Agenda Document Pack - Education, Children's and Leisure Services Committee - 16/09/2025
Moray Council · 16 September 2025
Back to Education, Children's and Leisure Services Committee — 16 September 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Education, Children's and Leisure Services Committee Tuesday, 16 September 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, 16 September 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 Item 13 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 13 May 2025 7 - 20 5. Written Questions ** 6.* Education and Education Resources and Communities Capital Budget Monitoring Report to 30 June 2025 Report by Executive Director (Education, Housing and Communities) 21 - 28 7.* Relocation of Forres Academy - Statutory Consultation Report by Executive Director (Education, Housing and Communities) 29 - 62 Page 1
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8.* Additional Support Needs Allocations Early Learning and Childcare Context Matrix Report by Executive Director (Education, Housing and Communities) 63 - 72 9.* Additional Support Needs Parent/Carer Survey Report by Executive Director (Education, Housing and Communities) 73 - 110 10.* Equally Safe - Update on Progress Report by Executive Director (Education, Housing and Communities) 111 - 118 11.* Education National Improvement Framework Report and Plan Report by Executive Director (Education, Housing and Communities) 119 - 146 12.* Information Reports - if called in Item(s) which the Committee may wish to consider with the Press and Public excluded 13.* Business Administration Review for Primary Schools [Para 1] • 1. Information relating to staffing matters; 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 by 12 noon 2 clear working days before the meeting for which the report is published. Please see Standing Order 38 for deadlines. The Notice shall be countersigned by one other elected member and shall explain the reason for call in including any action sought. Information Report - Education Resources and Communities Service Plan - Youth Work Update Report by Executive Director (Education, Housing and Communities) 147 - 156 Page 2
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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 3
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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 5pm three working days prior to the day of the meeting, please see Standing Order 36 for deadlines. A copy of any written answer provided by the Chair will be published on the Council’s committee management system by 12pm the day before the meeting. The Member who has put the question may, after the answer has been published, may 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 4
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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 Donald Gatt (Member) Councillor Juli Harris (Member) Councillor Sandy Keith (Member) Councillor Elaine Kirby (Member) Councillor Scott Lawrence (Member) Councillor Marc Macrae (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 Carolyn Donlin (Non-Voting Member) Ms Jillian MacKellar (Non-Voting Member) Reverend Tembu Rongong (Non-Voting Member) Ms Kirsty Simmers (Non-Voting Member) Mrs Susan Slater (Non-Voting Member) Clerk Name: Caroline O'Connor Clerk Telephone: 07779 999296 Clerk Email: committee.services@moray.gov.uk Page 5
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MORAY COUNCIL Minute of Meeting of the Education, Children's and Leisure Services Committee Tuesday, 13 May 2025 Council Chambers, Council Office, High Street, Elgin, IV30 1BX PRESENT Councillor James Allan, Mrs Sheila Brumby, Councillor John Divers, Councillor Amber Dunbar, Councillor Juli Harris, Councillor Sandy Keith, Councillor Elaine Kirby, Councillor Scott Lawrence, Ms Jillian MacKellar, Councillor Marc Macrae, Councillor Paul McBain, Councillor Shona Morrison, Councillor Bridget Mustard, Councillor Kathleen Robertson, Reverend Tembu Rongong, Councillor Derek Ross, Mrs Emma Tunnard, Councillor Sonya Warren APOLOGIES Councillor John Cowe, Mrs Anne Currie, Mr Ruaridh Murray, Mrs Susan Slater IN ATTENDANCE Depute Chief Executive (Education, Communities and Organisational Development); Head of Education; Principal Educational Psychologist; Audrey Buchanan, Quality Improvement Officer; Quality Improvement Officer (Additional Support Needs); Head Teacher (Moray Social Educational and Behavioural Needs Service); Programme Manager (Learning Estate); Early Years' Service Manager; Quality Improvement Manager; Interim Chief Social Work Officer and Head of Service; Carl Campbell, Service Manager; Jillian Petrie, Team Manager; Senior Solicitor (Litigation and Social Care) and Caroline O'Connor, Committee Services Officer. ALSO IN ATTENDANCE Councillor Donald Gatt, Councillor Tracy Colyer, Councillor John Stuart 1. Chair The meeting was chaired by Councillor Kathleen Robertson. 2. 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. However during discussion of Item 13 "Singleton Inspections of Early Learning and Childcare Centres - Published reports September 2024 to March 2025", Councillor Macrae stated, for transparency, that he was a Director of Moray Leisure Limited who lease and operate Rainbow Castle, Elgin and would be taking part in the debate. Item 4. Page 7
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3. Resolution The meeting resolved that in terms of 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. Para Number of the Minute Para Number of Schedule 7a 29 Para 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 30 Para 1 Information relating to staffing matters 31 Para 6 Information relating to the financial or business affairs of any particular person(s) 4. Minutes of meeting of 18 February 2025 The minutes of the meeting of the Education, Children's and Leisure Services Committee dated 18 February 2025 were submitted and approved. 5. Written Questions ** The Committee noted that no written questions had been submitted. 6. Our Moray Literacy Strategy The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) asking 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. In introducing the report, the Principal Educational Psychologist apologised for a typographical error in the heading on Page 14 of Appendix 1 which was a duplication of Outcome 1 and confirmed the heading for Outcome 2 should read "Evidence Based Approaches" which had been amended since the agenda papers were published. Following consideration the Committee unanimously agreed to:- (i) adopt Our Moray Literacy Strategy as the guiding document for progression in literacy education across Moray; (ii) note the contents of Our Moray Literacy Strategy; and Page 8
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(iii) approve 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. 7. Additional Support Needs Review - Update on Progress The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) providing Committee with an update on continued progress of the Additional Support Needs (ASN) review. In introducing the report the Quality Improvement Officer (Additional Support Needs) referenced a discrepancy in the figures for Flexible Framework providers detailed in paragraphs 4.9 and 4.10. She confirmed it is an ever changing position and the current figures are 14 providers on the framework with another one in the pipeline. Following lengthy consideration the Committee unanimously agreed to:- (i) note the proposed ASN forecasting tool; (ii) note the work on progress regarding Early Years' ASN allocating and a further report to update Committee on the position with this moving forwards; (iii) note the update on the Flexible Learning Resource; (iv) note the update on the Moray Adapted Curriculum; and (v) note concerns around Enhanced Provision Capacity at Millbank Primary School and Elgin High School. Councillor Divers left the meeting at this juncture. 8. Thematic Inspection - Local Authority Approaches to Supporting School Improvement The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) asking Committee to note the report received from Education Scotland regarding the national thematic inspection on local authority approaches to supporting school improvement. Following consideration the Committee unanimously agreed:- (i) to note the contents of the report at Appendix 1; and (ii) the actions arising for the service as a result of the thematic inspection. 9. Mobile Phone Usage in Schools The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing Committee of the Mobile Phone Usage in Schools guidance produced for Moray schools based on Scottish Government Guidance, and reporting the results of the consultation on the use of Page 9
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phones in schools and seeking Committee approval for the guidance to be introduced from August 2025. In response to a question from Councillor Dunbar asking how the guidance will be enforced, the Head of Education advised she was confident it was robust as a Moray wide approach agreed through a Working Group which parents had been consulted on and their feedback incorporated into the guidance. She further confirmed Head Teachers were responsible for compliance with the agreed guidance in alignment with elational policies in schools and were being given sufficient time to ensure implementation. As a follow-up question Councillor Dunbar asked for clarity relating to the primary school guidance which stated there would be no devices present in schools and how that will work for parents who provide their children with phones for safety reasons when travelling to and from schools. In response the Head of Education confirmed the working group had been clear that it was not appropriate for primary age children to have phones in school and it was the responsibility of the parent to ensure the child get to school safely whether that be through arrangements made with other parents or alternatives such as walking groups. Councillor Dunbar stated she was uncomfortable that primary children would not be permitted to take phones to school following the concerns she had heard from constituents and asked that Committee be provided with an update in 12-18 months to evidence whether implementation was successful, highlighting any benefits along with any issues requiring to be addressed. The Head of Education confirmed regular meetings take place with the Consultative Group and agreed a review could be undertaken in 12 months and reported back to Committee. In response to the safety concerns raised by Councillor Dunbar and to provide some assurance, Councillor Allan referred to Hythehill Primary's practice where the children place their phones in a secure box on arrival and then collect them at the end of the day ensuring children's safety on their way to and from school and suggested other primary schools may wish to adopt a similar practice. During the course of discussion Councillor Lawrence expressed concern that the policy may highlight a lack of digital provision in secondary schools in terms of schools having sufficient digital devices and suggested an early review would identify gaps in the system and demonstrate where the gaps are. In response the Head of Education agreed adherence to the guidance may highlight such issues which feedback would be picked up by the Quality Improvement Team as part of their school visit programme and included in the 12 month review. In light of the concerns raised and the request for a review of implementation of the guidance, Councillor Macrae moved to approve the recommendations and to add an additional recommendation that a review of the guidance be brought back to Committee in 12 months to demonstrate how it is working within schools. This was seconded by Councillor Robertson. Following consideration and there being no one otherwise minded, the Committee unanimously agreed to: (i) approve the Moray Guidance on mobile phone usage in schools in Appendix 1; Page 10
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(ii) note the results of the consultation survey and 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; and (iv) a review of the guidance being brought back to Committee in 12 months to demonstrate how it is working within schools. 10. Closure of Crossroads Primary School – Statutory Consultation The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) providing an update on the statutory consultation on the closure of Crossroads Primary School and seeking agreement on next steps. In introducing the report, the Programme Manager (Learning Estate) apologised for the incorrect catchment areas referenced in Paragraph 4.9 of the report and the Children's Rights and Wellbeing section of Appendix 2 which should read "Crossroads catchment" and confirmed the amendments would be made in the report going to Moray Council on 21 May 2025. Following consideration the Committee unanimously agreed to:- (i) note the formal consultation report attached as Appendix 1 regarding the closure of Crossroads Primary School; and (ii) recommend to Moray Council that Crossroads Primary School is closed and that the catchment area is reassigned to Keith and Rothiemay Primary Schools. 11. Future Buckie High School Project Update The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) asking Committee to note the affordability issues related to the current Future Buckie High School and consider options to progress the project. Councillor Warren asked for the name of the report to be changed to Buckie Community High School as it is the Community Centre as well as the High School and prior to Covid had been used by many community groups. In response the Depute Chief Executive (Education, Communities and Organisational Development) advised there were other schools in Moray with a community aspect and whilst it was her understanding the name "community" had been dropped from other high schools in Moray, resolved to provide a response confirming the position. Councillor Warren asked how the Council would ensure Buckie remains at the top of the priority list to enable the young people to receive teaching and learning in a building of the same quality as all other upgraded schools in Moray, the educational consequences of delaying the Buckie decision until the next round of Scottish Government funding and whether the school condition was likely to worsen significantly during that time. In response, the Depute Chief Executive (Education, Communities and Organisational Development) advised the learning estate funding Page 11
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challenges are recognised in the Learning Estate Strategy approved in 2020 used for future planning of the learning estate in Moray. She further advised the Council has only been in a position to progress projects to significantly refurbish or replace schools with external funding for many years and that position was likely to continue however noted the Council is not aware of new funding coming from the Scottish Government. In terms of priority, the Programme Manager (Learning Estate) advised that Buckie High School was a Condition B school until around 2017 based on the condition surveys, however based on a recent review he had instructed officers to undertake, it had deteriorated further but was not yet in the realms of an overall Condition D school. He confirmed officers are aware of the issues with the roof and windows but the main areas of deterioration related to mechanical and electrical issues. He advised the school is an investment priority however the issues relate to affordability and solutions that can be delivered in the short, medium and longer term. Councillor Warren asked Councillor Robertson as Chair if she would be willing to write to the Scottish Government to ask about forthcoming possibilities for funding for Buckie High School as an essential part of the Council's learning estate given the seriousness of the financial situation. Councillor Robertson agreed to write to Scottish Government but suggested sending a joint letter from the political groups would be most appropriate. Councillors Keith and Lawrence both agreed to support such a letter. Following consideration the Committee unanimously agreed to:- (i) note the current Learning Estate programme affordability status in relation to Buckie High School; (ii) 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) 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 assesses 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 High School project; (vi) note that an update report will be brought to Committee in November 2025; and (vii) write a letter to the Scottish Government seeking consideration of funding to be signed by Group Leaders. 12. Early Learning and Childcare – Sustainable Rate 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 updated guidance issued by Scottish Government on 20 February 2025 for setting Early Learning and Childcare sustainable rates in the 2025/26 financial year; the additional funding, provided by Scottish Government, to meet the £12.60 Real Living Wage commitment in 2025/26; the uplift that will be applied for eligible 2 year olds and funded 3-5's; the annual percentage uplift for Developmental Nurseries and that the uplift will be backdated to April 2025 as per the agreement with COSLA. Following consideration the Committee unanimously agree to note the contents of the report to apply the uplift as detailed in paras 4.5 and 4.6 an as per the publication of the Scottish Government guidance. 13. Singleton Inspections of Early Learning and Childcare Centres - Published reports September 2024 to March 2025 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing Committee of the content of singleton inspection reports of Early Learning and Childcare (ELC) centres by the Care Inspectorate which were published between September 2024 and February 2025. Following consideration the Committee unanimously agreed to note the contents of the report. 14. Education Scotland Inspection of Burghead Nursery The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the 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. 15. Education Scotland Inspection of St Gerardine Primary School The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing 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). Following consideration the Committee unanimously agreed to note the contents of the report and findings of Education Scotland HMIE following their inspection visit. 16. Education Scotland Inspection of Burghead Primary School The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing 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). Page 13
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Following consideration the Committee unanimously agreed to note the contents of the report and findings of Education Scotland HMIE following their inspection visit. 17. Education Scotland Inspection of Mosstowie Primary School The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing 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). Following consideration the Committee unanimously agreed to:- (i) note the contents of the 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 this Committee in order to provide an update on school progress with improvements. 18. Education Scotland Further Inspection (Continuing Engagement) of Lhanbryde Primary School The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing 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). Following consideration the Committee unanimously agreed to: (i) note the contents of the 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 the Moray Quality Improvement Framework activities and school visit programme. 19. Analysis of Secondary School Leaver Attainment 2023-2024 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the Scottish Qualifications Authority (SQA) 2024 leaver attainment across secondary schools in Moray and for the data to be scrutinised and noted as part of the Council's focus on improving outcomes and raising attainment. Page 14
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Following consideration the Committee unanimously agreed to:- (i) note the Senior Phase Leaver attainment across 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 the report; and (iii) further note identified actions for improvement arising from 2023/2024 attainment and performance as outlined in the initial analysis of secondary school attainment report previously presented to this Committee on 26 November 2024 (para 18 of minute refers). 20. Education and Education Resources and Communities Capital Budget Monitoring Report to 31 March 2025 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 and Education, Resources and Communities as at 31 March 2025. Councillor Divers entered the meeting during consideration of this item. Following consideration the Committee unanimously agreed to note the capital budget position as at 30 April 2025. 21. Education Revenue Budget Monitoring to 31 March 2025 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 as at 31 March 2025. Following consideration the Committee unanimously agreed to note the budget position at the end of the financial year. 22. Education Resources And Communities Revenue Budget Monitoring to 31 March 2025 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the budget position for the Education Resources and communities as at 31 March 2025. Following consideration the Committee unanimously agree to note 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. 23. Performance Report (Education) - Period to March 2025 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) asking Committee to scrutinise Page 15
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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. Following consideration the Committee unanimously agreed to note performance in areas of Service Planning, Service Performance and other related data to the end of March 2025 and actions being taken to improve performance where required. Mrs Tunnard left the meeting at this juncture. 24. Performance Report (Education Resources and Communities) - Period to March 2025 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) asking Committee 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. Following consideration the Committee unanimously agreed to note performance in areas of Service Planning, Service Performance and other related data to the end of March 2025 and actions being taken to improve performance where required. 25. Education, Communities and Organisational Development Service Plans 2025/28: Education and Education Resources and Communities The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) inviting the Committee to consider the Education and Education Resources and Communities Service Plans for 2025- 2028. Councillor Mustard asked if reports providing more detail could be prepared for Committee on the works being undertaken in relation to Youth Work referenced in Section 5 of Appendix 2 and the creation and implementation of the Moray Disability Sports Hub referenced in the "Addressing Inequalities" section of Appendix 2. In response the Depute Chief Executive (Education, Communities and Organisational Development) agreed reports would be prepared for the next meeting of Committee. Following consideration the Committee unanimously agreed to:- (i) approve the Service Plan for Education for the year ahead in Appendix 1; (ii) approve the Service Plan for Education Resources and Communities for the year ahead in Appendix 2; and (iii) note the workforce themes that have emerged from departmental workforce planning as highlighted in paragraph 6.6. 26. Quarter 3 (October to December 2024) Performance Report for Children and Families and Justice Social Work Page 16
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The meeting had before it a report by the Interim Chief Social Work Officer / Head of Service informing Committee of Children, Families and Justice Social Work performance during Quarter 3 (October to December 2024). Councillor Mustard, in relation to the Support for Unpaid Carers section of Appendix 1, noted there is not a consistent definition of unmet need nationally and asked for clarity on Moray's definition of unmet need and if it would be used in the work of Quarriers. In response Mr Campbell agreed to investigate and provide Committee with a response on both Moray's definition and whether this would be used by Quarriers. In terms of Standing Order 84 the Chair sought agreement from Committee to suspend Standing Order 75 to continue the meeting passed 12.45pm to complete the consideration of this item. This was unanimously agreed. Following consideration the Committee unanimously agreed to:- (i) 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. 27. Information Reports - if called in The Committee noted that no Information Reports had been called in. 28. Resumption of the Meeting The meeting resumed at 2.00pm. PRESENT Councillor James Allan, Mrs Sheila Brumby, Mrs Anne Currie, Councillor John Divers, Councillor Juli Harris, Councillor Sandy Keith, Councillor Elaine Kirby, Councillor Scott Lawrence, Councillor Marc Macrae, Councillor Paul McBain, Ms Jillian MacKellar, Councillor Shona Morrison, Councillor Bridget Mustard, Councillor Kathleen Robertson, Reverend Tembu Rongong, Councillor Derek Ross, Councillor Sonya Warren IN ATTENDANCE Depute Chief Executive (Education, Communities and Organisational Development); Interim Chief Social Work Officer and Head of Service; Head of Education; Carl Campbell, Service Manager; Programme Manager (Learning Estate); Legal Services Manager; Senior Solicitor (Litigation and Social Care) and Caroline O'Connor, Committee Services Officer. ALSO IN ATTENDANCE Councillor Tracy Colyer 29. Update on Out of Area Budget for Education Services and Children and Families and Justice Social Work [Para 7] Page 17
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The meeting had before it a report by the Interim Chief Social Work Officer and Head of Service providing an update on the Out of Area budget for Education Services and Children, Families and Justice Social Work. Following consideration the Committee unanimously agreed to:- (i) note the information on the Out of Area budget for Education Services and Children, Families and Justice Social Work; (ii) support the establishment of a cross Council / Moray Integration Joint Board Corporate Parenting Working Group, under the auspices of the Chief Social Work officer who will lead on its development; and (iii) support the establishment of a transitions budget for approval by Moray Council led by the Chief Social Work Officer in conjunction with the Council's Head of Financial Services. The Depute Chief Executive (Education, Communities and Organisational Development) left the meeting at this juncture. 30. Milnes 5-18 Campus Pilot Update [Para 1] The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) asking the Committee to consider the consultants' report regarding the 5-18 Campus Pilot at Milne's High and to agree the recommendation from the service. Following consideration the Committee unanimously agreed to:- (i) note the consultant report and summary as detailed in Appendix 1; and (ii) fill the vacant post of Head Teacher at Milne's Primary School and revert back to the substantive leadership and management arrangements at Milne's High School once the post is filled. The Depute Chief Executive (Education, Communities and Organisational Development) rejoined the meeting at this juncture. 31. Learning Estate Programme Update - Future Forres Academy [Para 6] The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing Committee of the current position of the Future Forres Academy new build project, to highlight major risks associated with the project and for members to determine how to proceed. Following consideration the Committee unanimously agreed to:- (i) approve moving into detailed design RIBA stage 4 which includes spatial coordination, technical design, planning application, building warrant application and conclusion of construction contract whilst the common good court application is ongoing; Page 18
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(ii) endeavour to reduce the construction costs in line with the proposals within the Stage 1 report; (iii) note that the forecasted financial year spend for 2025/26 is £3.84M; (iv) approve not proceeding with any further work at Lochyhill, ie land valuation or site investigations, given the complex nature of the title deeds, lack of access to the site to assess construction suitability and the future requirement to purchase the land; and (v) note a report on RIBA stage 4, for project sign off and move to the construction phase will be brought to Committee in March/April 2026. Page 19
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 16 September 2025 Report by: Executive Director (Education, Housing and Communities) Report No: EDU034/25/AH Author: Andy Hall Contact Email: learningestate@moray.gov.uk Subject: Education and Education, Resources and Communities Capital Budget Monitoring Report to 30 June 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 30 June 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 30 June 2025. It highlights and provides detail on any variances since the Quarter 4 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 June 2025. Andy Hall Service Manager, Education Estate 4. BACKGROUND Item 6.* Page 21
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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 21 January 2025, the Capital Plan for 2025/26 was approved (para 7 of minute refers). At the meeting of the Corporate Committee on 26 August 2025 (para 6 of the draft minute refers), carry forward of 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 30 June 2025 (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 for financial year 2025/26, including carry forwards from 2024/25 and amendments in the year, is: 2025/26 £000 Land and Buildings £17,801,000 Vehicles Plant and Equipment £60,000 Total 17,861,000 5.2 The actual expenditure up to 30 Jun 2025 was £619,000 although the value of works completed in this same period is £982,000. 5.3 Current variance (or risk of variance) in the Capital Plan relate to the following: Schools Essential Maintenance / BB Upgrade Programme 2025/26 5.4 The current planned expenditure on school B/B condition and suitability upgrade, building element replacement and compliance works for 2025/26 totals £8.826m. This includes an allowance of budget of £791,00 for preparatory works (detail design, planning and tendering) for building works planned to go ahead over the next three 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. It should be noted that given the overall available Learning Estate programme capital budget over the next 3 years there is risk to this specific upgrade programme due to competition for funding with other critical projects within the overall Learning Estate delivery programme. Several of these ‘design- only’ projects may remain tender ready for a longer period than was initially planned. 5.5 A carry forward from 2024/25 of £1,947,000 is included in the planned Learning Estate budget of £14,882,000. The remaining carry forward from 2024/25 of £5,597,000 has been reassigned to the Learning Estate budgets for 2026/27 and 2026/27 in order to offset some of the impact on the capital funding reduction and the overall affordability challenge of the Learning Estate Strategy Delivery Programme. Page 22
