
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1 | St Gerardine Primary School, Moray Council, 5202221 © Crown Copyright 4 February 2025 Dear Parent/Carer In October 2024, a team of inspectors from Education Scotland visited St Gerardine 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 and staff are proud of their school and community. They have developed very positive learning environments based on the school values of being respectful, responsible, resilient and demonstrating kindness. Children are happy and are welcoming to visitors. • Led very ably by the headteacher and senior leaders, staff have created a highly positive, nurturing and supportive ethos. Staff know children very well, both as individuals and as learners. • Staff’s collaborative and responsive approaches to tracking and monitoring individual children’s progress is leading to improved outcomes for children. • Staff work very effectively with a wide range of partner agencies. Children benefit from these partnerships through a wide range of universal and targeted support. This is improving outcomes for children. The following areas for improvement were identified and discussed with the headteacher and a representative from Moray Council. • Staff should continue to develop their understanding of higher-order thinking skills. This should support an increased level of challenge leading children to make greater progress in their learning. • Teachers should continue to work collaboratively on the development of whole school approaches to raising attainment in writing. • Senior leaders should continue with their plans track and monitor children’s skills and achievements. This will help them to identify and target gaps in children’s learning and experiences. APPENDIX 1 Page 240
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2 | St Gerardine Primary School, Moray Council, 5202221 © 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 St Gerardine 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: St Gerardine 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. Susan McDade HM Inspector Page 241
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU015/25/SMcL/AMB Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Education Scotland Inspection of Burghead Primary School 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the outcomes of a 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. SUMMARY 2.1 This report summarises the positive outcome from Education Scotland HMIE inspection in January 2025 for Burghead Primary School. The school was subject to a short inspection model visit where both Quality Indicators reported upon were graded as Satisfactory. Following their inspection visit and publication of report in March 2025, Education Scotland HMIE have indicated that the school has the capacity to continue to improve and will make no more visits in connection with this inspection. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinise and note the contents of this report and findings of Education Scotland HMIE following their inspection visit. Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT Item 16.* Page 243
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4.1 When a school is inspected by Education Scotland HMIE, 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. 4.2 In January 2025, a team of inspectors from Education Scotland HMIE visited Burghead Primary School. During their visit, inspectors talked to parents/carers and children and worked closely with the Acting Head Teacher and staff. 4.3 Burghead Primary School was subject to a short inspection model visit spanning over three days in total. 4.4 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. 4.5 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 4.6 Similar to the full inspection model which cover an additional two QIs (QI 1.3 – Leadership of Change and QI 3.1 – Wellbeing, Equality and Inclusion), short model inspections also include focus on Safeguarding and Child Protection processes. 4.7 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published Burghead Primary School’s Inspection Report on 4 March 2025 with the following gradings: QI 2.3 Learning, teaching and assessment Satisfactory QI 3.2 Raising attainment and achievement Satisfactory 4.8 The inspection team found the following strengths in the school’s work: • The warm, welcoming and caring ethos which provides a positive and calm learning environment for children. Led effectively by the acting headteacher, all staff ensure that positive and nurturing relationships exist between children and between children and staff. As a result, children are polite and respectful. They demonstrate high standards of positive behaviour and are engaged and motivated to learn. • Recent improvements to systems and processes for gathering and using information on children’s progress. This is supporting staff to have a better understanding of children’s progress over time. • Creative approaches to learning using the local community and a variety of outdoor spaces. Staff have established strong partnerships within their community to support this. Children gain a range of skills and attributes through these experiences. 4.9 The inspection team agreed the following areas for improvement with the Acting Head Teacher and Moray Education: • The acting headteacher and staff should continue to improve the quality of learning and teaching. They need to ensure all children experience consistently high-quality learning experiences, which are set with the right level of support and challenge. • Raise attainment in literacy and numeracy across the school. • Improve approaches to the ways teachers assess children’s progress. This is to Page 244
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ensure all children make the best possible progress in their learning. 4.10 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 4.11 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. 4.12 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. 4.13 In further recognition of this positive inspection outcome, a Press Release was published on 4 March 2025 (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. 4.14 For reference, the Education Scotland HMIE visit report published in March 2025 following visit in January 2025 is contained within Appendix 1. 5. PROPOSALS 5.1 It is proposed that the Committee scrutinise and note the contents of this report, following positive short model inspection visit by Education Scotland HMIE as outlined above, to Burghead Primary School. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) Policy and Legal Financial Risk Staffing Best Value and Transformation Property Information Communications Technology/Digital Equalities. Social Inclusion and Economic Impact Climate Change and Biodiversity Impact 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and Page 245
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contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal HM Inspectors’ powers to inspect educational establishments and services are set out in legislation and referred to within section 135(1) of the Education (Scotland) Act 1980. HM Inspectors (HMIs) have statutory functions of inspection conferred on them by Part III of the 1980 Act. Responsibility for the quality of education delivery rests with the relevant local authority, as defined in section 1 (1) of the Education (Scotland) Act 1980 and further detailed within the Standards in Scotland’s Schools etc. Act 2000. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments - - - - - - Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments - - - - - - 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance following external scrutiny/validation activity. 6.8 Property There are no property implications arising directly from this report. Page 246
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6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and 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. 6.11 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. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer, Senior Officers in Education and the Acting Head Teacher of Burghead Primary School and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Page 247
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1 | Burghead Primary School, Moray Council, 5200520 © Crown Copyright 4 March 2025 Dear Parent/Carer In January 2025, a team of inspectors from Education Scotland visited Burghead Primary School. During our visit, we talked to parents/carers and children and worked closely with the acting headteacher and staff. The inspection team found the following strengths in the school’s work. • The warm, welcoming and caring ethos which provides a positive and calm learning environment for children. Led effectively by the acting headteacher, all staff ensure that positive and nurturing relationships exist between children and between children and staff. As a result, children are polite and respectful. They demonstrate high standards of positive behaviour and are engaged and motivated to learn. • Recent improvements to systems and processes for gathering and using information on children’s progress. This is supporting staff to have a better understanding of children’s progress over time. • Creative approaches to learning using the local community and a variety of outdoor spaces. Staff have established strong partnerships within their community to support this. Children gain a range of skills and attributes through these experiences. The following areas for improvement were identified and discussed with the acting headteacher and a representative from Moray Council. • The acting headteacher and staff should continue to improve the quality of learning and teaching. They need to ensure all children experience consistently high-quality learning experiences, which are set with the right level of support and challenge. • Raise attainment in literacy and numeracy across the school. • Improve approaches to the ways teachers assess children’s progress. This is to ensure all children make the best possible progress in their learning. APPENDIX 1 Page 248
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2 | Burghead Primary School, Moray Council, 5200520 © 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 Burghead 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: Burghead 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. Judith Reid HM Inspector Page 249
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU013/25/SMcL/AMB Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Education Scotland Inspection of Mosstowie Primary School 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the outcomes of a 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. SUMMARY 2.1 This report summarises the outcome from Education Scotland HMIE inspection in November 2024 for Mosstowie Primary School. The school was subject to a full inspection model visit where gradings of Good (1), Satisfactory (2) and Weak (1) were achieved across the four core Quality Indicators forming the basis for inspection. As a result of inspection findings and identified Weak grading for QI 1.3 (Leadership of Change), Education Scotland HMIE indicated through letter published in March 2025 that the school needs additional support and more time to make necessary improvements. A School Improvement Action plan has been drafted, in discussion with the Acting Head Teacher, positively commended for her pro-active and collegiate approach to school improvement. This action plan will now support the substantive Head Teacher to drive forward improvements required on their return, with ongoing support and scrutiny from the central Quality Improvement team under direction of the Quality Improvement Manager. Education Scotland have intimated their intention to return to carry out a further inspection of the school within one year of the publication of the inspection letter (revisit anticipated around March 2026). 3. RECOMMENDATIONS Item 17.* Page 251
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3.1 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 an action plan is in place in order to address areas for improvement requiring further attention, with particular focus on leadership of change; 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 around March 2026), a further paper will then be brought to Education, Children’s and Leisure Services Committee in order to provide update on school progress with improvements. Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT 4.1 When Education Scotland HMIE inspects a school, 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. 4.2 In November 2024, a team of inspectors from Education Scotland HMIE visited Mosstowie Primary School. During their visit, inspectors talked to parents/carers and children and worked closely with the Acting Head Teacher and staff. 4.3 Mosstowie Primary School was subject to a full inspection model visit spanning over five days in total. 4.4 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. 4.5 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 4.6 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) Page 252
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4.7 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published Mosstowie Primary School’s Inspection Report on 4 March 2025 with the following gradings: QI 1.3 Leadership of change Weak QI 2.3 Learning, teaching and assessment Satisfactory QI 3.1 Ensuring wellbeing, equality and inclusion Good QI 3.2 Raising attainment and achievement Satisfactory 4.8 The inspection team found the following strengths in the school’s work: • The confident, well behaved and happy children who are proud of their school. Children exemplify the school values in all of their interactions with staff, visitors and each other. • The supportive and respectful relationships within the whole school community which promote a strong ethos of wellbeing. Staff, parents and children support each other very well and create a positive and nurturing learning environment for all. • The pro-active and collegiate approach to school improvement taken by the acting headteacher. The school community are highly supportive of new measures initiated by the acting headteacher during her short time in post. Staff demonstrate a strong commitment to working collaboratively to ensure improved outcomes for all children. 4.9 The inspection team agreed the following areas for improvement with the Acting Head Teacher and Moray Education: • The acting headteacher has introduced several new and important approaches to school improvement in a short period. These developments are very recent and there has been insufficient time to demonstrate the overall impact of this work. The local authority need to support the school to ensure that planned improvements are implemented, effective and sustained over time. • The acting headteacher and all staff, with the support of the local authority, need to improve approaches to evaluating the work of the school. Their self-evaluation must be robust and based on high-quality evidence. • The acting headteacher and all staff, with the support of the local authority, need to ensure the overall quality of learning and teaching is consistently high across the whole school. This will help to support all children to make the best possible progress in their learning and raise attainment. 4.10 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 4.11 Following inspection, Education Scotland HMIE have advised that they feel that the school needs additional support and more time to make necessary improvements. As a result, Education Scotland HMIE have intimated that a further inspection of the school will be carried out within 12 months of the publication date of inspection letter (further inspection anticipated in March 2026). 4.12 Following inspection, the Acting Head Teacher was further supported by the Quality Improvement team. An action plan in order to address key areas for improvement has been developed with further discussion taking place with the substantive Head Teacher. Actions identified for focus link to leadership of change, self-evaluation and school Page 253
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improvement as well as ensuring consistency in high quality learning and teaching experiences across the school. 4.13 In further recognition of the positive aspects of this inspection and next steps now required, a Press Release was published on 4 March 2025 (day of Education Scotland HMIE report publication) to recognise the strengths recognised by the inspection team as well as actions underway in order to address areas for improvement identified. 4.14 For reference, the Education Scotland HMIE visit report published in March 2025 following visit in November 2024 is contained within Appendix 1. 5. PROPOSALS 5.1 It is proposed that the Committee scrutinise and note the contents of this report, following full inspection model visit by Education Scotland HMIE as outlined above, to Mosstowie Primary School. It is further proposed that Committee note that a School Improvement Action Plan has been drafted, supported by the central Quality Improvement Team in order to guide the substantive Head Teacher in leading improvements required. Further inspection by HMIE is anticipated around March 2026 and reporting to committee will result as soon as possible thereafter. School support and challenge activities will continue as part of the Moray Quality Improvement Framework in order to realise improvements required. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) Policy and Legal Financial Risk Staffing Best Value and Transformation Property Information Communications Technology/Digital Equalities. Social Inclusion and Economic Impact Climate Change and Biodiversity Impact 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Page 254
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local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal HM Inspectors’ powers to inspect educational establishments and services are set out in legislation and referred to within section 135(1) of the Education (Scotland) Act 1980. HM Inspectors (HMIs) have statutory functions of inspection conferred on them by Part III of the 1980 Act. Responsibility for the quality of education delivery rests with the relevant local authority, as defined in section 1 (1) of the Education (Scotland) Act 1980 and further detailed within the Standards in Scotland’s Schools etc. Act 2000. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments - - - - - - Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments - - - - - - 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance following external scrutiny/validation activity. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and 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. It is worthwhile noting that the Inspection Report QI 3.1 Ensuring wellbeing, equality and inclusion rated as ‘Good’ which assists in evidencing the Council’s compliance with the public sector equality duty to promote equality of opportunity and foster good Page 255
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relations. 6.11 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. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer, Senior Officers in Education and the Acting Head Teacher of Mosstowie Primary School and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Page 256
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1 | Mosstowie Primary School, Moray Council, 5202426 © Crown Copyright 4 March 2025 Dear Parent/Carer In November 2024, a team of inspectors from Education Scotland visited Mosstowie Primary School. During our visit, we talked to parents/carers and children and worked closely with the acting headteacher and staff. The inspection team found the following strengths in the school’s work. • The confident, well behaved and happy children who are proud of their school. Children exemplify the school values in all of their interactions with staff, visitors and each other. • The supportive and respectful relationships within the whole school community which promote a strong ethos of wellbeing. Staff, parents and children support each other very well and create a positive and nurturing learning environment for all. • The pro-active and collegiate approach to school improvement taken by the acting headteacher. The school community are highly supportive of new measures initiated by the acting headteacher during her short time in post. Staff demonstrate a strong commitment to working collaboratively to ensure improved outcomes for all children. The following areas for improvement were identified and discussed with the acting headteacher and representatives from Moray Council. • The acting headteacher has introduced several new and important approaches to school improvement in a short period. These developments are very recent and there has been insufficient time to demonstrate the overall impact of this work. The local authority need to support the school to ensure that planned improvements are implemented, effective and sustained over time. • The acting headteacher and all staff, with the support of the local authority, need to improve approaches to evaluating the work of the school. Their self-evaluation must be robust and based on high-quality evidence. • The acting headteacher and all staff, with the support of the local authority, need to ensure the overall quality of learning and teaching is consistently high across the whole school. This will help to support all children to make the best possible progress in their learning and raise attainment. APPENDIX 1 Page 257
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2 | Mosstowie Primary School, Moray Council, 5202426 © 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 Mosstowie Primary School Quality indicators Evaluation Leadership of change weak Learning, teaching and assessment satisfactory Ensuring wellbeing, equality and inclusion good 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: 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 and their arrangements for ongoing support for the school. When we return to inspect the school, we will write to you as parents/carers informing you of the progress the school has made. M. A. Speirs HM Inspector Page 258
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU016/25/SMcL/AMB Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Education Scotland Further Inspection (Continuing Engagement) of Lhanbryde Primary School 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the outcomes of a 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. SUMMARY 2.1 This report summarises the positive outcome from further inspection visit by Education Scotland HMIE to Lhanbryde Primary School. The school was initially subject to a full inspection model visit in November 2023 where gradings of Good (1), Satisfactory (2) and Weak (1) were achieved across the four core Quality Indicators forming the basis for inspection. As a result of inspection findings and identified Weak grading for QI 3.2 (Raising Attainment and Achievement), Education Scotland HMIE indicated through letter published in May 2023 that the school needed additional support and more time to make necessary improvements. A clear action plan was put in place in order to address areas for improvement and the school was provided with additional resource and support from the Quality Improvement Team. Following this further inspection visit in October 2024 and publication of report in February 2025, Education Scotland HMIE have indicated that the school has made good progress since the original inspection and are confident that the school has the capacity to continue to improve. As a result, Education Scotland HMIE will make no more visits in connection with this inspection. 3. RECOMMENDATIONS Item 18.* Page 259
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3.1 It is recommended that Committee: i) scrutinise and note the contents of this report and findings of Education Scotland HMIE following their further inspection visit; ii) note that the school followed a clear action plan and initiated further changes supported by central Quality Improvement colleagues, realising improvements required in order to achieve this positive further inspection outcome; and iii) note that support for the school will continue as part of our Moray Quality Improvement Framework activities and school visit programme. Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT 4.1 When a school is inspected by Education Scotland HMIE, 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. 4.2 In May 2023, a team of inspectors from Education Scotland HMIE visited Lhanbryde Primary School. During their visit, inspectors talked to parents/carers and children and worked closely with the Head Teacher and staff. 4.3 Lhanbryde Primary School was subject to a full model inspection visit at that time, spanning over five days in total. 4.4 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. 4.5 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 4.6 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) 4.7 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published Lhanbryde Primary School’s Inspection Report on 21 November 2023 with the following gradings: QI 1.3 Leadership of change Satisfactory QI 2.3 Learning, teaching and assessment Good Page 260
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QI 3.1 Ensuring wellbeing, equality and inclusion Satisfactory QI 3.2 Raising attainment and achievement Weak 4.8 The inspection team found the following strengths in the school’s work: • Children who are welcoming, respectful, kind and caring. Positive, trusting relationships across the school community support children to feel a strong sense of belonging. • A collaborative staff team who consider carefully the strengths and needs of children in their classes. This is leading to improvements in classroom practice and the learning experiences of children. • The range and quality of support offered to children who face challenges and barriers to their learning. Staff carefully plan together a range of interventions to meet the needs of individual children. 4.9 The inspection team agreed the following areas for improvement with the Head Teacher and Moray Education: • Senior leaders should ensure that children receive their entitlement to a broad general education. Delivering learning across all curricular areas will provide greater opportunities for children to develop important skills. • Senior leaders and staff should work together to improve the progress and attainment of all children. • Ensure that all children have equitable opportunities to participate in wider achievement activities which are systematically tracked and monitored. 4.10 As a result of inspection findings, HMIE liaised with Moray Education where it was thought that the school needed additional support and more time to make necessary improvements. As a result, Education Scotland HMIE intimated that further inspection would be carried out within 12 months of publication of inspection letter. This was initiated as a result of the grading received for QI 3.2 as noted above. 4.11 Following inspection, the Head Teacher and Depute Head Teacher were supported by the Quality Improvement Officer linked to the school and the Primary Advisor (Quality Improvement) to devise an action plan in order to address key areas for improvement. Actions identified were focussed upon raising attainment and achievement, and ensuring equity for all pupils in terms of support and participation in school. Change in school leadership also followed during this time, with appointment of the substantive Depute Head Teacher as Acting Head Teacher following the substantive Head Teacher’s retiral. An Acting Depute Head Teacher was also appointed in order to complete the Senior Leadership Team and drive forward school improvement. 4.12 Regular reporting to the Quality Improvement Manager followed and through quality improvement visits led by the Primary Advisor and Quality Improvement Officer, key improvements were realised. In particular, improvements related to curriculum development and progression pathways across the curriculum, increased rigour in tracking and monitoring of pupil progress in learning and their attainment as well as ensuring equity for all pupils through participation in clubs, activities and wider achievements (including tracking of these for wider skills development). 4.13 In October 2024, HM Inspectors returned to carry out a further inspection of Lhanbryde Primary School in order to look at particular areas for improvement that had been identified in the original inspection in November 2023. Once again, HM Inspectors talked to children, worked closely with the Acting Head Teacher and staff, visited lessons and heard from key stakeholders about the steps the school had taken to Page 261
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improve. As a result, HM Inspectors were able to find out about the progress the school had made. 4.14 With regard to the improvement areas identified from the original inspection in November 2023, the following summary comments are noted: Area for improvement: Summary comment: Senior leaders should ensure that children receive their entitlement to a broad general education. Delivering learning across all curricular areas will provide greater opportunities for children to develop important skills. There has been significant improvement in this area for development since the initial inspection. Senior leaders and staff should work together to improve the progress and attainment of all children. The progress and attainment of children has improved. Ensure that all children have equitable opportunities to participate in wider achievement activities which are systematically tracked and monitored. There has been significant improvement in this area since the initial inspection. 4.15 Education Scotland HMIE identified that the school has made good progress since the original inspection and are confident that the school has the capacity to continue to improve. As a result, no further visits will be made by HM Inspectors in relation to this inspection. 4.16 As a local authority, the Council will continue to inform key stakeholders including parents/carers on the school’s progress through normal arrangements on reporting on quality of schools, guiding school improvement through our Moray Quality Improvement Framework. 4.17 In further recognition of this positive inspection outcome, a Press Release was published on 19 February 2025 to recognise the strengths recognised by the inspection team as well as actions underway to address areas for improvement identified. 4.18 For reference, the Education Scotland HMIE visit report published in February 2025 following visit in October 2024 is contained within Appendix 1. 5. PROPOSALS 5.1 It is proposed that the Committee scrutinise and note the contents of this report, following the positive further inspection visit by HM Inspectors as outlined above, to Lhanbryde Primary School in October 2024. Further inspection was initiated by HM Inspectors following outcome of a full model inspection in November 2023. This report completes Committee reporting for Lhanbryde Primary School in relation to this inspection, where areas for improvement have been addressed. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) Page 262
