Agenda Document Pack - Education, Children's and Leisure Services Committee - 17/09/2024
Moray Council · 17 September 2024
Back to Education, Children's and Leisure Services Committee — 17 September 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Education, Children's and Leisure Services Committee Tuesday, 17 September 2024 NOTICE IS HEREBY GIVEN that a Meeting of the Education, Children's and Leisure Services Committee is to be held at Council Chambers, Council Office, High Street, Elgin, IV30 1BX on Tuesday, 17 September 2024 at 09:30. BUSINESS 1. Sederunt 2. Declaration of Group Decisions and Members Interests * 3. Minutes 3a Minutes of meeting of 14 May 2024 7 - 16 3b Minutes of Special meeting of 20 June 2024 17 - 20 4. Written Questions ** 5.* Education Resources and Communities and Education Capital Budget Monitoring Report to 30 June 2024 Report by Depute Chief Executive (Education, Communities and Organisational Development) 21 - 32 6.* Partnership Community Learning and Development Plan Approval (2024-2027) Report by Depute Chief Executive (Education, Communities and Organisational Development) 33 - 82 7.* Learning Estate - Closure of Crossroards Primary School Statutory Consultation Report by Depute Chief Executive (Education, Communities and Organisational Development) 83 - 168 Page 1
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8.* Education National Improvement Framework Report and Plan Report by Depute Chief Executive (Education, Communities and Organisational Development) 169 - 278 9.* Speech and Language Contract and Support (Education) Report by Depute Chief Executive (Education, Communities and Organisational Development) 279 - 284 10. Information Reports - if called in Information Reports - Not for Discussion at this Meeting Any member wishing to call in a noting or information report from one meeting shall give notice to Committee Services at least 48 hours before the meeting for which the report is published. The Notice shall be countersigned by one other elected member and shall explain the reason for call in including any action sought. Information Report - Moray Secondary School Curriculum Offer Report by Depute Chief Executive (Education, Communities and Organisational Development) 285 - 306 Information Report - Singleton Inspections of Early Learning and Childcare Centres - Published Reports January 2024 to August 2024 Report by Depute Chief Executive (Education, Communities and Organisational Development) 307 - 322 Only items marked * can be considered and determined by all members of the Committee Summary of Education, Children's and Leisure Services Committee To exercise all the functions of the Council as Education Authority within the terms of relevant legislation with regard to school education, nurseries and child care, Gaelic, children’s services, leisure, libraries and museums, sport and the arts, CLD, life long learning, youth justice and child protection. Page 2
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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 do so, please come to the High Street entrance door and a member of staff will be let into the building. Page 3
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GUIDANCE NOTES * Declaration of Group Decisions and Members Interests - The Chair of the meeting shall seek declarations from any individual or political group at the beginning of a meeting whether any prior decision has been reached on how the individual or members of the group will vote on any item(s) of business on the Agenda, and if so on which item(s). A prior decision shall be one that the individual or the group deems to be mandatory on the individual or the group members such that the individual or the group members will be subject to sanctions should they not vote in accordance with the prior decision. Any such prior decisions will be recorded in the Minute of the meeting. ** Written Questions - Any Member can put one written question about any relevant and competent business within the specified remits not already on the agenda, to the Chair provided it is received by the Proper Officer or Committee Services by 12 noon two working days prior to the day of the meeting. A copy of any written answer provided by the Chair will be tabled at the start of the relevant section of the meeting. The Member who has put the question may, after the answer has been given, ask one supplementary question directly related to the subject matter, but no discussion will be allowed. No supplementary question can be put or answered more than 10 minutes after the Council has started on the relevant item of business, except with the consent of the Chair. If a Member does not have the opportunity to put a supplementary question because no time remains, then he or she can submit it in writing to the Proper Officer who will arrange for a written answer to be provided within 7 working days. Page 4
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MORAY COUNCIL Education, Children's and Leisure Services Committee SEDERUNT Councillor Kathleen Robertson (Chair) Councillor Bridget Mustard (Depute Chair) Councillor James Allan (Member) Councillor Tracy Colyer (Member) Councillor John Cowe (Member) Councillor John Divers (Member) Councillor Juli Harris (Member) Councillor Sandy Keith (Member) Councillor Scott Lawrence (Member) Councillor Marc Macrae (Member) Councillor Paul McBain (Member) Councillor Shona Morrison (Member) Councillor Derek Ross (Member) Councillor Sonya Warren (Member) Ms Darcey Alexander (Non-Voting Member) Mrs Sheila Brumby (Non-Voting Member) Mrs Anne Currie (Non-Voting Member) Ms Jillian MacKellar (Non-Voting Member) Reverend Tembu Rongong (Non-Voting Member) Mrs Susan Slater (Non-Voting Member) Mrs Emma Tunnard (Non-Voting Member) Clerk Name: Caroline O'Connor Clerk Telephone: 07779 999296 Clerk Email: committee.services@moray.gov.uk Page 5
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MORAY COUNCIL Minute of Meeting of the Education, Children's and Leisure Services Committee Tuesday, 14 May 2024 Council Chambers, Council Office, High Street, Elgin, IV30 1BX PRESENT Councillor James Allan, Councillor Tracy Colyer, Mrs Anne Currie, Councillor John Divers, Councillor Juli Harris, Councillor Sandy Keith, Councillor Scott Lawrence, Councillor Graham Leadbitter, Ms Jillian MacKellar, Councillor Marc Macrae, Councillor Paul McBain, Councillor Shona Morrison, Councillor Bridget Mustard, Councillor Kathleen Robertson, Reverend Tembu Rongong, Councillor Derek Ross, Mrs Susan Slater, Mrs Emma Tunnard, Councillor Sonya Warren APOLOGIES Mrs Sheila Brumby, Councillor John Cowe IN ATTENDANCE Chief Executive; Interim Chief Executive; Depute Chief Executive (Education, Communities and Organisational Development); Head of Education; Head of Governance, Strategy and Performance; Stewart McLauchlan, Quality Improvement Manager; Programme Manager (Learning Estate); Communities Service Manager and Caroline O'Connor, Committee Services Officer. Ms Clare Lyon (also known as Stables), Petitioner in respect of Item 6. Mr Kevin Moir, Goodsons, Civil Engineers and Mrs Claire Davie, JM Architects in respect of Item 10b. 1. Chair The meeting was chaired by Councillor Bridget Mustard, Depute Chair. 2. Varying Order of Business In terms of Standing Order 29, the Chair sought agreement from Committee to vary the order of the agenda given there were a number of members of the public online and in the Chambers advising it was proposed Items 10a (Learning Estate Strategy - Programme Delivery Update) and 10b (Learning Estate Programme update - Future Forres Academy Site Selection) would be taken immediately after Item 6 (Petition - Allocation of ELC Places in Moray). This was unanimously agreed. 3. Declaration of Group Decisions and Members Interests * Item 3a Page 7
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In terms of Standing Orders 21 and 23 and the Councillors' Code of Conduct, there were no declarations from Group Leaders or Spokespersons in regard to any prior decisions taken on how Members will vote on any item on the agenda or any declarations of Member's interests in respect of any item on the agenda. 4. Resolution The meeting resolved that in terms of Section 50A (4) and (5) of the Local Government (Scotland) Act 1973, as amended, the public and media representatives be excluded from the meeting for Item 16 of business on the grounds that they involve the likely disclosure of exempt information of the class described in the relevant Paragraphs of Part 1 of Schedule 7A of the Act. Para Number of Minute Para Number of Schedule 7A 23 Paras 8 and 9 Information on proposed terms and/or expenditure to be incurred by the Authority. 5. Minute of meeting of 20 February 2024 In response to a question from Councillor Ross regarding whether lay members were permitted to ask questions on the minute given that they had not been advised of the recently approved changes to Standing Orders, the Head of Strategy, Governance and Performance apologised to the lay members for the omission however advised questions would not be permitted as the rules had now changed. In relation to Item 11 on the Minute, Councillor Divers queried why it was noted that he had left the meeting as he was unable to hear given the technical issues, however on the vote for that item he was showing as having abstained. In response the Head of Governance, Strategy and Performance agreed the minute be amended to show Councillor Divers as not present and therefore did not participate in the vote. Subject to the amendment above, the Committee agreed the minute of the meeting. 6. Minute of Special Meeting of 27 March 2024 The minute of the Special Meeting of the Education, Children's and Leisure Services Committee dated 27 March 2024 was submitted and approved. 7. Written Questions ** The Committee noted the following written question submitted by Councillor Fernandes and the Council's response thereto:- Elgin High School Library Elgin High School library is currently closed and its stock has been boxed up. Considering the impact on children's literacy, education and well being, can officers assess the current state of recruiting qualified librarians in Moray, Page 8
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especially after the 2018 decision to reduce school librarians by half, and explain how Moray schools prioritise their libraries? RESPONSE Elgin High School library is currently closed (since January 2024) due to several reasons: • Inability to recruit a librarian and not the desire of the school to be without this invaluable resource • The increased roll at the school pending the extension build means that the area is required as a communal space for students as well as a study space for S6 students • Students are being supported with their literacy skills within the English department and other subject areas across the school as well as additional support being offered where required This is the only secondary which does not have a librarian at this time however all schools have in place support mechanisms for literacy, education and wellbeing which include inclusion staff, guidance and pastoral support staff etc. Budget decisions have not impacted on recruitment, this is due to not being able to fill the post. Some librarians in Moray work over 2 schools which makes up a full-time post. 0.5 Full time equivalent is the allocation through DSM and each HT has flexibility within Devolved School Management to increase this if they wish which one school has. This is a decision devolved to Head Teachers. 8. Briefing Report Receipt of Petition to Request a Review of the Policy and Procedures for the Allocation of ELC Places in Moray The meeting had before it a briefing report by the Depute Chief Executive (Education, Communities and Organisational Development) advising the Committee of a petition entitled ‘To request a review of the policy and procedures for the allocation of Early Learning and Childcare places in Moray’ received on 16 January 2024 from Ms Clare Stables, on behalf of the Buckie Community, the terms of which stated:- “We, the undersigned, call on The Moray Council to review the policy and procedures for allocation of Early Learning and Childcare (ELC) places in Moray to ensure: a) there is adequate provision within each secondary school area to enable families living in that area to access appropriate ELC within their 20 minute neighbourhood. b) that, where reasonably practicable, children can receive their funded entitlement at times and locations that best support their learning and development, and fit with the needs of their parents/carers. c) that the criteria used to allocate places takes particular account of the needs of vulnerable families and children with additional support needs, including minimising travel time and cost, enable siblings to attend the same provision, and ensuring smooth transition to Primary School.” Prior to discussion, the Head of Governance, Strategy and Performance outlined to the Committee the procedure to be followed in respect of considering the petition, which at this stage was regarded as a preliminary hearing, along with the options open to the Committee on how the petition be handled. Page 9
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The Chair welcomed Ms Stables who outlined the terms of her petition. The Head of Education outlined the response to the petition as detailed in the briefing report. In response to a request from the Chair seeking clarity on the process, the Head of Governance, Strategy and Performance confirmed the options open to the Committee were:- 1. Direct that the petition (in whole or part) proceed to a full hearing, at the next available date of this Committee, another appropriate service committee or at a full meeting of The Moray Council; OR 2. Reject the petition (in whole or in part), giving the reason for rejection; OR 3. For simple issues, instruct immediate action by the Council without any further hearing or report; OR 4. Pass the petition to the relevant director and chairperson to look into, with or without any specific direction as to action. Councillor Warren welcomed the petition noting the lack of public transport in rural areas resulting in in accessibility and affordability and moved that the petition proceed to a full Hearing. This was seconded by Councillor Harris. Councillor Macrae stated the petition does not mention accessibility or affordability, instead being based on the number of places available and, given that officers had advised sufficient places are available, he moved an amendment to reject the petition. This was seconded by Councillor McBain. Prior to the vote and following advice from the Head of Governance, Strategy and Performance and further discussion seeking clarity on which issues from the petition were to move to a full hearing, Councillor Warren amended the motion that the petition proceed in part to a full hearing in relation to rurality issues in Moray and mitigations to be put in place to address the inequality and accessibility. This was seconded by Councillor Harris. On the division there voted: For the Motion (5) Councillors Warren, Harris, Lawrence, Leadbitter and Morrison For the Amendment (9) Councillors Macrae, McBain, Allan, Colyer, Divers, Keith, Mustard, Robertson and Ross Accordingly the amendment became the finding of the meeting and the Committee agreed to reject the petition in whole on the basis that sufficient places are available. 9. Learning Estate Strategy - Programme Delivery Update The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) providing the Committee with an annual update on the status of the Learning Estate Strategy Delivery Programme. The Programme Manager (Learning Estate) apologised for two errors in figures contained in the report, namely:- Page 10
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1. Para 4.1 should read 45 Primary Schools rather than 46; and 2. Para 4.32 currently states 17% of primary school pupils however that is the overall primary and secondary, not the standalone primary percentage which should read 30%. Following consideration the Committee unanimously agreed to:- i. note the annual update on the status of the Moray Learning Estate Delivery Programme; ii. note the planned Capital budget investment to deliver the Programme; iii. approve the requirement for additional workforce resources to deliver the programme; and iv. recommend to the Corporate Committee approval of the allocation of funding from the transformation reserve to meet the costs of posts that require revenue budget for up to 3 years. 10. Learning Estate Programme Update - Future Forres Academy Site Selection The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee on the outputs from the recent community engagement on the site selection for the future Forres Academy new build project and seeking agreement on a preferred site that can be recommended to Council for final decision. Councillor Lawrence moved to approve the recommendations as printed based on the location and accessibility for all pupils in Forres, the educational benefits of a campus model, creation of a centralised sport and leisure hub, and work to be undertaken on compensation to the community in relation to the loss of Common Good land. This was seconded by Councillor McBain. Following lengthy consideration and there being no one otherwise minded, the Committee unanimously agreed:- i. to note the outcome of the option appraisal by the design team regarding the location of a new school (para 3.8-3.10); ii. to note the outcome of the public engagement regarding the location of a new school (para 4.1-4.3); and iii. that the Applegrove/Roysvale option is the preferred site for the new school for recommendation to Moray Council on 22 May 2024 for approval (para 5.1-5.5) 11. Education Scotland Inspection of Jack and Jill Nursery Elgin The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the outcomes of the recently published report on a Moray Early Learning and Childcare (ELC) setting following inspection by Education Scotland. Page 11
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Following consideration the Committee unanimously agreed to note the contents of the report and findings of Education Scotland following their inspection. 12. Education Scotland Inspection of Seafield Nursery Elgin The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the outcomes of the recently published report on a Moray Early Learning and Childcare (ELC) setting following inspection by Education Scotland. Following consideration the Committee unanimously agreed to note the contents of the report and findings of Education Scotland following their inspection. 13. Performance Report - Education Resources and Communities - Period to 31 March 2024 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the performance of the service for the period to 31 March 2024. Following consideration the Committee unanimously agreed to note the actions being taken to improve performance where required. 15. Partnership Community Learning and Development Plan (2024-2027) The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) updating the Committee on the process that the Community Learning and Development (CLD) Strategic Partnership (CLDSP) are going through to meet the Statutory Requirement to produce a new Partnership CLD Plan for Moray and giving members the opportunity to contribute to the development of the Plan themes. Following consideration the Committee unanimously agreed to note the current themes and priorities for consideration in the 2024-27 update. 15. Performance Report - Education - Period to 31 March 2024 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the performance of the service for the period to 31 March 2024. Following consideration the Committee unanimously agreed to note the actions being taken to improve performance where required. 16. Analysis of Secondary School Leaver Attainment 2022-2023 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the Scottish Qualifications Authority (SQA) leaver attainment across secondary schools in Moray and for this data to be scrutinised and noted as part of the Council's focus on improving outcomes and raising attainment. This is an update to the Initial Attainment Report for Secondary Schools 2023 previously presented to Committee on 28 November 2023, with leavers' update now presented to Committee at first opportunity following data release in February 2024 including initial positive destinations. Page 12