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5.6 The in year budget for each individual project is detailed in Appendix 1. 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. 5.7 Although Q1 project expenditure for the Cullen Primary School (PS) upgrade project is reported as only £22k, work valued at £64k was complete up to Q1 end and will be accounted for in the next quarterly monitoring report. During this period the project has reprofiled some works and the actual estimated annual expenditure is now forecast at £2.950m (of which £593,888 is a SALIX public sector grant award); the additional £150k is accounted for within the overall planned project budget and while an adjustment will be made for financial year 2026/27 the additional funding required for this financial year will be managed within the BB contingency budget . 5.8 Although Q1 project expenditure for Speyside High School and Milnes High School projects are reported as only £47k and £39k respectively, work valued at £86k was completed across these two projects up to Q1 end and will be accounted for in the next quarterly monitoring report. The projects were procured as a single ‘works package’ which has delivered economies of scale to the value of £34k and £65k at Speyside HS and Milnes HS respectively. These ‘savings’ will be reassigned to the BB contingency budget which will offset additional costs identified for other upgrade projects or facilitate the earlier progression of other priority upgrade projects. 5.9 The value of the Mosstodloch PS roof upgrade project was estimated, prior to tender, at £513k; however, the contract has been awarded at a significantly lower value of £355k. Funding will be reassigned to the BB contingency budget which will offset additional costs identified for other upgrade projects or facilitate the earlier progression of other priority upgrade projects. 5.10 The Alves Primary School project requires significant works across core buildings of different age and construction. One of these is a listed building and the design challenges associated with meeting the statutory requirements are still to be mitigated. Although the project is reporting to time and budget, further design requirements for the listed building may result in some delay, and potential additional cost, to complete the Phase 1 upgrade project. 5.11 The Mortlach Primary School Phase 1 upgrade works was initially valued at £968k; however, due to more significant design requirements related to windows and drainage the estimated value of works for Phase 1 is now £1,133. The increase in value will be managed within the BB contingency budget. 5.12 The Rothes Primary School Phase 1 works has increased from the original tender estimate of £230k to a contract sum of £281k due to unforeseen roofing issues that were identified during detailed survey works. 5.13 Due to further deterioration of the Tomintoul Primary School roof and increased risk of significant water ingress planned upgrade work has been accelerated. No specific budget was allocated in the original 2025/26 BB upgrade capital budget for this work so the £95k works package has been funded from the BB contingency budget allowance. Page 23
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5.14 A budget of £1,027m has been allocated to complete the Phase 1 BB design works for the next priority school projects at Dyke, Burghead, Bishopmill, Aberlour, West End and St primary schools which will focus on roofs, external walls, windows and doors, mechanical (heating) and electrical components that a rated as poor or bad. All the project design work will be to a ‘tender ready’ stage, although the any decision to progress beyond this stage will be made during Q3 when current uncertainties over the short to medium term learning estate capital budget availability will be better understood. Elgin High School Capacity Extension Project 5.15 The decision was taken by this Committee on 26 November 2024 to pause the Elgin HS Capacity Extension project for up to 12 months at the conclusion of concept design phase to allow an independent review of the future school capacity requirements (para 26 of minute refers). It was assumed that this review would be completed earlier but challenges in making an external appointment has delayed the completion of this task and there is no expectation of further significant spend on this project until Q4. Therefore, should the project resume with its current scale and scope up to £238k would be reprofiled into 2026/27. Future Buckie High School 5.16 A budget of £75k has been allocated to further investigate options to deliver a long term sustainable and affordable future Buckie High School. A detailed report on this is planned for this Committee in November 2025. Any report recommendations for further capital funding for this year may require approval from Council if it cannot be accommodated within the learning estate capital budget. Universal Free School Meals 5.17 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). The remaining Scottish Government grant funding, that should be utilised in readiness for future increased school meal capacity, has been allocated over a 2 year period with £445k committed this financial year and £227k for next. Early Learning and Childcare 5.18 Tenders were received for Seafield Early Learning and Childcare capital works that exceeded the remaining budget of £38k. The proposed works, to increase capacity from 40 to 56 on the term time model, were due to take place in summer 2025 during the holiday period. These works are essential to increase capacity as they relate to the Care Inspectorate National Standard requirements around toilet provision. The proposal is now that the £38k carry forward from Portgordon will be carried into financial year 2026-27 and works will be completed in summer 2026 with the Learning Estate BB upgrade contingency allowance covering the total costs, which are expected to be circa £65k. Libraries and Leisure 5.19 Land & Buildings (L&B) During Q1 there have been minor works undertaken at various library and leisure facilities to the value of £35k. Following the Leisure and Library capital plan report considered at the Council meeting on 25 June a number of larger projects have started to be initiated through procurement which will be progressed in Q2. (para 25 of the draft minute refers) Page 24
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5.20 Vehicle, Plant & Equipment (VPE) During Q1 £5k has been utilised to purchase some large equipment items across both leisure and libraries such as a steam generator, ab coaster, roller blinds at Lossiemouth and new reception desks. 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 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 Page 25
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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. 6.5 Risk The school estate (excluding new build) continues to deteriorate with now 31 out of the 52 schools reported as C (Poor) condition and a further 2 as D (Bad) condition. The longer phasing of BB upgrade works to meet the affordability caps brings a greater risk that learning estate assets will continue to deteriorate, and the increased likelihood of building failure, either partial or fully and school contingency plans will need to be robust to mitigate 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 work in progress. 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, work is underway 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. Page 26
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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 PS (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, however, this will increase project costs and extend timelines to deliver more energy efficient and low carbon buildings. 7. CONSULTATION 7.1 This report has been prepared in consultation with Chief Financial Officer; Service Manager, Strategic Finance; Service Manager, Property, Estates and Assets; Acting Design and Construction Manager; Service Manager Education Estate; Service Manager, Early Year’s; Service Manager, Leisure and Culture;, Service Manager Legal Services; 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 27
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FY26/27 Q1 Q2 Q3 Q4 BB Upgrade Projects 1 Asset Management Manager 100 100 100 0 2 Cullen PS - Upgrade 2,800 22 1,642 1,136 150 2,950 150 3 Speyside HS Windows and Doors 982 47 844 57 0 948 -34 4 Milnes HS Windows and Doors 880 39 704 72 0 815 -65 5 Alves Primary School - Subsidence + B Upgrade Phase 1 (Fabric) 1,177 25 18 638 496 1,177 0 6 Mortlach Primary School - B Upgrade Phase 1 968 19 105 616 393 1,133 165 7 Mosstodloch PS - Roof 513 8 288 59 0 355 -158 8 Rothes PS - B Upgrade Phase 1 230 1 273 7 281 51 9 East End PS Upgrade - Phase 3 External wall insulation and render 448 3 28 284 127 442 -6 10 Bishopmill Primary School - Sports Hall 100 61 61 -39 11 BB design allowance (FY25/26 works) 1,027 465 562 1,027 0 12 East End Drainage 3 3 3 0 13 Aberlour Drainage 46 46 46 0 14 Andersons Drainage 12 12 12 0 15 Seafield Drainage 3 2 1 3 0 16 Millbank Drainage 3 3 3 0 17 Applegrove Drainage 4 4 4 0 18 Forres Academy - RAAC Contingency 52 15 10 15 12 52 0 19 Tomintoul PS - Roof upgrade 0 95 95 95 20 BB Contingency 159 0 -159 BALANCE 9,507 304 4,007 3,356 1,840 9,507 0 Compliance Requirements 21 Legionella works - Schools 16 4 4 4 4 16 0 22 Schools -Fire, Safety and Security - Minor Works 200 14 27 98 56 195 -5 23 Schools Accessibility 40 12 13 10 10 45 5 BALANCE 256 30 44 112 70 256 0 Major Refurbishment and Rebuild 24 Elgin High School Modular Units 8 2 4 2 8 0 25 Elgin High School Extension 611 15 25 38 295 373 -238 26 Forres Academy 3,844 92 2,206 863 683 3,844 0 27 Future Buckie High School 75 50 25 75 0 28 Elgin South Primary Capacity Management 50 50 50 0 BALANCE 4,588 107 2,283 930 1,030 4,350 -238 0 Scottish Gov Funded Projects 29 CO2 Monitors / Ventilation - Greenwards PS 86 4 82 0 0 86 0 30 Universal Free School Meals 445 139 2 148 156 445 0 BALANCE 531 143 84 148 156 531 0 Learning Estate BALANCE 14,882 584 6,418 4,546 3,096 14,644 -238 ELC Settings 31 Seafield Nursery 38 0 0 0 0 0 -38 ELC BALANCE 38 0 0 0 0 -38 Library and Leisure 64 Resurface & rejuvenate 3G pitches in Moray 250 0 50 200 0 250 0 66 Refurbishment & upgrade of pools 329 27 45 227 30 329 0 67 Libraries refurbishment 250 0 45 100 105 250 0 68 Moray Leisure Centre 2,052 8 400 644 1000 2,052 0 69 Libraries and Leisure BALANCE 2881 35 540 1171 1135 2881 0 ERC L&B TOTALS 17,801 619 5,717 4,231 17,525 -276 83 VEHICLES PLANT AND EQUIPMENT 84 Libraries and Leisure Equipment 60 5 15 20 20 60 0 86 ERC VPE TOTAL 5 15 20 20 60 0 APPENDIX 1 Education Resources and Communities Q1 Capital Monitoring Report Q1 Variance £000 FY 25/26 £000Planned Budget 25/26 £000 Learning Estate Expected Project Expenditure 25/26 £000 Page 28
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 16 September 2025 Report by: Executive Director (Education, Housing and Communities) Report No: EDU035/25/AH Authors: Andrew Hall Contact Email: learningestate@moray.gov.uk Subject: Relocation of Forres Academy – Statutory Consultation 1. PURPOSE ☒ For Decision ☐ For Information 1.1 To seek approval to undertake statutory consultation on the relocation of Forres Academy to site adjacent to Applegrove Primary School. 1.2 This report is submitted to the Committee 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 This report seeks Committee approval to undertake a statutory consultation, in accordance with the Schools (Consultation) (Scotland) Act 2010, on the relocation of Forres Academy to a site adjacent to Applegrove Primary School. 2.2 Although the new school will only be relocated a few hundred metres from the existing school and therefore the impact on Academy pupils and staff is considered minor, there is significant local interest in the project and the proposed siting of the new school and therefore a strict legal interpretation of the Act has been applied, requiring a consultation on the change. 2.3 The statutory consultation process will engage with all local stakeholders, including Parent Councils, parents, pupils, staff, and the local community and community groups. The consultation will run from 18 September 2025 to 13 November 2025, with public Item 7.* Page 29
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meetings planned to gather feedback and address any concerns. A Consultation Report will be presented to this Committee and Council in February 2026. 3. RECOMMENDATIONS 3.1 It is recommended that the Committee: i) authorises a statutory consultation with local stakeholders (Parent Councils, Parents, Pupils, Staff and the Local Community) on the proposal to relocate Forres Academy attached as Appendix 1; and; ii) agrees a further report on the outcome of the consultation will be presented to this Committee in February 2026. Andrew Hall Service Manager, Education Estate 4. BACKGROUND 4.1 Secondary education for the Forres area is currently provided at Forres Academy. The original building was built in 1969 and has been expanded and updated several times to accommodate the requirements of modern education. Due to the condition of the existing school, a new school is planned and will be delivered with funding support from Scottish Government through the Learning Estate Investment Programme. Moray Council approved the Applegrove/ Roysvale site as the preferred development site for the new school on 22 May 2024 (para 11 of minute refers). 4.2 The Schools (Consultation) (Scotland) Act 2010 requires that local authorities undertake a formal consultation process whenever changes are proposed to the school estate, including the proposed closure of a school. Although the new school will only be relocated a few hundred metres from the existing school and therefore the impact on Forres Academy pupils and staff is considered minor, there is significant local interest in the project and the proposed siting of the new school and therefore a strict legal interpretation of the Act has been applied, requiring a consultation on the change. 4.3 The statutory consultation must run for at least 30 days during term time. The consultation exercise will ensure that any concerns or questions regarding the proposal can be addressed. The consultation is to specifically address the relocation of the school from one site to another. Several consultations have been or are being undertaken and it is acknowledged that there are a variety of concerns within the community but some of those will be relevant to consultation on other aspects of the project e.g common good/planning. 5. PROPOSAL 5.1 The recommendation of this report is to launch a formal statutory consultation on the relocation of the current Forres Academy to a new site, adjacent to Applegrove Primary Page 30
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School, in 2028 as detailed at Appendix 1. The consultation is proposed to take place between 18 September 2025 and 13 November 2025. 5.2 To allow for analysis of the consultation outputs and for Education Scotland to undertake analysis and reporting of the consultation responses, it is expected that a further report on the outcome of the consultation process would be presented to this Committee for consideration in February 2026 with recommendations to be agreed at the subsequent Council meeting. 5.3 To ensure a holistic approach is adopted, officers will continue to engage widely to explore ways to improve educational, social and related opportunities for all children, young people and the wider community within Forres Academy catchment area. Consultation with pupils, parents/carers and school staff will be an essential part of this process. The Consultation will consider and report on all inputs to it; however, the main focus of the consultation must be the educational benefits of the change proposal to current and future pupils within the Forres Academy Associated School Group. 5.4 The proposal document regarding the relocation of Forres Academy will be the subject of consultation between 18 September 2025 and 13 November 2025. This adequately covers the required period of 30 days term time for consultation, taking account of the October school holidays. 5.5 An online Consultation process will operate for the full consultation period. Two public meetings will be held. It is planned that the first will be with current and future parents/carers on 29 October 2025, and the second for the wider community on 4 November 2025. The exact timings and locations for these meetings with be agreed with relevant stakeholders following the Committee decision to proceed with the consultation process. An optional online meeting will be held on 6 November 2025 at 7pm if requested by any stakeholders. 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 31
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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 Schools (Consultation) (Scotland) Act 2010 has been referred to and will be adhered to throughout the statutory consultation process and this adherence will continue with respect to any decisions on the relocation of Forres Academy. A strict interpretation of the requirements of this Act have been used with Forres Academy since the new school will relocate a few hundred metres from its current town centre site and some aspects of the design related to outdoor learning and parking will be developed on the site of the existing school. The Schools (Scotland)(Consultation) Act 2010 requires that prior to any final decision on changes to school that the Consultation Report needs to have been in the public domain for a minimum of 3 weeks before any decision . A copy of the full Consultation Report will be made available to Education Scotland. The Consultation will go ahead in parallel with the Common Good legal process and Planning Application process related to the same project. Given each process is unique in specific areas of interest, in the case of this consultation the focus is ‘educational benefit’, the assessment is there is no conflict of interest in running these processes in parallel. 6.4 Financial The total approved budget for the Forres Academy project is £87.5 M. Of this, costs of £1.7M have been incurred to 30 August 2025 that has included the site validation and concept design (RIBA Stage 2) stage. The project team and preferred main contractor Balfour Beatty are working to minimise the over budget position. This work is ongoing with a target date for reaching contract close at June 2026 at which stage officers will conclude and agree the final contract amount. A Full Page 32
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Business Case will be completed to support the final investment decision and construction contract award. 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 Ministerial Call In Risk There is a risk that the Council decision based on the future recommendations of this Consultation may be ‘called in’ by Scottish Government minister. This would result in a delay in the project timeline that would incur inflationary costs. To mitigate this risk the detailed requirements of the Schools (Consultation) (Scotland) Act 2010 process will be adhered to throughout. 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 arising directly from this report. 6.8 Property There are no property impacts arising directly from this report. Property ownership status has been outlined earlier in the 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 An Integrated Impact Assessment (IIA) has been developed to identify, consider and assess any potential equalities, rights and socio-economic impacts or disadvantage on the affected staff, service users and community. The IIA will evolve during the lifetime of this project with feedback from the proposed statutory consultation used to further inform the IIA. The current IIA version is at Appendix 2 The new build Forres Academy on the Applegrove/Roysvale site represents a significant opportunity to promote equity and inclusion. While the IIA has identified potential Page 33
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impacts, mitigations are also identified to minimise these impacts and ensure all pupils, staff, parents / carers, community and stakeholders can benefit equally from the new facility. 6.11 Climate Change and Biodiversity Impacts Scottish Government (SG) funding will be available through the Outcomes Based Funding (OBF) model. SG funding will be released as the achievement of agreed outcomes on reductions in operational carbon and biodiversity . The relocation to the new Forres Academy will lead to significant carbon savings and biodiversity improvements. 7. CONSULTATION 7.1 This report has been prepared in consultation with Head of Education; Chief Financial Officer; Head of Housing, Property and Communities; Head of Growth, Planning & Climate; Service Manager Property, Estates and Assets; Legal Services Manager; Service Manager, Business Support; Public Transport Manager; Principal Climate Change Strategy Officer; Equalities Officer and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS Page 34
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APPENDIX 1 PROPOSAL DOCUMENT RELOCATION OF FORRES ACADEMY Consultation: 18 September 2025 to 13 November 2025 Page 35
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MORAY COUNCIL IS PROPOSING, SUBJECT TO THE OUTCOME OF THE STATUTORY CONSULTATION PROCESS: • To discontinue education provision at the existing Forres Academy school buildings on Burdsyard Rd, Forres IV36 1FG with effect from October 2028. • To transfer education provision to the new Future Forres Academy buildings near to the existing school at a site on Orchard Road, Forres IV36 1PJ from October 2028 This document has been issued by Moray Council in accordance with the Schools (Consultation) (Scotland) Act 2010 as amended. The Act requires that changes to school estate are subject to rigorous consultation. The schools directly affected by this proposal are: • Forres Academy • Applegrove Primary School DISTRIBUTION A copy of this document is published on the Moray Council website:https://engage.moray.gov.uk/new-forres-academy-relocation-consultation (n.b. link will not be effective until Committee approval for consultation) or can be requested by e-mail to learningestates@moray.gov.uk A copy of the Proposal Paper is made available at these locations: • Moray Council Offices, High Street, Elgin, IV30 1BX • Forres Academy • Applegrove Primary School • Andersons Primary School • Pilmuir Primary School • Kinloss Primary School • Dyke Primary School • Dallas Primary School • Alves Primary School • Forres Library • Elgin Central Library Notice of the Proposals will be sent to: • Parent Councils of Forres Academy and the Associated School Group (ASG) primary schools • Parents/carers of pupils who attend Forres Academy and the Associated School Group primary schools Page 36
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• The staff (teaching and non-teaching) of Forres Academy and Applegrove Primary School • Any Trade Union which is representative of staff • Community Councils • Community Planning Partnership • The constituency Member of Parliament • The constituency Members of the Scottish Parliament • The list Members of the Scottish Parliament • Education Scotland Page 37
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1. Legislative Background 1.1. The proposal is advanced with the context of all applicable legislation. Amongst other duties, education authorities are required to secure adequate and efficient provision of school education (S.1 of the Education Act 1980); and to endeavour to secure improvement in the quality of school education in schools that are managed by them (S.3 of the Standards in Scotland’s Schools Act 2000). 1.2. Forres Academy is classified as a Non-Rural school within the terms of the Schools (Consultation) (Scotland) Act 2010. In terms of S7 of that Act any changes to educational provision requires a public meeting to be held as part of the change consultation process. 2. Introduction 2.1. Moray Council strives to allocate its resources in a way that ensures the quality of all its services. It attaches particular importance to providing the best possible educational experience for all pupils in its schools. 2.2. The Council’s vision for developing its learning estates can be summarised as delivery of a: “Learning Estate that is flexible and inspirational, that supports excellence and equity for all in Moray, building a better future for our children and young people, providing life-long learning opportunities and providing the foundations for a growing and diverse sustainable economy.” 2.3. In order to fulfil the vision, it is necessary to consider the changing nature of teaching, drivers for digitally enabled education, low carbon schools, additional support needs and early learning & childcare when considering the future of the learning estate. The Learning Estate Strategy requires the provision of the best learning environments for our learners and ensure that there is sufficient capacity as Moray grows as an economy. 2.4. The meeting of Moray Council on 7 September 2023 approved Future Forres Academy as the priority project for Scottish Government Learning Estate Investment Programme (LEIP) Phase 3 funding. At its meeting on 22 May 2024 the site at Applegrove/ Roysvale was approved as the preferred location for a new school. 2.5. This proposal document is focussed upon the Forres Academy, located within Forres, Moray, and part of the Forres Associated School Group and classified as Non-Rural by the Scottish Government. Page 38
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2.6. This consultation focuses solely upon the relocation of Forres Academy. Other elements (e.g. planning, common good) related to the new school project have been or will be subject to separate engagements and consultations. 2.7. The consultation process for this proposal is set out in detail in Section 12 of this document. 3. Reason for Proposal 3.1. Secondary education for the Forres area is currently provided at Forres Academy. The original building was built in 1969 and has been expanded and updated several times to accommodate the requirements of modern education. 3.2. The capacity of the Academy is 1121 with a current roll of 821. The existing Forres Academy building was assessed in 2021 as overall condition D – life-expired and/or at serious risk of imminent failure. In August 2023, Reinforced Autoclaved Aerated Concrete (RAAC) was discovered in many areas of the 1969 building. Although mitigation works has recovered many areas for learning, several areas remain unused and any planned future use would require significant investment to complete mitigation works to safely return for school use. 3.3. Several options for replacing Forres Academy have been explored together with several possible locations for new build options. A feasibility study was undertaken and in addition to new build proposals, consideration was also given to the refurbishment of the current building on the existing site. The study concluded that a refurbishment option would not offer value for money and be unlikely to meet the aspirations of the local community, therefore a new build solution was proposed. Public engagement was undertaken over a four-week period in the form of an online and paper survey, with a community drop-in session also held. Officers within Education, Children’s and Leisure Services, as well the wider Moray Council, have carefully considered the feasibility study and all the responses to the public engagement study and have supported recommendations on the preferred site. 3.4. The Schools (Consultation) (Scotland) Act 2010 requires that when a school is to be relocated then a consultation must be undertaken with the relevant stakeholders. This is because in practice the old school must close in order for a new school to open. 4. Details of the Proposal 4.1. The Council proposes that education provision at the current Forres Academy at Burdsyard Road in Forres be discontinued with effect from October 2028 and that from that date pupils will continue their education at the new Forres Academy which will be located at a nearby site within the Applegrove Primary School boundary on Orchard Road in Forres. Page 39
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4.2. The new Forres Academy will be built with sufficient capacity for secondary pupils, based upon future school roll forecasts and the factors that impact those such as birth rate trends and estimated housing output rates; with shared facilities and with sufficient core areas that additional accommodation could be provided for future roll increase should this be required. 4.3. The catchment area for Forres Academy will not change with the new location. All pupils currently zoned to the school would continue to be zoned to the school and would attend the new Forres Academy. 4.4. Currently, pupils living out with 2 miles of their zoned secondary school would have an entitlement to school transport. 4.5. The current capacity and predicted rolls for Forres Academy, based on the September 2024 census data, are shown in Table 1 below. These figures are the published 2024 School Roll Forecast figures which can be found on the Moray Council website at the following address: http://www.moray.gov.uk/downloads/file159781.pdf Table 1 – Forres Academy December 2024 School Roll Forecast School Capacity 2024 2025 2026 2027 2028 2029 2030 2031 2032 Forres Academy 1121 873 845 836 874 878 870 881 881 888 4.6. The school roll forecast information shown in Table 1 takes account all housing allocated in the Local Development Plan. 4.7. The locations of the existing Forres Academy and the proposed Forres Academy, with an indicative site plan, are shown below: Page 40
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Current Site Page 41
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Proposed Site and indicative site plan Page 42
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5. Educational Benefits Statement 5.1. In September 2019 the Scottish Government updated its vision for the future school estate in Scotland with Scotland’s Learning Estate Strategy ‘Connecting People, Places and Learning’ which was developed by Scottish Government and COSLA. This contains ten guiding principles which local authorities are required to take account of in planning changes to their school estate, namely: • Learning environments should support and facilitate excellence joined up learning and teaching to meet the needs of all learners; • Learning environments should support the welfare 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 access and accessible walking routes for walking, cycling and wheeling and be digitally enabled; • Outdoor learning and the use of outdoor learning environment 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 learning estate should contribute towards improving learning outcomes and support sustainable and inclusive economic growth. 5.2. The Moray Council’s Learning Estate Strategy was approved by Council in December 2020 as a strategic approach, and updated in 2022, sets out the Council’s vision of providing a sustainable education service aiming for excellence. It sets out how the Council will meet the needs of 21st century learning and teaching and aligns with the local priorities set out within the Local Outcome Improvement Plan (LOIP) and the Moray Council Corporate Plan. 5.3. Within Moray the strategic aspirations and key drivers are: Page 43
