Agenda Document Pack - Education, Children's and Leisure Services Committee - 25/11/2025
Moray Council · 25 November 2025
Back to Education, Children's and Leisure Services Committee — 25 November 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, 25 November 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, 25 November 2025 at 09:30. BUSINESS 1. Sederunt 2. Declaration of Group Decisions and Members Interests * 3. Resolution Consider, and if so decide, adopt the following resolution: "That under Section 50A (4) and (5) of the Local Government (Scotland) Act 1973, as amended, the public and media representatives be excluded from the meeting for Items 23 to 27 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 16 September 2025 9 - 14 5. Written Questions ** 6.* Performance Report (Education) - Period to September 2025 Report by Executive Director Education, Housing and Communities 15 - 22 7.* Performance Report (Education Resources and Communities) - Period to September 2025 Report by Executive Director Education Housing and Communities 23 - 30 Page 1
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8.* Education and Education Resources and Communities Capital Budget Monitoring Report to 30 September 2025 Report by Executive Director Education Housing and Communities 31 - 38 9.* Education Resources and Communities Revenue Budget Monitoring to 30 September 2025 Report by Executive Director Education Housing and Communities 39 - 42 10.* Education Revenue Budget Monitoring to 30 September 2025 Report by Executive Director Education Housing and Communities 43 - 48 11.* Shared Quality Improvement Framework for Early Learning and Childcare settings Report by Executive Director Education Housing and Communities 49 - 54 12.* Speech and Language Contract Update (Education) Report by Executive Director Education Housing and Communities 55 - 62 13.* Initial Analysis of Secondary School Attainment - Session 2024-2025 Report by Executive Director Education Housing and Communities 63 - 86 14.* Education Scotland Further Inspection (Continuing Engagement) of St Peter’s RC Primary School Report by Executive Director Education Housing and Communities 87 - 100 15.* Education Scotland Further Inspection (Continuing Engagement) of Portgordon Primary School Report by Executive Director Education Housing and Communities 101 - 110 16.* Education Scotland Further Inspection (Continuing Engagement) of Forres Academy Report by Executive Director Education Housing and Communities 111 - 122 17.* Education Scotland Further Inspection (Continuing Engagement) of Elgin Academy Report by Executive Director Education Housing and Communities 123 - 132 18.* Elgin High School Expansion Project Update Report by Executive Director Education Housing and Communities 133 - 154 19.* Future Buckie High School Project Update Report by Executive Director Education Housing and Communities 155 - 170 20.* Additional Support Needs Update Report by Executive Director Education Housing and Communities 171 - 176 Page 2
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21.* Additional Support Needs Additional Monies Report by Executive Director Education Housing and Communities 177 - 182 22.* Information Reports - if called in Item(s) which the Committee may wish to consider with the Press and Public excluded 23.* Additional Support Needs Allocations 2026-27 [Para 1] • 1. Information relating to a particular employee, former employee or applicant to become an employee of, or a particular office-holder, former office-holder or applicant to become an office-holder under, the authority. 24.* Learning Estate Programme - Future Forres Academy Design Stage Update [Para 8] • 8. The amount of any expenditure proposed to be incurred by the authority under any particular contract for the acquisition of property or the supply of goods or services. 25.* Moray Quality Improvement Framework - Risk Matrix for Schools [Para 1] • 1. Information relating to a particular employee, former employee or applicant to become an employee of, or a particular office-holder, former office-holder or applicant to become an office-holder under, the authority. 26.* Business Administration Review for Primary Schools [Para 1] • 1. Information relating to a particular employee, former employee or applicant to become an employee of, or a particular office-holder, former office-holder or applicant to become an office-holder under, the authority. 27.* Moray and Nairn Educational Trust - Disbursement 2025- 2026 [Para 4] • 4. Information relating to any particular applicant for, or recipient or former recipient of, any service provided by the authority. Only items marked * can be considered and determined by all members of the Committee Page 3
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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 - Public Performance Reporting - Home Education Report by Executive Director Education Housing and Communities 183 - 188 Information Report - Performance Report (Children Families and Justice Social Work - Quarter 1 (April to June 2025) Report by Chief Officer, Health and Social Care Moray 189 - 230 Information Report - Active Schools Annual Report Report by Executive Director Education Housing and Communities 231 - 264 Information Report - Learning Estate Review - Status Update Report by Executive Director Education Housing and Communities 265 - 286 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. Page 4
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Watching the Meeting You can watch the webcast live by going to: http://www.moray.gov.uk/moray_standard/page_43661.html Webcasts are available to view for 1 year following the meeting. You can also attend the meeting in person. If you wish to attend in person, please come to the High Street entrance door and a member of staff will let you into the Chamber. Page 5
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GUIDANCE NOTES * Declaration of Group Decisions and Members Interests - The Chair of the meeting shall seek declarations from any individual or political group at the beginning of a meeting whether any prior decision has been reached on how the individual or members of the group will vote on any item(s) of business on the Agenda, and if so on which item(s). A prior decision shall be one that the individual or the group deems to be mandatory on the individual or the group members such that the individual or the group members will be subject to sanctions should they not vote in accordance with the prior decision. Any such prior decisions will be recorded in the Minute of the meeting. ** Written Questions - Any Member can put one written question about any relevant and competent business within the specified remits not already on the agenda, to the Chair provided it is received by the Proper Officer or Committee Services by 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 6
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MORAY COUNCIL Education, Children's and Leisure Services Committee SEDERUNT Councillor Kathleen Robertson (Chair) Councillor Bridget Mustard (Depute Chair) Councillor James Allan (Member) Councillor John Cowe (Member) Councillor John Divers (Member) Councillor Amber Dunbar (Member) Councillor 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 7
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MORAY COUNCIL Minute of Meeting of the Education, Children's and Leisure Services Committee Tuesday, 16 September 2025 Council Chambers, Council Office, High Street, Elgin, IV30 1BX PRESENT Councillor James Allan, Mrs Sheila Brumby, Councillor John Cowe, Mrs Anne Currie, Councillor John Divers, Ms Carolyn Donlin, Councillor Amber Dunbar, Councillor Donald Gatt, Councillor Juli Harris, Councillor Sandy Keith, Councillor Elaine Kirby, Councillor Scott Lawrence, Ms Jillian MacKellar, Councillor Marc Macrae, Councillor Shona Morrison, Councillor Bridget Mustard, Councillor Kathleen Robertson, Councillor Derek Ross, Ms Kirsty Simmers, Mrs Susan Slater, Councillor Sonya Warren APOLOGIES Reverend Tembu Rongong IN ATTENDANCE Executive Director Education, Housing and Communities; Head of Education; Service Manager Education Estate; Service Manager Early Years, Quality Improvement Officer (Additional Support Needs); Susanne Campbell; Quality Improvement Officer; Improvement Manager; Senior Solicitor (Litigation and Social Care) and Caroline O'Connor, Committee Services Officer. ALSO IN ATTENDANCE Councillor Tracy Colyer 1. Chair The meeting was chaired by Councillor Kathleen Robertson. 2. Welcome The Committee joined the Chair in welcoming Carolyn Donlin as parent representative and Kirsty Simmers as pupil representative to their first meeting of the Committee. 3. Congratulations As this was the first meeting of Education, Children's and Leisure Services Committee following the summer break, the Committee joined the Chair in congratulating all the young people in Moray on their exam results and pathways they are moving onto and wished those continuing with the studies well. 4. Declaration of Group Decisions and Members Interests * Item 4. Page 9
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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. 5. 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 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. Para Number of the Minute Para Number of Schedule 7a 15 Para 1 Information relating to staffing matters 6. Minutes of meeting of 13 May 2025 The minutes of the meeting of the Education, Children's and Leisure Services Committee dated 13 May 2025 were submitted and approved. 7. Written Questions ** Under reference to Standing Order 36 a written question from Councillor Warren was submitted in the following terms: Drugs in Moray Schools In recent days I have been contacted by a number of parents with concerns about drugs in Buckie High School. While I appreciate that stories in the community can sometimes grow “arms and legs,” parents are expressing a very real fear that the problem is worsening, that younger pupils are increasingly being exposed to drugs, and that schools are not being seen as safe places. Can the Chair provide details of what steps are currently being taken across Moray schools to prevent drugs entering the school environment and to ensure schools remain safe places for pupils, how the Council is working with Police Scotland and other partners to respond when incidents occur, what actions are being taken to reassure parents, pupils, and staff that these issues are being addressed robustly and whether there are additional resources, supports, or preventative programmes being considered to tackle the issue of younger pupils being drawn into drug misuse. RESPONSE Any work regarding anti-social behaviour evokes a partnership approach and response which is led by the Community Safety Partnership and facilitated by the Anti-social behaviour task and finish group. With regards to Buckie High School, Police Scotland responded to a report regarding concerns of possible drugs misuse in the grounds of the school. The response was Page 10
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that officers attended and enquiries were carried out alongside the school leadership team. No drugs were recovered. Prior to the summer break the Locality Network lead led an initiative to bring together a multi-agency group of professionals, working with the school leadership team, to engage with young people engaging in challenging behaviours over the summer. This group of professionals remain engaged following the return to school and will continue to try to resolve ongoing issues. The Buckie Community Warden is in contact with the school’s leadership team and offers support in terms of local patrols and other support to deter any issues arising from drug/alcohol misuse or other anti-social behaviours. This includes engaging directly with young people and connecting with local youth workers. There is currently an initiative in Buckie, as part of a national pilot led by Public Health Scotland, focusing on public engagement. It is sponsored by housing and includes a wide range of department and other agencies. The pilot includes engagement with local residents and with professionals working in the area to identify issues of importance to them in order to facilitate local improvements and change. The initiative’s area of interest is in the east of Buckie and includes Buckie High. Financed by the Whole Family Wellbeing Fund, all schools are engaged with the Daniel Spargo Mabbs Foundation which is a drug education charity. They work with young people, parents, carers, teachers and professionals working with young people. Their offer includes workshops, webinars, training and a range of lessons which can be used in schools. In addition they have a play which tours schools to provide an additional outlet to share learning and information related to the dangers of drug use and misuse. As a supplementary question, Councillor Warren asked for information on any work undertaken by the service to explore the role of campus police officers in Moray, whether there had been discussions with Police Scotland regarding the potential for dedicated campus police officers in Moray secondary schools, any funding models available to support the model and if consideration could be given to preparing a proposal for a time-limited officer with clear measures of success. In response the Executive Director Education, Housing and Communities advised work was ongoing with partners in terms of the approach to community safety across the community planning partnership to ensure a multi-agency response and, following discussions and advice from Police Scotland, the most appropriate and effective interventions had been deployed in Buckie. The Head of Education confirmed community police, youth workers and community safety wardens were also working in secondary schools and discussions would continue with community planning partners. 8. Education and Education Resources and Communities Capital Budget Monitoring Report to 30 June 2025 The meeting had before it a report by the Executive Director Education, Housing and Communities informing Committee of the capital budget position for Education and Education Resources and Communities as at 30 June 2025. Page 11
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In introducing the report, the Service Manager Education Estate apologised for a word being omitted from the second line of Paragraph 5.14 where it should read "St Peters primary schools". Following consideration the Committee unanimously agreed to note the capital budget position as at 30 June 2025. 9. Relocation of Forres Academy - Statutory Consultation The meeting had before it a report by the Executive Director Education, Housing and Communities seeking approval to undertake statutory consultation on the relocation of Forres Academy to the site adjacent to Applegrove Primary School. In introducing the report, the Service Manager Education Estate advised, following publication of the report, a further legal review highlighted that the final decision on the relocation resides with Moray Council and not the Scottish Government. Consequently there was an error in the report relating to the Ministerial Call in Risk detailed in paragraph 6.5 of the report which was not relevant, should be deleted and replaced with there is no risk. Similar changes were required in the final version of the Appendix with the removal of the final sentence of paragraph 3.4 to ensure relocation was not confused with a closure and paragraphs 14.3, 14.4 and 14.5 would be deleted as they referenced ministerial call-in. Following consideration the Committee unanimously agreed to:- (i) authorise 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) a further report on the outcome of the consultation will be presented to this Committee in February 2026. 10. Additional Support Needs Allocations Early Learning and Childcare Context Matrix The meeting had before it a report by the Executive Director Education, Housing and Communities informing Committee of the progress made by the short life working group that have contributed toward the Additional Support Needs context matrix for Early Learning and Childcare as part of the wider Additional Support Needs review. Following consideration the Committee unanimously agreed to:- (i) note the process for developing the matrix tool; and (ii) note the proposed matrix tool. 11. Additional Support Needs Parent/Carer Survey The meeting had before it a report by the Executive Director Education, Housing and Communities advising Committee of the outcome of the Additional Support Needs Parent/Carer Survey which invited parents and carers to share their views between March and April this year. Page 12
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Following consideration the Committee unanimously agreed to:- (i) note the results of the Additional Support Needs parent/carer survey; and (ii) agree the service actions to address the issues raised. 12. Equally Safe - Update on Progress The meeting had before it a report the Executive Director Education, Housing and Communities updating the 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 outlining the next steps in supporting schools to address gender-based violence through prevention, education and staff development. Following consideration the Committee unanimously agreed to:- (i) note the significant progress made by Education in Moray against national Equally Safe deliverables for education; (ii) endorse the continued implementation of outstanding actions, including data recording and peer learning models; and (iii) agree a further progress report be prepared for Committee in 12 months' time. 13. Education National Improvement Framework Report and Plan The meeting had before it a report by the Executive Director Education, Housing and Communities advising Committee of the annual National Improvement Framework plan return which required to be submitted to the Scottish Government by the end of September 2025. Following consideration the Committee unanimously agreed:- (i) to note the contents of the Moray self-evaluation document progress report; (ii) the annual National Improvement Plan and Stretch Aims return be submitted to Scottish Government by 30 September 2025; (iii) to 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) to note a report regarding initial secondary school attainment will be presented to Committee in November 2025 and that school improvements actions identified in Appendix 1 will be reviewed and enhanced based on initial attainment meetings. 14. Information Reports - if called in The Committee noted that no information reports had been called in. Page 13
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15. Business Administration Review for Primary Schools [Para 1] The meeting had before it a report by the Executive Director Education, Housing and Communities providing Committee with a progress update on the Primary School Administration Review and seeking approval to progress with a proposed new Devolved School Management formula for the allocation of primary school administrative staff. During discussion concern was raised by some members of the Committee as to whether there was enough information provided in the report specifically relating to whether schools with Early Learning and Childcare rolls were addressed proportionately in terms of the revised formula and resultant allocations for schools set out in Appendix 1. Councillor Macrae, seconded by Councillor Mustard, moved the recommendations as printed. As an amendment Councillor Ross moved the report be deferred to the next meeting of Committee in November 2025 for inclusion of more detailed information. This was seconded by Councillor Divers. On a division there voted:- For the Motion (5) Councillors Macrae, Mustard, Allan, Dunbar, Kirby For the Amendment (8) Councillors Ross, Divers, Cowe, Harris, Keith, Lawrence, Morrison, Warren Abstentions (2) Councillors Gatt, Robertson Due to technical issues, Councillor Ross verbally provided his vote to the Committee Services Officer. Accordingly the Amendment became the finding of the meeting and the Committee agreed to defer the report to the next meeting of the Committee in November 2025 for inclusion of more detailed information. Page 14
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing & Communities Author: Neil Stables Contact Email: performance@moray.gov.uk Subject: Performance Report (Education) – Period to September 2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to scrutinise performance in areas of Service Planning, Service Performance and other related data to the end of September 2025 and note actions being taken to improve performance where required. 1.2 This report is submitted to Committee in terms of Section III (A) (4) of the Council’s Scheme of Administration to monitor performance in accordance with the Council’s Performance Management Framework. 2. SUMMARY 2.1 At the end of September 2025, overall progress against the Education 2025/26 Service Plan was 48% complete. Progress against Service Plan Priorities and Indicators and operational Service Performance Indicators is presented in the table and charts below. Please note that the annual Initial Analysis of Secondary School Attainment for 2024-25 is also presented to this Committee (25 November) by the Education Quality Improvement Manager, the report covers a number of the Service Plan actions and performance indicators. Item 6.* Page 15
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3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinises and notes performance in areas of Service Planning, Service Performance and other related data to the end of September 2025 and note actions being taken to improve performance where required. Neil Stables Research & Information Officer 4. BACKGROUND AND CONTEXT 4.1 Each service plan sets out the planned strategic and service level priorities and outcomes it intends to deliver in the coming year aligning closely with financial planning, corporate and community planning partnership strategic priorities. 4.2 Service Plan actions are weighted to reflect priority ratings. Actions with higher priorities receive greater weightings which contribute more to the overall delivery of the Plan. Progress on Service Plan priorities and outcomes and key areas of operational performance is reported by exception, highlighting successes and giving assurances Page 16
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around the challenges and actions to support. Links to Service Plan Actions, priority ratings and weightings and Performance Indicators can be accessed within the background papers section of this report. 4.3 Complaints are reported in terms of time taken to respond, outcomes and learning points. Links to Complaints tables can be accessed within the background papers section of this report. 4.4 Latest Local Government Benchmarking Framework (LGBF) results for 2024/25 are published throughout the year with final refresh of data around June 2026. The full suite can be view via the LGBF Dashboard. Published indicators for this service have been incorporated with the relevant section of this report depending on whether used to evidence progress against strategic, service level or service performance priorities. LGBF indicator targets and RAG status in the backing tables is now based on ranking thresholds aligning with exception reporting. 4.5 The Sustainable Development Statement was approved by the Corporate Committee on 5 November 2024 (para 16 of the Minute refers). The Statement draws out the way in which sustainable development is embedded in the Corporate Plan 2024-29 and wider corporate policies, strategies, and plans with progress being reported through several updates and reports, one of which is quarter 2 performance reporting. Service Plan actions and indicators that underpin the delivery of Sustainable Development Goals are highlighted in the backing table documents and comment where relevant is incorporated in this report. An overview of progress will be presented in the annual Corporate Plan progress update. 5. PROPOSALS Successes – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.1 Through data analysis the service continues to monitor progress in regard to Moray P1, P4 and P7 Achievement of Curriculum for Excellence Levels (ACEL) and associated Poverty Related Attainment Gap (PRAG). Early indications from 2024/25 data analysis and interrogation undertaken highlights that we continue to improve in both P1/4/7 Literacy and Numeracy overall with both measures showing year on year improvement with Stretch Aim trajectories met. For Literacy and Numeracy (2025 Stretch Aim), this includes Quintile 1 v Quintile 5 PRAG. Work continues through data analysis resulting in interventions across our schools to address barriers to learning and achievement. The central Quality Improvement Team continue to support and challenge schools where improvements are required. Schools continue to reach out through parental involvement and engagement activities to families, including those harder to reach. National release of ACEL data is due December 2025, with a subsequent report on Moray ACEL performance to be presented by the Moray Quality Improvement Manager to this committee in early 2026. (Action - EDU 2025-26 STRA1.1 and PIs - CHN13a and CHN13b) 5.2 A full cycle of Secondary Attainment meetings (August/September 2025) and target setting meetings have been completed, with key actions identified. Schools continue to Page 17
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work to address where attainment measures show need for required improvements, with curriculum offer and structures under further review. Visits to all 8 secondary schools as part of Moray Quality Improvement Framework (MQIF) planned for this academic session with 2 completed during quarter 2. (Action – EDU 2025-26 STRA2.1) 5.3 To support improving outcomes for all learners, the 2025–26 non-negotiable training is currently being delivered across all schools. This professional learning programme is being embedded with a particular emphasis on Universal and Universal with support, in alignment with the Supporting All Learners strategy. To support the implementation of this training the planned school visits programme is encouraging schools to engage in self-evaluation using HGIOS?4 Quality Indicator 3.1 – Ensuring Wellbeing, Equality and Inclusion. This supports schools in identifying strengths and areas for development in their inclusive practices. Insights gathered from these visits are being used to inform targeted interventions, ensuring that the evolving needs of all learners are met effectively. This approach will support a further review of the Supporting All Learners Strategy. All HMIE inspections undertaken in Moray schools and ELC settings during the 2024-25 session achieved a satisfactory or better award for Quality Indicator 3.1. (Action – EDU 2025-26 EQ1.2 and PIs – SAL01 and SAL02) 5.4 A draft Professional Leadership and Learning Strategy has been drafted with a short life working group and will undergo a consultation with Moray Education colleagues at all levels to more fully assess the current Career-Long Professional Learning (CLPL) activity across Moray schools, identify CLPL needs and co-design programmes to meet this need. Several leadership programmes have been advertised for Moray teachers through LearnPro. The Aspiring to Middle Leadership (AML) programme commenced on 30 September with 17 education colleagues signed up, while 7 are signed up for the Moray Education Management Programme which commenced on the 7 October. In partnership with Aberdeen University a bespoke ASN programme for Moray Council teachers began in late September with 20 teachers participating. (Action - EDU 2025-26 L&E1.2 and PIs - LEAD1.1 to LEAD1.5) Challenges and actions to support – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.5 There has been a delay in the request for additional support through HR as part of transformation to support the work around the revised absence management procedures. A paper was due to go to Council in September but will now go in December. (Action – EDU 2025-26 H&WB1.1) 5.6 Work on the Curriculum Improvement Cycle continues nationally with further changes anticipated as Scottish Qualification Authority (SQA) transition to Qualifications Scotland in December 2025. Schools are continuing to review course choices/offer in line with attainment messages this session. A meeting is being planned during quarter 3 with Moray College UHI regarding Advanced Highers for next academic session. (Actions – EDU 2025-26 CUR1.1 and CUR1.2) 5.7 The number and rate of secondary exclusions reduced in 2024/25 compared to previous academic years, with the rate falling to 28.1 (per 1,000 pupils) from 38.1. In contrast the Page 18
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number and rate of primary exclusions increased sharply in 2024/25, up from 3.6 (per 1,000 pupils) to 8.4. Schools continue to employ a range of supports and interventions as an Education service to reduce exclusions, within a climate of challenging behaviours exhibited by a minority of young people. Children at Risk in Education group and multi- agency information sharing group are working to review and target supports for the most vulnerable young people. (Action – EDU 2025-26 ASN1.4 and PIs – EDU-HWB02 and EDU-HWB04) Complaints and MP/MSP Enquiries 5.8 In line with the Performance Management Framework, complaints are reviewed quarterly by departmental management in terms of time taken to respond, outcome and learning points. Detailed tables can be accessed with the Background Papers section of this report. 5.9 A total of 27 complaints were received during the first half of 2025/26, with 26 complaints closed. Of those closed, three were at frontline stage (12%) with all three not upheld. The average time to resolve frontline complaints was 9 days, with one of the three complaints responded to within the 5 working day target. 5.10 The majority of education complaints require further investigation to achieve a resolution due to their complexity. A total of 23 investigative / escalated complaints were closed over the reporting period, with five being upheld, six partially upheld and the remaining 12 not upheld. The average time taken to resolve investigative / escalated complaints was 39 days. One complaint was resolved within the 20-day working timescale, while 14 complaints required authorised extensions so that investigations could be completed. 5.11 Of the 26 complaints resolved, the majority were at primary school stage (17), eight at secondary and one at early years stage. The main complaint type recorded was Other (21), while two related to bullying, two for process / procedure issues and one against staff. Of the complaints upheld or partially upheld; two bullying complaints related to initial measures implemented at the school having not resolved the issue, measures were subsequently reviewed and agreed with parents. Four complaints related to consent issues where permissions were either not sought from parents or processes had not been followed as agreed with parents. The other upheld complaints related to communication issues. Three of the complaints resolved were marked as Child Friendly Complaints (CFC), where complaints were either made by the child or made on behalf of the child by a trusted adult. Case Studies 5.12 Nothing to report Consultation and Engagement 5.13 Nothing to report 6. SUMMARY OF IMPLICATIONS Page 19
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6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) X Policy and Legal X Financial X Risk X Staffing X Best Value and Transformation X Property X Information Communications Technology/Digital X Equalities. Social Inclusion and Economic Impact X Climate Change and Biodiversity Impact X 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 Policy and Legal The Council has a statutory requirement to publish a range of information that will demonstrate that it is securing best value and assist in comparing performance both over time and between authorities where appropriate. 6.4 Financial None arising from this report. 6.5 Risk None arising from this report. Page 20
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6.6 Staffing None arising from this report. 6.7 Best Value and Transformation How councils plan for, manage and report on performance is a key area of focus in external audit work, particularly on best value. 6.8 Property None arising from this report. 6.9 Information Communications/Technology/Digital None arising from this report. 6.10 Equalities, Social Inclusion and Economic Impact None arising from this report. 6.11 Climate Change and Biodiversity Impacts None arising from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Governance, Strategy and Performance and relevant Service Managers and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Service Plan Actions Service Plan Performance Indicators Service Performance Indicators Service Complaints Page 21
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Iain Sneddon Contact Email: performance@moray.gov.uk Subject: Performance Report (Education Resources and Communities) – Period to September 2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to scrutinise performance in areas of Service Planning, Service Performance and other related data to the end of September 2025 and note actions being taken to improve performance where required. 1.2 This report is submitted to the Committee in terms of section III (A) (4) of the Council’s Scheme of Administration to monitor performance in accordance with the Council’s Performance Management Framework. 2. SUMMARY 2.1 The report identifies the progress of Service Plan Actions and Performance Indicators highlighting areas of good progress and areas where there have been challenges. Mitigations and actions taken to address challenges are detailed within the body of the report. Quarter 2 performance indicator results, and complaint data was not available at the time of reporting, therefore narrative relates to quarter 1 data. Service Plan action updates relate to quarter 2. The Service Plan has been designed as a 3-year Service Plan (2025-28) with several actions carried forward from the previous plan already well progressed. At the end of September, Service Plan actions are 47% complete and with most actions progressing well. Three Strategic Level actions have completed within the first half of this reporting year. One Strategic and one Service Level actions have not completed by due dates. Item 7.* Page 23
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3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinises performance in areas of Service Planning, Service Performance and other related data to the end of September 2025 and note actions being taken to improve performance where required. Iain Sneddon Research & Information Officer 4. BACKGROUND AND CONTEXT RAG Take a partnership approach to locality planning in priority areas of Moray to enable people to influence services and develop community action 72% Tackle the affordability and standard of our learning estate to ensure sustainability while meeting climate requirements 42% YOUTH WORK 69% TRANSFORMING SERVICES 24% SUSTAINING ASSETS 11% HEALTH & WELLBEING (General Population) 16% ECONOMIC DEVELOPMENT SUPPORT 54% ADDRESSING INEQUALITIES 20% BUSINESS ADMIN REVIEW 80% HEALTH & WELLBEING (Staff) 25% WORKFORCE CULTURE FOR CHANGE 0% 47%OVERALL PLAN PROGRESS Comment Data not available - Data not yet published or unavailable due to reporting timescales. Q2 2025/26 - Progress in two areas of the plan, identified in yellow above are behind expected progress at this stage of the plan. Performance indicator data for Q2 not yet available. STRATEGIC LEVEL SERVICE PLAN PRIORITIES (Q2 2025/26) SERVICE LEVEL 11 1 6 14 6 SERVICE PLAN PI'S (Q1 2025/26) Achieving Target Within Target Below Target Data Only Data not available 38 Page 24
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4.1 Each service plan sets out the planned strategic and service level priorities and outcomes it intends to deliver in the coming year aligning closely with financial planning, corporate and community planning partnership strategic priorities. 4.2 Service Plan actions are weighted to reflect priority ratings. Actions with higher priorities receive greater weightings which contribute more to the overall delivery of the Plan. Progress on Service Plan priorities and outcomes and key areas of operational performance is reported by exception, highlighting successes and giving assurances around the challenges and actions to support. Links to Service Plan Actions, priority ratings and weightings and Performance Indicators can be accessed within the background papers section of this report. 4.3 Progress on Service Plan priorities and outcomes and key areas of operational performance is reported by exception, highlighting successes and giving assurances around the challenges and actions to support. Links to Service Plan Actions and Performance Indicators can be accessed within the background papers section of this report. 4.4 Complaints are reported in terms of time taken to respond, outcomes and learning points. Links to Complaints tables can be accessed within the background papers section of this report. 4.5 Latest Local Government Benchmarking Framework (LGBF) results for 2024/25 are published throughout the year with final refresh of data around June 2026. The full suite can be view via the LGBF Dashboard. Published indicators for this service have been incorporated with the relevant section of this report depending on whether used to evidence progress against strategic, service level or service performance priorities. LGBF indicator targets and RAG status in the backing tables is now based on ranking thresholds aligning with exception reporting. 4.6 The Sustainable Development Statement was approved by the Corporate Committee on 5 November 2024 (para 16 of the Minute refers). The Statement draws out the way in which sustainable development is embedded in the Corporate Plan 2024-29 and wider corporate policies, strategies, and plans with progress being reported through several updates and reports, one of which is quarter 4 performance reporting. Service Plan actions and indicators that underpin the delivery of Sustainable Development Goals are highlighted in the backing table documents and comment where relevant is incorporated in this report. An overview of progress will be presented in the annual Corporate Plan progress update. 5. PROPOSALS Successes – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.1 The digital engagement platform ‘Moray Engage’ went live during quarter 2. Designed as the primary method of engaging with the public on local and strategic level projects, the platform already has several projects ongoing. Even at this early stage, the signs are encouraging with many council services using the platform to consult across different workstreams. Action STRAT ERC 1.6 25-28 Page 25
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5.2 The learning estate public engagement process on sustainability options is complete, with an information report on the progress of the learning estate review submitted to this committee. A final report detailing findings and recommendations is to be presented to this committee in March 2026. The process took 20 months to complete with the final Associated School Group (ASG) (Lossiemouth) completing during quarter 1 2025/26. Action STRAT ERC 2.6 25-28 5.3 The recommendation to close Crossroads Primary school was approved at the meeting of this Committee on 13 May 2025 (para 10 of the minute refers). The Council decision to close the school was approved by Scottish Government Minister on 15 Jun 2025. The surplus report has been issued to the Asset Management Working Group with handover finalised in September. Action STRAT ERC 2.7 25-28 5.4 Targeted youth work to address wellbeing and employability for S3 pupils is progressing well. The Employability Summer Programme to help young people transition from school into the workplace was well attended, with all 26 participants moving on to positive destinations. Along with other activities the programme has contributed to improving the annual participation measure, with the Moray proportion now being 1% higher than the national average. SERV ERC 1.1 25-28, PIs ERC023 & ERC023a 5.5 Income raised from admissions to leisure services continues to increase. In quarter 1 £530,172 was raised, significantly more than the corresponding quarter of 2024/25 (£492,192), showing a 7.6% increase in income. PIs ERC018 & ERC018a. 5.6 Attendances at both Moray Council swimming pools and fitness facilities remain comfortably above target at the end of quarter 1. PIs EdS407.1 & EdS407.2 5.7 The proportion of both freedom of information (99.4%) and data protection (100%) requests responded to within respective timescale achieved target in quarter 1. PI CE015 & CE037 Challenges and actions to support – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.8 The long-term investment strategy in development of ASG options was unable to complete by end of June 2025 with resourcing proving difficult and other service priorities taking precedence. Elected Members will be briefed of initial findings at this Committee, with a final report planned by March 2026. Interdependancies with action STRAT ERC 25-28 slowed progress due to the length of time to undertake ASG consultations. Action STRAT ERC 2.4 25-28 5.9 The reduction of staffing hours and reallocation of budget within the music service ensures that the service can operate within budget for 2025/26. However, due to changing circumstances, a new operating model is not yet in place. The service will continue to operate within the current model whilst work continues in developing the new model. The pace of development will be dependent on available resource to undertake pilot engagement work and gather more evidence supporting development. Action SERV ERC 2.2 25-28 Page 26
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5.10 The implementation of a systems-based approach to strategy and planning is slower than anticipated due to lack of capacity. It is anticipated that the plan will be finalised with implementation initiated in the second half of 2025/26. PI ERC054 5.11 The percentage increase of participants involved in Active Schools and Community Sport targeted programmes dropped by 8% in quarter 1, in comparison with the corresponding quarter of 2024/25. 203 were involved in quarter 1 2025/26, 21 less than quarter 1 of 2024/25. PI ERC021 5.12 The proportionate increase in admissions to Moray Council leisure services (including Community Centres) continues to remain below target. Quarter 1 witnessed a decline in visits by 8.1%. As mentioned in para 5.6 of this report, overall income from leisure services has increased, this may indicate that people are visiting facilities and engaging in more than one activity with each visit. Three swimming pools being affected by unexpected short-term closures will have contributed to the decreased attendances. PI ERC 018b & ERC018c, PI ERC EdS407.5 Complaints and MP/MSP Enquiries 5.13 Three complaints were closed during quarter 1 (one Frontline & two Investigative). The frontline complaint was not upheld and both investigative complaints were upheld. Of the three complaints received, two were regarding Leisure services with the remaining complaint in relation to the use of common good land to build the new Forres Academy. None of the complaints were responded to within timescales, with the average response times being 6 days (frontline) and 47 days (investigative). Neither of the two investigative complaints were resolved within 20 days and neither were granted extensions. The resolution of one investigative complaint took 67 days, which has resulted in the high figure of average days to resolve. These delays are due to officer capacity being stretched across priorities. Case Studies 5.14 Nothing to report Consultation and Engagement 5.15 The ASG element of the Learning estate engagement has completed. The final phase is underway with a focus group for head teachers in Lossiemouth held during quarter 1. 5.16 The first of two Pre-Planning Application Public Consultations for the new Forres Academy campus was completed in Q1 and the second in Q2. 111 community members engaged. 5.17 As mentioned in para 5.1 of this report, ‘Moray Engage’ is now live with consultations ongoing across many Council services. Ongoing consultations include Forres Academy Relocation consultation, playparks, 20mph speed zones, Moray Champions Board, Buckie Harbour masterplan, Biodiversity Strategy, Climate Change Strategy, Coastal Communities Grant Fund, Moray Growth Deal and Early Learning and Childcare Survey. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: Page 27
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SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) X Policy and Legal X Financial X Risk X Staffing X Best Value and Transformation X Property X Information Communications Technology/Digital X Equalities. Social Inclusion and Economic Impact X Climate Change and Biodiversity Impact X 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☒ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 Policy and Legal The Council has a statutory requirement to publish a range of information that will demonstrate that it is securing best value and assist in comparing performance both over time and between authorities where appropriate. 6.4 Financial There are none arising from this report. 6.5 Risk There are none arising from this report. 6.6 Staffing There are none arising from this report. 6.7 Best Value and Transformation How councils plan for, manage and report on performance is a key area of focus in external audit work, particularly on best value. Page 28
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6.8 Property None arising from this report. 6.9 Information Communications/Technology/Digital None arising from this report. 6.10 Equalities, Social Inclusion and Economic Impact An Equality Impact Assessment is not required as this report is to inform the Committee on performance. 6.11 Climate Change and Biodiversity Impacts None arising from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Executive Director Education, Housing and Communities, Service Managers, and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 Service Plan Actions Performance Indicators (Q1 2025/26) Service Performance Indicators (Q1 2025/26) Service Complaints (Q1 2025/26) Page 29
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Andy Hall Contact Email: learningestate@moray.gov.uk Subject: Education and Education Resources Capital Budget Monitoring Report to 30 September 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 as at 30 September 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 capital budget position to 30 September 2025. It highlights and provides detail on any variances since the Quarter 1 monitoring report and provides an update to Committee on agreed named major projects and an insight into projects planned for the next financial year. 2.2 Spend to 30 September 2025 was £5,372,000 against a forecast spend of £7,610,000 over the same period and an estimated out-turn of £15,502,000 against a full year budget of £16,037,000. 3. RECOMMENDATIONS 3.1 It is recommended that the Committee scrutinises and notes the capital budget position as at 30 September 2025. Andy Hall Education Estate Service Manager Item 8.* Page 31
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4. BACKGROUND 4.1 It is the practice of this Committee to receive regular reports providing an update on the current financial position of the Education and Education Resources 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 minute refers), carry forward of capital budget within Education and Education Resources was approved. 4.3 This report highlights those areas of the capital budget relating to Education and Education Resources where there is a significant percentage variance as at 30 September 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 for financial year 2025/26, including carry forwards from 2024/25 and amendments in the year, is: 2025/26 £000 Land and Buildings £17,564,000 Vehicles Plant and Equipment £60,000 Total £17,624,000 5.2 The actual expenditure up to 30 September 2025 was £5,372,000. 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 revised planned expenditure on school B/B condition and suitability upgrade, building element replacement and compliance works for 2025/26 totals £8,947m. This includes a budget allowance of £1,027,000 for preparatory works (detailed design 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. This is the second tranche of projects focused on the design works to deliver condition upgrades at Dyke PS, Burghead PS, Bishopmill PS, Aberlour PS, West End PS and St Peters PS. All these schools have been recently graded as overall low C (poor) condition, and many have core components (roofs, windows and doors and mechanical) that are graded D (bad) condition. 5.5 It should be noted that given the reduction in overall Learning Estate programme capital budget over the next 3 years and a possible future years budget reduction 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 are likely to remain tender ready for a longer period than was initially planned. 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 Page 32
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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. Other minor works relate to statutory requirements related to fire, health and safety, security and accessibility 5.7 The Q1 report highlighted that elements of the Cullen PS Upgrade Phase 1 had been at tender stage rescheduled to Phase 2 and £150,000 project budget was reprofiled into next financial year. A further review with the Tier 1 contractor Morrisons has rescheduling works and the project revised estimated expenditure forecast for this year of £2.952m (of which a £593,888 is a SALIX grant award). The overall value of the full upgrade project remains unchanged. 5.8 The Speyside High School (HS) and Milnes HS project completed in October 2025. The Q1 detail reported that the projects were procured as a single ‘works package’ to deliver economies of scale. Over Q2 project savings to the value of £21,000 and £70,000 at Speyside HS and Milnes HS were achieved. These project underspends will be reassigned to the overall BB upgrade programme budget which will offset additional costs identified for other in-progress upgrade projects or facilitate the earlier progression of next priority upgrade projects. 5.9 Although the Mosstodloch PS roof upgrade project commenced on time an unplanned pause in “on site” works for several weeks during the Q2 period, to review some unforeseen site issues, with see the completion date be delayed. It is expected, although not yet quantified that will result in a Q3 underspend which will be reprofiled in Q4. Detail will be reported in the Q3 capital monitoring report. The overall project costs remain within planned budget. 5.10 The Alves PS Phase1 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 have resulted in delays in tendering for the project and revised start date of end November and not planned October date. This has a resulted in a reprofiling of project Q3/4 spend. 5.11 Delays to the Greenwards PS games hall ventilation improvement works incurred a £3k increase on costs due to inflation. This has been managed within the BB upgrade budget. Elgin High School Capacity Extension Project 5.12 This Committee at its meeting on 26 November 2024 (para 26 of minute refers) approved a pause in the Elgin High School Capacity Extension project for up to 12 months to allow an independent review of the future school capacity requirements. A separate detailed report recommending the next steps for this project is submitted to this Committee as a separate agenda item for consideration. The estimated Q3 & Q4 spends reported at Appendix 1 remain as the maximum capital expenditure; however should the recommendations of the detailed project update report be agreed there will be a significant reduction in Q3/Q4 spend and overall project spend that will be reported in the Q3 Capital monitoring report planned for March 2026. The reported Q2 variance relates to a Hub Stage 1 (concept design) for services and increased electric capacity design works completed in Q1 but invoiced and paid in Q2, and an adjustment to account for the cost capitalisation of internal project resource. Future Forres Academy Page 33
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5.13 The £587,000 variance in the Q2 spend is related to cashflow forecast reprofiling due to overall project budget reduction of £1.3m and a significant reduction to the original PF10 (Hub Stage 1) costs – which relate to contingency resourcing fees within the design stage and to support planning application that have not accrued. 5.14 A more detailed confidential report on the budget status of the Forres Academy project is submitted to this Committee under separate agenda item for consideration. Future Buckie High School 5.15 A budget of £75,000 has been allocated to further investigate options to deliver a long term sustainable and affordable future Buckie High School. To date £45,000 has been spent this financial year on further feasibility design and space optimisation analysis which has informed a more detailed report on future options for the Buckie High School project which is submitted to this Committee under separate agenda item for consideration. 5.16 It is possible that more than the remaining £25,000 project budget will be spent in Q3 and Q4 and this will be reported in the Q3 Capital monitoring report. Early Learning and Childcare 5.17 Tenders were received for Seafield Early Learning and Childcare (ELC) 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 Q1 report indicated that the full £38k would be carried forward into financial year 2026-27, with works completed in summer 2026. However, further consultation with Care Inspectorate achieved an interim solution allowing capacity at Seafield ELC to increase from 40 to 54 and meet immediate service demand. Consequently, partial works necessary for the operational functionality of an increased number of children was brought forward resulting in a £4k spend in Q2 with a further £8k predicted across Q3 and Q4. 5.18 The revised plan is for the remaining £27k carried forward into next financial year will be supplemented by an estimated £67,000 from the Learning Estate capital budget (under ‘statutory requirement’ upgrade requirements) to complete the remaining works in summer 2026. Libraries and Leisure 5.19 Land & Buildings (L&B) During Q2 there have been various minor works undertaken at leisure facilities to the value of £19k. The majority of this has been connected with the Coulardbank Playing Fields drainage works. The major works allocated for leisure and libraries this financial year will be progressed in Q3 and 4 as they cannot start until other construction works have been completed. 5.20 The libraries and leisure L&B planned budget for 2025/26 has been re-profiled since the previous Q1 report following updated reports considered at Moray Council meetings on the 25 June 2025 (para 25 of the minute refers) and 24 September 2025 (para 18 of the draft minute refers) . The reprofiling of the budget has been moved into 2027/28. This will enable sufficient time for survey and design work to be completed and prioritisation of the work packages to be determined. 5.21 Vehicle, Plant & Equipment (VPE) Page 34
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During Q2 £9k has been utilised for purchase of new fitness equipment. 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 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 Page 35
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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 32 out of the 53 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 With the shift from the previous ‘make do and mend’ approach to asset management across the learning estate to a BB condition/ suitability upgrade programme the project delivery environment has scaled up significantly and is more complex and continuous rather than restricting access to schools during holiday periods that requires additional project manager, with experience in construction project management, ideally in an education setting. In terms of resource recruitment there are parallels with the attempt to recruit an experienced asset manager to support the BB risk optimised planning across the learning estate upgrade programme. No suitable candidates were identified and it was agreed at the Learning Estate Programme Board that an out-sourced consultancy appointment would be pursued to deliver immediate experience and capable resource and long term knowledge transfer opportunities – with costs capitalised against the BB programme budget. To expedite the appointment of a project manager for the BB upgrade programme the same out-sourced consultancy approach will be adopted funded from an annual capital budget allocation of £100,000 for the next 2 years at which stage the requirement to outsource would be re-assessed. Page 36
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6.7 Best Value and Transformation There are no best value and transformation implications associated with this report. 6.8 Property There are no property implications other than those detailed in the report. 6.9 Information Communications/Technology/Digital There are no property implications other than those detailed in the report. 6.10 Equalities, Social Inclusion and Economic Impact There are no equalities or socio-economic implications associated with this report. 6.11 Climate Change and Biodiversity Impacts A number of detailed technical surveys have been completed to support Enerphit (Passivhaus standard to achieve a high level of building thermal performance) Informed Retrofit based investment decisions focused on the value for money impact of fabric and heating/power improvements across a selection of school architectural types. These have already informed BB upgrade design options for projects, notably Cullen Primary School (which benefits from SALIX grant funding). All BB upgrade projects will consider the Enerphit Informed Retrofit approach to support design options to increase energy efficient and reduce carbon emissions of school buildings, 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 the Chief Financial Officer; Service Manager Strategic Finance; Service Manager Property, Estates and Assets; Service Manager Education Estate; Service Manager Early Year’s; Service Manager, Leisure and Culture; Service Manager Legal Services; Strategy and Performance Manager; Principal Architect and Caroline O’Connor, Committee Services Officer and any comments received have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 There are no background papers to this report. Page 37
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APPENDIX 1 Education and Education Resources and Communities Q2 Capital Monitoring Q1 Q2 Q3 Q4 BB Upgrade Projects 1 Asset Management Manager 100 100 0 100 100 0 2 Cullen PS - Upgrade 3,100 2,952 22 1,374 1,136 420 2,952 0 3 Speyside HS Windows and Doors 991 945 47 687 190 0 924 21 4 Milnes HS Windows and Doors 885 815 39 584 122 0 745 70 5 Alves Primary School - Subsidence + B Upgrade Phase 1 (Fabric) 1,177 1,177 25 15 640 497 1,177 0 6 Mortlach Primary School - B Upgrade Phase 1 997 1,133 19 10 712 392 1,133 0 7 Mosstodloch PS - Roof 513 355 8 30 317 0 355 0 8 Rothes PS - B Upgrade Phase 1 256 281 1 207 73 281 0 9 East End PS Upgrade - Phase 3 External wall insulation and render 448 442 3 190 172 77 442 0 10 Bishopmill Primary School - Sports Hall 100 61 61 61 0 11 BB design allowance (FY25/26 works) 791 1,043 465 578 1,043 0 12 East End Drainage 3 3 3 3 0 13 Aberlour Drainage 46 46 46 46 0 14 Andersons Drainage 12 12 12 12 0 15 Seafield Drainage 3 3 2 1 3 0 16 Millbank Drainage 3 3 3 3 0 17 Applegrove Drainage 4 4 4 4 0 18 Forres Academy - RAAC Contingency 52 52 15 18 15 4 52 0 Dyke PS 0 1 1 0 0 1 0 19 Tomintoul PS - Roof upgrade 0 95 93 2 0 95 0 20 BB Contingency 109 0 0 BALANCE 9,590 9,523 304 3,209 3,851 2,068 9,432 91 Compliance Requirements 21 Legionella works - Schools 16 16 4 4 4 4 16 0 22 Schools -Fire, Safety and Security - Minor Works 200 200 19 43 84 54 200 0 23 Schools Accessibility 40 40 2 16 5 17 40 0 BALANCE 256 256 25 63 93 75 256 0 Major Refurbishment and Rebuild 24 Elgin High School Modular Units 8 8 4 4 8 0 25 Elgin High School Extension 611 373 24 57 24 268 373 0 26 Forres Academy 3,844 3,844 92 1,297 1,103 911 3,403 441 27 Future Buckie High School 75 75 3 47 25 75 0 28 Elgin South Primary Capacity Management 50 50 50 50 0 BALANCE 4,588 4,350 116 1,357 1,178 1,258 3,909 441 Scottish Gov Funded Projects 29 CO2 Monitors / Ventilation - Greenwards PS 82 82 4 81 0 0 85 -3 30 Universal Free School Meals 672 445 139 2 148 156 445 0 BALANCE 754 527 143 83 148 156 530 3 Learning Estate BALANCE 15,188 14,656 588 4,712 5,270 3,557 14,127 535 ELC Settings 31 Seafield Nursery 38 12 0 4 8 0 12 0 ELC BALANCE 38 12 0 4 8 0 12 0 Library and Leisure 64 Resurface & rejuvenate 3G pitches in Moray 249 249 0 0 174 75 249 0 66 Refurbishment & upgrade of pools 330 330 27 18 255 30 330 0 67 Libraries refurbishment 250 250 0 0 100 150 250 0 68 Moray Leisure Centre 2,067 2,067 8 1 150 315 474 1,593 69 Libraries and Leisure BALANCE 2896 2896 35 19 679 570 1303 1593 ERC L&B TOTALS 18,122 17,564 623 4,735 5,957 4,127 15,442 2,128 83 VEHICLES PLANT AND EQUIPMENT 84 Libraries and Leisure Equipment 60 60 5 9 23 23 60 0 86 ERC VPE TOTAL 60 60 5 9 23 23 60 0 Forecast Financial Year Variance FY 25/26 £000 Planned Budget 25/26 £000 Apr 2025 Learning Estate Q2 Update Revised Project Expenditure 25/26 £001 Approved Capital Plan End Q1 Page 38
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Denise Whitworth Contact Email: denise.whitworth@moray.gov.uk Subject: Education Resources And Communities Revenue Budget Monitoring to 30 September 2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the budget position for Education Resources and Communities as at 30 September 2025. 1.2 This report is submitted to This report is submitted to Committee in terms of Section III (A) (2) of the Council’s Scheme of Administration relating to the consideration of capital and revenue budgets and long term financial plans. 2. SUMMARY 2.1 This report provides the revenue budget monitoring for the Education Resources and Communities Service as at 30 September 2025. There is a variance of an underspend of £441,000 from the planned budget for the service which includes efficiency savings of £242,000 arising from staff vacancies and salary placings as well as an overachievement of £95,000 in Leisure income and reconciliation of insurance within the Learning Estate which gave an underspend of £137,000. Other smaller variances as set out in the report make up the overall position. 3. RECOMMENDATIONS 3.1 It is recommended that Committee scrutinises and notes the budget position at 30 September 2025. Denise Whitworth Executive Director Education, Housing and Communities 4. BACKGROUND AND CONTEXT Item 9.* Page 39
