Agenda Document Pack - Education, Children's and Leisure Services Committee - 23/06/2026
Moray Council · 23 June 2026
Back to Education, Children's and Leisure Services Committee — 23 June 2026 and its agenda
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Education, Children's and Leisure Services Committee Tuesday, 23 June 2026 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, 23 June 2026 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 24, 25, 26, 27 and 28 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 3 March 2026 9 - 14 5. Written Questions ** 6.* Childrens Activities Proposal Report by Executive Director Education, Housing and Communities 15 - 32 7.* Performance Report (Education) – Period to March 2026 Report by Executive Director Education, Housing and Communities 33 - 40 8.* Performance Report (Leisure and Culture and School Estate) – Period to March 2026 Report by Executive Director Education, Housing and Communities 41 - 48 Page 1
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9.* Education and Education Resources Capital Budget Monitoring Report to 31 March 2026 Report by Executive Director Education, Housing and Communities 49 - 60 10.* Education and Leisure and Culture Service Revenue Budget Monitoring to 31 March 2026 Report by Executive Director Education, Housing and Communities 61 - 68 11.* 2025-28 Education and Leisure and Culture Service Plans (Year 2 refresh) and 2025-28 Housing Property and Communities (Learning Estate) Service Plan (Year 2 refresh) Report by Executive Director Education, Housing and Communities 69 - 102 12.* Future Buckie High School Project Update – Phase 1 Report by Executive Director Education, Housing and Communities 103 - 110 13.* Leisure and Culture Capital Plan Developments Report by Executive Director Education, Housing and Communities 111 - 118 14.* Moray Music Centre Operating Model Report by Executive Director Education, Housing and Communities 119 - 156 15.* Free School Meal payments for unplanned school closure days and school transport failure Report by Executive Director Education, Housing and Communities 157 - 164 16.* Moray Growth Deal - STEM Starts Business Plan and Expansion of Public Access Service Offer Report by Executive Director Education, Housing and Communities 165 - 174 17.* His Majesty’s Inspectors of Education (HMIE) Inspection of Drumduan Kindergarten Report by Executive Director Education, Housing and Communities 175 - 194 18.* His Majesty’s Inspectors of Education (HMIE) Inspection of Speyside High School Report by Executive Director Education, Housing and Communities 195 - 202 19.* His Majesty’s Inspectors of Education Further Inspection (Continuing Engagement) of Mosstowie Primary School Report by Executive Director Education, Housing and Communities 203 - 234 20.* Review of Mobile Phone Usage in Schools Report by Executive Director Education, Housing and Communities 235 - 252 Page 2
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21.* Moray Attendance Policy - Attend to Achieve Report by Executive Director Education, Housing and Communities 253 - 332 22.* Analysis of Secondary School Leaver Attainment 2024- 2025 Report by Executive Director Education, Housing and Communities 333 - 352 23.* Information Reports - if called in Item(s) which the Committee may wish to consider with the Press and Public excluded 24.* Moray Quality Improvement Framework - Risk Matrix for Schools Update [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. 25.* Out of Area Placements for Children and Young People [Para 6] • 6. Information relating to the adoption, care, fostering or education of any particular child. 26.* Impact Report Moray Adapted Curriculum (MAC) - Adapted Curriculum [Para 6] • 6. Information relating to the adoption, care, fostering or education of any particular child. 27.* Business Administration Review for Primary Schools and Early Learning & Childcare - End of Project Report [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. 28* Moray Leisure Centre 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. Page 3
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Only items marked * can be considered and determined by all members of the Committee Information Reports - Not for Discussion at this Meeting Any member wishing to call in a noting or information report from one meeting shall give notice to Committee Services by 12 noon 2 clear working days before the meeting for which the report is published. Please see Standing Order 38 for deadlines. The Notice shall be countersigned by one other elected member and shall explain the reason for call in including any action sought. Information Report - Learning Estate Review - Workshop Update Report by Executive Director Education, Housing and Communities 353 - 356 Information Report - Performance Report (Children and Families and Justice Social Work) Quarter 2 (July to September 2025) Report by Chief Officer, Health and Social Care Moray 357 - 396 Information Report – Sportscotland Additional Investment Report by Executive Director Education, Housing and Communities 397 - 404 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 nursery, primary, secondary, and further education; community learning and development; and to determine the Council’s policies in regard thereto. 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 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 John Stuart (Member) Councillor Sonya Warren (Member) Mrs Sheila Brumby (Non-Voting Member) Ms Gjesika Buci (Non-Voting Member) Mrs Anne Currie (Non-Voting Member) Ms Emily Greenwood (Non-Voting Member) Reverend Tembu Rongong (Non-Voting Member) Mr Malcolm Schofield (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, 03 March 2026 Council Chambers, Council Office, High Street, Elgin, IV30 1BX PRESENT Councillor John Cowe, Mrs Anne Currie, Councillor John Divers, Councillor Amber Dunbar, Councillor Donald Gatt, Councillor Juli Harris, Councillor Sandy Keith, Councillor Elaine Kirby, Councillor Scott Lawrence, Councillor Marc Macrae, Councillor Shona Morrison, Councillor Bridget Mustard, Councillor Kathleen Robertson, Councillor Derek Ross, Mrs Susan Slater, Councillor John Stuart, Councillor Sonya Warren APOLOGIES Mrs Sheila Brumby, Ms Carolyn Donlin, Ms Jillian MacKellar, Reverend Tembu Rongong, Ms Kirsty Simmers IN ATTENDANCE Chief Executive; Head of Education (Chief Education Officer); Head of Housing, Property and Communities; Service Manager Education Estate; Head of People, Change and Community Strategy; Service Manager People Management; Quality Improvement Manager; Service Manager Early Years; Service Manager Leisure and Culture; Service Manager Community Strategy and Engagement; Quality Improvement Officer (Additional Support Needs); Head Teacher of Inclusion, Wellbeing and Adapted Curriculum; Community Learning and Development Support Officer; 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. Thanks The Committee, in noting that Ms Jillian MacKellar, Primary Rep and Ms Kirsty Simmers, Pupil Rep were not present however it was their last meeting, joined the Chair in paying tribute to Ms MacKellar and Ms Simmers for their contributions and wished them both well for the future. The Committee, in noting that Mrs Susan Slater was attending her last meeting before retiring, joined the Chair in paying tribute to Mrs Slater for her valuable contributions to the Committee and wished her well for the future. Item 4. Page 9
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3. Declaration of Group Decisions and Members Interests * In terms of Standing Orders 21 and 23 and the Councillors' Code of Conduct, there were no declarations from Group Leaders or Spokespersons in regard to any prior decisions taken on how Members will vote on any item on the agenda or any declarations of Member's interests in respect of any item on the agenda. With regard to Item 10 "Singleton Inspections of Early Learning and Childcare Centres" and Item 11 "Education Scotland Inspection of Mosstodloch Early Learning and Childcare Centre" Councillor Stuart stated, for transparency, that he is an employee of the Care Inspectorate solely within regulated adults and would be taking part in the debate. 4. Minutes of meeting of 25 November 2025 The minutes of the meeting of the Education, Children's and Leisure Services Committee dated 25 November 2025 were submitted for approval. The Chair advised of an error in paragraph 7 of Paragraph 24 of the Minute "Initial Analysis of Secondary School Attainment - Session 2024-2025" which incorrectly stated "Councillor Lawrence moved the recommendations as printed" and would be replaced with "Councillor Robertson moved the recommendations as printed". Subject to the amendment above, the Committee agreed the minute of the meeting. 5. Minute of Special Meeting of 11 February 2026 The minutes of the Special Meeting of Education, Children's and Leisure Services Committee dated 11 February 2026 were submitted and approved. 6. Written Questions ** The Committee noted that no written questions had been submitted. 7. Education and Education Resources Capital Budget Monitoring Report to 31 December 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 as at 31 December 2025. Following consideration the Committee unanimously agreed to note the capital budget position as at 31 December 2025. 8. Education Revenue Budget Monitoring to 31 December 2025 The meeting had before it a report by the Executive Director Education, Housing and Communities informing Committee of the budget position for Education as at 31 December 2025. Page 10
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In introducing the report, the Head of Education advised the meeting there was no Education Resources and Communities Revenue Budget Monitoring report on today's agenda due to the management structure and explained the Leisure and Libraries budget would be contained within future Education Revenue Budget Monitoring reports and apologised for an omission at the end of paragraph 4.7 which was incomplete and should read "was drawn down to reduce overspend." Following consideration the Committee unanimously agreed to note the budget position as at 31 December 2025. 9. Improving Attendance Project The meeting had before it a report by the Executive Director Education, Housing and Communities providing an overview of workforce absence across Moray schools and an updated on the Improvement Attendance Project, including progress to date and the next planned steps. Councillor Harris expressed concern that paragraph 4.5 mentioned a number of challenges facing schools as a result of staff absence however did not make specific mention of the adverse affect of staff absence on children's learning and teaching. In response, the Head of Education acknowledged the impact of staff absence on learning and teaching and apologised for it's omission from the report. During discussion Councillor Stuart asked whether the Committee will be updated on progress and outcomes, particularly relating to the wellbeing aspect. In response the Chair confirmed progress on the project was to be reported to this Committee on a six monthly basis. Following lengthy consideration the Committee unanimously agreed to note the overview of the workforce absence across Moray Schools and the update on the Improving Attendance Project since approval by the Council, including progress to date and the next planned steps. 10. Moray Attendance Policy - Attend to Achieve The Chair advised the meeting the report was deferred until the next meeting of Committee in June 2026. 11. Initial Analysis of Achievement of Curriculum for Excellence Levels - Session 2024-2025 The meeting had before it a report by the Executive Director Education, Housing and Communities providing Committee with a summary of the Moray data collected in June 2025 and provided to the Scottish Government at the end of October 2025 regarding Teacher Professional Judgements (TPJ) on children achieving Curriculum for Excellence levels (ACEL) at P1, P4, P7 and S3. This data appears in the Scottish Government ACEL report published in December 2025. Following consideration the Committee unanimously agreed:- i) to note the position in respect of Curriculum for Excellence (CfE) level achievement of children and young people in Moray for session 2024/2025 for Page 11
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literacy and numeracy, at key stages of P1, P4, P7 and S3 within the Broad General Education; ii) to acknowledge improvements over time across a range of literacy organisers and numeracy for P1, P4, P7 and S3 stages presented in line with Scottish Government data collection; iii) to note ongoing improvement and progress towards achievement of local authority stretch aims set as part of the Scottish Government and Education Scotland Framework for Recovery and Accelerating Progress; and iv) the key actions underway and planned in support of improving outcomes for all learners and their ACEL achievement based on data presented. 12. Singleton Inspections of Early Learning and Childcare Centres – Published reports March 2025 to September 2025 The meeting had before it a report by the Executive Director Education, Housing and Communities informing Committee of the content of singleton inspection reports of Early Learning and Childcare (ELC) centres by the Care Inspectorate which were published between March 2025 and September 2025. Following consideration the Committee unanimously agreed to note the contents of the report. 13. Education Scotland Inspection of Mosstodloch Early Learning and Childcare Centre, Mosstodloch The meeting had before it a report by the Executive Director Education, Housing and Communities informing the Committee of the outcomes of the recently published report on a Moray Early Learning and Childcare (ELC) setting following inspection by Education Scotland. Following consideration the Committee unanimously agreed to note the contents of the report and findings of Education Scotland. 14. Early Learning and Childcare - Sustainable Rate The meeting had before it a report by the Executive Director Education, Housing and Communities informing Committee of the funding, provided by Scottish Government, to meet the £13.45 Real living wage commitment in 2026/27; the previously agreed methodology for sustainable rate setting in Moray and how this could be applied for 2026/27 for eligible 2 year olds and funded 3-5’s; the guidance, agreed by Convention of Scottish Local Authorities (COSLA) on Friday 27 February 2026, to apply a national uplift to the sustainable rate for 2026/27 for eligible 2 year olds and funded 3-5’s; the annual percentage uplift for Developmental Nurseries; seeking agreement on the decision to apply the inflationary uplift, taking account of the local and national approaches and the associated financial implications and seeking agreement that the uplift will start from the new financial year (2026/27) as per the agreement with COSLA. Following consideration the Committee unanimously agreed:- Page 12
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i) to note the variance between the two methodologies for sustainable rate setting detailed in paras 5.6 to 5.9 and the associated financial implications; ii) to apply the 5.2% uplift as detailed in para 5.8 and 5.9 as per the recently agreed Scottish Government guidance to support financial sustainability for both partner providers and the Council; and iii) that in future years any annual uplift in the sustainable rate for Early Learning and Childcare providers will be determined through application of national guidance and funding, with local determination applying only in the absence of such guidance. 15. Partnership Community Learning and Development Plan (2024-2027) Update The meeting had before it a report by the Executive Director Education, Housing and Communities asking Committee to note the progress made in regards to the implementation of the 2024-2027 Partnership Community Learning and Development (CLD) Plan. Following consideration the Committee unanimously agreed to:- i) note the progress on the implementation of the 2024-2027 Partnership CLD Plan; ii) acknowledge all the partners input to date and the level of positive impact this plan has had on the local communities; iii) note that the CLD Strategic Partnership Group will start to review the plan and consider future priorities for the next iteration of the plan from September 2026 onwards. 16. Additional Support Needs Review - End of Project Report The meeting had before it a report by the Executive Director Education, Housing and Communities providing Committee with the End of Project Report for the Additional Support Needs (ASN) Review as previously presented to the Transform Board. During discussion the Committee joined the Chair in congratulating all staff involved in the work done and progress made on the project. Following consideration the Committee unanimously agreed:- i) to note the ASN Review End of Project Report; and ii) that due to the ongoing work around ASN, that this is reported twice a year to Committee with the next update due to be after summer recess. 17. Additional Support Needs Update Page 13
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The meeting had before it a report by the Executive Director Education, Housing and Communities providing Committee with an update on progress made in relation to Additional Support Needs (ASN) across Moray and requesting approval for an additional Depute Head Teacher at Millbank Primary and Buckie High School in order to support the rising exceptional need. Following consideration the Committee unanimously agreed to:- i) note the update and impact of Moray Adapted Curriculum; ii) note the impact of rising ASN in Millbank Primary and the future impact on Buckie High School; iii) approve an additional Depute Head Teacher for Millbank Primary and an additional Depute Head Teacher for Buckie High School in respect of the impact of this rising need and the workload associated with this on a trial basis of one year, with a further report to be brought back to Committee to review the impact; and iv) receive 6 monthly update reports moving forwards given work ongoing nationally and locally and growth in additional support needs. 18. Period Plus Update Report 2025 The meeting had before it a report by the Executive Director Education, Housing and Communities outlining the key developments of the PeriodPlus service during 2025, with the activities mapped against the requirements of the Act and the Statement of Intent agreed by Moray Council in 2022. Following consideration the Committee unanimously agreed:- i) to note progress made with regards to the duty and implementation of The Period Products (Free Provision) (Scotland) Act 2021; and ii) the statement of intent be reviewed during 2026/27 to ensure it is fit for purpose and achievable within the funding envelope. 19. Information Reports - if called in The Committee noted that no Information Reports had been called in. Page 14
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Economy, Enterprise and Operations Author: Lydia Simpson Contact Email: Lydia.simpson@moray.gov.uk Subject: Children’s Activities Proposal 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The committee is asked to note that a funding proposal has been submitted to the Scottish Government to support provision of Children’s Activities and to approve acceptance of the funding. If successful, depending on funding level awarded, further development of the proposed service model will be required. 1.2 This report is submitted to Committee in terms of Section III (D) (20) of the Council’s Scheme of Administration regarding provision of facilities and support activities related to the development of recreation, sport, culture and social activities. 2. SUMMARY 2.1 The Employability Team (Economy & Enterprise) has submitted a proposal for funding to the Scottish Government for Children’s Activities, that would be classed as unregulated Childcare, to support Parent Employability. The opportunity to bid for funding had a short time frame of 30 April 2026. A proposal was submitted after agreement from the Chief Executive, using delegated authority to meet the deadline. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Notes that a funding proposal was submitted to the Scottish Government under the Delegated Authority granted to the Chief Executive as outlined in Appendix I; ii) Agrees that work is progressed to develop service options to deliver a pilot scheme providing Children’s Activities to facilitate access to increased employment and training for parents based on the outline in Appendix 1; Item 6.* Page 15
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iii) Agrees that the service details of a pilot scheme are reported back to next available Committee, subject to any award of funding; and iv) Notes that the service options considered will be contained within the allocated funding and will focus on delivering a cost neutral sustainable service for the long term that addresses the priority of supporting parents into and to remain in work. Lydia Simpson Lead Officer Progress for Parents 4. BACKGROUND AND CONTEXT 4.1 The Employability Team (Economy & Enterprise) was approached by Scottish Government to be part of an initial pilot that linked to School Age Childcare. Moray has been involved nationally and regionally in raising the issues around this through development sessions, Highland and Islands Regional Economic Partnership, and local working groups that Scottish Government attend. This funding had a short timeframe to respond, with any proposal to be submitted by end of April 2026. It is a new funding stream, closely linked to the Scottish Football Association (SFA) Extra Time funding that Elgin City are running in Moray. This source of funding would be in addition to all previous Child Poverty Funding. It is for wider after school activities provision (unregulated childcare). 4.2 There is a consultation currently underway to change the definition of childcare nationally. This would deregulate some of the school age provision, Scottish Government would need working examples of how this already happens, hence the £2.5M funding pot to test out what could work. This fund covers the 1st Year (2026/27), with a plan for 2 more years funding. 4.3 Moray has a mix of urban and rural communities, has a low wage economy and high gender pay gap, all things that could be addressed by enabling parents to start work or be able to work more or take up training or education. Lots of research has already been carried out to evidence the need for this development. 5. PROPOSALS 5.1 This funding presents Moray with an opportunity to develop a new 3pm–6pm Childcare and Activities Programme that will directly address one of the biggest barriers facing local families: access to affordable, flexible after-school provision. There is evidence that childcare is a major issue for parents trying to work, increase hours, access training or move into employment. It is also closely linked to child poverty, particularly for lone parents, low-income households, rural families and those with non-standard working patterns. This proposal provides a real opportunity to move from discussing the problem to delivering a practical solution. 5.2 Given the time available and uncertainty over the amount of funding that may be allocated to Moray, an outline was developed of how the project and service could be developed which enabled the bid to be submitted. This will require further consideration and refinement to ensure that it represents the best solution and may require to be reviewed to ensure it fits within the funding available. Therefore, the outline in the appendices to this report should be viewed as the current working draft. Regardless of the final design, in order to develop this new service a project team will be required. The proposed draft Page 16
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structure of staff from within the Local Authority to co-ordinate this work would be a Lead Officer, a Project Officer, a Transport Co-ordinator and admin support. All revenue and capital costs will be covered under this funding proposal. There is a second Project Officer post that is already funded for 26-27 by Scottish Government’s No one left behind fund under a de-population project in conjunction with Transport. There could be an opportunity for some additional funding through Hi-Trans as they have also received funding to tackle barriers to employment. The team would ensure the link up between activities that already happen through Active Schools, Elgin City and current Childcare Providers and maintain those relationships. 5.3 The proposed team would be governed under Executive Director for Education, Housing and Communities, within the Leisure and Culture service to provide links with other services and activities provided for children and young people. The team would have cross cutting collaboration with Economic Development, Property and Transport and wider Partners. These Departments have already met to discuss the Proposal and confirmed cross-service support. The proposal also received endorsement from the Corporate Leadership Team prior to submission. There was strong support for the opportunity and clear recognition that this aligns with priorities around child poverty, employability, education and community wellbeing. As noted above, further development work is required but the draft model being proposed is a blended, place-based system rather than a one-size-fits-all approach. It has three core elements: a. First - school hub provision for P4 to P7 pupils in higher demand areas, this could be in Secondary or Primary School Building. Children would transition safely from their school (Active travel), receive a healthy snack and wellbeing support, then access a structured programme of activities until 6pm. b. Second - local childcare provision for P1 to P3 pupils through existing providers in familiar settings. This protects and strengthens current services rather than competing with them. c. Third - a flexible community model for rural areas, using community spaces, childminders and smaller-scale local provision where hub models are not practical. 5.4 Supporting all of this would be: • an Activity Bank of approved providers delivering sport, arts, wellbeing and skills- based sessions • a Moray Childcare Staff Bank to improve workforce resilience and support staffing gaps • targeted transport solutions to improve access where geography is a barrier 5.5 Initial rollout would focus on Forres, Buckie, Elgin and selected rural communities, allowing small tests to refine and scale the model over time. 5.6 Due to the deadline given by Scottish Government, the Chief Executive used their Delegated Authority, until Education Children’s and Leisure Services Committee approval could be sought at the next meeting. 5.7 Since the proposal has been submitted there has been a follow up meeting with the Scottish Government team leading on this funding. Points discussed were funding Page 17
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longevity, the need for school holiday resource funding, and timeframes for decision making by Scottish Government. Points were raised that planning time would be needed between any decision being given and provision starting. Scottish Government would like provision to start in August 2026 but with the timeframes given it is unlikely that systems could be in place for this date, please see Appendix II. The expected timescale for decision is end of June 2026. 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 assesses support for economic development initiatives on their individual merits, guided by the objectives of facilitating sustainable economic growth and achieving the outcomes set out in the Ten-Year Plan and Corporate Plan. 6.4 Financial The Scottish Government has allocated a total of £2.5m for Year 1 with further funding in Years 2 and 3. A bid for £1.75K has been submitted for Moray with no direct financial implications for Council, please see Appendix I. All revenue and capital costs are Page 18
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included in the funding proposal. 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 Scottish Government would like provision to start in August 2026 to align with the school calendar however in practical terms this will not provide sufficient time for recruitment and planning. There is a risk that if successful, the grant offer letter may stipulate an August start date, however a pre-meeting between Council Officers and Scottish Government highlighted this as an issue. It is therefore expected that a later start date will be specified in the grant offer, if successful. Because the funding is only term time, there is a risk that school holiday periods will present a risk to parents unable to find cover during this time. This issue has also been raised with the Scottish Government and the need for resource has been highlighted. 6.6 Staffing If successful, the opportunity will provide four new positions dedicated to developing and maintaining the service including a Lead Officer, a Project Officer, a Transport Co- ordinator and admin support. The temporary, one-year positions (possibility of extension to three years, subject to funding) will be governed under Executive Director for Education, Housing and Communities, but would have cross cutting collaboration with Economic Development, Property and Transport and wider Partners. Assistance from accountancy will be required in terms of recording spend and reporting. Page 19
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6.7 Best Value and Transformation The use of external grant funding supports Best Value by enabling the Council to deliver priorities around child poverty, employability, education and community wellbeing without placing additional pressure on core budgets. 6.8 Property School hub provision for P4 to P7 pupils in higher demand areas such as Forres, Buckie and Elgin are being considered. This could be in Secondary or Primary School Buildings, part of the School Estate. All arrangements will be agreed in advance and finalised with Estates and alternatives will also be considered where available and suitable. 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 at this stage as the reason for the report is to seek approval to accept funding that will increase access to affordable, flexible after- school activities which would have a positive impact. The increase would provide opportunities for parents trying to work, increase hours, access training or move into employment and will benefit lone parents, low-income households, rural families and those with non-standard working patterns. Access to affordable childcare is closely linked to child poverty therefore increased provision will have a positive economic impact for those most in need. If the funding bid is successful, the requirement for an impact assessment will be considered further as the service proposals develop. 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 & Communities, Chief Governance Officer (Monitoring Officer), Chief Financial Officer, Head of Growth, Planning & Climate, Head of Education (Chief Education Officer), Service Manager Leisure & Culture, Service Manager Early Years, Service Manger Legal Services, Equal Opportunities Officer and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 Appendix I - Proposal submitted to Scottish Government Appendix II - Timeline Summary Page 20
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APPENDIX 1 Moray Council Proposal: 3–6pm School Age Childcare & Activities Programme A Blended, Place-Based Model to Reduce Child Poverty and Support Employment Strategic Overview This proposal sets out a long-term, sustainable approach to after-school childcare and enrichment that enables families to work, children to thrive, and communities across Moray to prosper. It recognises that, for many households, employment does not guarantee financial security: the combined pressures of low wages, high cost of living, transport costs and the high cost and limited availability of childcare can tip working families into poverty and prevent progression into better-paid work. Moray has the lowest wage income in Scotland and one of the highest gender pay gaps, lack of childcare is a factor in both these factors. Any delivery to tackle child poverty rates is difficult due to the spread of child poverty in Moray, 66% of children live in urban areas but this is spread across 5 towns, this also means 34% live in rural areas where current childcare provision is not financially self-sustaining. By creating a coordinated system that is affordable, accessible and inclusive, Moray aims to reduce the practical barriers that keep parents and carers, particularly single mothers and priority family groups—out of work, under-employed, or unable to access training. The programme is designed to support national and local objectives by: • Reducing child poverty and tackling in-work poverty by improving household incomes through increased employment participation, more hours worked where desired, and better access to progression routes. • Delivering practical, affordable childcare that fits working patterns by bridging the 3–6pm gap, improving alignment with full working days and supporting parents to sustain work, education and training. Moray has a large proportion of families that work but still struggle to make a living income. Local research shows that Childcare remains a barrier to employment. The provision needs a combined approach • Improving outcomes for children through safe, nurturing care and a high-quality activity offer that supports wellbeing, confidence, inclusion and participation, particularly for children with disabilities. Moray has a wide variety of 3rd sector organisations that can provide STEM, creative Arts, Forest School as well as sporting experiences. • Advancing fair work and gender equality by reducing the childcare barrier that disproportionately limits women’s labour market participation and contributes to the gender pay gap. Parents having support through Employability is 64% for single parents, linking to the issues Moray has with gender pay gap. • Strengthening community capacity and system sustainability by coordinating provision across schools, childcare providers, third sector and community partners; supporting workforce pathways; and building a model that can scale based on evidence and local need. In Moray there are already strong working relationships between departments within the council to support development of this work, and there are positive connections with community groups. Moray has also already been working positively with Elgin City in the delivery of the Extra Time Programme. The approach aligns with the Scottish Government’s focus on tackling child poverty, improving access to childcare as a route into work and training, and targeting support to priority family groups, while directly contributing to Moray Council’s Corporate Plan, Economic Plan and Page 21
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APPENDIX 1 Children’s Services priorities. The following sections describe the local context, delivery model, enabling systems and implementation plan required to establish a resilient, place-based service that delivers measurable, lasting impact for families experiencing in-work poverty. 1. Purpose Moray has identified Childcare challenges as a barrier in improving earned income and addressing the gender pay gap locally. It is a key area to address in the Economic Plan, the Childrens Services Plan and the Corporate Plan. Finding resource to fund non-statutory services and building provision from scratch have proved challenging. Moray Council proposes the development and delivery of a coordinated system of after-school activities provision, operating between 3pm and 6pm weekdays during the school term, designed to reduce child poverty and support parents and carers to access and sustain employment, education and training, supporting economic development across the region. While centred on high-quality activity provision, the model integrates childcare elements to ensure accessibility for working families and maximise impact on employability outcomes. This reflects both national priorities and local priorities set out in the Corporate Plan. 2. Local Context and Need Moray’s rural geography and dispersed communities present distinct challenges in delivering equitable access to after-school activities and childcare. While there are examples of strong local provision, this is not consistently accessible to all families, particularly those living in rural areas or requiring support beyond the school day. The costs are also high which does not support the majority of the workforce in Moray. Providers report increasing demand for after-school provision alongside capacity constraints, particularly in areas such as Forres and Buckie. Workforce challenges continue to limit expansion, while affordability remains a significant issue for many families, particularly those experiencing in-work poverty. Until now, the limited resources available to support this work has minimised development. Engagement with local services consistently identifies childcare and after-school provision as a key barrier to employment. This is particularly evident for families aligned to the six priority family types identified within the Tackling Child Poverty Delivery Plan, including lone parent families, larger families, families with a disabled adult or child, minority ethnic families, young mothers and families with a child under one. There are also system gaps, including provision that does not align with full working days, limited integration between activities and childcare, and a lack of continuity for children as they transition between primary and secondary education. 3. Vision Moray Council’s vision is to deliver a connected, inclusive and sustainable system of after- school activities and childcare, ensuring that all children can access safe, engaging and enriching experiences at the end of the school day, regardless of where they live. The programme will reduce inequalities of access, strengthen local provision and support families to participate fully in employment, education and training. It will also support the Economic funding such as the Neighbourhood Fund, Green Sector Jobs and the Growth Deal. 4. A Blended System of Delivery The programme will deliver a blended model, combining locality-based hubs with flexible, community-based provision. In areas of higher demand, structured activity provision will be delivered through hubs based within secondary school settings. In rural and lower-density areas, provision will be delivered Page 22
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APPENDIX 1 locally through community venues and childminder-led approaches. This system is also to work alongside activities that are already in place such as Active School and Extra Time Funding through Elgin City Football Club. Younger children will continue to access provision through local childcare providers and some primary school settings (where required), ensuring an age-appropriate and developmentally informed system. This model is designed to be delivered in a phased and scalable way, allowing elements to be introduced and expanded based on local need and learning. 5. How the Programme Could Operate Local Childcare Provision (Primary 1–3) Children in Primary 1 to Primary 3 will continue to access provision through local childcare providers. This reflects the importance of familiar environments, smaller group settings and consistent relationships for younger children. The introduction of hubs will increase capacity within these services, enabling providers to meet demand more effectively for younger children. In areas of highest demand some provision may also be developed in multiple School Settings. Hub-Based Provision (Primary 4–7) Locality hubs will operate within School schools in key areas including Elgin, Forres, Speyside and Buckie. These settings provide access to high-quality facilities and enable a broader and more engaging activity offer. Children will attend hubs following the school day, supported through coordinated travel arrangements where required. Children will participate in a structured programme of activities, including creative arts, sport, outdoor learning and skills-based sessions. Activities will be delivered by specialist providers, while registered childcare providers maintain responsibility for safeguarding, supervision and overall care. Flexible Community Model (Rural Areas) In rural and remote areas, provision will be delivered locally through community venues and childminder-led settings. Activities will be brought into communities through a rotational model, ensuring access without the need for excessive travel. A cluster approach may be explored, enabling childminders to work collaboratively and host activity sessions. This supports sustainability, increases capacity and strengthens local provision. 7. Coordinated Systems Supporting Delivery To ensure consistency and quality across the programme, several enabling systems will be established. A central Activity Bank will coordinate activity provision, providing access to a pool of vetted providers and supporting consistent delivery across all models. Transport will be delivered through a targeted approach, including pilot routes, shared arrangements and alignment with existing services such as m:connect, ensuring access without unnecessary complexity. A Moray Childcare Staff Bank will provide a centralised system to match staff with providers requiring cover. This will strengthen workforce resilience and reduce service disruption. Workforce development will support training in safeguarding, inclusion and delivery, while also creating pathways into employment within the wider sector. Inclusion will be embedded throughout, ensuring all children, including those with additional support needs, can access provision safely and meaningfully. Page 23
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APPENDIX 1 8. Implementation and Phasing Delivery will begin in Elgin, Forres, Buckie and Speyside. These areas have high demand for provision both from families on low incomes and military families (which are single parent families periodically). This phase will establish hub provision, pilot flexible delivery in rural communities and test transport and coordination systems in urban and rural areas. This will combine work already being completed on Childcare Policy within the Local Authority and learning on transport delivery. Learning from this phase will inform wider rollout and continuous improvement of the model. 9. Staffing and Programme Management A dedicated project team will oversee delivery, including a Lead Officer, Project Officer, Admin Assistant and Transport Co-ordinator. The team will coordinate delivery partners, support providers and ensure systems operate effectively internally and externally. The structure is intentionally lean, focusing on enabling delivery rather than duplicating services already provided by partners. The central team will be supervised by a Senior Responsible Officer and will have an Oversight Group. 10. Outcomes and Impact The programme will support parents to access and sustain employment, education and training by providing reliable and affordable after-school provision. Children will benefit from improved wellbeing, increased confidence and access to a wide range of enriching activities. At a system level, the programme will strengthen the resilience and capacity of childcare and activity provision across Moray. 11. Monitoring and Evaluation A structured monitoring framework will be implemented to track participation, outcomes for priority families and parental engagement in employment and training. This will ensure robust evidence of impact and support ongoing refinement and scalability of the programme. 12. Conclusion This proposal presents a practical, scalable and locally responsive approach to delivering after- school activities and childcare across Moray. By combining structured hub provision with flexible community delivery, supported by coordinated systems and workforce innovation, the programme addresses the real barriers faced by families. It represents a shift from isolated provision to a connected system, designed to improve outcomes for children, support families into employment and strengthen communities across Moray. Page 24
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0 –2 months 2–6 months 6 –12 months Year 2 Year 3 Strategy Agree b/w SG & MC Governance & Operation MC approval Progress and Evaluation Reporting Team Structure, Co-ordination of Proposal Recruitment for Team Care Provider Engagement, Onboarding & Framework Development Develop school relations and Agreements for post Education Access Deliverables Increased Parental Employment Opportunities Reduced Childcare Barriers Progress on child poverty priorities Improved outcomes for children Measurement Increase in Parent Employment, Reduction in Gender Pay Gap Reduction in Child Poverty Rate Increase uptake of spaces Community Wealth Building- Local Labour Markets, Fair Work Funding £300K £500K £1,25K £1,750K APPENDIX 2 Page 25
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Background to Moray Morays rural geography and dispersed communities present distinct challenges in delivering equitable access to after school activities and childcare. This development would support the Corporate Plan, the Moray Economic Plan, and ChildrensServices Plan. Some Local provision exists, but this is not consistent, rural areas are mostly impacted. Moray has a Low Wage Economy, but the costs Childcare remain as high as other areas in Scotland. Large proportion of families may be just over the Poverty threshold but are at risk. Data has already been collated that shows that Childcare remains one of the biggest barriers to families being able to gain work, take on more work or take better employment opportunities. A Universal offer with subsidised places for low-income families would be most sustainable model of delivery Economic Impact Moray has 2 Military Bases, has a large NHS Sector and has an expanding Grenn Energy Sector. The Economic status of Moray is changing but the Infrastructure to support this also needs to improve. The jobs planned for Moray should allow parents to upskill, relocate to the area and take upfair work opportunities. Governance and Operation Some of the foundation work has already started in Moray, with Partnerships built. Policy is in development. Workforce development to support this provision Deliverables To have a practical, scalable and locally responsive approach to delivering this Model. By focusing on a smaller number of provisions initially, the learning can then be used to scale up. Improving Outcomes for Children would include participation in wider spectrum of activities, and better transitions. Creating social and emotional resilience building. Measurements The change in Child Poverty rates would be the main focus, but the wider impact should also show in the reduction in gender pay gap, more parents being able to take up employment, training and learning opportunities. Risks Long term investment in this provision. Agreement would be need for 3 year investment to make the recruitment of staff and development of service worthwhile Term time provision provides a part solution to support parents, with schools closed 13 weeks a year there would need to be someprovision in school holidays to fully meet the needs of parents and to see this project to its full potential Page 26
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APPENDIX 3 INTEGRATED IMPACT ASSESSMENT COVERING • EQUALITIES & SOCIO ECONOMIC DUTIES • HUMAN RIGHTS AND RIGHTS OF THE CHILD DATE UPDATES/EXECUTIVE SUMMARY VERSION DETAILS 15/06/2026 First draft of IIA completed and submitted to ECLES 23/06/2026 for consideration; Version 1 STAGE 1 - DO I NEED AN INTEGRATED IMPACT ASSESSMENT? Name of policy or proposal: Childrens Activities Proposal Is this a Mark X below New activity, programme or policy? X Change to an existing activity, programme or policy? Budget proposal? Duties: tick the boxes you think apply No Maybe Yes Equalities: Will your proposal have an impact on groups with protected characteristics? Consider the impact of your proposal on people and how they access your services and information without barriers. X Socio-economic Not every person/family has access to regular income or savings. Will your proposal have an adverse impact on them X Does your proposal impact on the human rights of people? X Does your proposal impact on the rights of children and young people X Reasoning - Briefly describe your reasoning for the responses given above: The Scottish Government is leading on the work around the regulation of school age childcare. Consultation is currently underway to establish how changes can be made to regulations, which are seen to be too restrictive and costly. As School Age Childcare is not statutory there has been a lack of development of this support for families. There is now an opportunity to change how School Age Childcare is delivered. Access to children’s activities will be universally available, once fully developed, the program makes access more affordable and accessible for families. This program provides an opportunity for activity providers to be part of the provision, without the strict guidelines that restrict development. There will still be checks through the PVG scheme, training provided and monitoring. Feedback and learning will help develop how this is delivered nationally. This program should have a positive impact on costs for families who have said they need support to be able to work. Families will still have choice as to whether they want to use the Page 27
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15/06/2026 13:47 service. Children with ASN will be included in the provision of activities, with costs of support potentially being covered. Learning will be needed to ensure children are supported appropriately in these settings. If you have answered “maybe” or “yes” to any of the Stage 1 questions above, then proceed to complete the Stage 2 Integrated Impact Assessment questions below. If you have answered “no” to the Stage 1 questions above, then provide the details below and submit to [email] Lead Officer for developing the contract Lydia Simpson Other people involved in the screening (this may be council staff, partners or others i.e. contractor or community) Beverly Smith Emma Armit Date 15/06/2026 STAGE 2: INTEGRATED IMPACT ASSESSMENT Brief description of the affected service 1.Describe what the service does: 2.Who are your main stakeholders? 3.What changes as a result of the proposals? Is the service reduced or removed? 4.How will this affect your customers? 5.Impact on staff providing the service. 6.Please indicate if these apply to any of the protected characteristics Protected groups Potential impacts / considerations Race Disability Carers (for elderly, disabled or minors) Sex Pregnancy and maternity (including breastfeeding) Page 28
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15/06/2026 13:47 Sexual orientation Age (include children, young people, midlife and older people) Religion, and or belief Gender reassignment Inequalities arising from socio- economic differences Human rights List of convention rights Describe, where applicable, if and how specific rights are engaged Article 5: Right to liberty and security Article 6: Right to a fair trial Article 8: Right to respect for private and family life, correspondence and the home Article 10: Freedom of expression Article 11: Freedom of assembly and association Article 12: Right to marry Article 14: Prohibition of discrimination (in relation to the convention rights) Article 1 of Protocol 1: Protection of property Article 2 of Protocol 1: Right to education Article 3 of Protocol 1: Right to free elections by secret ballot Children’s Rights and Wellbeing Relevant articles – UNCRC Article 2 – Non discrimination Article 3.1 – Best interest of the child Article 6.2 – Right to survival and development Article 12 – Respect of the views of the child Article 23 – Children with a disability 7.Evidence. What information have you used to make your assessment? Performance data Manager raised to John Campbell for discussion at SMT Internal Equalities Officer Page 29
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15/06/2026 13:47 consultation Consultation with affected groups Local statistics National statistics Other 8.Evidence gaps Do you need additional information in order to complete the information in the previous questions? 9.Mitigating action Can the impact of the proposed policy/activity be mitigated? Please explain 10.Justification If nothing can be done to reduce the negative impact(s) but the proposed policy/activity must go ahead, what justification is there to continue with the change? SECTION 3 CONCLUDING THE IIA 1.No potential negative impacts found for any protected groups. X 2.Some potential positive impacts have been identified. The impacts relate to: Reducing discrimination, harassment, victimisation or other conduct prohibited under the Equality Act 2010 Promoting equality of opportunity Fostering good relations 3.The proposals interfere with human rights and/or the rights of the child 4.Negative impacts can be mitigated as outlined in Q9. 5.The negative impacts cannot be fully mitigated but are justified as Q10. 6.Further consultation with affected groups is needed. 7.It is advised not to go ahead with the proposals. Decision - Set out the rationale for deciding whether or not to proceed with the proposed actions: The final decision will be made by the ECLES Committee. It is recommended to proceed. Date of Decision: 15/06/2026 Page 30
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15/06/2026 13:47 Sign off and authorisation: Service Department Policy/activity subject to IIA We have completed the integrated impact assessment for this policy/activity. Name: Position: Date: Authorisation by head of service Name: Beverly Smith Position: Head of Growth, Planning & Climate (Chief Planning Officer) Date: 16 June 2026 Permission to publish on website - Page 31
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing & Communities Author: Neil Stables Contact Email: performance@moray.gov.uk Subject: Performance Report (Education) – Period to March 2026 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to scrutinise performance in areas of Service Planning, Service Performance and other related data to the end of March 2026 and note actions being taken to improve performance where required. 1.2 This report is submitted to Committee in terms of Section III (A) (4) of the Council’s Scheme of Administration to monitor performance in accordance with the Council’s Performance Management Framework. 2. SUMMARY 2.1 At the end of March 2026, overall progress against the Education 2025/26 Service Plan was 98% 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 Leaver Attainment for 2024-25 is presented as a separate item on this Committee agenda by the Education Quality Improvement Manager, the report covers a number of the Service Plan actions and performance indicators. Item 7.* Page 33
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2.2 In response to question around RAG tables and charts, an annotation prompt sheet giving clarity on the data presented is available here. Page 34
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3. RECOMMENDATIONS 3.1 It is recommended that Committee scrutinises and notes performance in areas of Service Planning, Service Performance and other related data to the end of March 2026 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 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 and were presented as a corporate overview to the Corporate Services Committee on 26 May 2026 (item 9 of the Agenda refers). 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 quarterly 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 Page 35
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Successes – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.1 Work continues in schools to address poverty and wider related attainment gaps and address underperformance in key performance measures within existing resources. Scottish Attainment Challenge funding (Pupil Equity Funding and Strategic Equity Funding) continues to support interventions for raising attainment, focussing on literacy, numeracy, health and wellbeing, attendance and inclusion. The launch of the Moray Literacy strategy and toolkit, as well as targeted programmes such as Children and Young People Improvement Collaborative (CYPIC) writing have had a positive impact with notable improvements in reading and writing achievement rates, particularly at P4 and P7 stage. (Action - EDU 2025-26 STRA1.1 and PIs - CHN13a) 5.2 Work continues in monitoring attendance and exclusions through Moray Quality Improvement Framework (MQIF) activities, with improvements noted within identified schools in relation to attendance. Attendance rates increased in 2024/25 across primary schools, and while overall secondary attendance rates were maintained, there was an increase in attendance for secondary pupils in receipt of free school meals, up by 0.9% to 78.9%. 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. Stretch Aim trajectory for 2025 has been met with a notable reduction in secondary exclusions from the previous year, down from 38 to 28 per 1,000 pupils. Progress continues to be monitored this session across attendance and exclusion against Stretch Aim targets. (Action – EDU 2025-26 EQ1.1 and ASN1.4 / PIs – EDU-HWB01-05) 5.3 School visits continue to identify key priority areas including need to focus on pace, challenge and differentiation. Schools are employing a range of resources, professional learning materials and professional development opportunities to strengthen this. Several school visits highlight year on year progress in strengthening the quality of Learning, Teaching and Assessment (LTA), with an increase in schools achieving satisfactory or better for Quality Indicator 2.3 (LTA) based on central team evaluations. (Action – EDU 2025-26 LTA1.1 and PIs – LTA1.1 and 1.4) Challenges and actions to support – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.4 The percentage of P1, P4 and P7 pupils combined achieving expected Curriculum for Excellence Levels (ACEL) in Numeracy made a slight improvement to 76.9% (+0.4), achieving the Stretch Aim target of 73-77%. While the gap has closed to the national average (80.3%), Moray remains behind both the national and comparator family average. Strengthening ACEL across the Broad General Education is being taken forward through actions across strategy and support materials, professional learning and moderation, tracking and monitoring and support and challenge. The Moray Numeracy and Maths Strategy is being developed in partnership with Education Scotland and is a key focus for raising attainment in the 2026/27 Service Plan. Progress across Moray schools and centrally to address identified attainment gaps and barriers to learning and achievement also continues through ongoing monitoring of data throughout each school session as part of the Moray Quality Improvement Framework, across Associated Schools Groups (ASGs) and Family Improvement Groups (FIG) collegiate sessions. Several schools are also involved in STEM spatial skills in Maths with Glasgow University. Page 36
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The Stretch Aim target for Primary numeracy (P1, P4 & P7 combined) for 2026 has been set at 78%. (Action – EDU 2025-26 STRA1.1 / PI - CHN13b) 5.5 The percentage of pupils entering positive destinations has dropped year on year since 2021-22, with 93.5% of Moray 2024/25 leavers entering a positive destination. This compares with a national average of 95.7% which has remained largely unchanged over the past four years. Positive destinations include higher/further education, employment, training, personal skills development and voluntary work. In 2024-25 there were 1,086 Moray leavers with 1,015 progressing to a positive destination: 34.7% (+3.9pp on last year) progressed to higher education, 23.8% (-0.7pp) to further education and 30.2% (- 3.9pp) to employment. 6.5% (71 young people) were recorded as unemployed seeking, unemployed not seeking or unknown. Work through MQIF visits is continuing with 5 of the 8 secondary schools visited with findings shared, informing school improvement planning and service actions. Working with our Attainment Advisor, Moray continue to monitor Stretch Aims and progress across core and core plus measures. Moray schools continue to work with key partners including Skills Development Scotland, Moray Pathways, Moray College UHI and wider employability partners to ensure pupils are supported to positive onward destinations. Schools are also continuing to extend consortia offers, including Foundation Apprenticeship partnership offers which combine classroom study with industry placements which bridges the gap between school and employment. (Action – EDU 2025-26 STRA2.1 / PI CHN11) 5.6 The LGBF indicators ‘Average Total Tariff’ are calculated from the latest and best achievement of pupils which they have accumulated during their senior phase (S4-S6) across a range of awards available. The average tariff points achieved in 2024/25 by Moray school leavers was 829, a slight improvement on the previous year, however below the national average (922) and the benchmarking family average (869) and ranking Moray in the bottom quartile of Scottish local authorities. The number of qualifications and units available for young people to complete does vary significantly due to the number of different curriculum structures there are across Scotland, and as such care must be taken in comparing performance. Following initial attainment meetings, separate group sessions with all Secondary Head and Depute Head Teachers (DHT) have been held to explore core issues in relation to low attainment in Senior Phase against benchmarking data and effects/symptoms, root causes and possible solutions. Ten summary priorities have been developed to raise attainment. These sessions have further developed into school-based actions and system wide actions making use of existing and newly created DHT networks supported and led by secondary Head Teachers and the Quality Improvement Manager. Moray Secondary Schools have also benefitted from over £500k additional funding under the theme of tackling poverty and inequality to improve education attainment in the form of an Intervention Fund for each school to target areas for improvement. Secondary Schools continue to progress work on key priorities framed by School Improvement Plans set out annually. (Action – EDU 2025-26 STRA2.1 / PIs – CHN12a,c-f) 5.7 Funded early years Moray provision graded good/better fell slightly to 84.0%, below national and family averages, which were also subject to falls in performance. A new national Shared Quality Framework was launched in September 2025, aimed at enhancing outcomes for children in Early Learning and Childcare (ELC) settings that provide high-quality, equitable and responsive experiences. The framework will be used Page 37
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as an evaluation tool, key to this process will be ELC settings evidencing robust self- evaluation processes to support improvement and the Care Inspectorate and HMiE in their inspections and evaluations. 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 framework. Officers are building a Quality Improvement Framework akin to the schools one and are supporting services to develop improvement plans and associated self-evaluation processes. As a result, the number of settings not meeting the national standard is reducing. (Actions – EDU 2025-26 SCI1.3, L&E1.1 & 1.4 / PI – CHN 18) 5.8 Two temporary HR posts for the Improving Attendance Project have been advertised and recruited mid-April. The Acting Senior HR Advisor will also continue one day per week to guide the project moving forwards. Overall Education staff absence rates recorded locally have improved from 2024/25, with the percentage of sickness absence per FTE reducing from 6.0% (2024/25) to 5.6% (2025/26). Initial work has begun in drilling down the Education absence data and interrogating teacher and support staff absence rates across Moray ASGs and schools. (Action – EDU 2025-26 H&WB1.1 / PI – H&WEDU1.2) Complaints and MP/MSP Enquiries 5.9 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. 5.10 A total of 28 complaints were received during the second half of 2025/26, with 24 complaints closed. Of those closed, six were at frontline stage (28%) with three upheld and three not upheld. The average time to resolve frontline complaints was 6 working days. 5.11 The majority of education complaints require further investigation to achieve a resolution due to their complexity. A total of 18 investigative / escalated complaints were closed over the reporting period, with two being upheld, six partially upheld and the remaining ten were not upheld. The average time taken to resolve investigative / escalated complaints was 29 days. All investigative complaints were granted an authorised extension, with seven complaints responded to within the extended target timescale. 5.12 Of the 24 complaints resolved, the majority were for primary school (14), nine at secondary stage and one for the Central Education team. The main complaint type recorded was Other (23), while one related to bullying. Of the complaints upheld or partially upheld; initial measures to address bullying concerns did not resolve the issue, measures were subsequently reviewed and agreed with parents. Five complaints related to poor communication and recording, with delays in school responses and inconsistent messages – issues reviewed and steps taken to avoid repeat incidents. Other complaints included parking restrictions outside school and lack of supervision within school, these issues were investigated and resolved. Seven 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. Three complaints were marked as ASN where the young person concerned in the complaint had an additional support need. Page 38
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5.13 A total of 17 MSP/MP enquiries concerning Education were received and responded to during the second half of 2025/26. Case Studies 5.14 Nothing to report Consultation and Engagement 5.15 Nothing to 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) 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 Page 39
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The Council has a statutory requirement to publish a range of information that will demonstrate that it is securing best value and assist in comparing performance both over time and between authorities where appropriate. 6.4 Financial None arising from this report. 6.5 Risk None arising from this report. 6.6 Staffing None arising from this report. 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 40
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Iain Sneddon Contact Email: performance@moray.gov.uk Subject: Performance Report (Leisure and Culture and School Estate) – Period to March 2026 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to scrutinise performance in areas of Service Planning, Service Performance and other related data to the end of March 2026 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. At the end of March, Service Plan actions are 56% complete. The plan is subject to slippage in some areas whilst progressing well in others. Three Service Level actions completed during the second half of 2025/26 and three progress out with original due dates. Ten actions remain in progress with completion dates up to and including 31 March 2028. Item 8.* Page 41
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2.2 In response to questions around RAG tables and charts, an annotation prompt sheet giving clarity on the data presented is available here. 3. RECOMMENDATIONS 3.1 It is recommended that Committee scrutinises performance in areas of Service Planning, Service Performance and other related data to the end of March 2026 and note actions being taken to improve performance where required. Iain Sneddon Research & Information Officer DUE DATE ACTIONS & MILESTONES ACTIONS & MILESTONES COMPLETE STRATEGIC LEVEL No Actions Transforming Services 31-Mar-2028 5 Actions 4 Milestones 1 Action 1 Milestone 50% Sustaining Assets 31-Mar-2028 4 Action 7 Milestones 2 Milestones 33% Health & Wellbeing (General Population) 31-Mar-2028 3 Actions 6 Milestones 3 Milestones 45% Economic Development Support 31-Mar-2028 1 Action 0 Milestones None 67% Addressing Inequalities 30-Mar-2028 2 Action 5 Milestones 1 Action 2 Milestones 53% Health & Wellbeing (Staff) 31-Mar-2026 1 Action 0 Milestones 1 Action 100% 31-Mar-2028 16 Actions 22 Milestones 3 Actions 8 Milestone 56% Data not available - Data not yet published or unavailable due to reporting timescales. Service Plan Performance PIs chart presents the number of indicators and RAG status based on results against targets and aligns to Service Plan Outcomes, whereas the Service Performance PIs chart reports on a set of operational service performance indicators not covered by Service Plan priorities yet significant to service delivery, again based on results against targets, a link to the system generated backing table is provided for more detailed scrutiny. SERVICE PLAN PRIORITIES (Q4 2025/26) NUMBER OF RAG SERVICE LEVEL OVERALL PLAN PROGRESS Comment As at the end of March 2026, the proportion of planned work over the plan's period to April 2028 is 56% complete, noting most actions are not due for completion until the end date of the plan. RAG categorisation in the summary table is subjective based upon progress against individual action lines, a link to the system generated report is provided at the top of this report to allow for more scrutiny. 3 1 2 18 1 0 5 10 15 20 25 SERVICE PERFORMANCE INDICATORS Achieving Target Within Target Below Target Data Only Data not available 5 2 3 9 5 0 5 10 15 20 25 SERVICE PLAN PERFORMANCE INDICATORS Achieving Target Within Target Below Target Data Only Data not available Page 42
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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 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 The restructure of Council services places the delivery of School Estate actions within the Housing, Property and Communities Service Plan, however as the remit for the school estate is aligned to this Committee, ‘Successes’ and ‘Challenges’ related to the School Estate have been incorporated in this report but do not contribute to the RAG table at para 2.1, having been reported to the Housing and Communities Committee on 18 June 2026. Planned work tackling the affordability and standard of the learning estate is 58% complete with an overall due date of December 2030. Three of the four sub-actions completed as expected in the period to March 2026. 4.5 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. 4.6 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. 4.7 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. Page 43
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5. PROPOSALS Successes – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.1 The new libraries operating model and Change Management Plan have been implemented and new opening hours commenced during quarter 4. The impact of the new operating model will be monitored throughout of 2026/27. Action SERV ERC 2.4 25-28 5.2 Work targeting approaches to poverty, mental health and disability/ASN has completed by due date. In quarter 4 further development of existing programmes continued to help strengthen the sustainability of service provision. Positive link established between schools, community provision, active travel and Scottish Disability Sport on cycling programmes. Action SERV ERC 6.1 25-28 5.3 Absence management procedures are fully applied within services. Quarter 4 data report the absence rate for Leisure was 3.17% and Libraries 4.45% and Lifelong Learning, Culture & Sport 4.4%, all lower than the Council average of 6.55%. 62% of absences within Leisure & Culture services were long-term. Action SERV ERC 8 25-28, PIs ERC057, 057a 5.4 The cost for each visit to leisure facilities in Moray both reduced and the benchmarked ranking improved, placing Moray firmly in the top quartile nationally (3/32) and top of our comparator group. A rise in admission costs and a small increase in annual admissions are likely to be the greatest influencing factors. Between 2023/24 and 2024/25 the cost decreased by £0.24 (13%) to £1.63. Nationally the costs also decreased by the same proportion. PI LGBF C&L01 5.5 Learning Estate – An independent external review of school roll forecasting methodology applied by Moray Council confirmed that Elgin High School capacity could be met by repurposing the existing school buildings. On 26 January 2026 the Elgin High School Project Update report was presented to full Council and recommendations to repurpose existing buildings were approved (para 10 of the Minute refers). Design work is planned in quarter 1 2026/27 in tandem with Design, Build, Finance, Maintain (DBFM) contract negotiations, to facilitate repurposing enabling works. The project no longer meets the Learning Estate Investment Programme – Phase 2 (LEIP2) project criteria. Formal contact will be made to Scottish Futures Trust and the Scottish Government after the Scottish election in May, which will include a request to transfer funding to another qualifying Moray school project. Action STRAT ERC 2.1 25-28 5.6 Learning Estate - The school estate upgrade programme progressed well during 2025/26, meeting all objectives set. Upgrade works have completed at Speyside and Milnes High Schools, East End and Mosstodloch Primary Schools. Phase 1 completed at three primary schools, with phase 2 design in place. Six further schools are also in design phase. This action will recur on an annual basis with targets reset for each year. The condition of the school estate has improved with 46% of the estate rated B or better in comparison with 41% in 2024/25. However, the target set at 50.9% has not been met. Upgrade works at four schools in planned in 2026/27, if these works complete 54% of schools will be rated as B or better. Asset management plans are in place for 7.5% of the school estate, below target set at 10%. Only Public-Private Partnership (PPP) and Design, Build, Finance and Maintain (DBFM) schools have approved and funded asset management plans. All school condition Page 44
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surveys are complete but acknowledged that improvement works are cost prohibitive. ACTION STRAT ERC 2.9 25-28 PIs EdS100, ERC011 Challenges and actions to support – Service Plan Strategic & Service Level Outcomes and operational Service Performance 5.7 Progress to complete the change management plan for leisure staff progresses out with the original due date of March 2026 due to staff resource pressures and the need to align this with the Phase 2 Council Management Restructure plans. The new structure continues to be created based on staff feedback, future service priorities and existing budget. Secondments in place connected to this restructure aligns with the next 4-year partnership with Sportscotland. The remainder of work due to be completed will be carried forward into 2026/27 with a revised completion date of 31 March 2027. Action SERV ERC 2.1 25-28 5.8 The creation of a music operating model that remains within the funding envelope, at 95% complete, fell just short of the completion due date. The pilot Youth Music Initiative (YMI) project-based provision is scheduled for quarter 1 of 2026/27. There has been a delay in progressing paperwork for the pilot, which will complete within the academic year. Current YMI delivery remains within budget due to staff vacancy. Work outstanding will be carried forward into 2026/27 and expanded upon, with the inclusion of options to explore with staff and stakeholders in making the Music Centre model self-sustaining. Completion date has been extended to 31 August 2026. Action SERV ERC 2.2 25-28 5.9 The creation of the Leisure & Culture Estate Capital investment plan did not meet all objectives by 31 March 2026. Sport and leisure asset management approach update report is on the agenda to be considered by this committee, identifying critical work packages with a view to the programme of work and full plan being in place by 31 March 2027. Full implementation of the plan is planned by 31 March 2036. Refurbishment work on Elgin Library was completed during quarter 4 with some smaller internal works taking place in other library branches. There is an identified need to establish library building prioritisation of critical works during 2026/27 similarly to leisure. Longer term goals will be reflected in 2026-28 Service Plan. Outstanding work within the current action will be incorporated into new reset action. Action SERV ERC 3.1 25-28, PI ERC028 5.10 Although the cost to attend libraries in Moray has decreased by £0.41 to £5.23 (-7%) the national ranking (28/32) has remained the same, placing Moray in the bottom quartile. Moray differs in trend from the national results where costs have increased by an average of 14%. Across Scotland, results range, suggesting there are variations in calculation methods which has been acknowledged nationally with clarity added to the definition. PI LGBF C&L02 5.11 Learning Estate - Work to complete the Associated School Group (ASG) options development for the long-term investment strategy will complete following presentation of the Learning Estate Review report to the Education, Children’s and Leisure Services (ECLS) committee on 23 June. ACTION STRATE ERC 2.4 2025-28 Complaints and MP/MSP Enquiries 5.12 Five complaints were received and four were closed between 1 October 2025 and 31 March 2026. All complaints were resolved at frontline stage. Two complaints were upheld and two were partially upheld. Three of these complaints related to staff behaviour and Page 45
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the remaining complaint related to a non-operational piece of gym equipment. One of the resolved complaints met timescales, with an average of eight days taken to resolve the four complaints. Two MSP enquiries were received over the period, both relating operating concerns of the ice rink at Moray Leisure centre. Case Studies 5.13 Nothing to report Consultation and Engagement 5.14 Nothing to 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) 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 Page 46
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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. 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 Service Performance Indicators Service Complaints Page 47
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Andy Hall Contact Email: andy.hall@moray.gov.uk Subject: Education and Education Resources Capital Budget Monitoring Report to 31 March 2026 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 31 March 2026. 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 31 March 2026. It highlights and provides detail on any variances since the Quarter 3 monitoring report, provides an update to Committee on agreed named major projects, and provides information on projects planned for the next financial year and on the budget to be carried forward into next and subsequent years within the three-year project financial planning cycle. 2.2 Spend to 31 March 2026 was £10,236,000 against a forecast full year budget expenditure of £16,029,000. 3. RECOMMENDATIONS 3.1 It is recommended that the Committee scrutinises and notes the capital budget position as at 31 March 2026. Andy Hall Service Manager Education Estate Item 9.* Page 49
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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 31 March 2026 (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, was: 2025/26 £000 Land and Buildings £15,962 Vehicles Plant and Equipment £60 Total £16,022 5.2 The actual expenditure up to 31 March 2026 was £10,352,000. 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 expenditure on school B/B condition and suitability upgrade, building element replacement and compliance works for 2025/26 totals £6,495,000. This includes a budget allowance for preparatory works (detailed design and tendering) for building works planned to go ahead over the next three financial years – a realistic project delivery timeline given the number and varied complexity of projects. 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 design works to deliver condition upgrades. Dyke, Burghead, Bishopmill and Aberlour primary schools were reported in the Q2 report, and a further school, Knockando, has been included during Q4. 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. There is a limit to the number of projects that internal design team resources can support and, therefore, some of these projects are progressing with external design team support. This hybrid resourcing approach will continue into the next financial year. A recommendation is to go before Moray Council on 30 June 2026 to carry forward £943,000 into future years to balance the impact of the reduction in the Learning Estate Programme budget of £3.8m agreed by Council at its meeting on 28 January 2026 (para 7 of minute refers). Page 50