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Excellence - All learners to be educated in high quality buildings (minimum level B for condition and suitability). - All learners to have access to high quality outdoor learning environments. Inclusion - The learning estate must be accessible to all. - The learning estate must support achievement for all, including non- traditional learner pathways. - The learning estate should support the health and wellbeing of all users. Place - Our learning estate should be for the local community, with flexible and extended use outside of normal nursery/school operating hours. - Shared use of the buildings to be explored with partners to enhance and enable effective delivery of services within our communities. Sustainability - We will aim for school occupancy levels of at least 80% of functional capacity. - The learning estate must meet national and local net zero carbon targets. - The learning estate must be able to support high quality digitally enabled learning and community access to digital. - We must achieve and evidence best value from our investments. 5.4. A new modern Forres Academy will enhance learning for all pupils by providing an inspiring and innovative learning environment that supports the delivery of the Curriculum for Excellence throughout the Broad General Education and into Senior Phase, broadening potential for additional work-based qualifications through flexible learning spaces provided. The modern design proposed will allow flexibility to use the learning environment creatively and linking different subject areas as we look to the future and as highlighted through ongoing work being undertaken by Education Scotland on the Curriculum Improvement Cycle, learning within discrete curriculum areas and wider project-based learning (inter- disciplinary learning) will be enhanced. 5.5. The new design will facilitate high levels of collaborative and collegiate working among educational professionals, further strengthening levels of achievement through curriculum offered and providing a wide range of opportunities for children to achieve their full potential as successful learners, confident individuals, responsible citizens and effective contributors. The greater potential for natural and collaborative, collegiate working will enhance opportunities for staff to share practice and engagement in professional dialogue, evaluation and moderation. Page 44
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5.6. The new building will be designed to promote accessible and inclusive learning, meeting the needs of all learning including those with enhanced Additional Support Needs who will be accommodated in well considered accessible facilities that will support them from their arrival on site, throughout the day, through formal learning and informal social times. Internal spaces will be further complemented by accessible outdoor spaces, enriching the learning environment and skills development for young people further. 5.7. The new building will also provide an improved wireless-enabled learning environment to maximise the effective use of digital devices and promote digital literacy and independent learning. Further potential to extend the qualification offer through e-learning courses for pupils due to flexible spaces provided and digitally enabled spaces is provided. The design takes account of the latest technology available, while ensuring the infrastructure supports the aspiration to move to one-to-one devices for all young people in secondary schools. This strategy will work alongside other devices that are an integral part of the delivery of the curriculum in some subject areas, supporting to prepare young people for future life and work and progression to positive post-school destinations 5.8. An assembly hall which can accommodate 400 pupils is part of the design brief, which will include retractable, tiered seating that can be moved away to allow the space to be used for a variety of purposes. The assembly hall also serves as an excellent venue for examinations, school productions, music and drama performances, information evenings for parents and community events. In addition to this large gathering space, there will be other spaces throughout the new school that will provide additional gathering space for presentations as well as providing social space for young people at break and lunch. Additional, large collaboration spaces can be created by opening the flexible partitions between some classroom areas. These double classroom spaces will also allow additional examination spaces for larger numbers. 5.9. Providing a new building with shared and flexible learning spaces will encourage staff to work collaboratively and provide more opportunities for pupils to work co- operatively, supporting depth, pace and challenge in learning within a modern learning environment. Further opportunities using flexible learning spaces may also widen opportunities for inter-generational working with Early Years’ settings, Primary Schools and the wider community. 5.10. Spaces for learning will be designed to allow a range of learning and teaching approaches including active, interdisciplinary and outdoor learning. New and flexible learning environments will inspire pupils and have a positive impact on health and wellbeing. They will further strengthen pride in Forres Academy and promote the school’s main three values of Inclusive, Kind and Determined. Page 45
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5.11. The new Forres Academy building will be fully responsive to future learning requirements and the design process will ensure that all spaces support learning and teaching relevant to the society pupils will enter as adults. It will be designed to be an inspiring learning environment, fully able to support new and innovative digital learning and engage pupils with the curriculum. Provision of wider break- out spaces and pupil support areas will support all young people in relation to wellbeing and equity, ensuring that we get it right for every child by supporting them in inclusive work spaces where they are supported to reach their full potential. 5.12. The direct adjacency of Applegrove Primary School in addition to Anderson’s Primary School and Pilmuir Primary School nearby to the new Forres Academy is a strategic decision that aligns with national policy drivers such as Getting It Right For Every Child (GIRFEC), Curriculum for Excellence (CfE) and Scotland’s Learning Estate Strategy which promote collaboration, inclusion and equity across education. This adjacency will provide enhanced learning and teaching opportunities for primary school staff and pupils with: • Ease of access to specialist facilities such as practical science classrooms, digital suites, technical workshops, performance and art studios and modern sports facilities; • Opportunities for interdisciplinary learning and shared thematic projects (project based learning) with secondary departments will enhance depth, progression, and challenge for senior primary pupils, especially in P6 and P7; and, • Primary school staff benefiting from professional learning partnerships with secondary colleagues, encouraging innovation and consistency in pedagogy and assessment practices across the BGE (Broad General Education) phase. 5.13. It will further support improved transitions and continuity of learning where: • Physical proximity to a larger local Primary School and nearness to two other local Primary Schools (Anderson’s and Pilmuir) fosters a seamless transition from primary to secondary for the majority of pupils in the Forres ASG, reducing anxiety and promoting familiarity with staff, spaces, routines, and expectations; • Joint curriculum planning across P7-S1 may be supported for continuity and progression in key curricular areas such as literacy, numeracy, STEM, and expressive arts; and, Page 46
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• Earlier planned engagement with guidance staff and pastoral support systems would enhance pastoral continuity, ensuring that children are known well and supported effectively before and after transition. 5.14. It will also provide broader opportunities for inclusion and personal development: • Access to wider extra-curricular activities and accommodation, which may include sports teams, music ensembles, clubs, and leadership programmes, will support the personal and social development of primary pupils; • Children with Additional Support Needs (ASN) would benefit from early access to enhanced support services and inclusion strategies developed at secondary level, ensuring consistency and strengthened transition planning; and, • Senior secondary pupils can be available to serve as mentors, role models, or reading buddies, fostering a culture of leadership, inclusion, and cross-age collaboration as well as potential to achieve additional qualifications or awards. 5.15. The ‘shared’ campus model that the adjacency allows to develop will support efficient use of shared resources and promote a community identity by: • Promoting a coherent educational campus identity, supporting equity of access and community cohesion across all age groups; • Enhancing the efficient and sustainable use of public resources, including staff expertise, facilities, catering, and transport logistics; and, • Acting as a community hub, bringing together children, families, and wider partners in learning, wellbeing, and support. 5.16. The new design places real emphasis on outdoor learning which can be accessible by secondary school staff and pupils, primary school staff and pupils and the wider community. In addition to the space around the immediate new school build, such as the ecology garden, amphitheatre, enhanced outside PE and technical work shop, enhance ASN provision garden and kitchen garden, there will be ground improvements to the adjacent Roysvale Park grass football-sized pitch and athletics running track. The existing school area will be redeveloped to create a 3G sports pitch and additional space that will be landscaped to improve biodiversity and create an area supportive of health and wellbeing while the new school will maintain walking distance access to the retained swimming, fitness suite and hydrotherapy pool facilities Page 47
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5.17. All the above factors will support pupil and staff wellbeing, staff recruitment and retention, pupil achievements and parental/community engagement as well as increased employability partnership approaches through flexible learning spaces provided. 6. Local Community Benefit 6.1. The new building shall be a comprehensive, purpose-built facility for the whole community, located to be as accessible and welcoming as possible. It will look to create links with existing community facilities within the area and, as well as creating new links, it will retain facilities from the existing school such as the swimming pool, hydrotherapy pool, parking area and playing fields. 6.2. It is anticipated that the groups and individuals making use of the existing facilities will transfer to the new Academy facilities on completion. There will also be a new 3G pitch which will be of benefit to both the local community, Forres Academy and Applegrove Primary school. 6.3. By maintaining a central location, the new building should link with existing public transport and road infrastructure and minimise pedestrian travel distance and time from the existing town. It will promote active and sustainable travel as well as developing ‘safer routes’ to school. 6.4. The new Academy design is optimised with community and sport facilities which will significantly enhance opportunities for PE and related activities and will improve pupils’ health and wellbeing. It will provide excellent facilities for children, families and other community users out with core school hours. 7. Alternatives to the proposal 7.1. A range of alternative possibilities have been considered as noted below: ▪ Continuing the status quo – the current building is assessed as overall condition D – life-expired and/or in serious risk of imminent failure. The current school was designed for an earlier approach to education and no longer reflects the needs of user community for the integration of education, skills and jobs that will support long-term resilience and sustainability. Reinforced Autoclaved Aerated Concrete (RAAC) is also present in the current building and a significant investment in mitigating this has recovered some of the existing classroom accommodation in the short to medium term, but not all. The continued drain on resource to simply maintain current building condition standards is unsustainable and is not seen as value for money or providing one of the council’s key drivers that ‘All learners to be educated in high quality buildings (minimum level B for condition and suitability). Page 48
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▪ Refurbish and Extend – the feasibility of refurbishment together with extension option was considered, however it was rejected as there was potential of a compromised design solution in comparison to a new build (span between structural floor slabs significantly less than in a modern facility); financial implications of a staggered construction project (provision of decant accommodation), implications for pupils attending the school while phased construction is undertaken, the extent of RAAC and concerns over fire engineering would mean that the cost would likely exceed that of a new build with the risk that the final building could be compromised in some aspects. ▪ New Build on existing site The current site falls within a significant flood area adjacent to the Mosset Burn. Planning requirements now take account of future climate change and increased flooding risks and this makes the current site not viable for a full rebuild on the site for number of significant reasons. Constructing a new building while retaining the old one would necessitate partial demolition impacting potential flooding. The new building floor would need to be significantly elevated creating and ‘island development’ that would not integrate with the surrounding landscape and existing infrastructure. In addition, to redevelop on the current site would require most if not all the school to decant to temporary modular accommodation for up to 3 years which in addition to adding significant project costs would have an impact on education delivery. ▪ New Build on alternative site - A thorough review was carried out regarding building on alternative sites; however, several significant challenges were identified, including complex land ownership, lack of access for site investigations, and higher overall costs. These issues make the alternative options impractical at this stage and risk delaying the delivery of the much-needed new school. 8. School Transport 8.1. The location of the proposed replacement Forres Academy is on a site within 400m of the existing school therefore there would be no impact upon entitlement to school transport. The travelling times for pupils attending on foot would remain similar as would that of pupils transported to the school either by bus or car. Page 49
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9. Sustainability 9.1. Sustainability is a key factor in the design of the new school and is being incorporated into every feasible aspect. This ranges from the construction materials used, to the heating system and the lighting provided and the landscaping of the external site to encourage biodiversity. The new build is part of the Scottish Futures Trust Learning Estate Investment Programme (LEIP) which in order to receive funding achievement of the agreed outcomes requires to be evidenced. These outcomes include zero emissions heating, energy efficiency and construction embodied carbon and detail of these can be found at https://www.scottishfuturestrust.org.uk/publications/documents/leip-outcomes- based-funding-briefing-document 9.2. The new school design, construction and operation will be environmentally and energy efficient contributing directly to delivering yearly reductions in greenhouse gas emissions introduced by the Climate Change (Scotland) Act 2009. 10. Equal Opportunities 10.1. An Integrated Impact Assessment (IIA) is a statutory requirement on the Council to assess the policies, procedures 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. In addition, an IIA can provide more information to develop and deliver services that meet the needs, in this case, of children and parents. An assessment has been carried out. 10.2. The aim of an IIA is to examine policies and practice in a structured way to make sure that adverse effects on groups with protected characteristics are avoided. It is also a tool to enable the Council to assess what positive steps it can take to promote equality of opportunity and measure the results of the actions that have been taken. The existing IIA will be reviewed and updated as an outcome of this Consultation and submitted as an Appendix to the Consultation Report. 10.3. With regards to the new Forres Academy and Applegrove Primary School it is believed that this will have a no negative impacts on any groups with protected characteristics. 10.4. As part of the consultation process the Council will consult with a wide range of stakeholders, including staff, parents/ carers and young people, and will address any comments about equality during this activity. Page 50
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10.5. The new school design must and will be legally compliant with the following legislation and thereby avoid any discrimination with access to facilities and services: • Equality Act 2010 • Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002 • Building Standards (Scotland) Regulations - Section 4: Accessibility 10.6. To meet the equality requirements the design will consider building access and circulation, access to facilities and the inclusivity of learning environments and outdoor spaces 10.7. 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. Existing arrangements in place for pupils with additional support needs within the Academy will continue. The new Forres Academy will be fully accessible and designed to be inclusive and so would not have a negative impact on any child who has a disability. 11. Implications for Staff 11.1. Teaching and teaching support staff development is a key component to delivering high quality learning and teaching. The new school will provide even more opportunities for staff to work together and collaborate, with space to develop their own personal learning and to make further improvements to the curricular offer. The adjacency of the new secondary school and existing primary school will support a shared campus approach that will support this more collaborative approach between teachers, subjects and departments, with the curriculum structured to allow cross collaboration between subjects and skillsets. This will support staff to build on the significant achievements already recognised by the SCQF regarding the innovative curricular developments. 11.2. The opportunities offered at the new school regarding the increased opportunities to be more innovative with curriculum and learning journey should prove attractive to staff and assist with staff recruitment and retention. The working environment will be inspirational and enhanced with staff having access to onsite facilities including fitness facilities. 12. Consultation Arrangements 12.1. At its meeting on 16th September 2025, the Education, Children’s and Leisure Service Committee was asked to agree that a proposal document should be issued as a basis for consultation. No decision will be taken by the Committee or wider Council on the proposal contained in the paper until after the end of the Page 51
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consultation period. The Committee and Council will then receive a report on the Consultation and will reach a view on the recommendations. 12.2. As this consultation is occurring as part of a wider capital building project, activity will continue in terms of the planning process to ensure that if this proposal is accepted the building programme will be able to finish within the timescales set for securing the funding from the Scottish Government. 12.3. A copy of this proposal document will be issued to all of the consultees listed on the first page of this document and it will also be published on the Council’s website: 12.4. Reading copies of this proposal will be made available at Moray Council, Elgin Central Library, Forres Library, Forres Academy, Alves Primary School, Anderson’s Primary School, Applegrove Primary School, Dallas Primary School, Dyke Primary School, Kinloss Primary School, Logie Primary School and Pilmuir Primary School. 12.5. The period of consultation will run from 18 September 2025 until 13 November 2025 which adequately covers the statutory 6-week period inclusive of at least 30 school days. 12.6. Two in person public meetings are planned to be held, the first for pupils, parents and carers of pupils on Wednesday 29 October 2025 and the second on Tuesday 4 November 2025 for the wider public. In addition a virtual meeting will also be held for anyone that has not been able to attend the two in person sessions, to be held on Thursday 6 November 2025. 12.7. The meetings will be convened by the Council and the Council will present the reasons for bringing forward the proposal. There will be an opportunity for questions and comments and a minute will be taken so that comments can later be summarised and considered. 12.8. Opportunities will be provided for the Forres Academy and Applegrove Primary School staff to discuss the proposal. Opportunities will also be arranged for impacted pupils at each school to engage in the consultation in a manner appropriate to their age. 12.9. An online survey will be available as part of the consultation. This can be completed at the following address: https://engage.moray.gov.uk/embeds/projects/44023/survey-tools/50564 (– or by scanning the QR code below: (n.b. links will not be effective until Committee approval for consultation) 12.10. The Council will also consider any written comments which should be emailed to learningestate@moray.gov.uk. Alternatively, any comments can be sent to Page 52
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Education Estates, HQ Room 239, Elgin Council Offices, High Street, Elgin, IV30 1BX. Comments should be received no later than 4pm on 13 November 2025 12.11. A copy of this document will also be sent to Education Scotland. They will also receive a copy of any relevant written representations that are received by the Council during the consultation period. They will receive a copy of any oral representations made at the public meeting and a copy of any other relevant documentation. Education Scotland will then prepare a report on the educational aspects of the proposal. In preparing their report, they may visit the schools impacted and make such reasonable enquiries they consider appropriate. 13. Consideration of Consultation Responses 13.1. The Council will review the proposal having regard to the Education Scotland Report, written representations that it has received, and oral representations made to it by any person at the public meeting. It will then prepare a report on the consultation. This report will be published in electronic format and will be available on the council website. 13.2. The report will include a record of the total number of written representations made during the consultation period, a summary of the written representations and a summary of the oral representations made at the public meeting. The report will also include the Authority’s response to the Education Scotland Report, a response to issues raised through any written or oral representations it has received, together with a copy of the Education Scotland Report and any other relevant information, including details of any alleged inaccuracies and how these have been handled. The report will also contain a statement explaining how the Council has complied with the requirement to review the proposal in light of the Education Scotland Report and representations (both written and oral) that it received. 13.3. The last section of the report will include an officer recommendation as to whether the proposals should be adopted and implemented. The Consultation Report will be published at least three weeks prior to the Council making a decision. 14. Decision Making 14.1. The consultation report will be considered by Education, Children’s and Leisure Services Committee who will be asked to review and make comment on the officer recommendation. 14.2. Following discussion and recommendation at the Education, Children’s and Leisure Committee, Full Council will consider the report and be asked to approve the officer recommendation in the report. This is expected to be in February 2026. Page 53
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14.3. In the event that the Council approves the closure of the existing Fores Academy in order to open a new school, it is required to notify the Scottish Ministers within 6 working days of that decision and provide them with a copy of the Proposal Document and Consultation Report in accordance with the Schools (Consultation) (Scotland) Act 2010. 14.4. Beginning on the day that the final decision is taken, the Council has a period of six working days to notify Scottish Ministers of the decision. Scottish Ministers then have a period of eight weeks from and including the date of decision to decide if they will call in the proposal. The Council must publish the fact that the Scottish Ministers have been notified and that representations can be made to the Scottish Ministers within the first three weeks of the eight-week period. The Scottish Ministers will take into account any relevant representations that were made to them by any person within the first three weeks. The Council may not proceed with the implementation of the proposal until this eight-week period has passed. 14.5. If the Scottish Ministers decide to call in a closure proposal, it is then referred to the Convener of the School Closure Review Panels who has a period of seven days after a call-in notice is issued to constitute a School Closure Review Panel. The Panel may decide to refuse consent to the proposal, refuse consent and remit it to the education authority for a fresh decision or grant consent to the proposal, either subject to conditions, or unconditionally. The Panel must notify the education authority of its decision within eight weeks from when the Panel was constituted or within 16 weeks if the Panel has issued a notice to the education authority that a decision has been delayed. The Council may not proceed with the implementation of the proposal until the outcome of the call-in has been notified to the Council 15. Conclusion 15.1. The Council believes that the measures proposed in this document will enhance the provision of secondary education within the Forres Associated School Group and further deliver a valuable community hub to the centre of the town. 15.2. This proposal paper is issued in terms of the authority’s procedures to meet the relevant statutory requirements. Page 54
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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 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) 4/6/2024 1st Draft IIA V1.0 23/07/2025 Revised IIA to inform ECLS Committee 15 Sept. 2025 to approve statutory consultation. EOO input. V2.0 STAGE 1 - DO I NEED AN INTEGRATED IMPACT ASSESSMENT? Name of policy or proposal: Proposed Relocation of Forres Academy Is this a Mark X below New activity, programme or policy? ✓ 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. ✓ Socio-economic Not every person/family has access to regular income or savings. Will your proposal have an adverse impact on them ✓ Does your proposal impact on the human rights of people? ✓ Does your proposal impact on the rights of children and young people ✓ Reasoning - Briefly describe your reasoning for the responses given above: The proposal for the relocation and replacement of Forres Academy will have potential impact(s) on pupils, parents, carers, staff and community within the Forres Academy and Applegrove Primary / Roysvale catchment area in relation to different protected characteristics as well as a range of socio-economic and cultural backgrounds. Consideration of human rights and the rights of the child will also need incorporated. 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 Page 55
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Other people involved in the screening (this may be council staff, partners or others i.e. contractor or community) Date STAGE 2: INTEGRATED IMPACT ASSESSMENT 1. Briefly describe what the service does: Forres Academy delivers education to young people aged 12-18. Due to the school being assessed as ‘life expired and / or at serious risk of imminent failure’, the proposal is to build a new fit for purpose school on a new identified location in Forres to address this and any associated health and safety issues. This is expected to positively impact all pupils, staff and community in the ASG area, benefiting from a significantly improved, health and safety compliant learning environment promoting wellbeing and accessibility, all of which support better pupil outcomes. The new location was assessed in line with the National Planning Framework 4 (NPF4), creating connected and compact neighbourhoods where people can meet the majority of their daily needs within a reasonable distance of their home, preferably by walking, wheeling or cycling or using sustainable transport options. 2. Who are your main stakeholders? Forres Academy staff, pupils, parents / caregivers Applegrove Primary staff, pupils, parents / caregivers Forres Community, particularly those living on the periphery of the proposed site. 3. What changes as a result of the proposals? Is the service reduced or removed? Following a comprehensive feasibility study that concluded the best option was to build a new school on the Applegrove/Roysvale site, a physical location change for Forres Academy is now part of the proposal. This means a period of statutory consultation, and if approved loss of some green space (part of Roysvale Park). No educational service is reduced or removed. Further or different travel may be required by those affected. Primary school children and secondary school children will have more integration due to being located next to each other and using the same facilities. 4. How will this affect your customers? A new modern school will enhance: • inclusion, accessibility, condition, facilities as well as health and safety; • provide a high quality, diverse learning and teaching environment offering flexibility for range of school and extra-curricular activities at Forres Academy and Applegrove Primary where appropriate; • opportunity for all learners to achieve across all curricular areas and develop skills, attributes and capabilities through courses aligned with the design principles of Curriculum for Excellence • links with the existing primary school to create a 5-18 community campus, enhances the sporting provision for the community and retains the school within a central location accessible to all. ASN Pupils Page 56