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Policy and Legal Financial Risk Staffing Best Value and Transformation Property Information Communications Technology/Digital Equalities. Social Inclusion and Economic Impact Climate Change and Biodiversity Impact 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal HM Inspectors’ powers to inspect educational establishments and services are set out in legislation and referred to within section 135(1) of the Education (Scotland) Act 1980. HM Inspectors (HMIs) have statutory functions of inspection conferred on them by Part III of the 1980 Act. Responsibility for the quality of education delivery rests with the relevant local authority, as defined in section 1 (1) of the Education (Scotland) Act 1980 and further detailed within the Standards in Scotland’s Schools etc. Act 2000. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments - - - - - - Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments Page 263
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- - - - - - 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance following external scrutiny/validation activity. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and 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. 6.11 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. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer, Senior Officers in Education and the Acting Head Teacher of Lhanbryde Primary School and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Page 264
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1 | Lhanbryde Primary School, Moray Council, 5201926 © Crown Copyright 18 February 2025 Dear Parent/Carer In November 2023, HM Inspectors published a letter on Lhanbryde 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 acting headteacher and staff. We heard from the acting 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. The following areas for improvement were identified during the initial inspection and discussed with the acting headteacher and a representative from Moray Council. Senior leaders should ensure that children receive their entitlement to a broad general education. Delivering learning across all curricular areas will provide greater opportunities for children to develop important skills. There has been significant improvement in this area for development since the initial inspection. Senior leaders worked closely with staff, children and partners to develop a curriculum rationale which is relevant to the context of the school. The overall curriculum offer has been extended to ensure that all children experience a broad general education. Teachers now plan learning using Curriculum for Excellence learning pathways more effectively across all curriculum areas. Teachers encourage children to discuss and decide on areas they would like to learn about as well as how they would like to learn. This is enabling all children to develop a wider range of skills and to experience learning in a range of relevant contexts. Staff have introduced German as a second modern language in the upper primary and continue to deliver French across the school. Scots’ language learning also features as part of children’s learning at relevant points in the school year. Children benefit from, and enjoy, learning outdoors in the school grounds and have engaged meaningfully in maths learning in this environment. Staff should develop further outdoor learning across all stages, embedded in teacher planning to support the delivery of the broad general education. This will support children’s learning and skills development. The health and wellbeing curriculum is now more embedded in teacher planning and in the experiences of all children. Improved approaches focus on leading a healthy lifestyle. For example, children have engaged in cooking and eating healthy foods and understanding the health benefits of this on the body. APPENDIX 1 Page 265
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2 | Lhanbryde Primary School, Moray Council, 5201826 © Crown Copyright Senior leaders and staff should continue to improve the curriculum to ensure that all eight curricular areas are delivered with appropriate balance across the timetable. In consultation with children and staff, a renewed focus on science, technology, engineering and maths (STEM) is being planned. A bespoke environment is currently being developed to support this important next step in curricular development. All staff should continue to encourage and support children to celebrate their work across the curriculum through showcase events and regular communications with home. Children are developing well, their skills in organising, planning and preparing for these popular events, including as part of health week and the Harvest Café. Senior leaders and staff should work together to improve the progress and attainment of all children. The progress and attainment of children has improved. Children’s attainment over time has improved since the initial inspection. There has been an improvement in attainment as children progress from P1 to P4 in reading and listening and talking. There has been an improvement in attainment as children progress from P4 to P7 in reading, writing and numeracy and mathematics. All staff have created a nurturing, inclusive environment in which children learn. Almost all children behave well and engage effectively in learning. This is helping to improve children’s progress and attainment. Teachers make effective use of a range of assessments to help them make accurate judgements about children’s progress and attainment. Senior leaders and teachers use this data effectively to identify children who may require additional support. The frequency of progress and attainment meetings has been increased to more effectively monitor children’s progress and attainment. Teachers provide a range of supports to help children to close gaps in their learning. Almost all children who receive targeted interventions are making good progress with their individual targets. A few children need more challenge in their learning. Increased challenge is supporting staff well to raise the attainment of all children further. Senior leaders should now develop further their use of data to help them to accelerate progress towards closing gaps between groups of children. This includes gaps in attainment for children facing financial hardship. Senior leaders correctly identified the need to improve attainment further in writing and in numeracy and mathematics. All teachers have worked together well to develop how they plan and deliver learning in these areas. They have introduced a new annual overview and developed a bank of learning activities for numeracy and mathematics. They have also revised the allocation of support staff to better support writing activities. All staff should continue to consider carefully how they embed literacy, numeracy and health and wellbeing across all curricular areas. Senior leaders should continue to monitor the progress of all children in these areas and review and revise approaches to raising attainment as appropriate. Page 266
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3 | Lhanbryde Primary School, Moray Council, 5201826 © Crown Copyright Ensure that all children have equitable opportunities to participate in wider achievement activities which are systematically tracked and monitored. There has been significant improvement in this area since the initial inspection. Children’s achievements are now tracked successfully by their teachers. This enables senior leaders and staff to recognise children’s achievements and celebrate their accomplishments. Children shared information about clubs and activities they participate in, both within and outwith the school day through an online survey. Staff know their children well and are aware of who may be at risk of non-participation in wider achievement activity. Staff regularly support children to participate in the most appropriate available activities. Children’s achievements are celebrated in assemblies, through certificates such as ‘Star Reader’ and ‘Phenomenal Friday’ and on the school’s achievements display board. These are valued by children and help develop well their sense of ambition and aspiration to achieve. Children now experience choice in the range and quantity of opportunities to participate in learning outwith the classroom. Staff have extended their work with key partners, including those from the local community, to enhance children’s learning and skills development. Partners provide activities such as multi sports, knitting, football, boccia and cricket. These opportunities are developing well important skills, including communication, problem solving and teamwork. School staff also offer a range of opportunities for children to participate in clubs and activities, including choir, art club and reading club. Teachers and children use ‘Bee our Best’ hives in every class to enable children and staff to recognise achievements visually. These are used well to recognise how children’s achievements are linked to the Curriculum for Excellence four capacities. Class teachers discuss these regularly with children individually. Teachers now need to develop a more consistent approach to these one-to-one discussions about achievements. This would support children further to recognise the importance of their achievements and the skills they are developing as a result of their participation. Participating in, and learning from, these opportunities for wider achievements is impacting positively on children’s experiences in school and on the development of key skills. Staff report that these improvements are impacting on the school ethos. Children’s ambition in striving to achieve well, both within the classroom and beyond the school day, is increasing. Staff should continue to develop this area of work and extend further its use of partners, both locally and nationally. Senior leaders and staff should now track the skills children are developing through these wider achievement activities. Effective use of their skills framework and whole school tracking system should support them to do this. Page 267
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4 | Lhanbryde Primary School, Moray Council, 5201826 © Crown Copyright What happens next? The school has made good progress since the original inspection. 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 about the school’s progress as part of its arrangements for reporting on the quality of its schools. Teri McIntosh HM Inspector Page 268
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU008/25/SMcL/AMB Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Analysis of Secondary School Leaver Attainment 2023-2024 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the Scottish Qualifications Authority (SQA) 2024 leaver attainment across secondary schools in Moray and for this data to be scrutinised and noted as part of the Council’s focus on improving outcomes and raising attainment. This is an update to the Initial Attainment Report for Secondary Schools 2024 previously presented to Committee on 26 November 2024, with leavers’ update now presented to Committee at the first opportunity following data release in February 2025, including initial positive destination data. 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. SUMMARY 2.1 This report provides analysis of secondary school leaver attainment for session 2023/2024 following release of leaver destination data and updated leaver attainment following data release in February 2025. This paper provides overview of Moray Secondary School Performance across four key measures – (1) Improving Attainment in Literacy and Numeracy, (2) Improving Attainment for All (3) Increasing post-school destinations and (4) tackling disadvantage by improving the attainment of lower attainers relative to high attainers. A further measure (5) breadth and depth of leaver qualifications is also considered. Overall, Moray continues to perform well in respect of measure (1), (2) and (4) against the Virtual Comparator (VC). Positive destinations (3) have reduced marginally, also noting more young people entering employment this session as opposed to Further Item 19.* Page 269
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and Higher Education (comparable to session 2024). In relation to measure (5), performance at Scottish Credit and Qualifications Framework (SCQF) level 5 remains positive against the VC, with improvements noted for further action at SCQF level 6. Overall, improvements in performance are required against National measures as noted within the report as well as external factors impacting on raising attainment as noted in section 6, including staffing sufficiency, social and technological issues. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinise and note the Senior Phase Leaver Attainment across our Secondary Schools in Moray for session 2023/2024 with specific regard to the National Measures for leavers published on Insight in February 2025; ii) acknowledge identified improvements in performance evidenced through key measures outlined within this paper; and iii) further note identified actions for improvement arising from 2023/2024 attainment and performance as outlined in initial analysis of secondary school attainment paper previously presented to this Committee on 26 November 2024 (para 18 of minute refers). Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT 4.1 This report provides update in relation to Insight data we receive each year for cohort attainment across S4, S5 and S6 for our school leavers across four key national benchmarking measures: • 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 high attainers 4.2 Insight encourages Education to take a comprehensive approach to evaluating attainment and achievement that takes into account the performance within Moray across all four measures in 4.1 above. Education also use their breadth and depth of SCQF level qualifications for leavers as a measure against Morays virtual comparator. 4.3 As part of the Moray Quality Improvement Framework (MQIF), the Quality Improvement Team continue to undertake support and challenge meetings, discussions and visits in relation to school attainment and performance. This also takes place collectively through Secondary Head Teacher meetings, at school level with in-person visits to schools and through the team’s refreshed school visit programme and triaged extended school visit schedule in line with MQIF and anticipated inspection timelines. Page 270
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4.4 Caution remains with data trends over time whereby this year represents year three of a return to a formal examination diet following on from two very different years of Alternative Certification Models (ACMs) in 2020 and 2021 with Covid-19 impacting on young people and Moray’s school communities. Schools continue to support young people as a result of the legacy of the pandemic, with secondary schools reporting higher levels of absence, concerns in relation to behaviours exhibited by some young people, mental health and wellbeing concerns and further increase in Additional Assessment Arrangements (AAA) for examinations. 4.5 As additional context, S4 pupils would have commenced secondary school at start of session 2020/2021 (August 2020) with significant disruption to the end of their Primary schooling and more limited transition activities in place due to Covid-19 mitigations in place at that time. AAA requirements continue to impact on some secondary schools in terms of acute accommodation pressures when running SQA Examinations in April/May 2024. 4.6 Secondary schools continue to offer a wide range of wellbeing, learning and supported study opportunities. Further signposting to national e-learning opportunities offered through e-Sgoil and Scholar are also made by Moray schools in support of young people as well as wider interventions including mentoring and targeted learning conversations/target setting. A number of secondary schools have also purchased the online learning platform, Achieve, containing online digital courses, resources, online assessments and support with SQA examinations. 4.7 Within this Committee report, data from 2019/20 and 2020/21 (ACM years – no formal examinations) is contained alongside data from session 2021/22, 2022/23 and 2023/24 also presented in order to outline progress and trends over time as well as direct actions for improvement. As reported previously to Committee, very different assessment processes and operating environments compared to previous sessions when arriving at final grades have been present across 2019/20 and 2020/21 (Covid-19 ACM) and indeed, over session 2021/22 and 2022/2023. Session 2023/24 witnessed reintroduction of fuller assessment requirements including return of coursework for most National Qualifications. As a result, this may make year on year comparisons unequal across the five-year trend period presented due to different assessment environments. 4.8 Contextual information relating to the examinations in place for session 2021/2022 has been provided in the Initial Analysis of Secondary School Attainment: Session 2023-2024 Committee Paper presented for scrutiny and noting to this Committee on 26 November 2024. 4.9 This report completes the attainment picture for session 2023/24 where leaver destination data is not available until December of each year, information appearing on Insight in February 2025. This report is presented to Committee at the first available opportunity following data release. For session 2023/24 there were 994 leavers in total compared with 971 in 2022/2023. Stage contribution to the 2023/2024 leaver population was as follows: Stage 2023/24 Leavers S4 203 S5 350 Page 271
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S6 441 Total 994 Session 2022/23: S4 |183; S5 | 321; S6 |467; Total Leavers | 971) 4.10 Subsequent sections will now consider Senior Phase Attainment for session 2023/2024 as well as trend over time, outlining performance overall of Moray Secondary Schools in relation to key benchmarking measures outlined in 4.1 above as well as change in performance noted over time. 4.11 Moray performance, where indicated in green, highlights where performance exceeds virtual or national comparators; amber indicates where performance is marginally below and red highlight as notably below national average where appropriate. Where applied, yellow highlight signifies data of specific interest due to changing trend over time. 4.12 IMPROVING ATTAINMENT IN LITERACY AND NUMERACY This measure presents the percentage of leavers achieving an award in Literacy and Numeracy at Scottish Credit and Qualifications Framework (SCQF) Levels 4 and 5 by the end of their school experience in Moray, compared with pupils with identified similar characteristics across Scotland (VC - Virtual Comparator) for each of the last five years. This is shown in graph form below for Moray (all leavers, percentage attaining Literacy and Numeracy at SCQF level 4 and 5). 4.13 Percentage of School Leavers (S4-S6) attaining Literacy at SCQF Level 4 and Level 5 Measure Commentary on performance Literacy SCQF level 4 Literacy at SCQF level 4 for Moray’s leavers (93.06%) remains above the VC (92.39%). A slight narrowing of the positive attainment gap year on year is noted, as well as marginal reduction in both Moray and VC. Literacy SCQF level 5 Literacy at SCQF level 5 for Moray’s leavers (80.18%) remains above the VC (79.01%). A slight narrowing of the positive attainment gap is noted, as well as marginal reduction in both Moray and VC. Page 272
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4.14 Percentage of School Leavers (S4-S6) attaining Numeracy at SCQF Level 4 and Level 5 Measure Commentary on performance Numeracy SCQF level 4 Numeracy at SCQF level 4 for Moray’s leavers (89.74%) remains above the VC (89.62%). A narrowing of the positive attainment gap year on year is noted from 2021, as well as marginal reduction in Moray and VC. Numeracy SCQF level 5 Numeracy at SCQF level 5 for Moray’s leavers (71.13%) remains above the VC (68.95%). A slight narrowing of the positive attainment gap is noted compared with 2023. 4.15 Five-year trend analysis: Moray performance at SCQF level 4 and 5 against VC Literacy & Numeracy Year % Level 4 Literacy % Level 4 Numeracy % Level 5 Literacy % Level 5 Numeracy Moray 2024 93.06 89.74 80.18 71.13 VC 2024 92.39 89.62 79.01 68.95 Moray 2023 94.85 91.04 81.36 72.50 VC 2023 93.10 90.18 79.35 68.03 Moray 2022 95.53 93.87 84.32 70.09 VC 2022 94.27 91.25 81.10 69.41 Moray 2021 95.90 93.29 83.39 70.53 VC 2021 94.52 91.57 82.01 70.93 Moray 2020 92.95 88.53 80.88 64.16 VC 2020 93.95 91.62 80.44 69.63 Overall, Moray has performed positively and above the Virtual Comparator for leaver attainment for Literacy and Numeracy at SCQF level 4 and level 5. This year is the third year in a five year trend that performance has exceeded the Virtual Comparator across all four measures reported above. 4.16 IMPROVING ATTAINMENT FOR ALL This measure allows us to examine how different ability cohorts are attaining in relation to the appropriate virtual and national cohorts. Attainment is measured using the tariff scale, which was developed for Insight. This allocates a specific number of points to each Page 273
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qualification (including non-examination, unit-based courses). More demanding qualifications gain more points than less demanding ones and in graded courses, a grade ‘A’ is equivalent to more points than a grade ‘C’ for example, within the same course. 4.17 Three ability cohorts are identified for each school, the VC, the Northern Alliance (Regional Improvement Collaborative) and Scotland as a whole (The National Establishment): those in the lowest 20% of tariff points achieved, those in the highest 20% and those that fall within the middle 60% of tariff points achieved based on the courses they have undertaken and completed. Graded course performance (where grades A-C are achieved – for example, through National Qualifications) are show in colour on the graph below. Ungraded course performance (grade neutral courses) where performance is awarded on a pass/fail basis is shown within individual bars in white shading below. 4.18 Average Complementary Tariff Points Measure Commentary on performance Lowest 20% - Graded Moray performance (25) is marginally above the VC (23) Moray performance (25) is very slightly below the Northern Alliance (27) and National (27) comparators Lowest 20% - Ungraded Moray performance (86) is above the VC (82) Moray performance (86) is slightly below the Northern Alliance (89) and National (91) comparators Middle 60% - Graded Moray performance (172) is slightly below the VC (180) Moray performance (172) is below the Northern Alliance (202) and National (205) comparators Midde 60% - Ungraded Moray performance (355) is in line with the VC (357) Moray performance (355) is below the Northern Alliance (394) and National (405) comparators Highest 20% - Graded Moray performance (450) is marginally below the VC (467) Moray performance (450) is below the Northern Alliance (480) and National (486) comparators Highest 20% - Ungraded Moray performance (753) is in line overall with the VC (761), very marginally below Moray performance (753) is marginally below the Northern Alliance (781) and National (783) comparators Page 274
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4.19 Complementary tariff presented above is a score that looks at parity of achievement of young people in their top five qualifications studied. It is not affected by the number of qualifications and units that a young person completed; this removes the inequality and anomalies with different curriculum structures across Scotland of which there are many. Reasons including quality of pass and level of study can impact on the overall tariff measure, requiring schools to continue to work with young people and families in raising aspirations and in order to aim high for positive achievement. 4.20 3-year analysis: Lowest 20%, Middle 60%, Highest 20% across SCQF levels Complementary Tariff Year Lowest 20% Middle 60% Highest 20% Moray 2024 111 527 1204 VC 2024 105 538 1228 Northern Alliance 2024 116 596 1261 National 2024 118 610 1269 Moray 2023 113 529 1198 VC 2023 117 552 1255 Northern Alliance 2023 123 590 1269 National 2023 127 612 1286 Moray 2022 135 568 1231 VC 2022 133 605 1290 Northern Alliance 2022 143 628 1289 National 2022 138 644 1303 Performance overall of the lowest 20% of leavers is above the VC, remaining slightly below Northern Alliance and National comparators as with 2023. Middle 60% performance is marginally below VC, remaining below the Northern Alliance and National comparators as with 2023. Performance of the highest 20% of attaining leavers remains slightly below the VC as with 2023, also below the Northern Alliance and National comparators. A marginal drop in leaver performance for the VC, Northern Alliance and National comparators is also noted across most measures with exception of middle 60% Northern Alliance (2023-2024 increase noted). 4.21 Schools continue to review their course offers, with a number extending their SCQF level 3 to level 6 course offers with a range of grade neutral (ungraded) courses including National Progression Awards, Foundation Apprenticeships and wider awards such as Leadership, Modern Languages for Life and Work, skills based courses and Personal Development Awards. This has led to improvements in performance of the lowest 20% of learners in a number of our schools. It is noted that for a number of measures above, Moray’s performance is above, in line with or marginally below the VC. 4.22 LEAVER INITIAL DESTINATIONS – INCREASED POST-SCHOOL PARTICIPATION This measure shows the percentage of young people securing an initial positive post- school destination when they leave school at their point of exit in S4, S5 or S6. Destination figures reflect choices made by pupils along with opportunities available to them upon leaving school. The availability of particular opportunities (e.g. apprenticeships and employment opportunities) extend options available to school leavers. As a result, this may have impact on the number of young people progressing on to Further and Higher Education as destination pathways. Page 275
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4.23 Leaver Initial destinations – percentage of school leavers in a positive destination Year Moray VC Northern Alliance National Establishment 2024 93.76 95.74 95.40 95.71 2023 95.06 95.63 95.09 95.87 2022 96.16 95.87 95.41 95.74 2021 94.08 95.64 95.32 95.48 2020 93.07 93.78 92.99 93.36 2019 92.76 95.30 94.98 95.05 2018 93.62 95.05 94.99 94.40 2017 93.53 94.02 94.39 93.72 4.24 For session 2023/2024 Moray performs slightly below VC (95.74%) at 93.76%. Moray also performs slightly below the Northern Alliance (95.40%) and National (95.71%) comparators. The gap between Moray (93.76%) and the VC (95.74%) is 1.98% representing 20 young people leaving school in total. Overall, 932 young people in Moray left school and progressed on to a positive destination on leaving school (e.g. Further/Higher Education, Employment, Training) whereas 62 young people progressed on to non-positive destinations which may have been impacted by health related reasons (e.g. unemployed seeking, unemployed not seeking or where a young person’s destination is not known by the school). In relation to the Annual Participation Measure (16-19 year olds) Scottish Government Stretch Aim set, Moray (93.76%) is within the stretch aim trajectory set for 2023-2024 (93-94%) when applied to school leaver initial destinations. 4.25 Leaver actual destinations: session 2023/2024 Page 276
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4.26 Data shown above for 2023/24 highlights more young people entering employment in Moray compared with the VC, Northern Alliance and National comparators in 2023/24. Numbers of pupils entering Further Education is in line with the Northern Alliance, below VC and National comparators. Number of pupils entering Higher Education is below the VC, Northern Alliance and National Comparators. Personal Skills Development courses are slightly above other comparators. In 2023/24 it is noted that number of pupils in a destination unknown, unemployed (seeking) and unemployed (not seeking) are marginally above the VC, Moray and National comparators. Figures are noted for comparison in the table below in relation to post-school destinations of young people. Year Employed % Further Education % Higher Education % Not known % Personal Skills Development % Training % Unemployed Not Seeking % Unemployed Seeking % Voluntary W ork % Moray 2023/24 34.10 24.45 30.78 0.91 2.72 1.21 2.41 2.92 0.50 VC 2023/24 26.60 28.83 34.77 0.19 0.96 3.97 2.08 1.98 0.61 Northern Alliance 2023/24 29.96 24.55 37.56 0.50 0.70 2.23 1.91 2.19 0.39 National 2023/24 23.08 26.43 40.80 0.27 0.93 3.89 1.86 2.16 0.58 Moray 2022/23 28.94 29.15 32.96 0.41 2.88 0.72 2.37 2.16 0.41 VC 2022/23 27.74 27.63 35.86 0.28 0.59 3.29 1.88 2.20 0.53 Northern Alliance 2022/23 30.18 24.84 37.03 0.64 0.61 1.98 1.85 2.43 0.45 National 2022/23 24.34 26.62 40.30 0.32 0.75 3.35 1.57 2.24 0.52 Moray 2021/22 36.86 24.40 31.36 0.31 1.66 1.45 1.77 1.77 0.42 VC 2021/22 27.18 26.75 38.21 0.33 0.45 2.75 1.67 2.13 0.53 Northern Alliance 2021/22 30.84 23.35 38.28 0.66 0.48 1.93 1.63 2.30 0.53 National 2021/22 25.11 25.45 41.27 0.40 0.51 2.92 1.54 2.32 0.47 4.27 It is noted that change in post-school destinations is similar to those noted in session 2021/22 where more pupils also entered Employment with less pupils entering Further and Higher Education. This is in contrast to session 2022/23 where fewer leavers (28.94%) entered employment. 4.28 Increase in young people who are unemployed not seeking (24 young people) and unemployed seeking (29 young people) and not known (9 young people) has been further reviewed. Moray schools continue to work with key partners including Skills Development Scotland, Moray Pathways, Moray College UHI and wider employability partners in order to ensure pupils are supported to positive onward destinations. It is further noted, however that health factors may impact on future pathways and routes to success for young people where our schools continue to monitor this through early intervention approaches. Page 277
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4.29 TACKLING DISADVANTAGE BY IMPROVING THE ATTAINMENT OF LOWER ATTAINERS RELATIVE TO HIGHER ATTAINERS The graphs presented below show 2023/24 cohort leaver data (using complementary tariff scores) for Moray against the VC and on the second graph, against the National establishment (National averages). Scottish Index of Multiple Deprivation (SIMD) is referenced where Moray attainment is broken down into the ten SIMD deciles. 4.30 Decile 1 refers to attainment of young people living in areas with postcodes considered the 10% most deprived in Scotland according to SIMD. Decile 10 refers to those young people living in postcodes identified as the 10% least deprived datazones according in SIMD. The Quality Improvement Team continue to monitor the use of SIMD as a measure in authorities where rural poverty and other wider poverty related factors are of concern; however, these are not fully considered nationally within SIMD classification. 4.31 Attainment versus Deprivation (comparison against the VC) Performance Benchmarking: Complementary Tariff Points SIMD1 SIMD2 SIMD3 SIMD4 SIMD5 SIMD6 SIMD7 SIMD8 SIMD9 SIMD10 Moray 209 321 399 457 521 565 622 687 629 745 VC 260 369 409 485 539 556 625 651 674 849 Pupils 16 16 39 98 158 164 213 175 52 63 Positive performance overall is noted at SIMD 6-8 (552 pupils) with performance slightly below VC at SIMD 3-5 (295 pupils). Some underperformance is noted among the SIMD1-2 cohort (32 pupils in total) and SIMD 9-10 (115 pupils). Vertical blue lines within each SIMD show the range of attainment for young people within each decile, noting both positive and less favourable attainment for a variety of reasons as noted previously. Larger circle size represents a greater amount of young people within the SIMD decile. A number of pupils across SIMD deciles far exceed averages shown. Trend line is closely aligned across SIMD when Moray is compared against the VC. Page 278