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Mrs Slater and Councillor Ross expressed concern relating to a lack of information being shared from Moray College UHI as to changes of courses being offered and the possible impacts on young people in Moray. In response the Depute Chief Executive (Education, Communities and Organisational Development) advised that the Council is aware of the impacts from changes in the college which are being considered by secondary Head Teachers, and offered to check with secondary Head Teachers the curriculum arrangements that are being put in place and bring back an update report to the Special Education, Children's and Leisure Services Committee scheduled for 20 June 2024. Following consideration the Committee unanimously agreed to:- i. note the Senior Phase Leaver Attainment across Secondary Schools in Moray for session 2022/23 with specific regard to the National Measures for leavers published on Insight in February 2024; ii. acknowledge identified improvements in performance evidenced through key measures outlined within this paper; and iii. further note identified actions for improvement arising from 2022/2023 attainment and performance as outlined in initial analysis of secondary school attainment paper previously presented to Committee on 28 November 2023 (para 14 of minute refers). 17. Resumption of Meeting PRESENT Councillor James Allan, Councillor Tracy Colyer, Mrs Anne Currie, Mr Alfie Harper, Councillor Juli Harris, Councillor Sandy Keith, Councillor Scott Lawrence, Councillor Graham Leadbitter, Ms Jillian MacKellar, Councillor Marc Macrae, Councillor Paul McBain, Councillor Shona Morrison, Councillor Bridget Mustard, Councillor Kathleen Robertson, Councillor Derek Ross, Mrs Susan Slater, Mrs Emma Tunnard, Councillor Sonya Warren APOLOGIES Mrs Sheila Brumby, Councillor John Cowe, Councillor John Divers, Reverend Tembu Rongong IN ATTENDANCE Interim Chief Executive; Depute Chief Executive (Education, Communities and Organisational Development; Head of Education, Head of Governance, Strategy and Performance, Stewart McLauchlan, Quality Improvement Manager and Caroline O'Connor, Committee Services Officer 18. Education Scotland Inspection of Seafield Primary School The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the outcomes of the recently published report on a Moray school following inspection by Education Scotland. Page 13
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Following consideration the Committee unanimously agreed to note the contents of the report and findings of Education Scotland following their inspection visit. 19. Education Scotland Inspection (Continuing Engagement) of St Peters RC Primary School The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the outcomes of the recently published report on a Moray school following inspection revisit by Education Scotland. Following consideration the Committee unanimously agreed to:- i. note the contents of the report and findings of Education Scotland following their inspection visit; ii. note that a clear and revised action plan is in place to acknowledge areas where progress has been made and in order to focus on areas for improvement requiring further attention; iii. note that support will continue from the Quality Improvement team in order to realised further improvements required; and iv. note that following future revisit from Education Scotland (anticipated April 2025), a further paper will be brought to Education, Children's and Leisure Services Committee in order to provide update on school progress with improvements. 20. Education Scotland Inspection (Continuing Engagement) of Forres Academy The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the outcomes of the recently published report on a Moray school following inspection revisit by Education Scotland. Whilst noting improvements require to be made, members of the Committee raised concerns regarding the impact on staff welfare. In response the Head of Education advised officers are attending the school regularly for meetings to support the Head Teacher and staff. Following consideration the Committee unanimously agreed to:- i. note the contents of the report and findings of Education Scotland following their inspection visit; ii. note that a revised school improvement action plan is in development with review of key actions identified by Education Scotland His Majesty's Inspectorate of Education (HMIE) to be addressed; iii. note that support will continue from the Quality Improvement Manager in order to support and challenge school improvement required with further oversight, scrutiny and support by the Head of Education; and Page 14
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iv. note that following future revisit from Education Scotland (anticipated April 2025), a further paper will be brought to Education, Children's and Leisure Services Committee in order to provide update on school progress with improvements. 21. Information Reports - if called in The Committee noted that no Information Reports had been called in. 22. Additional Support Needs Protest Ahead of moving to the private session, the Chair read out the following statement: - "We appreciate the time parents and carers are taking to join us ahead of committee where the ASN Change Management Plan will be discussed. We’d like to reassure them that elected members are aware of the strength of feeling on this issue and that the appropriate level of care and education is a significant priority for parents and carers. The change management plan recognises that additional support needs are varied and have developed and changed over time, which is why our proposals to redesign the service for supporting pupils with ASN has gone through a number of iterations, taking account of learning from other local authorities and input from across our own teams to make sure we make the changes needed to get it right to meet future needs. the proposals represent an ongoing budget commitment and set out a future service to reflect the need to create nurturing, inclusive environments for our young people. As the report concerns employees directly, it is being taken in private to afford them the respect of being informed of any decisions first. However the investment in training and learning from other local authorities will enhance the provision for our young people at a time when challenges are increasing. We'll publish a statement after the staff consultation process setting out any decisions made and how future ASN provision in Moray will be delivered. Thank you again for taking the time to make your view known to the Committee." 23. Additional Support Needs Review - Change Management Plan [Paras 8 & 9] The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the change management plan as part of the Additional Support Needs (ASN) Review within the Education service. Councillors Robertson and Mustard are to discuss with officers the best forum to engage with parents. Following consideration the Committee unanimously agreed the proposed changes which are subject to the outcome of consultation with employees and their trade unions and timeline as part of the ASN review. Page 15
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MORAY COUNCIL Minute of Special Meeting of the Education, Children's and Leisure Services Committee Thursday, 20 June 2024 Council Chambers, Council Office, High Street, Elgin, IV30 1BX PRESENT Councillor James Allan, Mrs Sheila Brumby, Councillor Tracy Colyer, Councillor John Cowe, Mrs Anne Currie, Councillor Juli Harris, Councillor Sandy Keith, Councillor Scott Lawrence, Councillor Graham Leadbitter, Ms Jillian MacKellar, Councillor Paul McBain, Councillor Shona Morrison, Councillor Bridget Mustard, Councillor Kathleen Robertson, Reverend Tembu Rongong, Councillor Derek Ross, Mrs Susan Slater, Mrs Emma Tunnard, Councillor Sonya Warren APOLOGIES Councillor John Divers, Councillor Marc Macrae IN ATTENDANCE Depute Chief Executive (Education, Communities and Organisational Development); Head of Education; Programme Manager (Learning Estate), Legal Services Manager and Caroline O'Connor, Committee Services Officer. 1. Chair The meeting was chaired by Councillor Kathleen Robertson. 2. Pre-Election Period The Chair reminded the Committee the meeting was taking place during the pre- election period and that there are restrictions on the Council over publishing material which could show support for a particular party. As Council meetings are webcast they fall within these restrictions. The Chair stated the advice from the Monitoring Officer was that, whilst the Committee can continue to deal with "business as usual" items, should debate become overtly political then the Chair may require to intervene. 3. Declaration of Group Decisions and Members Interests * In terms of Standing Orders 21 and 23 and the Councillors' Code of Conduct, there were no declarations from Group Leaders or Spokespersons in regard to any prior decisions taken on how Members will vote on any item on the agenda or any declarations of Member's interests in respect of any item on the agenda. 4. Condolences The Committee joined the Chair in extending the Committee's sincere sympathy and condolences to the family and friends of Morag Smith, former Senior Solicitor, Item 3b Page 17
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following her recent passing and expressed gratitude for the many years of service and expertise she brought to her role. 5. Resolution The Chair advised the Resolution was not required as Item 8 had been withdrawn as a result of legal advice received in advance of the meeting. 6. Education and Education Resources and Communities Services Service Plans 2024-25 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) inviting the Committee to consider the Education and Education, Resources and Communities Services' Service Plans for 2024-25. In relation to the "tackle the affordability and standard of our learning estate to ensure sustainability while meeting climate requirements" column on Appendix 2, Councillor Warren noted the numbering in the "Incomplete/Ongoing Actions Carried forward from current plan" column did not match or align with the numbering of the dates in the "Completion Target" column and asked for clarification of the completion target date for the rezoning of Cluny and Millbank Primary Schools. In response the Depute Chief Executive (Education, Communities and Organisational Development) advised the dates for numbers 7, 8 and 9 in the completion target column should drop down to align with numbers 8, 9 and 10 in the incomplete/ongoing actions carried forward column, noting there was no number 7 in that column. She further advised that the last of the completion target dates relating to options developed to manage for Elgin South primary school capacity requirements, shown on the service plan as 1 December 2024, was incorrect and confirmed the date would be changed and the new target date shared with the Committee. Following lengthy consideration the Committee unanimously agreed to approve the Service Plans for services within Education and Education, Resources and Communities. 7. Education Resources and Communities and Education Capital Budget The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the capital budget position for Education Resources, Communities and Education as at 31 March 2024. Following consideration the Committee unanimously agreed to note the capital budget position for Education Resources, Communities and Education Services at 31 March 2024. 8. Education Revenue Budget Monitoring to 31 March 2024 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the revenue budget position for Education as at 31 March 2024. Page 18
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The Head of Education apologised for an error in the figures at paragraph 6(c) which were incorrect and should match the figures in paragraph 4.1 and the Appendix. Th Head of Education highlighted whilst the report related to the end of the financial year, it was not the end of the academic year and therefore the majority of the underspend in Devolved School Management schemes was due to costs carrying over the whole academic year. Following consideration the Committee unanimously agreed to note the budget position as at the end of the financial year. 9. Education Resources and Communities Revenue Budget Monitoring to 31 March 2024 The meeting had before it a report by the Depute Chief Executive (Education, Communities and Organisational Development) informing the Committee of the budget position for Education Resources and Communities as at 31 March 2024. The Depute Chief Executive (Education, Communities and Organisational Development) apologised for an error in paragraph 4.3 relating to missing text meaning it did not read correctly. She advised the report would be amended and published to show para 4.3 as:- "The Public Private Partnership (PPP) overspend relates to a £13,000 under achievement on non performance deductions and unbudgeted spend on pension contributions of £8,000. As part of the contract there was agreement that if the pension rate for the staff transferred across went above the percentage in the contract the council would be liable for the additional costs, the £8,000 relates to the 3 years from 2021/22 to 2023/24. The rate is reviewed every 3 years and will be recalculated in 2024/25 for the next 3 years." Following consideration the Committee unanimously agreed to note the budget position at 31 March 2024. Page 19
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REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 17 SEPTEMBER 2024 SUBJECT: EDUCATION RESOURCES AND COMMUNITIES AND EDUCATION CAPITAL BUDGET MONITORING REPORT TO 30 JUNE 2024 BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform Committee of the capital budget position for Education Resources and Communities and Education as at 30 June 2024. 1.2 This report is submitted to Committee in terms of Section III (A) (2) of the Council's Scheme of Administration relating to the consideration of Capital and Revenue budgets and long-term financial plans. 2. RECOMMENDATION 2.1 It is recommended that the Committee scrutinises and notes the capital budget position as at 30 June 2024. 3. BACKGROUND 3.1 It is the practise of this Committee to receive regular reports providing an update on the current financial position of the Education Resources and Communities and Education Capital Budget programmes. 3.2 At the meeting of Moray Council on 24 January 2024, the Capital Plan for 2024/25 was approved (para 11 of minute refers). At the meeting of Moray Council on 26 June 2024 (para 13 of minute refers), carry forward for capital budget within Education Resources and Communities and Education was approved. Item 5.* Page 21
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3.3 This report highlights those areas of the capital budget relating to Education Resources and Communities and Education budgets where there is a significant percentage variance as at 30 June 2024, or the risk of variance over the course of the financial year (highlighted as red or amber in the budget update at Appendix 1). 3.4 The report also provides a narrative update on major ongoing projects. 3.5 The capital budget expenditures for the Education Resources and Communities and Education Services are listed in Appendix 1. 4. BUDGET POSITION 4.1 The total approved capital budget for Education Resources and Communities and Education for financial year 2024/25, including carry forwards from 2023/24 and amendments in the year, is: 2024/25 £000 Land and Buildings 15,015 Vehicles Plant and Equipment 263 Total 15,278 4.2 The actual expenditure up to 30 June 2024 was £398,000. 4.3 Current variance (or risk of variance) in the Capital Plan relate to the following: Schools Essential Maintenance / BB Upgrade Programme 2024/25 • The planned expenditure on school B/B condition and suitability upgrade, building element replacement and compliance works for 2024/25 is 2 lines within the Capital Plan which totalled £6m. The first line is made up of a £5m budget for actual upgrade works, and the second line a £1m budget for preparatory works (detail design, planning and tendering) for building works planned to go ahead over the next two financial years – supporting a 3 year project delivery timeline for these works. • The ‘preparatory’ budget is planned to be fully assigned in Q3 and Q4 following the development and prioritisation of work packages designated as an output from the current Asset Management Planning work that is supported by recently appointed external consultants. Page 22
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• The current in year budget for each individual school project is detailed in Appendix 1 for budget monitoring purposes. The majority of this works programme is the phased work which seeks to address elements of schools in Condition D that have the possibility of failing or works to ensure building standards compliance. • Given the nature of the BB upgrade programme and the fact that in many cases the projects are in the early design stage, a small contingency allowance was allocated to give a degree of flexibility to the programme. As the specific projects progress officers expect this allowance to be allocated accordingly. • The discovery of Reinforced Autoclaved Aerated Concrete (RAAC) in Forres Academy in August 2023 required an extensive remediation works package and a re-profiling of the budget from preparatory design and rescheduling of projects work in the 23/24 plan ensured expeditious remediation works. With the prevalence of RAAC in the Forres Academy design an ongoing 3 monthly cycle of safety integrity technical inspections by external specialist is in place and a budget of £100k from the BB upgrade programme was allocated as risk contingency funding. This budget was required to support immediate remediation works in and around the school kitchen area as the risk rating in this area was increased. A further £100k was allocated to support the installation of replacement and additional fire doors because of the initial RAAC remediation works. These combined projects were delivered within the £200k budget allocation and given the potential for more issues to be identified the remaining £83,000 will remain allocated as risk contingency budget for the remainder of financial year (FY) 24/25 and if unspent there will be a request to carry forward into FY25/26. • The East End Primary School door and window replacement is a multi- year project that completed over the school summer holidays. Although all design fees are still to be accounted for the underspend of around £24,000 will be re profiled to other school projects. • The New Elgin Primary School replacement and upgrade to the water and heating pipework was completed on schedule £76,000 under budget due to procurement efficiencies and effective risk management. • Any future project surplus will be allocated to additional BB upgrade design works to support 2025/26 and 2026/27 construction works. Universal Free School Meals 4.4 On 7 November 2022, a Scottish Government capital funding allocation of £598,000 was paid as part of the General Capital Grant on 15 December 2022. A further capital grant funding allocation of £19,142 was made in March 2024 to support a phased expansion of school meals to those in receipt of Scottish Child Payments. Page 23