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5.5 The in year budget for each individual project approved to tender and construction phase is detailed in Appendix 1. The majority of the programme is phased work which seeks to initially address school fabric and components, as defined in the Scottish Government’s Condition Core Fact guidance, graded as Condition D with the possibility of full or partial failure or works, to ensure building standards or other statutory compliance. In undertaking this work consideration has been given as to how the upgrade works can enhance the energy efficiency of the building and align with the ‘fabric first’ Council Climate Strategy for Council buildings. Other works relate to statutory requirements related to fire, health and safety, security and accessibility. 5.6 As noted in the Q3 report, some works initially planned for Cullen Primary School Phase 1 upgrade project were reprofiled into the next financial year. The revised in-year spend was therefore adjusted to £1.979m in Q3; however, the actual expenditure was £2.092m as some works were completed in Q4. The final in-year variance of £860,000 will be reprofiled to complete Phase 1 and Phase 2 works next financial year. The total value of the full upgrade project remains unchanged at £4.2m. 5.7 The Q3 report indicated a potential saving across the Speyside and Milnes High School window replacement projects. The final account confirms that an overall saving of £88,000 has been achieved, mainly as a result of economies of scale from combining the works into a single procurement project. Approval to carry forward this underspend to future years to fund other BB upgrade projects will be recommended to Moray Council on 30th June 2026. 5.8 The Q3 monitoring report noted that due to the design complexity of the Alves PS Phase1 fabric upgrade project and procurement issues it was agreed to retender for the project and thereby ensure maximum market engagement and best value for money. This procurement exercise is now completed and works are planned to start during the school summer holidays. The unspent £1.230m will be reprofiled to next financial year. 5.9 The Rothes Primary School Phase 1 external fabric project was completed and handed over during Q3. The final account records a phase cost underspend of £65,000 (unused risk allowance). Approval to carry forward this underspend to future years, to offset costs for Phase 2, will be recommended to Moray Council on 30th June 2026. 5.10 The Mortlach Primary School Phase 1 external fabric project started on site in November 2025 and is planned to complete in May 2026. The actual costs are running behind the cashflow forecast, which will require up to £366,000 to be reprofiled into Q1 and Q2 of the next financial year. The overall Phase 1 project remains on budget at £1.13m. 5.11 Due to a pause in on-site works for several weeks during Q2 on the Mosstodloch PS Phase 1 roof upgrade, the completion date was delayed and final project invoices fell into Q4. The final account records a phase cost underspend of £65,000 (unused risk allowance. Approval to carry forward this underspend to future years, to support other BB upgrade projects, will be recommended to Moray Council on 30th June 2026. 5.12 The full Forres Academy RAAC contingency was not used this year. Given that the risk of further intervention work remains, the £10,000 underspend will be recommended to be Page 51
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carried at the Moray Council on 30th June 2026 be reallocated as contingency for the next financial year. 5.13 The underspend of £66,000 against the external Asset and Project Management resources to support the BB Upgrade programme is a result of a delay in the appointments until the start of Q4. Approval to carry forward this underspend to future years to fund other BB upgrade projects will be recommended to Moray Council on 30th June 2026. Planned BB Upgrade Programme 2026/27 5.14 The priority school BB upgrade projects planned for financial year 2026/27 are outlined in the table below. This includes some projects that have been reprofiled from financial year 2024/25. School Project Outline FY 25/26 Budget (£000) Cullen PS Phase 2 – Mechanical and Electrical 1,713 Mosstodloch PS Phase 2 – Roof replacement 882 Alves PS Phase 1 – Fabric only Phase 2 – M&E design only 1,567 Mortlach PS Phase 1 completion and Phase 2 (50%) 2,203 Rothes PS Phase 2 – Electrical upgrade 354 Burghead PS Phase 1 – Fabric only 982 Dyke PS Phase 1 – Fabric only (50%) 318 Aberlour PS Phase 1 Design only 260 Knockando PS Phase 1 – Fabric only (60%) 343 West End PS Drainage Upgrade 192 Bishopmill PS Phase 1 – Design only 260 Millbank PS Enhanced ASN capacity extension 59 Total 9,133,000 5.15 Phase 1 works relate to external fabric projects involving roof, window, wall and door upgrades to improve overall building energy efficiency prior to Phase 2 works, which will address mechanical and electrical elements in readiness for heat source replacements either in Phase 2 (where the existing heat source is at or approaching the end of its useful life) or in Phase 3. 5.16 The project list above represents an indicative programme at this stage. While some projects are well advanced and have fixed-price costs and defined construction programmes, others remain at design stage and are therefore subject to a range of delivery risks and constraints. These include staffing and project management capacity, procurement timescales, contractor availability and school operational requirements, including decant arrangements. 5.17 The impact of these factors is continuing to be assessed and a fuller update will be provided through the Quarter 1 capital monitoring report. At this stage, a prudent expectation is that approximately 80% of the programme, equating to around £7.234m of expenditure, will be delivered during the next financial year. Page 52
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Universal Free School Meals 5.18 The total spend for financial year 2025/26 was £286,000 that facilitated the procurement of new kitchen equipment and fixed dining room furniture to increase capacity across several primary schools. A carry forward of the remaining £159,000 of Scottish Government grant budget to financial year 2026/27 will support further kitchen and dining area capacity extension projects to supports further increase in future uptake across P4-5 and P6-P7 SCP entitled pupils free school meal take up over and support some initial preparatory work required for a full P6-P7 free school meal entitlement roll out. 5.19 It should be noted that to implement a full extension of free school meals to all P6-P7 pupils would require further Scottish Government grant capital funding in order to complete all identified infrastructure works. Future Forres Academy 5.20 The quarterly revised cashflow forecast has reprofiled £747,000 of project budget to next financial year. 5.21 The overall budget for the project has now been confirmed and a final fixed-price offer submitted for approval and contract agreement. Over recent months the project construction costs have been impacted by global inflationary pressures linked to the Middle East conflict and increased steel costs arising from UK import tariff changes introduced in March 2026. The Special Moray Council meeting on 19 May 2026 approved a project capital budget increase to £92.438m (para 3 of draft minute refers) , which provides additional risk allowance, with the near £1m increase managed as a virement from the Learning Estate BB school upgrade core projects budget. This budget will be reallocated to the BB upgrade programme in 2029/30 if not used. Elgin High School Capacity Extension Project 5.22 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 was submitted to this Committee on 25 November 2025 (para 11 of minute refers) but it was decided to defer any decision until a visit to the school had been facilitated for elected member and parent and community groups associated with school. Following this visit, a report was submitted to Moray Council on 28 January 2026 where the recommendation to scale down the project from a new building extension to a repurposing of space within the existing school was approved (para 10 of draft minute refers). 5.23 The revised total capital allocation for 2025/26 was £373,000, whereas the actual expenditure was £126,000. The remaining £247,000 for this project will be carried forward to 2026/27 to support delivery of the revised project. 5.24 The decision to scale down the Elgin High School project from a £19.1m new build extension to £1.4m internal repurposing works means the project will now be non- compliant with Scottish Government Learning Estate Investment Programme Phase 2 (LEIP 2) criteria. Scottish Government previously approved the transfer of LEIP 2 status and potential funding from the Findrassie PS project to the Elgin High School capacity extension and the Scottish Futures Trust, which administers LEIP2, and Scottish Government Learning Directorate officers, who are responsible for programme Page 53
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governance, have indicated that a similar transfer request would be considered on its merits by the Cabinet Secretary. However, the council was advised that given the short time period to the current Scottish Parliament dissolution later in April, any formal notification of the withdrawal of the Elgin High School project from LEIP2 and request for transfer of status and funding to another qualifying school project should be deferred until after the elections in May for consideration. That is dependent on decisions related to the Future Buckie High School project. Future Buckie High School 5.25 A budget of £75,000 was allocated to further investigate options to deliver a long term sustainable and affordable future Buckie High School. To date £50,000 has been spent on further feasibility design and space optimisation analysis which has informed the options still under consideration for the final project. The remaining in-year £35k budget will be carried forward to further develop this initial phase option. 5.26 It was agreed by this Committee at its 25 November 2025 meeting (para 19 of the minute refers) to defer decisions on significant investment beyond immediate repair and maintenance requirements to 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. A separate update report has been submitted to this Committee that provides more detail on this. 5.27 Given the decision to scale down the Elgin High School capacity project detailed in para 5.22, work is in progress to ascertain if an initial phase of the Buckie High School new build/refurbishment option could qualify for LEIP2 status. Based on the existing arrangements the LEIP2 investment value available would be aligned with a £13m construction project and unlikely to exceed the 50% of that value over the 25 year outcome based revenue funding model. Early Learning and Childcare (ELC) 5.28 There has been no ELC capital spend in Q4. All outstanding works at Seafield PS have been tendered to enable contractors to begin in July 2026. It has been agreed that the remaining £27k budget will be carried forward into next financial year and be supplemented by £60,000 from the Learning Estate capital budget - under ‘statutory requirement’ upgrade requirements - to complete the planned upgrade works in this timeframe. Libraries and Leisure 5.29 Land & Buildings (L&B) During Q4 the refurbishment works at the Milnes astroturf pitch have been completed and the pitch is now in high demand by community groups which is helping increase income generation at this facility. An underspend of £79,000 has arisen as the astroturf pitch at Milnes is not full sized, resulting in a lower refurbishment cost than anticipated. It is recommended that this underspend be carried forward to 2028/29 to help offset increased costs in the next phase of the astroturf pitch refurbishment programme and to support the potential use of more sustainable, non-plastic infill materials. 5.30 The refurbishment works at Elgin Library were completed in Q4 and is receiving positive feedback from stakeholders and users of the facility. Smaller scale cosmetic improvements were also completed in Q4 at Forres, Keith and Buckie Libraries. Progress Page 54
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on refurbishment has been limited due to service uncertainty linked to proposed closures and savings initiatives, with the future operating model only approved in December 2025, therefore we are reporting an underspend of £113,000. It is requested to carry forward this underspend to 2026/27 to support targeted improvement works. Carry forward funding will enable improvements aligned with this approved operating model and informed by feedback from library user groups. 5.31 During Q4 the identified critical works continued to progress at Moray Leisure Centre (MLC). Due to the phasing needs of these critical works, this works programme will not be fully complete until Q2 of the 2026/27 financial year. This could not have been avoided due to the phasing schedule and other extenuating external factors outwith Council and MLC control. The current £301,000 underspend is required to be carried forward to 2026/27 to enable the completion of the critical works programme that is currently ongoing. 5.32 Only £16k of spend in Q4 was connected to the refurbishment and upgrade of leisure facilities. This has resulted in an overall underspend of £269,000. Progress has been limited due to service/estate uncertainty. The Service have now started to receive a suite of condition survey reports for the Leisure & Culture Estate. It is recommended for this underspend to be carried forward to 2026/27 to aid the design and commissioning of prioritised refurbishment urgent work packages. This design phase is essential to enable delivery of the planned £4–4.5 million refurbishment programme in 2027/28, and specialist expertise will require to be commissioned externally. 5.33 Vehicle, Plant & Equipment (VPE) The £19k investment in Libraries and Leisure equipment progressed in Q4 as per the funding envelope. This included library furniture based on identified need and several items of fitness equipment for Buckie and Speyside. The new swimming pool hoists were installed at Buckie, Keith and Forres during Q4. 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 55
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Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal The Council has 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 28 January 2026 detailed the outcome of the annual 10-year capital plan review, and the Council approved overall capital spend of £116.9m over the next three years for the Learning Estate programme. This included a further £3.893m budget reduction applied to year 3 (2028/29), which, together with over a £32m reduction over the 10-year programme, impacts the Learning Estate programme’s planned named and core projects. There are significant strategic and operational risks associated with the budget available for investment in the learning estate 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 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 continues to be extended from 10 to 15 years, acknowledging that in this scenario more revenue funding will need to be assigned to reactive repair and maintenance over this same time period. 6.5 Risk Although there has been some progress in addressing those schools in the worst condition, the work completed over the last nine months has reduced the total number of Page 56
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schools graded overall D or C condition from 32 to 28 out of the 52 schools managed. However, the longer phasing of BB upgrade works to meet affordability caps brings a greater risk that the remaining learning estate assets will continue to deteriorate, with an increased likelihood of partial or full building failure. School contingency plans will therefore 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 a 15-year rather than 10-year timescale, and the risk management approach required to support this remains a 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 the available budget and uncertainty on the estate, the risk of building failures, temporary closures and health and safety incidents remain a concern. Carry forward of the underspend from 2025/26 will help progress the design plans and urgent works required to improve and stabilise this estate. 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, with works increasingly delivered on a continuous basis rather than being restricted to school holiday periods. This requires additional project management resource with experience in construction project management, ideally in an education setting. In terms of recruitment, there are parallels with the attempt to secure an experienced asset manager to support 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 outsourced consultancy support would be pursued to provide immediate capability, experience and longer-term knowledge transfer opportunities, with costs capitalised against the BB programme budget. A similar approach was used to expedite the appointment of project management resource for the BB upgrade programme. Both the asset management and project management resources were recruited during Q4, funded from an annual capital budget allocation of £150,000 for the next two years. The requirement to continue to outsource for the second 12 months will be re-assessed at the end of financial year 2026/27. As noted in para 5.16 staffing issues present a significant risk to the delivery timescales of the school BB upgrade programme and also any leisure and culture capital works. The recent loss of an experienced Principal Quantity Surveyor and a Construction Project Manager, one a permanent employee and the other an agency resource, together with the challenges in recruiting suitably qualified and experienced replacements, is expected to affect delivery of some projects scheduled for the next financial year. The programme is continuing to assess the impact and a more detailed update will be provided in the Quarter 1 capital monitoring report 6.7 Best Value and Transformation There are no best value and transformation implications associated with this report. 6.8 Property Page 57
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There are no property implications other than those detailed in the report. 6.9 Information Communications/Technology/Digital There are no information communications technology or digital 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 (the Passivhaus standard for achieving a high level of building thermal performance) informed retrofit 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 existing BB upgrade projects will consider the Enerphit informed retrofit approach to support design options that increase energy efficiency and reduce carbon emissions from school buildings; however, this will be subject to case-by-case cost-benefit analysis due to the increased project costs and extended timelines associated with delivering more energy-efficient and low-carbon buildings, and may need to be reassessed for affordability in future years. All existing 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 be on a case-by-case cost benefit analysis due to the increase project costs and extend timelines to deliver more energy efficient and low carbon buildings and may need to be reassessed for affordability in future years. 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 related to this report. Page 58
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APPENDIX 1 Education and Education Resources and Communities Q4 Capital Monitoring Q1 Q2 Q3 Q4 Q4 variance End of Year Project Expenditure Annual Variance BB Upgrade Projects Asset Management/Project Management 100 100 0 34 -66 34 -66 Cullen PS - Upgrade 3100 2952 22 1374 426 270 -261 2092 -860 Speyside HS Windows and Doors 991 924 47 687 90 29 11 853 -71 Milnes HS Windows and Doors 885 745 39 584 82 23 6 728 -17 Alves Primary School - Subsidence + B Upgrade Phase 1 (Fabric) 1316 1316 25 15 14 32 32 86 -1230 Mortlach Primary School - B Upgrade Phase 1 997 1133 19 10 100 638 -50 767 -366 Mosstodloch PS - Roof 513 355 8 30 237 15 15 290 -65 Rothes PS - B Upgrade Phase 1 256 281 0 208 38 0 -35 246 -35 East End PS Upgrade - Phase 3 External wall insulation and render 448 442 3 190 226 0 -17 419 -23 Bishopmill Primary School - Sports Hall 100 61 61 3 0 0 64 3 East End Drainage 0 3 0 0 0 0 -3 Aberlour Drainage 0 46 46 0 0 46 0 Andersons Drainage 0 12 12 0 0 12 0 Seafield Drainage 0 3 2 0 0 2 -1 Millbank Drainage 0 3 0 0 0 0 -3 Applegrove Drainage 0 0 4 0 0 4 4 Forres Academy - RAAC Contingency 52 52 15 18 0 9 -10 42 -10 Tomintoul PS - Roof upgrade 0 95 0 93 0 0 0 93 -2 BB Contingency 109 0 0 0 0 0 BB design allowance (FY25/26 works) 791 1043 100 0 -780 100 -943 BALANCE 9658 9566 303 3209 1216 1050 -375 5878 -3688 Compliance Requirements Legionella 16 16 4 4 4 4 0 16 0 Schools -Fire, Safety and Security - Minor Works 200 200 19 42 54 76 9 191 -9 Schools Accessibility 40 40 2 16 9 7 0 34 -6 BALANCE 256 256 25 62 67 87 9 241 -15 Major Refurbishment and Rebuild 0 Elgin High School Modular Units 8 0 4 0 0 8 8 Elgin High School Extension 611 373 24 54 25 23 0 126 -247 Forres Academy 3,844 3,795 92 1,096 1,043 817 -189 3,048 -747 Future Buckie High School 75 75 0 3 42 0 -30 45 -30 Elgin South Primary Capacity Management 50 50 0 0 0 -50 0 -50 BALANCE 4,588 4,293 116 1,153 1,114 840 -269 3,223 -1,066 Scottish Gov Funded Projects CO2 Monitors / Ventilation - Greenwards PS 82 90 4 82 4 0 0 90 0 Universal Free School Meals 672 445 139 2 139 6 6 286 -159 BALANCE 754 535 143 84 143 6 6 376 -159 Learning Estate BALANCE 15,256 14,650 587 4,508 2,540 1,983 -629 9,718 -5,063 ELC Settings Seafield Nursery 38 12 0 4 11 15 3 ELC BALANCE 38 12 0 4 11 0 0 15 3 Learning Estate BALANCE 15,294 14,662 587 4,512 2,551 1,983 -629 9,733 -5,060 Library and Leisure Resurface & rejuvenate 3G pitches in Moray 245 245 0 0 97 74 28 171 -74 Refurbishment & upgrade of pools 330 330 27 18 0 16 84 61 -269 Library Heritage 0 1 1 20 0 0 21 20 Libraries refurbishment 250 250 0 0 1 136 63 137 -113 Moray Leisure Centre 2,067 474 8 1 56 108 231 173 -301 Moray Leisure Combo Heat Power 0 0 0 0 0 0 0 0 0 Libraries and Leisure BALANCE 2,892 1,300 35 20 174 334 406 563 -737 ERC L&B TOTALS 18,186 15,962 622 4,532 2,725 2,317 -223 10,296 -5,797 VEHICLES PLANT AND EQUIPMENT Libraries and Leisure Equipment 60 60 5 9 23 19 4 56 -4 ERC VPE TOTAL 60 60 5 9 23 19 56 -4 FY 25/26 £000 Education Resources and Communities Q4 Capital Monitoring Report Learning Estate Planned Budget 25/26 £000 Apr 2025 Approved Capital Plan End Q2 Page 59
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Vivienne Cross Contact Email: Education@moray.gov.uk Subject: Education and Leisure and Culture Service Revenue Budget Monitoring to 31 March 2026 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform Committee of the budget position for Education and the Leisure and Culture Service as at year end 31 March 2026. 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 financial position within the Education department and the Leisure and Culture Service at the end of the financial year on 31 March 2026. 3. RECOMMENDATIONS 3.1 It is recommended that Committee scrutinises and notes the budget position at the end of the financial year on 31 March 2026. Vivienne Cross Head of Education (Chief Education Officer) Kim Slater Service Manager Leisure & Culture 4. BACKGROUND AND BUDGET POSITION Item 10.* Page 61
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4.1 The report highlights those areas of budget where there is a variance identified at the end of the financial year. 4.2 The spend at 31 March 2026 is £123,231,000 against a budget of £122,822,000 giving an overspend of £409k, as shown in the table below. Education Services Budget Monitoring Report to 31 March 2026 Service Revised Budget Budget to Date Actual to Date Variance to Date Variance £'000 £'000 £'000 £'000 % Early Learning and Childcare 15,588 15,588 15,767 (179) (1%) Primary Education 35,347 35,347 35,085 262 1% Secondary Education 40,879 40,879 40,708 171 - Additional Support Needs 20,174 20,174 20.197 (23) - Education Central Services 6,413 6,413 5,508 905 14% Business Support Unit 711 711 710 1 - Management 134 134 134 - - Out of Area 3,402 3,402 5,122 (1,720) (51%) Efficiency Savings-Education 174 174 - 174 - Educational Services Total 122,822 122,822 123,231 (409) - 4.3 The variance in Early Learning and Childcare (ELC) Education is a £179k overspend which relates to an underspend in ELC fundraising of £25k which will be transferred to ear marked reservices at the end of the financial year, £9k in travel, £17k in ELC maternity/sickness cover, £11k in Moray Growth Deal Stem and £13k of other small underspends. There is an overspend of £250k in payments to partners due to issues with forecasting although projections for next year have been included in the budget set by Full Council. 4.4 In Primary Devolved School Management (DSM) scheme, there is an underspend of £262k across all schools. This relates to an underspend of £68k and £21k of underspend in excess of the 2.5% limit which is taken back from schools. There is £173k underspend on non devolved costs which include oncosts, energy, grounds maintenance and rent and rates. The energy underspend is £163k mainly due to prior year refunds. 4.5 The Secondary DSM scheme has an underspend of £171k across the eight schools. This relates to an underspend of £86k in the devolved budget and an underspend of £85k in the non-devolved costs which includes an energy underspend of £87k 4.6 Within additional support needs there is an overspend of £23k. This comprises of an overspends in ASN absence of £20k, redundancy payment of £11k and other minor overspends of £10k. There is an underspend in the SALT contract of £18k 4.7 The variance in Education Central services is a £905k underspend which relates to underspends of £4k for sanitary products, £5k for disturbance mileage, £10k for staff advertising, £18k for clothing grants, £6k for relocation costs and minor underspends of Page 62
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£5k. There are also overspends of £139k in the central supply budget, £11k for teacher numbers and £31k for insurance excess payments. At year end £751k of Pupil Equity Funding balance is carried forward as an earmarked reserve along with £275k of Strategic Equity Funding and £12k of the Children and Young People Care Experienced fund which is spent over the academic year, all of which contributes to the overall underspend. 4.8 The Business Support Unit has an underspend of £1k. 4.9 The out of area budget is overspent by £1,720,000 which is mainly related to new placements and extension of placements due to pending court cases. A separate paper gives further information regarding this budget area. 4.10 Savings within Education for 2025/26 were as follows: Approved Saving £000 Achieved Saving £000 Reason for non achievement Early Learning and Childcare (ELC) – CMP remove year round provision 278 278 ELC – reduce early years teaching team by 2 posts 50 50 ELC – remove early years principal teacher post 47 50 ELC – Teachers changed to CIO 127 127 ELC – full year effect year round to term time 152 152 ELC – rental income 18 18 ELC – partner nurseries in-service day 111 111 Primary – pupil teacher ratio move to statutory requirement 67 25 No schools fell within ratio for 25/26 so no further saving Secondary Schools – reduce DSM 112 116 Central Education – remove 1 QIM 24 29 Learning Technologist 7 15 Central Education one off saving 50 50 AQA Accreditation 5 4 Additional support needs music 4 5 DSM one-off saving 200 0 Saving posted 24/25 Psychology team saving 70 70 CMP English as an additional language 38 38 CMP Sensory services 50 50 Leisure and Culture Service 4.11 The spend for Leisure and Culture as at 31 March is £4,142,000 against a budget of £4,609,000. The Leisure and Culture Service Budget Monitoring Report to 31 March 2026 is as follows: Page 63
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Service Revised Budget Budget to Date Actual to Date Variance to Date Variance £'000 £'000 £'000 £'000 % Libraries Service 1,981 1,981 1,943 38 2 % Music Instruction 573 573 563 10 2 % Sport & Leisure 1,689 1,689 1,485 204 12 % Culture, Leisure & Sport Management 145 145 151 (6) (4)% Efficiency Savings- Culture, Leisure & Sport 221 221 - 221 - Service Total 4,609 4,609 4,142 467 - 4.12 The variance in the Libraries Service is a £38k underspend which is connected to lower energy costs (£22k), a reduction in software licence costs (£6K) and other minor underspends across the service (£10k). 4.13 The variance in the Music Instruction Service is a £10k underspend which is connected to an overspend (£6k) for Moray Music Centre, an over achievement of music instruction recharge to schools (£8k), an underspend in staff mileage (£4k) and other minor underspends across the service (£4k). 4.14 The variance in the Sport and Leisure Service is a £204k underspend which is connected to an over achievement in leisure income (£116k), lower energy costs (60k) and other minor underspends across the service (£28k). 4.15 The variance in the Culture, Leisure and Sport Management budget is connected to an overspend relating to holiday pay/TOIL provision (£6k). This overspend will be reviewed and addressed as part of the sport and leisure phase 2 restructure. 4.16 The efficiency savings of £221k is connected to staff savings from vacancies, budget savings through change management plans and appointments below the top salary scale across the whole Service. 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. A separate paper regarding spend in this area is presented to Committee for consideration. Page 64
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5.2 Work which was planned within Human Resources to support absence within Education has now progressed with postholders taking up their positions in April 2026. This will be reported separately to Committee including any positive impact on the supply budget. 5.3 Highlighting the positive budget position for the Leisure and Culture Service and the contribution that staff teams have made towards this end of year achievement. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) x Policy and Legal x Financial x Risk x Staffing x Best Value and Transformation x Property x Information Communications Technology/Digital x Equalities. Social Inclusion and Economic Impact x Climate Change and Biodiversity Impact x 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☐ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal The Council has statutory responsibilities to meet educational needs, the needs of children and young people in need and those it looks after. Page 65
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The Council has a legal duty to ensure adequate provision of facilities for recreational, sporting, cultural and social activities as well as adequate provision of libraries and maintaining Council archives. 6.4 Financial The resource implications are set out in this report. The overpsend for Education as at 31 March 2026 is £409,000 against a budget of £122,822,000. The spend for Leisure and Culture as at 31 March 2026 is £4,142,000 against a budget of £4,609,000. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments 6.5 Risk Budget managers are aware of their responsibilities for managing budget allocations and approval for any variances will be sought from Committee in line with Financial Regulations. The overspends in the out of area budgets and central supply budgets are not easy to mitigate against where decisions about children and young people are often out of the services control with detail provided in a separate paper. Similarly central supply is unpredictable with long term absence and maternity leaves where a replacement teacher must be put in place to continue to deliver education. 6.6 Staffing There are no staffing implications arising from this report. 6.7 Best Value and Transformation There are no best value or transformation implications from this report. 6.8 Property There are no property issues arising from this report. 6.9 Information Communications/Technology/Digital There are no property issues arising from this report. 6.10 Equalities, Social Inclusion and Economic Impact This is not relevant as this report is to inform the Committee on budget monitoring. 6.11 Climate Change and Biodiversity Impacts This is not applicable. Page 66
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7. CONSULTATION 7.1 This report has been prepared in consultation with Nicky Gosling, Accountant and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 nil Page 67
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing & Communities Author: Denise Whitworth/Vivienne Cross/Kim Slater/Edward Thomas Contact Email: denise.whitworth@moray.gov.uk vivienne.cross@moray.gov.uk kim.slater@moray.gov.uk Edward.thomas@moray.gov.uk Subject: 2025-28 Education and Leisure & Culture Service Plans (Year 2 refresh) and 2025-28 Housing, Property & Communities (Learning Estate) Service Plan (Year 2 refresh) 1. PURPOSE ☒ For Decision ☐ For Information 1.1 To invite the Committee to consider the Education, Housing and Communities Service Plans (Year 2 refresh) for Education and Leisure & Culture and the Learning Estate elements of the Housing and Property and Communities Service Plan (Year 2 refresh) noting that the Service Plan for Housing, Property and Communities was considered at Housing and Community Safety Committee on 18 June 2026 in terms of its remit. 1.2 This report is submitted to Committee in terms of Section III (A) (4) of the Council’s Scheme of Administration relating to monitoring performance of the services within the Committee’s remit in accordance with the Council’s Performance Management Framework. 2. SUMMARY 2.1 Service Plans (Year 2 refresh) have been prepared identifying the improvement targets for the remaining term of the plan. In preparing the plans, managers have taken account of risk, performance data, the LOIP, the Corporate Plan and other relevant factors such as audit and inspections outcomes. The Service Plans also identify the resources allocated to each service. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: Item 11.* Page 69
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i) Consider and approve the Service Plan (Year 2 refresh) for Education in Appendix 1; ii) Consider and approve the Service Plan (Year 2 refresh) for Leisure and Culture in Appendix 2; iii) Consider and approve the Learning Estate elements of the Housing, Property and Communities Service Plan (Year 2 refresh) in Appendix 3. Denise Whitworth Executive Director, Education, Housing & Communities 4. BACKGROUND AND CONTEXT 4.1 Service planning is a key aspect of the Council’s Performance Management Framework that sets out the strategic direction for services. 4.2 It should be noted that actions from the refreshed Best Value Action Plan, approved by the Corporate Committee on 26 August 2025 (para 8 of the minute refers) will be monitored and reported out with the Service Plan process. 4.3 The service planning process focuses on forward planning for medium-term activities supporting delivery of the Local Outcomes Improvement Plan (LOIP) and Corporate Plan. The Council’s planning process also includes team plans that focus on short term tactical and operational activities supporting delivery of the Service Plan and strategies and Employee Review and Development Plans (ERDP) and Professional Review and Development (PRD) plans provide individual planning for employees’ activities and development. 4.4 As well as identifying service developments and improvements, the Service Plan Framework requires an assessment of the output and outcome requirements for services based on the Council’s priorities, statutory and regulatory requirements and other relevant local and national direction and makes use of improvement tools for planning and continuous improvement. Services support their improvement work with the Public Sector Improvement Framework (PSIF) or by using another recognised self-evaluation tool. Across services, priority outcomes are those included in the Council’s Corporate Plan 2024-29 that directly relate to the service or are influenced by the service and should be clearly identified. 4.5 Setting clear measurable outcomes and defining key indicators by which progress will be assessed continues to be an area for development within the Council. However, it is recognised that for some actions it can be difficult to identify a measurable outcome (e.g. a change in legislation that must be implemented or updating a policy framework). Therefore, as far as possible efforts have been made to set measurable outcomes for service plan actions but in some cases outputs and key progress milestones have been used so that it is still possible to measure whether the action has been progressed as intended. 4.6 A summary of progress is given below for each of the services based on the performance monitoring carried out throughout the year and reported to committee as part of performance reporting. Further information on performance at the end of Quarter 4 is included in the service Performance Reports that are also on the agenda of this Page 70
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Committee. The Performance reports note where there is a carry forward of actions from the previous Service Plans. 4.7 It should be noted that while there has been some re-organisation of teams and alignment of services following the management restructure, service plans have been prepared taking account of Council priorities, national priorities and ongoing and emerging service priorities. Therefore, it remains appropriate to seek approval for the year 2 refresh of Service Plans to ensure that they continue to reflect the next iteration of priorities and direction from committee and that services are appropriately directed and tasked. 5. PROPOSALS 5.1 As the services have set high level priorities for a three-year period 2025-28, performance is reported against that period with actions and indicators being reviewed annually. 5.2 Planned focus in new plans for Education Housing and Communities services The revised Council structure has given the opportunity to consider how best to integrate services within the directorate and connect service plan activity to gain greater impact from co-ordinated, cross service effort directed towards delivery of the Council’s corporate plan priorities. As a result, the corporate priority of tackling poverty and inequality has been identified to provide a common focus across service plans within Education, Housing and Communities. More specifically, to advance this, services plan to: use whole systems approaches to ensure there is joined up activity across services and partners; consider how data can be used to give greater insight to enable targeting and early intervention; and take forward the use of locality and placed based approaches to drive improved results. 5.3 Early work is underway and examples include Active Moray, the partnership approach to physical activity that is within the Leisure and Culture plan and the development of multi- agency work to support young people, which is integrated with work in schools in the Education plan. Education 5.4 Progress on planned work (success) • Schools continue to show improvement in ACEL performance, maintaining or increasing previous session data presented for key literacy and numeracy measures. Key interventions such as Children and Young People Improvement Collaborative in Scotland (CYPIC) Writing continues to be extended across schools. • Scottish Attainment Challenge funding (PEF and SEF) continues to support interventions for raising attainment, focussing on literacy, numeracy, health and wellbeing, attendance and inclusion. • As part of the work with Education Scotland Attainment Advisor around reducing identified attainment gaps there has been notable improvements in attendance for a number of Moray schools where exclusions remain low (Primary) and low overall in comparison with previous years to date (Secondary Schools). • Secondary schools continue to extend course availability, including a focus on further development of consortia offer and Foundation Apprenticeships. • Increased positive inspection activity with external HMIE noted and internal Moray Quality Improvement Framework visits, highlighting improvements in the majority of schools across Quality Indicators. Page 71
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• Increasing number of positive Early Learning and Childcare (ELC) and Primary school inspections. • ELC settings are using both new shared framework and Scottish Social Services Council codes of practice to improve leadership of learning and opportunities for staff empowerment. 5.5 Progress on planned work (areas for development / not delivered) • Continue to raise attainment, particularly across the senior phase. • Two HR Advisors to support education absence management procedures now in post, along with Acting Senior HR Advisor they will guide the project going forward. • Progress with policy review including Additional support needs has been variable however a clear plan is in place now 5.6 Planned focus in new plan (reflecting above and challenges to come) • Equity and improving outcomes for all • Inclusion and wellbeing • Curriculum including implementation of Curriculum Improvement Cycle • Learning, teaching and assessment • Leadership, empowerment and professional learning and development • Support and challenge improvement across the service 5.7 The service plan for Education is attached as Appendix 1. Leisure & Culture 5.8 Progress on planned work (success) • The new libraries operating model and Change Management Plan have been implemented and new opening hours commenced during quarter 4. The impact of the new operating model will be monitored throughout 2026/27. • Work targeting approaches to poverty, mental health and disability/ASN has completed. In quarter 4 further development of existing programmes continued to help strengthen the sustainability of service provision. Positive links were established between schools, community provision, active travel and Scottish disability sport in regard to cycling programmes. 5.9 Progress on planned work (areas for development / not delivered) • The Change Management Plan for Sport and Leisure has not progressed as this requires aligning with Phase 2 of the Council Management Structure Review and also the next 4- year partnership with Sportscotland which requires to be in place by 31 March 2027. • Amendments to the Youth Music Initiative (YMI) delivery model have been introduced during quarter 1. These amendments will continue and will be monitored in the forthcoming 2026/27 academic year. • Work to prioritise leisure and libraries capital plan funding to sustain operating assets is ongoing and as a result objectives have not yet been met. Refurbishment work within Elgin library was completed during quarter 4 along with smaller works at other facilities. An asset management report, identifying critical work, will be considered by Committee in a separate report, with a Leisure & Culture estate capital investment plan set to be created by 31 March 2027. Continued work will be amended to focus more on long-term goals. Page 72
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5.10 Planned focus in new plan (reflecting above and challenges to come) • Implementing the Active Moray Strategy and Action Plan alongside partners. • Creating a more structured asset management plan for leisure and library facilities. • Continuing to address inequalities through sport, leisure, physical activity, music and libraries. 5.11 The service plan for Leisure & Culture is attached as Appendix 2. Housing, Property & Communities (Learning Estate elements) 5.12 Progress on planned work (success) • Positive progress has been made in the project to design and construct Forres Academy. The full planning application was submitted and subsequently granted on 14 January 2026. The statutory consultation report on the relocation of Forres Academy to the Applegrove/Roysvale site was presented and approved at full council on 25 February 2026. On 11 May 2026 the Court of Session approved the use of Common Good land for construction. Not to exceed maximum price guarantees have been provided by appointed contractor (Balfour Beatty). • All effective stakeholder engagements on the suitability of the learning estate are complete. • Recommendations to close Crossroads Primary school were agreed and were unchallenged by the Scottish Government. Building management handed over to estates team in September 2025. • The school estate upgrade programme progressed well during 2025/26, meeting all objectives set. Phase 1 completed at three primary schools, with phase 2 design in place. Six further schools are also in design phase. This action will recur on an annual basis with targets reset for each year. 5.13 Progress on planned work (areas for development / not delivered) • Work to complete the Associated School Group (ASG) options development for the long-term investment strategy will be addressed in the learning estate review report to be presented to the Education, Children’s and Leisure Services (ECLS) committee on 23 June, after which this action will complete. 5.14 Planned focus in new plan (reflecting above and challenges to come) • With all actions in the previous plan having completion dates in 2027 and beyond, all current actions will continue. 5.15 The service plan for the Learning Estate element of the Housing, Property & Communities is attached as Appendix 3. 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 ✓ Page 73
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Financial ✓ Risk ✓ Staffing ✓ Best Value and Transformation ✓ Property ✓ Information Communications Technology/Digital V ✓ 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 None arising from this report. 6.4 Financial None arising from this report. 6.5 Risk There are potential risks around progress in all priority areas due to staffing pressures and which often has an impact on officers. 6.6 Staffing There are no staffing issues. The service plan actions will be accommodated within existing resources. The services have undertaken workforce planning to consider how best to prepare and manage the workforce for the services to be able to respond to the agreed Council priorities in the Corporate Plan and the service work that is required to support and achieve those objectives. Consideration has also been given to the Council Workforce Strategy and Plan priorities in a service context. The main themes arising from these include: • Building capacity and resilience • Change management and a workforce culture to support and enable change Page 74
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• Health and Well-being management (including absence management) • Recruitment and retention 6.7 Best Value and Transformation The service plans support the council to continue its Best Value journey. 6.8 Property None arising directly from this report. 6.9 Information Communications/Technology/Digital None arising from this report. However, where relevant work is set out within the workforce plans to ensure that the workforce is ready and enabled for change, including digital skills. 6.10 Equalities, Social Inclusion and Economic Impact None arising from this report. 6.11 Climate Change and Biodiversity Impacts None arising directly from this report. Service contributions to the delivery of the Climate Change Strategy, Biodiversity Strategy, Net Zero Fleet Strategy, Travel Strategy etc. are captured in the respective annual reports. The Corporate Plan recognises that sustainability, environmental, climate change and biodiversity considerations are incorporated within existing projects and are specifically considered as part of committee reporting processes. In a service context, consideration is also given to Climate Change and Biodiversity under the following main themes with activities and good practice gathered half yearly within routine performance reporting processes - • Contributing to the reduction of greenhouse gas emissions through reducing energy use, recycling, planning in a way to allow use of public transport, local procurement etc. • Adapting to the effects of a changing climate by integrating changing climate into future plans and existing projects, tracking weather impacts on services, supporting partners, customers, and the public to adapt through promoting resilience • Acting in a sustainable manner by enhancing owned greenspaces, planning in a way that also benefits nature, ensuring staff have the skills and knowledge to protect and restore biodiversity, help communities and clients connect with nature 7. CONSULTATION 7.1 This report has been prepared in consultation with the service managers in Education and Leisure & Culture and Housing and Property and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Nil. Page 75
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 1. Service Definition: Delivering Education across Early Learning and Childcare, Primary, Secondary Education and support and challenge via a small central team of Officers 2. Service Resources: Service Resources: 1011.98 fte teaching staff; 692.69 fte local government employees; Total 1704.67 FTE Budget: DSM; Revenue Central Budget Early Years and Education and ASN £122m 3. What have we identified for improvement in 2026/27 What evidence did we use to identify this improvement? Please add benchmark information wherever available and relevant to the improvement. Focus on equity and improving outcomes for all Attainment data including LGBF measures, Insight for Senior Phase and Achievement of Curriculum for Excellence data Attendance data Exclusion data Stretch aims for Scottish Attainment Challenge HMIe and Care Inspectorate inspection results Self-evaluation profiles Risk matrix for school improvement ICEA report and various Education reform reviews Moray Quality Improvement Framework visits National Improvement framework plan and self-evaluation documents Focus on inclusion and wellbeing Further develop the curriculum Continued focus on learning, teaching and assessment Focus on leadership and professional learning and development Further improve approaches to support and challenge Page 76
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 4. Local Outcomes Improvement Plan (LOIP)/ Corporate Plan (CP) Outcome or Priority Action Planned Outcome Outcome measures Completion target Lead Priority Rating (1 high 3 low) (L) Building a better future for our children & young people. (CP) Tackle Poverty and Inequality Early intervention addressing whole family well-being to ensure that children can reach their full potential: Continue to support QAMSO network and quality assurance visits to schools through MQIF programme to scrutinise school efforts to raise attainment in literacy and numeracy Continue to improve attainment at both Broad General and Senior Phase identified through ACEL and LGBF measures Literacy and numeracy attainment gap (P1, P4 and P7 combined – percentage point gap between the least and most deprived pupils (LGBF CHN14a / CHN14b) (Corp. Plan) Percentage of P1, P4 and P7 pupils combined achieving expected CFE level in literacy and numeracy (LGBF CHN13a / CHN13b) (Corp Plan / Core Stretch Aim) June 2027 June 2027 Quality Improvement Manager Quality Improvement Manager 1 1 Page 77
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 (L) Building a better future for our children & young people. (CP) Tackle Poverty and Inequality Getting it right for every child so that we continue to improve attainment for all: Progress school based actions, Moray Secondary Head Teacher Association (MSHTA) actions and system wide actions as per the raising attainment secondary plans. Improved attainment at both Broad General and Senior Phase identified through ACEL and LGBF measures Percentage of school leavers gaining 5+ awards at levels 5 and 6 (LGBF CHN6 / CHN7) (Corp Plan) Leavers achieving 1+ @ SCQF Level 5 / Level 6 (Core Stretch Aim) Overall average total tariff (LGBF CHN12a) (Corp Plan) Percentage of pupils entering positive destinations (LGBF CHN11) (ASN leavers / LAC leavers) (Corp Plan) Annual Participation Measure (Core Stretch Aim) Feb 2027 Feb 2027 Feb 2027 Feb 2027 Feb 2027 Quality Improvement Manager Quality Improvement Manager Quality Improvement Manager Quality Improvement Manager Quality Improvement Manager 1 1 1 1 1 Page 78
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) Equity and improving outcomes for all Through renewed focus on the Scottish Attainment Challenge Logic Model with specific regard to outcomes at school/community and regional levels Continue to accelerate progress towards core outcomes and Stretch Aims with focus on leadership, professional learning, collaboration, data and evidence, culture and ethos, learning and teaching, readiness to learn and engagement Meet stretch Aims: Increased attendance Reduced exclusions June 2027 Quality Improvement Manager 1 Continue to review the Supporting All Learners strategy in line with changes implemented by ASN review and focus on inclusive practice Ensuring wellbeing, equality and inclusion for all learners QI 3.1 ratings in inspection or self-evaluation increase June 2027 Quality Improvement Officers 2 Inclusion and wellbeing Continue to develop multiagency working alongside the implementation of the Secondary Outreach Team and the Early Level Team Multiagency response to anti-social behaviours and attendance to ensure readiness to learn for all children and young people Increased attendance Reduced Exclusions Improved achievement and attainment, especially for children and young people with ASN June 2027 HT Inclusion, Wellbeing and Adapted Curriculum 1 Create clear processes for monitoring children and young people accessing part time timetables Reduction in the number of children and young people accessing part time timetables Attendance improved for those on parttime timetables Stretch aim met June 2027 HT Inclusion, Wellbeing and Adapted Curriculum / Principal Education Psychologist 1 Page 79
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 QA visit feedback Review the Supporting All Learners (SAL) Strategy encompassing all aspects of the combined Education service, for positive wellbeing, equality and inclusion for all learners Revised strategy in place and launched, with clarity across the system in relation to staged intervention, GIRFEC pathway, supports and universal/targeted interventions across the combined Education service Revised strategy in place, GIRFEC pathway and Staged Intervention overviews HMIE 3.1 Visit evaluations School Visit QI 3.1 evaluations HWB Survey June 2027 Quality Improvement Officers / HT Inclusion, Wellbeing and Adapted Curriculum / Principal Education Psychologist 2 Embed the revised school ‘Attend to Achieve’ Attendance Policy and Toolkits Policy in place and improvements in attendance monitoring and data result Attendance data and trends (including p/t timetables) Core Plus Stretch Aims – Primary and Secondary Attendance MQIF Attendance Visits June 2027 Quality Improvement Manager / Quality Improvement Officer / 2 Continue to address poverty related attainment gaps (PRAG) through use of SAC ASF funding Continued progress towards closing identified PRAG with positive progress overall towards Scottish Government Stretch Aims Stretch Aims – Core and Core Plus measures Insight Measures June 2027 Quality Improvement Manager 1 Improve outcomes for care experienced children and young people (CECYP) in Moray Raised attainment and improved positive post- school destinations for CECYP Core attainment measures – BGE ACEL and Senior Phase SQA/SCQF June 2027 Virtual Head Teacher 1 Page 80
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 Positive post-school initial school leaver destinations – positive destinations - Insight Continue to review the ASN Strategy and forecasting tool, to ensure appropriate interventions and allocation of resources are in place ASN strategy ensures practitioners receive appropriate professional learning and development, supporting recruitment to ASN posts and accurate allocation of funding based on allocations models developed ASN Professional Learning Offer ASN Middle Leader recruitment ASN Allocations model and moderation ensure accurate funding QI 3.1 visit findings/HMIE findings ASN parent/carer focus group findings June 2027 Quality Improvement Officer (ASN) 1 Curriculum Further develop the curriculum offer in the Senior Phase, extending SCQF graded and ungraded course options to meet the needs of all learners Increased consortia offer and extended curriculum breadth at SCQF level 6 and 7 available to all schools Common consortia column re-established with opt-in from all schools Increased course offers within schools meeting the needs of learners Consortia options in place with offers from all schools contributing to Moray consortia Timetable models reflect common column blocking School course options forms indicate breadth of offer Range of courses/programmes offered at SCQF1-7 across Moray as noted through core Insight measures June 2027 Head of Education / Quality Improvement Manager 1 Page 81
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 Learning, Teaching and Assessment Continue to improve consistency in high quality learning, teaching and assessment Improved quality of learning, teaching and assessment across schools resulting in improved learner engagement and participation in learning, raising attainment for all Learning and teaching frameworks in place across schools Number of schools engaging in appropriate professional learning and development activities Increased uptake in use of NA L&T Toolkit HMIE QI 2.3 Visit evaluations School Visit QI 2.3 Visit evaluations June 2027 Primary - Quality Improvement Officers / Secondary - Quality Improvement Manager 1 Extend opportunities for practitioners to engage in assessment and moderation activities to strengthen confidence in teacher professional judgements on achievement of curriculum for excellence levels Continued improvements in teacher professional judgements on BGE ACEL result, indicating raised attainment in key measures QAMSO network continues to meet with broad representation and participation across Moray Improvements in performance noted – BGE ACEL (including ACEL Early Indications) Core Stretch Aims - P1/P4/P7 Literacy and Numeracy June 2027 Quality Improvement Officers 1 Page 82
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 Leadership, empowerment and professional learning and development Review of the Professional Learning and Leadership Strategy in line with system and service level developments Strengthened leadership and professional learning strategy in place informed by all areas of the service resulting in extended professional learning offer PLL Strategy in place with ladders of success/succession Breadth of professional learning programmes in place across career levels with positive uptake Improved recruitment – senior leadership posts HMIE 1.3 Visit evaluations School Visit QI 1.3 evaluations June 2027 Quality Improvement Officers / Head Teacher Inclusion, Wellbeing and Adapted Curriculum / Principal Education Psychologist / Quality Improvement Manager / Service Manager Early Years 1 Page 83
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 Extend networks of practice across Moray Secondary Schools in order to foster increased collaboration for raising attainment Networks at senior and middle leadership levels are refreshed, progressing core shared improvement actions and sharing good practice for raising attainment MSHTA actions progress – middle leadership development DHT Networks established and progress key actions (Curriculum, Learning and Teaching, Professional Learning, Tracking and Monitoring, Pupil Support) Improvements in key attainment measures – SCQF measures BGE ACEL S3 (3rd/4th level) Stretch Aims – Core Plus BGE ACEL June 2027 Head of Education / Quality Improvement Manager / Secondary Head Teachers 1 Support and Challenge Improvement Continue to review and implement the new Shared Quality Framework in ELC and quality audit visits to maintain National standards. To ensure leaders across ELC have a consistent understanding of Shared Quality Framework Inspection results % of services meeting National standards June 2027 Service Manager Early Years 1 Further refine and review the Moray Quality Improvement Framework (MQIF) following outcomes of school self- evaluation and MQIF visit findings and external scrutiny, further Refined MQIF in place with move to Self- Improving Schools (SIS) model for low risk schools and refined targeted MQIF Visit findings – SIS reports and Targeted Visit Reports HMIE Inspection findings June 2027 Head of Education / Quality Improvement Manager 1 Page 84
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 strengthening support and challenge of school improvement intervention and support for higher risk schools MQIF Risk Matrix MQIF (version 3.0) development with SIS Framework established Pilot further data analysis tools and dashboarding Data dashboarding trialled to further strengthen timely decision making for senior leaders Senior Phase SCQF/SQA pilot analysis tool developed and trialled using appropriate platform (Excel PowerPivot-Slicer/ PowerBI) Key data messages extracted June 2027 Head of Education / Quality Improvement Manager 2 Health and Wellbeing Ensure the Health and Work Policy and Procedures, providing a supportive and comprehensive framework within which to manage health and wellbeing and any absence that occurs, are applied by managers Improve attendance at work and manage sickness absence through additional targeted support to assist in maximising attendance thus reducing costs and improve practice and adherence to policy. Reduction in number of days absence per employee June 2027 Service Manager Business Support 1 Support the absence management project including training for Absence and work policy Improved absence and staff morale improved More positive response in annual employee survey June 2027 Service Manager Business Support 1 Page 85
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 ADD ANY NEW SERVICE LEVEL ACTIONS BELOW 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) Curriculum Initiate STEM starts curriculum work to align with existing Early, First and Second level offer in STEM. Ensure STEM capital is optimised across Moray Start to meet aims for EY STEM FBC June 2027 Service Manager Early Years 2 Increase senior leader engagement with ongoing national work emerging around the Curriculum Improvement Cycle Improved understanding of senior leaders, enabling planning for forthcoming changes to curriculum models and delivery Engagement with Education Scotland colleagues and planning at Education Strategic Meetings MQIF School Visit programme evidence staff engagement with CIC and Curriculum Rationale in place across schools Initial planning supported by secondary Subject groups based on emerging thinking June 2027 Quality Improvement Manager / Quality Improvement Officers 1 Continue to embed the Moray Literacy Strategy and CYPIC P4 Writing programme to raise attainment in ACEL Writing Improved attainment in P4 Writing continues on a positive trend School based interventions in line with Moray Literacy Strategy BGE ACEL Literacy – Writing – P4/P7 BGE ACEL Literacy – R, W, L&T June 2027 Quality Improvement Officer 1 Page 86
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 realising improvements in attainment Core Plus Stretch Aim – P4 Writing Launch and embed the Moray Numeracy and Maths Strategy with focus on raising attainment for all Numeracy and Maths strategy launched and good practice shared and promoted across Moray Positive practitioner engagement with strategy and progressions BGE ACEL Numeracy – P1/P4/P7 and S3 Core Stretch Aims – P1/P4/P7 Literacy and Numeracy June 2027 Quality Improvement Officer 1 Learning, Teaching and Assessment Implement Observations, Quality experiences and interactions training offer to develop shared understanding across ELC. Continue to support ELC settings to develop skill in learning, teaching and assessment. Inspection results % of pre school children meeting age/stage appropriate milestones June 2027 Service Manager Early Years 1 Leadership, empowerment and professional learning and development Implement Leadership & Management training offer to develop professional learning opportunities for ELC senior leaders. Continue to support CLPL opportunities to empower ELC senior leaders. Leadership & Management aspect of Shared Framework resulting in 4’s or above (Inspection results) June 2027 Service Manager Early Years 2 Inclusion and wellbeing Continue the CALM rollout to all members of Education staff Improved communication emotional regulation and support for children and young people experiencing distress resulting in preventative responses at a universal level Reduction in the number of reported incidents involving violence and aggression Reduction in exclusions Increased attendance Reduction in restrictive responses June 2027 Head Teacher Inclusion, Wellbeing and Adapted Curriculum 1 Review the Central Inclusion provision and the impact of this provision on schools Increased capacity to meet needs at the universal and universal with support level Improved achievement, attainment and positive experiences for children June 2027 Head Teacher Inclusion, Wellbeing and Adapted Curriculum / 2 Page 87
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APPENDIX 1 EDUCATION - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1057 and young people with ASN Principal Education Psychologist Rollout Demand Sensitivity/Declarative Language training and resource to support schools Improved understanding and consistency across schools in the use of language when communicating with children and young people Reduction in the number of reported incidents involving violence and aggression Reduction in exclusions Increased attendance June 2027 Principal Education Psychologist 2 ICT Strategy Develop and implement ICT Strategy for schools working closely with ICT department Clear strategy and implementation plan for refresh of devices and plan to roll out devices for staff and pupils Increase in no of devices for staff Increase in no of devices for pupils June 2027 Quality Improvement Manager / ICT Officers 2 Implementation of Reduced Class Contact Time Plan for reduction in class contact time initially across primary schools and prepare for in secondary Clear implementation plan including requests for PRTs(previously NQTs) and workforce plan to recruit staff to support this. Develop a request for additional monies to support rural authorities to recruit staff RCCT fully implemented across primary and prepare and plan for this for secondary. August 2028 SMBS 2 Page 88
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APPENDIX 2 LEISURE & CULTURE SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 5. Service Definition: Leisure and Culture Services incorporates 4 teams – Sport & Leisure, Music Instruction & Performance, Active Schools and Community Sport and Libraries, Learning Services and Heritage. The Service delivers accessible sport, physical activity, library and cultural opportunities that support health, wellbeing, learning and community connection across Moray. 6. Service Resources: FTE: 157.41 FTE Revenue Budget: £13,278,377 Capital Budget: £6,648,000 for 2026/27 – 2028/29 (inc.) 7. What have we identified for improvement in 2025-28 What evidence did we use to identify this improvement? Please add benchmark information wherever available and relevant to the improvement. Managing our Assets – taking a strategic approach to managing and sustaining our leisure & culture assets as reducing the Councils core asset base is crucial to achieving affordability and sustainability. As a Service we also need to ensure our assets are fit for purpose to deliver service priorities. Condition & Suitability data Best Value Audit Report Moray Council Climate Change Strategy Sport & Leisure Capital Investment Plan Integratis Consulting Moray Sport & Leisure Asset Review Sportscotland Estates Review Service efficiency – reviewing service delivery to ensure we are meeting service user needs in a sustainable way across all 4 teams. With ongoing economic uncertainty expectation is placed on all services to be as efficient as possible and react to changing service needs. Leisure and Library User Groups Staff consultation and engagement National Strategies & Policies (future direction of travel) Local and national benchmarking frameworks Corporate Plan Local Outcome Improvement Plan (LOIP) Working in partnership to achieve positive outcomes – with specific focus on poverty, inequality and communities. Nationally we are being sought to consider whole system approaches to addressing societal issues as no one Active Moray Strategy & Action Plan Local Outcome Improvement Plan (LOIP) National Strategies & Policies (future direction of travel) Page 89
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APPENDIX 2 LEISURE & CULTURE SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 agency can resolve these issues. An action within the Best Value action plan also states that Council must identify opportunities to maximise the impact of resources and budgets through alignment of activity, 8. Local Outcome Improvement Plan (LOIP) / Corporate Plan (CP) Outcome or Priority Action Planned Outcome Outcome measures Completion target Lead Priority Rating (1 high 3 low) 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) Health & Wellbeing of Population 1. Take a partnership approach to improving the health and wellbeing of people in Moray through increasing levels of physical activity 1.1 Action undertaken to implement the Active Improved health, wellbeing and resilience in our communities Working together to make the biggest difference to the outcomes for people in Moray Consideration being given to case study-based reporting to evidence implementation of action plan 1.1 Milestone (2026-27) Implementation of plan by 10% 1.2 Milestone (2027-28) 31 March 2035 (10yr strategy) Service Manager Leisure and Culture 1 Page 90
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APPENDIX 2 LEISURE & CULTURE SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) Moray Strategy and Action Plan 1.2 Regular review and development of the action plan by community planning partners and stakeholders 1.3 Embedding the new Service Level Agreement and Lease with Moray Leisure Centre Implementation of plan by 20% 1.3 Milestone (2026-27) MLC Service Level Agreement and Lease signed by Q3 Affordability and Sustainability of the Leisure & Culture estate 2. Tackle the affordability and standard of our Leisure and Culture Estate to ensure sustainability while meeting climate requirements. 2.1. Condition surveys completed for all leisure and culture assets 2.2. Work packages created, designed and commissioned in regard to refurbishment 2.3. Co-location opportunities explored and developed Moray’s Leisure and Culture Estate is fit for the future and financially and environmentally sustainable PI’s • % of leisure and culture assets with approved asset management plans • % of leisure and culture assets that are rated B or better for condition • % of leisure and culture assets that are rated B of better for suitability 31 March 2036 (align with 10yr capital plan) 2.1 & 2.2 - 31 March 2027 2.3 31 March 2029 2.4 – creation by 31 March 2027 Implementation by 31 March 2036 Service Manager Leisure and Culture 1 Page 91
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APPENDIX 2 LEISURE & CULTURE SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) 2.4. Leisure & Culture Estate Capital Investment Plan creation and implementation Service efficiency 3. Review service delivery within the Leisure & Culture Service teams to ensure a sustainable council for the future. 3.1. Sport & Leisure Change Management Plan of staff completed. 3.2. Sport & Leisure – new operating model established with core service delivery standards 3.3. Sport & Leisure – team plan created based on prevention and health and wellbeing 3.4. Sport & Leisure - Implementation of the Gladstone Go Upgrade 3.5. Sport & Leisure – review of the School Lets Service 3.6. Music – explore options with stakeholders and Create a sustainable future for our services by: • Engaging new users to access our service to be active and ensure prevention/early intervention improves their long- term health and wellbeing prospects. • Engaging new users to access digital and physical resources and support to improve their lifelong learning experiences. • Creative arts participation and PIs • CLS01 Cost per attendance of sport facilities. • CLS02 Cost per library visit. • CLS05a % of adults satisfied with libraries. • CLS05d % of adults satisfied with leisure facilities. • EdS511.10 Number of new learners at Moray libraries learning centres. • ERC018 % increase of income raised by leisure services. • ERC018a Income from admissions to leisure services. • SCC2 Number of attendances per 1,000 population for MC indoor 31 March 2028 3.1 - 31 March 2027 3.2 - 31 March 2028 3.3 - 31 Mar 2027 3.4 - 31 Oct 2026 3.5 - 31 March 2027 Service Manager Leisure & Culture 1 Page 92
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APPENDIX 2 LEISURE & CULTURE SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) staff in regard to the Moray Music Centre model becoming self- sustainable 3.7. Libraries - Embed the new operating model in libraries, learning centres & heritage and establish core service delivery standards pathways are further developed enhancing lifelong learning experiences. • Engaging with the community in regard to delivering a sustainable service • Employees are involved in change with opportunities to support the design, delivery and implementation of service-related changes and transformation. sports and leisure services (Cumulative) 4.5 Milestones (Year 1) Future direction approved at Committee Milestones (Year 2) Sport & Leisure staffing structure in place Sport & Leisure team plan created Gladstone Go upgrade completed and mobile app available Review of Schools Lets Service complete New operating model for libraries embedded New operating model for Moray Music Centre established 3.6 - 31 Aug 2026 3.7 30 Sept 2026 Page 93
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APPENDIX 2 LEISURE & CULTURE SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) Staff focus group set up in Sport & Leisure and Libraries, Learning Centres & Heritage in regard to service efficiencies and new operating models Milestones (Year 3) Sport & Leisure new operating model established Leisure and Library User Groups are effectively contributing to service efficiencies, and this is reflected in case study examples Feedback from teams will be used to assess the effectiveness of change management through and the successful Page 94
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APPENDIX 2 LEISURE & CULTURE SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) implementation of service-related changes Economic Development Support 4 Leisure & Culture Service support relevant projects connected to the Moray Growth Deal, Neighbourhood Board and any other relevant major funding streams 4.1 Work with relevant Officers and organisations to develop and implement projects connected to Leisure & Culture Services. 4.2 Work with Economic Development, internal colleagues and partners to explore & develop Business Cases for potential future Leisure & Culture assets/refurbishments dependent on funding streams Working together to make the biggest difference to the outcomes for people in Moray Investment in the area benefits local communities and based on demand/need PIs • No. of Growth Deal, Neighbourhood Board or externally funded projects connected to leisure & culture services • % Growth Deal, Neighbourhood Board or externally funded projects implemented connected to leisure & culture services • Number of partners benefitting from additional investment via sportscotland (26/27) Milestones (Year 3) At least 1 Business Case identified for Leisure & Culture Service 4.1 and 4.2 - 31 March 2036 (align with current funding stream timescales) 4.3 - 31 March 2027 Service Manager Leisure and Culture 3 Page 95
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APPENDIX 2 LEISURE & CULTURE SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) 4.3 Delivery of additional investment via sportscotland 2026/27 Addressing Inequalities 5. Leisure and Culture services continue to develop and support initiatives/core delivery to reduce inequalities 5.1 Continue development of targeted approaches focussed on poverty, mental health, women and girls and disability/ASN 5.2 Review of the Fit Life Membership Scheme and associated service charges connected to sport and leisure 5.3 Review Instrumental Music Service (IMS) model to address inequalities in access Improved health and wellbeing in our young people Young people have access to high quality services that support their learning, wellbeing and independence. Local residents can participate in sport and culture opportunities to develop their skills and confidence PI’s • No. of targeted programmes delivered • No of collaborative projects/initiatives addressing inequalities implemented 5.2 Milestones (Year 2) Creation and implementation of Moray Disability Sports Hub Completion of cohort 2 of Mental Health Accreditation for Sports Clubs Minimum of 10 targeted projects delivered across the Service 5. 31 March 2028 5.1 - 31 March 2028 5.2 - 31 March 2027 5.3 - 31 March 2028 Service Manager Leisure & Culture 2 Page 96
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APPENDIX 2 LEISURE & CULTURE SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) Fit Life Membership scheme reviewed and new scheme in place Milestones (Year 3) Completion of Equality, Diversity & Inclusion Map for the Leisure & Culture Service Review of IMS model completed Self-Evaluation 6. Embed performance management approaches within the Leisure & Culture Services 6.1 Undertake self-evaluation through relevant frameworks Drive continuous improvement across the Leisure & Culture Service Milestones (Year 2) Completion of self- evaluation of How Good is Our Culture and Sport Milestones (Year 3) Completion of self- evaluation How Good is Our Public Library Service 31 March 2029 Service Manager Leisure and Culture 3 Health & Wellbeing (Staff) 7. Ensure the Health and Work Policy and Procedures providing a supportive and comprehensive framework within which to manage health and Improve attendance at work and manage sickness absence through additional targeted support to assist in maximising attendance thus PIs • ERC057 Sickness absence days lost (Service) (Non-Teacher) ERC 31 March 2027 (Ongoing Annually) Service Manager Leisure and Culture 2 Page 97
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APPENDIX 2 LEISURE & CULTURE SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) wellbeing and any absence that occurs are applied by managers reducing costs and improve practice and adherence to policy. • ERC057a % of Sickness (Service) (Non-Teacher) ERC Page 98
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APPENDIX 3 HOUSING, PROPERTY & COMMUNITIES - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 1. Service Definition: • Management and maintenance of Council housing stock • Local strategic housing function • Statutory duties in relation to homelessness and fuel poverty • Development and delivery of the Moray Affordable Housing Supply Programme (AHSP) • Maintenance of the Council’s corporate buildings, management of the Council’s corporate property portfolio and the industrial estate • Building Service DLO • Property Design • Asset Management and Estates function. • Learning Estate Programme • Benefits and Money Advice 2.Service Resources: FTE: 344 employees Total Annual Budget 2025-26: £60.7m • Housing Revenue Account: £28.8m • Building Services: £19.8m • General Services Housing & Property: £12.1m 3.What have we identified for improvement in 2025-28 What evidence did we use to identify this improvement? Please add benchmark information wherever available and relevant to the improvement. Systemic Review of Quality and Customer Service for Housing Repairs Informed by volume of tenant and elected member representations and complaints. Comprehensive review of data including complaints to inform a systemic action plan for improvement in terms of quality, value for money and customer satisfaction. Review of gas servicing scheduling systems Existing ICT is unsupported. Potential to replace it with a more robust, supported and integrated system, which will schedule works and satisfy statutory reporting requirements. Page 99
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APPENDIX 3
HOUSING, PROPERTY & COMMUNITIES - SERVICE PLAN 2025-28 (Year 2 refresh)
SPMAN-1024035114-1067
{Learning Estate}
{Benefits & Money Advice}
4.Local Outcome
Improvement
Plan (LOIP) /
Corporate Plan
(CP) Outcome or
Priority
Action Planned Outcome Outcome
measures
Completion
target
Lead Priority Rating
(1 high 3 low)
(L) Empowering &
connecting
communities.
(CP) Building
Thriving,
Resilient,
Empowered
Communities
Tackle the affordability and
standard of our learning estate
to ensure sustainability while
meeting climate requirements.
1.1 (Design & Construction)
Elgin High School Capacity
Extension – Internal
Repurposing
1.2 (Design and Construction)
Future Forres Academy
operational
1.3 (Design and Construction)
Future Buckie HS
operational
1.4 (Engagement and
Consultation) SG Level
Options Development (long
Term investment strategy)
1.5 (Design and Construction)
Options developed to
Moray has high performing
schools that are fit for the
future and financially and
environmentally
sustainable
PIs
1. EdS100 % of
schools that are
rated B or
better for
condition.
2. EdS1001 % of
schools that are
rated B or
better for
suitability.
3. ERC010 %
Spare building
capacity.
4. % of schools
with approved
asset
management
plans.