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4.32 Attainment versus Deprivation (comparison against the National comparator) Performance Benchmarking: Complementary Tariff Points SIMD1 SIMD2 SIMD3 SIMD4 SIMD5 SIMD6 SIMD7 SIMD8 SIMD9 SIMD10 Moray 209 321 399 457 521 565 622 687 629 745 National 453 479 525 562 603 652 712 752 823 935 Pupils 16 16 39 98 158 164 213 175 52 63 Against the National Establishment (National average), an attainment gap is noted between Moray and National figures across SIMD as noted by trend lines. Blue vertical lines once again show attainment spread with some young people across SIMD deciles far exceeding Moray and National average performance. 4.33 As noted in the Initial Analysis of Secondary School Attainment: Session 2023-2024 Committee Paper presented for scrutiny and noting to this Committee on 26 November 2024, a range of actions are underway across our schools in order to raise attainment for all. This includes work underway to extend the curriculum offer and breadth of graded and ungraded course options, supporting our learners through a range of wellbeing supports and approaches, targeting support in schools where departments may require additional focus and improving the consistency in quality of learning, teaching and assessment. Please refer to the Actions for Improvement (6.1-6.10). 4.34 BREADTH AND DEPTH OF QUALIFICATIONS ACHIEVED BY LEAVERS This measure considers the breadth (number) and depth (SCQF levels studied) of qualifications achieved by young people in Moray. This demonstrates the suite of qualifications that our 994 leavers in session 2023/24 (slight increase from 971 in 2022/23, 963 leavers in session 2021/22) gained throughout their Senior Phase by point of exit, whether in S4, S5 or S6 as they reach school leaving age or natural point of exit from their secondary schooling based on their chosen pathway and qualifications required. 4.35 The table below highlights overall performance across key breadth and depth measures against the VC. This measures how many qualifications learners achieved at all SCQF Page 279
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level qualifications (SCQF level 5, 6, 7); this includes National 5, Higher and Advanced Higher awards as well as other qualifications, including Skills for Work and National Progression Awards at level 5. Key measures are: • 1+, 3+, 5+ and 6+ qualifications at SCQF level 5 • 1+, 3+ and 5+ qualifications at SCQF level 6 • 1+ qualifications at SCQF level 7 SCQF Level 5 SCQF Level 6 SCQF level 7 1+ 3+ 5+ 6+ 1+ 3+ 5+ 1+ Moray 2024 87.2% 74.3% 61.9% 55.0% 56.4% 43.1% 30.4% 19.8% VC 2024 85.9% 73.9% 62.1% 55.2% 60.3% 44.6% 32.9% 20.5% Moray 2023 86.9% 74.6% 62.0% 56.0% 56.6% 42.3% 28.4% 19.4% VC 2023 86.6% 74.3% 62.4% 55.7% 59.9% 45.9% 33.1% 21.7% Moray 2022 90.1% 76.2% 63.1% 56.0% 60.4% 45.6% 29.8% 21.2% VC 2022 88.5% 77.2% 65.3% 58.3% 63.1% 49.5% 35.8% 23.3% Moray 2021 88.7% 79.3% 65.8% 57.3% 63.9% 49.7% 34.2% 23.7% VC 2021 89.0% 78.7% 67.4% 60.5% 65.5% 52.0% 37.6% 24.1% Moray 2020 87.6% 74.6% 61.9% 55.1% 61.2% 48.5% 34.2% 22.0% VC 2020 87.6% 76.5% 65.0% 57.4% 63.1% 50.3% 36.8% 22.6% 4.36 At SCQF level 5, leavers achieving 1, 3, 5 and 6 or more qualifications at this level are above the VC or in line with the VC overall. Across breadth and depth measures at SCQF level 6 (1, 3 and 5 or more qualifications), performance is marginally below the VC. In context, the largest variance between Moray and VC is 3.9% representing 22 learners (1 or more qualifications at SCQF level 6). In relation to Scottish Government Stretch Aims, these are set as core stretch aims in relation to the number of young people achieving 1or more qualifications at SCQF Level 5 and 1 or more qualifications at SCQF level 6. In Moray, 87.2% of young people achieved 1 or more qualifications at SCQF level 5, within the stretch aim trajectory for 2023-2024 (85%-88%). Similarly, 56.4% of young people achieved 1 or more qualification at SCQF level 6, marginally below stretch aim trajectory for 2023-2024 (60-64%). 4.37 Schools continue to progress key actions outlined in the Initial Analysis of Secondary School Attainment: Session 2023-2024 Committee Paper presented for scrutiny and noting to this Committee on 26 November 2024. This includes further exploration of Foundation Apprenticeships as ungraded courses in support of young people to SCQF level 6 and wide consortia approaches to SCQF level 7. 4.38 Following initial attainment meetings in August 2024 to review the session 2023/24 attainment data and SQA results, the Head of Education in discussion with the Depute 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 Depute Chief Executive. Meetings held were to discuss performance, data and trends, strengths and areas for improvement. Page 280
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4.39 Continued support and challenge has continued during the session with summary data collection periods introduced as well as interim progress and attainment meetings. Please refer to the Initial Analysis of Secondary School Attainment: Session 2023-2024 Committee Paper (para 6.9) for further detail in relation to key actions identified for improvement which continue to be monitored as ongoing data pertaining to pupil performance is reviewed. Further detail in relation to school performance is also available through the Education Public Performance Report for Primary and Secondary Schools 2023/24. 4.40 Through the Moray Quality Improvement Framework (MQIF) the Quality Improvement Team continue to support and challenge school improvement with a range of school visits planned and underway, guiding schools in areas for improvement and progress with improvement actions. Education also continues to monitor the use of additional monies in our schools supported through Strategic Equity Funding (Scottish Attainment Challenge) with a range of projects in place in support of strengthening pupil attendance, engagement and participation (5 secondary schools directly or indirectly benefitting from these projects). 4.41 Schools are in the process of reviewing plans for improvement following additional monies being made available to strengthen Senior Phase Attainment next session as noted through Special Moray Council on 26 February 2025 in the 2025/26 Budget and 2025 to 2028 Financial Plan Committee Report (section 3.5) (para 3 of minute refers). Pro-rata share of an Intervention Fund for each school based on pupil numbers will further be used to support tackling poverty and inequality in our schools, with a view to raising attainment and achievement through outcome driven targeted interventions. 5. PROPOSALS 5.1 It is proposed that the Committee scrutinise and note the contents of this report, reviewing Moray’s Senior Phase Leaver Attainment across Moray Secondary Schools during session 2023/2024. Attainment of all pupils was previously reported to Committee within the Initial Analysis of Secondary School Attainment: Session 2023-2024 Committee Paper where this report considers leaver performance (S4-S6) only, following Insight benchmarking data release in February 2025. Committee is further invited to consider improvement activities planned or underway as well as where identified actions for improvement are noted through data presented. This report presented to Committee concludes Education service reporting on attainment for this session. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ Policy and Legal ✓ Financial ✓ Risk ✓ Staffing ✓ Page 281
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Best Value and Transformation ✓ Property ✓ Information Communications Technology/Digital ✓ Equalities. Social Inclusion and Economic Impact ✓ Climate Change and Biodiversity Impact ✓ 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☒ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal Responsibility for the quality of education delivery rests with the relevant local authority, as defined in section 1 (1) of the Education (Scotland) Act 1980 and further detailed within the Standards in Scotland’s Schools etc. Act 2000. 6.4 Financial There are no financial implications arising directly from this report. Additional funding has been granted in order to secure improvements in Senior Phase attainment as reported through the Special Moray council on 26 February 2025 and the 2025/26 Budget and 2025 to 2028 Financial Plan Committee Report. Financial implications may arise in the future per 6.5 (Risk) below vis a vis ICT resources and provision. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments - - - - - - Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments - - - - - - Page 282
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6.5 Risk 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) over a 5-year trend period, 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 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. Actions for improvement identified 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. Some improvement has been noted this session, with imminent change of internet provider and move to SWAN 2 anticipated to realise further improvements in the session ahead. Further improvements in ICT infrastructure and further actions planned were reported previously to this Committee by the ICT Infrastructure Manager (Educational Digital Infrastructure Readiness Update; Education, Children’s and Leisure Services Committee, 18 February 2025) (para 16 of minute refers). 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 Moray look to the curriculum of the future. 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 Page 283
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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 may access a personalised curriculum with individual targets and outcomes. This requires schools to allocate resource in a targeted way within funding available based on current cost per pupil status as a local authority. 6.6 Staffing No staffing implications arise 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, this has included recruitment to posts in Maths, Home Economics, Technical and English as well as discrete Science based subject areas. This has also 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, impacting on raising attainment for all. 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. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance and attainment. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. Please see section 6.5 (Risk) above and impact of ICT provision and current network operating status on curriculum delivery and raising attainment. 6.10 Equalities, Social Inclusion and Economic Impact Although an Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity, it is important to note the data in relation to measure (4) - Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers. Consideration will continue to be needed to identify any improvement actions/planning through School Improvement Plans and wider Pupil Equity/Strategic Equity Plans, in an attempt to address this inequality and lessen any disadvantage cause by socio-economic or inter-sectional issues. 6.11 Climate Change and Biodiversity Impacts Page 284
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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. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Depute Chief Executive (Education, Communities and Organisational Development), Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, Caroline O’Connor, Committee Services Officer and Senior Officers in Education, Communities and Organisational Development and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Initial Analysis of Secondary School Attainment: Session 2023-2024 Committee Paper Education Public Performance Report for Primary and Secondary Schools 2023/24 2025/26 Budget and 2025 to 2028 Financial Plan Page 285
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU002/25/AH Author: Andy Hall Contact Email: learningestate@moray.gov.uk Subject: Education and Education, Resources and Communities Capital Budget Monitoring Report to 31 March 2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform Committee of the capital budget position for Education and Education, Resources and Communities as at 31 March 2025. 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. SUMMARY 2.1 This report presents the Education and Education, Resources and Communities capital budget position to 31 March 2025. It highlights and provides detail on any variances since the Quarter 3 monitoring report and provides an update to Committee on agreed named major projects and an insight into projects planned for the next financial year. 3. RECOMMENDATIONS 3.1 It is recommended that the Committee scrutinises and notes the capital budget position as at 30 April 2025. Andy Hall Programme Manager (Learning Estate) Item 20.* Page 287
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4. BACKGROUND 4.1 It is the practise of this Committee to receive regular reports providing an update on the current financial position of the Education and Education Resources and Communities Capital Budget programmes and projects. 4.2 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 and Education Resources and Communities was approved. 4.3 This report highlights those areas of the capital budget relating to Education and Education Resources and Communities where there is a significant percentage variance as at 31 March that was not reported in the Quarter (Q)3 report (highlighted as red or amber in the budget update at Appendix 1). 5. BUDGET POSITION 5.1 The total approved capital budget for Education and 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 15,038 Vehicles Plant and Equipment 263 Total 15,301 5.2 The actual expenditure up to 31 March 2025 was £4,431,000 5.3 Current variance (or risk of variance) in the Capital Plan relate to the following: Schools Essential Maintenance / BB Upgrade Programme 2024/25 5.4 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. This approach was established to support the design and build project stages and associated project budgets that extend over one or more financial years. 5.5 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 fabric and components, as defined in the Scottish Government’s Condition Core Fact guidance, graded as Condition D with the possibility of full or partial failure or works to ensure building standards or other statutory compliance. Page 288
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5.6 It was reported in both the Q2 and Q3 monitoring reports that there would be a likely underspend of ‘preparatory’ design budget (Appendix 1 – Line 39 ) as the investment in the learning estate transitioned from a ‘make-do-and-mend’ approach, in place for almost a decade that has resulted in a significant decline in the condition and suitability of buildings across the learning estate, to an asset management approach to school buildings over the last 12 months. Coupled with the absence of recent core condition building reports required to inform asset improvement planning this has resulted in a significantly more challenging task to develop a prioritised list for works and undertake the task to complete project design packages for competitive tender than was envisaged at the start of this financial year. Consequently, the majority of upgrade projects planned for this financial year are either in an earlier stage of design than planned or not yet started. This has resulted in forecast underspend of the BB design allowance budget of £791,000 allocated for this year and a request will be made to carry this forward to planned BB projects in financial year 2025/26. 5.7 The Q3 report detailed significant variances in the BB upgrade projects at Mortlach PS, Milnes HS, Speyside HS, Bishopmill PS and East End PS due to the requirement to reprofile planned work into the next financial year. There has been no change to these projects and the underspends highlighted in Appendix 1 will be carried forward into financial year 2025/26. 5.8 It was reported in the Q3 report that due to upgrade design issues and subsequent tender process that a reprofiling of Cullen Primary School B Condition/Enerphit project was required and a request to Council to carry forward a budget of £546,000 (of which a significant element was part of the £593,888 SALIX grant award for this pilot). Additional design work has been completed and the carry forward request is now £502,000. 5.9 Following a review of the subsidence issues at Alves Primary School by external specialist consultants some drainage issues that were impacting subsidence risk were identified at the boundary with agricultural land to the south of the site and urgent work instructed as a precursor to works planned in financial year 2025/26. No budget had been allocated for works this year and has resulted in an overspend of £16,000. 5.10 The Q3 report did not take account of the retention sum for the Milnes HS roof works that was completed in October 2024 and this accounts for the Q4 £29,000 variance against this project. Forres Academy – Reinforced Autoclaved Aerated Concrete Mitigation 5.11 A budget of £245,000 was allocated a risk contingency to cover costs to remediate any further discovered Reinforced Autoclaved Aerated Concrete Mitigation works on Forres Academy. Total cost for works has been £205,000, which has addressed RAAC issues discovered in the kitchen and technical teaching block areas, together with fire door replacement to meet a changed building fire strategy. A request will be made to Council in June carry forward the budget underspend of £40,000 into financial year 2025/26. Elgin High School Capacity Extension Project 5.12 The decision was taken to pause the project for up to 12 months at the conclusion of concept design phase to allow a reassessment of the future school capacity Page 289
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requirements. The Q3 projected spend for financial year 24/25 of £416,000 included a final Hub Stage payment of £57,000. Due to delays in delivery of the Stage 1 Concept Design report this has not been invoiced and this has been reprofiled into 2025/26 Q1. Future Forres Academy Project 5.13 The Future Forres Academy project completed RIBA Stage 2 Concept Design and delivered the final report on 11 April. The project has moved into RIBA Stage 3-4 (detailed design, planning and construction contracting) which should be completed by March 2026. The financial year spend projected for Q4 was the £1.186m reported in the Q3 report. A full project status report is a separate item on this Committee agenda. Future Buckie High School 5.14 A full project status report is a separate item on this Committee agenda. Universal Free School Meals 5.15 The Scottish Government has indicated it will not look to fully roll out to the remaining P6- P7 cohort during this administration although it would extend to those P6-P7 children in receipt of Scottish Child Payments (SCP) and an additional capital grant of £92,000 was received from Scottish Government in September 2024 to support this. The total spend for financial year 2024/25 was £53,000 to support further kitchen equipment procurement and to increase capacity in dining areas across several primary schools. A carry forward of the remaining £600,000 grant budget to financial year 2025/26 will support further kitchen and dining area capacity extension projects to support further increase in existing P4-5 and P6-P7 SCP entitled pupils free school meal take up over the next two years and initial preparatory work to support a full P6-P7 free school meal roll out during the next Scottish Government administration noting that further grant capital funding would be required to complete all identified infrastructure works. An information report providing a more detailed update on the Universal Free School Meals project has been submitted to Committee. Planned BB Upgrade Programme 2025/26 5.16 The priority school BB upgrade projects planned for financial year 2025/26 together are outlined in the table below. This includes some projects that have been reprofiled from financial year 2024/25. School Project Outline FY 25/26 Budget (£) Speyside HS Windows and Doors 982,280 Milnes HS Windows and Doors 879,941 Cullen PS Phase 1 - Upgrade External Fabric Phase 1 – initial M&E works 2,800,000 Alves PS Subsidence rectification Phase 1 – external fabric 1,180,000 Mortlach PS Phase 1 – external fabric 968,000 Mosstodloch PS Phase 1 - roof replacement/upgrade 515,000 Rothes PS Phase 1 - Upgrade External Fabric 230,000 East End PS Final Phase - External walls and insulation 435,000 Total 7,990,221 Page 290
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5.17 Phase 1 works relates to external fabric projects related to roof, windows, wall and doors upgrades to improve overall building energy efficiency prior to Phase 2 works that will address mechanical and electrical works in readiness for heat source replacements either in Phase 2 (where existing heat source is at or approaching life expired) or at Phase 3. 5.18 Although the Phase 1 elements of these projects is affordable and allocated within learning estate capital budget for financial year 2025/26 the reduction in the 3 year capital budget will likely have an impact on Phase 2 and the detail of this will be determined over the next quarter and will be reported to Committee. Early Learning and Childcare 5.19 There is a limited amount to report in relation to progress in Q4 in Early Learning and Childcare (ELC) as almost all capital work projects are now completed. The underspend from Portgordon will be carried into financial year 2025/26 to support with the planned upgrades at Seafield Nursery. This is to meet Care Inspectorate requirements for toileting and nappy changing with the variation in numbers of children able to attend. Libraries and Leisure 5.20 Land & Buildings (L&B) The main areas of progress in Q4 were the successful resurfacing of the astropitch at Keith and conversion to LED lights. The floodlights at the Buckie astroturf pitch were also converted to LED lights to improve environmental sustainability and efficiency. Due to clarity on future library provision not being confirmed until February 2025 certain areas of library branch refurbishment were not progressed and this is now being planned. 5.21 Vehicle, Plant & Equipment (VPE) Projects have progressed as required to improve the operation of leisure and library facilities, including Moray Leisure Centre. Due to the uncertainty over the leisure and library estate during 2024/25 only critical spend was progressed to avoid abortive or unnecessary spend if major changes to service operations were to occur. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ Policy and Legal ✓ Financial ✓ Risk ✓ Staffing ✓ Best Value and Transformation ✓ Property ✓ Information Communications Technology/Digital ✓ Equalities. Social Inclusion and Economic Impact Climate Change and Biodiversity Impact Page 291
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6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 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. 6.4 Financial 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. The capital plan approved by Council on 21 January 2025 detailed the outcome of the annual 10-year capital plan review and the council approved overall Council capital spend of £86m over the next 3 years, which included a £32.4m reduction impacting the Learning Estate programme planned budget named and core projects. Given the requirement to set an affordable capital spend across Council services and ensure compliance with prudential borrowing rules, there will be no increases to the 3 year capital budget. However, there are significant strategic and operational risks associated with this that will impact the existing learning estate delivery strategy that will require to be monitored and managed on an ongoing basis. Further significant capital investment in the BB Condition/Suitability upgrade projects would be required to improve the condition of schools across Moray. In applying that focus to the Learning Estate the asset standard (condition and suitability) for schools is set as a B (satisfactory) minimum. With the reduction in the capital budget available the only realistic options for the Learning Estate are to reduce assets or to lengthen programmes of work. Taking this into account, the BB upgrade programme plan has now been extended from 10 to 15 years, acknowledging that in this scenario more revenue funding will need to be assigned to reactive repair and maintenance. Page 292
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6.5 Risk The school estate (excluding new build) continues to deteriorate with now 32 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 5 (c) the risk of building failures, temporary closures and/or health and safety continue to be a concern. This longer phasing of BB upgrade works brings a risk that learning estate assets will continue to deteriorate, and the risk likelihood of building failure, either partial or fully, will increase and school contingency plans will need to be robust to support such eventualities. The realistic options for the Learning Estate are to reduce assets and/or lengthen programmes of work. The BB upgrade programme plan has assumed that it is now working towards a 15 year rather than 10 year timescale and the risk management approach required to support this is still to be determined. The leisure and libraries estate continues to deteriorate with 50% reported as C (poor) condition. With the level of investment required outweighing available budget the risk of building failures, temporary closures and/or health and safety continue to be a concern. To fully assess this, it is planned to update building survey work and use this as a basis to inform proposals for longer term management of the assets. 6.6 Staffing There no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no best value and transformation implications associated with this report. 6.8 Property There are no property implications other than those detailed in the report. 6.9 Information Communications/Technology/Digital There are no property implications other than those detailed in the report. 6.10 Equalities, Social Inclusion and Economic Impact There are no equalities or socio-economic implications associated with this report. 6.11 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. Page 293
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7. CONSULTATION 7.1 This report has been prepared in consultation with Chief Finance Officer, Finance Manager, 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. 8. BACKGROUND PAPERS 8.1 There are no background papers to this report. Page 294
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU025/25/VC/AMB Author: Vivienne Cross Contact Email: education@moray.gov.uk Subject: Education Revenue Budget Monitoring to 31 March 2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform Committee of the budget position for Education as at 31 March 2025. 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. SUMMARY 2.1 The report provides the revenue budget monitoring for Education as at 31 March 2025. There is a variance of an underspend of £851,000 from the planned budget for the service which includes efficiency savings of £793,000. Variances are detailed below which contribute to the overall position. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinises and notes the budget position at the end of the financial year. Vivienne Cross Head of Education (Chief Education Officer) 4. BACKGROUND AND BUDGET POSITION Item 21.* Page 295
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4.1 The report highlights those areas of budget where there is a variance identified at the end of the financial year. 4.2 The spend at 31 March is £117,965m against a budget of £118,816m giving an underspend of £851k, as shown in the table below. Educational Services Budget Monitoring Report to 31 March 2025 Service Revised Budget Budget to Date Actual to Date Variance to Date Variance £'000 £'000 £'000 £'000 % Early Learning and Childcare 15,277 15,277 15,820 (543) (4)% Primary Education 35,002 35,002 34,760 242 1 % Secondary Education 39,594 39,594 39,212 382 1 % Additional Support Needs 19,498 19,498 19,462 36 - Education Central Services 5,233 5,233 4,757 476 9 % Management 140 140 134 6 4 % Out of Area 3,279 3,279 3,820 (541) (16)% Efficiency Savings-Education 793 793 - 793 - - Educational Services Total 118,816 118,816 117,965 851 - 4.3 The variance in Early Learning and Childcare (ELC) Education is a £543 overspend which relates to an underspend in ELC snack and fundraising of £25k which has now been transferred to ear marked reservices at the end of the financial year, £10k of underspend in staff training, £10k of underspend in the Speech and Language contract related to a delay in recruitment and £3k of small underspends. The service predicted an overspend in payments to partner providers although this is greater than predicted at £599k and relates mainly to the January intake where the service is currently working on a forecasting tool for next session. 4.4 In Primary Devolved School Management (DSM) scheme, there is an underspend of £242k across all schools. This relates to an underspend of £116k within the devolved budget and an underspend of £126k in the non-devolved costs comprising of £14k underspend in oncosts, £116k underspend in energy costs, £3k overspend in grounds maintenance and £4k underspend in rent and rates. 4.5 The Secondary DSM scheme has an underspend of £382k across the eight schools. This relates to an underspend of £271k in the devolved budget and £111k in the non-devolved budget made up of underspends in energy costs of £115k and grounds maintenance £1k and overspends in oncosts £3k and rent and rates of £2k. 4.6 Within Additional Support Needs there is an overspend of £36k. This comprises of underspends in staff travel of £17k while change management plans were finalised, £41k in Speech and Language Therapy, £4k in translation services and overspend in Legal Fees for Tribunal of £21k and other minor overspends of £5k. Page 296