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4.5 To date only £12k has been allocated to new equipment provision and some early design work on the reinstatement of two production kitchens to meet additional future demand with the expansion of free school meals to P6 and P7 children. It is planned to spend £200,000 of the budget during FY24/25 to support further equipment procurement for both kitchens and dining areas across a number of primary schools. A carry forward of the remaining £405,000 budget to FY25/26 is expected to be recommended to Council later in the FY with the intent to allocate the remaining budget to the completion. Early Learning and Childcare 4.6 The Early Learning and Childcare capital project spend in Q1 was £9,100 related to minor remaining works required for the project at Aberlour Nursery which were finished during the Easter holidays. The majority of the Portgordon Nursery works were carried out during summer holidays with the last portion to be completed during the October holidays. Additionally, two small projects at Cullen and Pilmuir Nurseries concluded at the start of August. Payments related to these summer works are expected to be made during Q2 or Q3. Libraries and Leisure 4.7 Land & Buildings (L&B) All identified projects are progressing as planned and within timescales apart from the refurbishment and upgrade of swimming pools. These works will not be progressed until the Leisure Estate review is concluded and shared with Members. 4.8 Vehicle, Plant & Equipment (VPE) All identified projects are progressing as planned to improve the operational matters of these facilities including support for plant repairs to Moray Leisure Centre. 5. MAJOR PROJECTS UPDATE Elgin High School Capacity Extension 5.1 The Elgin High School Capacity Expansion project is a Learning Estate Investment Programme (LEIP) Phase 2 project that remains within an overall budget of £18.7m. On 20 February 2024, this Committee agreed to appoint hub North Scotland Limited (hNSL) as the project delivery partner (para 18 of minute refers). A design team has been appointed and hNSL are in currently in the process of tendering for a Tier 1 construction contractor to support design and build. Although a budget of £2,415,000 was allocated within the FY24/25 capital plan to support project delivery, a delay in establishing the legal ‘carve’ out of land from the existing school red line boundary as defined by the Design Build Finance Maintain (DBFM) legal framework has resulted in a budget reprofiling of £1,801,000 into the FY25/26 cashflow forecasts and a revised operational handover of the new school building to December 2026. Future Forres Academy 5.2 The Future Forres Academy project was selected in November 2023 by Scottish Government as a LEIP Phase 3 project. The project is currently at Hub Stage 1/RIBA Stage 2 Concept Design which due to preferred site Page 24
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selection and delays to contracting of hNSL has slipped by 4 months to March 2025. The current capital plan has £2,381,000 allocated to the project to cover the Hub Stage 1 and an element of Hub Stage 2/RIBA Stage 3/4 Technical Design within this FY; however, the 4-month delay has resulted in a budget reprofiling of £724,000 into FY25/26 cashflow forecasts and a revised operational handover of the new school building to May 2028. Future Buckie High School 5.3 The Future Buckie High School project was not successful in its bid to be a LEIP Phase 3 project. The current project plan seeks to deliver the school in 2029. hNSL have completed a feasibility study on the future project within agreed budget and the report is currently under review by officers and a report on next steps will be submitted to this Committee later this year. 6. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) The capital projects referred to in this report support the delivery of the LOIP outcome of building a better future for our children and young people in Moray and developing, diverse and sustainable economy, and are advancing the Corporate Plan priority of building thriving, resilient, empowered communities in terms of managing the financial and resourcing pressures of our learning estate. (b) Policy and Legal The Council has statutory responsibilities to meet educational needs, the needs of children and young people in need and those it looks after. (c) Financial implications The financial implications are set out in this report and at Appendix 1. Budget managers are aware of their responsibilities for managing budget allocation and approval for any unavoidable variance will be sought from the Council in line with the financial regulations. A report to Moray Council on 24 January 2024 on the 2024-25 Capital Plan (para 11 of minute refers) noted a £40m capital budget requirement for financial year 24/25 and an overall 10-year capital investment in the Learning Estate of £383m to deliver new build projects, BB Condition/Suitability upgrade and refurbishment and repair and maintenance projects. Further significant capital investment in the BB Condition/Suitability upgrade projects would be required for a further 5 years (out to 2039). In applying that focus to the Learning Estate the asset standard (condition and suitability) for schools is mandated as a B (satisfactory) minimum. In addition, if there is a reduction in planned upgrade works there is a risk the assets will continue to deteriorate, and the risk likelihood of building failure will increase. The realistic options for the Learning Estate are therefore to reduce assets or lengthen programmes of work. The BB upgrade programme plan has now been extended from 10 to 15 years. The 24 January 2024 Council report Page 25
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concluded the need to cap capital expenditure to contain the cost of borrowing within the agreed limit of affordability. A report on how the cap might operate will be brought to a future meeting of the Council. However, as the most significant element of the indicative 10-year plan is the Learning Estate the cap is likely to be brought most heavily to bear on planned investment in the Learning Estate and that without significant levels of Scottish Government funding the Council is unlikely to be able to achieve its aspirations. (d) Risk Implications The school estate (excluding new build) continues to deteriorate with now 31 out of the 53 schools reported as C (Poor) condition and a further 2 as D (Bad) condition. Without the level of investment reported in para 4.3 and managing the affordability factors outlined in para 6 (c) the risk of building failures, temporary closures and/or health and safety continue to be a concern. (e) Staffing Implications There are no staffing implications arising directly from this report. (f) Property There are no property implications other than those detailed in the report. (g) Equalities/Socio Economic Impact There are no equalities or socio-economic implications associated with this report. (h) Climate Change and Biodiversity Impacts A number of detailed technical surveys were completed last FY to support EnerPHit (Passivhaus standard to achieve a high level of building thermal performance) informed retrofit based investment decisions focused on the value for money impact of fabric and heating/power improvements across a selection of school architectural types. These have already informed BB upgrade design options for projects, notably Cullen Primary School (which benefits from SALIX grant funding). All BB upgrade projects will consider the EnerPHit Informed Retrofit approach to support design options that increase energy efficient and reduce carbon emissions. All new build schools will seek to reduce embodied carbon in design and to be operationally net zero through the adoption of an energy efficient building design together with non-fossil fuel heat and power sources. (i) Consultations The Chief Financial Officer, Senior Accountant, Property Asset Manager, Design and Construction Manager, Programme Manager (Learning Estate), Early Year’s Service Manager, Sports and Culture Service Page 26
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Manager, Legal Services Manager, Strategy and Performance Manager and Caroline O’Connor, Committee Services Officer have all been consulted and the comments received have been incorporated into the report. 7. CONCLUSION 7.1 This report presents the Education Resources and Communities and Education Capital budget to 30 June 2024. It highlights and provides detail on any variances and provides an update to Committee on agreed major projects. Author of Report: Andrew Hall, Programme Manager (Learning Estate) Background Papers: Ref: Appendix 1 – Education Resources and Communities Q1 Capital Report Page 27
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Current Capital Plan 2024/25 £000 Actual Expenditure to 30 June 2024 £000 Total Projected Expenditure £000 Projected Variance £000 R/A/G LANDS AND BUILDINGS Learning Estate B for condition and B for suitability Asset Management Plans- Asset Manager 200 0 200 0 G Alves - Sustainability Feasibility Study 2 0 2 0 G Mosstodloch - Sustainability Feasibility Study 2 0 2 0 G Bishopmill Primary -- Replace sports hall flooring 100 0 100 0 G Buckie High School -- Replacement roof feasibility design 2 0 2 0 G Buckie High School -- Security door and access upgrade 206 0 206 0 G East End Primary School -- Door and Window Replacement 118 99 99 19 A East End Primary School -- Render and Window replacement 194 0 194 0 G Keith Grammar - Fire alarm upgrade. 78 78 0 G Bishop Primary- Design work for replace / demolish Horsa Hut 23 0 23 0 G Knockando Primary -- Design work for replace / demolish Horsa Hut 48 0 48 0 G Mortlach - B Upgrade 100 0 100 0 G Mosstodloch Primary School -- Flat roof replacement 5 0 5 0 G New Elgin Primary School - Water and heating pipework 401 0 325 76 A Replacement heating and energy efficiency design (West End, Burghead, Kinloss, Pilmuir, Cullen) 57 53 57 0 G Forres Academy -- Upgrade Pupil Toilets 181 0 181 0 G Cullen Primary School - BB/Enerfit Upgrade 750 0 750 0 G Kinloss Primary School - BB/Enerfit Upgrade 50 14 50 0 G Burghead Primary School - BB/Enerfit Upgrade 50 0 50 0 G Speyside HS - Replace doors and windows 825 0 825 0 G APPENDIX 1 Item 5.* Page 29
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Milnes HS - Replace doors and windows 295 0 295 0 G Milnes HS - Roof 110 110 110 0 G Aberlour PS - Drainage 30 0 30 0 G East End Primary School - Drainage 257 0 257 0 G Millbank Primary School - Drainage 295 0 295 0 G Seafiled Primary School - Drainage 145 0 145 0 G Forres Academy-RAAC Forres Academy -- Fire Door Replacement 100 0 85 15 A Forres Academy -- RAAC Kitchen 100 0 52 48 A Forres Academcy - RAAC Remedial 20 0 20 0 G BB design allowance (FY25/26 works) 1,000 0 1,000 0 G BB Contingency 256 0 256 0 G BALANCE 6,000 276 5,842 158 Compliance Requirements Legionella works - Schools 16 5 16 G Schools -Fire, Safety and Security - Minor Works 200 29 200 0 G Schools Accessibility 40 5 40 0 G BALANCE 256 39 256 0 Major Refurbishment and Rebuild Elgin High School Modular Units 8 0 8 G Elgin High School Extension 2,415 33 614 1801 A Forres Academy 2,381 0 1,657 724 A Future Buckie High School 38 38 38 0 G Elgin South Primary Capacity Management 50 0 50 0 G BALANCE 4,892 71 2,367 2,525 Scottish Gov Funded Projects CO2 Monitors / Ventilation 86 0 86 0 G Page 30
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Universal Free School Meals 605 0 200 405 G BALANCE 691 0 286 405 G Libraries and Leisure Resurface & rejuvenate 3G pitches in Moray 253 0 253 0 G New 3G Pitches 592 0 592 0 G Refurbishment & upgrade of pools 1353 0 1353 0 G Libraries refurbishment 139 0 139 0 G Moray Leisure Centre 700 0 700 0 G BALANCE 3037 0 3037 0 ELC Settings Cullen Primary School Nursery 10 0 10 0 G Portgordon School Nursery 84 0 84 0 G Pilmiur Primary School Nursery 10 0 10 0 G Aberlour Primary School Nursery 35 10 35 0 G BALANCE 139 10 139 0 TOTAL 15,015 396 11,927 3,088 VEHICLES PLANT AND EQUIPMENT Libraries and Leisure 94 2 94 0 G Moray Leisure Centre 169 0 169 0 G TOTAL 263 2 263 0 Page 31
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REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 17 SEPTEMBER 2024 SUBJECT: PARTNERSHIP COMMUNITY LEARNING AND DEVELOPMENT PLAN APPROVAL (2024-2027) BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To ask committee to endorse the content of the 2024-27 Partnership Community Learning and Development (CLD) Plan which has been published to meet the Statutory Requirement (prior to formal approval by the Community Planning Board). 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to exercising all the functions of the Council as Education Authority within the terms of the relevant legislation with regard to nursery, primary, secondary, community learning and development and to determine the Council's policies in regard thereto. 2. RECOMMENDATION 2.1 It is recommended the committee review and endorse the Partnership CLD Plan (2024-27) developed by the CLD Strategic Partnership group prior to going to the Community Planning Board (CPB) for formal approval. 3. BACKGROUND 3.1 There is a statutory requirement to produce a three-year CLD Plan in line with the requirements for Community Learning and Development (Scotland) Regulations 2013 (CLD Regulations). Responsibility sits with the local authority with sign off required through the CPB. The plan for 2024-27 required to be prepared by 1 September 2024. 3.2 The new Partnership CLD Plan was discussed at this Committee on 14 May 2024 (para 15 of minute refers). Members endorsed the themes (Learning for Life; Active Citizens and Community Voice; and Developing and Connecting the CLD Workforce) and requested the final version included information on how this Plan links into other strategic plans. Item 6.* Page 33
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3.3 In December 2023, His Majesties Inspectorate of Education (HMIE) published their findings on a progress visit to look at CLD provision in Moray. The Progress Visit Report confirmed that there is effective leadership of CLD through the partnership approach of the CLD Strategic Partnership (CLDSP) and that there is good evidence of impact. The main improvement was to ‘further enhance links with independent youth organisations, community activists/ organisations and adult learners to help shape the next CLD Plan and to fully capture the impact of wider CLD provision in Moray.’ This recommendation has underpinned the process of creating the new CLD plan. 3.4 In December 2023, the Minister for Higher and Further Education and Veterans also announced a national independent review of CLD. This reported back on 19 July 2024 (link under background papers below), at which time the new CLD Plan was well developed in line with the new Guidance issued by the Scottish Government on 26 April 2024 which stated that new plans would be ‘carrying forward much of the content of their existing plans and only reflecting significant changes which have impacted communities and learners’ 3.5 This committee endorsed the themes of the new CLD Plan on 14 May 2024 and the CPB approved them formally at their meeting of 23 May 2024 (para 6 of minute refers). The intention was for the CPB to ratify the final Plan at their meeting of 21 August 2024 but as this date was rescheduled, the Plan was considered at the Community Planning Officer Group (CPOG) meeting on 1 August 2024 who agreed that ‘…the plan be published in draft pending endorsement at the next CPB meeting’. 3.6 The Plan identifies the wide-ranging stakeholder engagement which has taken place in line with the Improvement Action referenced in 3.3 and members are asked to endorse the plan and make any further suggestions for inclusion prior to seeking final approval from the CPB. (Appendix 1) 4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP) The Partnership CLD Plan contributes to both the Corporate Plan and LOIP – and as requested by members the Plan also references links to other key strategic policies and drivers. (b) Policy and Legal There is a statutory requirement to produce a three year Community Learning and Development (CLD) Plan in line with the requirements for Community Learning and Development (Scotland) Regulations 2013 (CLD Regulations). Responsibility for ensuring this is done sits with the local authority with sign off required through the Community Planning Board (CPB). (c) Financial implications The CLD requirements are that Local Authorities must ensure ‘adequate provision’ of CLD. Page 34
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(d) Risk Implications The Partnership CLD Plan was largely completed before the findings of the national Independent Review of CLD were published. The CLD Plan refers to the review and notes the high-level strategic actions which sit primarily with the Scottish Government and COSLA. (e) Staffing Implications Communities (CLD) commitments in the Plan will be based on current staffing resources – with the option to broaden/accelerate the scope of delivery if external funding allows. In the three years of the current plan this approach allowed partners in the CLDSP (CLD service, UHI Moray and LEAD Scotland) to use The Multiply Scheme to widen delivery of numeracy based adult learning. Similarly, the CLD Adult and Family Learning Team were able to reinstate community-based English for Speakers of Other Languages (ESOL) classes through Refugee and Asylum Resettlement funding. (f) Property Partners and stakeholders have consistently identified the need for affordable access to meeting spaces. (g) Equalities/Socio Economic Impact A Summary version of the Plan has been produced (Appendix 2) and an Integrated Impact Assessment has been completed (Appendix 3). (h) Climate Change and Biodiversity Impacts Responding to climate change has featured in feedback from stakeholders and features as a cross-cutting theme in the 2024-27 Partnership Plan. (i) Consultations Head of Education (Chief Education Officer); Head of Financial Services; Head of Governance; Caroline O’Connor, Committee Services Officer; Strategy and Performance Manager (Equalities Officer post vacant). There has also been wide external consultation in creating the Plan with workshop sessions with the CLD Strategic Partnership. As per 3.3 there has been wider stakeholder engagement - including public engagement activity at tsiMORAY Join the Dots event; RAF Family Health and Wellbeing event; Volunteer Managers Forum, Children and Young Peoples Forum, Health and Wellbeing Forum, Fairer Moray Forum Action Group, Development Officers Network, Community Engagement Group; Learner Link-Up adult learner focus groups and at the Moray Motorfun event. Young people fed back through the Youth Work team and via an online survey. 5. CONCLUSION 5.1 The Partnership CLD Plan has been produced after a wide range of stakeholder input and has been uploaded to meet the statutory requirement to publish by 1 September 2024. The Plan is currently in Page 35