30 December
2030
1.1 31 August
2028
1.2 30 Sept
2029
1.3 31 Dec
2030
1.4 June 2026
1.5 31 March
2027
Service
Manager –
Education
Estates
1
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APPENDIX 3 HOUSING, PROPERTY & COMMUNITIES - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 manage for Elgin South and North primary school capacity requirements 1.6 (Design & Construction) Schools BB upgrade programme delivering minimum 3 B condition/suitability school upgrades per year 1.7 (Engagement and Consultation) Public consultation on Learning Estate Changes (defined by LE Review Paper proposals agreed by Committee) 5. % ASG options reviews completed. 1.6 Recurrs Annually 1.7 TBC (Review following ECLS Committee June 2026 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) Workforce Health & Wellbeing Ensure the Health and Work Policy and Procedures providing a supportive and comprehensive framework within which to manage health and wellbeing and any absence that occurs are applied by managers Improve attendance at work and manage sickness absence through additional targeted support to assist in maximising attendance thus reducing costs and improve practice and adherence to policy. PIs H&P1.0 Sickness absence days lost (Service) FTE H&P H&P1.1 % of Sickness absence (Service) H&P 31 March 2027 (Ongoing) Head of Housing & Property Services 2 Page 101
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APPENDIX 3 HOUSING, PROPERTY & COMMUNITIES - SERVICE PLAN 2025-28 (Year 2 refresh) SPMAN-1024035114-1067 ADD ANY NEW SERVICE LEVEL ACTIONS BELOW 5. Service Level Outcomes or Priorities Action Planned Outcome Outcome Measures Completion Target Lead Priority rating (1 high 3 low) (L) Empowering & connecting communities. (CP) Building Thriving, Resilient, Empowered Communities (Engagement and Consultation) Public consultation on Learning Estate Changes (defined by LE Review Paper proposals agreed by Committee) TBC (Review following ECLS Committee June 2026 Page 102
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 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 – Phase 1 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to acknowledge the ongoing efforts undertaken to develop additional options for the future Buckie High School phased project, in anticipation of forthcoming Scottish Government future Learning Estate funding opportunities. The report seeks approval for the refurbishment of the Additional Support Needs (ASN) and canteen building—including the relocation of dining and kitchen facilities—as the initial phase of a multi-phased project. This first phase of the project would seek the approval from Scottish Government for the reallocation of Learning Estate Investment Programme (LEIP) 2 funds from the Elgin High School project to Buckie High School. 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 25 November 2025 where it was agreed (para 19 of the minute refers) to defer major investment decisions until future Scottish Government funding intentions are clear and, in preparation for this future funding, continue design feasibility work with the external consultancy team procured by hub North Scotland Limited (hNSL). It was further agreed to explore, with Scottish Futures Trust (SFT) and Scottish Government, the possibility to transfer LEIP 2 funding from the Elgin High School expansion project to support a future first phase project at Buckie High School. Item 12.* Page 103
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2.2 This report sets out the recommended actions for an initial phase of the Buckie High School project which if approved would consist of refurbishing the Additional Support Needs (ASN) and canteen building, including the relocation of dining and kitchen facilities, as part of a comprehensive long-term strategy involving both refurbishment and new construction. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Agree to progress with Option 2, the refurbishment of the Additional Support Needs/canteen building with relocation of dining and kitchen facilities, as the first phase of the Future Buckie High School project under the LEIP 2 programme, pending approval from Scottish Government for reallocation of funds from Elgin High School (paras 5.1-5.4); ii) Note the continued Education Estate programme affordability issues in relation to further phases for the Future Buckie High School project (paras 4.6 and 6.4); iii) Agree to continue progressing design feasibility work for future project phases in readiness for anticipated future Scottish Government Learning Estate funding initiatives using the external consultancy design team procured by hub North Scotland Limited (hNSL) (para 5.5); iv) Agree to continue to defer decisions on significant capital investment for any subsequent project phases, beyond immediate repair and maintenance requirements to the current Buckie High School buildings, until there is clarity on the future LEIP funding investment, or its successor programme, by Scottish Government (para 5.6); v) Note that a further report will be brought to Committee once the next round of Scottish Government Learning Estate funding is confirmed, providing an update on any associated funding bid (para 5.7); and vi) Note that further engagement will take place with the Buckie community to report on the status of the Future Buckie High School following confirmation of funding for current and future phases of the project (para 5.8). Andrew Hall / Jennie Ordonez Service Manager Education Estate / Senior Project Officer (Education Estate) 4. BACKGROUND AND CONTEXT 4.1 On 25 November 2025, this Committee received an update on the status of the Learning Estate Investment Programme (LEIP) Phase 2 funding and the associated projects for Elgin and Buckie High Schools where it was agreed (para 19 of the minute refers) to continue progressing feasibility options for a Future Buckie High School project. It was further agreed to formally request the transfer of the LEIP 2 funds from Elgin High School to Buckie High School towards a standalone refurbishment project of the Victorian Building. Page 104
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This was dependent on the outcome of the Elgin High School project decision which was deferred to the January 2026 Council meeting. 4.2 On 28 January 2026, Moray Council agreed to reduce the scope of the Elgin High School expansion from a £19.1m extension to a £1.4m internal repurposing/refurbishment project (para 10 of minute refers). The Elgin project was therefore no longer compliant with LEIP 2 funding requirements. 4.3 Informal discussion with Scottish Government indicated that the Cabinet Secretary (within the previous Government) would be open to a proposal to seek transfer of funding from Elgin High School to another project provided it was LEIP 2 compliant (similar to the previously approved transfer of LEIP 2 status from Findrassie Primary School to the Elgin High School project). It was assessed that a strong case could be made to transfer LEIP 2 status and funding to a phase of the proposed, but yet unaffordable, Buckie High School hybrid refurbishment/new build phased project. 4.4 At the Corporate Leadership Team meeting on 12 February 2026, and following advice from senior Scottish Government Learning Directorate officer, it was agreed to postpone the formal request to transfer LEIP 2 status to Scottish Government Minister until after the Scottish Parliamentary elections in May 2026. A draft letter has been prepared and is ready to submit dependent on this Committee’s decision. 4.5 Feasibility work over the past year has developed phased, hybrid new build/refurbishment options for Buckie High School with early estimated costs indicating that a project to cover the Victorian block, ASN extension and new kitchen/social space would cost approximately £31.7m. 4.6 Due to a number of reasons, including a further reduction in capital funding for the Learning Estate programme approved by Moray Council on 28 January 2026 (para 7 of minute refers), the £31.7m cost is not considered an affordable option to pursue as a LEIP 2 project. 5. PROPOSALS 5.1 It is proposed that there are now 2 options (discounting Do Nothing) to consider developing as standalone LEIP 2 projects to the future Buckie High School phased project: • Option 1 (Based on Condition) - the Victorian block refurbishment at approximately £20m (excluding authority costs) • Option 2 (Based on Capacity Need) - the ASN/canteen building refurbishment/repurposing with new kitchen/social space at approximately £13m (excluding authority costs) 5.2 When taking into consideration the capacity pressure for ASN places in the future Buckie Associated School Group (ASG) school roll forecasts, and discussions with Education on greatest need, it is proposed that a LEIP 2 funding request and phase 1 project should focus on Option 2 which would: • Meet the LEIP 2 project criteria for capacity expansion need; Page 105
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• Be technically compliant with LEIP 2 metrics (avoiding interim heating and power solutions to meet LEIP 2 energy requirements); • Be deliverable within LEIP 3 (not LEIP 2) project timelines; and, • Be affordable within the current capital plan. 5.3 These actions should be aligned with preparations for potential upcoming Scottish Government funding, ongoing monitoring of funding announcements and continued evaluation of resource reallocation options, noting that the transfer of LEIP 2 funds is essential to enable the first phase at Buckie High School to proceed, but additional external funding support is critical to fully deliver all phases of the project. 5.4 Although the SNP has formed the next Scottish Government, the nature of any future funding support for a new Buckie High School remains uncertain. Should the next round of funding be structured in line with LEIP 1–3, it would follow an outcome-based revenue model requiring the Council to meet all upfront capital costs. This would not align with the Council’s current capital planning, likely exceed prudential borrowing thresholds and severely limit the ability to deliver future phases of the project. 5.5 Should the Committee agree to proceed with Option 2 (refurbishment of the ASN/canteen building and relocation of the kitchen and dining space) as the preferred phase 1 LEIP 2 project, officers will undertake the following actions: • Progress design within Hub North Scotland Stage 1 process • Formally notify Scottish Futures Trust/Scottish Government of Elgin High School change of circumstances and loss of LEIP 2 compliance and seek transfer of LEIP 2 funding from Elgin High School to Buckie High School • Continue to refine affordability modelling for: o Buckie phased hybrid option– progress with submission preparation for future Scottish Government learning estate funding and continue development of Outline Business Case (OBC) to support internal financial planning and any future external funding bid o Repair & Maintenance baseline option – to keep the repair and maintenance option alive as a backstop 5.6 It is recommended that any further decisions of significant investment for subsequent project phases, beyond immediate repair and maintenance requirements to the current Buckie High School buildings, continue to be held until after there is clarity on the future LEIP funding investment, or its successor programme, by Scottish Government. 5.7 A further report will be brought to this Committee once the next round of Scottish Government Learning Estate funding is confirmed, providing an update on any associated funding bid preparation. 5.8 Once funding has been confirmed for all phases of the project, further engagement will take place with the Buckie Community to provide an update on the status of the Future Buckie High School. 6. SUMMARY OF IMPLICATIONS Page 106
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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) ✓ 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 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, a subsequent reduction of £32.4m to the 3 year capital plan in January 2025 and a further £3.8m reduction to the updated 3 year committed capital plan and £27.8m in the 4-10 year indicative capital plan agreed in January 2026, 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. Given the Council’s requirement to maintain an affordable capital programme across all services and remain within prudential borrowing limits, there is no scope for significant increases to the 3-year capital budget, and further pressures are likely in future years. Page 107
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This creates material strategic and operational risks for delivery of the learning estate programme. In this context, any significant increase in capital borrowing is not considered prudent, and major school infrastructure projects should not progress without substantial external funding support. Even then, an outcome-based revenue funding model, similar to previous Scottish Government LEIP arrangements, would not in itself resolve the affordability challenge facing Moray Council. Against this backdrop, the current 10-year Learning Estate programme is unaffordable in its present form. This includes the planned named projects at Forres Academy, Elgin High School and Buckie High School, as well as the core BB Condition Upgrade programme, even if existing capital allocations were significantly reprofiled. The same affordability constraint applies to all future design options for Buckie High School. While the reallocation of LEIP 2 funding from the reduced Elgin High School project, alongside substantial reductions to BB condition and suitability investment over several years, could generate funding closer to that required for the Do Minimum option (£50m), it would still fall short of a full new build or hybrid refurbishment/new build solution and would increase risk across an already poor-quality learning estate. Notwithstanding the wider affordability challenges, the recommended Phase 1 project (refurbishment of the ASN/canteen building, including the relocation of dining and kitchen facilities) can be delivered within the existing Education Estate budget. 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 exceeding 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 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 Page 108
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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 may be required to progress to a full design and build project if it is agreed to proceed with the phase 1 LEIP 2 project (ASN/canteen building). 6.7 Best Value and Transformation There are no best value or transformation implications arising directly from this report. 6.8 Property All property implications have been covered in the main body of this report 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% and can have a particular impact on learners with Additional Support Needs (ASN), where access to appropriate, flexible and inclusive accommodation is important to supporting wellbeing, participation and positive learning outcomes. 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. The recommended first phase responds directly to identified capacity pressure for ASN provision within the future Buckie Associated School Group. Refurbishing and repurposing the ASN/canteen building would create additional provision for learners with ASN, improve the overall condition of the building, help address ASN school role forecast demand and support the wider phased approach to the Future Buckie High School project. 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 Page 109
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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 People, Change and Community Strategy; Service Manager Strategic Planning and Development; Service Manager Strategic Finance; Service Manager Property, Estates and Assets; Service Manager Legal Services; and Caroline O’Connor, Committee Services Officer and any comments have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Future Buckie High School Project Update – May 2025 Future Buckie High School Project Update – November 2025 Page 110
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Report to: Education, Children’s and Leisure Services Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Kim Slater Contact Email: kim.slater@moray.gov.uk Subject: Leisure and Culture Capital Plan Developments 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to consider and seek approval for the allocation of the Leisure and Culture Capital Plan investment for 2026/27. The report is also to note and consider the condition survey reports for some of the Leisure Estate and based on this survey work prioritise capital works for the Leisure Estate for 2027/28. 1.2 This report is submitted to Section III (D) (20) 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 seeks approval to progress with small scale capital plan projects connected to the Leisure and Culture Service throughout 2026/27 and to progress design and commission phasing for larger scale refurbishment work for our leisure estate to be undertaken in 2027/28. This refurbishment work to initially focus on Buckie Swimming Pool, Keith Sports and Community Centre and Speyside Sports and Community Centre. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Consider and approve the recommended Leisure and Library Capital Plan developments/projects for 2026/27; ii) Consider the condition survey report information in relation to certain assets within the Leisure Estate and approve the recommended prioritisation schedule as reflected in the report as work packages; and Item 13.* Page 111
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iii) Agree that the Education Children’s and Leisure Services Committee receive further reports as updated asset information becomes available to enable continued review of this plan and taking account of any future developments in relation to the Leisure and Culture estate. Kim Slater Service Manager, Leisure & Culture 4. BACKGROUND AND CONTEXT 4.1 At the meeting of Moray Council on 21 January 2025, the Council noted the findings of the external Moray Sport and Leisure Asset Review report, agreed to hold an Elected Members workshop to discuss rationalisation, governance and service direction and that a report would come back to Council with a proposal that will contribute to the long term financial sustainability of the Council (para 10 of the minute refers). 4.2 At the meeting of Moray Council on 19 February 2025, the Council agreed to retain all 11 library branches and work with communities to engage in developing a sustainable transformation for the service (para 21 of the minute refers). 4.3 At the meeting of Moray Council on 24 September 2025, the Council agreed to proceed with the short, medium and long term actions for the transformation work connected to Sport and Leisure, agreed the updated weighting criteria in regards to facility prioritisation, the asset management approach to take for the leisure estate and that a critical works programme is developed to help make informed decisions on future prioritisation (para 16 of the minute refers). 4.4 Across the Leisure & Culture Estate there are 19 indoor assets, 11 libraries and 8 leisure sites, (not including our football pavilions). Of these 19 assets, 6 of these are within the configuration of the Learning Estate, therefore any capital refurbishment work relating to these assets is predominantly led by the Learning Estate Service. In addition, 1 of our libraries is located in a leased property. 4.5 The Leisure and Culture Capital Plan allocation for 2026/27 is £571,000. The Leisure and Capital Plan allocation for 2027/28 is currently identified as £5.3million. This level of finance will only address the urgent works required for a number of these assets. 4.6 The Properties Team began reviewing condition reports across the Leisure and Culture Estate in 2025/26, but other priorities meant this work has not yet been completed. As a result, a full set of condition reports for all the assets in scope is not yet available. 4.7 The condition survey reports available to date cover Buckie Swimming Pool & Fitness Centre, Keith Sports & Community Centre, Speyside Sports & Community Centre, Forres Swimming Pool & Fitness Centre and Forres House Community Centre. These reports are available as background reports. 4.8 These condition reports concentrate on the fabric, mechanical and electrical infrastructure of these assets and are desktop reviews based on previous non-intrusive surveys undertaken by an external consultant in 2021. A full cost assessment for Forres House Community Centre is not included in the report as this is not currently available. Page 112
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Although a cost estimation is not included in the Forres Swimming Pool & Fitness Centre report the anticipated mechanical and electrical urgent works for this asset is estimated at £58,000. 4.9 The estimated urgent work costs for fabric, mechanical and electrical elements of these 5 assets are as follows; Asset Urgent Works Estimation Condition Prioritisation (based on criteria agreed by Council on 24/09/26) Buckie Swimming Pool & Fitness Centre £846,000 1 Forres Swimming Pool & Fitness Centre £58,000 Forres House Community Centre TBC Keith Sports & Community Centre £808,000 2 Speyside Sports & Community Centre £107,000 3 Total £1,819,000 4.10 In addition, the Energy team are also looking to leverage external funding to help improve the energy efficiency of our Council assets including Buckie Swimming Pool & Fitness Centre. A funding application has been submitted in regards to external wall insulation and replacement windows (which are areas identified as urgent works). The total estimated value of the project is £1,160,736. The grant requested is £920,000. This funding application is for delivery in 2026/27 therefore preparatory design work will be required ahead of the grant award which will be determined in August 2026. 4.11 In addition to the fabric, mechanical and electrical urgent works required there are also additional cosmetic and space utilisation improvements that require to be undertaken at these assets. These requirements have not been costed as yet and would require to be designed in conjunction with the wider works for each asset. 4.12 Moray Council await the publication of the sportscotland national leisure estate review which was a national assessment to evaluate the capacity, age and condition of Scotland’s indoor, outdoor and school sports facilities. Any outcomes or recommendations from this review pertinent to Moray will be considered and reported back to Committee in due course. 5. PROPOSALS 5.1 The proposal for Leisure & Culture Service capital plan projects for 2026/27 are noted as follows; Page 113
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Project Cost Identified (approx.) Progress Update/Actions Leisure and Libraries Equipment £60,000 Utilise for large items of equipment to help with service delivery such as fitness room equipment Libraries refurbishment £51,000 Small scale cosmetic refurbishment in facilities based on identified need Refurbishment & upgrade of leisure facilities £410,000 Cover internal and external fees to provide technical designs/plans for the identified work packages to deliver these works in 2027/28. Refurbishment & upgrade of leisure facilities £50,000 Requirement for plant equipment to sustain facility operations 5.2 The proposal is to utilise the £410,000 in the capital plan for 2026/27 to design and prepare for refurbishment works. Appreciating that the capital plan allocation will not address all the urgent, short and medium term recommendations the initial priority for design works will focus on Buckie Swimming Pool & Fitness Centre, followed by Keith Sports and Community Centre and then Speyside Sports and Community Centre to take place in 2027/28. These works would include fabric, mechanical, electrical, cosmetic and space utilisation improvements. If the external funding application is successful then improvement works would commence for Buckie in 2026/27. 5.3 To mitigate the risk of potential slippage, early design and feasibility work may be brought forward to maintain programme delivery and capital spend. Any works brought forward will be in line with the condition‑based prioritisation agreed by the Council. 5.4 It is proposed to bring a committee report back for consideration once the remaining condition reports are available for further consideration. 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 Page 114
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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 legal duty to ensure adequate provision of facilities for recreational, sporting, cultural and social activities as well as adequate provision of libraries and maintaining Council archives. 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 through the Physical Activity for Health National Framework which aims to strengthen access and ensure sustainability of active places and spaces. 6.4 Financial The financial implications are set out in the body of the report. The recommendations for the capital plan projects for this financial year are within the funding envelope available to the Leisure & Culture Service. 6.5 Risk The risks connected to this report are as follows; Political – insufficient capital funding to address all refurbishment requirements across the Leisure and Culture Estate which will require prioritisation of work packages. Financial – finite budget available and therefore urgent works will require to be the priority, fluctuating construction/property market which may result in costs escalating through time period of refurbishment. The lack of capital investment into the Leisure Estate is now impacting on the ability to generate income as users are accessing more modern, fit for purpose facilities. Failure to design work packages for facility improvements for 2027/28 will continue to exacerbate this issue. HR (Staffing) – will require to outsource the design and commissioning of these work packages due to limited internal resource/capacity. Regulatory – this report will help to reduce the Health & Safety compliance risks that we currently manage on a daily basis in relation to our Leisure Estate due to the level of repairs and maintenance staff are dealing with. Page 115
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Environmental – work packages will improve the energy efficiency of existing assets. Buckie Swimming Pool is one of the highest Council assets that are energy inefficient. Reputational – investing in our leisure assets will improve the reputation of Moray Council in regards to supporting the sustainability of these assets. Operational Continuity and Performance – refurbishment will improve the performance and also the business continuity of our leisure facilities as they will be less susceptible to closure due to improved infrastructure. There are risks that there could be failure of elements of leisure facilities that are in poor condition before it is possible to programme repairs and that this could lead to temporary restriction or closure of services. IT (Technological) – N/A Economic Recovery – N/A 6.6 Staffing There are no staffing implications connected to this report. 6.7 Best Value and Transformation This report links to the following Best Value actions; - Take forward engagement and consultation on service specific proposals e.g. for libraries and leisure. - The Council will strengthen monitoring of the delivery of the Capital Plan and take action to address any slippage. - The Council will keep the affordability of its capital plan and related revenue implications under review. - The Council will review its Asset Management Strategy to ensure optimum arrangements are in place and the property portfolio is reduced wherever possible. 6.8 Property The proposals in this report relate to improvement works required for a number of our Leisure and Culture Estate assets therefore positive implications. The level of works required will result in facility closures for a temporary period but these will be kept to a minimum where possible and we will identify measures to mitigate these closures. 6.9 Information Communications/Technology/Digital None 6.10 Equalities, Social Inclusion and Economic Impact Providing safe, inclusive and welcoming Leisure and Culture assets contributes positively to our equalities and social inclusion priorities. Aspects of these capital plan works will have a beneficial effect on disabled users for example through improved changing and access provision. 6.11 Climate Change and Biodiversity Impacts All capital projects as part of procurement protocol will consider climate change and biodiversity as part of tender works to ensure compliance with strategy. 7. CONSULTATION 7.1 This report has been prepared in consultation with Chief Financial Officer, Head of Housing and Property, Service Manager Legal Services and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report. Page 116
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8. BACKGROUND PAPERS 8.1 Appendix 3 - Moray Sport and Leisure Transformation (Moray Council on 24 September 2025) Background Paper 1 – Condition Report for Buckie Swimming Pool Background Paper 2 – Keith Leisure Centre Background Paper 3 – Speyside High School Swimming Pool Background Paper 4 – Forres Swimming Pool Background Paper 5 – Forres House Sports & Community Centre Page 117
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Report to: Education, Children’s and Leisure Services Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Kim Slater Contact Email: kim.slater@moray.gov.uk Subject: Moray Music Centre Operating Model 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to consider the recent consultation feedback undertaken in relation to the Moray Music Centre operating model and seek approval to change the operating model based on this feedback to enable full cost recovery of the programme. 1.2 This report is submitted to Section III (D) (20) 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 seeks approval for a positive and sustainable way forward for the Moray Music Centre, reflecting consultation feedback and supporting a model that enables full cost recovery while continuing to provide participants with 2 hours of high-quality music instruction at excellent value of £6.80 per week in 2026/27. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) consider and note the consultation feedback in relation to the Moray Music Centre operating model; and ii) seek approval to progress with Option B, removal of bus transport provision for the Moray Music Centre for the 2026/27 academic year, to enable full cost recovery of the programme and support participants with identifying alternative arrangements in regards to transport. Kim Slater Item 14.* Page 119
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Service Manager, Leisure & Culture 4. BACKGROUND AND CONTEXT 4.1 Moray Music Centre (MMC) offers school aged children and young people from across Moray who play an orchestral or wind/brass band instrument an opportunity to participate in a regional ensemble. The Centre has been operating for over 20yrs on a Saturday morning for 2hrs from August through to March (22 rehearsals) with 2 concert performances scheduled in Winter and Spring to showcase the learning of the young musicians. During the 2025/26 academic year there were 105 young musicians involved in the Centre. 4.2 Over the past 3 years the MMC has resulted in a budget pressure for the Service which has varied from £6,000 to £8,000. The two main expenditure elements of the MMC are staffing and transport costs as buses are provided to and from the main towns and villages in outlying areas to bring participants into Elgin each week. 4.3 As per the Charging for Services 2026/27 Committee report to Moray Council on 28 January 2026, the proposed service charge for the MMC was to increase by the set default position, resulting in a weekly cost changing from £6.50 to £6.80. However, the Council decision was that this programme is required to be fully cost recoverable per the council charging policy (para 6 of minute refers). Therefore, this increase was an interim arrangement pending consideration of how to deliver this and consultation taking place on any proposed changes with existing programme users therefore the cost and service model may be subject to future change. 4.4 In April 2026, a survey was undertaken through Moray Engage seeking engagement from current and prospective MMC parents/carers to provide feedback on options to make the programme fully cost recoverable. 108 individuals either partially or fully completed the survey. 72 respondents (67.3%) had a child/ren currently involved in the MMC. Of the 35 respondents (32.7%) of those not currently involved 30 respondents (85.7%) had children that played an orchestral or wind/brass instrument and may be interested in joining MMC in the future. 4.5 A copy of the consultation survey report is attached as Appendix 1. A summary of the feedback is reflected below; - Option B which removed provision of transport from the programme was the most popular option to take forward (78.3% supported this option). - Option D which reduced the number of rehearsals to 8 from 22 but for rehearsals to be longer and transport still to be provided was the least popular option (24% supported this option). - Feedback was also received alongside the consideration of options and the main themes that arose included; o affordability and impact of fee increases, o transport: fairness, access, and who should pay, o value and outcomes of MMC, o rehearsal frequency, structure, and routine, o session length and scheduling pressures, o ideas for alternative funding / delivery models o payment flexibility and support mechanisms Page 120
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4.6 Of the 2025/26 cohort of 105 MMC participants – 39 of these resided within the Elgin area, 25 from the Buckie, 13 from Speyside, 11 from Forres, 9 from Keith and 8 from Lossie areas. 4.7 Staff feedback was also gathered following the conclusion of the consultation survey, which is captured as follows; - Good level of responses from parents/carers of pupils not yet involved in MMC – recognition that these are from potential future MMC participants. - Agreement that way forward should be in line with feedback – Option B (22 weeks/2 hours, removal of transport) – families not likely to register should we proceed with a less favourable model. - Recognised concerns that removal of transport will impact proportion of families, consequently impacting future registrations and income. - Greater need to seek private sponsorship and encourage donations, however recognition that same families targeted for all increases. 5. PROPOSALS 5.1 It is proposed that in determining the option to be implemented, the Committee takes account of the recent consultation feedback from the survey undertaken in relation to the Moray Music Centre operating model. 5.2 It is proposed to progress with Option B (removal of bus transport provision for the MMC for the 2026/27 academic year) and support participants with identifying alternative arrangements such as car sharing, public transport and providing information on trusts that could support costs for families on low-income to attend MMC. 5.3 It is proposed to monitor the impact of this changed operating model during 2026/27 and bring an update report back to Committee in Q1 of 2027/28. It is noted that registration for MMC is normally undertaken in May/early June for arrangements to be in place by the end of the school term. Registration will be undertaken in July and it is acknowledged that due to this being in the summer holiday period this may impact initial registration levels for the programme. 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 Page 121
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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 have a legal duty to ensure adequate provision of support activities related to the development of recreation, sport, culture and social activities. Evidence demonstrates that music education can improve attainment for all learners particularly around numeracy, literacy and cognitive function. 6.4 Financial The financial implications of each option would be as follows; Option A (increase charges) – enable the status quo but charge increases per session from £6.80 to £15.75 therefore uncertain if the current participation levels will be maintained which is required to offset expenditure. Option B (remove transport) – this will remove £21,000 from the annual budget requirements. If current participation levels are maintained then expenditure will be offset. A 10% reduction of participants would still offset expenditure. Option C (reduce no. of sessions by 50%, increase costs to continue transport to offset costs) - charge increases per session from £6.80 to £15.75 therefore uncertain if the current participation levels will be maintained which is required to offset expenditure. Option D (reduce no. of sessions by 64%, increase time of rehearsals, continue transport but amend costs to offset expenditure) – charge increases per session from £6.80 (2hrs) to £25 (5hrs) therefore uncertain if the current participation levels will be maintained which is required to offset expenditure. The following financial implications are associated with this report; - The MMC is currently operating as a budget pressure annually, between £6,000 - £8,000 and therefore as per the council charging policy this programme is required to be fully cost recoverable. Page 122
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- Removal of transport provision would reduce the annual budget for this programme – the transport costs in 2025/26 were £21,000. - There is no guarantee that changing the model will remove the budget pressure as the income generated is dependant on the number of registered participants annually. However, removing transport costs would significantly reduce the existing budget pressure as this is the greatest expenditure cost. 6.5 Risk The risk implications associated with this report are as follows; - Although Officers have undertaken consultation on alternative operating models, it will not be until the registration process for 2026/27 closes that the full impact on any change will be known. If participant numbers reduce significantly due to the change then consideration on cancelling the programme may be required prior to commencement. Officers have identified minimum baseline levels for each orchestra/ensemble to operate in regards to viability and value of learning. - Removal of transport may present greatest risk to those young musicians residing in outlying areas of Moray and low-income families as the transport provision/cost will require to be met by parent/guardian. Disabled participants may also have to rely on parents/guardians to transport them to/from each session. - Participation in an ensemble not only develops a young musician’s instrumental playing, teamwork, and listening skills; but has a positive impact on mental health and develops personal and social skills. If MMC were to cease operating then this could have an indirect consequence to the life skills development of Moray’s young musicians. 6.6 Staffing The following staffing implications are associated with this report; - If the model remains the same but transport is removed then this will not have a direct impact on staffing. - If one of the options to reduce the number of rehearsals were approved then this would reduce the salaries of the staff involved in delivering the MMC. It is not a statutory requirement or expectation that staff deliver the MMC – it is a choice. - If an alternative operating model is progressed there is a concern that participant numbers may reduce which may jeopardise the long term viability of the programme. Ensembles and orchestras require to have a minimum level of participants to ensure value and learning, if participant numbers reduced to this minimum level then cessation of the programme may occur. 6.7 Best Value and Transformation This report links to the following Best Value actions; - The Council will review its Short to Medium Term Financial Strategy. - The Council will develop a Savings Plan for the short to medium term. 6.8 Property There are no property issues connected to this report. 6.9 Information Communications/Technology/Digital There are no ICT issues connected to this report. 6.10 Equalities, Social Inclusion and Economic Impact Page 123
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An Integrated Impact Assessment has been completed and is included as Appendix 2. The main impacts on the 4 options are summarised as follows; Option A (increase charges) – significant impact on low income families and continue to negatively impact Elgin participants that currently contribute towards transport costs that they do not access. Option B (remove transport) – negative impact on low income families as transport costs will be borne to individual families, also negative impact on those participants that reside furthest from Elgin as will need to organise transport arrangements. Option C (reduce no. of sessions by 50%, increase costs to continue transport to offset costs) – significant impact on low income families, continue to negatively impact Elgin participants that currently contribute towards transport costs that they do not access and impact on all participants as they will not develop/progress to the same extent as previous cohorts due to the shorter delivery period. Option D (reduce no. of sessions by 64%, increase time of rehearsals, continue transport but amend costs to offset expenditure) – negatively impact low income families due to increased costs from current model, negatively impact our younger participants as higher concentration levels required for a 5hr session than a 2hr session. This option may have been more attractive to young musicians whom already have numerous weekend commitments as reducing from 22 to 8 sessions. For all the options there are potentially negative impacts that cannot be fully mitigated however the Council has a legal obligation to balance its budget. With Option B mitigating actions would include providing information on public transport options for families, encouraging car sharing arrangements between families in localities and encouraging active travel. Provision of information on trusts that could support costs for families on low-income to attend MMC would also be shared. 6.11 Climate Change and Biodiversity Impacts The following negative climate change has been identified connected to this report; - Although a bus expels more total carbon emissions per kilometre than a single private car - as buses hold many more people, they are vastly more efficient per passenger. To address the negative implications the following mitigation measures have been identified; - Encourage parents/guardians to car share to reduce volume of cars transporting young musicians to rehearsals. - Encourage active travel for young musicians within walking distance of Elgin Academy. - Encourage use of public transport for young musicians residing outwith Elgin. 7. CONSULTATION 7.1 This report has been prepared in consultation with Chief Financial Officer, Head of Education (Chief Education Officer), Service Manager Legal Services, Head of Operations & Environment, Head of Growth, Planning & Climate and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report Page 124
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Moray Music Centre Survey SURVEY RESPONSE REPORT 19 August 2025 - 05 May 2026 PROJECT NAME: Moray Music Centre APPENDIX 1 Page 125
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 1 of 17 Question options responses % Yes 72 67.3 No 35 32.7 Optional question · 107 responses · 1 skipped Question type : Radio Button Question Q1. Are you (or your child/ren) a current member of Moray Music Centre 32.7% 67.3% Page 126
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 2 of 17 Question options responses % Yes 30 85.7 No 5 14.3 Optional question · 35 responses · 73 skipped Question type : Radio Button Question Q2. If no – does your child/ren currently play an orchestral or wind/brass band instrument and therefore may be interested in joining the Moray Music Centre in future. 14.3% 85.7% Page 127
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 3 of 17 A B C D 0 10 20 30 40 50 60 70 80 90 100 110 120 Question options Yes No A) If the weekly cost increased to £15.75 (£346.50 for 22 rehearsals) to maintain the status quo (no change), would you be in a position/or willing to cover this increased cost? 28 77 B) If the transport provision were to be removed from the programme would your child/ren still be able to attend the Moray Music Centre for the 22 rehearsals through either public transport (free bus pass), active travel, parental transportation or car sharing with other Moray Music Centre families? Through this option the weekly cost per person would equate to £6.80 (£149.60 for 22 sessions). 83 23 C) If the number of rehearsals were reduced to 11 rehearsals for 2hrs across the year with 1 concert and transport were to continue to be provided would your child/ren still be keen/able to attend? Through this option then the weekly cost per person would equate to £15.75 (£173.25 for 11 sessions). Through this option the 11 rehearsals would be delivered during the Jan-Mar period 53 52 D) If the number of rehearsals were reduced to 8 rehearsals for 5hrs (e.g. 10am-3pm) across the year with 2 concerts and transport were to continue to be provided would your child/ren still be keen/able to attend? Through this option then the day cost per person would equate to £25.00 (£200 for 8 rehearsals). Rehearsals would be delivered during the Sept-March period. 25 79 Optional question · 106 responses · 2 skipped Question type : Likert Question Q3. Please indicate which of the following options would be feasible for your child/ren to attend Moray Music Centre in the future; Yes No Page 128
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 4 of 17 0 10 20 30 40 50 60 70 80 90 Question options responses % Yes 28 26.7 No 77 73.3 Q3. Please indicate which of the following options would be feasible for your child/ren to attend Moray Music Centre in the future; — a) If the weekly cost increased to £15.75 (£346.50 for 22 rehearsals) to maintain the status quo (no change), would you be in a position/or willing to cover this increased cost? Page 129
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 5 of 17 0 10 20 30 40 50 60 70 80 90 Question options responses % Yes 83 78.3 No 23 21.7 Q3. Please indicate which of the following options would be feasible for your child/ren to attend Moray Music Centre in the future; — b) If the transport provision were to be removed from the programme would your child/ren still be able to attend the Moray Music Centre for the 22 rehearsals through either public transport (free bus pass), active travel, parental transportation or car sharing with other Moray Music Centre families? Through this option the weekly cost per person would equate to £6.80 (£149.60 for 22 sessions). Page 130
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 6 of 17 0 5 10 15 20 25 30 35 40 45 50 55 60 Question options responses % Yes 53 50.5 No 52 49.5 Q3. Please indicate which of the following options would be feasible for your child/ren to attend Moray Music Centre in the future; — c) If the number of rehearsals were reduced to 11 rehearsals for 2hrs across the year with 1 concert and transport were to continue to be provided would your child/ren still be keen/able to attend? Through this option then the weekly cost per person would equate to £15.75 (£173.25 for 11 sessions). Through this option the 11 rehearsals would be delivered during the Jan-Mar period Page 131
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 7 of 17 0 10 20 30 40 50 60 70 80 90 Question options responses % Yes 25 24.0 No 79 76.0 Q3. Please indicate which of the following options would be feasible for your child/ren to attend Moray Music Centre in the future; — d) If the number of rehearsals were reduced to 8 rehearsals for 5hrs (e.g. 10am-3pm) across the year with 2 concerts and transport were to continue to be provided would your child/ren still be keen/able to attend? Through this option then the day cost per person would equate to £25.00 (£200 for 8 rehearsals). Rehearsals would be delivered during the Sept-March period. Page 132
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 8 of 17 Question options Avg rank Option B 1.86 Option C 2.36 Option A 2.56 Option D 3.02 Optional question · 97 responses · 11 skipped Question type : Ranking Question Q4. In regards to the above 4 options, please rate these in order of preference if you would consider more than 1 option (A being preferred option to D being least option); Page 133
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 9 of 17 Anonymous 4/16/2026 08:40 AM Anonymous 4/16/2026 08:48 AM Anonymous 4/16/2026 08:48 AM Anonymous 4/16/2026 08:52 AM Anonymous 4/16/2026 08:53 AM Anonymous 4/16/2026 08:56 AM Anonymous 4/16/2026 08:57 AM Anonymous 4/16/2026 08:59 AM Anonymous 4/16/2026 09:03 AM Anonymous 4/16/2026 09:06 AM Anonymous 4/16/2026 09:29 AM Anonymous 4/16/2026 09:46 AM Anonymous 4/16/2026 10:06 AM Anonymous 4/16/2026 10:22 AM Please introduce music lessons at Hythehill primary We feel that 22 rehearsals is very important and provides structure/routine for normal life I have 2 children who attend mmc. it would be cheaper for me take them myself than to almost triple the weekly cost. the increase would probably mean they couldn’t attend. free transport is great but it is unfair to those who don’t currently use it to have to drop out because of the price increase to fund it. the christmas performance is a highlight of our year so i’d hate to see that go. I also think 5 hours on a saturday is too much & would put my kids off attending. Feel the arts are constantly penalised! There should be a way to find funding for this. It’s also sad that those locally are having to pay for transport we don’t use? Regular sessions is the key to maintaining high standards and attendence. As a former pupil of the MMC this is a key routine and event for pupils for musical development, socialisation and continued progression. However this will be a huge impact to families how have two or more children attending the MMC. What provisions will be in place for these families? It would be a great shame if rising costs meant that children could no longer attend the music centre. I would rather see fewer sessions offered, so that it remains affordable and accessible to everyone. Q5. Officers will then use this information to identify potential changes to the model based on the survey feedback; however, as mentioned above, should participant numbers for this programme decline substantially based on the feedback gathered, the Service will need to assess its value and feasibility before making a commitment to proceed.If you have any further feedback connected to the above we would welcome your thoughts. Please leave any feedback in the box below. Page 134
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 10 of 17 Anonymous 4/16/2026 11:09 AM Anonymous 4/16/2026 12:34 PM Anonymous 4/16/2026 01:15 PM Anonymous 4/16/2026 01:50 PM Anonymous 4/16/2026 01:56 PM Anonymous 4/16/2026 01:58 PM Anonymous 4/16/2026 02:27 PM Anonymous 4/16/2026 02:40 PM Anonymous 4/16/2026 03:43 PM Anonymous 4/16/2026 03:48 PM Anonymous 4/16/2026 05:06 PM Anonymous 4/16/2026 06:11 PM There is absolutely no way my daughter could continue without the busses we drive her to Cullen and collect from Cullen . This will be her final year 26/27 and her plan is to attend Napier to do BA honours in Music this Music centre has been amazing for my child such a disappointment if she cannot continue for her final year. Wording/layout of question 3 is very confusing, numbers and letters of the options are not consistent. I would prefer for transport to be removed from the costing, as no other clubs sports etc would be so generous. Having just 11 sessions and one concert would be ok, but prefer the 22 sessions. I think 5 hours per session is a lot to expect of some children. My daughter enjoys MMC and it has helped her progress a lot. I hope my son will join too, either in 2026 or 2027. Question 4 of this survey is ambiguous. The options are lettered A to D in Q3, but in Q4, they are numbered. I have assumed 1=A, 2=B etc. in answering that question. Children build a lot of confidence, skills & knowledge in this enjoyable safe environment We are very appreciative for all that you do to promote music to all Moray’s youngsters. It is a very large increase that is being suggested. As we live in Elgin we don’t require transport but I understand why this is so important for others in out lying areas allowing for equity for all young musicians. Is there some way we could fundraise or seek sponsorship?! Page 135
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 11 of 17 Anonymous 4/16/2026 06:50 PM Anonymous 4/16/2026 06:57 PM Anonymous 4/16/2026 07:39 PM Anonymous 4/16/2026 07:54 PM Anonymous 4/16/2026 08:30 PM Really, the only option that I 100% agree with is option B. Remove transport and increase the cost slightly plus leave the amount of rehearsals/concerts as they are now. Option A is totally out of our budget. I currently have one child at MMC and hopeful our second will start in August and we cannot afford £700. We are not on benefits and do not qualify for any assistance for anything. We budget and prioritise. Option C rehearsals are planned when children are sitting prelims and studying for exams. Not ideal. Option D I fear would make more children would opt out, the older ones possibly get Saturdays jobs etc. also one rehearsal a month would be dependant on the children keeping up with and practising their pieces over a much longer period and trying to remember what their instructor has said is almost impossible. I would like to add that MMC and all its staff is a truly exceptional group which my son has thrived in. His musical ability has grown and he is currently compiling a list of band pieces that he’d love to play in Senior Band! Look out Mr Grant. Moray Council I hope will be going the extra mile to ensure our music services, staff and pupils are supported and encouraged. Always willing to help if needed. I like the idea of less rehearsals as it currently is quite a big commitment, too big for us with siblings also committed to other events. . I don’t think my child would cope with rehearsals longer than 2 hours maximum. When we did attend, transport was not available to us. This had no bearing on our attendance. We simply arranged to car share with other families. Those who can get a bus are entitled to free bus transport now, perhaps parents could share the load of accompanying them. The music centre is amazing and a wonderful experience for the children, I think (as with most ‘clubs’) parents would be happy to arrange transport of their own children. The cost without transport is much more reasonable. B combined with C would be optimum for us. Children with additional needs would struggle with less regular schedule of rehearsals. My son would struggle with a 5 hour rehearsal. Older pupils have more exam pressure January to March so less beneficial to only do concerts that term. Plus weather poorer in January and this would limit attendance dur to snow for those in Speyside. Anonymous 4/16/2026 09:19 PM Anonymous 4/16/2026 09:33 PM Anonymous 4/16/2026 09:34 PM -option A would be higher up the list if banffshire trust assisted funding. -option A also would be considered if payment could be taken weekly, bi-weekly or monthly rather than in one payment - is a lottery grant/funding something that could be looked into to help support this service ornn or alternative grants -could sponsorship from local businesses be an option to help provide funding and reduce costs -would a larger performance open to members of the public with slightly increased ticket prices bring in more revenue to help support moray music Page 136
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 12 of 17 Anonymous 4/16/2026 10:37 PM Anonymous 4/16/2026 10:45 PM Anonymous 4/17/2026 09:28 AM Anonymous 4/17/2026 09:36 AM Anonymous 4/17/2026 10:11 AM Anonymous 4/17/2026 10:31 AM Anonymous 4/17/2026 10:48 AM Anonymous 4/17/2026 11:05 AM Anonymous 4/17/2026 11:07 AM Anonymous 4/17/2026 11:23 AM Anonymous 4/17/2026 12:09 PM Anonymous 4/17/2026 12:53 PM Anonymous 4/17/2026 01:27 PM Anonymous 4/17/2026 01:41 PM Anonymous 4/17/2026 01:42 PM Anonymous 4/17/2026 01:51 PM Anonymous 4/17/2026 02:05 PM Anonymous 4/17/2026 03:13 PM Anonymous 4/17/2026 03:17 PM I don't think that you can ask members who make their own way to subsidise travel costs for others. We have 2 children who attend which obviously means double costs. We live outwith Elgin and arrange our own transport. Both of our children love music centre and have attended for a number of years; it is such a valuable provision. I prefer to remain unchanged and keep the same policy as now. Our child absolutely loves this group Clearly none of these options are viable. The council can't expect parents to pay an increase of over 100% to attend. The while load will fold as parents can't afford to pay for their child to go and/or the fuel to transport their child. 8 sessions is useless for a youth orchestra. Page 137
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 13 of 17 Anonymous 4/17/2026 03:20 PM Anonymous 4/17/2026 03:24 PM Anonymous 4/17/2026 04:26 PM Anonymous 4/17/2026 05:57 PM Anonymous 4/17/2026 07:07 PM Anonymous 4/17/2026 07:42 PM Anonymous 4/17/2026 07:50 PM Anonymous 4/17/2026 08:54 PM Anonymous 4/17/2026 09:34 PM I have multiple children that attend moray music so I already pay more than everyone else, so if the cost goes up much then none of them will he going anymore Daughter currently does violin and does not attend the music centre, however I would not be able to afford £15 a week on top of her current activities which include gymnastics and ballet. So we not be able to join the music centre. We would just continue with the school lessons. The MMC offers so much to these kids, delivered at a cost of just £8,000. This is a major part of their childhood. It is the crown jewel of Moray. If money cannot be found could there be a charge for taking the bus of say £1 or £2 per week? Anonymous 4/18/2026 07:59 AM Anonymous 4/18/2026 09:05 AM Anonymous 4/18/2026 12:59 PM Anonymous 4/18/2026 01:00 PM Anonymous 4/18/2026 02:20 PM Anonymous 4/18/2026 06:05 PM Anonymous 4/18/2026 08:16 PM Anonymous 4/18/2026 11:05 PM Anonymous 4/19/2026 04:44 AM We wpuld be happy with option C and D as well but take the transport out of it. Free bus travel with young scot cards should maximised and perhaps the timings of the start of sessions could be set to suit bus timetables. This is an excellent service and opportunity for young people but perhaps we need to consider the cost burden of the provision of buses? Leave the same as 2025/26 It’s very sad that many children may lose out on the fantastic opportunity to take part in the Music Centre, by it being too expensive or inaccessible due to lack of transport and all to save the Council the relatively small sum of money £8000. This is a drop in the ocean of the Council budget. The skills developed and opportunities provided by the Music Centre are numerous and valuable to so many children. Giving parents the ability to pay by direct debit to spread costs will make payment easier/less painful. Page 138
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 14 of 17 Anonymous 4/19/2026 05:14 PM Anonymous 4/20/2026 12:54 PM Anonymous 4/20/2026 01:39 PM Anonymous 4/20/2026 03:01 PM Anonymous 4/20/2026 03:29 PM Anonymous 4/20/2026 04:47 PM Anonymous 4/21/2026 10:56 AM Anonymous 4/21/2026 01:01 PM Anonymous 4/21/2026 06:31 PM Anonymous 4/21/2026 06:47 PM Anonymous 4/21/2026 09:59 PM Anonymous 4/22/2026 01:37 AM Anonymous 4/22/2026 07:53 AM My daughter would love to come to orchestra but the time clashes with school football which is 9-10, maybe a survey on timing would help in recruitment as many things run on a Sat morning. Even 30 mins later would help us. Could you explore a further option whereby those who use the transport pay for it and those who don’t use it don’t pay. Currently you’re asking parents who transport their own children to foot the bill for those who don’t. While at the same time those parents are paying their own fuel costs on top. Not sure about the options voting as these are not clearly labelled but removing transport would be my preferred option and I think two hours is a long enough rehearsal time (think of brass/woodwind instruments that require puff to keep going). Increasing the weekly cost to £15.75 seems very expensive and I would urge Moray Council to consider all the benefits of having young people from across Moray playing their instruments together and making music. The only viable option for us is option B. It will be too expensive for the other options. I think moray music centre is amazing experience and a great service that gives a lot to the kids. Unfortunately option a is too expensive - we have 2 musicians and that's just a lot of money. Option d takes out a whole day from the weekend - the Saturday morning is a good model which means they can spend the afternoon with family/doing sport. 5hrs at a time is too long for my student and we have other commitments that would make it difficult for my child to attend such sessions As my children are not interested in joint mcb I don’t feel able to answer any further questions Page 139
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 15 of 17 Anonymous 4/24/2026 10:09 AM Anonymous 4/24/2026 01:34 PM Anonymous 4/24/2026 01:51 PM Anonymous 4/24/2026 01:56 PM Anonymous 4/24/2026 02:07 PM Anonymous 4/24/2026 02:44 PM Anonymous 4/24/2026 02:50 PM Anonymous 4/24/2026 03:38 PM Anonymous 4/24/2026 03:54 PM Anonymous 4/24/2026 04:03 PM Anonymous 4/24/2026 04:31 PM The quality of instruction, the inspirational teaching and the high standards of musicianship which is fostered in these sessions is priceless - not only for the children's musical education but for the cross curricular strength it develops in their work ethic, their problem solving, their detemination to be better, ability to be team players, to be self reliant and the many benefits to their mental health - all life long benefits that this investment allows - this is investment in their health and well being, and I'm convinced saves many pounds to the NHS and other service providers were this vital service reduced. I cannot thank the tutors enough for their own commitment, care and enthusiasm - they are role models in leadership and their impact is huge! Although we are not a wealthy family by any means, we would always try to find the money for this, and the more sessions offered the better, in my view! thank you so much! I have 4 children and I couldn’t afford this for them all. Cost of living had gone up and wages haven’t followed suit! Given that all young people from the age of 5 can get a NEC / Young Scot card to travel on public transport for free, it would make sense for the transport cost aspect of running MMC to be removed and make the cost of rehearsals the same for all pupils regardless of where they live. Could I suggest a short Easter course - 2 yo 3 days and a longer summer course of a week as an alternative? This was how my County Youth Orchestra was run and attendance was by audition as it was so popular. Costs were similar to likely charges today. Happy to discuss further if interested? Does transport have to be provided? Parents who transport their children to and from rehersals appear to be paying for transport they don't ever use? Children who have young scot cards can travel on buses for free, is this something that could be considered for those that have cards to use public transport? While we would be happy to transport our child and could afford the proposed increases in cost and he was interested in attending, I would hate for cost to be a barrier to children having such a valuable opportunity Page 140
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 16 of 17 Anonymous 4/24/2026 04:53 PM Anonymous 4/24/2026 08:17 PM Anonymous 4/25/2026 12:33 AM Anonymous 4/25/2026 10:18 AM Anonymous 4/25/2026 02:49 PM Anonymous 4/26/2026 09:22 AM Anonymous 4/26/2026 02:29 PM Anonymous 4/26/2026 07:58 PM Anonymous 4/27/2026 11:53 AM Anonymous 4/30/2026 03:21 PM Anonymous 4/30/2026 08:23 PM Anonymous 4/30/2026 08:23 PM I have had 3 children attend MMC in the past and this education / facility has been invaluable to not only their education but personal and social development. The skills taught are applicable across all areas of the curriculum. Moray can be proud of its achievements in Music and the arts. one of my children does music as a professional career and without MMC this would not be possible. Parental contribution should not be necessary as we do not ask pupils that are good at sport for example to pay for their participation as part of their education. All these options are a retrograde step and would destroy the future of music education in moray. Families that don’t live in Elgin would be treated unfairly as they cannot access this service without support and music education should not be a post code lottery. Charge the families that use the bus more than people that don’t. Why should I subsidise their cost just because we live in Elgin so can’t use the transport. The huge price increase may put people off as it still puts it in the more expensive bracket in comparison to other clubs/groups that children attend. Is there a provision for low income families or would it then exclude these families from attending? Having the transport makes it more inclusive for all children. It would be a shame if this service would disappear completely Question three is very difficult to understand! This is my order of preference -most preferred to least preferred- option B option c option a Option d It is an absolute disgrace that Moray Council are even considering this. Moray has a long tradition with providing an excellent musical education and this should be treasured and preserved at all costs. The difference this has made to my child in terms of confidence is immeasurable. Much cheaper than sending to a child psychologist for social interaction help! We would be happy for our child to get public transport from keith to elgin bus station. My concern is the walk from the bus station to elgin academy when she is not used to the surroundings. I believe MMC is vital for community music experience. My child can not get lessons within the school, so this is the only link to other young musicians for them. It would be sad for this to no longer go ahead in some way. The concerts give a reason and aim for learning music. My daughter is currently not taking part in orchestra because of the demand she felt it was placing on her - amongst other life challenges - she is still playing violin though, and may wish to return to orchestra Page 141
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Moray Music Centre Survey : Survey Report for 19 August 2025 to 05 May 2026 Page 17 of 17 Anonymous 4/30/2026 10:06 PM Moray Music Centre is such an amazing opportunity for young musicians to come together. It would be really sad to see it become less accessible for participants. Transport and the cost of transporting young people seems to be a persistent barrier for groups of young people accessing high quality enrichment experiences. It is also a barrier to accessing formal and informal childcare. We need to fix this. Optional question · 48 responses · 60 skipped Question type : Essay Question Page 142
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APPENDIX 2 INTEGRATED IMPACT ASSESSMENT COVERING • EQUALITIES & SOCIO ECONOMIC DUTIES • HUMAN RIGHTS AND RIGHTS OF THE CHILD DATE UPDATES/EXECUTIVE SUMMARY VERSION DETAILS Insert Date (e.g. 03/10/2023) Add brief notes/highlight which section amended (e.g. first draft of IIA completed and submitted to SFC 25/10/2023 for consideration; noting that further work on Stage 2 will be required). Insert (ShP) Version Info (when details have been agreed) (e.g. 5.0 03/10/2023 11:21 AMcL) 19/05/2026 Draft completion of IIA 1.0 19/05/2026 KS 09/06/2026 Further update of IIA – updated sections 6 & 9 2.0 09/06/2026 KS STAGE 1 - DO I NEED AN INTEGRATED IMPACT ASSESSMENT? Name of policy or proposal: Moray Music Centre programme model change Is this a Mark X below New activity, programme or policy? Change to an existing activity, programme or policy? x Budget proposal? Duties: tick the boxes you think apply No Maybe Yes Equalities: Will your proposal have an impact on groups with protected characteristics? Consider the impact of your proposal on people and how they access your services and information without barriers. x Socio-economic Not every person/family has access to regular income or savings. Will your proposal have an adverse impact on them x Does your proposal impact on the human rights of people? x Page 143
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SPFINANCE-565096732-34 12/06/2026 12:47 Does your proposal impact on the rights of children and young people x Reasoning Briefly describe your reasoning for the responses given above: Moray Music Centre offers school aged children and young people from across Moray who play an orchestral or wind/brass band instrument an opportunity to participate in a regional ensemble. Participation in an ensemble not only develops a young musician’s instrumental playing, teamwork, and listening skills; but has a positive impact on mental health and develops personal and social skills. Moray Music Centre gives young musicians an opportunity to meet other like-minded children and young people from across Moray and to play with and learn from their peers. It is not a statutory requirement of a Local Authority to provide this programme. If you have answered “maybe” or “yes” to any of the Stage 1 questions above then proceed to complete the Stage 2 Integrated Impact Assessment questions below. If you have answered “no” to the Stage 1 questions above then provide the details below and submit to [email] Lead Officer for developing the contract Kim Slater Other people involved in the screening (this may be council staff, partners or others i.e. contractor or community) Alexander Davidson Date 20/05/2026 Page 144
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SPFINANCE-565096732-34 12/06/2026 12:47 STAGE 2: INTEGRATED IMPACT ASSESSMENT Brief description of the affected service 1. Describe what the service does: Moray Music Centre (MMC) offers school aged children and young people from across Moray who play an orchestral or wind/brass band instrument an opportunity to participate in a regional ensemble. Participation in an ensemble not only develops a young musician’s instrumental playing, teamwork, and listening skills; but has a positive impact on mental health and develops personal and social skills. Moray Music Centre gives young musicians an opportunity to meet other like-minded children and young people from across Moray and to play with and learn from their peers. Rehearsals run on Saturday mornings at Elgin Academy from 1000–1200 between August and March. Return transport is provided for young musicians who live out with Elgin. 2. Who are your main stakeholders? Main stakeholders are children/young people residing in Moray that play an orchestral or wind/brass band instrument. In the wider context of stakeholders this would also include parents/guardians of MMC participants, Instrumental Music Instructors, School Staff, Community Music Groups such as Moray Concert Brass, Strathspey Fiddlers, Elgin Strathspey & Reel Society etc. 3. What changes as a result of the proposals? Is the service reduced or removed? Over the past 5yrs (potentially longer) the Moray Music Centre programme has always been a budget pressure on Moray Council as it has never been fully cost recoverable. In recent years this budget pressure has been in the region of £8,000. Due to the continued financial pressures that the public sector faces all Council Services that have associated service charges are required to be fully cost recoverable (unless exceptional circumstances) as per the Council charging policy. Officers within the Service were tasked with undertaking consultation with current and future users of the programme on proposed changes. The engagement was targeted at current and prospective MMC parents/carers and asked them whether they would consider any of the following options to enable the programme to be fully cost recoverable; - Option A - Increase the weekly fee to fully cover the expenditure costs (22 sessions and 2 concerts) - Option B - Remove the provision of transport and increase the weekly fee as per the default increase of 4.8% (for 2026/27) (22 sessions and 2 concerts) Page 145
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SPFINANCE-565096732-34 12/06/2026 12:47 - Option C - Reduce the number of sessions by 50% (22 to 11), remain with 2hr sessions, only deliver 1 concert, continue with transport provision and increase cost to offset expenditure - Option D - Reduce the number of sessions by 64% (22 to 8), deliver 5hr sessions, deliver 2 concerts, continue with transport provision and amend costs to offset expenditure 108 individuals either partially or fully completed the survey. 72 respondents (67.3%) had a child/ren currently involved in the MMC. Of the 35 respondents (32.7%) of those not currently involved 30 respondents (85.7%) had children that played an orchestral or wind/brass instrument and may be interested in joining MMC in the future. 4 options were presented for consideration and responses as follows; Option Yes No A) If the weekly cost increased to £15.75 (£346.50 for 22 rehearsals) to maintain the status quo (no change), would you be in a position/or willing to cover this increased cost? 28 77 B) If the transport provision were to be removed from the programme would your child/ren still be able to attend the Moray Music Centre for the 22 rehearsals through either public transport (free bus pass), active travel, parental transportation or car sharing with other Moray Music Centre families? Through this option the weekly cost per person would equate to £6.80 (£149.60 for 22 sessions). 83 23 C) If the number of rehearsals were reduced to 11 rehearsals for 2hrs across the year with 1 concert and transport were to continue to be provided would your child/ren still be keen/able to attend? Through this option then the weekly cost per person would equate to £15.75 (£173.25 for 11 sessions). Through this option the 11 rehearsals would be delivered during the Jan-Mar period 53 52 D) If the number of rehearsals were reduced to 8 rehearsals for 5hrs (e.g. 10am-3pm) across the year with 2 concerts and transport were to continue to be provided would your child/ren still be keen/able to attend? Through this option then the day cost per person would equate to £25.00 (£200 for 8 rehearsals). Rehearsals would be delivered during the Sept-March period. 25 79 Page 146
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SPFINANCE-565096732-34 12/06/2026 12:47 In addition to the option preferences we also requested additional feedback of which we received 48 responses. The responses have been summarised into the following themes; Affordability and impact of fee increases • Strong concern that the proposed increase (often described as unaffordable/too large) will lead to children dropping out or being unable to join due to financial pressures. • Particular impact highlighted for families with 2+ children and those not eligible for financial support. Transport: fairness, access, and who should pay • Mixed views, but a consistent theme that it feels unfair for families who don’t use transport to subsidise it. • Equally strong concern that removing transport could exclude rural/outlying families and reduce equity of access. • Suggestions include charging separately for transport, exploring public transport/Young Scot (NEC) options, aligning times with bus timetables, or small weekly bus charges. Value and outcomes of Moray Music Centre • Overwhelmingly positive about MMC’s benefits: musical development, confidence, wellbeing, socialisation, skills for learning/life, and high-quality staff/tutors. • Several respondents frame MMC as an important/unique provision that should be protected. Rehearsal frequency, structure, and routine • Many stress that regular sessions (e.g., 22 rehearsals) are important to maintain standards, progress, and routine (including for some children with additional needs). • Concern that too few sessions would undermine the “youth orchestra” model. Session length and scheduling pressures • Repeated concern that 5-hour Saturday sessions are too long and could put children off. • Timing clashes with other activities (e.g. Saturday sports) and issues around exam periods (Jan–Mar) and winter travel/weather affecting attendance. Ideas for alternative funding / delivery models • Calls to seek fundraising, sponsorship, grants (e.g. lottery), or different revenue approaches (e.g. larger public concerts/ticket pricing). • Suggestions for alternative formats (e.g. Easter/Summer courses) or offering fewer sessions to keep costs down. Payment flexibility and support mechanisms Page 147
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SPFINANCE-565096732-34 12/06/2026 12:47 • Requests for instalment options (weekly/monthly/direct debit) to make costs manageable. • Questions about what support would exist for low-income families and those with multiple children. Based on the consultation responses, Option B (removal of transport and default increase to charge) is the only option with clear support. 4. How will this affect your customers? Any change to an existing programme will have an effect on our current customers of the MMC. However it is also important to note that the existing programme may have been restrictive in its current format for some potentially new customers due to the format. The existing programme has a current anomaly in provision which is important to note. All MMC participants are charged £143 (£6.50 per session) regardless of whether they use the transport provided or not. MMC run by Moray Council with fully trained, PVG checked experienced professionals, is risk assessed – long standing provision may be considered a safe option by parents/carers due to the level of quality assurance. Depending on what option is progressed this will potentially affect customers differently; • Option A – negatively impact low income families due to increased costs, continue to negatively impact Elgin customers as they would continue to pay towards transport costs that they do not access. • Option B – negatively impact low income families due to removal of transport provision and those customers that reside furthest from Elgin. • Option C – negatively impact low income families due to increased costs, negatively impact all the customers as they would not develop/progress to the same extent as previous cohorts due to the reduced delivery time. May result in new interest from prospective customers due to the shorter weekend time commitment from 22 weeks to 11 weeks. • Option D – negatively impact low income families due to increased costs from the current model, negatively impact our younger customers as concentration levels for a 5hr session compared to a 2hr session may be challenging. May result in new interest from prospective customers due to the shorter weekend time commitment from 22 weeks to 8 weeks but changing to full days so still getting nearly same volume of learning time just condensed. We are aware that a number of young people are currently unable to attend the MMC but would like to due to the level of Saturday commitment across the year and many of them have part time jobs. If it was less Saturday sessions then they may be able to fit this around part time work. 5. Impact on staff providing the service Page 148
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SPFINANCE-565096732-34 12/06/2026 12:47 If the number of sessions were to reduce then this would impact salaries for Instrumental Music Instructors (IMIs) contracted to deliver a MMC ensemble. Additional hours undertaken by IMIs to deliver the MMC programme is submitted via timesheets. It is not a statutory requirement or expectation that IMIs deliver the MMC – it is their own choice. The instructors do have a concern in regards to the impact that any change may have on the current level of customers as any of the options for consideration will result in a negative impact on certain families. If the impact results in a significant reduction of customers then the value of delivering this programme will diminish. 6. Please indicate if these apply to any of the protected characteristics Protected groups Potential impacts and considerations Race N/A – the changes would not negatively impact race Disability Low – provision of bus transport may have supported some disabled customers to safely make their own way to Elgin Academy. Parents/Carers would be required to transport disabled customers to Elgin Academy as car sharing opportunities may not be possible. Another impact that may require consideration would be if Option 4 was progressed which resulted in 5hr sessions (may be medical requirements during this timeframe compared to a 2hr session). The loss of routine through changing the model may have an impact on some disabled customers. Carers (for elderly, disabled or minors) Low - one impact may be that if a customer had a caring responsibility then they may not be able to opt for Option 4 as they may be unable to commit to a 5hr session on a Saturday – however the alternative to this is that due to the fewer Saturday commitments for Option 4 this would free up other Saturdays for caring responsibilities. Carers would be required to transport disabled customers to and from Elgin every Saturday which they currently may not have capacity for. Sex N/A – the changes would not negatively impact sex Pregnancy and maternity (including breastfeeding) N/A – the changes would not negatively impact pregnancy and maternity Sexual orientation N/A – the changes would not negatively impact sexual orientation Age (include children, young people, midlife and older people) Option 4 – some of the survey feedback has stated that younger customers may struggle with a 5hr lesson compared to the 2hr lesson. Other local authorities do deliver longer/fewer sessions compared to the current Moray model. Page 149
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SPFINANCE-565096732-34 12/06/2026 12:47 Religion, and or belief Low – aware that some religions/beliefs may have commitments on a Saturday so changing the timings may have an impact of these commitments. Gender reassignment N/A – the changes would not negatively impact gender reassignment Inequalities arising from socio- economic differences Medium impact – the majority of options would have a negative impact on low income families, those that reside in rural areas and those that may not have access to a car. Depending on the option identified we would look to encourage public transport, car sharing and identification of any trust schemes that could help subsidise some of the cost for accessing this programme. Human rights List of convention rights Describe, where applicable, if and how specific rights are engaged As mentioned above the MMC programme is not a statutory requirement that a Local Authority is required to deliver. It is a discretionary service that is highly valued by those involved/connected to it, but it is not distinctly connected to a human right as this provision can be provided through other means. If the MMC programme was not delivered there are other community groups and organisations that young people could attend in Moray that could enable them to be involved in an ensemble/orchestra. This would depend on the criteria in place for these community groups re age/ability etc. Article 5: Right to liberty and security N/A Article 6: Right to a fair trial N/A Article 8: Right to respect for private and family life, correspondence and the home N/A Article 10: Freedom of expression N/A Article 11: Freedom of assembly and association N/A Article 12: Right to marry N/A Article 14: Prohibition of discrimination (in relation to the convention rights) N/A Article 1 of Protocol 1: Protection of property N/A Page 150
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SPFINANCE-565096732-34 12/06/2026 12:47 List of convention rights Describe, where applicable, if and how specific rights are engaged Article 2 of Protocol 1: Right to education N/A Article 3 of Protocol 1: Right to free elections by secret ballot N/A Children’s Rights and Wellbeing Relevant articles – UNCRC Article 2 – Non discrimination N/A Article 12 – Respect of the views of the child Parents/guardians were encouraged to discuss the options available with their child/ren in regards to future operating models prior to completing the survey. Instrumental Music Instructors also discussed the potential changes with their groups prior to the survey launch. Article 3.1 – Best interest of the child As per above Article 6.2 – Right to survival and development As per above If the MMC programme was not delivered there are other community groups and organisations that young people could attend in Moray that would enable them to be involved in an ensemble/orchestra (potentially not all disciplines). This would depend on the criteria in place for these community groups re age/ability etc. Article 31 – Leisure, play and culture Every child has the right to relax, play and take part in a wide range of cultural and artistic activities. Delivery of the MMC provides an opportunity in regards to this right, but appreciate there are other opportunities to access this right. 7. Evidence. What information have you used to make your assessment? Performance data Yes – numbers of participants over recent years available. 105 in the 2025/26 cohort Internal consultation Yes – with instrumental music instructors, with Service Management team and at CLT/SLF discussions in recent years. Consultation with affected groups Yes - Officers undertook a survey through Moray Engage seeking engagement from current and prospective MMC Page 151
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SPFINANCE-565096732-34 12/06/2026 12:47 parents/carers to provide feedback on options to make the programme fully cost recoverable. 108 individuals either partially or fully completed the survey. Option B was most popular option and therefore the one recommended to progress by Officers. Local statistics N/A National statistics Reviewed other similar Music Centres that are delivered elsewhere across the country appreciating there are nuances in regards to urban/rural challenges, budget variations, other provision. Other 8. Evidence gaps Do you need additional information in order to complete the information in the previous questions? No 9. Mitigating action Can the impact of the proposed policy/activity be mitigated? Please explain Depending on the option determined to take forward the Service will work with customers to mitigate the increased pressures that arise from any change. This could be through providing information on public transport options for families that participate in the MMC to consider. Encourage car sharing arrangements between families in localities and encourage active travel. Provide information on trusts that could support costs for families on low-income to attend MMC. Would monitor the impact of any change during the 2026/27 academic year and review the new model for future years as required. 10. Justification If nothing can be done to reduce the negative impact(s) but the proposed policy/activity must go ahead, what justification is there to continue with the change? The Council have a legal obligation to balance its budget given the significant financial pressure currently facing the local authority. As per the Council charging policy there is an expectation that programmes are fully cost recoverable. Mitigations are stated above with the aim of reducing any negative impact to our customers. Page 152
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SPFINANCE-565096732-34 12/06/2026 12:47 SECTION 3 CONCLUDING THE IIA Concluding the IIA 1. No potential negative impacts on any of the protected groups were found. 2. Some potential negative impacts have been identified. The impacts relate to: Reducing discrimination, harassment, victimisation or other conduct prohibited under the Equality Act 2010 Promoting equality of opportunity x Fostering good relations x 3. The proposals interfere with human rights and/or the rights of the child 4. Negative impacts can be mitigated the proposals as outlined in question 9. 5. The negative impacts cannot be fully mitigated but are justified as outlined in question 10. x 6. Further consultation with affected groups is needed. 7. It is advised not to go ahead with the proposals. Decision Set out the rationale for deciding whether or not to proceed with the proposed actions: The survey in regards to the potential options for consideration strongly identifies a preferred option in regards to removing transport and maintaining the rest of the status quo. Potential negative impacts have been identified for certain protected and socio-economic groups which have been fully considered. Mitigations to support any change have been identified and will be implemented. Page 153
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SPFINANCE-565096732-34 12/06/2026 12:47 It is proposed to review the impact that any change will have on the programme at the end of the 2026/27 programme as we need to ensure future viability and value of the programme. Date of Decision: Page 154
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SPFINANCE-565096732-34 12/06/2026 12:47 Sign off and authorisation: Service Department Policy/activity subject to IIA We have completed the integrated impact assessment for this policy/activity. Name: Kim Slater Position: Service Manager Leisure & Culture Date: 19/05/2026 Authorisation by head of service Name: Denise Whitworth Position: Executive Director Date: 09/06/2026 Permission to publish on website - Please return this form to the Equal Opportunities Officer, Chief Executive’s Office. Page 155