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4.7 The variance in Education Central services is a £476k underspend which relates underspends of £28k for sanitary products, £11k in disturbance mileage, £10k in staff advertising, £10k in relocation costs, £6k for staff transport, £15k in clothing grants and minor underspends of £12k. In addition there are underspends of £763k in Pupil Equity funding, £232k in Strategic Equity Funding and £22k in the Care Experienced Children and Young People funds however this spend covers the financial year and the underspend is carried forward in earmarked reserves to cover the academic year. There are also overspends of £600k in central supply, £27k for insurance excess and £6k in exam fees. 4.8 The out of area budget is overspent by £541k and a separate paper to this Committee provides detail regarding this. 4.9 Progress on delivering savings approved for 2024/25 for the service: Approved Saving £000 Achieved Saving £000 Reason for non achievement Primary Advisor roll 15 15 ELC PSA post deleted 12 12 ELC reduce teaching team by 2 83 83 Primary DSM – pupil teacher ratio 42 41 Secondary DSM – reduce 188 192 Central team – remove QIM 109 85 Saving started in August 2024. Balance of saving will be made in 25/26 Remove 1 learning technologist 50 43 5. PROPOSALS 5.1 The service will develop a process to forecast ELC registrations to better budget for payments to partner providers. 5.2 Committee is asked to review and note the revenue budget position at 31 March 2025. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) x Policy and Legal x Financial x Risk x Staffing x Best Value and Transformation x Property x Information Communications Technology/Digital x Equalities. Social Inclusion and Economic Impact x Climate Change and Biodiversity Impact x Page 297
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6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☐ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 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. 6.4 Financial The resource implications are set out in this report. The underspend as at 31 March 2024 is £851,000 against a budget of £118, 816,000. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk 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. The overspends in the out of area budgets and central supply budgets are not easy to mitigate against where decisions about children and young people are often out of the services control with detail provided in a separate paper. Similarly central supply is unpredictable with long term absence and maternity leaves where a replacement teacher must be put in place to continue to deliver education. Page 298
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6.6 Staffing There are no staffing implications arising from this report. 6.7 Best Value and Transformation There are no best value or transformation implications from this report. 6.8 Property There are no property issues arising from this report. 6.9 Information Communications/Technology/Digital There are no property issues arising from this report. 6.10 Equalities, Social Inclusion and Economic Impact This is not relevant as this report is to inform the Committee on budget monitoring. 6.11 Climate Change and Biodiversity Impacts This is not applicable. 7. CONSULTATION 7.1 This report has been prepared in consultation with Nicky Gosling, Accountant and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 nil Page 299
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education Resources & Communities) Report No: DCE(ECOD)004/25 Author: Denise Whitworth Contact Email: denise.whitworth@moray.gov.uk Subject: Education Resources And Communities Revenue Budget Monitoring to 31 March 2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the budget position for Education Resources and Communities as at 31 March 2025. 1.2 This report is submitted to 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. SUMMARY 2.1 This report provides the revenue budget monitoring for the Education Resources and Communities Service as at 31 March 2025. There is a variance of an underspend of £441,000 from the planned budget for the service which includes efficiency savings of £242,000 arising from staff vacancies and salary placings as well as an overachievement of £95,000 in Leisure income and reconciliation of insurance within the Learning Estate which gave an underspend of £137,000. Other smaller variances as set out in the report make up the overall position. 3. RECOMMENDATIONS 3.1 It is recommended that Committee scrutinises and notes the budget position at 31 March 2025 and to approve the carry forward of the underspend of £34,000 in participatory budgeting grants in an ear-marked reserve. Denise Whitworth Item 22.* Page 301
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Depute Chief Executive (Education, Communities and Organisational Development) 4. BACKGROUND AND CONTEXT 4.1 The report highlights those areas of the budget where there is a significant percentage variance identified as at 31 March 2025. 4.2 The spend at 31 March 2025 is £12,826,000 against a budget to date of £13,267,000 giving an underspend of £441,000, including planned efficiency savings of £242,000 as shown in Table 1 below. 4.3 The variance in Culture, Sport and Leisure Services is due to an over achievement of leisure income of £95,000 offset by a total overspend of £81,000 of which the most significant variances are: energy (£13,000), libraries income (£12,000) and library books (£27,000) with the remainder made up of small amounts across a number of headings each under £10,000 4.4 There is an underspend of £34,000 in participatory budget grants which it is proposed to carry forward in an ear marked reserve and there are minor underspends in the youth work and other small amounts totalling £10,000. 4.5 The reconciliation of insurance within the PPP contracts has given an underspend of £137,000 although this is offset by less income from PPP contract deductions than budget for (£28,000) and an adjustment to utilities taking the balance at 31 March in this area to an underspend of £105,000. 4.6 There are also small underspends in operational budgets within learning estate and other minor underspends amounting to £33,000 4.7 Table 1: Budget Monitoring to 31 March 2025 Service Revised Budget Budget to Date Actual to Date Variance to Date Variance £'000 £'000 £'000 £'000 % Communities 1,419 1,419 1,375 44 3 % Culture, Sport & Leisure 4,299 4,299 4,282 17 - Learning Estate 287 287 259 28 10 % Business Support Unit 691 691 687 4 1 % ERC Management 1 1 - 1 100 % Public Private Partnership 6,328 6,328 6,223 105 2 % Education Resources & Communities Efficiency Savings 242 242 - 242 - - Education Resources & Communities Total 13,267 13,267 12,826 441 - Page 302
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Table 2: progress on delivering savings approved for the service Approved Achieved Reason for Saving Saving Variance £000 £000 Business Admin remove 4 posts 55 111 Saving was to be over 2 years but due to vacancies the full saving has been taken in 24/25 Primary School FM - Delete PAT testing post and contract out 27 27 Sport and Culture - Replace mobile library with redesigned service 20 20 Sport and Culture - Remove Health and Wellbeing Officer post 51 51 Communities Team - Remove 1 Outdoor Learning post 59 59 Communities Team - Remove 1.75fte from the Community Support Unit 88 88 Saving started August 2024. Balance of saving will be made in 25/26 Communities Team - Reduce community capacity training budget 4 4 Saving started July 2024. Balance of saving will be made in 25/26 Elgin Community Centre closure - VER 163 123 Balance of saving will be achieved when building sold Library contract management systems 7 7 Relocate staff from Auchernack and Forres Community Centre staff restructure 20 23 5. PROPOSALS 5.1 The Committee is asked to review and note the revenue budget position at 31 March 2025 and to agree to carry forward the underspend of £34,000 in participatory budgeting grants in an ear-marked reserve. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ Policy and Legal ✓ Financial ✓ Page 303
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Risk ✓ Staffing ✓ Best Value and Transformation ✓ Property ✓ Information Communications Technology/Digital ✓ Equalities. Social Inclusion and Economic Impact ✓ Climate Change and Biodiversity Impact ✓ 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 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 6.4 Financial The financial information is set out in Tables 1 and 2 of this report. The spend at 31 March 2025 is £12,826,000 against a budget to date of £13,267,000 giving an underspend of £441,000, including planned efficiency savings of £242,000, which arises mainly due to vacancies and appointments of staff lower in the salary scale in addition to the other points noted in this report One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Page 304
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Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk 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. 6.6 Staffing There are no staffing implications associated with this report. 6.7 Best Value and Transformation There are no best value and transformation implications associated with this report 6.8 Property There are no property implications associated with this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications associated with this report. 6.10 Equalities, Social Inclusion and Economic Impact An Equality Impact Assessment is not needed because the report is to inform the Committee on budget monitoring. 6.11 Climate Change and Biodiversity Impacts No climate change and biodiversity impacts arise directly from this report. CONSULTATION 7.1 This report has been prepared in consultation with Accountancy who have provided the financial information that has been incorporated into the report. BACKGROUND PAPERS 8.1 None Page 305
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development Report No: EDU024/25/NS Author: Neil Stables Contact Email: performance@moray.gov.uk Subject: Performance Report (Education) – Period to March 2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to scrutinise performance in areas of Service Planning, Service Performance and other related data to the end of March 2025 and note actions being taken to improve performance where required. 1.2 This report is submitted to Committee in terms of Section III (A) (4) of the Council’s Scheme of Administration to monitor performance in accordance with the Council’s Performance Management Framework. 2. SUMMARY 2.1 At the end of March 2025, overall progress against the 2024/25 Service Plan was 94% complete. Unlike other services’ Service Plans, the Education plan has several actions aligned with School Term as an alternative to quarters, as such a number of actions have a completion date of June 2025. Progress against Service Plan Priorities and Indicators and operational Service Performance Indicators is presented in the table and charts below – Item 23.* Page 307
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3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinises performance in areas of Service Planning, Service Performance and other related data to the end of March 2025 and note actions being taken to improve performance where required. Neil Stables Research & Information Officer 4. BACKGROUND AND CONTEXT 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. 4.2 Progress on Service Plan priorities and outcomes and key areas of operational performance is reported by exception, highlighting successes and giving assurances around the challenges and actions to support. Links to Service Plan Actions and Performance Indicators can be accessed within the background papers section of this report. 4.3 Complaints are reported in terms of time taken to respond, outcomes and learning points. Due to the scheduling of this committee, only complaints covering Quarter 3 (October to December 2024) are being presented. Links to Complaints tables can be accessed within the background papers section of this report. Page 308
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4.4 Latest Local Government Benchmarking Framework (LGBF) results for 2023/24 are published throughout the year with final results publication and data refresh in June. The full suite can be viewed via the LGBF Dashboard. Published indicators for this service have been incorporated with the relevant section of this report depending on whether used to evidence progress against strategic, service level or service performance priorities. LGBF indicator targets and Red/Amber/Green (RAG) status in the backing tables is now based on ranking thresholds aligning with exception reporting. 4.5 The Sustainable Development Statement was approved by the Corporate Committee on 5 November 2024 (para 16 of the Minute refers). The Statement draws out the way in which sustainable development is embedded in the Corporate Plan 2024-29 and wider corporate policies, strategies and plans with progress being reported through several updates and reports, one of which is Quarter 4 performance reporting. Service Plan actions and indicators that underpin the delivery of Sustainable Development Goals are highlighted in backing table documents and comment where relevant is incorporated in this report. An overview of progress will be presented in the Corporate Plan progress update. 4.6 As this is the final quarter for delivery of actions in this service plan, any actions that are not completed will be considered for carry forward into the 2025/28 service plans which are also on the agenda for consideration by this Committee. For a number of work areas these are long standing commitments that will develop over time and carry over a number of service plans as noted in the updates below. 5. PROPOSALS Successes – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.1 Work has continued during the academic year around early intervention addressing whole family well-being to ensure that children can reach their full potential. Early Learning Centres (ELC) have focused on supporting pre-school children, targeting key interventions as part of transition planning for entering Primary 1. Wider Peer Early Education Partnership (PEEP) sessions, where parents and carers are supported in their role as their children’s first and most important educators, are also being reviewed as part of Moray Council contract with Action For Children. Across Primary and Secondary schools performance monitoring continues with universal and targeted visit programme to schools, supporting early intervention and actions for improvement. The service continues to be data led, collecting early indication data for Primary and Secondary in order to strengthen support and challenge visits and performance monitoring for in-year improvements. Scrutiny around wider contextual and pupil data continues in secondary, with additional funding including Attainment Scotland Funds, Strategic Equity Funding targeted following school approach for additional funding. (Action EDU 2024-25 STRA 1.1) 5.2 There is continued reporting to Committee on performance and key actions underway to ensure we get it right for every child. Family Improvement Group activities are realising improvement through good practice sharing and focus on improving standards, raising attainment and achievement through targeted work and interventions. Education Strategic meeting focus this session on leadership of change has further enabled schools and ELC Page 309
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settings to look inwards, outwards and forwards in planning for improvement. (Action EDU 2024-25 STRA 1.2) 5.3 The Literacy Strategy has been approved by Local Negotiating Committee for Teachers (LNCT) and is being presented as a separate item on this Committee agenda with the aim that schools will adopt the Strategy in line with their own self-evaluation processes in session 2025/26. The Numeracy Strategy is being presented to LNCT in May and will presented to this Committee in due course. The Quality Assurance and Moderation Support Officer (QAMSO) Network is continuing to engage with the Assessment and Moderation Roadmap and Toolkit and have focussed on high quality assessment. The final meeting of the term, a school will showcase their approach to tracking, high quality assessment and their assessment overview. The final meeting of the session will focus on using a range of evidence for achievement of a level. (Action EDU 2024-25 LTA 1.3) Challenges and actions to support – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.4 Senior Phase course options processes are nearing completion with timetable construction underway for the new session. Within resources available, schools are continuing to review curriculum offer for Senior Phase and introducing e.g. Foundation Apprenticeships, where appropriate. Short-life working groups involving Secondary Head Teacher representatives and the Quality Improvement Manager have worked together to further develop consortia approaches and Foundation Apprenticeship offer in schools, with a pilot next session with identified Foundation Apprenticeship opportunities (self-funded by schools) and consortia at SCQF level 7 offer for Senior Phase (S6) pupils. The average tariff points achieved in 2023/24 by Moray school leavers was 831, below the national average (918) and the benchmarking family average (874), ranking Moray in the bottom quartile of Scottish local authorities. The number of qualifications and units available for young people to complete does vary significantly due to the number of different curriculum structures there are across Scotland, and as such care has to be taken in comparing performance. The development of the curriculum offer in Moray through increased subject, course and accreditation options for senior phase should see an increase in the tariff points achieved by pupils. Further analysis on 2023-24 school leavers’ attainment is also provided to this Committee by the Quality Improvement Manager, with the Analysis of Secondary School Leaver Attainment 2023-24 report. (Action EDU 2024-25 CUR 1.2 and PI CHN12a, EdS413.12) 5.5 The Additional Support Needs (ASN) review continues with work progressing within key work areas including allocations review, further moderation activities and development of the ASN handbook and wider training activities well underway. The Supporting all Learners strategy will be realigned to incorporate key changes, with ongoing Social, Emotional and Behavioural Needs (SEBN) change management and wider local authority management restructure ongoing at this time. Progress with Flexible Learning Resource (FLR) and Moray Adapted Curriculum (MAC) has been hindered by significant staff absence, this is due to staff being required to cover in secondary enhanced provision, and the lack of capital spend available to complete work in MAC/FLR East. The decision has been taken to progress to recruitment and to work the FLR model peripatetically in Moray East and West. (Actions EDU EIO 1.2 and ASN 1.1) 5.6 The proportion of funded early years provision which is graded good/better fell slightly to 84.1% (LGBF indicator), ranking Moray in the bottom quartile of local authorities at 28th. Page 310
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The increase to 1140 hours has brought significant challenges around securing a quality workforce, and supporting a high level of staff absence, whilst simultaneously maintaining and improving the quality. The challenges are faced nationally, and Moray continues to experience a limited number of qualified workforce coming through further and higher education. Early years provision that is not reaching grade 4 (good or better) receive support from the respective Continuous Improvement Officer and the Early Years Teaching and Learning Teacher to address the required actions resulting from recommendations or requirements. Services that have remained grade 4 or below for a significant period of time are in action planning periods which may move to 3 month, time fixed, service improvement periods if significant development is not achieved. The focus going forward will remain on improving quality of leadership, learning, teaching and assessment, as well as support to develop self-evaluation processes leading to change. (PI CHN18) 5.7 The percentage of P1, P4 and P7 pupils combined achieving expected Curriculum for Excellence (CFE) Levels in Literacy and Numeracy made further improvement to 70.6% and 76.5% respectively, exceeding Stretch Aims targets and gaining ground on national averages. However Moray continue to rank in the lowest quartile of Scottish local authorities for both literacy and numeracy. Ongoing work to build and maintain improvement is detailed in the Initial Analysis of Achievement of Curriculum for Excellence Levels 2024 submitted to this Committee on 18 February 2025 (para 11 of the minute refers). (PIs CHN13a and CHN13b) 5.8 The percentage of leavers entering positive destinations fell to 93.8% in 2023/24, dropping into the lowest quartile of Scottish local authorities. Both national (95.7%) and family benchmarking group (95.2%) averages decreased albeit to a lesser extent. Further analysis on 2023-24 school leavers positive destinations is also provided to this Committee by the Quality Improvement Manager, within the Analysis of Secondary School Leaver Attainment 2023-24 report. (PI CHN11) Complaints and MP/MSP Enquiries 5.9 A total of 18 complaints were received during the period October to December 2024, with 10 complaints being closed. Of those closed, four were at frontline stage (40%) and six at investigative stage (60%). Only two complaints were partially upheld, with the other eight not upheld. One partially upheld complaint related to bullying issues at a school, where the school acknowledged the anti-bullying policy had not been fully adhered to, apology was given and additional measures have now been introduced. The other related to a delay in the school informing parent of an incident at school, apology given and communication processes reviewed. While no frontline complaints were upheld, the average time taken to respond was 13 days, with none of the complaints responded to within the 5 day target. Investigative complaints took 24 days on average for a response to be sent, while behind target (20 days) this was an improvement on the 38 day average in the previous quarter. Other Performance (not included in the Service Plan) 5.10 Nothing to report Consultation and Engagement 5.11 Nothing to report 6. SUMMARY OF IMPLICATIONS Page 311
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6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) X Policy and Legal X Financial X Risk X Staffing X Best Value and Transformation X Property X Information Communications Technology/Digital X Equalities. Social Inclusion and Economic Impact X Climate Change and Biodiversity Impact X 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 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. 6.4 Financial None arising from this report. 6.5 Risk None arising from this report. 6.6 Staffing None arising from this report. Page 312
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6.7 Best Value and Transformation How Councils plan for, manage and report on performance is a key area of focus in external audit work, particularly on Best Value. 6.8 Property None arising from this report. 6.9 Information Communications/Technology/Digital None arising from this report. 6.10 Equalities, Social Inclusion and Economic Impact None arising from this report. 6.11 Climate Change and Biodiversity Impacts None arising from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education and relevant Service Managers and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Council’s Performance Management Framework Service Plan Actions Service Plan Performance Indicators Service Performance Indicators Service Complaints Page 313
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU023/25/IS Author: Iain Sneddon Contact Email: performance@moray.gov.uk Subject: Performance Report (Education Resources and Communities) – Period to March 2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to scrutinise performance in areas of Service Planning, Service Performance and other related data to the end of March 2025 and note actions being taken to improve performance where required. 1.2 This report is submitted to the Committee in terms of section III (A) (4) of the Council’s Scheme of Administration to monitor performance in accordance with the Council’s Performance Management Framework. 2. SUMMARY 2.1 The report identifies the progress of Service Plan Actions and Performance Indicators highlighting areas of good progress and areas where there have been challenges. Mitigations and actions taken to address challenges are detailed within the body of the report. The Service Plan was designed as a 3-year Service Plan (2024-27) with many actions due for completion after 31 March 2025. At the end of March, Service Plan actions are 54% complete and with most actions progressing well. Four Service Level actions completed within 2024-25. One Strategic and two Service Level actions did not complete by due dates. Two Strategic actions will be removed from the 2025-28 plan to reflect the reduction in resource to deliver on Participatory Budgeting (PB) projects and the deferment of the Findrassie Primary school project. Item 24.* Page 315
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3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinises performance in areas of Service Planning, Service Performance and other related data to the end of March 2025 and note actions being taken to improve performance where required. RAG Take a partnership approach to locality planning in priority areas of Moray to enable people to influence services and develop community action 43% Tackle the affordability and standard of our learning estate to ensure sustainability while meeting climate requirements 36% 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 50% COMMUNITY EDUCATION 100% TRANSFORMING SERVICES - Sport & Leisure, Libraries, Learning Centres & Heritage, Music Instruction & Performance service provision to ensure a sustainable council for the future . 73% SUSTAINING ASSETS - Sport & Leisure, Libraries, Learning Centres & Heritage, Music Instruction & Performance service provision to ensure a sustainable council for the future 57% HEALTH & WELLBEING 75% 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 50% 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 87% BUSINESS ADMIN REVIEW - Development and Implementation 46% 54%OVERALL PLAN PROGRESS Comment Data not available - Data not yet published or unavailable due to reporting timescales. Q4 2024/25 - Progress in two areas of the plan, identified in yellow above are behind expected progress at this stage of the plan. STRATEGIC LEVEL SERVICE LEVEL SERVICE PLAN PRIORITIES (Q4 2024/25) 12 3 7 13 6 SERVICE PLAN PI'S (Q3 2024/25) Achieving Target Within Target Below Target Data Only Data not available 41 Page 316
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Iain Sneddon Research & Information Officer 4. BACKGROUND AND CONTEXT 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. 4.2 Progress on Service Plan priorities and outcomes and key areas of operational performance is reported by exception, highlighting successes and giving assurances around the challenges and actions to support. Links to Service Plan Actions and Performance Indicators can be accessed within the background papers section of this report. 4.3 Complaints are reported in terms of time taken to respond, outcomes and learning points. Links to Complaints tables can be accessed within the background papers section of this report. 4.4 Latest Local Government Benchmarking Framework (LGBF) results for 2023/24 are published throughout the year with final results publication and data refresh in June. The full suite can be viewed via the LGBF Dashboard. Published indicators for this service have been incorporated with the relevant section of this report depending on whether used to evidence progress against strategic, service level or service performance priorities. LGBF indicator targets and Red/Amber/Green (RAG) status in the backing tables is now based on ranking thresholds aligning with exception reporting. 4.5 The Sustainable Development Statement was approved by the Corporate Committee on 5 November 2024 (para 16 of the Minute refers). The Statement draws out the way in which sustainable development is embedded in the Corporate Plan 2024-29 and wider corporate policies, strategies and plans with progress being reported through several updates and reports, one of which is Quarter 4 performance reporting. Service Plan actions and indicators that underpin the delivery of Sustainable Development Goals are highlighted in backing table documents and comment where relevant is incorporated in this report. An overview of progress will be presented in the Corporate Plan progress update in due course. 4.6 As this is the final quarter for delivery of actions in this service plan, any actions that are not completed will be considered for carry forward into the 2025/28 service plans which are also on the agenda for consideration by this Committee. Specific points for carry forward are noted in the updates below. 5. PROPOSALS Successes – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.1 Results for performance indicators and complaints relate to the period to the end of Quarter 3 2024/25, updates for Service Plan actions to the period to the of end of Quarter 4 2024/25. Page 317
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5.2 The ‘Moray Multiply’ programme completed in quarter 4 as anticipated. A coordinated approach was taken with all partners contributing to the success of the programme. Many projects took place during the programme duration to improve the literacy and numeracy of adult learners. The University of Highlands and Islands (UHI) developed a suite of online learning materials that anyone can access and over 20 local staff have been trained by National Numeracy as Numeracy Champions and the libraries service have trained a further four members of staff. Although the funding period has ended, it is anticipated work to a lesser degree will continue. Action SERV ERC 2 24-27 5.3 All budget savings identified during 2024/25 have been implemented. Changes to the Youth Music Initiative programme were implemented allowing it to remain within budget. Additional Leisure Services income generation is likely to meet target by the end of Quarter 4. As of Quarter 3, income generated had increased by £14,170 in comparison with the same period of 2023/24. Action SERV ERC 3.4 24-27, PIs ERC018, ERC018a 5.4 Work to embed the ‘Changing Lives’ approach has been achieved and is evident throughout workstreams connected to the adaptive curriculum model, mental health and disability thematic hubs and digital learning opportunities. The Sports and Culture service has signed up to and will follow the Scottish Action for Mental Health (SAMH) Charter as part of its commitment across all four teams. Now fully embedded, the approach will continue and be led by Active Schools and Community Sports in future years. The number of participants involved with the programme over the first three quarters of 2024/25 are significantly higher than numbers seen in the corresponding quarters of 2023/24. Action SERV ERC 7.1 24-27, PI ERC021 & 021a 5.5 Absence management procedures are fully adhered to within the service and emphasis has been applied to the importance of following procedures. Service absences have increased each quarter during 2024/25, from 2.25% in Q1 to 2.96% at the end of Quarter 3, however service absences continue to remain significantly below the Moray Council average of 6.32%. Action SERV ERC 9 24-27, PI ERC057a Challenges and actions to support – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.6 The removal of PB support posts from the service has led to this action not progressing. Ongoing work including elements of PB will continue to receive support from within the service, but no new work will be undertaken. This action will not be included within the 2025-28 Service Plan. Action STRAT ERC 1.1 24-27 5.7 The design and construction review of Findrassie Primary School will make no further progress after the approval of a 4-year deferment. The action will be removed from the 2025-28 Service Plan. Action STRAT ERC 2.1 24-27 5.8 School census data forecasts a further reduction in pupil numbers across the Elgin High School Associated School Group (ASG) area showing long-term capacity extension is not required at this stage. The level of need will remain under review. Short-term capacity management at Greenwards Primary school is to be assessed. No further progress will be made until later in 2025/26 after a review of methodology in school roll forecasting. The action will be included in the 2025-28 Service Plan with a new completion date of 31 March 2027. Action STRAT ERC 2.9 24-27 Page 318