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draft form with formal approval sought by the CPB at their rearranged meeting on 23 October 2024. 5.2 Elected members are asked to endorse the Partnership CLD Plan and make any further suggestions prior to seeking formal ratification from the CPB. Author of Report: Kevin McDermott Background Papers: - Information paper to Committee (Feb2024) - ECLS Committee 14th May - Learning: For All. For Life. A report from the Independent Review of Community Learning and Development (CLD) Ref: Page 36
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As a partnership, we will work together to remove barriers to learning so that people are more likely to reach their potential, leading to improved health, well- being, employability and quality of life. We will achieve this by: Improving the visibility and access to adult learning opportunities Facilitating Learner Link Ups to bring learners and providers together. Developing the Youth Work Network and associated projects Piloting the Outreach Youth Work and community-based projects Learning for Life Active Citizens and Community Voice Developing and Connecting the CLD Workforce We will work in partnership with our community groups and organisations to address inequality by progressing the things that are important to them. We will achieve this by: Working in partnership to deliver the priorities in the LOIP Locality Plans (New Elgin and Buckie) Supporting Community-Led Action Plans Working with key Community Planning Partners and sub-groups to raise awareness of the CPP and increasing meaningful community engagement. Developing Digital Hubs in communities Improving Data capture, particularly around inequalities Maximising external funding opportunities Sharing information on CLD groups and activities to support social prescribing and other approaches to increasing community connection. We will work to connect CLD partners across Moray to ensure that the breadth of provision is acknowledged and that those involved in delivery can access training and learning opportunities which support delivery through local, regional and national networks. We will achieve this by: Acting and delivering on the Learn North practitioner survey findings Delivering professional learning opportunities locally including the CLD Winter Festival. Actively promoting the CLD Standards Council and associated groups. Cross Cutting Themes Addressing impacts of rurality and poverty. Improving mental health and well-being by reducing social isolation. Promoting climate justice * * In the UK, climate justice relates to concerns about the inequitable outcomes for different people and places associated with vulnerability to climate impacts and the fairness of policy and practice responses to address climate change and its consequences Moray Partnership CLD Plan Summary 2024-2027 APPENDIX 1Item 6.* Page 37
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ADDRESSING IMPACTS OF RURALITY & POVERTy PROMOTING CLIMATE JUSTICE LEARNING FOR LIFE Removing barriers to learning Person - centred learning Increased knowledge Support delivery CLD Strategic PartnershipLocal Skilled workforce Access to training Stronger, resilient, supportive and inclusive communities Sharing practice and making connections Sharing skills and practice Sharing CLD approaches and methodologies Making Connections & building networks Improving standards More community- based youth work Building confidence Celebrating achievement Building digital skills Skills for life and work - no wrong path Improving Health & Wellbeing Addressing inequality Supporting and valuing volunteers Have a voice Local decision making Additional support Place based approach ESOL Employability Learner Link Up Youth Work Network Effective partnership working ACTIVE CITIZENS & COMMUNITY VOICE IMPROVING MENTAL HEALTH & WELLBEING BY REDUCING SOCIAL ISOLATION National Regional DEVELOPING & CONNECTING THE CLD WORKFORCE Empowering volunteers and staff Community Learning and Development (CLD) develops “critical thinking, personal and social skills, widening access to lifelong educational attainment and employment prospects; improving people’s health and well-being; and encouraging active citizenship and participatory democracy” (Learning: For All. For Life. - July 2024) Promoting inclusion and removing stigma Moray Partnership CLD Plan 2024 - 2027 CommunitiesCLD@moray.gov.uk Page 38
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Moray Partnership CLD Plan 2024-2027 APPENDIX 2 Item 6.* Page 39
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Moray Partnership CLD Plan 2024-2027 1. Foreword 2. Executive Summary 3. How we have delivered on the 2021 - 24 CLD Plan 4. Moray Context 5. How we engaged on the refreshed CLD Plan 6. Learning for Life 7. Active Citizens and Community Voice 8. Developing and Connecting the CLD Workforce 9. Monitoring Progress 10.Looking to the future - potential issues/unmet needs 11.Contact Details 1 2 6 9 14 17 21 25 28 30 32 Contents HUB volunteers network Cover photo: Outfit Moray project funded through Participatory Budgeting Page 40
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1Moray Partnership CLD Plan 2024-2027 Foreword If the past few years have taught us anything, it is indeed the power of communities. In Moray, as in the rest of the Scotland, we realised that without commitment from some great community champions, we would take a long time to recover. This is demonstrated in the amazing work that we are seeing through the emergence of Community Hubs which are bringing together communities and groups to support those most in need. We live in a beautiful area which sometimes masks the needs of our communities. Rural poverty is real, and we are seeing more real poverty emerging in our towns and villages. Scottish Index of Multiple Deprivation (SIMD) does not always demonstrate the actual need, and we have gathered statistical evidence to show that Moray is desperately in need of more support. All of this in a landscape of declining resource, and when funding does become available, it is short term and only begins to address the needs of individuals in our communities. Partnership working has never been more important, we are seeing a greater need for community learning and development across our region. The Hubs which I referenced earlier, are an excellent starting place, but they are not and should not be, the answer to all our issues. Some communities are pulling together, and we see evidence of improvements in the day to day lives of our most vulnerable, but we need to replicate this across our region, and we can do this by working together to support community aspirations and enabling learning. This CLD Plan will build on the themes which we identified previously. We have reflected and reviewed the work that we have already started. We have responded to a recent Education Scotland Progress Visit, and we will also take account of the findings of the CLD Review which was published on 17th July 2024. It is important that we continue our journey to develop the themes of: Learning for Life; Active Citizens and Community Voice; and Developing and Connecting the Workforce. Jackie Andrews Chair of the Moray CLD Strategic Partnership Head of Academic Partnerships UHI Moray Page 41
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Our Partnership CLD Plan has been produced in line with Ministerial Guidance issued in April 2024 which anticipated that Plans would be ‘…carrying forward much of the content of their existing plans and only reflecting significant changes which have impacted communities and learners’. The themes in the new Plan are an evolution of the 2021-2024 version with specific outcomes updated to reflect current local priorities. The Learning for Life strand is still a key shared priority and will be refreshed in year two once the Independent Review reports back. We have merged the two community development themes from 2021-2024 into one. We have broadened the Workforce Development strand to address Improvement Actions from the 2023 HMIe Progress Visit. Responding to climate change has been added to the cross-cutting themes. 2 Moray Partnership CLD Plan 2024-2027 As a partnership, we will work together to remove barriers to learning so that people are more likely to reach their potential, leading to improved health, well-being, employability and quality of life. We will achieve this by: Improving the visibility and access to adult learning opportunities Facilitating Learner Link Ups to bring learners and providers together. Developing the Youth Work Network and associated projects Piloting the Outreach Youth Work and community-based projects Executive Summary Our CLD Plan Priorities 2024 -27 Learning for Life Page 42
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Active Citizens and Community Voice Developing and Connecting the CLD Workforce Cross Cutting Themes Addressing impacts of rurality and poverty. Improving mental health and well-being by reducing social isolation. Promoting climate justice * * In the UK, climate justice relates to concerns about the inequitable outcomes for different people and places associated with vulnerability to climate impacts and the fairness of policy and practice responses to address climate change and its consequences 3 We will work in partnership with our community groups and organisations to address inequality by progressing the things that are important to them. We will achieve this by: Working in partnership to deliver the priorities in the LOIP Locality Plans (New Elgin and Buckie) Supporting Community-Led Action Plans Working with key Community Planning Partners and sub-groups to raise awareness of the CPP and increasing meaningful community engagement. Developing Digital Hubs in communities Improving Data capture, particularly around inequalities Maximising external funding opportunities Sharing information on CLD groups and activities to support social prescribing and other approaches to increasing community connection. We will work to connect CLD partners across Moray to ensure that the breadth of provision is acknowledged and that those involved in delivery can access training and learning opportunities which support delivery through local, regional and national networks. We will achieve this by: Acting and delivering on the Learn North practitioner survey findings Delivering professional learning opportunities locally including the CLD Winter Festival. Actively promoting the CLD Standards Council and associated groups. Moray Partnership CLD Plan 2024-2027 Page 43
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4 Moray Partnership CLD Plan 2024-2027 ADDRESSING IMPACTS OF RURALITY & POVERTy LEARNING FOR LIFE Removing barriers to learning Increased knowledge Loca Skilled workforce Access to training Sharing skills and practice Sharing CLD approaches and methodologies Making Connections & building networks Improving standards Building confidence Celebrating achievement Building digital skills Skills for life and work - no wrong path Improving Health & Wellbeing ESOL Employability IMPROVING MENTAL HEALTH & WELL DEVELOPING & CONNECTING THE CLD WORKFORCE Empowering volunteers and staff Promoting inclusion and removing stigma Page 44
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5Moray Partnership CLD Plan 2024-2027 y PROMOTING CLIMATE JUSTICE Person - centred learning Support delivery CLD Strategic Partnershipal Stronger, resilient, supportive and inclusive communities Sharing practice and making connections More community- based youth work Addressing inequality Supporting and valuing volunteers Have a voice Local decision making Additional support Place based approach Learner Link Up Youth Work Network Effective partnership working ACTIVE CITIZENS & COMMUNITY VOICE LLBEING BY REDUCING SOCIAL ISOLATION National Regional Community Learning and Development (CLD) develops “critical thinking, personal and social skills, widening access to lifelong educational attainment and employment prospects; improving people’s health and well-being; and encouraging active citizenship and participatory democracy” (Learning: For All. For Life. - July 2024) Moray Partnership CLD Plan 2024 - 2027 CommunitiesCLD@moray.gov.uk Page 45
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How we have delivered on the 2021-24 CLD Plan Key Performance Indicators – three-year trend shows increased levels of CLD activity during the Covid recovery phase. 6 Moray Partnership CLD Plan 2024-2027 154% increase in adults receiving SCQF levelled awards 690% increase in young people completing national awards - covid level of 60 in 2021 to 474 in 2024. 82% increase in capacity building support to groups. 80% increase in adults and young people engaged with PDA Youth Work Award people from Moray Council YW team, Speyside Youth and Aberlour Youth Point completed their Professional Development Award. COVID Recovery The Moray Remembering Together Project involved significant community engagement and participation and is being recognised nationally for partnership working. Partnership was also evident in the delivery of the 2023 Community Based Adult Learning programme to reconnect people which was facilitated through tsiMORAY. Community Based ESOL provision This previously unmet need was addressed through an initial needs survey. The Partnership was able to respond quickly to the arrival of Ukrainian New Scots and facilitated third sector online delivery of ESOL sessions and then reinstating community-based provision through CLD – referred to in this good practice case study by Education Scotland. 15 97 learners took part in 17 face to face sessions and three online. 31 also took part in Outdoor Learning activities In 2023 community-based classes engaged 17 learners from 13 countries. In 23/24 this has increased to 134 learners from 22 countries – but this delivery has been built on temporary funding. Page 46
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7Moray Partnership CLD Plan 2024-2027 Volunteering A refreshed Volunteer Policy was approved by Moray Council and was supported by a new Cross-Service Volunteer Forum. Partners continue to use Volunteers Week to promote and celebrate the impact of volunteers in Moray. Resilience Plans Over 200k external funding was secured for community groups and Resilience Plans have been developed with Community Councils across Moray . An Annual Resilience conference has taken place and is now a calendar staple. Adult Learning Tony Slater – a Moray Adult Learner won national award as Learner of the Year. “I left school with no qualifications, I had none at all. Maths was just a jumble of numbers; English was just a jumble of words. I just couldn’t understand it, and the classroom environment back in those days was difficult for me, so I was really scared to walk in. But as soon as I did, I saw my tutor walking downstairs with a big smile and from there on I never looked back. It’s just been solid encouragement, a boost all the time. I just absolutely love it; I could go seven days a week if they would let me.” Participation Rate this measures where young people go after leaving school and Moray showed the biggest change in the rate nationally with a 3.9% increase to 95.4% in a positive destination. Partners worked together to identify and door-knock young people whose destination had been unknown. Page 47
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8 Moray Partnership CLD Plan 2024-2027 Best Value Thematic Review 2023 (Leadership of the development of new local strategic priorities) “We have found the work undertaken by the Council in relation to community engagement in forming the new corporate plan to be highlighted as an area of strength…and an example of good practice”. Strategic Links and Connections Members of the CLD Strategic Partnership are active in 48 local thematic partnership groups and 35 national networks as well as being active as individuals in a range of community groups. Page 48
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The Moray Context CLD Drivers - HMI Progress Visit Improvement Actions The CLD Strategic Partnership Group have refreshed the CLD Plan in the context of an October 2023 His Majesty’s Inspectorate (HMI) Progress Visit which confirmed that there is effective leadership of CLD and that there is good evidence of impact through the partnership approach of the CLDSP. Independent Review of CLD The Scottish Government announced an Independent Review of CLD in December 2023 led by Kate Still. Moray learners contributed directly to a facilitated Focus Group and as part of the wider online consultation which was due to report its findings in June 2024. In April 2024, prior to the Review concluding, the Minister released Guidance on the 2024-27 CLD Plans and recognised that new plans would be ‘carrying forward much of the content of their existing plans and only reflecting significant changes which have impacted communities and learners’. Governance Moray Council has a Communities CLD team which delivers Youth Work, Adult and Family Learning and Community Development through the Community Support Unit team. The CLD Service provides the secretariat and other support required for the CLD Strategic Partnership (CLDSP) to operate effectively as the lead for CLD delivery in Moray as a sub-group of the Community Planning Partnership. 9Moray Partnership CLD Plan 2024-2027 HMI Improvement Action The main improvement action is to further enhance links with independent youth organisations, community activists/ organisations and adult learners to help shape this new CLD Plan and to fully capture the impact of wider CLD provision. CLD team peer review session Page 49
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The individual strategic partners have identified some of the key crossovers between their individual service and organisation drivers and how that relates to the CLD Plan as recommended by HMI and requested by elected members. 10 Moray Partnership CLD Plan 2024-2027 Moray Wellbeing Hub have been approached and will be taking part in future sessions. Community Planning Partnership Board Executive Community Planning Officers Group (CPOG) (Operational) Community Engagement Group CLD Strategic Partnership Moray Pathways SDS TSi MORAY UHI Moray Communities & Volunteering Team Public Health Education/ EAL HIE LEAD Scotland Army Welfare Service CLD Page 50
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CLD Strategic Partnership CLD Plan …describes our ambitions for Moray and focuses on tackling inequality in all we do, targeting our services towards that goal and working with partners and communities to achieve it. Improve life chances for people in Moray of all ages in communities experiencing the greatest inequality of outcomes. Develop stronger, more resilient, supportive, influential and inclusive communities. Improve the income, wellbeing and prospects of our communities with particular focus on improving access and participation from our priority groups: • Long-term unemployed • Physical and mental health conditions, including disabilities • Low income families and lone parents with children experiencing poverty • Underemployed • Young people most at risk of not participating in learning, training or work (e.g. care experienced) • Minority Groups • Veteran Groups We will continue to focus on the area of work within which we can make the greatest difference, and which is our specialism and key purpose: connecting people creating change, with the aim of continuing to support a thriving, sustainable and inspirational Moray to contribute to the development of a wellbeing economy enabling people, places and planet to prosper. Building and supporting local communities is central to the case for change. Placing communities at the heart of public health can reduce health inequalities, engage those at risk of poor health and empower people to have a greater say in their lives and health. Doing this, builds resilience and cohesion 11Moray Partnership CLD Plan 2024-2027 Moray Council Corporate Plan Community Planning Partnership Moray Pathways Partnership Delivery Framework tsiMORAY Delivery Framework NHS Grampian A Case for Change Strategic Driver How it connects to the Partnership CLD Plan Moray Council Corporate Plan Community Planning Partnership Moray Pathways Partnership Delivery Framework tsiMORAY Delivery Framework NHS Grampian A Case for Change HSCM Partners in Care Strategic Plan Education – Curriculum 2030 Vision UHI Moray Library Service Priority Sport and Culture Service Plan Children’s Services Plan (2023-26) Skills Development Scotland Army Welfare Services LEAD Scotland Page 51