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4.1 The report highlights those areas of the budget where there is a significant percentage variance identified as at 30 September 2025. 4.2 The spend as at 30 September 2025 is £7,865,000 against a budget to date of £8,015,000 giving an underspend of £150,000, as shown in Table 1 below. 4.3 The variance in Culture, Sport and Leisure Services is due to an over achievement of leisure income of £89,000 and energy costs below budget to date by £80,000 offset by underachievement of income in library services (£14,000) and grounds maintenance costs (£8,000). The remainder of the variance is from other minor underspends totalling £12,000. 4.4 In Communities services there are minor variances with the main element being a small underspend in the youth work operational budget (£7000). 4.5 The underspend of £10,000 in learning estate is a planned saving that will be adjusted for in Quarter 3 and there is a small 1% variance in the Public Private Partnership contract. Table 1: Budget Monitoring to 30 September 2025 Service Revised Budget Budget to Date Actual to Date Variance to Date Variance £'000 £'000 £'000 £'000 % Communities 1,549 735 725 10 1 % Culture, Sport & Leisure 4,482 2,400 2,241 159 7 % Learning Estate 334 153 143 10 7 % Business Support Unit 756 364 363 1 - Education Resources & Communities Management 59 1 - 1 100 % Public Private Partnership 5,213 4,362 4,393 (31) (1)% Education Resources & Communities Efficiency Savings 57 - - - - Education Resources & Communities Total 12,450 8,015 7,865 150 Page 40
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Table 2: progress on delivering savings approved for the service Approved Achieved Reason for Saving Saving Variance £000 £000 Elgin Community Centre closure - VER 163 123 Balance of saving will be achieved when building sold 5. PROPOSALS 5.1 The Committee is asked to review and note the revenue budget position at 30 September 2025. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ 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. Page 41
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☐ Improving wellbeing of our population 6.3 Policy and Legal The Council has statutory responsibilities to meet educational needs, the needs of children and young people in need and those it looks after 6.4 Financial The financial information is set out in Tables 1 and 2 of this report. The spend at 30 September 2025 is £7,865,000 against a budget to date of £8,015,000 giving an underspend of £150,000, which arises mainly due to increased income in sport and leisure. 6.5 Risk Budget Managers are aware of their responsibilities for managing budget allocations and approval for any variances will be sought from Committee in line with Financial Regulations. 6.6 Staffing There are no staffing implications associated with this report. 6.7 Best Value and Transformation There are no best value and transformation implications associated with this report 6.8 Property There are no property implications associated with this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications associated with this report. 6.10 Equalities, Social Inclusion and Economic Impact An Equality Impact Assessment is not needed because the report is to inform the Committee on budget monitoring. 6.11 Climate Change and Biodiversity Impacts No climate change and biodiversity impacts arise directly from this report. CONSULTATION 7.1 This report has been prepared in consultation with Accountancy who have provided the financial information that has been incorporated into the report. BACKGROUND PAPERS 8.1 None Page 42
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Vivienne Cross Contact Email: Education@moray.gov.uk Subject: Education Revenue Budget Monitoring to 30 September 2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform Committee of the budget position for Education as at 30 September 2025. 1.2 This report is submitted to Committee in terms of Section III (A) 2 of the Council’s scheme of Administration relating to the consideration of capital and revenue budgets and long term financial plans. 2. SUMMARY 2.1 The report provides the revenue budget monitoring for the Education Service as at 30 September 2025. The variances are noted within the report and detailed below. The estimated outturn against a budget of £119,880,000 is an overspend of £2,553,000 with overspends forecast in the Central Supply Budget, Additional Support Needs Supply Budget and the Out of Area Budget. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinises and notes the budget position as at 30 September 2025. Vivienne Cross Head of Education (Chief Education Officer) 4. BACKGROUND AND BUDGET POSITION Item 10.* Page 43
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4.1 The report highlights those areas of budget where there is a variance identified as at 30 September 2025. 4.2 The spend at 30 September is £61,173,000 against a budget of £119,880,000 giving an underspend of £413,000, as shown in the table below. Education Services Budget Monitoring Report to 30 September 2025 Service Revised Budget Budget to Date Actual to Date Variance to Date Variance £'000 £'000 £'000 £'000 % Early Learning and Childcare 15,396 6,856 6,819 37 1 % Primary Education 34,893 18,135 17,721 414 2 % Secondary Education 40,634 21,307 20,592 715 3 % Additional Support Needs 20,456 9,854 9,897 (43) - Education Central Services 5,667 3,854 3,956 (107) (3) % Management 142 71 70 1 1 % Out of Area 3,402 1,514 2,118 (604) (40) % Efficiency Savings-Education (710) - - - - Educational Services Total 119,980 61,586 61,173 413 - The full year forecast based on current spend is an estimated outturn of £122,433,000 with a full year overspend predicted as £2,553,000. 4.3 The variance in Early Learning and Childcare (ELC) Education is a £37k underspend which relates to an underspend in ELC fundraising of £23k which will be transferred to ear marked reserves at the end of the financial year, £8k of underspend in staff training, and £6k of other small underspends. 4.4 In Primary Devolved School Management (DSM) scheme, there is an underspend of £414k across all schools. This relates to an underspend of £109k within the devolved budget and an underspend of £305k in the non-devolved costs which mainly relates to and underspend of £272k within the energy budget. There is due to be a review of energy budgets across the Council in quarter 3. 4.5 The Secondary DSM scheme has an underspend of £715k across the eight schools. This relates to an underspend of £401k in the devolved budget and an underspend of £314k in the non-devolved costs which, like the Primary DSM, is mainly related to an underspend in energy costs of £262k. 4.6 Within Additional Support Needs (ASN) there is an overspend of £43k. This comprises of underspends in staff travel of £10k while change management plans were finalised and other minor underspends of £11k. There is an overspend in terms of a redundancy payment of £11k and ASN absence cover of £53k. Committee should be aware that the predicted overspend in relation to staff absence cover is forecast to be around £250k. Page 44
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4.7 The variance in Education Central services is a £107k overspend which relates to underspends of £8k for sanitary products, £3k in disturbance mileage, £9k in staff advertising and other minor underspends of £3k. There are also overspends of £130k in central. The predicted overspend in relation to staff absence cover is forecast to be around £400k by the end of the financial year. 4.8 The out of area budget is overspent by £604k which is mainly related to new placements and extension of placements due to pending court cases. The projected overspend is £1,625k. 4.9 Savings within Education for 2025/26 were as follows: Approved Saving £000 Achieved Saving £000 Reason for non achievement Early Learning and Childcare (ELC) – change management plan to remove year round provision 278 278 ELC – Reduce Early Years teaching team by 2.0 FTE 50 50 ELC – Remove Early Years Principal Teacher 47 50 ELC – Change management of teachers to CIOs 127 127 ELC – full year effect year round to term time 152 152 ELC – rental income 18 18 ELC – partner nurseries in-service days 111 111 Primary – pupil teacher ratio move to statutory requirement – single teacher schools 67 0 Schools fell within the new ratio for 25-26 Secondary – reduce DSM 112 116 Central Education – remove 1 QIM 24 29 Learning Technologist 7 15 Central Education one off saving 50 50 AQA Accreditation removed 4 4 Additional Support Needs Music 5 5 DSM one-off saving 200 0 The saving was posted in 24/25 Removal of post in Educational Psychology 70 70 Change Management Plan in English as an Additional Language Team 38 38 Change Management Plan in Sensory Services Team 50 50 Total 1,163 Page 45
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5. PROPOSALS 5.1 The service continue to work closely with children’s services to monitor Out of Area (OOA) placements and, where possible, to plan return of children and young people locally. Governance arrangements within the service has increased through Children at Risk in Education (CARE) meeting. In addition a new Resource Panel planning and assessment document has been introduced to consider placements for young people which has to be signed off by the Chief Social Work Officer and Chief Education Officer. 5.2 Work which was planned within Human Resources to support absence within Education has progressed with an outline business case developed and considered by the Corporate Leadership Team. If considered viable, a report on the spend to save proposal will be considered at a future full council meeting. 5.3 Due to the predicted overspend in terms of ASN supply cover, a mitigation has been put in place with regards to a contingency for this within the ASN Allocations paper (Item X on the agenda). 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: Page 46
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☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal The Council has statutory responsibilities to meet educational needs, the needs of children and young people in need and those it looks after. 6.4 Financial The financial implications are set out in this report. The underspend as at 30 September 2025 is £413k against a budget of £119,880k. An overspend of £2,553,000 is forecast at the end of the financial year based on spend to date which mainly relates to Out of Area Budget, Central Supply Budget and ASN Supply Cover. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk Budget managers are aware of their responsibilities for managing budget allocations and approval for any variances will be sought from Committee in line with Financial Regulations. The overspends in the OOA budgets and central supply budgets are not easy to mitigate against where decisions about children and young people are often out of the services control. Similarly central supply is unpredictable with long term absence and maternity leaves where a replacement teacher must be put in place to continue to deliver education. 6.6 Staffing There are no staffing implications arising from this report. 6.7 Best Value and Transformation There are no best value or transformation implications from this report. 6.8 Property There are no property issues arising from this report. 6.9 Information Communications/Technology/Digital There are no property issues arising from this report. Page 47
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6.10 Equalities, Social Inclusion and Economic Impact This is not relevant as this report is to inform the Committee on budget monitoring. 6.11 Climate Change and Biodiversity Impacts This is not applicable. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Chief Financial Officer and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 None Page 48
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Hazel Sly Contact Email: education@moray.gov.uk Subject: Shared Quality Improvement Framework for Early Learning and Childcare settings 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform Committee of the new National approach to self- evaluation that supports quality improvement in Early Learning and Childcare (ELC) settings. 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 new shared framework and the implications for ELC settings in Moray. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Consider and note the new guidance, support in place for ELC settings and reporting arrangements in respect of the two agencies. Hazel Sly Service Manager Early Years 4. BACKGROUND AND CONTEXT Item 11.* Page 49
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4.1 Up until September 2025 the process for inspection in Early Learning and Childcare was such that either Care Inspectorate or His Majesty’s Inspectorate of Education (formerly Education Scotland) could inspect an ELC setting. Care Inspectorate would do this on an unannounced basis and HMiE would provide up to three weeks’ notice. Both agencies used separate quality assurance frameworks to complete their inspections. 4.2 Up until September 2025 Care Inspectorate inspected under four key questions within their Quality Framework; 1. How good is our care, play and learning? 2. How good is our setting? 3. How good is our leadership? 4. How good is our staff team? 4.3 Up until September 20205 HMiE inspected under quality indicators in How Good is our Early Learning and Childcare; Leadership and Management Learning Provision Successes and Achievements How good is our leadership and approach to improvement? How good is the quality of the care and learning we offer? How good are we at ensuring best possible outcomes for all our children? 1.1 Self-evaluation for self- improvement 1.2 Leadership of Learning 1.3 Leadership of Change 1.4 Leadership and management of practitioners 1.5 Management of resources to promote equity 2.1 Safeguarding and child protection 2.2 Curriculum 2.3 Learning, teaching and assessment 2.4 Personalised support 2.5 Family learning 2.6 Transitions 2.7 Partnerships 3.1 Ensuring wellbeing, equality and inclusion 3.2 Securing children’s progress 3.3 Developing creativity and skills for life and learning 4.4 In 2022 an independent report was published by Scottish Government that shared findings from Professor Ken Muir. 4.5 The content of the report focused on the replacement of the Scottish Qualifications Authority, reform of Education Scotland and the removal of its inspection function. Furthermore in the summary of recommendations it was highlighted that as a matter of urgency the new independent inspectorate should engage with Care Inspectorate to agree a shared framework to reduce the burden on ELC practitioners and settings. 4.6 This recommendation led to Education Scotland and Care Inspectorate engaging in a collaborative process to develop new guidance. It was clear from Professor Ken Muir’s report that this should streamline two documents, and relevant Quality Indicators, into one. 4.7 Through standard communication channels both agencies collaborated with each other, and the sector, to develop the new Shared Quality Framework. Page 50
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4.8 The key changes in the document aim to enhance outcomes for children in ELC by ensuring settings provide high-quality, equitable and responsive experiences. There are clear aspects of the framework that will be evaluated by Care Inspectorate whilst others will be focus for His Majesty’s Inspectorate of Education (HMiE), previously known as Education Scotland). 4.9 There are six overarching areas that have key changes; 1. Enhanced focus on Child-Centred Approaches – placing greater emphasis on child-centred learning, recognising the importance of play-based and exploratory activities whilst ensuring learning experiences are tailored to individual needs and interests. 2. Integration of Care and Education – placing greater commitment on integrating care and Education ensuring that children’s physical, emotional and cognitive needs are met seamlessly by providing environments that support wellbeing and nurture positive relationships. 3. Strengthened Partnerships with Families – placing greater emphasis in the role of families as key partners in learning; encouraging collaborative approaches with increased communication and involvement, particularly in planning and assessment processes. 4. Inclusion and Equity – providing more robust guidelines to ensure all children, regardless of background or ability, have equal access to quality ELC. 5. Professional Development and Support – prioritising reflective practice and ongoing training for staff with an outline for continuous professional development. 6. Assessment and Quality Assurance – a revision of assessment approaches that focus on observing children’s progress in natural settings, using formative methods rather than formal testing. Whilst encouraging regular self-evaluation and quality 4.10 The key changes aim to enhance outcomes for children by ensuring high-quality, equitable and responsive ELC provision. 4.11 The new shared framework will be used as an evaluative tool, similar to “How Good is Our Early Learning and Childcare” and the Care Inspectorate quality framework. Key to the process will be ELC settings evidencing robust self-evaluation processes to support improvement. 4.12 The new Shared Quality Framework will support the two agencies to inspect and evaluate under the following areas; Heading Quality Indicator Responsible Agency Leadership Leadership and Management of staff and resources Care Inspectorate Staff skills, knowledge, values and deployment Care Inspectorate Leadership of Continuous Improvement HMiE Children thrive and develop in quality spaces Children experience high quality spaces Care Inspectorate Page 51
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Children play and learn Playing, learning and developing Care Inspectorate Curriculum HMiE Learning, teaching and assessment HMiE Children are supported to achieve Nurturing care and support Care Inspectorate Wellbeing, inclusion and equality HMiE Children’s progress HMiE Safeguarding and child protection Care Inspectorate & HMiE 4.13 The new Shared Quality Framework will continue to use the following evaluative terms, which are reflective of previous approaches within ELC through use of the same six-point scale; - Excellent - Very Good - Good - Satisfactory/adequate - Weak - Unsatisfactory 4.14 The new framework will be used across ELC, including Childminders and services registered to provide School Age Childcare. The new Shared Quality Framework officially launched on 18 September 2025. 5. PROPOSALS 5.1 It is proposed that all ELC settings will be supported by the central officer team, and through a variety of hybrid training opportunities, to develop their knowledge and understanding of the new Shared Quality Framework. 5.2 It is proposed that all inspection activity will continue to be reported to Education, Communities and Leisure Services Committee (ECLS). For Care Inspectorate evaluations this will be through bi-annual reporting and for HMiE the nearest ECLS after publication of reports. 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 Page 52
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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 ELC settings and playgroups. The independent body of HMiE inspects all registered ELC services. The authority has a duty to provide a quality early learning and childcare place for every 3 and 4 year old whose parents wish it and for eligible 2 year olds. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Page 53
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Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk The risks arising from this report are the possibility of ELC settings not meeting National Standard due to raised expectations through the new Shared Quality Framework. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no best value and transformation implications arising directly from this report. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no information communications, technology or digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact There are no equalities, social inclusion or economic implications arising directly from this report. 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 Executive Director Education, Housing and Communities, Chief Education Officer, Continuous Improvement Officers and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 Page 54
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing & Communities Author: Hazel Sly Contact Email: education@moray.gov.uk Subject: Speech and Language Contract Update (Education) 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform Committee of the status of the service delivery of the Speech and Language Therapy Contract (SALT) for children and young people with complex needs and to seek authority for the extension of the contract and temporary post that aligns with the SALT contract. 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 ongoing work with Allied Health Professionals in Speech and Language as part of the Education contract. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinise and note the ongoing engagement of Speech and Language (SALT) therapists with Moray Education; ii) Note that the SALT contract and the Communication Support Worker role are supporting the service in building a more consistent, Moray wide Item 12.* Page 55
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approach, to communication strategies and interventions whilst aligning with the Moray approach to inclusion; iii) Agree to a contractual extension with SALT for a further 3 years; and iv) Agree a contractual extension for the Communication support worker to align with the SALT extension. Hazel Sly Service Manager Early Years 4. BACKGROUND AND CONTEXT 4.1 Moray Council has a contract with the NHS to deliver Speech and Language Therapy (SALT) support and training for staff working with children and young people with complex additional support needs, including those that are non-verbal and require specialist input. This contract to provide training is separate from the work that SALT provide on a day to day basis. As part of the budget allocation for SALT support there was also a new role created in the form of a Communication Support Worker. 4.2 The original contract was first put in place in 2011. The parameters of the contract have evolved to align with the needs of children and young people in Moray. The most recent renewal was April 2023 at a cost of £80,000. 4.3 Currently there are circa 150 children from Early Learning and Childcare (ELC) to Secondary age that would be classed as non-verbal that should access support via the contract. 4.4 Over the last 2.5 years Education Officers and SALT colleagues have collaborated to ensure targeted support is offered Moray wide. The contract is not for individualised support, rather it complements the wider SALT therapy offer that is personalised and provided outside of Education. This often involves focusing on certain approaches, such as use of visual supports including, symbols, objects and sign. This promotes language development and also provides access to alternative means of communication for those who do not use speech at all or who use speech some of the time. 4.5 Since March 2024 SALT have visited 11 Enhanced Provisions (EP’s) including ELC, Primary and Secondary. The majority of the EP children that have been supported through the contract are also open to the core SALT caseload. 4.6 Support to staff is delivered through direct, online coaching and advice while SALT therapists are in the setting making observations and interacting with children and staff. In addition, therapists visiting a setting may note particular training needs and offer training and coaching to staff either formally or informally during or after setting hours. e.g. providing a session on the use of a specific approach or communication support need after school has finished to a whole EP staff team. Some EPs have benefited from this more than others depending on their staffing and time for input and discussion. Page 56
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Termly meetings between SALT and Education Officers allow Officers to monitor any unmet need and discuss how this can be accommodated in a timely fashion. 4.7 Appendix 1 provides detail of work that has been carried out by therapists since 2024, including plans until the end of December 2025. The table differentiates between training for staff, intensive support for staff and Coordinated Support Plan (CSP) work. 4.8 Alongside the work that SALT therapists have supported, and funded from the same budget, is the Communication Support Worker who has engaged with 14 EP’s and some ELC settings since starting in post in March 2025. As well as delivering training for ELC and Primary staff. 4.9 The Communication Support Worker provides support to children and young people with complex needs who experience communication challenges across ELC, Primary and Secondary. The focus has been on developing and delivering inclusive, communication- friendly learning environments through close collaboration with a variety of stakeholders. 4.10 The Communication Support Worker has designed and implemented a range of communication strategies and digital resources to enhance engagement, independence and learning outcomes as well as contributing to assessment and planning processes, supporting interventions and evaluating the effectiveness of communication supports in line with Getting it Right for Every Child (GIRFEC) principles. 5. PROPOSALS 5.1 The Communication Support Worker is providing consistent, accessible communication tools and resources for children and young people, and their families, across Moray. 5.2 With both the support from SALT and the Communication Support Worker role the service is building a more consistent, Moray wide approach, to communication strategies and interventions whilst aligning with the Moray approach to inclusion. 5.3 It is proposed that Committee agree to further extend the SALT contract and Communication Support Worker post for an additional 3 years, using the existing £80,000 budget. This proposal would result in the Communication Support Worker post becoming permanent. The proposal would meet with Procurement requirements for taking a light touch approach to the renewal of a contract, with the approval from the Head of Education. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: Page 57
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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) Act 2004. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Page 58
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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 Education £80,000 6.5 Risk The risks arising from this report are if the Council do not continue the contract, children and young people would not receive the same support relating to communication strategies. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no best value and transformation implications arising directly from this report. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no information communications, technology or digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact There are no equalities, social inclusion or economic implications arising directly from this report. 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 Quality Improvement Officer ASN, Nicky Gosling, Senior Accountant, Head of Education and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report 8. BACKGROUND PAPERS Page 59
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8.1 Page 60
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Moray Speech and Language Therapy Education Contract Work March 2024 - Dec 2026 Type of Work Setting(s) No. CYP open to core SLT service across these settings Delivered by Dates Training: Early Language All ELC Invited (120 staff attended) 3 x Registered SLT staff Nov 24 Training: SCERTS 1 school 12 1 x Registered SLT staff Oct 24 Training: SCERTS 1 school 20 1 x Registered staff Feb 25 Training: Colourful Semantics Two/three schools TBC 1 x Registered SLT staff 1 X Education staff Sep 30th 25 Training: Visual Supports All ELC TBC 3 x Registered SLT staff 1 x SLT support staff 1 x Education staff Nov 25 Training: DLD in Secondary schools 1 school (offered to all secondary schools) 3 Early 25 Training: OOR, Aided Language Stimulation, Bucket Time, Visuals 1 school 15 2 x Registered SLT staff Mar 25 Training: Intensive Interaction 1 ELC 14 1 x Registered SLT staff Jun 25 Training: Objects of Reference 1 school 13 1 x Registered SLT staff Jun 25 Training: Communication Stages and Supportive communication development 1 school 13 1 x Registered SLT staff Jun 25 APPENDIX 1 Page 61
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Targeted support: EP 1 school 13 2 x Registered SLT staff Mar-Jun 25 Targeted support: EP 1 ELC 14 2 x Registered SLT staff Mar-Jun 25 Targeted support: EP 1 ELC 13 2 x Registered SLT staff 1 x SLT support staff Mar-Jun 25 Targeted support: EP 1 school 17 2 x Registered SLT staff 1 x SLT support staff Mar-Jun 25 Targeted support: EP 1 school 12 3 x Registered SLT staff Aug-Dec 24 Targeted support: EP 1 school 15 2 x Registered SLT staff 1 x SLT support staff Jan-Mar 25 Targeted support: EP 1 school 23 3 x Registered SLT staff Aug-Sep 24 Targeted support: EP 1 school 2 3 x Registered SLT staff 1 x SLT support staff May-Sep 24 Targeted support: EP 1 school 12 1 x Registered SLT staff Mar-Jun 24 Targeted support: EP 1 school 3 1 x Registered SLT staff 1 x SLT support staff Aug-Dec 24 Targeted support: EP 1 school 20 1 x Registered SLT staff Jan-Mar 25 Targeted support: EP 1 school 9 2 x Registered SLT staff Oct-Dec 25 CSP reviews Review files with a CSP 16 1 x Registered SLT staff Jan-Mar 25 CSP reviews Review files with a CSP 16 2 x Registered SLT staff Sept-Oct 25 Page 62
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Initial Analysis of Secondary School Attainment: Session 2024/2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to provide summary overview to Committee on the attainment of secondary schools in Moray for session 2024/2025 further to National Insight benchmarking toolkit update in September 2025 and central attainment data analysis and review. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council’s Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report summarises attainment of young people across our Moray Secondary Schools (S4 to S6) for session 2024/2025 following recent publication of benchmarking data pertaining to key measures relating to literacy and numeracy, attainment of young people overall, attainment versus deprivation and breadth and depth of qualifications achieved. 2.2 Through review of all data benchmarks against virtual and national comparator data, identified areas for raising attainment are identified and now required. This has resulted in targeted improvement sessions with Secondary Head Teachers and Secondary Depute Head Teachers, following on from Secondary Attainment Meetings. 2.3 Using quality improvement methodology and tools, key priorities for improvement and actions have been identified, working individually as schools, through Moray Secondary Head Teachers working together and as a wider Moray System. These are outlined within this report, with strong commitment from Senior Leadership Teams across our schools to continue to work in partnership with officers to realise improvements now required. Item 13.* Page 63
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3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinise and note the position in respect of attainment of the young people in Moray for session 2024/2025; ii) note that revised performance discussions with Head Teachers led by the Head of Education with some meetings attended by the Chief Executive and Executive Director took place during August and September 2025 involving review of attainment position for each secondary school and identification of actions for improvement required; iii) note that at a future meeting of this Committee, a follow-up Insight report will be presented in consideration of school leaver data including post-school destinations following data publication in February 2026; and iv) review and agree key interventions now planned and/or underway in support of raising attainment and achievement for young people across all secondary schools following engagement sessions with Head Teachers and Depute Head Teachers across Moray Secondary Schools in September 2025. Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT 4.1 Performance in the Senior Phase is profiled by five key national benchmarking measures, available through Insight, the Senior Phase Benchmarking tool. This provide for a holistic approach to measuring attainment and achievements of young people in S4 to S6, across Scottish Qualifications Authority (SQA) graded and Scottish Credit and Qualifications Framework (SCQF) accredited and ungraded courses, recognised through Insight for their positive contribution to learner achievements. 4.2 Key measures which are reviewed in consideration of learner attainment and achievement are: • Improving attainment in Literacy and Numeracy • Improving attainment for all • Increasing post-school destinations • Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers • Breadth and depth of qualifications achieved 4.3 The examination results and attainment data is available to schools in August each year and analysis of these results for cohort groups appeared within the Insight toolkit in September. The data relating to leaver destinations is not available until December and therefore, this information does not appear in Insight until February of the following year (February 2026). The complete picture of leaver attainment and the achievement of young Page 64
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people in Moray is available from March onwards each year and will be reported to a future Education, Children’s and Leisure Services Committee in May 2026. 4.4 Benchmarking data available for leavers in February of each year is known as National Measures. This profiles school performance for learners at their point of exit form secondary school, whether this is at S4, S5 or S6 stage. Benchmarking data available in September of each year is known as Local Measures benchmarking data, analysis the breadth and depth of awards gained by learners on a cohort by cohort basis (S4, S5 or S6 once again). At this time of year, we now report on Local Measures across the following benchmarks: • Improving attainment in Literacy and Numeracy • Improving attainment for all • Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers • Breadth and depth of qualifications achieved 4.5 Insight creates a virtual comparator (VC) based on selecting young people from across Scotland that match key characteristics of the young people in the school or local authority in question on a 1:10 basis. The performance of the school can then be assessed in relation to that of the virtual comparator group as Insight calculates average performance. It is important to note that features such as similar curriculum models or structures are not included in the comparison where these vary across Scottish local authorities. Learner attainment and achievement profiles in Moray are compared with other young people across Scotland using the VC based on gender, stage, Scottish Index of Multiple Deprivation (SIMD) classification and identification of additional support needs (ASN). 4.6 Local Measure: Improving Attainment in Literacy and Numeracy This measure analyses learner achievement of Literacy and Numeracy at SCQF level 4 and 5. Most young people will achieve this level of literacy and/or numeracy qualification through their study of National 4 (SCQF level 4) or National 5 (SCQF level 5) English or Maths. Some pupils may also achieve for example, Literacy at the appropriate level through Travel and Tourism as a recognised contributor to Literacy at SCQF level 4 or 5. Some pupils may study for a National 4 English or Maths qualification but may also achieve National 5 Literacy and/or Numeracy through separate assessment, where school tracking and monitoring supports further assessment at this level. 4.7 S4 Literacy and Numeracy Achievement The tables below highlight year on year trend data in relation to SCQF level 4 and 5 Literacy and Numeracy (combined achievement) as well as SCQF level 4 and 5 Literacy achievement and SCQF level 4 and 5 Numeracy achievement. In session 2024/2025 there were 1,014 young people in the S4 cohort in Moray Schools, 10 pupils representing 0.99%. S4 SCQF4 – Literacy & Numeracy SCQF5 – Literacy & Numeracy Moray VC Gap Moray VC Gap 2020 87% 88% -1% 54% 62% -8% 2021 87% 86% +2% 49% 55% -6% 2022 89% 86% +3% 54% 59% -5% 2023 86% 86% 0% 63% 61% +2% Page 65
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2024 76% 84% -8% 53% 61% -8% 2025 81% 86% -5% 53% 64% -11% S4 SCQF4 – Literacy SCQF5 – Literacy Moray VC Gap Moray VC Gap 2020 93% 93% 0% 74% 77% -3% 2021 94% 93% +1% 78% 76% +2% 2022 92% 92% 0% 77% 76% +1% 2023 94% 92% +2% 77% 77% 0% 2024 91% 90% +1% 71% 75% -4% 2025 91% 91% 0% 69% 77% -8% S4 SCQF4 – Numeracy SCQF5 – Numeracy Moray VC Gap Moray VC Gap 2020 90% 91% -1% 59% 66% -7% 2021 89% 88% +1% 52% 59% -7% 2022 92% 89% +3% 59% 64% -5% 2023 88% 89% +1% 67% 65% +2% 2024 79% 88% -9% 58% 65% -7% 2025 84% 89% -5% 59% 68% -9% 4.8 Following review of S4 SCQF level 4 and 5 Literacy and Numeracy data noted above, gap in achievement of SCQF level 4 Literacy and Numeracy overall has reduced to -5% in 2025, from -8% in 2024. This is attributed to reduced gap between 2024 and 2025 for Numeracy. At SCQF level 5 Literacy and Numeracy, an increased gap in achievement is noted, with gap increases of 4% and 2% in SCQF level 5 Literacy (-8%) and SCQF level 5 Numeracy (-9%). 4.9 S5 Literacy and Numeracy Achievement The tables below highlight year on year trend data in relation to SCQF level 4 and 5 Literacy and Numeracy (combined achievement) as well as SCQF level 4 and 5 Literacy achievement and SCQF level 4 and 5 Numeracy achievement. In session 2024/2025 there were 860 young people in the S5 cohort in Moray Schools, 10 pupils representing 1.16%. S5 SCQF4 – Literacy & Numeracy SCQF5 – Literacy & Numeracy Moray VC Gap Moray VC Gap 2020 89% 93% -4% 69% 75% -6% 2021 95% 94% +1% 75% 77% -2% 2022 94% 92% +2% 75% 74% +1% 2023 93% 92% +1% 75% 74% +1% 2024 93% 91% +2% 79% 76% +3% 2025 87% 92% -5% 73% 77% -4% S5 SCQF4 – Literacy SCQF5 – Literacy Moray VC Gap Moray VC Gap 2020 95% 96% -1% 87% 88% -1% 2021 97% 97% 0% 90% 90% 0% 2022 96% 96% 0% 91% 88% +3% 2023 96% 95% +1% 88% 87% +1% Page 66
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2024 96% 95% +1% 89% 87% +2% 2025 95% 95% 0% 86% 88% -2% S5 SCQF4 – Numeracy SCQF5 – Numeracy Moray VC Gap Moray VC Gap 2020 91% 95% -4% 70% 77% -7% 2021 95% 95% 0% 78% 79% -1% 2022 94% 94% 0% 76% 76% 0% 2023 94% 93% +1% 79% 76% +3% 2024 94% 93% +1% 81% 78% +3% 2025 88% 93% -5% 75% 79% -4% 4.10 Following review of S5 SCQF level 4 and 5 Literacy and Numeracy data noted above, gap in achievement of SCQF level 4 Literacy and Numeracy overall has increased in 2025 (-5%), from 2024 (2%). This is attributed to increased gap between 2024 and 2025 for SCQF level 4 Numeracy in 2025 (-5%). At SCQF level 5 Literacy and Numeracy, an increased gap in achievement is noted, with gap increases SCQF level 5 Literacy (-2%) and SCQF level 5 Numeracy (-4%). 4.11 S6 Literacy and Numeracy Achievement The tables below highlight year on year trend data in relation to SCQF level 4 and 5 Literacy and Numeracy (combined achievement) as well as SCQF level 4 and 5 Literacy achievement and SCQF level 4 and 5 Numeracy achievement. In session 2024/2025 there were 551 young people in the S6 cohort in Moray Schools, 10 pupils representing 1.81%. S6 SCQF4 – Literacy & Numeracy SCQF5 – Literacy & Numeracy Moray VC Gap Moray VC Gap 2020 95% 97% -2% 85% 88% -3% 2021 96% 97% -1% 87% 88% -1% 2022 97% 96% +1% 89% 88% +1% 2023 96% 95% +1% 90% 85% +5% 2024 93% 96% -3% 88% 88% 0% 2025 95% 95% 0% 89% 88% 1% S6 SCQF4 – Literacy SCQF5 – Literacy Moray VC Gap Moray VC Gap 2020 97% 98% -1% 97% 96% -1% 2021 98% 98% 0% 96% 96% 0% 2022 99% 98% +1% 96% 96% 0% 2023 97% 97% 0% 96% 94% +2% 2024 96% 97% -1% 94% 95% -1% 2025 97% 97% 0% 96% 95% 1% S6 SCQF4 – Numeracy SCQF5 – Numeracy Moray VC Gap Moray VC Gap 2020 95% 97% -2% 85% 89% -4% 2021 96% 97% -1% 89% 89% 0% 2022 98% 97% +1% 90% 89% +1% Page 67
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2023 97% 95% +2% 91% 86% +5% 2024 95% 96% -1% 89% 89% 0% 2025 95% 96% -1% 89% 89% 0% 4.12 Following review of S6 SCQF level 4 and 5 Literacy and Numeracy data noted above, gap in achievement of SCQF level 4 Literacy and Numeracy overall has reduced in 2025 to match the VC. At SCQF level 5 Literacy and Numeracy, positive increase in achievement is noted (1%), with gap reduced for SCQF level 5 Literacy and SCQF level 5 Numeracy remaining in line with the VC. 4.13 Tariff Score Methodology In the local measures of “Improving Attainment for All” (and “Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers”), learner performance is measured by the number of tariff points they have accrued during the Senior Phase. The number of tariff points a young person accrues in their school career is currently based on their ‘latest and best performance’. For example, if a learner achieves an A pass at National 5 in S4 this would accrue 84 points but would be superseded by their performance at Higher in the same subject in S5 and again by performance at Advanced Higher in S6. 4.14 The points are not aggregated for an improved performance in a given subject area. Learners should never be aware of their tariff point score where these are used for performance measurement at school/subject level only across key aspects (for example, when comparing SIMD performance, Scottish Index of Multiple Deprivation or how pupils with additional support needs are supported to achieve). 4.15 The complementary tariff measure is the sum of tariff points accumulated across the latest and best achievement in subjects which a learner has achieved, up to a maximum of 120 SCQF credit points. The subjects which contribute to the 120 SCQF credit points in the complementary tariff measure are those in which the learner has achieved the highest tariff points relative to the amount of learning in that subject (subject tariff points/SCQF credit points for that subject). For purposes of this paper, we will consider complementary tariff points as that gives a truer reflection of a young person’s attainment regardless of local authority or school curricular model and approach. 4.16 Local Measure: Improving Attainment for All This benchmarking measure considers the average complementary tariff score for the lowest 20%, middle 60% and highest 20% of attainers within the relevant cohort were they placed based on complementary tariff scores within those attainment bands (20%/60%/20%). The local measure (all candidates) will compare Moray with the VC and National comparators for equivalent value graded (coloured bars) and ungraded ‘grade neutral’ pass/fail course awards (white bars). Page 68
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4.17 S4 Improving Attainment for All In Moray, the top 20% of achieving S4 learners perform well overall in graded and ungraded courses. Some underachievement is noted in the middle 60% achieving S4 learners. Underachievement particularly in ungraded courses is noted for the lowest 20% achieving young people in S4. 4.18 S5 Improving Attainment for All In Moray, the top 20% of achieving S5 learners perform well overall in ungraded courses, less well in graded courses. Underachievement is noted in the middle 60% achieving S5 learners in both graded and ungraded courses. Some underachievement in graded and ungraded courses is noted for the lowest 20% achieving young people in S5. Page 69
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4.19 S6 Improving Attainment for All In Moray, the top 20% of achieving S6 learners perform well overall in graded courses, less well in ungraded courses. Underachievement is noted in the middle 60% achieving S6 learners in graded courses overall. Slight underachievement in graded and ungraded courses is noted for the lowest 20% achieving young people in S6. 4.20 Local Measure - Tackling disadvantage by improving the attainment of lower attainers relative to higher attainers – Attainment vs Deprivation The graphs below show 2024/2025 attainment data for S4, S5 and S6 (using complementary tariff scores outlined in 4.13-4.15 above) for Moray profiled against VC and National data. This is broken down into ten deciles according to Scottish Index of Multiple Deprivation (SIMD) data. Thus, decile 1 refers to the attainment of young people with postcodes within data zones identified as being the 10% most deprived in Scotland according to SIMD, whilst decile 10 refers to those young people with postcodes in the top 10% of the least deprived data zones according to SIMD. 4.21 In Moray there are few data zones ranked in decile 1. While in Moray it is acknowledged that SIMD does not always indicate inequity that may arise as a result of postcode and locality (including rurality), as a National measure it provides a benchmark of attainment based on this indicator. It is also useful in considering wider potential external factors which may impact on attainment of Moray’s young people as indicated by these data zones. Page 70
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4.22 S4 – Attainment vs Deprivation Across SIMD deciles, attainment is noted as below the VC and of particular note at SIMD decile 4, 6, 7, 8 and 10 where there is greater concentration of learners within the S4 cohort (indicated by size of coloured circle). An attainment gap is noted highlighted by trend lines running across SIMD deciles. Vertical lines highlight complementary tariff score spread achieved by learners within the S4 cohort across SIMD deciles, with some pupils far exceeding averages across SIMD 3-10. National comparator data is also provided in the second graph above for comparison of Moray against National averages for S4 cohort. Page 71
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4.23 S5 – Attainment vs Deprivation Performance in SIMD 3 and 9 is positive in relation to VC and national comparators. Performance within SIMD deciles 1, 2, 5, 7, 8 and 10 is of note and lower than the VC where there is greater concentration of learners within the S5 cohort (indicated by size of coloured circle) within SIMD 5-8. An attainment gap is noted highlighted by trend lines running across SIMD deciles. Vertical lines highlight complementary tariff score spread achieved by learners within the S4 cohort across SIMD deciles, with some pupils far exceeding averages across SIMD 3-10. National comparator data is also provided in the second graph above for comparison of Moray against National averages for S5 on S5 cumulative cohort. Page 72
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4.24 S6 – Attainment vs Deprivation Positive performance against the VC is noted across SIMD 1-3, 7 and 9. Performance is noted as slightly below the VC across a number of deciles and of particular note at SIMD decile 10). An attainment gap is noted highlighted by trend lines running across SIMD deciles (Moray against VC) with gap widening as SIMD increases. Vertical lines highlight complementary tariff score spread achieved by learners within the S6 cohort across SIMD deciles, with some pupils far exceeding averages. National comparator data is also provided in the second graph above for comparison of Moray against National averages for S6 cohort. Page 73
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4.25 Breadth and Depth – All Candidates This measures how many (breadth) and to what level of study (depth) that young people have achieved across their graded and ungraded qualifications against the Scottish Credit and Qualifications Framework (SCQF). We continue to benchmark SCQF level 5 to level 7 as key indicators of attainment, where further analysis of all other levels is undertaken at local authority and school level. 4.26 Breadth and Depth – S4 SCQF level 5 This measures how many qualifications S4 learners achieved at SCQF level 5 in graded and ungraded courses of equivalent value; this includes National 5 SQA qualifications as well as other SCQF level 5 comparative courses. A marginal fall in attainment is noted across S4 SCQF level 5 measures in 2025. Moray – S4 2019 2020 2021 2022 2023 2024 2025 1 @ SCQF level 5 83.7% 85.3% 86.6% 85.2% 85.7% 81.7% 78.9% 3 @ SCQF level 5 64.4% 66.9% 69.2% 65.6% 69.3% 66.0% 63.6% 5 @ SCQF level 5 42.7% 46.7% 48.2% 46.9% 50.8% 48.1% 47.8% 6 @ SCQF level 5 30.3% 33.5% 32.8% 35.6% 39.3% 37.3% 37.2% 7 @ SCQF level 5 0.6% 11.7% 13.2% 18.8% 24.6% 24.6% 23.1% 4.27 Breadth and Depth – S5 SCQF level 6 This measures how many qualifications S5 learners achieved at SCQF level 6 in graded and ungraded courses of equivalent value; this includes Higher level SQA qualifications as well as other SCQF level 6 comparative courses. Moray – S5 2019 2020 2021 2022 2023 2024 2025 1 @ SCQF level 6 64.0% 70.1% 71.2% 68.4% 67.1% 69.0% 65.0% 3 @ SCQF level 6 42.4% 45.5% 47.6% 45.9% 44.2% 46.8% 42.3% 5 @ SCQF level 6 20.0% 19.2% 20.8% 18.1% 20.2% 20.2% 18.5% A marginal fall in attainment is noted across S5 SCQF level 6 measures in 2025. 4.28 Breadth and Depth – S6 SCQF level 6 and level 7 This measures how many qualifications S6 learners achieved at SCQF level 6 and level 7 in graded and ungraded courses of equivalent value; this includes Higher and Advanced Higher level SQA qualifications as well as other SCQF level 6 comparative courses. 2019 2020 2021 2022 2023 2024 2025 3 @ SCQF level 6 78.0% 80.0% 79.9% 76.6% 76.8% 77.4% 77.9% 5 @ SCQF level 6 57.1% 61.3% 59.8% 55.1% 55.5% 59.1% 57.0% 1 @ SCQF level 7 38.2% 42.4% 44.1% 40.6% 40.3% 43.9% 32.7% Page 74
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A marginal increase in S6 pupils cumulatively achieving 3 or more Higher awards is noted, with slight decreased in those achieving 5 awards at SCQF level 6 and decrease in senior pupils opting to study and achieve Advanced Higher (1 or more award at SCQF level 7). 4.29 UHI Moray – College results Moray College provides additional courses and qualifications of study for Senior Phase pupils at National 5 and Higher level as well as Skills for Work (SfW) courses and National Progression Awards (NPA) at levels 4 and 5. The SfW and NPA course provide a high proportion of passes and this supports continued engagement with the College post- school as well as links to apprenticeship programmes. Current provision is predominantly via ‘College Wednesday’. At National 5 and Higher level, performance is noted in the table below for A-C passes for 2019-2025. Performance is based on a total of 99 entries across Moray Secondary schools for graded courses during session 2024/2025, with an A-C pass rate of 54% (2024 - 62%; A- D award rate of 74%, 2024: 80%). Entries to graded courses remain low overall (87 young people had resulted entries in graded courses last session, 99 this session) as per previous years, with more young people studying towards ungraded and continuous assessment courses (SCQF rated) as noted further below. 2025 2025 2024 2023 2022 2021 2020 2019 No of Entries A-C A-C A-C A-C A-C A-C A-C H ESOL 13 85% 100% 100% 100% 100% 100% 80% H Psychology 20 30% 50% 46% 38% 93% 74% 40% H Sociology 10 60% 64% 80% 40% 100% 100% 50% H Human Biology 4 50% 0% 0% 50% 82% H Env Science 2 50% 0% N5 ESOL 10 80% 80% 92% 75% 86% 100% 75% N5 Practical Cookery 90% N5 Biology 1 0% N5 Env Science 1 0% 50% N5 Psychology 23 52% 52% 57% 76% 77% 86% 70% N5 Sociology 15 46% 67% 4.30 Moray’s young people studied a further range of ungraded and non-examination based courses (SCQF rated at level 3, 4, 5 and 6) at Moray College UHI. Based on current year performance, 231 passes (session 2024/2025: 241 passes) were achieved across a range of courses as noted below: Page 75
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Performance of young people continues to be analysed and reviewed in partnership with Moray College link officers including next steps and actions required in order to raise attainment, building on positive successes of young people in SCQF rated courses. IMPROVEMENT ACTION 4.31 Following review of initial SQA and examination data, initial attainment meetings with all eight secondary Head Teachers led by the Head of Education (Chief Education Officer) were held with targeted approach to discussions for improvement. Through review of data profile presented, the Chief Executive also attended three of the meetings with the Executive Director (Education, Housing and Communities) attending all eight meetings. The Quality Improvement Manager supported all meetings, with Raising Attainment Meeting Summaries and Breadth and Depth Targets also generated, incorporating a review of approaches to raising attainment across our schools previously identified last session. 4.32 Further to initial attainment meetings, separate group sessions with all Secondary Head Teachers and Secondary Depute Head Teachers were held in Council Headquarters in September led by the Head of Education (Chief Education Officer) and Quality Improvement Manager in order to explore core issues in relation to low attainment in Senior Phase in relation to benchmarking data presented as well as effects/symptoms, root causes and possible solutions. The Executive Director (Education, Housing and Communities) also supported both events, contributing to the activities forming the basis of the Secondary Head Teacher event. 4.33 In order to undertake collaborative activities outlined above, improvement methodology was applied in the form of the Pareto Principle and Fishbone (Cause and Effect). This was initiated following central team involvement in the Children and Young People’s Collaborative (CYPIC) Quality Improvement for Senior Leaders programme. Following collation and review of all findings from collaborative sessions with Secondary Head Teachers and Secondary Depute Head Teachers, core themes for improvement were identified and prioritised in a further session in mid-September by Secondary Head Teachers, the Executive Director (Education, Housing and Communities), Head of Education (Chief Education Officer) and Quality Improvement Manager. Page 76
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4.34 As a result, summary priorities now required in order to raise attainment based on all data, views and self-evaluation documentation reviewed were summarised into the following statements: 1. Develop a culture of trust, collaboration, and innovation across Moray schools by strengthening engagement with parents, communities, and partners, and promoting a positive public image of Moray as a place to live, learn and work in education. 2. Raise the quality of learning and teaching across Moray secondary schools by focusing on strong recruitment, staff professional development, and effective leadership. All staff should be well-qualified, leaders and teachers should be supported to grow professionally, with teamwork and the sharing of good ideas facilitated. The goal is to build a skilled and sustainable workforce, nurture future leaders, and support students through improved attendance supported by specialist support roles in schools. 3. Strengthen and extend leadership and professional development for senior leaders at all levels across Moray secondary schools. This involves investing in senior leader training, building collaborative networks, sharing best practices, and supporting middle and senior leaders to drive improvements in learning and teaching. By focusing on leadership development, structured collaboration, and succession planning, schools can create a skilled, resilient workforce dedicated to raising attainment and supporting the success of all young people. 4. Strengthen behaviour, relationships, and pupil belonging in Moray secondary schools by enhancing support systems, staff skills, and inclusion strategies. Through collaborative working, high expectations, and rigorous monitoring, schools can foster an environment where all young people feel connected, supported, and motivated to achieve their potential. 5. Establish a flexible, collaborative senior phase curriculum across Moray secondary schools by developing a consortia model and engaging partners, employers, and the community, ensuring that all pupils have access to a wide range of learning options and accredited programmes tailored to their needs and future aspirations. 6. Enhance in-school delivery of courses such as Psychology and Sociology through a collaborative funding model, with each school contributing to support attainment, consortia cooperation, and reduced dependence on external providers (e.g. College). Develop in-house qualifications and programmes informed by school priorities and staff consultation. 7. Ensure seamless progression across the Broad General Education from Primary 6 to Secondary 3 and address ICT challenges, including the need for 1:1 devices, through open dialogue and strategic planning. 8. Rebalance decision-making and strengthen middle leadership within Moray schools by moving towards a faculty-based structure. This approach aims to accelerate school improvement, enhance the pace and impact of change, and ultimately improve attainment by ensuring leadership capacity is developed and effectively distributed. Page 77
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9. To address inequity in digital access across Moray schools, prioritise securing 1:1 ICT devices for all pupils and teaching staff through targeted funding and infrastructure improvements, enabling effective digital learning for all. 10. Involve parents, through their roles as both employees and employers, to expand opportunities for young people leveraging partnerships, including with established employer links by schools and through DYW Moray to support curriculum delivery and communicate strategic priorities. 4.35 Head Teachers were invited to lead further discussions with their Senior Leadership Teams in schools using all available self-evaluation at school level to identify ‘the how’: how we successfully achieve progress in priority areas identified through: • Individual Secondary School level • Moray Secondary Head Teachers Association working together • Moray system-wide actions (including central support/direction) Key actions identified are under review at time of committee report writing in order to guide next steps, with priority action plans in development in order to realise improvements now required. Further discussions with Secondary Head Teachers linking in with UHI Moray for Foundation Apprenticeship discussions will also take place in November 2025. 4.36 As noted in the 2025/26 Budget and 2025 to 2028 Financial Plan report to Special Moray Council on 26 February 2025 (item 3, para 3.5), Moray Secondary Schools also benefitted from £560,000 additional monies under the theme of tackling poverty and inequality to improve education attainment. This is in the form of an Intervention Fund for each school to target identified areas for improvement based on group and cohorts identified from data presented. Appendix 1 provides further summary detail of planned use of monies received and allocated to each school on a roll related basis. 4.37 Moray Secondary Schools continue to progress work on key priorities framed by School Improvement Plans set out annually. As a local authority, we continue to progress key areas of work as a wider schools and central education system where the following key areas form the basis of strategic focus for session 2024-2027. Since August 2024, there have been five changes with regard to Secondary Head Teachers across our eight Moray Secondary Schools. As lead learners within our schools, Head Page 78
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Teachers are fully committed to working in partnership with central officers as third tier managers of the council in order to progress changes and improvements now required. 5. PROPOSALS 5.1 Key attainment messages across core benchmarking measures are presented within this committee paper with areas of strength and further development noted. Following initial discussions with Head Teachers, improvement activities and collaborative sessions have been undertaken from August to October 2025 using quality improvement methodology and tools in order to identify actions necessary in order to realise raised attainment across Moray and our schools. Following finalisation of key actions required at school, Secondary Head Teacher Association and system wide levels, priorities will be progressed within resources available based on collegiate developments, where committee is invited to endorse revised approaches outlined, moving forwards. 5.2 The Education Strategic Plan continues to provide direction for schools in relation to overarching priority areas for improvement, through leadership of change, ensuring wellbeing, equity and inclusion, learner centred development of the curriculum and focus on delivery of high quality learning, teaching and assessment. The Moray Quality Improvement Framework continues to provide guidance for improvement work, assessing quality of provision through the central Quality Improvement Team reviewing activities. This will continue at pace with visits planned and proposed to assess quality of learning, teaching and assessment, and wellbeing, equality and inclusion across all eight Secondary Schools in Term 1 to Term 4. 5.3 It is further proposed that an additional paper is brought back to committee to update on progress following leaver attainment update (National Measures, session 2024/2025) later in May 2026 once data is released relating to initial positive leaver destinations. 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)) Page 79
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Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 Policy and Legal There are no legal implications arising from this report 6.4 Financial There are no financial implications arising directly from this report. As noted in 4.36 above, an additional £560,000 was allocated through additional monies in the form of an Intervention Fund in order to support raising attainment through Special Moray Council in February 2025. Plans for funding use are outlined within Appendix 1. 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 Improvement in digital provision is required in order to realise positive consortia approaches and digitally enabled learning and teaching, with absence of 1:1 devices for learners in Moray impacting on learner experiences. Looking outwards where local authorities are digitally enabled, this is having direct positive impact on learning, teaching and assessment and overall achievements of learners in schools where equity in digital access is supported for all. As new digital technologies continue to be explored, this is of further concern in relation to the curriculum of the future. Schools continue to report discrete issues with login times and connectivity, particularly in relation to mobile devices Page 80