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing & Communities Author: Fiona Michie Contact Email: education@moray.gov.uk Subject: Free School Meal payments for unplanned school closure days and school transport failure 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to ask Committee to approve a policy position of making payments in lieu of missed low-income qualifying free school meals during periods of future extended unplanned school closure days, or future extended school transport failure, after a minimum of 3 consecutive days, backdated to day 1. 1.2 This report is submitted to 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 Free school meal (FSM) provision is a school lunch provided free of charge, by Moray Council’s Catering Service, to eligible children and young people. 2.2 The duty on the local authority is to provide a meal, but the Council are unable to fulfil this when there are extended unplanned school closures or provide alternate provision to school pupils unable to attend due to extended school transport failure. 2.3 The Council are not legally required to make a payment in lieu of missed FSM but recognise that extended school closures disproportionately affect those who rely on FSM provision. It is also acknowledged that poverty in Moray is increasing and many families live in rural areas. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: Item 15.* Page 157
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i) Agree as a policy position to make payments in lieu of missed low-income qualifying free school meals for future extended unplanned school closure days, after a minimum of 3 consecutive days, backdated to day 1, at the food cost rate of £1.65 per meal; and ii) Agree as a policy position to make payments in lieu of missed low-income qualifying free school meals for school transport pupils who are unable to attend due to future extended school transport failure, after a minimum of 3 consecutive days, backdated to day 1, at the food cost rate of £1.65 per meal. Fiona Michie Business Support Development Manager (Education) 4. BACKGROUND AND CONTEXT 4.1 Section 53A (2) of the Education (Scotland) Act 1980, as amended, states an education authority must take reasonable steps to ensure that every pupil who is entitled to receive school lunches free of charge, receives those lunches. 4.2 Children and young people will be eligible to receive free school meals (FSM) if their parents or carers are in receipt of low-income qualifying benefits. National eligibility criteria is published on Moray Council's website. 4.3 Parents or carers in receipt of low-income qualifying benefits receive holiday support payments at the current FSM rate (excluding public holidays and local occasional days). Scottish Government funding for holiday support payments has been incorporated into our Grant Aided Expenditure (GAE). 4.4 All primary 1 to 5 children are entitled to universal free school meals. Children and young people in primary 6 and 7, and in secondary 1 to 3 in participating pilot schools, are also eligible to receive FSM if their parents or carers claim Scottish Child Payment (SCP). 4.5 Families whose children receive universal FSM as part of these schemes, are not eligible for holiday support payments. 4.6 Children at independent schools and home-educated children are not entitled to FSM. 5. PROPOSALS 5.1 It is proposed that payments are made in lieu of missed low-income qualifying FSM for future extended unplanned school closure days, and for school transport pupils who are unable to attend due to future extended school transport failure, after a minimum of 3 consecutive days. The scope of the proposals relates to ‘extended exceptional circumstances’, for example, extreme localised weather conditions, blocked roads or power failures, etc. 5.2 The proposals do not apply to single closure days, or single school transport failures, and will only be enacted after a minimum of 3 consecutive days of unplanned school closure or school transport failure. Payments will be made from day 4, backdated to day 1. Page 158
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5.3 The FSM rate from 1 April 2026 is £2.55 per primary school meal and £2.90 per secondary school meal. The food cost, less staff and catering costs, is £1.65 per meal. FSM rates are reviewed annually and are likely to increase in future in line with costs. 5.4 It is proposed that payments for future extended unplanned school closure days, or future extended school transport failure, will be made at the food cost rate of £1.65 per meal. This represents the value of unpurchased food, so there are no additional budget pressures resulting from this proposal, and payments would be funded from the unspent education catering budget. On the rare occasions of extended unplanned school closure days, food orders pending delivery will have their delivery dates delayed, and existing stock can be stored or frozen, so there are very minimal food wastage costs. 5.5 Making a payment at the food cost rate of £1.65 per missed meal is an officer recommendation that allows the unspent food value to be passed to low-income qualifying families, mitigating financial hardship at a time of increased child poverty. An alternative option is a flat-rate of £1.50 per missed meal, which allows for a contribution towards the administrative cost of processing payments. This is also the value used by both Aberdeen City Council and Aberdeenshire Council. However, payments are generally automated and extended unplanned school closure days, or extended school transport failures are rare. Therefore the administration burden to process one-off payments is minimal and can be absorbed within existing administrative staffing budgets. 5.6 Due to the unpredictability of unplanned extended school closures and extended school transport failure, the payment values cannot be accurately calculated, however maximum per day estimates, costed at both £1.65 and £1.50 per missed meal, are detailed in Appendix 1. For context, the number of unplanned extended school closures over 3 days for the last 3 years, and the costs if payments had been made, are detailed in Appendix 2. There were no extended school transport failures over 3 days during these years. As per 5.3 above, the costings are calculated at both £1.65 and £1.50 per missed meal. 5.7 Moray Council has well established and effective arrangements in place to make holiday support payments directly into the bank account of the parent or carer, and we can utilise these established arrangements to make payments when meals cannot be provided. 5.8 Those receiving FSM due to universal or SCP schemes are not eligible for payments. SCP is an extension of Universal Free School Meal policies rather than an income-based entitlement. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: Page 159
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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 None. 6.4 Financial The financial implications are set out in the body of the report and accompanying appendices. 6.5 Risk None, as there are no additional budget pressures resulting from this proposal. 6.6 Staffing None. 6.7 Best Value and Transformation None. 6.8 Property None. Page 160
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6.9 Information Communications/Technology/Digital None. 6.10 Equalities, Social Inclusion and Economic Impact Implementation of the guidance supports the Scottish Government’s agenda to eradicate child poverty by offering alternative access to FSM. 6.11 Climate Change and Biodiversity Impacts None. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Chief Financial Officer, Head of Education (Chief Education Officer), Head of Operations and Environment, Catering Manager, and Caroline O’Connor, Committee Services Officer, and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 • Estimated implementation costs is attached as Appendix 1 • Unplanned school closures over 3 days for the last 3 years is attached as Appendix 2 Page 161
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APPENDIX 1 Estimates for payments in lieu of missed FSM during unplanned school closures or school transport failure Unplanned school closures Payment cost per day - all schools closed FSM pupils £1.65 per day £1.50 per day Sector at 07/04/2026 All schools All schools Primary 846 £1,395.90 £1,269.00 Secondary 588 £970.20 £882.00 1,434 £2,366.10 £2,151.00 Payment cost per day per ASG - all schools in ASG closed FSM pupils £1.65 per day £1.50 per day ASG at 07/04/2026 All schools in ASG All schools in ASG Buckie 227 £374.55 £340.50 Elgin Academy 222 £366.30 £333.00 Elgin High 248 £409.20 £372.00 Forres 257 £424.05 £385.50 Keith 136 £224.40 £204.00 Lossiemouth 146 £240.90 £219.00 Milne's 120 £198.00 £180.00 Speyside 78 £128.70 £117.00 1,434 £2,366.10 £2,151.00 School transport failure Payment cost per day per ASG - assuming full transport failure FSM pupils £1.65 per day £1.50 per day ASG at 07/04/2026 ASG transport failure ASG transport failure Buckie 20 £33.00 £30.00 Elgin Academy 3 £4.95 £4.50 Elgin High 7 £11.55 £10.50 Forres 13 £21.45 £19.50 Keith 20 £33.00 £30.00 Lossiemouth 9 £14.85 £13.50 Milne's 24 £39.60 £36.00 Speyside 32 £52.80 £48.00 128 £211.20 £192.00 Page 162
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APPENDIX 2 Unplanned school closures over 3 days for the last 3 years Historic number of unplanned school closures over 3 days (as at 07/04/2026) ASG 2022/23 2023/24 2024/25 2025/26 Buckie 27 Elgin Academy 18 Elgin High 12 Forres 27 Keith 28 Lossiemouth 12 Milne's 12 Speyside 3 24 37 0 3 24 173 Notes 2023/24 - snow closure 18-20 January 2024 (1 school for 3 days) 2024/25 - snow closure 20-22 November 2024 (8 schools for 3 days each) 2025/26 - snow closure 05-10 January 2026 (50 schools for 3 or more days each) Costs if payments of £1.65 had been made in lieu of missed FSM for historic unplanned school closures over 3 days* ASG 2022/23 2023/24 2024/25 2025/26 Buckie £10,112.85 Elgin Academy £6,593.40 Elgin High £4,910.40 Forres £11,449.35 Keith £6,283.20 Lossiemouth £2,890.80 Milne's £2,376.00 Speyside £386.10 £3,088.80 £4,761.90 £0.00 £386.10 £3,088.80 £49,377.90 * Calculated at the current food cost rate of £1.65 per day for illustrative purposes only Costs if payments of £1.50 had been made in lieu of missed FSM for historic unplanned school closures over 3 days* ASG 2022/23 2023/24 2024/25 2025/26 Buckie £9,193.50 Elgin Academy £5,994.00 Elgin High £4,464.00 Forres £10,408.50 Keith £5,712.00 Lossiemouth £2,628.00 Milne's £2,160.00 Speyside £351.00 £2,808.00 £4,329.00 £0.00 £351.00 £2,808.00 £44,889.00 Page 163
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Sarah Barnes Contact Email: sarah.barnes@moray.gov.uk Subject: Moray Growth Deal: STEM Starts Business Plan and Expansion of Public Access Service Offer 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to update the Education, Children’s and Leisure Services Committee on progress in developing a Business Plan to support the expansion of the Moray Growth Deal Early Years STEM Project (STEM Starts), with particular emphasis on widening public access provision in a managed and sustainable manner. 1.2 The report also asks the Committee approves the service changes as set out in this report, including the introduction of a short-term charging structure for public access to the STEM Starts Discovery Centre, to operate as an interim pilot pending completion of the final Business Plan. 1.3 The report also asks the Committee to note that long-term arrangements, including charges and recruitment of additional staff, will be presented to Committee for approval after recess, following completion of the final STEM Starts Business Plan. 1.4 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 Moray Growth Deal Early Years STEM Project (STEM Starts) has entered its delivery phase following approval of the project’s Full Business Case in November 2024. The STEM Starts Discovery Centre, located at Elgin Library, is now operational and has been welcoming school and Early Learning and Childcare (ELC) settings since February 2026. Since opening, there has been considerable demand to open the facility to the public; Item 16.* Page 165
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however, project resourcing and staffing capacity are limited and remain focused on educational outcomes. 2.2 To respond to this demand in a planned and sustainable way, GC Insight has been commissioned to develop a comprehensive Business Plan for the future operation and growth of the STEM Starts Programme. This will consider options for expanding public access, strengthening delivery across additional sites, identifying staffing requirements and introducing an appropriate charging structure to support the long-term sustainability of the service without compromising its core educational purpose. 2.3 Outputs of the Business Plan will not be available until after Committee recess. Approval is therefore sought to implement the service changes set out in this report in advance of the summer holiday period. This includes the introduction of a short-term interim charging structure for public access, to operate as a pilot pending completion of the final Business Plan. 2.4 Costs associated with interim arrangements will be met within the project’s existing revenue budget, with no cost implications to the Council in the short-term. Long-term proposals, including any future staffing requirements, will be presented to Committee after recess following completion of the final Business Plan. Any additional staffing proposed at that stage would be on a 100% cost recovery basis. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Notes the significant public demand for access to the STEM Starts Discovery Centre and that, within existing Moray Growth Deal resources, any expansion of public access must be carefully managed to avoid an adverse impact on delivery of the core educational programme. This is likely to require additional staffing and the introduction of an appropriate charging structure; ii) Approves the service changes set out in this report, including the introduction of a short-term interim charge of £7 per child ticket and £4 per adult ticket, for public access to the STEM Starts Discovery Centre, to operate as an interim pilot pending completion of the final Business Plan; and iii) Notes that longer-term arrangements, including charges and any additional staffing requirements, will be presented in the STEM Starts Business Plan and brought back to Committee for approval after recess. Sarah Barnes EY STEM Senior Project Officer (Education, Housing and Communities) Page 166
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4. BACKGROUND AND CONTEXT 4.1 The delivery of the Moray Growth Deal (MGD) will enable the region to leverage over £100m of investment to maximise regional economic competitiveness and boost economic growth with transformational outcomes for the region and its residents. 4.2 The Early Years STEM Project is one of four Moray Growth Deal projects led by Moray Council. STEM Starts aims to raise the STEM aspirations of children aged 3 to 8 by increasing access to high-quality STEM learning experiences, providing opportunities for family and inter-generational learning, and offering ongoing training and support for staff in STEM delivery. 4.3 £4.8 million of capital funding and £1.6 million of revenue funding are committed to the Early Years STEM Project. The Scottish Government is providing £3.5 million of capital funding and Moray Council is providing the remaining £1.3 million of capital funding and £1.6 million of revenue funding. The Full Business Case was approved in 2024, and the project has now entered the delivery phase. 4.4 STEM Starts is a 10‑year programme delivered in three phases. Phase 1, now nearing completion, includes the launch of the new STEM Starts Discovery Centre along with a mobile and outreach offer. The centre has recently opened and is welcoming school groups, while outreach activity is expanding across Moray. Phase 2 will see the network expand to include satellite sites in the east and west of the region, as well as an outdoor STEM centre operated by a partner organisation. Phase 3 will introduce a STEM Grants Scheme to support STEM activity across community and educational settings. 4.5 Moray Growth Deal capital funding is secured until 2031/32 and will support costs associated with planning and development, construction and fit-out, and the purchase of STEM equipment and resources. Moray Council will support the associated revenue costs of the project until 2033/34, including rent and utilities, exhibit maintenance, programme development, and a limited staffing provision comprising a STEM Engagement Manager and two part-time STEM Coordinators, whose remit is to support and strengthen STEM learning across ELC and school settings. 4.6 Since opening in February 2026, the STEM Starts Discovery Centre has welcomed over 790 adults and 1900 children. This includes ELC visits, primary school visits, home educator sessions, sessions for uniformed and targeted groups, and public sessions delivered as resourcing allows. 281 511 984 921 Education Public STEM Centre Visit by Type Adults Children Page 167
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Quantitative and qualitative data has been obtained through feedback surveys, with 96% of responses indicating excellent in relation to overall experience. Comments include: “The centre is a fantastic place that provides a calm, inclusive and safe environment for all children. All our children were engaged in all the activities and were immediately asking us when they could return. Free play is promoted and the children got to explore on their own terms, whilst advice and educational support is offered as and when the children approach the leaders.” “The centre is lovely and a much-needed space. Our group was only girls, and it was great to see them so curious about each area and wanting to get involved and interact with everything.” “Absolutely brilliant, so much to do, I don’t feel like we even touched the sides in the hour we spent there! Great to see so many parents interacting with their kids (not always a common sight these days).” 4.7 Since opening, the STEM Starts Discovery Centre has generated significant interest from families and communities across Moray. While the current operating model prioritises school and ELC provision, limited pilot public sessions have been offered to test demand and inform future delivery. Demand for these sessions has been exceptionally high, and free bookable sessions released via Eventbrite have consistently reached capacity within 25% 25% 46% 2% 2% STEM Centre Visits by Age Group Adults Nursery P1 - P4 P5 - P7 Secondary 174 6 Excellent Good Average Poor STEM Starts Centre Satisfaction Rating Page 168
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minutes. Feedback obtained through surveys demonstrates a clear demand to open the facility for public access and a clear willingness to pay for visits. Families were asked how much they would be willing to pay for access to the STEM Centre, and 47 responses were received. The feedback suggests that families would be willing to pay between £5 and £7 for a child ticket (ages 3-16), while expecting lower prices for adults and children under 3. 4.8 Feedback on social media has highlighted both the strong appetite for access and frustration from families unable to secure spaces due to limited availability. Comments include: “Will there be a move to paid sessions or more free sessions Moray Council? I keep missing out on these and aware others are too. I would be more than happy to pay if it meant getting a space” “I understand the need to develop a sustainable model but surely in the meantime it wouldn’t harm to test paying sessions given the demand? There is enough understanding to realise things might change in the future, but it’s been months now and seems counter intuitive to not respond to levels of engagement. The model doesn’t need to be perfect to get started…” 4.9 This feedback highlights a growing gap between public demand for the STEM Starts Discovery Centre and the Council’s current capacity to meet it within the existing 100 100 LIKELY TO VISIT THE CENTRE IN THE FUTURE LIKELY TO RECOMMEND THE CENTRE TO FAMILY OR FRIENDS % OF TOTAL RESPONSES (96) 0 10 20 30 40 £0 £3 £5 £7 £10 Number of Responses Indicating a Fair Price Ticket Price Children Under 3 Children 3 - 12 Children 12 - 16 Adults Page 169
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operating model. While the focus on school and ELC provision remains aligned with the project’s core aims, current arrangements are unlikely to meet sustained community interest over time. This underlines the need to consider how access can be managed more effectively while protecting delivery of the core educational programme. There is also a reputational risk to the Council if expectations are raised but access remains too limited to meet demand. 5. PROPOSALS 5.1 As the STEM Starts Programme progresses into Phase 2, options are being explored to broaden the service offer and increase public access. GC Insight has been commissioned to prepare a comprehensive Business Plan to guide this work, including future delivery models, staffing requirements, and income generation. A detailed charging structure is being developed as part of this work; however, it will not be finalised until after Committee recess. 5.2 The summer school holiday period is expected to generate increased demand for family and community use of the facility. Demand is expected to be further influenced by the Centre’s location within Cooper Park, and its proximity to activity generated by wider regeneration projects, including the Cultural Quarter and proposals set out in the Cooper Park Masterplan. To respond appropriately during this busy period, it is necessary to seek authority now to implement operational changes, including the introduction of an interim charging structure for public access, to operate as an interim pilot pending completion of the final Business Plan and subsequent Committee consideration. 5.3 It is proposed that a short-term pilot be introduced from the summer holiday period to the end of the October holiday period, with a charging structure of £4 per adult ticket and £7 per child ticket. The summer programme would operate across 9 days over a 3-week period, providing a total of 27 sessions of 90 minutes each. The October programme would operate across 3 days over the 2-week holiday period, providing a total of 9 sessions of 90 minutes each. These sessions would be staffed using existing ELC relief staff and funded from the ring-fenced project revenue budget. Each session will be supported by 3 members of relief ELC staff. 5.4 A total of £20,256 of revenue underspend has been carried forward from 2025/26 into 2026/27 and ring-fenced to support temporary staffing costs associated with service expansion. Funding was approved in a Change Request presented to the Moray Growth Deal Programme Board in April. This funding will meet all proposed staffing and operational costs associated with the temporary operational changes, with no additional cost implications for the Council. Any income generated during this period is surplus and will be used to support future operating costs associated with long-term expansion. It is anticipated that long-term arrangements will be on a 100% cost recovery basis, and this information will be presented to Committee in the final Business Plan following recess. 5.5 The proposal for the short-term pilot is as follows: Page 170
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Operating Assumptions The financial model is based on the following operational parameters over summer • 9 days opening in July • 3 days opening in October • 3 staff members working 7 hours per day (09:00–16:00, including a 30-minute break) • Chargeable sessions: 3 per day (09:30–11:00, 11:15–12:45, 13:30–15:00) • Staffing grades: 3 x Grade 6 (£18.60/hr + 35% Oncosts) = £25.11 per hour Staff Costs Jul - Oct Pilot - 3 staff members per session Staffing model Hourly rate Oncosts (35%) Total hourly Total over 12 days @ 7 hrs per day 3 x Grade 6 £18.60 £6.51 £25.11 £6327.72 Benchmarking To ensure the proposed charging model is both competitive and sustainable, ticket prices have been benchmarked against other Scottish science discovery centres/local services: Centre Adult ticket Child ticket Under 3s Aberdeen Science centre £12.50-£13.75 £8.25-£9.07 Free Dundee Science Centre £8.75 £6.75 Free Glasgow Science Centre £14-£15.50 £11-£12 Free PINZ Elgin £1 £4 for under 2 2-4 £6 5 to 10- £7 Adults £2 Under 2s free Byers Farm £10.58 £10.58 Under 12 months free Projected Income Income projections are based on ticket sales at £7 per child and £4 per adult, with a venue capacity of 50, assuming 40 paying attendees per session. Income is modelled at 100%, 80%, 50%, and 25% attendance levels. Page 171
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Jul- Oct Pilot - 36 Sessions (Adults £4, children 2+ £7, under 2s free) Option 1A Option 1B Attendance level 20 adults paying £4 20 children paying £7 15 adults paying £4 25 children paying £7 100% £7920 £8460 80% £6336 £6768 50% £3960 £4230 25% £1980 £2115 5.6 This report therefore asks the Committee to approve the service changes as set out in this report, including the introduction of a short-term charging structure for public access to the STEM Starts Discovery Centre, to operate as a pilot pending completion of the final Business Plan. 5.7 The report also asks Committee to note that costs associated with interim arrangements will be met within existing project revenue budgets, and that long-term arrangements, including charges and recruitment of additional staff, will be proposed on a 100% cost recovery basis, and will be presented to Committee for approval following recess. 5.8 The proposal aligns with the Charges for Services Policy, which states that Service Committees can approve new charges related to their remit at any stage during the financial year. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) X Policy and Legal X Financial X Risk X Staffing X Best Value and Transformation X Property X Information Communications Technology/Digital X Equalities. Social Inclusion and Economic Impact X Climate Change and Biodiversity Impact X 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. Page 172
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a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☒ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☒ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☒ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 Policy and Legal The Council has authority to consider these proposals through its functions as Education Authority and in accordance with the Scheme of Administration. Any charging structure introduced for public access to the STEM Starts Discovery Centre must also be progressed in line with the Council’s Charges for Services Policy and within the remit of the relevant Service Committee. 6.4 Financial The proposal set out in this report is to implement a short-term charging structure for public access, with expected income generation to be in the region of £6,000 - £8,000. Costs associated with the short-term service expansion include staffing costs for 3 relief ELC staff working over 12 days from July to October and valued at £6,327.72. These costs will be funded from ring-fenced project revenue budget with £20,256 of revenue costs allocated in 2026/27 to support temporary staffing costs associated with service expansion. In the short-term there are no cost implications to the Council. Long-term arrangements will be detailed in the final Business Plan and presented to Committee for approval following recess. 6.5 Risk There is a risk that, without agreed interim arrangements and delegated authority to act, the Council may be unable to respond effectively to public demand during the summer period. There is also a reputational risk if expectations regarding public access cannot be managed appropriately, alongside an operational risk if increased access adversely affects delivery of the core educational offer. 6.6 Staffing Any expansion of public access is likely to require additional staffing resource. In the short term, delivery of any expanded public access offer during the interim period will be supported through a combination of existing STEM Starts staff and wider service resources, including ELC relief staff, pending the outcome of the Business Plan. 6.7 Best Value and Transformation The development of a comprehensive Business Plan supports Best Value by helping to ensure that the STEM Starts Programme is delivered in a sustainable, efficient and outcome-focused way. Exploring options for public access, staffing, income generation Page 173
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and future delivery models will support service transformation and help the Council maximise the benefit of its Moray Growth Deal investment while protecting delivery of the core educational offer. 6.8 Property There are no direct property implications arising from the recommendations in this report beyond the operation of the existing STEM Starts Discovery Centre and associated facilities. 6.9 Information Communications/Technology/Digital There are no direct information communications, technology or digital implications arising from this report. 6.10 Equalities, Social Inclusion and Economic Impact The expansion of public access has the potential to widen participation in high-quality STEM learning opportunities for children and families across Moray. Any future charging model will be developed with consideration of equalities and socio-economic impact, including affordability and measures to ensure inclusive access for low-income families. 6.11 Climate Change and Biodiversity Impacts There are no direct climate change or biodiversity implications arising from the recommendations in this report. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Executive Director Education, Housing and Communities, the Executive Director Economy, Enterprise & Operations, Head of Education (Chief Education Officer), Service Manager Legal Services, Chief Financial Officer, Service Manager Early Years, Service Manager Growth Deal, Caroline O’Connor, Committee Services Officer, and the STEM Manager. 8. BACKGROUND PAPERS 8.1 1. Early Years STEM Full Business Case Page 174
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing & Communities Author: Hazel Sly Contact Email: education@moray.gov.uk Subject: His Majesty’s Inspectors of Education (HMIE) Inspection of Drumduan Kindergarten 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the outcomes of a published report on a Moray Early Learning and Childcare (ELC) setting 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 contents of, and evaluations, from an Education Scotland HMiE visit to Drumduan Kindergarten in December 2025 and a further revisit in March 2026. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Scrutinise and note the contents of this report and findings of His Majesty’s Inspectors of Education (HMIE) following their initial and further inspection visits; and ii) Note that the setting actively engaged with the link Continuous Improvement Officer (CIO) and followed a clear action plan to achieve the outcome detailed from the March 2026 visit. Item 17.* Page 175
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Hazel Sly Service Manager Early Years 4. BACKGROUND AND CONTEXT 4.1 When an ELC setting is inspected by HMIE a report is published which gives commentary on the setting’s performance. These reports are presented regularly to this Committee, where possible at the first available opportunity after publication. 4.2 In December 2025 and March 2026, HMIE inspected Drumduan Kindergarten, Forres using the Short Inspection Model under the new Shared Quality Framework. 4.3 The key features of the short inspection model during the initial visit were; - The team compromised of 2 inspectors. - The team spent from Monday afternoon to Thursday morning at the setting, incorporating scoping and feedback within this timeframe. - The ELC inspecting team engaged with the School team, namely the lead inspector. 4.4 During the initial visit the HMIE Inspection team gathered evidence to evaluate the kindergarten’s work using three quality indicators from the Quality improvement framework for the early learning and childcare sectors, these were evaluated using the six point scale. The three quality indicators were namely; Curriculum Learning, Teaching and Assessment Wellbeing, inclusion and equity 4.5 The inspectors also had a focus on safeguarding, as is the case in every inspection. 4.6 The initial inspection findings in December 2025 indicated that Drumduan Kindergarten did not have the capacity to continue to improve and it was agreed a return visit in connection with this inspection would be completed with a 6 month period. 4.7 The summary of the December 2025 inspection report is contained in Appendix 1. The original inspection report and summary of inspection findings can be viewed at; Drumduan (Steiner) School ELC summarised inspection findings 02/12/25 4.8 Over the 6 month period, from December 2025 to March 2026, Drumduan Kindergarten worked closely with their Continuous Improvement Officer (CIO), to develop a clear action plan. Scrutiny and challenge was applied in the key areas of evaluation to prepare for the future inspection. 4.9 The focus areas were Curriculum, Learning, Teaching and Assessment, Children supported to achieve and Safeguarding and child protection. 4.10 The following areas for improvement were identified; Page 176
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Curriculum – Tracking & monitoring systems to be developed - Identifying next steps - Transitions for children moving from Steiner Waldorf to Local Authority schools - Learning, Teaching & Assessment – Observation training delivered by Local Authority to all staff - Planning systems to developed - Creation of individual learning profiles for all children Children supported to achieve – Develop more robust personal care plans with clear detailed strategies Safeguarding and child protection – Review/update all risk assessments - Review fire protocols/regulations - Updating all Kindergarten Policies - Review of medication procedures/policy - Put in place Quality Assurance processes. 4.11 The action plan was reviewed regularly throughout the six month period. 4.12 The HMIE team notified of a return inspection in March 2026. Initially this was intended for both School and Kindergarten however the Drumduan School had closed. HMIE confirmed the inspection would proceed for the Kindergarten focusing on the areas for improvement from the original inspection in December 2025. 4.13 HMIE found that the ELC manager had worked closely with the CIO and continued to lead improvements at pace across the Kindergarten, with a strong sense of leadership for the whole community. 4.14 Although it was recognised the closure of the lower, middle and upper schools restricted the evidence that could be gathered the Kindergarten was still seen to be making significant progress particularly around monitoring progress that children were making in their learning. 4.15 The Kindergarten was deemed as having capacity to improve and no further visits are required as part of this inspection. The summary of the March 2026 inspection report is contained in Appendix 2. The revisit inspection report can be viewed at; Drumduan (Steiner) School further inspection 4.16 As a private funded setting, Drumduan Kindergarten will continue to inform key stakeholders, including parents/carers, on the settings progress through standard channels of communication. The CIO will also maintain the link officer role to ensure, as a local authority, we are taking a robust approach to providing Quality ELC experiences across Moray. Page 177
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4.17 For reference, the HM Inspectors of Education visit report published in December 2025 can be found in Appendix 1 and the subsequent report from March 2026 can be found in Appendix 2. 5. PROPOSALS 4.1 There are no proposals directly linked to this paper. 6. 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 This report relates to Section 66 of the Education (Scotland) Act 1980, which concerns the inspection of educational establishments. 5.4 Financial Page 178
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There are no financial implications arising directly from this report. 5.5 Risk There are no risk implications arising directly from this report. 5.6 Staffing There are no staffing implications arising directly from this report. 5.7 Best Value and Transformation There are no best value and transformation implications arising directly from this report. 5.8 Property There are no property implications arising directly from this report. 5.9 Information Communications/Technology/Digital There are no information communications, technology or digital implications arising directly from this report. 5.10 Equalities, Social Inclusion and Economic Impact The inspection findings for the quality indicator ‘Wellbeing, inclusion and equality’ were positive. There are no equalities, social inclusion or economic implications arising directly from this report. 5.11 Climate Change and Biodiversity Impacts There are no climate change and biodiversity implications arising directly from this report. 7. CONSULTATION 6.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, C O’Connor, Committee Services Officer, Senior Officers in ELC and Drumduan Kindergarten Manager and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 7.1 Drumduan ELC – Summarised inspection findings (December 2025) Drumduan School & ELC – Inspection report (December 2025) Drumduan ELC – Inspection report (March 2026) Page 179
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for Scotland’s learners with Scotland’s educators do luchd-ionnsachaidh na h-Alba le luchd-foghlaim Alba Summarised inspection findings Drumduan (Steiner) School Independent 2 December 2025 Education Scotland early learning and childcare inspections (pilot phase) HM Inspectors gathered evidence to enable us to evaluate the kindergarten’s work using three quality indicators from the Quality improvement framework for the early learning and childcare sectors. As this inspection is part of Education Scotland’s inspection pilot phase using the Quality improvement framework for early learning and childcare sectors, these quality indicators have not been graded. This document provides our summarised findings. APPENDIX 1 Page 181
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1 | Summarised inspection findings – ELC pilot phase Drumduan (Steiner) School (1070231) Independent © Crown Copyright Key contextual information Drumduan Kindergarten is situated within Drumduan School. The school is in the town of Forres. The kindergarten is in partnership with Moray Council to provide funded early learning and childcare. Children have access to three playrooms and an extensive outdoor environment. The kindergarten is registered for 38 children from the age of three to those not yet attending primary school. At the time of the inspection, there were 23 children on the roll. The kindergarten operates term time from 8.30 am until 1 pm. At the time of the inspection, the kindergarten manager had been in post for four weeks. She leads the kindergarten team, who are also new in their roles. There is a kindergarten teacher, an interim kindergarten teacher, three kindergarten assistants and a parent and child lead. The kindergarten follows the philosophy of Steiner Waldorf Education. Children do not use digital technology in any form. There is no formalised teaching of or overt exposure to, early language and mathematics. Curriculum This quality indicator highlights the importance of placing the needs, interests, rights and progress of children at the centre of curriculum design and implementation. Curriculum is defined as the totality of all that is planned for children from ELC, through school and beyond. It emphasises that children are entitled to a curriculum underpinned by the principles of curriculum design and enriched through meaningful learning experiences indoors, outdoors and within the community. It recognises the need for all children to experience opportunities to develop the interests, knowledge, skills, and attributes they will need to adapt, thrive and achieve in today’s world. This quality indicator also recognises the importance of the curriculum supporting progress in children’s learning as they enter the setting and at key points of transition. The themes are: • curriculum rationale and design • continuity and progression in the curriculum • partnerships • skills for life and learning n Practitioners deliver a curriculum which is based firmly on the Steiner Waldorf Education principles. The curriculum is holistic, and subjects are not considered separately but are woven into the daily rhythm, thus reinforcing the inter-connection. In this way, the activities and environment meet the cognitive, emotional, physical and social needs of the children well in a variety of different ways. The curriculum is also shaped by the rhythm of the seasons in the year. Practitioners work successfully to develop a sense of coherence for the children, ensuring that activities are relevant and meaningful. This includes creating links between different activities with the seasons and festivals. For example, in autumn, children experience rolling oats, processing apples, raking leaves and making wheat dolls. This helps children to make appropriate links and connections between their life experiences and their understanding of the world. An important aspect of this work is the use of processes. Practitioners plan activities that follow a process from beginning to end over a significant period of time, matching each activity to the relevant time of year. Page 182
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2 | Summarised inspection findings – ELC pilot phase Drumduan (Steiner) School (1070231) Independent © Crown Copyright n Practitioners support children very well to improve their early communication and language skills through daily singing, rhymes and storytelling. Children experience well-modelled, extensive vocabulary from the adults around them. They develop fine motor skills very well through holistic play, work, and craft activities. Practitioners incorporate practical and natural early mathematical learning into many aspects of children’s daily routines and activities. For example, setting the table and measuring for woodwork projects. Children’s social skills and independence are enhanced through a range of activities, including shared mealtimes, working together and the regular celebration of festivals. Children’s knowledge and understanding of the world grows through their experiences, both indoors and out. Practitioners are beginning to plan activities that build progressively on children’s prior learning. n Outdoor learning is a key feature of Steiner Waldorf Education. Children enjoy time in the garden daily or on woodland walks. This is helping them develop an early understanding of the natural world and learning for sustainability. Children progress their gross motor skills including, climbing, running, balancing and swinging energetically and with enthusiasm. n Practitioners celebrate children’s success, confidence and contributions to the life and work of the kindergarten very well through praise. Practitioners identify important lifelong skills children are developing as they play and carry out kindergarten routines. For example, they identify when children demonstrate effective collaboration and communication with their peers as they explore in the garden. The nursery manager should now work with practitioners to develop their monitoring and tracking processes across the Steiner Waldorf Education framework. This should support them to begin to record children’s progress in learning and plan appropriate next steps for all children. n Practitioners build strong relationships with families through daily interactions, festivals, storytelling, and shared rituals. Parents enjoy opportunities to learn with their children. Practitioners keep parents up to date about their child’s progress in learning through planned meetings across the year. The nursery manager and practitioners recognise there could be more opportunities to work with parents to help them support their child’s learning and develop shared rituals at home. n Practitioners take care to ensure important pastoral transitions are personalised and well planned to support children transition into kindergarten. The nursery manager and practitioners should now consider how to work better with partners to ensure a positive transition into school. This should include a stronger focus on curricular transitions which support continuity and progression in learning. Page 183
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3 | Summarised inspection findings – ELC pilot phase Drumduan (Steiner) School (1070231) Independent © Crown Copyright Learning, teaching and assessment This quality indicator focuses on how children benefit from access to high quality spaces and well-established routines that help them feel secure and ready to engage. It explores how children are supported to build positive relationships, regulate their emotions, and purposefully participate in a wide range of motivating learning experiences. It demonstrates the importance of staff having a high level of skill supported by strong pedagogical leadership. This includes a clear understanding of pedagogy, the concept of play, how children learn, children’s rights and children’s behaviour. It places value on high quality relationships, consistent expectations, and skilled interactions that enable children to sustain engagement, follow routines, and build independence in their learning. This indicator highlights the importance of observing and interacting sensitively with children to plan and assess their learning. It recognises the value of involving children fully in planning their learning indoors, outdoors and within the local community. This quality indicator emphasises the importance of robust tracking and monitoring of children’s progress to ensure practitioners know all children very well as learners. The themes are: • children’s learning and engagement • interactions to support learning • planning and assessment • tracking and monitoring n Children benefit from secure relationships with practitioners. They thrive within their familiar routines and embrace all of their learning and play experiences. Practitioners guide children skilfully in building respectful relationships with each other. They help children to use their hands, heart and head to regulate their emotions, and respect the needs of others. As a result, the ethos in the learning spaces is calm and unhurried. This is enabling children to become increasingly independent and lead their own learning. n Children have control over the purpose and direction of their play. They sustain their choice of task for considerable periods of time and often make connections across different tasks, incorporating different materials and ideas. Children demonstrate readily and vocalise their imagination giving a clear insight into their understanding of the world. They enjoy representing homely scenes and like to revisit and build on the stories shared skilfully with them by practitioners. n Children are flourishing in their outdoor learning environment. They reflect a strong connection to nature and use all of their space to investigate, create and explore. Children use logs, swings and opportunities for climbing to challenge themselves in physically demanding ways which promote achievement and resilience. n Practitioners use the very familiar routines and tasks of Steiner Waldorf Education to guide children as they learn alongside their friends. They demonstrate a deep understanding of child development as they interact with children, building their capacity to take responsibility for and value their own learning. Practitioners use consistent learning and teaching approaches across their playrooms and respond appropriately to children’s differing needs. They pay close attention to the use of nurturing transitions as children move through the natural rhythm of their session seamlessly. Page 184
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4 | Summarised inspection findings – ELC pilot phase Drumduan (Steiner) School (1070231) Independent © Crown Copyright n Practitioners, in line with the Steiner Waldorf Education approach, allow children’s play to develop naturally. They interact with children for defined purposes, for example, to overcome challenges and add play materials. Practitioners do not interrupt children or incorporate formalised teaching approaches as they play. The learning environment is prepared with open-ended, natural materials incorporating current seasons and festivals. These are valued highly by children. n Practitioners work closely with families to gather helpful information about children’s preferences and needs. They use this sensitively to support children’s holistic development and approach to transitions. Practitioners are beginning to make written observations of children’s learning. They use this information thoughtfully as they learn to plan together as a team. Practitioners have experienced interrupted leadership. As a result, the recording of children’s learning and progress is not systematic or rigorous enough. The manager has begun to explore with her team how this can be developed. Children do not have individual profiles about their learning experiences which they access. Practitioners now recognise the value in gathering appropriate evidence of children’s learning to help them evaluate children’s progress and achievement over time. n Practitioners do not have systems in place to monitor, evaluate and report on children’s progress and achievements. They share openly and regularly with families through conversations and emails what they see children learn and their wellbeing. The manager has made a prompt start in beginning to address the lack of monitoring and tracking processes. Practitioners must introduce effective systems which reflect all of the learning children engage in. They need to demonstrate how well children are making progress during their entire time in kindergarten. Any processes put in place should now be sustained during any changes to the practitioner team. Page 185
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5 | Summarised inspection findings – ELC pilot phase Drumduan (Steiner) School (1070231) Independent © Crown Copyright Wellbeing, inclusion and equality This quality indicator highlights the importance of positive relationships and children’s wellbeing. It recognises the importance of providing high quality, inclusive, and appropriate rights-based support. These approaches result in improved outcomes for children’s learning, wellbeing and participation. It takes full account of children who may require additional support to access and benefit fully from their entitlement to high quality ELC. This includes identifying and assessing their learning and wellbeing needs in a timely manner and providing personalised and targeted support. This quality indicator recognises that strong, collaborative partnership working between those supporting children is essential. It highlights the importance of meaningful engagement with children and families to inform decisions about how children’s needs should be met. This quality indicator emphasises the important role senior leaders play in ensuring all staff have relevant and worthwhile professional learning to meet the diverse and sometimes complex needs of children. The themes are: • positive relationships and wellbeing • universal support • Identifying and assessing learning needs and targeted support • inclusion and equality n Families and practitioners agree the most appropriate attendance pattern for individual children. As a result, children attend well. Practitioners have clear processes in place where children are absent unexpectedly. Most children are excited to come to the kindergarten and look forward to playing with their friends. A few children who are new to kindergarten are supported very sensitively to begin to make confident transitions from home. n Most children manage their emotions and behaviour respectfully. They are attuned to each other’s ways of being. A few children are learning the ways of Steiner Waldorf Education. Practitioners support children very sensitively to embrace the holistic, calm environment. n Practitioners use the Steiner Waldorf Education approach consistently to help children and young people understand how to maintain positive wellbeing. Children demonstrate they feel safe through their play outdoors and in the ways they separate from their families each morning. They are active in energetic play every day and understand which foods from nature bring them health. Children express a sense of achievement as they learn to negotiate physical challenges outdoors. They readily share their delight with others when they have concluded a task to their satisfaction. Children are nurtured, respected and included by practitioners and their friends. Practitioners notice and offer support warmly when children need reassurance. They have instilled in children a strong sense of shared responsibility for their indoor and outdoor environments. n Staff identify, using observations and their knowledge of how children learn, the individual needs of children. They work closely with families to agree strategies and approaches to offer individual support to children. Support plans are in place for individual children. However, more detailed plans are required. These should include clearer, measurable targets and strategies to Page 186
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6 | Summarised inspection findings – ELC pilot phase Drumduan (Steiner) School (1070231) Independent © Crown Copyright support learning and development. The nursery manager should build further rigour into the process by implementing regular target reviews with parents and partners. This will enable practitioners to clearly identify the strategies that are successfully supporting children to make the best possible progress. n Practitioners treat children with care and respect and value their individual cultures and needs. They welcome all children warmly into the setting each day. Children are fully involved in the rhythms and routines of the kindergarten. This helps all children to feel safe and included. Practitioners and children celebrate diverse cultures through the resources in the room, storying telling, songs and community festivals throughout the year. This is helping to increase children’s awareness of the importance of respecting difference. Practitioners should develop further their approaches for children to learn about and understand their rights. This will further enhance children’s growing sense of agency, belonging and identity. Page 187
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7 | Summarised inspection findings – ELC pilot phase Drumduan (Steiner) School (1070231) Independent © Crown Copyright Safeguarding n The school submitted self-evaluation information related to child protection and safeguarding. Inspectors discussed this information with relevant staff and, where appropriate, children. In addition, inspectors examined a sample of safeguarding documentation. Areas for development have been agreed with the school and the Board of Trustees. Page 188
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8 | Summarised inspection findings – ELC pilot phase Drumduan (Steiner) School (1070231) Independent © Crown Copyright Other relevant evidence n The expansion of funded hours available has enabled a wider range of families to access the Steiner Waldorf kindergarten without incurring costs. If families wish their children to continue their education at the school they will be required to pay fees. There is increasing community awareness that the kindergarten is in partnership with Moray Council to provide funded early learning and childcare. n Families do not use their entire allocation of funding. The kindergarten is open in the mornings only and no child has a split placement. Families have expressed their preference to have their child in the family home in the afternoons. n Practitioners state that the increase to funded hours has enabled a few parents to undertake further learning or training or enter employment. Page 189
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9 | Summarised inspection findings – ELC pilot phase Drumduan (Steiner) School (1070231) Independent © Crown Copyright Explanation of terms of quantity The following standard Education Scotland terms of quantity are used in this report: All 100% Almost all 91%-99% Most 75%-90% Majority 50%-74% Minority/less than half 15%-49% A few less than 15% Other quantitative terms used in this report are to be understood as in common English usage Page 190
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1 | Drumduan (Steiner) School, Independent, 1070231 © Crown Copyright 19 May 2026 Dear Parent/Carer In December 2025, HM Inspectors published a letter on Drumduan (Steiner) School and Kindergarten. The letter set out a number of areas for improvement which we agreed with the school and the Board of Trustees. Recently, as you may know, we visited the kindergarten again. At the time of our visit the lower, middle and upper schools were closed. As a result, we were unable to evaluate the progress made towards the areas for improvement in relation to the school age provision. During our visit, we worked closely with the kindergarten manager, the Board of Trustees and a representative of Moray Council. We heard from them and other staff about the steps the kindergarten 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 kindergarten has made and how well this is supporting children's learning and achievements. This letter sets out what we found. The newly appointed education manager and kindergarten manager should continue to develop their leadership roles to improve the work of the school. The Board of Trustees need to take a greater role in supporting them on this improvement journey. There has been significant progress towards this area for improvement in the kindergarten. The kindergarten manager was very new in post at the original inspection. She worked at pace to create a detailed action plan. The plan was informed using the inspection findings and her own, accurate evaluation of the kindergarten’s strengths and areas where improvement was needed. The kindergarten manager’s skill in developing highly effective relationships with the Drumduan community, has supported her to foster a confident and effective team. The team work well together to deliver effective improvement. The Board of Trustees has now appointed a dedicated member of the Board to link directly with the kindergarten. This is impacting positively on relationships between the kindergarten team and the Board. Staff now feel valued and are better supported to take forward their work. The trustee should continue to work with the kindergarten manager to provide informed support and challenge with a clear focus on ensuring all children flourish. The Board has worked well with the kindergarten manager and local authority to expand the kindergarten provision. Children and families now benefit from the option of full days. Parents value the increased flexibility this offers them. Staff recognise the opportunity this has given them to explore the flow of the day in line with the Steiner Waldorf principles. The Board has taken significant steps to secure additional staffing. The team are making effective use of the additional staffing to accelerate their ongoing development work. APPENDIX 2 Page 191
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2 | Drumduan (Steiner) School, Independent, 1070231 © Crown Copyright Children and young people in the school require better opportunities to lead and take responsibility. They should be more involved in decisions about their learning and their school. The education manager and staff should develop a culture in which all children and young people’s voices are heard and their opinions are valued. Due to the closure of the lower, middle and upper schools, HM Inspectors did not gather evidence on this area for improvement. Staff in the school need to develop a shared understanding of high-quality learning and teaching in line with Steiner Waldorf approaches. They should improve teaching to ensure children and young people’s learning is motivating and well matched to their needs and abilities. Due to the closure of the lower, middle and upper schools, HM Inspectors did not gather evidence on this area for improvement. Staff across the school and kindergarten should develop approaches that will allow them to understand the progress children and young people are making in their learning. They should use information about children and young people’s progress to plan learning which supports children and young people to make the best possible progress. There has been significant progress towards this area for improvement in the kindergarten. The kindergarten manager has been proactive in exploring approaches to identifying and recording the progress children make. She has built highly effective partnerships, including Steiner kindergartens and Waldorf UK, to ensure that new systems align well with Steiner Waldorf approaches. All staff have participated in effective professional development. This has enhanced their knowledge and skills in observing children as they play and using the information gathered to inform next steps in learning. Staff articulate clearly the positive impact this is having on their practice. They record observations that are deeply personal and focus on children’s emotional wellbeing, social development, creativity and emerging literacy and numeracy skills. All staff have a deep understanding of each child as an individual. Their new planning approaches outline clearly the individual support they put in place to ensure every child receives the right support at the right time. Managers and the Board of Trustees have worked together to take forward areas for improvement in safeguarding which required urgent action. They should now continue to address other safeguarding issues and review the impact of this work over time. The Board have taken positive steps to improve approaches to safeguarding. Page 192
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3 | Drumduan (Steiner) School, Independent, 1070231 © Crown Copyright What happens next? The kindergarten has made significant progress since the original inspection. We are confident that the kindergarten has the capacity to continue to improve and so we will make no more visits in connection with this inspection. The Board of Trustees will inform parents about the kindergarten’s progress as part of its arrangements for reporting on the quality of the school. HMIE was informed by the Registrar for Independent Schools that the Board of Trustees voluntarily requested the school provision be removed from the Register of Independent Schools on 12 March 2026. HM Inspectors will therefore make no further visits in connection with the inspection of the school. Marion Carlton HM Inspector On behalf of His Majesty’s Chief Inspector of Education in Scotland. Page 193
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: His Majesty’s Inspectors of Education (HMIE) Inspection of Speyside High 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 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 His Majesty’s Inspectors of Education (HMIE) inspection in December 2025 for Speyside High School. The school was subject to a full model inspection visit where the four Quality Indicators reported upon were graded as follows: QI 1.3 (Leadership of Change) – Good; QI 2.3 (Learning, Teaching and Assessment) – Good; QI 3.1 (Ensuring wellbeing, equality and inclusion) – Satisfactory; QI 3.2 (Raising attainment and achievement) - Good. Following their inspection visit and publication of report in February 2026, HMIE have indicated that they are confident that the school has the capacity to continue to improve and will make no more visits in connection with this positive inspection. 3. RECOMMENDATIONS 3.1 It is recommended that Committee scrutinise and note the contents of this report and findings of HM Inspectors of Education (HMIE) following their full model inspection visit, resulting in positive inspection outcome. Item 18.* Page 195
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Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT 4.1 When a school is inspected by HMIE, a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 4.2 In December 2025, a team of inspectors from HMIE visited Speyside High School. During their visit, inspectors talked to parents/carers and children and worked closely with the Head Teacher and staff. 4.3 Speyside High School was subject to a full model inspection visit spanning over five days in total. 4.4 The HM Inspectors of Education use selected Quality Indicators (QIs) from How good is our school? 4th edition (HGIOS4), rated using the six-point scale. 4.5 HM Inspectors of Education focus QIs for the Secondary school (full model inspection) are: QI 1.3 Leadership of change QI 2.3 Learning, teaching and assessment QI 3.1 Ensuring wellbeing, equality and inclusion QI 3.2 Raising attainment and achievement 4.6 Similar to the short inspection model which cover two QIs (QI 2.3 – Learning, teaching and assessment and QI 3.2 – Raising attainment and achievement), full model inspection visits also include focus on Safeguarding and Child Protection processes. 4.7 Following dialogue between HM Inspectors of Education the school and the local authority, HMIE published Speyside High School’s Inspection Report on 24 February 2026 with the following gradings: QI 1.3 Leadership of change Good QI 2.3 Learning, teaching and assessment Good QI 3.1 Ensuring wellbeing, equality and inclusion Satisfactory QI 3.2 Raising attainment and achievement Good 4.8 The inspection team found the following strengths in the school’s work: • The headteacher and senior leaders work well together to seek positive outcomes for young people. They demonstrate a strong commitment to ensuring the values of ambitious, respectful, responsible and creative underpin the work of the school. • Staff and young people have developed strong, mutually respectful relationships. This has led to a calm, welcoming and supportive environment where young people are motivated to learn. Page 196
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• Young people feel a strong sense of belonging and pride in their school and community. They work well with staff and a range of effective partners to develop their skills and contribute to the wider life of the school. • Young people who require additional support to access their learning are achieving well by the time they leave school. 4.9 The inspection team agreed the following areas for improvement with the Head Teacher and Moray Education: • Staff should continue to raise the attainment of all young people based on increased aspiration for all. • Staff across the school should continue to work collaboratively to develop consistently high-quality learning experiences. They should continue to build on existing good practice to raise ambition, expectations and outcomes for young people. • Senior and middle leaders should continue to develop ways to support young people’s wellbeing consistently across the school. 4.10 The HMIE inspection report and summary of inspection findings for the school can be viewed at: Inspection Report Summarised Inspection Findings Additional Inspection Evidence 4.11 Following inspection, HMIE have advised that they are confident that the school has the capacity to continue to improve and will make no more visits in connection with the inspection. 4.12 As a local authority we will continue to inform key stakeholders including parents/carers on the school’s progress through normal arrangements on reporting on quality of schools. 4.13 In further recognition of this positive inspection outcome, a Press Release was published on 24 February 2026 (day of HMIE report publication) to recognise the strengths recognised by the inspection team as well as actions underway to address areas for improvement identified. 4.14 For reference, the HMIE visit report published in February 2026 following visit in December 2025 is contained within Appendix 1. 5. PROPOSALS 5.1 It is proposed that the Education, Children’s and Leisure Services Committee scrutinise and note the contents of this report, following positive full model inspection visit by His Majesty’s Inspectors of Education as outlined above, to Speyside High School. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: Page 197
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SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ Policy and Legal Financial Risk Staffing Best Value and Transformation Property Information Communications Technology/Digital Equalities. Social Inclusion and Economic Impact Climate Change and Biodiversity Impact 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal 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 of Education (HMIE) 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. 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 Page 198
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There are no Best Value and Transformation implications where this report is to inform Committee on school performance following external scrutiny/validation activity. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. 6.11 Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained herein. 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Education (Chief Education Officer), Equal Opportunities Officer, Human Resources Manager, C O’Connor, Committee Services Officer, Senior Officers in Education and the Head Teacher of Speyside High 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 199
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1 | Speyside High School, Moray Council, 5208939 © Crown Copyright 24 February 2026 Dear Parent/Carer In December 2025, a team of HM Inspectors of Education visited Speyside High School. During our visit, we talked to parents/carers and young people and worked closely with the headteacher and staff. The inspection team found the following strengths in the school’s work. • The headteacher and senior leaders work well together to seek positive outcomes for young people. They demonstrate a strong commitment to ensuring the values of ambitious, respectful, responsible and creative underpin the work of the school. • Staff and young people have developed strong, mutually respectful relationships. This has led to a calm, welcoming and supportive environment where young people are motivated to learn. • Young people feel a strong sense of belonging and pride in their school and community. They work well with staff and a range of effective partners to develop their skills and contribute to the wider life of the school. • Young people who require additional support to access their learning are achieving well by the time they leave school. The following areas for improvement were identified and discussed with the headteacher and a representative from Moray Council. • Staff should continue to raise the attainment of all young people based on increased aspiration for all. • Staff across the school should continue to work collaboratively to develop consistently high-quality learning experiences. They should continue to build on existing good practice to raise ambition, expectations and outcomes for young people. • Senior and middle leaders should continue to develop ways to support young people’s wellbeing consistently across the school. APPENDIX 1 Page 201
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2 | Speyside High School, Moray Council, 5208939 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using four quality indicators from How good is our school (4th edition). Quality indicators help schools, local authorities and inspectors to judge what is working well and what needs to be improved. Following the inspection of each school, the Scottish Government gathers details of our evaluations to keep track of how well Scottish schools are doing. Here are HMIE’s evaluations for Speyside High School Quality indicators Evaluation Leadership of change good Learning, teaching and assessment good Ensuring wellbeing, equality and inclusion satisfactory Raising attainment and achievement good Descriptions of the evaluations are available from: How good is our school? (4th edition), Appendix 3: The six-point scale A more detailed document called Summarised Inspection Findings (SIF) will be available on the HMIE website at: Speyside High School | Inspection Report | His Majesty’s Inspectorate of Education in Scotland What happens next? We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Moray Council will inform parents/carers about the school’s progress as part of its arrangements for reporting on the quality of its schools. Mike Reid HM Inspector On behalf of His Majesty’s Chief Inspector of Education in Scotland Page 202
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: His Majesty’s Inspectors of Education Further Inspection (Continuing Engagement) of Mosstowie Primary School 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the outcomes of a recently published report on a Moray school following further inspection by 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 His Majesty’s Inspectors of Education (HMIE) to Mosstowie Primary School in January 2026. The school was initially subject to a full model inspection visit in November 2024 where gradings of Good (1), Satisfactory (2) and Weak (1) were achieved across the four core Quality Indicators forming the basis for inspection. As a result of inspection and ‘Weak’ grading received for QI 1.3 (Leadership of Change) HMIE indicated through letter published in March 2025 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. HMIE returned in January 2026 to undertake a further inspection visit (report published, March 2026). Following this visit HMIE highlight 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, HMIE will make no more visits in connection with this inspection. Item 19.* Page 203
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3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinise and note the contents of this report and findings of His Majesty’s Inspectors of Education (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 HMIE inspects a school, a report is published which gives commentary on the school’s performance. These reports are presented regularly to Committee, where possible at the first available opportunity after publication. 4.2 In November 2024, a team of inspectors from HMIE visited Mosstowie Primary School. During their visit, inspectors talked to parents/carers and children and worked closely with the Acting Head Teacher and staff. Mosstowie Primary School was subject to a full model inspection visit spanning over five days in total. 4.3 The HMIE team use selected Quality Indicators (QIs) from How good is our school? 4th edition (HGIOS4), rated using the six-point scale. 4.4 HMIE focus QIs for the Primary school (full model inspection) are: QI 1.3 Leadership of change QI 2.3 Learning, teaching and assessment QI 3.1 Ensuring wellbeing, equality and inclusion QI 3.2 Raising attainment and achievement 4.5 Full model 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 Following dialogue between HMIE and the local authority, HMIE published Mosstowie Primary School’s Inspection Report on 4 March 2025 with the following gradings: QI 1.3 Leadership of change Weak Page 204
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QI 2.3 Learning, teaching and assessment Satisfactory QI 3.1 Ensuring wellbeing, equality and inclusion Good QI 3.2 Raising attainment and achievement Satisfactory 4.7 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. HMIE intimated that further inspection would be carried out within 12 months of publication of inspection letter, as a result of QI 1.3 grading noted above. 4.8 Following inspection, the Acting Head Teacher in post for a short time prior to inspection was further supported by the Quality Improvement team. An action plan in order to address key areas for improvement was developed with further discussion taking place with the substantive Head Teacher at that time. Actions identified for focus link to leadership of change, self-evaluation and school improvement as well as ensuring consistency in high quality learning and teaching experiences across the school. This continued to build on the success of work led by the Acting Head Teacher during a short time in post prior to inspection, subsequently appointed to the role of substantive Head Teacher. 4.9 In January 2026, HMIE returned to carry out a further inspection of Mosstowie Primary School over two days. Inspection activities were focused on the areas of improvement agreed with the school and the local authority noted in 4.10 below. Following review of these areas, HMIE were then able to find out about the progress the school had made since original inspection in November 2024 and how well this was supporting children’s learning and achievements. 4.10 The three areas for improvement forming the focus of the January 2026 further inspection as agreed in November 2024, were as follows: • The acting headteacher has introduced several new and important approaches to school improvement in a short period. These developments are very recent and there has been insufficient time to demonstrate the overall impact of this work. The local authority need to support the school to ensure that planned improvements are implemented, effective and sustained over time. • The acting headteacher and all staff, with the support of the local authority, need to improve approaches to evaluating the work of the school. Their self-evaluation must be robust and based on high-quality evidence. • The acting headteacher and all staff, with the support of the local authority, need to ensure the overall quality of learning and teaching is consistently high across the whole school. This will help to support all children to make the best possible progress in their learning and raise attainment. 4.11 HMIE found that the Acting Head Teacher in post during full model inspection (now the substantive head teacher) has continued to lead improvements across the school, with strong involvement from both children and parents who are more involved in the life of the school. All staff now have leadership responsibilities linked to school priorities, and ongoing professional learning is helping strengthen areas such as outdoor learning. The result is the quality and consistency of learning and teaching across the school has improved significantly. Children are also benefitting from more opportunities to take part in activities beyond the classroom, including a school orchestra and football club, giving pupils a chance to develop new skills and interests. Pupils are also encouraged to take on leadership roles, with every child now involved in a school Page 205
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committee. 4.12 The school has clear strategic vision and improvement plans, built on strong self- evaluation for self-improvement at all levels. It is noted in the inspection report that under the leadership of the current Head Teacher, the school’s inclusive, nurturing and relational environment for learning has been further strengthened with more robust approaches to learning, teaching and assessment, tracking and school improvement in place. 4.13 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. 4.14 In further recognition of this positive inspection outcome, a Press Release was published on 17 March 2026 to recognise the strengths recognised by the inspection team as well as actions underway to address areas for improvement identified. 4.15 For reference, the HM Inspectors of Education visit letter published in March 2026 following further inspection visit in January 2026 is contained within Appendix 1. 5. PROPOSALS 5.1 It is proposed that the Education, Children’s and Leisure Services Committee scrutinise and note the contents of this report, following the positive further inspection visit by His Majesty’s Inspectors as outlined above, to Mosstowie Primary School in January 2026. Further inspection was initiated by HM Inspectors of Education following outcome of a full inspection model visit in November 2024. 5.2 This report completes Education, Children’s and Leisure Services Committee reporting for Mosstowie 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 Page 206
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Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☐ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☐ Improving wellbeing of our population 6.3 Policy and Legal HM Inspectors’ powers to inspect educational establishments and services are set out in legislation and referred to within section 135(1) of the Education (Scotland) Act 1980. HM Inspectors (HMIs) have statutory functions of inspection conferred on them by Part III of the 1980 Act. Responsibility for the quality of education delivery rests with the relevant local authority, as defined in section 1 (1) of the Education (Scotland) Act 1980 and further detailed within the Standards in Scotland’s Schools etc. Act 2000. 6.4 Financial There are no financial implications arising directly from this report. 6.5 Risk There are no risk implications arising directly from this report. 6.6 Staffing There are no staffing implications arising directly from this report. 6.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance following external scrutiny/validation activity. 6.8 Property There are no property implications arising directly from this report. 6.9 Information Communications/Technology/Digital There are no Information Communications/Technology/Digital implications arising directly from this report. 6.10 Equalities, Social Inclusion and Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. 6.11 Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the scrutiny based nature of activities reported and no findings related to such implications contained Page 207
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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 Mosstowie Primary School and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Inspection Report Summarised Inspection Findings Additional Inspection Evidence Press Release How good is our school? 4th edition Education Scotland six-point scale Page 208
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1 | Mosstowie Primary School, Moray Council, 5202426 © Crown Copyright 17 March 2026 Dear Parent/Carer In March 2025, HM Inspectors published a letter on Mosstowie Primary School. The letter set out a number of areas for improvement which we agreed with the school and Moray Council. Recently, as you may know, we visited the school again. During our visit, we talked to children and worked closely with the headteacher and staff. We heard from the headteacher and other staff about the steps the school has taken to improve. We looked at particular areas that had been identified in the original inspection. As a result, we were able to find out about the progress the school has made and how well this is supporting children's learning and achievements. This letter sets out what we found. The acting headteacher has introduced several new and important approaches to school improvement in a short period. These developments are very recent and there has been insufficient time to demonstrate the overall impact of this work. The local authority needs to support the school to ensure that planned improvements are implemented, effective and sustained over time. In August 2025, the acting headteacher at the time of the original inspection was appointed to the post of permanent headteacher. Since then, she has successfully led increasingly sustained improvement, with a high level of child and parent involvement. The local authority provides ongoing, appropriate support to the headteacher to ensure planned improvement is effective and sustained. This includes the provision of leadership training and development. Parents welcome the significantly improved approaches to communication now in place. They feel better informed about their child’s progress and learning and consulted about improvement priorities. Partnership working with parents has increased and community members are actively encouraged to support the work of the school. This is enhancing wider achievement opportunities for children through, for example, the introduction of a school orchestra and football club. Parents and children particularly welcome the increasingly strong emphasis on inclusion promoted by the headteacher. This ensures that the opportunities provided are open to all children. All staff members have leadership roles linked closely to school improvement. Their engagement in professional learning is strengthening the effectiveness of areas of development, such as outdoor learning. In addition to staff leadership roles, every child is a member of a school committee. Children value the leadership opportunities these provide and speak confidently about the range of skills they develop through their involvement. They are proud of the difference they are making to their school and feel that their voice is heard, for example, through their promotion of sustainability and health and wellbeing. APPENDIX 1 Page 209
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2 | Mosstowie Primary School, Moray Council, 5202426 © Crown Copyright The acting headteacher and all staff, with the support of the local authority, need to improve approaches to evaluating the work of the school. Their self-evaluation must be robust and based on high-quality evidence. The headteacher has made significant progress in engaging all staff, children and parents in regular, meaningful self-evaluation. Staff now make effective use of a range of appropriate self-evaluation tools. This is enabling them to engage more regularly in self-evaluation activities, deepening the quality of their professional discussion. Children’s ability to reflect on their school experience has also improved. The headteacher’s regular use of child-friendly self-evaluation tools during whole school assemblies is improving children’s ability to provide accurate feedback about the quality of their experiences. Staff welcome the introduction of a comprehensive quality assurance calendar and the structure this provides. The headteacher and teachers carry out lesson observations, and this supports increasingly consistent practice in learning and teaching across the school. The provision of timely feedback from these observations enables staff, as a team, to focus on what is working well. As a result, staff are developing an increasingly accurate and robust understanding of the school’s strengths. This includes the quality and impact of learning and teaching across the school. The headteacher has improved the approaches used to track children’s progress. Staff are now more aware of the range of data available to them to inform their work. They are now well placed to apply recent training on using data to monitor children’s progress and the impact of improvement initiatives more effectively. The acting headteacher and all staff, with the support of the local authority, need to ensure the overall quality of learning and teaching is consistently high across the whole school. This will help to support all children to make the best possible progress in their learning and raise attainment. The quality and consistency of learning and teaching across the school have increased significantly. Staff have prioritised improving how well they share the purpose of learning with children across the school. Together, they have developed the ‘Mosstowie Learning and Teaching Approach’. Children now have a much clearer understanding of what they are learning and how they will know that they have been successful. All teachers provide children with consistently high-quality verbal and written feedback, linked to identified steps to success. Most children now take greater responsibility for their own learning by identifying and discussing competently their next steps. Staff’s questioning skills have also improved. They use questioning increasingly skilfully to encourage children to extend and apply their learning across a range of activities. Teachers have successfully worked together to develop improved approaches to planning activities that best match the needs of groups and individuals. Teachers provide a range of appropriate activities and resources that provide children with independence and choice. This is supporting children to take increasing responsibility for aspects of their own learning. Page 210