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NHS - We will encourage and support our citizens to get involved in the local community activities, stay informed about how to manage their health and wellbeing, keep active and support older people to take part. Community Volunteering Team - Community resilience and the support of carers, parents, citizens and social networks are fundamental to helping us improve health outcomes. It is about collaborating with people not doing ‘to’ people Aiming to increase Moray's mental wealth through empowering living and lived experiences of life challenges, MWH challenge stigma whilst supporting recovery and self-management. We create community and virtual spaces in which everyone feels welcome and inspired to live mentally healthy lives, as well as support existing ones to connect and grow, reaching out across Moray to diverse communities and groups. Our work takes personal experiences and combining them with research and local resources to create sustainable change to realise human rights We will maximise the achievements of all children and young people in Moray through development and delivery of a high- quality curriculum; satisfying their desires, talents and the future needs of the world that will surround them. Our Vision is that we will be: A destination of choice for students and staff A partner of choice for stakeholders, and widely recognised for our role in transforming lives, communities, and practice Provide opportunities to develop skills for life, work, inclusion and employability for people to reach their full potential. Active Schools (AS) & Community Sport and Libraries, Learning Centre & Heritage deliver targeted work across Moray to help reduce child poverty and inequalities in health & education. We will work with communities and businesses of all sizes to help them grow. We promote a green recovery and dynamic wellbeing economy guided by the National Strategy for Economic Transformation and Moray Economic Strategy. 12 Moray Partnership CLD Plan 2024-2027 HSCM Partners in Care Strategic Plan Moray Wellbeing Hub (MWH) Education – Curriculum 2030 Vision UHI Moray Library Service Priority Sport and Culture Service Plan Highland and Islands Enterprise (HIE) Strategic Driver How it connects to the Partnership CLD Plan Page 52
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Across the Community Planning Partnership, there is a wide range of local multi-agency strategies and plans which seek to improve the lives of children, young people and families in Moray in different ways. As previously highlighted, the partnership plans which solely focus on children, young people and families have now been incorporated within our Children’s Services Plan. Links have been made with the other local strategies and plans whose scope is either broader than children, young people and families e.g. the Community Learning and Development Plan Across Scotland, we support individuals to build their career management, work-based and employability skills, throughout their career journey, from school, into further learning opportunities and employment… We target delivery of this support to those who need it most, ensuring all individuals are enabled to achieve their full potential. Ensuring our community development teams are connected to relevant local networks, making the most of opportunities presented by other services and partners. Working with internal and external stakeholders to develop high quality community facilities and provision which is accessible to all. Supporting children, young people and families to make informed decisions and build resilience to manage transitions well. Ensuring there are opportunities for children and young people to influence decisions which affect their lives and the services they use. Too many disabled people and unpaid carers in Scotland live in poverty; are lonely; lack skills; are unemployed; are digitally excluded; experience discrimination and often lack the agency to change things. We seek to address the need by defining services that deliver the following outcomes: Confident, skilled adult learners / Improved qualification profiles / Digitally connected and confident/Reduce educational exclusion / Socially connected/ Support our economy as citizens, volunteers, workers/ A just transition to net zero for disabled people and unpaid carers/ A fairer Scotland. 13Moray Partnership CLD Plan 2024-2027 Children’s Services Plan (2023-26) Skills Development Scotland Army Welfare Services Community Support Strategic Plan 2023-2025 LEAD Scotland – informed by CLD Plan, LOIP, Employability Delivery Framework and Adult Learning Strategy Strategic Driver How it connects to the Partnership CLD Plan Page 53
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How we engaged on the refreshed CLD Plan The CLD Service produced an HMI Improvement Action Plan which became the basis of the wider Strategic Partnership engagement on the new CLD Pan. Looking Inwards - The CLD strategic partners began the new plan process in a workshop session in March 2024 where they looked at the relevance of the current plan priorities and any emerging or unmet need. This was then the catalyst for wider stakeholder engagement. 14 Moray Partnership CLD Plan 2024-2027 Locality Plan work in New Elgin and Buckie Ensuring that people can access service and activities within their local communities Budget pressures impacting on capacity to deliver Review of Community Council scheme in 2025 Challenges around transport and costs of transport in rural Moray Ensuring sustainability in learning and communities Adding breadth to the curricular offer so that it engages all learners Capacity building support for communities to enable them to take on assets, services etc Focus on transport provision in rural areas so that they can access services Shrinking public sector - Budget cuts and loss of services will impact on communities Offering learners a range of learning experiences including learning for sustainability including outdoor learning. Need for greater partnership work to enable this Meeting spaces for community Climate Just Transition Climate and the environment Rurality - if public sector ends up more centralised Isolation for individuals is a huge issue in Moray Possible closure of facilities Outcomes of Independent Review of the Skills Delivery Landscape (James Withers) and Careers Review - fundamental recommendations to change many services and funding Increasing let costs that people can’t afford Partners to support schools offer a broarder curriculum Ongoing challenges in relation to sustainable funding Partnership work more important than ever to maximise resources We don’t know what the CLD review will direct us Page 54
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Looking outwards - Taking on board the recommendation to directly engage with more of the wider community and voluntary sector in Moray the CLDSP had a stall at the annual third sector interfaces ‘Join the Dots’ event which attracted over one hundred third sector delegates. There was good interaction and delegates prioritised emerging themes and suggestions of what needed to change. Participants could also map their services on a new tsiMORAY community map launched at the event. This map will become a key resource which to monitor the depth and range of the third sector offer in Moray – directly responding to the HMI recommendations. In addition, workshop sessions happened with the core participatory forums facilitated by tsiMORAY, namely. Children and Young Peoples Forum Health & Wellbeing Forum Volunteer Managers Forum Development Officers Forum. A session also took place with the Community Engagement Group in May 2024 who supported the wider engagement process being followed. The opportunity for informal community engagement feedback to widen the reach of participants also included interaction at events such as: Boogie in the Bar session – Health and Social care 50+ event. RAF Lossiemouth Family Health and Wellbeing Event. Stall at Motorfun Event Keith Community Radio interview Learner Voice - A survey was distributed through learners and networks which delivered 28 adult returns and 15 group returns. Although the numbers were small there was consensus around the themes of the Plan and useful input from groups such as the University of the Third Age (U3A) which further adds to an improved perspective of learning opportunities in Moray. 15Moray Partnership CLD Plan 2024-2027 Page 55
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Work has continued to develop more connection spaces for partner and learner contributions to be an integral part of the CLD Plan delivery over the next three years. The Adult and Family Learning Team facilitate a Learner Link-up group with wide learner involvement which continue to shape provision. CLD Strategic partners will continue to engage regularly over the life cycle of the new plan, particularly when responding to the findings of the Independent Review. The Youth Work team produced a youth friendly version of the survey and engaged over 100 young people who responded individually (39) or on the back of group discussions (approx. 65). Young people spoke about the need for youth friendly spaces and activities for practical life-skills learning opportunities. The Youth Work Network has been relaunched and links together local authority and community and third sector youth organisations to plan and develop work collectively. A key ‘ask’ is around creating spaces and opportunities for young people to meet, with some interesting partnership projects at an early stage of development. Political Engagement Two reports went to the Council Education, Communities and Leisure Services (ECLS) Committee with the second outlining the emerging priorities endorsed by the Community Planning Partnership Board. Elected member feedback aligned with the strategic priorities. There was a specific ask from ECLS to make clear the strategic links from the CLD Plan to other strategic groups which chimes with another HMI Improvement Action to have more ‘clarity about how strategic groups link together to better demonstrate their collective impact’. Other Evidence The Fairer Moray Forum is a Community Planning Group which has an associated officer level Action Group. There was input to the Fairer Moray Forum Action Group involving around 40 members and follow-up engagement with 49 community-based groups who contributed their experiences to the third “Inequalities in Moray” compilation. These groups connect with and respond on behalf of the hardest to reach and those experiencing poverty locally which informs our social justice target within the plan. The most recent Inequalities report identified over 7,000 people who improved their health and wellbeing because of activities delivered through Mental Health and Wellbeing funding – evidencing our ability to better report the breadth of CLD provision in Moray as requested by HMI. Connecting the strands The CLD Strategic Partners had two further workshop sessions in May and July to scope out how we could meaningfully reflect that in this new CLD Plan. Partners co-produced the logic models which summarise our approach under each theme of the Plan. 16 Moray Partnership CLD Plan 2024-2027 “We met Kate Still who has been tasked by Scottish Government to conduct an independent review of Community Learning & Development across Scotland. At the conference this is what my table prioritised: 1. Increase level of SQA available within community 2. Raise awareness of adult learning 3. Increase diversity of locations time methods of delivery 4. To have more freebies which always work to attract new learners”. Charlotte Rushforth, Moray Learner Link Up Page 56
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What we learned and how it informs this Plan 17Moray Partnership CLD Plan 2024-2027 Better signposting/guidance of opportunities Places for young people and adults to meet and take part in learning / activities or hang out More community -based youth work Life-skills training / activities to be available in communities and free for everyone. Outdoor learning and residential opportunities - for young people and for enhanced mental health. Evening classes: /more leisure classes and inter- generational learning. More awareness needed on mental health and neurodiversity Need to have a menu of what provision is available. More opportunities to connect with people who are isolated or lonely who are “slipping through the net.” Engaging with young people on what is important to them. Promote a positive culture about volunteering with local authority in Moray. Fun provision for children & young people with ASN / More activities (affordable) for children/young people/adults with ASN Family learning opportunities to support parents. Building digital confidence and widening access to IT for those without. Mentoring More local events More cultural education about being a global citizen. Learning exchanges for creative sustainability. More promotion of health and social care as worthwhile career routes. Yes Yes Yes Yes Within YW Network Yes Yes Yes Yes Yes Yes Some examples– but largely unmet need Part of AFL remit Yes Individual partners addressing but not specifically partnership delivery. KEY 1. Join the Dots events (130 comments) 2. Volunteer Managers Forum 3. Children & Young Peoples Forum 4. RAF H&WB event 5. Elgin Town Centre Survey (410 responses Moray- wide) 6. CLDP YP survey (40 & 50 responses) Learning for Life Theme 1 2 3 4 5 6 In Plan Page 57
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Learning for Life Logic Model 18 Moray Partnership CLD Plan 2024-2027 Need and Context Adult learners have told us that it is not always easy to find out what adult learning opportunities are available. The need for community-based youth work activities and facilities has been a long term ask from our communities (identified as an Unmet Need in last Plan) Policy Context An Improvement Action from our HMI Progress Visit in 2023 was to better understand and capture the wider CLD offer across Moray. Longer-term digital goal that lifelong learning opportunities can link into emerging apps such as the tsi Community Map Ability to respond to recommendations of the Independent Review of CLD Project objectives As a Partnership, we will work together to remove barriers to learning so that people are more likely to reach their potential, leading to improved health, well-being, employability and quality of life. CLD service to facilitate Learner Link Up and Youth Network. CLD Strategic Partners and stakeholders to develop signposting for adult learning offer. Four Outreach Youth Workers in place in Elgin, Buckie, Forres and Keith. Youth Work Network to meet regularly to expand youth work provision. Four Learner Link-Up sessions held. Four Youth Work Network sessions hosted. New youth work projects developed through YW Network User friendly web page developed with adult learners. Increased number of adult learners – 10% each year, Learner Linkup’s provide platform for Learner Voice. Outreach YW model piloted in four ASG’s in 24/25. YW Network meets regularly to respond collectively to issues and opportunities which allow young people to flourish. Increase in people able to access the most appropriate adult learning opportunities. Young people will feel more confident and connected through taking part in community- based informal learning. CLD partners create spaces which promote CHIME – Connectedness, Hope and optimism/ Identity / Meaning and Empowerment. Impacts Increased number of adult learners in Moray. People will enhance their sense of well- being and personal resilience at different life transition stages because of becoming lifelong learners. Young people access informal learning which is built around their interests and needs, and which develops personal confidence and life- skills. Learning for Life Theme Inputs Activities Outputs Outcomes Evaluation Strategy KPI data will record numbers of people participating. – in Adult Learning and Youth Work. CHIME AND Youth Work Outcomes will be used as proxies for improved mental health and wellbeing. Outreach Youth Work Impact will be measured using national Youth Link evaluation criteria for Raising Attainment with young people - Consistent attendance in YW / Consistent participation in YW and / Improved ability to regulate behaviour and emotions in Youth Work / Improved attendance in school / improved participation in school / Improved ability to regulate behaviour and emotions in school. Page 58
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19 M oray Partnership CLD Plan 2024-2027 Learning for Life Theme Facilitate the Learner Link-Up group as a space to engage with and empower adult learners. Extend approaches to promote easier access to adult learning in Moray Activity Why Who Milestones Monitoring Learners will have a voice by engaging with activities of the Learner Link- Up Group. This will give learners the opportunity to have a voice, discuss issues, engage with decision-makers, and contribute to improving and developing adult learning opportunities. Adult Learners tell us it is not always easy to access learning opportunities. Not all learners access online information, so need a variety of approaches. The interim findings of the independent review noted ‘poor awareness of CLD opportunities was also highlighted as a particular issue for people who want to access learning… Reaching those who might benefit from CLD but who have not yet engaged with services remains a challenge. Organisations also report that finding up to date information is difficult. A maintained and up to date online app/space would make this easier for partners CLD Adult and Family Learning Team facilitation. Input from CLDSP partners as requested. Learners. All CLD SP adult learning providers – CLD/ Moray Pathways Local Employability Partnership/ Communities and Volunteering Team/ Health Improvement Team/ UHI/ LEAD Scotland / Moray Wellbeing Hub/ tsi MORAY/ Army Welfare Support Team (CLD) CLD 8 Learner Link-Up sessions will be delivered annually. All CLDSP members will be invited to attend LLU meetings to share information and build links with learners, 2024-27. Learner Link-up will identify and organise 3 additional learning sessions per year All partners have access and training on ALISS All CLD Strategic partners where appropriate upload and update their Adult Learning offer into the ALISS system (to link in with other digital apps being developed in Moray). Adult Learner Signposting landing page developed and maintained. A number of partner organisations will input information into the Moray Pathways Website and social media. An increase in participation in learning opportunities will be recorded via the shared Hanlon Database. Generic promotional materials to be displayed in all local communities highlighting adult learning providers information. Feedback report six monthly to CLD SP. By December 2024 By March 2025. Improved awareness of adult learning offer and signposting to providers. Informal feedback sought via Learner Link Up. Page 59