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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 school will continue and be enhanced at the new site. 5. Impact on staff providing the service Providing a new building with shared and flexible learning spaces will encourage staff to work collaboratively and provide more opportunities for pupils to work co-operatively, supporting depth, pace and challenge in learning. It will support pupil attainment, staff recruitment and retention, parental engagement and pupil, staff and community wellbeing. 6. Please indicate if these apply to any of the protected characteristics Protected groups Potential impacts and considerations Race Potential Negative Impact – Lack of understanding or feeding into statutory consultation due to language barriers. Disability Potential Negative Impacts to pupils, staff, parents / caregivers and / or community: • ASN - Change of location and environment may create challenges for ASN individuals. • Physical disabilities - Change of location and environment may create challenges • Mental health considerations - Change of location and environment may create challenges Carers (for elderly, disabled or minors) Potential Impact as above at disability in supporting those to deal with challenges. Sex N/A - Individual toilet and changing facilities included in design and planning stages. Pregnancy and maternity (including breastfeeding) N/A – Provision of suitable areas included in design and planning stages. Sexual orientation N/A Age (include children, young people, midlife and older people) Potential Impact – Majority of those affected are young people aged 12-18. Consideration needed in terms of sharing the site with Applegrove Primary re 5-18 integration. Staff, parent / caregivers and community members may also be affected if community access is encouraged in new facility. Religion, and or belief N/A - inclusive curriculum and communication respectful of cultural differences. Proposals supports spaces that reflect diversity Gender reassignment N/A - Gender-neutral toilets and changing provision to ensure inclusivity and safety. Accessible WC’s provided around the school. Toilets designed to be anti-bullying spaces with floor to ceiling cubicles. The changing provision is mainly individual changing cubicles with a small provision of individual showering cubicles. Page 57
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Inequalities arising from socio- economic differences N/A – No impact. Proposed new site is one block away from current location. Free school travel will continue to be provided in accordance with the current transportation policy. Human rights 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 Potential Negative Impact – surrounding community to the build site may feel this is affected during the construction phase due to noise, increased traffic. Article 10: Freedom of expression The statutory consultation period, in line with the Schools (Consultation)(Scotland) Act 2010, supports the right to be consulted, views heard and considered. 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) The proposal and IIA supports this right in terms of identifying any discrimination impacts and mitigations to eliminate them. Article 1 of Protocol 1: Protection of property N/A Article 2 of Protocol 1: Right to education The proposal fully supports the right to education 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 The proposal and IIA supports this right in terms of identifying any discrimination impacts and mitigations to eliminate them. Article 3.1 – Best interest of the child The proposal will support this right through an enhanced, accessible educational experience and environment while delivering improved outcomes. Article 6.2 – Right to survival and development The proposal supports this right in terms of providing and environment to help them develop and reach their full potential. Article 12 – Respect of the views of the child Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered. The young people directly affected will be specifically included during the statutory consultation supporting this right. Article 23 – Children with a disability The proposal supports this right by providing a fully accessible and inclusive school building. Page 58
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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 through alternative green space for Applegrove Primary during and after construction phase. The final outcome of the proposal fully supports and enhances this right through the inclusion of vast sports, recreational, learning and wellbeing facilities as part of the design and planning stage. These facilities will be available for other schools within the ASG as well as the wider community. 7. Evidence. What information have you used to make your assessment? Performance data Forres Academy school condition and suitability assessments Internal consultation Consulted with: Head Teacher Forres Academy, Head of Education, Quality Improvement Officer, Finance, Programme Manager School Learning Estate, Transportation, Property and Maintenance, Strategic Development, Legal, Consultancy, Equal Opportunities Officer Consultation with affected groups December 2023 - Design charettes were carried out with school staff, pupils and members of the community. Community groups invited to attend these sessions included representatives from all associated community councils, all associated parent councils, Leanchoil Trust, FAT, Community Football Trust, Fores Skate Park, Forres Community Sports Hub. The outcomes of the charettes were detailed and incorporated into the proposed design. March-April 2024 – Initial non-statutory engagement sessions were undertaken regarding site location. September-November 2024 - Common Good consultation was carried out. June 2025 - Currently undertaking the statutory pre application notice (PAN) planning consultation. This is split into 2 public sessions: • 24 June 2025 has been undertaken • Another is scheduled for 19 August 2025. Initial feedback from non-statutory community engagement included concerns over loss of common good land, presumed increase of flooding risk, increase traffic issues, impact on school pupils and the community during construction. These will all be reviewed and mitigated during the design and planning phases. A request to begin the statutory consultation on relocation of the school will be presented to ECLS Committee in September 2025 for approval. It is intended that the consultation will commence as soon Page 59
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as possible after this approval including young people, families and local community directly affected by the proposal. Local statistics School roll forecasting (which take account of birth rates and housing buildout rates) figures are: National statistics Other 8. Evidence gaps Do you need additional information in order to complete the information in the previous questions? No 9. Mitigating action Can the impact of the proposed policy/activity be mitigated? Please explain The impacts are designed to be positive across the catchment. Any identified negative impacts from above can be mitigated as follows: • ASN Pupils - The new Forres Academy building design has a dedicated Enhanced Additional Support Need accommodation to support up to 40 young people. The overall mainstream school design has considered and incorporated further ASN and Support for Learning spaces to support mainstream inclusion. • Familiarisation - During the project there is a programme of familiarisation, induction and enhanced communication and transition for all but particularly ASN. This includes site visits to help alleviate any anxieties and become familiar with the new school at an early stage. • Physical disabilities – The new Forres Academy design complies with all planning requirements in terms of accessibility. The project has been made aware of specific PTSD related issues and will look to provide reasonable mitigation measures during construction which will include advance notice of particularly disruptive activities, adjusted working hours if required, use of quieter equipment or noise dampening barriers, good and clear communication with local residents. • Loss of Green Space and partial loss of common good land during construction only – The Roysvale play park and football pitch will remain fully accessible during construction. The majority of common good land will be returned post construction with a small area utilised for a bus drop off. • 5-18 integration – timetabling and scheduling to be considered and used to minimise and avoid any potential issues. • Construction Concerns (noise, traffic, mess) - Construction would be bound by planning conditions and health & safety legislation. During planning there is a requirement to provide a construction traffic management plan which covers key issues on site: Keeping pedestrians and vehicles apart, Minimising vehicle movements, People on site, Turning vehicles, Visibility, Signs and instructions. Planning conditions would state what hours of work would be permitted which Forres Academy Year 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 Total Roll 816 835 851 821 873 845 836 874 878 870 881 881 888 Actual Forecast Page 60
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would take into account noise. A construction impact assessment would also be required. • Barriers to statutory consultation – consultation materials will be provided in alternative formats where necessary. The proposal considers and complies with the Equality Act 2010, Curriculum for Excellence, Getting it Right for Every Child – GIRFEC and UNCRC. 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? The new build Forres Academy at Applegrove / Roysvale site represents a significant opportunity to promote equity and inclusion. While the IIA has identified potential impacts, mitigations are also identified to minimise these impacts and ensure all pupils, staff, parents / carers, community and stakeholders can benefit equally from the new facility. SECTION 3 CONCLUDING THE IIA 1. No potential negative impacts found for any protected groups. 2. Some potential positive 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 Fostering good relations 3. The proposals interfere with human rights and/or the rights of the child ✓ 4. Negative impacts can be mitigated as outlined in Q9. ✓ 5. The negative impacts cannot be fully mitigated but are justified as Q10. 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: The relocation and replacement of Forres Academy will provide a modern, accessible, inclusive and sustainable learning environment that supports the academic, social, and emotional development of all young people in the catchment area. To be presented at ECLS Committee on 16 September 2025 to help inform decision to proceed with proposal to statutory consultation phase. The IIA will continue to evolve during the lifetime of the consultation and project with consultation feedback further informing the IIA at that stage. Page 61
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Date of Decision: Sign off and authorisation: Service Education, Communities & Organisational Development Department Learning Estates Policy/activity subject to IIA Proposed relocation of Forres Academy We have completed the integrated impact assessment for this policy/activity. Name: Shona Leese Position: Senior Project Officer Date: 7 August 2025 Authorisation by Head of Service Name: Denise Whitworth Position: Executive Director (Education, Housing and Communities) Date: 2 September 2025 Permission to publish on website - YES Page 62
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 16 September 2025 Report by: Executive Director for Education, Housing and Communities Report No: EDU049/25/DW/HS Author: Hazel Sly Contact Email: education@moray.gov.uk Subject: Additional Support Needs Allocations Early Learning and Childcare Context Matrix 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform Committee of the progress made by the short life working group that have contributed towards the Additional Support Needs (ASN) context matrix for Early Learning and Childcare (ELC) as part of the wider Additional Support needs review. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to exercising the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report summarises the key aspects of the matrix and how this will be implemented to support ELC settings as part of the Early Years’ funding allocation process. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Consider and note the process for developing the matrix tool; and ii) Consider and note the proposed matrix tool Item 8.* Page 63
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Hazel Sly Service Manager. Early Years 4. BACKGROUND AND CONTEXT 4.1 From 1 June 2023, responsibility for ASN moved from the Head of Education Resources and Communities to the Head of Education on a temporary basis while the Head of ERC post was vacant. Responsibility for ASN remains with the Head of Education on a permanent basis following the management structure agreed by the Council on 25 June 2025 (paragraph 27 of the minute refers) . The review of ASN has been ongoing for some time and various aspects have been reported to committee. Funding has been maintained at the same level as 2024-2025, taking into account pay awards. 4.2 It was recognised during session 2024-2025 that the methodology used for moderation in ELC settings and Schools was not as effective in the ELC settings. In addition, the rate at which a young child develops can change at a faster rate which meant the level of allocation did not always match the needs observed. 4.3 This recognition led to a short life working group being formed by the Service Manager, Early Years’. The purpose of the short life working group was to establish a more robust process for ELC ASN allocations. 4.4 Through standard communication processes representatives were requested from across the ELC sector, including private funded settings, and the first short life working group was held on 11 February 2025. The group comprised of representatives from private funded providers, local authority services, Early Years Teaching team, Service Manager Early Years’ and Quality Improvement Officer (QIO) for ASN. 4.5 Initial discussions with the short life working group highlighted the need to differentiate between discreet ASN i.e. severe and complex needs (which will be referred to as Exceptional Support Funding – ESF) as opposed to perceived need which presented more developmentally, classed as being based on context. 4.5 Across term 3 and 4 of academic year 2024-2025 the group met four times to develop a context matrix to support settings to organise developmental need. The context matrix included in Appendix 1 is based on developmental categories that would be recognised as key milestones for young children. 4.6 The context matrix was created to ensure ELC settings focused on key aspects of a young child’s development including; Social and emotional regulation Expression and communication Self-help & Independence Play Along with whether there is other agency involvement or interventions being offered. Page 64
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4.7 On completion of the context matrix and guidance, by the short life working group, it was agreed that all ELC settings would be asked to complete the context matrix in term 4 in preparation for the new academic year (2025-2026). 4.8 Online introduction sessions were offered for all ELC settings to ensure there was a shared understanding of how to complete the context matrix accurately. A deadline of 16 May 2025 was set for all returns. 4.9 The ELC team collated the returns and reviewed them on 20 May 2025 with a moderation group, including the Quality Improvement Officer (QIO) ASN, Continuous Improvement Officers (CIO’s) and members of the Early Years Early Intervention Team. 4.10 It became apparent that, whilst the context matrix had collected some data, it was not accurate enough to offer financial allocations of funding. This was due to key data being missing because ELC settings had not yet met all the new children starting in August 2025 nor had all of the information come from Health. 4.11 The concerns were revisited with the short life working group and all were in agreement that a temporary pause on any changes would be the best option. Whilst it was recognised the historic process for ELC allocations had not best met the needs of the sector, it was believed further change would cause additional unrest at a challenging time in the term. 4.12 However, the group did agree key points for future allocations, which had been taken as learning through the process; - ELC funding should run October to October - Additional moderation should take place after the January 2026 intake (and in subsequent January’s) to ensure any emergent, contextual need, is reflected - Any emergent ESF need should continue to be considered through existing standard processes 4.13 The next steps for the context matrix is that all ELC settings will receive the document early in term one of academic year 2025-2026. This will provide settings with the opportunity to consider all children, both returning and new starts. Submission will be requested by 1 September 2025. At this stage the moderation group comprising of Service Manager, Early Years’, the (QIO) ASN, CIOs and members of the Early Years Early Intervention Team will review all submissions. 4.14 The context matrix submissions will then inform any allocations for context and ESF will continue to be applied for through current processes. The intention is to review context matrices in January 2026 and then again in the new academic year 2026-2027. 5. PROPOSALS 5.1 It is proposed that this matrix will inform decision making, recording and tracking of monitoring of ELC ASN Allocations. Page 65
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5.2 It is proposed that this matrix will ensure consistency of approach by ELC settings in order to achieve equity in ELC ASN Allocations 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 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 Page 66
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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 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 The ELC funding allocations impact on Pupil Support Assistants. If, after submission of all context matrices, there requires to be changes to staff a Change Management Plan (CMP) will completed with the standard timescales. 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. 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 the Executive Director (Education, Housing and Communities), Head of Education (Chief Education Officer), Quality Improvement Officer ASN, Equal Opportunities Officer and Caroline O’Connor, Page 67
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Committee Services Officer and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Page 68
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Education and Social Care: Schools and Curriculum Development ELC Context Matrix To give us a better understanding of the context of your setting, aside from any Exceptional Support Funding (ESF) that is allocated, please complete the table below. Children who are receiving ESF should not be included in these numbers, they are being considered under a different matrix. Steps to follow • Read each statement in the 5 categories. • Consider the context both holistically for your service and for individual children in the specific age categories. • Enter a number value for each statement for each of the specific age categories, even if that’s a 0. • Return to asnresources@moray.gov.uk after completion, no later than Monday 1st September 2025. • Context will be evaluated in relation to previous moderation. • Funding allocations will be confirmed once all context matrices are received. APPENDIX 1 Page 69
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Education and Social Care: Schools and Curriculum Development ELC Context Matrix Name of ELC setting: _______________________________________________ Name of Manager: ____________________________________ Number of Funded 3-5 year old children being considered under “context”: Deferred: Pre school: Ante pre: Number of Eligible 2 year old children being considered under “context” : Eligible 2s: Total number of children being considered under "context” included on this form: Total: Number of children being considered separately under ESF: _______________________________________ STATEMENT/CONTEXT NUMBER OF CHILDREN (For each individual statement) Social & Emotional regulation Deferred Pre School Ante Pre (include any eligible 2s here) - Can form relationships with adults - Can form relationships with children - Can follow rules - Can manage, with support from an adult, when I feel dysregulated because of a change in my emotions Page 70
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Education and Social Care: Schools and Curriculum Development ELC Context Matrix Expression & Communication (please enter a number for each statement. A child may use words or visuals/gestures, both visuals and gestures, or neither) - Can make my needs known using words - Can make my needs known using visuals/gestures e.g. asking for help with something - Can communicate how I feel appropriately using words - Can communicate how I feel appropriately using visuals/gestures Self-help & Independence - Can use the toilet - Can use cutlery - Can use a cup - Can sit at a table to eat - Can wash hands independently - Can put on own shoes & coat (on but not tied/zipped) Play - Can share spaces during play - Can maintain relationships during play - Can use their imagination to engage in simple pretend play - Can chose play activities based on their likes Other agency involvement or interventions offered - Learner Profile Strategy (LPS) document - Child planning; single agency - Child planning; multi agency - Social work; family support - Social work; care experienced - Community Nursery Nurse; family support - Health visitor; family support - EAL Page 71
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 16 September 2025 Report by: Executive Director (Education, Housing and Communities) Report No: EDU037/25/DD Author: Diane Douglas Contact Email: education@moray.gov.uk Subject: Additional Support Needs Parent/Carer Survey 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to advise Committee of the outcome of the Additional Support Needs (ASN) Parent/Carer Survey which invited parents and carers to share their views between March and April this year. 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 The report provides the key themes identified in the survey and the resultant actions to be taken by the service in order to address concerns. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinises and notes the results of the ASN parent/carer survey; and ii) Agrees the service actions to address the issues raised. Vivienne Cross Head of Education (Chief Education Officer) Diane Douglas Quality Improvement Officer (Additional Support Needs) Item 9.* Page 73
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4. BACKGROUND AND CONTEXT 4.1 As part of the ASN review there was agreement that parent/carers would be surveyed to seek their views on how well their children are supported as well as to gather information to support the service moving forwards. The survey was launched in March 2025 and ran for 5 weeks over April 2025. A summary of the results can be found in Appendix 1. 4.2 During this time 781 responses were received, 612 from parents or carers of children and young people with ASN. The majority of respondents were parents/carers of primary school children, with over 30% from secondary, less than 10% Early Learning and Childcare (ELC) and a few returns marked as ‘other’ i.e. young people who had just left school or not currently attending. 4.3 Of the 43 primary schools, 38 were represented through returns, all secondaries and 19 Early Learning and Childcare (ELC) settings. This provides a fair representation across Moray. Respondents also represented the views of parents/carers across all stages from ELC, Primary 1-7 and Secondary 1-6. Appendix 1 provides an overview of this in graphical form. Nearly 80% of parents/carers completing the survey had children with ASN and just over 20% had no identified need. 4.4 An analysis of the primary additional support need of the child(ren) of the parents/carers responding, indicated that over 50% had autism spectrum disorder, over 30% attention deficit hyperactivity. A wide spectrum of need was identified including mental health, social and emotional wellbeing and dyslexia/dyscalculia. A very small proportion related to children who were gifted and talented or had English as an additional language. Over 15% were within the category ‘other’ which included developmental coordination disorder, cerebral palsy, epilepsy, Down’s syndrome, foetal alcohol spectrum disorder and communication difficulties. 4.5 Of those responding, the survey provided details of the range of agencies involved with the children and their families including in order of highest percentage; Paediatrics, Rowan Centre, Education Psychology, Speech and Language, Occupational Therapy, Social Work, School Nurse and Physiotherapy. Over 20% had no other agency involvement which would be appropriate for those children where their needs can be met within the universal stage of the Moray Staged Intervention model. Just over 10% were categorised as other which included Health Visitor, Quarriers, Aberlour Youth Point, Action for Children, Counselling and specialist medical teams. 4.6 A key part of the survey was to ascertain how satisfied or otherwise parents/carers were with input from agencies supporting their children. Of the 781 responses received, 264 answered this question with 10 key themes being identified as follows: 1. Lack of Support: Many comments highlight the absence of support from various agencies, particularly for children with complex needs. Parents feel abandoned and struggle to get the necessary help. 2. Speech and Language Therapy (SALT): There is widespread dissatisfaction with SALT services. Many parents report that their children have hardly been seen by SALT professionals, and the waiting lists are excessively long. Page 74
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3. Educational Psychologists: While some parents appreciate the advice and involvement of educational psychologists, others feel that their input has been minimal or absent. 4. Waiting Lists: Long waiting times for assessments and appointments are a common issue. Parents express frustration with the delays in getting their children the help they need. 5. School Support: Opinions on school support are mixed. Some parents praise the efforts of schools, while others feel that schools are failing to meet their children's needs due to lack of resources and communication. 6. Funding and Resources: Reduced funding and understaffing are significant concerns. Parents note that cuts in funding have led to less support and fewer services available for their children. 7. Communication Issues: Poor communication between agencies and parents is a recurring theme. Parents feel left in the dark about their children's progress and the services available to them. 8. Mental Health Services: There is a need for better mental health support. Parents report long waits for services like CAMHS and inadequate follow-up. 9. Integration vs. Special Schools: Some parents believe that integrating children with significant issues into mainstream schools is harmful and advocate for special schools. 10. Positive Experiences: Despite the challenges, some parents have had positive experiences with certain services and professionals, such as the Rowan Centre, Exchange counselling, and specific schools. 4.7 The themes in para 4.6 will be shared with agencies however some of the themes will be taken forward within the service and across Children’s services with multi-agency partners. It is acknowledged that although parents share some positive experiences, the overall feeling of those who provided comments to this question, is one of frustration and disappointment. The highest number of concerns include long waiting lists, poor communication and perceived lack of resources. Parents/carers have a clear desire for better funding, more staff and improved coordination between agencies to ensure that children receive the support they need. 4.8 Within the Education service, the findings have been shared with senior leaders across schools and ELC settings. The survey highlighted that opinions on school support are mixed. The service will continue to share good practice and remind senior leaders about the importance of good communication with parents/carers as well as seeking ways to gather the views of parents more regularly. ASN funding has been maintained at last session’s levels where teacher allocations have been preserved from 2023/24 levels. Support staff allocations have been pro-rata based on needs with an increasing number of schools managing this effectively. In addition, a mandatory training programme has been developed and rolled out which provides support for those needs identified in para 4.4 above. Session 2025/26 allows time for approaches to be embedded in practice. 4.9 It is noted that parents feel strongly that they would like a special school in Moray. Like many local authorities, in Moray, the “presumption of mainstreaming” means that children with ASN are generally expected to be educated in mainstream schools unless specific circumstances make this unsuitable whereby, they may attend an enhanced provision for all or part of the time or another central provision, for example Moray Adapted Curriculum or Pinefield. This policy is part of the Scottish Government’s broader approach to Page 75