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3 | Mosstowie Primary School, Moray Council, 5202426 © Crown Copyright A clear rationale for outdoor learning has been introduced. All children now experience regular opportunities to develop a range of skills through participation in high quality outdoor learning experiences. Children are highly motivated and engaged when learning outdoors. They speak regularly and confidently about the skills they are developing. Children’s ability to identify and discuss the skills they are developing is now a key strength of the school. A more robust approach to assessment is now in place, informed by staff’s use of a clear assessment calendar and digital tracking system. Individual children’s assessment folders clearly demonstrate the progress children are making. This increasingly well understood approach to assessment is enabling teachers to make more robust professional judgements about children’s progress over time. Teachers’ approaches to planning learning are becoming more consistent. New planning formats have been introduced, and assessment is now a more integral part of planning. Teachers have begun to use a range of effective progression frameworks to inform their planning across all curricular areas. Under the leadership of the headteacher, the inclusive, nurturing environment, underpinned by strong relationships has been further strengthened. The quality of planning for children with additional support needs has improved and is leading to better outcomes for children. Parents and children feel fully involved in the planning and review process. Staff are now more able to clearly identify the progress children are making. 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. Pamela Adamson HM Inspector On behalf of His Majesty’s Chief Inspector of Education in Scotland. Page 211
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Vivienne Cross Contact Email: education@moray.gov.uk Subject: Review of Mobile Phone Usage in Schools 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to update Committee on the implementation of the Mobile Phone Usage in Schools guidance produced for Moray schools based on Scottish Government Guidance as well as to report the results of the survey on mobile phones not being allowed in school buildings where this was introduced. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council’s Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. SUMMARY 2.1 Scottish Government produced advice and guidance to local authorities on Mobile phones: Guidance for Scotland’s schools on 15 August 2024. 2.2 The service created a short life working group to develop Guidance for Moray Schools based on the national guidance and as a result surveyed all parents/carers, staff and pupils regarding an option to be adopted in all schools from August 2025. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Notes the results of the survey regarding the current mobile phone ban in schools; Item 20.* Page 235
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ii) Notes the challenges faced across the service in terms of digital access where mitigations are being implemented to provide additional bandwith; and iii) Agrees that the current policy should continue and that a separate paper be brought to this Committee regarding the Education Digital Strategy and devices in schools. Vivienne Cross Head of Education (Chief Education Officer) 4. BACKGROUND AND CONTEXT 4.1 Following service consultation with stakeholders, this Committee at its meeting on 13 May 2025 agreed to the following to be introduced in August 2025 (para 9 of the minute refers). Primary In Primary Schools, there should be no mobile phones or devices present in school unless to support permitted exceptions. Secondary In Secondary Schools, mobile phones or devices should be switched off and out of sight, inside the school building over the course of the school day, unless to support permitted exceptions. 4.2 It was acknowledged that mobile phones had become intrinsic to the way society communicates and particularly for young people. Notwithstanding, there is a growing body of evidence to suggest that over-exposure to mobile phone use can result in limited concentration, unhappiness and isolation. There is growing concern regarding the content that children and young people can access, particularly on smart phones. Further, the recently published Programme of International Student Assessment (PISA) 2022 data, published in December 2023, showed that almost a third of 15 year olds in Scotland and across all Organisation for Economic Co-operation and Development (OECD) countries reported being distracted using digital devices in most or every maths class – and around a quarter reported being distracted by others using digital devices. 4.3 Scottish Government continue to have the desire to equip the next generation with the necessary skills and resilience associated with the modern age. The Moray agreed position was developed after the release of national Guidance on Mobile Phones in Scotland’s schools where there was a desire to empower Head Teachers to take the steps they see fit to limit the use of mobile phones in our schools, up to and including a full ban on the school estate during the school day. Committee will be aware that a local working group preferred a Moray wide approach particularly where senior phase pupils can and do access learning and teaching in different establishments through consortia and other arrangements. Also, geographically Moray has schools very close to each Page 236
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other and schools did not want to have different arrangements in place within Associated Schools Groups or across Moray. 4.4 In April 2026, the service ran a further survey into the use of phones and asked the following questions: 1. Please identify which stakeholder group you belong to: a. Pupils b. Parents/carers c. Staff 2. Do you feel that there have been positive benefits of this policy stance? 3. What are the benefits for you from this policy (e.g. calmer school environment, happier pupils, less distractions in class, more interactions between pupils, easier to concentrate, feel safer, less bullying, greater equity and reduced social pressures to have the latest device)? 4. Are there any challenges following introduction of the policy? 5. If you answered ‘yes’ to question 4 above, please provide further details 6. In your view has the policy been consistently applied? 7. If you answered ‘no’ to question 6 above, please provide further details 8. In your view, what one change would enhance the policy (where applicable)? 4.5 The number of responses were 1,040, broken down as follows: Pupils – 307 – 29% Parents/carers – 488 – 47% Staff – 245 – 24% 4.6 With regards to any benefits from the policy – 60% responded yes with 40% saying no. There were 1,037 responses provided with the main benefits from being: less/fewer distractions in class, calmer schools, pupils more focussed, positive interactions between pupils, less bullying, feels safer, improved learning environment, improved behaviour and less pressure to have devices. Other benefits noted included: less screen time, reduced social pressure and less use of social media. Less or fewer distractions was the most common response with 40% providing this as a benefit. However, some responded that there were no benefits and a very small number said they felt unsafe. A number of primary school responses clearly stated that there was no change as phones had not been allowed in schools previously. 4.7 In terms of challenges following introduction of the policy – 668 said there were challenges and 372 said there were none. The number of written responses to this question were 656 where the main challenges evidenced included: ICT/WiFi/Device availability issues (47%), impact on learning i.e. unable to use phones for coursework, research, access QR codes (10%), inability to contact parents during the day (18%) admin associated with the policy i.e. maintaining records of those who have had their phone removed, phoning parents and conflict arising from this. Where school information is held on phone, this was a challenge e.g. school food pre-order on Fusion, being able to use to support learning when ICT not available. Some pupils are not switching phones off and leaving on silent, some blatantly ignoring the policy, reluctance Page 237
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to hand over phones when found to be switched on and lack of 1:1 devices were also referenced in the comments received. 4.8 With regards to whether or not the policy had been consistently applied, 61% (632 responses) said yes and 39% (408 responses) said no. When asked to provide further details 393 provided information, 10% of which said that people were still using their phones which included visitors, pupils, parents/carers and staff. 4.9 The final question asked respondents to say what one change would enhance the policy. There were 749 responses provided with 31% saying that improved ICT in school with reliable devices and internet access was key. 26% of responses said that phones should be allowed to be used at breaks or lunch or for senior pupils to study however this would lead to inconsistencies and requirement for school staff to monitor this closely. One suggestion was that locked pouches/storage or central collection would support the policy with 5% of responses related to this. Schools could consider this however there is mixed feedback from other schools across Scotland who have implemented a similar approach. It was suggested that there should be different rules for staff where phones should be allowed with 13%, almost all being staff, put forward this as a proposal. This would lead to inequity and inconsistencies in application of the policy. 4.10 A summary report of the responses is included in Appendix 1. 5. PROPOSALS 5.1 It is proposed that given the overall support for the policy to date and benefits achieved as evidenced, that the policy stance remains in place across all schools. Head Teachers, working closely with staff, pupils, parents/carers and wider stakeholders, need to review current processes and provide timely reminders regarding expectations locally. They may wish to consider, over the course of next term, an establishment survey to identify and mitigate against local challenges where the Moray survey does not provide individual school responses. Schools may also consider storage of phones however this must be options appraised given the cost to implement. 5.2 Given the challenges presented, ICT is a key issue for schools and the ban on use of mobile phones has really impacted. However the ICT service is working closely with BT to extend the bandwidth and this should make a difference. In addition, a further paper will be presented to Committee with an updated Education Digital Strategy and plan for device rollout for consideration. 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 Page 238
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Policy and Legal x Financial x Risk x Staffing x Best Value and Transformation x Property x Information Communications Technology/Digital x Equalities. Social Inclusion and Economic Impact x Climate Change, Biodiversity and Sustainability x 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 Policy and Legal The legal aspects are contained within the Mobile Phone policy. 6.4 Financial There are no financial implications arising directly from this report. 6.5 Risk There are continued risks in terms of any potential impact on learning and teaching where there are insufficient devices for young people within schools, however ongoing work by the ICT service and BT should extend bandwidth. In addition there are risks in terms of connectivity where personal devices will not be able to be used putting further pressure on the network. There are still no 1:1 devices however this is a 6.6 Staffing None 6.7 Best Value and Transformation Page 239
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None 6.8 Property None 6.9 Information Communications/Technology/Digital None arising directly from this report however work is ongoing to increase bandwidth in schools and consideration regarding increase in school devices where separate papers will be brought to Committee in due course. 6.10 Equalities, Social Inclusion and Economic Impact The policy implementation in May 2025 relied on the Scottish Government’s national Equality Impact Assessment (EIA) that accompanied the national Guidance on Mobile Phones in Scotland’s Schools (15 August 2024). No local Integrated Impact Assessment (IIA) was completed however an IIA has been completed for the update survey to consider local impacts and their mitigations, attached as Appendix 2. This report recommends continuation of the current policy stance given that the benefits clearly demonstrate that when implemented consistently there is equity across all schools in Moray. There are clearly benefits arising from better interactions and less pressure on children and young people to have certain devices. 6.11 Climate Change and Biodiversity Impacts None 7. CONSULTATION 7.1 This report has been prepared in consultation with the Head of Customer Experience, ICT and digital, Quality Improvement Manager, Early Years’ Service Manager, HT Inclusion, Wellbeing and Adapted Curriculum, ICT Manager (Infrastructure), Quality Improvement Officers, Equalities Officer and the Education Consultative Group and any comments made have been incorporated into the report 8. BACKGROUND PAPERS 8.1 Guidance on Mobile Phones in Scotland's Schools Scottish Government Equality Impact Assessment (EIA) accompanying Guidance on Mobile Phones in Scotland’s Schools (15 August 2024). Page 240
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APPENDIX 1 📵 Moray No Mobile Phone Policy (Implemented Aug 2025) — Survey Summary Closed-question results and response distribution. Open-text themes shown below. Stakeholder group Responses Share of responses Question Yes No % Yes Staff 245 24% Positive benefits (Q3) 620 420 60% Pupils 307 30% Challenges reported (Q5) 668 372 64% Parents/carers 488 47% Policy applied consistently (Q7) 632 408 61% Total 1040 100% Stakeholder group Benefits %Yes Challenges %Yes Consistency %Yes Responses (n) Staff 78% 80% 50% 245 Pupils 30% 80% 60% 307 Parents/carers 69% 46% 67% 488 All respondents 60% 64% 61% 1040 245 307 488 0 100 200 300 400 500 600 Staff Pupils Parents/carers Number of responses Stakeholder group Response count by stakeholder group 0% 20% 40% 60% 80% 100% Positive benefits (Q3) Challenges reported (Q5) Policy applied consistently (Q7) Closed questions —Yes vs No (share of responses) Yes No Page 241
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Benefits — theme Mentions (#) Share of respondents Challenges — theme Mentions (#) Share of respondents Calmer / fewer distractions / better focus 419 40% ICT / Wi-Fi / device availability issues 493 47% More face-to-face social interaction 205 20% Learning impact (research / quizzes / QR / coursework) 101 10% Less bullying / feels safer 155 15% Contacting parents / safety & anxiety 185 18% Improved behaviour / learning environment 258 25% Enforcement burden / conflict / refusals 47 5% Equity / fairness (less device pressure) 20 2% Perceived inconsistency (rules applied unevenly) 55 5% Page 242
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Suggested change — theme Mentions (#) Share of respondents Improve ICT / provide reliable devices & internet 319 31% Allow phone use at breaks/lunch or for seniors/study 267 26% Use locked pouches / storage / central collection 54 5% Stronger consistency / enforcement / consequences 56 5% Different rules for staff (allow staff phones) 130 13% Page 243
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APPENDIX 2 INTEGRATED IMPACT ASSESSMENT (IIA) • EQUALITIES & SOCIO ECONOMIC DUTIES • HUMAN RIGHTS AND RIGHTS OF THE CHILD STAGE 1 - DO I NEED A DETAILED IMPACT ASSESSMENT? Service/department Education Name of policy or proposal Mobile Phone Usage in Schools Budget template reference Is this a Mark X below New activity, programme or policy? Change to an existing activity, programme or policy? x Budget proposal? Duties: tick the boxes you think apply No Maybe Yes Equalities: Will your proposal have an impact on groups with protected characteristics? Consider the impact of your proposal on people and how they access your services and information without barriers. x Socio-economic Not every person/family has access to regular income or savings. Will your proposal have an adverse impact on them x Does your policy or proposal impact on the human rights of people? X Does your policy proposal impact on the rights of children and young people X Reasoning - Briefly describe your reasoning for the responses given above: When the policy was implemented, no local IIA was completed but rather a reliance on the Scottish Government’s national EIA that accompanied the national guidance in May 2024. The guidance may impact on those with protected characteristics however within the local policy schools are permitted to consider individual exceptions to allow permitted use and so this should include for example young carers, those requiring medication and so on. Individual schools would need to ensure that any negative impact(s) on those within protected characteristic groups who require access to their phones are minimised or removed through relevant mitigations. If you have answered maybe or yes to any of the Stage 1 questions above then proceed to complete the Stage 2 Impact Assessment questions below. If you have answered no to the Stage 1 questions above then please sign off by providing the details below and submit to equalities@moray.gov.uk Lead Officer for developing the policy or proposal Page 245
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SPFINANCE-565096732-34 12/06/2026 12:08 Other people involved in the screening (this may be council staff, partners or others i.e. contractor or community) Date STAGE 2: DETAILED IMPACT ASSESSMENT 1. Give a brief description of what the service does: The service delivers education to children from 5-18. . Following the Scottish Government’s Guidance on Mobile Phones in Scotland’s Schools, the Education Service developed and implemented a Mobile Phone Usage in Schools in August 2025, following Committee approval. Education staff have been monitoring the policy impacts and a survey has not been conducted to identify any impacts of the policy implementation. 2. Who are your main stakeholders? The children themselves and their parents and our staff (teachers and support staff). Moray has 44 primary schools and 8 secondary schools. As of Census day in September 2025 the total school roll in Moray was 11,925 pupils with 6.551 in primary education and 5,374 in Secondary. 3. What changes as a result of the proposals? Is the service reduced or removed? The changes are that from August 2025: Primary schools -there should be no mobile phones or devices present in school unless to support permitted exceptions. Secondary schools mobile phones or devices should be switched off and out of sight, inside the school building over the course of the school day, unless to support permitted exceptions. The recent survey asked stakeholders the following questions: 1 Please identify which stakeholder group you belong to: a. Pupils b. Parents/carers c. Staff 2 Do you feel that there have been positive benefits of this policy stance? 3 What are the benefits for you from this policy (e.g. calmer school environment, happier pupils, less distractions in class, more interactions between pupils, easier to concentrate, feel safer, less bullying, greater equity and reduced social pressures to have the latest device)? 4 Are there any challenges following introduction of the policy? 5 If you answered ‘yes’ to question 4 above, please provide further details 6 In your view has the policy been consistently applied? 7 If you answered ‘no’ to question 6 above, please provide further details 8 In your view, what one change would enhance the policy (where applicable)? The results have been analysed and based on this it is recommended that the policy remains in place however schools should ensure that it is being applied consistently. 4. How will the proposals impact on your customers? As parents are unable to contact their children directly schools have made changes to contact arrangements and these are shared with individual parent bodies. Children and young people, unless permitted due to meeting exceptional circumstances, are not able to use their phones within the school building. Page 246
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SPFINANCE-565096732-34 12/06/2026 12:08 5. How will this impact staff Staff are subject to the same policy as pupils with permitted exceptions which include use of phones to use an authentication app on their phones when accessing sites at work which increasingly require authentication. 13 % of staff who responded to the recent survey think there should be different rules for staff where phones should be allowed however inconsistency could lead to inequality. Head Teachers have been asked to remind staff of permitted exceptions and include reminders in regular updates particularly when new staff join the school. 6. How will your proposals impact on people with these protected groups? (consider the impact on both customers and staff providing the service) Protected groups X Potential impacts and considerations – give details Race No direct negative impact. Potential for indirect impact where pupils rely on phones to communicate with support networks / for safety. Disability x Potential negative impact – children with a disability, medical conditions, ASN may be impacted due to enhanced reliance on phone for multiple reasons. Carers (for elderly, disabled or minors) x Potential negative impact – children and or staff may be a carer and need to be able to contact the person they care for. Sex No direct negative impact. Potential for indirect impact where pupils rely on phones to communicate with support networks / for safety. Pregnancy and maternity (including breastfeeding) No direct negative impact. Potential for indirect impact where pupils rely on phones to communicate with support networks / for safety. Sexual orientation No direct negative impact. Potential for indirect impact where pupils rely on phones to communicate with support networks / for safety. Age (include children, young people, midlife and older people) Religion, and or belief No direct negative impact. Potential for indirect impact where pupils rely on phones to communicate with support networks / for safety. Gender reassignment No direct negative impact. Potential for indirect impact where pupils rely on phones to communicate with support networks / for safety. Inequalities arising from socio- economic differences Positive Impact(s) – Policy reduces reliance on personal devices, reduces pressure for this group to provide phones. Potential negative impact(s) Sanctions / enforcement - punitive approaches could disproportionately affect pupils experiencing poverty or additional needs. Page 247
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SPFINANCE-565096732-34 12/06/2026 12:08 Potential for indirect impact where pupils rely on phones to communicate with support networks / for safety. Human rights Potentially relevant convention rights X Describe, where applicable, if and how specific rights are affected. Article 5: Right to liberty and security x Some feedback from the survey was around some pupils not feeling safe without their mobile phones. Article 6: Right to a fair trial Article 8: Right to respect for private and family life, correspondence and the home Restricting device use can support privacy of pupils and staff by reducing filming/photography and online harassment, but policies must be clear and proportionate. Article 10: Freedom of expression Those affected have the right to have their voice heard through consultation and survey. Staff, parents and carers have been consulted and surveyed. Article 11: Freedom of assembly and association Article 12: Right to marry Article 14: Prohibition of discrimination (in relation to the convention rights) Policy supports this right through exceptions to avoid unequal treatment. Article 1 of Protocol 1: Protection of property Article 2 of Protocol 1: Right to education Supports this right Article 3 of Protocol 1: Right to free elections by secret ballot Children’s Rights and Wellbeing Relevant articles – UNCRC X Describe, where applicable, if and how specific rights are affected. Article 2 – Non discrimination Policy supports this right through policy exceptions. Article 12 – Respect of the views of the child x Views of the child have been taken into account at the policy development stage l and for the follow up survey. Article 3.1 – Best interest of the child x Policy aims to improve learning and wellbeing while reducing bullying/harassment and online harm. Article 17 – Right to access appropriate information Policy supports reduced device use which can lower exposure to harmful content during school time and support safeguarding. Articles 19 & 34 Protection from Harm Policy supports reduced device use which can lower exposure to harmful content during school time and support safeguarding. Page 248
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SPFINANCE-565096732-34 12/06/2026 12:08 Articles 24, 28 & 29 – Right to Health & Education Policy supports an environment more conducive to learning and positive relationships. Potential Impact – Education should not rely on personal devices for access. 7. Evidence. What information have you used to make your assessment? Performance data Internal consultation An anonymised survey was shared with staff. Due to the survey being anonymous, schools are encouraged to undertake their own surveys or focus groups. Engagement or consultation with affected groups Pupils, parents/ carers were also surveyed. Survey Feedback Policy benefits: • 60% responded yes with 40% saying no. Main benefits: • less/fewer distractions in class • calmer schools • pupils more focussed • positive interactions between pupils • less bullying • feels safer • improved learning environment • improved behaviour and • less pressure to have devices. Other benefits noted included: • less screen time • reduced social pressure and • less use of social media. Some responded that there were no benefits. Small number said they felt unsafe (No detail on reason or whether protected / disadvantaged group(s)). Policy applied consistently 61% (632 responses) said yes and 39% (408 responses) said no. 393 provided information, 10% of which said that visitors, pupils, parents/carers and staff were still using their phones. Main challenges evidenced included: • ICT/WiFi/Device availability issues (47%), • Impact on learning i.e. unable to use phones for coursework, research, access QR codes (10%), • Inability to contact parents during the day (18%) • Admin associated with the policy i.e. maintaining records of those who have had their phone removed, phoning parents and conflict arising from this. Page 249
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SPFINANCE-565096732-34 12/06/2026 12:08 • Where school information is held on phone e.g. school food pre- order on Fusion, being able to use to support learning when ICT not available. • Some pupils are not switching phones off and leaving on silent, ignoring the policy, reluctance to hand over phones when found to be switched on and lack of 1:1 devices were also referenced in the comments received. Policy enhancements for consideration: • 31% say improved ICT in school with reliable devices and internet access was key. • 26% said phones should be allowed at breaks / lunch or for senior pupils to study. May lead to inconsistencies and need for school staff to monitor this closely. • Locked pouches/storage or central collection would support the policy with 5% of responses related to this. Local statistics National statistics Other 8. Evidence gaps Do you need additional information in order to complete the information in the previous questions? The survey could have identified school name and also year group of pupils etc. Also could have asked to provide more detail around why people felt how they did. 9. Mitigating action Can any negative impacts of the proposals be mitigated? The Policy is intended to improve learning, relationships and wellbeing by reducing distraction and the risk of harassment or bullying associated with personal mobile device use. However, there are potential impacts for some groups and circumstances. Each school will mitigate these through local permitted policy exceptions and communication based on local knowledge of the pupils. . Communication – Ensure clear parent-school contact / communication protocols are communicated clearly to all affected so parents/carers know they can contact the school in a number of ways to get a message / information to their children quickly without reliance on a mobile phone. Safety Mitigations - • Ensure pupils have and know the clear in-school arrangements to contact home if they feel unwell, worried or arrangements change. • Ensure pupils know their school policy and how/when it applies i.e. can turn phones on when they leave the building (for secondary) so travel safety is supported. • Policy exceptions for specific safety circumstances - allow case-by-case exceptions via child’s planning/reasonable adjustments (e.g. young carers, pupils with significant anxiety, specific safeguarding needs, medical monitoring). Page 250
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SPFINANCE-565096732-34 12/06/2026 12:08 • Safe storage/handling of pupils phones to reduce risks (cost of replacement etc.). Disability (includes health conditions and ASN) – Policy sets out exceptions for staff/ children, parents / carers. Children’s exceptions can be agreed through child’s planning as a reasonable adjustment if required; Staff to apply agreed adjustments consistently and discreetly. Explicit medical exceptions with clear protocol, storage/handling arrangements, and named staff awareness on a need-to-know basis. Carer(s) – Policy has exceptions that will apply. Both staff and child cases will be assessed individually by the school they attend. Religion/belief, race, sex, sexual orientation, gender reassignment, pregnancy/maternity – Clear contact processes within schools, proportionate responses, anti-bullying policy / pathways reinforced, including reporting routes not dependent on personal devices. Socio-economic • Digital exclusion / access – Education service to ensure learning does not rely on pupil- owned phones. Continue to provide equitable access to school digital devices and connectivity for learning, including supported access arrangements where required. • Sanctions / enforcement - use proportionate approach focusing on education and support. Ensure any confiscation/return processes are fair and do not create financial or practical barriers. Human Rights – Parents / staff / carers can raise concerns / seek support through in-person routes. Set clear guidance on any staff handling of cases / personal devices UNCRC - The policy is wellbeing-led and will be reviewed periodically in light of pupil experience and ensure ongoing pupil voice throughout. Ensure access to learning resources via school systems / devices without reliance on personal devices, teach digital citizenship and online safety, 10. Justification If nothing can be done to reduce the negative impact(s) but the proposed proposal must go ahead: The policy is justified on the basis that: • it supports a safer and more focused learning environment by reducing distraction, bullying/harassment and inappropriate use of personal devices during the school day. Any potential adverse impacts for particular pupils (including those with disabilities, medical needs, caring responsibilities or safeguarding concerns) can be addressed through clear, proportionate school-level mitigations and permitted exceptions as reasonable adjustments. • It reduces reliance on pupil-owned devices and associated financial pressure on low-income households to provide phones / devices minimising any disadvantage. CONCLUSIONS: Mark X 1. The impact of the proposals were found to be positive in: Page 251
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SPFINANCE-565096732-34 12/06/2026 12:08 • Reducing discrimination, harassment, victimisation or other conduct prohibited under the Equality Act 2010 • Promoting equality of opportunity and fostering good relations X X 2. No negative impacts were identified in the proposals/ any negative impacts were considered to be negligible 3. Some potential negative impacts have been identified as outlined in Q6 • Protected characteristics under the Equalities Act • Socio Economic impact • Human rights/rights of the Child X X X 4. Negative impacts can be mitigated with the mitigations outlined in Q9 X 5. The negative impacts cannot be fully mitigated but can be justified as Q10 6. It is advised not to go ahead with the proposals. Sign off and authorisation: We have completed the integrated impact assessment for this policy/activity. Name: Stewart McLauchlan Position: Quality Improvement Manager Date: 30 April 2026 Authorisation by head of service Name: Vivienne Cross Position: Head of Education (Chief Education Officer) Date: 30 April 2026 Permission to publish on website - yes Please return this form to the Equal Opportunities Officer, Chief Executive’s Office. Page 252
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Stewart McLauchlan Susanne Campbell Contact Email: education@moray.gov.uk Subject: Moray Attendance Policy – Attend to Achieve 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to request that the Committee consider and approve the draft Education Attendance policy – ‘Attend to Achieve’ - for pupils in Primary and Secondary Schools, with further non-statutory supporting guidance for early learning contained within and provide consent to commence consultation with children and young people, their parents/carers and staff. 1.2 This draft policy refreshes and replaces the previous ‘Strategy for Supporting Pupil Attendance and Absence including Children Missing from Education and EMA Procedures’ (June 2016, original publication November 1998) and is further updated in line with Scottish Government Guidance ‘Included, Engaged and Involved Part 1: A Positive Approach to the Promotion and Management of Attendance in Scottish Schools’ (March 2026). 1.3 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 refreshed and updated draft Moray Attendance policy and toolkits (‘Attend to Achieve’) have been developed in order to strengthen consistency across Moray schools and settings in supporting positive pupil attendance and providing supportive guidance in the event that attendance is decreasing or of concern. A policy toolkit (appendix) has been developed for schools to use when undertaking ongoing monitoring of school attendance and address where attendance levels for individual pupils, groups and cohorts are cause for concern through single agency approaches and when to seek multi-agency intervention. The committee is asked to consider the recommendations as set out below. Item 21.* Page 253
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3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) Consider and approve the refreshed and updated draft Moray Attendance Policy (Appendix 1) for consultation with children and young people, parents/carers and staff; ii) Consider and have due regard to the draft Integrated Impact Assessment (Appendix 2); iii) Agree to a period of consultation with children and young people, parents/carers and staff from 29 June 2026 to 28 September 2026; and iv) Note that the final Moray ‘Attend to Achieve’ Attendance Policy will be presented to this Committee on 1 December 2026 for agreement, prior to full implementation. Stewart McLauchlan Susanne Campbell Quality Improvement Manager Quality Improvement Officer 4. BACKGROUND AND CONTEXT 4.1 Attendance is defined by Scottish Government as participation in a programme of educational activities arranged and agreed by the school. As outlined by Scottish Government guidance to education authorities on promotion of good attendance and the management of attendance – Included, Engaged and Involved Part 1: promoting and managing school attendance (2026) – this may include: • Attendance at school • Learning outwith the school provided by a College or other learning provider while still on the school roll • Educational visits, day and residential visits to outdoor centres • Interviews and visits relating to further and higher education or career events • Debates, sports, musical or drama activities in conjunction with a school • Study leave for pupils participating in national exams, if arranged by the school during the period of the national examination timetable • Receiving tuition via hospital or outreach teaching services 4.2 Moray Council has statutory duties within the Education (Scotland) Act 1980 to ensure that all children and young people within compulsory school age receive regular and appropriate education. The law states under the Education (Scotland) Act 1980 that parents/carers must provide their child with an ‘efficient’ education that is suited to their age, ability and aptitude while they are ‘school’ age from 5 years old until 16 years old. This may be achieved by parents/carers: • sending their child(ren) to a school run by the local authority • arranging for their child(ren) to attend an independent school • education of their child(ren) at home (Home Education) 4.3 For most children and young people, engagement will be achieved through attendance at their local school, for some it may be through flexible programmes involving the wider Page 254
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community and organisations. This policy sets out the positive approaches, partnerships, and expectations to promote engagement and attendance in Moray. It details the procedures in responding to concerns around attendance and where needed, the flexible attendance arrangements available to ensure we are Getting it Right for Every Child in Moray. This includes accurate recording of authorised and unauthorised absence. 4.4 The impact of absence from school on pupil attainment and achievement is extensive. A child with 90% attendance for example, equates to half a day off per week or 19 days per year. When averaging 90% attendance over the course of their school career, by the time a young person has reached their third year (S3) of secondary education, they will have missed the equivalent of an entire year of school. Evidence suggests that where attendance falls below 90%, this impacts adversely on progress where there is no safe threshold for non-attendance (Education Scotland, Improving Attendance: Understanding the Issues, November 2023). 4.5 Schools should also seek to ensure that children and young people attend school or other learning environment for the recommended 25 hours in primary schools and 27.5 hours for secondary schools. 4.6 Causes and impact of poor attendance at school are known to be complex and multifaceted and research indicates the impact of poor attendance on lower levels of attainment, relationships, emotional/behavioural difficulties and future employment opportunities. A range of reasons for non-attendance are noted as schools implement interventions and seek multi-agency support to address low attendance: • Individual factors : such as health (physical/mental) ASN, social factors, self-belief, lack of interest • School factors: such as relationship with teacher/peers, quality of learning/relevance, curriculum, transitions • Family factors: such as low interest/belief, parent mental health, loss and bereavement, worry about parents, financial concerns • Peer factors: peer pressure, social isolation, poor social skills, peer conflict, bullying, feeling of not belonging 4.7 As noted in section 1.1, the Moray ‘Attend to Achieve’ policy aims are to: • Support schools to build an inclusive and nurturing environment that encourages children and young people to attend school willingly • Ensure that all children and young people attend school regularly • Reduce the number of children and young people who are persistently absent from school • Ensure a commitment to maintaining open communication between schools, parents/carers, and children and young people regarding attendance matters • Provide support to children and young people and their families to improve and maintain good attendance and returning to school after a period of absence • Identify and address the reasons why children and young people are absent from school • Address the potential impact of external factors on attendance, such as transportation issues, health concerns, or socio-economic challenges • Ensure clarity and consistency for all stakeholders in matters related to school attendance Page 255
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4.8 This policy and toolkit were refreshed and developed following consultation and discussion with a cross-sector group of central and school colleagues as well as further development sessions involving the Education Scotland Attainment Advisor for Moray. This work has been led by the Quality Improvement Manager and Quality Improvement Officer (Wellbeing, Inclusion and GIRFEC). This policy has also been further refined following discussions with key practitioners at the Head Teacher/Nursery Manager Consultative Group and Depute Head Teacher (Pupil Support Forum) as well as central Education teams including the Education Senior Leadership Team, Virtual School Head Teacher (Care Experienced Children and Young People) and Principal Educational Psychologist. 4.9 In Moray, we continuously monitor attendance across all Moray Primary and Secondary Schools as part of Moray Quality Improvement Framework (MQIF) activities. Attendance visits, scrutiny and support activities also form part of MQIF visit programme by the central Quality Improvement team. In the context of the Scottish Attainment Challenge (SAC) and common with all local authorities in Scotland, attendance is monitored closely as a core Stretch Aim for Health and Wellbeing. Stretch Aims were first reported to Committee following finalisation with Scottish Government for a 3-year 2023-2026 trajectory (Education, Children’s and Leisure Services Committee, 19 September 2023, Education National Improvement Framework Appendix 2) and progress is reported annually through the National Improvement Framework self-evaluation, last reported to this Committee in September 2026 (Education, Children’s and Leisure Services Committee, Background Paper – Education NIF – Progress Report and Self-evaluation 2024-2025). 4.10 Scottish Government produce national school attendance and absence statistics annually, published in December each year and pertaining to the previous session (School attendance, absence and exclusions statistics 2024-25). National statistics highlight that average overall attendance for all Scottish Schools was 91.0%. National Primary School average attendance for session 2024-25 was noted as 93.1% and average national Secondary School attendance was 88.4%. 4.11 In monitoring our Moray attendance levels as part of MQIF scrutiny and support, the following graphs are presented for comparison of Moray trends against national averages noted in para 4.9 above and aligned to Stretch Aims set (please see para 4.8 above): Page 256
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4.12 Primary School attendance continues to improve, noting impact of Covid-19 as reported nationally on attendance levels. Caution is expressed regarding Scottish Index of Multiple Deprivation (SIMD) Quintile 1 and Quintile 5 comparators (for further information regarding SIMD, please see Scottish Government: Scottish Index of Multiple Deprivation 2020) due to low pupil numbers for Moray within these data zones, particularly Quintile 1. In Primary schools during session 2024-25, 2.8% of Primary 1-7 pupils resided within Quintile 1 data zones and 11.7% resided within Quintile 5 data zones. Overall Moray Primary School age (P1-P7) attendance was 93.3%, slightly above National Primary School average of 93.1%. At mid-year (end of term 2, December 2025) and based on mid-session internal monitoring, Primary School attendance was comparable to session 2024-25 at 93.3% and 93.4% in mid-May 2026. 4.13 Work to improve Secondary School attendance is ongoing across individual schools with further data analysis highlighting specific year groups and cohorts within individual schools, impacting on overall attendance figures and pupil attainment. In Secondary schools during session 2024-25, 3.4% of Secondary 1-6 pupils resided within Quintile 1 data zones and 11.6% resided within Quintile 5 data zones. Overall Moray Secondary School age (S1-S6) attendance was 88.1%, slightly below National Secondary School average of 88.4%. At mid-year (end of term 2, December 2025) and based on mid-session internal monitoring, Secondary School attendance was 87.8% and 88.4% in mid-May 2026. 4.14 Parental engagement and the importance of reinforcing positive school attendance for maximum learner attainment, achievement and post-school opportunities continues to be ongoing across schools. Supported by the Moray ‘Attend to Achieve’ attendance policy and toolkits/appendix, a consistent approach to following up on pupil non-attendance is provided as schools continue to seek multi-agency and 3rd sector supports to help them work with children, young people and their families in recognising the importance of attending at school. This can be challenging at times due to partner thresholds and capacity as well as services available to support with this in Moray. Further update to Scottish Government Included, Engaged and Involved Part 1: promoting and managing school attendance (2026) guidance was also published in March 2026, where this policy and supporting appendix/toolkit is reflective of this updated guidance. 4.15 The policy within Appendix 1 cover key areas for attendance as outlined on the table of contents on page 2-3 of the policy, with overarching aims, legislative context, promoting good attendance, school attendance procedures and alternative attendance Page 257
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arrangements and guidance provided within. A toolkit with supporting resources has also been developed for schools as further outlined on the table of contents. 4.16 A draft Integrated Impact Assessment (IIA) has been prepared and is available within Appendix 2. 4.17 Following committee approval, the consultative policy draft and associated appendix/toolkit will be available on www.moray.gov.uk. A period of consultation with children and young people, parents/carers and staff is proposed from 29 June 2026 to 28 September 2026 (cognisant of time for meaningful consultation vis a vis school summer holiday period). It is proposed the use of online survey and engagement directly with schools through normal communication channels including MS Teams briefings and other media. It is also proposed that the survey takes the form of a series of questions seeking approval of policy content and direction, with the facility to add text/comments. Schools will be asked to promote this with children and young people, parents/carers and staff. 5. PROPOSALS 5.1 It is proposed that the Committee consider and approve the updated draft Education Attendance policy for pupils (Attend to Achieve) in Primary and Secondary Schools. Following initial practitioner review and development, the draft policy provides a framework and toolkit for supporting positive attendance at school for Head Teachers and senior leaders. Consistency in approach is offered through toolkit resources including flow charts, templates and other supporting materials. Schools will then be able to reference this policy as attendance is monitored and supportive actions are required in the event of reducing attendance of individual pupils, cohorts or groups within schools. The final draft of the ‘Attend to Achieve’ Policy will be presented to this Committee on 1 December 2026 for approval prior to formal launch. The report in December will also present results of the consultation undertaken in order to support Committee in future decision making. 6. SUMMARY OF IMPLICATIONS 6.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) Policy and Legal Financial Risk Staffing Best Value and Transformation Property Information Communications Technology/Digital Equalities. Social Inclusion and Economic Impact Climate Change and Biodiversity Impact 6.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Page 258
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Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☐ Empowering and connecting communities. ☒ Improving wellbeing of our population 6.3 Policy and Legal Moray Council has statutory duties within the Education (Scotland) Act 1980 to ensure that all children and young people within compulsory school age receive regular and appropriate education. 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. 6.5 Risk This policy has been developed in line with practice reviewed from across Scotland for consistency in Moray approach to supporting positive school attendance, with approval sought for this policy. All local authorities have agreed Attendance policies in place in line with national guidance. This policy refreshes and replaces the previous ‘Strategy for Supporting Pupil Attendance and Absence including Children Missing from Education and EMA Procedures’ (June 2016). Existing policy in place is now dated and is not reflective of updated Scottish Government guidance for local authorities and schools (Included, Engaged and Involved Part 1: promoting and managing school attendance (2026) and as noted through the revised Moray ‘Attend to Achieve’ Attendance policy and appendix/toolkits. Some schools continue to use Scottish Attainment Challenge monies in order to support identified young people achieve positive attendance in education with uncertainty in regard to future funding continuing. This also includes work in reaching young people and families who may not attend at school for a range of reasons as noted above. Schools continue to seek multi-agency support in order to help identified young people engage and participate in school. 6.6 Staffing It is noted that secondary schools continue to experience challenges in recruiting to various subject specific posts impacting on curriculum breadth and possible engagement of some young people in secondary education as a result. This also results in discrete pressures for some schools in covering specific vacancies where in-year issues arise, impacting on capacity due to lack of available specialist supply teacher cover. As a result, pupil disengagement in learning and non-attendance may result. Page 259
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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 Integrated Impact Assessment (IIA) has been developed and is available within Appendix 2. While some potential indirect or unintended impacts have been identified, mitigations to reduce these potential impacts have also been identified. The consultation feedback will be used to further inform the IIA and final draft policy. This policy and supporting appendix/toolkits are developed in line with national guidance and good practice and aims to maximise pupil attendance at school, reducing disadvantage and supporting early intervention to strengthen inclusion for all. 6.11 Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined due to the nature of this policy. However, impacts of climate change and learning for sustainability remain central to education priorities and planning. 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, Head Teacher/Nursery Manager Consultative Group and Depute Head Teacher (Pupil Support) forum and any comments made have been incorporated into the report. 8. BACKGROUND PAPERS 8.1 Included, Engaged and Involved Part 1: promoting and managing school attendance (2026) Education Scotland, Improving Attendance: Understanding the Issues, November 2023 Education, Children’s and Leisure Services Committee, 19 September 2023, Education National Improvement Framework Appendix 2 Education, Children’s and Leisure Services Committee, Background Paper – Education NIF – Progress Report and Self-evaluation 2024-2025 School attendance, absence and exclusions statistics 2024-25 Scottish Government: Scottish Index of Multiple Deprivation 2020 Appendix 1 – Attendance Policy – Attend to Achieve Appendix 2 – Integrated Impact Assessment (IIA) Page 260
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1 Our Moray Attendance Policy Attend to Achieve Version control: Date of Creation: 28 May 2026 Owner (Service): Quality Improvement Manager/Officer Reviewer Head of Service: Head of Education (Chief Education Officer) Approver Executive Director: Executive Director (Education, Housing & Communities) Date Approved: 28 May 2026 Approver (Committee): Education, Children’s and Leisure Services Date Approved: Next Review Date: Version History: Version Date Author Changes Made Approved By 1.0 28 May 2026 QIM/QIO - Education Initial document 1.1 1.2 Education, Housing and Communities APPENDIX 1 Page 261
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2 Our Moray Attendance Policy | Attend to Achieve Table of Contents Section Contents Page 1 Introduction 4 1.1 Policy Aims 5 1.2 Defining attendance and absence 5 1.3 Groups more vulnerable to low attendance 6 1.4 Guiding principles 6 1.5 Key rights and duties 7 1.6 Legislative and National Policy Context 7 1.7 Local authority supporting guidance 10 1.8 Initiating support for school non-attendance 10 1.9 Tracking and Monitoring attendance and using data to support positive attendance 11 1.10 The views of children, young people and parents 12 2 Promoting good attendance 13 2.1 Key stakeholders, their roles and responsibilities 13 2.1.1 Roles and Responsibilities of wider stakeholders including multi-agency partners 15 2.1.2 Partnership and multi-agency working 17 2.2 Approaches to supporting good attendance 18 2.2.1 Whole School Ethos and Culture 19 2.2.2 Nurturing Schools 19 2.2.3 Meeting Learner Needs 20 2.2.4 Additional Support Needs/Support for Learning 21 2.2.5 Children and Young People from Gypsy Traveller communities 21 2.2.6 Parental Engagement 21 2.2.7 Pupil Support 23 2.2.8 Education Maintenance Allowance (EMA) 23 2.2.9 Curriculum Design 24 2.2.10 School self-evaluation, systems and processes 24 3 School Attendance Procedures 26 3.1 Recording attendance, absence and lateness (including follow up) - schools 26 3.2 Recording attendance, absence and lateness (including follow up) – ELC settings 28 3.3 Authorised absence 29 3.4 Unauthorised absence 29 3.5 Absence linked to individual, home, community and school related factors 31 3.6 Medical and dental appointments 32 3.7 Supporting children and young people with prolonged ill health 32 3.8 Supporting children and young people with specific religious or cultural practices/Diverse School Communities 34 3.9 Supporting young people with absence relating to substance and alcohol use 34 3.10 Children and young people in school but not attending classes (internal truanting) 35 3.11 Providing for children and young people during long term illness 35 Page 262
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3 3.12 Measures for Compulsory Compliance/internal processes for attendance concerns 35 3.13 Children or young people missing from education 38 3.14 Attendance beyond statutory school leaving age 39 3.15 Staged Intervention – attendance processes 40 4 Alternative Attendance Arrangements 48 4.1 Home Education 48 4.2 Reduction in learning hours 49 4.3 Flexi-schooling 50 4.4 Adapted Curriculum 52 4.5 Adapted Timetables (Phased return) 53 4.6 Hosting arrangements 55 4.7 Family Separation 56 4.8 Exceptional Entry to Further Education 56 4.9 Extended work placements 57 4.10 Monitoring and Review 57 Appendix/Toolkits Appendix: Description: 1 Links to National Guidance and Resources including guidance on developing a context specific school attendance policy 2 School Attendance Procedure Flow Chart 3 School Leaving Process Flow Chart (all pupils leaving before minimum school leaving age) Entering School Leaver Destinations and 16+ tab updating – process for Secondary Schools 4 SEEMiS Attendance and Absence codes 5 Absence letter templates, text message pro-forma/template 6 Scottish Children’s Reporter Administration (SCRA) referral template 7 Attendance Self-evaluation Toolkits 8 Parent/Carer Attend to Achieve leaflet 9 Child and Young Person Attend to Achieve leaflets (versions for younger and older C&YP) 10 Attendance PR Materials 11 Lateness to School Support Pack: Process, Posters and Letters 12 Examples of approaches to support attendance and engagement 13 Reduction in learning hours – key considerations checklist Page 263
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4 1 INTRODUCTION Regular attendance is essential for children and young people’s academic attainment, achievement, social development, safety, and wellbeing. Moray Council is committed to ensuring that all children and young people attend school regularly. Every child has the right to go to school and education systems must be fair, accessible and respectful (United Nations Convention on the Rights of the Child, Article 28 – Right to Education, Article 29 – Aims of Education). Moray Council has statutory duties within the Education (Scotland) Act 1980 to ensure that all children and young people within compulsory school age receive regular and appropriate education. The law states under the Education (Scotland) Act 1980 that parents/carers must provide their child with an ‘efficient’ education that is suited to their age, ability and aptitude while they are ‘school’ age from 5 years old until 16 years old. This may be achieved by parents/carers: • sending their child(ren) to a school run by the local authority • arranging for their child(ren) to attend an independent school • educating their child(ren) at home (Home Education) For most children and young people, engagement will be achieved through attendance at their local school, for some it may be through flexible programmes involving the wider community and organisations. This policy sets out the positive approaches, partnerships, and expectations to promote engagement and attendance in Moray. It details the procedures in responding to concerns around attendance and where needed, the flexible attendance arrangements available to ensure we are Getting it Right for Every Child in Moray. Good school attendance is the foundation of our ambition for our children and young people to reach their full potential and is fundamental to Getting it Right for Every Child and raising attainment. We recognise that promoting good school attendance can be a complex and multifaceted issue and, in the production of this policy and associated procedures, a multi-agency approach has been adopted with input from colleagues across Moray. The impact of absence from school on pupil attainment and achievement is extensive as shown in the table below: Percentage Number of days missed Impact 100% 0 Gives a learner the best chance of success 95% 9 days Early indicator that attendance may start to be impacting on attainment >90% 19 days Less chance of success due to poor attendance. Learners could drop a whole grade in secondary school as a result >85% 27 days Serious implications on learning and progress >80% More than 36 days Very serious implications on learning and progress A child with 90% attendance for example, equates to half a day off per week or 19 days per year. When averaging 90% attendance over the course of their school career, by the time a young person has reached their third year (S3) of secondary education, they will have missed the equivalent of an entire year of school. Evidence suggests that where attendance falls below 90%, this impacts adversely on progress where there is no safe threshold for non-attendance. Schools should seek to ensure that children and young people attend school or another learning environment for the nationally recommended 25 hours in primary schools and 27.5 hours for secondary schools. This will require support of parents/carers as well as initiation of interventions and appropriate further action where necessary, in the event that support from home is not forthcoming. In order to ensure our children and young people thrive during their time in school and post-school as they progress to positive post-school destinations, maximised attendance is non-negotiable in order to secure their success. Page 264
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5 1.1 Policy Aims The purpose of this policy document is to provide guidance to schools about positive approaches to promoting school attendance, school attendance procedures and alternative attendance arrangements. This policy and associated guidelines apply to all learning environments in Moray and are relevant to all children and young people and is reflective of Included, Engaged and Involved Part 1: Improving Attendance in Scotland’s Schools (updated: 2026). Whilst this guidance is non-statutory and is designed to assist public school and education authorities in their consideration of policies related to attendance and absence. The guidance is not prescriptive and each situation should be assessed on a case-by-case basis. Staff, stakeholders, and partner agencies are included within the scope of this policy. Colleagues within Early Learning and Childcare (ELCC) settings may find this policy useful as an indicator of good practice in the promotion of attendance and the prevention and reduction of absence. The aims of this attendance policy are to: • Support schools to build an inclusive and nurturing environment that encourages children and young people to attend school willingly • Ensure that all children and young people attend school regularly • Reduce the number of children and young people who are persistently absent from school • Ensure a commitment to maintaining open communication between schools, parents/carers, and children and young people regarding attendance matters • Provide support to children and young people and their families to improve and maintain good attendance and returning to school after a period of absence • Identify and address the reasons why children and young people are absent from school • Address the potential impact of external factors on attendance, such as transportation issues, health concerns, or socio-economic challenges • Ensure clarity and consistency for all stakeholders in matters related to school attendance 1.2 Defining attendance and absence The Scottish Government (2026) defines attendance as participation in a programme of educational activities arranged and agreed by the school (or setting), including: • Attendance at school • Learning out with the school provided by a college or other learning provider while still on the roll of the school • Educational visits, day, and residential visits to outdoor centres • Activities connected to Psychological Services • Interviews and visits relating to Further and Higher Education or Careers Events • Debates, sports, musical or drama activities in conjunction with the school • Study leave for pupils participating in national exams, if arranged by the school during the period of the national examination timetable • Sickness where special arrangements have been made to receive education elsewhere e.g. receiving tuition via hospital or outreach teaching services • Work experience and work-based learning Causes of absence from school may be multi-faceted and should be considered as part of a bigger picture of an individual child or young person, where children and young people may have absences which relate to more than one factor at the same time. Reasons for non-attendance (absence) may include: • Individual factors : such as health (physical/mental), ASN, social factors, self-belief, lack of interest • School factors: such as relationship with teacher/peers, quality of learning/relevance, curriculum, transitions Page 265
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6 • Family factors: such as low interest/belief, parent mental health, loss and bereavement, worry about parents, financial concerns • Peer factors: peer pressure, social isolation, poor social skills, peer conflict, bullying, feeling of not belonging Assessing the reasons for absence will support removal of any barriers and allow for targeted supports to be put in place to address root causes for non-attendance. 1.3 Groups more vulnerable to low attendance Certain groups are more vulnerable to low attendance. There is also strong association between children and young people’s socio-economic backgrounds and school attendance where children and young people living in areas of higher economic and social disadvantage have been found through research to have higher absence rates. Attendance is also noted to diminish as pupils move through school. The following groups are identified as being more vulnerable to low attendance: • children and young people impacted by poverty • secondary-aged pupils • young people from Gypsy and Traveller communities • pupils with additional support needs including: o children and young people who have experienced care o young carers o children and young people who have experienced exclusion o children and young people with social and emotional needs linked to mental health 1.4 Guiding Principles The Moray Attendance policy is based on the following guiding principles: • All children and young people have the right to a quality education that meets their individual needs and the right to attend school regularly. Education authorities have a duty to provide this. These are key components of The United Nations Convention on the Rights of the Child (UNCRC) and The Promise Scotland • Parents/carers have a legal responsibility to provide efficient education to their child until they reach school leaving age • All children and young people need to be included, engaged, and involved in their learning. Children and young people should be given opportunities to fully engage and participate in the life of their school to encourage good attendance and have their views heard and taken into account • Attendance is a shared responsibility between children and young people, parents/carers, schools, partners, and the local authority who should all work collaboratively to promote and support good attendance • Open and transparent communication between all stakeholders is essential to promote good attendance • Schools and settings should actively engage with parents/carers to try to ensure that any barriers to good attendance are understood and addressed • Children and young people who are absent from school should be supported to return to school as soon as possible • There should be a clear and consistent approach to attendance management. The foundation for schools, learning establishments and education authorities is a focus on positive relationships and an inclusive ethos and culture that promotes good attendance. Attendance should not be considered in isolation Page 266
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7 1.5 Key rights and duties A number of key rights, duties and principles that underpin this policy: • Every child and young person has a right to be provided with an education and this should enable them to develop their personalities, talents and abilities • Parents have a duty to provide education for their child either by ensuring they attend a local authority school, or by making alternative arrangements such as home education or sending their child to an independent school • Local Authorities and schools have a duty to provide adequate and efficient education provision in their area. They are also responsible for making special arrangements for a child or young person to receive education elsewhere if this is not possible • Children and young people normally engage in the weekly recommended 25 hours for primary and 27.5 hours for secondary • Getting it Right for Every Child advocates preventative work and early intervention to support children, young people and their families through the provision of strong universal services, and partnership working with other services when needed. This approach supports children and young people’s rights and involves children and young people in any decision that affect them in line with the core principles of UNCRC • The National Child Protection Guidance 2023 indicates that all agencies that work with children and their families have a shared responsibility for protecting children and promoting, supporting and safeguarding their wellbeing. The importance of promoting good attendance at school is highlighted by concerns about the safety and wellbeing of children who are not at school. Child protection is of paramount importance and absence from school may indicate a child is at risk • All children and young people are entitled to support with their learning, where a need is identified, whatever their circumstances. Curriculum for Excellence entitles all children and young people to experience a broad general education during the period from the early years to the end of S3; to experience a senior phase from S4 where they can achieve qualifications; and support to enable them to gain as much as possible from the provision provided 1.6 Legislative and National Policy Context The legislation and policies in Scotland which underpin our approach to promoting engagement and attendance in Moray include, but are not limited to the following: Getting It Right for Every Child (GIRFEC) (2008, 2022) Our national commitment to provide all children, young people, and their families with the right support at the right time so that they can reach their full potential. Provides Scotland with a consistent framework and shared language for promoting, supporting, and safeguarding the wellbeing of children and young people. United Nations Convention on the Rights of the Child (1992) Recognises education as a key social and cultural right and has a crucial part in the alleviation of poverty and inequality: • Article 28 (Access to Education) states that every child has the right to an education. • Article 29 (Aims of Education) states that children’s education should help them develop their personalities, talents, and abilities. Included, Engaged and Involved Part 1: A Positive Approach to the Promotion and Management of Attendance in Scottish Schools (2019; 2026) Promotes a relational approach to consider what schools and local authorities can do to promote good attendance and manage absence to ensure all children and young people are included, engaged, and involved in their education. Launched in 2019, revised in 2026. Included, Engaged and Involved Part 2: A Positive Approach to Preventing and Managing School Exclusions (2017) Provides guidance on approaches that can be used to prevent the need for exclusion, ensuring all children and young people are included, engaged, and involved in their education and summaries the legislative duties placed on Local Authorities regarding exclusion from school. The Education (Disability Strategies and Pupil Records) (Scotland) Act 2002 Schools must make reasonable adjustments for the needs of disabled children and schools must not Education Scotland Act (1980) States that it is the duty of parents to provide an education for their child. They can provide that education by sending the child to school or by other Page 267
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8 discriminate against disabled children. The Education Authority must prepare and implement an accessibility strategy to increase access to the curriculum, extra- curricular activities, to school buildings and to information. means (section 301). Local authorities have duties placed on them which say: “pupils are to be educated in accordance with the wishes of their parents.” It is incumbent on local authorities to listen to and act upon the decisions that parents make about where they wish their child to be educated. Standards in Scotland’s Schools etc. Act (2000) States that it is the “right of every child to be provided with school education by, or by virtue or arrangements made, or entered into, by, an education authority.” The act underlines the importance of considering the views of children and young people stating that the local authority shall “have due regard…to the views of the child or young person in decisions that significantly affect that child or young person.” The National Guidance for Child Protection in Scotland (2021, 2023) This document explains what people need to do to keep children safe in Scotland. It covers the various levels of support that all children should get, from the basic support everyone gets to the extra support needed to protect children from serious harm. The document makes it clear that children's wellbeing and safety are closely linked. It also emphasises how important the Getting It Right for Every Child (GIRFEC) approach is for protecting children. Education (Additional Support for Learning) (Scotland) Act (2004, 2009, 2018) Outlines the concept of Additional Support Needs and places duties on local authorities to identify, meet and keep under review the needs of pupils for whom they are responsible. The Promise Scotland (2021) Outlines Scotland’s promise to care-experienced children and young people – that they will grow up safe, loved, and respected so they can reach their full potential. The guidance is built on the five foundations of family, voice, care, people, and scaffolding. Curriculum for Excellence (2004) Aims to provide a coherent, flexible curriculum for all children and young people aged 3-18 years. The curriculum comprises the totality of experiences which are planned for children and young people wherever they are being educated. Entitlement includes: a coherent curriculum from 3-18 years; a broad general education until S3; a senior phase after S3 and personal support to enable them to gain as much as possible from the curriculum and support in moving into a positive and sustained destination beyond school. The Children and Young People (Scotland) Act (2014) Has wide reaching powers to promote the Scottish Government’s aims to encourage effective and targeted services for children and families as well as the promotion of children’s rights. Through the GIRFEC National Practice Model, the Act promotes cross- boundary models of service delivery to make best use of expertise and resources in an integrated way with the wellbeing of children and young people being paramount. The wellbeing indicators (safe, healthy, achieving, nurtured, active, respected, responsible, and included) promotes an integrated approach to ensure the wellbeing of all children and young people. Introduced increased provision of early learning and childcare and a range of corporate parenting responsibilities to promote the wellbeing of children and young people in care. The National Improvement Framework for Scottish Education Sets out the Scottish Government’s vision and priorities for children’s progress in learning. The Framework, updated annually, is key in driving work to continually improve Scottish education and address the poverty related attainment gap, delivering both excellence and equity. Equality Act (2010) Simplified and strengthened previous protections for children and young people with ‘protected characteristics’ (e.g. age, race, gender, disability, and sexual orientation) from discrimination. This strengthened inclusion in education for all children and young people regardless of their additional support needs or disability. European Convention on Human Rights (1953) Article 2 of Protocol 1 in the convention stresses a child or young person’s right to an education: “No person shall be denied the right to an education.” Improving Attendance: Understanding the Issues (2023) This report is the result of 'deep dive' analysis led by Education Scotland. It describes the issues affecting attendance and outlines the support available to local authorities. 2 Improving attendance: The Education Scotland infographic on page 9 provides useful overview of national and local supporting structures as well as signposting to key legislation and guidance in support of strengthening school attendance. Page 268
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10 1.7 Local Authority supporting guidance Our Moray Standard for Supporting all Learners and Our Moray Standard for Learning and Teaching emphasise the importance of positive relationships and nurturing approaches in order to support all children and young people to thrive and succeed, both within and outside of the classroom. In order to ensure a ‘pull to school’, it is essential that relational approaches are embedded within our schools in order to ensure children and young people feel safe and that their voices are heard. In pursuit of improved attendance, a range of factors can be identified as essential including: • A strategic focus from senior leaders and staff on improving attendance as a key improvement priority • Planned approaches to using available resources well and in a targeted way • Attendance procedures being clearly understood and followed by all • Regular reviewing of data and tracking the impact of individualised support packages • Working in partnership with other multi-agency partners and third sector providers • Ongoing communication and explanation of the impact of non-attendance shared regularly • Development of trusted relationships with families, children and young people • Provision of bespoke and universal measures to support attendance and reduce late coming including breakfast clubs, adapted timetables and planning for children (Child Planning) where attendance is of concern This policy is supported by and should be used in conjunction with other relevant policies and frameworks including: • Moray’s Child Protection Guidance and Procedures • Moray Child’s Planning Guidance and Toolkits • Moray’s Mandatory Training – GIRFEC, Solution-Orientated Training • Moray’s CIRCLE training and approaches/resources • Moray’s approach to Trauma Informed Practice • Moray Educational Psychology Emotionally Based Non-School Attendance • Realising the Ambition • Health and Social Care Standards 1.8 Initiating support for school non-attendance The diagram below highlights the spectrum of school attendance and its problems. Over time, early warning signs can move to school attendance mixed with absenteeism in some way including arriving late to school, missing some classes/times of the day and not others, periodic absences and possible early departures from school. More lengthy cases of absenteeism will require extended interventions with multi- agency support. Early intervention is easier to deal with compared to chronic absence and any support is best initiated at the early stages of the spectrum once identified. (Forth Valley and West Lothian Toolkit) 0% 100% Page 270
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11 1.9 Tracking and Monitoring attendance and using data to support positive attendance Systems and processes are a key aspect of effective tracking and monitoring in support of positive attendance. Understanding the data presented and using this effectively in order to identify early warning signs and implement well-planned support is essential to improve attendance for our children and young people. Systems and processes in place in schools should ensure that data is collected and analysed at both a whole school and individual level where analysis of whole school level data is key to identifying universal supports for improvement. Systems for tracking and monitoring in order to improve attendance should: • Ensure all stakeholders (pupils, parents, partners and the wider community) have a shared understanding of the importance of attendance in easy to read and meaningful guidance (e.g. leaflets, update flyers) • Support effective use of data to identify early warning signs and absence triggers at an early stage • Ensure recording at least twice a day (in secondary schools, period by period) • Include consistent use of absence codes within SEEMiS • Include rigorous tracking and monitoring of all absences, clearly set out in policy and procedures • Ensure all absences and late coming are accurately recorded by everyone concerned • Support analysis of data that is actionable at whole school, cohort, group and individual levels • Consider attendance data along with wider attainment and wellbeing tracking data • Support professional dialogue and high level reporting throughout the year, informing reflection on ways to improve attendance and effectiveness of interventions (universal and targeted) • Ensure all absences are followed up in line with Child Protection processes • Be supported by agreed thresholds as triggers for further intervention as required, including transitions • Ensure data is monitored for all children and young people and also those more likely to have barriers to attendance as noted above (young carers, care experienced children and young people, children with additional support needs, children living in more deprived contexts) • Strongly encourage full attendance in the first two weeks of the school year – those who do not attend are noted through research to be five times more likely to have ‘chronic absence’ • Support identification of patterns and trends, informing where improvement efforts should be focussed Possible outline of analysis of data at different points in the academic session is set out as below: Annual Termly Monthly/Weekly Daily • Review of trends • Primary Transition • Previous year attendance for identified children/young people • Review of trends • Data that informs interventions and their effectiveness • Data that measures impact • School level data • Cohort level data • Individual pupil level data • Review of data for identified pupils with targeted supports • Review ‘tbc’s’ • Review reasons for absence • Pupil ‘watch list’ – early intervention Trends that schools and relevant responsible colleagues may wish to explore include: • Patterns in days of the week • SEEMiS codes • Year groups and cohorts • Particular times of the year • Before/after holiday periods • Thresholds (e.g. 90%, 85%, 70%...) • Key points in the year Page 271
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12 1.10 The views of children, young people and parents The views of children, young people and parents/carers have been key to policy development. In reviewing this policy, they have provided us with a range of experiences and insights about school attendance. In summary, children, young people and parents/carers made the following comments: Feeling welcomed and supported makes a difference They value being welcomed by staff, spending time with friends, being able to access nurture, or other spaces, and supportive teachers who listen to them and understand their needs. Barriers to attendance are complex and individual These could include mental and physical health challenges. Young people also talked about experiences of feeling judged or misunderstood, being bullied, or not receiving the support they need. Young people highlighted that there is a difference between absence due to illness or disability and absence linked to behaviour. Some things helped when returning to school and some things didn’t Young people spoke about their motivations for attending school, mentioning things like wanting to get qualifications and employment in the future. Positive and supportive relationships with teachers, flexible timetables and access to external services were seen as key supports, while pressure to return full-time and lack of safe spaces made things harder. How attendance is spoken about matters Some young people spoke about feeling anxious, demotivated or judged by their school’s attendance messaging. They also spoke about the impact this could have on their confidence and motivation. They want messaging to avoid ‘ableist’7 assumptions. Young people want to be heard They want decision-makers to spend time in schools, listen to their experiences, and recognise the impact of poverty, pressure, and peer dynamics on attendance. A number of factors support attendance Parents highlighted that strong relationships with school staff, access to subjects that interest their children, friendships and feeling safe and supported are key motivators for attendance. Parents and pupils are partners Parents value consistent, kind and compassionate communication with schools. They value staff who listen and work with them to understand concerns and support their child. Support during absence matters Parents highlighted the importance of ongoing support during and after long-term absences. This included things like regular contact with trusted staff and being involved in planning for their child’s return to school. Tailored approaches are key Parents highlighted the importance of individualised support that reflects their child’s needs, especially for those with additional support needs and/or mental health challenges. They felt that ensuring appropriate resources, providing support such as flexible timetables or access to quiet spaces and having a strong anti-bullying approach were all things that could support their child’s attendance and help them to achieve. Individual schools are encouraged to undertake further consultation to support meeting the needs of their children and young people in partnership with their Parent Council. They can play an important role in engagement with the wider parent body on attendance related issues and design and delivery of interventions to promote and encourage regular school attendance. Education Scotland guidance is provided through learner participation in educational settings and their Youth Voice toolkit. Page 272
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13 2 PROMOTING GOOD ATTENDANCE: 2.1 Key Stakeholders, their roles and responsibilities Encouraging good attendance and addressing absence is a collective responsibility involving children and young people, parents or carers, schools, partners, and the local authority. As noted within Included, Engaged and Involved Part 1: Improving Attendance in Scotland’s Schools (2026, p5) “relevant staff in appropriate agencies such as health and social work should consider this guidance in the context of fulfilling their responsibilities as part of a multi-agency approach”. Culture, systems and good practice are essential for building positive and inclusive relationships with parents/carers and wider stakeholders. Each of these stakeholders plays a vital role in ensuring that all children and young people attend school consistently and receive the necessary support to overcome any barriers to attendance. This section outlines the specific responsibilities of each group in promoting good attendance and managing absences. By collaborating and fulfilling these roles and responsibilities, we can foster a supportive environment that promotes regular attendance and enables all children and young people to achieve their full potential. Children and Young People • Attend school regularly and on time • Communicate with their parents/carers, who in turn should notify the school if they are going to be absent or late • Catch up on any missed work as soon as they can • Participate in school activities and events and encourage peers to attend • Respect the rights of other children and young people and staff Parent/Carer • Ensure their child understands the importance of education and attendance • Ensure their child attends school regularly and on time • Notify the school office if their child is going to be absent from school or late • Support their child to make up any missed work • Attend school events and meetings when invited • Partner with the school to help improve or maintain their child’s attendance • Keep the school up to date with telephone numbers and emergency contacts Classroom Teachers • Proactively and regularly promote good attendance through lessons, assemblies, school events, and informal and formal conversations with learners, parents/carers and partners • Accurately record and monitor attendance which is a legal responsibility • Partner with children and young people and their parents/carers to identify and address the reasons why children and young people are absent from or late to school as appropriate • Provide appropriate strategies to support children and young people to improve • attendance • Report any concerns about attendance to the Head teacher and/or the Senior Leadership Team (and/or the PT Guidance in secondary schools) PT Subject, PTGs, PT ASN and Pastoral DHTs (as appropriate) • Provide or seek support for children and young people who are absent from school or late to school • Partner with children and young people and their parents/carers to develop a plan to improve attendance when necessary • Monitor attendance and act, in line with school and local authority guidance when necessary • Liaise with other professionals such as Educational Psychology, health colleagues, Children and Families Social Work and other partners to provide additional support to children and young people and parents/carers when necessary • Ensure attendance records are accurate and advise business support colleagues on appropriate use of SEEMiS absence code Page 273