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20 M oray Partnership CLD Plan 2024-2027 Complete partnership delivery of Multiply programme in Moray Facilitate and increase membership of the Youth Work Network in Moray. Pilot Outreach Youth Work approach in Elgin Academy, Buckie, Forres and Keith. Activity Why Who Milestones Monitoring The CLD Strategic Partnership responded to this fund and agreed a pathway and partnership approach to delivery. The funding ends in March 2025 and partners wish to ensure learners can complete or progress to other learning – and to have a cohort of Numeracy Champions in place. Ensure a cohesive and robust youth work sector in Moray working in partnership to deliver the best youth work outcomes for young people. Young people who are currently disengaged from learning will benefit from outreach youth work through developing positive relationships with trusted youth workers... As a result, they will improve their attendance, attainment and sense of well- being and feel more involved as active citizens in their community UHI Moray/ LEAD Scotland Adult & Family Learning (CLD)/ENABLE Works Salvation Army / National Numeracy/ Library Learning Centre/ Lossiemouth 2-3 Group All Youth Work providers and collaborators in Moray CLD Youth Work/ The Loft Youth Project, Keith/ EYDG, Elgin/ Speyside Youth/ The Gaff, Forres/ The Fishermen’s Hall, Buckie/ Outfit Moray/ Army Welfare/ Aberlour Youthpoint/ Moray Youth Justice/ Throughcare aftercare/ Uniformed organisations/ church youth groups CLD Youth Work/ secondary schools /community wardens/ Police Scotland/ Youth Work providers and other community groups All partners to achieve targets by March 2025. Over 250 learners complete. 20 Numeracy Champions trained At least four sessions to be delivered annually hosted by different partners Network to agree and deliver on work plan for first year of CLD Plan. Progressing potential projects to widen delivery options in partnership with other Youth Work providers. Have staff in post prior to first term of 24/25 Academic Year. Produce a 6-month update report to elected members on the Education, Children’s and Leisure Services (ECLS) Committee. Year 2 - Seek funding to roll out the approach in Lossiemouth, Speyside, Milnes and Elgin High. Project report completed by 31/3/25 Impact/evaluation CLDSP discussion May 2025. Increased youth work opportunities for young people Increase in projects developed and delivered in partnership. Increased resource sharing for youth work delivery in Moray. Evidence of increased attendance at school / learning Distance travelled against Youth Work Outcomes Learning for Life Theme Page 60
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21Moray Partnership CLD Plan 2024-2027 Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes mobile services developing 1 2 3 4 5 6 In Plan Community Voice Theme Better signposting/guidance of opportunities More CHIME and trauma informed spaces so individuals are welcomed into a safe space. Promote volunteering to everyone and be clear about role expectations IT support sessions for individuals in community facilities Signposting of funding opportunities for communities Creative practices applied to support participation and community voice. We need to reach out to rural and deprived areas. Mobile Information Bus could be used more. Awareness of support per area for people needing help to access. Better communication with communities & within organisations To consult with our communities what they want from our services. Ownership of spending by & for the communities, including opportunities for learning exchanges. Ways to provide practical financial support – e.g. hosting bank outreach services. KEY 1. Join the Dots events (130 comments) 2. Volunteer Managers Forum 3. Children & Young Peoples Forum 4. RAF H&WB event 5. Elgin Town Centre Survey (410 responses Moray-wide) 6. CLDP YP survey (40 & 50 responses) Page 61
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Active Citizens and Community Voice Logic Model 22 Moray Partnership CLD Plan 2024-2027 Impacts More people in our communities are supported and motivated to join in through well supported engagement activity. More of the people who experience the poorest outcomes take part or join the conversation. Our communities’ ability to address their own needs and aspirations is improved and enabled by support from partners. More people volunteer in their communities. Need and Context An Improvement Action from our HMI Progress Visit in 2023 noted the strength of the community and third sector and that ‘community organisations will require ongoing capacity building to support those facing challenges in their lives and to meet community needs.’ Policy Context The Community Planning Partnership has recommitted to addressing poverty and inequality. The refreshed Moray Council Corporate Plan is committed to ‘tackling inequality in all we do, targeting our services towards that goal and working with partners and communities to achieve it. The Community Empowerment (Scotland) Act is currently being reviewed. Project objectives We will work in partnership with our community groups and organisations to build stronger resilient communities. We will work in partnership with communities to address inequality by progressing the things that are important to them and by strengthening their voice in the decision-making processes that affect them. Inputs Community engagement and capacity building support in general - including Local Led Economic Development (tsiMORAY), Locality Plans and Community Councils (CSU) HIE Moray – investment in anchor orgs. Moray Pathways LEP investment in “The Link” Communities & Vol Team – volunteering / supporting groups. Activities Continued support to the two LOIP priority areas as part of a wider place-based localities approach (years 1-3) Complete work with CEG and CPP Board to enhance community voice in community planning. (Year 1) Outputs Pilot ‘The Link’ – community hub located in New Elgin Support to anchor organisations in Buckie to sustain existing volunteer run hub – and in seeking larger premises. New Elgin and Buckie annual reports Increased co- ordination and use of existing and emerging online engagement platforms. Outcomes People will feel they have a voice and that their involvement makes a difference. Increase in residents engaged in the two LOIP priority areas as reported to CPP. CLD Partners increasingly work together to target resources towards agreed priorities/ areas of need. Evaluation Strategy KPI data will record numbers of people participating in capacity-building activity as reported by CLD (CSU), tsi Moray, Communities and Volunteering Team, Moray Pathways, Health Improvement Team, HIE Moray. Community Voice Theme Page 62
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23 M oray Partnership CLD Plan 2024-2027 Community Voice Theme New Elgin - Continued support to the LOIP priority area. Buckie - Continued support to the LOIP priority area. Working with CPP Board to simplify process for communities to feed into the CPP process. Place based approaches to community development and capacity building. Activity Why Who Milestones Monitoring The Moray CPP identified New Elgin and Buckie as the two Local Outcome Improvement Priority areas and made a 10-year commitment to neighbourhood place-based work from 2019-29. The CPP Board have held several dialogue-based Development Days. They are planning to work with the Improvement Service to carry out a self-evaluation and are looking to strengthen community voice. The CPP are increasingly taking a place-based approach – beyond the two LOIP communities. Moray Council have worked with the Improvement Service and other authorities to develop rural poverty data CLD (CSU/ AL/ YW) Moray Pathways Mum Days group CLD / New Elgin PS CSU Buckie Area Forum FAB Development Trust Moray Pathways LEP HIE Moray & Community Assets Team CPP Board (inc HIE) Dialogue Days Facilitation Team Improvement Service Community Engagement Group CLD SP Research Information Officer Partnership delivery to pilot community hub facility (The Link) located in New Elgin. (from Sept 24) Continued delivery of Strategic Equity Fund project with P7 cohort at New Elgin PS. Partnership working to deliver on the priorities in the Buckie Community Plan. Focus on sustaining current Community Hub and working on feasibility of expanding into larger premise. Contribute to a CPP Board Development Day to explore refreshed mechanisms to enhance community voice in community planning. Action Plan developed for 25/26 Supporting community led action planning which contribute to reducing inequality. Scoping out work with SCVO and local stakeholders to co-ordinate digital community hubs across Moray Quarterly reporting – oversight by Steering Group Quarterly reporting By Feb 2025 April 2025 Quarterly Reporting Discover phase – by Feb 2024 Define Phase – 2025 Develop Phase 2025-27 Page 63
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24 M oray Partnership CLD Plan 2024-2027 Community Voice Theme Better capture the impact of community and third sector delivery of CLD in Moray. Maximising new funding opportunities Using a place based approach to improve health and wellbeing Activity Why Who Milestones Monitoring Response to recommendations of HMI Progress Visit. New and continued external grant funding streams have appeared at short notice with tight deadlines for community take-up Connecting individuals to non-clinical supports and services within the community to improve health and wellbeing and to strengthen community connections All partners to report on KPI’s – 6 monthly. Lead organisations will involve partnership members as appropriate to maximise opportunities Health Improvement Team / HSCM KPI performance information provided by partners. External milestones responded to and targeted groups encouraged and supported to apply. Development and implementation of agreed Social Prescribing / Community Connector Model Six monthly – for discussion at CLDSP Quarterly updates to CLDSP. March 2025 Page 64
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25Moray Partnership CLD Plan 2024-2027 Developing and Connecting the CLD Workforce Drivers Learn North is managed in a voluntary capacity by representatives of organisations involved in community learning and development (CLD) delivery across the widespread geography of the North of Scotland. Moray are members, alongside colleagues from Aberdeen City, Aberdeenshire, Highland, Shetland, Orkney, Western Isles and Argyll and Bute. In spring 2024 Learn North commissioned a survey of professional learning needs in the North with 151 responses from practitioners and 55 from organisations. Professional Learning support for Partnership CLD Plans The aim of the group is to strengthen access to continuing professional learning for staff and volunteers involved in CLD practice (from local authority and community / third sector), to identify where there are gaps in provision of learning opportunities and to design and deliver programmes and activities by working collectively to share resources, avoid duplication and enhance joint approaches. Based on the survey feedback and analysis Learn North will… Improve access to professional learning resources that will enhance digital practice and engagement Develop peer review systems on community learning and development themes Invite graduate students that have completed CLD research to share their learning Share learning from 2023 / 24 Progress Visits Encourage sharing of initiatives to illuminate good practice in themes of CLD as part of the Winter Festival Programme. CLD Strategic Partnership – within Moray, the CLDSP continue to meet quarterly to monitor progress with the delivery of this Plan and to address the Improvement Priorities from the HMI Progress Visit and respond to the findings of the Independent Review. The small capacity building budget of £4,000 available through the CLD service in Moray Council will be used to support this strand of work – although this budget is only confirmed for financial year 24/25. The increased focus on facilitating and developing the Youth Work Network and Learner Link-Up group will continue to strengthen links to the wider CLD sector in Moray. Associate Assessors Partners are conscious that there are not any active HMI Associate Assessors (AA) for CLD in Moray at present (there are in the college sector) and are keen that this gap is filled if HMI begin to recruit for these roles. Partners believe that having AAs in Moray will help us in looking outwards and learning from good practice models elsewhere in the country. CLD Workforce Theme Page 65
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Developing and Connecting the CLD Workforce 26 Moray Partnership CLD Plan 2024-2027 Impacts The profile and understanding of CLD within Moray will be raised. Staff and volunteers will be active members of CLD Standards Council and access members meetings and networks. Staff and volunteers will be able to access and input into regional and national training opportunities. Moray will learn from provision elsewhere through participation in networks, training and inspection activity. Need and Context Short-term funded contracts mean a constant need for connecting staff and volunteers to training opportunities – at the same time as local authority budget for capacity building and training was reduced by 50%. The partnership currently has no active CLD Associate Assessors. Progress Visit feedback – improved links with community led delivery and activity. Policy Context The pandemic legacy and cost of living crisis reaffirms the need to respond to individual and community needs linked to poverty. Online training opportunities are cost -effective in reaching people where there are rural barriers to participation. A CLD staff survey was undertaken across the North to find out staff needs. Project objectives Stronger links made with the wider CLD sector in Moray – community anchor organisations and community led groups and projects. Increase access to local, regional and national learning opportunities for staff and volunteers. Inputs CLD & tsiMORAY input to Learn North meetings. CLDSC grant accessed. Learn North represented at national CLD professional learning meetings. Delivery of Peer Review annual sessions for the wider Partnership Delivery of CLD quality indicator related sessions. Activities Development of Learn North offers informed by the 2024 survey and the learning from Progress Visits. Responding to the Review of CLD recommendations through the CLD Strategic Partnership. Outputs Learn North’s Learning Festival offer - 20% increase in Moray provision and participation. 3 Moray case- studies submitted annually to CLDMS. Responding provision related to the Review of CLD findings and AA recruitment. 10% increase in Moray CLD SC membership Outcomes Evaluation evidence shows increased understanding of CLD. Continued improvements in quality of CLD provision. Increased sharing of good practice gleaned from taking part in HMI inspections of other CLD provision in Scotland. Movement to alignment with recommendations of the CLD Review Evaluation Strategy The CLD Strategic Partnership will continue to meet at least quarterly and will carry out an annual self-evaluation which will include a Peer Review element to share practice and learning. CLD Workforce Theme Page 66
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27 M oray Partnership CLD Plan 2024-2027 Learn North – Delivery of capacity building with all seven other partner areas. Moray Capacity Building Activity Promote opportunities from qualified Moray staff to act as HMI Associate Assessors for CLD. Activity Why Who Milestones Monitoring A learner survey was conducted in April 2024 and the findings of that will form the basis of the action plan. Moray Council have a small budget of 4k annually to build staff and wider community capacity. Moray does not currently have any active HMI Associate Assessors. HMI have indicated that they will be seeking to recruit in the future and the CLD SP could benefit from this. CLD and tsi leads from Moray, Highland, Aberdeenshire, Aberdeen, Western Isles, Orkney, Shetland and Argyll and Bute. CLD lead CLD SP to promote. Individual Practitioners. • Improve access to professional learning resources that will enhance digital practice and engagement. • Develop peer review opportunities on community learning and development themes. • Invite graduate students that have completed CLD research to share their learning. • Share learning from 2023 / 24 Progress Visits • Encourage sharing of initiatives to illuminate good practice in themes of CLD as part of the Winter Festival Programme. Initial learning offer to be designed with partners and delivered by March 2025. 2025-26 funding not yet confirmed. Promote the opportunity and actively encourage staff who meet the AA criteria specified by HMI to apply to become associates. Learn North to lead on delivering milestones. CLD and tsi MORAY leads to ensure Moray practitioners can fully participate. Quarterly report as part of CLD Activity Updates on website. Number of applications from Moray. Number accepted onto AA programme. Page 67
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28 Moray Partnership CLD Plan 2024-2027 Monitoring Progress The CLD Strategic Partnership will continue to use the national Key Performance Indicators from CLD Managers Scotland to provide quantitative trend information. The National KPI information will be collected as before – with individual CLD Strategic Partners being a key source of data alongside gathering data on the wider CLD provision in Moray. Reference has been made previously to the additional data generated through the Inequality in Moray case studies. This process of capturing more of the impact of CLD in Moray will continue to address the main Improvement Action above from the HMI recommendations after their 2023 Progress Visit. Adult Learning KPi1 Number of adults engaged in CLD activity. KPi2 Number of adults receiving completed nationally recognised awards through CLD activity (SCQF levelled and awards such as Adult Achievement Award including sectional certificates) KPi3 Number of adults gaining wider achievement awards, local awards and those not nationally recognised, through CLD activity (e.g., Health Issues in the Community & Keystone Award) KPi4 Number of adults engaged in family learning through CLD activity. KPi5 Number of children/young people engaged in family learning through CLD activity. Youth Work KPi6 Number of young people engaged in family learning through CLD activity. KPi7 (i) Number of young people receiving completed nationally recognised awards through CLD activity. (ii) Number of young people receiving sectional certificates towards above Awards (sectional certificates only to be included if full award not completed) KPi8 Number of young people gaining wider achievement awards, local awards and those not nationally recognised, through CLD activity. Health and Wellbeing * KPi9 Number of adults with improved mental health and wellbeing outcomes through CLD activity KPi10 Number of young people with improved mental health and wellbeing outcomes through CLD activity “The overall picture of CLD performance is not yet fully captured by CLD partners. CLD partners need now to consider how they can best work together to demonstrate their collective impact and progress over time.” HMI Progress Visit Report Dec 2023 Page 68