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(e.g. laptops). Education colleagues appreciate ongoing support of ICT department colleagues as issues are reported and addressed. Schools continue to support young people through a range of wellbeing and wider learning support. Schools also report increase in anti-social behaviours and attendance issues, impacting overall on learner achievement and continuity in learning. In a number of schools, challenging and disruptive behaviours of a small minority of young people has adverse impact in a backdrop of increased thresholds of partner agencies. As a result, this impacts on time for Senior Leadership Teams to focus on school improvements required in order to raise attainment for all, while addressing issues as a single agency. Data presented over time within this committee paper reflects different assessment conditions and approaches, where this year reflects year 4 of a return to SQA examinations following two years of an Alternative Certification Model (ACM), much different to the previous two years of ACM in 2020 and 2021. Similarly, 2024 witnessed return by SQA of coursework to National Qualifications in most subject areas (only subject areas where this was not considered appropriate led to maintaining 2023 assessment arrangements). Attendance concerns relating to some young people has impeded coursework completion where schools continue to support young people in attending to achieve. 6.6 Staffing In recent sessions, particular difficulties in recruitment to posts in Maths, Home Economics, Technical and English have been experienced as well as discrete Science based subject areas. This has resulted in schools developing creative timetabling approaches through, for example, appointment of BGE Teachers of Literacy and Numeracy who are Primary qualified but within registration requirements, may teach specific Broad General Education classes in Secondary. In some schools, curriculum choice has been narrowed due to inability to recruit to specific subjects/posts. Limited availability of supply teachers in secondary, particularly those with subject specialism which may be required, can result in Senior Leadership Teams becoming classroom based, covering classes and detracting from strategic improvement priorities and progress. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance and attainment. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. However, attention is noted in section 6.5 above in relation to delivery of the curriculum/consortia approaches and 1:1 device provision. 6.10 Equalities, Social Inclusion and Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance and attainment. 6.11 Climate Change and Biodiversity Impacts Page 81
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No climate change or biodiversity implications have been determined due to the nature of this report and no findings related to such implications contained herein. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, C O’Connor, Committee Services Officer, Senior Officers in Education and Secondary Head Teachers and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Appendix 1 – Intervention Fund Plans 2025-2026 Page 82
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APPENDIX 1 Moray Secondary Schools | Additional Funding | Intervention Funding Summary of planned interventions for raising attainment (£560,000) School Summary of Interventions £Allocation Buckie High School (additional Depute Head Teacher – 1.0 fte) Acting Depute Head Teacher (1.0 fte), with focus on analysing and evaluating tracking and monitoring procedures and ensuring these are well understood and used effectively across the school. Further work on analysis areas of focus in improving learning and teaching through setting up of new systems and structures to improve the quality of learning and teaching (including professional learning programme linked to both areas). Use of data, observations and views from stakeholders to inform work ongoing and development in these areas (improvement to learning, teaching and assessment and tracking and monitoring). £83,151 Elgin Academy (additional Teacher of Intervention – 1.0 fte and additional Inclusion Project Coordinator – 1.0 fte) Teacher of Intervention (1.0 fte) and Inclusion Project Coordinator (36.25 hours) with consumables budget to work together in support of internal non-attenders (S3-S5) and school non-attenders (S3-S6) with focus on identifying pupils through tracking at risk of gaining fewer than 400 tariff points (lowest 20% of attaining pupils spanning across SIMD), those pupils with high levels of in school and out of school low/no attendance. Delivery/support of departmental delivery of existing/additional qualifications including Literacy and Numeracy. For school non-attenders, this may include delivering/supporting external delivery of existing/additional qualifications including Literacy and Numeracy. £109,886 Elgin High School (additional Teacher of Broad General Education – 1.0 fte) Teacher of Broad General Education (BGE) (1.0 fte) employed to cover Principal Teachers in order to enable them to deliver specialist intervention tutoring support to identified individuals and groups of pupils, developing a sustainable approach and resources to be used by departments in future years. S4- S6 focus with further whole staff interventions in support of improving consistency and quality of learning, teaching and assessment including Bruce Robertson/Education Scotland inputs, Achieve subscription funding, replenishment of Power Up Your Pedagogy (and purchase of other CLPL texts) Professional Learning Resources and further purchase of needs led resources as identified by the PT Skills (new appointment, alternative funding stream) who will support oversight of key interventions with SLT. £86,912 Page 83
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Forres Academy (additional Teacher of Intervention – 1.0 fte plus temporary role/grade uplift of a PSW to Project Worker) Teacher of Intervention (1.0 fte) to be employed and line managed by PT Raising Attainment who would focus on Senior Phase, enabling sole focus on BGE interventions by the Teacher of Intervention. This would strengthen current offer to Senior Phase pupils with more time available to PT Raising Attainment for qualifications and accreditation support with identified pupils. Teacher of Intervention, supporting early intervention for BGE pupils around literacy, numeracy, identified areas identified through tracking data and enabling the PT Raising Attainment more strategic time to plan and deliver whole school raising attainment activities. This includes all S4 pupils achieving a standard seventh qualification under Scottish Studies as well as plan support programmes with outside agencies for pupils and parents. Temporary change management of Pupil Support Worker to a Project Worker (marginal salary uplift) to strengthen this work (grade adjustment). Commissioned work through Tree of Knowledge/Live N Learn to deliver inputs to pupils and staff across the year linked to Learning and Teaching/Growth Mindset/Study Skills. Small resource budget allocation also supported for revision/support materials. £88,742 Keith Grammar School (additional 0.5/0.6 fte Teacher of Targeted Intervention - to be confirmed, based on budget available) Teacher of Targeted Intervention (fte based on funding allocation – 0.5/0.6 fte to be confirmed) to lead on initiatives in order to improve outcomes in literacy, numeracy and wider curriculum areas/subjects based on data and intelligence. Attendance statistics showing some young people are not able to fully access a curriculum offer or achieve accreditation for reasons including health, school refusal, ASN/SfL and access to an appropriate curriculum. The Teacher of Targeted Intervention will be looking at widening alternative pathways through a flexible curriculum offer and supporting all young people to achieve literacy/numeracy qualifications at an appropriate level as well as supporting young people at risk of underachievement based on tracking information. £38,119 Lossiemouth High School (additional Teacher of Raising Attainment – 0.6 fte plus an additional Teacher of English – 0.5 fte) Teacher of Raising Attainment (0.6 fte) to support pupils in identified groups (e.g 3@SCQF5, 5@SCQF6) through regular 1:1/small group sessions, analysis of tracking and monitoring/employing targeted interventions, departmental support to ensure early identification of attainment concerns, coordination of supports/interventions including pupil/parent workshops (study skills, Growth Mindset, Easter revision sessions, mentoring – internal/external, prelim and final exam support planning). The Teacher of Raising Attainment will also support regular communication with parents on approaches in order to ensure partnership working and regular evaluation of support and interventions (‘adopt’/’amend’/’abandon’ as appropriate based on evidence). Also, a Teacher of English (0.5 fte) to provide capacity required to enable the Principal Teacher of English to look outwards to good practice across Moray/Scotland, set up required systems for self-evaluation, moderation, tracking and monitoring. Update schemes of work and support professional development/learning of English staff team in terms of pedagogy, lesson observations, 1:1 coaching/modelling (further supported by whole school Learning, Teaching and £66,684 Page 84
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Assessment Strategy under review and CLPL). Small resource budget allocation also supported for revision/support materials. Milne’s High School (continuation of existing Teacher of Targeted Intervention – this is a full time post which will be continuing from this year, with monies available topped up from school DSM – 1.0 fte) Continuation of the Teacher of Targeted Intervention role, building on existing relationships with pupils identified and small groups to promote greater inclusion in learning and raising attainment amongst those with lower attendance profiles. Through tracking and monitoring (risk intervention matrix) pupils will continue to be identified for 1:1 and small group work and further work with key departments will be undertaken to raise attainment in literacy and numeracy. Bespoke pathways for identified pupils based on all data analysis (including attainment, exclusions, attendance, Insight, ACEL and build-up timetable information) will be supported with wider accreditation also offered to strengthen pupil offer/achievements. As well as a supported BGE mentoring group, also looking to increase accreditation through targeted work with individuals/groups and S4 mentoring programme. All money allocated will be used to fund the Teacher of Targeted Intervention (with shortfall top-up to make this a full-time post to be funded from school devolved budget, DSM). £47,675 Speyside High School (additional Teacher of Raising Attainment – 0.5 fte) Teacher of Raising Attainment (0.5 fte) to work with pupils at risk of not achieving SCQF level 4 Literacy and Numeracy, particularly those with protected characteristics. Further support for young people who are emotionally based non-school attenders (internal and external). Strengthening SCQF level 6 Numeracy and Literacy for all leavers based on Insight, supporting pupils to maximise attainment by school point of exit. The Teacher of Raising Attainment will also work with departments and pupils to support improvement in contribution of identified departments to National 5 best awards and work with specific groups of young people across the BGE in the highest 20% (stretch groups) to maximise attainment into Senior Phase. Small resource budget allocation for revision/support materials/Achieve and contingency allocation. £38,831 Page 85
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Education Scotland Further Inspection (Continuing Engagement) of St Peter’s RC Primary School 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the outcomes of a recently published report on a Moray school following inspection by Education Scotland’s His Majesty’s Inspectors of Education (HMIE). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council’s Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report summarises the outcome from further inspection visit by Education Scotland HMIE to St Peter’s RC Primary School in March 2025, report published in September 2025. The school was initially subject to a full model inspection visit in November 2022 where gradings of Weak were achieved for the four core Quality Indicators forming the basis for the full inspection model. Further visits have since followed from Education Scotland HMIE including a most recent visit in March 2025. 2.2 As a result of initial November 2022 inspection findings and identified Weak grading for QI 1.3 (Leadership of Change), QI 2.3 (Learning, teaching and assessment), QI 3.1 (Ensuring wellbeing, equality and inclusion) and QI 3.2 (Raising attainment and achievement), Education Scotland HMIE indicated through letter published in February 2023 that the school needed additional support and more time to make necessary improvements. A comprehensive action plan was put in place in order to address areas for improvement and the school was provided with additional resource and support from the Quality Improvement Team, with targeted support from the Primary Advisor. Item 14.* Page 87
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2.3 In January 2024, Education Scotland HMIE returned to carry out a further inspection over three days. In the report, published in April 2024, while it was noted that some progress had been made from the original November 2022 inspection, further work was required where insufficient progress had been made overall. Following inspection, further review of the School Improvement Action Plan followed to ensure key actions for improvement continue to be addressed by the school. The Primary Advisor and Quality Improvement team further supported this. 2.4 Three further interim oversight Head Teacher arrangements have followed since January 2024, where the Acting Head Teacher in post for a short time at the November 2022 initial inspection and January 2024 further inspection visit moved on from St Peter’s RC Primary School to a substantive Senior Leadership post elsewhere in the local authority in February 2024. An interim Head Teacher is currently in post since January 2025 following further unsuccessful attempts to recruit a denominational Head Teacher and two prior interim Head Teacher oversight arrangements. 2.5 In March 2025, a further continuing engagement Education Scotland HMIE visit followed, where the school was noted to have made insufficient progress against areas identified for improvement overall. While some areas were identified as progressing, others including frequent changes in leadership was noted to have impeded progress. Further refinement of school improvement actions against Education Scotland HMIE findings has followed, along with support from local authority officers. Actions continue to progress as the interim Head Teacher works to raise morale and aspirations across the learning community. Education Scotland HMIE are anticipated to visit for a further inspection visit later in this academic session. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinise and note the contents of this report and findings of Education Scotland HMIE following their further inspection visit; ii) note that a clear and revised action plan is in place to reflect areas where progress has been made and in order to focus on areas for improvement requiring further attention; iii) note that support for the school continues as part of our Moray Quality Improvement Framework activities and school visit programme as well as wider workforce planning; and iv) note that following future revisit from Education Scotland (anticipated later in this academic session, 2025/2026), a further paper will be brought to this Committee in order to provide update on school progress with improvements and outcome from further Education Scotland HMIE inspection visit. Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT Page 88
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4.1 When Education Scotland HMIE inspects a school, a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 4.2 As context, in November 2022 a team of inspectors from Education Scotland visited St Peter’s RC Primary School. During the visit, Education Scotland inspectors talked to parents/carers and children and worked closely with the Acting Headteacher and staff. Education Scotland gathered evidence to enable them to evaluate aspects of the quality of leadership and children’s achievements. St Peter’s RC Primary School was subject to a full inspection model visit spanning across five days in total as previously reported to committee. 4.3 The Education Scotland Inspection team use selected Quality Indicators (QIs) from How good is our school? 4th edition (HGIOS4), rated using the six-point scale. 4.4 Education Scotland focus QIs for the Primary school (full inspection model inspection) are: QI 1.3 Leadership of Change QI 2.3 Learning, Teaching and Assessment QI 3.2 Raising Attainment and Achievement QI 3.1 Ensuring Wellbeing, Equality and Inclusion 4.5 Full establishment inspections also include focus on Safeguarding and themes from other QIs to ensure Inspectors continue to capture the evidence needed to promote improvement and provide evidence to inform national policy development. These are not assigned a rating and are: QI 2.2 Curriculum (Learning Pathways theme) QI 2.7 Partnerships (Partnerships in evaluating the impact of parental engagement) 4.6 Through inspection in November 2022 (inspection letter published in February 2023), St Peter’s RC Primary School were graded as ‘weak’ across QI 1.3, 2.3, 3.2 and 3.1 as noted above. Areas for development were also agreed in relation to safeguarding. Education Scotland liaised with Moray Council thereafter regarding the school’s capacity to improve and intimated their intention to carry out a further inspection of the school in discussion with Moray Council in one year. 4.7 Following inspection, the Acting Head Teacher who had been in post for 6 weeks in total (notification of inspection was received two weeks following the Acting Head Teacher commencing in post) was supported in developing a comprehensive school improvement action plan with staff, in order to address areas identified for improvement. The Quality Improvement Officer and Primary Advisor provided support to the school with positive changes implemented working together as a school community. Regular reporting to the Quality Improvement Manager and through quality improvement visits to the school, it was noted that key improvements had been made, led by the Acting Head Teacher and supported by all staff and where pertinent, children and their parents/carers. Page 89
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4.8 In January 2024, Education Scotland HMIE returned to carry out a further inspection of St Peter’s RC Primary School over three days. Inspection activities were focused on the areas for improvement agreed with the school and the local authority following inspection in November 2022. Following review of these areas, Education Scotland HMIE were then able to find out about the progress the school had made since prior inspection and how well this was supporting children’s learning and achievements. 4.9 The five areas for improvement forming focus of the January 2024 further inspection as agreed in November 2022 were as follows: • Senior leaders and staff should work together to improve leadership across the school. In doing so, staff should support children, parents and partners to participate in evaluation activities that improves how the school works. • Staff should work together to improve the quality of learning and teaching. This includes ensuring children are actively involved in learning. • Staff should improve approaches to planning of learning, teaching and assessment. There is a need to ensure children’s knowledge and skills build on what they know as they move through the school. • All staff should be involved in planning learning that supports better children with additional support needs. They should ensure that they set targets that help children make progress in their learning. • All staff should work together to have a clear focus on raising attainment of all children. 4.10 Education Scotland noted in their published inspection letter (April 2024) that overall, some progress had been made in all areas for improvement as noted in 4.9 above from original inspection in November 2022. However, across all five areas it was noted that further development should continue as planned where planned approaches and interventions in order to address key areas for improvement should also continue to be embedded across the school. 4.11 As a result of the further inspection in January 2024, Education Scotland HMIE noted that the school had made some progress since the original inspection. Education Scotland HMIE decided to return to carry out a further inspection of the school within one year of further (January 2024) inspection letter publication. 4.12 Following inspection there was further change in school leadership, where the Acting Head Teacher had applied and was successful prior to inspection in appointment to a promoted post within another school. Following unsuccessful attempts at recruitment prior to the next (2025) inspection and after inspection, an interim paired arrangement with St Thomas RC Primary School was put in place from April 2024. The Head Teacher of St Thomas RC Primary School assumed the role of interim paired Head Teacher of St Thomas RC Primary School and St Peter’s RC Primary School. Having intimated intention to retire at summer 2024, the interim paired Head Teacher agreed to remain in post until October 2024 as local authority officers progressed further acting and substantive adverts for the post of Head Teacher. School Improvement actions continued to progress following the revised School Improvement Action Plan with oversight from link Quality Improvement Officer and the Quality Improvement Manager, with further support from the Primary Advisor also allocated during this time. Page 90
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4.13 In October 2024, following retiral of the interim paired Head Teacher, interim oversight arrangements were put in place at both St Thomas RC Primary School and St Peter’s RC Primary School in order to ensure leadership continuity. This followed repeated Head Teacher recruitment attempts for substantive and Acting Head Teacher positions for both denominational schools were unsuccessful, where applicants must also have church approval in order to be appointed. The Head Teacher of Cluny Primary School in Buckie assumed oversight on an interim basis of St Peter’s RC Primary School and along with her Senior Leadership Team, supported leadership oversight and operational support. A similar arrangement was also supported for St Thomas RC Primary School where the Head Teacher of Keith Primary School assumed oversight on an interim oversight basis of St Thomas RC Primary School. Further recruitment attempts led to successful appointment of a substantive Head Teacher at St Thomas RC Primary School. St Peter’s RC Primary School recruitment process did not lead to permanent appointment. 4.14 Following a period of continued uncertainty and further unsuccessful recruitment attempts for Acting Head Teacher and substantive Head Teacher, an experienced Head Teacher known to local authority officers was approached to provide further interim leadership of the school. This arrangement has now been in place under Head of Service exigencies of the service since January 2025 and followed further dialogue with the local church representative. Continued support from local authority officers including the Primary Advisor and link Quality Improvement Officer has continued in order to ensure further continuity for the school. The revised school improvement Action Plan continues to be progressed in line with required improvements identified by Education Scotland HMIE, noting changes in leadership over time. Working together with the interim Head Teacher, the school continued to look forwards in a time of improvement and change. 4.15 In March 2025, Education Scotland HMIE returned to carry out a further inspection of St Peter’s RC Primary School over three days. Inspection activities once again focussed on the areas of improvement agreed as noted in 4.9 above. At this stage, the new interim Head Teacher has been in post for ten weeks following on from interim oversight arrangements noted above over the previous nine month period. Following this inspection, it was identified that the school had made insufficient progress since the original inspection. HMIE indicated that they would liaise with Moray Council regarding the school’s capacity to improve and return to carry out a further inspection of the school within one year of the publication of the inspection letter. Despite the additional support and interventions, this outcome was not unanticipated given the difficulty in securing improvement in the absence of consistent leadership through a long term Head Teacher being in place in the school. Stability in school leadership is acknowledged as a critical factor in ensuring the quality of education as acknowledged in the inspection report. The inspection letter was subsequently published on 2 September 2025. 4.16 Education Scotland HMIE Inspectors praised pupils for the part they play in school life and the local community, including leading work on children’s rights, reading and climate change. It was identified during inspection that children knew the school’s values of faith, hope, respect, honesty and love, and now wanted to refresh these. Work by staff in updating the curriculum was also highlighted, with more pupils improving in reading and writing and where attendance has also improved 4.17 Education Scotland HMIE also noted that progress has been limited, where leadership across the school required to be stronger, and teaching must be more consistent. It was Page 91
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noted that staff should continue to make lessons interesting, set higher expectations and keep classrooms calm and supportive. While teachers were using assessments better, they needed to make sure this was used consistently to plan lessons, ensuring pupils in mixed-age classes learn at an appropriate level. 4.18 It was further highlighted that support for pupils with additional support needs has improved through updated learning plans, but development was required to meet all requirements. While attainment in reading and writing was noted as improving, more focus is needed on maths and overall improvements in progress. Inspectors also found that Pupil Equity Funding has not yet had much impact on closing the gap between pupils from different backgrounds. Frequent changes in leadership was noted to have impeded progress. Education Scotland HMIE inspectors indicated as a result that they would return within a year to check progress, with Moray Council officers continuing to support the school. 4.19 Following inspection, further review of the School Improvement Action Plan has followed to ensure focus on areas identified in further inspection as well as from school self- evaluation gathered on an ongoing basis. The link Quality Improvement Officer, Quality Improvement Manager, Primary Advisor and other local authority officers have continued to support the schools and interim Head Teacher. Contact has been made with the Scottish Catholic Education Service (SCES) as we continue to navigate recruitment issues with our denominational schools and ongoing updates have been provided to both our local diocese education and church representatives. The interim Head Teacher has agreed to support Moray Education and remain in post at this time until summer 2026. A further continuing engagement HMIE inspection visit is anticipated in the later months of this academic session. 4.20 As a local authority we will continue to support the school using existing and additional resources provided, reviewing progress and identifying ongoing improvements required, through our Moray Quality Improvement Framework. 4.21 A Press Release was published on 2 September 2025 to recognise positive aspects recognised by the inspection team as well as actions now required as part of the school’s HMIE continuing engagement. 4.22 For reference, the Education Scotland HMIE visit letter published in September 2025 following the visit in March 2025 is contained within Appendix 1. 5. PROPOSALS 5.1 It is proposed that Committee scrutinise and note the contents of this report, following the further continuing engagement inspection visit by HM Inspectors as outlined above, to St Peter’s RC Primary School in March 2025. Further inspection was initiated by HM Inspectors following outcome of a continuing engagement inspection visit in January 2024, subsequent to an initial short model inspection in November 2022. 5.2 It is further proposed that Committee note issues with regard to Head Teacher recruitment and changes in leadership over time, including potential impact on wider school community in backdrop of continuing engagement from Education Scotland HMIE. School Improvement Actions continue to progress at pace on areas identified for Page 92
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improvement noted above, under the direction of the interim Head Teacher. Workforce planning also continues as we look to secure a permanent Head Teacher appointment, for post-Summer 2026. Further inspection by Education Scotland HMIE anticipated in April/May 2026 5.3 A further paper is brought back to Committee to update on progress following Education Scotland HMIE inspection in April/May 2026 or when external scrutiny activities are completed by them with published report. 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 HM Inspectors’ powers to inspect educational establishments and services are set out in legislation and referred to within section 135(1) of the Education (Scotland) Act 1980. HM Inspectors (HMIs) have statutory functions of inspection conferred on them by Part III of Page 93
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the 1980 Act. Responsibility for the quality of education delivery rests with the relevant local authority, as defined in section 1 (1) of the Education (Scotland) Act 1980 and further detailed within the Standards in Scotland’s Schools etc. Act 2000. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments - - - - - - Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments - - - - - - 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing This paper highlights ongoing issues in appointment of a denominational Head Teacher to St Peter’s RC Primary School following repeated recruitment attempts for both Acting Head Teacher and substantive Head Teacher roles over time. Interim arrangements have been enacted under exigencies of the Education service in discussion with local authority officers by the Head of Education (Chief Education Officer) and with church representatives. However, continuity in leadership continues to be impacted with a further interim arrangement now in place where ongoing external scrutiny from Education Scotland HMIE remains, in addition to local authority support and oversight. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance following external scrutiny/validation activity. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. 6.11 Climate Change and Biodiversity Impacts Page 94
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No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, C O’Connor, Committee Services Officer, Senior Officers in Education and the interim Head Teacher of St Peter’s RC Primary School and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Page 95
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1 | St Peter’s RC Primary School, Moray Council, 5206529 © Crown Copyright 2 September 2025 Dear Parent/Carer In February 2023, HM Inspectors published a letter on St Peter’s RC Primary School. The letter set out a number of areas for improvement which we agreed with the school and Moray Council. We subsequently returned to the school to look at how it had continued to improve its work, and published another letter in April 2024. Recently, as you may know, we visited the school again. During our visit, we talked to children and worked closely with the acting headteacher and staff. We heard from the acting headteacher and other staff about the steps the school has taken to improve. We looked at particular areas that had been identified in the original inspection. As a result, we were able to find out about the progress the school has made and how well this is supporting children’s learning and achievements. This letter sets out what we found. Senior leaders and staff should work together to improve leadership across the school. In doing so, staff should support children, parents and partners to participate in evaluation activities that improves how the school works. The acting headteacher and staff continue to make the school’s values visible around the school. As a result, children understand the school values of faith, hope, respect, honesty and love. Children have identified that they would now like to review and refresh the school values. Senior leaders and staff should support them to do so. Children make a positive impact on contributing to leading and improving the school and their local community. They are effective in sharing with other children the impact of their leadership groups. Children are proud that they have achieved recognition for their work on respecting children’s rights, promoting reading and taking action on climate change. Teachers have made a positive start to focusing on improving the work of the school during periods of interim leadership. They have refreshed the curriculum rationale and considered how to raise children’s attainment in reading and writing. Senior leaders should now support teachers to embed the aspirations of how they meet the needs of all learners and raise attainment. Senior leaders need to ensure that they monitor thoroughly the strengths and weaknesses of the school. They need to check that staff provide high-quality teaching and learning for children and that children make the best possible progress in their learning. Local authority officers need to make comprehensive plans to ensure that the work of the school is frequently reviewed during periods of interim leadership. Overall, there has been limited progress made in addressing this area for improvement. As planned, local authority officers and senior leaders should continue to develop and embed approaches to improving leadership and self-evaluation across the school. APPENDIX 1 Page 96
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2 | St Peter’s RC Primary School, Moray Council, 5206529 © Crown Copyright Staff should work together to improve the quality of learning and teaching. This includes ensuring children are actively involved in learning. Teachers have improved learning activities that help children learn on their own and with others. They are improving how they involve children in planning learning that is of interest to them. Staff have helped children work together to improve their reading skills and encouraged reading for enjoyment. Teachers have improved classroom environments which is beginning to support children to increase their independence when learning. They should continue to develop classroom environments to ensure all classrooms are attractive and purposeful learning spaces for children. Teachers have engaged well in professional learning that has helped them begin to improve outcomes for children. Staff need to continue to work on providing learning that is motivating for all children and support them to understand the progress they make in learning. This will help children engage better with classroom activities that sustain their interest. Staff need to raise expectations of how children interact during activities. They should continue to develop consistency in nurturing approaches that support children to develop resilience and reestablish a consistently calm school and classroom learning environment. Senior leaders and teachers have developed a consistent approach to introducing and talking about lessons with children. This is beginning to help children understand how successful they are during activities. Teachers now need to improve their use of questioning and feedback to children. This will help them become more independent in solving problems, finding solutions and plan their next steps in learning. Teachers’ written feedback on children’s work still needs to improve. Staff should include regular constructive comments that support children to make progress in their learning. Overall, there has been limited progress made in addressing this area for improvement. Some areas that had improved at the previous inspection have not been fully sustained. As planned, senior leaders and staff should continue to develop and embed their approaches to high-quality learning and teaching. Staff should improve approaches to planning of learning, teaching and assessment. There is a need to ensure children’s knowledge and skills build on what they know as they move through the school. Teachers are planning children’s learning better. They are now planning learning that helps build on what children already know and ensure that children experience lessons across all curricular areas. Teachers should now work with teachers at other stages of the school to ensure children in multi-stage classes experience learning that is set at the right level for them. Teachers are using standardised assessments better to check the progress children make in literacy and numeracy. They have created helpful assessment profiles for each child which include examples of their writing and numeracy work. Teachers continue to improve their understanding of national standards and are making more accurate professional judgements Page 97
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3 | St Peter’s RC Primary School, Moray Council, 5206529 © Crown Copyright on children’s achievement in literacy and numeracy. They now need to use the information they gather from assessments to better inform their planning. Overall, there has been limited progress made in addressing this area for improvement. Some progress has been made in teachers’ medium and long-term planning of learning. Senior leaders and staff should continue to improve how they use assessment to inform planning and learning. All staff should be involved in planning learning that supports better children with additional support needs. They should ensure that they set targets that help children make progress in their learning. Recently, the acting headteacher has made improvements to reviewing children’s individual education programmes (IEPs) and the level of support they need to succeed in school. The acting headteacher has rightly identified as a next step the need for teachers to improve their planning of IEPs. Senior leaders need to ensure that staff meet all expectations within statutory guidance relating to additional support for learning. Staff are motivated to undertake professional learning that helps them better meet the needs of children across the school. Senior leaders should now work with staff to identify professional learning that will help support the current additional support needs of children in the school. Overall, children’s attendance at school has improved since that last inspection. Senior leader’s approaches to improving attendance, noted in the last letter, lapsed as a result of the changes to school leadership. This resulted in some children having low levels of attendance at school. The acting headteacher has begun to reestablish approaches to help children and families increase attendance. They should continue to build upon and sustain this positive start so that improved patterns of attendance are achieved by all children. Overall, there has been limited progress made in relation to this area for improvement. This is directly linked to the several changes to school leadership across the last 14 months. Senior leaders and teachers need to ensure that they provide all children with the support they need and keep the impact of support under review. All staff should work together to have a clear focus on raising attainment of all children. The percentage of children at P1, P4 and P7 attaining nationally expected Curriculum for Excellence levels in reading and writing is increasing. Senior leaders and teachers need to continue to help children improve their progress and attainment in numeracy and mathematics. There is a particular need to increase children’s progress and achievement at the middle stages of the school. Staff need to have higher aspirations of what children can achieve and ensure all children achieve to their best. The acting headteacher has begun to work with teachers to track children’s attainment in literacy and numeracy better. This has potential to help teachers identify children who are ready to accelerate their learning and raise their attainment. The acting headteacher should Page 98
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4 | St Peter’s RC Primary School, Moray Council, 5206529 © Crown Copyright continue to work with teachers to establish consistent approaches to tracking children’s progress across all curricular areas. The acting headteacher, with support from the local authority, needs to ensure that Pupil Equity Funding (PEF) is used to increase children’s progress and raise the attainment of identified children. To date, the use of PEF has had little impact in reducing the poverty related attainment gap. Progress has been made in a few aspects of this area for improvement. Children are making better progress in writing and reading. There remains a need to have a clear focus on raising attainment for all children across all aspects of their learning. What happens next? The school has made insufficient progress since the original inspection. We will liaise with Moray Council regarding the school’s capacity to improve. We will return to carry out a further inspection of the school within one year of the publication of this letter. We will discuss with Moray Council the details of this inspection. When we return to inspect the school, we will write to you as parents informing you of the progress the school has made. David McKellar HM Inspector Page 99
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Education Scotland Further Inspection (Continuing Engagement) of Portgordon Primary School 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the outcomes of a recently published report on a Moray school following inspection by Education Scotland’s His Majesty’s Inspectors of Education (HMIE). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council’s Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report summarises the positive outcome from further inspection visit by Education Scotland HMIE to Portgordon Primary School in June 2025. The school was initially subject to a short model inspection visit in May 2023 where gradings of Weak were achieved for the two core Quality Indicators forming the basis for short model inspection. 2.2 As a result of inspection findings and identified Weak grading for QI 2.3 (Learning, teaching and assessment) and QI 3.2 (Raising attainment and achievement), Education Scotland HMIE indicated through letter published in September 2023 that the school needed additional support and more time to make necessary improvements. A clear action plan was put in place in order to address areas for improvement and the school was provided with additional resource and support from the Quality Improvement Team. 2.3 In May 2024, Education Scotland HMIE returned to carry out a further inspection over three days. In the report, published in September 2024, while it was noted that some progress had been made from the original May 2023 inspection, further work was required where insufficient progress had been made overall. Following inspection, Portgordon Item 15.* Page 101
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Primary School was paired with Cullen Primary School where the Head Teacher of Cullen Primary School is now the interim paired Head Teacher of both Cullen and Portgordon Primary Schools. Support also continued from the central Quality Improvement Team including targeted visits and additional support. 2.4 Following review of improvement action plans and further improvement work across the learning community, a further inspection visit in June 2025 has followed with publication of inspection letter in September 2025. Education Scotland HMIE have indicated that the school has made good progress since the original inspection and are confident that the school has the capacity to continue to improve. As a result, Education Scotland HMIE will make no more visits in connection with this inspection, with positive progress highlighted. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinise and note the contents of this report and findings of Education Scotland HMIE following their 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 continues as part of our Moray Quality Improvement Framework activities and school visit programme. Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT 4.1 When Education Scotland HMIE inspects a school, a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 4.2 In May 2023, a team of inspectors from Education Scotland HMIE visited Portgordon Primary School. During their visit, inspectors talked to parents/carers and children and worked closely with the Head Teacher and staff. Portgordon Primary School was subject to a short model inspection visit at that time, spanning over three days in total. 4.3 The Education Scotland Inspection team use selected Quality Indicators (QIs) from How good is our school? 4th edition (HGIOS4), rated using the six-point scale. 4.4 Education Scotland HMIE focus QIs for the Primary school (short model inspection) are: QI 2.3 Learning, teaching and assessment QI 3.2 Raising attainment and achievement Page 102
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4.5 Short model inspections also include focus on Safeguarding and Child Protection where this particular focus area of inspection is not assigned a rating. 4.6 Following dialogue between Education Scotland HMIE and the local authority, Education Scotland published Portgordon Primary School’s Inspection Report on 19 September 2023 with the following gradings: QI 2.3 Learning, teaching and assessment Weak QI 3.2 Raising attainment and achievement Weak 4.7 As a result of inspection findings, HMIE liaised with Moray Education where it was thought that the school needed additional support and more time to make necessary improvements. As a result, Education Scotland HMIE intimated that further inspection would be carried out within 12 months of publication of inspection letter. 4.8 Following inspection, the Head Teacher was supported in developing a comprehensive school improvement action plan, in order to address areas identified for improvement. The Quality Improvement Officer provided ongoing support to the school with some positive changes introduced. Regular reporting to the Quality Improvement Manager and through quality improvement visits to the school, it was noted that some improvements had been made. However, a number of areas required further development, where progress with areas for improvement was at a slower pace than required. 4.9 In June 2024, Education Scotland HMIE returned to carry out a further inspection of Portgordon Primary School over three days. Inspection activities were focused on the areas of improvement agreed with the school and the local authority. Following review of these areas, Education Scotland HMIE were then able to find out about the progress the school had made since original inspection in May 2023 and how well this was supporting children’s learning and achievements. 4.10 The three areas for improvement forming the focus of the June 2024 further inspection as agreed in May 2023, were as follows: • Staff should raise attainment in literacy and numeracy for all children, ensuring children are supported and challenged to make the best possible progress. • Staff should continue to work with other schools to develop a shared understanding of national standards. • Senior leaders and staff should improve approaches to learning and teaching across the school. In doing so, they should ensure the pace of learning is brisker. 4.11 Education Scotland noted that overall, staff had made some progress within areas for improvement as identified in 4.10 above from original inspection in May 2023. However, across all three areas it was noted that further development was required, where insufficient progress since the original inspection had been made overall. As a result of the further inspection in June 2024, Education Scotland HMIE intimated that they would return to carry out a further inspection of the school within one year of further inspection letter publication. Education Scotland HMIE also intimated that they would liaise with representatives of Moray Council within three months of letter publication in order to ensure recommendations to improve safeguarding were addressed quickly. Page 103
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4.12 Following inspection there was a change in school leadership, where Portgordon Primary School was paired with Cullen Primary School. The Head Teacher of Cullen Primary School was appointed as interim paired Head Teacher of both Cullen and Portgordon Primary Schools. 4.13 In discussion with Education Scotland HMIE post-inspection in June, August and September 2024, Education Scotland HMIE were satisfied that the local authority in partnership with the school had reviewed and put plans in place in order to adequately address the urgent safeguarding issues identified. The Managing Inspector in discussion with colleagues from Education Scotland was satisfied that areas identified were addressed following discussions with the Quality Improvement Manager and Quality Improvement Officer linked with the school. Supported by the Quality Improvement team, the new interim paired Head Teacher fully reviewed the School Improvement Action Plan and further inspection findings to ensure key actions for improvement were addressed as a school. Further support from local authority officers continued throughout session 2024/2025, providing specific targeted additional supports, resources and guidance. 4.14 In June 2025, Education Scotland HMIE returned to carry out a further inspection of Portgordon Primary School over three days. Inspection activities once again focussed on the areas of improvement agreed as noted in 4.10 above. Following this inspection, it was identified that the school has made good progress since the original inspection. Education Scotland HMIE are now confident that the school has the capacity to continue to improve and will make no more visits in connection with this inspection. 4.15 Education Scotland HMIE Inspectors found that the school has taken important steps to improve teaching and learning, raise achievement, and create a positive and supportive culture for pupils, highlighting improvements in reading, writing and maths, with most children now working at the expected national levels. Children are learning in calmer, more purposeful classrooms where they are motivated to achieve. The pace of lessons has improved, with teachers giving helpful feedback linked to learning goals. Pupils are becoming more confident in talking about what they are learning and what success looks like. 4.16 Teachers are working with colleagues in other schools to build a shared understanding of national standards, particularly in reading and writing. This is leading to more reliable decisions about children’s progress and stronger data to inform next steps. Inspectors were also very positive about the school’s culture where following the interim Head Teacher’s appointment in 2024, she has strengthened relationships and refreshed the school’s vision and values. Inspectors noted that while the school is making progress, work should continue on identified areas including increasing the challenge for learners who are exceeding expected attainment levels and further improvements to the tracking system to make it even more effective in supporting pupils' progress. 4.17 As a local authority we will continue to inform key stakeholders including parents/carers on the school’s progress through normal arrangements on reporting on quality of schools, guiding school improvement through our Moray Quality Improvement Framework. 4.18 In further recognition of this positive inspection outcome, a Press Release was published on 16 September 2025 to recognise the strengths recognised by the inspection team as well as actions underway to address areas for improvement identified. Page 104
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4.19 For reference, the Education Scotland HMIE visit letter published in September 2025 following visit in June 2025 is contained within Appendix 1. 5. PROPOSALS 5.1 It is proposed that Committee scrutinise and note the contents of this report, following the positive further inspection visit by HM Inspectors as outlined above, to Portgordon Primary School in June 2025. Further inspection was initiated by HM Inspectors following outcome of a continuing engagement inspection visit in June 2024, subsequent to an initial short model inspection in May 2023. 5.2 This report completes Committee reporting for Portgordon Primary School in relation to this inspection, where areas for improvement have been addressed with improvement journey continuing as noted above. 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. Page 105
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☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal HM Inspectors’ powers to inspect educational establishments and services are set out in legislation and referred to within section 135(1) of the Education (Scotland) Act 1980. HM Inspectors (HMIs) have statutory functions of inspection conferred on them by Part III of the 1980 Act. Responsibility for the quality of education delivery rests with the relevant local authority, as defined in section 1 (1) of the Education (Scotland) Act 1980 and further detailed within the Standards in Scotland’s Schools etc. Act 2000. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments - - - - - - Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments - - - - - - 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance following external scrutiny/validation activity. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. 6.11 Climate Change and Biodiversity Impacts Page 106
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No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, C O’Connor, Committee Services Officer, Senior Officers in Education and the interim Head Teacher of Portgordon Primary School and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Page 107
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1 | Portgordon Primary School, Moray Council, 5208122 © Crown Copyright 16 September 2025 Dear Parent/Carer In September 2023, HM Inspectors published a letter on Portgordon Primary School. The letter set out a number of areas for improvement which we agreed with the school and Moray Council We subsequently returned to the school to look at how it had continued to improve its work, and published another letter in September 2024. Recently, as you may know, we visited the school again. During our visit, we talked to children and worked closely with the headteacher and staff. We heard from the headteacher and other staff about the steps the school has taken to improve. We looked at particular areas that had been identified in the original inspection. As a result, we were able to find out about the progress the school has made and how well this is supporting children’s learning and achievements. This letter sets out what we found. To raise attainment in literacy and numeracy for all children, ensuring children are supported and challenged to make the best possible progress. Led effectively by the acting headteacher, staff have made positive progress in this area for improvement. Overall children’s attainment in literacy and numeracy has improved. A majority of younger children and most children at the middle and upper stages are now on track to achieve nationally expected Curriculum for Excellence levels in numeracy. Most children across all stages now make expected progress in literacy. The acting headteacher has worked well with staff to implement a new tracking system for literacy, numeracy and wellbeing. This is providing a more holistic overview of children’s strengths and needs. Staff now meet three times a year with the acting headteacher to monitor and discuss the progress of all children towards achieving nationally expected levels. As a result, teachers’ professional judgments of progress and attainment have improved. The acting headteacher and staff have correctly identified the need to improve approaches to meet the learning needs for children who are capable of achieving more. The acting headteacher and staff have developed an effective and consistent approach to planning and using assessments to identify children’s progress. This includes a clear assessment calendar which provides an overview of the range of assessments used in literacy and numeracy. Staff use information gathered from these assessments effectively to plan for meeting the needs of most children. Staff’s approaches to assessing children’s progress are impacting positively on the quality of information shared as children move from nursery into P1 and from P7 to secondary. Staff recognise the need to develop the same approach for stage-to-stage transition to support all children to make the best possible progress. The acting headteacher tracks robustly, children’s attendance. Attendance is carefully monitored each month where any concerns are identified and acted upon. As a result, attendance has improved and is in line with local and national levels. APPENDIX 1 Page 108
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2 | Portgordon Primary School, Moray Council, 5208122 © Crown Copyright Staff should continue to work with other schools to develop a shared understanding of national standards. Staff have made effective progress in developing a shared understanding of national standards. Teachers now make better use of the national Benchmarks to support them in planning for assessment and to understand national standards. Staff have engaged in moderation activities with colleagues in school focussing on writing. In addition, teachers have worked with colleagues across other schools to moderate standards in reading. Due to the multi-composite nature of the school, teachers have benefitted from discussions with colleagues from other schools who teach the same stage. This is resulting in an increased and shared understanding of standards. Teachers now base decisions about children’s attainment levels using national guidance alongside the outcome of assessments of children’s learning. This is leading to more robust data on children’s progress being gathered and used effectively. Senior leaders and staff should improve approaches to learning and teaching across the school. In doing so, they should ensure the pace of learning is brisker. Staff have made positive progress in this area. Since appointment in August 2024, the acting headteacher has focussed attention to improving relationships, children’s behaviour and their motivation to learn. As a result of these changes to children’s experiences, children are beginning to experience a pace of learning which is brisker and better matched to their needs. The acting headteacher has provided helpful guidance and expectations to improve teachers’ approaches to planning high quality learning and teaching. Staff use this guidance well and are developing more responsive approaches to planning as a result. In addition, this guidance provides staff with increased clarity about the key drivers and approaches expected to improve learning and teaching experiences. Teachers engage children in meaningful dialogue and reflection about what they would like to learn. This is allowing children to have more of a say in their learning. The acting headteacher has swiftly established trusting relationships with staff, children, partners and parents. She has worked effectively with the school community to refresh the school’s vision, values and aims which are referred to regularly and displayed across the school. Children have a strong understanding of these and talk positively about them. They are proud of their achievements in promoting these values which are recognised in weekly awards known as ‘shout outs’ and ‘magic moments’. These recognitions demonstrate well children’s understanding of the high expectations set by staff of children’s behaviour and has created a more positive culture for learning in classes. There has been a notable improvement in levels of engagement and children’s attitudes to learning. Almost all children now learn in calm, purposeful environments where they are engaged and motivated to learn. As a result of this work, there are clear improvements in learning and teaching across the school which are improving the pace of learning. Children benefit from consistent approaches used by teachers to sharing the purpose of learning in lessons. In most lessons, teachers share with children how they can be Page 109
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3 | Portgordon Primary School, Moray Council, 5208122 © Crown Copyright successful. Children are increasing their ability to talk about what they are learning and how they can be successful as a result. Teachers use questioning well to develop children’s thinking skills in most lessons. This is resulting in children having greater clarity about the learning process and improving the pace of learning well. Teachers provide helpful feedback to children, linked well to the purpose of the lesson and how children can be successful. This is supporting children effectively to articulate their successes and next steps. Going forward, staff should now provide feedback to children about their learning across other areas of the curriculum. In addition, teachers should look at ways to support children to use their feedback to set learning targets for improvement. The acting headteacher has provided clear and succinct guidance and expectations for teachers’ approaches to planning. All teachers use local authority learning pathways to plan learning progressively across the curriculum, over different timescales. The acting headteacher monitors carefully teachers’ plans and evaluations. She meets with teachers regularly to discuss their plans and provides effective feedback to support improvement further. As a result, teachers now plan, evaluate and review learning more effectively which is improving the pace of learning for almost all children. Teachers use assessment information well to identify gaps in children’s learning. They work with support for learning staff to identify supportive interventions for a minority of children. In a majority of lessons, learning activities are well matched to the needs of most children. However, there is scope to increase further additional challenge for a few learners exceeding expected levels of attainment. What happens next? The school has made good progress since the original inspection. We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Moray Council will inform parents about the school’s progress as part of its arrangements for reporting on the quality of its schools. Judith Reid HM Inspector Page 110