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inclusive education, aiming to ensure all children have the opportunity to learn in a mainstream setting. There are no current proposals within Moray’s Learning Estate programme to establish a special school. This reflects the fact there is not yet sufficient evidence that such provision would better meet the needs of children and young people. Any future consideration would be informed by clear evidence and would be explored through wide consultation with all stake holders, including families and communities. In addition, the service has a clear strategy to support learners where mandatory training is being rolled out and embedded. This is on the premise that inclusive practice is best practice where a foundation of support, knowledge and skills is being built to create inclusive schools where a range of needs are met within classrooms. The staged intervention model aligns with this where the mandatory training is linked to the universal stage. It will be important to monitor this, review the approaches and add in any training. 4.10 Section B of the survey focussed on educational needs and provided detail of where respondent’s children accessed education as well as any reduced timetable. Committee is aware that this is an area of priority for the service. Due to a vacancy in the post of Head Teacher (HT) Social and Emotional Behavioural Needs (SEBN), the opportunity was taken to revise this role taking into account the growth in neurodiversity and learners on reduced timetables. A new job description has been developed and appointment made to HT Inclusion, Wellbeing and Adapted Curriculum. The successful applicant started in post in August 2025 and will focus initially on the key areas below: • Embedding inclusive practice approaches • Supporting children on adapted curriculum • Providing outreach support and sharing practice • Ensuring mandatory training is embedded across Moray • Working with parents to shape ongoing improvements including setting up a parent/carer support group 4.11 The remainder of the survey results and comments will be used by the service to prioritise work during this session and for 2026/2027 and beyond. 5. PROPOSALS 5.1 With the management restructure complete, ASN services are now integrated into the Education department fully. The service is taking an age 3-18 overview of support and will shape up an early intervention strategy, to be developed over this school session and into the following one and will be reported to this Committee once the work is complete during session 2027/28. 5.2 The HT Inclusion, Wellbeing and Adapted Curriculum will work closely with senior officers and leaders to review the central ASN support services offer as well as continuing to develop the professional learning offer for all staff. 5.3 The service will also: • Share good practice between schools and settings • Improve communication with families • Support smooth transitions with practical tools • Strengthen staff knowledge through shared training and development resources • Work with parents to shape ongoing improvements Page 76
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• Partner with community groups to widen activity options • Continue to work with a range of partners in support of children and families with ASN including Allied Health Professionals, Social Work, CAMHS etc. 5.4 The survey will be repeated bi-annually with the 2025 survey used as a baseline moving forwards. 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 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) Page 77
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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. 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 however, if the Council does not ensure that children’s ASN needs are met, there is the risk of ASN Tribunal outcomes. 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 from this report. 6.8 Property There are no property issues arising from this report. 6.9 Information Communications/Technology/Digital There are no implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact The review, survey findings and proposals support the Council’s Equality Outcomes 2025- 2029 through reducing discrimination, promoting equality of opportunity for ASN children and young people, all while supporting children’s rights in line with United Nations Convention on the Rights of the Child (UNCRC). 6.11 Climate Change and Biodiversity Impacts This is not applicable. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education and senior officers in Education as well as across Children’s Services have been consulted along with Sheekha Saha (Legal), Lorraine Paisey (Finance), Andrea Elder (HR), Emma Armit Page 78
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(Equalities), Caroline O’Connor, Committee Services Officer and any comments have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Presumption of Mainstreaming Page 79
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APPENDIX 1 Moray Additional Support Needs Survey 2025 Between March and April 2025, Moray Council invited parents and carers to share their views on Additional Support Needs (ASN) through a dedicated survey. Over five weeks, 781 responses were received — 612 of these from parents or carers of children and young people with ASN. The sections below highlight the key findings, concerns, and positive feedback shared. Section A 1. Which education setting does your child / young person attend? Responses for “other” related to home education, young people who had just left school or children/young people who could not currently attend school. 2. What school / education setting do they attend? Returns were received from 38 primary schools, 8 secondary schools, and 19 nurseries. A number of responses did not provide an identifiable school name. Nursery / Early Learning Centre Primary Secondary Other (please specify) 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% Page 80
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3. What stage are they in (e.g. pre-school, P4, S4) (Optional) 4. Does your child / young person have additional support needs? 0.00% 2.00% 4.00% 6.00% 8.00% 10.00% 12.00% Yes No 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% Page 81
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5. Can you indicate the primary additional support needs of your child / young person? (tick all that apply) Responses for “other” included Developmental Coordination Disorder, Cerebral Palsy, Epilepsy, Down’s Syndrome, Foetal Alcohol Spectrum Disorder and communication difficulties. 6. What agencies are involved with your child / young person? (tick all that apply) Responses for “other” included Health Visitor, Quarriers, Aberlour Youth Point, Action for Children, Counselling and Specialist medical teams. 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Page 82
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7. Are you satisfied with the input from the agencies? 264 responses were recorded for this question and the comments have been summarised into 10 key themes below. Comments summary 11. Lack of Support: Many comments highlight the absence of support from various agencies, particularly for children with complex needs. Parents/carers feel abandoned and struggle to get the necessary help. 12. Speech and Language Therapy (SALT): There is widespread dissatisfaction with SALT services. Many parents/carers report that their children have hardly been seen by SALT professionals, and the waiting lists are excessively long. 13. Educational Psychologists: While some parents/carers appreciate the advice and involvement of educational psychologists, others feel that their input has been minimal or absent. 14. Waiting Lists: Long waiting times for assessments and appointments are a common issue. Parents/carers express frustration with the delays in getting their children the help they need. 15. School Support: Opinions on school support are mixed. Some parents/carers praise the efforts of schools, while others feel that schools are failing to meet their children's needs due to lack of resources and communication. 16. Funding and Resources: Reduced funding and understaffing are significant concerns. Parents/carers note that cuts in funding have led to less support and fewer services available for their children. Very satisfied Satisfied Neither satisfied nor dissatisfied Dissatisfied Very dissatisfied 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% Page 83
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17. Communication Issues: Poor communication between agencies and parents/carers is a recurring theme. They feel left in the dark about their children's progress and the services available to them. 18. Mental Health Services: There is a need for better mental health support. Parents/carers report long waits for services like CAMHS and inadequate follow-up. 19. Integration vs. Special Schools: Some parents/carers believe that integrating children with significant issues into mainstream schools is harmful and advocate for special schools. 20. Positive Experiences: Despite the challenges, some parents/carers have had positive experiences with certain services and professionals, such as the Rowan Centre, Exchange counselling, and specific schools. Summary: The comments reveal a significant gap in support for children with additional needs. While there are pockets of positive experiences, the overall sentiment is one of frustration and disappointment. Parents/carers are struggling with long waiting lists, poor communication, and insufficient resources. There is a clear desire for better funding, more staff, and improved coordination between agencies to ensure that children receive the support they need. Page 84
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Section B As an inclusive Council, Moray is committed to nurturing children and young people in an inclusive mainstream environment as this ensures they can have access to the wide and varied learning and social experiences that mainstream schools offer. Some of our primary schools and most of our secondary schools have an enhanced provision to provide more specific, tailored support to some children and young people. We also have Moray Adapted Curriculum who support some of our children and young people who cannot access a mainstream education. The next set of questions are about inclusion and mainstreaming in education and other supports offered. 8. Are your child / young person's additional support needs met entirely in a mainstream class? Yes, independently Yes, with support No Don't know 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 50.00% Page 85
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9. Where is your child / young person's educational needs met? Responses for “other” included online provision/i-sgoil/e-sgoil, community based, reduced timetable and not in school at all. 10. Do you feel that you have enough information about your child / young person's timetable? 144 comment responses were received for this question and have been summarised below. 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% Yes Yes, but could be improved No 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Page 86
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1. Communication Issues: Many parents/carers expressed concerns about the lack of communication from schools regarding their child's timetable, support, and progress. They often feel uninformed about changes and updates. 2. Timetable Clarity: There is a significant demand for clear and consistent timetables. Parents/carers find it challenging to prepare their children for school without knowing their schedules in advance. 3. Support Staff Shortages: A recurring theme is the shortage of support staff, which affects the quality of education and support that children receive. This shortage leads to part-time timetables and inadequate support for children with additional needs. 4. Inclusion and Mainstreaming: Parents/carers are concerned about the inclusivity of schools. They feel that children with additional needs are not fully integrated into mainstream classes and are often grouped together, which affects their social and academic development. 5. Parental Involvement: Some parents/carers feel that their involvement and input are not valued or considered by the schools. They believe that their insights and requests are often ignored. 6. Consistency and Stability: The lack of consistency in support and communication is a major issue. Frequent changes in timetables and staff lead to instability, which negatively impacts the children's learning experience. 7. Feedback and Progress Tracking: Parents/carers want more detailed feedback on their child's progress and activities. They feel that the current communication methods do not provide enough information about what their children are learning and how they are progressing. 8. Resource Allocation: There is a concern about the allocation of resources, with many parents/carers feeling that schools are not adequately funded to support children with additional needs. This leads to a lack of necessary interventions and support. 9. Emotional and Behavioural Support: Parents/carers of non-verbal children or those with behavioural issues feel that schools do not provide enough support to address these challenges. They often rely on basic updates that do not give a clear picture of their child's day. 10. Positive Experiences: Despite the challenges, some parents/carers have positive experiences with certain schools and staff. They appreciate the efforts made by supportive teachers and the clear communication from some institutions. Summary: Overall, the feedback highlights a significant need for improved communication, consistent support, and better resource allocation in schools. Parents/carers are seeking more involvement in their child's education and clearer information about their child's progress and support. Addressing these issues could lead to a more inclusive and supportive educational environment for all children. Page 87
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11. Is your child / young person on a reduced timetable / hours? 12. How long has your child / young person been on a reduced timetable / hours? Yes No 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% Up to 1 month 1 to 3 months 3 to 6 months Over 6 months 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% Page 88
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13. What is / are the reason(s) for your child / young person being on a reduced timetable / hours? Responses for “other” included sensory overload, autistic burnout, school stating they do not have the resources, refusing to go and phasing return due to previous school non-attendance. 14. Do you feel a reduced timetable / hours meets the needs of your child / young person? There were 49 comment responses to this question and these have been summarised below. 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Yes Partly No 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 50.00% Page 89
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1. Long-term reduced timetables: Many parents/carers express concern that reduced timetables, initially intended as short-term measures, have become long-term solutions without clear plans for transitioning back to full-time education. 2. Lack of social interaction: Reduced timetables and online provisions are causing children to miss out on essential social development opportunities provided by a school environment. 3. Insufficient support and resources: There is a recurring theme of schools lacking the necessary resources and staff to adequately support children with additional needs, leading to parents/carers having to fill in the gaps. 4. Mental health and sensory needs: Children with sensory needs and mental health issues are struggling to cope in mainstream classes without appropriate strategies and support. 5. Impact on academic progress: Reduced timetables and lack of qualified support are causing children to fall behind academically, with parents/carers having to source and provide educational materials themselves. 6. Parental burden: The responsibility of providing education and support has shifted to parents/carers, who are often not equipped to handle these tasks effectively. 7. Inconsistent communication: There is poor communication between schools and parents/carers, leading to misunderstandings and lack of coordinated support for the children. 8. Negative impact on self-esteem: Children are aware of their differences and the reduced timetables, which negatively affects their self-esteem and behaviour. 9. Need for experiential learning: Some parents/carers believe that schools should offer more hands-on learning experiences rather than focusing solely on academic results. 10. Concerns about future transitions: Parents/carers are worried about how their children will cope with future transitions, such as moving to high school, given the current lack of support and social interaction. Summary: Overall, the feedback highlights significant concerns about the long-term use of reduced timetables, the lack of adequate support and resources in schools, and the negative impact on children's social, emotional, and academic development. Parents/carers are burdened with the responsibility of providing education and support, leading to frustration and a sense of being let down by the educational system. There is a clear need for better communication, more resources, and a focus on both academic and experiential learning to ensure that all children receive the support they need to thrive. Page 90
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15. Does your child / young person's school / education setting make reasonable adjustments to enable your child / young person to participate in school activities? There were 150 comment responses to this question, and responses have been summarised into 10 categories below. 1. Lack of Support and Resources: Many parents/carers expressed concerns about the insufficient support and resources available for their children, particularly in terms of one-on- one assistance and specialised staff. 2. Inclusion and Participation: There were mixed experiences regarding the inclusion of children in school activities. Some parents/carers noted that their children were included in activities with necessary adjustments, while others felt their children were excluded due to a lack of support. 3. Communication and Understanding: Several comments highlighted issues with communication between parents/carers and school staff. They felt that teachers were not always aware of their child's needs or did not follow support plans. 4. Impact on Mental Health: The mental health of children was a significant concern. Parents/carers reported that their children's mental health was negatively affected by the lack of support and inclusion in school activities. 5. Staffing Issues: A recurring theme was the shortage of staff, which impacted the ability of schools to provide adequate support and make necessary adjustments for children with additional needs. Yes Partly No Don't know 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Page 91
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6. Training and Awareness: Parents/carers suggested that better training for staff working with children with additional needs would improve the support provided. There were also calls for increased awareness and understanding of these children's needs. 7. Physical and Sensory Needs: Comments indicated that schools often struggled to accommodate the physical and sensory needs of children, such as providing quiet spaces or allowing extra time for tasks. 8. Parental Involvement: Some parents/carers felt that they were not adequately involved in planning and decision-making processes regarding their child's education and support needs. 9. Positive Experiences: Despite the challenges, there were positive comments about schools and staff who went above and beyond to support children and make necessary adjustments. 10. Systemic Issues: Broader systemic issues, such as funding cuts and policy constraints, were mentioned as barriers to providing adequate support for children with additional needs. Summary: The comments reflect a wide range of experiences, with some parents/carers praising the efforts of schools and staff, while others highlight significant gaps in support and inclusion. The recurring themes suggest that while there are pockets of good practice, systemic issues such as staffing shortages, lack of resources, and inadequate training need to be addressed to ensure all children receive the support they need to thrive in school. 16. Does your child / young person's school meet their needs? Always Usually Sometimes Rarely Never 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% Page 92
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17. As an inclusive Council, Moray is committed to nurturing children and young people in an inclusive, mainstream environment as this ensures they can have access to the wide and varied learning and social experiences that mainstream schools offer. Some of our primary schools and most of our secondary schools have an enhanced provision to provide more specific, tailored support to some children and young people. Do you agree with this approach where a child will be educated in their own locality? Yes Partly No 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Page 93
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18. What do you see as the main positives of this current, inclusive, locality-based educational approach in Moray? (please tick all that apply) Responses for “other” have been summarised as follows. 1. Mainstream Education vs. Specialised Support: Many comments highlight the struggle of children with additional needs in mainstream education. They argue that mainstream settings often fail to meet these children's needs, leading to negative educational and emotional experiences. There is a call for more specialised support and alternative educational options to better cater to diverse learning needs. 2. Impact on Children's Well-being: Several comments discuss the adverse effects of inadequate support on children's confidence, sense of achievement, and overall well-being. The lack of appropriate educational provisions can lead to children feeling isolated, dysregulated, and struggling emotionally. 3. Inclusivity and Segregation: There is a recurring theme of inclusivity being more of a theoretical concept rather than a practical reality. Many comments suggest that segregation is still a common strategy in managing additional support needs, which contradicts the idea of inclusivity and leaves children feeling isolated. 4. Lack of Resources and Support: Comments frequently mention the lack of suitable support due to cutbacks and reduced staffing. There is a concern that the current support staff may not have 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Page 94
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the necessary knowledge or resources to effectively assist children with specific needs, such as Dyscalculia. 5. Criticism of Current Educational Practices: Some comments express strong criticism of the current educational practices and policies. There is a sentiment that the system is not genuinely inclusive and fails to provide the necessary support for children with additional needs. This criticism is often directed at specific schools or educational authorities. Conclusion: The comments reflect significant concerns about the effectiveness of mainstream education in supporting children with additional needs. There is a clear call for more specialised support, better resources, and a genuine commitment to inclusivity. The current system is seen as inadequate, leading to negative impacts on children's well-being and educational experiences. Addressing these issues requires a more tailored approach that recognises and celebrates the diversity of learners. 19. Do you have any suggestions on how to improve this approach? There were 199 responses for this question, and they have been summarised below. 1. Need for Dedicated Support: There is a strong emphasis on the need for dedicated support for children with Additional Support Needs (ASN) in mainstream classes. This includes more trained support staff and better resources to ensure these children receive the support they need. 2. Specialist Schools and Units: Many comments highlight the need for specialist schools or units for children with high or complex needs. The current inclusive approach is seen as inadequate for these children, and there is a call for more specialised provisions. 3. Training and Awareness: There is a significant demand for better training for teachers and support staff on ASN and neurodiversity. This includes understanding the individual needs of children and using appropriate language and strategies to support them. 4. Funding and Resources: A recurring theme is the need for increased funding and resources to support inclusive education. This includes more support staff, better facilities, and adequate resources to meet the needs of all children. 5. Flexibility and Individualised Approach: Many comments stress the importance of a flexible and individualised approach to education. One size does not fit all, and there is a need for more tailored support and alternative options for children who do not thrive in mainstream settings. 6. Impact on Mental Health: The impact of the current approach on the mental health of children with ASN is a significant concern. Many comments mention the negative effects of inadequate support and the need for a more nurturing and understanding environment. 7. Parental Involvement and Communication: There is a call for better communication and involvement of parents in the education of their children with ASN. Parents/carers feel that Page 95
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their input is often overlooked, and there is a need for more collaboration between schools and families. 8. Inclusion vs. Segregation: The concept of inclusion is debated, with some comments suggesting that the current approach leads to segregation rather than true inclusion. There is a need for a more inclusive environment that genuinely integrates children with ASN into the school community. 9. Behaviour Management: Managing behaviour in inclusive settings is a challenge, and there is a need for better strategies and support to address this. Some comments suggest that disruptive behaviour is not adequately managed, affecting the learning environment for all students. 10. Consistency and Implementation: There is a concern about the inconsistent implementation of inclusive practices across schools. Some schools are seen as doing well, while others are failing to provide the necessary support and resources. Summary: The comments reflect a strong desire for a more effective and well-resourced approach to inclusive education. There is a need for dedicated support, specialist provisions, better training, increased funding, and a more flexible and individualised approach. The impact on mental health, the importance of parental involvement, and the need for consistent implementation are also key considerations. Overall, the goal is to create an inclusive environment that genuinely meets the needs of all children, ensuring they receive the support and opportunities they deserve. 20. Has your child / young person been through any of these transitions? (Tick all that apply) Early Learning and Childcare to P1 P7 to S1 S4-S6 to leaving school Move from one school to another Moved into Moray from elsewhere Enhanced transition due to additional support needs No transitions 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Page 96
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21. Were your child / young person's needs met during this / these transition(s)? There were 148 comment responses for this question and these have been summarised into 10 categories below. 1. Lack of Support: Many parents/carers felt that their children did not receive adequate support during transitions, leading to struggles in new school environments. 2. Impact of COVID-19: The pandemic significantly disrupted transition processes, causing delays and lack of proper support. 3. Enhanced Transitions: Enhanced transitions were deemed crucial but were often not implemented effectively or at all. 4. Communication Issues: Poor communication between schools and parents/carers was a recurring issue, leading to misunderstandings and lack of proper support. 5. Special Needs Recognition: There was a lack of recognition and support for children with special educational needs, leading to inadequate provisions. 6. Staff Training: Inexperienced and poorly trained staff were unable to provide the necessary support for children with additional needs. 7. Positive Experiences: Some parents/carers reported positive experiences with certain schools that were proactive and supportive during transitions. 8. Delayed Diagnoses: Late diagnoses of ASN led to children not receiving the necessary support during transitions. Yes Partly No 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Page 97
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9. Parental Involvement: Parents/carers often had to take the initiative to ensure their children received the support they needed. 10. Impact on Mental Health: The lack of support and poor transition processes negatively impacted both children's and parents'/carers’ mental health. Page 98
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Section C These questions are about how your school / education setting involves you in supporting your child/young person. 22. Are meetings held in your school / education setting to discuss how best to support your child / young person? Comments have been summarised below 1. Lack of Regular Meetings: Many parents/carers expressed frustration over the infrequency of child planning meetings. They often have to request these meetings themselves, and even then, they are not always granted. This lack of regular meetings makes it difficult to track progress and address ongoing issues. 2. Inadequate Support and Communication: There is a recurring theme of insufficient support and poor communication from the school. Parents/carers feel that they are not kept informed about their child's progress or the support their child is receiving. This lack of communication leads to feelings of being left out of the loop and not being able to advocate effectively for their child. 3. Blame Culture and Defensive Reactions: Some parents/carers have experienced a blame culture within the school, where they feel judged and blamed for their child's needs. This defensive attitude from the school staff creates a hostile environment and hinders constructive collaboration between parents and the school. 4. Inconsistent Implementation of Child Plans: There are concerns about the inconsistent implementation of child plans. Some parents/carers mentioned that their child's plan was removed without their knowledge or consent, and others noted that the plans are not followed through effectively. This inconsistency undermines the purpose of having a child plan in place. Yes - Child Planning meetings Yes - less formal meetings No 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% Page 99
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5. Impact of Staff and Resource Limitations: The highlighted text also points to the impact of staff and resource limitations on the effectiveness of child planning meetings. Budget cuts and reduced staffing mean that there is not enough support available, and the existing staff may not have the necessary expertise to address specific needs. Conclusion: The comments highlighted significant issues with the current approach to child planning meetings. The lack of regular meetings, inadequate support and communication, blame culture, inconsistent implementation of child plans, and the impact of staff and resource limitations all contribute to a system that is not effectively meeting the needs of children with additional support requirements. Addressing these issues will require a more consistent, transparent, and supportive approach to child planning meetings. 23. How frequently do the meetings occur? Responses under “other” included various different weekly/monthly frequency, when requested, when called for by the school, not often enough and it can vary from year to year. Monthly Termly Twice annually Annually Other (please specify) 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% 50.00% Page 100