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29Moray Partnership CLD Plan 2024-2027 Community Engagement KPi11 Number of community groups receiving capacity building support through CLD activity KPi12 Number of adults and young people taking part in influence and engagement activity through CLD – (including community planning / participatory budgeting / local and national consultations / co-production and influencing service design). KPi13 Number of adults and young people reached and engaged with through one-off promotional events / drop-ins / community events / engagements / etc. * In relation to the KPI re improved Health and Wellbeing we will work together to find a way to translate the CHIME framework (Connection, Hope, Identity, Meaning, Empowerment) which has come out of mental health recovery research (LINK) to help us translate how we deliver in relation to improved wellbeing and person-centered approaches. In Youth Work we will use the Health and Wellbeing Outcomes developed by YouthLink Scotland to evidence the impact of CLD provision on young people. The Adult and Family Learning Team within CLD carry out a brief “Fit Like?” survey with learners each quarter – with the most recent one indicating that learning has a positive impact on the mental health and well being of 93% of respondents. Independent Review of CLD The governance process to have the CLD Plan approved by the Community Planning Partnership to meet the Statutory Requirement to publish by 1st September 2024 means that this plan has been produced without access to the findings or recommendations of the review which delayed reporting because of the 2024 General Election. The key recommendations of the review are now sitting with Ministers – and are ostensibly reliant on a joint approach between Scottish Government and The Convention of Scottish Local Authorities (COSLA). If as proposed there is a new national CLD Strategic Leadership Group formed to develop a clear lifelong learning narrative and delivery framework then this will be included in our mid term review of this CLD Plan as per the Ministerial Guidance issued in April 2024 that: ‘… once the independent Review of CLD is published, education authorities are encouraged to consider whether it is appropriate for their area to undertake a more substantial learner and partner consultation and update their plan accordingly…. for the remaining two years of the plan cycle’. Buckie Adult Learners celebration event Page 69
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Looking to the future - potential issues/unmet needs The last CLD Plan was written at a time when the country was coming out of lockdown and there was a deliberate focus on reconnecting communities. The trend evidence shows that these planned intentions have largely been met. In addition, areas of unmet needs have also been addressed because of new funding streams which emerged. This responsiveness to changing realities will be required again by CLD partners in Moray. This 2024-27 CLD Plan is being produced prior to the recommendations of the Independent Review of CLD being shared and in a context of severe budget challenges in Moray Council and increased financial uncertainty for community and third sector partners. These and other considerations are explored in the PESTLE analysis below. 30 Moray Partnership CLD Plan 2024-2027 Impacts of UK, national and local elections. Responding to increase in Asylum Seekers to be allocated to Moray as part of the Home Office Wider Dispersal Policy. National changes in political policy and strategy (both UK and SG) create impact and expectation at local level in communities and CLD requirements for example – early release of prisoners, refugees, DWP policies in relation to employability – Regional and local changes in policy and strategy create impact and expectation at local level eg Putting People First (Health), locality planning etc New Scots Integration Strategy Delivery Plan (24-27) – regional strategic approach to ESOL delivery proposed. Significant savings still required at Moray Council and challenges around third sector funding streams. It is becoming ever more challenging for third sector organisations to attract/receive funding with even agreed multiyear funding also at risk. Delivery of CLD in Moray has grown with increasing demand – but often based on short-term temporary funding. (ESOL, MULTIPLY) Participatory Grant making is recognised as being an effective way to work with communities and communities of interest and is likely to continue. Audit Scotland have identified a need to accelerate the use of PB in Moray Council, but dedicated support posts have been removed. Moray Local Action Group exists to encourage community innovation and support community led local development. Annual funding supports community led projects and innovation Year on year reductions in Army Welfare Service Community Support budget and limited funding streams eligible to apply for. Political P Economic E Page 70
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31Moray Partnership CLD Plan 2024-2027 Increasing levels of ASN in schools and growing demands for wider CLD provision for peer support and service delivery. Increasing levels of ASN within military families – impact on accessing supports timeously (families may only be in Moray for 2 years). Unmet need so far for inclusive CLD/community provision The latest household survey results 2022 revealed a worrying decline in volunteer participation among Scotland’s adults – this impacts not only on CLD activities but also has a wider economic impact The lack of childcare, increase in unpaid carers responsibilities and increase in the age for accessing pensions impact on individuals’ ability to volunteer – they may now be childminding for family members The impact of poverty and individuals’ ability to access CLD activities – Moray low wage economy. Shortage in Qualified CLD staff and funds to access training. – hopefully this will improve in coming years with new UHI course. Significant increase in people requiring mental health and CAMHS (Child and Adolescent Mental Health Services) services plus addiction support services. Unmet need. Time of significant change in key national bodies Education Scotland and HMI alongside major reviews which will impact on medium term strategies for Education. Potential of increased digital connectivity approaches in Moray. As AI continues to evolve and develop CLD teams have a key role in working with and supporting communities in adjusting to new technologies. Sociological S Technical T Impacts of Independent Review of CLD. There is currently no statutory minimum requirement for the delivery of CLD in local authorities. Review of Community Empowerment (Scotland) Act to report in 2024. Fairer Scotland Duty update 2025 New HMI inspection process to be created and implemented. tsiMORAY playing a lead role around climate change engagement with facilitation of Moray Climate Action Network and delivery of Just Transition funding programmes. Resilience Planning in communities to respond to extreme weather events will continue to be a feature for Community Councils and other groups. The Just Transition Participatory Budgeting programme provides an opportunity for communities and individuals to have a say in how monies are spent in communities in relation to our journey to net zero Transport features as a barrier for many people in Moray – but limited scope for CLD to directly address Legal L Environmental E Page 71
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32 Moray Partnership CLD Plan 2024-2027 Address: Communities CLD Team, High Street Elgin, IV30 1BX Email: CommunitiesCLD@moray.gov.uk Website: www.moray.gov.uk/MorayCLD Telephone: 07800 670692 Contact details If you need information from the Moray Council in a different language or format, such as Braille, audio tape or large print, please contact: Ma dh’fheumas sibh tuilleadh fiosrachaidh bho Chomhairle Mhoireibh ann an cànan no cruth eile, leithid ann am Braille, air teip-fhuaime no ann an cruth-clò mòr, nach cuir sibh fios gu: Jei pageidaujate tarnybos Moray tarybos teikiamą informaciją gauti kitokiu formatu, pvz., Brailio raštu, garso įrašu ar stambiu šriftu, kreipkitės: Jeśli potrzebują Państwo informacji od Rady Okręgu Moray w innym formacie, takim jak alfabet Braille'a, kasety audio lub druk dużą czcionką, prosimy o kontakt: Se necessitar de receber informações por parte do Concelho de Moray num formato diferente, como Braille, cassete áudio ou letras grandes, contacte: Ja Jums vajadzīga informācija no Marejas domes (Moray Council) citā valodā vai formātā, piemēram, Braila rakstā, audio lentā vai lielā drukā, sazinieties ar: Page 72
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33Moray Partnership CLD Plan 2024-2027 Notes Page 73
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34Moray Partnership CLD Plan 2024-2027 www.moray.gov.uk/MorayCLD Co -produced by Moray CLD Strategic Partnership a subgroup of the Moray Community Planning Partnership Page 74
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SPFINANCE-565096732-34 04/09/2024 16:48 APPENDIX 3 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) STAGE 1 - DO I NEED AN INTEGRATED IMPACT ASSESSMENT? Name of policy or proposal: Moray Partnership CLD Plan 2024-2027 Is this a: Mark X below New activity, programme or policy? Change to an existing activity, programme or policy? X updated plan 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 Item 6.* Page 75
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SPFINANCE-565096732-34 04/09/2024 16:48 APPENDIX 3 Does your proposal impact on the rights of children and young people x Reasoning The CLD Plan prioritises the needs of young people and adults with barriers to learning or opportunities. Provision is free to overcome any financial needs so the Plan will have a positive impact in relation to the Fairer Scotland (socio-economic) duty in this respect. There is also an expected impact on reducing inequalities in educational attainment and building aspiration in career pathways. We do not think that the Plan will have negative impacts but that it will lead to improved outcomes 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 or others i.e. contractor or community) Date Page 76
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SPFINANCE-565096732-34 04/09/2024 16:48 APPENDIX 3 STAGE 2: INTEGRATED IMPACT ASSESSMENT Brief description of the affected service 1.Describe what the service does: This is not an individual Service Plan being a Partnership Plan as per the statutory requirement. The Communities (CLD) service have a lead role in delivering on the Plan, but it also includes input from Libraries, Education, Moray Pathways Local Employability Partnership and input from external CLD providers. The CLD Plan is based on the needs of communities having responded to a consultation between March – July 2024. The CLD Strategic Partnership have prioritised within current resources and in line with recommendations from a recent HMI Progress Visit as to what the partnership can feasibly deliver to improve opportunities and meet need. 2. Who are your main stakeholders? CLD provision is required to’ Improve life chances for people in Moray of all ages in communities experiencing the greatest inequality of outcomes’ and to ‘Develop stronger, more resilient, supportive, influential and inclusive communities.’ a) Young people and adults with barriers to learning, community activists and community groups are key stakeholders b) CLD Partners – those on the CLD Strategic Partnership and the much wider network of providers and groups across Moray. 3. What changes as a result of the proposals? Is the service reduced or removed? There should be better co-ordination of CLD delivery in Moray across the wide partnership. Individuals and community groups should have improved access to information and opportunities that meet their needs. This could include learning and activities information on their doorstep, to career guidance, money advice and digital support for example. Provision may be enhanced because of external funding sourced or resource shared. 4. How will this affect your customers? Targeted learners and community groups will receive appropriate support or opportunities that will meet their needs. This in turn will grow community capacity and assets, building individual and collective resilience. Page 77
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SPFINANCE-565096732-34 04/09/2024 16:48 APPENDIX 3 5. Impact on staff providing the service Staff will have focussed targeted work through team plans. Any available external funding will be applied for to enable continuity of contracts and security. 6. Please indicate if these apply to any of the protected characteristics Protected groups Potential impacts and considerations Race Disability Carers (for elderly, disabled or minors) Sex Pregnancy and maternity (including breastfeeding) Sexual orientation Age (include children, young people, midlife and older people) Religion, and or belief Gender reassignment Inequalities arising from socio- economic differences Provision will be free to enable participation and reduce barriers. 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 Forums for active voice encouraged so lived experience supported and responded to. 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 Page 78
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SPFINANCE-565096732-34 04/09/2024 16:48 APPENDIX 3 List of convention rights Describe, where applicable, if and how specific rights are engaged Article 2 of Protocol 1: Right to education Young people & adults encouraged to develop new skills and interests in schools and communities Article 3 of Protocol 1: Right to free elections by secret ballot Children’s Rights and Wellbeing Relevant articles – UNCRC Article 2 – Non discrimination Provision is open to all Article 12 – Respect of the views of the child Family learning opportunities consult throughout learning offers to meet needs Article 3.1 – Best interest of the child Provision is informed through relevant child’s planning partners. Article 6.2 – Right to survival and development CLD spaces are safe and welcoming. We use tools such as the Youth Work Outcomes and Skills framework to measure how well these are being followed. 7. Evidence. What information have you used to make your assessment? Performance data KPI CLDSP 3 year Moray data; Education Scotland Progress Visit 2023; Best Value 2023 Report Internal consultation Full Communities CLD Staff meetings; Fairer Moray Forum Action Group meetings. Learn North Staff and volunteers survey Consultation with affected groups CLDSP review and feedback; Inequalities in Moray 3 year reports; Consultation with community and Third Sector groups and fora Local statistics Moray Poverty Analysis 2023, Iain Sneddon Moray Council National statistics CLDMS National KPI statistics Other Youth Scotland; Youthlink; SCDC;SCDA; SLP; Education Scotland reports 8. Evidence gaps Do you need additional information in order to complete the information in the previous questions? No 9. Mitigating action Page 79
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SPFINANCE-565096732-34 04/09/2024 16:48 APPENDIX 3 Can the impact of the proposed policy/activity be mitigated? Some provision is totally dependent on external funding and if not extended will cause hardship. Access to free buildings that are suitable and accessible to deliver provision continues to be problematic. This in turn hampers visibility, awareness, availability and accessibility for potential CLD beneficiaries. Access to rural transport and free childcare also limits potential participation of individuals who could most benefit. Effective partnership work can potentially support/resource some of the issues but not all. 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 requirements from the Community Learning and Development (Scotland) Regulations 2013, place a legal requirement on local authorities to publish a plan every three years. Page 80
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SPFINANCE-565096732-34 04/09/2024 16:48 APPENDIX 3 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 availability of internal and external funding to resource provision and staffing which in turn impacts on promoting equality of opportunity. X 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 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. Page 81
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SPFINANCE-565096732-34 04/09/2024 16:48 APPENDIX 3 Sign off and authorisation: Service Communities CLD Team Department ECOD Policy/activity subject to IIA Community Learning & Development We have completed the integrated impact assessment for this policy/activity. Name: Kevin Mc Dermott Position: Communities CLD Manager Date: Authorisation by head of service Name: Denise Whitworth Position: Depute Chief Executive Date: Permission to publish on website - Please return this form to the Equal Opportunities Officer, Chief Executive’s Office. Page 82
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REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 17 SEPTEMBER 2024 SUBJECT: LEARNING ESTATE - CLOSURE OF CROSSROADS PRIMARY SCHOOL STATUTORY CONSULTATION BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To seek approval to undertake statutory consultation on the closure of Crossroads Primary School. 1.2 This report is submitted to the Council in terms of Section III (D) (5) of the Council's Scheme of Administration to consider the closure of schools and other educational establishments under the control of the Council as Education Authority. 2 RECOMMENDATION 2.1 It is recommended that Committee: (i) authorises a statutory consultation with local stakeholders (Parent Councils, Parents, Pupils, Staff and the Local Community) on the proposal to close Crossroads Primary School attached as Appendix 1; and (ii) agrees to a further report on the outcome of the consultation being presented to this Committee in February 2025. 3. BACKGROUND AND DECISION MAKING ROUTE 3.1 The Schools (Consultation) (Scotland) Act 2010 requires that local authorities undertake a formal consultation process whenever changes are proposed to the school estate, including the proposed closure of a school. 3.2 The statutory consultation must run for at least 30 days during term time. The consultation exercise will ensure that any concerns or questions regarding the proposal can be addressed. Item 7.* Page 83