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Education Scotland Further Inspection (Continuing Engagement) of Forres Academy 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the outcomes of a recently published report on a Moray school following inspection by Education Scotland’s His Majesty’s Inspectors of Education (HMIE). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council’s Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report summarises the outcome from further inspection visit by Education Scotland HMIE to Forres Academy in April 2025, report published in late June 2025. The school was initially subject to a full inspection model visit in January 2023 (report published, April 2023) where the grading of ‘satisfactory’ was achieved for QI 2.3 (Learning, teaching and assessment) and gradings of Weak were achieved for the three remaining core Quality Indicators forming the basis for the full inspection model: QI 1.3 (Leadership of change), QI 3.1 (Ensuring wellbeing, equality and inclusion) and QI 3.2 (Raising attainment and achievement). On initial inspection and as a result of inspection findings in January 2023, Education Scotland HMIE indicated through letter published in April 2023 that the school needed additional support and more time to make necessary improvements. 2.2 Following inspection, the Head Teacher and Senior Leadership Team were supported in the development of a comprehensive school improvement action plan which would require support from all staff, in order to address areas identified for improvement noted above. Key actions were progressed aligned to areas for improvement: leadership of change; learning, teaching and assessment; wellbeing and learning; improving attainment Item 16.* Page 111
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and achievement. As the school progressed key actions, RAAC (Reinforced Autoclaved Aerated Concrete) was discovered, resulting in closure of a notable number of classrooms and repurposing of spaces in the school, with Senior Phase practical classes notably disrupted. Full use of repurposed classroom spaces did not occur until January-April 2024. 2.3 Education Scotland HMIE initially returned to Forres Academy for further inspection in March 2024. At that time and while noting impact of RAAC on progress, Education Scotland HMIE also highlighted that the school had made insufficient progress since the original inspection in January 2023. As a result, the school further reviewed action plans and priorities and extended focus on key areas for improvement as identified above, considering the further inspection findings. Further support followed from the local authority as previously reported to committee and outlined within this report. 2.4 In April 2025, Education Scotland HMIE returned to Forres Academy for a second further inspection as part of their continuing engagement. It is identified through this report that the school has made progress since the original inspection within improvement areas. In order to assess fully further progress and sustainability of changes, they will return within 18 months to review the impact of planned improvements. This will also allow for further attainment and achievement data to inform impact of improvements, with the further inspection visit anticipated mid academic session 2026/2027. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinise and note the contents of this report and findings of Education Scotland HMIE following their further inspection visit; ii) note that further updated action plans are in place to reflect areas where progress has been made and in order to focus on areas for improvement requiring further attention, and continue to be progressed by the school; iii) note that support for the school continues as part of our Moray Quality Improvement Framework activities and school visit programme, including direct oversight from the Head of Education (Chief Education Officer) and Quality Improvement Manager; and iv) note that following future revisit from Education Scotland (anticipated mid academic session 2026/2027), a further paper will be brought to Education, Children’s and Leisure Services Committee in order to provide update on school progress with improvements and outcome from further Education Scotland HMIE inspection visit. Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT Page 112
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4.1 When Education Scotland HMIE inspects a school, a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 4.2 As background context, in January 2023 a team of inspectors from Education Scotland visited Forres Academy. During the visit, Education Scotland inspectors talked to parents/carers and children and worked closely with the Acting Headteacher and staff. Education Scotland gathered evidence to enable them to evaluate aspects of the quality of leadership and children’s achievements. Forres Academy was subject to a full inspection model visit at that time spanning across five days in total. 4.3 The Education Scotland Inspection team use selected Quality Indicators (QIs) from How good is our school? 4th edition (HGIOS4), rated using the six-point scale. 4.4 Education Scotland focus QIs for the Secondary school (full inspection model inspection) are: QI 1.3 Leadership of Change QI 2.3 Learning, Teaching and Assessment QI 3.2 Raising Attainment and Achievement QI 3.1 Ensuring Wellbeing, Equality and Inclusion 4.5 Full model inspections also include focus on Safeguarding and themes from other Quality Indicators to ensure Inspectors continue to capture the evidence needed to promote improvement and provide evidence to inform national policy development. These are not assigned a rating and are: QI 2.2 Curriculum (Learning Pathways theme) QI 2.7 Partnerships (Partnerships in evaluating the impact of parental engagement) 4.6 Through inspection in January 2023, Forres Academy were graded as ‘satisfactory’ for QI 2.3 (Learning, Teaching and Assessment). In the further three QIs, Forres Academy were graded as ‘weak’ for QI 1.3 (Leadership of Change), QI 3.2 (Raising Attainment and Achievement) and QI 3.1 (Ensuring Wellbeing, Equality and Inclusion). Areas for development were also agreed in relation to safeguarding. Education Scotland liaised with Moray Council thereafter regarding the school’s capacity to improve and intimated their intention to carry out a further inspection of the school in discussion with Moray Council within one year of the publication of their letter in April 2023. 4.7 Education Scotland HMIE identified the following strengths of the school in January 2023 as reported in April 2023: • The members of staff, who are working in a way that helps young people to feel included and valued. • The clubs and activities on offer to young people, which help them to develop a range of skills. The provision at the local college, which helps young people to achieve positive outcomes and skills for life and work. Page 113
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4.8 Through inspection, Education Scotland HMIE also identified the following areas for improvement following inspection in January 2023 as reports in April 2023: • Improve the strategic leadership of change and improvement across all areas of the school. Leadership at all levels needs to be focussed on improving outcomes for learners. • Improve the quality of learning, teaching and assessment. Teachers should focus on meeting the needs of individual learners. Class lessons need to be more engaging and young people should be involved in leading their learning. • Improve approaches to supporting young people’s learning and wellbeing. This includes the planning and review of supports for learning. Young people and their parents should be fully involved in decisions that affect them. • Improve attainment for young people from S1 to S6. Teachers should track progress at all stages and make sure learner’s progress is understood by young people and their parents. 4.9 Following inspection, the Head Teacher and Senior Leadership Team were supported in the development of a comprehensive school improvement action plan which would require support from all staff, in order to address areas identified for improvement noted above. As a result of inspection findings, a range of additional supports and resources were put in place by the local authority as noted in previous inspection findings report presented to Education, Children’s and Leisure Services Committee on 7 June 2023 (Item 7). 4.10 As reported to Committee in update by the Head of Education on 28 November 2023 in progress update and Action Plan (Item 14), reinforced autoclaved aerated concrete (RAAC) was identified in the Forres Academy structure. This resulted in closure of a notable number of classrooms spaces, repurposing of general spaces and transporting identified Senior Phase classes (practical including Home Economics, Science, Technical) to other locations including Moray College UHI, Elgin High School, Elgin Academy and Lossiemouth High School. A period of disruption followed with changes to school operations, access/egress arrangements, teaching areas and reduction in social spaces available due to repurposing as classroom areas (including main hall, gym hall and social area). From January 2024 with the exception of Home Economics (April 2024), most subjects had access returned to departments or repurposed classrooms following building works overseen at pace by colleagues in Moray Council Housing and Property, and Learning Estates sections. 4.11 In March 2024, Education Scotland returned to inspect Forres Academy, leading to publication of a parent/carer letter in April 2024 as intimated in their previous inspection report as noted in para 4.8 above. Education Scotland HMIE noted in their April 2024 visit letter following their visit in March 2024, in August 2023 RAAC was identified in Forres Academy which resulted in Senior Leaders devoting much time to ensure effective mitigation measures were in place. As a result, they acknowledged that they had not made the progress they would have liked to have made with identified areas for improvement noted. 4.12 In specific regard to the four key areas identified for improvement (para 4.8 above), Education Scotland HMIE report that the school had made insufficient progress since the original inspection. As a result, Education Scotland HMIE indicated that they would return Page 114
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to carry out a further inspection of Forres Academy within one year of the publication of the inspection letter (anticipated at that time, April 2025). This was previously reported to Education, Children’s and Leisure Services Committee on 14 May 2024 (Item 15). 4.13 Following inspection, further review of School Improvement Action Plans was undertaken in order to progress areas for improvement noted. The school continued to focus on leadership of change at all levels and improving the quality of learning, teaching and assessments. Further refinements to improvement approaches to supporting young people’s learning and wellbeing was undertaken as well as implementation of various actions to improve attainment and achievement for all. Further improvements to tracking and monitoring and early intervention approaches were made as well as further development of middle leaders in leading changes at department and whole school levels. 4.14 In April 2025, Education Scotland HMIE conducted a follow-up inspection of Forres Academy, focusing on improvements since earlier visits in 2023 and 2024. Their June 2025 letter highlighted progress in leadership, learning and teaching, wellbeing support, and pupil achievement. The school’s new vision developed with input from staff, pupils, and parents was noted for giving clearer direction. The introduction of the "Forres Academy Learning and Teaching Essentials" toolkit has promoted consistency in classrooms, and increased collaboration among staff is improving the overall learning experience. 4.15 Support for pupil wellbeing has been further enhanced through the implementation of improved systems that enable staff to monitor and address individual needs more effectively. Students provided positive feedback regarding the available wellbeing resources, such as nurture spaces, peer-led initiatives, and lunchtime clubs. Inspectors recommended that the school continue to develop its anti-bullying strategies to ensure all pupils feel safe and supported. Efforts to raise attainment, particularly within the senior phase, are ongoing. Enhanced tracking systems now allow staff to monitor progress and determine where additional support may be required more accurately. 4.16 Education Scotland HMIE identify that the school has made progress since the original inspection. In order to assess further progress, they will return within 18 months to review the impact of planned improvements. This will also allow for further attainment and achievement data to inform impact of improvements. A further inspection visit is anticipated mid-session 2026/2027. 4.17 Subsequent to the inspection, the School Improvement Action Plan has undergone additional review by the Senior Leadership Team with QIM review to address the areas highlighted during further inspection and to incorporate essential actions identified through post-attainment planning. The Head of Education (Chief Education Officer) and Quality Improvement Manager continue to oversee secondary improvement efforts by monitoring target setting, evaluating action plans, and focusing on priority areas. The school has also received supplementary Raising Attainment funding. Ongoing progress check-ins and updates with the Head Teacher are scheduled with the Quality Improvement Manager on a periodic basis. A central reviewing team visit, involving peer reviewers, is scheduled for term 3 to evaluate ongoing progress and assess the impact of improvements aimed at raising attainment and achievement, and improving learning, teaching, and assessment practices. Page 115
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4.18 A Press Release was published on 17 June 2025 to recognise positive aspects recognised by the inspection team as well as actions now required as part of the school’s Education Scotland HMIE continuing engagement. 4.19 For reference, the Education Scotland HMIE visit letter published in June 2025 following the visit in April 2025 is contained within Appendix 1. 5. PROPOSALS 5.1 It is proposed that Committee scrutinise and note the contents of this report, following the continuing engagement further inspection visit by HM Inspectors as outlined above, to Forres Academy in April 2025. Further inspection was initiated by HM Inspectors following an initial short model inspection in April 2023 and further inspection activity in March 2024. 5.2 It is also proposed that a further paper is brought back to Committee to update on progress following Education Scotland HMIE further inspection later in session 2026/2027. 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: Page 116
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☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal HM Inspectors’ powers to inspect educational establishments and services are set out in legislation and referred to within section 135(1) of the Education (Scotland) Act 1980. HM Inspectors (HMIs) have statutory functions of inspection conferred on them by Part III of the 1980 Act. Responsibility for the quality of education delivery rests with the relevant local authority, as defined in section 1 (1) of the Education (Scotland) Act 1980 and further detailed within the Standards in Scotland’s Schools etc. Act 2000. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments - - - - - - Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments - - - - - - 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing There are no staffing implications arising directly from this report. It is however noted that secondary schools continue to experience challenges in recruiting to various subject specific posts impacting on curriculum breadth and delivery as noted at Forres Academy. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance following external scrutiny/validation activity. 6.8 Property There are no property implications arising directly from this report. However, it is of note that Forres Academy has been impacted over time by RAAC and as a result, a number of classroom spaces are not in use as reported above. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. Page 117
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6.10 Equalities, Social Inclusion and Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. 6.11 Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, C O’Connor, Committee Services Officer, Senior Officers in Education and the interim Head Teacher of Forres Academy and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Inspection Reports Summarised Inspection Findings Additional Inspection Evidence ECLSC: Inspection of Forres Academy: 7 June 2023 (Item 7) ECLSC: Forres Academy RAAC Contingency and Recovery Planning (Item 14) ECLSC: Further Inspection of Forres Academy: 14 May 2024 ((Item 15) Press Release How good is our school? 4th edition Education Scotland six-point scale Page 118
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1 | Forres Academy, Moray Council, 5203031 © Crown Copyright 17 June 2025 Dear Parent/Carer In April 2023, HM Inspectors published a letter on Forres Academy. The letter set out a number of areas for improvement which we agreed with the school and Moray Council. We subsequently returned to the school to look at how it had continued to improve its work, and published another letter in April 2024. Recently, as you may know, we visited the school again. During our visit, we talked to young people and worked closely with the headteacher and staff. We heard from the headteacher and other staff about the steps the school has taken to improve. We looked at particular areas that had been identified in the original inspection and at other aspects of the school’s work, as proposed by the headteacher. As a result, we were able to find out about the progress the school has made and how well this is supporting young people's learning and achievements. This letter sets out what we found. Improve the strategic leadership of change and improvement across all areas of the school. Leadership at all levels needs to be focussed on improving outcomes for learners. Senior and middle leaders have made some progress with improvements in this area but with important aspects requiring further development. Senior leaders have developed their improvement planning processes. The school improvement plan now focuses well on the areas that matter most. Senior leaders ensure progress is reviewed regularly and systematically. Positively, improvement plans now have a clear focus on the outcomes sought for young people. Senior and middle leaders should now review their progress towards improving outcomes for young people more regularly. Senior and middle leaders have improved their approaches to monitoring and evaluating the work of the school. There have been changes to the Parent Council who are eager to be more involved in school improvements. However, senior and middle leaders need to continue to show all young people and parents how they influence change positively. The headteacher concluded the review of the school vision and values, with a positive new vision statement incorporated. It will be important that this vision is now used to provide the school community with a unified sense of purpose and direction. A minority of parents still have concerns about aspects of the school, including the behaviour of a few pupils and staffing challenges. The headteacher, senior leaders and staff need to work with parents and demonstrate further progress in these areas. Senior leaders should continue to work with the local authority to find solutions to staffing issues. Overall, senior leaders have developed systems and processes well to help improve leadership at all levels. Senior leaders now need to set out their strategic direction for the school. Middle leaders need to play a stronger role in the leadership of change, particularly in improving learner experiences to support raising attainment. Teachers should be empowered further to be leaders of learning, sharing and learning from the best practice across the school. APPENDIX 1 Page 119
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2 | Forres Academy, Moray Council, 5203031 © Crown Copyright Improve the quality of learning, teaching and assessment. Teachers should focus on meeting the needs of individual learners. Class lessons need to be more engaging and young people should be involved in leading their learning. Staff have made improvements in the quality of learning, teaching and assessment. There remains a need for further improvements. All teachers were involved in developing and introducing the ‘Forres Academy Learning and Teaching Essentials’. This guidance for teachers outlines expectations of classroom routines and approaches. It is supporting greater consistency and routines for learning for a majority of young people. Staff need to work with young people and parents to develop this further. Teachers are positive about professional learning offered relating to learning and teaching. They want more opportunities to work together and share teaching practice regularly. This will help teachers to learn from each other. Teachers are provided with detailed information about the individual learning needs of young people. A few teachers provide tasks and activities which are well-matched to the needs of learners. However, this needs to happen more often as, in a majority of lessons, young people complete the same task and at the same pace, directed by the teacher. A few young people struggle to engage in learning and this leads to low-level disruptive behaviours. Staff focus appropriately on improving young people’s engagement in learning. A majority of teachers use starter activities, share the purpose of learning and measures of success, and review learning at the end of activities more consistently. A few teachers have stronger practice across these areas. This practice should be shared widely and adopted by other teachers. Senior and middle leaders should continue to work with teachers to improve the quality of learning, teaching and assessment across the school. Improve approaches to supporting young people’s learning and wellbeing. This includes the planning and review of supports for learning. Young people and their parents should be fully involved in decisions that affect them. Staff have made some progress in improving aspects of this area for improvement. A staff and pupil wellbeing group now use systems to gather helpful information about young people’s wellbeing. Guidance staff use this information well to offer targeted support to young people. Young people like discussing their wellbeing and have developed a better understanding of how wellbeing impacts on all aspects of their lives. Staff now need to ensure this information is used across the whole school to support planning for young people. A few young people have important leadership roles relating to wellbeing, for example, as wellbeing ambassadors. They are helping to reduce the stigma associated with mental health. Staff benefit from professional learning about wellbeing. This learning helps teachers to use relationships with young people to address issues in school. Staff now need to use learning about developing an inclusive classroom environment to support improvements. Senior leaders should continue with plans to create and implement a whole-school health and wellbeing strategy. Young people benefit from nurturing spaces during breaks and a range of clubs and activities. A few young people access support in the nurture provision which helps them to Page 120
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3 | Forres Academy, Moray Council, 5203031 © Crown Copyright manage their emotions. However, a few young people highlight that they do not consistently feel safe in school. They report issues with bullying and a lack of respect shown by some of their peers. Senior leaders should continue with plans to review and strengthen their anti-bullying policy and procedures. Senior leaders and staff have made improvements to their attendance policy and promote the importance of regular attendance at school to young people and families. This has supported improvements in the whole school attendance data in the last year. New support staff work with young people and families to provide appropriate support. A few young people’s attendance and engagement is improving as a result. Senior leaders and staff recognise the need to continue to work with a few young people who attend school but do not always attend class. Improve attainment for young people from S1 to S6. Teachers should track progress at all stages and make sure learner’s progress is understood by young people and their parents. Senior and middle leaders have made progress in relation to their approaches to raising the attainment of young people. It is important that senior and middle leaders ensure these approaches result in improved attainment outcomes for young people. Young people’s attainment in 2023/24 is largely consistent with 2022/23. There are aspects where improvements can be noted, but there are also declines in certain areas. Senior leaders need to support further improvements in attainment, with a focus on young people in S5 and S6. Senior leaders have improved their approaches for checking the progress of young people in the broad general education and senior phase. There is a need for teachers in most curriculum areas to develop their confidence applying national standards in the broad general education. This will ensure information on young people’s progress is robust. Senior leaders have developed policies to support attainment across the school. These clearly outline the responsibility of all staff in raising attainment. A majority of middle leaders now use information about young people’s progress well to plan improvements. A range of support staff work with targeted young people to maximise their attainment. Young people and parents valued the careers event that promoted the range of learner pathways available. Staff now track young people’s achievements in and beyond school, allowing those requiring more opportunities for achievement to be identified. Overall, staff should continue to develop higher expectations of young people’s learning, behaviour and standards of attainment. Page 121
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4 | Forres Academy, Moray Council, 5203031 © Crown Copyright What happens next? The school has made progress since the original inspection. We will liaise with Moray Council regarding the school’s capacity to improve. We will return to carry out a further inspection of the school within 18 months of the publication of this letter. We will discuss with Moray Council the details of this inspection. When we return to inspect the school we will write to you as parents informing you of the progress the school has made. Graham Parry HM Inspector Page 122
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Education Scotland Further Inspection (Continuing Engagement) of Elgin Academy 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the outcomes of a recently published report on a Moray school following inspection by Education Scotland’s His Majesty’s Inspectors of Education (HMIE). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council’s Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report summarises the outcome from further inspection visit by Education Scotland HMIE to Elgin Academy in May 2025, report published in September 2025. The school was initially subject to a short model inspection visit in April 2024 (report published, June 2024) where gradings of Weak were achieved for the two core Quality Indicators forming the basis for the full inspection model: QI 2.3 (Learning, teaching and assessment) and QI 3.2 (Raising attainment and achievement). At the time of inspection, an Acting Head Teacher had been in post for two weeks where the previous substantive postholder had moved on to a Head Teacher role in another local authority. 2.2 As a result of inspection findings, Education Scotland HMIE indicated through letter published in June 2024 that the school needed additional support and more time to make necessary improvements. An action plan was put in place in order to address areas for improvement and the school was provided with additional resource and support from the Quality Improvement Team. A substantive Head Teacher also assumed post from August 2025 in order to lead the school community and improvements required. Item 17.* Page 123
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2.3 In May 2025, Education Scotland HMIE returned to carry out a further inspection over three days, reviewing progress with areas for improvement identified in the April 2024 inspection. Overall, inspectors concluded that the school has made positive progress and is moving in the right direction. Strong efforts to improve teaching, learning, and the curriculum have been made as well as literacy, numeracy, and the expansion of course choices for pupils. Further progress visits are planned for this session as part of our Moray Quality Improvement Framework visit programme. 2.4 Education Scotland HMIE will return within 18 months to review the impact of planned improvements. Reviewed actions continue to progress under the leadership of the Head Teacher and Senior Leadership team, working with the school community and with support and scrutiny from the local authority. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinise and note the contents of this report and findings of Education Scotland HMIE following their further inspection visit; ii) note that a revised action plans is in place to reflect areas where progress has been made and in order to focus on areas for improvement requiring further attention; iii) note that support for the school continues as part of our Moray Quality Improvement Framework activities and school visit programme, including direct oversight from the Head of Education (Chief Education Officer) and Quality Improvement Manager; and iv) note that following future revisit from Education Scotland (anticipated into session 2026/2027), a further paper will be brought to this Committee in order to provide update on school progress with improvements and outcome from further Education Scotland HMIE inspection visit. Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT 4.1 When Education Scotland HMIE inspects a school, a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 4.2 As background context, in April 2024 a team of inspectors from Education Scotland visited Elgin Academy. During the visit, Education Scotland inspectors talked to parents/carers and children and worked closely with the Acting Headteacher, Senior Leadership Team and staff. Elgin Academy was subject to a short model inspection visit spanning over three days in total. Page 124
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4.3 The Education Scotland Inspection team use selected Quality Indicators (QIs) from How good is our school? 4th edition (HGIOS4), rated using the six-point scale. 4.4 Education Scotland focus QIs for the Secondary school (short model inspection) are: QI 2.3 Learning, Teaching and Assessment QI 3.2 Raising Attainment and Achievement 4.5 Short model inspections also include focus on Safeguarding and Child Protection to ensure Inspectors continue to capture the evidence needed to promote improvement and provide evidence to inform national policy development. This area of inspection focus is not assigned a rating. 4.6 Following further dialogue between Education Scotland HMIE and the local authority, Education Scotland published Elgin Academy’s Inspection Report in June 2024 with ‘weak’ gradings for QI 2.3 (Learning, teaching and assessment) and QI 3.2 (Raising attainment and achievement). 4.7 The inspection team found the following strengths in the school’s work: • Young people are polite and benefit from a calm learning environment. They are proud of their learning environment and welcoming to visitors to the school. • Staff run a wide variety of clubs and activities for young people at lunchtimes and after school. Young people demonstrate a range of useful skills in these activities including leadership and communication skills. 4.8 The inspection team agreed the following areas for improvement with the Acting Headteacher and Moray Education: • Senior leaders should ensure that all teachers improve their understanding and delivery of high-quality learning, teaching and assessment. This will help to provide greater consistency, and raise aspirations, for young people across all curricular areas. • Staff should meet the needs of all young people by ensuring tasks and activities are appropriate for all. This includes ensuring that tasks are set at the right level of difficulty for all young people to maximise progress in their learning. • Senior leaders should work together with staff to raise attainment for all young people with a particular focus on numeracy across the school. They need to ensure systems and processes are in place to help more young people attain a higher level of qualification from S4 to S6. • Senior leaders should continue to review what young people are learning across the school, particularly for young people in S4 to S6. They should consider carefully how well new courses being introduced are meeting the needs of young people and the value they add to young people’s outcomes. 4.9 Following inspection, the Acting Head Teacher who had been in post for a short time supported development of an interim school improvement action plan with staff, in order to begin to address areas identified for improvement. The Quality Improvement Manager and Secondary advisor colleague provided support to the school in preparation for inspection and post-inspection action plan development and review. Page 125
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4.10 In May 2025, Education Scotland HMIE as part of continuing engagement with Elgin Academy returned to the school for a further inspection visit to assess progress with areas for improvement identified in 4.8 above. 4.11 Education Scotland noted in their published inspection letter (September 2025) that staff and school leaders have made strong efforts to improve teaching, learning, and the curriculum. Professional learning opportunities have helped staff deepen their understanding of high-quality teaching and assessment. Teachers are starting to use more ways to check how pupils are doing with further scope to extend approaches when planning for learning, teaching and assessment. 4.12 Positive progress has also been made in supporting pupils who require additional support. Teachers now have better access to information about individual needs, where it is identified that more work is required to differentiate lessons for different ability levels. Increased consistency in this approach across the school will help ensure all young people are properly challenged and supported. 4.13 Reading, writing, and numeracy skills have shown improvement by the end of S3, and the school has introduced new plans and increased course options for older students (S4-S6) to further enhance their learning. The school is also reviewing the curriculum across all year groups to ensure a cohesive, step-by-step approach to learning. 4.14 As a result of the further inspection in May 2025, Education Scotland HMIE note that the school has made some progress within a number of areas for improvement noted in 4.8 above and is moving in the right direction but based on current evidence, the school has made insufficient progress at this time, since the original inspection. They will return within 18 months to review the impact of planned improvements. This will also allow for further attainment and achievement data to inform impact of improvements. 4.15 Following inspection, further review of the School Improvement Action Plan has followed to ensure focus on areas identified in further inspection as well as building in key actions following post-attainment action planning. The Head of Education (Chief Education Officer) and Quality Improvement Manager are maintaining oversight of secondary improvement and support through target setting, improvement action review and priority focus. The school has also benefited from additional Raising Attainment monies and SEF funding in order to support achievement and attendance. A full reviewing team visit involving peer reviewers is planned for term 3 in order to further inform progress and impact of actions now underway in order to raise attainment and achievement, and improve learning, teaching and assessment. 4.16 A Press Release was published on 23 September 2025 to recognise positive aspects recognised by the inspection team as well as actions now required as part of the school’s HMIE continuing engagement. 4.17 For reference, the Education Scotland HMIE visit letter published in September 2025 following the visit in May 2025 is contained within Appendix 1. 5. PROPOSALS Page 126
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5.1 It is proposed that Committee scrutinise and note the contents of this report, following the continuing engagement further inspection visit by HM Inspectors as outlined above, to Elgin Academy in May 2025. Further inspection was initiated by HM Inspectors following an initial short model inspection in April 2024. 5.2 It is also proposed that a further paper is brought back to this Committee to update on progress following Education Scotland HMIE further inspection later in session 2026/2027. 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 HM Inspectors’ powers to inspect educational establishments and services are set out in legislation and referred to within section 135(1) of the Education (Scotland) Act 1980. HM Inspectors (HMIs) have statutory functions of inspection conferred on them by Part III of the 1980 Act. Responsibility for the quality of education delivery rests with the relevant Page 127
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local authority, as defined in section 1 (1) of the Education (Scotland) Act 1980 and further detailed within the Standards in Scotland’s Schools etc. Act 2000. 6.4 Financial There are no financial implications arising directly from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments - - - - - - Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments - - - - - - 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing There are no staffing implications arising directly from this report. It is however noted that secondary schools continue to experience challenges in recruiting to various subject specific posts impacting on curriculum breadth. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance following external scrutiny/validation activity. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. 6.11 Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. 7. CONSULTATION Page 128
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7.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, C O’Connor, Committee Services Officer, Senior Officers in Education and the interim Head Teacher of Elgin Academy and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Inspection Report Summarised Inspection Findings Additional Inspection Evidence ECLSC: Inspection of Elgin Academy: 25 November 2024 (Item 16) Press Release How good is our school? 4th edition Education Scotland six-point scale Page 129
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1 | Elgin Academy, Moray Council, 5202736 © Crown Copyright 23 September 2025 Dear Parent/Carer In June 2024, HM Inspectors published a letter on Elgin Academy. The letter set out a number of areas for improvement which we agreed with the school and Moray Council. Recently, as you may know, we visited the school again. During our visit, we talked to young people and worked closely with the headteacher and staff. We heard from the headteacher and other staff about the steps the school has taken to improve. We looked at particular areas that had been identified in the original inspection. As a result, we were able to find out about the progress the school has made and how well this is supporting young people's learning and achievements. This letter sets out what we found. Senior leaders should ensure that all teachers improve their understanding and delivery of high-quality learning, teaching and assessment. This will help to provide greater consistency, and raise aspirations, for young people across all curricular areas. Staff have made clear progress in this area for improvement. Staff have revised approaches to learning and teaching. Most teachers use a framework effectively to support improvements in the consistency and routines of learning across the school. There is still considerable variety in the quality of learning and teaching across different subject areas. In the best lessons, teachers make effective use of approaches that ensure young people are fully engaged in their learning. Senior and middle leaders should now consider how best to share stronger practice more widely across the school. Staff in the learning and teaching working group also needs to consider how to involve further the wider staff, pupils and parents in this process. Senior and middle leaders have prioritised professional learning for all staff to support better their understanding of high-quality learning, teaching and assessment. Teachers speak confidently about how these opportunities are beginning to support them to share effective practice within departments and across the school. Senior and middle leaders need to consider how to evaluate the impact of professional learning. They should ensure that it results in improvements to the quality of learning, teaching and assessment in individual classrooms and departments. The majority of teachers are beginning to use a wider variety of approaches to measure young people’s progress in their subject areas. Teachers should ensure that they use this information effectively to plan for learning that builds on what young people know. Staff should meet the needs of all young people by ensuring tasks and activities are appropriate for all. This includes ensuring that tasks are set at the right level of difficulty for all young people to maximise progress in their learning. Staff have made some progress in this area for improvement. APPENDIX 1 Page 130
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2 | Elgin Academy, Moray Council, 5202736 © Crown Copyright Most teachers demonstrate an awareness of the needs of young people who require additional support with their learning. Teachers have access to helpful information about young people’s learning needs. This is supporting teachers to better support the needs of more learners. Senior and middle leaders along with support for learning staff need to ensure all staff make better use of information provided to help them plan learning that meets the needs of all young people. Teachers need to use consistently the information available to them on young people’s learning needs to more effectively plan tasks and activities set at the right level of challenge. Senior leaders should work together with staff to raise attainment for all young people with a particular focus on numeracy across the school. They need to ensure systems and processes are in place to help more young people attain a higher level of qualification from S4 to S6. There has been limited progress made in this area for improvement. There has been an improvement in attainment in literacy and numeracy for young people by the end of S3. Senior leaders have prioritised an additional period of English and mathematics to allow for focused literacy and numeracy support for young people in S1. This is being extended to S2 in session 2025/26. Senior leaders and staff in English and mathematics need to evaluate the impact and effectiveness of this approach. Focussed tracking meetings are planned at key points throughout the session. Senior and middle leaders are able to use this information to identify young people not on track at an earlier stage. For those not on track, teachers need to consider how to adapt their approach to better meet learner’s needs. For example, by adapting planned learning and teaching, offering more targeted support or, for a few young people, offering more appropriate learner pathways to meet their needs. Teacher’s predicted grades indicates that overall attainment across S4-S6 should increase. However, previous teacher estimates have not been robust. Teachers should continue to improve the reliability of their predictions of young people’s attainment. Although there have been some improvements in attainment in the senior phase, it is too early to state with confidence that this area for improvement has been overtaken. There remains a need to improve attainment for young people in the senior phase. A focus on a raising attainment strategy has given staff a very clear direction on improving young people’s attainment. This has increased options and courses for young people as they move through the senior phase. There remains potential for young people to attain better. Senior leaders should continue to review what young people are learning across the school, particularly for young people in S4 to S6. They should consider carefully how well new courses being introduced are meeting the needs of young people and the value they add to young people’s outcomes. The school has made some progress in this area of development. Senior leaders have considered ways to inprove the attainment of young people across S4-S6. Young people have had a wider number of course choice options for session 2025/26. This is providing more appropriate courses for young people. It is too early to Page 131
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3 | Elgin Academy, Moray Council, 5202736 © Crown Copyright evaluate the impact of this work. Senior leaders should, as planned, carefully monitor the uptake and success of these courses. Senior leaders plan appropriately to review the Broad General Education (BGE) curriculum to ensure it supports the attainment of all young people. The planned review of the BGE curriculum should focus on continuity and progression, building more effectively on what young people have learned and achieved at primary school. Senior leaders should work with staff, learners and parents to develop an agreed strategic plan for what young people learn across S1 to S6. This should link closely with the school’s plans to raise attainment and articulate clearly the headteacher’s ambitious vision for what all young people achieve at school. Senior and middle leaders now need to monitor closely the effectiveness of the changes planned for 2025/26 and ensure this result in improved attainment outcomes for young people. What happens next? The school has made insufficient progress since the original inspection. We will liaise with Moray Council regarding the school’s capacity to improve. We will return to carry out a further inspection of the school within 18 months of the publication of this letter. We will discuss with Moray Council the details of this inspection. When we return to inspect the school, we will write to you as parents informing you of the progress the school has made. Susan McDade HM Inspector Page 132
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Andrew Hall / Jennie Ordonez Contact Email: learningestate@moray.gov.uk Subject: Elgin High School Expansion Project Update 1. PURPOSE 1.1 The purpose of this report is for Committee to consider and note the outcome of the external reviews of the school roll forecast methodology and teaching spaces utilisation and consider the impact on the current Elgin High School extension project. 1.2 This report is submitted to Committee in terms of Section III (D) (17) of the Council’s Scheme of Administration relating to the School Estate to consider and make recommendations on capital and minor works programmes within the remit of the Committee. 2. SUMMARY 2.1 This report provides an update on the Elgin High School extension project following external reviews to assess the school roll forecast methodology and teaching spaces optimisation options and outlines detailed recommendations on next steps to consider for the project. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Consider and note the outcome of the external review of the school roll forecast methodology and the current use of space within the existing school buildings; ii) Consider future options and agree to proceed with Option 4: Progress the Elgin High School project through alternative solutions in the existing ☒ For Decision ☐ For Information Item 18.* Page 133
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building rather than a physical new build extension to manage future capacity requirements; and, iii) Agree to the continued use of the external consultancy design team procured by hub North Scotland Limited (hNSL) for the internal design works to increase teaching space capacity within the main school building. Andrew Hall / Jennie Ordonez Service Manager Education Estate / Senior Project Officer (Education Estate) 4. BACKGROUND AND CONTEXT 4.1 Given the indicative reduction in the school roll forecast capacity requirements for Elgin High School, it was agreed at this Committee on 26 November 2024 (para 26 of the minute refers) to approve an up to 12-month project delay before the commencement of hub Stage 2 (detailed design phase) while the accuracy of the existing school roll forecast information and the data used to generate it was fully reviewed and assessed. 4.2 It was also reported to this Committee that the Planning & Regulatory Services Committee on 15 August 2023 had approved (para 14 of the minute refers) the appointment of external consultants to conduct a review of the education methodology to forecast future school rolls across Moray. The external review was commissioned with the aim of determining whether the current methodologies and assumptions used to inform future requirements for the learning estate, as well as the associated developer obligations, were both credible and robust. A key focus of the review was to identify any weaknesses within these methods and assumptions, and to recommend appropriate revisions to strengthen the overall approach. Additionally, the review undertook an independent assessment of the school roll forecast information that - up until the analysis of the September 2024 school census - had supported the need for an expansion of Elgin High School’s capacity through a new build extension project. Aberdeenshire Council were appointed to undertake this review and analysis, with the full report available as a confidential background paper. The report provides assurances that the existing school roll forecast data, which will contribute to any future decision for the project, is robust and the methodology used by Moray Council to determine school roll forecasts is appropriate and relevant. 4.3 While the Aberdeenshire Council report does not specifically provide a recommendation on whether an extension should be built, it does highlight that the latest school roll forecasts do not support the requirement for a significant extension to Elgin High School citing a national reduction in primary aged population, which in time will filter into secondary school rolls. 4.4 In addition to the school roll forecast methodology review and assessment, further consultancy support was procured to provide a detailed review of the current time-tabling approach and space utilisation within the existing school buildings to ascertain future space efficiency opportunities within the current design or support design improvements. This work was carried out by Building Spatial Intelligence (BSI) . 4.5 This report outlines models for three pupil scenarios – 842 current pupils (based on pupil numbers in March 2025), forecasted pupil numbers of 900 pupils and a maximum number of 1150 pupils equating to the existing project capacity expansion design requirement. Page 134
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4.6 The BSI analysis is based on data from the current timetable, class sizes, pupil numbers, and other relevant details to ensure the report accurately reflected the school’s operations. Additionally, analysis was based on floor plans and a room schedule detailing each space, its current usage and area. 4.7 The BSI report provides a detailed review of space utilisation, workplace utilisation, and overall teaching capacity, along with recommendations for optimising the use of existing spaces and addressing any deficits. 4.8 Key findings of the report are that: • The overall school area and existing teaching space allocation is large enough, compared with the General Requirements and Standards (1967), for the current pupil numbers (842) but slightly undersized for the pupil projections (900). Compared with these guidelines, the school would be significantly undersized for 1150 pupils. • Average class sizes indicate many subjects are held in classrooms that can accommodate higher pupil numbers. This is particularly true for senior phase classes with an average group size of 8 pupils being held in rooms that can accommodate 30-33 pupils. This means that smaller rooms could be considered depending on the individual subject taught. • The overall average utilisation of the school is currently 56.9%, which is comparatively low. Table 1 highlights the variance in utilisation based on subject areas for the current pupil numbers (842). Table 2 demonstrations that the utilisation would increase to 61% for the forecast pupil numbers (900), and Table 3 highlights that the utilisation would increase to 74% for the future maximum (1150) although this would not be manageable within the current design of the school and would require additional teaching spaces to accommodate the increased numbers of 900 and 1150. Table 1: Teaching Space Utilisation by subject (842 pupil roll) Room Type Rooms Periods Available Periods Utilisation Rooms Required Surplus/ Deficit General Classroom 22 726 633 87% 22 0 Art 3 99 60 61% 3 0 ICT 4 132 43 33% 2 2 Science 8 264 174 66% 7 1 Music 3 99 53 54% 2 1 Drama 2 66 34 52% 2 0 Technology Workshop 2 66 36 55% 2 0 Technology Studio 2 66 52 79% 2 0 Textiles 1 33 0 0% 0 1 Food 2 66 54 82% 2 0 Total 49 1617 1139 56.9% 44 5 Page 135
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Table 2: Teaching Space Utilisation by subject (900 pupil roll) Room Type Rooms Periods Available Periods Utilisation Rooms Required Surplus/ Deficit General Classroom 22 726 680 94% 23 -1 Art 3 99 66 67% 3 0 ICT 4 132 49 37% 2 2 Science 8 264 182 69% 7 1 Music 3 99 58 59% 3 0 Drama 2 66 34 52% 2 0 Technology Workshop 2 66 36 55% 2 0 Technology Studio 2 66 63 95% 3 -1 Textiles 1 33 0 0% 0 1 Food 2 66 54 82% 2 0 Total 49 1617 1222 61% 47 2 Table 3: Teaching Space Utilisation by subject (1150 pupil roll) Room Type Rooms Periods Available Periods Utilisation Rooms Required Surplus/ Deficit General Classroom 22 726 793 109% 27 -5 Art 3 99 85 86% 4 -1 ICT 4 132 56 42% 2 2 Science 8 264 213 81% 8 0 Music 3 99 67 68% 3 0 Drama 2 66 43 65% 2 0 Technology Workshop 2 66 46 70% 2 0 Technology Studio 2 66 76 115% 3 -1 Textiles 1 33 0 0% 0 1 Food 2 66 66 100% 3 -1 Total 49 1617 1445 74% 54 -5 5. PROPOSALS 5.1 As part of the report submitted to this Committee on 26 November 2024, it was advised that a number of early alternative options to a full new build extension had been identified. These options, noted within a Background Paper to the 26 November 2024 report, included the following: Page 136
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• Option 1 – No change to the original extension plans • Option 2 – Reduce the capacity of the new build extension to support a reduced planning capacity of 1050 or lower • Option 3 – Defer new build extension project (with anticipated reduction in size and cost) • Option 4 – Progress the Elgin High School project through alternative solutions in the existing building rather than a physical new build extension to manage future capacity requirements. • Option 5 – Rezone Elgin High School and Elgin Academy 5.2 These five options are outlined in more detail within the completed options appraisal matrix at Appendix 1 which highlights the varying levels of cost, flexibility, and long-term resilience of each option. 5.3 This appraisal ranks the options based on six key criteria and includes a summary of key findings for each option, taking into consideration the information from the external consultancy review reports and the current school roll forecasting projections. 5.4 Application of the existing school roll forecast methodology to the September 2025 census data indicates a further reduction in the school roll over the next 8 years with the maximum roll of 853 forecast for 2033, a reduction of 28 from the 2024 school roll forecast for 2032. This is significantly less than the 934 roll that was forecast for academic year 2028/29 in January 2021 which was a key driver in supporting the previous recommendation for a significant capacity expansion requirement facilitated by a new build extension. A comparison of 2024 and 2025 school roll forecasts together with the impact of increasing the capacity is detailed at Appendix 2. 5.5 Despite a further reduction in the school roll forecast compared with previous years, the most recent school census data still indicates that the Elgin High School roll forecast will remain above the existing school building planning capacity by 2028 thus indicating that some level of increased capacity would be required. 5.6 When taking this into consideration along with the options appraisal, the external school roll forecast review, the current school roll forecast data and the external timetabling and space optimisation review, Option 4 is considered as the most appropriate and cost- effective solution: Option 4: Progress the Elgin High School project through alternative solutions in the existing building rather than a physical new build extension to manage future capacity requirements. • While this option would result in the loss of LEIP 2 funding (up to £8.3m) towards the Elgin High School project, it does offers substantial cost savings compared to more extensive expansion options. • Relatively straightforward to implement, reducing potential disruption and speeding up delivery times. • Minimises immediate budgetary impact, preserving funds for other Learning Estate programme priorities. • Provides a practical solution for current needs, without overcommitting resources based on uncertain future projections. Page 137
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• Despite the potential of losing developer obligations, this option aligns most closely with the council's current financial realities, reduces risk and provide a logical pathway for delivering the project’s objectives within available resources. 5.7 The assumption is that regardless of the Committee decision as to which Option to pursue, work should go ahead to determine opportunities to repurpose spaces within the current high school building to increase the planning capacity from the existing 829 to a target minimum of 950. This will include consideration of current and future Additional Support Needs (ASN) provision within Elgin High School, taking into account the specific space and resource requirements associated with supporting these learners, so that any refurbishment plans address not only overall capacity within the school but also optimise the existing general purpose teaching spaces currently being used for extended ASN accommodation to meet ASN needs in line with best practice and statutory obligations. With Elgin Academy taking back ownership of the enhanced provision space within the school from central ASN services, this further alleviates the pressure on ASN space within Elgin High School where children in Elgin North with a high level of need would transition to Elgin Academy. 5.8 It is recommended that, given their detailed understanding of the current school building, Moray Council continue to use the existing external consultancy design team through hNSL for the internal design works to support delivery of an increased capacity within the existing school building in order to optimise space. 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. Page 138
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b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy. ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population. 6.3 Policy and Legal There are no policy or legal implications arising directly from this report; however, any option that involves new build construction or refurbishment of existing spaces would require resources to manage the legal aspects associated with changes to the existing Design, Build, Finance and Maintain (DBFM) contract. 6.4 Financial The 2023-24 indicative 10-year Capital Plan had £14.7m allocated to fund an extension to Elgin High School. Moray Council approved an increased capital cost of £19.3m in September 2023 (para 19 of the minute refers). The most recent estimated project costs from the hub North Scotland stage 1 pricing report indicated a higher forecasted figure of £20.284m (including authority costs) which is an increase of £1.464m on the £18.82m estimated costs reported to this committee in November 2024. This does not take into account the impact of inflation due to a 12-month project delay which could increase costs by a further estimated 4% if the full extension were to proceed as originally planned. As part of the value engineering exercises undertaken during hub stage 1, several areas have been identified that would bring costs back in line within the approved £19.3m budget. If the project were to proceed with Option 1 or Option 2, it would still be eligible to receive Learning Estate Investment Programme (LEIP) 2 funding despite the programme delays. The other proposed options would see the loss of most or all LEIP 2 funding for this project (up to £8.3m). A case could be made to Scottish Government to transfer this LEIP 2 funding to another project (this project itself was a replacement for the Findrassie Primary School project) such as a standalone specific building refurbishment project at Buckie High School, which could help support some of the phased project work required. Any other project seeking LEIP 2 funding would expect to have to meet the current LEIP 2 deadlines (currently end of 2026) and other project metrics; however, further discussion would be required with Scottish Government to confirm viability of transferring funds, funding amounts and timescales for any alternate project. The LEIP funding is offered under an outcome-based revenue model, with revenue payments made by the Scottish Government over the 25-year life of the proposed facility. Funding is to be released on a phased basis based on achievement of agreed outcomes. The project spend to date from financial years 2023-24, 2024-25 and 2025-26 has been £565k. The below table outlines the estimated cost associated with each option presented in the proposal section and options appraisal in Appendix 1. Page 139
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Option Estimated Capital Cost Option 1 – No change to the original extension plans £19.3m in current capital budget plans Option 2 - Reduce the capacity of the new build extension to support a reduced planning capacity of 1050 or lower £7.3m-£10.7m depending on level of scope reduction Option 3 - Defer new build extension project (with anticipated reduction in size and cost) no immediate capital spend beyond already incurred hub stage 1 design fees and local authority costs through end of 25/26 financial year £598k – would require some level of capital investment to manage capacity requirements by 2028 Option 4 - Progress the Elgin High School project through alternative solutions in the existing building rather than a physical new build extension to manage future capacity requirements. estimated £1m cost for internal re- purposing work plus £598k spent for hub stage 1 through end of 25/26 financial year Option 5 - Rezone Elgin High School and Elgin Academy No associated capital costs to rezone apart from capital funds spent to complete hub stage 1 through end of 25/26 financial year – £598k If Option 3, 4 or 5 were progressed, this will impact on developer obligations which have Section 75 agreements in place for contributions towards an extension for Elgin High School. Currently, £281,198.53 has been paid by developers to go towards the Elgin High School extension, with a further £1,957,945.82 outstanding once payment terms have been triggered. 6.5 Risk The following risks have been identified and should be noted: Funding Risk i. For any LEIP funded project the Council carry the full risk of capital funding, with revenue budget support only provided once the school is operational and at different stages in the building lifecycle, dependent on the achievement of defined performance outcomes. This would apply if Option 1 or Option 2 were chosen. ii. Likewise with Option 1 or Option 2, there is risk that the area metric proposed by the Scottish Government to value a LEIP 2 project will not correspond to the actual market rate experienced at the time of construction. The consequence is that the maximum 50% of qualifying project value provided by the Scottish Government could be significantly less than that (with the Council therefore bearing a significantly higher proportion of the overall costs of the project). Page 140