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5.9 The libraries change management plan to redesign the libraries service, incorporating savings, has paused after decisions made at Full Council on 26 February 2025 (para 3 of minute refers). The plan is to be revised and new proposals, along with elements within the current plan, are scheduled for August 2025 following a review of opening hours of library facilities. This action will be carried forward in the 2025-28 Service Plan with a completion date of 31 March 2026. Local Government Benchmarking Framework reported the cost per library visit had decreased to £5.44 due to a proportionately greater increase in the number of library visits to net expenditure. Results ranking remains in the lowest quartile. Results nationally range significantly suggesting variation in calculations methods. Action SERV ERC 3.1 24-27 PI C&L02 5.10 With the outcome of the Sport and Leisure asset review not yet determined, this action has made little progress during 2024/25. It was anticipated that findings would be presented during Quarter 4, but this has now been extended with a date during the first half of 2025/26 now expected. This action will be carried forward in the 2025-28 Service Plan with a completion date of 31 March 2026. There continues to be a cumulative decrease in admissions for leisure services due to closure of Elgin Community Centre. Action SERV ERC 3.2 24-27 PI ERC018b 5.11 The Business Administration change management review for Secondary schools has made slow progress during 2024/25. A number of staffing issues have hindered progress. Recent recruitment to the temporary post to support the review will provide more capacity to progress. In addition to elements identified within the original Primary School review, areas relating to the use of technologies within schools will be included within the Secondary School review and included in the 2025-28 service plan. SERV ERC 8.1 24-27 5.12 The proportion of adults satisfied with museums and galleries is measured over a rolling 3- year period and is taken from the Scottish Household Survey. Between 2021 and 2024, 57% of adults were satisfied, placing Moray 26/32 nationally and lowest in its comparator group of eight authorities. Due to budgetary constraints, operation of Moray Museum Services ceased on 1st April 2020 and the Falconer Museum with Store is closed until an alternative service model is established. The collection continues to be monitored and the buildings maintained. PI C&L05c Complaints and MP/MSP Enquiries 5.13 Four complaints were closed during Quarter 3 (three Frontline & one Investigative) with just one complaint being partially upheld. Of the six complaints received five were regarding Leisure services for four different facilities and one generalised complaint. Average response time for Frontline complaint was 9 days and Investigative complaint was 22 days against 5 and 20 working days target respectively. Case Studies 5.14 Nothing to report Consultation and Engagement 5.15 A further three Sustainable Learning estate surveys were carried out between September 2024 and March 2025 (Keith, Speyside and Milnes). A total of 762 responses were received and analysis has been provided for all. The final ASG survey (Lossiemouth) closed on 31 March 2025, with analysis due to be undertaken. It is planned to compare findings from all surveys to identify variances within Moray Page 319
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6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) X Policy and Legal X Financial X Risk X Staffing X Best Value and Transformation X Property X Information Communications Technology/Digital X Equalities. Social Inclusion and Economic Impact X Climate Change and Biodiversity Impact X 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☒ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 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. 6.4 Financial There are none arising from this report. 6.5 Risk There are none arising from this report. 6.6 Staffing Page 320
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There are none arising from this report. 6.7 Best Value and Transformation How councils plan for, manage and report on performance is a key area of focus in external audit work, particularly on best value. 6.8 Property None arising from this report. 6.9 Information Communications/Technology/Digital None arising from this report. 6.10 Equalities, Social Inclusion and Economic Impact An Equality Impact Assessment is not required as this report is to inform the Committee on performance. 6.11 Climate Change and Biodiversity Impacts None arising from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Deputy Chief Executive (Education, Communities & Organisational Development), Service Managers, and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 Service Plan Actions Performance Indicators (Q3 2024/25) Service Performance Indicators (Q3 2024/25) Service Complaints (Q3 2024/25) Page 321
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU017/25/VC/AMB Author: Denise Whitworth / Vivienne Cross Contact email: education@moray.gov.uk Subject: Education, Communities and Organisational Development Service Plans 2025/28: Education and Education Resources and Communities 1. PURPOSE ☒ For Decision ☐ For Information 1.1 To invite the Committee to consider the Education and Education Resources and Communities Service Plans for 2025-2028. 1.2 This report is submitted to Committee in terms of Section III (A) (4) of the Council’s Scheme of Administration relating to monitoring performance of the services within the Committee’s remit in accordance with the Council’s Performance Management Framework. 2. SUMMARY 2.1 Service Plans have been prepared identifying the improvement targets for 2025/28. In preparing the plans, managers have taken account of risk, performance data, the LOIP, the Corporate Plan and other relevant factors such as audit and inspections outcomes. The Service Plans also identify the resources allocated to each service. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) consider and approve the Service Plan for Education for the year ahead in Appendix 1; ii) consider and approve the service plan for Education Resources and Communities for the year ahead in Appendix 2; and Item 25.* Page 323
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iii) notes the workforce themes that have emerged from departmental workforce planning as highlighted in paragraph 6.6 Denise Whitworth Vivienne Cross Depute Chief Executive Head of Education (Education Communities and Organisational Development) 4. BACKGROUND AND CONTEXT 4.1 Service planning is a key aspect of the Council’s Performance Management Framework and is undertaken annually to set out the strategic direction for services over the coming months. 4.2 It should be noted that actions from the Best Value Action Plan, agreed by the Corporate Committee on 23 April 2024 (para 6 of the minute refers) will be monitored and reported out with the Service Plan process. 4.3 The service planning process focuses on forward planning for medium-term activities supporting delivery of the Local Outcomes Improvement Plan (LOIP) and Corporate Plan. The Council planning process also includes team plans that focus on short term tactical and operational activities supporting delivery of the Service Plan and strategies and Employee Review and Development Plans (ERDP) and Professional Review and Development (PRD) plans provide individual planning for employees’ activities and development. 4.4 As well as identifying service developments and improvements, the Service Plan Framework requires an assessment of the output and outcome requirements for services based on the Council’s priorities, statutory and regulatory requirements and other relevant local and national direction and makes use of improvement tools for planning and continuous improvement. Tools include the National Improvement Framework (NIF); How Good is Our (HGIO) Education Authority; How Good is Our Community Learning and Development; How Good is Our Culture and Sport and where there is no HGIO framework, services are planning to support their improvement work with the Public Sector Improvement Framework, which the Council is in the process of re-invigorating for relevant services. Across services, priority outcomes are those included in the Council’s Corporate Plan 2024-2029 that directly relate to the service or are influenced by the service and should be clearly identified. 4.5 Setting clear measurable outcomes and defining key indicators by which progress will be assessed continues to be an area for development within the Council. However, it is recognised that for some actions it can be difficult to identify a measurable outcome (e.g. a change in legislation that must be implemented or updating a policy framework). Therefore, as far as possible efforts have been made to set measurable outcomes for service plan actions but in some cases outputs and key progress milestones have been used so that it is still possible to measure whether the action has been progressed as intended. 4.6 A summary of progress is given below for each of the services based on the performance monitoring carried out throughout the year by the services and reported to committee as part of performance reporting. Further information on performance at the end of Quarter 4 Page 324
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is included in the service Performance Reports that are also on the agenda of this Committee. The Performance reports note where there is a carry forward of actions from the previous service plans into the 2025/8 plans. 4.7 It should be noted that while there will be some re-organisation of teams and alignment of services as a result of the management restructure, service plans have been prepared taking account of council priorities, national priorities and ongoing and emerging service priorities. Therefore, it remains appropriate to seek approval for the annual refresh of service plans to ensure that they continue to reflect the next iteration of priorities and direction from committee and that services are appropriately directed and tasked. 5. PROPOSALS EDUCATION SERVICE 5.1 The focus of the plan is for 2025-26 although the service has set high level priorities for a three year period 2025-28 with actions being reviewed annually. The service also sets a strategic theme linked to the plan where this has been Learning, Teaching and Assessment in 2022/23, Inclusive Practice in 2023/24 and the current year 2024/25 has had a focus on Leadership of Change. Strategic meetings and activities are linked to the theme with good practice shared locally and a range of speakers from across Scotland presenting. The Education Consultative group (with a number of Head Teachers, Nursery managers and officers representing the service) have agreed that the theme for 2025/26 is to allow time to reflect, evaluate and embed the learning from the last 3 years in practice as well as to embed the new service vision and values ‘Moray – Growing Together’. 5.2 A summary of progress is given below based on the annual reviews carried out for each of the service areas. 5.3 Progress on planned work (success) • The continued pace of progress with the Additional Support Needs (ASN) review in almost all priority areas to ensure that the service has a clear focus on inclusive practice and supporting learners. This has been reported to Committee regularly • Continued improvements in Achievement of Curriculum for Excellence levels with next steps identified including a growing number of schools being involved in the National Children and Young People’s Improvement Cycle (CYPIC) work on literacy (writing)in Primary 4 • The development of the Moray Literacy Strategy, reported separately to Committee and work on curriculum progressions and moderation • Improvements in attendance following intensive quality assurance visits to schools and the continued use of AnalyseM which is strengthening approaches to tracking and monitoring pupil progress and achievement in key measures • The initial pilot and roll out of AnalyseM in secondary and development of Primary Warehouse to host data and reviewed ‘readiness for school improvement and inspection’ guidance and approaches • The increasing number of positive Early Learning and Childcare (ELC) and Primary school inspections. • The work with ELC services, both local authority and private funded providers, around Self-evaluation through contract monitoring. • Continued improvements in Information sharing between Health and ELC’s in relation to children under 5. This supports with more timely interventions and understanding of need prior to starting in ELC. Page 325
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• The development of the Moray Quality Improvement Framework 5.4 Progress on planned work (areas for development/not delivered) Planned work where progress has been slower than planned, due to staff absence and staff redeployed to support the wider system included: • Policy development linked to the ASN review and setting up the Flexible Learning Resources (FLRs) • Continue to raise attainment, particularly across the senior phase 5.5 Planned focus in new plan (reflecting above and challenges to come) There continues to be a rigorous and sustained emphasis on the council priority of raising attainment within the refreshed service plan. This carries through the actions and drives forward the corporate priority of our young people growing up well educated and reaching their full potential. • Focus on equity and improving outcomes for all • Further progress the ASN review with focus on learners by embedding inclusive practice across Moray • Further develop the curriculum – senior phase offer, project based learning, embedding of early years progressions and developing tracking • Embed work to improve learning, teaching and assessment • Continued focus on leadership of change • Further develop the Moray Quality Improvement framework to improve approaches to support and challenge • Continued development of data strategy and dashboarding including Primary Warehouse development, strengthening data literacy across our system • ASN moderation in ELC requires further work to reflect both additional needs and context of settings. Ongoing work with short life working group (SLWG) to ensure financial support is more effective whilst remaining in budget. • Shared framework between Care Inspectorate and Education Scotland, for ELC, will roll out in August 2025 and the majority of ELC settings will require support to reflect changes. 5.6 The Education service plan is attached in Appendix 1 EDUCATION RESOURCES AND COMMUNITIES 5.7 Progress on planned work (success) • The Dandelion project to support military families in Moray has progressed well and been recognised as good practice that is being shared with others • The ‘Moray Multiply’ programme, which was funded through the UK Shared Prosperity Fund with the aim of support numeracy skills completed on31 March as anticipated. A coordinated approach was taken with all partners contributing to the success of the programme • Status of learning estate design and construction projects has been kept under active review to ensure spend is aligned to future need (Findrassie Primary and Elgin High School) • The learning estate strategy has continued to be deployed through engagement across Moray with parents and communities on the future of schools in Moray and all Associated Schools Groups are scheduled to be complete by the end of June term. • Decisions on proposals for the future of Crossroads Primary school are well advanced Page 326
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• Work to embed the ‘Changing Lives’ approach has been achieved and is evident throughout workstreams connected to the adaptive curriculum model, mental health and disability thematic hubs and digital learning opportunities • The Sports and Culture service has signed up to and will follow the Scottish Association for Mental Health Mental Health Charter for Physical Activity and Sport which aims to improve health equality and reduce discrimination for anyone with a mental health problem. The charter encourages physical activity and sport to ensure mental health and well-being are not barriers to engaging. This is now fully embedded across all four service teams and the approach will continue and be led by Active Schools and Community Sports in future years • All budget savings identified during 2024/25 have been implemented. Changes to the Youth Music Initiative programme were implemented to reduce costs allowing it to remain within budget. • Direction on the future of Library services has been agreed and work is underway to work with communities on ensuring this is aligned to local need 5.8 Progress on planned work (areas for development/not delivered) • Business Administration reviews in Education HQ and Schools have not progressed as planned due to difficulties in resourcing the projects. Specific resource is now in place and work is progressing and included in the service plan for reporting to committee in October 2025. • 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 5.9 Planned focus in new plan (reflecting above and challenges to come) The Education Resources and Communities service plan attached at Appendix 2 outlines the service definition, resources, and planned improvements for the service from 2025- 2028. It emphasises enhancing community engagement, transforming services, and developing the learning estate while addressing inequalities and improving health and wellbeing. 5.10 The Service plan actions take account of 4 key themes: Developing our Assets – taking a strategic approach to developing our learning estate, including sport & culture assets Service transformation – reviewing service delivery to ensure we are meeting service user needs in a sustainable way: • Sport and Leisure • Libraries, Learning Centres & Heritage • Music Instruction Communities and Place – supporting our communities to build capacity and influence decision-making that impacts on them and their local area. Page 327
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Working in partnership to achieve positive outcomes – with specific focus on poverty, inequality and communities. 5.11 The following are taken forward through particular actions in the service plan • Improvement Focus: Key areas for improvement include strategic asset development, service transformation, and community capacity building, driven by evidence from various reports and strategies. • Community Engagement: Plans to enhance community engagement through locality planning and the development of digital platforms aim to empower residents to influence local decision-making. • Learning Estate Sustainability: Addressing the condition and suitability of educational facilities to ensure they meet future needs and climate requirements, with specific projects outlined for completion by 2030. • Youth Work Initiatives: Targeted youth work programs aim to support employability and health, facilitating positive transitions for young people from school to further opportunities. • Transforming Services: A transformative approach to sport, leisure, and library services is planned to ensure sustainability and improve community access to resources, with specific milestones set for implementation. • Addressing Inequalities: Initiatives focused on reducing inequalities, particularly for vulnerable groups, are highlighted, with commitments to develop targeted programs addressing poverty and mental health. • Business Administration Improvements: A review of school business administration aims to enhance efficiency and consistency across educational settings, leveraging digital solutions. 5.12 The Education Resources and Communities service plan is attached in Appendix 2 . 5.13 The service plans for Education and Education Resources and Communities, reflect the current management structure within the Council and they will be adjusted at the next annual review to reflect the new structure once in place. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ Policy and Legal ✓ Financial ✓ Risk ✓ Staffing ✓ Best Value and Transformation ✓ Property ✓ Information Communications Technology/Digital ✓ Equalities. Social Inclusion and Economic Impact ✓ Climate Change, Biodiversity and Sustainability ✓ Page 328
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6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☒ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal There are no policy and legal implications arising from this report. 6.4 Financial There are no financial implications arising from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk There are potential risks around progress all priority areas due to staffing pressures and absence within the system which often has an impact on officers, including those supporting in schools or in settings. 6.6 Staffing There are no staffing issues. The service plan actions will be accommodated within existing resources. The services have undertaken workforce planning to consider how best to prepare and manage the workforce for the services to be able to respond to the agreed Council priorities in the Corporate Plan and the service work that is required to support and achieve those objectives. Consideration has also been given to the Council Workforce Page 329
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Strategy and Plan priorities in a service context. The main themes emerging from service workforce planning are listed below. The main themes arising from these include: • Building capacity and resilience, including leadership capacity • Change management and a workforce culture to support and enable change • Health and Well-being management (including absence management) • Recruitment and retention The services have considered these themes and included service workforce action in the service plan alongside the corporate action to improve health and well-being. 6.7 Best Value and Transformation The service plans support the council to continue on its Best Value journey. Specific actions that support the best value action plan are contained against the heading: Take a partnership approach to locality planning in priority areas of Moray to enable people to influence services and develop community action. 6.8 Property There are no property implications. 6.9 Information Communications/Technology/Digital There are no information communications/technology/digital implications arising from this report. However, there is work set out within the workforce plans to ensure that the workforce are ready and enabled for change, including digital skills. The work on the learning estate will also have specific actions to ensure that school buildings are digitally enabled. 6.10 Equalities, Social Inclusion and Economic Impact There are no equalities, social inclusion and economic impacts arising from this report. Actions within the Education service plan tackle poverty, closing the poverty related attainment gap as well as a focus on children and young people with Additional Support Needs. Actions within the ERC service plan tackle inequality and social inclusion, such as the work planned on sport and culture (action 8) library services (action 4) and the community based action (actions 1 and 3) and economic impacts through actions related to the Moray Growth Deal and Long Term Town Plan (action 7). 6.11 Climate Change and Biodiversity Impacts There are no climate change and biodiversity impacts arising from this report. The Leisure service plans and actions include specific consideration of climate change and biodiversity given that these services are high energy users (action 5.4) 7. CONSULTATION 7.1 This report has been prepared in consultation with the service managers in Education and Education Resources and Communities services and the Education Consultative Group and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Nil Page 330
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APPENDIX 1 EDUCATION SERVICE PLAN 1. Service Definition: Delivering Education across Early Learning and Childcare, Primary, Secondary Education and support and challenge via a small central team of Officers 2. Service Resources: Service Resources: 939 fte teaching staff; 557.4 fte local government employees; Total 1496.4 FTE Budget: DSM; Revenue Central Budget Early Years and Education and ASN £115m 3. What have we identified for improvement in 2025/28 What evidence did we use to identify this improvement? Please add benchmark information wherever available and relevant to the improvement. Focus on equity and improving outcomes for all Attainment data including LGBF measures, Insight for Senior Phase and Achievement of Curriculum for Excellence data Attendance data Exclusion data Stretch aims for Scottish Attainment Challenge HMIe and Care Inspectorate inspection results Self-evaluation profiles Risk matrix for school improvement ICEA report and various Education reform reviews Moray Quality Improvement Framework visit Further progress the ASN review with focus on learners Develop curriculum – senior phase offer, project based learning, early years progressions and tracking Continued focus on learning, teaching and assessment Focus on leadership of change Further improve approaches to support and challenge Page 332
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APPENDIX 1 EDUCATION SERVICE PLAN 4. Strategic Outcome or Priority Action Planned Outcome Outcome measures Completion target Lead Priority Rating (1 high 3 low and 4 for ongoing, 5 for on hold) (L) Building a better future for our children & young people. (CP) Tackle Poverty and Inequality Early intervention addressing whole family well-being to ensure than children can reach their full potential Continue to improved attainment at both Broad General and Senior Phase identified through ACEL and LGBF measures Literacy and numeracy attainment gap (P1, P4 and P7 combined – percentage point gap between the least and most deprived pupils (LGBF CHN14a / CHN14b) (Corp. Plan) Percentage of P1, P4 and P7 pupils combined achieving expected CFE level in literacy and numeracy (LGBF CHN13a / CHN13b) (Corp Plan / Core Stretch Aim) June 2026 June 2026 SMcL SMcL 1 1 (L) Building a better future for Getting it right for every child so that we continue to improve attainment for all Improved attainment at both Broad General and Senior Phase identified Percentage of school leavers gaining 5+ Feb 2026 SMcL 1 Page 333
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APPENDIX 1 EDUCATION SERVICE PLAN our children & young people. (CP) Tackle Poverty and Inequality through ACEL and LGBF measures awards at levels 5 and 6 (LGBF CHN6 / CHN7) (Corp Plan) Leavers achieving 1+ @ SCQF Level 5 / Level 6 (Core Stretch Aim) Overall average total tariff (LGBF CHN12a) (Corp Plan) Percentage of pupils entering positive destinations (LGBF CHN11) (ASN leavers / LAC leavers) (Corp Plan) Annual Participation Measure (Core Stretch Aim) Feb 2026 Feb 2026 Feb 2026 Feb 2026 SMcL SMcL SMcL SMcL 1 1 1 1 Page 334
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APPENDIX 1 EDUCATION SERVICE PLAN 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating Equity and improving outcomes for all Through renewed focus on the Scottish Attainment Challenge Logic Model with specific regard to outcomes at school/community and regional levels Continue to accelerate progress towards core outcomes and Stretch Aims with focus on: leadership, professional learning, collaboration, data and evidence, culture and ethos, learning and teaching, readiness to learn and engagement Meet stretch Aims: Increased attendance Reduced exclusions June 2026 SC/DD/LR 1 Continue to review the Supporting All Learners strategy in line with changes implemented by ASN review and focus on inclusive practice Ensuring wellbeing, equality and inclusion for all learners QI 3.1 ratings in inspection or self- evaluation increase June 2026 SMcL 2 Reviewing Additional Support Needs Review and evaluate alternative curriculum offers Better meet the needs of learners with ASN QI 3.1 ratings Improved attainment for those with ASN June 2026 SMcL/DD/SC 1 Embed non-negotiable training in practice Inclusive practice is evidenced across the service Inspection Feedback QA visit feedback QI3.1 ratings June 2026 JS/DD/CF 1 Continue to focus on attendance including those on part-time timetables Increase attendance, participation and Attendance improved for those on parttime June 2026 SMcL/JS/SC/DD.LS 1 Page 335
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APPENDIX 1 EDUCATION SERVICE PLAN engagement in learning for all Continue to review attendance policy and guidance Develop tracking processes for those on part-time timetables timetables Stretch aim met Reduce Exclusions through well planned partnership interventions and approaches Reduction in exclusions particularly for care experienced children and young people Stretch aim met Improved attainment for CEC&YP June 2026 LS 1 Expand information sharing work with Health colleagues to encompass all ASG’s Greater knowledge of children coming in to ELC’s needs More robust information in ASN forecasting tool June 2026 HS/DD 2 Develop key messages for supporting 0-5’s, and their families, with communication skills taking account of national messages from SALT. Improved understanding of early communication needs. Improved offer of training within Health, ELC and SALT to support early communication needs 80% Staff across a variety of sectors are confident in supporting children 0-5 and their families with communication skills June 2026 HS 2 Curriculum Further develop the curriculum in the BGE and Senior Phase taking account of the national review and international research including project based learning Improved curriculum offer in line with national advice School visit evaluations June 2026 SMcL 2 Further develop curriculum offer in senior phase including consortia arrangements Increase in subjects, courses and accreditation Tarriff points June 2026 SMcL 1 Page 336