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24. Do you feel that your child / young person's views were taken into account? 25. Do you feel that your views were taken into account? Always Usually Sometimes Rarely Never 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% Always Usually Sometimes Rarely Never 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% Page 101
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26. Were you and/or your child/young person offered an advocate for the meeting(s)? 27. Were the minutes of meeting(s) accurate? Yes - and accepted Yes - not requireed No - would have been useful No - not required 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Always Usually Sometimes Rarely Never 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Page 102
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28. Were the minute(s) shared within a reasonable time (i.e. 2 weeks)? 29. Were actions agreed at the meeting(s)? Always Usually Sometimes Rarely Never 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% Always Usually Sometimes Rarely Never 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% Page 103
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30. Were the actions agreed at the meeting(s) achieved? 31. What plans are in place to support your child/young person? There were 88 comments for this and results have been summarised below. 1. Lack of Communication and Information: Many respondents expressed confusion and frustration due to a lack of communication from the school regarding the plans in place for their children. They often felt uninformed about the specific support measures and plans, leading to uncertainty and dissatisfaction. Always Usually Sometimes Rarely Never 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% Page 104
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2. Inconsistent Implementation of Plans: There were numerous mentions of plans not being followed consistently. Some respondents noted that while plans like IEPs (Individual Education Plans) or CSPs (Coordinated Support Plans) were in place, they were not always adhered to by the teaching staff, resulting in unmet needs and goals. 3. Inadequate Support and Resources: A recurring theme was the inadequacy of support and resources provided to children. Many parents/carers felt that their children were not receiving the necessary support, either due to limited resources or because their needs were not deemed severe enough to warrant additional help. 4. Issues with Meeting Minutes and Documentation: Several respondents highlighted problems with the documentation of meetings and plans. They mentioned not receiving minutes from meetings, informal nature of meetings, and the lack of proper documentation, which hindered the effectiveness of the support plans. 5. Positive Experiences with Specific Teachers or Staff: Despite the challenges, some respondents shared positive experiences with specific teachers or staff members who were proactive and supportive. These individuals made a significant difference in the children's educational experience, even if the overall system had shortcomings. Conclusion: The responses indicate a need for better communication, consistent implementation of support plans, and adequate resources to ensure that all children receive the necessary support. While there are positive experiences with certain teachers or staff, the overall system requires improvements to address the gaps and inconsistencies in supporting children's educational needs. Page 105
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32. Do you feel that your child/young person’s views were taken into account in the creation of the plan(s)? 33. Do you feel that your views were taken into account in the creation of the plan(s)? Always Usually Sometimes Rarely Never 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% Always Usually Sometimes Rarely Never 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% Page 106
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34. Not related to education but, Moray Council has had feedback from parents / carers that there are very few after school/weekend/holiday activities for children with additional support needs to attend with their families. What kind of activities would you like to see available in Moray? 223 responses were recorded for this and answers have been summarised. 1. Inclusive Sports and Activities: There is a strong demand for sports and activities that are genuinely inclusive, allowing children with additional needs to participate without requiring parents/carers to stay and act as carers or coaches. This includes adapted sports, swimming lessons, and other physical activities. 2. Social Interaction and Support Groups: Many comments highlight the need for social groups and activities that facilitate interaction among neurodivergent peers without the pressure of socialising. This includes quiet groups, art clubs, and wellbeing clubs. 3. Childcare and Respite: Parents/carers express a need for childcare and activities during holidays to provide them with a break. This includes long enough day sessions to make it worthwhile and wrap-around afterschool provisions. 4. Teenage Activities: There is a significant demand for activities aimed at teenagers, including meetups, art clubs, and wellbeing clubs. Teenagers with additional needs often feel forgotten and require age-appropriate activities. 5. Outdoor Activities: Many comments suggest a preference for outdoor activities such as nature walks, bike rides, gardening, and cooking. These activities provide a better environment for children who may not cope well with indoor events. 6. Inclusive Play Spaces: There is a call for more inclusive play spaces, such as gated parks, sensory spaces, and soft play sessions. These spaces should be designed to accommodate children with physical disabilities and wheelchair users. 7. Creative and Non-Sport Activities: Parents/carers express a desire for activities that are not sport-related, such as art workshops, drama classes, music sessions, and hands-on learning workshops. These activities cater to children who may not be comfortable with sports. 8. Holiday Clubs: There is a need for holiday clubs that cater to children with additional needs, providing structured activities during the long holiday periods. These clubs should be inclusive and accessible. 9. Support for Working Parents: Comments highlight the struggle of working parents/carers to juggle work and childcare provision for ASN children. There is a need for activities that align with work schedules and provide safe environments for children. 10. Inclusive Youth Clubs: There is a demand for youth clubs that cater to children with additional needs, providing a safe and supportive environment for socialising and forming routines outside of school. Page 107
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Summary: The comments reflect a strong need for inclusive, accessible, and varied activities for children with additional needs. Parents/carers are looking for opportunities that allow their children to participate in sports, social groups, and creative activities without the pressure of socialising or the need for parental supervision. There is also a significant demand for childcare and respite services, particularly during holidays, to support working parents/carers. Overall, the focus is on creating a supportive and inclusive environment that caters to the diverse needs of children with additional needs. Additional comments were requested at the end of the survey and 125 responses were recorded. 1. Need for Additional Support: There is a strong call for more involvement from additional agencies, such as speech and language therapy, and more help in schools for children with additional needs. Many parents/carers feel that their children are not receiving the support they need, which affects their education and overall well-being. 2. Funding and Resources: Many comments highlight the need for increased funding for schools, nurseries, and staff. There is a particular emphasis on the need for more PSAs (Pupil Support Assistants) and better resources to support children with additional needs. 3. Specialist Provision: There is a significant demand for specialist schools and provisions for children with additional needs. Parents/carers feel that the current mainstream inclusion model is not working and that there are very few alternative options for children who cannot participate in mainstream education. 4. Inclusion and Belonging: Many parents/carers express concerns about the inclusivity of the current education system. They feel that trying to be inclusive can sometimes be divisive and that children with additional needs are not being supported to reach their full potential. 5. Training and Awareness: There is a call for better training for PSAs and teachers in handling situations involving children with additional needs. Parents/carers feel that staff are not adequately trained to support these children, which impacts their education and well-being. 6. Communication and Transparency: Parents/carers feel that there is a lack of communication and transparency from the council and schools. They want more information about the various plans and legal frameworks available for children with additional needs and feel that their concerns are not being heard or addressed. 7. Mental Health and Well-being: Many comments highlight the impact of the current education system on the mental health and well-being of children with additional needs. Parents/carers feel that their children are falling behind and that their mental health is suffering as a result. 8. Early Diagnosis and Support: There is a call for earlier diagnosis and better post-diagnosis support for children with additional needs. Parents feel that early intervention is crucial and that there is a lack of continuity in the support provided. Page 108
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9. Respite and Support for Parents: Parents/carers express the need for more respite options and support for families of children with additional needs. They feel that they are often left to navigate the system on their own and that more support is needed to help them cope. 10. Systemic Issues: Many comments highlight systemic issues within the education system, such as budget cuts, lack of accountability, and the need for a complete reshuffle of senior education management. Parents/carers feel that these issues are impacting the quality of education and support provided to children with additional needs. Summary: The comments reflect a deep concern among parents/carers about the current state of support for children with additional needs in the education system. There is a strong call for increased funding, better training for staff, more specialist provisions, and improved communication and transparency from the council and schools. Parents/carers feel that their children are not receiving the support they need to thrive and that the current system is failing them. Addressing these concerns will require a concerted effort from all stakeholders to ensure that children with additional needs receive the education and support they deserve. Page 109
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 16 September 2025 Report by: Executive Director (Education, Housing and Communities) Report No: EDU038/25/LR Author: Lynne Riddoch Contact Email: education@moray.gov.uk Subject: Equally Safe – Update on Progress 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to update Committee on Moray’s progress in delivering the education-related commitments set out in the Scottish Government’s Equally Safe Delivery Plan 2024–2026, and to outline the next steps in supporting schools to address gender-based violence (GBV) through prevention, education, and staff development. 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 an update on the progress made by Education in Moray in delivering the seven key ‘deliverables’ for education outlined in the national Equally Safe Delivery Plan 2024–2026. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Notes the significant progress made by Education in Moray against national Equally Safe deliverables for education; ii) Endorses the continued implementation of outstanding actions, including data recording and peer learning models; and Item 10.* Page 111
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iii) Agrees a further progress report be prepared for Committee in 12 months’ time Lynne Riddoch Quality Improvement Officer 4. BACKGROUND AND CONTEXT 4.1 The Equally Safe Delivery Plan 2024–2026 sets out a strategic framework to help achieve Scotland’s goal of ending violence against women and girls (VAWG), with a strong emphasis on early prevention through education, support for those most at risk, and coordinated, inclusive responses across services. The seven education deliverables aim to ensure: all secondary schools are registered with Equally Safe at School (ESAS); all secondary school staff undertake the ESAS e-learning module; all schools record incidences of gender-based violence and that local authorities review this data; all school staff complete trauma awareness training; all local authorities review relationships, sexual health and parenthood (RSHP) curriculum to ensure that it includes learning about gender-based violence; learning about online safety in all local authorities includes reference to technology facilitated VAWG, and that all local authorities encourage the development of peer learning and activity around gender-based violence in secondary schools dependent on the availability of training. 4.2 Equally Safe at School Registrations : All eight secondary schools in Moray are now registered with the ESAS programme. Elgin Academy participated as an early adopter and registered as a pilot school in 2024, with the remaining schools completing registration in 2025. 4.3 Secondary school staff undertake the Equally Safe at School e-learning module – All secondary school staff in Moray are expected to complete the ESAS e-learning module by September 2025. The module has been embedded into mandatory child protection training delivered during the August in-service. To date, 71 staff at Elgin Academy have already completed the training. Additionally, Moray has agreed with the ESAS Lead to pilot the ESAS e-learning module with several primary schools during the 2025/26 session. 4.4 All schools record incidences of gender-based violence and local authorities review this data – All schools in Moray use the Bullying and Equalities module to record incidents of gender-based violence. This system ensures consistent data capture across settings and supports local authority oversight and review. However, the consistency and quality of data input across educational establishments remains variable, highlighting a need for further support and guidance to ensure more uniform practice. 4.5 We will ensure that all school staff complete trauma awareness training - Trauma- Informed Practice training was delivered to all education staff across Moray as part of the mandatory training programme in August 2024. Completion of this training is also a requirement for all new education staff as part of their induction, ensuring a consistent baseline of trauma awareness across the workforce. 4.6 All local authorities review relationships, sexual health and parenthood (RSHP) curriculum to ensure that it includes learning about gender -based violence – An audit of the Relationships, Sexual Health and Parenthood (RSHP) curriculum will be undertaken Page 112
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across all schools by the end of Term 2 of 2025 to ensure that learning about gender-based violence is effectively embedded. Where gaps are identified, schools will be supported to review and adapt their curriculum to ensure this essential content is fully incorporated into young people’s learning experiences in Moray. 4.7 We will ensure that learning about online safety in all local authorities includes reference to technology facilitated VAWG - The Moray Child Protection Committee (MCPC) provides a comprehensive programme of online safety training to address a broad range of digital risks. This includes targeted practitioner events and parent/carer sessions on issues such as cyberbullying, sextortion, and the non-consensual sharing of intimate images. In collaboration with Moray’s Violence Against Women and Girls (VAWG) Partnership, the MCPC has recently focused on the emerging threat of the Manosphere—a growing online space associated with misogynistic content and radicalisation risks. A practitioner event was delivered to raise awareness of this issue, with key objectives including: • Defining the Manosphere and its subcultures • Explaining associated terminology and concepts • Outlining potential harms, including self-harm and violent extremism • Highlighting the child protection implications and appropriate responses for practitioners In addition, dedicated online sessions have been delivered for parents and carers to help them understand the associated risks, recognise signs of engagement, and support open dialogue with their children. In partnership with Police Scotland, in-school sessions have also been delivered in both primary and secondary settings across Moray, covering core online safety themes, including sextortion, cyberbullying, and the sharing of intimate images. Given the increasing concerns around technology-facilitated GBV, there is a recognised need to strengthen staff knowledge and confidence in this area. As part of our 2025/26 strategy, a three-hour Manosphere Training session will be delivered to all education staff across Moray, scheduled for either the November or February in-service days. 4.8 We will ensure that all local authorities encourage the development of peer learning and activity around gender-based violence in secondary schools dependent on the availability of training – The Mentors in Violence Prevention (MVP) programme is a peer- led, bystander intervention initiative that empowers young people to take a leadership role in challenging GBV. It enables learners to explore and question the attitudes, beliefs, and cultural norms that underpin GBV, addressing behaviours such as sexting, controlling behaviour, sexual harassment, and issues around consent. The programme adopts a bystander approach, encouraging young people to act as informed and active contributors to a safer school culture. All eight secondary schools in Moray have now adopted the MVP programme. Staff training took place across all schools in 2023, with a further 28 staff from seven schools completing training in May 2025. Two staff members have successfully completed the MVP Training for Trainers course, enabling them to deliver training across the authority. To Page 113
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ensure sustainability, each school has identified at least one member of staff to undertake this training, alongside a representative from the central education team and the Equally Safe Development Co-ordinator. This will enable schools to embed MVP training into their ongoing professional learning programmes and build staff capacity. To support implementation and collaboration, a termly MVP Network was established in Term 2, 2024. This network enables schools to share practice, monitor progress, and further develop the programme in response to their local contexts. Over the past two years, approximately 360 pupils across Moray have been trained as MVP Mentors. Each school has co-created a tailored rollout strategy in partnership with these young leaders, based on school-level data and identified needs. MVP Mentors have led a wide range of activities, including delivering lessons to S1–S3 pupils, leading assemblies, creating awareness displays, running Anti-Bullying Week campaigns, producing educational videos, and facilitating drop-in sessions where peers can seek support or report concerns. 4.9 Education in Moray has not only met but exceeded several of these national targets and has adopted a proactive and strategic approach to embedding the principles of Equally Safe across its schools. This progress reflects a strong commitment to safeguarding, equality, and the promotion of healthy, respectful relationships among children and young people. 5. PROPOSALS 5.1 To ensure full delivery of the Equally Safe Delivery Plan 2024–2026, the service will implement the following actions: • Maintain Engagement with ESAS: Ensure that all eight secondary schools sustain their registration with the ESAS programme and actively engage with its implementation framework • Embed ESAS e-Learning in Core Training: Integrate the ESAS e-learning module into child protection training. Completion will be monitored centrally. In partnership with the ESAS Lead a pilot of the e-learning module will also be trialled in selected primary schools during 2025/26 • Standardise GBV Incident Recording: Ensure consistent use of the Bullying and Equalities module across all schools for recording incidents of gender-based violence. Develop and implement authority- wide guidance and a monitoring framework to support consistency and analysis • Sustain Trauma-Informed Practice: Continue to embed trauma-informed practice into mandatory induction programmes and annual professional learning for education staff • Audit and Adapt RSHP Curriculum: Conduct a comprehensive audit of the RSHP curriculum in Term 2, 2025, to ensure that learning about gender-based violence is embedded. Provide support to schools in adapting their curriculum where gaps are identified • Expand Online Safety Training: Deliver Manosphere awareness training to all education staff during the November and/or February in-service days, ensuring staff are equipped to address online misogyny and technology-facilitated gender-based violence Page 114
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• Sustain and Grow Peer Leadership through MVP: Sustain and expand the MVP programme across all secondary schools. Ensure each school has at least one staff member trained as an MVP trainer, supported by the Equally Safe Development Co-ordinator. Continue to convene the MVP Network termly to share good practice, build staff capacity, and monitor progress. 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 This proposal aligns with national legislation and policy frameworks that underpin the rights, safety, and wellbeing of children and young people in Scotland. Key policy and legal drivers include Equally Safe: Scotland’s Strategy to Prevent and Eradicate Violence Against Women and Girls (VAWG); Children and Young People (Scotland) Act 2014; The United Nations Convention on the Rights of the Child (UNCRC); The Equality Act 2010, and National Guidance for Child Protection in Scotland (2021 – updated 2023) Page 115
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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 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 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 implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact There are no direct impacts from this report. The Equally Safe Delivery Plan 2024–2026 is purposefully designed to advance equality by prioritising the groups that are most vulnerable to gender-based violence. The plan uses an intersectional approach to address violence across many or multiple protected groups under the Equality Act 2010. 6.11 Climate Change and Biodiversity Impacts This is not applicable. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education, Quality Improvement Manager and Susanne Campbell, Quality Improvement Officer have been consulted along with Caroline O’Connor, Committee Services Officer and any comments have been incorporated into the report. Page 116
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8. BACKGROUND PAPERS Page 117
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 16 September 2025 Report by: Executive Director (Education, Housing and Communities) Report No: EDU036/25/VC Author: Vivienne Cross Contact Email: education@moray.gov.uk Subject: Education National Improvement Framework Report and Plan 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to advise Committee of the annual National Improvement Framework (NIF) plan return which requires to be submitted to the Scottish Government by the end of September 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 The Background Paper and Appendix to the report are the two statutory documents required to be submitted in the form of the Progress Report which showcases the work across the department and successes of the department along with the NIF Plan for the coming year which details the stretch aims as agreed along with the departmental priorities and service plan actions previously reported to Committee on 13 May 2025 (para 25 of the minute refers). 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinises and notes the contents of the Moray self-evaluation document progress report; Item 11.* Page 119
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ii) Agrees the annual National Improvement Plan (NIF) and Stretch Aims return to be submitted to Scottish Government by 30 September 2025; iii) Recognise and commend the positive progress continuing to be made and in particular across 7 key measures to close the poverty related attainment gap; and iv) Note that a report regarding initial secondary school attainment will be presented to Committee in November 2025 and that school improvement actions identified in Appendix 1 will be reviewed and enhanced based on initial attainment meetings. Vivienne Cross Head of Education (Chief Education Officer) 4. BACKGROUND AND CONTEXT 4.1 The National Improvement Framework (NIF) for Scottish Education was launched in January 2016. The framework supports the Scottish Government Ambition to achieve excellence and equity for every child in Scotland and guides on the Raising Attainment for All (RAFA) agenda. It places a legal duty on local authorities to actively address the poverty related attainment gap. 4.2 The Framework is underpinned by a series of planning and reporting duties designed to support transparency and accountability. These legal duties have been integrated into the Standards in Scotland’s Schools’ etc Act 2000 through amendments contained in Part 1 of the Education (Scotland) Act 2016. The Scottish Government produces annual advice in December to provide the focus for the NIF for the following year. Since 2022 there are 5 priorities for action: • Placing the human rights and needs of every child and young person at the centre of education; • Improvement in children and young people’s health and wellbeing; • Closing the attainment gap between the most and least disadvantaged children and young people; • Improvement in skills and sustained, positive school-leaver destinations for all young people; and • Improvement in attainment, particularly in literacy and numeracy 4.3 The Scottish Government has published statutory guidance to support education authorities to carry out the legal responsibilities. The statutory guidance clarifies how the 2000 Act has been amended through the 2016 Act in order to: • Impose duties on education authorities to enhance equity and promote a reduction in inequalities of educational outcome experienced by pupils as a result of socio- economic disadvantage; • Impose a duty to secure improvement in the quality of school education with a view to achieving the strategic priorities of the NIF; and • Impose duties in relation to annual planning and reporting; and annual school improvement planning Page 120
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4.4 Local Authorities must produce a NIF work plan on an annual basis which is then submitted to Scottish Ministers. The purpose of the plan is to outline key actions that the Local Authority will take to address the excellence and equity agenda. The Education Service Plan, reported to this Committee on 13 May 2025 (para 25 of the minute refers), lays down the priorities for the service for the coming year. Although the key priority areas do not exactly match the NIF priorities, there were clear links and associated actions within the service plan, cross referenced throughout. Officer workplans were reviewed annually with progress monitored by this Committee on a quarterly basis. 4.5 Head Teachers are expected to produce an annual School Improvement Plan (SIP) which takes forwards developments at a local level. Although no statutory expectation, Nursery Managers also produce an Improvement Plan. These plans align with the NIF and the appropriate local authority strategic plan including the Corporate Plan and the Service Plan. Schools and settings submit their plans by 30 June each year and are subject to scrutiny from the Quality Improvement Team (schools) and the Continuous Improvement Team (nurseries) where feedback is provided. 4.6 The NIF plan is expected to be in place by the end of September each year. Last year the layout changed with regards to the standards and quality /self-evaluation element however no new guidance has been received and so the service has retained the format. As there is an expectation that approaches to equity are clear, once again case studies and “snippets” exemplify and showcase ongoing work and its impact. 4.7 Literacy and Numeracy continue to be key priorities locally where there is a roll out of Moray schools involved in the national improving writing programme, Children and Young People Improvement Collaborative (CYPIC). This programme aims to improve writing attainment in identified Primary 4 classes with a view to building an infrastructure for sustainable spread beyond the initial programme timeline. The service has also developed a Literacy Strategy as reported to and agreed by Committee on 13 May 2025 (para 6 of the minute refers) and this will be launched from August 2025. In terms of Numeracy, a strategy is being developed and an Acting Quality Improvement Officer will be taking forward a national numeracy programme. 4.8 Committee is well aware of the challenges the service has faced in recruiting teachers and this has spread to English and Mathematics posts. As a result and to support secondary recruitment, primary qualified teachers have been appointed to posts in secondary schools in these subject areas to teach children in the Broad General Education. The service continued to face challenges in recruiting to other key subject posts in Secondary and to a number of senior leadership roles. The new session starting in August 2025 sees a number of senior leadership posts with Acting arrangements as well as vacancies across a number of positions. 4.9 The Moray Education NIF Progress Report Self-Evaluation, which is a Background Paper to this report, provides a fair and balanced overview of the Education Service and the improvement journey over the course of the last year as well as showcasing, through photographic evidence, the improvement work ongoing across the system. Of particular note this year is the number of positive inspections across Nursery and Primary and the schools and settings are to be congratulated on their success. Page 121