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14 • Should attend Emotionally Based Non-attendance awareness training, and should regularly revisit this when supporting Children and Young People in school • Should be creative in developing positive relationships with third sector partners to support positive attendance Headteachers • Ensure the school has an effective school level attendance procedure and that staff comply with all legal requirements • Monitor learner attendance and act, in line with school, local authority and national guidance • Improve overall attendance and reduce lateness through data analysis and supportive interventions • Ensure effective communication through text, phone, letter, email and face to face meetings • Ensure consistency in supporting attendance and challenging barriers to attendance • Keep a chronology of repeated and regular absences and associated follow up actions • Treat learners and parents/carers as partners when exploring appropriate supports to improve attendance when necessary • Liaise with other schools, local authority to share good practice on attendance • Enable staff and partner agencies to support all children and young people to attend and engage in learning • Ensure accurate attendance records and advise business support colleagues on appropriate use of SEEMiS absence codes Admin/Business Support • Maintain accurate attendance records and ensure compliance with data protection • Maintain open communication with parents/carers, including phone calls, emails etc • Liaise with school staff and other stakeholders to ensure accurate records • Liaise with Senior Leaders and Pastoral Care/Guidance staff to ensure that timely interventions are put in place to all children and young people Local Authority Officers • Provide support and challenge to schools to improve attendance • Collaborate with school leaders to set whole school cultures • Partner with school leaders to identify and address the reasons why children and young people are absent from or late to school • Ensure schools meet statutory entitlements and quality assurance procedures are in place to monitor this • Ensure the accurate recording of learner attendance and absence in accordance with Included, Engaged and Involved Part 1 (2019) • Liaise with other agencies, such as the Children and Families Social Work team and the NHS, to ensure that additional support is provided to children and young people when necessary • Support schools to provide training which enhances staff understanding and implementation of policy and procedures for the promotion and management of attendance • Offer opportunities to share effective practice Partners will: • Work with learners, parents/carers and staff to maximise learner participation in education • Contribute to attendance support planning • Where possible, attend meetings and catch-ups relating to attendance and prioritise these • Be clear on what the offer is from the organisation/setting • Communicate when things are not going well and be solution focussed to mitigate issues • Ensure that records and or recordings are accurate and are shared timely with appropriate colleagues • Provide local knowledge to establishments to help them better understand circumstances affecting attendance • Build capacity of other staff to utilise different approaches to improve attendance • Support community-based planning to improving attendance through alternative curriculum offer Page 274
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15 2.1.1 Roles and responsibilities of wider stakeholders including multi-agency partners In Moray, building strong partnerships with key stakeholders is essential for improving school attendance among children and young people, including their families. Schools should assess the partnerships they have with local authority staff, the Community Learning and Development (CLD) team, third-sector organisations, health services, the police, and others, as these partnerships form the foundation for effective and meaningful practices. Parents and families should also be involved in these partnerships and, where possible, included in the strategies that are developed. In Moray, various partners collaborate with educational establishments to help children and young people maintain regular school attendance: Educational Psychologist In Moray, the Educational Psychology Service provides support, and guidance should there be any concerns with regard to family difficulties, challenging behaviour, learning difficulties and developing emotional wellbeing. The Educational Psychology Service offer specific training in Emotion Based Non-Attendance Awareness. This training supports schools in understanding what may be the underlying contributing factors being faced by a child or young person who is struggling to attend school, as well as looking at ideas and strategies that can support the child, young person, their family and the school in making positive steps for reengaging with school and education. Schools should consult with their allocated Educational Psychologist through the link SLT member in the format of a no named discussion and followed up with an invite to a Child’s Planning Meeting, where appropriate. The support of the Educational Psychologist may be provided through consultation, direct working with children or young people, their families, or staff training. This should be facilitated through negotiation at Child’s Planning Meeting (CPM) or through Senior Leadership Team/Head Teacher. Family Support/Home School Link Workers Family Support/Home School Link Workers work with children and young people and their families who are experiencing difficulties, to reduce barriers and increase access to a range of services including learning. This can be on a 1:1 basis, small groups or as part of an identified intervention programme. Family Support Workers are part of the Social Work Team and a referral would be to be made to Social Work as part of the multi-agency Child’s Planning Meetings. Involvement with Family Support Workers is on a voluntary basis and referrals can be either self-referred, through the Child’s Planning Meetings or other agencies. If concerns are ongoing, the Family Support Workers can undertake work with the child or young person and their families and can make home visits. Family Support and Home-School Link Workers have a key role in linking between home and school. They assist in re-engaging children and young people and parents/carers with the school and other learning opportunities within the community. Family Support/Home School Link Workers may attend the Child’s Planning Meetings where appropriate supports are identified and referrals made. Child’s Planning Meetings are held in variety of different ways, to meet the needs of the child or young person, the family and professionals. These can be virtual, face to face or a hybrid of both at a single agency and/or multiagency level (https://girfecinmoray.co.uk/). Page 275
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16 School Nursing Team The School Nursing team consists of a Team Leader, Specialist Community Public Health Nurses, Qualified Nurses, and Health Care Support Workers. The service uses a single generic email address for all referrals: gram.morayschoolnursingservice@nhs.scot Referrals can be submitted using either the School Nursing referral form or the Moray Request for Assistance form. If a child’s attendance falls to 80% and there is a health-related reason for non-attendance that is not being addressed by the appropriate health professionals (e.g., CAMHS, Paediatrics), please refer the child to the School Nursing team. They will assess and provide support if required. Social Worker Social Workers are partners to a multi-agency child’s plan where the child is considered a child in need. The child’s Social Worker will be invited to Child’s Planning Meetings and attend and/or provide an update of their assessment and support for the family. Where there are concerns for a child’s wellbeing a Request for Assistance should be made to the Access Team on the agreed Child’s Planning paperwork. Referrals to the Children’s Reporter that relate to attendance for children should be made in discussion with the Social Work Access Team or the child’s allocated social worker and their being invited to join the Team Around a Child. There will be times where social workers are the lead professional for a child in need, this will be through the agreement of the Team Around a Child, where appropriate to the Social Work role. Social Workers are lead professionals for all children and young people who are looked after or where they are included on the North East Scotland Child Protection Register and subject to a protection plan. Regular looked after or child protection planning meetings will be arranged by the social work reviewing team. Social work will take the lead in organising and chairing child planning meetings or core group meetings between the regular reviews. Practitioners use the ‘My World Triangle’ as a framework to explore and understand the various factors that may influence a child’s attendance: Youth Workers Youth Workers work with children and young people (12-25 years) in a variety of settings including school groups, community-based youth clubs, issue-based groups and drop-ins. Youth Workers are part of the CLD Communities Team. Programmes reflect issues that are relevant to children and young people and relate to wider achievement, active citizenship and personal development. Some of these can lead to children and young people undertaking an award. Participation is voluntary. Some of those participating may have been referred because of attendance issues within school. Page 276
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17 Youth Workers may support around attendance and engagement of young people at school and in particular: • Poor or declining school attendance (early engagement 90%-85% attendance) • Disengagement from learning or lack of motivation • At risk of exclusion or already excluded (fixed-term or permanent) Wider support can be access through Child Planning and these include: • Third Sector Providers (Let’s Work Together – A Child’s Plan - GIRFEC) • CAMHS • Paediatrics 2.1.2 Partnership and multi-agency working The following principles are the first part how schools and partners may work together to improve attendance for children and young people. Enhancing understanding of the factors that contribute to attendance challenges • Recognise the various obstacles that can affect attendance • Focus on issues like poverty, family dynamics, mental health, equality, relationships, trauma, and neurodiversity • Are mindful of the communities in which children and young people reside, and the challenges they may face • Tailor support since there is no one-size-fits-all solution for improving attendance • Try to understand a family’s background, their unique characteristics, the context of their environment, their goals, and emotions • Know who is already involved with the family and be aware of any previous efforts made • Ensure that children and young people’s rights, as outlined in the UNCRC, are central to strategies for addressing attendance issues, particularly giving importance to their voices Developing skills and qualities for working with children, young people and their families Practitioners working to improve attendance should: • Be good listeners, balanced communicators and able to coach others • Be caring and have empathy for others while being non-judgemental and undertaking a person-centred approach • Develop trusting and real relationships that are consistent and sustainable • Be patient, encouraging, flexible and approachable • Have or be willing to gain experience of implementing interventions and developing parental engagement skills • Know how to create meaningful partnerships that have parity • Understand children, young people and/or their families may be cautious of professionals from some sectors Identifying ways to develop your communication • Communicate with ALL the key individuals/partners that are in a child or parent’s life • Present safe, welcoming, informal and neutral spaces to have face to face engagements • Show interest while being inquisitive and transparent • Explore the use of different communication methods and tools that are preferred by families • Be willing to communicate in collaboration with partners, avoiding insular approaches • Agree consistent approaches in messaging language Page 277
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18 Promoting Early Intervention and Prevention • Support must be introduced as early as possible to be the most effective • Have the aspirations and reasons for non-attendance at the core of interventions while being willing to explore these in depth • Co-design approaches that work at the families pace, take stock of the family’s world and involve the whole family • Consider the community as a place for interventions to take place • Empower and build the capacity of families while giving support to them • Create equitable partnership interventions while being clear on their strengths and weaknesses • Create and ensure pathways are available for any intervention • Know key trusted relationships are necessary for success • Understand that interventions must be consistent, stable and sustainable Identifying what needs to change • Punitive approaches do not improve attendance and impact negatively on the most vulnerable children and young people • Frustrations, deadlines, unrealistic expectations and negativity do not improve attendance • Avoid forcing a child or young person back into the mainstream school curriculum when they are not ready • Attendance in a classroom cannot be seen as the only measure of success • Alternative and tailored curriculums based on the needs required must be developed • Avoid applying a hierarchy and being inflexible in approaches utilised Developing and maintaining strong partnerships • Partners must be invited and be a respected part of school communities • Parity of esteem must exist between partners, all being equal in the process • Strategy, outcomes, objectives, knowledge, data and evaluations are a shared responsibility • Sustainability and commitment are necessary, partnership working should not be seen as a temporary solution • Communication between partners and schools must be strong and consistent • Explore alternative opportunities for learning and nominate consistent staff that will build relationships in school and the community • Create clear understanding of what partners can and cannot do, with roles and purposes being agreed 2.2 Approaches to supporting good attendance Children and young people are more likely to be motivated to attend school when they feel fully integrated and involved in the school and its community. Families are more likely to support regular attendance when they feel connected to the school community and when schools work with them as equal partners. Encouraging good attendance requires schools to foster positive relationships within an inclusive ethos and culture. Schools should actively engage with parents and carers to ensure effective learning, teaching, and assessment, with a particular emphasis on supporting additional needs. They should also collaborate with community partners to ensure both children and their families receive the support they need. By promoting good attendance and addressing concerns early, we can help provide every child with the best possible start in life. The following key principles promote effective whole school approaches to ensuring good attendance: Page 278
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19 • Welcoming educational establishments which prioritise positive and nurturing relationships underpinned by high expectations and core values • Children and young people are fully included and engaged in the life of the school and understand that school absence affects attainment, achievement, wellbeing, and wider outcomes • Schools understand what barriers can be in place for children and young people’s attendance, and work to understand and address these • Schools have supports and strategies in place for children and young people who have additional support needs • Promoting attendance is part of regular conversations with parents/carers and children and young people and there is a mutual understanding that school absence affects attainment, achievement, wellbeing, and wider outcomes • Schools work collaboratively with families and partners to understand and address any barriers to attendance for individual children and young people and intervene at the earliest stage to address any emerging patterns of non-attendance • Schools have in place clear and consistent procedures for monitoring the attendance of all children and young people • Schools have clear and consistently applied procedures for following up on unexplained absence. Staff understand absence from school is a potential safeguarding risk and recognise their role in keeping children and young people safe 2.2.1 Whole school Ethos and Culture Creating a positive whole school ethos and culture is essential for good attendance. This means ensuring every child feels included, respected, safe, valued and celebrated for their achievements. To create this positive environment, everyone in the school community should understand wellbeing, focus on building good relationships and respect children's rights. Attendance issues are closely linked to relationships, behaviour, and wellbeing in school. To improve attendance, schools should focus on building good relationships, finding solutions together, restorative approaches and teaching about children’s rights. When children and young people know their rights and are included in decisions about their learning, they are more likely to want to attend school. Nurturing approaches and nurture groups can help children and young people feel more connected to their school. Some may have had difficult experiences that affect them at school. By understanding this and providing extra support, schools can help these children and young people feel safer and more included. Preventing bullying is important for maintaining good attendance, as some children and young people miss school because of bullying. Schools anti-bullying approaches should be based on the national framework for Anti-bullying Respect for All and Moray’s Building Better Relationships Anti-bullying guidance (Building better relationships). 2.2.2 Nurturing Schools Whole school nurture is a broad approach that can be used to support any child or young person facing a barrier to learning. The Education (Additional Support for Learning) (Scotland) Act 2004 (as amended) states that additional support needs may arise from a range of factors and may be short-term or long lasting. Schools that take a nurturing approach create positive environments with a focus on warmth, empathy, and attuned interactions between staff and pupils. They provide structure and have high expectations for all learners, recognising that all children and young people can reach their full potential with the right balance of care and challenge. Page 279
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20 2.2.3 Meeting Learner Needs Schools should understand and work to address the specific challenges faced by certain groups of children and young people. These challenges can make it harder for them to attend school regularly. The Scottish Government report, Achieving Excellence and Equity 2021 National Improvement Framework and Improvement Plan shows the differences in attendance rates for different groups of learners. In 2024/2025 (national figures published in December each year, for the previous year): • The overall attendance rate for Scotland was 91.0%, Moray 91.2% • Primary schools had a higher attendance rate in Moray of 93.3% (National: 93.1%) than secondary schools in Moray of 88.3% (National: 88.4%) • Children living in the 20% most deprived areas had an attendance rate of 6.6% lower than those living in the 20% least deprived areas (National: 6.5%). The Scottish Government report, Support for Learning: All Our Children and All Their Potential 2020 highlights the barriers to attendance for children and young people with additional support needs. When looking at barriers to attendance, schools should be aware of the challenges faced by groups of children, young people, and families and those with protected characteristics, including: • Care experienced children and young people. • Those with additional support needs. • Young carers or impacted by the care of a family member. • Those from Gypsy/Traveller communities. • Children receiving support from Children's Services, including those on the Child Protection Register. • Those with health care needs. • Those experiencing socioeconomic deprivation. • Children and families from Black and Minority Ethic backgrounds. • Those who identify as LGBTQI+ Page 280
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21 Moray schools recognise that low attendance can often be related to, or a sign of, an additional support need. They will use the Moray Child’s Planning guidance and process to identify any barriers to learning and provide appropriate support to agree and maintain a suitable attendance pattern. 2.2.4 Additional Support Needs/Support for Learning The Education (Additional Support for Learning) (Scotland) Act 2004 requires education authorities and other agencies to make provisions for all children and young people who need extra support to overcome barriers to their learning. Additional support may be needed to overcome needs arising from their learning environment, disability or health, family circumstances, or social and emotional factors, including mental health concerns. Gifted and talented children and young people may also have alternative attendance patterns where their attendance may result in being different or included within flexi-timetabling arrangements due to wider external tutors/experiences in place. Under the Act, every looked after child is assumed to have an additional support need, unless the team around an individual child or young person agree otherwise. Providing additional support can help children and young people engage more fully with school and promote good attendance. Schools should recognise that poor attendance can often be related to, or be a sign of, an additional support need. They should use the Moray’s Staged Intervention Model and the Child’s Planning Guidance and process to ensure any barriers to learning are identified and appropriate support is provided. A Coordinated Support Plan (CSP) may be required when a child or young person needs significant long-term additional support from Moray as well as from another agency, such as health or social work services. The CSP outlines the educational objectives to be achieved and the additional support that needs to be coordinated to help the child or young person achieve these objectives. Guidance on planning to meet additional support needs is available in the Supporting Children's Learning Statutory Guidance. 2.2.5 Children and young people from Gypsy Traveller communities Children and young people from Gypsy Traveller communities can face barriers that make it harder to attend school regularly. These may include discrimination or bullying, limited trust, frequent travel, and a feeling that learning is not always inclusive or relevant. Missing school can reduce opportunities to learn consistently and may affect attainment, qualifications and future options. Attendance can also reduce towards the end of primary school, and fewer children and young people may move on to secondary school. Schools should work with partners to support families to make informed choices and provide clear information about personalised supports, such as flexible arrangements and adapted timetables. Building strong relationships and communication from early years onwards is key to developing trust and confidence. Education Scotland signpost to resources through Included, Engaged and Involved Part 1: Improving Attendance in Scotland’s Schools (2026, page 16). Resources designed to help schools and education authorities support flexible learning for children and young people from Gypsy Traveller communities are available from the Scottish Traveller Education Programme (STEP) and the Traveller Education Network Scotland (TENET). Guidance on recording absence of children and young people due to family mobility can be found within the authorised absence section of the guidance. 2.2.6 Parental Engagement When a parent/carer enrols their child at a school it is important to build positive relationships and encourage parental engagement to support promoting good attendance. Moray’s approach to fostering positive school-parent relationships is outlined in the Parental Involvement and Engagement Strategy. Page 281
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22 Building strong connections begins in the early years through regular, informal interactions during drop-off and pick-up times. Nurturing these relationships early can establish a foundation of trust and mutual respect that supports attendance throughout a child’s education. To maintain positive engagement, clear and proactive transition plans should be in place at all stages of a child or young person’s school journey. These plans should involve families from the outset and include all necessary support to ensure a smooth transition, reinforcing the importance of regular attendance and engagement in learning. Schools should maintain regular communication with parents using a variety of methods to ensure strong engagement. As key partners in their child’s education, parents must be well-informed about their responsibilities and supported in encouraging regular school attendance. Under The Education (Scotland) Act 1980, Section 30, parents have a legal duty to provide efficient education for their child until school leaving age, which includes ensuring their regular attendance at school. Building positive and trusting relationships with parents is essential to reinforcing the value of consistent attendance and addressing any potential barriers. By working collaboratively, schools and families can create a supportive environment that promotes engagement and success for every learner. When discussing attendance with parents, it is important to take a practical and empathetic approach, acknowledging the challenges that family life can bring, such as balancing work commitments or managing financial difficulties. Schools should collaborate with partners to identify and address these barriers as early as possible, ensuring families receive the support they need. Effective strategies include breakfast clubs, which help establish consistent morning routines and improve attendance; additionally, supporting parents with their own literacy or numeracy skills can boost their confidence in engaging with their child’s learning, leading to better attendance. By working together, schools and families can create solutions that promote regular attendance and student success. The Cost of the School Day initiative has raised awareness of the financial challenges that may affect school attendance. It should be clear to parents and children/young people that consequences for lateness will be respectful and considerate of any family circumstances. When school staff become aware of difficulties affecting attendance, they should work in partnership with other services to provide appropriate support. Schools can refer to the Cost of the School Day guidance for further information on reducing financial barriers and promoting inclusive attendance. (please see: http://www.moray.gov.uk/downloads/file149019.pdf) Poverty can reduce school attendance and engagement by limiting access to essentials and adding emotional and family pressures, which can disrupt learning and lower attainment. Children affected by poverty are also more likely to have additional support needs, care experience, or caring responsibilities. Schools should respond sensitively through a multi-agency approach, help families access financial supports, and use Pupil Equity Funding (PEF) for targeted measures such as attendance/family engagement staff, nurture provision, personalised pathways, and improved tracking/monitoring. When care experienced children and young people move placements, they may face challenges such as longer travel distances or adjusting to new routes. The designated senior leader for care experienced pupils should ensure that appropriate support is in place as early as possible to maintain continuity in their education and attendance. Proactive planning and collaboration with relevant services can help reduce disruptions and support a smooth transition. Supports include: Scottish Child Payment, Free School Meals and School Clothing Grant. Parents should be given clear information, updated regularly, about their responsibility to inform the school if their child will be absent and to provide current emergency contact information. It is helpful for schools to have an answering machine to receive communications from parents outside school hours. To support good attendance, schools should actively engage with their wider parent community to understand and address any local barriers. This should include engagement with families from a wide range of backgrounds. The Parent Council can support engagement with the wider parent body around attendance issues and be involved in developing and implementing initiatives to encourage regular school attendance. A Page 282
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23 collaborative approach helps create a school culture where attendance is valued and supported by the whole community. Information for parents on school attendance and absence is available on Parentzone Scotland (Parentzone Scotland | Education Scotland). 2.2.7 Pupil Support All school staff have a role in promoting good attendance and helping to reduce absence. Pupil Support staff, in particular, play a key role in providing early intervention and support by: • Identifying early concerns that may lead to absence, allowing for timely support plans and adaptations • Preventing patterns of absence from developing after a specific issue • Building positive, trusting relationships with pupils and parents to address challenges and find solutions collaboratively • Responding quickly to absences to ensure the safety and wellbeing of children and young people • Following up on absences so that schools and partner agencies can provide appropriate interventions • Supporting reintegration into learning after a period of absence, ensuring a smooth transition back to school Pupil Support staff should establish links with partner agencies to strengthen support for children, young people, and parents. Education authorities can support school-based teams by having appropriate structures for centralised support to schools. Pupil Support staff play a vital role in monitoring, assessing, and supporting absence. They should proactively identify patterns and causes of absence, ensuring that appropriate support is put in place promptly. Other school staff and partner agencies can also contribute to this assessment, fostering a collaborative approach to improving attendance. Career Long Professional Learning (CLPL) for all staff can strengthen school practices that promote good attendance. Training in areas such as positive relationships, parental engagement, and learner participation helps create an inclusive and supportive school environment. Additionally, CLPL focused on systems and processes for monitoring and improving attendance can enhance staff effectiveness in this area. A key focus should be understanding the underlying reasons for absence, including factors such as mental health challenges. This is particularly important for those working directly with families, such as home-school link workers and family support workers. 2.2.8 Education Maintenance Allowance (EMA) Pupils aged 16-19 who are attending school or college may be eligible for financial assistance through the Education Maintenance Allowance (EMA). EMA provides a weekly allowance of £30 to eligible young people who remain in full-time education after their 16th birthday or participate in an Pathways Agreement. Eligibility is based on household income and the number of dependent children in the family. If a parent/carer does not currently claim Free School Meals, Clothing Grant, Housing Benefit, or Council Tax Reduction, they will need to complete a benefits claim form to apply for EMA. Page 283
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24 2.2.9 Curriculum Design Curriculum for Excellence (CfE) encourages flexibility, creativity, and innovation, enabling schools to personalise learning to meet the diverse needs of all children and young people, while also reducing pressure on students in the Senior Phase. To support engagement and attendance, schools must offer a coherent curriculum that builds essential skills in literacy, numeracy, and health and wellbeing. This should include a wide range of work-based learning, wider achievement opportunities, and qualifications beyond the standard SQA menu. Collaboration with partners within and outside the school, including Moray Council, is crucial. These partners can assist schools in providing comprehensive support packages designed to engage and support children and young people, ensuring their continued participation and success. While children and young people may be physically present, they can be disengaged from learning. Throughout the Broad General Education (BGE) and when making subject choices in the Senior Phase, children and young people should be encouraged to actively engage in their learning as well as the wider life of the school. To assess and improve the effectiveness of their approaches, schools can use self-evaluation tools such as 'How Good is Our School? 4' (HGIOS 4). This framework allows schools to evaluate their school improvement strategies across various quality indicators, helping to foster a strong culture of learner participation and engagement. Building on the foundations of Curriculum for Excellence (CfE), Developing the Young Workforce and Scotland's Youth Employment Strategy encourage schools to offer flexible programmes that focus on skills development and vocational experiences tailored to meet the individual needs of young people. In collaboration with agencies such as Skills Development Scotland, UHI, DYW, and local businesses, schools can develop learning programmes that incorporate both vocational training and work experience elements. These programmes help ensure that young people remain fully engaged in their learning while developing the necessary skills for the world of work, including the importance of regular school attendance. By providing real-world opportunities, schools can better prepare students for their future careers and encourage sustained participation in education. To promote good attendance, schools can offer a variety of wider achievement programmes, including opportunities for apprenticeships or work-based learning. Based on thorough assessments, schools may also implement individualised, planned support packages tailored to the needs of each child or young person to further support their attendance. When educational provision is delivered by partners outside the school, it should be carefully overseen by school staff and included in the student's attendance records, ensuring consistency with the school’s overall attendance policy. This approach ensures a comprehensive support system that encourages both engagement and regular attendance. Please see Appendix 12. 2.2.10 School self-evaluation, systems and processes Moray schools should have a clear vision and strategic plan to promote and manage attendance. This should include: • Identified staff to support tracking and monitoring attendance • Robust systems for tracking and monitoring attendance • Clear procedures for responding to absence Schools and settings should use self-evaluation to ensure they meet the needs of all children and young people and promote good attendance for everyone. This is especially important for children and young people who face barriers as outlined above the Attendance Self-Evaluation Tool developed by Forth Valley and West Lothian can be used by schools to review and develop their strategic approach to promoting good attendance. Education Scotland has produced Guidance to support the use of the tool. The tool uses level five illustrations, features of highly effective practice, and challenge questions from various quality indicators in HGIOS 4 related to promoting and supporting attendance. This allows schools to: Page 284
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25 • Reflect on their work • Evaluate their work • Use evidence from these activities to plan future improvements Education Scotland’s Promoting Attendance: Self-reflection Questions for Educational Settings have been developed for use alongside Included, Engaged and Involved Part 1. They have also produced a series of Supporting Attendance Workshops to support the ideas discussed in their ‘Improving Attendance: Understanding the Issues’ report 35 (please see: Improving attendance: Understanding the issues) In addition to co-producing policies and procedures, schools can encourage good attendance by raising the profile of attendance and absence within school communities and in school documents like the School Handbook or using social media. Many schools implement incentive schemes to encourage good attendance. Involving Children and Young People in the process can help determine whether these schemes are effective and what types of incentives, if any, are suitable. Schools should approach the use of incentive schemes with sensitivity, understanding that low attendance is often beyond a child or young person’s control. If not used carefully, incentive schemes can demotivate or even distress children and young people who face complex reasons for being unable to attend school. Promoting good school attendance can occur authority wide. Key figures such as elected members, senior managers from the wider local authority, and community groups should be involved in raising the profile of the benefits of good attendance. Promoting good attendance and recognising improvements can help convey positive messages about Children and Young People to the wider community. Moray Council’s quality assurance processes allow senior managers to gain an overview of attendance across schools and help schools implement effective practices for promoting attendance and addressing absences appropriately. Links to National Guidance and resources including guidance eon developing a context specific school attendance policy are contained within Appendix 1. Page 285
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26 SECTION 3 – SCHOOL ATTENDANCE PROCEDURES 3.1 Recording attendance, absence and lateness (including follow up) – schools All schools are required to keep an attendance register of every pupil (Schools General (Scotland) Regulations 1975). Schools should use SEEMiS to record attendance, lateness and absence. Accurate records are vital in ensuring that learners are safe and protected. Every absence is categorised as either authorised or unauthorised (as shown in Appendix 3). Monitoring absence records ensures emerging patterns can be identified and supported as soon as possible and avoid non-attendance becoming chronic. Vulnerable learners should be known to named persons; pupil support leads; and office staff. In some circumstances, or settings, class teachers may also need to know that a learner is vulnerable so that they know to respond quickly in the event of lateness or absence. Registering attendance is the responsibility of the teacher or other designated staff. Attendance is recorded: • At the beginning of each session in ELC settings (see link to ELC absence procedures below); • Attendance is recorded twice per day in primary school, at the start of the day and after lunch; • Period by period in secondary school In Primary Schools, registration should be completed within 15 minutes of the session start time, and in Secondary School at the beginning of each class (period). Where learning is provided out with school by other providers (for example, work experience, college, other alternative programmes) the provider must contact the school when the pupil is absent or late. Schools must establish an agreement with the provider that: • absence should be reported to the school within 20 minutes of the agreed start time • if a learner goes missing at any other time, even if they reappear, the school must be informed Lateness Schools should have a method of recording the attendance of children and young people who are late. Accurate recording of lateness is just as important as attendance. Lateness should be recorded on SEEMiS Click &Go in the following way: Primary: If a child arrives late to either morning or afternoon opening, this should be marked using LAT. Secondary: For secondary schools who record attendance in every period, the following should be considered as per National Guidance contained within Included, Engaged and Involved Part 1: Improving Attendance in Scotland’s Schools (page 40): • if a child or young person is late but registers in any period that starts in the first half of the session, this should be converted to an overall L1 code for the opening • if a child or young person’s first registration is in the second half of the session, this should be recorded as an overall L2 code for the opening This is the case even if a later period is subsequently missed. Schools should monitor persistent lateness and seek to identify any patterns. This should be considered alongside other relevant information and be used to inform appropriate intervention and support. Page 286
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27 As with absences, codes should be updated at the end of the day once a reason for absence/lateness has been established. If a reason cannot be sought, this should be marked as unexplained (UNA). Schools should monitor persistent late coming and seek to identify any patterns. This should be linked to other relevant information and be used to inform appropriate intervention. Appendix 11 contains lateness to school process, posters and example letters for use by schools are required in tackling lateness. Shared Placements Children and young people who are on shared placements with Moray MAC and FLR Provisions or Pinefield Campus may have copied records on Seemis. These children and young people remain on the record of their base school and the Seemis records may be shared with the relevant additional provision. It is the responsibility of the base school to update Seemis attendance and absence records accurately. Pinefield Campus/MAC and FLR Provisions are responsible for reporting on pupil non-attendance to the base school in a timely manner (within 20 minutes of agreed session start times). Over-16 learners Over 16-year-old learners can self-certify however, if they are considered vulnerable the school should carefully consider risks and their capacity to self-certify. If appropriate discuss with a parent or carer or seek advice from legal services. Schools should record all communications and actions. Protocols should be established for signing learners in and out of school to ensure school staff know who is present in the building at any one time. If no reasonable explanation is provided on the first day of absence and if the learner is vulnerable or there are wellbeing concerns about them, further attempts should be made to contact the parent or carer via a phone call or home visit. Child Protection procedures should be followed for any known safeguarding and child protections concerns. School Exclusions Children and young people who are excluded are more likely to have low attendance afterwards, and exclusion is linked to poorer long-term outcomes. It should only be used as a last resort, with safeguarding, wellbeing, and the views of the child/young person and parents prioritised. Exclusions are imposed by the school or by the authority and therefore there is a requirement to record and report these separately from other types of absence. Further information on exclusion can be found on: Included, Engaged and Involved Part 2: A Positive Approach to Preventing and Managing Exclusions. Exclusions have an attendance mark of EXC but these are not entered via attendance screen and instead are created by the school when an exclusion is recorded in the Exclusions menu on SEEMiS. Planned Holidays and In-Service Days All planned Holidays HOL and In-Service days INS are pre-populated on SEEMiS and the school does not need to input these. The floating occasional holiday will require to be populated manually. Unplanned Holidays or School closures Any unplanned Holidays HOL or Closures CLO should be created by the school in the Applications – Management – Calendar – School - Enter Holidays menu path on SEEMiS. Should not attend Should Not Attend SNA is for instances where pupils are not expected to attend the setting. Page 287
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28 3.2 Recording attendance, absence and lateness (including follow up) – ELC settings There is no statutory requirement for parents/carers to send their children to an early learning and childcare (ELC) setting. However, local authorities are required to provide early learning and childcare, and schools are required to keep an attendance register of every pupil to record if children are present. This applies to early learning and childcare where it is delivered as part of the entitlement for eligible young children. In addition, all ELC providers registered with the Care Inspectorate are required to maintain a record of children’s attendance to show the total number of children in ‘daycare of children’ premises at any one time. This has implications for practice in providers in the private, third or childminding sectors delivering funded early learning and childcare, and where there are blended placements, whereby education authorities should establish systems and procedures, e.g. links and communication between blended placements and clear responsibilities on settings delivering funded early learning and childcare to record, monitor and report changes in attendance. Providers in the private, third or childminding sectors delivering funded early learning and childcare need to work in an integrated way to ensure that a child’s attendance is monitored, and any concerns shared and acted upon. SEEMiS Early Years will provide the functionality for settings to record and monitor the attendance of children registered for funded early learning and childcare and is currently under development. Section 3.2 is adapted from: Early Learning and Childcare Statutory Guidance (Scottish Government, 2021) Children in Early Learning and Childcare (ELC) settings across Scotland attend a variety of types of settings that offer different attendance patterns. This includes settings who offer term time or full year attendance patterns. Children may access their entitlement across a week in more than one setting. This is known as a blended placement. This blended placement may take place in more than one nursery, or with a childminder for part of the week. The guidance within this document focuses on the statutory nature of attendance for children attending school. Although attendance in ELC is not statutory, there are still steps that can be taken to support children and families to maximise their attendance. This can help them benefit from high-quality ELC that supports their progress and helps to close the poverty related gap in children’s outcomes. Leaders and practitioners working in ELC will be aware of the variety of allocated attendance patterns that children have within their setting. As practitioners or teams reflect on children’s attendance, recognition should be given to the impact different attendance patterns can have on children’s overall attendance. For example, a child who attends a year round setting, full time, may have more instances of absence than those attending term time. This could be for family holidays or spending time with grandparents, for example. Recognition should be given to the positive impact on children’s wellbeing and first hand life experiences that some instances of absence can give, especially for children who attend settings for full year or extended hours. It is important to work with families to identify the reasons for absence, which will allow the appropriate supports to be put in place, if this is required. Some additional points to consider when reflecting on attendance in ELC: Working with parents and families to understand their needs at the point of registration will help ensure that the attendance pattern they are allocated is most likely to meet their needs. For example, where available, offering a pattern that supports the parent while they are working • Although attendance is not statutory in ELC, from a wellbeing and child protection point of view, processes for recording attendance must be aligned to child protection and safeguarding guidance. This will allow practitioners to identify children who are regularly not attending or have an unexpected instance of absence. Appropriate steps can then be taken to understand why this is the case and action taken to support the child and family in a way that meets their needs. Settings should be guided by their local child protection and safeguarding guidance • Reviewing attendance records and data can help you to check if you are meeting the needs of families. For example, a child has been offered two and half days at the end of the week but Page 288
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29 consistently only attends on one of these days. This could be because the parent only works at the beginning of the week and would rather spend the time at the end of the week with their child. • ELC settings work extremely hard to build positive relationships with children and their families throughout their time in ELC. It is important that at points of transition that ELC leaders and practitioners are able to work together with primary colleagues. This is a key opportunity to share what has worked in supporting those children and families who do not attend on a regular basis, or who may have been identified as being at risk of not attending school regularly 3.3 Authorised absence The school’s Senior Leadership Team can authorise absence when they are satisfied by a legitimate reason for the request, usually by the parent/carer (via note, email, or phone call). Reasons for authorised absence can include: • Illness • Medical and dental appointments • Meetings prior to, and during court appearances and other legal processes • Attendance at, or in connection with, a Children’s Hearing or Care Review, or appointment with another service provider, e.g. Social Worker • Religious observance • Bereavement • Weddings or funerals of close friends and family • Arranged absence in relation to children in Gypsy/Traveller families • Participation in non-school debates, sports, musical or drama activities agreed by the school. • Lack of transport including due to severe weather • Family recovery from exceptional domestic circumstances or trauma • Period of exclusion to be recorded in a separate category • Extended leave with parental consent including some young carer activities Requests for children or young people who are care experienced or on the Child Protection register should be considered carefully. Multi-agency discussion should take place to consider any risks to the children’s wellbeing and safety with the TAC (Team Around the Child). This may also involve discussion with the Virtual School Head Teacher (CECYP). 3.4 Unauthorised absence If a parent has not advised the school that the pupil will be absent then it must be assumed that the parents are unaware of the absence and that the child is missing or truanting. If the school has been unable to establish contact with the parents, action must be taken to satisfy the school and the education authority that the child or young person is safe and well. (Included, Engaged and Involved, 2019) Schools should record an absence as unauthorised when no satisfactory reason has been provided. The SEEMiS code TBC (to be confirmed) should only be used temporarily until the actual reason for absence is known, as it will count as UNA (unexplained or truancy) if not updated. Unauthorised absence can include: Family Holidays During Term Time Family holidays during term time should not be recorded as authorised unless in exceptional circumstances. Exceptional circumstances include where a parent's employment, such as armed forces, emergency services, or professions requiring extended periods away from home, prevents them from taking leave during school holidays Absence with Parental Awareness in Specific Circumstances Sometimes parents allow absence because they believe their child will benefit from an alternative activity or because they are in dispute with the school. In these cases, clear school policies, regular communication of expectations, and early contact with parents to build relationships and restore trust are important Page 289
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30 Occasional Absence without Parental Awareness Schools should give clear messages that occasional absence is unacceptable and respond quickly by contacting parents. Effective supervision, monitoring of attendance, and providing a welcoming environment can help minimise this type of absence Longer Term Absence: School Related Issues Children/young people may be absent due to unhappiness with school life, such as struggling with learning, conflict with teachers or peers, feeling distressed by the school environment, bullying, or feeling stigmatised. Identifying and addressing the underlying causes is essential Longer Term Absence: Home and Wider Community Issues Absence may be linked to challenging family circumstances, anxiety, mental health issues, substance misuse, or community issues. Schools should work with the child/young person, family, and other agencies to provide appropriate support Absence Relating to Substance and Alcohol Use Substance use may affect attendance through intoxication, addiction, or avoidance of others involved in supply. Staff should be aware of signs for concern and collaborate with other agencies to support affected children and young people Schools should be aware of the impact that early adversity and trauma can have on children and young people. Any approach to promoting and supporting attendance should be sensitive to the child or young person’s needs and background. Care experienced children and young people are more likely to have experienced early adversity and trauma at some stage in their life and this may be ongoing. Moray Decision Making overview: Unexplained Absence Parents contacted using automated call systems/text message/phone call If parental contact is unsuccessful by 9.30, then emergency contacts including any other contact listed on SEEMiS pupil record should be called (please note any restrictions on any specific contacts listed) …please miss this step if risk is considered very high and imminent No existing concerns Not on Child Protection Register but worried about vulnerable risk factors or LAC at home… by the end of day 1 On Child Protection Register Immediate Action Required Sibling check and joint response to a family absence agreed including home visit where appropriate. All actions above repeated if absence continues on day 2 Sibling check and joint response to a family absence agreed including home visit, if appropriate. Immediate response required to determine risk: contact Social Work (lead professional) and Police Liaison. A multi-agency approach should be decided upon. At the latest by the end of day 2: Possible approaches to determine risks: Social Work History check, contact Police Scotland liaison Possible approaches to determine risks: Social Work History check, contact Police Scotland liaison Sibling check and joint response to a family absence agreed including home visit, if appropriate A home visit should take place by an appropriate person. Education Officers should be informed if this is not possible A home visit should take place by an appropriate person after consultation with Social Work Professionals should be reassured in respect of the safety and wellbeing of the child by the end of day one, a home visit should take place and the child should be seen by an appropriate person if required If contact is still not made, collaborate with Social Work to formulate a plan of action including Police/partners By the end of day 5, absence reported to Missing in Education per procedure (complete Missing in Education Form from Child Protection Guidance and contact QIO Child Protection) Record all actions/decisions in pastoral notes – professional judgement should inform decision making and should be proportionate and led by knowledge of a child’s wellbeing Page 290
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31 3.5 Absence linked to individual, home, community and school related factors Long-term or persistent absence, or low levels of engagement, may reflect complex and interconnected difficulties associated with a child or young person individual circumstances and experiences at school, at home or within their community, as recognised in Included, Engaged and Involved – Part 1. Children and young people may be absent from school for a number of reasons: Individual Factors Home/community related School related factors • Illness • Mental Health related issues e.g. anxiety or depression • Poor wellbeing • Experiencing social anxiety • Experiencing difficulties with separation • Being at a transition point • Experiencing difficulties with learning • Ill health within the family • Changes in the family setting • Loss and change • Bereavement • Being a young carer • Having concerns about the wellbeing of family members • Coping with adversity/trauma • Experience of abuse or neglect • Substance misuse • Availability of other peers • Opportunities to engage in preferred activities out with school • The curriculum offer • Difficulties with aspects of learning or specific classes • Limited connectedness or lack of positive relationships • Conflict with, or fear of, teacher(s) • Conflict with or fear of, peer(s) • Bullying • Issues relating to social media • Issues relating to transport • Difficulty with transitions . It is important to consider the wide range of factors which both give rise to the difficulties in the first place but also those which maintain the behaviour over time. For example, a young person may start avoiding school due to worries about social situations. Over time other factors such as, preferring to be at home with family and feeling more comfortable to learn in their own space may maintain the behaviour. As previously stated, it is essential to understand underlying causes, and the functions of non-attendance, and work together to explore possible solutions that meet the needs of the individual. The Child’s Planning framework is key to supporting interventions and agreeing adaptations. At all stages, the child’s views must be recorded. Addressing these barriers requires early identification, strong relationships and staged intervention, grounded in GIRFEC. Schools should work collaboratively with children and young people, families and relevant partners to foster a supportive, inclusive and equitable culture, putting in place individualised and proactive supports. This may include ensuring access to trusted adults, promoting positive peer relationships through mentoring approaches such as Mentors in Violence Prevention (MVP) – Education Scotland, encouraging participation in extracurricular activities, and working with partner agencies where community issues affect school safety. Robust child protection procedures must always underpin this work. The overarching focus remains on understanding underlying need, strengthening relationships, safeguarding wellbeing and supporting sustained engagement with learning. The list below is not exhaustive and should be considered in context with staged support planning, to support maintaining attendance and timely re-engagement with school and learning. Page 291
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32 Possible approaches/supports/interventions • Universal approaches to supporting inclusive ethos e.g. breakfast club • School nurture and trauma informed approaches • Restorative practice • Identified support for learning • Regular effective communication with parents/carers identifying and addressing barriers to attendance • Alternative break or lunch times • Time out cards • Safe spaces • Adapted timetable • Phased return • Return to school/class checklists and regular checking in • Supported starts or gentle entry to school to support re-engagement • Peer support • Mentor/identified trusted adult and supportive discussions • Individualised/group support for missed/interrupted learning • Strengths based creative timetabling e.g. wider achievement, work experience, physical activity opportunities • School based pastoral and learning support • Support services based within schools such as Youth and Employability Service; Early Action; School Nursing service, • School Counselling Service • Educational Psychology Service • Education Outreach Services • Discuss with parent referral to health services, including CAMHS via GP • Discuss family support interventions with parent/carers via family services or Social Work • 3rd sector supports for wellbeing and social opportunities e.g. befriending, volunteering 3.6 Medical and dental appointments Parents, children and young people should be encouraged to arrange appointments wherever possible outside of the school day; such expectations can be shared in school handbooks, websites etc. Where appointments happen during the school day but last less than half a day, this counts as attendance which schools should record within a Medical and Dental category in ‘authorised absence.’ Where appointments last longer than half a day, this counts as an authorised absence also. 3.7 Supporting children and young people with prolonged ill health For some children and young people, their learning is interrupted due to prolonged ill health. This can be for a single block of time or for a number of episodes. Although not an exhaustive list, this can be as a result of: accidents or trauma, chronic, long term, life limiting or terminal conditions, mental health issues, and conditions which require repeated medical intervention, such as dialysis. Long term illness can be a stressful time for a child and their family however, children and young people can still engage with learning. Ongoing communication, contact and support from school can make a positive difference. The school retains overall management for providing appropriate learning and resources and liaising with specialist staff. Maintaining relationships with the school over the period of absence is evidenced to have a significant positive impact on return. A child or young person absent from school through ill health may receive treatment in a variety of settings, such as a paediatric hospital, an adult hospital, a mental health facility, their own home or in a different school. In some cases, this may mean that the child or young person travels to a hospital which is located a distance away. Education may be provided in any and all of these settings and the responsibility for doing so remains with the child or young person’s home authority. Page 292
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33 Where a child or young person’s illness is known, or reasonably thought, to be likely to extend beyond 5 days, then education should proceed immediately, if medical assessment permits. This is of particular importance for children and young people who require recurrent admission to hospital, even for relatively short periods. Where there is less certainty over the possible length of any absence, education out with school should commence at the earliest opportunity and certainly no more than 15 working days of continuous or 20 working days of intermittent absence. Further information on supporting children and young people impacted by prolonged ill health can be found at: Education of children unable to attend school due to ill health: guidance - the Scottish Government’s ‘Guidance on Education of Children Absent from School Through Ill Health.’ Where the school, parents/carers and any other relevant professionals work together to develop a learning programme for the child or young person, this is recorded as Sick with Education Provision (SEP) which counts as an attendance. It is important that schools are in regular communication with the pupil providing feedback via appropriate means. Where the child/young person with prolonged ill health’s learning plan is not yet in place, the absence is recorded as authorised but every effort to develop and provide an appropriate learning programme should be made without delay, and certainly by 15 working days of continuous or 20 working days or intermittent absence. Section 40 of the Standards in Scotland’s School Act 2000 requires that special arrangements be made for sick children and young people to receive education out with an educational establishment. In the initial period of absence the main emphasis for children and young people with ill-health will be on their recovery, and the time for this will vary. In circumstances where it is evidenced that a child or young person cannot attend mainstream school on a full-time basis due to their medical needs, an Adapted Timetable (Medical) will be established. A named contact in the school should be agreed as a main contact for the family and also as the direct liaison person with relevant teachers. If reduced educational hours are identified as appropriate to the child or young person’s health needs then a clear, evidenced and documented rationale will be required to ensure accurate planning for educational input. The plan must be reviewed if the circumstances change. Adapted Timetables (Medical) should be planned and managed through Child’s Planning Meetings. • The Adapted Timetable (Medical) will be subject to agreed timescales and regularly reviewed through Child’s Planning to ensure positive impact for the child or young person • Children and young people on an Adapted Timetable (Medical) remain on the school roll and as such have the right to access wider school and extra-curricular activities • Where Adapted Timetable (Medical) arrangements require additional resources, for example transport, these would be the responsibility of the school to seek support • All Adapted Timetables (Medical) are monitored by the Head Teacher and the Head Teacher (Wellbeing, Inclusion and Adapted Curriculum) • A central record of all Adapted Timetables (Medical) will be maintained by the school administrative support and stored in SEEMIS. Numbers of Adapted Timetables (Medical) will be reported termly to the Education Team • At no point should Home Education or Flexible Learning be proposed by a school as an alternative to an Adapted Timetable (Medical) Page 293
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34 3.8 Supporting children and young people with specific religious or cultural practices/Diverse School Communities School staff, who know learners and their families, are best placed to judge the most appropriate response to requests for these absences to be authorised or not. For learners from Gypsy Traveller families who are mobile refer to guidance and procedures (see: https://www.gov.scot/publications/improving-educational- outcomes-children-young-people-travelling-cultures/). Some groups of children and young people may need authorised absence due to their religious or cultural practices or their family's mobility. Children and young people of all faiths may take authorised absence to participate in religious observances. In some cultures, family weddings or funerals are significant events that may require children or young people to travel (e.g., overseas) or participate in extended preparations. If this lasts for more than four weeks, the school will normally have the right to remove the child or young person from the roll to avoid being penalised in terms of its attendance record. However, in these circumstances, children or young people should be considered as ‘Z (EXL) - Extended Leave with Parental Consent’ which allows them to remain on the school register ready for their return, without the school being penalised. Some families may travel as part of their tradition, for family connections, or work commitments. The Scottish Government guidance 'Improving educational outcomes for children and young people from travelling cultures' provides further information on supporting inclusive educational approaches for children and young people from travelling cultures, including culturally sensitive approaches to managing attendance. The correct SEEMiS code to use when a pupil is travelling for cultural reasons is [ABS] – Other Authorised Absence. When children are travelling and families plan for them to attend another school, the parent/carer should enrol the child at the new school. The new school will then request the SEEMiS record from the former school. Schools should work with travelling families to ensure they are aware of their responsibilities in these circumstances. Please note that this guidance differs from the national guidance to simplify approaches, reduce administration for schools and ensure accurate SEEMiS records are kept by the base school. If the school has not been notified that children or young people from travelling cultures are leaving to travel, the school should record their absence as ‘TBC – To be Confirmed’ until school have confirmed that they are travelling. 3.9 Supporting young people with absence relating to substance and alcohol use Short and long-term absence can be linked to drug or alcohol use (by the young person or within the family) and may show up as intoxication, leaving school to use substances, being hungover, dependence, or avoiding people involved in supply; schools should respond through education, prevention and early intervention with multi-agency partner support. To support children and young people, schools should consider the following actions: • Embed substance and alcohol education in the curriculum • Be alert to signs/early indicators and respond proportionately and non-stigmatising, in line with guidance Page 294
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35 • Work with partner agencies (e.g. police, drug and youth services) to share information and strengthen prevention • Involve the school nursing team for early identification, health education and referrals • Provide access to counselling and third-sector/community supports • Identify and support children affected by family substance use, using GIRFEC/ASN duties to plan and review support • Manage wider school safety where avoidance relates to supply-related risks, involving police as appropriate • Provide staff training/CLPL to help identify concerns early and respond in a trauma-informed way Schools should respond through education, prevention and early intervention, embedding substance use education within the curriculum and in line with the Scottish Government’s Approach to tackling the harm from drug and alcohol use and national guidance on responding to substance use in schools whilst remaining alert to early indicators, and ensuring responses are proportionate, non-stigmatising and trauma-informed. 3.10 Children and young people in school but not attending classes (internal truanting) In-school absence (missing classes while on site) is increasing and can stem from wellbeing/ASN needs or behavioural issues; schools should combine clear expectations and supervision with supportive, individualised strategies and multi-agency working to keep pupils safe, engaged and attending lessons. To respond effectively to children and young people who do not attend class, schools may also consider a combination of the following strategies: • Reinforce clear expectations about attending lessons (assemblies/tutor time/consistent messages to pupils and parents) • Increase staff presence in corridors at lesson changeovers • Reduce opportunities to opt out (supervised routes after break/lunch; clear procedures for leaving class) • Improve social spaces/activities to strengthen positive peer relationships • Follow up every missed class promptly (same-day contact where patterns emerge) • Use supportive/restorative conversations about the impact of missed learning • Re-engage pupils by linking learning to interests, skills and future goals • If it’s subject-specific, review curriculum fit and make adjustments (options/pathways guidance) • Use appropriate consequences/incentives aligned to a positive, inclusive relationships approach Where in-school absence persists, schools should escalate through staged intervention, working in partnership with parents and relevant multi-agency partners. 3.11 Providing for children and young people during long term illness Education authorities must provide suitable education away from school for pupils who can’t attend due to prolonged ill health, without delay. If education is being provided elsewhere, it should be recorded as attendance; if not (or the pupil is medically unable), it should be recorded as authorised absence. Schools should stay in contact and plan a supported return, including liaising with hospital education teams where relevant. Please see: Education of children unable to attend school due to ill health: guidance 3.12 Measures for Compulsory Compliance/internal processes for attendance concerns Moray Council is committed to ensuring that efforts to improve outcomes for children and young people involve an appropriate and proportionate level of intervention. Measures for compulsion are expensive processes which are time consuming and can lead to further unnecessary interventions into family life. Page 295
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36 Compulsory measures can be used when multi-agency efforts through the Child’s Planning process to improve attendance have been exhausted. In addition to the universal activities a school can implement to improve and maintain overall attendance (see section 2), targeted activities to increase attendance and engagement prior to implementing compulsory measures can include: • Attendance letters to a young person (aged 12 and over) and parent/carer and ongoing monitoring of attendance patterns • Use of the Attendance Support Plan (found in drop-down box on Child’s Plan) • Team Around the Child (TAC) and Child’s Planning • Nurture Groups • Involvement of relevant partner agencies such as Health, Children and Families Social Work, commissioned services, Educational Psychology, or Home School Link Worker • Curriculum adaptations to improve engagement such as short-term wellbeing focussed work or work based learning • Adapted Timetables • Hosting arrangement, in agreement with all parties • Referral to Social Work as required Under Section 35 of the Education (Scotland) Act 1980, non-attendance at school without reasonable excuse is an offence. ‘Where the child is of school age… On one or more occasions fails without reasonable excuse to attend regularly then his parents shall be guilty of an offence against this section.’ Under the Act ‘reasonable excuse’ is defined as: • ‘There is no school within walking distance of the child’s home and the education authority has not provided transport or other appropriate arrangements to enable the child to attend school regularly.’ • ‘The child has been ill and therefore unable to attend school.’ • ‘There are other circumstances which in the opinion of the education authority or the court afford a reasonable excuse.’ Moray’s approach to school attendance is grounded in early intervention, positive relational approaches, partnership working and the GIRFEC principles. Formal compliance measures are used only when supportive, voluntary approaches through Attendance and/or Child’s Planning meetings have not led to improvement, and where escalation is necessary to safeguard a child or young person’s wellbeing and educational rights. Attendance Orders Where Moray Council considers that a child or young person’s absence from school is not supported by a reasonable excuse, section 36 of the Education (Scotland) Act 1980 places a duty on the authority to require the parent or carer to attend a meeting to provide an explanation for the non-attendance. • The meeting must be held no earlier than two days and no later than seven days following notification. • If the parent or carer is unable to demonstrate that the absence was reasonable, Moray Council may: o Proceed with prosecution through the Sheriff Court o Report the circumstances to the Procurator Fiscal o Issue a formal warning and postpone a decision on referral to the Procurator Fiscal for a period of up to six weeks Where a decision is postponed and the child or young person remains of school age, Moray Council may issue an attendance order, requiring the parent or carer to ensure the child attends the school named in the order. Page 296
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37 In line with GIRFEC, consideration will also be given to whether a referral to the Children’s Reporter is required to support the child through compulsory measures. Parenting Orders Moray Council may apply to the court for a parenting order under the Antisocial Behaviour etc. (Scotland) Act 2004 in circumstances where it is considered that additional statutory support is required to address ongoing concerns. Parenting orders: • Specify requirements with which named individuals must comply • Are time-limited (up to one year, unless extended) • Are monitored by a named officer Before seeking a parenting order, Moray Council will: • Ensure that supportive and voluntary measures have been explored • Consult the Children’s Reporter • Consider the request through appropriate legal and managerial governance While parenting orders are civil in nature, failure to comply without reasonable excuse is a criminal offence. Referral to the Children’s Reporter (Scottish Children’s Reporting Authority) Where a child or young person fails to attend school regularly without a reasonable excuse, a referral to the Reporter can be made under section 67(o)/199 of the Children’s Hearing (Scotland) Act 2011 39. This option may be appropriate where there are a range of other concerns which together with non-attendance, form grounds for referral where it is considered that: • The child is in need of protection, guidance, treatment or control, and • It may be necessary for a Compulsory Supervision Order (CSO) to be made Before reaching a decision to proceed to an initial referral to the Children’s Reporter, schools will work together with Children and Families Social Work (Access Team) and other partners to complete a thorough assessment, through the Child Planning process, to ensure that all other options (such as those above) have been exhausted. Attending a Children’s Hearing can be a stressful experience for a child or young person, and there is little evidence that imposition of legal sanctions improve attendance. It should therefore be seen as last resort. In Moray, concerns about school attendance may contribute to a referral where they form part of wider wellbeing concerns, such as unmet additional support needs, vulnerability, or risk. To complete a referral to the Children’s Report the Request for Assistance form is to be completed. An example can be found in Appendix 6. In line with GIRFEC: • Decisions to refer are normally made following multi-agency discussion • Evidence of staged intervention, early help and family engagement is considered • Referrals may take place alongside other strategies, or where local, voluntary supports have not been effective or are unlikely to be sufficient The Children’s Reporter will: • Investigate the referral • Request information from Moray Council schools and partner agencies • Decide whether statutory intervention is required Page 297
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38 Where a case proceeds to a Children’s Hearing, the Hearing will determine the most appropriate support and intervention, which may include compulsory measures relating to school attendance. Moray Council and schools are responsible for: • Providing full and accurate information to support decision-making • Evidencing the range of strategies already used to support attendance • Working collaboratively with partners where a CSO is made, including planning for reintegration and sustained engagement in learning Across all stages, Moray Council’s practice emphasises that statutory measures are: • A last resort • Used only when necessary and proportionate • Intended to support improved outcomes The focus remains on Getting It Right For Every Child through early intervention and positive relational approaches with Children, Young People and their families, listening to the child’s voice, and supporting families wherever possible. 3.13 Children or young people missing from education There may be occasions where a child or young person goes missing from education for an extended period and the education authority has made extensive unsuccessful attempts to contact a family. In these circumstances, school staff should refer to sections 4.315 and 4.316 of the National Guidance for Child Protection Scotland (2021, updated 2023) There are many complex reasons why a family cannot be contacted. Often, staff in schools are aware of individual circumstances and family connections which will enable them to find children or young people quickly. Children or young people may simply have moved schools or have moved homes, and when the new school is contacted, information can be transferred to help the child or young person settle quickly. Advice for Schools: If a child is absent from school, and the school has not been notified of this absence, it should be assumed the child is either missing or absent without parental awareness: • Make efforts to contact parents, and failing this, other emergency contacts • If unable to establish contact with the parents, action must be taken to satisfy the school and the education authority that the child or young person is safe and well • Pass the record of absence to a member of staff with responsibility for attendance (e.g. senior manager, pastoral care staff, home-school link worker) to consider next steps This staff member should determine further action needed, considering: • The age of the pupil and any additional support needs • Any current concerns about the child/young person • Whether to contact the school's child protection coordinator For looked after or vulnerable children, follow up should be undertaken immediately if they do not attend school. Contact with the Social Worker should be made if the child is looked after at home and the school should ensure it has the most up-to-date contact information for parents and Social Workers. Advice for Local Authority Officers: • Maintain clear guidance on attendance policy and procedures for when children go missing from education Page 298
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39 • Ensure schools are aware of the role of the Children Missing from Education (CME) Coordinator – in Moray this is our Child Protection Local Authority Lead Officer (QIO Safeguarding/Child Protection) • Work in line with the Children Missing from Education Service Guidance (2022) • The CME Coordinator can request a SEEMiS search within the local authority area for an alternative enrolment • For children believed to have moved elsewhere in Scotland, contact the CME Scotland service to request an all-Scotland local authority school search • Cooperate with other local authorities across Scotland to prevent and reduce numbers of children missing from education Sensitivity should be given to children or young people in Gypsy/Traveller families. There are other circumstances which might lead to children or young people being missing from education for an extended period. These might include female genital mutilation, forced marriage and child sexual exploitation, in cases where awareness has been raised of factors that might lead schools to believe this could be a concern for children and young people. 3.14 Attendance beyond statutory school leaving age School leaving dates are set by the Education (Scotland) Act 1980. There are two dates: 31 May and the first day of the Christmas holiday period (or 21 December, if earlier). Summer Leaving Dates • Young people who turn 16 between 1 March and 31 May can leave school on 31 May • Young people who turn 16 between 31 May and 1 October can also leave on 31 May Winter Leaving Dates • Young people who turn 16 between 1 October and the first day of the Christmas holiday period can leave school on the first day of the Christmas holidays (or 21 December if earlier) • Young people who turn 16 after the winter leaving date but before 1 March can also leave school on the first day of the Christmas holidays (or 21 December if earlier) Young people who choose to stay in school beyond the leaving age, and their parents, should be encouraged to commit to full attendance, defined as "participation in a programme of educational activities arranged and agreed by the school." Moray schools will use the flexibilities of Curriculum for Excellence and the support provided by Developing the Young Workforce programmes to work with young people and their parents/carers to plan a learning programme that best suits the individual's personal development and encourages them to work towards their next step beyond school. Ongoing support and encouragement should be provided to ensure sustained commitment and engagement. Pathway Planning may support with this. For young people in their sixth year, there is a balance between continued achievement and the desire for increased independence in preparation for post-school destinations. It is recommended that a sixth-year student's timetable should provide a minimum of two-thirds of the full-time timetable, including National Qualification classes and opportunities for wider achievement. Attendance must also be monitored to ensure proper entitlement to the Education Maintenance Allowance (EMA), a means-tested weekly payment designed to help overcome financial barriers that may prevent young people from staying in school. For more information and to apply for EMA please see Moray EMA Guidance/Application process: Education Maintenance Allowance (EMA) - Moray Council Page 299
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40 3.15 Staged Intervention – attendance processes It is important to support families when attendance becomes a concern. A staged intervention approach is important to supporting positive school attendance, where the following stages are identified: Please also refer to: • Appendix 2 for School Attendance Procedures Flow Chart • Appendix 3 for School Leaving Process Flow Chart (all pupils leaving before minimum school age) • Appendix 3 also for entering School Leaver Destinations and 16+ tab updating – secondary schools only • Appendix 4 for SEEMiS attendance and absence codes • Appendix 5 for absence letter templates, text message pro-formas/templates • Appendix 8 for Parent/Carer Attend to Achieve leaflet • Appendix 9 for Child and Young Person Attend to Achieve leaflets (versions for younger and older C&YP) • Appendix 10 for Attendance PR Materials for use by schools (National/Moray) • Appendix 11 for Lateness to School Support Pack: Process, Posters and Letters • Appendix 12 for Approaches to Support Attendance and Engagement Moray Attendance Processes Stage 1 Universal and Preventative Stage 2 Additional school-based supports and planning Stage 3 Enhanced Individualised and Multi- agency request Stage 4 Intensive Support Page 300
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41 Stage Summary Action Attendance level Communication Support 1 Universal and Preventative Approaches Attendance falls below 90% in a 4 week analysis period without acceptable explanations/school notification • First contact made with home due to cause for concern via agreed communication letters, Groupcall, e-mail • Telephone call may be made by appropriate member of school staff depending on wider context (HT, SLT, PT Guidance…) • Issue Information Sheets on impact of missed school on learning time • Update Pastoral Notes based on discussion • Review attendance – ongoing checks or move to Stage 2; communication with home (including positive Groupcall text/letters as appropriate) 90% Letter 1PC Letter 1YP Letter 2 +ve PC Letter 2 +ve YP Letter PCX Text 1PC Text 2 +ve Info 1 PC Info 2 CYP 2 Additional school-based supports and planning Attendance continues to be less than 90% and falls below 85% within an 8 week period • Issues attendance letters posted, Groupcall, e-mail inviting parent/carer to meet and discuss barriers/concerns in relation to attendance • Complete Attendance Support Plan (contained within Child Planning paperwork – one child, one plan), outlining a plan to improve attendance following discussion with child/young person and parent/carer and share • Consider Child Planning at this stage and early intervention from key partners as appropriate, possible alert to School Nursing Service • Issue Information Sheets on impact of missed school on learning time • Update Pastoral Notes (centrally recorded) based on discussion • Review attendance – ongoing checks for improvement or move to Stage 3; communication with home (including positive Groupcall text/letters) 85% Letter 2PC Letter 2YP Letter 2 +ve PC Letter 2 +ve YP Letter PCX Text 1PC Text 2 +ve Info 1 PC Info 2 CYP Child Planning Meeting School Nursing Service 3 Enhanced Individualised and multi- agency request Attendance still not improved, remaining less than 90% and falls below 70% over a 12 week period • Senior Leadership Team/DHT nominate continues to monitor attendance of all pupils and those on Stage 2 interventions with CP/Attendance Support Plans in place as noted in Stage 2 above • Issue attendance letters, Groupcall, e-mail, contacting parents and request for further support from Educational Psychology, Moray Inclusion, Moray Pathways/MYT, CLD, 3rd sector, School Nursing Service • Consider use of the School Refusal Assessment Scale • Initiate contact with Social Work regarding concerns around attendance and possible referral to Scottish Children’s Reporter Admin (SCRA) • Update Child Planning documentation, Pastoral Notes (significant event) • Review attendance and next steps – attendance changes/improvement results in communication with home (including positive Groupcall text message/letters as appropriate), or move to Stage 4 70% Letter 3PC Letter 3YP Letter 2 +ve PC Letter 2 +ve YP Letter PCX Text 1PC Text 2 +ve Info 1 PC Info 2 CYP Child Planning Meeting School Nursing Service 4 Intensive Support Attendance showing no significant progress by 16 weeks, dropping below 50% • Senior Leadership Team/DHT nominate (DHT Pupil Support) monitors and reviews Stage 3 attendance pupils • Possible barriers to attendance and wellbeing and how to overcome them are assessment once again as noted above, Child Planning • Issue attendance letters, Groupcall, e-mail, contacting parent for further Child Planning Meeting to review attendance actions • Request for further assistance from multi-agency partners: Social Work, Health, Police, Housing, Transport, School Nursing Service as appropriate • Update Child Plan and Pastoral Notes (significant event) • Review attendance/next steps - attendance change/improvement leads to communication with home (including positive Groupcall text message where appropriate) or move to Scottish Children’s Reporter Admin (SCRA) • Where there are Child Protection concerns, follow Child Protection procedures – if a child is missing from school with no contact from home, contact Social Work directly 50% Letter 4PC Letter 2 +ve PC Letter 2 +ve YP Letter PCX Text 1PC Text 2 +ve Info 1 PC Info 2 CYP Child Planning Meeting Page 301