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iii. Loss of LEIP Phase 2 (up to £8.3m) funding from Scottish Government if Option 3, 4 or 5 is selected as the way forward for this project. iv. The maximum developer obligation payments to support an increase in secondary school capacity are currently associated with the delivery of a new build extension. Should an alternative future mitigation option be pursued, the currently received developer obligations would have to be returned with no further collection of future obligations towards a new build extension under the existing section 75 legal agreements.. Capacity Risk i. There is a risk that the school roll forecast is higher than predicted which could have an impact on operation of the school if the full extension or reduced scope extension is not constructed. Any increases in the school roll forecast would be mitigated by the significant lead time provided by future school roll data, allowing the Council sufficient opportunity to plan and implement appropriate measures should this risk materialise. ii. Alternatively, if the full or reduced scope extension were progressed and the school roll forecast was lower than predicted, this could result in monies spent which could have been reprofiled to other projects within the Learning Estate. This consideration is a key factor in recommending Option 4, as it would help mitigate the risk of investing funds in excess school capacity that might otherwise have been redirected elsewhere. 6.6 Staffing There are no immediate staffing implications arising directly from this report; however, there would be resources required to support a refurbishment project should the decision be taken not to progress with a new build extension at this time and Option 4 were chosen. This would be managed within current resources of the Education Estate Team based on existing commitments. Any future increase in school roll will likely result in an increase in teaching and support staff. This will be assessed and reported as per current school staffing processes and procedures. Additionally, there is potential for increased workload for the Strategic Planning and Development team and legal services arising from modifications to existing section 75 agreements and administration of returning received funds which would be managed within existing resources. 6.7 Best Value and Transformation There are no best value or transformation implications arising directly from this report. 6.8 Property The property implications are set out in the body of the report. 6.9 Information Communications/Technology/Digital There are no information communications/technology/digital impacts arising directly from this report. However, it is important to note that if the full or reduced scope project were Page 141
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cancelled, any refurbishment plans of the existing school may require improved connectivity within the school, and staff would need appropriate resources to ensure capability to operate throughout the building efficiently when moving between classrooms. 6.10 Equalities, Social Inclusion and Economic Impact The quality of the learning environment can impact on learning and attainment by as much as 16%. The condition and suitability of our learning estate, and capacity challenges associated with both growth and population decline in some areas, give rise to unequal opportunity across Moray. This proposal supports the Learning Estate Strategy requirement that all Learning Estate buildings meet minimum standards and are fit for purpose. Investment in a major infrastructure project provides opportunity for social and economic impact. 6.11 Climate Change and Biodiversity Impacts There are no climate change and biodiversity impacts arising directly from this report. It is important to note however that any new build construction option will have a climate change impact with embodied carbon impacts during construction and whole life operational carbon. The scale of this overall impact for the new build options would be assessed in detail as the project progresses to Full Business Case and would be balanced against the current operational carbon budgets if Option 1 or 2 were selected. While reusing the existing building would result in considerably less carbon emissions than constructing a new extension, any major refurbishment works related to Option 4 would still need to take carbon impacts into consideration. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Chief Governance Officer, Chief Financial Officer, Head of Education (Chief Education Officer), Head of Housing, Property and Communities; Head of Growth, Planning and Climate; Head of HR and Organisational Development; Service Manager Strategic Planning & Development; Principal Planning Officer (Strategic Planning and Development); Service Manager - Strategic Finance; Service Manager – Property, Estates and Assets; Legal Services Manager; Strategy and Performance Manager; Head Teacher Elgin High School; and, Caroline O’Connor, Committee Services Officer and any comments have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 ECLS 20241126 Elgin High School Expansion Project Update 8.2 ECLS 20241126 Elgin High School Expansion Project Update Background Paper 8.3 ECLS 20252225 Elgin High School Expansion Project Update Confidential Background Paper Page 142
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APPENDIX 1 Elgin High School Extension Project Options Appraisal The table below outlines the advantages and disadvantages for each option and the associated cost implications: Option Advantages Disadvantages Cost Implication Option 1 – no change to original extension plans • ensures maximum capacity is delivered to meet long-term demand • supports flexibility and infrastructure needs across the secondary school estate • would be delivered with the support of Scottish Government LEIP 2 funding (up to £8.3m) • allows existing space within current building to be re-purposed for space optimisation • provides additional community use space for out of school hours • would still meet requirements for developer obligations • high capital cost of up to £19.3m over the next 3 financial years impacting on potential reallocation of funds elsewhere within the Learning Estate, particularly for the future Buckie High School and BB upgrade projects • full commitment to investment despite potential alternatives that offer similar capacity benefits for less £19.3m in current capital budget plans Option 2 – Reduce the capacity of the new build extension to support a reduced planning • cost savings of up to £8.6m-£12m depending on final capacity • still provides a comfortable surplus through to 2033 and ensures forecast school roll would not exceed 90% planning capacity based on current predictions if planning capacity maintained at 950 or above (see Appendix 2) • requires a partial capital investment of up to £10.7m over the next 3 financial years impacting on potential reallocation of funds elsewhere in the Learning Estate, particularly for the future Buckie High School project and BB upgrade projects • potential loss of future proofing if school roll grows beyond forecast £7.3m-£10.7m depending on level of scope reduction Page 143
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Option Advantages Disadvantages Cost Implication capacity of 1050 or lower • addresses any realistic maximum increase in housing output rate beyond the current annual forecasts over the next 10 years • retains flexibility and additional capacity for infrastructure support across the entire secondary school estate over the next few years • would still qualify for Scottish Government LEIP 2 funding at a maximum 50% of the agreed project costs (amount would require to be confirmed with Scottish Government) • allows existing space within current building to be re-purposed for space optimisation • provides additional community use space for out of school hours • would still meet requirements for developer obligations • design could be developed to better support future extension of new build should capacity exceed 1050 (or lower) threshold in the future • delay in implementation due to design adjustment and review period Option 3 – Defer new build extension project (with anticipated reduction in size and cost) • no immediate capital spend beyond hub stage 1 design fees and local authority costs through end of 25/26 financial year – £598k • can re-engage project quickly with no design work lost • annual review allows flexibility in response to changing school rolls • project costs are likely to increase due to inflation when the project is restarted • 10-year capital plan would still need to acknowledge an allowance for the project to be completed • loss of Scottish Government LEIP 2 funding (up to £8.3m) as project would fall outside delivery window no immediate capital spend beyond already incurred hub stage 1 design fees and local authority costs through end of 25/26 financial year – £598k; however, may Page 144
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Option Advantages Disadvantages Cost Implication • may see the current school roll reach 100% capacity (surplus of <25 places) in the 2028- 2033 time frame therefore requiring some level of capital investment to manage capacity requirements • requires continued use of temporary modular classrooms which must be removed by March 2028 to align with existing planning and building warrant permissions • developer obligations would be lost - Section 75 agreements linked to any contributions being spent towards an extension within 15 years of final payment require some level of additional spend to address capacity requirements within the 2028-2033 time frame Option 4 – Progress the Elgin High School project through alternative solutions in the existing building rather than a physical new build extension to manage • lowest capital spend option (estimated £1m total for internal re-purposing work and potential additional modular units plus costs associated with project in previous financial years through end of 25/26 financial year - £598k) • makes use of existing facilities and encourages space optimisation • frees up significant funds for other priorities • provides a moderate capacity buffer (up to 950 pupils) if fully implemented • allows potential for creation of smaller spaces which takes account of the need for smaller class sizes in senior phase and • loss of Scottish Government LEIP 2 income- based funding support (up to £8.3m) • relies on re-purposing space, which may impact educational or ASN provision • relies on temporary use of modular units which have time limits of planning permission and building warrants through March 2028 limiting available period for continued use • potentially less desirable long-term solution compared to a permanent build • limited scalability if enrolment grows beyond current school roll forecast • developer obligations would be lost - Section 75 agreements linked to any contributions estimated £1m cost for internal re- purposing work and additional modular units plus £598k spend to date for hub stage 1 through end of 25/26 financial year Page 145
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Option Advantages Disadvantages Cost Implication future capacity requirements. supports additional assessment arrangements for examination periods being spent towards an extension within 15 years of final payment Option 5 – Rezone Elgin High School and Elgin Academy • no capital cost – only minor revenue spend for rezoning process • uses existing surplus places at Elgin Academy • helps balance school roll pressure across both Elgin High School and Elgin Academy • better alignment of secondary/primary catchments with new and existing active travel and public transport routes • loss of Scottish Government LEIP 2 income-based funding support (up to £8.3m) • risk to future population growth planning in Elgin south and north • requirement for statutory consultation with associated high risk of significant parental and community resistance • extremely disruptive for existing school communities • complexity due to existing catchment boundaries which would impact on safe routes to school and present barriers to acceptable travel distances, e.g. A96 road and main Aberdeen-Inverness rail • uncertain effectiveness – dependent on future growth areas aligning with rezoned catchments • no positive impact without significant caps on future placing requests – and increase in appeals • developer obligations would be lost – with Section 75 agreements currently supporting contributions towards an extension project no associated capital costs to rezone apart from capital funds spent to complete hub stage 1 through end of 25/26 financial year– £598k Page 146
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Option Advantages Disadvantages Cost Implication The council faces a decision on how to address future secondary school capacity demands while managing capital affordability constraints. The purpose of this options appraisal is to provide a structured and objective evaluation of five potential approaches for addressing future capacity requirements at Elgin High School. Each option offers varying levels of cost, flexibility and long-term resilience and has been assessed against six key criteria—Affordability, Capacity Resilience, Funding Eligibility, Implementation Timeframe, Long-term Flexibility, and Community Acceptability—using weightings to reflect their relative importance. The following section outlines the rationale behind the selected weightings and presents a detailed appraisal matrix, followed by recommendations based on the analysis. Criteria Weight Explanation Affordability 35% Assesses the financial feasibility of each option, considering the capital investment required and the impact on the budget. This is the most heavily weighted criterion, as budget constraints and financial feasibility are critical in ensuring that the chosen option is sustainable and does not adversely impact other priorities within the Learning Estate. Capacity Resilience (to 2033) 15% This criterion evaluates the ability of each option to meet future capacity demands up to the year 2033. Ensuring sufficient capacity to meet projected demand is essential for the long-term effectiveness of any solution, though it carries less weight than affordability. Funding Eligibility 10% This criterion considers the eligibility of each option for external funding, such as Scottish Government LEIP 2 funding. Access to external funding, particularly from the Scottish Government’s LEIP 2 programme, is important but less critical than the direct capital outlay and capacity provision. Implementation Time frame 20% This criterion assesses the time required to implement each option and the impact on project timelines. This is given substantial weight because the speed and certainty of delivery are significant, timely delivery minimises disruption and helps keep the project on schedule. If implementation takes too long, the benefits may be delayed and may impact service provision. Page 147
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Criteria Weight Explanation Long-term Flexibility 10% This criterion evaluates the flexibility of each option to adapt to future changes in enrolment and housing data which is important for ensuring ongoing suitability of the chosen approach. This is a valuable strategic advantage but less urgent than immediate financial or capacity needs. Community Acceptability 10% This criterion considers the level of acceptance and support from the community for each option. Although community support is a key factor for successful implementation and can influence overall success, it was given a lower weight as financial and operational criteria were considered more critical to the project's delivery and is therefore balanced against the overriding need for affordability and capacity. These criteria have been used to evaluate and compare the different options for the project, ensuring that the chosen option provides a balanced solution across financial, operational, and strategic aspects. Each option has been scored on a scale of 1 (least favourable) to 5 (most favourable) for each criterion. Weighted scores are calculated by multiplying the score by the criterion’s weighting. The total weighted score determines the overall ranking. Criteria Weight Option 1 – no change to original extension plans Option 2 - Reduce capacity of the new build extension Option 3 - Defer new build extension project Option 4 - Progress the Elgin High School project through alternative solutions to manage future capacity requirements Option 5 - Rezone Elgin High School and Elgin Academy Affordability 35% 1 3 4 5 5 Capacity Resilience (to 2033) 15% 5 4 3 4 2 Funding Eligibility 10% 5 5 1 1 1 Implementation Time frame 20% 3 3 3 4 2 Page 148
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Long-term Flexibility 10% 4 3 3 3 2 Community Acceptability 10% 4 4 3 2 2 Overall Score 22 22 17 19 14 Weighted Score (out of 5) 3.0 3.45 3.15 3.75 2.95 Ranking 4 2 3 1 5 Key Findings • Option 1 (No Change) While strong for capacity resilience and funding eligibility, this option is much less affordable requiring a capital investment of up to £19.3 million, placing significant pressure on already stretched budgets and limiting flexibility in reprofiling funds across the Learning Estate. Its impact on the overall Learning Estate budget makes it less appealing under current financial challenges. • Option 2 (Reduced Capacity Extension) This option balances affordability, external funding access and capacity resilience. It offers flexibility for future growth and provides an effective surplus to meet forecast demand, maintaining eligibility for LEIP 2 funding and keeping costs more manageable than Option 1; however, it still presents financial challenges when compared with other options thereby making it a less viable solution. • Option 3 (Defer Project) Deferring the project minimises immediate capital outlay and allows adaptation to changing enrolment patterns. However, it results in the loss of LEIP 2 funding eligibility and exposes the project to potential inflationary cost increases. It remains a sensible choice if future demand is uncertain but does not score as highly as other options as while it may provide temporary relief, ultimately it would merely postpone the Council’s financial challenges rather than resolving them, shifting the burden to later years within the existing 10-year plan. • Option 4 (Progress the Elgin High School project through alternative solutions in the existing building rather than a physical new build extension) Emerging as the preferred choice based on the scoring matrix, this option provides the lowest immediate capital spend (circa £1 million). Although it limits access to external funding and only modestly increases capacity through internal repurposing, it offers substantial cost savings and immediate budgetary relief. While scalability is limited and it may not be suitable if enrolment rises sharply, it represents the most cost-effective solution in the short to medium term, freeing up significant funds for other priorities. Page 149
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• Option 5 (Rezoning) This option offers affordability but scores poorly on capacity resilience relying on redirecting pupils to a nearby school with surplus capacity. Success depends on geographic growth patterns and community acceptance, both of which are uncertain. Additionally, this option relies on significant and complex catchment changes, making it unlikely to be effective or widely accepted without major modifications. Recommendations Option 4: Progress the Elgin High School project through alternative solutions in the existing building rather than a physical new build extension is recommended as the most balanced and strategic option, offering the highest weighted score (3.75) and a balanced solution across financial, operational and strategic criteria: • Offers substantial cost savings compared to more extensive expansion options. • Relatively straightforward to implement, reducing potential disruption and speeding up delivery times. • Minimises immediate budgetary impact, preserving funds for other council priorities or unforeseen needs. • Provides a practical solution for current needs, without overcommitting resources based on uncertain future projections. • Aligns most closely with the council's current financial realities, reduces risk and provides a sensible pathway for delivering the project’s objectives within available resources. Further Considerations: Why Not Option 1? – Although Option 1 scores highly for capacity and funding eligibility, it is significantly less affordable, with a high capital cost and limited flexibility. The impact on the wider Learning Estate budget makes it less attractive given current constraints. Why Not Option 2? – Option 2, while potentially offering a compromise between capacity expansion and cost, still requires a considerable capital investment that does not deliver the same level of cost savings as Option 4. Additionally, the approach may involve a degree of disruption and complexity during implementation, with uncertain returns on investment given the current unpredictability in enrolment trends. This makes it a less attractive proposition compared to the more flexible and budget-conscious alternatives. Why Not Option 3? – Although deferring the project (Option 3) reduces immediate capital expenditure and provides flexibility to respond to future changes in demand, it comes with significant drawbacks. Most notably, the project would lose eligibility for LEIP 2 funding and be exposed to inflationary cost increases, potentially resulting in higher overall spend in the long term. Furthermore, it leaves capacity issues unresolved in the short term and does not offer the same lasting budget relief or strategic alignment as Option 4 the since 10-year capital plan would still need to acknowledge an allowance for the project to be completed. Deferring the project increases the risk of the current school roll reaching 100% capacity by 2028 which would necessitate some form of capital investment to address emerging capacity pressures during that period. Page 150
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Why Not Option 5? – While Option 5 is cost-effective, it has significant risks around public acceptability and planning misalignment, with limited capacity benefit. Rezoning would require statutory consultation and is likely to face significant parental and community opposition, making implementation challenging. Furthermore, it would be highly dependent on complex catchment changes, extremely disruptive for existing school communities and is unlikely to be effective or widely supported without major adjustments. Page 151
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APPENDIX 2 ELGIN HIGH SCHOOL – SCHOOL ROLL FORECASTS Table 1: School Roll Forecast Jan 2025 (September 2024 census data) ELGIN HIGH (S03) 2020 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 INPUTS Pupils per household 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 Housing 105 73 59 81 84 49 82 63 85 80 127 102 116 Placing Requests 5 3 -2 9 -4 1 2 0 1 1 0 1 1 CLASS S1 162 167 160 164 144 148 150 173 182 144 157 152 171 S2 172 160 165 160 158 146 149 153 175 184 147 160 155 S3 126 173 160 162 161 160 148 152 155 177 187 150 163 S4 141 128 175 158 165 163 162 150 154 157 180 190 153 S5 98 108 107 149 139 136 135 134 124 127 130 149 157 S6 54 60 64 49 88 74 75 74 74 68 70 71 82 Total Roll 753 796 831 842 855 826 819 835 863 858 871 873 881 Planning Capacity 899 899 829 829 829 829 829 1150 1150 1150 1150 1150 1150 Total Roll - Total Capacity -146 -103 2 13 26 -3 -10 -315 -287 -292 -279 -277 -269 (Tot Roll/Total Capacity)% 84% 89% 100% 102% 103% 100% 99% 73% 75% 75% 76% 76% 77% ACTUAL FORECAST Page 152
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Table 2: School Roll Forecast September 2025 (September 2025 census data) – with capacity scenarios ELGIN HIGH (S03) 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 2033 INPUTS Pupils per household 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 Housing 73 59 81 84 49 82 63 85 80 127 102 116 150 Placing Requests 3 -2 9 -4 -1 1 -1 0 0 -1 0 0 0 CLASS S1 167 160 164 144 141 153 164 174 140 150 150 154 173 S2 160 165 160 158 141 143 155 166 177 143 153 153 158 S3 173 160 162 161 158 143 145 157 169 180 147 156 157 S4 128 175 158 165 162 160 145 147 159 172 183 150 160 S5 108 107 149 139 133 135 133 120 122 132 142 151 123 S6 60 64 49 88 81 75 74 73 66 67 72 78 83 Total Roll 796 831 842 855 816 808 816 838 833 843 847 841 853 *Planning Capacity 899 829 829 829 829 829 1150 1150 1150 1150 1150 1150 1150 Total Roll - Total Capacity -103 2 13 26 -13 -21 -334 -312 -317 -307 -303 -309 -297 (Tot Roll/Total Capacity)% 89% 100% 102% 103% 98% 98% 71% 73% 72% 73% 74% 73% 74% *Planning Capacity 899 829 829 829 829 829 859 889 950 950 950 950 950 Total Roll - Total Capacity -103 2 13 26 -13 -21 -43 -51 -117 -107 -103 -109 -97 (Tot Roll/Total Capacity)% 89% 100% 102% 103% 98% 98% 95% 94% 88% 89% 89% 89% 90% *Planning Capacity 899 829 829 829 829 829 859 889 925 925 925 925 925 Total Roll - Total Capacity -103 2 13 26 -13 -21 -43 -51 -92 -82 -78 -84 -72 (Tot Roll/Total Capacity)% 89% 100% 102% 103% 98% 98% 95% 94% 90% 91% 92% 91% 92% *Planning Capacity 899 829 829 829 829 829 829 829 829 829 829 829 829 Total Roll - Total Capacity -103 2 13 26 -13 -21 -13 9 4 14 18 12 24 (Tot Roll/Total Capacity)% 89% 100% 102% 103% 98% 98% 98% 101% 100% 102% 102% 101% 103% *Planning capacity figures exclude temporary modular classroom spaces Scenario 4 - No Increased Capacity ACTUAL FORECAST Scenario 1 - Full Capacity Extension to 1150 Scenario 2 - Gradual Capacity Increase to 950 with Reduced Extension or Option 4 Scenario 3 - Gradual Capacity Increase to 925 with Reduced Extension or Option 4 Page 153
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Andrew Hall / Jennie Ordonez Contact Email: learningestate@moray.gov.uk Subject: Future Buckie High School Project Update 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to note the continued affordability issues related to the Future Buckie High School project and consider further options to progress the project. 1.2 This report is submitted to the Committee in terms of Section III (D) (17) of the Council’s Scheme of Administration relating to the School Estate to consider and make recommendations on capital and minor works programmes within the remit of the committee. 2. SUMMARY 2.1 This report provides an update to the report submitted to this Committee on 13 May 2025 where it was agreed (para 11 of the minute refers) to engage hub North Scotland to carry out additional Strategic Support Partnering Services (SSPS) work to explore further options for delivery of an affordable project. 2.2 This report outlines the further SSPS scope of works completed to identify additional hybrid options for refurbishment and new build structures along with the external review of Buckie High School’s space utilisation and timetabling carried out by Building Spatial Intelligence (BSI). 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Note the continued Education Estate programme affordability issues in relation to the Future Buckie High School project; Item 19.* Page 155
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ii) Agree to progress the recommended next steps outlined in para 5.6 including the continued use of the external consultancy design team procured by hub North Scotland Limited (hNSL) to support further design feasibility work and potential use of LEIP 2 funding (dependent on the outcome of this Committee’s decision for the Elgin High School project); iii) Agree to continue holding decisions of significant investment beyond immediate repair and maintenance requirements to the current Buckie High School buildings until after there is clarity on the future investment in the Learning Estate Improvement Programme, or its successor programme, by Scottish Government; iv) Consider the requirement for a further meeting with the Buckie Community to report on the status of the Future Buckie High School project; and, v) Note that a further report will be brought to Committee in June 2026 which should provide clarity on Scottish Government’s Learning Estate future funding programme intentions. Andrew Hall / Jennie Ordonez Service Manager Education Estate / Senior Project Officer (Education Estate) 4. BACKGROUND AND CONTEXT 4.1 Following the Education, Children’s and Leisure Services Committee decision on 13 May 2025 (para 11 of the minute refers) to extend external consultancy support to develop work on the options for delivery of an affordable project for Buckie High School, the following progress has been made: • Hub North Scotland Limited (hNSL) was appointed to carry out further Strategic Support Partnering Services (SSPS) work to identify affordable options for the Future Buckie High School project. • A meeting was held 17 June 2025 with the Buckie Community to discuss the status of the Future Buckie High School project and the current condition and suitability of the school. • A frequently asked questions (FAQs) page was published on the Moray Council website to address queries following the community meeting. • Tours of Buckie High School have been extended to Parent Council members, Community Councillors, MSPs, MP and Buckie Associated School Group (ASG) ward members to demonstrate suitability of the school and confirm there are no health and safety issues as reported on social media. • Detailed condition surveys have been completed on 6 of the school buildings that make up the Buckie High School site by Graham & Sibbald. • Further options for the Future Buckie High School project have been identified and will be outlined in the Proposal section of the report. The full SSPS report for the most recent scope of works has been uploaded as a confidential background paper as it contains detailed information on expenditure proposed to be incurred by the Authority. Page 156
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• External review of space optimisation and timetabling was completed by Building Spatial Intelligence (BSI). 4.2 The previous SSPS work carried out is outlined below: April 2024 (SSPS Phase A&B Report) - 6 options were considered with a varying mix of levels of newbuild, refurbishment and demolition of existing buildings. Each option necessitated a different decant strategy with Option 3A selected as the Learning Estate Investment Programme (LEIP) 3 bid preferred choice - retain swimming pool and fitness centre with minimal refurbishment and retain existing ‘Old Building’ as wind and watertight structure for future use unknown with a new build secondary school to meet Scottish Futures Trust (SFT) gross internal floor area (GIFA) requirements. August 2024 (Condition B Refurbishment – Do Minimum Strategy) – This exercise provided a high-level review of the ‘Do Minimum’ option for Buckie High School, in order to achieve a Condition ‘B’ refurbishment standard. Additionally, it considered the impact of a full building refurbishment and building envelope and mechanical, electrical and plumbing (MEP) systems upgrade to achieve current technical standards compliance along with the incorporation of a significant amount of temporary accommodation units to facilitate a decant strategy. January 2025 (Condition B Refurbishment) – For this exercise, the scope of works focussed purely on the minimum, logical or (Design Team) recommended works to achieve a Condition ‘B’ refurbishment standard only. Technical Standards compliance would only be sought for works directly or indirectly affected by the refurbishment and alterations work. 4.3 To further optimise the impact of the budget, the January 2025 exercise also assessed the feasibility of a reduction in the extent of the required upgrade works through a proposed consolidation of the existing school accommodation within a smaller building footprint to bring refurbishment costs down and focus only on those parts of the building where the best outcomes could be delivered. This necessitated an appraisal of the existing school accommodation along with the development of proposed localised internal reconfiguration and alteration works to facilitate this consolidation. 4.4 The current scope of additional SSPS work facilitated by hNSL has sought to expand on the previous work undertaken and was separated into three distinct phases with a focus on Phase 1 in preparation for this report: Phase 1 • Survey works – undertake detailed building fabric and component surveys on a block- by-block basis based on the 9 specific buildings identified in the January 2025 SSPS report. • Survey high level output to recommend design viability (cost, time and risk factors) for refurbishment, need for demolition and new build (modular can be considered) or disposal (reassign functions to other blocks in future design) – ensuring cohesion between new build and refurbished buildings with preference for all areas to be close proximity/linked a priority. • Compare and contrast with similar projects – to benchmark cost, time and disruption (e.g. decant) factors. Page 157
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Phase 2 Design analysis of design options with required output to support MC options appraisal to include: • Cost, time and risk factors. • Educational disruption - decant requirements to be included as part of design analysis options taking account of time-tabling expert. Phase 3 • Determine optimum scheduling of phases to reduce cost, time and impact (minimise decant). • Define next steps – with anticipated early involvement of preferred Tier 1 contractor to support concept design phase. 4.5 In addition to the further SSPS scope of works outlined above, officers progressed with an external consultancy review of the current time-tabling approach and space utilisation within the existing school buildings to ascertain future space efficiency opportunities and support potential decant arrangements for any future project. This work was carried out by Building Spatial Intelligence (BSI). 4.6 The BSI report specifies models for three pupil scenarios - the pupil numbers from March 2025 of 802, maximum capacity pupil numbers of 950 and a potential future planning capacity of 1000 pupils. 4.7 Analysis was based on data from the current timetable, class sizes, pupil numbers, floor plans, room schedules detailing each space and other relevant information relating to the school’s operation. 4.8 The BSI report aimed to assess the school's existing capacity and how much space is required by the pupils. It also considered if all facilities are needed to accommodate the pupils and whether the school could afford to scale down the amount of classroom space required for its operations. Additionally, the report provided analyses of space utilisation, workplace utilisation, and overall teaching capacity along with recommendations for optimising the use of existing spaces. 4.9 Key findings from the BSI report are highlighted below: • The school’s overall area is sufficient for current, 950 and 1000 pupil numbers with a surplus of teaching spaces: 63 total teaching spaces available with only 47–55 required depending on the pupil number scenario. Surplus rooms include general classrooms, ICT spaces, science labs, technology workshops, and food rooms. • Recommendations within the report suggested considering the reduction of surplus spaces (e.g., admin, halls, storage) and optimising practical classroom sizes, monitoring dining capacity to account for possibility of more pupils remaining on- site for lunch and maintaining learning support and resource areas for pupil needs. • The overall average utilisation is low (approximately 49% currently), indicating significant surplus capacity in teaching spaces. The below Table 1 highlights that the estimated utilisation would increase to 58% for a pupil roll of 1000. Page 158
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Table 1: Estimated Teaching Space Utilisation by subject (1000 pupil roll) 4.10 The September 2025 school census recorded a school roll of 778 with a maximum of 821 in 2029 falling to 791 by 2033 – assuming 721 new houses constructed within the ASG area during this 8-year period. The latest school roll forecast is at Appendix 1. In comparison, the 2021 school census forecast predicted there would be 849 pupils in 2025 and this would rise to 912 by 2029. Given the falling school roll, any plans for a future Buckie High School should consider a maximum school capacity of 1000 pupils or less (not including ASN provision). 5. PROPOSALS 5.1 In the report submitted to this Committee on 13 May 2025, several actions were identified which could be considered to support the delivery of an affordable and sustainable Future Buckie HS project. Table 2 below provides a summary of these actions. Table 2: Proposed Actions for Future Buckie High School Project Action Summary Action 1: Reduce Costs of All Named Capital Projects Explore reducing the Gross Internal Floor Area (GIFA), as previously carried out for the new build Forres Academy and Elgin High School extension projects, and omitting refurbishment of certain facilities (e.g., sports building and swimming pool). While unlikely to achieve full affordability alone, could contribute some savings towards the Buckie High School project. Action 2A: Do Minimum (Existing GIFA) Undertake only priority component/fabric upgrades to Buckie High School to achieve and maintain a B condition rating, focusing on high- risk elements. No major redesign or new build but would require compliance with 2024 Building Technical Standards and a phased delivery over at least 72 months, including decant arrangements. Page 159
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Action 2B: Do Minimum (Reduced GIFA) Similar to 2A but with a reduction in retained buildings and overall GIFA (from 14,493m2 to 9,909m2). Excludes some facilities, with design/construction over 39 months. External review completed with BSI to confirm educational suitability of reduced space. Action 3A: Reduce/Consider alternative approaches for Elgin High School Capacity Project (Lose LEIP 2 Funding) Based on updated pupil forecasts, downsize or look at alternative approaches to a new build extension for Elgin High School to meet capacity requirements, reallocating most of the £18.6m committed capital to Buckie High School. However, up to £8.3m in Scottish Government LEIP 2 funding would be lost as a result for the Elgin High School project. This would be dependent on the outcome of committee decisions for the Elgin High School project. Action 3B: Reduce/Consider alternative approaches for Elgin High School Capacity Project (Transfer LEIP 2 Funding) Seek Scottish Government approval to reassign LEIP 2 funding from Elgin High School to Buckie High School. Would require Buckie High School to meet LEIP 2 criteria and may limit funding to the amount already agreed for Elgin High School (up to £8.3m). Initial discussions suggest this is possible in principle if criteria are met including timescale deadlines. This would also be dependent on the outcome of committee decisions for the Elgin High School project. Action 4: Reassign Planned BB Upgrade Funding Redirect BB upgrade funds (anticipated £7m–£10m annually in future years) to Buckie High School. Would significantly impact other schools awaiting BB improvements (29 currently below standard), increasing risk of building deterioration and need for reactive maintenance. Could require increased revenue maintenance budget. Action 5: Exclude Increased Capital Borrowing Increasing borrowing above the Council’s prudential limit (10% of net revenue stream) is not recommended. Doing so would breach the affordability cap and impose unsustainable revenue pressures (£750,000 per annum per £10m additional investment). Action 6: Delay Decisions Until Scottish Government Funding Commitment Known Postpone major decisions on the Buckie High School project until Scottish Government confirms future Learning Estate Investment Programme (LEIP) funding and criteria. Continue design work so the project is ready to apply for funding within the next two years. 5.2 In addition to the actions noted above, several options for a future Buckie High School project have been identified to date along with two further hybrid options following the additional SSPS work completed October 2025. A high-level comparison table between the most recent SSPS hybrid options and earlier proposals is set out in Appendix 2 with a breakdown of the two hybrid options in Table 5 below along with a subsequent photo showing the locations of each school building. Table 3 October 2025 SSPS hybrid options building breakdown Building Retain/New Build Option 1 Retain/New Build Option 2 Victorian Block Retain & refurbish Retain & refurbish ASN/Canteen Block Retain & refurbish with dining / kitchen moved to new build element Retain & refurbish with dining / kitchen moved to new build element H Block Retain & refurbish Replace with new build Music/Highfield Hall Block Retain & refurbish Retain & refurbish Page 160
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PE Block Retain with possibility for future refurbishment Retain with possibility for future new build replacement CDT Block Building removed and CDT classrooms relocated to H block Replace with new build Admin/Entrance Block Replace with new build Replace with new build Link between Victorian and H Block Replace with new build Replace with new build 5.3 As has been previously reported, Buckie High School remains in a low C condition. In order to determine the current status of each individual building, a detailed condition survey was commissioned on behalf of Moray Council by hNSL and completed by Graham & Sibbald in August 2025 as part of the SSPS Phase 1 scope of works. This survey information was used in the SSPS proposal to develop the two options for a hybrid refurbishment/new build approach. 5.4 Although the co-located swimming pool is connected to the PE block, this was not included within the survey work and has not been incorporated into the most recent SSPS proposals as part of the refurbishment or new build aspects for a future Buckie High School project. Due to the associated refurbishment costs for the swimming pool (currently estimated at £10.65m), this would need to be considered separately and align with the future plans for the Sports and Leisure facilities within Moray. 5.5 Despite extensive efforts to identify viable solutions, all options for the Future Buckie High School project remain unaffordable within current Council capital plan commitments and without significant external funding. Given the reduced capital budgets and strict prudential borrowing limits, even the most cost-effective refurbishment or hybrid proposal exceeds available funding which means progression of any proposed option is not plausible without a change in funding circumstances. 5.6 When taking into consideration the details outlined above, the recommended next steps for the future Buckie High School project include: Continue Feasibility Design Development: Page 161
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• Progress further feasibility work with the external consultancy design team procured under hNSL SSPS arrangements to ensure the project is ready to submit a bid for any future Scottish Government investment programmes in learning estate infrastructure. Monitor Funding Announcements: • Continue to hold major decisions until confirmation of future LEIP funding and criteria from the Scottish Government, and similar future funding opportunities that could be explored, are known. • Maintain project momentum so a funding application can be made promptly when the opportunity arises. Reallocation of Resources: • Review options to redirect capital and upgrade funds from other projects (e.g., Elgin High School extension, BB upgrades) to support a future Buckie High School project, while acknowledging the impact this would have on other schools and funding conditions. It should be noted that even with the reallocation of these funds, the total available would still fall short of making any of the project options for Buckie High School affordable within current Council capital plan commitments and without external funding. • Explore further, with SFT and Scottish Government (SG), the possibility to transfer LEIP 2 funding from the Elgin High School expansion project to support a future Buckie High School project (pending this Committee’s decision on the status of the Elgin High School project). • If this Committee’s decision is to transfer the LEIP 2 funding from the Elgin High School project to support the refurbishment of the Victorian Building as part of the future Buckie High School project, it is recommended that officers draft a formal request to SFT and SG to transfer this LEIP 2 funding. • If the funding transfer request is approved by SFT and SG, it is further recommended that officers proceed with design work to refurbish the Victorian Building as a first phase for the future Buckie High School project using hNSL to support the project through hub stages 1 and 2 to ensure the LEIP 2 funding timescales can be achieved. Implement Recommendations from SSPS Work: • Review the findings from the SSPS work to date, including most recent hybrid options for refurbishment and new build structures, to ensure that continued feasibility work is incorporated as part of the process to prepare for any future funding application opportunities. • Use detailed building surveys, external consultancy reviews and SSPS work carried out to date to inform decisions on space utilisation, decant strategies and phasing and logistics plans. Engage Stakeholders: • Continue engagement with the community, Parent Councils, local councillors, pupils, staff and any other relevant stakeholders to inform about progress, affordability challenges, and the rationale for chosen options. • Engage with key stakeholders where appropriate on feasible design options as part of the further design development work. Page 162
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Implement a Proactive Repair and Maintenance Plan: • Work closely with facilities management and property teams to confirm all statutory maintenance and compliance checks are kept up to date while pursuing longer-term capital investment with a comprehensive repair and maintenance schedule regularly reviewed to prioritise health, safety and essential operational needs. Should there be a significant delay in capital investment in a future Buckie High School project, consideration should be given to increasing the revenue budget for repairs and maintenance of the existing building. It is estimated that the scale of this increase, based on the like-for-like replacement programme identified in the recent condition survey, could be up to £16m over 10 years. • Undertake regular inspections, on a more frequent basis that the 5-year Scottish Government requirement, to identify resources required for urgent repairs and maintenance with emerging issues addressed promptly to ensure that the learning environment remains safe and fully operational preventing any disruption of teaching and learning. Prepare for Further Reporting: • Plan to bring a further report to this Committee in June 2026 to align with clarity from Scottish Government on Learning Estate future funding programme intentions. 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. Page 163
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☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal There are no policy or legal implications arising directly from this report. 6.4 Financial When taking into consideration the reduction of £66m to the 10 year capital plan for the Education Estate in November 2024 and the further reduction of £32.4m to the 3 year capital plan in January 2025, the Education Estate faces significant challenges when progressing options for a future Buckie High School project as it also remains the only major learning estate capital project in Moray that does not currently have external funding . It is acknowledged that given the requirement to set an affordable capital spend across Council services and ensure compliance with prudential borrowing rules, there will be no significant increases to the 3-year capital budget. Therefore, there are significant strategic and operational risks associated that will impact the existing learning estate delivery strategy that should be fully understood and managed and communicated carefully due to the associated political and reputational risk implications. Given the carefully balanced revenue budget position of the Council, any significant increase to capital borrowing is not considered to be practical and is not recommended to be taken forward without support from additional external funding sources - similar to the value of the existing Scottish Government Learning Estate Improvement Programme. With the reduction in Learning Estate capital funding over the next 10 years, the current planned programme of named (Forres Academy, Elgin High School and Buckie High School) and core (BB Condition Upgrade) projects are currently unaffordable, even with a significant reprofiling of the existing capital fund allocation, without a change to the capital plan or significant external investment. That applies to all the future design options considered for the future Buckie High School project. A reallocation of LEIP 2 funding, from a much reduced Elgin High School capacity extension project, together with a significant cut in funding to the BB condition/suitability upgrade over several years may realise funding approaching what would be required for the Do Minimum option (£50m); however, it would fall short of the delivery of a full new build or hybrid new build/refurbishment option and add serious risk implications to an already poor condition existing learning estate. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Page 164
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x x x x x x Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments x x x x x x 6.5 Risk The following risks have already been identified and should continue to be noted: • Indicative costs take account of current market uncertainty and inflationary forecast. There is a risk of continuing market uncertainty throughout the project lifecycle of any of the design and construction options, with a consequential impact on costs. • Buckie High School is one of many schools in Moray with the majority of the core condition components either graded as C (Poor) or D (Bad) condition. Without the required level of investment in the campus buildings the risk of building failures, temporary closures and/or increased health and safety risks continue to be a concern. • The next stage of Scottish Government funding in the Learning Estate may continue to offer project budget support via an outcome-based revenue funding model which would require Moray Council to formally commit to fully capital fund any new build or refurbishment model which it would be unable to do so without exceed the current prudential 10% borrowing threshold cap. • Any significant delays in commencing or extended phased project delivery of new build or refurbishment works would be subject to market inflationary risk. • The impact of an already reduced capital budget to the BB programme provides very limited scope for work to improve condition and will likely result in the BB programme being extended further than the previously extended 15-year deadline. A further reduction over the next 5 years in this budget to support affordability options for Bucke High School would further increase the risk of asset failure and possible school closures. 6.6 Staffing There are no immediate staffing implications arising directly from this report in terms of extending the feasibility design works as this could be managed within current existing resources of the Education Estate Team based on existing commitments. However, further project management resource would be required to progress to a full design and build project for any of the options proposed. 6.7 Best Value and Transformation There are no best value or transformation implications arising directly from this report. 6.8 Property Page 165
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All property implications have been covered in the main body of this report including details regarding the importance of ongoing repair and maintenance plans to prioritise health, safety and essential operational needs for Buckie High School. 6.9 Information Communications/Technology/Digital There are no information communications/technology/digital impacts arising directly from this report. However, it is important to note that for any future Buckie High School project, improved connectivity within the school would be required to allow pupils and staff the ability to operate efficiently. 6.10 Equalities, Social Inclusion and Economic Impact The quality of the learning environment can impact on learning and attainment by as much as 16%. The condition and suitability of our learning estate, and capacity challenges associated with both growth and population decline in some areas, give rise to unequal opportunity across Moray. This proposal supports the Learning Estate Strategy requirement that all Learning Estate buildings meet minimum standards and are fit for purpose. Investment in a major infrastructure project provides opportunity for social and economic impact. 6.11 Climate Change and Biodiversity Impacts There are no climate change and biodiversity impacts arising directly from this report. It is important to note however that any new build construction or major refurbishment option will have a climate change impact with embodied carbon impacts during construction and whole life operational carbon. The scale of this overall impact would be assessed in detail as the project progresses to Full Business Case and would be balanced against the current operational carbon budgets. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Chief Governance Officer, Chief Financial Officer, Head of Education (Chief Education Officer); Quality Improvement Manager; Head of Housing, Property and Communities; Head of Growth, Planning and Climate; Head of HR and Organisational Development; Service Manager Strategic Planning & Development; Service Manager Strategic Finance; Service Manager Property, Estates and Assets; Service Manager Legal Services; Strategy and Performance Manager; and Caroline O’Connor, Committee Services Officer and any comments have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Future Buckie HS LEIP 3 Bid Feasibility Report - April 2024 Feasibility Report ‘Do Minimum’ - August 2024 Feasibility Report ‘Do Minimum’ (Reduced GIFA) - January 2025 Future Buckie High School Project Update – May 2025 Confidential Background Paper - Future Buckie High School Project Update Feasibility Report – October 2025 Page 166
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APPENDIX 1 Buckie High School – Extended School Roll Forecast through 2033 (September 2025 census data) BUCKIE HIGH (S01) 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 2033 INPUTS Pupils per household 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 0.15 Housing 74 37 5 2 37 40 75 102 109 98 103 90 104 Placing Requests -6 -1 -9 -7 -9 -8 -8 -8 -8 -8 -8 -8 -8 CLASS S1 146 133 138 159 147 151 155 141 142 116 153 149 149 S2 188 146 132 142 155 148 152 158 143 145 119 155 151 S3 160 186 145 131 141 156 149 154 160 146 148 121 157 S4 145 157 185 145 134 142 157 152 157 163 149 150 124 S5 121 128 138 138 126 105 113 125 120 124 128 117 118 S6 86 87 88 96 75 91 83 89 98 94 97 101 92 Total Roll 846 837 826 811 778 793 810 818 821 788 793 793 791 Planning Capacity 944 944 944 944 944 944 944 944 944 944 944 944 944 Total Roll - Total Capacity -98 -107 -118 -133 -166 -151 -134 -126 -123 -156 -151 -151 -153 (Tot Roll/Total Capacity)% 90% 89% 88% 86% 82% 84% 86% 87% 87% 83% 84% 84% 84% ACTUAL FORECAST Page 167
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APPENDIX 2 Below is a high-level comparison table of a repair and maintenance only approach and the most recent SSPS hybrid options against earlier proposals. High Level Options Comparison *Previous option costs updated for inflation to 4th Quarter 2029 Repair and Maintenance Only *Condition B Refurbishment January 2025 *Do Minimum Refurb of all Buildings August 2024 Option 1 Refurbishment / New Build October 2025 Option 2 Refurbishment / New Build – October 2025 *Newbuild Proposal (based on Option 3a) April 2024 Option summary Repair and maintenance of all school buildings based on a phased approach over a 10- year period with most critical elements identified and prioritised Condition ‘B’ refurbishment -- technical standard compliance only with reduction of GIFA through consolidation of school within smaller building footprint Full refurbishment and building envelope & MEP systems upgrade to achieve current technical standards compliance Hybrid approach with majority of existing buildings refurbished (excluding PE block & swimming pool) and smaller connecting new build element Hybrid approach with main H block replaced with new build structure and refurb of majority of remaining buildings (excluding PE block & swimming pool) Standalone newbuild and minimal refurbishment of swimming pool and fitness, old building retained as wind & watertight GIFA 14,493m² 9,909m² 14,493m² 10,255m² 9845m² 15,001m²** Estimated Capital Construction Costs N/A £51,251,700 £71,871,800 £79,194,300 £80,177,700 £106,177,900 Estimated Capital Authority Costs N/A £2,502,100 £3,305,100 £3,969,300 £3,968,800 £4,393,700 Estimated Revenue Costs £16,000,000 N/A N/A N/A N/A N/A ESTIMATED TOTAL COSTS £16,000,000 £53,753,800 £75,176,900 £83,163,600 £84,146,500 £110,571,600 Key features Sustainability / Energy targets Existing energy use Compliance with technical standards only Compliance with technical standards only Refurb -compliance with technical standards only/new build - achieving LEIP 2 standards of compliance Refurb -compliance with technical standards only/new build - achieving LEIP 2 standards of compliance Newbuild element achieving LEIP 3 standards of compliance Decant May be required for some elements of Significant decant requires multiphase approach – 56 months Significant decant requires multiphase approach – 72 months Significant decant requires multiphase approach – 58 months Significant decant requires multiphase approach – 58 months Newbuild facilitates shorter programme – 49 months Page 168
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repair and maintenance Phasing Strategy Yes – over 10-year period Yes – with some decant Yes – with some decant Yes – with some decant – potentially 8 phases Yes – with some decant – potentially 9 phases Newbuild can be undertaken with existing school in operation Disruption Noise and dust impacting on existing school experience Noise and dust impacting on existing school experience Noise and dust impacting on existing school experience Noise and dust impacting on existing school experience Noise and dust impacting on existing school experience Newbuild self-contained and significantly reduced impact on school operations ** note that any new build project will seek to reduce this initial GIFA – in accordance with the approach taken for the Future Forres Academy project – to more effectively and efficiently meet the requirements for an agreed final school roll. Any reduction in GIFA would see a reduction in overall project costs. Page 169
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Diane Douglas Claire Johnson Contact Email: education@moray.gov.uk Subject: Additional Support Needs Update 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to provide the Committee with an update on progress made in relation to Additional Support Needs (ASN) across Moray. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council’s Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report outlines developments in the following areas: • The ASN Forecasting Tool and its implications for funding and the learning estate. • Updates on the Moray Adapted Curriculum (MAC). • Progress on the implementation of CALM as the physical intervention programme 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Consider and note the impact of the ASN Forecasting Tool on funding allocation and learning estate planning; ii) Consider and note the update on Moray Adapted Curriculum; and iii) Consider and note the update on CALM as Moray’s approach to physical intervention. Item 20.* Page 171
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Claire Johnson Head Teacher of Inclusion, Wellbeing and Adapted Curriculum Diane Douglas Quality Improvement Officer (Additional Support Needs) 4. BACKGROUND AND CONTEXT ASN Forecasting Tool 4.1 In-person ASN moderation was conducted in session 2024/25 to better understand the level of need across all settings. This data informed the 2024-25 allocation and has been used to support the development of an ASN forecasting tool. 4.2 While ASN data has been collected since 2022, the 2024–25 data was the first to be robustly moderated in person. Needs were categorised and weighted, allowing for a clearer understanding of ASN impact within individual school contexts. For example, a school with a weighted ASN score of 50 and a roll of 300 has a 16% ASN rate, whereas a school with the same score and a roll of 100 has a 50% ASN rate. This enables comparative analysis across schools. 4.3 The forecasting tool now tracks trends and patterns, with forecasts for 2025–26 undergoing verification through continued moderation. A member briefing in September highlighted the tool’s strengths, particularly its ability to anticipate needs and guide resource allocation. It has informed the proposed funding methodology outlined in the ASN Allocation 2026/27 paper. Moray Adapted Curriculum (MAC) update: 4.4 The MAC model is designed to support Primary and Secondary children and young people who, due to the variety and complexity of their additional support needs, are at risk of not being educated in Moray’s mainstream setting through an inclusive adapted curriculum, or in an enhanced provision setting. MAC Central provides provision for children and young people with diverse and complex needs that are life impacting. MAC Pinefield provides adapted curriculum group interventions for Secondary Broad General Education (BGE) (S2 onwards) and Senior Phase learners whose needs and behaviours evidence their vulnerability of being at risk of going out of area. The overall aim of the MAC is to promote positive health and wellbeing and engagement with learning to ensure the children and young people have the knowledge and skills they need, to be as independent as possible in learning, life and work. 4.5 Staffed by teachers and support workers, MAC offers targeted skills-based wellbeing and curricular opportunities that are creative, flexible and personalised to the child or young person’s situation. The proportion of time children and young people spend at MAC is planned through Child Planning and flexes in response to their need and circumstance. Referrals to both provisions are decided at the ASN Management Group. Currently there are 34 children and young people supported through MAC provision. Flexible Learning Resource (FLR) Update: 4.6 The FLR provides targeted and time limited outreach support programmes to schools and families. They identify barriers to successful engagement in mainstream learning and to support inclusive practice in the learner’s home school. The FLR team ensure that universal supports are in place for individual children, classes and the whole school using Page 172