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4.10 As part of the requirements of reporting within the Scottish Attainment Challenge, an end of year report for the Care-Experienced Children and Young People (CEC&YP) Funding is included. Further positive progress has been made with the virtual Head Teacher, working closely with colleagues in Social Work and wider partners. We continue to work towards meeting the expectations of the Promise and plan to undertake further training with members and the wider system around the Promise award and expectations of us all as corporate parents. 4.11 Stretch Aims were set for key attainment and wellbeing measures as part of the framework for recovery and accelerating progress as published by the Scottish Government in March 2022. The self-evaluation document provides information on progress and the NIF Plan 2024-25 (Appendix 1) includes a review of the aims for the coming session. Progress is being made across a number of indicators and they will continue to be a priority in the coming year. Successes regarding the stretch aims are: Achievement of Curriculum for Excellence Levels • P1/4/7 Literacy combined – increases across all measures and poverty related attainment gap (PRAG) reduced • S3 Literacy combined – increases across all measures and PRAG reduced • P1/4/7 Numeracy – increases across 2 measures, one remained and PRAG reduced • S3 Numeracy – increases across 2 measures and PRAG reduced Annual Participation Measure (proportion 16-19 year olds in education, training or employment) • Increase in one measure and PRAG reduced Senior Phase Leaver Attainment SCQF • 1+ Level 5 - increase in 2 measures • 1+ Level 6 – one measure remained the same Attendance • Primary – one measure increased and PRAG reduced • Secondary – 2 measures increased and PRAG reduced Overall last year our PRAG reduced in 7 out of 9 measures which provides clear evidence of improvement in terms of equity. 4.12 It is acknowledged that good progress has been made in terms of closing the PRAG however there is still work to be done and this is evident from the key themes and actions in School Improvement Plans for this session which are identified on page 5 of Appendix 1. 4.13 Secondary initial attainment meetings were completed in August and there is still significant work to be done to improve across a number of areas. 5. PROPOSALS 5.1 Once approved, the service will submit the annual quality report/self-evaluation and NIF plan to Scottish Government to meet the deadline of 30 September 2025. Page 122
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5.2 In order to improve further the service will progress agreed improvement activities in the following areas over session 2025/2026: • Leadership of change • Wellbeing, equity and inclusion • Curriculum • Learning, teaching and assessment 5.3 Progress will be reported to this Committee through normal processes. The service will also change and adapt further to restructure and will review priority actions based on pressures and adapting to supporting the system where necessary. The initial secondary school attainment report will be presented to Committee in November 2025 and improvement actions will be reviewed, updated and enhanced further to initial attainment meetings. 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. Page 123
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☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal The Education Act and Standards in Scotland’s Schools etc Act have been adhered to. 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 however in order to continually improve vacancies in key roles eg subject areas in secondary and senior leadership posts will have an impact on improvement. 6.6 Staffing There are no staffing implications arising directly from this report however ongoing staff absence and vacancies noted above across the Education sector does and will have an impact on the ability of the service to improve. Education has a high absence rate in the Council and many schools face challenges with continued absence short and long term. 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 implications arising directly from this report however the service awaits the impact of Scottish Wide Area Network 2 (SWAN2) works on use of technology to support learning and teaching. The lack of programme to roll out 1:1 devices also has an impact on Moray’s learners compared to their counterparts in other local authorities leading to inequity in terms of digital access to support their learning. 6.10 Equalities, Social Inclusion and Economic Impact The report showcases work on equalities and in particular equity for learners. Page 124
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6.11 Climate Change and Biodiversity Impacts This is not applicable. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Quality Improvement Manager and Caroline O’Connor, Committee Services Officer and any comments have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 National Improvement Framework Moray Education National Improvement Framework Progress Report Self-Evaluation Page 125
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National Improvement Framework Plan | 2025-2026 Greenwards Primary School Hythehill Primary School Nursery Forres Academy St Gerardine Primary School Hopeman Primary School Rothes Primary School Findochty Primary School St Sylvester’s RC Primary School Lhanbryde Primary School APPENDIX 1 Page 126
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Moray Council: Education 2 Moray Education | August 2025 Page 127
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Moray Council: Education 3 Improving Outcomes for Moray’s children and young people… Our Moray Education Strategic Plan has been further reviewed this session based on self-evaluation in order to ensure delivery of key priorities to improve outcomes for Moray’s children and young people in a changing operating context, both nationally and locally as we navigate service changes and wider pressures. The National Improvement Framework priorities and key drivers for improvement remain central to our service actions. Following review as a service, this document contains Stretch Aims set based on data intelligence and revised Service Priorities and Actions founded on considerable service self-evaluation over the course of last session. This included full consultation on our service vision and aims which are incorporated within our strategic plan overview, ensuring we work together in order to build a better future for all Moray’s children. A three-year plan with focus outlined in the diagram below sets our direction for 2025-2028: A summary of self-evaluation reviewed is contained within the Moray Education NIF Progress Report and Self- evaluation 2024-2025 document along with key performance information. Page 128
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Moray Council: Education 4 Education Strategic Plan: National Improvement Framework Our plans are continuously developing in order to reflect changing National and Local priorities, Scottish and local authority guidance. At this time, we look to the following key National and Local policies and frameworks in order to guide our work across Moray Education: National Policy and Strategy Local Policy and Strategy UNCRC and Children’s Rights/Participation Local Outcomes Improvement Plan (LOIP) Children and Young People (Scotland) Act Moray Council Corporate Plan (CP) National Improvement Framework (NIF) Moray Children’s Services Plan (CSP) Curriculum for Excellence (CfE) Corporate Parenting Strategy and Pillars Developing the Young Workforce (DYW) Education Strategic Plan Getting it right for every child (GIRFEC) Education Learning Estates Strategy Scottish Attainment Challenge/Pupil Equity Funding (SAC/PEF) ASN Strategy and Policies Corporate Parenting and ‘The Promise’ Raising Attainment Strategy and Toolkit Scottish Schools (Parental Involvement) Act Learning and Teaching Strategy and Resources Standards in Scotland’s Schools Act Curriculum Strategy and toolkit including Senior phase Curriculum Guidance Better Relationships, Better Learning, Better Behaviour Early Years Play Strategy Digital Learning and Teaching Strategy for Scotland Professional Learning Strategy Learning for Sustainability Supporting all Learners Strategy Child Poverty Strategy for Scotland Parental Involvement and Engagement Strategy Education Scotland/HMiE Guidance and Practice Assessment and Moderation Strategy Scottish Government publications/Audit Scotland/OECD Reports/Muir Review Tracking and Monitoring in the BGE Strategy/Guidance The Morgan Review Data Analysis - AnalyseM CLD Regulations and Standards Curricular Progressions Wellbeing and Child Protection Guidance Literacy Strategy; draft Numeracy and Skills Strategies Key National Reviews including: All Learners in Scotland Matter Independent Review of Qualifications & Assessment Independent review of skills delivery landscape ...and ongoing work through ES Curriculum Improvement Cycle, engagement in CI and ES shared QI Framework for ELC and enagement in relation to ES inspection and scrutiny engagement Page 129
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Moray Council: Education 5 Education Strategic Plan: Service Self-evaluation We continue to review our overarching strategic priorities and improvement plans on a systematic basis, developing central strategic priorities based on system-wide feedback and involving senior leaders from across our schools and establishments. Following service self-evaluation and information gathering activities undertaken through our Education Strategic Meetings, the following overview summaries of School Improvement Plan Theme priorities across our Early Learning and Childcare settings, Primary and Secondary Schools is provided below: Summary of School Improvement Plan Themes ELC • Enhancing STEM (Science, Technology, Engineering, and Mathematics) opportunities, especially digital skills • Further developing outdoor learning spaces and involving parents as partners • Focusing on literacy and numeracy, using creative approaches and floor books for learning capture • Strengthening self-evaluation processes and improving evidence collection • Refreshing and embedding inclusive values and approaches, including children’s rights (UNCRC) and community involvement • Promoting staff development and leadership, with initiatives such as garden projects • Learning from other Early Learning Centres in Scotland in order to drive improvement Primary • Learning and Teaching: Emphasis on consistency, assessment, play pedagogy, and curriculum development • Literacy and Numeracy: Focus on improving writing, reading, numeracy skills, and implementing initiatives like CYPIC Writing and numeracy working groups • Supporting All Learners: Inclusion strategies such as CALM, Circle, Autism Accreditation, and staged intervention to ensure every learner’s needs are met • Leadership and Staff Development: Promoting leadership at all levels, empowering staff, and supporting professional development • Parental Engagement and Partnerships: Increasing parental involvement through book groups, coffee mornings, and stronger school-community links • Curriculum development: Continuous review of curriculum rationale, pathways, and embedding cross-curricular approaches including outdoor learning • Raising Attainment: Targeted efforts to improve attainment in maths, writing, and across the board, with a focus on creative and high-quality learning opportunities Secondary • Strengthen curriculum, including innovative approaches and learning across a range of contexts • Enhance tracking and monitoring to improve learner outcomes • Focus on wellbeing, inclusion, and equity for both students and staff • Raise aspirations, attainment, and achievement across all levels • Formalise processes for leadership, self-evaluation, and change management • Promote imaginative pedagogy and staff leadership development • Engage all stakeholders in the improvement process Page 130
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Moray Council: Education 6 Education Strategic Plan: National Improvement Framework Plan The following pages contain our Education Strategic Plan incorporating the National Improvement Framework Plan for Moray Education. This is a high level summary of work planned with more detailed service plans and officer lead roles supporting this, with regular reporting to Committee on progress, impact and next steps. The following legend provides a key to the National Improvement Framework priority and driver column references in the third and fourth columns of our progress report templates on subsequent pages, the final column providing cross-reference to our Education Service Plan for cohesion. Legend: National Improvement Priority National Improvement Driver 1 Placing the human rights and needs of every child and young person at the centre of education A School and ELC leadership 2 Improvement in children and young people’s health and wellbeing B Teacher and Practitioner Professionalism 3 Closing the attainment gap between the most and least disadvantaged children and young people C Parent/carer involvement and engagement 4 Improvement in skills and sustained, positive school-leaver destinations for all young people D Curriculum and Assessment 5 Improvement in attainment, particularly in literacy and numeracy E School and ELC Improvement F Performance Information Page 131
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Moray Council: Education 7 By empowering our system and investing in professional development, we will advance progress in our schools. Strengthening leadership at every level will help us build capacity and create a sustainable model for the future of education and our service. Key Service Actions: NIF Priorities: NIF Drivers: Service Plan: 1.1 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 1,2,3,4,5 A,B,C,D,E,F EDU 2025-26 L&E1.1 1.2 Continue to strengthen leadership and empowerment at all levels 1,2,3,4,5 A,B,C,E EDU 2025-26 L&E1.2 1.3 Continue to improve self-evaluation for improvement at all levels to guide change and improvement 2,3,5 A,B,C,D,E,F EDU 2025-26 L&E1.3 1.4 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 1,2,3,4,5 A,B,C,D,E,F EDU 2025-26 SCI1.1 1.5 Improve data literacy across the service leading to greater ownership of improving outcomes for all and evidence of use of data to secure improvement 2,3,4,5 A,B,D,E,F EDU 2025-26 SCI1.2 1.6 Develop the use of the new Quality Improvement Framework leading to improved self-evaluation for self- improvement across ELC establishments 2,3,4,5 A,B,D,E,F EDU 2025-26 SCI1.3 1.7 Health and wellbeing management (including absence management) where Head Teacher wellbeing is supported through offer of professional supervision and opportunity to access learning sets through the Mudd partnership [linking to wellbeing, equity and inclusion] 1,2 A,E,F EDU 2025-26 WP1.1 EDU 2025-26 H&WB1.1 Leadership of Change Page 132
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Moray Council: Education 8 Due to rising local poverty and our commitment to improved attainment and achievement, we continue to focus on the four pillars of inclusion to enhance learner experiences, supporting all learners in order to meet their learning and wider wellbeing needs. Key Service Actions: NIF Priorities: NIF Drivers: Service Plan: 2.1 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 1,2,3,4,5 A,B,C,D,E,F EDU 2025-26 EQ1.1 2.2 Continue to review the Supporting All Learners strategy in line with changes implemented by ASN review and focus on inclusive practice 1,2,3,4,5 A,B,C,D,E,F EDU 2025-26 EQ1.2 2.3 Early intervention addressing whole family well-being to ensure that children can reach their full potential 1,2,3,5 A,B,C,F EDU 2025-26 STRA1.1 2.4 Getting it right for every child so that we continue to improve attainment for all through universal and targeted interventions, training and support 1,2,3,4,5 A,C,E,F EDU 2025-26 STRA2.1 2.5 Review and evaluate alternative curriculum offers to better meet the needs of learners with ASN 1,2,3,4,5 A,C,E,F EDU 2025-26 ASN1.1 2.6 Embed non-negotiable training in practice where Inclusive practice is evidenced across the service 1,2,3 A,B,E EDU 2025-26 ASN1.2 2.7 Continue to focus on attendance including those on part-time timetables increasing attendance, participation and engagement in learning for all with review and finalisation of revised attendance policy 1,2,3,4,5 A,B,C,D,E,F EDU 2025-26 ASN1.3 2.8 Reduce exclusions through well planned partnership interventions and approaches for all children and in particular, Care Experienced Children and Young People 1,2,3,4,5 A,B,C,D,E,F EDU 2025-26 ASN1.4 2.9 Expand information sharing work with health colleagues to develop a greater understanding of children coming in to ELC settings as well as finalisation of the ASN forecasting tool 1,2,3 A,B,E,F EDU 2025-26 ASN1.5 2.10 Develop key messages for supporting 0-5’s, and their families, with communication skills taking account of national messages from multi-agency partners (e.g. Health), supporting early communication needs 1,2,3 A,B,C,E EDU 2025-26 ASN1.6 Wellbeing, Equity and Inclusion Page 133
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Moray Council: Education 9 As curriculum reform and national discussions continue, we aim to further develop our BGE and Senior Phase curriculum to broaden opportunities for all children and young people in Moray. Key Service Actions: NIF Priorities: NIF Drivers: Service Plan: 3.1 Further develop the curriculum in the BGE and Senior Phase taking account of ongoing national review and international research including project based learning 1,2,3,4,5 A,B,C,D,E,F EDU 2025-26 CUR1.1 3.2 Further develop curriculum offer in senior phase including consortia arrangements 1,3,4,5 A,B,D,E,F EDU 2025-26 CUR1.2 3.3 Improved curriculum offer in line with national advice with increase in subjects, courses and accreditation at Senior Phase leading to improvements in overall performance at key measures 1,2,3,4,5 A,B,C,D,E,F EDU 2025-26 CUR1.1 Curriculum Page 134
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Moray Council: Education 10 High-quality learning, teaching, and assessment are essential to align learners’ experiences with their abilities, interests, and in preparation for future life and work. This encompasses the effective planning of learning opportunities across all four contexts for learning, promoting skill development, knowledge acquisition, and progression across the four capacities outlined by Curriculum for Excellence. Key Service Actions: NIF Priorities: NIF Drivers: Service Plan: 4.1 Continue to improve consistency in high quality learning and teaching experiences for all 1,2,3,4,5 A,B,D,E,F EDU 2025-26 LTA1.1 4.2 Ensure pace, challenge and differentiation is improved to improve learner progression with greater focus on future pathways 1,3,5 A,B,D,E,F EDU 2025-26 LTA1.2 4.3 Continue to develop approaches to assessment and moderation to improve outcomes for learners 3,4,5 A,B,D,E,F EDU 2025-26 LTA1.3 4.4 Continue to support and improve approaches to data literacy for all staff to identify and address achievement gaps 2,3,4,5 A,B,D,E,F EDU 2025-26 LTA1.4 4.5 Increase opportunities to lead learning by staff and pupils 1,3,5 A,B,D,E,F EDU 2025-26 L&E1.4 Learning, Teaching and Assessment Page 135
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Moray Council: Education 11 Part of the Scottish Government and Education Scotland Framework for Recovery and Accelerating Progress (Scottish Attainment Challenge) involves the setting of local stretch aims. Stretch aims for improvement purposes are specifically focussed on the improvement in which a system needs to make in order to reach a particular goal. For example, closing the poverty-related attainment gap. Local authority plans and stretch aims for the Scottish Attainment Challenge are required to be embedded within existing local authority service improvement plans to use education to improve outcomes for children and young people affected by poverty, with a focus on tackling the poverty- related attainment gap. Stretch aims are required to focus on core attainment measures (Core Stretch Aims) and specific aims which, informed by local evidence and data, are identified as local priority areas for improvement (Core Plus Stretch Aims). These stretch aims should be both ambitious and achievable within local contexts. In Moray, our Stretch Aims based on existing data and intelligence (Core and Core Plus) are identified as follows: Page 136
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Moray Council: Education 12 Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 70-74% 58-63% 81-85% 27pp 2024/25 73-77% 62-65% 83-86% 24pp 2025/26 Stretch Aim 78% 67% 87% 20pp Achievement of Curriculum for Excellence Levels: Numeracy P1/P4/P7 combined …additional Information and rationale for aims The ACEL Numeracy (P1, P4, P7 combined) Stretch Aim for 2026 is ambitious based on data trends over time and interventions underway within Moray for raisingattainment inNumeracy andMaths. In2020/21 the overall combined P1, P4, P7 Numeracy level was 68%, rising to 72% in 2021/2022. Based on internal data analysis for 2022/2023, ACEL Literacy (P1, P4, P7 combined) has witnessed positive increase (unpublished figures, Scottish Government December 2023). This is as a result of increased focus on moderation, roll-out of local authority resources, further application of the Northern Alliance Numeracy Progression and spotlight focus on learning, teaching and assessment. Our school visit programme has specific focus in term 4 on ACEL data and review. Our Quintile 1 cohorts remain very small. As such, performance is skewed by cohort size and individual needs. Quintile 1 accounts for 3.4% of all learners in Moray across stages (P1, P4 and P7 combined accountingfor0.8% of allMoray learners). Quintile 5accounts for112pupils in2020/2021 and97 pupils in 2021/2022 for P1, P4 and P7 Literacy combined. Quintile 5 accounts for 11.6% of all learners in Moray across stages (P1,P4andP7combinedaccountingfor2.9% of allMoraylearners). Totalpupil populationin 2022/2023 - 12,212 learners where in 2023, 12,136 learners in Moray (August 2023) with percentage representation of Quintile 1 (3.2%) and Quintile 5 (11.5%). Pre-covid levels on average ranged from 63-70 pp where our data has shown recovery and continued improvement through unpublished data (2023), with slight dip notedin 2020/2021. If acceleratedprogress continues each year within parameters noted above and in similar operating and budgetary conditions, overall levels of 78% by 2026 will be achieved. Our poverty related attainment gap in 2020/2021 (Q1vQ5) was recognised at 18% rising to 25% in 2021/2022, with gap of 26%, 21% and 13% noted respectively in pre- pandemic years. Stretch aim anticipated for 2026 would result in a narrowing of the gap over the next three years by 27pp to 20pp, basedon verylow SIMD cohort numbers also expectedin SIMD Quintile 1. A slight increase inpovertyrelatedattainment gap isanticipated in2023 basedon earlyanalysis, impactedby low cohort size in Quintile 1 and impact of underperformance of a few pupils. Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 67-70% 57-60% 82-84% 27-22pp 2024/25 69-72% 60-65% 83-86% 26-19pp 2025/26 Stretch Aim 74% 66% 87% 21pp Achievement of Curriculum for Excellence Levels: Literacy P1/P4/P7 combined …additional Information and rationale for aims The ACEL Literacy (P1, P4, P7 combined) Stretch Aim for 2026 is ambitious based on data trends overtime and interventions underway within Moray for raising attainment in Literacy and English. In 2020/21 the overall combined P1, P4, P7 Literacy level was 64%, rising to 65% in 2021/2022. Based on internal data analysis for 2022/2023, ACEL Literacy (P1, P4, P7 combined) has witnessed positive increase (unpublished figures, Scottish Government December 2023). This is as a result of increased focus on moderation, roll- out of local authority progressions to 3rd level for Literacy and English and spotlight focus on learning, teaching and assessment. Our school visit programme has specific focus in term 4 on ACEL data and review. Our Quintile 1 cohorts remain very small. As such, performance is skewed by cohort size and individual needs. In 2021/2022, Quintile 1 accounts for 3.4% of all learners in Moray across stages (P1, P4 and P7 combined accounting for 0.8% of all Moray learners). Quintile 5accounts for112 pupils in 2020/2021and 97pupils in2021/2022forP1,P4andP7Literacy combined. Quintile 5accounts for11.6% of all learners in Moray across stages (P1, P4 and P7 combined accounting for 2.9% of all Moray learners). Total pupil population in 2022/2023 - 12,212 learners where in 2023, 12,136 learners in Moray (August 2023) with percentage representation of Quintile 1 (3.2%) and Quintile 5 (11.5%). Pre-covid levels on average ranged from 59-65 pp where our data has shown recovery and continued improvement through unpublished data (2023). If accelerated progress continues each year within parameters noted above and in similar operating and budgetary conditions, overall levels of 74% by 2026 will be achieved. Our poverty related attainment gap in 2020/2021 (Q1vQ5) was recognised at 20% rising to 26% in 2021/2022, with gap of 35%, 28% and 15% noted respectively in pre-pandemic years withlower Q1 and Q5 attainment noted overall. Stretch aim anticipated for 2026 would result in a narrowing of the gap over the next three years from 27 pp to 21pp based on previous 3-year data trend (2021-2023), with low SIMD Quintile 1 cohort numbers also anticipated to continue impacting on stretch aims due to individual pupil/group performance. An increase in poverty related attainment gap is anticipated in 2023 basedonearlyanalysis,impactedbylow cohort size inQuintile 1andimpact of underperformance of a few pupils. Page 137
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Moray Council: Education 13 Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 85-88% 75-79% 87-90% 15-8pp 2024/25 86-90% 78-83% 89-91% 13-6pp 2025/26 Stretch Aim 91% 84% 93% 9pp Leavers: 1+ @ SCQF level 5 (Insight - All SCQF Measure) …additional Information and rationale for aims Overall attainment has varied over time, within the mid to upper 80-90% range overall across a five-year trend. The StretchAimidentifiedisto improve attainment bya further 2.9% from current five yearaverage to 2022 of 88.1%, leading to aspirational 2025/2026 Stretch Aim of 91%. It is noted that achievement at SCQF level 5 is impacted by a range of factors including presentation numbers at this level along with additional support needs profile of year groups/cohorts. Further caution is expressed at different assessment models (Alternative Certification Model) and assessment approached during 2020 and 2021, along with changes on return to SQA examinations and amended content/assessment arrangements for 2022. Our SIMD Quintile 1 numbers within leaver cohorts remain small, with 2018-2022 noting cohort sizes of 9, 8, 11, 25 and 30 respectively. As a result, attainment at SIMD Quintile 1 remains variable based on individual pupil achievements, ranging within individual years from 70.4% to 90.9% over a 5-year period includingthe pandemic. Basedon trendaverage of 81.5% and10.3% variance between 2020/2021(70.4%) and 2021/2022 (80.7%), Quintile 1 attainment is expected to improve by 2.5% based on this average and past two years' performance average (75.6% - SA would mean 8.4% improvement). Quintile 5 attainment is set to improve by 0.7% based on five-year trend average (92.3%) and 1% increase on 2021/2022. Our eight secondary schools all continue to participate in the SCQF Ambassador programme, widening curriculum, qualifications and wider accreditation offers as we look to the future in order to raise attainment for all. Work on curriculum change is underway, extending senior phase offer throughMorayImprovement Groups. OverallStretchAimis to reduce the gapbetweenQ1andQ5to 10pp by 2025-2026. Targeted use of additional staffing including equity, inclusion, wellbeing and raising attainment colleagues as appropriate for targeting identified pupils for intervention and support, to maximise achievements. Overall, Q1-Q5 attainment gap average (5-year average) anticipated to improve by 2pp from 11 pp to 9 pp. Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 60-64% 47-52% 67-71% 24-15pp 2024/25 62-65% 50-54% 69-72% 23-15pp 2025/26 Stretch Aim 66% 55% 73% 18pp Leavers: 1+ @ SCQF level 6 (Insight - All SCQF Measure) …additional Information and rationale for aims Overall attainment has varied overtime, withina 58-64% range overall across a five-year trendperiod. The Stretch Aim identifiedis to improve attainment by a further 5% from current five yearaverage to 2022 of 61.0%, leadingto aspirational 2025/2026StretchAimof 66%. It isnotedthat achievement at SCQFlevel6 is also impactedby a range of factors including presentation numbers at this level along with additional support needs profile of year groups/cohorts. Further caution is expressed at different assessment models (Alternative Certification Model) and assessment approached during 2020 and 2021, along with changes on return to SQA examinations and amended content/assessment arrangements for2022. Schools continue to workwithyoungpeople in regardto ambitionand attendance. Our SIMD Quintile 1 numbers within leaver cohorts remain small, with2018-2022 notingcohort sizes of 9,8, 11,25 and 30 respectively. As a result, attainment at SIMD Quintile 1 remains variable based on individual pupil achievements, ranging from 40.7% to 63.6% over a 5-year trend period including the pandemic. Based on trend average of 49.0% and 7.7% variance between 2020/2021 (40.7%) and 2021/2022 (48.4%), Quintile 1 attainment is expected to improve by 6.0% based on this average and past two years' performance average (44.5% - SA would mean 10.5% improvement on 2-year average). Quintile 5 attainment is set to improve by 3% based on five-year gap trend average (70%) and 8% increase on 2021/2022. Our eight secondary schools all continue to participate in the SCQF Ambassador programme,widening curriculum,qualifications andwideraccreditationoffers aswe lookto the future inorderto raise attainment forall. Workoncurriculumchange is underway,extending seniorphase offerthrough Moray Improvement Groups. Q1-Q5 2yeargapaverage (2020/2021: -37 %: 2021/2022: -17%)of 27%. Overall StretchAim isto reduce the gapbetween Q1 and Q5 to 18 pp by 2025-2026 based on variable trend over time. Targeted use of additional staffing including equity, inclusion, wellbeing and raising attainment colleagues as appropriate for targeting identified pupils for intervention and support, to maximise achievements. Overall, Q1-Q5 attainment gap average (5-year average) anticipated to improve by 3pp from 21 pp to 18pp. Page 138