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42 Universal and preventative approaches Attendance down to 90% Key School Actions: • School contacts home, informing of attendance and identifying support in school • Systems of tracking and monitoring are in place with pastoral support staff in regular contact with pupil in a support way • If attendance does not improve, contact home again and send attendance letters inviting parent(s) and pupil to a school meeting Universal assessment is the responsibility of practitioners and may also involve pastoral support depending on the setting. Consider using: • CIRCLE Inclusive Classroom Scales, Glasgow Motivation and Wellbeing Profiles, or SHANARRI, to identify push-pull factors influencing absence. These are experiences which are pushing a learner out of school or pulling them away from school • It may also be possible to identify pull factors which could encourage them to attend. ‘Push-pulls’ factors should be considered in 4 categories of: school/classroom, peer/social, family, or individual needs • Learner’s views are gathered through discussion with a trusted adult • Parent/carers views and concerns are also sought Prompt questions • What is the reason of the absence? What are the barriers to attendance? • Are there patterns in attendance/period truancy? • Are there any identified triggers to non-attendance? • Can action be taken to minimise triggers? • How is the learner coping with the curriculum? • Who would be a key adult for the learner? Universal support planning • Review how all learners’ needs are met at a universal level and how this may be strengthened/adapted to meet all needs • Gathered information is used to plan interventions and supports in collaboration with the learner(s) and potentially parent/carers. Support options explored. Least intrusive interventions should be considered first - what can be done at whole class/cohort level to support individuals within that class/cohort • For example, ASN adaptations, differentiation. Additionally, support may not be an individual intervention but an existing support within school such as, breakfast club, alternative break or lunch plans, soft start, time out card • If a plan is required for an individual pupil, then it is created and agreed with the learner and parent/carer (possible Child’s Plan actions) • Interventions/individual plans are implemented and followed, regularly reviewed and monitored for effectiveness • Planning for transitions at whole cohort level and individual level is an embedded universal support. Cognisance taken of significant transitions such as P7-S1, BGE-Senior Phase, leaving school or care placements. However, this could also include small transitions such as change of people (key adult leaving school), place or tasks • Carefully consider how attendance data is shared with parents/carers in a timely and supportive way using Information Sheets and communications available • Monitor attendance SEEMiS data in line with guidelines (timescales for monitoring may be shortened at school level depending on level of need/risk) Other resources/actions (references required) • Groupcall • Letters for unexplained absence • Letters for attendance around/below 90% (threshold set by local authority) • School/class/Individual attendance monitoring Page 302
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43 Additional school-based supports and planning Attendance down to 85% or below Key School Actions: • Prior to and during first meeting, barriers to attendance are identified/recorded – may be multiple and complex, relating to wellbeing, health, relationships, wider issues • During the Child or Young Person’s meeting (or Child’s Planning Meeting), discuss and agree understanding of barriers to attendance and impact of non-attendance • Agree a shared goal/outcome of Child’s Plan or targets for IEP • Agree supports which address barriers and functions of non-attendance and work towards agreed goals • Ensure learner and parent/carer views are recorded – method of contact with parents/carers are agreed (frequency/type of communication) Additional assessment is the combined responsibility of practitioners, pastoral support and potentially senior leaders Prompt questions • What are the learner’s strengths, interests and aspirations? • When do things go well? What makes the difference? • Are there health concerns? Should school liaise with the School Nursing Service? • Are there specific barriers that need to be worked on? For example, independent travel. How can these be addressed? • How does the family model positive coping skills? Are family supports required? • What supports would the family engage with (e.g. Home-School Link Officer)? Additional school-based supports and planning Identify key link person in school. This should be an adult with whom the learner has an existing positive relationship. Identified link should be agreed with the child or young person • Review universal supports already tried to evaluate what has and has not worked • If required, re-engage with the learner to explore their views and experiences of school • Use open questions and collaborative problem solving • Consider using CIRCLE School Participation Scale, School Refusal Assessment Scale (SRAS), to help understand barriers to attendance. All potential push-pulls should be considered: school/classroom, peer/social, family circumstances, individual’s needs • Seek parent/carers understanding of their role in supporting attendance and any support they may need • Consider consultation with link Educational Psychologist (EP) and/or partner agencies • Plan is co-created with learner, parent/carer and any partners involved. Plan shared with relevant staff • If partner services/agencies are to be involved, hold a Child’s Planning meeting. The Child’s Planning meeting should: o Discuss and agree understanding of barriers to attendance/function of non-attendance o Agree a shared long-term goal and short-term targets o Agree supports/interventions which address barriers and functions of non-attendance o Agree support to be provided by relevant partners o Regularly review and evaluate the plan including the barriers to attendance, function of attendance, goals/targets and effectiveness of the interventions • When appropriate and timely, use existing relationships and school level supports to minimise intrusion and potential disengagement due to perceived stigma • Recognition of improvements in attendance at an individual and school level may be helpful • Consider referral to multi-agency planning forum – Child’s Planning Other resources/actions • Letter for attendance below 85% (threshold set by local authority) • Examples of support include peer mentoring, establishing a link with a supportive adult for check-ins, a safe space, some withdrawal from class for short term • Targeted pieces of work to build confidence, understanding or skills, relationship building or repairing, or catch-up learning after an absence Page 303
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44 Enhanced individualised, potentially multi-agency planning and support Attendance down to 70% or below Key School Actions • This may involve a more focussed assessment of needs with supporting services such as Educational Psychology, Speech and Language or Allied Health Professionals, Young Carers Service, and/or youth/social/community/3rd sector partners • All partners involved will work together to create a package of support • This may involve some Stage 1 and 2 supports and some more specific supports such as befriending, counselling, personal development or health related programmes, vocational training, volunteering, work experience, family learning and/or family support programmes… Enhanced assessment is the combined responsibility of practitioners, pastoral support and senior leaders but may also involve other agencies/services. • Regular review of effectiveness of current plan/Child’s Plan (short timescales – for example, every four or six weeks) including: • The barriers to attendance (these may have changed over time) • Ensuring barriers are addressed and supports meet individual needs • Consider using CIRCLE School Participation Scale/School Refusal Assessment Scale (SRAS) to better understand function of non-attendance – pupil and parent version aids triangulation • Consider support needed in school, at home and for parents and who is best placed to provide this • Consider a referral to other agencies for support • The key link adult continues to engage with the learner to help them express their views and supports them to be at the centre of the planning and review process. This should not only focus on learning but more broadly on interests, strengths and aspirations Prompt questions • Is educational progress being made? If so where, when, with whom….? • Are targets and supports addressing wellbeing? • Are there small achievable targets agreed and regularly reviewed? • Are there opportunities for progressing integration through small groups or split placements (attending some classes with some time in an alternative space)? • To what extent are social and community links being maintained? How can this be improved and built on? Involvement of School Nursing Service? • Are supports effective? Are they being implemented appropriately and everywhere? Is the support consistent? Enhanced Individualised/Multi-agency Planning and Support • School continues to have an overview of learner needs and responsibility for the school’s role in the agreed plan. Assessment at this level will be collaborative and may draw on specialised assessments from partners with school management/Pupil Support overview • With young person’s/parental permission, consider whether information should be shared with GP/CAMHS • Consider using a creative, individualised approach. This may include using alternative curricular activities, flexible pathways, involving partner agencies in supporting the learner and/or family, and considering alternative locations for interventions - recognition of improvements via Groupcall text message/letter may be helpful • If the learner is on a part-time timetable, refer to part-time timetable guidance and ensure that this is regularly reviewed. Part-time timetables require careful consideration and should not be used as a standalone intervention for attendance difficulties • Consider compulsory measures - referral to the Child Protection Local Authority Lead Officer (QIO Safeguarding/Child Protection) • Seemis Pastoral Notes continue to be updated • Child’s Planning Meetings held to include detailed attendance outcomes, update actions Other resources/actions • Letter for attendance below 70% (threshold set by local authority) • Letters for referral to Social Work and/or SCRA Page 304
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45 Intensive support Attendance down to 50% or below Key School Actions Where attendance does not improve and there are complex and multiple needs requiring multi-agency assessment and support on a more intensive and targets basis. This may include an individualised timetable or flexible programme, community-based support for the learner or their family, more intensive wellbeing or mental health supports, a split placement between school and an alternative learning provision either within or out with the school, or an alternative placement. This may require Moray MAC/FLR support. Intensive assessment is the responsibility of the agencies involved. The named person is responsible for coordination of supports. • Key relationships should be maintained with the learner via pastoral/other support staff as appropriate with Seemis Pastoral Notes updated regularly • An attendance support school based meeting called by Senior Leadership Team (HT/DHT/DHT Pupil Support) is held where the learner, parents/carers, other relevant partners and appropriate link central team member(s) invited to attend with learner and parent/carer views recorded (Child’s Planning Meeting held) • Child’s Plan at this stage would include information from specialised assessments and other partners involvement • Barriers to attendance and function of non-attendance should be reviewed/discussed • Multi-agency assessment/intervention should be integrated to support holistic understanding of needs • Ongoing and regular re-assessment of the barriers to attendance, the function of non-attendance and the effectiveness of interventions Prompt questions • Are planned supports appropriate and effective? Are there issues with implementing the supports? • Is education the priority or is health and wellbeing? Are the targets/supports also addressing wellbeing needs? • Have the learner’s views been carefully considered? Are goals meaningful to the learner/parent/carer? • Do targets need to be made smaller and more achievable? Are they reviewed regularly enough? • Are key relationships being maintaining/strengthened? Are there opportunities to further/accelerate integration back into school? Could wellbeing/learning goals be better met in a different context (e.g. community setting?) • Are social and community links being built/maintained/strengthened? Intensive Support Planning If attendance and engagement continue to deteriorate, more intensive supports should be considered including: • An individualised timetable/flexible programme (including college, work experience, volunteering, or training) • Access to an alternative learning provision/location • Alternative placement may be considered • Community-based support • Structured graded exposure plan in cases of emotionally based absence/school-related anxiety Individualised planning continues to focus on addressing needs and includes a focus on: • Maintaining key relationships • Key supporting adults having the resources/time they need Page 305
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46 • short term manageable goals with awareness of how these contribute to long term goals Review timescales and reflect on level of need/risk: o Consider wellbeing/welfare checks in order that the child or young person is seen at least weekly o Consider Sustained Emotionally Based Absence (SEBA) intervention supported by Educational Psychology o Consider whether a Co-ordinated Support Plan (CSP) is required o Consider compulsory measures - referral to the QIO (ASN/Safeguarding) or relevant central team (MAC/FLR) as appropriate Other resources/actions • Letter for attendance below 50% (threshold set by local authority) • Other letters/communications templated per Appendix 5 and SCRA referral (Appendix 6) Please refer to: Appendix 2 and Appendix 3: • School Attendance Procedure Flow Chart • School Leaving Process Flow Chart (all pupils leaving before minimum school leaving age) • Entering School Leaver Destinations and 16+ tab updating (process for Secondary Schools) Page 306
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47 Risk Factors of School Absenteeism: School related Family related Child/Young Person related Bullying Separation and divorce or change in the family dynamic Temperamental style – reluctance to interact and withdrawal from unfamiliar settings, people or objects Difficulties in a specific subject area Parental physical and/or mental health problems Fear of failure and poor self- confidence Transition to secondary, key stage transitions or change of school Over-protective parenting style Physical illness Structure of the school day Dysfunctional family interactions Age (5-6, 11-12 and 13-14 years) Academic demands/high levels of pressure and performance orientated classrooms Being the youngest child in the family Learning difficulties, developmental disorders or Autism Spectrum, if unidentified or unsupported Transport or journey to school Loss and bereavement Separation anxiety from parent/carer Exams High levels of family stress Traumatic events Peer or staff relationships Young carer or Care experienced Risk taking behaviours 3.16 Child Planning and Team around the Child (Multi-agency Attendance Support Planning) A Child’s Planning Meeting brings together professional representatives of services working to support children, young people and their families in a locality. The meeting is convened by the lead professional which may be an education colleague or another colleague from Social Work or Health depending on contextual factors. From P1 to S6 where attendance at school is of concern, this will be Education where non-attendance impacts directly on achievement in school. These meetings are held regularly, with the intention of identifying how best to improve outcomes in relation to a specific child or young person, agreeing who will do what and by when, and reviewing progress made in achieving the planned improvements. In Moray, Child’s Planning Meetings (CPMs) are attended by Education, Health, 3rd sector and where appropriate, Social Work staff and other agencies engaging with the child or young person and their family. Child Planning Meetings have a key role to play in monitoring and strengthening attendance in school. If there are continuing concerns regarding truancy, timekeeping and/or non-attendance for a child or young person, the Team Around the Child (TAC) may discuss strategies already in place and where necessary, suggest new approaches. Further support can be sought through discussion with Moray’s Wellbeing Coordinators. Where the various support structures provided to an individual child or young person do not bring forward improvements in attendance, the TAC can agree to refer the child or young person to the Scottish Children’s Reporter Administration (SCRA) as noted previously. Page 307
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48 4 Alternative Attendance Arrangements Moray is committed to supporting all children and young people to be included and engaged within inclusive mainstream schools, including those within an enhanced provision. Through Moray’s Staged Intervention approach, timely and proportionate support is provided to remove barriers to attendance and learning. For some children and young people, flexible or adapted educational arrangements may be required; these should be clearly planned, based on assessment and focused on maintaining meaningful engagement, continuity of learning and positive progression. 4.1 Home Education Parents may request to withdraw their child or young person from a Moray school to pursue full-time home education. Home education is a parental choice in which parents assume full responsibility for the education of their child or young person, including the planning and delivery of learning, staffing, transport, learning resources and any associated costs. Parents are not required to provide a reason for choosing home education; however, understanding their reasons can support constructive dialogue and ensure appropriate advice and guidance are offered. Under Section 35 of the Education (Scotland) Act 1980, parents are required to seek local authority consent before withdrawing their child from a school, and Moray Council must not unreasonably withhold consent. Families considering home education are encouraged to review the Scottish Government Home Education Guidance and the information available on Moray Council’s Home Education webpage. When considering requests for home education, Moray Council adopts a child-centred approach, informed by Article 18 of the UNCRC, the views of the child or young person where appropriate, and a balance of parental rights and responsibilities alongside the Council’s legislative duties and policy positions. In certain circumstances, consent is not required, including where a child has never attended a local authority school, has completed primary education but has not yet started secondary school, or where the last school attended has closed. For children and young people with Additional Support Needs, Moray Council is not under a legal duty, as set out in the Education (Additional Support for Learning) (Scotland) Act 2004, to provide additional support for those educated at home. In these circumstances, responsibility for meeting additional support needs rests with parents. A representative of the Education team will maintain annual contact with home-educating families and remain available to offer advice and guidance throughout the period of home education, in line with national guidance. Families may choose to enrol their child or young person in a mainstream school at any point, and where this occurs, a planned transition meeting is recommended to support a smooth, inclusive return to school and ensure continuity of learning and wellbeing. Care and Welfare There are some circumstances in which permission to withdraw from mainstream education may not be granted by the Local Authority. Social Work and Health will be contacted for any information which may need to be taken into consideration before granting permission. For example: • The child or young person is on the child protection register • A child protection investigation is ongoing and has not yet concluded • The child is Looked After at home or in foster care • Welfare concerns arising from the home environment exist (e.g. parental substance misuse; domestic abuse, neglect, social isolation) • The parent/carer is unable or unwilling to provide a rationale for a Home Education arrangement for their child and an overview of how the child’s time out of school will be spent Page 308
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49 • A single or multi-agency assessment indicates that a Home Education arrangement may be detrimental to the child or young person’s social, emotional, physical, or learning needs • The child or young person indicates that they would prefer not to have a Home Education arrangement Where an application is declined, the parent/carer would have the right to appeal to the Education department. There would be no further appeal mechanism. The right to complain would be supported through the Moray Complaint Handling Process (MCHP) (complaints@moray.gov.uk). Parental Disputes It is not the role of the local authority to resolve parental disputes in relation to home education. However, the safety, wellbeing and best interests of the child or young person must remain the paramount consideration at all times. Where parental disagreement may impact on a child or young person’s wellbeing, attendance or engagement with education, the local authority will take appropriate steps within its safeguarding and wellbeing responsibilities, ensuring that the views of the child or young person are considered in line with a child-centred approach. 4.2 Reduction in Learning Hours (which may be referred to as part-time) A reduction in learning hours should be used only in exceptional circumstances and must be a necessary, proportionate and supportive measure, not a routine response. Any decision must be based on clear evidence, including a thorough assessment of need, consideration of risk and resilience factors, and proof that all alternative supports within the staged intervention model have already been explored and evaluated. This should include flexible arrangements, supportive strategies and multi-agency involvement, with the views of the child or young person and their parents fully taken into account. The purpose of the reduction must be clearly defined and aligned with GIRFEC and the Additional Support for Learning framework, with specific educational and wellbeing objectives linked to the curriculum and wellbeing indicators. Recording of time not in school is authorised absence. Reductions in learning hours must be time-limited, used for the shortest possible period, and supported by a clear, structured plan. This plan should be aligned with a Child’s Plan or support plan, set out agreed timescales, and identify how learning hours will be increased as soon as appropriate. Appendix 13 contains a checklist for schools to use when considering a reduction in learning hours for use as part of Child’s Planning, based on national guidance from Included, Engaged and Involved Part 1: Improving Attendance in Scotland’s Schools. Reduction of Learning Hours for ASN Children A reduction in learning hours for children with ASN should be used only in exceptional circumstances and never as a routine response. ASN alone does not justify reduced hours. Children with ASN have the same right to full-time education as their peers. Any reduction must be: • Necessary, proportionate and supportive • Time-limited, with the shortest duration possible • Clearly focused on improving wellbeing and engagement, not managing behaviour or resources Before a reduction is agreed, there must be: Page 309
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50 • A clear assessment of need • Evidence that all other supports and reasonable adjustments have been explored through staged intervention • Meaningful involvement of the child, parents/carers and relevant professionals Child’s Planning should be used for evidencing these points Reduced learning hours must be: • Clearly recorded in a Child’s Plan or support plan • Linked to clear educational and wellbeing objectives • Supported by a structured plan to increase hours and return to full-time education Reductions should not be: • Open-ended • Used due to staffing or system pressures • A substitute for appropriate ASN support • Implemented without consent and review Overall, reduced learning hours are a last resort, intended to be a short-term support measure that enables inclusion, recovery and a return to full participation in education. 4.3 Flexi-schooling Parents and carers may request flexible schooling arrangements, whereby the local authority and parents/carers agree to share responsibility for the education of a child or young person. Flexi-schooling involves the child or young person attending school for part of the week, with education for the remaining agreed time delivered elsewhere by parents/carers, up to a maximum of 20% of the school week. This arrangement differs from an adapted timetable, where the local authority retains full responsibility for all aspects of the child or young person’s education. Requests for flexi-schooling are considered on a case-by-case basis through Child’s Planning, taking account of the individual strengths, needs and circumstances of the child or young person. Any flexi-schooling arrangement must be clearly planned, agreed with all parties, and focused on supporting inclusion, engagement and continuity of learning. Arrangements should be child-centred, consider the views of the child or young person where appropriate, be time-limited where necessary, and subject to regular review. Flexi-schooling must not be used as an alternative to appropriate support or as a means of managing attendance, and the school must retain oversight and ensure attendance is accurately recorded in line with policy. The mechanics of the Flexible Schooling process are noted below: A parent/carer seeking to enter a Flexible Learning arrangement should discuss it with the school Head Teacher and then submit the request in writing to them. In the request parents should provide: • The reason(s) for the request • An outline of how the time that the child is learning from home will be spent (for example, Flexible Learning plan) • Views of the child or young person • The expected benefits of the arrangement for their child • The expected duration of the arrangement • If agreed, Flexible Learning times should be coded on SEEMIS as FLX Parameters of Flexible Schooling in Moray • Flexible Schooling arrangements may not exceed 20% of the school week (e.g. the equivalent of one day per week in total) Page 310
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51 • All Flexible Learning plans must seek, record and consider: • the views of the child/young person • the views of parents and carers • the views of any other agencies working with the child/young person and their family • Agreements for Flexible Learning should be kept under regular review through the Child’s Planning process • Parents may seek Flexible Schooling on particular days, or at particular times. Such requests will be given fair consideration and a school may restrict Flexible Learning arrangements to set times/days if. Head Teachers will base such decisions on the operational needs of the school • Once Flexible Schooling arrangement times and days are agreed, they are formally reviewed, varied or altered through Child’s Planning • The Local Authority or School is not responsible for providing funding, transport, learning materials, resources, teaching support or supervision for the times that the child or young person is not in school • Where Flexible Schooling arrangements may impede assessment or certification for young people attending secondary school, parents must be made aware of this during the initial request for Flexible Schooling. The school is not responsible for any missed learning during the time in which the child or young person has Flexible Schooling • The nature, quality and outcomes of the Flexible Schooling arrangement are the responsibility of the family and will be reviewed in partnership with the school through Child’s Planning • Requests for a child or young person who had a Flexible Learning plan to repeat a year of formal education due to missed learning will not be supported • As the child or young person continues to be on the school roll, if they wish to attend a special event on the established Flexible Schooling Day, this should be agreed in advance with the Head Teacher. • A Flexible Schooling arrangement must always stem from clearly articulated parental preference and not the request of professionals or other agencies Care and Welfare The safety and welfare of the child or young person should always be the paramount consideration when considering Flexible Learning. There are some circumstances in which Flexible Schooling requests may not be granted or may be withdrawn by the Local Authority. For example: • The child or young person is on the child protection register • A child protection investigation is ongoing and has not yet concluded • The child is Looked After at home or in foster care • Welfare concerns arising from the home environment exist (e.g. parental substance misuse; domestic abuse, neglect, social isolation) • The parent/carer is unable or unwilling to provide a rationale for a Flexible Schooling arrangement for their child and an overview of how the child’s time out of school will be spent • A single or multi-agency assessment indicates that a Flexible Schooling arrangement may be detrimental to the child or young person’s social, emotional, physical, or learning needs • If the arrangement would be detrimental to the educational experiences of other children and young people within a school. For example, if the arrangement significantly impedes the teacher’s ability to introduce new learning to the class during the times that a child is engaged in Flexible Schooling • If the child or young person is not making the expected academic progress • If the child or young person is not developing appropriate social and emotional skills Where an application is declined, the parent/carer would have the right to appeal to the Education department. There would be no further appeal mechanism. The right to complain would also be supported through the Moray Complaints Handling Process (MCHP) (ComplaintsEduc@moray.gov.uk). Page 311
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52 4.4 Adapted Curriculum (Adapted timetable) As noted above, in Scottish legislation it is stated that all children and young people are entitled to 25 learning hours per week in Primary schools and 27.5 learning hours per week in Secondary schools. Whilst Moray Council is committed to delivering education in an inclusive mainstream environment including enhanced provision, and to upholding every child and young person’s entitlement to education, we recognise that for some children and young people at some times (including those with ASN), adapting their school curricular offer can enhance their wellbeing, achievement and attainment. The purpose of an Adapted Curriculum is to implement a temporary, targeted support package, within the Moray Staged Intervention framework. It should only be considered after strategies at Stages 1 and 2 have been exhausted. An Adapted Curriculum must be agreed by the team around the child and in consultation with the school Head Teacher. Maintaining a sense of belonging to the school is essential and use of the school campus should be prioritised. Maintaining a child or young person’s sense of belonging, inclusion and connection to the school community is essential. Wherever possible, use of the school and it grounds, continued access to peer relationships, and regular contact with trusted adults should be prioritised. An Adapted Curriculum should promote positive engagement with learning and support continuity of educational experience. Please note - an Adapted Curriculum which restricts the pupil’s attendance represents a form of exclusion and can compromise the Local Authority’s legal duty to provide “adequate and efficient” school education to all pupils for whom it is responsible. Therefore, careful consideration and application of due process through Child’s Planning is required for each case. Planning and Implementing an Adapted Curriculum The purpose, timescale and desired outcomes of an Adapted Curriculum must be clearly agreed with parents/carers and the child or young person (where appropriate), and explicitly recorded, monitored and reviewed through Child’s Planning. Planning should be strengths-based, building on the child or young person’s interests, abilities and existing positive relationships within school. Literacy, numeracy and health and wellbeing outcomes must remain central components of any Adapted Curriculum. Adapted Curriculum arrangements are time-limited, with a suggested duration of 6–8 weeks and must include clear review points and planning for next steps. Restorative approaches and opportunities to rebuild key adult and peer relationships should be integral to the adapted offer, supporting re-integration and sustained engagement with learning. Head Teachers are required to report termly to the Head Teacher of Inclusion, Wellbeing and Adapted Curriculum on the number, nature and progress of Adapted Curriculum arrangements within their school. This oversight supports quality assurance, consistency of practice and the sharing of effective approaches across Moray. At no point should Home Education or Flexi-schooling be proposed to parents/carers as an alternative to an Adapted Curriculum. Adapted Curriculum arrangements must always be implemented as a supportive, inclusive measure, designed to enhance engagement and promote positive educational outcomes. Schools /central services will work with parents/carers in partnership to plan/agree arrangements suitable to all. Key points to note prior to implementing an adapted curriculum • The impact of an Adapted Curriculum on the home life of the child or young person should be considered carefully. It should not put a child, young person, or family at greater risk • Responsibility for the child or young person when they are not in school is the responsibility of the parent/carer and their agreement and guarantee that the child or young person will be supervised off-site must be sought and recorded in the Child’s Plan Page 312
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53 • The responsibility for planning learning activities included in an Adapted Curriculum remains with school and should be shared clearly with all staff • Children and young people on an Adapted Curriculum have the right to access wider school and extra- curricular activities • Where Adapted Curriculum arrangements require additional resources, for example transport or alternative activities the costs of these would be the responsibility of the school • Adapted Curriculum arrangements may make assessment, tracking, monitoring more complex or impede certification for young people attending secondary school. Long-term implications for the child or young person’s academic outcomes must be considered • Adapted Curriculum information should reflect the true picture of the time the child and young person spends in school and be accurately recorded on SEEMIS (please see Appendix 4 – Attendance and Absence Codes) Flexible Framework - Supporting the Adapted Curriculum offer The Flexible Framework has been developed in partnership with Moray Council procurement staff and independent service providers to offer schools opportunity to source and employ adapted curriculum activities, secure in the knowledge that the necessary safety and procurement checks have been done in advance. If you require further information on the Flexible Framework and setting up an Individual Placement Agreement (IPA) please contact the Principal Educational Psychologist. 4.5 Adapted Timetables - Phased return Moray Council recognises the right of all children and young people to an education that meets their individual needs. For most learners, this will be through full-time attendance within an inclusive mainstream school. In a small number of exceptional circumstances, however, it may be necessary to implement a temporary adapted timetable, sometimes described as a phased return to school, to support re-engagement, wellbeing and access to learning. Any adapted timetable must be planned, agreed and monitored through Child’s Planning. An adapted timetable should only be considered where there is a clear, identified need and where it will support a child or person to re-engage with education. When should an adapted timetable be considered? An adapted timetable should only be considered where there is a clear, identified need and where it will support a child or young person to re-engage with education. This may include situations where a medical condition prevents a pupil from attending full-time education and an adapted timetable forms part of a planned reintegration package, or where a child or young person has significantly disengaged from school and this has had a substantial impact on their learning, wellbeing and/or attendance. Adapted timetables are considered at the Targeted phase of the Moray Framework for Staged Intervention and must only be implemented after strategies and supports at Stages 1 and 2 have been exhausted. Any proposal for an adapted timetable must be agreed by the team around the child or young person through Child’s planning and undertaken in consultation with the Child Protection Local Authority Lead Officer (Quality Improvement Officer – Safeguarding/Child Protection), ensuring that decision-making remains robust, lawful and child-centred. An adapted timetable must always be viewed as a short-term intervention, with a clear rationale and vision for increasing attendance and supporting a return to fuller engagement within the mainstream school community. Maintaining a sense of belonging and connection to school is essential, and adapted timetables Page 313
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54 must not be used as a substitute for appropriate support, nor as a means of managing attendance or behaviour in isolation. To support monitoring, review and quality assurance, schools are required to submit details of any adapted timetable and associated attendance support plan. This must include the reasons for the adapted timetable, start date, review date and proposed end date, and be submitted to the central authority via the Admin.MAC@moray-edunet.gov.uk email address. Regular review through Child’s Planning is required to ensure that the arrangement continues to meet the child or young person’s needs and supports positive progression. The Purpose of an Adapted Timetable is to: • Build a temporary, specialist support package around the needs and interests of the child/young person • Create a safe, consistent and nurturing environment with familiar staff • Help the child/young person to re-engage in education and build up to full time attendance • Foster trust and improved relationships with key adults who are supporting the child/young person • Promote improved communication and partnership working with parents/carers and partner agencies Key Points • An adapted timetable should be a response to a Team Around the Child or Young Person (TAC) • A parent/carer must consent to an adapted timetable, and this should be recorded in the minutes of a Child’s Planning meeting • Decisions should be made with the child or young person, parent/carers and other multi-agencies involved with the child and young person • The timetable should be for a limited period. The suggested maximum length of an adapted timetable is 6 - 8 weeks • Arrangements for an adapted timetable should be regularly reviewed every 2–4 weeks • All parties should clearly understand the objectives of any adapted timetable • A parent/carer must be clear they are taking responsibility for the pupil when he/she is not in school and guarantee that the pupil will be supervised off site • Attainment, achievement, and attendance must be monitored, tracked, recorded, and reviewed throughout Considerations Before Planning • Maintaining a sense of belonging to the school is essential and the use of the school campus should be prioritised • Planning for the reintroduction of classes to the timetable should ensure opportunities to identify and address gaps in learning and to ensure coverage of topics, learning themes and learning opportunities missed are addressed • A commitment to maintaining and sustaining the planned timetable is important and it must be recognised that interventions take time to work. Setting a date at the outset for review and avoiding reactive responses to initial challenges are key to maintaining this as a strategic intervention • The voice of the child or young person should be integral to the plan – Person Centred Planning may support this, or your Educational Psychologist may be able to support or advise on this • The impact of an adapted timetable on the home life of the child or young person should be considered and carefully considered. It should not put a child, young person, or family at greater risk i.e. any child protection concerns or care placements • External Partners - The risks around using external partners to support the timetable should be carefully considered and the following considered: Page 314
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55 ▪ Are they a sustainable option? ▪ Do they have a clear, agreed educational outcome? ▪ Is there a shared understanding of what success will look like for the child or young person? ▪ What are the expected/anticipated timescales? ▪ Are they PVG checked and Child Protection trained? ▪ How will attendance/non-attendance be recorded and shared to ensure safeguarding? ▪ How will they report on progress towards the agreed outcome/ target? ▪ Are there hidden costs or transport implications? Planning the Timetable • The timetable should be planned to build on the child or young person’s curricular strengths and the positive relationships they have in school from the beginning • Literacy, numeracy and health and wellbeing should be fully incorporated into any timetable offered • Restorative approaches and opportunities for restoring relationships should be planned into the timetable as appropriate • The responsibility for planning work and activities remains with school – this includes class teachers, subject teachers, support for learning and pastoral staff • The timetable should be clearly communicated with all staff • Adding opportunities to build and develop confidence and self-worth through reaching set targets, recognising, and celebrating achievement • Tracking and monitoring of progress in learning should be maintained including in the wellbeing indicators • Recording on SEEMiS should reflect the true picture of the educational provision and prioritise the safeguarding of the child or young person. Please see information below regarding appropriate codes. The full list of SEEMiS absence codes is included in the accompanying Appendix (4) and Toolkits 4.6 Hosting arrangements The aim of a Hosting arrangement is to address significant barriers a child or young person is experiencing in their mainstream school community and only in exceptional circumstances, and after all other appropriate strategies and supports have been explored within the base school. This reflects an understanding that hosting can be a significant change and may create additional stress for the child or young person and their family if not carefully managed. Hosting formally transfers a child or young person who is experiencing difficulties in their own school (Base school) for a temporary placement in an alternative Moray primary or secondary school (Host school). It is carried out in a supported way involving both Base and Host schools and with the agreement of both parents/carers and the child or young person. Hosting should only be considered in exceptional circumstances when all other strategies have been exhausted as it may cause stress to the child or young person and their family. Hosting arrangements: • are time-limited and carefully planned; • are carried out in a supported and collaborative way, involving the base school and host school and • require the agreement of parents/carers and the child or young person, whose views are actively sought and considered Prospective hosting arrangement must be discussed in advance with the Child Protection Local Authority Lead Officer (QIO Safeguarding/Child Protection) who will liaise with the Host school and ASN Management Group. If the hosting is approved, subsequent transition arrangements would be agreed through Child’s Planning where individually planned outcomes would be agreed prior to any exceptional arrangement being agreed. Page 315
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56 4.7 Family separation Family Separation In the case of a child or young person whose parents are separated, Moray Council should consider the most appropriate means of communicating the process of making an attendance order to parents. It is likely that by the time an attendance order is being considered, there will have been difficulties in the relationship between the school/education authority and the parent. Advocacy or mediation services, where both parties meet voluntarily to discuss their concerns and agree a mutual solution with an independent third party, should be used to ensure that the parent understands the process and has support to express views or appeal. Further disengagement or conflict during the attendance order process will make positive outcomes for the child difficult to achieve. Further support can be found through independent advocacy (VoiceAbility | Advocacy in Moray). 4.8 Exceptional Entry to Further Education The term ‘exceptional entrant’ refers to a pupil who is in S5, whose birthday does not allow them to leave school until Christmas of S5, and who wishes to attend a Further Education College (e.g. UHI Moray) until that time. The following procedures and provisions will apply: 1. The pupil and their parent/carer will make an application for entry to the College course(s)in consultation with their current school and PT Guidance/Year Head 2. Before endorsing the application and in discussion with the College link, the school must confirm that the course(s) is/are relevant and appropriate in meeting the pupil’s educational and developmental needs based on all information available. The course(s) should amount to at least 18 hours of study per week. If non-teaching time is grouped into one or more complete days, then the pupil will be expected to attend College on the non-teaching day(s). The College will make available any facilities for study (e.g. library) and will monitor the pupil’s attendance, reporting weekly to the pupil’s current school. The home school will oversee this where College is not able to 3. In terms of costs, the pupil if known by September census will not be included in the September school census return. Travel costs and other associated costs should be met by the family. In very exceptional circumstances, the school (or local authority on approach by the school) may support with identified costs 4. The College will allocate a member of staff on agreement with school who will have responsibility for the pastoral care and welfare of the young person concerned. If the school has specific concerns regarding the young person, these should be made known to the College staff in advance of the start of course 5. The College will formally report monthly to the school on pupil attendance at College with school maintaining regular contact and oversight (please also see 2 above) 6. In the event that the College discontinue the pupil’s education at College by reason of poor attendance or other reason, the school will be informed immediately and the pupil will be returned to school The local authority as Education authority has overall responsibility for the pupil where they remain in full- time compulsory school education due to their age and will liaise with College in relation to learning and care of identified young people through academic partnership working. Attendance should be marked appropriately according to attendance codes contained within Appendix 4 and appropriate entry made in the pupil’s pastoral notes on SEEMiS. Page 316
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57 4.9 Extended work placements Similar to exceptional entry to College above, in very exceptional circumstances, a pupil whose birthday does not allow them to leave school until Christmas of that same year may request following agreement with their school an extended work placement. This will normally align to post-school pathway where a form is required to be completed and submitted to Headquarters for any work experience placement where the young person will be out of school for all or most of the week. This form is issued by the Work Experience unit where such circumstance may arise (please e-mail: workexperience@moray.gov.uk). Once the school coordinator and Head Teacher have completed their sections on the form, it should be sent to workexperience@moray.gov.uk where upon receipt it will be reviewed and presented to the QIM along with copies of the Health and Safety review and confirmation that the necessary insurance(s) are in place. Work Experience administration will confirm with the school coordinator whether or not placement attendance has been approved by QIM following review of all information presented. 4.10 Monitoring and Review This attendance policy will be monitored and reviewed annually to ensure that it is effective. The policy will be reviewed considering any changes in legislation or guidance. Attendance self-evaluation toolkits are provided within Appendix 7 for schools to use in identifying strengths and areas for improvement in maximising positive school attendance as well as monitoring attendance levels and initiating appropriate interventions. Page 317
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 INTEGRATED IMPACT ASSESSMENT COVERING • EQUALITIES & SOCIO ECONOMIC DUTIES • HUMAN RIGHTS AND RIGHTS OF THE CHILD DATE UPDATES/EXECUTIVE SUMMARY VERSION DETAILS Insert Date (e.g. 03/10/2023) Add brief notes/highlight which section amended (e.g. first draft of IIA completed and submitted to SFC 25/10/2023 for consideration; Insert (ShP) Version Info (when details have been agreed) (e.g. 5.0 03/10/2023 11:21 AMcL) 23.04.2026 1st draft IIA for presentation at ECLS Committee on 23 June 2026 STAGE 1 - DO I NEED AN INTEGRATED IMPACT ASSESSMENT? Name of policy or proposal: Education - Attendance Policy Is this a Mark X below New activity, programme or policy? Change to an existing activity, programme or policy? ✓ Budget proposal? Duties: tick the boxes you think apply No Maybe Yes Equalities: Will your proposal have an impact on groups with protected characteristics? Consider the impact of your proposal on people and how they access your services and information without barriers. ✓ Socio-economic Not every person/family has access to regular income or savings. Will your proposal have an adverse impact on them ✓ Does your proposal impact on the human rights of people? ✓ Does your proposal impact on the rights of children and young people ✓ Reasoning - Briefly describe your reasoning for the responses given above: Causes of absence from school can be multi-faceted and should be considered holistically where absences which relate to more than one factor at the same time. There is the potential for intersectional impacts given the root cause of any absence can be due to a combination of individual, social, family or peer related factors and impacts. If you have answered “maybe” or “yes” to any of the Stage 1 questions above, then proceed to complete the Stage 2 Integrated Impact Assessment questions below. If you have answered “no” to the Stage 1 questions above, then provide the details below and submit to [email] Lead Officer for developing the contract - Other people involved in the screening (this may be council staff, partners - Page 321
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 or others i.e. contractor or community) Date - STAGE 2: INTEGRATED IMPACT ASSESSMENT Brief description of the affected service 1. Describe what the service does: The Moray Education Service attendance oversight function within Moray Council works to promote, support and monitor regular school attendance for all children and young people in partnership with schools and settings, identifying and addressing barriers early through inclusive, child-centred and multi-agency approaches to ensure access to education, safeguard wellbeing and support positive outcomes. 2. Who are your main stakeholders? Children and young people attending Moray schools and learning settings Parents and carers with responsibility for supporting attendance Moray Council Education Service staff Multi-agency partners: Educational Psychology, Health (including School Nursing and CAMHS), Social Work, CLD, Police and third-sector organisations Wider council services (e.g. Housing, Transport) involved in addressing barriers to attendance Scottish Children’s Reporter Administration (SCRA) and Children’s Hearings, where statutory processes are required 3. What changes as a result of the proposals? Is the service reduced or removed? • Introduces a clear, consistent attendance framework across all Moray schools and learning settings • Strengthens a preventative, early-intervention approach, with attendance thresholds used as triggers for support rather than punishment • Embeds a staged intervention model, increasing support and multi-agency involvement where attendance concerns persist • Places stronger emphasis on child-centred planning, pupil voice and family engagement in attendance decisions in line with revised national guidance • Expands and formalises the use of flexible and alternative arrangements (e.g. adapted timetables, alternative provision) to maintain access to education • Clarifies roles and responsibilities for schools, the local authority and partners in promoting and monitoring attendance • Strengthens links between attendance, safeguarding, wellbeing and GIRFEC processes • Reinforces a non-punitive, rights-based approach, with compulsory measures used only as a last resort Page 322
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 4. How will this affect your customers? Pupils: • Increased focus on early support, with attendance concerns identified sooner and addressed before problems escalate • Greater likelihood of tailored support, such as adapted timetables, flexible learning or alternative provision, to help them stay engaged in education and build learning time • Stronger emphasis on pupil voice, wellbeing and positive relationships in attendance planning • More consistent approaches across schools, reducing variability in how attendance issues are handled with support toolkits to guide schools in decision making and planning • Clear links between attendance, safeguarding and wellbeing, ensuring pupils who are not attending are supported and kept safe Parents /Carers • Clearer understanding of expectations and responsibilities regarding attendance • Earlier and more regular communication with schools when attendance is a concern • Greater involvement as partners in the Child’s Planning process and attendance support planning as part of that process • Access to support and signposting where family health and/or socio-economic factors affect attendance • Reassurance that enforcement measures will be used only as a last resort, after supportive options have been explored in line with national guidance and policy • Potential impact on workload/pressures if child not attending school full time 5. Impact on staff providing the service. • Provides clearer expectations and guidance on roles and responsibilities for promoting, recording and responding to attendance concerns • Requires a stronger focus on early identification, monitoring and follow-up, including consistent use of attendance data and SEEMiS recording • Increases emphasis on child-centred practice, including engaging with pupils’ views and working in partnership with families • Expands staff involvement in attendance support planning as part of Child’s Planning and multi-agency working where attendance concerns persist • May result in additional workload, particularly for pastoral, senior leadership and support staff, linked to communication, planning and review processes initially as new and consistent approaches are embedded • Reinforces the need for professional judgement, reflective practice and trauma-informed approaches rather than punitive responses • Highlights the importance of training and ongoing professional learning in areas such as emotionally based non-attendance, inclusion, safeguarding and equity as provided through Moray Education training including mandatory training for staff Page 323
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 6. Please indicate if these apply to any of the protected characteristics Protected groups Potential impacts and considerations Race Potential negative impact - children and young people from Gypsy/Traveller communities or minority ethnic backgrounds may face cultural/language barriers to attendance. Risk of disproportionate scrutiny or misunderstanding of authorised cultural absence. Disability Potential negative impact – pupils with disability and those pupils with an additional support need or a range of other healthcare needs that may affect their day to day functioning over the course of a 12 month period may experience lower attendance linked to health needs, neurodivergence, sensory overload or mental health challenges. Risk of indirect discrimination if attendance thresholds are applied rigidly without reasonable adjustments. Potential impact on children not receiving entitlement to full learning hours. Carers (for elderly, disabled or minors) Potential negative impact - Young Carers may experience reduced attendance due to caring responsibilities, fatigue or crisis situations. Children and young people may be impacted by care of family members or facing other challenges that affect ability to get to school. Risk that caring-related absence is misinterpreted as disengagement, requiring care in approach. Sex Potential negative impact - girls may be disproportionately affected by certain conditions and/or caring responsibilities. Boys attendance may be impacted as a result of growth and development, particularly in secondary schools where boys’ attendance may dip (as noted nationally) as disengagement with school may occur. Pregnancy and maternity (including breastfeeding) Potential negative impact - pregnant pupils or young parents may experience attendance disruption due to health needs, childcare responsibilities or stigma. Risk of disengagement without flexible educational arrangements. Sexual orientation Potential negative impact - LGBTQI+ pupils may experience bullying, isolation or mental health difficulties contributing to absence. Risk of Page 324
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 disengagement if schools are not perceived as safe and inclusive. Age (include children, young people, midlife and older people) Potential negative impact – Younger children may experience distress or separation anxiety impacting attendance. Older children and young people, particularly adolescents, may experience emotionally-based non-attendance, anxiety, or disengagement from learning. Care experienced young people are also at greater risk of not attending. Children receiving support services inc. those on child protection register. Attendance thresholds could be experienced as punitive if applied without regard to developmental stage. Religion, and or belief Potential negative impact - attendance may be affected by religious observance or festivals. Risk of inconsistency authorising absences across schools will require mitigation through policy application and consistency in SEEMiS code use. Gender reassignment Potential negative impact - trans and gender-diverse pupils may experience bullying, anxiety or lack of safety, contributing to absence or disengagement. Risk of reduced attendance if schools are not experienced as inclusive environments. Inequalities arising from socio- economic differences Potential negative impact - children living in poverty may experience food poverty, fuel poverty, housing instability, transport barriers or caring responsibilities that can all affect attendance. Risk that attendance escalation processes may compound intersectional inequality if not appropriately mitigated. Schools may be expected to mitigate poverty without sufficient resources and impacted as a result of wider policy decisions and unintended impact on pupil absence may result. Impact on parents/carers with shift work/patterns and consideration of military families/deployment. Page 325
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 Human rights List of convention rights Describe, where applicable, if and how specific rights are engaged Article 5: Right to liberty and security Article 6: Right to a fair trial Article 8: Right to respect for private and family life, correspondence and the home Potential interference - Home visits, data sharing and escalation processes may affect family privacy. Article 10: Freedom of expression Article 11: Freedom of assembly and association Article 12: Right to marry Article 14: Prohibition of discrimination (in relation to the convention rights) Article 1 of Protocol 1: Protection of property Article 2 of Protocol 1: Right to education Potential interference - Reduced attendance could limit access to education if not addressed appropriately. Article 3 of Protocol 1: Right to free elections by secret ballot Children’s Rights and Wellbeing Relevant articles – UNCRC Article 2 – Non discrimination Article 3 – Best interest of the child Attendance decisions are guided by wellbeing, safety and educational benefit to support this right, rather than compliance alone. Article 6 – Right to survival and development Article 12 – Respect of the views of the child Children and young people’s views are sought and recorded through Child’s Planning and attendance support processes which supports this right. Article 18 – Parental responsibilities and state assistance Parents/carers share responsibility for bringing up their child and should always consider what is best for their child – this includes decisions in relation to supporting positive attendance in education. Article 23 – Children with a disability Reasonable adjustments and tailored support are central to maintaining participation in education. Article 28 – right to education Every child has the right to an education. Article 29 – goals of education Page 326
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 7. Evidence. What information have you used to make your assessment? Performance data In Moray, we continuously monitor attendance across all Moray Primary and Secondary Schools as part of Moray Quality Improvement Framework (MQIF) activities. Attendance visits, scrutiny and support activities also form part of MQIF visit programme by the central Quality Improvement team. In the context of the Scottish Attainment Challenge (SAC) and common with all local authorities in Scotland, attendance is monitored closely as a core Stretch Aim for Health and Wellbeing. Stretch Aims were first reported to Committee following finalisation with Scottish Government for a 3-year 2023-2026 trajectory (Education, Children’s and Leisure Services Committee, 19 September 2023, Education National Improvement Framework Appendix 2) and progress is reported annually through the National Improvement Framework self-evaluation, last reported to this Committee in September 2026 (Education, Children’s and Leisure Services Committee, Background Paper – Education NIF – Progress Report and Self-evaluation 2024-2025). Scottish Government produce national school attendance and absence statistics annually, published in December each year and pertaining to the previous session (School attendance, absence and exclusions statistics 2024-25). National statistics highlight that average overall attendance for all Scottish Schools was 91.0%. National Primary School average attendance for session 2024-25 was noted as 93.1% and average national Secondary School attendance was 88.4%. In monitoring our Moray attendance levels as part of MQIF scrutiny and support, the following graphs are presented for comparison against national averages above and aligned to Stretch Aims set: Page 327
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 As part of MQIF activities, attendance monitoring covers a range of data including Additional Support Needs, Looked After Children, Young Carers and this is reviewed routinely by schools/centrally. Primary School attendance continues to improve, noting impact of Covid-19 as reported nationally on attendance levels. Caution is expressed regarding Scottish Index of Multiple Deprivation (SIMD) Quintile 1 and Quintile 5 comparators (for further information regarding SIMD, please see Scottish Government: Scottish Index of Multiple Deprivation 2020) due to low pupil numbers for Moray within these data zones, particularly Quintile 1. In Primary schools during session 2024-25, 2.8% of Primary 1-7 pupils resided within Quintile 1 data zones and 11.7% resided within Quintile 5 data zones. Overall Moray Primary School age (P1-P7) attendance was 93.3%, slightly above National Primary School average of 93.1%. At mid-year (end of term 2, December 2025) and based on mid-session internal monitoring, Primary School attendance was comparable to session 2024-25 at 93.3% and 93.4% in mid-May 2026. Work to improve Secondary School attendance is ongoing across individual schools with further data analysis highlighting specific year groups and cohorts within individual schools, impacting on overall attendance figures and pupil attainment. In Secondary schools during session 2024-25, 3.4% of Secondary 1-6 pupils resided within Quintile 1 data zones and 11.6% resided within Quintile 5 data zones. Overall Moray Secondary School age (S1-S6) attendance was 88.1%, slightly below National Secondary School average of 88.4%. At mid- year (end of term 2, December 2025) and based on mid-session internal monitoring, Secondary School attendance was 87.8% and 88.4% in mid-May 2026. Page 328
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 Internal consultation Equalities Officer Consultation with affected groups Primary and Secondary Head Teacher Consultative Group Depute Head Teacher (Pupil Support) Forum Education Senior Officers and Managers Education Scotland Attainment Advisors Local statistics Please see above National statistics Please see above Other - 8. Evidence gaps Do you need additional information in order to complete the information in the previous questions? - 9. Mitigating action(s) Can the impact of the proposed policy/activity be mitigated? Please explain The Attendance Policy incorporates many mitigations throughout Race - Avoid penalising authorised cultural absence through correct recording practices and appropriate SEEMiS attendance codes for travel. Disability - Ensure reasonable adjustments are considered, including adapted timetables, medical timetables and education delivered elsewhere being recorded as participation. Use Child’s Planning and/or Coordinated Support Plans to review attendance arrangements regularly. Provide staff guidance and training to differentiate disability-related absence from disengagement. Sex - Use individualised, evidence-based assessment of attendance concerns rather than gender-based assumptions. Ensure equal access to pastoral, mental health and wellbeing supports. Pastoral support offered should be based on voice of the child/young person and gender specific as requested. Monitor attendance data by sex to identify and respond to emerging trends. Pregnancy / Maternity - Provide tailored attendance planning, flexible timetables and appropriate alternative provision to support continuity of learning. Maintain sensitive, non-judgemental engagement and multi-agency support. Reinforce young parents’ right to education during pregnancy and post-birth. Sexual Orientation – The Council have an Anti-bullying Policy and procedures in line with national and local guidance. Provide access to trusted adults, safe spaces and inclusive pastoral support. Monitor attendance where sexual-orientation-related bullying or safety concerns are identified. Ensure school level Positive Relationships Policies are supportive. Age - Apply age-appropriate approaches at all stages, including play-based support in early years and collaborative planning with adolescents, making sure views sought, recorded and acted upon through Child’s Planning and attendance support planning as part of this Page 329
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 process. Maintain flexible curriculum pathways, wider achievement and vocational options for older pupils to support engagement. Religion / Belief - Ensure consistent authorisation and recording of religious observance across schools. Engage proactively with families to plan for known religious dates. Promote understanding of faith diversity within school communities. Gender Reassignment – The Council have an Anti-bullying Policy and inclusive procedures in line with national and local guidance. Ensure access to trusted adults, safe spaces and appropriate pastoral support. Monitor attendance where identity-based bullying or wellbeing concerns are identified. Ensure school level Positive Relationships Policies are supportive. Socio-economic - Embed Cost of the School Day principles and support financial barrier assessment in attendance decision-making and attendance support planning as part of Child’s Planning. Funded transport and access to digital devices (equity) for alternative provision. Strengthen links to income maximisation services and welfare advice. Monitor attendance interventions by SIMD (deprivation index) to track impact. Prioritise partnership working with Housing, Social Work, Health and third-sector services before compulsory measures are considered as part of Child’s Planning processes. Human Rights - Ensure actions are proportionate, necessary, clearly recorded, and embedded within a child-centred planning framework (Child’s Planning). Use flexible provision, alternative arrangements and early intervention to ensure continuity of education. UNCRC – Ensuring reasonable adjustments (as disability above) and Human Rights mitigations as above in line with local authority supporting all learners and school positive relational approaches. General Mandatory staff training programme to include trauma-informed, equality, UNCRC, poverty-aware practice and safeguarding/child protection training (annual updates). Robust recording, monitoring with periodic audits, supported by SEEMiS recording and Child’s Planning as appropriate. Clear governance and escalation pathways as outlined through policy provided. 10. Justification If nothing can be done to reduce the negative impact(s) but the proposed policy/activity must go ahead, what justification is there to continue with the change? The policy meets statutory duties under the Education (Scotland) Act 1980, aligns with national frameworks like Getting It Right for Every Child (GIRFEC) and the United Nations Convention on the Rights of the Child (UNCRC), and reflects strong evidence that supportive, trauma-informed approaches are more effective than punitive measures in improving attendance. It also promotes equity and inclusion in line with the Equality Act 2010 and strengthens safeguarding through early, multi-agency intervention. This policy and appendix/toolkits has also been developed in line with revised national guidance Page 330
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 (Scottish Government) Included, Engaged and Involved Part 1: A Positive Approach to the Promotion and Management of Attendance in Scottish Schools’ (March 2026). Approval should be contingent on: • robust implementation, particularly consistent practice across schools; • adequate resourcing; and • ongoing monitoring so that its intended benefits are realised in practice rather than remaining aspirational. SECTION 3 CONCLUDING THE IIA 1. No potential negative impacts found for any protected groups. 2. Some potential negative impacts have been identified. The impacts relate to: Reducing discrimination, harassment, victimisation or other conduct prohibited under the Equality Act 2010 ✓ Promoting equality of opportunity ✓ Fostering good relations ✓ 3. The proposals interfere with human rights and/or the rights of the child ✓ 4. Negative impacts can be mitigated as outlined in Q9. ✓ 5. The negative impacts cannot be fully mitigated but are justified as Q10. 6. Further consultation with affected groups is needed. ✓ 7. It is advised not to go ahead with the proposals. Decision - Set out the rationale for deciding whether or not to proceed with the proposed actions: Proposed consultation which will inform and evidence the decision-making process. The IIA will continue as an evolving document throughout the course of the consultation. Updates will be added for consideration prior to any final decision Date of Decision: Sign off and authorisation: Service Education, Housing and Communities Department Education Policy/activity subject to IIA Attend to Achieve – Attendance Policy and Appendix/Toolkit We have completed the integrated impact assessment for this policy/activity. Name: Stewart McLauchlan, Susanne Campbell Position: QIM, QIO Date: 15 May 2026 Authorisation by head of service Name: Position: Page 331
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APPENDIX 2 SPFINANCE-565096732-34 12/06/2026 11:41 Date: Permission to publish on website - Page 332
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director (Education, Housing and Communities) Author: Stewart McLauchlan Contact Email: education@moray.gov.uk Subject: Analysis of Secondary School Leaver Attainment 2024-2025 1. PURPOSE ☒ For Decision ☐ For Information 1.1 The purpose of this report is to inform the Committee of the SQA 2025 leaver attainment across our secondary schools and for this data to be scrutinised and noted as part of our improving outcomes and raising attainment focus. This is an update to the Initial Attainment Report for Secondary Schools 2025 previously presented to Committee on 25 November 2025, with leavers’ update now presented to Committee at first opportunity following data release in February 2026, including initial positive destination data. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council’s Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. SUMMARY 2.1 This report provides analysis of secondary school leaver attainment for session 2024/2025 following release of leaver destination data and updated leaver attainment following data release in February 2026. This paper provides overview of Moray Secondary School Performance across four key measures – (1) Improving Attainment in Literacy and Numeracy, (2) Improving Attainment for All (3) Increasing post-school destinations and (4) tackling disadvantage by improving the attainment of lower attainers relative to high attainers. A further measure (5) breadth and depth of leaver qualifications is also considered. Overall, Moray leaver performance for SCQF level 4 and 5 literacy remains positive with SCQF level 4 and 5 numeracy marginally below key measures. Further work is ongoing to improve the breadth and depth of qualifications studies in order to improve level of presentation and quality of passes as shown through improving attainment for all (complementary tariff) measure. Leaver initial post-school destinations are comparable to session 2023/2024 albeit marginally below comparators. In terms of attainment versus deprivation, a mixed attainment picture is presented with performance marginally below Item 22.* Page 333
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or below comparators for most Scottish Index of Multiple Deprivation (SIMD) deciles with the exception of lower SIMD 1 and 2 cohorts performing in line with or above comparators. A range of improvement actions are outlined within this paper as reported previously to Committee through the Initial Analysis of Secondary School Attainment: Session 2024- 2025 Committee Paper (item 13) in order to raise attainment for all. A number of external risk factors are also outlined relating to ICT, staffing and resource (please see 6.5, 6.6, 6.9) which continue to impact on service delivery in raising attainment. 3. RECOMMENDATIONS 3.1 It is recommended that Committee: i) scrutinise and note the Senior Phase Leaver Attainment across Moray Secondary Schools for session 2024/2025 with specific regard to the National Measures for school leavers published on Insight in February 2026; ii) acknowledge identified strengths and areas for improvement evidenced through key measures outlined within this paper; and iii) further note identified actions for improvement arising from 2024/2025 attainment and performance as outlined in initial analysis of secondary school attainment paper previously presented to committee on 25 November 2025. Stewart McLauchlan Quality Improvement Manager 4. BACKGROUND AND CONTEXT 4.1 This report provides update in relation to Insight data we receive each year for S4, S5 and S6 school leavers across four key national benchmarking measures: • Improving attainment in Literacy and Numeracy • Improving attainment for all • Increasing post-school destinations • Tacking disadvantage by improving attainment of lower attainers relative to high attainers 4.2 Insight encourages us to take a comprehensive approach to evaluating attainment and achievement that takes into account the performance within Moray across all four measures in 4.1 above. We also use our breadth and depth of SCQF level qualifications for leavers as a measure against our Virtual Comparator (VC). 4.3 As part of our Moray Quality Improvement Framework (MQIF), we continue to undertake support and challenge meetings, discussions and visits in relation to school attainment and performance. Further scrutiny has extended this session with further oversight by the Executive Director (Education, Housing and Communities) and Head of Education (Chief Education Officer) through a range of meetings, Quality Improvement methodology sessions and working group activities involving the Secondary Head Teachers and key stakeholders including elected members through working group activity. Page 334
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4.4 Caution remains with data trends over time whereby this year represents year four of a return to a formal examination diet following on from two very different years of Alternative Certification Models (ACMs) in 2020 and 2021 with Covid-19 impacting on young people and our school communities. Schools continue to support young people as a result of the legacy of the pandemic, with secondary schools continuing to experience higher levels of absence, concerns in relation to behaviours exhibited by some young people, mental health and wellbeing concerns and further increases in Additional Assessment Arrangements (AAA) for examinations and coursework. 4.5 Secondary schools offer a wide range of wellbeing, learning and supported study opportunities. Further signposting to national e-learning opportunities offered through e- Sgoil and Scholar are also made by our schools in support of young people as well as wider interventions including mentoring and targeted learning conversations/target setting. A number of our secondary schools have used the online learning platform, Achieve, containing online digital courses, resources, online assessments and support with SQA (now known as Qualifications Scotland) examinations. 4.6 Within this Committee report, data from 2019/20 and 2020/21 (ACM years – no formal examinations) is contained alongside data from session 2021/22, 2022/23, 2023/24 and 2024/2025 also presented in order to outline progress and trends over time as well as direct actions for improvement. As reported previously to committee, very different assessment processes and operating environments compared to previous sessions when arriving at final grades have been present across 2019/20 and 2020/21 (Covid-19 ACM) and indeed, over session 2021/22 and 2022/2023. Session 2023/24 witnessed reintroduction of fuller assessment requirements including return of coursework for most National Qualifications with session 2024/2025 the second year of full return. As a result, this may make year on year comparisons unequal across the trend period presented due to different assessment environments. 4.7 Contextual information relating to the examinations in place for session 2024/2025 have been provided in the Initial Analysis of Secondary School Attainment: Session 2024-2025 Committee Paper (item 13) presented for scrutiny and noting to Education, Children’s and Leisure Services Committee on 25 November 2025. 4.8 This report will now complete the attainment picture for session 2024/25 where leaver destination data is not available until December of each year, information appearing on Insight in February 2026. This report is presented to Committee at first available opportunity following data release. For session 2024/25 there were 1,084 leavers in total compared with 994 in session 2023/2024. Stage contribution to the session 2024/2025 leaver population was as follows, with increased number of young people staying on to S6 noted in session 2024/25: Stage 2024/25 Leavers 2023/24 Leavers 2022/23 Leavers S4 190 203 183 S5 345 350 321 S6 549 441 467 Total 1,084 994 971 Page 335
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4.9 Subsequent sections will now consider Senior Phase Attainment for session 2024/2025 as well as trends over time, outlining performance overall of Moray Secondary Schools in relation to key benchmarking measures outlined in 4.1 above as well as change in performance noted over time. 4.10 Moray performance indicated in green highlights where performance exceeds virtual or national comparators; amber indicates where performance is marginally below and red highlight as notably below national average where appropriate. Where applied, yellow highlight signifies data of specific interest due to changing trend over time. 4.11 IMPROVING ATTAINMENT IN LITERACY AND NUMERACY This measure presents the percentage of leavers achieving an award in Literacy and Numeracy at Scottish Credit and Qualifications Framework (SCQF) Levels 4 and 5 by the end of their school experience in Moray, compared with pupils with identified similar characteristics across Scotland (VC - Virtual Comparator) for each of the last five years. This is shown in graph form below for Moray (all leavers, percentage attaining Literacy and Numeracy at SCQF level 4 and 5). 4.12 Percentage of School Leavers (S4-S6) attaining Literacy at SCQF Level 4 and Level 5 Measure Commentary on performance Literacy SCQF level 4 Literacy at SCQF level 4 for Moray’s leavers (94.74%) remains above the VC (93.01%). A slight increase in positive attainment gap is noted between Moray and VC, comparable to 2023 performance. Literacy SCQF level 5 Literacy at SCQF level 5 for Moray’s leavers (80.17%) remains comparable to the VC (80.42%). A slight narrowing of the positive attainment gap is noted, where Moray performance also remains comparable to 2024 performance (80.18%). Page 336
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4.13 Percentage of School Leavers (S4-S6) attaining Numeracy at SCQF Level 4 and Level 5 Measure Commentary on performance Numeracy SCQF level 4 Numeracy at SCQF level 4 for Moray’s leavers (88.84%) has marginally decreased from 2024 (89.74%) which was above the VC (89.60%) at that time. A marginal attainment gap year on year is now noted, with VC in 2025 (90.82%) slightly higher than Moray average (88.84%). Numeracy SCQF level 5 Numeracy at SCQF level 5 for Moray’s leavers is slightly lower (70.66%) than the VC (71.84%) and marginally below Moray’s 2024 average (71.13%) which was above the VC in 2024 (69.00%). A slight attainment gap is now emerging year on year compared with 2024. 4.14 Five-year trend analysis: Moray performance at SCQF level 4 and 5 against VC Literacy & Numeracy Year % Level 4 Literacy % Level 4 Numeracy % Level 5 Literacy % Level 5 Numeracy Moray 2025 94.74 88.84 80.17 70.66 VC 2025 93.01 90.82 80.42 71.84 Moray 2024 93.16 89.74 80.18 71.13 VC 2024 92.74 89.60 79.06 69.00 Moray 2023 94.85 91.04 81.36 72.50 VC 2023 93.10 90.18 79.35 68.03 Moray 2022 95.53 93.87 84.32 70.09 VC 2022 94.27 91.25 81.10 69.41 Moray 2021 95.90 93.29 83.39 70.53 VC 2021 94.52 91.57 82.01 70.93 Moray 2020 92.95 88.53 80.88 64.16 VC 2020 93.95 91.62 80.44 69.63 Overall, Moray has performed positively and above the Virtual Comparator for leaver attainment for Literacy at SCQF level 4 and in line with level 5, marginally below for Numeracy at SCQF level 4 and level 5. For comparison purposes, 1% change in 2025 for Moray represents 11 young people in total, 0.5% change representing 5 young people. Page 337
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4.15 IMPROVING ATTAINMENT FOR ALL This measure allows us to examine how different ability cohorts are attaining in relation to the appropriate virtual and national cohorts. Attainment is measured using the tariff scale, which was developed for Insight. This allocated a specific number of points to each qualification (including non-examination, unit-based courses). More demanding qualifications gain more points than less demanding ones and in graded courses, a grade ‘A’ is equivalent to more points than a grade ‘C’ for example, within the same course. 4.16 Three ability cohorts are identified for each school, the VC, the Northern Alliance (Regional Improvement Collaborative) and Scotland as a whole (The National Establishment): those in the lowest 20% of tariff points achieved, those in the highest 20% and those that fall within the middle 60% of tariff points achieved based on the courses they have undertaken and completed. Graded course performance (where grades A-C are achieved – for example, through National Qualifications) are shown in colour on the graph below. Ungraded course performance (grade neutral courses) where performance is awarded on a pass/fail basis is shown within individual bars in white shading below. 4.17 Average Complementary Tariff Points Measure Commentary on performance Lowest 20% - Graded Moray performance (23) is marginally below the VC (25) Moray performance (23) is very slightly below the Northern Alliance (24) and National (27) comparators Lowest 20% - Ungraded Moray performance (82) is marginally below the VC (89) Moray performance (82) is slightly below the Northern Alliance (84) and National (93) comparators Middle 60% - Graded Moray performance (173) is below the VC (196) Moray performance (173) is below the Northern Alliance (195) and National (206) comparators Midde 60% - Ungraded Moray performance (372) is below the VC (389) Moray performance (372) is below the Northern Alliance (390) and National (416) comparators Highest 20% - Graded Moray performance (429) is marginally below the VC (472) Moray performance (429) is below the Northern Alliance (464) and National (489) comparators Page 338
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Highest 20% - Ungraded Moray performance (719) is below the VC (773) Moray performance (719) is below the Northern Alliance (770) and National (787) comparators 4.18 Complementary tariff presented above is a score that looks at parity of achievement of young people in their top five qualifications studied. It is not affected by the number of qualifications and units that a young person completed; this removes the inequality and anomalies within different curriculum structures across Scotland of which there are many. Reasons including quality of pass and level of study can impact on the overall tariff measure, requiring schools to continue to work with young people and families in raising aspirations and in order to aim high for positive achievement. 4.19 3-year analysis: Lowest 20%, Middle 60%, Highest 20% across SCQF levels Complementary Tariff Year Lowest 20% Middle 60% Highest 20% Moray 2025 105 545 1148 VC 2025 114 585 1245 Northern Alliance 2025 109 585 1234 National 2025 120 622 1276 Moray 2024 111 527 1204 VC 2024 105 538 1228 Northern Alliance 2024 116 596 1261 National 2024 118 610 1269 Moray 2023 113 529 1198 VC 2023 117 552 1255 Northern Alliance 2023 123 590 1269 National 2023 127 612 1286 Performance overall of the lowest 20% of leavers is marginally below the VC, remaining slightly below Northern Alliance and National comparators. Middle 60% performance is below the VC and the Northern Alliance, also below the National comparator as with 2024. Performance of the highest 20% of attaining leavers has fallen further below the VC also below the Northern Alliance and National comparators. As noted in 4.8 above, 2024/2025 witnessed an increased number of pupils staying on until S6, where a number remained uncertain in post-school destinations and pathways, influencing attainment outcomes. 4.20 Schools continue to review their course offers, with a number extending their SCQF (Scottish Credit and Qualifications Framework) level 3 to level 6 course offers with a range of grade neutral (ungraded) courses including National Progression Awards, Foundation Apprenticeships and wider awards such as Leadership, Modern Languages for Life and Work, skills based courses and Personal Development Awards. As noted in the Initial Analysis of Secondary School Attainment: Session 2024-2025 Committee Paper presented for scrutiny and noting to Education, Children’s and Leisure Services Committee on 25 November 2025, further work is underway in order to raise attainment. 4.21 LEAVER INITIAL DESTINATIONS – INCREASED POST-SCHOOL PARTICIPATION This measure shows the percentage of young people securing an initial positive post- school destination when they leave school at their point of exit in S4, S5 or S6. Destination figures reflect choices made by pupils along with opportunities available to them upon leaving school. The availability of particular opportunities (e.g. apprenticeships and Page 339