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the CIRCLE Framework as a basis. The CIRCLE Framework is a way of organising and supporting input using a staged system of support, beginning with setting up an inclusive classroom. Any engagement with an FLR team is completed as a whole school approach where the strategies and supports put in place will ensure that the school has the skills and knowledge to support all learners with a range of needs. The FLR is made up of two outreach teams covering the East and the West and these teams are based in schools. The central FLR team is based at MAC Central and has the capacity to work with children in this setting or in their home school, including a blended approach. All three FLR models are currently in a trial period working with schools identified through Violence and Aggression data. Following this trial period clear processes for referral into FLR will be shared with all schools. Training Team 4.7 The Training Team comprising of 2 full time equivalent (FTE) teachers, a Training Facilitator and a Communication Support Worker, provide a core training offer that gives structured and progressive opportunities for continuous professional development in supporting all learners in line with professional standards. They provide advice and training to embed the core training programme, particularly The Circle Framework and Neurodiversity. Through this they can provide support and advice to ensure nurturing and inclusive classroom practice that increases staff confidence in identifying and meeting learner need. The core training offer also includes Safer People Handling. The Training Team have provided support with visuals for the school environment and advice on providing communication friendly and inclusive environments. They keep up-to-date with resources and professional learning being created by the Inclusion, Wellbeing and Equalities team at Education Scotland and signpost colleagues to a range of opportunities on a regular basis. 4.8 Since the beginning of the school year the FLR and Training Teams have worked to support staff and young people in 16 different schools. Advice for Schools 4.9 A request for advice form has been created and shared with all schools. They can request support through this and the appropriate team will make contact to offer support. Once a request for advice is made, links are made to other supporting services to determine the best service for the need in the school. The advice given is recorded and reviewed. The data provided gives insight into emerging needs and further training development in individual schools and across all schools. CALM roll out 4.10 Moray previously used Behavioural Support Strategies (BSS) for managing concerning behaviours. With the contract ending in June 2024, CALM was adopted following research into alternative providers. CALM is the approach used most widely across Scotland, with almost all authorities using at least part of it. Many authorities have reported no longer requiring the physical intervention section due to a change in ethos and culture as well as a reduction in violent and aggressive incidents. 4.11 CALM is relational, trauma-informed, and inclusive, aligning with Moray’s ethos and the mandatory training currently being embedded in practice. The theory component, currently completed online, focuses on trauma, relationships, nurture, and Attribution Theory, which looks at how our own thoughts and beliefs influence how we see other people, when our perceptions and judgements of a person and their actions are Page 173
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influenced by the assumptions that we make. Physical interventions are simpler and more natural than BSS. 4.12 The theory part of the course, which is mandatory before any physical intervention training is offered, has had to be completed online, at a cost per staff member trained. Training since August 2024 until now has prioritised schools with high levels of violence and aggression or those needing BSS reaccreditation. To date, 118 members of staff in Moray have completed the theory training, with a further 19 in progress. 82 members of staff have now also completed varying stages of physical intervention training which does not include the current 8 trainers who have been re-accredited. 4.13 By November 2025, two Moray Council staff members will have completed the year long verifier training which allows them to deliver in person theory training. Two additional staff are undergoing verifier training, aiming for four in-house trainers by the end of session 2025/26. 4.14 Plans to roll this out are ambitious and the aim is to have 250 members of staff trained in the theory element by the end of session 2025/26. The physical intervention element is needs led and can change following the theory input. It is not anticipated that all staff will require to be trained in the physical intervention element. 4.15 It is too early to see the impact of CALM training on decreasing Violence and Aggression within schools, but this will continue to be tracked over the course of this session and beyond. 5. PROPOSALS 5.1 The service will continue to review approaches to meeting learners’ needs and will continue to provide updates to until the ASN review end of project report is reported to Committee in March 2025. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) x Policy and Legal x Financial x Risk x Staffing x Best Value and Transformation x Property x Information Communications Technology/Digital x Equalities. Social Inclusion and Economic Impact x Climate Change and Biodiversity Impact x Page 174
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6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 Policy and Legal The Council has a statutory duty to make adequate and efficient provision for the additional support required by each child or young person for whose school education it has responsibility for, in term of the Education (Additional Support for Learning) (Scotland) Act 2004. The ASN Review implementation is proceeding within the context of this legislation and the recommendations of the Morgan Review. 6.4 Financial There are no financial implications arising directly from this report. 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 MAC – with an increase in higher level of need, this may have an impact on the capacity within the provision. Strategic risks include the possibility that a child or young person’s needs cannot be met locally and they may have to go out of area at significant financial cost to the Council. In addition and where needs are not met, there is the risk of an ASN tribunal which again has potential cost implications for the Council. Operational risks are managed through various Governance groups within ASN which includes Additional Resource Group (ARG), ASM Management Group and the Children at Risk in Education Page 175
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Group (CARE) where operational data is reviewed on a regular basis, with Actions agreed or outreach support put in place to mitigate risks in individual ELC settings and schools. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no best value or transformation implications arising directly from this report. 6.8 Property There are no property implications arising directly from this report. Any future impacts will be reported to Committee for consideration. 6.9 Information Communications/Technology/Digital There are no information communications, technology or digital implications. 6.10 Equalities, Social Inclusion and Economic Impact This helps to better meet the requirements of ASN legislation in relation to providing fulltime educational input personalised to young people’s needs. The 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 There are no climate change and biodiversity impacts arising directly from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with Head of Education (Chief Education Officer), Quality Improvement Manager, Service Manager Early Years, Quality Improvement Officers, Chief Financial Officer and Caroline O’Connor, Committee Services Officer who are in agreement with the contents of this report as regards their prospective responsibilities and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Page 176
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Vivienne Cross Contact Email: education@moray.gov.uk Subject: Additional Support Needs Additional Monies 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to present Committee with options for use of Scottish Government Funding for Additional Support Needs and to seek approval for planned spend within Education. 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 Committee with a proposal to make use of additional monies available from Scottish Government to support ASN. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Agrees the options for spend for Scottish Government funding for Additional Support Needs (ASN) initially for 2025/26 and 2026/27. Vivienne Cross Head of Education (Chief Education Officer) 4. BACKGROUND AND CONTEXT Item 21.* Page 177
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4.1 The 2025/26 Scottish Government budget allocated an additional £29m for Additional Support for Learning (ASL) of which £28m is to be allocated to local authorities with £1m reserved for national priorities. 4.2 Each local authority received a letter informing them of their allocation and the Moray distribution amounts to £0.485m. This initially covers the academic years 2025/26 and 2026/27. 4.3 Expectations are that the funding should be used in line with the principles agreed with Scottish Government and approved by COSLA leaders as follows: • To help improve outcomes for all children and young people with ASN in line with the Additional Support for Learning (Scotland) Act 2004, and should build on existing spend on inclusion, to ensure the broadest possible reach • Further discussion was due to be taken forward on options for the use of funding to help enhance professional learning on inclusion for all teachers at all stages of their careers and to support teacher specialism in inclusion • Further discussion was due to be taken forward to consider options for how best the funding should be used to support the whole inclusion workforce in line with the vision in the Additional Support for Learning (Scotland) Act 2004 and as appropriate to local context • Assurance in relation to the funding will be through the 25/26 Local Financial Return (LFR) (published early in 2027) and subsequent years 4.4 Committee are aware of the ASN review locally where the service has taken steps to introduce mandatory training in order to further upskill the Education workforce in terms of inclusive practice. Mandatory training has been developed and rolled out across the service including: • The 3 Education Scotland CIRCLE resources to embed an inclusive practice approach – Up Up and Away for Early Years, Circle Primary and Circle Secondary • Getting it right for every child (GIRFEC) training which includes Child Protection, Safeguarding, United Nations Convention on Rights of a Child (UNCRC) which is reviewed annually • Relationship: the foundation for Solution Oriented Practice • Trauma Informed Practice • Supporting Neurodiversity through developing understanding • Staged intervention process • Pupil Support Assistant Induction Training 4.5 This training was rolled out from August 2024 and schools and early years settings are expected to embed this in practice within each classroom and across the establishment. This will ensure that an increasing level of need will be met locally and that there is a greater understanding of inclusive practice across Moray. 4.6 The CIRCLE resource is extensive, where full implementation will take some time where central support is provided yearly on different elements of the training, for example this session there is a focus on the Visual Supports element of the resource where consistent signage and labels assists all pupils and not just those with additional support needs. The resource provides a range of strategies and approaches for all staff to help meet the ever Page 178
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increasing needs evident across schools and early years settings. Over the next 3 years, 3 areas of the resource have been identified to embed in all establishments as the service works towards consistency across Moray ie • Visual supports • Structures and routines • Activity Demands 4.7 In addition to this, the service has moved from BSS (Behaviour Support Strategies) to CALM which supports staff to better understand and prevent behaviours that challenge schools and settings from individual pupils. The majority of local authorities have moved to CALM which is a company delivering training for almost 20 years. Learning from others, being trained in the strategies and approaches of CALM can reduce violent and aggressive incidents as well as negate the need to physically intervene with children and young people. 4.8 The service has awaited the further national discussions as mentioned in the principles noted in para 4.3 above however further information has not come forward. As a result, officers have looked at the service self-evaluation, key findings from school and establishment visits, inspection reports as well as the ASN review to put forward a recommendation for planned spend. 4.9 In addition, reflecting on the direction of travel within the service to fully implement inclusive practice across Moray the following proposals have been considered to support embedding of practice further. 5. PROPOSALS 5.1 It is proposed to use the £0.485m as follows. • Recruit and allocate 8 FTE Early Level Support Workers during term time to work across all 8 Associated Schools Groups (ASGs) where the Early Years Intervention Teachers have identified that children will require more support in Primary 1 throughout transition and beyond. They will be managed within the early years team. • Create a Secondary outreach team within the management of the HT Inclusion, Wellbeing and Alternative Curriculum, to support schools where there are issues linked to behaviour and in school non-attendance with • The balance of £42k will be used to release staff to attend training Early Level Support Workers 5.2 Some children find transition from nursery to Primary 1 challenging. It is recognised the differences between adult to child ratios from Early Learning and Childcare (ELC) to P1 can impact on the transition experience. There would be benefits gained from having additional support within identified schools and in some classrooms. Early level support workers could bring ELC specific knowledge to the early level classroom environment, on a peripatetic basis, to compliment planned transition and interventions. The proposal would be to introduce two part time support workers in every ASG [equating to 8 full-time equivalent (FTE) in total] to support in P1/early level environments throughout the academic year. Clear examples of what would be expected from these staff members would be provided to ensure there was consistency to the structure of the role. All support workers would have relevant training to ensure Children and Young People’s needs could Page 179
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be met within the classroom environment, further supporting Moray’s approach to being an inclusive authority. Secondary Outreach Team 5.3 The change management of the central ASN team created 3 Flexible Learning Teams, one working within East End Annexe for Elgin and 2 others working in an outreach fashion in Moray East and West. There is currently no team supporting secondary and it is proposed to create a team to link with the 8 secondary school DHTs of Inclusion/Pastoral Support as follows: DHT Inclusion, 1 Teacher and 2 Project Workers. Training Fund 5.4 The balance of funding ie £42k will be used to release staff to undertake training. This will be coordinated by the HT Inclusion, Wellbeing and Adapted Curriculum with requests received from schools or identified through outreach teams. Multi-Agency Request 5.5 The Head of Education will put a proposal to the GIRFEC Leadership Group to request multi-agency support for Secondary outreach team given the budget position with out of area placements. A request for financial or workforce support to this team from Health, Police Scotland, Social Work and the Third Sector would add great value to create a multi- agency team to support this work moving forwards adding capacity as well as resource where there is currently a gap in provision. 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. Page 180
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☐ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal There are no policy or legal implications arising directly from this report . 6.4 Financial There are financial implications arising directly from this report where the additional funding is provided from Scottish Government. The funding has been agreed to the end of academic year 2026/27. Early Level Support Workers 8 x 35 hours Term Time £221,600 Secondary Outreach Team DHT (point 3) £93,165 1 FTE Teacher £70,580 2 Project Workers £56,962 Staff Training Budget to support training £42,693 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 The proposal will introduce additional temporary posts to the service until June 2027. Eight FTE Early Level Support Workers, 1 FTE DHT, 1 FTE Teacher and 2 FTE Project Workers. It would have to be highlighted in our teacher numbers return that these are temporary additional posts. The staffing implications are based on being able to fill the posts required. 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 Page 181
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There are no direct impacts from this report however the service must consider this when taking forward any work around inclusion. 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, the Education Senior Leadership Team, Quality Improvement Officer (ASN) along with Caroline O’Connor, Committee Services Officer and any comments have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Nil Page 182
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Louise Ssozi Contact Email: education@moray.gov.uk Subject: Public Performance Reporting – Home Education 1. PURPOSE ☐ For Decision ☒ For Information 1.1 The purpose of this report is to notify Committee of performance information regarding Home Education. 1.2 This report is submitted to Education, Children’s and Leisure Services Committee in terms of Section III D (I) of the Council’s Scheme of Administration relating to Home Education. 2. SUMMARY 2.1 This report provides an update of the data held by Education Moray on the number of children who are currently being home educated. There has been a gap in the reporting to Committee due to staffing changes and it is now proposed that this will be an annual information paper. 3. BACKGROUND AND CONTEXT 4.1 It is the duty of every parent under Section 30 of the Education (Scotland) Act 1980 to provide an efficient education for a child “suitable to his age, ability and aptitude”. That duty may be fulfilled “either by causing the child to attend a public school regularly or by other means”, for example Home Education. 4.2 Section 6 of the Children (Scotland) Act 1995 sets out the responsibilities of the parent to have regard the views of their child in relation to major decisions. 4.3 The Home Education Guidance (2025) strongly recommends that local authorities and families known to them to be home educating should have at least once a year to discuss the progress of the child’s education, and for this conversation to Page 183
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include the child, if the child wishes. This is in line with Article 12 of the United Nations Convention on the Rights of the Child (UNCRC), which protects respect for the views of the child regarding matters which affect them. This annual contact by means of a conversation is not a statutory requirement. 4.4 When a family wishes to make an application for Home Education, they contact the Education service and a process is followed to deal with the request. This process is summarised below: • Parent contacts the service to request Home Education • Lead Officer contacts the family to explain the process and contacts the host school to discuss the appropriateness of the request. • Implications of Home Education are explained to the family. • Lead officer requests a Care First check and any other services involved to ensure no area of significant concern. • Family are requested to provide an overview of their Home Education plan, they are encouraged to share the child’s views as part of this. • If there are no concerns highlighted consent for Home Education will be given within 6 weeks. 4.5 There are instances when permission to Home Educate are not required i.e. if a child has never attended school and when a child transitions from primary to secondary. Once the service becomes aware of a child who is Home Educated, contact will be made with the family to offer support and to receive information about their plan. 5 PROPOSALS 5.1 The service is currently reviewing the Attendance Policy and will incorporate the Home Education and Flexible Education guidance into this. Once a full consultation has taken place, this will be reported to Committee in December2026 for approval and subsequent implementation. 5.2 Appendix 1 provides a list of the number of children receiving home Education where the main reasons for families removing their children from school are also provided. 5.3 The service will take an annual report to this Committee from now on in order to update Committee on the numbers of children being Home Educated. 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 Page 184
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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 It is the duty of every parent under Section 30 of the Education (Scotland) Act 1980 to provide an efficient education for a child “suitable to his age, ability and aptitude”. That duty may be fulfilled “either by causing the child to attend a public school regularly or by other means”, for example Home Education. 6.4 Financial There are no financial implications arising from this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk Page 185
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Where children and young people are removed from Education there is always a risk that they are not seen, and any potential safeguarding or child protection concerns may not be identified early. In addition, parents/carers do not require to agree to a yearly meeting and can opt to submit their report to the Council in instead. 6.6 Staffing Although there are no staffing risks from this report, Home Education is currently sitting in the remit of the Virtual School Head Teacher – Care Experienced Children and Young People. This post is currently funded through the Care Experienced Children and Young People Fund. With the increase in the number of Home Education requests and those on the database there is also additional administration support required which puts a strain on the Business Support team within the service. 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 issues arising from this report. 6.9 Information Communications/Technology/Digital There are no issues arising from this report. 6.10 Equalities, Social Inclusion and Economic Impact There are no issues arising from this report. 6.11 Climate Change and Biodiversity Impacts There are no issues arising directly from this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with senior officers in Education, Housing and Communities, Quality Improvement Manager, Head Teacher Wellbeing, Inclusion and Adapted Curriculum, Principal Education Psychologist, Senior Solicitor (Litigation and Social Care) and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Scottish Government Home Education Guidance (January 2025) Page 186
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APPENDIX 1 Home Education Statistics August 2023 – June 2024 August 2024 – June 2025 Number of applications to withdraw from school approved 27 56 Number of children home educated (no consent required) 3 14 Number of children reaching 16 years 4 2 Number of children re-enrolling in school 2 14 Number of children leaving the area 15 0 Total number being home educated 46 86 New Request – Reason New Applications 2023-2024 2024-2025 Parental Choice 19 37 Discontent with School - Reason 3 8 Additional Supported Needs Required 3 4 Anxiety 0 1 Flexibility to Travel 2 5 Never attended a Moray School 0 1 Total 27 56 Page 187
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Chief Officer, Health and Social Care Moray Author: Jim Lyon Contact Email: jim.lyon@moray.gov.uk Subject: Performance Report (Children and Families and Justice Social Work) - Quarter 1 (April to June 2025) 1. PURPOSE ☐ For Decision ☒ For Information 1.1 The purpose of this report is to inform Committee on Children, Families and Justice Social Work performance during Quarter 1. 1.2 This report is submitted to Committee in terms of Section III (A) (4) of the Council's Scheme of Administration to monitor performance in accordance with the Council’s Performance Management Framework. 2. SUMMARY 2.1 This report provides Committee with an update on the performance of local indicators for Quarter 1 as presented in the Performance Report and the analysis of the local indicators as detailed in Appendix 1. 3. BACKGROUND AND CONTEXT 3.1 The purpose of this report is to inform Committee of the quarterly performance data which provides the analysis of the delivery of Children and Families and Justice Social Work services. 3.2 Appendix 1 identifies local indicators for the Council and the functions delegated by NHS Grampian and Moray Council of Children and Families and Justice Social Work services to allow wider scrutiny by the Committee. 3.3 The performance information contained in this report was reported to the meeting of the Moray Integration Joint Board (MIJB) Audit, Performance and Risk Committee on 29 October 2025 (para 6 of draft minute refers) Page 189
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4. PROPOSALS 4.1 Work is underway to develop and agree the refresh of Moray’s key performance indicators to enable recording of local data set against the national performance indicators. 4.2 Appendix 1 provides a summary and the historical trends in terms of: • Child Protection activity • Looked after Children • Justice and Youth Justice 4.3 Statistics for Child Protection activity are provided against the academic calendar which runs from August to July annually. This is because this data is gathered and analysed by the Children Services Partnership and reported to the Child Protection Committee (CPC) through the Child Protection Minimum Data Set. Appendix 1 begins with Child Protection Q1 (August-September) from page 1 to 11, Financial Q3 (October to December) data is from page 12 to 38. Any trends of anomalies in this data are considered through the CPC Data Sub-group and reported accordingly. 4.4 Statistics for Looked After Children, Justice and Youth Justice are reflected across the financial calendar running from April to March. A summary of performance for each of the reporting categories is provided below. Child Protection Activity 4.5 At the end of this Child Protection (CP) Quarter 3, 45 children were registered on the North East Child Protection Register (NECPR). There is no reliable way of comparing data with other areas before this information is officially published nationally. The National data for the reporting year 1 August 2023 to 31 July 2024 was published by Scottish Government on 25 March 2025. Looked After Children 4.6 At the end of Financial (Fin) Quarter 1, the number of looked after children is 165. This includes 4 New Scots (formally Unaccompanied Asylum-Seeking Children (UASC)) and 4 children who are cared for on a part time basis (Short Breaks). 4.7 92.4% (49/53) of children in foster care are cared for by Moray Council foster carers. The Carer Recruitment Campaign continues to focus on recruitment of foster carers and supported lodgings carers. Resultantly, there has been increased capacity to have children and young people cared for by Moray Council foster carers. Thus, reducing the need to purchase external agency care. The Carer Recruitment Campaign is continuing where it is anticipated that the use of in-house carers will increase. 4.8 The target for children living with kinship carers is adjusted annually to the average of comparator authorities which was 28% for 2022/23 (this is a more than target based on the assumption Kinship care is preferable, where it is safe and appropriate, to non-family care). Currently 23% of looked after children in Moray are in approved Kinship care with family members. Moray is currently 5% below this average. Resultantly, work continues to strengthen practice, ensuring children, at the point of allocation, have a holistic extended family map produced, regularly updated, providing clear information on Kinship care options in the event short breaks or alternative care may be necessary in the future. Page 190
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4.9 22.4% (37/165) of Looked After Children are cared for in residential care. The target for this indicator (this is a less than target based on the assumption foster care and kinship care will be the preferred option when it is safe and appropriate, where possible) is adjusted annually to the average of comparator authorities (17.5% for 2022/23). This figure includes four young people who are cared for on a part-time (short breaks) basis. For illustrative purposes on performance, excluding those who have short breaks (children and young people who are in the care of their families) the figure is 20% (33/165) which is 2.5% higher than the average of comparator authorities. In common with most of the comparator local authorities, Moray is higher than the Scotland national average percentage of 10%. 4.10 88% of brothers and sisters in Foster Care and Kinship Care remain together with at least one sibling. The Maintaining Relationships Project is developing an approach and policy to ensure brothers and sisters can remain together as far as possible and where this is their assessed needs. Due to resource limitations, this is much more difficult to achieve when there is need to accommodate large family groups (3 or more children). 4.11 For New Scots, Moray has not adopted the residential homes model used by other local authorities. Moray’s model comprises of a combination of local authority housing and supported lodgings care and support. As such, the uncertainty regarding the future numbers of New Scots should not have an impact on residential care capacity in Moray. Justice and Youth Justice 4.12 At the end of Financial (Fin) Quarter 1, there were 507 people supported by Justice and Youth Justice Services of whom 46 are “care experienced” young people (CEYP), Youth Justice, 13 and Justice, 33. 4.13 Overall, the number of CEYP in Justice and Youth Justice Social Work has consistently remained below 12% since 2023. A very slight rise of 0.5% from Fin Quarter 4 relates to a reduced number of open cases overall, not an actual rise in the number of CEYP open to the services. 4.14 Most individuals supported by Youth Justice and Justice Social Work are male (86% Justice Social Work, 82% Youth Justice). Gender responsive support is offered to females taking account of research and data indicating women in the justice system are more likely to have experienced trauma and more likely to be a sole carer of a child or family member. 4.15 The Justice Social Work Service submitted 100% of reports to Court by their due date. This includes requests from all Courts. Policy, Development and Commissioning 4.16 In line with national direction of travel, Children’s Social Work Service wishes to move towards the inclusion of personal outcomes and impact within its performance reporting to the MIJB. Personal outcomes are those that matter to people receiving services, linking to national indicators; they constitute the impact of supports provided by the Service. 4.17 Following initial scoping and benchmarking, a test of change led by the Policy, Commissioning and Development Team has been agreed to be taken forward. The exercise will use a simple method of gathering the views of the children and families the Page 191
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service works with in relation to progress made towards their personal outcomes. The details of the test of change as well as other developments and commissioning in the Service are on pages 25 to 35 in Appendix 1. 5. SUMMARY OF IMPLICATIONS 5.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) X Policy and Legal X Financial X Risk X Staffing X Best Value and Transformation X Property X Information Communications Technology/Digital X Equalities. Social Inclusion and Economic Impact X Climate Change and Biodiversity Impact X 5.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒Tackle Poverty and Inequality. ☐Build Stronger Greener Vibrant Economy. ☒Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐Developing a diverse, inclusive, and sustainable economy. ☒Building a better future for our children and young people in Moray. ☒Empowering and connecting communities. ☒Improving wellbeing of our population. 5.3 Policy and Legal None arising as a direct result of this report. 5.4 Financial None arising as a direct result of this report. 5.5 Risk None arising as a direct result of this report. Page 192
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5.6 Staffing None arising as a direct result of this report. 5.7 Best Value and Transformation None arising as a direct result of this report. 5.8 Property None arising as a direct result of this report. 5.9 Information Communications/Technology/Digital None arising as a direct result of this report. 5.10 Equalities, Social Inclusion and Economic Impact None arising as a direct result of this report. 5.11 Climate Change and Biodiversity Impacts None arising as a direct result of this report. 6. CONSULTATION 6.1 This report has been prepared in consultation with Children and Families and Justice Social Work Senior Management Team and C O’Connor, Committee Services Officer and any comments made have been incorporated into the report 7. BACKGROUND PAPERS 7.1 There are no background papers for this report. Page 193
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APPENDIX 1 1 | P a g e CHILDREN & FAMILIES AND JUSTICE SOCIAL WORK - QUARTER 1 (APR- JUN 2025) PERFORMANCE REPORT PLEASE NOTE THIS REPORT IS SPLIT INTO TWO SECTIONS. THE FOLLOWING SECTION USES THE ACADEMIC CALENDAR (1 AUG – 31 JULY). THE INFORMATION PRESENTED REPRESENTS CHILD PROTECTION (CP) QUARTER 3 WHICH IS LATEST AVAILABLE DATA (FEB-APR 2025). At the end of the CP Quarter 3, 832 contacts, enquiries and referrals were made to the Access Team for 657 children (as per graph 1). Graph 1: CP Quarter 3 - Referrals received by Access Team The potential referral routes are Social Work, SCRA, Police, Courts, Education, Health, 3rd Sector, community, family and young person. When a referral has been received it can be categorised as: IRD – immediate child protection concerns. Enquiry – information gathering to determine next steps (if any). Assessment of need – team will conduct a child in need assessment. Number of contacts, enquiries and referrals can be more than the number of children, as they can come from a range of sources about the same child. Future reporting shall identify accepted referrals which is the key process for consideration of the need for follow up actions. From the point of referral, our focus is on developing genograms and identifying networks of supportive family members and friends who can contribute to the child or young person’s safety and wellbeing. We are also working in collaboration with colleagues from Children 1st to facilitate Family Group Decision Making meetings. These meetings aim to build a robust support network around the child, helping to maintain safety and, where appropriate and safe, prevent the need for children becoming accommodated into Council care. 0 50 100 150 200 250 300 45689 45717 45748 254 288 290 218 210 229 REFERRALS RECEIVED BY ACCESS TEAM Referrals: No. in last month Referrals: No of children Page 194
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2 | P a g e Pie chart 1: Sources of referral In CP Quarter 3, 37% of referrals were from the Police (299), followed by Education 21% (169), Family and Community 14% (116), Health and Social Work 15% (125), and 13% coming from other professionals (103) (as per pie chart 1). Where the number of referrals is higher than the number of children, this can be attributed to the fact there can be multiple sources of referrals about a child (e.g. Health, Education and Police). This potentially reflects consistent thresholds across the partnership. There has been a 30% increase in referrals from education since CP Quarter 1. The Service Manager is exploring this with the Education Quality Improvement Manager (QIM), to agree actions for clarity on the threshold of need, support to families at the right time from the right service, and to understand the increase in more detail. We continue to work with Education QIMs to support colleagues in schools to ensure families are receiving the right help at the right time, hence not always reaching social work thresholds. Similar conversations are being held with the child protection specialist nurse. Graph 2: IRDs and number of children subject to an IRD Graph 2 shows the quarterly trend in IRDs (between 1 Aug 2024 and 30 April 2025). An interagency referral discussion (IRD) is a co‑ordinated inter-agency exploratory protective process until the point a child protection planning meeting (CPPM) is held, or 0 10 20 30 40 50 60 70 Q1 24-25 Q2 24-25 Q3 24-25 47 40 41 64 66 57 IRDs and No. of Children No. of IRDs held in Quarter No. of Children involved Page 195
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3 | P a g e until a decision is made that such a meeting is not required or alternative action is required. In CP Quarter 3, 57 children were involved in 41 IRDs. For each quarter, the number of children is greater than the number of IRDs as each IRD can consider multiple children within a family. The numbers of IRDs and the number of children involved has decreased slightly since August 2024. Pie chart 2: Main reasons for IRD As per chart above, throughout CP Quarter 3, physical assault remains a consistent reason for an IRD being held (31, 62%), followed by sexual assault (6, 12%), domestic abuse (6, 12%), neglect (3, 6%), child sexual exploitation (1, 2%), mental health (1, 2%), child criminal exploitation (1, 2%). Following the IRDs, seven Initial Child Protection Planning Meetings were convened, and 17 Joint Investigative Interviews were requested. Graph 3: Joint Investigative Interviewing Graph 3 shows the trend across the years 2024/25 for joint investigative interviews and Scottish Child Investigative Interviews. Physical Assault, 31, 62% Sexual Assault, 6, 12% Domestic Abuse, 6, 12% Child Criminal Expl, 1, 2% Child Sexual Expl, 1, 2% Drugs, 1, 2% Mental Health, 1, 2% Neglect , 3, 6% Reasons for IRD Physical Assault Sexual Assault Domestic Abuse Other reason Child Criminal Expl Child Sexual Expl Drugs Mental Health Neglect 13 9 6 13 7 7 13 9 4 7 9 7 11 5 12 8 2 33 3 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 4 4 3 2 3 0 2 2 1 3 1 2 4 3 3 5 0 1 9 5 6 11 4 7 11 8 3 4 8 5 7 2 9 8 2 3 0 2 4 6 8 10 12 14 Aug-23 Dec-23 Jan-24 Feb-24 Mar-24 Apr-24 May-24 Jun-24 Jul-24 Aug-24 Sep-24 Oct-24 Nov-24 Dec-24 Jan-25 Feb-25 Mar-25 Apr-25 JII -TRENDS2023-2025 JII: No. of JII by SCIM as decision of IRD JII: No. of JII by 5 day process as decision of IRD JII: No. of children who declined/or did not complete JII JIIs: No. of SCIM JIIs undertaken 2 per. Mov. Avg. (JII: No. of JII by SCIM as decision of IRD) 2 per. Mov. Avg. (JII: No. of children who declined/or did not complete JII) Page 196
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4 | P a g e Graph 4 – JII & SCIM Graph 4 shows the activity of Joint Investigative Interviewing across CP Quarter 3, during which 19 children were recommended for Joint Investigative Interview (JII); 13 Scottish Child Interview Model (SCIM) JIIs were completed, 4 children declined to be interviewed, and 2 young people were spoken with using a “soft approach”. Graph 5: Initial Child Protection Planning Meetings (ICPPM) Graph 5 shows the trend across the last two reporting years (2023 - 2025) for the number of Initial and Pre-birth Child Protection Planning Meetings, and the number of children. The number of children subject to CPPMs is higher than the number of meetings held, due to some meetings considering family groups. At the end of CP Quarter 3 of 2024/2025, seven Initial and Pre-birth CPPMs were held for eleven children, all of whom were placed on the register. 57% were held in timescale of 28 days from the notification of concern. To encourage meaningful family engagement in the development of safety plans, some meetings were rescheduled to enable family participation. This decision acknowledges delays in meeting timelines; however, it reflects our commitment to strengthening family involvement which is a crucial factor in securing safety for children and young people. All these meetings were held only days later than the anticipated date. 100% of Initial and Pre-birth CPPMs had parental attendance as a result. Children and young people are encouraged to attend their CPPMs, where this is possible and in their best interest. There were 3 ICPPMs where 7 children or young person could 7 9 7 11 5 12 13 2 4 7 9 7 11 5 12 8 2 3 0 0 0 3 1 2 4 3 3 5 0 1 4 8 5 7 2 9 8 2 3 0 5 10 15 Aug-24 Sep-24 Oct-24 Nov-24 Dec-24 Jan-25 Feb-25 Mar-25 Apr-25 JIIS Using SCIM JII: No. of children subject to a JII as decision of IRD JII: No. of JII by SCIM as decision of IRD JII: No. of JII by 5 day process as decision of IRD JII: No. of children who declined/or did not complete JII JIIs: No. of SCIM JIIs undertaken 32 41 17 12 22 10 11 16 22 10 7 12 6 7 0 5 10 15 20 25 30 35 40 45 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct Nov-Jan Feb-Apr 2023/24 2024/25 NO OF CHILDREN & UNBORN - ICPPMS Number of children subject to Initial and Pre-Birth CPPMs Number of Initial and Pre-Birth CPPMs Page 197
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5 | P a g e attend. One young person chose to attend their meeting. However, the young people who did not attend had a range of opportunities to take part in their meeting by having their voice heard. The Reviewing Officer visited 2 young people in their home prior to their meeting; one young person had their views captured by their Moray Rape Crisis support worker and 2 had their views captured by their social worker. Graph 6: Conversions from IRD to ICCPM Graph 6 above shows the trend from 2023 through to 2025 and specifically CP Quarter 3, where the conversion rate from ICPPM to Child Protection Registration was 100%. A small percentage of children discussed in IRDs progress to ICPPMs as the focus must be supporting parents and carers to create safety for their children. This requires periodic review to ensure IRDs are operating effectively as they are resource intensive. There must be clear understanding of the reasons IRDs are being held, for example, large numbers of IRDs resulting in very small numbers of investigations present potential risks in responding to children in greatest need of protection. 25 39 19 14 34 15 17 78 83 94 75 100 100 100 0 20 40 60 80 100 120 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct Nov-Jan Feb-Apr 2023/24 2024/25 CONVERSIONS FROM IRD TO ICCPM % IRD to Initial and Pre-Birth CPPMs % Initial and Pre-Birth CPPMs to Registration 832 referrals 41 IRDs 7 ICPPMs The conversion rate from referral to IRD is 4.9% The conversion rate from IRD to ICPPM is 17% Page 198
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6 | P a g e During CP Quarter 3, there were 20 Review Child Protection Planning Meetings (RCPPM) held for 36 children, where their circumstances were reviewed with their families, lead professionals and independent advocates, to assess if the identified risks had been sufficiently reduced to consider removing the child’s name from the register. 13 of the RCPPMs held in this quarter were first reviews, of which, 100% were held within the 6- month timescale. 7 were subsequent reviews and 72% of these were held in timescale. The two not held in timescale were to support family attendance. As above, referrals from education colleagues have increased, prompting reflection to better understand this trend. Collaboration with partner agencies is essential to ensure timely and appropriate support is available. Early support aims to prevent unnecessary escalation to the threshold for social work involvement and ensure referrals are directed to the most suitable sources of support. Graph 7: Child Protection Registration (CPR) Trends The trend is depicted across Graph 7 from 2023 - 2025 and shows in CP Quarter 3, that 26 children were de-registered and eleven new children were registered. This meant at the end of CP Quarter 3, the number of children who were on the (CPR) had decreased by 15 (from 60 to 45). Children and young people can be removed from the CPR for a variety of reasons related to the elimination or reduction of risk. In this quarter, the most prevalent reason was (14) children and young people had Compulsory Supervision Orders in place and the measures attached to the order were protective. For some, this included measures of residence away from parental care. A significant reduction in risk was identified for 11 young people whose protection plans had successfully reduced the risk of significant harm. For these children and young people, ongoing Child in Need planning is in place to sustain progress and ensure that supports are in place to support positive long-term outcomes. 25 34 16 9 22 10 11 50 79 70 66 69 60 45 9 5 25 13 19 19 26 0 10 20 30 40 50 60 70 80 90 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Aug-Oct Nov-Jan Feb-Apr May-Jul Aug-Oct Nov-Jan Feb-Apr 2023/24 2024/25 CHILD PROTECTION REGISTRATION TRENDS Number of Registrations Number on Register Number of De-Registrations Page 199
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7 | P a g e Graph 8: Child Protection Registration Comparator Authority Trends (up to 31 July 2024) Graph 9: Number of Child Protection Registrations Comparator Authority Trends (to 31 July 2024) Chart 10: Number of Child Protection Deregistration Comparator Authority Trends (1 August 2022 to 31 July 2023) Page 200
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8 | P a g e Pie chart 3: Reasons for new child protection registrations in the reporting period Pie chart 3 depicts the reasons that children were added to the CPR in this quarter. The reasons for new registrations often differ from the reasons for having an IRD. This is because, throughout the information-sharing process and child in need assessment, a more comprehensive understanding of the family's needs and a clearer perspective on risk and safety emerges. In Quarter 3, children being impacted by parental mental health was the most prevalent concern (8 children and young people) followed by emotional abuse (4 children and young people) and parental drug use (3 young people). We have experienced a significant rise in recent years for parents struggling with their mental health and with diagnosis on the personality disorder spectrum. The presenting unpredictable behaviour for parent and impact for children has contributed to registration and children moving to the care of family or local authority care. Our partners in adult mental health services have provided development sessions for childcare social workers, to raise awareness of their approaches to support adults with this diagnosis, close partnership working with health and social work colleagues in mental health is key to reducing risk and supporting families holistically. We are working closely with police colleagues due to rising concerns of drug selling and county line activity with some linkage to organised crime. This is having an impact on safety for some children within their families. Page 201
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9 | P a g e Pie chart 4: Child Protection Concerns Pie chart 4 depicts all of the reasons for children being placed on the CPR at the end of CP Quarter 3. Neglect, Child Affected by Parent or Carer Mental Ill Health, Parental Drug Use, Domestic Abuse, and Emotional Abuse are the main child protection concerns noted. *Note there may be more than one concern documented for each child. Graph 11: Family Groups As shown in Graph 12, at the end of CP Quarter 3, there were 11 family groups consisting of one child, six family groups with two children and 7 family groups of three or more children on the child protection register. 10 7 7 7 7 6 13 10 11 0 2 4 6 8 10 12 14 Feb-25 Mar-25 Apr-25 FAMILY GROUPS ON MORAY CPR CPR Family Group: Single child CPR Family Group: 2 CPR Family Group: 3 or more Page 202
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10 | Pa g e Graph 12: Previous Registrations At the end of CP Quarter 3, fourteen children on the Child Protection Register had one previous registration, and nine children had two or more. This data highlights a pattern of recurring child protection concerns for some children and families. The core objective of Children and Families and Justice Social Work is to ensure the safety and wellbeing of children through timely, proportionate, and effective support. Repeat registrations indicate that, for a small number of children and families, risks have re-emerged or were not sufficiently reduced following previous support. To address this, the service is committed to: ▪ Strengthening post-registration support to sustain safety and prevent re- escalation. ▪ Improving multi-agency collaboration to ensure families receive the right help at the right time, reducing reliance on statutory support. ▪ Reviewing thresholds and decision-making processes to ensure that registration and de-registration are based on clear, evidence-based criteria ▪ Learning from repeat registrations to identify systemic gaps and improve practice. This analysis informs ongoing service development and quality assurance activity, ensuring that supports are not only protective but also preventative—supporting families to make lasting changes that keep children safe. 0 5 10 15 20 25 30 Q1 Q2 Q3 27 22 1414 15 9 PREVIOUS REGISTRATIONS ON MORAY CPR No. of children with 1 previous registration No. of children with more than 2 previous registration Page 203
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11 | Pa g e Graph 13: Time on Moray Child Protection Register Regarding Graph 13, the aim is to support families make changes to safely parent their children within a more focused time frame i.e. 12 months. If risks have not been significantly reduced, then alternative safeguarding measures should be considered. If risk has been sufficiently reduced, and the child is experiencing safe and good enough care, then de-registration should be considered, with the evidence understood and agreed by partners. Children and young people who have been on the CPR for over 1 year are reviewed within the service. Graph 14: Age of children on the Child Protection Register Graph 14 shows the trend for 2024/25 against CP Quarter 3 data. The consistently higher prevalence in the last year, of children aged 5-10 years highlights the need for earlier support and diversion services, ensuring this is provided at the earliest stages of a child’s development. The number of young people aged 16 years has remained static throughout the Quarter. 6 3 15 15 25 1 5 7 17 18 1 5 9 13 17 0 5 10 15 20 25 30 > 2 years 18 mths < 2 years 1 year < 18 mths 6 mths < 1 year <6 months TIME ON THE MORAY CPR Apr-25 Mar-25 Feb-25 0 1 4 4 3 1 0 1 3 20 21 17 18 19 19 19 12 11 25 25 25 26 23 23 26 21 1919 16 20 20 17 15 17 12 10 1 2 3 2 2 2 2 2 2 0 5 10 15 20 25 30 Aug-24 Sep-24 Oct-24 Nov-24 Dec-24 Jan-25 Feb-25 Mar-25 Apr-25 AGE OF CHILDREN ON MORAY CPR Unborn 0-4 5 - 10 11 - 15 16+ Page 204
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12 | Pa g e the following sections report against the financial quarter (APR-JUN 2025) Graph 15: Number of children looked after away from home and at home Graph 15 identifies that at the end of Financial (Fin) Quarter 1, there were 165 children who were looked after by Moray which is an overall reduction from 171 to 165. There was an increase in the number of newly accommodated children in 2024/25 and 2024/25, which is being analysed through the ‘Critical Mass’ work which will support a better understanding of this data and identify mitigating actions. In Quarter 1 the number of newly accommodated children was 5. As such, further investigation of our reporting is required to account for this decrease in the overall number of looked after children given the high number of newly accommodated children. However, it remains positive that there is a potential decreasing trend in the number of looked after children in Moray. Pie chart 5: Care setting categories At the end of Fin Quarter 1, 41% of children were in family settings at home or in kinship care with 59% in other settings such as foster care or residential houses. This has remained a stable figure highlighting many looked after children have been able to remain within their network of family and friends. 172 177 179 175 173 175 177 176 175 180 178 171 171 170 165 155 160 165 170 175 180 185 LAC -AWAY FROM HOME & AT HOME Page 205
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13 | Pa g e There has been an ongoing focus on kinship care as an option which has been supported by Family Group Decision Making. With this, Moray has been able to avoid children being cared for out with their familiar network of family and friends. Foster care with Moray carers (49) and kinship care (42) are the highest categories followed by children looked after at home (26). The children’s houses in Moray (11) Cala, Rowan Lea and Land Street, continue to operate at full capacity (14) where three young people are over 18, subject to Continuing Care, and not recorded as looked after children. This is significant as it enables the vast majority of looked after children in Moray to maintain vital connections within their local community, including family, friends, education, and healthcare. A significant majority of young people are in family-based care (124, 75%) rather than residential care (41, 22%). The Carer Recruitment Campaign has seen new foster carers and supported lodgings caregivers approved to support young people remaining in Moray in family-based care settings. There remains the commitment to support young people in family-based care settings. This includes supporting families to identify and promote kinship care options via Family Group Decision Making processes. At the end of June 2025, 88% of brothers and sisters in Foster Care and Kinship Care remain together with at least one sibling. The National Average is 79%. Where brothers and sisters are not together, this is for a variety of reasons including lack of suitable resource, an assessed need to live separately or diverse needs. Maintaining relationships between brothers and sisters remains a priority for the service. At the end of Fin Quarter 1, 21% of our looked after children were cared for on a full-time basis in residential care. If short breaks are included the figure of young people in residential care increases to 23%. As such, Moray is 3.5% above the average indicator when considering full-time care on its own and 5.5% above if short breaks are included. There has been an impact of the increase in newly accommodated young people in in 2024/25 where there has been an associated increase in the use of residential care as foster care is at capacity in Moray. Aside this we will be implementing the revised Continuing Care Procedure. This is aligned with our clear plan to support young people in their transition to adulthood and after care, allowing them to remain in their family, fostering and residential home as non-looked after children up until the age of 21. 'Staying Put' is our default position and future reporting will include the outcomes realised in numbers of looked after children and young people likely reducing to further secure a young person's future care. This provides a stable base from which care experienced young people can move to adulthood and independence. Moray hosts four young people who are New Scots (formerly Unaccompanied Asylum- Seeking Children) via the National Transfer Scheme. These children and young people are assigned to Moray by the Home Office and are then supported by the Throughcare and Aftercare Team. They are counted as looked after children to ensure they receive full Page 206
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14 | Pa g e support. Initially, these young people are in Supported Lodgings or Supported Accommodation care settings. The team continues to successfully support them to move into their own independent housing once they have been granted asylum. Moray also hosts a number of other New Scots but they are not all are looked after children due to their age and/or asylum status. The number of new arrivals of New Scots in Fin Quarter 1 was zero which was the same figure for Fin Quarter 4. COSLA and the Home Office cannot yet determine the reason for this reduction and whether it is a short or long-term trend. The resource allocation system in Moray means there are the resources to support New Scots including any future increases in numbers. Graph 16: Moray foster care households At end of Fin Quarter 1 there were 53 children living in foster care, with 49 (92.5%) children living with Moray Council foster carers and 4 (7.5%) living with independent foster carers. This identifies that, despite the challenges in recruiting carers both locally and nationally, Moray has ensured that most children are living with in-house foster carers. Of our 36 fostering households, 80.5% are actively caring for a child. Not all fostering households have children living in their care. At the end of Fin Quarter 1 this comprises seven (19.5%) in total. This is a small number due to family circumstances or matching considerations of their registration approval where foster carers are inactive for a short period of time. The Fostering Team has been broadening the approval range and capacity of Moray foster carers, with additional support and advice, to enable care for a wider group of children and maximise capacity. 35 36 37 37 36 35 36 36 36 27 27 25 25 28 31 31 30 29 0 5 10 15 20 25 30 35 40 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 2023/24 2024/25 2025/26 MORAY -FOSTER CARE HOUSEHOLDS No. of Moray Council Fostering Households No. of Moray Council Foster Carers with 'Active' placements 2 per. Mov. Avg. (No. of Moray Council Fostering Households) Page 207
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15 | Pa g e Graph 17: Children who live in foster care Graph 17 identifies that at the end of Fin Quarter 1, there were 49 children cared for by Moray foster carers, which is a decrease from Fin Quarter 1 in 2024 which was 51. However, this includes some quarterly fluctuations where the pattern is relatively stable. The number of approved Moray foster carer households for children has remained stable. Although the carer recruitment campaign is resulting in new fostering households, this is balanced by other foster households ceasing or changing the type of fostering they provide. The challenge in recruiting and retaining foster carers is both a local and national issue. The recruitment campaign is significant in recruiting foster carers accompanied by work to achieve greater retention rates, focused on supporting foster carers with improved supervision, training and finances. The Fostering Team has now introduced a simplified levels system for foster carers. This has reduced the number of levels from four to two and has introduced short term enhanced payments for the most complex care arrangements. This new system has meant that new foster carers will start a higher fee than previously which it is anticipated will support the foster carer recruitment strategy. Young Carers work is reported to other Integration Joint Board Committees which is being reviewed with a view to inclusion in this report. Graph 18: Kinship care settings 31 29 29 29 29 28 30 28 25 26 26 25 30 27 28 30 32 33 32 32 31 33 31 32 32 32 31 34 31 31 12 9 7 8 8 8 9 9 5 5 5 5 5 6 7 0 10 20 30 40 50 60 70 80 Apr-24 May-24 Jun-24 Jul-24 Aug-24 Sep-24 Oct-24 Nov-24 Dec-24 Jan-25 Feb-25 Mar-25 Apr-25 May-25 Jun-25 Kinship Care Settings Kinship: No. of households providing Kinship Placements Kinship: No. of Children in Approved Placements Kinship: No. of Children in Pre-Approved Placements Page 208
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16 | Pa g e Kinship care is split into two groups: pre-approved kinship homes awaiting presentation at the Kinship Panel for approval and kinship households already approved at Panel. Moray is seeking to increase the numbers of kinship households. This is to ensure more children and young people can remain within their own communities and network of family and friends. It is envisaged that the numbers of kinship households will increase via the use of, for example, Family Group Decision Making processes. We are reviewing our Kinship Policy in line with revised guidance form the Scottish Government. Our basis for this review is to provide Kinship Assistance to children who move to the care of a relative or friend as a decision of a social work led child's plan and to widen our support for Kinship Carers to include those who have caring responsibilities as informal arrangements. The Policy will consider the Eligible Child as primary consideration, which will include the assistance to young people over 16 who are transitioning from child to adulthood. Creating and implementing a Policy that widens our support to Kinship families through the child and young person's childhood to adulthood will provide confidence for potential kinship carers and hopefully lead to an increase in prospective kinship carers feeling able to consider caring for a friend or family members child. Graph 19: Residential care settings Residential care is divided into those in residential care in Moray and those outwith Moray. Children cared for in Moray live in the authority's own children’s houses, Cala and Action for Children’s two houses in Buckie and Elgin. The figure for this category is 11. As above, the children’s houses operate at capacity (14) including three young people in Continuing Care. Out of Area care tends to be specialist residential houses or residential schools. There has been a consistent focus on providing this care in Moray where possible, so children remain close to their families and support network. The figure for this category is 21. Work is underway to reduce the number of young people in Out of Area care which is expensive and does not geographically support young people in maintaining relationship in Moray including health, education, family and friends. We are working with Action for Page 209