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Moray Council: Education 14 Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 93-94% 84-87% 90-94% 10-3pp 2024/25 94-95% 86-88% 92-95% 9-4pp 2025/26 Stretch Aim 95.5% 89% 96% 7pp Annual Participation Measure (16-19 year olds) …additional Information and rationale for aims A Stretch Aim of 95.5% has been set, 3.0% higher than the 6-year trend average and 4.3% higher than the lowest recorded APM (2017/2018). Considerable work has been undertaken across the partnership (Skills Development Scotland, Moray Pathways, Moray College UHI, Moray Education, Moray Council CLD Youth Work, DYW Moray) in order to improve accuracy in recording as well as closer monitoring, particularly in the age 18-19 year old categories during session 2022/2023. Numbers inQuintile 1remain low (6 yearaverage - 86 youngpeople peryear) withQ1 AnnualParticipation rates from 78.8% to 91.8% across this trend period with average of 86.1% noted. An aspirational stretch aim of 89% has been set for 2025/2026. Annual Participation Measure at SIMD Quintile 5 remains high with a data range from 93.1% to 97.9%, average of 94.9% across a six-year trend period. Stretch aim is set in context based on data presented over the trend period, with 96% aspirational 2025/2026 stretch aim set for Quintile 5, which would see gap reduction overall on data presented above to 7 pp from 9pp six-year trend gap average (10 pp in 2022/2023). Overall Stretch Aim (95.5%) is positive and above current 2023 national average of 94.3% (1.2% above). Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 92.5-93.5% 89.0-91.5% 93.5-94.5% 5.5-2pp 2024/25 93.5-94.5% 90.5-92.5% 94.5-95.5% 5-2pp 2025/26 Stretch Aim 95.0% 93.0% 96.0% 3pp Attendance - Primary …additional Information and rationale for aims Primary Attendance levels have varied over time, adversely impacted overall - common with other local authorities - by the 2020 and 2021 pandemic years impacting on data measurement. 5 year trend varies overall from 95.0% in 2018/2019 to 92.7% in 2022/2023 with decrease in attendance from pre-pandemic high for Quintile 1 of 94.5% in 2018/2019 to 88.9% in 2021/2022 as lowest in 5-year trend period. Highest Quintile 5 attendance is noted in 2020/2021basedondata available as97.1% with93.8% notedin 2021/2022as lowestover 5-yeartrend period. Low cohort numbers continue to be observed particularly in Quintile 1. Reviewed attendance policy, increased focus on monitoring attendance and early intervention is anticipatedto reduce the Q1-Q5gap to 3pp by2025/2026. Basedon Q1-Q5 gaps in 2021/2022 and 2022/2023 respectively, this is a 2pp reduction (1pp on 5-year trend average) and positive return to pre-pandemic attendance levels observed with attendance. Page 139
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Moray Council: Education 15 Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 88-90% 87-89% 91-92% 5-3pp 2024/25 90-91% 88-89% 92-93% 5-3pp 2025/26 Stretch Aim 92% 90% 94% 4pp Attendance - Secondary …additional Information and rationale for aims Secondary attainment rates vary over time, impacted by the pandemic across SIMD Quintile 1 and Quintile 5, with some recoverto pre-pandemic levels forSIMD Quintile 5. 5-yeartrend varies from 91.9% in 2018/2019to 88.9% in 2022/2023 as lowest recorded attendance over a five year trend period. Reviewed attendance policy, increased focus onmonitoringattendance andearlyinterventionis anticipatedto reduce the Q1-Q5gap to 4pp by2025/2026 from previous year gaps for 2021/2022 and 2022/2023 of 6pp and 5pp averages respectively. Oursecondaryschools acknowledge increasedbehaviours exhibitedby youngpeople onreturn, coupledwith rise in wider wellbeing concerns impacting on attendance at school and creativity required in interventions and supports including counselling and use of additional inclusion, wellbeing, intervention and equity teams to strengthen participation and achievement. Ongoing support from pastoral care teams and interventions funded through Scottish Attainment Challenge monies is further used to support targeted young people, increasing engagement in school. Based on 5-year trend averages, increased attendance compared with 2022/2023 for Q1 (3.2pp) and Q5 (1.8pp) are desired aims, an increase of 1.2 pp and 1 pp against 5-year trend averages for Q1 and Q5 respectively. Core Plus Stretch Aims Page 140
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Moray Council: Education 16 Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 79-83% 68-71% 82-86% 18-11pp 2024/25 84-87% 70-72% 85-89% 19-13pp 2025/26 Stretch Aim 88% 73% 90% 17pp Achievement of Curriculum for Excellence Levels: S3 ACEL Literacy (3rd level) …additional Information and rationale for aims S3ACEL Literacyisidentifiedbasedonvariabilityidentified acrosssecondary schools in determininglearner level achievement in Literacy and need for raising attainment. Focussed work through extended QAMSO network, subject network meeting, May Inset Day and Associated Schools Group approaches to moderation have improved data (currently unpublished) in 2022/2023. Further focus is now underway in order to ensure teacher professional judgements remain robust and reflective of learner achievement of CfE levels at 3rd level or above. Based on all data available including internal local authority data (pandemic years, 2020 and 2021), an overall average of 80% is noted across a six year trend period with variability noted year on year. Improved consistency in moderation and working with cross-sector and inter-school colleagues, a 88% Stretch Aim overall is aimed towards in line with 2019 pre-pandemic National average and 2% above last year's(2022) national average. Numbers in S3 for Quintile 1 (36 young people, cohort size 993, 3.6% of cohort) remain small with Quintile 5 accounting for one tenth of the S3 cohort population (107 young people, cohort size 993, 10.8%) with individual and small group performance anticipated to potentially impact on overall stretchaim achievement. A reductionin Q1-Q5gap to 17 ppis aimedtowards, fromcurrent trendaverage of 24 pp gap (7 pp reduction) and a 15pp reduction on Q1-Q5 gap noted in 2021/2022 (32 pp). Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 86-88% 75-79% 90-92% 17-11pp 2024/25 87-89% 80-84% 91-93% 13-7pp 2025/26 Stretch Aim 89% 85% 94% 9pp Achievement of Curriculum for Excellence Levels: S3 ACEL Numeracy (3rd level) …additional Information and rationale for aims S3 ACEL Numeracy is identified based on greater consistency identified across secondary schools in determining learner level achievement in Numeracy and change post-pandemic of learner achievement in Numeracy across Quintiles 1-5. Focussed work through extended QAMSO network, subject network meeting, May Inset Day and Associated Schools Group approaches to moderation have improved data (currently unpublished) in 2022/2023. Further focus is now underway in order to ensure teacher professional judgements remain robust and reflective of learner achievement of CfE levels at 3rd level or above. Change notedinperformance of Quintile 1cohort (2018- 90%; 2019- 100%)in pre-pandemic years compared with post-pandemic (2022 - 79%) and unpublished 2022/2023 cohort performance lower than anticipated also. Performance at Quintile 5 remains strong with 93% year on year trend average noted since 2017/2018. Based on all data available including internal local authority data (pandemic years, 2020 and 2021), an overall average of 85% is noted across a six year trend period with variability noted year on year across schools. Improvedconsistency inmoderation andworking withcross-sector andinter-school colleagues,a 89% Stretch Aimoverall isaimed towards in line with 2022National average. Numbers inS3 (August 2023) for Quintile 1 (36 young people, cohort size 993, 3.6% of cohort) remain small with Quintile 5 accounting for one tenth of the S3 cohort population (107 young people, cohort size 993, 10.8%) with individual and small group performance anticipated to potentially impact on overall stretch aim achievement. A reduction in Q1-Q5 gap to 9 pp is aimed towards, from current trend average of 10 pp gap and a 4pp reduction on Q1-Q5 gap noted from 2021/2022 (13 pp gap, much reducing based on early indication data for 2022/2023 also). Page 141
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Moray Council: Education 17 Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 94-96% 92-94% 95-96% 4-1pp 2024/25 95-97% 93-95% 96-97% 4-1pp 2025/26 Stretch Aim 97% 95% 97.6% 2.6pp Leavers: 1+ @ SCQF level 4 (Insight - All SCQF Measure) …additional Information and rationale for aims Overall attainment has remained positive over time, at both Q1 and Q5 across a five-year data trend period. The Stretch Aim identified is to improve attainment by a further 0.6% from current five year average to 2022 of 96.4%, leading to aspirational 2025/2026 Stretch Aim of 97%. It is noted that achievement at SCQF level 4 is impacted by a range of factors including presentation numbers at this level along with additional support needs profile of year groups/cohorts. Further caution is expressed at different assessment models (Alternative CertificationModel) andassessment approachedduring 2020and 2021, along with changes on return to SQA examinations and amended content/assessment arrangements for 2022. An increased attainment gap of 11% is noted in session 2020/2021 during the pandemic with recover to 2% difference in attainment (Q1-Q5) in 2021/2022. Our SIMD Quintile 1 numbers within leaver cohorts remain small, with 2018-2022 noting cohort sizes of 9, 8, 11, 25 and 30 respectively. As a result, attainment at SIMD Quintile 1 remains variable based on individual pupil achievements, ranging within individual years from 88.9% to 100.0% over a 5-year period includingthe pandemic. Basedon trendaverage of 94.3%, Quintile 1 attainment is expectedto improve by 0.7% based on this average and past two years' performance average (91.2% - SA would mean 3.8% improvement). Quintile 5attainment isset to improve by0.2% basedonfive-yeartrendaverage (97.4%)and 1.6% increase on 2021/2022. Our eight secondary schools all continue to participate in the SCQF Ambassador programme, widening curriculum, qualifications and wider accreditation offers as we look to the future in order to raise attainment for all. Work on curriculum change is underway, extending senior phase offer through Moray Improvement Groups. Overall Stretch Aim is to reduce the gap between Q1 and Q5 to 2.6 pp by 2025-2026. Targeted use of additional staffing including equity, inclusion, wellbeing and raising attainment colleagues as appropriate for targeting identified pupils for intervention and support, to maximise achievements. Overall, Q1-Q5 attainment gap average (5-year average) anticipated to improve by 0.5pp from 3.1 pp to 2.6 pp. Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 84-88% 77-83% 87-92% 15-4pp 2024/25 88-93% 84-89% 92-95% 11-3pp 2025/26 Stretch Aim 94% 90% 96% 6pp Leavers: 5+ @ SCQF level 1 (Insight - All SCQF Measure) …additional Information and rationale for aims Ensuring our young people leave school at all levels with a wide range of qualifications is essential for future learning, life and work, whether identified within the lowest 20%, middle 60% or highest 20% achievers. Maxmising achievement of young people to leave school with a portfolio of qualifications will improve outcomes and positive post-school destinations which remain high overall in Moray. Overall attainment for 5+ @SCQF 1 remains variable at Quintile 1 and Quintile 5, suggesting a number of young people are not maximising their overall attainment and achievement at school by point of exit. Work continues on identification of young people on part-time timetables andwith incomplete curriculum options across our secondary schools. Based ondata of those youngpeople leavingschool withat least 1 qualification at SCQF level 4 (2021/2022 - 97.7%) and at least 1 qualification at SCQF level 5 (2021/2022 - 90.1%), underachievement is noted at this measure and achievement of at least 5 qualifications at SCQF level 1 or above by school point of exit across SIMD quintiles. In 2018/2019 and 2019/2020 it is also noted that leavers within Quintile 1 performed better overall compared with young people leaving school in Quintile 5 in this measure. A stretch aim of 94% achieved wouldsee a 9.2% improvement overall basedon5-yeartrendaverage of youngpeople achieving5 ormore qualifications at SCQF level 1 or above, with positive increase based on 5 year averages for Quintile 1 (9.7%) and Quintile 5 (8.6%) which is achievable based on highest year performance of 100% (2018/2019 - Quintile 1) and 92.4% (2020/2021 - Quintile 5) respectively. Overall reduction in Q1-Q5 gap based on current 5-year average of 7pp to 6pp (highest year's gap noted in 2020/2021 at 26%). Our eight secondary schools all continue to participate in the SCQF Ambassador programme, widening curriculum, qualifications and wider accreditation offers as we look to the future in order to raise attainment for all. Work on curriculum change is underway, extending senior phase offer through Moray Improvement Groups. Page 142
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Moray Council: Education 18 Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 68-71% 63-66% 71-75% 12-5pp 2024/25 70-73% 65-69% 74-77% 13-5pp 2025/26 Stretch Aim 74% 70% 78% 8pp Achievement of Curriculum for Excellence Levels: P4 Literacy (Writing) 1st level …additional Information and rationale for aims P4 Literacy (Writing) is identified as a focus area for Stretch Aim setting due to work continuing withinthe local authority through moderation at local authority, QAMSO training and support alongside Inset Day focus and planning at Associated Schools Group level. Development and roll-out of Moray Literacy Progressions and focussed need to raise attainment of children at this level with attainment furthernoted nationally for P4 stage, highlights improvements required. Based oninternal data analysis, improvement in overall trend is noted over time from 2017/2018 (57% overall achievement - P4 Writing) to 67% in 2021/2022. Further improvement is noted in Moray through internal data analysis based on 2022/2023 level achievement for P4 (1st level) as yet unpublished figures under embargo. Our P4 Quintile 1 cohort remains small in session 2023/2024 (P4 - 33 children, 3.3% of P4 stage cohort of 1,006 children) with Quintile 5 accounting for approximately one tenth of the cohort (P4 - 109 children, 10.8% of P4 stage cohort of 1,006 children). Quintile 1, 5-year average noted as 63% where due to low cohort numbers,variationfrom44% (2016/2017)to a highof 83% 2018/2019)performance isnoted atthis Quintile. Quintile 1, 5-year average of 63% and stretch aim achievement of 70% would lead to 7% improvement. Quintile 5, 5-year average of 76% and stretch aim achievement of 78% would lead to 2% improvement. Based on 2021/2022 figures, 7 pp improvement overall is aimed for from 67 pp to 74 pp. Where attainment gap (Q1-Q5) varies from 28% (2016/2017) to 1% (2020/2021) to 22% (2021/2022), a gap reductionto 8pp(12pp5-yearaverage)isaimedtowards by2025/2026with caveat of low cohort size and individual/small pupil group performance potentially impacting on aspirational stretch aims set. Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 37-42 2024/25 33-37 2025/26 Stretch Aim 32 Reducing Secondary Exclusions Secondary (per 1,000 pupils) …additional Information and rationale for aims Secondary exclusion rates continue to rise, post-pandemic with more extreme behaviours noted by schools for identified young people across SIMD, not discrete to Quintile 1 or Quintile 5 with low numbers reported (linked to Q1andQ5cohort numbers). Furtherworkinnow requiredas a wellbeing partnershipto ensure interventions are in place ona multi-agency approachinorderto support ourschools inensuring youngpeople are supported to attend school and positively participate, achieving a range of qualifications and accreditation to support onward and positive post-school destinations. Exclusions per1,000pupils basedonnationalmeasures continue to rise,with 42.1exclusions notedper 1,000pupils for 2022/2023, increasing from 30.8 in 2021/2022 and 29.2 in 2020/2021. 227 exclusions incidents were recorded in 2022/2023 with further analysis now required to ascertain reoccurrence, interventions and support required as well as wider factors including Additional Support Needs. Fewer pupils with LAC status are noted as having been excluded in 2022/2023. Internal data analysis shows majority of exclusions in relation to gender are identified as male. As withattendance,oursecondaryschools acknowledge increasedbehaviours exhibitedby youngpeople onreturn, coupled with rise in wider wellbeing concerns impacting on attendance at school and creativity required in interventions and supports including counselling and use of additional inclusion, wellbeing, intervention and equity teams to strengthen participation and achievement. Ongoing support from pastoral care teams and interventions funded through Scottish Attainment Challenge monies is further used to support targeted young people,increasing engagement in school. Stretch Aim of 32 pp would see a 2 pp target below the current 34 pp 3-year average, with time to reduce current 42.1 pp exclusion rate per 1,000 pupils. Low/variable cohort sizes over time make specific stretch aim setting problemous for Q1 and Q5. Few exclusions at Q1 or Q5, principally at Q2 and Q5 based on last available national and local datasets. Page 143
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Moray Council: Education 19 Notes Page 144
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Moray Education | August 2025 Page 145
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 16 September 2025 Report by: Executive Director for Education, Housing and Communities Report No: DCE(ECOD)009/25/KMcD Author: K McDermott / Fiona Herd Contact Email: kevin.mcdermott@moray.gov.uk Subject: Education Resources and Communities Service Plan – Youth Work Update 1. PURPOSE ☐ For Decision ☒ For Information 1.1 The purpose of this report is to update the Committee of the work of the Communities (Community Learning and Development) Youth Work Team within the Education Resources and Communities Service Plan and to note the impact of additional staffing resources in supporting positive outcomes for young people. 1.2 This report is submitted to the Committee in terms of Section III (D) (26) of the Council’s Scheme of Administration relating to service performance. 2. SUMMARY 2.1 This update report was requested by this Committee following the meeting of 15 May 2025 and provides additional information on youth work activities referred to in the Education Resources and Communities (ERC) Service Plan. The report demonstrates the increased reach of the youth work team and highlights where additional resourcing has been secured to grow the youth work team providing positive outcomes for young people in relation to the national Youth Work Outcomes framework. 3. BACKGROUND AND CONTEXT 3.1 The Communities (Community Learning and Development)(CLD) Service has three teams: (Youth Work, Adult and Family Learning and the Community Support Unit). This report demonstrates the impact that additional resourcing has had on the increased number of young people being supported by the Youth Work team in delivering the Youth Work Page 147
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actions in the Education Resources and Communities (ERC) Service Plan. The core Youth Work Team has a Team Manager supported by two CLD Workers who manage a team of eight part-time sessional youth workers (average of 23 hrs per week). 3.2 Temporary funding is provided nationally to Moray Pathways to deliver Employability Support and as part of that funding is drawn down to employ an additional CLD Youth Worker and two 25-hour Employability Posts. Another part-time youth work post is based in New Elgin Primary School in a partnership project funded by Scottish Government Strategic Equity Funding. 3.3 At the budget setting meeting on 28 February 2024, Moray Council also approved four new 25-hour Outreach Youth Work posts in high school settings in Buckie, Forres, Elgin Academy and Keith (para 7 of minute refers). The Council had initially allocated £100k for these four posts with a view to releasing a similar sum to recruit for the other Associated School Groups (ASGs). However, the second tranche was removed as part of the budget saving requirement for 2025/26. 3.4 The CLD Service publishes a quarterly activity report with the January to March 2025 report demonstrating a 93% increase from 23/24 in the number of young people engaged and a 119% increase in sessions delivered with young people. 3.5 The ERC Service Plan identifies that the Youth Work team deliver ‘targeted work in each secondary supporting employability skills and positive transition from secondary school into college, work or training for identified young people.’ As one of the partners in Moray Pathways, Moray Council’s Youth Work service works closely with the Moray Council’s Employability Team, Skills Development Scotland (SDS), Developing the Young Workforce (DYW), University of the Highlands and Islands (UHI) Moray, Education and third sector organisations to ensure that young people are supported to improve their life and employability skills through targeted youth work programmes. These programmes are built around the needs of the young people and progress is measured against the Youth Work Outcomes and Skills Framework. 3.6 The benefits of the youth work whole service approach is shown in relation to Employability with the staff referred to in 3.2 working closely with the core youth work team building on relationships they have with young people from primary transition, health and wellbeing groups, pathways groups and community-based provision. Their focus is on young people preparing to leave education and those who have left school who may struggle to sustain a positive pathway. There are a range of different offers to suit the young people’s needs from an intensive summer leavers programme at UHI Moray, community based Xplore groups and school and college groups. 3.7 In terms of health and wellbeing, Youth Work staff deliver targeted sessions in partnership with schools to address health and wellbeing issues / or employability activities in S3. These are designed to meet the needs of the young people identified by guidance teams and young people co-design the programmes with Youth Workers. Some young people who do not otherwise engage in formal learning take part in youth work led activities thus maintaining contact and attendance at school. Page 148
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3.8 In addition to this, transition work with those moving from primary to secondary school also forms part of our youth work offer. This work can take place both in school and communities with many opportunities being offered in the evenings and at holiday times. Over the past 18 months the team have worked in partnership with New Elgin Primary School in a Strategic Equity Funded project which has seen a full-time Youth Worker engaging with two years of P7 pupils. Although this year’s reporting is not complete, both cohorts have seen improved attendance and attainment, with many achieving accreditation such as Hi5 Awards (an accredited youth award operated by Youth Scotland), Junior Award Scheme for Schools (JASS) Awards and Bronze Arts Awards. In addition, young volunteer leaders who supported our youth club provision gained Saltire Awards. 3.9 The first cohort data showed that three quarters of targeted young people showed higher attendance and there was also a significant reduction in lateness. Most young people achieved external accreditation, and the school have noted that all pupils have shown improvements in engagement and participation. These impacts are increasingly being replicated in other Moray youth work settings where staff use the national Youth Work Outcomes to demonstrate progress. During the last school term, Youth Work managers met with each secondary school Senior Management Team to produce partnership agreements, outlining specific work to be undertaken by youth work teams within each school. Discussions allowed the team to gain a better insight in to how the Youth Work offer can support schools to deliver against the Scottish Attainment Challenge and contribute to their School Improvement Plans. 3.10 The four Outreach Youth Worker posts were filled in late summer 2024 with staff employed in Buckie, Forres, Keith and Elgin to pilot work in school and the community with young people who are not fully engaged in learning. Initially Outreach workers were asked to work specifically with young people who were either completely or partially disengaged from education. However, it proved difficult to engage with young people who had extremely low attendance and some schools had already set up teams to target these pupils. 3.11 Outreach Workers have widened the reach of youth work by working alongside the core youth work team and have been able to make significant increases in the number of young people participating in youth work activities. Schools are working more closely with Youth Work to identify young people who attendance may be starting to fall at an earlier stage. Attendance data gathered by Education would suggest that this specifically effects P7, S1 and S3 pupils. This early intervention should prove more effective than trying to engage with young people where attendance issues are more embedded. 3.12 The new posts have increased the ability of the Youth work team to support and develop community-based youth work which is delivered largely in partnership with third sector partners as this supports their ability to provide services and allows the team to connect with young people in youth friendly spaces and build relationships further. The team have been working directly with Speyside Youth, The Loft (Keith), The Gaff (Forres) and Elgin Youth Development Group and have recently supported work in Lhanbryde Hall to set up a new youth club. When capacity allows, staff also team up with Police Scotland and other partners (Library Service etc) to deliver detached youth work and youth engagement in targeted areas. The Youth Work Network connects voluntary youth work organisations in Moray and meets quarterly to discuss shared training needs and opportunities and partnership work and funding. Page 149
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4. PROPOSALS 4.1 Committee is asked to note the impact of youth work provision and the effective use that the service has made from the council’s direct investment in four Outreach worker posts which are currently temporary until 31 August 2026. The effectiveness of the CLD Youth Work approach is also evident as an active delivery partner in Moray Pathways (Moray’s Employability Partnership) where the CLD service has been commissioned to deliver youth work focussed employability activity, as have the Adult and Family Learning team. The added value of the CLD approach was demonstrated in a recent Xplore programme which was co-delivered by both teams and brought together younger and older learners. 4.2 The four Outreach Youth worker posts were initially to be phase one with a second tranche of funding to be released to recruit an additional four posts but as noted in 3.3, this became a saving in the 2025/26 budget settlement. The added value of having the four initial Outreach posts have been significant and is reflected in the levels of engagement and improved partnership working with schools as a result. The four posts are currently funded till the end of August 2026. 4.3 Funding for the Employability Work (Moray Pathways) and Strategic Equity Funding will continue to be sought to build on the current delivery – however in both cases the funding comes through Scottish Government and is not guaranteed. 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) ✓ 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 ✓ 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. Page 150
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☐ 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 5.3 Policy and Legal There are no policy or legal implications arising directly from this report 5.4 Financial The Council committed funding of £100k per year for four 25-hour Outreach Youth Work approved until 31 August 2026. Extending that funding temporarily until the end of 2026/27 would cost around £58k. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Youth Work – Outreach £100,000 Full council, 28 Feb 2024) 2025/26 Until Aug 2026/27 £100k £42k already committed If ended in August would coincide with academic year Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 5.5 Risk This paper has shown the correlation between the increase in YW staff in post and a significant growth in youth work provision in Moray as a result. The cumulative impact of this in terms of the ability to deliver a coherent and adequate youth work offer is clear to see and therefore the loss of any of the externally funded strands would have a larger impact on the whole service rather than just the individual strand. 5.6 Staffing There are currently four 25-hour Outreach Youth Worker posts covering Buckie, Elgin, Keith, and Forres. These posts are not currently core funded – nor are the Employability Page 151
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roles (one full time CLD Worker and two 25-hour youth workers) and the Strategic Equity Fund youth work post in New Elgin. 5.7 Best Value and Transformation The four Outreach YW roles have added significantly to the youth work offer and have built internal capacity within the youth work team to reach more young people. 5.8 Property There are no property implications arising directly from this report. 5.9 Information Communications/Technology/Digital There are no Information Communications, Technology or Digital implications arising directly from this report. 5.10 Equalities, Social Inclusion and Economic Impact The work characterised in this report are early intervention examples which challenge existing inequalities and disadvantage, and which mitigate against the negative longer- term impacts of young people whose life chances would otherwise be negatively impacted. A recent UK Government report ‘The Impact of School Absence on Lifetime Earnings’ shows that higher absence is associated with worse attainment and therefore worse earnings outcomes in later life… and find the likelihood of being in receipt of benefits increases by 2.7 times for pupils who are classified as persistently absent (>10% absence). This rises to 4.2 times for those who are classified as severely absent (>50% absence). 5.11 Climate Change and Biodiversity Impacts There are no Climate Change or Biodiversity implications arising directly from this report. 6. CONSULTATION 6.1 This report has been prepared in consultation with Lorraine Paisey, Head of Financial Services, Alasdair McEachan, Head of Legal and Democratic Services, Grant Cruickshank, Human Resources Manager, Equalities Officer and Vivienne Cross, Head of Education (Chief Education Officer) any comments made have been incorporated into the report. 7. BACKGROUND PAPERS 7.1 Appendix 1 – Trend Information Page 152
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2023-2024 2024-2025 Quarter 1 Quarter 2 Quarter 3 Quarter 40 500 1000 1500 2000 All Core YW Team vacancies filled Outreach YW recruited Employability YW Team recruited Support Inspire Challenge #youthworkchangeslives No of young people engaged in youth work April - June July - September October - December January - March APPENDIX 1 Page 153
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2023-2024 2024-2025 Quarter 1 Quarter 2 Quarter 3 Quarter 40 500 1000 1500 2000 No of Youth W ork sessons delivered April - June July - September October - December January - March Youth Work Induction completed Support Inspire Challenge #youthworkchangeslives Page 154
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Full time equivalent 2023 20250 2 4 6 8 10 12 14 Staffing Support Inspire Challenge #youthworkchangeslives Page 155
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Posts Vacancies Workers 2023 2024 20250 5 10 15 20 Staffing Support Inspire Challenge #youthworkchangeslives Page 156