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employment opportunities) extend options available to school leavers. As a result, this may have impact on the number of young people leaving or staying on at school. 4.22 Leaver Initial destinations – percentage of school leavers in a positive destination Year Moray VC Northern Alliance National Establishment 2025 93.45 95.69 94.27 95.67 2024 93.76 95.64 95.40 95.71 2023 95.06 95.65 95.09 95.87 2022 96.16 95.84 95.41 95.74 2021 94.08 95.65 95.32 95.48 4.23 In Moray, for session 2024/2025 performance is slightly below VC (95.69%) at 93.45%, similar to session 2023/2024 (noting an increase in staying on rate of 90 pupils). Moray also performs slightly below the Northern Alliance (94.27%) also noting slight decrease, and National (95.67%) comparators. Gap between Moray (93.45%) and the VC (95.69%) is 2.24% representing 24 young people leaving school in total. Overall, 1,013 young people in Moray left school and progressed on to a positive destination on leaving school (e.g. Further/Higher Education, Employment, Training) whereas 71 young people (session 2023/2024 – 62 young people) progressed on to non-positive destinations which may have been impacted by health related reasons (e.g. unemployed seeking, unemployed not seeking or where a young person’s destination is not known by the school). 4.24 Leaver actual destinations: session 2024/2025 Page 340
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4.25 Data shown above for 2024/25 highlights more young people entering employment in Moray compared with the VC and National comparators, in line with the Northern Alliance. Numbers of pupils entering Further Education is slightly above the Northern Alliance, below VC and National comparators. Number of pupils entering Higher Education is below the VC, Northern Alliance and National Comparators. Personal Skills Development courses are slightly above other comparators. In 2024/25 it is noted that the number of pupils in a destination unknown, unemployed (seeking) and unemployed (not seeking) are marginally above the VC, Northern Alliance and National comparators. Figures are noted for comparison in the table below in relation to post-school destinations of young people. Year Employed % Further Education % Higher Education % Not known % Personal Skills Development % Training % Unemployed Not Seeking % Unemployed Seeking % Voluntary W ork % Moray 2024/25 30.17 23.80 34.69 1.75 3.23 1.29 1.94 2.86 0.28 VC 2024/25 24.40 26.96 39.33 0.42 0.99 3.50 1.59 2.30 0.52 Northern Alliance 2024/25 30.15 20.82 39.41 1.17 0.78 2.69 1.88 2.68 0.43 National 2024/25 21.60 26.00 42.31 0.38 1.09 3.99 1.56 2.39 0.68 Moray 2023/24 34.10 24.45 30.78 0.91 2.72 1.21 2.41 2.92 0.50 VC 2023/24 26.60 28.83 34.77 0.19 0.96 3.97 2.08 1.98 0.61 Northern Alliance 2023/24 29.96 24.55 37.56 0.50 0.70 2.23 1.91 2.19 0.39 National 2023/24 23.08 26.43 40.80 0.27 0.93 3.89 1.86 2.16 0.58 Moray 2022/23 28.94 29.15 32.96 0.41 2.88 0.72 2.37 2.16 0.41 VC 2022/23 27.74 27.63 35.86 0.28 0.59 3.29 1.88 2.20 0.53 Northern Alliance 2022/23 30.18 24.84 37.03 0.64 0.61 1.98 1.85 2.43 0.45 National 2022/23 24.34 26.62 40.30 0.32 0.75 3.35 1.57 2.24 0.52 4.26 It is noted that change in post-school destinations is similar to those noted in session 2023/24 where more pupils entered Employment with less pupils entering Further Education. Slightly more young people progressed to Higher Education (highest in 3 year trend). This is in contrast to session 2022/23 where more leavers (29.15%) entered Further Education, with comparable numbers (32.96%) entering Higher Education. 4.27 Decreased percentages in young people who are unemployed not seeking (representing 21 young people in 2024/25) and unemployed seeking (representing 31 young people in 2024/25) with increase in those not known (now 19 young people in 2024/25) has been further reviewed. Our schools continue to work with key partners including Skills Development Scotland, Moray Pathways, Moray College UHI, Moray Youth Work team and wider employability partners in order to ensure pupils are supported to positive onward destinations as part of an Annual Participation Measure (APM) sub-group. It is further noted, however that health and wellbeing factors may impact on future pathways and routes to success for young people where our schools continue to support individuals and pupil cohorts including pupils who may choose to stay on but are uncertain around their future pathways and post-school initial destinations. Page 341
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4.28 TACKLING DISADVANTAGE BY IMPROVING THE ATTAINMENT OF LOWER ATTAINERS RELATIVE TO HIGHER ATTAINERS The graphs presented below show 2024/25 cohort leaver data (using complementary tariff scores) for Moray against the VC and on the second graph, against the National establishment (National averages). Scottish Index of Multiple Deprivation (SIMD) is referenced where Moray attainment is broken down into the ten SIMD deciles. 4.29 Decile 1 refers to attainment of young people living in areas with postcodes considered the 10% most deprived in Scotland according to SIMD. Decile 10 refers to those young people living in postcodes identified as the 10% least deprived datazones according in SIMD. We continue to monitor the use of SIMD as a measure in authorities where rural poverty and other wider poverty related factors are of concern; however, these are not fully considered nationally within SIMD classification. 4.30 Attainment versus Deprivation (comparison against the VC) Performance Benchmarking: Complementary Tariff Points SIMD1 SIMD2 SIMD3 SIMD4 SIMD5 SIMD6 SIMD7 SIMD8 SIMD9 SIMD10 Moray 462 482 452 484 512 553 612 637 899 571 VC 444 450 488 524 580 585 628 682 878 809 Pupils 17 25 43 96 176 177 222 226 46 56 Positive performance overall is noted at SIMD 1-2 (42 pupils) and SIMD 9 (46 pupils) with performance slightly below VC at SIMD 3-4 (139 pupils), SIMD 6-8 (625 pupils) and SIMD 10 (56 pupils). Vertical blue lines within each SIMD show the range of attainment for young people within each decile, noting both positive and less favourable attainment for a variety of reasons as noted previously. Larger circle size represents a greater amount of young people within the SIMD decile. A number of pupils across SIMD deciles far exceed averages shown. Trend line is closely aligned across SIMD when Moray is compared against the VC, where an attainment gap emerges as SIMD increases. Page 342
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4.31 Attainment versus Deprivation (comparison against the National comparator) Performance Benchmarking: Complementary Tariff Points SIMD1 SIMD2 SIMD3 SIMD4 SIMD5 SIMD6 SIMD7 SIMD8 SIMD9 SIMD10 Moray 462 482 452 484 512 553 612 637 899 571 National 467 492 527 571 607 652 714 759 836 950 Pupils 17 25 43 96 176 177 222 226 46 56 Against the National Establishment (National average), an attainment gap is noted between Moray and National figures across SIMD as noted by trend lines with exception of SIMD 1-2 (42 pupils) and SIMD 9 (46 pupils). Blue vertical lines once again show attainment spread with some young people across SIMD deciles far exceeding Moray and National average performance. 4.32 As noted in the Initial Analysis of Secondary School Attainment: Session 2024-2025 Committee Paper presented for scrutiny and note to Education, Children’s and Leisure Services Committee on 25 November 2025, a range of revised actions are underway across our schools and as a service in order to raise attainment for all. This includes work underway to strengthen curriculum offer and breadth of graded and ungraded course options, supporting our learners through a range of wellbeing supports and approaches, targeting support in schools where departments may require additional focus and improving the consistency in quality of learning, teaching and assessment. This work has progressed at pace this session, with further scrutiny and support through the Moray Quality Improvement Framework (MQIF), Head Teacher meetings, Depute Head Teacher networks and improvement action plans at school, Moray Education and Moray Secondary Head Teacher Association. Please refer to the Improvement Actions (4.31-4.37) and 4.36- 4.39 below. 4.33 BREADTH AND DEPTH OF QUALIFICATIONS ACHIEVED BY LEAVERS This measure considers the breadth (number) and depth (SCQF levels studied) of qualifications achieved by our young people in Moray. This demonstrates the suite of qualifications that our 1,084 leavers in session 2024/25 (slight increase from 994 leavers in Page 343
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session 2023/24, 971 leavers in session 2022/23, 963 leavers in session 2021/22) gained throughout their Senior Phase by point of exit, whether in S4, S5 or S6 as they reach school leaving age or natural point of exit from their secondary schooling based on their chosen pathway and qualifications required. 4.34 The table below highlights overall performance across key breadth and depth measures against the VC. This measures how many qualifications learners achieved at all SCQF level qualifications (SCQF level 5, 6, 7); this includes National 5, Higher and Advanced Higher awards as well as other qualifications, including Skills for Work and National Progression Awards at level 5. Key measures are: • 1+, 3+, 5+ and 6+ qualifications at SCQF level 5 • 1+, 3+ and 5+ qualifications at SCQF level 6 • 1+ qualifications at SCQF level 7 SCQF Level 5 SCQF Level 6 SCQF level 7 1+ 3+ 5+ 6+ 1+ 3+ 5+ 1+ Moray 2025 85.2% 75.4% 64.0% 58.3% 60.5% 46.0% 31.5% 16.8% VC 2025 87.2% 76.5% 66.4% 60.5% 64.4% 50.0% 37.2% 23.1% Moray 2024 87.2% 74.3% 61.9% 55.0% 56.4% 43.1% 30.4% 19.8% VC 2024 85.9% 73.9% 62.1% 55.2% 60.3% 44.6% 32.9% 20.5% Moray 2023 86.9% 74.6% 62.0% 56.0% 56.6% 42.3% 28.4% 19.4% VC 2023 86.6% 74.3% 62.4% 55.7% 59.9% 45.9% 33.1% 21.7% Moray 2022 90.1% 76.2% 63.1% 56.0% 60.4% 45.6% 29.8% 21.2% VC 2022 88.5% 77.2% 65.3% 58.3% 63.1% 49.5% 35.8% 23.3% Moray 2021 88.7% 79.3% 65.8% 57.3% 63.9% 49.7% 34.2% 23.7% VC 2021 89.0% 78.7% 67.4% 60.5% 65.5% 52.0% 37.6% 24.1% 4.35 At SCQF level 5, leavers achieving 1, 3, 5 and 6 or more qualifications at this level have performed marginally below the VC overall. Across breadth and depth measures at SCQF level 6 (1 and 3 or more qualifications), performance is marginally below the VC, also below the VC at 5 or more awards at SCQF level 6 and 1 or more award at SCQF level 7. 4.36 Schools continue to progress key improvement actions outlined in the Initial Analysis of Secondary School Attainment: Session 2024-2025 Committee Paper presented for scrutiny and note to Education, Children’s and Leisure Services Committee on 25 November 2025. 5.1 THE FUTURE Following analysis of the SQA (now known as Qualifications Scotland) examination results in August 2025, a range of strategic, tactical and operational improvement actions were identified in order to strengthen attainment. Work has continued throughout the session with the following overview of improvement priorities identified from early Quality Improvement Methodology sessions as reported to Committee in November 2025 provided for reference: Page 344
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School Actions • School Improvement Plan areas of focus: o Learning and Teaching o Wellbeing and Inclusion o Curriculum o Raising Attainment • Strengthening parental engagement and communication • Deepening community involvement and partnerships • Student and staff leadership development • Recognising and celebrating successes • Inclusive and accessible opportunities for all including wider family and community working Moray Secondary Head Teacher Association Key Actions • Improving learning and teaching across schools • Professional learning for improving learning and teaching • Middle leaders leading learning in schools (professional development) Moray System Actions • Establishment and development of Depute Head Teacher Networks with key areas of focus for raising attainment: • DHT Learning and Teaching Network • DHT Curriculum Network • DHT Pupil Support Network • DHT SQA (Qualifications Scotland) Coordinators Network • DHT Professional Learning Network • DHT Tracking and Monitoring Network • Extend peer reviewers on MQIF School visit programme • Positive publicity and celebrating success • Progressing MQIF scrutiny and support activities • Recruitment to QIO vacancy with identified focus remit 5.2 Schools continue to progress key priorities though School Improvement Plans with focus on improving learning experiences and support wellbeing, equality and inclusion for all. Through MQIF Secondary School Visit Programme it is noted that schools are progressing well with core priorities at different stages of development. Moray Secondary Head Teachers continue to meet and collaborate, sharing good practice and working jointly on planning for key priorities outlined above. This has been supplemented throughout the session by working together with ADES Quad partner secondary schools in Angus, Argyll and Bute and East Lothian on improvement focussed activities. As a Moray System, Depute Head Teacher networks have been established and continue to meet regularly, sharing good practice, approaches and planning for improvement as a system. This has included roll-out of Broad General Education Tracking, sharing of learning and teaching frameworks, approaches to professional learning and qualifications planning. 5.3 Senior Leaders continue to contribute to MQIF School Visits and share good practice as peer reviewers on secondary school visits for system improvement. Good news stories continue to be shared by our schools and PR department in celebrating successes and inspection outcomes in order to promote Moray as an attractive place to live and work in education. Appointment to the vacant QIO post did not progress this session with further attempt in the new session with focus on secondary improvement and further promotion of this post. Page 345
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5.4 Continued support and challenge has been maintained throughout the session with summary data collection periods introduced as well as interim progress and attainment meetings. Please refer to the Initial Analysis of Secondary School Attainment: Session 2024-2025 Committee Paper for further detail in relation to key actions identified for improvement which continue to be monitored as ongoing data pertaining to pupil performance is reviewed with evolved priorities noted in 4.36-4.39 above. 5.5 Through our Moray Quality Improvement Framework (MQIF) we continue to support and challenge school improvement with seven extended school reviewing team visits completed and one further reviewing team visit planned, across Moray’s eight secondary schools, guiding schools in areas for improvement and progress with improvement actions. We also continue to monitor the use of additional monies in our schools supported through Strategic Equity Funding (Scottish Attainment Challenge) with a range of projects in place in support of strengthening pupil attendance, engagement and participation (5 secondary schools directly or indirectly benefitting from these projects). 5.6 In summary and in order to address areas for improvement across the system, at school and local authority level to drive forwards improvements in attainment, to date this includes: • Enhanced use of data, tracking and target setting in order to inform and drive improvement • Further development of the role of middle leaders in our schools, including key work underway by the Depute Head Teacher networks • Further development of our Moray Quality Improvement Framework (MQIF) with continued scrutiny and support by the central Quality Improvement Team • Established processes and cycle of self-evaluation for self-improvement across our schools including statutory documentation review, school visit programme, targeted and universal supports and interventions as required in line with MQIF • Increased involvement of peer reviewers in school review processes, supporting colleagues to look outwards for school improvement • Refined approaches to meeting learning needs through revised service design including Moray Adapted Curriculum and revised approaches to Additional Support Needs forecasting and allocations • Increased Senior Leadership Team engagement in school and service improvement through networks established and improvement methodology sessions, leading to improvements identified ‘by the system, for the system’ • Looking outwards to other schools and local authorities as part of the Association of Directors of Education Scotland (ADES) networks, with all schools linked to other schools in our improvement quad of local authorities (Angus, Argyll and Bute, East Lothian, Moray), sharing good practice, providing peer support and challenge • Extending approaches to looking inwards, extending consortia and partnership curriculum offers and working together to develop key toolkits in support of strengthening leadership, learning and teaching, and raising attainment 5.7 Through discussions held at the Community Planning Officer Group (CPOG) in Moray, supporting the broader Moray Community Planning Partnership, partners have identified joint work that could support young people in reaching positive and sustained post-school destinations. This may include young people who leave school positively but later through wider Annual Participation Measure (APM) fail to move forwards positively. This is with Page 346
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particular regard to young people who may progress from school but remain unknown in terms of their future pathway, or alternatively move to a status where they are not engaged in education, employment or training (unemployed seeking/not seeking). An Annual Participation Measure (APM) sub-group of the Local Employability Partnership (LEP) continue to meet at an operational level involving partners including Skills Development Scotland (SDS), DYW Moray, Moray Employability, Moray Education and Moray Youthwork to support accuracy in data recording and reducing impact of those young people (16-19 years old) unknown in terms of future destinations. Working together with partners is key to improving young people’s engagement in school and attainment in order to ensure positive post-school destinations are realised. 5.8 In review of early indication target data within the Broad General Education (BGE) Achievement of Curriculum for Excellence (ACEL) levels there are areas of improvement in data noted within literacy organisers. In Senior Phase, specific S4-S6 breadth and depth measures indicate where improvements in performance may also result based on initial targets and data analysis undertaken based on termly reporting from our schools on key performance measures. 6. PROPOSALS 6.1 It is proposed that Committee scrutinise and note the contents of this report, reviewing Moray’s Senior Phase Leaver Attainment across Moray Secondary Schools during session 2024/2025. Attainment of all pupils was previously reported to Committee within the Initial Analysis of Secondary School Attainment: Session 2024-2025 Committee Paper where this report now considers leaver performance (S4-S6) only, following Insight benchmarking data release in February 2026. Committee is further invited to consider improvement activities underway as well as where identified actions for improvement are noted through data presented. This includes through work underway as a service in line with MQIF support and scrutiny activities as well as targeted interventions for schools where further support may be required. Working together as a system, senior leader networks have been formed to add further capacity to the system and progress key areas of work to improve standards and positively impact upon attainment currently presented for last session as noted in section 5 above. Support from partners is key to ensuring young people engage and participate in school and their learning. This report presented to Committee concludes Education service reporting for this session. 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 Property Page 347
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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 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. 7.4 Financial There are no financial implications arising directly from this report. Additional funding has been granted in order to secure improvements in Senior Phase attainment as reported through the Special Moray council on 26 February 2025 and the 2025/26 Budget and 2025 to 2028 Financial Plan Committee Report. Financial implications may arise in the future per 7.5 (Risk) below vis a vis ICT resources and provision. One off Costs: Service Area Budget Budget Years Proposed Spend this Year Virement From Other Comments - - - - - - Annually Recurring Costs: Service Area Budget With Effect From Annual Net Impact Virement From (if applicable) Other Comments - - - - - - Page 348
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7.5 Risk Discrete shortages of key subject specialist teachers is noted in a number of schools with further detail provided within 7.6 below, which has continued to impact on key attainment measures presented within this paper. There are further risk implications as to how this attainment dataset will continue to be used as comparator data and may skew future performance reporting. The data presented herein reflects year 4 of a return to SQA examinations following two years of an Alternative Certification Model (ACM) over a 6-year trend period, much different to the previous two years of ACM in 2020 and 2021. Similarly, 2024 witnessed return by SQA of coursework to National Qualifications in most subject areas (only subject areas where this was not considered appropriate led to maintaining 2023 assessment arrangements). The conditions for assessment in this year and last year’s SQA Examination diet (pandemic related) are most similar to 2019 with where coursework completion required time in class for completion, not required in session 2022 and 2023. A number of learners continue to find additional coursework assessment and formal examinations in the main exam hall setting to be challenging, where attendance concerns relating to some young people has also impeded coursework completion and increased additional assessment arrangements have resulted as a result of pupil wellbeing and support needs. Actions for improvement identified highlight desire for improved collaboration and potential to extend consortia arrangements. This continues to be impacted by ongoing digital connectivity and bandwidth issues in respect our ICT Education network operating in schools. Colleagues within ICT continue to work closely with central Education colleagues and schools within existing resources in order to remedy issues arising on an ongoing basis, where Education colleagues appreciate ongoing support provided and further work underway to improve network connectivity and mitigate disruptions (further work planned for early June 2026). Improvement in digital provision is required in order to realise positive consortia approaches and digitally enabled learning and teaching, with absence of 1:1 devices for learners in Moray impacting on learner experiences. Looking outwards where local authorities are digitally enabled, this is having direct positive impact on learning, teaching and assessment and overall achievements of learners in schools where equity in digital access is supported for all. As new digital technologies continue to be explored, this is of further concern as we look to the curriculum of the future and explore new technologies. There is further consideration that more young people continue to stay on at school beyond S4 and S5 due to increased anxiety and wider wellbeing factors as noted in S6 staying on/leavers in 2025. This has been noted in some of Moray’s secondary schools, requiring creativity regarding potential course options and levels of study. Parent/carer support can vary resulting in lower levels of ambition experienced where schools aim to maximise learner achievement and attainment. Schools continue to support young people through a range of wellbeing and wider learning supports. Schools also report increase in anti-social behaviours and attendance issues, impacting overall on learner achievement and continuity in learning. In a number of schools, challenging and disruptive behaviours of a very small minority of young people can adversely impact school operations. Senior Leadership Teams attempt to mitigate issues experienced and seek support of parents/carers and wider partners in order to address individual social, emotional and behavioural issues outwith their scope of expertise. Page 349
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Schools observe increase in Additional Support Needs among pupils year on year, impacting on number of courses studied and levels of study. This has noted effect on attainment measures outlined above. A number of young people may access a personalised curriculum with individual targets and outcomes. This requires schools to allocate resource in a targeted way within funding available based on current cost per pupil status as a local authority. Pupils may also require additional assessment arrangements (AAA) throughout the session in order to access learning and assessment, further impacting on resources required. 7.6 Staffing Where staffing vacancies arise in specific subjects in secondary, particular difficulties in recruitment have been experienced. In recent sessions, this has included recruitment to posts in Maths, Home Economics, Technical and English as well as discrete Science based subject areas. This has also resulted in schools developing creative timetabling approaches through, for example, appointment of BGE Teachers of Numeracy and Literacy who are Primary qualified but within registration requirements, may teach specific Broad General Education classes. In some schools, curriculum choice has been narrowed due to inability to recruit to specific subjects/posts, impacting on raising attainment for all. Limited availability of supply teachers in secondary, particularly those with subject specialism which may be required, can result in senior leadership teams becoming classroom based, covering classes and detracting from strategic improvement priorities and progress. This has impacted on staff morale and wellbeing as well as quality and consistency in delivery of learning and teaching. 7.7 Best Value and Transformation There are no Best Value and Transformation implications where this report is to inform Committee on school performance and attainment. 7.8 Property There are no property implications arising directly from this report. 7.9 Information Communications/Technology/Digital Please see section 7.5 (Risk) above and impact of ICT provision and current network operating status on curriculum delivery and raising attainment. This has also continued to impact during session 2025/2026. 7.10 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. 7.11 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. 8. CONSULTATION 8.1 This report has been prepared in consultation with the Executive Director (Education, Housing and Communities), Head of Education (Chief Education Officer), Equal Page 350
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Opportunities Officer, Human Resources Manager, C O’Connor, Committee Services Officer and Senior Officers in Education, Housing and Communities and any comments made have been incorporated into the report. 9. BACKGROUND PAPERS 9.1 Initial Analysis of Secondary School Attainment: Session 2024-2025 Committee Paper Page 351
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Report to: Education, Children’s and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Andrew Hall Contact Email: learningestate@moray.gov.uk Subject: Learning Estate Review – Workshop Update 1. PURPOSE ☐ For Decision ☒ For Information 1.1 This report provides an update on key themes arising from the Elected Members’ workshop held on 24 March 2026 to inform the development of the learning estate review, the outcome of which will be incorporated into the next stage report on the Moray 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 This report provides Members with an update on the key themes arising from the Elected Members’ workshop held on 24 March 2026 as part of the Moray Learning Estate Review and the next steps to develop the Strategy. 2.2 The workshop considered the principal pressures affecting the school estate, including demographic change, surplus capacity, building condition, affordability and the need for a clear and defensible framework to support future decision-making. 2.3 The discussions highlighted the importance of ensuring that future decisions are informed by transparent evidence and consistent criteria, with a particular emphasis on educational benefit, learner experience, equity, rurality, community impact and value for money. 2.4 The workshop findings will inform the further development of the evidence base, evaluation criteria and decision-making framework for the full Learning Estate Review Report, which is scheduled to be presented to this Committee on 1 September 2026. Page 353
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2.5 This report is presented for information to record the principal matters raised and to show how these will inform the final Learning Estate Review Report. No decisions are sought at this stage. 3. BACKGROUND 3.1 The Learning Estate Strategy was approved by Moray Council at its meeting on 16 December 2020 (para 5 of minute refers) and updated by Moray Council at its meeting on 28 September 2022 (para 15 of minute refers). The Strategy sets out the Council’s long-term approach to managing investment in the Learning Estate and delivering a vision for a flexible, sustainable and affordable estate that supports excellence and equity for children and young people in Moray. 3.2 In support of that Strategy, the Learning Estate Review project is considering the future shape of the education estate, taking account of factors including: • school capacity and sufficiency; • building condition and suitability; • energy efficiency, net zero carbon and repair and maintenance requirements; and, • long-term affordability. 3.3 To support evidence gathering, the Education Estate team undertook stakeholder engagement across all eight Associated School Groups between 2023 and 2025. This included briefings, workshops, community engagement sessions and surveys, and has informed the development of the Review. 3.4 A Learning Estate Review Update was presented to the Education, Children’s and Leisure Services Committee on 25 November 2025, advising that the final review report was expected in March 2026 (para 23b of minute refers). This timetable was not achieved due to competing service priorities and the need to focus officer capacity on major school capital projects, especially ensuring the Future Forres Academy project achieved contract agreement on time, thereby avoiding significant programme delays and associated additional costs. The Learning Estate Review Report is now scheduled to be presented to this Committee on 1 September 2026. 3.5 A key element of the Review completed since the last Committee update was the Members Workshop held on 24 March 2026. The detailed Workshop Report has been provided to members separately. 3.6 The workshop considered the principal pressures affecting the school estate, including demographic change, surplus capacity, building condition, affordability and the need for a clear and defensible framework to support future decision-making. 3.7 The workshop discussion indicated that future Learning Estate decisions should be led primarily by educational benefit and learner experience. It also highlighted the need for any future framework to take proper account of equity of access, rurality and travel, community dependency, condition and safety risk, and value for money, so that options can be appraised transparently and consistently. Page 354
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3.8 The workshop identified a number of matters requiring further development, including the management of out-of-catchment placements, the role of shared and alternative use, the need for clearer utilisation and capital prioritisation criteria, and the importance of a more robust and transparent evidence base to support future option appraisal. 3.9 The workshop findings will be considered along with the outcomes from the stakeholder engagement and evidence gathering undertaken to inform the further development of the evidence base, evaluation criteria and decision-making framework for the full Learning Estate Review Report, which is scheduled to be presented to this Committee on 1 September 2026. 4. SUMMARY OF IMPLICATIONS 4.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) ✓ Policy and Legal ✓ Financial ✓ Risk ✓ Staffing ✓ Best Value and Transformation ✓ Property ✓ Information Communications Technology/Digital ✓ Equalities. Social Inclusion and Economic Impact ✓ Climate Change and Biodiversity Impact ✓ 4.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. Page 355
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☒ Empowering and connecting communities. ☒ Improving wellbeing of our population 4.3 Policy and Legal There are no implications arising directly from this report. 4.4 Financial There are no financial implications arising directly from this report. 4.5 Risk There are no risk implications arising directly from this report. 4.6 Staffing There are no staffing implications arising directly from this report. 4.7 Best Value and Transformation There are no best value or transformation implications arising directly from this report. 4.8 Property Property issues have been covered in the main body of the report. 4.9 Information Communications/Technology/Digital There are no information communications/technology/digital impacts arising directly from this report. 4.10 Equalities, Social Inclusion and Economic Impact There are no equalities, social inclusion and economic Impact arising directly from this report. 4.11 Climate Change and Biodiversity Impacts There are no climate change and biodiversity Impacts arising directly from this report. 5. CONSULTATION 5.1 This report has been prepared in consultation with the Head of Education, the Head of Housing, Property and Communities and Caroline O’Connor, Committee Services Officer. Any feedback received has been incorporated where appropriate. 6. BACKGROUND PAPERS 6.1 Workshop outcome report Page 356
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Report to: Education, Children and Leisure Services Committee Meeting Date: 23 June 2026 Report by: Chief Officer, Health and Social Care Moray Author: Interim Chief Social Work Officer / Head of Service Contact Email: Jim.lyon@moray.gov.uk Subject: Performance Report (Children and Families and Justice Social Work) Quarter 2 (July to September 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 2. 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 2 as presented in the Performance Report and the analysis of the local indicators as details at 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. Page 357
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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 26 February 2026 (para 6 of draft minute refers). 4. PROPOSALS 4.1 It is proposed that the Committee note the performance data for Children, Families and Justice Social Work during Quarter 2 as detailed in Appendix 1. 5. SUMMARY OF IMPLICATIONS 4.1 The table below shows whether risks and implications apply if the recommendations are agreed: SUBJECT YES NO Corporate Plan and 10 Year Plan (Local Outcome Improvement Plan) 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 4.2 Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Improved Collaborative Leadership, as part of continuous improvement through Best Value, will better enable the Council to fulfil the ambitions set out in its strategic plans. a) Links to Council Corporate Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Council Plan strategic priorities: ☒ Tackle Poverty and Inequality. ☐ Build Stronger Greener Vibrant Economy. ☒ Build Thriving, resilient, empowered Communities. b) Links to Local Outcomes Improvement Plan – The proposals in this report support and contribute to improved outcomes for communities as outlined in the following Local Outcomes Improvement Plan priorities: ☐ Developing a diverse, inclusive, and sustainable economy ☒ Building a better future for our children and young people in Moray. ☒ Empowering and connecting communities. ☒ Improving wellbeing of our population 4.3 Policy and Legal None arising from this report. 4.4 Financial Page 358
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None arising from this report. 4.5 Risk None arising from this report. 4.6 Staffing There are no proposed changes. 4.7 Best Value and Transformation None arising from this report. 4.8 Property None arising from this report. 4.9 Information Communications/Technology/Digital None arising from this report. 4.10 Equalities, Social Inclusion and Economic Impact None arising from this report. 4.11 Climate Change and Biodiversity Impacts None arising from this report. 6. CONSULTATION 5.1 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 6.1 There are no background papers for this report. Page 359
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APPENDIX 1 CHILDREN & FAMILIES AND JUSTICE SOCIAL WORK - QUARTER 2 (JUL-SEPT 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 4 WHICH IS LATEST AVAILABLE DATA (MAY-JUL 2025). At the end of the Child Protection Quarter 4, (CP Q4) there were 528 contacts, enquiries and referrals (all under the heading referrals) to the Access Team for 473 children as per Graph 1 below: Graph 1: CP Quarter 4 - Referrals received by Access Team from May to July 2025 Graph 1 above illustrates the data for all contacts with the Access Team. Enquiries relate to a request for advice or guidance from a member of the public or a partner agency. The team receives information such as a Police Concern Report, not requiring action or follow up, while referrals are formal requests for assistance or where it is deemed necessary to take further action. Referral sources are Social Work, Scottish Children’s Reporters Administration (SCRA), Police, Courts, Education, Health, 3rd Sector, community, families and young people, where the following actions are considered: • Information to be passed to the Named Person • Visit to the child, young person and their family • Interagency Referral Discussion – where partners meet to share information and consider risk and create a safety plan • Immediate action to reduce a significant and immediate risk of harm to a child The number of referrals can be more than the number of children, as they can come from more than one source for the same child. 0 50 100 150 200 250 May-25 Jun-25 Jul-25 209 193 126 190 170 113 REFERRALS RECEIVED BY ACCESS TEAM Referrals: No. in last month Referrals: No of children Page 360
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Child Protection is prioritised with the allocation of a social worker to lead on the assessment of need and risk. The family's strengths and support networks are considered by the creation of genograms to identify networks of supportive family members, friends and community supports, who can contribute to the child’s safety and wellbeing. Family Group Decision Making, commissioned from Children First, is engaged to focus the family and friend network for a plan to reduce the flow-into care at the earliest possible opportunity. When applied at the early stages of support, effective plans can reduce the need for children to move from the care of their parents and the resultant trauma. Pie chart 1 below shows the sources of referrals in CP Q4: Pie chart 1: Sources of referral In CP Q4, 32% of referrals were from the Police (170), followed by Health and Social Work 20% (105), Education 19% (97), Family and Community 18% (97), and 11% coming from other agencies (59) (as per pie chart 1). Where the number of referrals is higher than the number of children, due to there being more than one referral source on the same child (e.g. Health, Education and Police) this potentially reflects consistent thresholds across the partnership. This quarter has seen a reduction in the number of referrals into social work. The previous quarter reported a significant increase, in part relating to referrals from education partners prior to the end of the academic year. Managers in the Access Team and the Quality Improvement Officer for Education have met fortnightly to ensure a manageable flow of referrals though the Child Planning Pathway to social work with appropriate thresholds being applied reflecting reduced referrals. Overall referral numbers will fluctuate to reflect the needs of children in our communities and how effective our early help and support to families is in meeting children's assessed needs. Graph 2 below shows the number of IRDs held for the number of children in CP Q4: Graph 2: IRDs and number of children subject to an IRD Police, 170, 32% Education, 97, 19% Health and Social Work, 105, 20% Family & Community, 97, 18% Other Agency, 59, 11% SOURCES OF REFERRAL Page 361
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Graph 2 shows the quarterly trends in IRDs (between 1 Aug 2024 and 31 Jul 2025). An interagency referral discussion (IRD) is part of our wider Child Protection Procedures. Where a child is referred and there is information to suggest they are at a potential or actual significant risk of harm, and there is a need for further information to be shared, an IRD is convened. Police, Social Work, Health and other professionals who know the child come together to discuss concerns, analyse risk and consider next steps. A safety plan can be created, joint interviews with children and young people planned, health assessments, where appropriate, for children and consideration of need for an Initial Child Protection Planning Meeting (ICPPM) discussed. Multi-agency safety planning responds to immediate risk of harm or creates a plan to reduce risk for a child enabling them to remain with their family, whilst wider support is considered. In CP Q4, 68 children were involved in 46 IRDs. For each quarter, the number of children is greater than the number of IRDs as each IRD considers all children in a family. There has been little fluctuation in the number of IRDs in Moray over the four quarters with an average of 43. Pie chart 2 below provides the main reason for an IRD: Pie chart 2: Main reasons for IRD Throughout CP Q4, physical assault (21, 29%) remains a consistent reason for an IRD being held, followed by emotional abuse (11, 15%), sexual assault (9, 12%), mental 0 10 20 30 40 50 60 70 Q1 24-25 Q2 24-25 Q3 24-25 Q4 25-26 47 40 41 46 64 66 57 68 IRDs and No. of Children No. of IRDs held in Quarter No. of Children involved Page 362
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health (9, 12%), neglect (7, 10%), domestic abuse (7, 10%), and child criminal exploitation (3, 4%). Following the IRDs, 11 Initial Child Protection Planning Meetings were convened, and 13 Joint Investigative Interviews were requested. Graph 3 below shows the trend across 2025 for joint investigative interviews and the national model of Scottish Child Investigative Interviews (SCIM): Graph 3: Joint Investigative Interviewing Graph 4 – JII & SCIM Graph 4 above shows the activity of Joint Investigative Interviewing across CP Q4 during which 16 children were recommended for Joint Investigative Interview (JII); 14 Scottish Child Interview Model (SCIM) JIIs were completed, 2 children declined to be interviewed. Graph 5 below shows the trend since Q4 2024/25 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: Graph 5: Initial Child Protection Planning Meetings (ICPPM) Page 363
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At the end of CP Q4, 11 Initial and Pre-birth CPPMs were held for 26 children, all of whom were placed on the register. 100% were held in timescale of 28 days from the notification of concern. 73% of Initial and Pre-birth CPPMs had parental attendance which is positive while maximum attendance remains the aim. Graph 6 below shows the trend from IRD to ICCPM over a five-year period from 2020/21 to 2024/25: Graph 6: Conversions from IRD to ICCPM 2020/21 to 2024/25 12 22 10 11 26 7 12 6 7 11 0 5 10 15 20 25 30 Q4 Q1 Q2 Q3 Q4 May-Jul Aug-Oct Nov-Jan Feb-Apr May-Jul 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 364
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This five-year trend in conversion rates of ICPPMs to CP registration in Graph 6 above has offered an opportunity for reflection on social work practice. The conversion rate of 100% over the 4 Quarters Aug/Oct to May/Jul may indicate good decision making in deciding which children should be progressed for multi-agency child protection plans but may also suggest self-fulfilling planning i.e. those being taken to ICPPMs all end up with child protection registration. To understand this in more detail a focussed review for unborn babies following the pan Grampian Support in Pregnancy Pathway is being undertake. This will helpfully provide an insight into the partnership application of the pathway and important outcomes for families where a potential or actual risk of significant harm is indicated at an IRD and progression to an ICPPM is agreed. A small percentage of children discussed in IRDs progress to ICPPMs, this as an IRD has multiple outcomes and progressing to an ICPPM is only required where the child remains at significant risk of harm where a safety plan has been agreed in the interim. Audit of IRDs takes place to ensure consistency in the function of the meeting and the quality of information shared and analysis of risk to inform decision making and an agreed safety plan at the meeting. Information from audit is shared with agencies to consider improvements where required. It would be helpful to understand better the decision to proceed to IRD and what support is provided to a family prior to the meeting taking place. This aspect of collaborative partnership working represents the response from the team around a child to a rise in concerns for their wellbeing. Where a child has a multi-agency plan of support a Child’s Planning Meeting may be an appropriate option in some situations. In the main as IRD’s exclude parents and the 528 referrals 46 IRDs 11 ICPPMs The conversion rate from referral to IRD is 8.7% The conversion rate from IRD to ICPPM is 23.9% Page 365
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child or young person from the discussions and Police do not attend a child planning meeting, this is appropriate on occasion where the risk is from a member of the child’s family, or close support, or a disclosure of Police information requires to be protected. During CP Q4, there were 19 Review Child Protection Planning Meetings (RCPPM) held for 28 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. 6 of the RCPPMs held in this quarter were first reviews, of which, 66% were held within the 6- month timescale. The reason that the meetings were note held in timescale was linked to engaging parents; one meeting was postponed to allow a parent to attend and participate. Another was delayed due to the prioritisation of a baby’s health appointment. Graph 7 below shows in CP Q4, 2025 that 17 children were de-registered and 26 new children were registered. This meant at the end of CP Q4, the number of children who were on the Child Protection Register (CPR) had increased by 9 (from 45 to 54). Large families (three or more children) were added to the CPR in this quarter, accounting for the increase: Graph 7: Child Protection Registration (CPR) Trends from 2023/24 to 2024/25 Graph 8 below shows CP Registration comparator authority trends to from 2018 to 31 July 2024: Graph 8: Child Protection Registration Comparator Authority Trends: 2018 to 31 July 2024 Page 366
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Graph 9: Number of Child Protection Registrations Comparator Authority Trends: 2018 to 31 July 2024 Chart 10: Number of Child Protection Deregistration Comparator Authority Trends: 1 August 2018 to 31 July 2024 Pie chart 3 below depicts the reasons that children were added to the CPR in CP Q4. 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: Pie chart 3: Reasons for new child protection registrations in the reporting period Page 367
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In CP Q4, “other concerns” was the most prevalent reason for child protection registration. This is used by the Reviewing Officer where the categories are not reflective of the family situation. Sexual abuse was the second most prevalent concern followed by domestic abuse and emotional abuse. Pie chart 4 below depicts all of the reasons for children being placed on the CPR at the end of CP Q4. Neglect was the most prevalent concern and is represented more than the other categories: *Note there may be more than one concern documented for each child. Pie chart 4: Child Protection Concerns As shown in Graph 11, below at the end of CP Q4, there were 12 family groups consisting of one child, four family groups with two children and nine family groups of three or more children on the child protection register: Graph 11: Family Groups At the end of CP Q4, eight children on the Child Protection Register had one previous registration, and six children had two or more. This data highlights a pattern of recurring child protection concerns for some children and families as per Graph 12 below: Page 368
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Graph 12: Previous Registrations 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 partnership needs to consider: ▪ The staged closure of families to social work and the move to child planning for families where children have required a protection plan. Child planning must continue at a multi-agency level following closure to social work and focussed quality assurance activity in this area for those children who move again to child protection planning, would be of benefit. ▪ Learning from repeat registrations to identify systemic gaps and improve practice, informed by the above Graph 13: Time on Moray Child Protection Register Regarding Graph 13, the aim is to support families to make the necessary changes to safely parent their children in a timeframe which meets the needs of their children, for example, up to 12 months. Should risks not have significantly reduced, then alternative Page 370
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measures should be considered for example referring to the Children's Reporter to consider if a compulsory supervision order is required. Where risk has been sufficiently reduced, and the child is experiencing safe and good enough care, then de-registration is considered, with the evidence understood and agreed by partners. Graph 14 below shows the trend for 2024/25 against CP Quarter 4 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: Graph 14: Age of children on the Child Protection Register the following sections report against financial quarter 2 (JUL - SEPT 2025) Graph 15 below identifies that at the end of Financial Quarter 2 (FQ2), there were 173 children who were looked after by Moray which is an overall increase from 165. Large families accommodated in this period contribute to the rise: Graph 15: Number of children looked after away from home and at home There was an increase in the number of newly accommodated children in 2024/25 which is being analysed through the ‘Critical Mass’ work to support a better Page 371
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understanding of this data and identify mitigating actions – a strategy for reducing the flow-into care. Pie chart 5 below provides information on the internal and external care settings for children and young people: Pie chart 5: Care setting categories At the end of FQ2, 45% of children were in family settings at home or in kinship care with 55% 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. 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. At end of FQ2 there were 52 children living in foster care, with 45 children living with Moray Council foster carers and 7 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. 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 (131, 76%) rather than residential care (including short breaks) (42, 24%). 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. There remains the commitment to support young Page 372
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people in family-based care including supporting families to identify and promote kinship care options via Family Group Decision Making. At the end of September 2025, 95.5% 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. As such, Moray is 16.5% above the average indicator. 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 until the age of 21 - 'Staying Put'. Moray hosts five 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 mandated Home Office scheme and are then supported by the Throughcare and Aftercare Team. They are supported as looked after children to ensure they receive full support. Initially, these young people are in Supported Lodgings or Supported Accommodation. The team continues to successfully support them to move into their own independent housing once they have been granted asylum. Moray also hosts several other New Scots, but they are not all looked after children due to their age or asylum status. The number of new arrivals of New Scots in FQ2 was one. The resource allocation system in Moray means there are the resources to support New Scots including any future manageable increases in numbers. Graph 16: Moray foster care households Page 373
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Of our 44 fostering households, 90% are actively caring for a child. Not all fostering households have children living in their care. At the end of FQ2 this comprises of four (10%) 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. Graph 17 below shows the children being cared for by Moray Council Foster Carers (internal) and those being cared for by Foster Carers commissioned by Moray Council (external): Graph 17: Children who live in foster care Graph 17 identifies that at the end of FQ2, there were 45 children cared for by Moray foster carers, which is a decrease from FQ1, which was 48. Young Carers work is reported to other Integration Joint Board Committees and is being reviewed with a view to inclusion in this report. Page 374
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Graph 18 below shows the number of kinship households in Moray and the children and young people in kinship care: Graph 18: Kinship care settings 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 continuing to review our Kinship Policy in line with revised guidance from the Scottish Government. Residential care is divided into those in residential care in Moray (internal) and those out with Moray (external). The children’s houses in Moray (11) Cala, Rowan Lea and Land Street, continue to operate at full capacity (14) with some young people who are over 18, subject to Continuing Care, and not recorded as looked after children as per below: Graph 19: Residential care settings Page 375
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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 the Out of Area 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 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 in 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. 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. As illustrated in Graph 20 below, as at 30 September 2025, there were 59 young people receiving care from the Through Care After Care (TCAC) Team including 12 receiving Continuing Care support: Graph 20: Through Care, After Care and Continuing Care It is anticipated that the numbers of young people subject to Continuing Care will increase as this approach becomes more embedded in Moray. 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 but has significant resource implications. The team is divided into three areas: • 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. Page 376
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• Continuing Care: Young people who choose to remain in their current care beyond their 16th 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 remain where they are living potentially until the age of 21 – “Staying Put”. This is a key legal 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 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. 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. 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 the numbers of young people are small where they can be easily identified, tracked and supported. The Throughcare and Aftercare Team has been working with colleagues in Education to support these young people. Maintaining Relationships Project The Maintaining Relationships Project will be launched in October 2025 at UHI Moray. A new maintaining relationships working group will be established to support implementing, embedding, and evaluating the guidance. Focus groups with children, young people and professionals have been planned for January 2026. Justice Services and Youth Justice Graph 21 below provides details on care experienced young people being supported by Justice Services: Graph 21: Care experienced young people supported by Justice Services Page 377
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Nationally, care experienced young people (CEYP) are overrepresented in the Scottish Justice Systems. At the end of FQ2, 9.3% (49 of 524) were CEYP (up to age 26) in the Justice System (Youth Justice 16, Justice Social Work 33) as depicted in graph 21. This figure has consistently remained below 12% since 2023 with the percentage fluctuating over the last year. The aim is to address identified needs and risks to reduce the chance of offending or re-offending and maximise support building on existing relationships across our partnership agencies. 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 support is prioritised where possible. Children who are remanded or sentenced to custodial sentences in secure care are included in the numbers above and has resulted in inaccurate data due to individuals being open to both the Youth Justice and Justice Social Work team for transitional purposes. This will be addressed in the next reporting period. Graph 22 below provides the age range of children and young people being supported by Youth Justice Services: Graph 22: Age of children in Youth Justice 402 442 473 48 51 517.9 8.3 9.3 0 100 200 300 400 500 Jul-25 Aug-25 Sep-25 Care Experienced Young People Supported by Justice Services Open to Justice Team Open to Youth Justice % CEYP open to both MYJ and JS Expon. (Open to Justice Team) Page 378
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The average age of a child receiving Youth Justice services through this quarter is 15 years old which is the same as the previous quarter. At the end of FQ2 there are no under 11’s supported by 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, Emotional and Behavioural Needs Service (SEBN). There has been a very small number of young people aged over 18 years in the Youth Justice Service over FQ2, 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. Pie chart 6 below provides information on the gender of individuals supported by Youth Justice Services: Pie chart 6: Gender of individuals in Youth Justice 0 20 40 60 Jul-25 Aug-25 Sep-25 0 0 0 26 26 33 21 21 171 4 1 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 Gender: Male, 40 YJ Gender: Female, 11 GENDER OF YOUNG PEOPLE IN YOUTH JUSTICE YJ Gender: Male YJ Gender: Female Page 379
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At the end of FQ2, most individuals supported by Youth Justice were males accounting for 78% of children and young people supported by the service. There has been a small increase of females in the service over this quarter. Pie chart 7 below provides information on the gender of individuals in Justice Services: Pie chart 7: Gender of individuals in Justice Services In Justice Social Work 16% 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 service. Work continues to capture the views of individuals to evaluate the impact of this service and shape its development. Recent feedback includes: Justice Social Work reports (JSWR) remain a priority to reduce delays in sentencing and for FQ2 the target of 100% on time has been met. There has been a slight decrease in report requests over FQ2. Whilst reports are prepared at the request of any Court for an Page 380
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individual living in Moray, most reports are submitted to Elgin Sheriff Court as per graph 23 below: Graph 23: Justice social work reports (JSWR) Completion of Court reports on time results in appropriate sentencing for individuals which addresses their current assessed risks and needs, and reduces time spent on remand where a community sentence is imposed. It also importantly supports a timely outcome for victims of offences. Pie chart 8 below provides Justice Service report types for court: 111 94 100 0 20 40 60 80 100 120 Q2 JUSTICE SOCIAL WORK REPORTS (JSWR) -SUBMITTED ON TIME No. Social Enquiry Reports submitted on Time No. of People % of Reports on time Page 381
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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 FQ2 there were three DTTO assessments in progress and two Orders imposed which involves at least two appointments per week for testing and supporting identified needs. Graph 24 below provides details of structured deferred sentences from 2022/23 to 2025/26: Graph 24: Structured deferred sentences (SDS) from 2022/23 to 2025/26 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 FQ2 has decreased, however remain slightly higher than in the previous year in FQ2. Page 382
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Graph 25 below provides bail supervision details from 2022/23 to 2025/26: Page 383
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Graph 25: Bail supervision from 2022/23 to 2025/26 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 FQ2 and an increase in bail supervision orders imposed, with a slight increase compared to last year in FQ2. There continues to be a significant number of assessments not resulting 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 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 and additional support through a third sector organisation is being explored to improve outcomes for individuals subject to bail supervision. FQ2 has seen a decrease in the imposition of Community Payback Orders (CPO) since the previous quarter and in comparison, to the previous year. There is no clear indication for this decrease but may be due to the use of more effective early interventions as per graph 26 below: Graph 26: Community Payback Orders with supervision requirement Page 384
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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. 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 Page 385
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additional agreement is required from the Procurator Fiscal, e.g. an extended period for completion. It is noted that there was no diversion from prosecution assessments for females during September 2025 and further monitoring of this data will continue. 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. Graphs 27 and 28 below provides details on diversion from prosecution for females and males: Graph 27: Diversion from prosecution: Female Graph 28: Diversion from prosecution: Male Page 386
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Policy, development, trauma-informed and commissioning Trauma-Informed Practice During FQ2, a range of courses, some of them consisting of multiple modules, have been made available to staff across the partnership. Since the inclusion of the trauma informed practice modules onto CLIVE, 691 people across the local authority have successfully completed the ‘Understanding the impact of trauma and responding in a trauma-informed way’ module. Reflective training sessions have been developed and delivered to allow staff to explore how they can take their online learning and apply it within their roles. Queries about trauma-informed practice, 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. New Procedures This quarter saw two new procedures ratified in relation to mini learning reviews and smoking, alcohol and substance consumption in care. The Mini Learning Reviews Procedure outlines the approach to undertaking rapid, single agency examination and exploration of decision-making, professional processes, outcomes of actions, chronologies of significant events, case recording, complaints investigations and correspondence. It forms part of the Service’s self-evaluation approach and applies when the criteria for multiagency full learning reviews have not been met. The Smoking, Alcohol and Substance Consumption in Care Settings policy has been developed to support the work of social workers within Moray Children and Families and Page 387
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Justice Social Work Service. Based on research, national and local drivers as well as benchmarking with other local authorities, it outlines tasks and expectations for staff, carers and adopters and aims to facilitate consistent experience for children, young people and their carers as well as to work towards positive health outcomes for children and young people in care settings. Training and Development The Social Work training calendar currently offers training in Action Plans, Chronologies, Continuing Care Procedures, Assessment, Personality Disorder, Contextual Safeguarding, Mental Health, Substance Use and Child Protection Processes. The training offer is under regular review with more areas to be developed in line with identified needs across the service. Monthly forums continue to run offering support to all newly qualified social workers and social workers in training across Children, Justice and Adult Services. These sessions are well attended with positive feedback being received. Throughout the second quarter, approximately a third of Children’s Social Work staff accessed training provided by the partnership. This training included: ➢ Gangs and County Lines ➢ Risk, Harm and Vulnerability ➢ Child Sexual Exploitation ➢ Graded Care Profile 2 Staff will have opportunities to benefit from training on professional communication skills and corporate parenting soon. Self-evaluation: complaints received and responded to between January and June 2025 The 6-monthly analysis of complaints that were received and responded to by the Children, Families and Justice Social Work Service is an established part of the service’s self-evaluation approach. Between January and June 2025, 30 complaints were received and responded to: 18 at Stage 1 and 12 at Stage 2. This is in line with the upward trend in the number of complaints indicated by longitudinal data (since Jan 2022), suggesting that responding to complaints is likely to place further pressure on the service, particularly in the light of the demands of Child Friendly Complaints. Whilst the number of complaints is steadily increasing, the number of upheld complaints has been on the decline, with this reporting period closing with zero fully upheld complaints and 5 upheld complaint points. The majority of these related to a lack of communication between the Service and people receiving it; this is in line with previous findings of thematic analysis. Page 388
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The importance of good and timely communication will be reiterated during relevant meetings and there is training in development in respect of professional communication skills. Children and Families and Justice Social Work Commissioning The Commissioning team in Children, Families and Justice Social Work leads and oversees eight key areas of service contracts. Pie chart 9 below illustrates FQ2 spend distribution: Pie chart 9: Percentage of Spend during FQ2 The individual contracted service areas will be discussed next in turns. Family Support Services The family support services area, accounting for 9% of the spend, consists of: 1. Independent advocacy service 2. Three support services for prevention and early intervention: 2.1 Families Together 2.2 Functional Family Therapy 2.3 Aberlour Youth Point Moray. 1. Independent advocacy Moray’s Children’s Rights Service, delivered by Quarriers, provides advocacy and support to all young people in Moray, as well as their parents, carers, brothers and sisters. During this quarter, the service received 54 new referrals: 37 for children and young people and 17 for parents, carers, brothers and sisters. Page 389
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This represents an increase compared to the previous quarter, as illustrated in graph 29 below: Graph 29: Independent Advocacy per number of people from 2023 to 2025 Notably, this quarter recorded higher proportion of referrals for children and young people compared to parents, carers and brothers and sisters, changing the pattern observed over the past three quarters increase in referral for children in need of protection and their families. While overall referral numbers have remained consistent, the volume of young people, parents and carers receiving ongoing support has steadily increased. Further, only a low number of individuals exits the service, indicating that once relationships are established, support is sustained across multiple meetings and circumstances. In FQ2, 196 young people and 169 parents, carers and brothers and sisters were receiving support. This means that the overall workload of the service is growing, as illustrated in graph 30 below: Graph 30: Advocacy Caseloads from 2023/24 to 2025/26 Page 390
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Graph 31 below provides details of the types of meetings supported advocacy services: Graph 31: Types of Meetings Supported Quarriers provides advocacy and support to ensure that children, young people, and their parents or carers have their voices heard in a wide range of situations. The accompanying graph illustrates the number of professional meetings attended by Quarriers this quarter, further broken down into Social Work, Education and Health-led meetings, where they advocated on behalf of children, young people and their families. 2. Prevention and early intervention services The three prevention and early intervention services—Aberlour Youth Point, Families Together, and Functional Family Therapy—provided support to a total of 115 children, young people, and their families during this quarter. 2.1. Aberlour Youth Point Moray Aberlour Youth Point Moray provides targeted support for children and young people who face challenges in maintaining positive engagement at home, school or within their community. The service also extends support to parents and carers of the children and young people involved. Throughout their engagement with the service, young people assess their progress against SHANARRI indicators at the initial meeting and at regular intervals thereafter. The scores are provided on a 5-point scale, where 1 identifies an area for improvement and 5 shows an area where things are going very well. Page 391
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Graph 32 below outlines the service impact outcomes for every young person who received support in this quarter. Overall, most of them indicated maintained or improved scores, demonstrating the sustained benefits of the support provided: Graph 32: Service Impact Outcomes Four young people completed their engagement with the service during this time. The scores they provided at the beginning and at the end of their journey indicates improvements in most areas, indicating the positive impact of the service, as illustrated in the graphs below. Positive qualitative feedback corresponds with the impact identified above; as indicated by the quote on the right. 2.2. Families Together This restorative family service, delivered by Children First, provides a range of supports, including one to one and group sessions, family focussed money advice service, practical assistance (e.g., food parcels and school bank referrals) and the Family Group Decision Making approach. Through the financial worker, two families achieved significant financial improvements, including gains of £1,364 and the management of £830.60 debt. Four families completed their time under the family support work with Children First during this quarter. Page 392
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2.3 Functional Family Therapy Functional Family Therapy (FFT) is a short term, strengths-based programme designed to help families improve communication and relationships, with the goal of keeping them together. Currently, 17 families are receiving support through this service. During this quarter, two families completed their work with the Action for Children service. The graph below presents outcome measures assessed at the conclusion of their engagement. These scores, rated by young people, parents, and therapists, cover six key areas and are measured on a five-point scale, where a score of 3 or above represents a significant clinical outcome: Graph 33: Clinical Outcome Measures Graph 34 below illustrates the impact of FFT showing progress from averaged initial scores provided by the young people and their families at the start of the intervention to the final scores at its conclusion. These results indicate an overall reduction in the young people’s emotional difficulties because of the intervention: Graph 34: Outcomes by Support Area Pre & Post Service Page 393
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The two families who finished the FFT programme this quarter, had initially been assessed as “likely” and “highly likely” at risk of family breakdown. On completion this risk reduced to “very unlikely”. The quotation on the left highlights the positive changes experienced by one parent. Support for Unpaid Carers Delivered by Quarriers, this service accounts for 3% of the total Q2 expenditure and fulfils statutory obligations under The Carers (Scotland) Act 2016. Out of area care via Scotland Excel and Moray frameworks Out of area care via Scotland Excel and Moray frameworks accounted for 60 percent of the total spend in FQ2. The number of children in the various types of care arrangements are outlined in table 1 below: Table 1: Care by Type, Commission Type and No of Children Type of care arrangement Number of children Q1 Q2 Residential care commissioned through the Scotland Excel Residential framework 12 16 Residential care with 2 providers commissioned via Moray frameworks 7 7 Page 394
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Foster care commissioned through the Scotland Excel Fostering and Continuing Care Framework 7 9 Local Residential Care 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 9% of the spend, is delivered by Aberlour Childcare Trust in Alba Place, Elgin. Currently, three young people benefit from this service. Monitoring arrangements confirm 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 services Commissioned services supporting children and young people with disabilities account for 4% of the total expenditure and consist of two services, a short breaks provision and group activities service. Short Breaks Services This contract provides day care and overnight short breaks for 12 young people. They deliver 15-day care sessions 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 A total of 40 sessions were delivered during this period, comprising 15 summer, 13 weekend and 12 after school sessions. In total, 80 hours of service delivery provided across two locations in Moray, with plans to expand as referrals from other localities increase. Page 395
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The accompanying quotation from a parent of a young person who accessed the service this quarter highlights the positive reception and impact of these sessions. Page 396
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Report to: Education, Children’s and Leisure Services Meeting Date: 23 June 2026 Report by: Executive Director Education, Housing and Communities Author: Kim Slater Contact Email: kim.slater@moray.gov.uk Subject: Information Report – Sportscotland Additional Investment 1. PURPOSE ☐ For Decision ☒ For Information 1.1 The purpose of this report is to note how sportscotland additional investment is being utilised in Moray during 2026/27. 1.2 This report is submitted to Committee in terms of Section III (D) (20) 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 Committee with information on how Moray Council are utilising additional investment received from sportscotland in 2026/27. This includes recruitment of a Club Development Officer post to support voluntary sports clubs/organisations. It also includes the dissemination of Summer of Sport funding across a range of partners to deliver opportunities for children and young people aged 3 to 26 years, to help them get active, stay active and improve their lives. 3. BACKGROUND AND CONTEXT 3.1 As part of the Scottish Government Budget for 2026/27, £38million of new investment was allocated to sportscotland. £18million was allocated to core work strands covering Scottish Governing Bodies of Sport, Club & Community Sport, Commonwealth Games Scotland and Core Costs. £20million was allocated to a ‘Summer of Sport’ which is primarily a one-off investment, with one key exception, school swimming. 3.2 In mid-March 2026, sportscotland commenced communications with Local Authorities, Leisure Trusts and Scottish Governing Bodies of Sport in regards to the funding streams and allocations connected to these new investment areas. Page 397
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3.3 There are 4 key areas of investment that either Moray Council have received or will be involved in supporting; • Club Development Officer post • School Swimming • Summer of Sport • Club Support Programme 3.4 Club Development Officer post All 32 Local Authorities have received funding to invest in a Club Development Officer post to help make our voluntary sports clubs stronger, sustainable, safe and inclusive organisations. Initially this post is funded for 2026/27 however sportscotland’s intention is that these posts will become part of core investment that Local Authorities receive as part of their partnership agreements. National research is evident that voluntary organisations are under increasing pressure due to volunteer fatigue, lack of volunteers, increased governance and bureaucracy in relation to child protection, health and safety, liability and qualifications. These voluntary organisations also experience funding challenges to survive on a daily basis. This post will help support these organisations across Moray as they are valuable contributors towards our Local Outcome Improvement Plan. Sportscotland will fully fund the salary costs of this post and also provide an operational budget. The recruitment for this new post is currently underway. 3.5 School Swimming Moray Council await further information in regards to the phased rollout of a national schools swimming programme. COSLA Officers are working jointly with Scottish Government on the detailed development of the initiative including consideration of cost modelling, funding mechanisms, workforce implications and practical planning to enable safe and effective delivery at a local level. 3.6 Summer of Sport Moray Council have received £213,000 to provide opportunities for children and young people aged 3 to 26 years, to help them get active, stay active and improve their lives. Opportunities are required to be free, targeted or at a reduced cost to maximise engagement and help address barriers to participation. To help maximise resource and collaborate with other partners, the Active Moray working group determined that a grant application scheme would be set up to access this funding. In total, 50 applications were received totalling £280,000. A small panel of representatives from the Active Moray working group assessed the applications with 32 meeting the criteria (5 of these were pending based on some minor additional information requirements). Based on all 32 applications receiving funding this will leave just over £36,000. A second phase of applications will be accepted in August/September for this remaining funding. The 32 projects are as follows; Organisation Funding Allocated Activity/Programme Age Group Location Spey Bay Golf Club £2,665 Give it a Go - Opportunity for all 8yrs+ Speybay Page 398
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children 8yrs+ to try golf Badminton Moray £7,260 Badminton & Pickleball development of Grass Roots & widening the player base. P3 upwards, families with children P3 and upwards Forres Community Centre and Moray Sports Centre Cala Residential £1,944 Fit Life Cards Looked after and accommodated young people Moray Dance North £3,450 Youth Dance sessions 8-12 and 14-16 years Fochabers and Speyside Elgin Sports Community Trust £7,500 Boccia Roadshow & Festival Pupils with ASN P5-P7 Elgin Forres Solstice Wolves Volleyball £3,260 Summer volleyball development camp 11-17years Forres Forres Tigers Basketball Club £2,440 Basketball Camps 10-18 years Forres Moray Active Schools £7,494 In-Active to Active – training and participation activities Various Moray Moray Flying Circus £6,694 Summer Camp Various Forres Moray Hydrotherapy Pool £7,500 Moray Hydrotherapy Pool Floatstation Inclusion Project Various Moray (Note: Forres already have use of this equipment) Moray Mountain Bike Club £4,500 Moray Mountain Bike - Junior Mountain Bike Provision 6 – 18yrs Moray Moray Youth Work £6,500 Girls Wellbeing and Outdoor Confidence Programme 3-26yrs Buckie, Milne’s, Elgin and Forres Outfit Moray £7,500 Young Carers Outdoor Learning and Adventure Young Carers Moray R M Coaching £5,839 Dufftown - small group Football sessions - Summer 2026 8-13yrs Dufftown The Loft Project £4,852 Get Up & Go project Various Keith UHI Moray and Elgin Youth Development Group £1,696 Pathways to Further Education Summer Programme Various Elgin, Lossiemouth and Speyside Page 399
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Moray Disability Sports Hub £7,500 Wheelchair Basketball, Tennis and Wheelchair Tag Rugby Families with a disabled child or adult Moray Sports Centre, Buckie Community High School, Elgin High School, Elgin Academy, Lossiemouth High School and Moray UHI Keith Library £4,783 Keith Library/Keith Active Schools Joint Provision In-active, low- income, teenage years Keith Moray Road Runners £7,500 Shared Chip Timing System for Running Events Various Moray Moray Sport & Leisure £7,494 Three Projects - 'ASN Swimming Project', 'Free Access to Facilities', 'Workforce Development - NPLQ Training' Universal offer (3-26 years) Looked after and accommodated young people Families with a disabled adult or child Young carers Young People experiencing poverty Across Moray Elgin Youth Development Group £5,900 The Warehouse Challenge Universal offer (3-26 years) Elgin, Speyside with more locations dependent on training Milnes ASG (Primary & Secondary) £5,570 Cycling provision Universal offer (3-26 years) Families with a disabled adult or child Fochabers Karate Academy Scotland £6,004 Karate Academy Scotland Club Development Universal offer (3-26 years) in- active, low income Buckie, Elgin, Forres Children First £5,742 Children First - Family Fun Activities Universal offer (3-26 years) Moray Page 400
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Moray Mavericks Basketball Club £7,500 Moray Mavericks do it R.I.G.H.T. Programme Various Lossiemouth, Elgin, Buckie, potential for every primary and secondary school, Moray Sports Centre, Moray College. Forres Academy Parent Partnership £7,500 Forres Academy Marine Academy & After Schools Club S1-S6 pupils (age 11-17yrs) Royal Findhorn Yacht Club The Gaff, Forres £3,320 Inclusive Activity Sessions Universal offer (3-26 years) Forres Eclipse Taekwondo £4,505 Sparring & Inclusive Sessions Universal offer (3-26 years) Buckie Elgin City Community Trust £7,500 Elgin City Community Trust - Holiday Hotspots Various Elgin City FC Friendly Access £7,500 SurfABLE Scotland - Inclusive Surf Progression Programme Families with a disabled adult or child Neurodiverse, Learning Disabilities and Physical Disabilities Lossiemouth & Forres Moray Cricket Association £4,017 Moray Primary Schools Cricket Coaching Primary P5-P7 pupils Forres, Elgin, Fochabers, Lossiemouth, Keith and Buckie Moray Sea Cadets £2,600 Watersports Growth for Moray Sea Cadets Universal offer (3-26 years) Elgin (Army Reserve Centre), Lossiemouth Harbour, Findhorn Watersports TOTAL £176,029 3.7 Club Support Programme Nationally, sportscotland have allocated £5million to a Club Support Programme which will provide targeted investment into sports clubs and community organisations, creating more paid posts that will have a role to support them in key areas such as coaching, governance, and administration. Page 401
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Clubs and Community Organisations will be asked to develop a business case with support from Scottish Governing Bodies (SGBs), Local Authorities/Leisure Trusts and Invested National Partners that will make their club stronger, more sustainable, safer and/or more inclusive. Scottish Governing Bodies (SGBs), Local Authorities/Leisure Trusts and Invested National Partners were required to submit business cases on behalf of the club/organisation to sportscotland for assessment between 1–22 May for the first phase of applications. Clubs/organisations will be advised of the outcome of their submission week beginning 29 June. 4 business cases were submitted during this first phase from clubs/organisations connected to Moray. A second phase of applications will be considered in September 2026. 4. PROPOSALS 4.1 The Committee is asked to note the 4 key areas of new sportscotland investment received in 2026/27 and that a further report will be brought back to Committee in 2027/28 to advise on the impact this additional investment has made to individuals, clubs and organisations 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: Page 402
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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 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 Moray Council have received up to £60,081 for the 2026/27 financial year towards the Club Development Officer post which covers staffing costs and some operational budget. This figure will be prorated based on the month that the postholder commences in the role. Moray Council have received £213,000 for the 2026/27 financial year towards the Summer of Sport programme. This funding will be allocated to partners as set out in the report. 5.5 Risk The main risks connected to this report are as follows; Political – N/A Financial – the inability to utilise all the investment – in this case any underspend would be diverted back to sportscotland. HR (Staffing) – the additional pressure this investment is placing on existing resources – this is being monitored and managed accordingly. Sportscotland are aware of this and therefore are placing a light touch and flexible expectation on evaluation and reporting methods. Regulatory – N/A Environmental – N/A Reputational – the inability to utilise all the investment in Moray and therefore diverting it back. Operational Continuity & Performance – N/A IT (Technological) – N/A Economic Recovery – N/A 5.6 Staffing A Club Development Officer will be recruited by Moray Council, initially until end of March 2027. However, this role may continue for a further 4yr period if embedded into the next partnership agreement between Moray Council and sportscotland. Page 403
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This additional investment has placed additional resource pressures on the Leisure and Culture Service, Finance and HR colleagues and this is being managed accordingly. 5.7 Best Value and Transformation This report links to the following Best Value action; - Identify opportunities to maximise the impact of resources and budgets through alignment of activity. 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 This report will enhance social inclusion across Moray as the additional investment will help increase opportunities for 3-26yr olds to be active as well as strengthen our voluntary sports clubs which will aid sustainability. 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 Chief Financial Officer, Service Manager Legal Services and Caroline O’Connor, Committee Services Officer and any comments made have been incorporated into the report Page 404