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17 | Pa g e Children and the new transition project. The project will provide targeted support for young people moving on from residential care in Moray or those returning to Moray. This is the early stages of implementation, with a transition worker joining the team around the child or young person. Residential care settings can be the correct care setting for some children and young people, often due to previous unsuccessful multiple family care arrangements. However, in most cases, a family-based setting is preferrable as it better prepares young people for adulthood as they have a positive model of family life. For those young people in residential care, there is significant preparation via independent living skills to support them in the transition to adulthood. Graph 20: Through Care, After Care and Continuing Care As illustrated in Graph 21, as at 30 June 2025, there were 74 young people receiving care from the Through Care After Care (TCAC) Team including 13 receiving Continuing Care support. It is anticipated that the numbers of young people subject to Continuing Care will increase as this approach becomes more embedded in Moray. This is particularly as there will be a likely increase in the use of Continuing Care for 16- and 17-year-olds and for those in residential care which is supported by a refreshed policy. The team is divided into three sections: • Through Care: Young people receiving support to plan and prepare for independence. • After Care: Young people who have left care and receive support whilst living independently or in a continuing care arrangement. • Continuing Care: Young people who choose to remain in their care arrangement beyond their16th or 18th birthday until they are 21, although it can be in place from 16. These young people cease to be formally looked after by Moray Council but receive the same support and care as when they were, providing a more natural and seamless transition to adulthood. There is a focus on continuing care to ensure young people in different care settings are given the opportunity to 29 35 37 14 19 24 9 11 13 0 5 10 15 20 25 30 35 40 Apr-25 May-25 Jun-25 THROUGH CARE AFTER CARE TCAC: Open as Through Care TCAC: Open as Aftercare TCAC: Open as Continuing Care Page 210
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18 | Pa g e remain where they are living potentially until the age of 21. This is a key responsibility for the organisation and partners as corporate parents. The team is responsible for supporting New Scots (formerly Unaccompanied Asylum- Seeking Children) via the National Transfer Scheme. This is an increasing workload for the team, which is dependent, in part, on the numbers of young people arriving in Kent, making future forecasting a significant challenge. The team offers considerable support to young people after they leave care (After Care) up to the age of 26. There is a commitment to offer the same support birth families provide for young people who are transitioning into adulthood. This is a key element of Moray Council’s and Health and Social Care Moray’s responsibilities as Corporate Parents. Other reporting areas being considered are positive destinations: work, education, training, and accommodation, and outcomes for New Scots. Positive Destinations for Looked After Children A new area of reporting is in relation to positive destinations. This relates to school leaving looked after children (S4-S6) moving on to education, employment and training. Graph 20 identifies the trend over the last 5 years which has produced a fluctuating but overall reducing picture. Within the Corporate Parenting Strategic Group there is a focus on positive destinations to consider why the outcomes for looked after children in this area are not improving. It is important to note that the numbers of young people are small where they can be easily identified, tracked and supported. The Throughcare & Aftercare Team have been working with colleague in Education in order to support this group of young people. Graph 20 provides data until 2023/24 where the reporting for 2024/25 is awaited. An update can be provided in future reporting to identify whether there has been an improvement for the outcomes for these young people. Graph 20: Positive Destinations Page 211
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19 | Pa g e Maintaining Relationships Project The Maintaining Relationships Project has now produced practice Guidance which was agreed by the GIRFEC Leadership Group. This provides a framework for local authority staff and care experienced young people to safely maintain relationships within a flexible and supportive structure. The formal launch is taking place on 28 October at Moray College where there will be a combination of presentations and stalls. The project will be supported by the Corporate Parenting Strategic Group which is developing tools in order to report on its impact and the outcomes for care experienced young people. These outcome measures being developed will be included in future reporting. As part of this, the Children’s Houses in Moray are currently developing tools to monitor outcomes for young people maintaining relationships. There has been considerable feedback and input from young people to inform this process. A selection of this is as follows: • “Have communication in place about how adults will keep in touch when I move out. It would be good to know how things will be.” • “I like people from the children’s house popping in to see me.” • “The children’s house picks up the phone to me. I go there to visit; I’ve got lots of memories there. I like going because of the people I know there, I like to talk about the past and see what they’ve been up to. It would be good to meet up with them for a burger or, something.” • “I still like having someone there for me. I’ve got a couple of appointments coming up that they’ll come with me.” • “It wasn’t really cooking and cleaning I needed. I needed support to go out and take part in things going on.” Justice Services and Youth Justice. Graph 21: Care experienced young people supported by Justice Services Nationally, care experienced young people (CEYP) are overrepresented in the Scottish Justice Systems. At the end of Fin Quarter 1, 9% (46 of 507) were CEYP (up to age 26) in the Justice System (Youth Justice 13, Justice Social Work 33) as depicted in graph 22. This figure has consistently remained below 12% since 2023 and the very slight rise of 0.5% from Fin Quarter 4 relates to a reduced number of open cases overall, not an actual rise in the number of CEYP open to the services. The aim continues to be to 450 440 449 443 466 472 478 477 492 490 497 498 488 472 474 37 35 31 34 34 36 40 40 44 46 48 46 39 37 457.58 7.29 6.39 7.23 6.82 7.17 7.8 7.8 8.3 8.6 8.8 8.5 8.7 9.4 8.8 0 100 200 300 400 500 600 Apr-24 May-24 Jun-24 Jul-24 Aug-24 Sep-24 Oct-24 Nov-24 Dec-24 Jan-25 Feb-25 Mar-25 Apr-25 May-25 Jun-25 Care Experienced Young People open to Justice Services Open to Justice Team Open to Youth Justice % CEYP open to both MYJ and JS Expon. (Open to Justice Team) Page 212
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20 | Pa g e address identified needs and risks to reduce re-offending rates and maximise support, including existing relationships, Research informs that early entry or prolonged exposure to the criminal justice system can draw children into the system rather than rehabilitate and divert from the system, therefore the use of short term interventions are prioritised where possible. Children who are remanded or sentenced to custodial sentences in a secure care facility are included within the numbers above. Graph 22: Age of children in Youth Justice The average age of a child receiving Youth Justice services through this quarter is 15 years old which is slightly higher than previous reporting, and at the end of Fin Quarter 1 there are no under 11’s open to the service. This is positive in that the needs of our younger children are being appropriately met by other services. Most of the work continues to be with children aged 11 to 15 years and is undertaken in a multi-agency way, working closely with key partners such as Police Scotland, education services and our local children's houses. Whilst the team works with all schools throughout Moray, it has strong links with Moray Social, Emotion and Behavioural Needs Service (SEBN) where support is offered for social, emotional and behavioural needs. There have been a very small number of young people aged over 18 years in the Youth Justice Service over Fin Q1, where support has been delivered jointly with the Justice Social Work team. Planned transitions and joint working between these teams minimises the impact on the young person. 0 20 40 60 80 100 0 0 1 1 1 0 0 0 2 1 1 1 0 22 21 21 21 21 21 25 28 26 27 24 22 24 30 16 13 15 10 7 7 8 9 15 18 16 14 11 122 2 1 0 1 0 3 3 3 3 2 2 1 1 40 36 37 32 30 35 36 40 44 50 43 39 37 43 Ages of Young People in Youth Justice YJ: Age Band: 5-10 YJ: Age Band: 11-15 YJ: Age Band: 16-17 YJ: Age Band: 18+ YJ: No. open to Youth Justice Page 213
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21 | Pa g e Pie chart 6: Gender of individuals in Youth Justice Pie chart 7: Gender of individuals in Justice Services At the end of Fin Quarter 1, most individuals supported by Youth Justice were males accounting for 82% of children and young people supported by the service. In Justice Social Work 14% of individuals supported by the service were females, which has increased slightly over the past year. It is recognised women in the justice process are more likely to have experienced trauma and are also more likely to be a sole carer for a child or family member. In line with The Promise, Justice Social Work is committed to keeping women in their local communities where it is safe to do so and provide robust alternatives to custodial sentences. Currently the team offers a gender responsive service which includes a weekly women’s group and a woman only unpaid work group. Support is offered in partnership with other services to promote opportunities for individuals to engage with community resources which will be available beyond their time within the justice YJ Gender: Male, 38 YJ Gender: Female, 7 GENDER OF YOUNG PEOPLE IN YOUTH JUSTICE YJ Gender: Male YJ Gender: Female Justice: Male, 416 Justice: Female , 58 Gender of People in Justice Services Justice: Male Justice: Female Page 214
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22 | Pa g e service. Work continues to capture the views of individuals to evaluate the impact of this service and shape its development. Recent feedback includes: Graph 23: Justice social work reports (JSWR) Justice Social Work reports (JSWR) remain a priority to reduce any delays in sentencing and for Fin Quarter 1 the target of 100% on time has been met. Whilst reports are prepared at the request of any Court for an individual living in Moray, most reports are submitted to Elgin Sheriff Court. Completion of Court reports on time results in appropriate sentencing for individuals which addresses their current assessed risks and needs, and reduces time spent on remand where a community sentence is imposed. It also importantly supports a timely outcome for victims of offences. 130 107 107 138 141 121 95 95 121 119 100 100 100 100 100 0 20 40 60 80 100 120 140 160 Q1 Q2 Q3 Q4 Q1 JUSTICE SOCIAL WORK REPORTS (JSWR) -SUBMITTED ON TIME No. Social Enquiry Reports submitted on Time No. of People % of Reports on time Page 215
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23 | Pa g e Pie chart 8: Justice Report Types In addition to a standard JSWR report the Court may request additional assessments such as a Drug Treatment and Testing Order (DTTO) assessment and a Restriction of Liberty Order (ROLO) assessment as shown in pie chart 8. The imposition of a ROLO or DTTO can be a direct alternative to custody so effective assessments for these Orders can offer a robust community-based disposal. At the end of Fin Quarter 1 there were 10 DTTO’s in progress which involves at least two appointments per week for testing and supporting identified needs, and group work in this area is being considered. Graph 24: Structured deferred sentences (SDS) An SDS is a flexible provision with structured social work support for an individual after conviction but prior to sentencing. Successful completion of an SDS reduces the need for a statutory Court Order, in turn reducing the overall length of time an individual is supported by the service. The number of in SDS disposals in Fin Quarter 1 has risen slightly but remain lower than in the previous year likely due to increases in other early intervention measures. 4, 3% 58, 46% 63, 50% 1, 1% TYPES OF REPORTS JSWR DTTO Assessment JSWR ROLO Assessment JSWR Standard 0 10 20 30 40 50 Q1 Q2 Q3 Q4 Q1 2024-25 21 8 10 11 16 21 6 10 11 16 STRUCTURED DEFERRED SENTENCES (SDS) No. of Structured Deferred Sentences imposed No. of Individuals with SDS imposed Page 216
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24 | Pa g e Graph 25: Bail supervision Bail supervision is an alternative to remand and the priority for this in Moray is women, young people, those with caring or parental responsibilities and those with issues relating to mental health or addictions. Assessments are undertaken for all people where bail is being opposed by the Procurator Fiscal and are provided on the same day. There is a small reduction in the number of assessments requested in Fin Quarter 1 and a slight decrease in bail supervision orders imposed. There continues to be a significant number of assessments which do not result in bail being opposed and work is being undertaken nationally to understand trends, but data is not yet available to compare. The prison population in Scotland remains high, and bail supervision is one area of work which is hoped will assist in reducing these numbers whilst offering more positive outcomes for individuals within their local communities. There is a plan to use the Outcomes Star as a model for identifying the impact of this work. Graph 26: Community Payback Orders with supervision requirement Fin Quarter 1 has seen an increase in the imposition of Community Payback Orders (CPO). Most individuals made subject to a CPO are seen on the day of sentencing, for those where this has not been possible, an appointment with their allocated social worker is made within seven days of an Order being imposed. There has been an improvement in the number of individuals seen within these timescales and additional support offered to staff when completing data to improve accuracy. 0 50 100 Q1 Q2 Q3 Q4 Q1 2024-25 2024-25 2024-25 2024-25 2025-26 59 62 50 47 44 14 13 17 12 8 14 12 17 2 8 Bail Supervision No. of individuals commenced with Bail Supervision No. of Bail Supervision cases commenced No. of requests from Court for Bail Supervision 41 53 62 59 69 35 49 55 41 58 Q1 Q2 Q3 Q4 Q1 2024-25 2024-25 2024-25 2024-25 2025-26 CPOS WITH SUPERVISION No. of new CPOs with Sup Req No. seen by Supervisor within 7 days 2 per. Mov. Avg. (No. of new CPOs with Sup Req) Page 217
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25 | Pa g e Where an individual is subject to an Unpaid Work Requirement there is a focus on providing opportunities to develop skills as well as contribute to our local communities. Feedback from this service includes: Diversion from Prosecution Diversion from Prosecution (DfP) allows someone accused of offences to be dealt with outside of the formal justice system. Successful completion of a diversion from prosecution means an individual will not have a conviction for the alleged offence which may impact their current or future employment or education alongside other significant areas of their life. The Justice Social Work team undertakes all assessments of suitability; however, the Youth Justice team aids and supports young people aged 16 and 17. The referral rate varies which is a result of the process of cases being marked by the Procurator Fiscal. There can occasionally be delays in the commencement of these cases where additional agreement is required from the Procurator Fiscal, e.g. an extended period for completion. In comparison to Fin Quarter 4 last year there is a small increase in assessments completed for males and a small decrease in assessments completed for females. Outcomes Star data indicates most individuals feel an improvement in their wellbeing at the end of a DfP. Information contained within exit questionnaires include: Work is being undertaken to improve the recording and examination of this data and feedback. Finalised updated guidance for DfP is awaited from the Scottish Government, however there are plans from Community Justice Scotland to provide training to all staff which it is anticipated will improve local and national practice. Graph 27: Diversion from prosecution: Female Page 218
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26 | Pa g e Graph 28: Diversion from prosecution: Male Policy, development, trauma-informed and commissioning. Health and Care (Staffing) (Scotland) Act 2019 Annual report The Health and Care (Staffing) (Scotland) Act 2019, commenced on 1st April 2024, aims to ensure safe and high-quality care by establishing a statutory basis for appropriate staffing levels and training in health and care services. It introduced duties for local authorities and integration authorities when planning and securing certain care services. We must: ▪ have regard to the Act and relevant guidance when we plan or secure particular care services ▪ ensure that we require service providers to have regard to the Act and relevant guidance ▪ make arrangements to monitor service provider compliance ▪ report annually on the steps we have taken and any ongoing risks that may affect our ability to comply with Act. Following internal and external consultation as well as approval from SMT, the first annual report has been published online and shared with the Scottish Government. Trauma-Informed Practice In Moray, as part of the work towards the Scottish Government’s vision of trauma- informed and response workforce within public bodies, mirrored in the Children’s Services Plan 2023-2026, the Trauma Informed Development Officer has been leading on 1 0 0 4 0 1 2 1 0 0 2 1 2 3 2 3 3 1 1 0 0 4 4 0 1 5 0 2 3 2 1 2 1 0 0 0 2 4 0 0 5 0 0 0 0 0 1 2 3 4 5 6 Apr-24 May-24 Jun-24 Jul-24 Aug-24 Sep-24 Oct-24 Nov-24 Dec-24 Jan-25 Feb-25 Mar-25 Apr-25 May-25 Jun-25 Diversion from Prosecution: Female DFP Gender: Female DFP Commencing Gender: Female DFP Completed Gender: Female 2 per. Mov. Avg. (DFP Gender: Female) 12 4 5 8 1 5 6 3 2 1 7 4 1 3 5 7 5 2 4 8 11 4 6 2 8 3 5 1 3 5 2 1 1 2 1 11 4 5 2 5 3 2 0 0 0 0 2 4 6 8 10 12 14 Apr-24 May-24 Jun-24 Jul-24 Aug-24 Sep-24 Oct-24 Nov-24 Dec-24 Jan-25 Feb-25 Mar-25 Apr-25 May-25 Jun-25 Diversion from Prosecution: Male DFP Gender: Male DFP Commencing Gender: Male DFP Completed Gender: Male 2 per. Mov. Avg. (DFP Gender: Male) Page 219
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27 | Pa g e the assessment and improvement of services in terms of the principles of trauma- informed practice. As indicated previously, alongside the delivery of these sessions, the Development Officer has been leading on the establishment of training on trauma-informed practice for staff across Moray Council and the HSCP. This work has now concluded: the Development Officer, in collaboration with the Improvement Service, NHS Education for Scotland (NES) and the National Trauma Transformation Programme (NTTP), has: - developed training to meet Level 1 standard - lead on the incorporation of NES eModules within the CLIVE learning management system - created a process for managers and leaders to engage with the Scottish Trauma Informed Leadership Transformation (STILT) programme. The training outlined in the table below is now available to staff. Course Level 1 (Informed) Level 2 (Skilled) Leadership Development Staff Wellbeing Audience All staff Staff who may engage with people who are having or had experiences of trauma All staff holding leadership and management roles All staff Modules Introduction to trauma- informed principles and practice Understanding the impact of trauma and responding in a trauma- informed way Understanding the impact of trauma and responding in a trauma- informed way Psychological First Aid Trauma in children and young people Protecting the psychological wellbeing of staff and teams for managers and team leaders Staff Wellbeing: taking care of yourself Understanding the of trauma on mental health and evidence- based pathways to recovery Scottish Trauma Informed Leadership Transformation (STILT) webinar Understanding the use of substances to cope with the impact of trauma The availability of the training has been advertised to staff within the July/August edition of Connect. Queries about the applicability of courses and modules as well as expressions of interest to participate in the STILT programme are to be directed to the Trauma Lead Officer on TraumaInformedPractice@moray.gov.uk. Page 220
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28 | Pa g e Children’s Social Work Development Plan The Children’s Social Work Development Plan has been steadily progressed in this quarter: - rolling out of training in relation to chronologies, assessments and sexual harmful behaviour - an integrated core assessment has been created and is due to be launched in the next quarter - a number of procedures have been developed and are currently awaiting ratification. For further details, please see the separate report detailing the Children’s Social Work Development Plan and its progression provided to the IJB recently. Newly Qualified Social Workers Conference A group of five local authorities formed the North Partnership to support newly qualified social workers in their final year or at the beginning of their career by facilitating an in- person conference focusing on the theme: ‘How to Survive in Social Work’. The conference, held on 24th April 2025 in Inverness, has been attended by over 100 delegates, indicating the appetite for such events. Following the speech of the keynote speaker, Dr Neil Thompson (author, educator and adviser in social work practice), attendees self-selected 2 of the 5 available workshops. The day, interlaced with opportunities for networking, closed with a speech from Orkney’s CSWO summarising key messages and highlighting the success of the event. Feedback gathered informally on the day and as part of the formal post-event survey indicated that the conference provided practitioners with opportunities to discuss, reflect and learn from each other and fully immerse themselves in the workshops, with precious time out of the office. The delegates appreciated the workshop content and delivery by staff across the local authorities, recognising in-house skills and knowledge. The North Partnership has reflected on the event, considered the helpful feedback from delegates and is keen to keep the momentum of this excellent working partnership. Already, 14 practitioners have expressed an interested in forming a short life working group to discuss next steps, ensuring we meet the needs and wants moving forward in the context of limited resources. This may take the form of establishing online peer support forums and themed online learning sessions providing space for discussion and reflection whilst the evidencing learning and development of newly qualified social workers. It is also hoped that a similar but smaller-scale event can take place in time. Personal outcomes in performance reporting: test of change In line with national direction of travel, Children’s Social Work Service wishes to move towards the inclusion of personal outcomes and impact within its performance reporting Page 221
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29 | Pa g e to IJB. Personal outcomes are those that matter to people receiving services; they constitute the impact of supports provided by the Service. A focus on personal outcomes ensures that the provided care and support are appropriate and effective at the time when they are needed. Following initial scoping and benchmarking, a test of change led by the Policy, Commissioning and Development Team has been agreed to be taken forward. The exercise will use a simplified version of the GIRFEC Wellbeing Web to capture the progress of the personal outcomes linked to the SHANARRI indicators alongside space for recording reflections where impact can be detailed. The Web will be filled out with ten families receiving various supports from Children’s Social Work. The Policy, Commissioning and Development Team will guide the lead professionals throughout the exercise and conduct a focus group session upon conclusion to gather their and the participating families’ feedback. The results of the test of change will be shared with IJB in due course. Children and Families and Justice Social Work Commissioning The Commissioning team within Children and Families and Justice Social Work leads on eight key areas of service contracts. The pie chart below indicates the percentage of each area from the total spend for Q1. The individual contracted service areas will be discussed next in turns. Family support services The family support services area, accounting for 11% of the spend, consists of: Page 222
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30 | Pa g e 1. the independent advocacy service 2. three services for prevention and early intervention to avoid family breakdown and possible out of area care arrangements: 2.1. Families Together 2.2. Functional Family Therapy 2.3. Aberlour Youth Point Moray. 1. Independent advocacy Moray’s Children’s Right Service, delivered by Quarriers, is available to all young people and their parents, carers and siblings. In this quarter, 186 young people and 164 parents, carers and siblings benefitted from the service. This is similar to previous quarters, as shown on the figure below. Quarriers support children, young people and their parents and carers to have their voice heard in many situations, including during meetings with professionals. The graph on the right shows the number of Social Work, Education or Health-led meetings that Quarriers staff attended alongside the children and adults they advocate for in this quarter. Quarriers are currently operating with a minimal waiting list or pending service list; as at 30th June 2025 there were nine referrals on it. Due to successful recruitment, this issue is hoped to be fully resolved in Q2. In the meanwhile, new referrals are triaged with a view to prioritise service provision for looked after children and children in need of protection. Page 223
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31 | Pa g e 2. Prevention and early intervention services The three prevention and early intervention services (Aberlour Youth Point, Families Together and Functional Family Therapy) supported a total of 112 children and young people and their families in this quarter. Feedback in relation to the individual service providers is discussed below. 2.1. Aberlour Youth Point Moray Aberlour Youth Point Moray supports children and young people who struggle to remain positively engaged within their home, school or community and who require a targeted support service. It also provides support to the parents or carers of the children and young people with whom they work. Whist the impact of their work is shown by quotations from children and adults, such as the one above, the progress individuals achieve across the SHANARRI indicators are also recorded. Specifically, people rate themselves across the SHANNARRI indicators during their initial meeting and at regular intervals thereafter. In this quarter, Aberlour worked with 42 young people and four parents. Their progress, which is considered to be the impact of the supports provided, is outlined in the figure below. It indicates that the majority of young people’s wellbeing remained the same or improved in this quarter. “I’ve been getting on better with my parent since working with you” Young Person 23/04/2025 Page 224
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32 | Pa g e 2.2. Families Together This service, provided by Children’s First, delivers a restorative family service in a variety of ways, including a range of one to one and group sessions, family focussed money advice service, practical support (e.g., food parcels and school bank referrals) and the Family Group Decision Making approach. In this quarter, through the financial worker, five families were able to financially gain £5,672.14. Seven families completed their support with Children First during this quarter, the impact of the service is shown in the table below. The table details the starting score as rated by the family initially and is compared to the family’s finishing score. Family Area of work Start score End score +/- Difference 1 Safe 1 4 +3 Relationships 1 5 +4 Voice 1 4 +3 2 Safe 1 3 +2 Relationships 1 3 +2 Voice 1 3 +2 3 Safe 1 4 +3 Relationships 1 4 +3 Voice 1 3 +2 4 Safe 1 4 +3 Relationships 1 3 +2 Voice 1 4 +3 5 Safe 1 3 +2 Relationships 1 3 +2 Voice 1 3 +2 6 Safe 1 3 +2 Relationships 1 3 +2 Voice 1 3 +2 7 Safe 1 3 +2 Relationships 1 3 +2 Voice 1 3 +2 2.3. Functional Family Therapy Functional Family Therapy is a short term, strengths and family-based therapy programme designed to help families improve communication and relationships with a view to keep them together. Currently, 15 families are supported by this service. The quotation on the left demonstrates the changes one family faced in the service. “Many thanks for all your hard work in supporting my family, it has been greatly appreciated” Parent, 25/04/25 “Things are more nice, easier to talk to one another than before” Young Person 09/06/2025 Page 225
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33 | Pa g e Two families completed their intervention, the bar chart below shows the outcome measures as rated by the start and end scores by the young people, parents and therapist. The scores are rated on a five-point scale across six key areas, with a score of three recorded as a significant clinical outcome. This quarter the young people’s scores are higher in many areas, which identifies the impact the service has had on them specifically. Support for Unpaid Carers This service, delivered by Quarriers, accounting for 4% of the total spend in Q4 and is inclusive of the provision of our statutory requirements under The Carers (Scotland) Act 2016. In Q1, 1219 adult and 209 young carers (the highest this has ever been) benefited from this service with positive feedback, as exemplified by the quote to the right. As of 7 July 2025, the responsibility for the completion of Adult Carer Support Plans and Young Carer Statements changed from Quarriers to Health and Social Care Moray. This allows Quarriers to concentrate solely on the actions of the Unpaid Carers Strategy. Out of area care provision Accounting 55% of the total spend, out of area care is provided to: ✓ 19 young people in residential care (53% of spend) ✓ Seven young people in foster and continuing foster care (2% of spend). This is an increase of three young people compared to 2024/2025 Q4. Local Residential Care “I feel comfortable talking to you about my caring role” Young Carer, 21/04/2025 Page 226
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34 | Pa g e Accounting for 14% of the spend, residential care is provided to eight young people by Action for Children across two homes in Moray. This is a static number, as eight beds are commissioned through this contract. Children with a Disability – Residential services The Scotia residential service, accounting for 11% of the spend in this quarter, is delivered by Aberlour Childcare Trust in Alba Place, Elgin. Currently, three young people benefit from this service. Monitoring arrangements indicate that these children are fully supported, maintaining relationships with family and friends, and enjoy a wide range of inclusive community activities. The quote from a parent on the right exemplifies the positive impact of the service and their commitment to maintaining relationships with the wider family and friends. Children with a disability- support Commissioned services supporting children and young people with disabilities account for 5% of the total spend and consist of a short break and group activities services. Short Breaks Services This contract provides day care and overnight short breaks for 12 young people. They deliver 15-day care and (on average) 21 overnight sessions per month. This allows a break for the family, the benefits of which is deemed positive, as demonstrated by the quote on the right. Group Activities This is a new service that was co-commissioned with children, young people and their families, which was launched towards the end of the previous reporting period. In this quarter, 40 sessions were delivered, six at Easter, one May Day, 22 after school and eleven at weekends. There were 80 hours of service delivery run at two locations in Moray. The quotation on the left was received from a young person who accessed the service over Easter. This shows how positive the sessions were received. “The staff threw a birthday party for my son and invited close family and friends. They went above and beyond, and we had the best time” “Lovely to see my daughter so happy when I pick her up, so I know she’s had a nice time” Parent, 22/06/2025 “Can I come back? When is the next session?” Young Person following Easter session Page 227
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35 | Pa g e The number of sessions is expected to increase as referrals from other localities are received by the service. Contextual or place-based safeguarding In Moray, similar to other areas in Scotland, an increasing number of young people appear to be at risk of or posing harm in the community. Contextual safeguarding is a novel approach to understanding and responding to children's experiences of significant harm beyond their family and home; it offers a way to understand these risks, engage with children and young people and help to keep them safe. As it was previously reported, initial efforts are focussed on awareness raising and the development of a framework enabling partner agencies to share information about, understand and respond to contextual risk around places or groups of children who may or may not be supported by services on an individual basis. These efforts have continued in this quarter. In addition to this, an intervention was led by the Locality Lead Officer in Buckie, who, as part of the multiagency working group, initiated a community-led discussion to address risks reported by parents concerning a group of S1/S2 pupils. The risks related to illicit vape use, experimentation with alcohol and illicit substances, and the challenging of parental boundaries. This discussion involved, community policing, youth work, third sector organisations (such as AYP and Exchange Counselling), a wellbeing coordinator and the children’s named persons. The discussion focussed on information sharing about available supports and solutions. The outcome of this discussion led to the development of a comprehensive support package aimed at assisting parents, identifying risk areas within the community, and offering direct group-based and individual interventions for the young people involved. Named persons communicated this to the parents and, to capture this positive practice, the Locality Lead Officer will collaborate with the Working Group on 15 July 2025 to create a guidance flowchart to promote consistent practice. Preparing for the Children (Care and Justice) (Scotland) Act 2024 The Children (Care and Justice) (Scotland) Act, designed to create a more child-centred and supportive environment for children within both the care and justice systems in Scotland, received Royal Assent in 2024. Parts of the Act are already active, and work is being undertaken nationally for staged implementation between March 2026 and early 2027. Page 228
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36 | Pa g e To begin readying the Service for the Act, the Policy Team attained legal advice and thereafter (at the end of 2024) briefed the CSWO the changes it will likely introduce. The CSWO requested a round table discussion with Social Work staff across various levels, to discuss the potential implications with a view to make recommendations. This event was held in May 2025 and led by colleagues from Children and Young People’s Centre for Justice. The interactive event, outlining the key provisions of the Act with management input around potential local implications, was generally positively received by attendees. Through discussion, the attending practitioners generated a range of ideas about actions that can be taken in preparation for the enactment of the Act. These ideas have been written up in a report for the CSWO for consideration. Training and development: AIMS / Safer Futures Feedback from the workforce during the Development Days held in November 2024 indicated a need for methods to assess and respond to cases where sexually harmful behaviours feature. Specific funding was secured in quarter 4 to purchase two days of training and two days of AIMS/ Safer Future awareness raising. AIMS is an assessment framework that evaluates sexual behaviour, non-sexual behaviour, development, environmental/family factors, and self-regulation. Feedback gathered from these sessions has been positive indicating motivation from the workforce to roll out this as an available assessment tool amongst Social Work led assessments of need. Reflecting on the feedback, the Policy Team is - collaborating with the provider and benchmark other local authorities’ approach to embed the framework into existing pathways of support to children and families - considering the securing additional funding to purchase tools specific to the framework. Page 229
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Roy McPherson Contact Email: roy.mcpherson@moray.gov.uk Subject: Active Schools Annual Report 1. PURPOSE ☐ For Decision ☒ For Information 1.1 The purpose of this report is to note the progress of the Moray Active Schools team across the 2024-25 academic year. 1.2 This report is submitted to Committee in terms of Section III (D) (13) of the Council's Scheme of Administration relating to exercise the Council’s statutory functions to provide facilities and support activities related to the development of recreation, sport, culture and social activities. 2. SUMMARY 2.1 This report is to provide Council with an update on the progress of the Moray Active Schools programme covering the 2024/25 academic year, including a copy of their annual report and priorities identified for the 2025/25 academic year. 3. BACKGROUND AND CONTEXT 3.1 At the meeting of this Committee on 2 November 2022, the Committee approved the extension of Active Schools and Community Sports Hub programmes from existing budget for a further four-year period, in partnership with sportscotland. The extension commenced on 1 April 2023 at a total cost of £979,077 to Moray Council for the four-year period, to secure an investment of £1,185,928 from sportscotland over the same period (para 10 of the minute refers). 3.2 The partnership agreement between Moray Council and Sportscotland is due for a renewal by 31 March 2027. Sportscotland have commissioned Research Scotland to conduct a review of the national Active Schools programme which is currently underway, with findings scheduled to be published in early 2026. The findings will direct the future focus of the programme, consideration of the programme will be brought back to Committee in due course. Page 231
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3.3 The Active Schools team continued to make significant progress across the 2024-25 academic year, working towards strategic outcomes in the Sportscotland Sport for Life strategy, the Moray Council Corporate Plan, Children Services Plan and the Local Outcome Improvement Plan. Several of the team projects were referenced in the recent Children Services Annual Report. The team have worked on universal and targeted initiatives with a focus on equality, diversity and inclusion. Full details of the developments, including videos and quotations from participants, can be found in the illustrated annual report included as Appendix 1. 3.4 A summary of the key statistics within the report are as follows: - 5,388 free extra-curricular activity sessions were delivered across the 2024/25 academic year, increasing from 4,624 in the previous year. - 47% of Moray school roll participated in the 24/25 programme, up from 39% in 23/24. This is the first time that that team has outperformed the national average, which for 24/25 was 40%. - 5,680 distinct participants were involved, up from 4,740 in 2023/24. - The gap between female – male participation was 42/58%, a slight improvement from 41/59% in the previous year. The local gap is still wider than the national average which was 47/53%. - 1,667 of the distinct participants were categorised as having an additional support need (ASN), as recorded in the SEEMIS system, up from 1,559 in 23/24. - 165 of the participants were assessed disabled, up from 144 in 23/24. - 114 of the participants were from Scottish Index of Multiple Deprivation (SIMD) 1 and 2 areas, up from 103 in 23/24. - 78 care experienced young people participated, up from 67 in 23/24. - 574 volunteers made up the workforce, a significant increase from 456 in 23/24. 204 of these volunteers were secondary pupil young leaders. - 41 local sport clubs were recorded with links to schools, encouraging pathways into community sport. - £44,832 of external funding was sourced by the team to increase resource for projects such as Young Leaders projects. 3.5 The Active Schools team have identified the following priority areas for the 2025/26 academic year: - Retention of universal statistics will indicate continued high level of performance. It will be unsustainable to continue progressing with significant increases each year due to the capacity of the existing team and the more targeted approach they are taking to priority areas. Last year’s distinct participant figures are above the national average by 7%, and the team will strive to continue performing above the national average. - Aim for continued moderate progress in ‘equalities, diversity and inclusion’ target areas, and further develop evaluation to evidence impact. - Bridge the gap between male and female participation to align closer to the national average. - Continue to progress the opportunities for ASN and assessed disabled participants. The Sportscotland census comparison data highlights the gap in ASN participation nationally as -8.4%, the gap in Moray is -11.1% and the team will strive to reduce this. Work on this theme is part of the new Moray Disability Sport Hub project led by the Moray Community Sport Hub Officer. - Continue to improve access for care experienced young people. Page 232
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- Increase number of young leaders from targeted groups. - Continue to progress school to club links utilising the club accreditation scheme as a tool for engagement and ensuring best practice guidelines are followed. 3.6 At the meeting of this Committee on 13 May 2025 there was a request for more detail on the work being undertaken in relation to the implementation of the Moray Disability Sports Hub. This has been included in Appendix 2. An Information Report on the progress of all the Community Sports Hub projects in Moray will be brought to this Committee on 11 February 2026. 4. PROPOSALS 4.1 The Committee is asked to note the continuing positive progress of the Active Schools team across Moray. 5. SUMMARY OF IMPLICATIONS 5.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) x Policy and Legal x Financial x Risk x Staffing x Best Value and Transformation x Property x Information Communications Technology/Digital x Equalities. Social Inclusion and Economic Impact x Climate Change and Biodiversity Impact x 5.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☒ Empowering and connecting communities. Page 233
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☒ Improving wellbeing of our population 5.3 Policy and Legal The Council has a legal duty to ensure adequate provision of facilities for recreational, sporting, cultural and social activities. Improving the health and wellbeing of the Moray community through sport, leisure and recreation is not only an integral part of the local vision, but it is also a national priority. The report links to the Scottish Government’s Physical Activity for Health National Framework, which aims to strengthen access and ensure sustainability of active places and spaces. It also links to the aspiration of everyone having access to a network of quality places where they can get involved in sport, as identified as a key objective in Sportscotland’s Corporate Strategy “Sport for Life”. 5.4 Financial There are no financial implications connected to this report. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 5.5 Risk There are no risks connected to this report. 5.6 Staffing There are no staffing implications connected to this report. 5.7 Best Value and Transformation This report links to the following Best Value action; - Ensure effective ongoing partnership and collaborative working arrangements for Council/Moray Integrated Joint Board (MIJB) management/ leadership. 5.8 Property There are no property implications connected to this report. 5.9 Information Communications/Technology/Digital There are no information communications/ technology/digital implications connected to this report. 5.10 Equalities, Social Inclusion and Economic Impact Page 234
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This report highlights numerous examples of where the Active Schools programme is contributing towards improving equalities and social inclusion in Moray. 5.11 Climate Change and Biodiversity Impacts There are no climate change or biodiversity implications connected to this report. 6. CONSULTATION 6.1 This report has been prepared in consultation with the Service Manager Leisure and Culture, Chief Governance Officer, Chief Financial Officer, Head of HR & OD, Head of Education (Chief Education Officer) and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report. Page 235
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Annual Report 2024/25 APPENDIX 1 Page 236
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Contents Introduction and Background 3 Participation – Universal Initiatives 7 Equality, Diversity, and Inclusion – Targeted Initiatives 12 Volunteers, Clubs and Funding 18 Next Steps 24 2Page 237
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Introduction and Background This report will celebrate the achievements of the Moray Active Schools team across the 2024-25 academic year. The Active Schools Coordinators (ASC) are part of the wider ‘Active Schools and Community Sport Team’, which also includes a Community Sport Hub Officer and a team of sport coaches. The current Active Schools team are: Roy McPherson Principal Active Schools and Community Sport Officer Fraser Lyall Lossiemouth ASG Craig Rowley Elgin Academy ASG Paul Rogan | Rosalyn Carruthers Forres ASG Fiona Preston Elgin High ASG Primaries Paul Rogan Elgin High School Danny Simpson Buckie ASG Lorna Young Milnes ASG Colin McRae Speyside ASG Amanda Walker Keith ASG Active Schools is a successful partnership between sportscotland and Local Authorities that has been in operation since 2004, recently celebrating twenty years in operation. The current funding agreement between sportscotland and Moray Council is in place until 2027. The aim of Active Schools is to provide free, high-quality opportunities to take part in extra-curricular sport and physical activity, while developing pathways between schools and sports clubs in the local community. Developing a network of volunteers is a fundamental role of the team to ensure that activities are offered at no cost to the participant. The sportscotland ‘Sport for Life’ strategy guides the work and the infographic displayed below highlights the key areas of participation, people and profile. 3Page 238
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The commitment from sportscotland to ensure that ‘inclusion underpins everything we do’ has resulted in a more focused approach to targeted programmes delivered via the Moray team. This report will highlight the blend of universal and targeted projects, striving to ensure that sport and physical activity is accessible to all young people in Moray. The plan for the Moray team is split into the five priority areas identified for Active Schools nationally by sportscotland. The national priorities are intertwined with local priorities from the strategic plans in Moray which the team contribute towards, including the Local Outcome Improvement Plan, Children’s Services Plan and Corporate Plan. A number of the teams projects were highlighted in the recent Children Services Report for Moray. The key priorities of the team plan are on page 5. 4Page 239
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Priorities identified from the Sportscotland ‘Sport For Life’ corporate plan: Priority 1: Provides high quality opportunities for young people to take part in sport and physical activity before school, at lunchtime and after school Priority 2: Develops, leads and supports effective pathways to connect schools, clubs and communities. Priority 3: Provides inclusive opportunities by using targeted approaches to remove barriers to participation. Priority 4: Develops a network of volunteers to deliver activity sessions. Priority 5: Develops and supports leadership opportunities for young people. Strategic outcomes identified in Moray through the Local Outcome Improvement Plan (LOIP), Corporate Plan (CP) and Children Services Plan (CSP): • Improving Wellbeing of Our Population – LOIP1 • Building a better future for our children and young people in Moray – LOIP2 • Our young people grow up safe, well-educated and reach their full potential: Tackle poverty & inequality – CP1 • Our businesses and communities prosper: Build thriving, resilient, empowered communities – CP2 • Overcoming challenges experienced by children with a disability or neurodiversity – CSP 1 • Tackling child poverty – CSP 2 • Improving the mental and emotional wellbeing of children, young people and their families – CSP 3 • Improving outcomes for our looked after and care experienced children and young people – CSP 4 Specific action for team identified in Education Resources & Communities Service Plan: Priority 6: Embed the Changing Lives approach across relevant sport & culture work streams 5Page 240
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Participation – Universal Initiatives Moray Active Schools 2022/23 2023/24 2024/25 National stats comparison 2024/25 Distinct Participants (school pupils) 4,040 4,750 5,680 n/a Percentage of Moray school roll participating 33% 39% 47% 40% Distinct participants male 2,270 [56%] 2,782 [59%] 3,280 [58%] 53% male Distinct participants female 1,770 [44%] 1,968 [41%] 2,400 [42%] 47% female Number of activity sessions delivered 3,879 4,624 5,388 n/a The aim was to retain the universal performance statistics from the previous year, but progress across each term resulted in a significant increase in distinct participant figures. The percentage of the Moray school roll participating increased from 39% to 47%, which took the team above the national average for the first time. There was also a steady increase in the number of sessions, with 764 additional free sessions delivered compared with the previous year. 7Page 242
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There were several developments that contributed towards the progress: • The team recognised the importance of reviewing data regularly at team meetings which led to increased awareness on areas/schools/year groups that require targeting. • An increased emphasis on delivering lunchtime sessions at secondary schools, and some primary schools, allowed new participants to be targeted. Funding sourced in the Forres and Lossiemouth areas provided additional resource for paid coaches to deliver the lunchtime provision. Data highlighted that 26% of the total sessions in Moray were delivered at lunchtime, compared with 22% in 23/24, and 17% in 22/23. Lunchtime sessions can be more accessible for rural pupils that travel home via bus straight after school. • The progress of the Playmakers programme also resulted in an increase in lunchtime sessions, delivered by trained primary school leaders supervised by school staff. The ASC in the Elgin Academy ASG delivered an extended programme across some of the bigger primary schools, that led to an increase in primary 1 – 3 pupils participating. • A partnership between the AS team and the Cooper Park Junior Park Run committee created a new monthly ‘schools participation league’ which rewarded runners with a point for their school each time they took part. Thirty-eight schools participated across the year with a total of 303 participants, providing a pathway into weekly activity. • The partnership with the Scottish FA enabled the Moray Primary Schools Football Festivals to continue on Saturday mornings for Primary 2 – 7s. The regular coaching and games programme is the biggest contributor to our stats, with 72 volunteers leading 729 players from teams across 42 schools (including 7 out of area). Coaching sessions take place throughout the week in preparation for the games. • Partnerships with Youth Work teams enabled some well attended extra-curricular transition programmes for primary 7s, the Buckie ASG was a strong example of this. 8Page 243
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Across the year, 47 different types of activity were offered in the extra-curriculum, an increase from 43 in the previous year. The top ten activities, by number of sessions delivered are listed in order below: 1st Football 2nd Multisport 3rd Netball 4th Basketball 5th Volleyball 6th Badminton 7th Cricket 8th Dance and Movement 9th Cross Country / Running (combined) 10th Rugby Union 9Page 244
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The team coordinate an ‘Events and Festivals’ programme to provide a competitive outlet for the different sports. Some of the key universal events and games programmes that were delivered included: • Primary Schools Cross Country Event in partnership with Gordon Castle. Video can be viewed here: https://youtube.com/shorts/ • Primary Schools Football Games Programmes delivered in partnership with Scottish FA. • Primary School Cricket Festivals delivered in partnership with Moray Cricket Association, via funding support from Cricket Scotland. • Netball Festivals delivered for primary school and secondary school teams. • Primary School Basketball festival delivered in partnership with Moray Mavericks Basketball Club. • Golf competitions delivered in partnership with local clubs in the Buckie, Lossiemouth, Forres and Elgin areas. The sportscotland School Sport Award is a national initiative designed to encourage schools to put young people at the heart of decision-making, planning and implementation of school sport. It also encourages schools to self-reflect, continuously improve, recognise and celebrate successful school sport models. Schools across Moray submitted applications to the programme via the efforts of school staff, Active Schools Coordinators, and young ambassadors. At the end of the academic year, 24 local schools had qualified for awards, with nine confirmed gold awards. 10Page 245
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Equality, Diversity, and Inclusion – Targeted Initiatives Moray Active Schools Academic Year 2022/23 2023/24 2024/25 Census Comparison Gap Participants with additional support need 1,476 1,559 1,667 -11.1% Participants that are assessed disabled 127 144 165 -2.1% Participants with access to free school meals (including all primary 1-5s) 2,437 2,500 2,995 n/a Participants from SIMD 1 or 2 78 103 114 -0.9% Care experienced participants 50 67 78 n/a Participants from ethnic minorities 168 168 139 0.0% The team are committed to reducing barriers to participation for young people that experience the most challenges. The Lossiemouth Active Schools Coordinator and Community Sport Hub Officer completed the ‘Changing Lives through Sport’ champions training programme across the last academic year, increasing the knowledge and understanding in this theme. The sportscotland platform recently added a new reporting area on census comparison, which allows teams to track the participation gap with specific target groups. For example, under additional support needs, the pupil census for Moray is recorded as 40.5% of pupils, with ASN participation rate in the Active Schools programme of 29.5%, highlighting a gap of -11.1%. The gap nationally is -8.4%, although the national pupil census is 34.9%, lower than Moray. The participation figures show that 1,667 ASN pupils took part in last year’s programme, increasing from 1,559, highlighting steady progress. 12Page 247
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Supporting pupils with ASN and disabilities has become a focus of the Moray team in recent years, the impacts, outputs and outcomes of the key projects are detailed below: Milnes High ASN After-School Club: A partnership between the Active Schools Coordinator and ASN leads at the school created the opportunity after requests from parents. Ten young people participated in 18 different activities including Boccia, Table Tennis, Health Walks and Curling. Taster sessions from local sport clubs have also been delivered via 8 local clubs to promote pathways into community sport. 100% of survey responders reported improved mental and physical health, gained confidence in everyday life, become better at sports, learned new skills, increased their physical activity, felt that the project was designed for them. “The after-school sports club has given my son an opportunity to be active, make friends and interact with peers. This is crucial as due to family dynamics he is usually house bound and does not get a chance to be physically active or interact with others.” – Parent of participant 13Page 248
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Relaxed Sports for Neurodiverse Children @ Keith Primary: The Keith ASC and primary school ASN lead developed a programme in response to parents that were unable to find suitable opportunities for their children to become active. During the sessions parents have the opportunity to sit and chat in the school community room regarding the challenges they have faced, which has been well received. Ten pupils with neuro-diverse conditions participated across the last academic year which has involved fun games, parachute activities and free play with the sports equipment. “… he loves that he has made new friends with the same conditions as he has, he says he likes that he doesn’t have to try too hard to be good because everyone is the same. He likes playing with the structured activities but also using my imagination with my friends. I also love ASN relaxed sports, the peer support from parents is amazing, we all support each other in both bad and good situations we have encounter and can laugh too.” – Parent 14Page 249
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ASN Cycling Project: A 3-year project has just been completed across Moray to provide opportunities for young people and adults with additional support needs to develop their Cycling skills. Outfit Moray were the lead delivery partner for the project which was funded via Scottish Cycling. A total of 117 ASN pupils from 3 secondary schools and 5 primary schools took part in curriculum time session blocks across the 2024/25 academic year. “It was amazing to see a pupil with complex ASN struggling to learn to cycle to then develop into a safe, competent cyclist. His parents, myself and other staff have noticed that his overall confidence and maturity has grown as a direct result of this cycling project’’ – ASN lead 15Page 250
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Trampoline Sessions for Neurodiverse and Physically Disabled Children: A new club was created in the Milnes area in the last part of the 2024/25 academic year. Funding was sourced to allow a qualified Trampoline coach to attend a ‘Rebound Therapy’ course and further funding was sourced to ensure that the trial sessions were delivered for free. Six primary school pupils benefitted from the sessions with some positive responses from parents and participants. 16Page 251
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Other projects that made progress for this target group include the ‘Swimable’ project in Forres and Lossiemouth, ‘Wednesday Night ASN Group’ in Forres, ASN Clubs @ Lhanbryde, Mosstodloch and Millbank primaries. Supporting families in poverty is another high priority area for Moray Council which is reflected in the work of the Active Schools team. The team continued to provide 100% of their programme at no cost to participants, progressed Sports Kits For All projects and coordinated a project supporting young people to access recycled bikes. The Cycling project was delivered in partnership with the ‘Stella’s Voice’ charity, and 88 recycled bikes and safety equipment was provided to young people from disadvantaged backgrounds across the area. Details on the projects can be viewed here: Supporting families experiencing poverty - Sport in Moray The team continued to make progress with the care experienced target group, with an increase from 67 to 78 young people involved in the programme across 2024/25. The team completed ‘the Promise’ network training in November 2024 and supported an alternative curriculum project at Mortlach Primary. The project involved Karate Academy Scotland delivering sessions to a small group of care experienced pupils, increasing their confidence to engage with community sport sessions. There were also four young leaders from a care experienced background involved with delivery and this is an area for further development across the 2025/26 academic year. 17Page 252
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Volunteers, Clubs and Funding Moray Active Schools 2022/23 2023/24 2024/25 Number of deliverers 454 483 609 Number of volunteers 429 456 574 Number of young leaders 148 152 204 Young leaders with ASN n/a 51 66 Care experienced young leaders n/a 4 4 Coach Education courses delivered 30 30 30 Course Education course participant numbers 350 340 356 Sport clubs with links to schools 19 30 41 Funding sourced to support projects £17,850 £13,936 £44,832 The team were able to deliver the initiatives described in the report thanks to building up a dedicated workforce. The Active Schools Coordinators regularly worked with school staff, young leaders, parent volunteers, college students, community club coaches and community volunteers to offer a range of different activities across the area. The continued rise in popularity of the young leaders programme was the main contributory factor in the increase in volunteer numbers. The partnership with UHI Moray was also successful, with ASCs providing placements in schools for the sport students. In total, 574 volunteers worked with the team across 2024-25, which equates to 94% of the coaching workforce. 18Page 253