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APPENDIX 1 EDUCATION SERVICE PLAN Learning, Teaching and Assessment Continue to improve consistency in high quality learning and teaching experiences for all Improve quality of learning, teaching and assessment QI 2.3 evaluations June 2026 SMcL/HS 1 Ensure pace, challenge and differentiation is improved to improve learner progression with greater focus on future pathways Improve quality of learning, teaching and assessment QI 2.3 evaluations June 2026 SMcL/HS 1 Continue to develop approaches to assessment and moderation to improve outcomes for learners Improve quality of learning, teaching and assessment QI 2.3 evaluations June 2026 AB 1 Continue to support and improve approaches to data literacy for all staff to identify and address achievement gaps Improved ownership of pupil progress across the system QI 2.3 evaluations June 2026 SMcL/HS 1 Leadership and Empowerment Ensure all establishments have a shared vision and values of whole school community, aspirational and relevant, underpinning the life and work of the school and Curriculum Ensure all establishments have clear vision and values linked with curriculum rationale VVA statements Curriculum rationales June 2026 SMcL/HS 2 Continue to strengthen leadership and empowerment at all levels Improve leadership QI 1.3 evaluations June 2026 WS 2 Continue to improve self- evaluation for improvement at all levels to guide change and improvement Improved self-evaluation profiles leading to change SE profiles June 2026 SMcL/HS 2 Increase opportunities to lead learning by staff and pupils Improve leadership of learning SIF evaluative statements June 2026 SMcL/HS 2 Page 337
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APPENDIX 1 EDUCATION SERVICE PLAN Support and Challenge Improvement Embed our Moray Quality Improvement Framework (MQIF), and further support Family Improvement Groups across our schools in order to strengthen peer support and challenge of school improvement, networking and sharing of resources and good practice Improve support and challenge across system Inspection reports SE profile gradings June 2026 SMcL 2 Improve data literacy across the service Greater ownership of improving outcomes for all and evidence of use of data to secure improvement SIF reports from inspection with evidence to support staff taking greater ownership of data School visit evaluations June 2026 SMcL 2 Develop the use of the new Quality Improvement Framework across ELC establishments Improve self-evaluation for self- improvement across ELC settings Shared understanding of new improvement areas and how these will be evaluated SE profiles SQRs Contract monitoring and relating support June 2026 HS 2 Health and Wellbeing Ensure revised operational implementation of absence management procedures are applied by managers Absence is managed effectively and levels of absence are reduced efficiently and timeously Reduction in number of days absence per employee June 2026 HoS 2 Page 338
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APPENDIX 1 EDUCATION SERVICE PLAN Workforce Plan Health and wellbeing management (including absence management) Head Teacher wellbeing is supported through offer of professional supervision and opportunity to access learning sets through the Mudd partnership Feedback from cohorts will be used to support further developments in this area. Reduction in work related stress from HTs and reduced absence June 2026 HoS 1 Page 339
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN 5. Service Definition: EDUCATION RESOURCES & COMMUNITIES • Sport & Culture services, including Sport & Leisure facilities, Active Schools, Community Sports programmes, Music Instruction and Performance Service, Library and Heritage services. • Business Support services for schools (including school administration) and central Education and Education Resources & Communities • Community Learning & Development functions, including the Community Support Unit, Youth Work and Adult and Family Learning • Learning Estate Programme 6. Service Resources: FTE: 157.41 FTE Revenue Budget: £13,278,377 Capital Budget: £16m FOR 2025/26 over 3 years (Learning Estate budget plan allocation £12.166m; Sport & Culture budget plan allocation is £3.841m) 7. What have we identified for improvement in 2025-28 What evidence did we use to identify this improvement? Please add benchmark information wherever available and relevant to the improvement. Developing our Assets – taking a strategic approach to developing our learning estate, including sport & culture assets Condition & Suitability data Learning Estate Strategy 2022-2032 Best Value Audit Report Learning Estate Programme Definition Document Moray Council Climate Change Strategy Page 340
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN Sport & Leisure Capital Investment Plan Service transformation – reviewing service delivery to ensure we are meeting service user needs in a sustainable way: • Sport and Leisure • Libraries, Learning Centres & Heritage • Music Instruction Public and staff consultation and engagement via surveys and workshops National Strategies (future direction of travel) Corporate Plan Local Outcome Improvement Plan (LOIP) Communities and Place – supporting our communities to build capacity and influence decision-making that impacts on them and their local area. Local Outcome Improvement Plan (LOIP) Corporate Plan Moray Partnership CLD Plan Working in partnership to achieve positive outcomes – with specific focus on poverty, inequality and communities. Systems Based Approach to Physical Activity in Moray Local Outcome Improvement Plan (LOIP) 8. Strategic Outcome or Priority Action Planned Outcome Outcome measures Completion target Lead Priority Rating (1 high 3 low and 4 for ongoing, 5 for on hold) (L) Empowering & connecting communities. (CP) Building 1. Take a partnership approach to locality planning in priority areas of Moray to enable people to influence More of the activities, services and plans are influenced by the communities they serve Improvements in specific location measures in locality plans 1. March 2026 Communities Service Manager 1 Page 341
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN Thriving, Resilient, Empowered Communities services and develop community action 1.1 Locality Planning process supported in New Elgin and Buckie through work of community led action groups developing and delivering projects. 1.2 Further development of community engagement with the public on the future of council services. 1.3 Support the engagement and consultation work on service specifics as they emerge (e.g. Libraries and Leisure) (BV1.2) 1.4 Work with community planning partners to develop shared engagement (BV1.2) 1.5 Explore with partners establishing community survey/panel (BV1.2) 1.6 Development of new digital engagement platform for all corporate community engagement More communities and individuals are more involved in local decision making and in helping to plan and deliver of local services Consideration being given to case study-based reporting to evidence delivery for locality plans PIs • ERC003 Number of new Community action plans in place • ERC004 Number of Support Agreements linked to community assets. • ERC036 % of Support Agreements meeting at least one objective. • ERC008 % increase in number of local residents engaged in 1.1 31 March 2026 1.2 31 March 2026 1.3 30 June 2026 1.4 30 June 2026 1.5 30 June 2026 1.6 June 2025 Page 342
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN locality planning process (NE & Buckie) • ERC001 % of local people who agree with the statement ‘I can influence decisions affecting my local area’. (L) Empowering & connecting communities. (CP) Building Thriving, Resilient, Empowered Communities 2. Tackle the affordability and standard of our learning estate to ensure sustainability while meeting climate requirements. 2.1 (Design & Construction) Elgin High School Extension Build 2.2 (Design and Construction) Future Forres Academy operational 2.3 (Design and Construction) Future Buckie HS operational Moray has high performing schools that are fit for the future and financially and environmentally sustainable PIs • EdS100 % of schools that are rated B or better for condition. • EdS1001 % of schools that are rated B or better for suitability. • ERC010 % Spare building capacity. • % of schools with approved 2. 30 December 2030 2.1 31 March 2027 2.2 28 Feb 2029 2.3 Dec 2030 Learning Estate Programme Manager 1 Page 343
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN 2.4 (Engagement and Consultation) ASG Level Options Development (long term investment strategy) 2.5 (Strategic Planning) Learning Estate Review Report 2.6 (Engagement and Consultation) Effective stakeholder engagement on Learning Estate sustainability options 2.7 (Estate Rationalisation) Future of Crossroads PS agreed by Q1 2025 2.8 (Design and Construction) Options developed to manage for Elgin South and North primary school capacity requirements 2.9 (Design & Construction) Schools BB upgrade programme delivering minimum 3 B condition/suitability school upgrades per year asset management plans. • % ASG options reviews completed. 2.4 30 May 2025 2.5 30 Nov 2026 2.6 31 Mar 2026 2.7 30 June 2026 2.8 31 March 2027 2.9 Annual Page 344
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating Youth Work 3. YW 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. 3.1 Youth Work staff deliver targeted sessions in partnership with school to address health and wellbeing issues and/or Employability activities in S3. 3.2 Outreach youth workers are employed in Buckie, Forres, Keith and Elgin to pilot work in school and in the community with young people who are not fully engaged in learning. Working together to make the biggest difference to the outcomes for people in Moray. Young people are more ready to enter employment, training or college. Young people participate in informal learning programmes they have co-designed and as a result have increased attendance at school. PIs • ERC023 Increase the % of youth engagement and participation. • ERC023a Number of young people engaged in Youth Work activities. 3. 31 March 2026 Communities Service Manager 2 Page 345
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN Transforming Services 4 Transform our Sport & Leisure, Libraries, Learning Centres & Heritage and Music Instruction & Performance service provision to ensure a sustainable council for the future. 4.1 Sport & Leisure –Change Management Plan of staff completed. 4.2 Music – Operating model created that remains within funding envelope. Community opportunities identified and developed. 4.3 Implement any budget saving decisions connected to the Sport & Culture Service. 4.4 Libraries – New operating model developed in conjunction with staff and users and Change Management Plans completed for all staff 4.5 Sport & Leisure – determine and implement future service Create a sustainable future for our services by: • Engaging new users to access our service to be active and ensure prevention/early intervention improves their long- term health and wellbeing prospects. • Engaging new users to access digital and physical resources and support to improve their lifelong learning experiences. • Creative arts participation and pathways are further developed enhancing lifelong learning experiences. PIs • CLS01 Cost per attendance of sport facilities. • CLS02 Cost per library visit. • CLS05a % of adults satisfied with libraries. • CLS05d % of adults satisfied with leisure facilities. • EdS511.10 Number of new learners at Moray libraries learning centres. • ERC018 % increase of income raised by leisure services. • ERC018a Income from admissions to leisure services. • SCC2 Number of attendances per 1,000 population for MC indoor sports and leisure services (Cumulative) • ERC052 Number of new learners accessing Instrumental Music Instruction 4. 31 March 2028 4.1 31 March 2026 4.2 30 June 2025 4.3 31 Dec 2025 4.4 31 Mar 2026 4.5 31 Mar 2028 Sport & Culture Services Manager 1 Page 346
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN direction (inc assets and governance). Change Management Plans completed for all staff 4.6 Music – Review and update operating models of programmes to ensure positive impact and efficiency whilst remaining within funding envelope. • Engaging with the community in regard to the co- design and delivery to meet local need within available budget • ERC024 Number of musical performance opportunities delivered (Cumulative) • ERC053 % of budget saving decisions successfully achieved 4.5 Milestones (Year 1) Future direction approved at Committee New staffing structure in place Increased income generation Milestones (Year 2) Staff and user group meetings established and working effectively Changes to governance implemented 4.6 30 June 2026 Sustaining Assets 5. Implement changes to the Sport & Culture Asset Estate to ensure future sustainability Create a sustainable future for our services Investment in the area benefits communities PIs • ERC028 % of Sport & Culture facilities that 5 31 March 2028 Sport & Culture Services Manager 2 Page 347
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN 5.1 Leisure & Libraries – prioritise capital plan funding to sustain operation of assets 5.2 Leisure & Libraries – work with communities to engage in developing a sustainable service 5.3 Libraries – investigate and progress co-location opportunities 5.4 Leisure – progress refurbishment and upgrade of leisure facilities as determined as part of leisure review ensuring consideration of climate change and biodiversity are rated B or better for condition. • % of Sport & Culture Capital Plan funding utilised • No. of user groups set up for leisure and libraries community engagement • Number of co- location opportunities developing/completed 5.2 Milestones (Year 1) User groups for all leisure and library facilities established Online engagement methods set up and in operation connected to management systems Milestones (Year 2) Leisure app set up and operating with Fit Life members 5.3 Milestones (Year 1) Business Cases completed 5.1 Annually by start of April 5.2 31 Mar 2028 5.3 31 Mar 2028 5.4 31 Mar 2028 Page 348
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN Milestones (Year 2) Co-location project/s completed 5.4 Milestones (Year 1) RIBA Stages 0-3 completed Milestones (Year 2) RIBA Stage 4 completed Health & Wellbeing (General Population) 6 Continued development and implementation of the Systems Based Approach (SBA) to Physical Activity in Moray. 6.1 Work with relevant Officers, organisations and individuals to develop this partnership approach and report to Community Planning Partnership every 6 months. 6.2 Active Schools & Community Sport and Sport & Leisure - Implement relevant areas of responsibility connected to the Improved health, wellbeing and resilience in our communities. Working together to make the biggest difference to the outcomes for people in Moray PIs • ERC054 No of actions implemented in systems-based approach strategy/plan 6.1 Milestones (Year 1) Relevant strategies reference SBA across CPP Milestones (Year 2) Minimum of 5 projects delivered that have derived from SBA 6.2 Milestones (Year 1) Minimum of 2 projects delivered that have derived from SBA 6. 31 March 2028 6.1 31 Mar 2028 6.2 31 Mar 2028 Sport & Culture Services Manager 4 Page 349
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN Systems Based Approach to Physical Activity in Moray 6.3 Develop opportunities in regards to health and wellbeing provision/prevention agenda through sport & culture service facilities and programmes Milestones (Year 2) Minimum of 5 projects delivered that have derived from SBA 6.3 Milestones (Year 1) Exercise referral provision delivered across all leisure facilities Milestones (Year 2) DHI app implemented within service 6.3 31 Mar 2028 Economic Development Support 7 Sport & Culture Service support relevant projects connected to the Moray Growth Deal, Long Term Town Plan and any other relevant major funding streams 7.1 Work with relevant Officers and organisations to develop and implement projects connected to Sport & Culture Services. Working together to make the biggest difference to the outcomes for people in Moray Investment in the area benefits local communities and based on demand/need PIs • No. Growth Deal and LTTP (externally funded) projects connected to sport & culture services • % Growth Deal and LTTP (externally funded) projects implemented 31 March 2028 Sport & Culture Services Manager 3 Page 350
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN Addressing Inequalities 8. Sport and Culture services continue to develop and support initiatives to reduce inequalities (particular focus for Active Schools and Community Sport (AS&CS)) 8.1 Continue development of targeted approaches focussed on poverty, mental health and disability/ASN 8.2 Work with relevant and organisations to develop and implement projects/initiatives that contribute to addressing inequalities Improved health and wellbeing in our young people Young people have access to high quality services that support their learning, wellbeing and independence. Local residents can participate in sport and culture opportunities to develop their skills and confidence PI’s • No. of targeted programmes delivered • No of collaborative projects/initiatives addressing inequalities implemented 8.2 Milestones (Year 1) Creation and implementation of Moray Disability Sports Hub Completion of cohort 2 of Mental Health Accreditation for Sports Clubs Minimum of 5 poverty projects delivered by AS&CS Milestones (Year 2) Completion of Equality, Diversity & Inclusion Map for the Sport & Culture Service 8. 31 March 2028 8.1 31 Mar 2026 8.2 31 Mar 2028 Sport & Culture Services Manager 2 Page 351
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN Minimum of 5 poverty projects delivered by AS&CS Business Admin Review 9 Development and Implementation of School Business Admin Review 9.1 Change Management Plan developed (Phase 2 – secondary schools) and consultation completed. The benefits of digital administration approaches in schools are fully realised. Increased consistency in administrative processes across ELC and school settings. PIs • ERC016 Business Admin review – Reduction in costs. • ERC017 % uptake of digital solutions to support efficiency. 31 October 2025 Business Support Team Manager 1 Health & Wellbeing (Staff) 10 Ensure revised operational implementation of absence management procedures are applied by managers Absence is managed effectively and levels of absence are reduced efficiently and timeously. PIs • ERC057 Sickness absence days lost (Service) (Non- Teacher) ERC • ERC057a % of Sickness (Service) (Non-Teacher) ERC 31 March 2026 (Ongoing Annually) Head of Service 2 Workforce Culture for Change 11 Develop workforce culture to support and enable change Employees are involved in change with opportunities to support the design, delivery and implementation of service related changes and transformation • feedback from teams will be sued to assess the effectiveness of change management through and the successful implementation of 31 March 2026 (Ongoing) Service managers 4 Page 352
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APPENDIX 2 EDUCATION RESOURCES AND COMMUNITIES SERVICE PLAN service-related changes Page 353
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Interim Chief Social Work Officer/Head of Service Report No: MIJB001/25/JL/HL Author: Jim Lyon Contact Email: jim.lyon@moray.gov.uk Subject: Quarter 3 (October to December 2024) Performance Report for Children and Families and Justice Social Work 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform Committee on Children, Families and Justice Social Work performance during Quarter 3. 1.2 This report is submitted to Committee in terms of Section III (A) (4) of the Council's Scheme of Administration to monitor performance in accordance with the Council’s Performance Management Framework. 2. SUMMARY 2.1 This report provides Committee with an update on the performance of local indicators for Quarter 3 as presented in the Performance Report and the analysis of the local indicators as detailed in Appendix 1. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinise and note the performance of local indicators for Quarter 3 as presented in the Performance Report at Appendix 1; and ii) note the analysis of the local indicators as detailed in Appendix 1 Jim Lyon Interim Chief Social Work Officer / Head of Service Item 26.* Page 355
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4. BACKGROUND AND CONTEXT 4.1 The purpose of this report is to inform the Committee of the quarterly performance data which provides the analysis of the delivery of Children and Families and Justice Social Work services. 4.2 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. 5. PROPOSALS 5.1 Work is underway to develop and agree the refresh of Moray’s key performance indicators to enable recording of local data set against the national performance indicators. 5.2 Appendix 1 provides a summary and the historical trends in terms of: • Child Protection activity • Looked after Children • Justice and Youth Justice 5.3 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. Appendix 1 begins with Child Protection Q1 (August-September) from page 1 to 11, Financial Q3 (October to December) data is from page 12 to 30. Any trends of anomalies in this data are considered through the CPC Data Sub-group and reported accordingly. 5.4 Statistics for Looked After Children, Justice and Youth Justice are reflected across the financial calendar running from April to March. A summary of performance for each of the reporting categories is provided below. Child Protection Activity 5.5 At the end of this Child Protection (CP) Quarter 1, 69 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. The national and comparator data will be available at the end of the CP year (after August 2025) which will enable the data to be benchmarked at that point. Unfortunately, there is no reliable way comparisons can be tested before this information is officially published. Looked After Children 5.6 At the end of Financial (Fin) Quarter 3, the number of looked after children (175) was 9.9 per 1,000 of 0–17-year-olds within the population (total: 17,668). This is lower than the national average which is 12.1 based on the most recent comparator statistics from 2022- 23. This figure includes 9 New Scots (formally called Unaccompanied Asylum-Seeking Children (UASC)) and 6 children who are cared for on a part-time basis (Short Breaks). 5.7 90.4% (47/52) 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. Resultantly, there has been an improved ability to have Page 356
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children and young people cared for by Moray Council foster carers. Thus, reducing the need to purchase external agency care. The Carer Recruitment Campaign is continuing where it is anticipated that the use of in-house carers will increase. 5.8 Currently, 25% of looked after children in Moray are in approved Kinship care with family members. The average of children living with kinship carers is 28% in comparator local authorities (this is a ‘more than’ target based on the assumption Kinship care is preferable, where it is safe and appropriate, to non-family care). Moray is currently 3% below this average. Resultantly, work is being undertaken to strengthen practice, ensuring children, at the point of allocation, have a holistic extended family map produced, regularly updated, providing clear information on Kinship care options in the event short breaks or alternative care may be considered in the future. 5.9 17.1% (30/175) of looked after children are cared for in residential care. The target for this indicator is less than 15%, which was the average across comparator local authorities for 2022/23 (this is a ‘less than’ target based on the assumption foster care and kinship care will be the preferred option when it is safe and appropriate). This figure includes six young people who are cared for on a part-time (short breaks) basis. For illustrative purposes, excluding those who have short breaks (children and young people who are in the care of their families) the figure is 13.7% (24/175) which is 1.3% lower than the average of comparator authorities. However, in common with most of the comparator local authorities, Moray is higher than the Scotland national percentage of 10%. 5.10 While nationally significant, the numbers of looked after children are comparatively small. This means that including short-breaks and New Scots in the Looked after Child dataset may cause significant variance in percentages. It is difficult to ascertain how other authorities record their statistics as the level of detail is not readily available. An exercise is being undertaken to consider what is being recorded by them. 5.11 89% of brothers and sisters continue to live together when they come into foster care. Due to resource limitations, this is much more difficult to achieve when there is need to accommodate large family groups. The Maintaining Relationships Project is developing an approach and policy to ensure brothers and sisters can remain together as far as possible and where this is their assessed needs. 5.12 For New Scots, Moray has not adopted the residential homes model used by other local authorities. Moray’s model comprises of a combination of local authority housing and supported lodgings care and support. As such, the uncertainty regarding the future numbers of New Scots should not have an impact on residential care capacity for Moray. Justice and Youth Justice 5.13 At the end of Financial (Fin) Quarter 3, there were 532 people supported by Justice and Youth Justice Services of whom 44 are care experienced young people (CEYP) including 13 in Youth Justice and 31 in Justice. 5.14 Overall, the number of CEYP in both Justice Social Work and Youth Justice has been on a reducing trend from 13% at the end of March 2021 to 8.3% at the end of Fin Quarter 3. There has been a slight increase of 1.1% from Fin Quarter 2 and 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. Page 357
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5.15 Most individuals supported by Youth Justice and Justice Social Work are male (86.4% Justice Social Work, 87.5% Youth Justice). Gender responsive support is offered to females taking account of research and data indicating women in the justice system are more likely to have experienced trauma and more likely to be a sole carer for a child or family member. 5.16 The Justice Social Work Service submitted 100% of reports to Court by their due date. This includes requests from all Courts. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) X Policy and Legal X Financial X Risk X Staffing X Best Value and Transformation X Property X Information Communications Technology/Digital X Equalities. Social Inclusion and Economic Impact X Climate Change and Biodiversity Impact X 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒Tackle Poverty and Inequality. ☐Build Stronger Greener Vibrant Economy. ☒Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐Developing a diverse, inclusive, and sustainable economy. ☒Building a better future for our children and young people in Moray. ☒Empowering and connecting communities. ☒Improving wellbeing of our population. 6.3 Policy and Legal None arising as a direct result of this report. Page 358
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6.4 Financial None arising as a direct result of this report. 6.5 Risk None arising as a direct result of this report. 6.6 Staffing None arising as a direct result of this report. 6.7 Best Value and Transformation None arising as a direct result of this report. 6.8 Property None arising as a direct result of this report. 6.9 Information Communications/Technology/Digital None arising as a direct result of this report. 6.10 Equalities, Social Inclusion and Economic Impact None arising as a direct result of this report. 6.11 Climate Change and Biodiversity Impacts None arising as a direct result of this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with Children and Families and Justice Social Work Senior Management Team and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 There are no background papers for this report. Page 359
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APPENDIX 1 1 | P a g e CHILDREN & FAMILIES AND JUSTICE SOCIAL WORK - QUARTER 3 (OCT-DEC 2024) 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 CHILD PROTECTION (CP) QUARTER 1 WHICH IS LATEST AVAILABLE DATA (AUG TO OCT 2024). At the end of the CP Quarter 1, 687 referrals were made to the Access Team for 534 children (as per graph 1). Graph 1: CP Quarter 1 - Referrals received by Access Team The potential referral routes are Social Work, SCRA, Police, Courts, Education, Health, 3rd Sector, community, family and young person. When a referral has been received it can be categorised as: IRD – immediate child protection concerns. Enquiry – information gathering to determine next steps (if any). Assessment – team will conduct an initial assessment of needs. Number of referrals can be more than the number of children, as we can receive referrals from a range of sources about the same child. Pie chart 1: Sources of referral 233 267 187177 193 164 0 50 100 150 200 250 300 Aug-24 Sep-24 Oct-24 Referrals Referrals: No. in last month Referrals: No of children 286 112 115 89 85 Sources of Referral Police Education Health and Social Work Family & Community Other Agency Page 360
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APPENDIX 1 2 | P a g e In CP Quarter 1, 41.6% of referrals were from the Police (286), followed by Health and Social Work 16.7% (115), Education 16.3% (112), Family and or Anonymous 12.9% (89), and 12.4% coming from other professionals (85) (as per pie chart 1). Where the number of referrals is higher than the number of children, this can be attributed to the fact there can be multiple sources of referrals about a child (e.g. Health, Education and Police). This potentially reflects consistent thresholds across the partnership. Graph 2: IRDs and number of children subject to an IRD Graph 2 shows the quarterly trend in IRDs (between 1 Aug 2023 and 31 July 2024). In CP Quarter 1, 64 children were involved in 47 IRDs. Of the 64 children, 23 had been subject to two or more IRDs in the past (36%). For each quarter, the number of children is greater than the number of IRDs as each IRD can consider multiple children within a family. Most referrals for IRDs in CP Quarter 1 came from Social Work (44% [28]), followed by Police (19% [12]) and Education (19% [12]). 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 Northeast Child Protection Register (NECPR/CPR/Register). Pie chart 2: Main reasons for IRD 24 87 31 2 9 3 7 Reasons for IRD Physical Assault Sexual Assault Domestic Abuse Other reason Child Criminal Expl Child Sexual Expl Drugs Mental Health Neglect 66 65 63 47 47 125 105 89 84 64 0 20 40 60 80 100 120 140 Q1 Q2 Q3 Q4 Q1 No. of IRDs and Children involved No. of IRDs held No. of Children involved Page 361