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The reporting system distinguishes by deliverer type, and the make-up of the volunteer workforce is detailed below: • 204 Secondary Pupil Young Leaders • 135 Family Members • 80 Club Coachs • 73 Teacher • 34 Community Members • 23 further education students • 21 other School Staff • 3 Others • 1 Session Coach The team organised 30 coach education courses that were delivered locally to 356 attendees. Partnerships between the team and sport national governing bodies (NGBs) ensured that the level of training available for the sporting workforce in Moray increased. The NGBs involved with the coach education delivery included: • Scottish FA • Scottish Athletics • Scottish Handball • Scottish Golf • Basketball Scotland • Cricket Scotland • Netball Scotland The team successfully applied for £6k of funding from a TSI Moray ‘Local Action Fund’ to support the development of young leaders (YL). Part of the project committed to recruiting YLs from targeted backgrounds, including care experienced young people. The funding was used to supply hoodies to reward YLs for progress, provide training, and equipment with a focus on ASN activities. The total number of secondary pupil young leaders rose to 204 this year, increasing from 150. The stats on the young leaders included: • 66 with an additional support need • 4 assessed disabled • 8 ethnic minority • 3 from SIMD decile 1 and 2 • 4 care experienced 19Page 254
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We launched a young leader survey in March and 62 responses were received. The information in this survey will be used to guide our YL programme moving forward. Some of the key responses from the survey included: • 53% were very satisfied with the programme • 44% satisfied • In response to what they enjoyed the most, 40 responders answered, ‘training & skills development’. • In terms of personal development, 47 felt it boosted their confidence, 48 reported improved communication skills, 43 felt they learned leadership skills. The YLs were asked to share positive experiences and highlights from the programme, one of the quotes included: “Being a young leader has been brilliant. It has allowed me to learn about new sports which i have then taught to younger children. I have been able to assist less experienced young leaders and help them develop. Amanda is a brilliant leader of active schools and I feel she makes the young leader sessions more enjoyable.” – Young Leader Two of the Netball young leaders worked with the Moray Council communications team to create a profile video for the programme: https://youtube.com/shorts/ 20Page 255
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The first step on the young leaders pathway is the playmakers programme for senior primary school pupils. ASCs and school staff provide 6-weeks of training to build leadership skills in pupils, and gain experience delivering fun games to primary 1–3 pupils. Across 24/25, 650 pupils from 24 primary schools completed the training, building a base of sporting volunteers for future years. “Playmakers has had a really positive impact on our pupils. We’ve seen learners grow in confidence, step into leadership roles, and really take responsibility, all through something they enjoy – sport.” – primary school head teacher in Buckie ASG One of the main efforts to reward volunteers came via the annual Thank You Event / Recognition Awards in June. Approximately 100 volunteers attended the event, a mix of YLs, club coaches, school staff and family members. An overview of the event was shared on the Moray Council social media pages and can be viewed here: https://youtube.com/shorts/ 21Page 256
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Clubs The number of community sport clubs creating pathways with local schools via the Active Schools team increased from 30 to 41 across 2024-25. Links were created via taster sessions, regular extra- curricular activity and club representatives supporting festivals. The clubs that recorded the most links were: • Elgin City Football Club • Forres Mechanics Football Club • Moray Road Runners • Forres St Lawerence Cricket Club • Wardend Fishery • Elgin School of Taekwondo • Karate Academy Scotland • Quasar Hockey Club • Strathlene Golf Club • Moray Rugby RFC • Moravian Orienteering Club The ASCs are currently supporting the Community Sport Hub Officer and leisure team to progress the club accreditation scheme for clubs in Moray, which will become mandatory from the end of November 2025. The programme encourages best practise to be delivered across the different sports, with 31 clubs already being accredited, and a further 15 in progress. 22Page 257
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Funding The team have continued to submit funding applications to increase resources and took in £45k in the last academic year, including some funding for CSH projects. The funding has supported ASCs to cover costs of paid coaches, provide training and hoodies for young leaders programmes, purchase equipment for playmakers and other projects. The main funders have included windfarms, Moray Local Action Fund, Newbold Legacy Trust and Tescos. Our social media leads continued to create quality content to ensure the high profile of team projects. We worked with the council communications team to create short videos to support with this, the Cross Country video become the most viewed content on the council pages at that time, and has amassed over 46k views. The team Facebook page can be viewed here: Active Schools and Community Sport Moray | Elgin | Facebook 23Page 258
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Next Steps The review of 2024/25 has highlighted significant progress in some areas and steady progress in others. There are several areas identified that the team would like to develop further, these are highlighted below: • Maintain performance levels of universal statistics and aim for continued steady progress in ‘equalities, diversity and inclusion’ target areas. • The team will contribute to support the development of the ‘Moray Disability Sport Hub’ led by the Community Sport Hub Officer, which aims to improve the accessibility of sporting opportunities in the area. This will support closing the gap on the census comparison for ASN participation in Moray. • The principal officer has created a ‘Team Building & Wellbeing Calendar’ for 25/26 to develop strong partnerships and contribute towards the wellbeing of the team. The calendar includes regular opportunities for team interaction, include termly ‘connect & chat’ sessions between team members. • The male / female participation gap decreased by 1% but is still wider than the national average. A focus on developing Netball, Girls Football and Dance opportunities will be progressed by the team. A 9-event Netball festivals programme has been scheduled to take place at Gordonstoun. 24Page 259
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• To recruit new school staff as deliverers, the team are preparing to engage with schools early in the academic year to celebrate successes from the previous year and appeal for new leaders. The team will work with the education leads to plan training sessions for the ‘Newly Qualified Teachers’ (NQTs). • A ‘Responding to Challenging Behaviour’ workshop is being developed for 25/26 in response to requests via the young leaders survey and other volunteers. • The team will have input into the development of the systems-based approach to physical activity in Moray, the key strategic plan for moving forward. A transformation of the overall Sport & Leisure service is planned with a focus on demonstrating the wider impact of the service across the Council. 25Page 260
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APPENDIX 2 Moray Disability Sports Hub 1.0 What is Moray Disability Sports Hub? 1.1 Moray Disability Sports Hub is one of a number of geographic and thematic community sports hubs supported by the Community Sports Hub Development Officer in Moray. 1.2 With representation from a wide range of public sector organisations, sports clubs and disability user groups, the Moray Disability Sports Hub agreed a remit in the Autumn of 2024. 1.3 The remit articulates an inclusive vision which aims:- “to leverage the power of sport as a transformative tool and provide equitable access to the physical, psychological and social benefits that sport brings to an individual. We aim to shift the focus from seeing the disability itself to recognising and celebrating the skills, abilities, and potential of individuals with disabilities. This vision can only be realised through partnership working at all levels at a community, local and at a national level.” 1.4 Meetings of the Moray Disability Sports Hub take place approximately once every two months. 1.5 The interim chair of the Hub is Martin Mansell. Martin is the former Chair of International and British Paralympic Athletes Commission and is a 9 times Paralympic medallist and 8 times World Champion (swimming). 2.0 Why was the Hub Formed? 2.1 This vision aims to address the limited opportunities for people who have a disability in Moray. 2.2 Committee will be aware that the number of children and young people attending Moray primary and secondary schools with a recorded Additional Support Need (ASN) has increased in recent years and in 2023/24 represented 41% of the total pupil population. 2.3 This trend has implications for physical activity levels since a recent survey commissioned by Scottish Disability Sport (SDS) revealed that only 1 in 5 do a physical activity each week, yet 73% express a desire to do more. 2.3 Parent representatives who also attend Hub meetings also voiced their frustration that there is not enough opportunities for their children to take part in inclusive physical activities and sports in Moray. Page 262
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2.4 However, the good news is that a questionnaire circulated by SDS in partnership with Moray Council Community Sports Hub in the Spring of 2024 showed that local sports clubs do want to support children and young people with a range of disabilities. Neurodiversity, physical disability (ambulant and wheelchair), learning disability and hearing impaired were all categories of disabilities that Moray Sports Groups wanted to do more to support in the future. 2.5 Moreover, the network of Moray Council Active Schools Co-ordinators and the Moray UHI Active Campus Co-ordinator also provide an increasing range of disability sport and physical activity opportunities. 2.6 The Hub aims to bring both clubs and practitioners together to work collectively in realising the above vision. 3.0 Who are the Stakeholders and what is the Governance Structure? 3.1 The organisations which attend the Moray Disability Sport Hub include:- • Scottish Disability Sport • Grampian Disability Sport • Moray ASN Parent Action Group • Local Sport Clubs (including Outfit Moray & Swimable) • Active Schools • NHS Grampian • Moray Council (Education) 3.2 Cllr Bridget Mustard, Equalities Champion, also receives invites to attend Hub meetings. 3.3 Reflecting the relatively early stage in its development, it was agreed that as a short-term interim measure, the Moray Disability Sports Hub would be established as an unincorporated association which is a working group of Grampian Disability Sport. 3.4 Nevertheless, it is the intention that the Hub will eventually become an incorporated association registered with OSCR. 4.0 What are the Immediate Hub Priorities? 4.1 As agreed by the Hub, the following are the 2 immediate objectives for the Hub:- • Improve the promotion of existing inclusive sport and physical activities in Moray through the Sport in Moray and the Grampian Disability Sport websites; and Page 263
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• Develop a programme of inclusive games and sports for both children, young people and adults. All activities will be promoted as open to all and not labelled as ‘sport for the disabled’. 4.2 It should be noted that both of these objectives are inter-linked and emphasise the importance of developing a pathway from trying an activity for the first time and then having an opportunity to join a locally based club. 5.0 Key Actions Completed to Date 5.1 Supporting the realisation of the above priorities, the following key actions have been undertaken by the Hub to date; • In terms of improving the promotion of inclusive sport and physical activities in Moray, Hub members are in the process of updating a directory of existing opportunities in Moray. This will then be utilised for the website entries. • In terms of developing the capacity to eventually support the delivery of an inclusive programme of games and sports, the Hub has either delivered or is in the process of offering 3 training opportunities in partnership with Scottish Disability Sport (SDS). At the beginning of the year, a ‘Disability in Sport’ Workshop took place and was well attended by Moray sports clubs. In November, ‘Working with Autistic Participants in Sport & Physical Activity’ and ‘Inclusive PE Disability Inclusion Training’ courses will be delivered. • In terms of developing a programme of inclusive sports and games, the Hub was successful in securing grants from the Moray Local Action Fund (administered by TSI Moray) this summer. The grants with a total value of over £6k is for the purchase of equipment including Indoor Curling, Boccia, Floatsation (swimming aid) and Swordseat (seated fencing). The grant applications also secured funding for further training. 6.0 Next Steps 6.1 The Hub will aim to further progress the realisation of the above priorities as well as planning a soft launch for the Hub. Page 264
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 25 November 2025 Report by: Executive Director Education, Housing and Communities Author: Andrew Hall Contact Email: learningestate@moray.gov.uk Subject: Learning Estate Review – Status Update 1. PURPOSE ☐ For Decision ☒ For Information 1.1 The report provides an update to Committee on the status of the Learning Estate Review. 1.2 This report is submitted to the Council in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. SUMMARY 2.1 The report updates the Committee on the status of the Learning Estate review. A report to propose the future direction for the learning estate strategy will be submitted to this Committee in March 2026. 3. BACKGROUND 3.1 The Learning Estate Strategy was approved by Moray Council on 16 December 2020 (para 5 of minute refers) and updated on 28 September 2022 (para 15 of minute refers). The Strategy took account of the themes within the previous ‘Developing a Strategic Approach to the Learning Estate’, and of current and developing priorities, including the Climate Change targets, and set out how the new Learning Estate Team would manage investment in our Learning Estate over the next 10 years to deliver the strategic vision for 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, provision of life-long learning opportunities and provides the foundations for a growing and diverse sustainable economy’. 3.2 To meet these principles and determine the investment strategies in line with the Council’s 10 year capital plan the following factors are considered: • Sufficiency - School Estate and Capacity Need Page 265
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• Quality - School Condition and Suitability • Efficiency and Sustainability – Energy, Net Zero Carbon and Repair and Maintenance • Affordability 3.3 Within the Learning Estate Strategy Delivery Programme, the Estate Rationalisation project seeks to determine what form a future sustainable and affordable learning estate will take and takes account of the factors listed above. The objectives are to: • Develop a sustainable learning estate - an estate fit for long-term delivery of education and community services • Develop an affordable learning estate – and estate that delivers future financial savings and efficiencies (capital and revenue) • Ensure alignment with educational needs and outcomes - supporting high-quality learning environments able to deliver the curriculum now and in the future • Support wider shared and community use and benefit To support evidence gathering the Learning Estate team undertook an extensive stakeholder engagement exercise on the future of the Moray Learning Estate covering each of the 8 Associated School Groups (ASGs) which completed in June this year. 3.4 The stakeholder engagement exercises took the form of briefings and Q&A sessions with elected members, community groups and representatives and school staff, drop-in community information events, online surveys and stakeholder workshops; all supported with the online sharing of data and information relevant to the learning estate conducted. The engagement phases were on an ASG-by-ASG basis with a 3 month engagement period assigned for each area. There was one exception to this with both the Elgin Academy and Elgin High School (HS) areas treated as ‘single’ review area – a decision taken due to the significant number of children and young people that move across the catchment area for the schools in the town. 3.5 While the ASG-by ASG engagements was in progress, this Committee, on 17 September 2024 (para 8 of minute refers), agreed to establish a Short Life Working Group to consider the strategic issues surrounding the learning estate and to consider the development of learning estate rationalisation which would report back on options to accelerate options to rationalise the Learning Estate and bring earlier benefit to aid the Councils budget position. In a follow up report to this Committee on 18 February 2025 (para 15 of minute refers) it was agreed to proceed without acceleration of the planned approach given that planned Learning Estate Strategy was a vital contributor to the medium term revenue and capital positions and its success in establishing a sound foundation for the future learning estate should be uninhibited by any acceleration. 3.6 It was planned that following ASG engagement a Review Report would be submitted to this November Committee to consider the future direction of the Learning Estate Strategy, however, the wait for the delivery of additional supporting information to inform the review, including an independent review of the school roll forecasting methodology, together with the diversion of team resource capacity to support Future Forres Academy and Future Buckie HS projects over recent months this has not been possible. The Learning Estate Review Report is now planned to be submitted to this Committee in March 2026, which is the next scheduled routine meeting. 4. CONTEXT AND DRIVERS Page 266
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4.1 Currently the Moray Learning Estate consists of: • 8 Secondary Schools; • 44 Primary Schools; and, • 63 Early Learning Centres - 24 are local authority managed (23 are in within Council settings with the exception being Lady Cathcart) and 39 partner provided (14 of these are tenants within school grounds or community buildings (with the exception of VIP) Determination of School Capacity – Primary Schools 4.2 The methodology for determination of Primary and Secondary School Capacity and General Purpose Spaces for 2023/24 was adjusted in February 2024 to better align with Scottish Government’s 2014 Determining Primary School Capacity guidance and provide a more accurate indicator of current and future school capacities for planning. The consequence was that the number of ‘surplus’ primary school places across Moray appears to fall from 9968 to 9797; whereas it provides a more accurate dataset to support future capacity and utilisation analysis. Determining School Capacity - Secondary Schools 4.3 The methodology for determination of Secondary School capacities in Moray follows a formula developed across several Scottish local authorities and is based on space standards, use of specific rooms and maximum class sizes. The determination is further complicated as: the number of pupils in each year group changes each year; pupils make different subject choices each year; and each subject area requires different and specific space (eg science v social subjects). Due to these timetable and curriculum factors, the difference between physical capacity and working capacity of a secondary school building is significant. 4.4 The impact of factors used to determine the number of usable spaces in a secondary school is dated and does not fully reflect the current curriculum. The Learning Estate team have undertaken a review of the methodology, in collaboration with the Council’s Northern Alliance partners, and wider Association of Directors of Education Scotland Network, to better inform our secondary school capacity calculations. In addition, external consultants have conducted analysis of the current timetabling and teaching space utilisation to determine future design improvements, effective space utilisation and better ‘ways of working’. This has been used to inform the new space requirements for the future school projects at Forres, Elgin and Buckie. The cost benefits of this are evidenced with a reduction in 3149m2 in gross internal floor area for the new Forres Academy design when compared with the existing school. An application of this same approach methodology to existing secondary school buildings could release significant space to be used for other purposes, although to optimise the future use of this space will likely require funding to support adaptation works. Determining School Capacity – Additional Support Needs 4.5 Additional Support Needs (ASN) provision is provided within mainstream schools in Moray. Ten primary schools and all secondary schools have enhanced provisions to support exceptional support needs. Capacity for ASN provision is not currently detailed within Moray schools capacity reporting. There is no national guidance on how to calculate this; however, there are Scottish Negotiating Committee for Teachers (SNCT) recommendations on the number of children and young people in a class outlined in Annex 2.9 of the SNCT Handbook and is dependent on specific needs. Page 267
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4.6 An increasing number of Moray’s schools use ‘surplus’ classroom and GP spaces to support their Support for Learning and ASN space requirements. The spaces are used for example for nurture spaces to support regulation, or as additional enhanced provision spaces. It is assumed that most of this capacity would be difficult to recover for mainstream use but this status is not currently identified within the existing determination of either Primary or Secondary school capacity and it is recommended that it is in future. Moray Demographics 4.7 Moray currently has a higher population aged over 45 years when compared to Scotland which has a long term impact on area birth rates.in the Graph 1 below. The Moray population is forecast to fall over the next 20 years by around 0.25% per year. In the same time frame the total fertility rate is expected to remain around 1.50 (anything below 2 indicates a falling population). This is demonstrated by the annual birth rate in Moray that has shown a significant year-on-year decline since detailed Community Health Index data was made available several years ago. Graph 1 demonstrates the falling birth rate impact on new P1 numbers over the last 5 years and the impact for the next 4 years; a downward trend that is not expected to change. Graph 1: Primary 1 intake actual and forecast between 2020 and 2030 School Roll Forecasts 4.8 The current planning capacity for the primary school estate is 9797. The September 2025 school census data identified 6632 primary children in schools in Moray (in 2021 this was 6889) and therefore, in theory, there are 3165 surplus primary school places. This gives an average occupancy across the Moray Estate of 68%. The primary school roll is forecast to further decrease to 6315 in 2032 (65% average occupancy). There are variations across the 8 Associated School Groups (ASG) with some areas forecasting an increase in primary school children, by nearly 14% (Elgin HS ASG) and others have a declining primary school roll of 10% (Lossiemouth ASG), over the next 6 years. Other factors will impact the overall surplus capacity that can be incorporated into future operational planning including the increasing ASN space provision and utilisation referenced earlier in this report. Page 268
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4.9 The same September 2024 census reported the planning capacity for the secondary school estate is now 6658. There are currently 5478 young people in secondary schools (5328 in 2021) and therefore in theory there are 1180 surplus spaces. This gives an average occupancy of 82% (81% in 2023). The most recent forecast information indicates that the secondary school population will plateau at 5590 in 2028 but then fall to just over 5000 in 2032. It is anticipated that it will continue to trend down with the impact from the primary school population fall impacting secondary school populations. Again, there are variations across the 8 ASGs from a forecast increase of 7% at Speyside HS (2023 forecast – a decrease of < 2%) and 4.5% at Elgin HS (2023 – forecast increase of 11%) to decreases of over 6% at Elgin Academy (2023 – forecast 4%) and 6% at Milnes HS (2023 - <2%) over the next 7 years. An initial summary of the school roll forecast data based on the September 2025 census is at Appendix 1. 4.10 The housing build output rate is one factor that influences school rolls and it did decline across Moray during and after the COVID pandemic. Although the future forecast appears to show a recovery to pre-pandemic levels it is uncertain given several factors that influence it including the cost of construction, availability of skilled labour, both locally and nationally, and the increases and current uncertainty with residential mortgage rates and therefore housing demand whether this is sustainable. 4.11 There are currently 11 primary schools in Moray operating with capacities below 50% working capacity and forecasts indicate this number will rise to 12 primary schools over the next 5 years with a further 5 schools between 51%-55% (39% of all primary schools in Moray) 4.12 A key factor in managing current and future school roll capacity continues to be out of catchment placing requests. The September 2025 census identifies 32% of primary pupils (excluding denominational schools) and 10% of secondary pupils attending a school outwith of their catchment area. At the individual school level, 13 (2023 – 12) primary schools have between 30-50% of pupils from out of catchment and 6 (2023- 4) schools have over 50% with one school operating with nearly 83% of children from out of catchment. Details on the 2025 census out of catchment numbers is set out on a school- by-school basis at Appendix 2. Building Condition 4.13 Building condition is concerned with the current state of the fabric of the school and with safety and security. Condition has a direct impact on what goes on in the school. Schools in good condition – irrespective of age or design – signal to all users (pupils, teachers, staff and community) that learning is a values activity, that the learning environment is a priority and often gives that all important ‘feel good’ factor. 4.14 The Property Asset Management team completed Core Condition survey updates for all schools in Jul 2025. They were undertaken in line with the Scottish Government Condition Core Fact assessment methodology which considers a range of components and elements from the structural frame, mechanical and electrical equipment, through to the décor. Each component is considered separately and an overall rating is determined that ranges from: A: Good Performing well and operating efficiently B: Satisfactory Performing adequately but showing minor deterioration C: Poor Showing major defects and/or not operating adequately D: Bad Economic life expired and/or risk failure Page 269
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A comparison of the previous and latest overall condition ratings for schools in Moray is set out in the Table 1 below and the current overall school condition data is at Appendix 3. No of Schools A Condition B Condition C Condition D Condition 2025 52 1 20 29 2 Pre 2024 53 5 16 30 2 Table 1: School Condition Ratings (2024 & 2025) Building Suitability 4.15 Suitability assesses the usability of the school building and how the internal space and layout of a building help support learning and teaching. 4.16 The assessment of suitability covers a wide range of aspects in relation to learning and teaching, community use and health promotion. It considers the following physical issues: • Internal environment (temperature, ventilation, lighting, finish, cleanliness etc.); • The size, flexibility, accessibility and number of different types of accommodation; • Location of spaces; and • Fittings and fixed furniture 4.17 Suitability assessments are undertaken in line with the Scottish Government Suitability Core Facts guidance that assesses each school against an A to D category, with: A: Performing well and operating efficiently; B: Performing well but with minor problems; C: Showing major problems and/or not operating optimally; and D: Does not support the delivery of services to children and communities A summary of suitability ratings across Moray schools is set out in Table 2 below. No of Schools A Suitability B Suitability C Suitability D Suitability 2025 52 32 19 0 0 Pre 2024 53 39 14 0 0 Table 2: School Overall Suitability Assessments (2024 & 2025) A majority (28) of these suitability assessments are now more than 5 years old and new cycle of surveys is planned over the next 12 months to update these and maintain a cycle of surveys so that in future no suitability assessments are more than 5 years old (a requirement set out in Scottish Government guidance). Net Zero Carbon 4.18 The Learning Estate is acknowledged as a major contributor of carbon through inefficient energy buildings and use of fossil fuel heating sources. The programme is committed to meeting the Council targets for next zero through the adoption of a ‘fabric-first’ approach together with a phased replacement of fossil fuel heating sources. Page 270
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4.19 To understand the ‘fabric-first’ requirements 5 primary schools (Cullen, Kinloss, Pilmuir, West End and Burghead) were selected as building architypes. The technical approach adopted to do this was Informed Enerphit Retrofit Analysis which has been successfully used by other local authorities in Scotland to benchmark their assets, including schools, for net zero carbon interventions. 4.20 Cullen Primary School is an in progress pilot project that combines B condition upgrade and Enerphit retrofit building efficiency works packages. Phase 1 is the ‘fabric’ first elements of the upgrade and is set to complete in Feb 2026. Phase 2 to will address the mechanical, electrical and plumbing element and is set to commence in Apr 2026 and complete. Investment decisions for other upgrade designs will benefit from the approach adopted for Cullen and may also qualify for future external net zero/energy efficiency funding sources too. Although the approach does incur additional cost against other options recent changes, and expected future changes, to the building technical handbook are narrowing the gap between what can and must be consider in public sector building design. Affordability 4.21 The 2024-2034 ten year capital plan identified an indicative requirement of £398m to deliver new build/major refurbishment projects (Forres, Academy, Elgin HS extension and Buckie HS), BB Condition/Suitability upgrade and refurbishment and repair and maintenance projects (with a specific budget of £100m over the 10 year period). The Council, at the 21 January 2025 meeting, agreed a revised 2025-2035 Capital Plan (para 7 of minute refers) accepting an overall reduction of £66m (in additional to the impact of the £196m a slippage cap in the 2024-2034 capital plan) to support the Learning Estate Strategy Delivery Programme over the next 10 years, with a £32.2m reduction within the first 3 years of this plan. It acknowledged that a further significant capital investment in the BB Condition/Suitability upgrade projects would be required for a further 5 years (out to 2040) to meet the upgrade . Estate Transformation 4.22 With the current and expected future under-utilisation of some areas of the Learning Estate, there is an onus on the programme to ensure the best use of the existing assets and to review opportunities for shared use and multitenancy models in the future that could provide revenue savings or income generation and offset the cost of ownership of the learning estate assets. 4.23 Due to resourcing constraints, this programme theme has not been progressed beyond initial meetings with other Council services and partner organisations. With proposed additional resource there would be a renewed focus and effort over the next 12 months in this area in order to inform any future repurposing and refurbishment activity so that it considers the creation of adaptable and flexible spaces within some schools together with delivery of shared access security models. 5. PROCESS AND METHODOLOGY 5.1 An ASG-by-ASG level engagement kicked off in September 2023 and completed in June 2025. Although there were some minor improvements adopted for later ASG level engagement, based on lessons learned from earlier events and focused on encouraging wider young person engagement, the process and methodology employed was consistent across the 8 ASG areas. Page 271
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5.2 The format of the engagement in each ASG was as follows: Phase 1: a. ASG Ward Members Information Briefing b. ASG Parents/Carer and Community Groups Information Briefing Session c. ASG Head Teachers Information Briefing Session d. ASG Public Information Session – Drop In e. Secondary School Pupils Information Session (not Forres Academy or Buckie High School) f. Public Online Survey – open for up to 6 weeks g. Primary School Surveys Phase 1 was supported by an online information portal to support shared understanding of the current Learning Estate status across numerous themes (e.g. school rolls, building condition and costs of ownership and repair and maintenance and out of catchment). A minimum period of 4 weeks was set aside to review survey results and undertake initial survey analysis to determine themes to take into Phase 2 workshops. Phase 2: a. ASG Community Forum Workshop (Ward members invited) b. ASG Head Teachers’ Workshop It should be noted that the Phase 2 workshops did not complete during the combined Elgin ASGs engagement due to a lack of interest from across the stakeholder groups to be involved. Consideration will be given to undertake the Phase 2 activity in the future with next steps planning. Survey 5.3 The survey used to gather stakeholder feedback adopted best practise from other Scottish local authorities who had or were undertaking similar reviews of their respective Learning Estates. The survey initially requested “About You” information to support demographic analysis. Some of the questions were conditional on a response (e.g. Pupil response prompted which school they attended query). The demographic data collected included: • What capacity are you completing Age range • Gender • Parent or Carer of child/young person attending Pre-school, Primary or Secondary • Which Primary and/or Secondary school • Pupil at a secondary school – which year group • Use of Additional Support Needs • Attendance In Catchment of Out of Catchment School • Work in school – in what capacity • Parent/Carer of an ASN pupil The survey allowed contributors to submit a response in more than one capacity e.g. teacher at one school who is a parent at another. Page 272
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5.4 The Likert scale survey employed during the public engagement used a 5 point scale of responses to a statement that ranged from Strongly Agree to Strongly Disagree to determine a measure of attitudes, opinions and perceptions related to the Moray Learning Estate. The statements were grouped under the following themes: • Need for School Review (Capacity and Utilisation now and future, building condition and suitability and impacts on quality of learning, health and wellbeing and workload of staff) • Sustainability and Affordability • Accessibility • Travel (Time and Distance acceptable to travel to school for primary and secondary pupils) • Shared use (options to use school building for other purposes during and outside the school day) • Energy Efficiency (Investment in NZC and energy efficiency building upgrades) These align with the factors considered key to delivery of a sustainable and affordable Moray Learning Estate which are: school roll projections; catchment areas; schools in communities; building condition and suitability; the learning experience; affordability (capital and revenue); management of schools and clusters of schools; additional support needs strategy; and, early years strategy 5.5 Within each themed section there were additional free text boxes to allow contributors to add context narrative to their survey statement responses. Early Analysis and Insight 5.6 The online survey was completed by 2091 across Moray with the following demographic breakdown: Survey Demographics: Ages of Participants Age Group Number % Under 16 320 15.3% 16-24 158 7.6% 25-34 208 9.9% 35-44 442 21.1% 45-54 287 13.7% 55-64 149 7.1% 65-74 60 2.9% 75+ 11 0.5% Prefer not to say1 24 1.1% Not known 432 20.7% TOTAL 2,091 Gender Number % Male 416 19.9% Female 1189 56.9% Prefer not to say 54 2.6% Not known 432 20.7% TOTAL 2,091 Page 273
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Parent No % Yes 1169 55.9% No 922 44.1% TOTAL 2,091 ASN* No % Yes 214 26.9% No 581 73.1% TOTAL 795 Participants with children in Schools/Pre-School Settings Number % Pre-school 88 7.6% Primary 410 35.4% Secondary 277 23.9% Pre-school, Primary & Secondary 20 1.7% Pre-school & Primary 103 8.9% Pre-school & Secondary 7 0.6% Primary & Secondary 253 21.8% TOTAL 1,158 *this data was not collected after the Forres ASG engagement Work in School Number % Yes 406 19.9% No 1632 80.1% TOTAL 2,038 Role in School Number % Clerical/Facilities/Other Support Staff 44 11.7% Teacher 104 27.7% Personal Support Assistant(PSA)/Classroom Assistant 86 22.9% Principal Teacher/Depute/Head Teacher 77 20.5% Other (please specify) 65 17.3% TOTAL 376 Emerging Themes 5.7 The survey data supported by the engagement session outputs identified a number of key themes. These will be analysed and interpreted in detail within the March 2026 Review Report; however these can be shared at the high level as: Need for Specific School Review In responding to the statements related to when there is a requirement to consider the future of a specific school or schools the majority of survey responses supported this in the case of a school roll falling below a specific number (15 was referenced as aligned with current Education policy for operational review and potential decision to mothball a school while its long term future is determined), the utilisation of teaching spaces falling below 50% or increasing in excess of 90% of the working capacity or if there were significant detrimental changes in condition and suitability of the school buildings. Sustainability and Affordability The survey statements on sustainability and affordability focused on what should be the minimum utilisation in a primary school building to consider a school sustainable. Table 3 shows that the majority of response were in favour of a school operating between 50-70% - although there were differences between ASGs with those with a greater number of rural primary schools more supportive of a lower utilisation %. Page 274
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ASG 50% 60% 70% 80% 90% Buckie 49% 18% 17% 9% 6% Elgin 35% 22% 23% 16% 4% Forres 28% 31% 41% 0% 0% Keith 46% 15% 18% 14% 8% Lossiemouth 30% 19% 29% 14% 9% Milne's 40% 19% 21% 12% 8% Speyside 62% 14% 11% 7% 5% OVERALL 40.7% 19.4% 22.6% 10.7% 6.5% Table 3 – Minimum utilisation for a sustainable school (ASG and Overall) The ASG level supporting information data shared during engagement provided indicative costs of upgrading and/or maintaining each school together with, to provide a comparison across schools of different sizes and school rolls, a £ per pupil and £ per m2 cost metric. (reproduced at Appendix 4). This data was to support responses to the survey statement “do you think it is fair and equitable that the same amount of money be spent to educate every Moray pupil, regardless of which school they attend” which elicited the responses at Table 4. 50% (1116) of survey responses addressed this question. ASG YES NO Buckie 68% 32% Elgin 75% 25% Keith 65% 35% Lossiemouth 78% 22% Milne's 70% 30% Speyside 53% 47% OVERALL 69.4% 30.6% Note: Statement added to survey after Forres ASG engagement Table 4: Survey Response - Fair and Equitable Investment 50% (1116) of survey responses addressed this question. There was a range difference across the ASGs which will be explored during the more detailed analysis, although initial analysis show that some recurring reasons for responding ‘No’ were that “different pupils had different needs” (with reference to different ASN requirements at different schools), “impact of school size and location”, “need to invest to address school with lower attainment levels than others” and a “lower building condition grade starting point” . Building Condition The majority or survey responses agreed or strongly agreed that the condition of our school buildings negatively impacted on the quality of learning, levels of attainment, social and emotional wellbeing of learners and staff and workload of staff. However, the affordability challenge to the Council in improving and maintaining school buildings was acknowledged throughout all stages of the engagement with broad agreement that having fewer buildings in a better condition was preferred to having a greater number of school buildings in a poor or bad condition. Notwithstanding that acknowledgement, it was difficult to garner Page 275
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consensus on how to rationalise the number of future school buildings to achieve this and there is, as was expected, a level of support for schools by those who have used, do use or will use in the future. Attendance at Out of Catchment As discussed earlier in this report a key factor in managing current and future school roll capacity is current and potential pupils attending out of catchment schools with the September 2025 census identifying 32% of primary pupils (excluding denominational schools) and 10% of secondary pupils attending a school outwith of their catchment area. The survey asked why out of catchment school placing requests had been made and the results are shown in Table 5. Not in Catchment – Reasons Number % Academic success 65 25.6% Before/after school childcare 39 15.4% Behaviour/socialisation 58 22.8% Curricular offer 35 13.8% Extra-curricular offer 11 4.3% School reputation 121 47.6% Friends/family also attend 63 24.8% Location/travel arrangements 64 25.2% School caters for specific physical need 8 3.1% School caters for a specific non-physical need 18 7.1% School staff 62 24.4% Other (please specify) 85 33.5% TOTAL 629 Table 5: Survey Response – Out of Catchment School Reasons In terms of the ‘other category’ reasons stated were: • Continuity - Some parents/carers had moved house out of catchment and, where their children had already started at a school they did not wish them to change • School Size – A number of parents/carers indicated that they had a preference for a smaller school with the believe that this would ensure smaller class sizes and more intimate school environment that would better support their children’s need • Educational Support – Some parents/carers reported that the level of ASN and Support for Learning was a factor in selecting an out of catchment school School Travel Times The distance between schools and by inference the time taken to travel to and from then varied across the 8 ASGs, with a greater proportion of children in remote rural schools living outside of the 2 or 3 mile distance that entitled them to school transport whereas there were some other rural village schools where most pupils were within easy walking distance. The survey results indicated that for the majority of respondees (90% of a total of 1205 responses) the acceptable travel times for primary school pupils was less than 30min and for secondary it was 50% supportive of less than 30min but 295 up to 45minutes (from 1295 Page 276
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responses). Applying these timings to school transport this could equate to up to 12- 15miles although this of course is dependent on road conditions and numbers of pick-ups. Shared use (Options to use school building for other purposes during and outwith the school day) The opportunity to utilise surplus capacity in existing schools for shared use avoids the challenges of a school closure and provides revenue generating opportunities from leases and cost saving options if the Council can divest itself of other building assets and is therefore an considered an area worthy of further investigation as part of the Learning Estate review. The survey included several statements to determine the level of support for this initiative. A majority of responses that agreed or strongly agreed that where there is surplus space in school buildings this could be used by council or partner services (58% of 1293 or communities ( 62% of 1293) although only 18% agreed or strongly agreed that council or partnering services and 16% of community use could be during and outwith the school day for primary schools and 46% and 31% for secondary schools. The minority support for use of schools during the school day was explored further in the Phase 2 Forum Workshops which identified a misconception that this would see the mixing of school and non-school users and a concern over duty of care and safety concerns whereas most shared use initiatives would see physically separate spaces within the same building and space around it (e.g. separate entrances) although to achieve the educational benefits of inter-generational interactions may see a relaxing of this separation for specific users with the agreement of education users (e.g. a community café in a shared school space). 5.8 Throughout Phase 1 and Phase 2 ASG engagement there was an acknowledgement that rationalisation of the future Learning Estate was required to ensure that it was affordable, sustainable and fit for purpose to deliver the educational curriculum equitably all of Moray. Most of the survey respondees agreed that fewer school building in better condition (A or B grade) is preferred to having a greater number of schools in a poor condition (C or D). However, the merger and closure of schools was clearly an issue that had mixed responses dependent on the existing, past or future school user. 5.9 The Community and Focus Group were briefed on the survey initial data analysis prior to splitting into workshop groups to address to tasks. This activity used a Six Thinking Hats technique to support group discussion and individual thinking, encouraging parallel thinking by having participants adopt different perspectives—represented by metaphorical "hats"— to explore and solve a problem. These tasks were: 1: How do we make our Learning Estate affordable and sustainable? 2: (Based in Q1) Prioritise at least 2 options from Task 1 and define the advantages and disadvantages. 5.10 The responses to Task 1 was broadly consistent across the ASGs with the following options proposed: • Consider mothballing/closure/merger of schools with low pupil numbers and/or significant upgrade and maintenance costs; • Co-location of primary schools in secondary schools; Page 277
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• Improve energy efficiency of school buildings; • Improve digital connectivity to support education and non-educational use; • Explore shared use opportunities and increase community access and use – e.g. single shared school/community library, rural office space, point of use holistic community services delivery; • Address reasons for out of catchment decisions to ensure that catchment school is preferred choice; • Review school catchment and ASG boundaries; • Increase vocational training opportunities with investment from local business to offset costs; and • Increase outdoor learning spaces 5.11 The priorities identified for Task 2 were also consistent across the ASGs and focused on options for mothballing, closure and merger and shared building use. The reduction in the number of school buildings was acknowledged as a justified consideration for the future learning estate strategy although the expectation is that any progression on these options will involve future engagement and consultation. Any closure should only be the final option after all other ones had been considered and the rationale for any this type of decision should be open, transparent and consistent across all ASGs. Although some schools were specifically discussed with a view to closure or merger these are not shared in this report as it would be inappropriate to do so at this stage without more detailed consideration and expectation of future engagement and consultation with all stakeholders. This area of change will be a key area of focus for the final Learning Estate Review report next year. 6. NEXT STEPS 6.1 Priority over the next 4 months is to progress and complete tasks to support the drafting of the final Learning Estate Review report for submission to this Committee in Mar 2026. These tasks include: • Further and more detailed analysis of the survey data and workshop outputs; • Annual review of Primary School capacity – incorporating a consideration for existing and future ASN use of mainstream teaching space; • Annual review of future capital spending requirements and affordability over short (3 years), medium (out to 5 years) and long term (5-10 years); and, • Further engagement with non-education school buildings potential future users 7. SUMMARY OF IMPLICATIONS 7.1 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 ✓ Page 278
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Property ✓ Information Communications Technology/Digital ✓ Equalities. Social Inclusion and Economic Impact ✓ Climate Change and Biodiversity Impact ✓ ✓ 7.2 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 7.3 Policy and Legal The Schools (Consultation) (Scotland) Act 2010 sets out the legal requirements for consultation on any significant changes to schools such as closures, relocations or changes to operation. The legislation seeks to ensure a transparent, accountable and consistent consultation across Scotland. Critical to future rationalisation proposals for the existing Learning Estate is that following school closure consultations that although Council can approve a school closure the Scottish Government ministerial oversight of the decision and can choose to ‘call in’ a decision within a designated period and can intervene in the decision if it is deemed to have failed to comply with the Act or overlooks key considerations. It introduced the presumption against the closure of rural schools and in these cases requiring local authorities to consider all viable alternatives to closure, assess the educational, social and economic impact of closure. The 2014 amendment to the 2010 Act introduced through Part 15 of the Children and Young People (Scotland) Act 2014, made several significant changes aimed at strengthening the consultation process, particularly around school closures—with a strong focus on rural schools. Key changes included: • A 5 year moratorium on re-consultation on a school closure; • Financial information requirements ensuring transparency about costs and savings • Requirement to respond to alleged inaccuracies or omissions in proposal papers, improving accountability and accuracy; • Stronger protection for rural schools with clarification on the presumption against closure of rural schools and introduced more specific criteria for assessing such proposals that include community impact and additional pupil travel implications; Page 279
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• Changes to Ministerial Call-In process with adjusted timescales and extended the role of Education Scotland, which now provides advice to Scottish Ministers and the newly established School Closure Review Panels; and, • Establishment of School Closure Review Panels that now determine closure cases that have been called in by Scottish Ministers, adding an independent layer of scrutiny of local decisions. All future significant changes proposed for the Learning Estate will need to follow the legal requirements set out in the 2010 Act and its 2014 amendment. 7.4 Financial There are no financial implications arising directly from this report. The Learning Estate Strategy will support a planned and prioritised approach to investment in our learning estate, and a realistic assessment of the costs of meeting the objectives set out in the national learning estate strategy. 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 7.5 Risk There are no risk implications arising directly from this report. 7.6 Staffing There are no staffing implications arising directly from this report. 7.7 Best Value and Transformation There are no best value or transformation implications arising directly from this report. 7.8 Property Property issues have been covered in the main body of the report. 7.9 Information Communications/Technology/Digital There are no information communications/technology/digital impacts arising directly from this report. 7.10 Equalities, Social Inclusion and Economic Impact The quality of the learning environment can impact on learning and attainment by as much as 16%. The condition and suitability of our learning estate and capacity challenges Page 280
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associated with both growth and population decline in some areas give rise to unequal opportunity across Moray. The Learning Estate Strategy seeks to address this by setting out a vision that all Learning Estate buildings in Moray meet minimum standards and are fit for purpose. Equality impact assessments will be carried out as appropriate during the implementation of the strategy in order to ensure that the benefits are distributed fairly and impacts on groups protected under the Equality Act 2010 are identified and, where reasonably possible, mitigated. 7.11 Climate Change and Biodiversity Impacts The Learning Estate Strategy highlights the net zero targets as a key factor in the development of ASG level investment plans and individual project business cases. 8. CONSULTATION 8.1 This report has been prepared in consultation with Chair and Vice-Chair of ECLS Committee; Head of Education; Head of Housing, Property and Communities; Service Manager Business Support; and, Caroline O’Connor, Committee Services Officer and any feedback incorporated. 9. BACKGROUND PAPERS 9.1 None Page 281
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APPENDIX 1 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 PRIMARY TOTALS BY ASG Buckie ASG 1061 1060 1023 1005 999 992 971 969 969 992 994 996 Elgin Academy ASG 1193 1215 1194 1216 1208 1186 1169 1143 1124 1120 1124 1109 Elgin High ASG 1080 1072 1043 1019 1037 1056 1032 991 994 991 1001 994 Forres ASG 1169 1112 1103 1077 1101 1117 1086 1078 1097 1096 1107 1105 Keith ASG 514 503 503 505 499 511 504 489 482 489 482 474 Lossiemouth ASG 879 869 835 846 845 836 824 795 777 765 742 726 Milne's ASG 526 537 531 511 498 516 515 535 517 516 512 504 Speyside ASG 467 456 445 443 446 448 453 437 430 422 418 408 Totals 6889 6824 6677 6622 6632 6661 6553 6438 6389 6390 6380 6315 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 SECONDARY TOTALS BY ASG Buckie ASG 846 837 826 811 819 810 833 845 853 827 829 832 Elgin Academy ASG 1031 1028 1069 1074 1074 1096 1086 1082 1072 1050 1021 1005 Elgin High ASG 796 831 842 855 826 819 835 863 858 871 873 881 Forres ASG 835 851 821 873 845 836 874 878 870 881 881 888 Keith ASG 397 377 370 372 377 374 380 386 388 380 383 387 Lossiemouth ASG 569 617 658 656 680 691 688 690 678 676 677 670 Milne's ASG 429 445 477 469 498 495 509 482 479 464 460 466 Speyside ASG 425 402 395 378 359 358 351 365 375 385 385 384 Totals 5328 5388 5458 5488 5478 5478 5556 5590 5572 5533 5509 5513 2021 2022 2023 2024 2025 2026 2027 2028 2029 2030 2031 2032 MORAY TOTAL 12217 12212 12135 12110 12110 12139 12109 12028 11961 11923 11890 11828 Actual Forecast Actual Forecast Actual Forecast Page 282
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APPENDIX 2 Primary and Secondary Out of Catchment (September 2025) PRIMARY SECONDARY PRIMARY % of Pupils from outside Catchment Area Logie 82.6% Anderson's 70.7% Alves 67.0% Applegrove 64.6% Mosstowie 55.2% New Elgin 51.0% St Gerardine 47.9% Craigellachie 47.2% Linkwood 40.7% Portgordon 37.8% East End 37.3% Newmill 35.9% Seafield 35.8% West End 35.4% Dyke 35.3% Dallas 34.4% Millbank 32.6% Hythehill 31.7% Milne's 30.7% Portessie 28.2% Aberlour 27.8% Bishopmill 25.5% Hopeman 24.5% Mosstodloch 23.7% Botriphnie 22.7% Rothiemay 22.2% Cluny 22.0% Rothes 21.4% Cullen 21.1% Findochty 21.0% Greenwards 19.4% Pilmuir 16.8% Keith 14.8% Kinloss 12.7% Mortlach 11.4% Lhanbryde 9.0% Knockando 8.3% Burghead 8.1% Portknockie 6.4% Tomintoul 3.7% Glenlivet 0.0% PRIMARY 32.2% SECONDARY Number of Pupils from outside Catchment Area % of Pupils from outside Catchment Area Buckie High 11 1.4% Elgin Academy 237 21.9% Elgin High 133 16.3% Forres Academy 15 1.7% Keith Grammar 20 5.7% Lossiemouth High 32 5.0% Milne's High 96 19.6% Speyside High 9 2.5% Number of Pupils from outside Catchment Area 553 10.3% Page 283
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APPENDIX 3 School Building Condition Category (as per Scottish Government guidance) Name ASG GIA m2 Report Date Roofs Floors & Stairs Ceilings Ext. W alls, W indows & Doors Int. W alls & Doors Sanitary Services Mechanical Electrical Decoration Fixed Int. Facilities, Furniture & Fitting External Areas Outdoor Sports Facilities & Permanent 15% 7% 1% 20% 7% 5% 14% 11% 2% 5% 10% 3% Alves Primary School Forres 990 May-22 D D C D C B C C C B D C 39.50 D Forres Academy Forres 15,275 Oct-21 D D D D D D B C C C C C 39.75 D Cullen Primary School Buckie 1,259 Jun-22 C C C D B C D C C C D B 41.50 C Buckie High School Buckie 13,445 May-25 D D C C C D D C C B C B 41.75 C Dyke Primary School Forres 712 Oct-21 C C C D C A D C B B C B 46.50 C Mosstodloch Primary School Milnes 1,695 Feb-23 C C B D C D C C C C B B 47.25 C Knockando Primary School Speyside 660 Jun-24 D C C D B B C C C C B B 47.50 C Portgordon Primary School Buckie 900 Sep-22 C C C C C B D C C B C NA 48.97 C Logie Primary School Forres 490 Oct-21 D C B C B C C C D B C B 49.75 C Bishopmill Primary School Elgin Ac 2,659 Aug-23 C B C C C C C C C D C C 50.50 C Aberlour Primary School Speyside 1,553 Feb-24 D C B C C C C B C B C NA 50.52 C Hopeman Primary School Lossiemouth 1,734 Dec-24 D B B C C C C B C C C NA 51.03 C St Thomas Primary School Keith 732 Jan-24 D B B C B C C C C B C NA 51.29 C St Sylvesters Primary School Elgin Ac 1,131 Jun-23 B C B C B B C D C C D B 52.50 C Burghead Primary School & Public LibraryLossiemouth 1,272 May-23 C C B C C C C C C C B NA 52.84 C Mortlach Primary School Speyside 1,635 Feb-24 D C B B C C C C C B C NA 52.84 C Rothes Primary School Speyside 1,449 Sep-24 C B C C C B C C C C C NA 53.09 C Glenlivet Primary School Speyside 354 May-24 C C B C B B C C C C C NA 53.35 C St Peters Primary School Buckie 1,052 Dec-22 C B C C C B D C C B B NA 53.35 C West End Primary School Elgin Ac 1,452 Jul-23 C C B C C C C B C C C B 53.75 C Rothiemay Primary School Keith 573 Sep-23 C B B C C B C C C C C B 54.00 C Botriphnie Primary School Keith 287 Aug-23 C C B C B B C C C B C NA 54.64 C Milnes High School Milnes 9,136 Jul-24 B B B D C C B C B C C B 55.50 C Portessie Primary School Buckie 1,206 Aug-22 C C B C C B C B C B C B 56.25 C Craigellachie Primary School Speyside 429 Mar-24 B B B C C C C C C C C B 56.50 C Kinloss Primary School Forres 2,929 Mar-22 C C B B B C C C C B D B 56.50 C Findochty Primary School Buckie 1,554 Jul-22 C C B C B B C B C B C C 57.25 C East End Primary School Elgin Ac 2,833 Apr-23 C C B C B C B B C B D B 57.75 C Speyside High School Speyside 8,278 Apr-24 B B B D D B B B C B C B 58.50 C Tomintoul Primary School & Public LibrarySpeyside 970 Sep-24 D B C B B B B C C C C NA 59.79 C Cluny Primary School Buckie 2,355 Apr-22 C C B C C B B A C B D B 60.00 C Keith Grammar School Keith 9,415 Jan-24 C C B C B B B B C C C B 60.25 B Mosstowie Primary School Elgin High 523 Apr-23 C B B B B B D C D B B B 60.50 B Portknockie Primary School Buckie 923 Oct-22 B C C B C B C C C C C B 60.75 B New Elgin Primary School Elgin High 3,339 Jan-23 C B C C B B B B C C C B 61.75 B Pilmuir Primary School Forres 1,370 Mar-22 C C B C B B B B C C B B 62.75 B Dallas Primary School Forres 283 May-22 C C B B B B B C C B C B 63.75 B Greenwards Primary School Elgin High 2,229 Nov-22 C B B B B B C B C B C C 64.00 B Newmill Primary School Keith 563 Sep-23 B B C B B B C C C C C B 64.25 B Lhanbryde Primary School Milnes 2,660 Oct-24 C C B B B B B B C C C B 65.25 B Millbank Primary School Buckie 2,507 Jul-22 C C B B B B B B C B C B 66.50 B Hythehill Primary School Lossiemouth 2,748 Jan-25 B B C B C C C B C B B B 67.75 B Milnes Primary School Milnes 2,560 Nov-24 C B B B B B B B C B C NA 68.04 B St Gerardines Primary School Lossiemouth 2,935 Jan-25 B B B B C B B B C C C B 69.00 B Elgin Academy Elgin Ac 14,990 Mar-25 B B B B B C B B B B C B 71.25 B Elgin High School Elgin High 9,120 May-25 B C B B B C B B C B B B 71.50 B Applegrove Primary School Forres 3,109 Feb-22 C B B B C B A A B B C C 72.50 B Andersons Primary School Forres 1,984 Feb-22 B B B B B C B B B B B B 73.75 B Keith Primary School (New) Keith 3,490 Mar-25 B B B B B B B B B B B B 75.00 B Seafield Primary School Elgin Ac 3,653 May-23 B B B B C B A A B B C B 77.00 B Lossiemouth High School (New) Lossiemouth 11,544 Jun-25 B B B B B B A A C B B B 80.75 B Linkwood Primary School Elgin High 3,781 Feb-25 B B B A A B A A B B B A 88.75 A cat. val. Definition A 1.00 Good - Performing well and operating efficiently B 0.75 Satisfactory - Performing adequately but showing minor deterioration C 0.50 Poor - showing major defects and/or not operating adequately D 0.25 Bad - Life expired and/or serious risk of imminent failure NA Not Applicable Overall Score Condition Category Page 284
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APPENDIX 4 School Estimate Condition Upgrade Costs ASG Consolidate Upgrade Project Cost (next 5 years) Cumulative Maintenance Project Costs (next 5-25 years) 25 Year Cost Notes Forres £6,705,389 £17,326,659 £24,032,048 No allowance for Forres A Buckie £8,177,262 £8,169,227 £16,346,489 No allowance for Buckie HS Elgin A £6,262,419 £17,146,315 £23,408,734 Elgin H £3,115,752 £8,524,205 £11,639,957 No allowance for Elgin HS or Linkwood PS Speyside £9,565,008 £19,354,046 £28,919,054 Keith £2,072,488 £3,582,947 £5,655,435 Milnes £9,537,997 £9,927,119 £19,465,117 Lossiemouth £4,837,690 £5,480,090 £10,317,780 Totals £50,274,006 £89,510,609 £139,784,615 No allowance for inflation over next 15 years 20% NZC £167,741,538 Page 285
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APPENDIX 4 Upgrade and Maintenance Costs (Primary Schools) Page 286