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APPENDIX 1 3 | P a g e As per chart above, throughout CP Quarter 1, physical assault remains a consistent reason for an IRD being held (24, 37.5%), followed by drugs (9, 14%), sexual assault (8, 12.5%), neglect (7, 11%) and domestic abuse (7, 11%). Pie chart 3: Child protection concerns During CP Quarter 1, Neglect, Domestic Abuse, Parental Drug Use and Child affected by parent/carer mental ill health are the main child protection concerns. *Note there may be more than one concern documented for each child. Following the IRDs, 17 Child Protection Investigations were carried out, 12 Initial Child Protection Planning Meetings were convened, and 21 Joint Investigative Interviews were requested. Graph 3: Joint Investigative Interviewing Graph 3 shows the trend across the year 2023/24 for joint investigative interviews and Scottish Child Investigative Interviews. 18 2 22 12 24 8 12 22 3 6 CP Concerns as at 31 Oct 24 Child Affected by Parent/Carer Mental Ill-Health Child Criminal Exploitation Domestic Abuse Emotional Abuse Neglect Other Concern(s) Parental Alcohol Misuse Parental Drug Misuse Physical Abuse Services Finding It Hard to Engage 16 26 9 12 12 9 7 7 13 10 4 7 8 713 22 8 11 9 6 7 7 13 9 4 7 8 7 3 4 1 1 3 0 0 0 0 1 0 0 0 0 0 5 10 15 20 0 10 20 30 Aug-23 Sep-23 Oct-23 Nov-23 Dec-23 Jan-24 Mar-24 Apr-24 May-24 Jun-24 Jul-24 Aug-24 Sep-24 Oct-24 JIIs using Scottish Child Interview Model JII: No. of children subject to a JII as decision of IRD JII: No. of JII by SCIM as decision of IRD JII: No. of JII by 5 day process as decision of IRD JII: No. of children who declined/or did not complete JII Page 362
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APPENDIX 1 4 | P a g e Graph 4 – JII & SCIM Graph 4 shows the activity of Joint Investigative Interviewing across CP Quarter 1, during which 23 children were recommended for Joint Investigative Interview (JII); 17 interviews were completed and six children either declined or a different form of interview was carried out. Graph 5: Initial Child Protection Planning Meetings Graph 5 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. The number of children subject to CPPMs is higher than the number of meetings held, due to some meetings considering sibling groups. At the end of CP Quarter 1, 12 Initial and Pre-birth Child Protection Planning Meetings were held for 22 children of these, 22 children’s names were place on the register. 8 13 16 23 8 11 22 17 32 41 17 12 22 5 5 9 13 7 6 10 9 16 22 10 7 12 0 5 10 15 20 25 30 35 40 45 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct No. of Children and ICPPMs and Pre-Birth CPPMs Number of children subject to Initial and Pre-Birth CPPMs Number of Initial and Pre-Birth CPPMs Page 363
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APPENDIX 1 5 | P a g e Graph 6: Conversions from IRD to ICCPM Graph 6 above shows the trend from 2020 through to 2024 and specifically CP Quarter 1, where the conversion rate from ICPPM to Child Protection Registration was 100%. During CP Quarter 1, there were 18 Review Child Protection Planning Meetings (RCPPM) held for 37 children, where their circumstances were reviewed with their families, lead professionals and independent advocates, to assess if the identified risks had been sufficiently reduced to consider removing the child’s name from the register. 13 20 28 30 8 18 16 25 8 10 22 18 25 39 19 14 34 75 78 100 76 100 77 94 91 75 73 45 78 78 83 94 75 100 0 10 20 30 40 50 60 70 80 90 100 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Aug- Oct Nov- Jan Feb- Apr May- Jul Aug- Oct Nov- Jan Feb- Apr May- Jul Aug- Oct Nov- Jan Feb- Apr May- Jul Aug- Oct Nov- Jan Feb- Apr May- Jul Aug- Oct 2020/21 2021/22 2022/23 2023/24 2024/25 Conversion Rates % IRD to Initial and Pre-Birth CPPMs % Initial and Pre-Birth CPPMs to Registration 687 referrals 47 IRDs 17 CPIs 12 ICPPMs The conversion rate from referral to IRD is 6.8% The conversion rate from IRD to CPI is 37% Conversion rate from CPI to ICPPM is 70.6% Page 364
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APPENDIX 1 6 | P a g e Graph 7: Child Protection Registration Trends The trend is depicted across Graph 7 from 2021-2024 and shows in CP Quarter 1, that 19 children were de-registered and 22 new children were registered. This meant at the end of CP Quarter 1, the number of children who were on the Child Protection Register (CPR) had increased by 3 (from 66 to 69). Graph 8: Child Protection Registration Comparator Authority Trends (up to 31 July 2023) 5 10 15 21 6 8 9 14 25 34 16 9 2231 35 44 50 42 37 27 32 50 79 70 66 69 9 6 6 15 14 13 20 9 9 5 25 13 19 0 10 20 30 40 50 60 70 80 90 100 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct 2021/22 2022/23 2023/24 2024/25 Child Protection Register Number of Registrations Number on Register Number of De-registrations Page 365
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APPENDIX 1 7 | P a g e Graph 9: Number of Child Protection Registrations Comparator Authority Trends (1 August 2022 to 31 July 2023) Chart 10: Number of Child Protection Deregistration Comparator Authority Trends (1 August 2022 to 31 July 2023) Pie chart 4: CP Quarter 4 registration reasons Page 366
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APPENDIX 1 8 | P a g e Graph 11: Registration Categories Graph 11 above shows the trend in registration categories across the reporting period (from August 2023 to October 2024). There has been a rise in new registrations for the category Child affected by parental mental ill-health, with figures showing an increase from no new registrations in CP Quarter 4 (May-July 2024) to 5 in CP Quarter 1 (Aug-Oct 2024). 12.5% of IRDs were for the category sexual abuse which does not follow through to registration reasons because the majority were not familial and were more due to experiences of sexual abuse from a peer, where the family are supportive and assessed as able to protect the young people. 3 1 6 8 6 8 5 1 7 11 4 4 2 3 5 3 3 3 3 16 1 2 8 3 1 5 5 4 1 1 2 8 9 13 2 4 2 3 4 0 2 4 6 8 10 12 14 16 18 Q1 Q2 Q3 Q4 Q1 Registratration Categories Other Concern Neglect Criminal Exploitation Emotional Abuse Physical Abuse Parental Drug Use Parental Alcohol Use Domestic Abuse Child experiencing mental health problems Child Affected by Parent/Carer Mental Ill-Health Services find it hard to engage Page 367
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APPENDIX 1 9 | P a g e 37.5% of IRDs was for physical abuse which does not follow through to registration reasons as most physical assaults were from parents struggling with their parenting role, and with appropriate support to families, child protection plans were not necessary. Graph 12: Family Groups As shown in Graph 12, at the end of CP Quarter 1, there were 15 family groups consisting of one child, five family groups with two children and 10 family groups of three or more children on the register. Graph 13: Previous Registrations At the end of the CP Quarter 1, there were 27 children on the register who had one previous registration and 14 with two or more previous registrations. Two children’s names were placed back on the register within 24 months of de-registration (as indicated in Graph 13). 12 5 15 9 8 14 10 7 12 0 2 4 6 8 10 12 14 16 CPR Family Group: 3 or more CPR Family Group: 2 CPR Family Group: Single child Family Groups on Moray CPR Aug-24 Sep-24 Oct-24 15 24 22 25 27 8 10 7 8 14 0 5 10 15 20 25 30 Q1 Q2 Q3 Q4 Q1 Previous Registrations on Moray CPR No. of children with 1 previous registration No. of children with more than 2 previous registration Page 368
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APPENDIX 1 10 | P a g e Graph 14: Time on Moray CPR Graph 15: Age of children on the register 1 5 9 26 31 1 5 14 21 24 1 5 9 23 24 0 5 10 15 20 25 30 35 > 2 years 18 mths < 2 years 1 year < 18 mths 6 mths < 1 year <6 months Time on Moray CPR Aug-24 Sep-24 Oct-24 1 1 1 1 1 1 1 4 12 15 18 25 29 37 36 26 22 22 21 22 20 21 1716 20 20 22 25 26 24 26 26 26 24 24 25 25 25 9 10 11 13 15 15 15 18 18 18 19 19 19 16 20 1 1 1 1 1 1 1 1 1 2 3 0 5 10 15 20 25 30 35 40 Age Bands on Moray CPR Unborn 0-4 5 - 10 11 - 15 16+ Page 369
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APPENDIX 1 11 | P a g e Graph 15 shows the trend for 2023/24 against CP Quarter 1 data where all age categories have remained consistent with only a slight fluctuation throughout the Quarter. The number of young people aged 16 years old has fluctuated since the end of the previous quarter (July 2024). Page 370
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APPENDIX 1 12 | P a g e THE FOLLOWING SECTIONS REPORT AGAINST THE FINANCIAL QUARTER (OCT-DEC 2024) Graph 16: Number of children looked after away from home and at home Graph 16 identifies that at the end of Financial (Fin) Quarter 3, there were 175 children who were looked after by Moray. This figure has remained relatively stable throughout the reporting period. Over the previous quarter there has been a steady decline in the numbers of Looked After Children. This reflects the wider approach of supporting children and their families without the need for them being Looked After either at home or in other care settings. Pie chart 5: Care setting categories At the end of Fin Quarter 3, 47% of children were in family settings at home or in kinship care with 53% in other settings such as foster care or residential homes. This is a positive indication that many looked after children can remain within their network of family and friends. Alongside this, 89% of brothers and sisters remain together in a care setting. Brothers and sisters who are not together are because of family circumstances or assessed needs. There is planned work via the Maintaining Relationships Project to sustain and increase the percentage of siblings remaining together in care settings in line with the Children’s Service Plan. 176 178 185 187 183 180 182 172 172 177 179 175 173 175 177 176 175 160 165 170 175 180 185 190 No. of Looked After Children 52 11 6 1246 37 1 9 1 Children in Care Settings Foster Care Residential in Moray Short Breaks /Shared Community Care Out of Area Kinship At Home Pros Adopters New Scots Secure Page 371
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APPENDIX 1 13 | P a g e Foster care (52) and kinship care (46) are the highest categories followed by children looked after at home (37). Our residential houses (11) remain at approximately the same level as the Out of Area residential category including Secure Care (13). The carer recruitment campaign has seen new foster carers approved to support young people remaining in Moray in family care settings. A significant majority of young people are in family-based care (145, 82.9%) rather than residential care (30, 17.1%). There remains the commitment to support young people in family-based care settings. This includes supporting families to identify and promote kinship care options via Family Group Decision Making processes. At the end of Fin Quarter 3, 13.7%, 24 of our looked after children were cared for on a full- time basis in residential care. If short breaks are included the figure increases to 17.1%. The indicator (to be kept within or lower) is adjusted annually to the average of comparator authorities (17.5% 2022/23). As such, Moray is below the average indicator when considering full-time care on its own and including short breaks, highlighting our priority to support young people in family-based care, where possible, to provide a positive model of family life. One young person was remanded in secure care from November 2023 at the direction of the Court. This aligns with the recent changes in Justice legislation for children under 18 where they are remanded into the care of local authorities rather than Young Offenders Institutions. Moray hosts a group of nine young people who are New Scots (formerly Unaccompanied Asylum Seeking Children) via the National Transfer Scheme. These children and young people are allocated to the Throughcare and Aftercare Team by the Home Office and are counted as looked after children to ensure they receive full support. Initially, these young people are in Supported Lodgings or Supported Accommodation care settings. The team continues to successfully support them to move into their own independent housing once they have been granted asylum. The approach adopted by Moray is seen by COSLA as a model of good practice as it offers flexibility and has an ability to respond to the differing needs of young people. Graph 17: Moray foster care households 35 36 37 37 36 35 36 27 27 25 25 28 31 31 0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 0 5 10 15 20 25 30 35 40 Q1 Q2 Q3 Q4 Q1 Q2 Q3 2023/24 2024/25 Moray Foster Carers No. of Moray Council Fostering Households No. of Moray Council Foster Carers with 'Active' placements % of Foster Households who are 'active' Page 372
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APPENDIX 1 14 | P a g e At end of Fin Quarter 3 there were 52 children living in foster care, with 47 (90%) children living with Moray Council foster carers and 5 (10%) living with independent foster carers. Those young people living with independent foster carers are all in long-term care with Permanence Orders. Of our 36 fostering households, 86.1% are actively caring for a child. Not all fostering households have children living in their care. At the end of Fin Quarter 3 this comprises 5 (13.8%) in total. This is a small number due to family circumstances or matching considerations of their registration approval where foster carers are inactive for a short period of time. The Fostering Team is undertaking work to broaden the approvals capacity of Moray foster carers. This will enable them to care for a wider group of young people where they will be provided with additional support and advice. Graph 18: Children who live in foster care Graph 18 identifies the number of children cared for by Moray foster carers, 47 which is a slight increase from Fin Quarter 3 in 2023 which was 45. However, this includes some quarterly fluctuations where the pattern is relatively stable. The number of approved Moray foster carer households available for children has seen a small decrease. Although the carer recruitment campaign is resulting in new fostering households, this is balanced by other foster households ceasing or changing the type of fostering they provide. The challenge in recruiting and retaining foster carers is both a local and national issue. The carer recruitment campaign is significant in recruiting foster carers accompanied by work to achieve greater retention rates. This is focused on supporting foster carers including improved supervision, training and finances. Foster carers are graded by the level of skills learned and developed, ranging from Level 1 to Level 4 being the highest. The reporting process for Children and Families and Justice Social Work is developing which includes reviewing its scope. An area which is currently not reported on is Young Carers. There are current discussions exploring what reporting is available and how this can be purposefully presented within this report. It is planned for reporting in relation to Young Carers to be available for Fin Quarter 4. 44 43 45 47 45 48 46 45 47 46 51 51 50 48 47 47 47 11 11 7 7 7 7 7 6 6 6 6 6 6 6 6 6 5 0 10 20 30 40 50 60 Children in Foster Care Local Authority Foster Care Foster with other orgs paid for by Local Authority Page 373
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APPENDIX 1 15 | P a g e Graph 19: 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. Moray is seeking to increase the numbers of kinship households. This is to ensure more children and young people can remain within their own communities and network of family and friends. It is envisaged that the numbers of kinship households will increase via the use of, for example, Family Group Decision Making processes. Graph 20: Residential care Residential care is divided into those in residential care in Moray and those out with Moray. Children cared for in Moray live in the authority's own children’s houses, Cala and Action for Children’s two houses in Buckie and Elgin. The figure for this category is 11. Out of area care tends to be specialist residential houses or residential schools. There has been a consistent focus on providing this care in Moray where possible, so children remain close to their families and support network. The figure for this category is 12. 30 32 29 31 32 30 29 30 31 29 29 29 29 28 30 28 25 30 29 26 26 32 34 32 31 30 32 33 32 32 31 33 31 32 10 14 14 16 11 7 9 10 12 9 7 8 8 8 9 9 5 0 10 20 30 40 50 60 70 80 Kinship Care Settings Kinship: No. of Children in Pre-Approved Placements Kinship: No. of Children in Approved Placements Kinship: No. of households providing Kinship Placements 13 14 14 14 13 12 13 12 12 13 13 12 11 10 12 12 11 11 11 11 11 11 11 11 10 10 11 11 9 9 11 12 12 12 0 5 10 15 20 25 30 Residential Care Settings Residential Care Settings in Moray Residential Schools or Out of Area Care Settings Page 374
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APPENDIX 1 16 | P a g e Work is underway to reduce the number of young people in Out of Area care which is expensive and does not geographically support young people in maintaining relationship in Moray including health, education, family and friends. Residential care settings can be the correct care setting for some children and young people, often due to previous unsuccessful multiple family care arrangements. However, in most cases, a family-based setting is preferrable as it better prepares young people for adulthood as they have a positive model of family life. For those young people in residential care, there is significant preparation via independent living skills to support them in the transition to adulthood. Graph 21: Through care after care data As illustrated in Graph 21, as at 31 December 2024, there were 72 young people receiving care from the Through Care After Care (TCAC) Team including nine receiving continuing care support. The team is divided into three sections: • Through Care: Young people receiving support to plan and prepare for independence. • After Care: Young people who have left care but are receiving continuing support. • Continuing Care: Young people who choose to remain where they live beyond their 18th birthday until they are 21 although it can be in place from 16. These young people cease to be formally looked after by Moray Council but are legally entitled to continue living where they are. This provides stability in a familiar and nurturing setting. There is a focus on continuing care to ensure young people in different care settings are given the opportunity to remain where they are living potentially until the age of 21. This is a key responsibility for the organisation and partners as corporate parents. The team is responsible for supporting New Scots (formerly Unaccompanied Asylum Seeking Children) via the National Transfer Scheme. This is an increasing workload for the team, 40 42 46 30 19 17 10 9 9 0 5 10 15 20 25 30 35 40 45 50 Oct-24 Nov-24 Dec-24 Through Care, After Care and Continuing Care TCAC: Open as Through Care TCAC: Open as Aftercare TCAC: Open as Continuing Care Page 375
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APPENDIX 1 17 | P a g e which is dependent, in part, on the numbers of young people arriving in Kent, making future forecasting a significant challenge. The team offers considerable support to young people after they leave care (After Care) up to the age of 26. There is a commitment to offer the same support birth families provide for young people who are transitioning into adulthood. This is a key element of Moray Council’s and Health and Social Care Moray’s responsibilities as Corporate Parents. Justice and Youth Justice. Graph 22: Care experienced young people supported by Justice Services Nationally, care experienced young people (CEYP) are overrepresented in the Scottish Justice Systems. At the end of Fin Quarter 3, 8.3% (44 of 532) were CEYP (up to age 26) within the Justice System (Youth Justice 13, Justice Social Work 31) depicted in graph 22, showing an increase of 1.1 percentage points from 7.2% at end of Fin Quarter 2. This figure has consistently remained below 12% throughout 2023/24 although the percentage has risen since June 2024. Work continues to identify CEYP and offer early assistance and support where possible. The aim is to address identified needs and risks to reduce re-offending rates and maximise support to reduce the length of time they are supported by justice services. Research informs that early entry or prolonged exposure to the criminal justice system can draw young people into the system rather than rehabilitate and divert from the system. 435 424 421 424 403 415 422 450 440 449 443 466 472 478 477 492 44 42 42 44 42 43 39 37 35 31 34 34 36 40 40 44 0 1 2 3 4 5 6 7 8 9 10 0 100 200 300 400 500 600 Care Experienced People in the Justice System Open to Justice Team Open to Youth Justice % CEYP open to both MYJ and JS Page 376
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APPENDIX 1 18 | P a g e Graph 23: Ages of young people in Youth Justice The average age of a young person receiving Youth Justice services is 15 years old which has remained consistent over the last two quarters. Most work undertaken is with children aged 11 to 15-years-old, highlighting the need for the service to work alongside education services to support young people to remain in education and meet their full potential. There were 12 Diversion from Prosecutions during Fin Quarter 3 for 16 and 17 year-old young people with other work related to young people supported by Youth Justice Services and co-worked with area team Social Work Services where short term intervention was identified. The highest number of referrals to the Scottish Children’s Reporter Administration (SCRA) relate to alleged offences of vandalism, threatening or abusive behaviour, shoplifting and fire raising. Contributory issues include non-attendance at school, community disorder involving peers and associates, lack of inclusive community resources in evenings and weekends, and substances and alcohol use. Whilst the team works with all schools throughout Moray, it has strong links with Moray Social, Emotion and Behavioural Needs Service (SEBN) where support is offered for social, emotional and behavioural needs. Young people aged over 18 years in the Justice Social Work Service, the Youth Justice Service usually has the most meaningful relationship with the young person to more effectively offer support and planned transitions between Youth Justice and Justice Social Work which can help minimise any impact on the young person. 33 29 31 30 24 22 22 27 21 22 21 21 21 21 21 25 28 00000000000000000000 14 15 14 15 15 14 15 14 13 16 13 15 10 7 7 8 9 00000000000000000000 2 0 0 0 1 1 1 3 4 2 2 1 0 1 0 3 3 00000000000000000000 49 44 46 46 41 38 39 45 38 40 36 37 32 30 35 36 40 0 10 20 30 40 50 60 Age Bands - Youth Justice YJ: Age Band: 5-10 YJ: Age Band: 11-15 YJ: Age Band: 16-17 YJ: Age Band: 18+ YJ: No. open to Youth Justice Page 377
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APPENDIX 1 19 | P a g e Pie chart 6: Gender of young people in Youth Justice Pie chart 7: Gender of individuals in Justice Services At the end of Fin Quarter 3, most individuals supported by Youth Justice were males accounting for 87% of young people supported by the service. There was a small increase from the previous Quarter which will continue to be monitored to ensure programmes and support offered are appropriate to address any emerging need from identified trends. In Justice Social Work 13.6% of individuals supported by the service were females, which has remained relatively static over the past year. It is recognised women in the justice process are more likely to have experienced trauma and are also more likely to be a sole carer for a child or family member. In line with The Promise, Justice Social Work is committed to keeping women in their local communities where it is safe to do so and provide robust alternatives to custodial sentences. Currently the team offers a gender responsive service 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. Work continues to capture the views of individuals to evaluate the impact of this service and shape its development. 35 5 Gender: Youth Justice YJ Gender: Male YJ Gender: Female 425 67 Gender: Justice Service Justice: Male Justice: Female Page 378
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APPENDIX 1 20 | P a g e Graph 24: Justice social work reports (JSWR) Justice Social Work reports (JSWR) remain a priority to reduce any delays in sentencing and for Fin Quarter 3 the target of 100% on time has been met. Whilst reports are prepared at the request of any Court for an individual living in Moray, most reports are submitted to Elgin Sheriff Court. Over the last year these figures have remained stable, except for an increase in Quarter 1, which was expected now Court business has returned to normal following Covid related delays. Completion of Court reports on time results in appropriate sentencing for individuals which addresses their current assessed risks and needs, and reduces time spent on remand where a community sentence is imposed. It also importantly supports a timely outcome for victims of offences. Pie chart 8: Justice Report Types In addition to a standard JSWR report the Court may request additional assessments such as a Drug Treatment and Testing Order (DTTO) assessment and a Restriction of Liberty Order (ROLO) assessment as shown in pie chart 8. The imposition of a ROLO or DTTO can be a 104 104 106 103 130 107 107 96 96 90 94 121 95 95 100 100 100 100 100 100 100 0 20 40 60 80 100 120 0 20 40 60 80 100 120 140 Q1 Q2 Q3 Q4 Q1 Q2 Q3 2023-24 2024-25 Justice - SW Reports submitted on time No. Social Enquiry Reports submitted on Time No. of People % of Reports on time 10, 9% 26, 25% 70, 66% Types of Report JSWR DTTO Assessment JSWR ROLO Assessment JSWR Standard Page 379
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APPENDIX 1 21 | P a g e direct alternative to custody so effective assessments for these Orders can offer a robust community-based disposal. There has been an increase in the request for DTTO assessments during Fin Quarter 3. A DTTO is a disposal which focusses on drug treatment as the primary means of reducing offending behaviour and the assessment for this is an intense six-week period of involving support to stabilise an individual’s current situation, referrals to partner services where appropriate, and regular appointments where drug testing is carried out alongside therapeutic work. Graph 25: Structured deferred sentences (SDS) An SDS is a flexible provision with structured social work support for an individual after conviction but prior to sentencing. Successful completion of an SDS reduces the need for a statutory Court Order, in turn reducing the overall length of time an individual is supported by the service. The number of in SDS disposals in Fin Quarter 3 has risen very slightly and is comparable to Quarter 3 in the previous year. Graph 26: Bail supervision 9 11 9 20 16 18 21 17 21 8 10 9 9 9 20 15 17 20 17 21 6 10 0 5 10 15 20 25 30 35 40 45 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 2022-23 2023-24 2024-25 Structured Deferred Sentences No. of Structured Deferred Sentences imposed No. of Individuals with SDS imposed 1 2 4 4 17 33 34 38 59 62 50 1 0 3 4 5 2 7 15 14 13 17 1 0 3 4 5 2 7 15 14 12 17 0 10 20 30 40 50 60 70 80 90 100 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 2022-23 2022-23 2022-23 2022-23 2023-24 2023-24 2023-24 2023-24 2024-25 2024-25 2024-25 Bail Supervision No. of requests from Court for Bail Supervision No. of Bail Supervision cases commenced No. of individuals commenced with Bail Supervision Page 380
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APPENDIX 1 22 | P a g e Bail supervision is an alternative to remand and the priority for this in Moray is women, young people, those with caring or parental responsibilities and those with issues relating to mental health or addictions. Assessments are undertaken for all people where bail is being opposed by the Procurator Fiscal and are provided on the same day. There is a slight reduction in the number of assessments requested in Fin Quarter 3 and a slight increase in bail supervision orders imposed. There continues to be a significant number of assessments which do not result in bail being opposed and work is being undertaken nationally to understand trends, but data is not yet available to compare. The prison population in Scotland remains high, and bail supervision is one area of work which is hoped will assist in reducing these numbers whilst offering more positive outcomes for individuals within their local communities. Graph 27: CPO with supervision requirement Fin Quarter 3 has again seen an increase in the imposition of Community Payback Orders (CPO). Most individuals made subject to a CPO are seen on the day of sentencing, for those where this has not been possible, an appointment with their allocated social worker is made within seven days of an Order being imposed. There is a reduction in the target met during this Quarter related to individuals not attending appointments and some interruption in service in December which included a high level of staff sickness. Diversion from Prosecution Diversion from Prosecution (DfP) allows someone accused of offences to be dealt with outside of the formal justice system. Successful completion of a diversion from prosecution means an individual will not have a conviction for the alleged offence which may impact their current or future employment or education alongside other significant areas of their life. The Justice Social Work team undertakes all assessments of suitability; however, the Youth Justice team aids and supports young people aged 16 and 17. The referral rate varies which is a result of the process of cases being marked by the Procurator Fiscal. There can occasionally be delays in the commencement of these cases where additional agreement is required from the Procurator Fiscal, e.g. an extended period for completion. In Fin Quarter 3 the total numbers of assessments and cases commenced are smaller in comparison to the previous year, however, there is no clear reason for this at this stage and it will continue to be monitored. New guidance from the Scottish Government is due 0 20 40 60 80 100 120 0 10 20 30 40 50 60 70 Q1 Q2 Q3 Q4 Q1 Q2 Q3 2023-24 2023-24 2023-24 2023-24 2024-25 2024-25 2024-25 CPOs with Supervision No. of new CPOs with Sup Req No. seen by Supervisor within 7 days % Target Met Page 381
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APPENDIX 1 23 | P a g e imminently for DfP which will provide an opportunity to review local practice in line with the new guidance. Graph 28: Diversion from prosecution: Female Graph 29: Diversion from prosecution: Male 6 5 8 5 2 1 3 4 1 0 0 4 0 1 2 1 0 1 2 3 8 2 2 5 2 3 3 1 1 0 0 4 4 01 2 3 8 2 2 5 2 1 2 1 0 0 0 2 4 0 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 Diversion from Prosecution: Female DFP Gender: Female DFP Commencing Gender: Female DFP Completed Gender: Female 6 12 9 3 7 6 7 12 12 4 5 8 1 5 6 3 2 5 3 4 9 2 7 3 4 7 5 2 4 8 11 4 6 2 0 2 4 6 8 10 12 14 Diverson from Prosecution: Male DFP Gender: Male DFP Commencing Gender: Male DFP Completed Gender: Male Page 382
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APPENDIX 1 24 | P a g e Policy, development, trauma-informed and commissioning. Staying Put- Moray’s Approach to Continuing Care Young people who are looked after and accommodated have the right to ‘stay put’ in their long-term home arranged by the local authority until they are ready to move on or reach their 21st birthday. This is called continuing care. The Children and Families Social Work Policy Team has been working with young people and professionals across the service to develop a procedure outlining local arrangements for continuing care. The consultation with young people who are currently in continuing care highlighted good practice as well as the need for a leaflet that explains the process. We worked with the Champions Board and PR colleagues to ensure that this need is met. The final draft of this procedure is now with the Chief Social Work Officer. Trauma-Informed Practice The Scottish Government’s vision for a trauma-informed nation includes a trauma-informed and responsive workforce in public services. To achieve this, an organisation must look at all its processes across several domains, both operationally and strategically, and assess them alongside the principles of trauma-informed practice, which are: Safety, Trust, Choice, Collaboration, and Empowerment. The table below highlights the organisational domains and the key principles with which they align: Safety Trust Choice Collaboration Empowerment Physical environment Physical environment Screening, assessment and treatment services Training and workforce development Training and workforce development Progress monitoring and quality assurance Financing Financing Evaluation Engagement and involvement Cross sector collaboration Governance and leadership Policy “I did not notice any difference during the transition. My relationship with foster carers remained the same.” (Young person in continuing care) Page 383
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APPENDIX 1 25 | P a g e The Scottish Government funded the role of the Trauma Informed Development Officer (also known as the Trauma Lead) to lead local authorities and their services through their own assessment, identify areas of change, and support future development. To further this work for Moray, the Trauma Lead developed a two-pronged approach. The first prong, focusing on awareness-raising, consists of an Introductory Brief which has been delivered to a variety of services, including Children’s Social Work, Human Resources and Organisational Development. The second prong, called a Walk-Through Lens of teams and services, consists of an interactive session to identify what is working well and what needs to be done to become trauma informed. Since October 2024, the Trauma Lead has been delivering these approaches, with engagement across 47 teams and services to date. The pie chart below indicates progress in this area. Pie chart 9: Introduction brief Pie chart 10: Walk through lens Alongside the delivery of these sessions, the Trauma Informed Development Officer is leading on the review of available training on trauma-informed practice for staff across Moray Council and Health and Social Care Moray. The Q4 report shall cover the progress of this work. 72% 9% 19% INTRODUCTION BRIEF Delivered Arranged To be arranged 15% 13% 72% WALK THROUGH LENS Delivered Arranged To be arranged Page 384
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APPENDIX 1 26 | P a g e Training and Development During this quarter, there was no formal training activity within Children and Families Social Work, as the focus shifted towards end-of-year reflections and planning. However, key evaluation and improvement initiatives progressed. Self-evaluation and Continuous Improvement: Building on the initiation of the Children’s Services Self-Evaluation and Continuous Improvement approach, Social Work Services has begun exploring single-agency self- evaluation to identify areas for development and enhance practice as a starter for ten before a wider children’s services self-evaluative approach. Additionally, work commenced to evaluate the implementation of the Graded Care Profile 2 (GCP2), a structured assessment tool designed to measure the quality of care a child receives and identify neglect. An initial sense-check in the service suggested that GCP2 may not be widely used in practice, highlighting the need for a more detailed review of its implementation. This led to the development of a survey to gather practitioner insights, forming the basis for further analysis in the next quarter. Improvement initiative: As part of our work towards embedding a culture of continual learning and development, two Learning from Practice development sessions took place for Children and Families and Justice Services staff in November 2024. A total of 111 staff attended the sessions with good representation from all the teams. The sessions discussed the five key Social Work practice themes identified from a desktop review of historic complaints findings outlined in the figure immediately below: The sessions employed a conversation café approach which ensured staff were able to discuss the learning from the themes and hear the views of colleagues from different teams. The tone of the day was positive and encouraged staff to think about what we do well and what we can do better. The sessions generated lots of ideas and suggestions for improvement. These were collated into an action plan, complete with arrangements for monitoring and evaluation, which will contribute to the plan for continual improvement and self-evaluation. The plan is in its final stages of development and shall be rolled out in the coming months. Communication (with children, families and professionals) Timely actions and practices Processes (missing, outdated or not followed) The voice of children, young people and families Power imbalance and governance Page 385
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APPENDIX 1 27 | P a g e The learning and development report from the sessions, including feedback, has been distributed throughout the workforce. Commissioning The pie chart below identifies the seven main categories of the contracts held within the Children and Families and Justice Services Commissioning Team and their percentage of the budget. These categories will be further discussed below. Pie chart 11: Contract categories Family support services The family support category covers three services commissioned for prevention and early intervention to avoid family breakdown and possible out of area care arrangements (Families Action plan Training and support newly qualified and qualified social workers Streamlined paperwork Creating a toolkit to engage the child’s voice Page 386
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APPENDIX 1 28 | P a g e Together, Functional Family Therapy, and Aberlour Youth Point Moray). Additionally, this category includes the independent advocacy contract. The three family support services have capacity for referrals which has been communicated across the social work teams. A total of 108 children, young people and their families have benefitted from these services during this quarter. This is broken down in the illustration below: Functional Family Therapy Functional Family Therapy is a short term, strengths and family-based therapy programme designed to help families improve communication and relationships. The families receive therapy for a period up to six-months. This service is a prevention and early help intervention programme which aids in keeping families together. The quotation on the right demonstrated the changes one family faced in the service. Families Together This service delivers a restorative family service through a range of one to one and group sessions. It also offers a family focussed money advice service, the Family Group Decision Making approach and practical support including food parcels and school bank referrals amongst more. The service has reported 88 children and young people (from 57 families) being positively impacted following families being supported with financial gains and debt management as part of the Children First service. The illustration on the left breaks this area of work down to record the impact. =10815 •Functional Family Therapy 54 •Families Together 39 •Aberlour Youth Point Moray “I must confess we had little expectations before meeting you…we were so glad to have met you and follow the programme with all your support… to crack YP NAME and Dad, gaining their trust is quite the success…You have given us all hope for the future” Family Views on Functional Family Therapy Page 387
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APPENDIX 1 29 | P a g e The Family Group Decision Making process brings together a child or young person’s extended family and friends, providing a blame-free and future- focussed culture, the main aim is to repair relationships and improve the child or young person’s support network. The quote on the right illustrates the impact on one family. Aberlour Youth Point Moray Aberlour Youth Point Moray supports children and young people who struggle to remain positively engaged within their home, school or community and who require a targeted support service. It also provides support to the parents of the children and young people with whom they work. To enhance the contract monitoring and gain the views and voice of the young people and parents accessing the service, a Microsoft Form was developed and issued on 9 December 2024. The survey will close on 6 January 2025, and results will be scrutinised and summarised in the next report. Independent Advocacy Moray’s Children’s Right Service delivered by Quarriers is available to all young people and their parents, carers, brothers and sisters. This quarter saw more referrals being received for the parents, carers, brothers and sisters for the first time since this contract started. Overall, 189 young people and 133 parents, carers, brothers and sisters benefitted from the service. These numbers include 60 children who are looked after and 39 children and young people in need of protection, as outlined on the right. Throughout this quarter, the provider has supported children, young and their families in 56 meetings. This is broken down below. Pie chart 12: LAC and CP on current caseload Graph 30: Number of meetings independent advocates have attended “I feel listened to in the Family Group Decision Making process” A Parents view on Families Together “I don’t think she’d (daughter) be here if it wasn’t for YouthPoint” Parent Views on AYPM Page 388
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APPENDIX 1 30 | P a g e Children with a Disability - Support Following a successful commissioning and tender process, the Children with a Disability - Group Activities contract was awarded. This contract commenced on 1 November 2024. The service aims to provide support and a natural short break for families. Children with a Disability – Residential There are currently three young people living in a residential care in Alba Place, Elgin, delivered by Aberlour Child Care Trust. This is a new contract which commenced 1 September 2024 and the first quarterly contract monitoring will be due for the period 1 September 2024 – 31 December 2024 in January 2025. Moray Residential Services At present there are 8 young people living in care settings in Moray. The contract expires on 31 March 2025. Following the evaluation process in November 2024, the incumbent provider was successful in retaining the contract. Implementation will begin for the changes to the contract throughout Fin Quarter 4. The quote on the right was received from one young person. Out of Area Residential Services There are 21 young people living out with Moray. Fifteen of them are in residential homes and six are in foster homes or in continuing care with a variety of care providers across Scotland. These care settings form the 50% as described in the pie chart above. Support for Unpaid Carers Following discussions with the working group and evidence received through contract monitoring, the Unpaid Carers contract is in the process of being varied to enable the completion of Adut Carers Support Plans and Young Carers Statements to be brought in- house. As shared at the Operational Management Team (OMT) on 6 December 2024, this will allow Quarriers to develop more meaningful relationships with the unpaid carers through group work, deepen relationships with schools, develop and short-breaks model as well as assess and mitigate increasing unmet need. This will also decrease the number of services people interact with, whilst ensuring that their needs are met. This has all been done in full collaboration with Quarriers, and the letter of variation (LOV) is with them for final agreement and signature. “I feel safe and secure here” Young Person in Residential Home Page 389
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU003/25/AH Author: Andrew Hall Contact Email: learningestate@moray.gov.uk Subject: Universal Free School Meals Implementation – Status Update 1. PURPOSE ☐ For Decision ☒ For Information 1.1 The report provides an update to Committee on the status of the Scottish Government (SG) initiative to provide universal Free School Meals (FSM) for all primary school children as requested at this Committee on 18 February 2025. 1.2 This report is submitted to the Council 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. SUMMARY 2.1 The report updates the Committee on the status of the FSM initiative as requested at its meeting on 18 February 2025. A further update will be provided following any update from Scottish Government on the proposals and funding allocations for a full P6-P7 Free School Meal implementation. 3. BACKGROUND AND CONTEXT 3.1 Scottish Government and Local Authority Leaders reached a joint agreement in May 2021on the implementation of a phased approach to the delivery of universal Free School Meals (FSM) for all primary children. A phased introduction of universal and targeted FSM support was planned from academic year 2021/22: • Phase One – July 2021 – Commencement of FSM holiday support to all children and young people who are eligible for FSM on the basis of low income • Phase Two – August 2021 – Expansion of Universal FSM to P4 children Page 391
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• Phase Three – January 2022 – Expansion of Universal FSM to P5 children • Phase Four – Aug 2022 – Expansion of Universal FSM to P6-P7 children 3.2 A total of £49.75 million was allocated to local authorities in 2021/22, with the following revenue funding, provided through a redetermination of the General Revenue Grant to local authorities, was allocated in Moray in March 2022: • £250,000 – Phase One – FSM holiday support • £525,000 – Phase Two and Three – expansion of universal FSM to P4 and P5. It was determined by Scottish Government that this would cover loss of revenue and additional food costs for these two Phases of roll out. 3.3 The Scottish Government budget for 2022/23 included a commitment of £30m of capital funding for local authorities to continue the phased expansion of free school meal support for primary children. In November 2022, Scottish Government wrote to local authorities detailing the capital funding distribution, of which Moray was allocated £598,000. The funding was to be used in 2022/23 to support the initial infrastructure that would be incurred in the delivery the P5 expansion and for preparation for Primary 6 and 7 expansion. However, given the timing of the financial offer and the degree of understanding and readiness of school meal capacity infrastructure requirements Scottish Government approval was sought and given to reprofile funding into future years. 3.4 Phases One to Three outlined in Para 3.1 been implemented within the time frame. Moray currently has 1358 (68%) number of P4-P5 children accessing free school meals. To enable this the following schools have had capacity improvement works related to either kitchen, dining area or both: • Linkwood Primary School • Applegrove Primary School • Bishopmill Primary School • Milnes Primary School • New Elgin Primary School A detailed breakdown of works and spend to date on these schools is set out in Appendix 1. 3.5 In March 2024, Moray was allocated a £19,142 capital funding to support the phased expansion of free school meals to those in receipt of Scottish Child Payment (SCP) in Primary 6 and 7 from February 2025. 3.6 In September 2024, Moray was allocated further £92,000 capital funding to support this same phased expansion of free school meals. At the same time, Scottish Government announced that there would be a delay to the roll out of universal FSM provision to Primary 6 and 7 children due to its financial challenges. It stated it was committed to the delivery of universal FSM to primary school children and should funding become available from the UK Government they would take steps to take the work forward to deliver the final phase of the universal FSM. 3.7 There are plans in development to address several minor capacity improvement requirements to support the roll out of free school meals to Primary 6 and 7 pupils in receipt Page 392
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of SCP which has been available in Moray from 3 Mar 2025. The current uptake is 70 children (as at 14 April 2025) from an estimated maximum of 360 across Moray. 3.8 Detailed information on further school improvement requirements to meet both the future increase in P6 and P7 in receipt SCP and the more significant potential universal FSM roll out programme is set out in Appendix 2. This programme of works is planned for completion over the next 2 years, with any significant construction works expected to complete in summer 2026. It should be noted that the estimated costs only include a small allowance for electrical load upgrades for those identified kitchen equipment projects. Should there be significant electrical upgrade works this may prejudice the completion of all these projects. 3.9 It should be noted that these works will not deliver all the capacity expansion requirements for infrastructure and equipment to support a full roll out of universal FSM. To would require central government funding to facilitate. 4. SUMMARY OF IMPLICATIONS 4.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ Policy and Legal ✓ Financial ✓ Risk ✓ Staffing ✓ Best Value and Transformation ✓ Property ✓ Information Communications Technology/Digital ✓ Equalities. Social Inclusion and Economic Impact ✓ Climate Change and Biodiversity Impact ✓ 4.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. Page 393
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☐ Empowering and connecting communities. ☒ Improving wellbeing of our population 4.3 Policy and Legal There are no policy or legal implications arising from this report. 4.4 Financial The General Revenue Grant to local authorities in March 2025 will continue to support P4- P5 FSM. Additional budget of £597,442 was initially allocated to Catering from the Scottish Government to provide for additional catering staff, meal production costs and loss of external revenue. Education received £61,655 to fund additional lunchtime staff. A future P6-P7 roll out will require greater catering and dining room capacity together with additional staffing to support delivery of an anticipated additional 1895 meals across Moray primary schools. Although some of this works can be completed within existing Scottish Government capital grant funding, further Scottish Government funding would be required to complete all projects. These specific projects are those marked as ‘deferred’ in Appendix 2 Capital costs for refurbishments and upgrades that will support future anticipated increases in capacity need is currently estimated at £1.2M, although over the next 2 years there is expected to be some inflationary increases. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments x x x x x x Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments x x x x x x 4.5 Risk The following key strategic risks have been previously identified and reported to Scottish Futures Trust who are managing the Universal FSM programme on behalf of Scottish Government: • The current capital funding would not support a future full roll out of Primary 6 and 7 pupils in Moray • A lack of sufficient Education and Catering staff resources to recruit to support future additional meal production and delivery. • Should the Scottish Government go ahead with Primary 6 and 7 roll out of FSM we would request that they re-evaluate the national cost per meal rate to produce the maximum of 1895 FSM meals without additional costs to Moray. Page 394
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4.6 Staffing Additional catering staff (20.41 FTE) and educational staff hours (7.5 hrs per primary school per week) were needed to support the P4-5 FSM roll out. The additional education staff hours required a change to the Devolved School Management (DSM) budget formula and the September 2024 DSM scheme reflects this. A further review of catering staff and educational staff would be required for any future P6-7 roll out together with a likely further change to the DSM scheme to support this. A temporary 6 month 0.5 FTE administration support post has been requested by the Benefits Service to support the Primary 6-7 SCP FSM rollout . The £16,882 to support this has been approved within the allocated revenue budget but the post is yet to be filled. 4.7 Best Value and Transformation There are no best value or transformation implications arising directly from this report. 4.8 Property Property issues have been covered in the main body of the report. 4.9 Information Communications/Technology/Digital There are no information communications/technology/digital impacts arising directly from this report. 4.10 Equalities, Social Inclusion and Economic Impact The implementation of universal FSM will support non-stigmatising provision of services and supports health and well-being of our young people. 4.11 Climate Change and Biodiversity Impacts There are no climate change or biodiversity implications arising directly from this report. 5. CONSULTATION 5.1 This report has been prepared in consultation with Chief Finance Officer, Catering Manager, Education Business Support Team, Legal Services Manager, HR Manager, Legal Services Manager and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report. 6. BACKGROUND PAPERS 6.1 None Page 395
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APPENDIX 1 Spend to date to support P4-P5 Universal Free School Meal roll out Page 396
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APPENDIX 2 Free School Meal Expansion Planned Programme of Works (2025/26 and 2026/27) Page 397
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 13 May 2025 Report by: Depute Chief Executive (Education, Communities and Organisational Development) Report No: EDU001/25/KD/AMB Author: Karen J. Delaney Contact Email: Karen.Delaney@moray.gov.uk Subject: Community Learning and Development Strategic Partnership Progress Visit Outcome 2025 1. PURPOSE ☐ For Decision ☒ For Information 1.1 The purpose of this report is to inform the Committee of the final sign off by His Majesties Inspectorate (HMI) of the Improvement Actions carried out by the Community Learning and Development Strategic Partnership (CLDSP) following the progress visit in October 2023. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council’s Scheme of Administration relating to exercising all the functions of the Council as Education Authority within the terms of relevant legislation with regard to nursery, primary and secondary and further education; community learning and development and to determine the Council’s policies in regard thereto. 2. SUMMARY 2.1 The Progress Visit process of inspection by HMI into the CLD Strategic Partnership and CLD local authority service has been completed and confirms they are satisfied with the actions taken by partners. 3. BACKGROUND AND CONTEXT 3.1 His Majesty’s Inspectorate (HMI) visited Moray in October 2023 in a shortened form of inspection called a Progress Visit. The outcome was fed back in an Information Report to this Committee on 20 February 2024. HMI had requested an update in a year on areas of improvement which was duly submitted in December 2024. Page 399
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3.2 In January 2025 HMI returned for two online meetings with the Moray Council CLD management team and the CLD Strategic Partnership based on the submitted progress report. 3.3 As a result of the action taken by the CLDSP and their discussions, HMI will make no further visits to Moray Council and it’s CLD partners in connection with the visit. The HMI report was published on 18 February 2025. 4. PROPOSALS 4.1 Committee notes HMI endorsement of the progress made by the CLD Strategic Partnership engaging learners and activists to demonstrate the strength of partnership working on the continuous improvement journey embedded in the new Partnership CLD Plan. 5. SUMMARY OF IMPLICATIONS 5.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) x Policy and Legal x Financial x Risk x Staffing x Best Value and Transformation x Property x Information Communications Technology/Digital x Equalities. Social Inclusion and Economic Impact x Climate Change and Biodiversity Impact x 5.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. Page 400
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☒ Empowering and connecting communities. ☒ Improving wellbeing of our population 5.3 Policy and Legal The Council is meeting its statutory obligations through the CLD Strategic Partnership and Communities CLD Team. 5.4 Financial There are no additional financial implications with this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 5.5 Risk The report endorses that we are meeting the requirements of the statutory guidance for CLD within the scope of the progress visit. 5.6 Staffing There are no staffing implications from this report. 5.7 Best Value and Transformation A previous Best Value Thematic Report (27 October 2023) identified good practice in terms of community engagement as an “area of strength for the Council” and “we are satisfied community empowerment is reflected in the high level goals of the Council and is embedded in strategic plans.” 5.8 Property There are no implications from this report. 5.9 Information Communications/Technology/Digital HMI noted the work being done by partners to enhance digital engagement in Moray as demonstrated in the CLD Plan. 5.10 Equalities, Social Inclusion and Economic Impact The external scrutiny reinforces that the CLD Strategic Partnership are mindful of their responsibilities in meeting the needs of learners and activists. 5.11 Climate Change and Biodiversity Impacts Page 401
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There are no climate change or biodiversity implications arising from this report. It should be noted that the new Partnership CLD Plan was developed with stakeholders and as a result includes Climate Justice as a new cross-cutting theme. 6. CONSULTATION 6.1 This report has been prepared in consultation with the Depute Chief Executive (Education, Communities and Oranisational Development, Head of Education (Chief Education Officer) and Head of Financial Services any comments made have been incorporated into the report. 7. BACKGROUND PAPERS 7.1 None. Page 402
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Moray Council Progress Visit Update – Submitted on 29 November 2024 Actions taken since the Progress Visit An Improvement Acton Plan was agreed by the CLD Strategic Partnership (CLDSP) in January 2024. Governance reports went to the CPP Board and The Education Communities and Leisure Services Committee (ECLS) culminating in the endorsement of the 2024-2027 Partnership CLD Plan which was developed with increased stakeholder involvement. Learner Link -Up sessions have enhanced peer support and given voice to ‘adult learners as equal partners.’ Some learners confidently contributed in strategic settings such as a focus group on the Independent Review of CLD and a bespoke session for ESOL learners around the New Scots Integration Strategy The Youth Work Practitioner Network is developing well with an action plan created by young people at a recent youth voice workshop supported by partners. The Council’s YW team has grown and as a result there are improved partnerships being developed with community-based youth organisations. There has been increased youth voice engagement with the Champions Board for care experienced young people. Corra Trust funding for new local Promise Groups has also been secured and shaped by input from CLD youth groups. The role of CLD in raising attainment is increasingly recognised. A youth worker is seconded to New Elgin Primary School through Strategic Equity Fund (SEF). A weekly youth club, delivered with Young Leaders, has widened access to social and learning opportunities with most P7 pupils attending. The CLDSPs better reflects the diversity of Moray with two new core members. There are 1,771 military pupils across schools (regular, reservists and veteran) with army families represented through The Army Welfare Service. Mental Health and Wellbeing is a cross cutting CLD Plan theme - Moray Wellbeing Hub are participating as a peer support organisation with active lived experience groups. We have increased our understanding of the range of CLD providers across Moray and have directed resources through the MULTIPLY programme to fund new adult learning delivery partners (ENABLE, Salvation Army, Lossiemouth Hub). A strong partnership approach to allocating Mental Health and Wellbeing funding has also reached a new range of CLD providers. Data is being used effectively to target CLD resources at identified pockets of poverty. The Fairer Moray Forum Action group are working to analyse feedback from the latest Inequalities in Moray report. Partners are working well to sustain and connect capacity building activities. Community-led hubs meet to share experience and inform partners on emerging needs linked to poverty. Moray Pathways Partnership funding has been used to pilot a community hub in New Elgin. Work is developing to promote community led digital hub spaces with SCVO. Partners are using Employability and Shared Prosperity funding to support community spaces. Page 403
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The new CLD Plan articulates strategic drivers that inform partners and link directly back to priorities. The plan recognises the increasing role that the ALISS local information system and tsi Moray Community Map play strategically to improve signposting. Moray Wellbeing Hub host the Discover Pathways to Wellbeing to enhance signposting to support and services. Additional work like the “Remembering Together” Moray project has been externally evaluated and recognised for partnership work and the second Moray Gaelic Language Plan delivered, building capacity. Are there any outstanding issues and what are your plans to address these? Partners recognise that the ending of funding streams will reduce capacity to deliver and the impacts of this will require ongoing review. Moray Community Planning Partnership are participating in a national self-evaluation with the Improvement Service which includes challenge questions on how best to ensure that community voice can influence policy and decision making – reinforced in our new CLD Plan. What are your next steps to ensure continuous improvement? The CLDSP will continue to monitor actions embedded in the new CLD Plan– extending the range of partners involved and creating mechanisms to maximise community and learner voice. The CLD Service has an embedded Continuous Improvement Cycle. The staff Peer Review Session in April 2024 and staff seminar in October 2024 both showed increased staff confidence to share, peer- evaluate and confidently articulate how practice delivers on strategic priorities and relates to competencies. CLDSP members are committed to annually reviewing the plan and gathering performance data which demonstrates wider impact - taking a closer look at Quality Indicator 1:1 in spring 2025. Adult and Family Learning are the first team to pilot the Hanlon Management Information System. Longer term, the intention is to widen access to the CLDSP to simplify how we gather Partnership KPI’s and other impact evidence. Page 404