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3.3 Crossroads Primary School is a remote rural school which is part of the Keith Associated Schools Group (ASG). It is paired with Rothiemay Primary School, sharing the same Headteacher. Moray Council agreed on 28 September 2022 (para 27 of minute refers) to mothball the school from 9 January 2023 as a consequence of the roll falling to a level below the minimum 15 pupils as set out in Council policy. 3.4 The term ‘mothballing’ is used, according to Scottish Government guidance, to refer to a temporary decision to close a school where the roll has fallen to zero. Mothballing is the temporary closure of a school which does not in itself lead to statutory consultation, and this provides the opportunity for a school to reopen should circumstances change. There is no legal process for mothballing. 3.5 Consultation on mothballing the school took place with parents and interested parties on 27 November 2023 as a consequence of the school roll falling to 5 and a majority of the primary school children within the Crossroads Primary School now attending alternative schools in the Keith Associated School Group. 3.6 Following consultation with parents, 4 children were temporarily rezoned to Rothiemay Primary School and 1 to Keith Primary School. Since the school has been mothballed, there have been 3 requests from parents to enrol their children at Crossroads and these were allocated places at Rothiemay Primary School. Consequently, the school roll has only increased to 7 and the school has remained mothballed. 3.7 The Education, Children’s and Leisure Services Committee at its meeting of 7 June 2023, (para 8 of minute refers) agreed to a review of the options for the future of Crossroads Primary School. 3.8 As part of the options appraisal process a number of engagement sessions were held with the wider Crossroads community. The options appraisal document is attached as Appendix 2 to this report, together with a summary of the engagement session comments and feedback prior to and since mothballing at Appendix 3. 3.9 Following completion of the options appraisal, the majority of potential future uses would require the building to be discontinued as a primary school. 4. PROPOSAL 4.1 The recommendation of this report is to launch a formal statutory consultation on the permanent closure of Crossroads Primary School. The consultation is proposed to take place between 23 September 2024 and 15 November 2024. 4.2 To allow for analysis of the consultation outcomes and for Education Scotland to undertake analysis and reporting of the consultation responses, it is expected that a further report on the outcome of the consultation process Page 84
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would be circulated to the Education, Children’s and Leisure Services Committee for consideration in February 2025. 4.3 To ensure a holistic approach is adopted officers will continue to engage widely to explore ways to improve educational, social and related opportunities for all children, young people and the wider community within Crossroads Primary School catchment area. Consultation with parents and carers will be an essential part of this process. 4.4 As part of the options appraisal process, the Crossroads community have been given the opportunity to present alternatives to closure and to present their views for the authority to consider. A record of the suggested proposals is contained in Appendix 3. 4.5 Officers have taken many factors into account while completing the options appraisal and setting out the proposal for closure. However, the main driver must be that educational benefits and this should be at the heart of any proposal to make a significant change to Crossroads Primary School, for current and future pupils in the area. 4.6 The proposal document regarding the closure of Crossroads Primary School would be the subject of consultation between 23 September 2024 and 15 November 2024. This adequately covers the required period of 30 days term time for consultation, taking account of the October school holidays. 4.7 Two public meetings will be held. It is planned that the first will be with current and future parents/carers on 21 October 2024, and the second for the wider community on 22 October 2024. The exact timings and locations for these meetings with be agreed with relevant stakeholders following a Committee decision to proceed with the consultation process. An optional online meeting will be held on 23 October 2024 at 7pm if requested by any stakeholders. 5. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP) This report supports the LOIP outcome of building a better future for children and young people in Moray and the Corporate Plan priority to build thriving, resilient, empowered communities in terms of a learning estate fit for the future and financially sustainable. (b) Policy and Legal The Schools (Consultation) (Scotland) Act 2010 and Children and Yound People (Scotland) Act 2014 have been referred to and adhered to and will continue to be during consultation and with respect to any future decisions on the future of Crossroads Primary School. Page 85
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The 2010 Act makes special arrangements in regard to rural schools, establishing a procedural presumption against the closure of rural schools. This requires the Authority to follow a more detailed set of procedures and requirements in formulating a rural school closure proposal and in consulting on and reaching a decision as to whether to implement a rural school closure procedure. These are set out in sections 11A to 13 of the 2010 Act and refer to the requirement for special regard for rural schools in relation to: • the likely effect on the local community in consequence of the proposal, • the likely effect caused by any different travelling arrangements that may be required in consequence of the proposal. Article 12 of the UN Convention on the Rights of the Child gives a child the right to express a view on matters that affect their lives and to have that view taken into account and every endeavour will be made for all primary and ELC children living in the Crossroads Primary School catchment to be consulted in a manner appropriate to their age group. It is assumed that the school buildings and land and are wholly owned by Moray Council. Title deeds have been requested to confirm this assumption. (c) Financial implications The mothballing of Crossroads Primary School over the last year has resulted in an annual cost saving of £131K. A decision to close the school would realise in a further annual saving of £51,179 although the timing of this is related to workforce considerations the overall cost of which will l decrease over time. The cost of the additional staff at Rothiemay will be from August 2024, the date at which it was agreed to move forward as an individual school – with no future pairing or federation model. The reopening of the school would require significant capital works to the building over the next few years to achieve overall Condition B status. The cost (based on Jan 23 indices) has been estimated to be £402k over the next 5 years. The cost of transport to support the temporary relocation of Crossroads Primary School children to Rothiemay Primary School between Jan 23 and Apr 24 has been £31,992. A further 12 months of this arrangement is estimated will cost £25,490. The future rezone options detailed in the consultation proposal are not expected to result in any significant difference to these transport costs. Page 86
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A detailed financial report covering the period of mothballing current and expected future savings is at Appendix 4. (d) Risk implications There is a risk, albeit assumed a low one, that the school may be required to re-open should more pupils come forward as a result of the consultation. There is a risk that any future decision to close the school will not be supported by Scottish Government ministers. There is risk that due to education staff workload during and after the consultancy period that more time may be required to draft the consultation report. (e) Staffing implications There are no staffing implications arising from this report outside those are detailed in Section 5c above. (f) Property Whilst the school has been mothballed, the state of the building has been maintained at wind and watertight. The building has been drained down and regular janitor inspections conducted and any issues, e.g. water ingress, addressed. This minimal care and maintenance regime will continue during and to conclusion of the statutory consultation process. Should the school be required to be operational in the future, Property have completed a full condition survey to determine any repair and maintenance costs to return to operational status and the costs of those are detailed in Section 5c above. (g) Equalities An Integrated Impact Assessment (IIA) is a statutory requirement on the Council to assess the policies and practices necessary to meet the requirements of anti-discrimination and equalities legislation. It also affords an opportunity for the Council to consider the impact on the education service. An assessment has been carried out, as part of the options appraisal process for Crossroads Primary School and is attached as Appendix 5. The main impact for children in the P1-7 age group is the length of journey from Crossroads to either Rothiemay or Keith primary schools. As a consequence of mothballing, 7 pupils are currently transported to Rothiemay Primary School on Council provided transport. The remaining 18 pupils living in Crossroads catchment are already making the journey to Keith schools using private arrangements (h) Climate Change and Biodiversity Impacts Page 87
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There has been a small increase in travel distances undertaken by transport from Crossroads catchment to Rothiemay and this has been assessed as offset by the reduction in energy use at the school while mothballed. A carbon assessment of Crossroads Primary School and Rothiemay Primary School, where the majority of pupils moved to at the time of mothballing, has been undertaken by the Moray Council Climate Team. Overall the carbon impact per pupil is substantially lower at Rothiemay Primary School. The reopening of Crossroads Primary School would therefore significantly increase carbon emissions in the future, outweighing any additional transport emissions associated with longer pupil journeys. The majority of children currently living in the Crossroads catchment area choose to attend Keith Primary School and make their own transport arrangements – mostly private cars. The impact of closing Crossroads Primary School and rezoning to Keith Primary School will likely see a reduction in transport emissions as pupils, who are already placed at Keith Primary School, would be entitled to travel by bus rather than requirement for privately-owned cars. A closure of Crossroads Primary School is therefore predicted to lead to overall carbon savings. Further detail on the carbon impacts can be found in Appendix 1, Sections 14.1 to 14.4. (i) Consultations The Head of Education (Chief Education Officer), Legal Services Manager, Chief Financial Officer, Public Transport Officer (Education), Business Support Team Manager, Human Resources Manager, Strategy Performance Manager, Climate Change Strategy Officer and Caroline O’Connor, Committee Services Officer have all been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 6. CONCLUSION 6.1 The Committee is requested to consider this report and approve the recommendation herein to authorise a statutory consultation with local stakeholders (Parent Councils, Parents, Pupils, Staff and the Local Community), in accordance with the statutory requirements of the Schools (Consultation) (Scotland) Act 2010, on the proposal to close Crossroads Primary School and rezone in accordance with one of the options detailed in Appendix 1. 6.2 The Committee with receive a further report on the outcome of the consultation process in February 2025. Page 88
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Author of Report: Andy Hall (Programme Manager (Learning Estate)) Background Papers: Ref: Appendix 1 - Crossroads Primary School Closure Proposal Appendix 2 - Crossroads Primary School Options Appraisal Appendix 3 – Crossroads Primary School – Summary of Community Engagement Comments and Feedback Appendix 4 - Crossroads Financial Report Appendix 5 – Integrated Impact Assessment Page 89
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APPENDIX 1 Proposal Document Closure of Crossroads Primary School Consultation open 23 September 2024 to 15 November 2024 Item 7.* Page 91
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2 This document has been issued by Moray Council in accordance with the Schools (Consultation) (Scotland) Act 2010 as amended. The Act requires that changes to the school estate, including the proposed closure of a school, are subject to rigorous statutory consultation. The schools affected by this proposal are: Crossroads Primary School Keith Primary School Rothiemay Primary School Newmill Primary School DISTRIBUTION A copy of this document is available on the Moray Council website: Crossroads Primary School - Moray Council or by emailing learningestate@moray.gov.uk This document will be made available to: Parent Councils of the schools listed above Parents of the pupils at the schools listed above Pupils at the schools listed above Parents of pre-school age children living within the Crossroads catchment Staff at the schools listed above Trade union representatives of the above staff Strathisla Community Council Keith Community Council Education Scotland Crossroads catchment residents MORAY COUNCIL IS PROPOSING, SUBJECT TO THE OUTCOME OF THE STATUTORY CONSULTATION PROCESS: • To discontinue education at Crossroads Primary School, which is currently mothballed and re-assign its catchment area in whole to Ketih Primary School split between Keith Primary School and Rothiemay Primary School • The proposal would apply to the primary school stages (P1-P7) of education in Crossroads catchment, as there is no pre-school education provided at the school. • The proposed changes, if approved, will take place immediately after the conclusion of the statutory process relating to school closures. Page 92
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3 Read copies of this document is also available at: Keith Library Keith Primary School Rothiemay Primary School Newmill Primary School King Memorial Hall Keith Community Centre Elgin Central Library Page 93
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4 1. Legislative Background 1.1. The proposal is advanced within the context of all applicable legislation. Amongst other duties, education authorities are required to secure adequate and efficient provision of school education (S.1 of the Education Act 1980); and to endeavour to secure improvement in the quality of school education in schools that are managed by them (S.3 of the Standards in Scotland’s Schools Act 2000). 1.2. Crossroads Primary School is classed as remote rural school within the terms of the Schools (Consultation) (Scotland) Act 2010 and the Council has had regard to the provisions of that Act, in particular the heightened consideration to be given to rural school closures. In terms of that Act, S7 requires a public meeting to be held as part of the consultation process. 2. Introduction 2.1. Moray Council strives to allocate its resources in a way that ensures the quality of all of its services. It attaches particular importance to providing the best possible educational experience for all of the pupils in its schools. 2.2. This proposal document is focussed upon Crossroads Primary School, located within Strathisla area of Moray, and part of the Keith Associated School Group. 2.3. This proposal document contains several maps. PDF copies of all maps will be available on the Moray Council website at the address given on page 36 of this document. Printed copies of the maps will also be available on request in each of the schools affected by the consultation and at Keith Library. It is planned that the first will be with current and future parents/carers on 21 October 2024, and the second for the wider community on 22 October 2024. The exact timings and locations for these meetings with be agreed with relevant stakeholders following a Committee decision to proceed with the consultation process. An optional online meeting will be held on 23 October 2024 at 7pm if requested by any stakeholders. 2.4. The consultation process for this proposal is set out in detail in Section 17 of this document. 3. Reason for Proposal 3.1. This proposal is being advanced for the following reasons: • No children have attended Crossroads Primary School since January 2023 when the school was mothballed. The decision to mothball was taken as Page 94
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5 the pupil numbers had fallen to 4 at the start of the 2022/23 academic session. • There were 4 children within the Crossroads catchment that could have enrolled for P1 in August 2023 but only 1 request was made. • Although the number of primary school children in the Crossroads Primary School catchment totals 25 for the 2023/24 session families have chosen to send their children to the following settings: Keith Primary – 15 (of whom 2 are following the proposal to mothball Crossroads) St Thomas RC Primary – 3 Rothiemay Primary 7 (of whom 3 are following the proposal to mothball Crossroads) • A further 4 pupils were in the catchment area for Crossroads and due to start Primary 1 in August 2024 but all chose to make placing requests to Keith – 3 to Keith Primary School and 1 to St Thomas RC Primary School. • A school roll of fewer than 15 pupils provides significant impediments to the successful implementation of a Curriculum for Excellence. • A school roll of fewer than 15 pupils hampers social interaction opportunities for children, who conversely benefit from attending larger schools amongst more children of their own age. • The Council has explored alternatives in arriving at this proposal, explained further below. • The current condition of Crossroads Primary School is category C (Poor) overall, with significant areas at Category D (Bad). 3.2. The current proposal follows informal discussions between Moray Council officials; local elected members, and community members. Informal meetings with the community were held as follows: Parent Meeting re future roll, Crossroads Primary School - 21 April 2022 Staff Meeting re future roll, Crossroads Primary School - 21 April 2022 Community Session re Mothballing, Crossroads Primary School - 10 May 2023 (online) Community Session re Mothballing, Crossroads Primary School - 11 May 2023 Parent Meeting re future roll, Crossroads Primary School - 23 May 2023 Parent/Community Feedback Form - April & May 2023 Community Session re Mothballing, Crossroads Primary School – 27 November 2023 Parent Session re Mothballing, Crossroads Primary School – 21 November 2023 Page 95
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6 3.3. Letters were sent on 23 April 2023 to every property within the catchment area to inform residents of the meetings and alternate contact options if they were unable to attend. 3.4. In addition to the engagement session’s comments boxes were made available in locations around the Crossroads catchment, and an online comments page was open on the Moray Council website during April and May 2023 to gather views from all residents and people could telephone or email the Learning Estate team. 3.5. Despite a small uptake in numbers, these sessions proved useful, and a number of suggestions were made over the course of the sessions for potential use of the school building in the event of closure. 4. Examination of Alternatives 4.1. In bringing forward this proposal for closure, the Council must have special regard to any viable alternatives to closure. The alternatives to closure would be: to re-open Crossroads Primary School with its current catchment area or; to modify the catchment area to achieve a sustainable roll or; to continue with the current “mothballing” arrangement. 4.2. During the community engagement sessions, officers sought suggestions of alternatives to closure, the suggestions included: Community Asset Transfer to the Community to use Provide the building for local charity use space for activities Development for residential property 4.3. As none of them involve the building operating as a primary school for local pupils, they would not be a viable alternative to closure. 4.4. In the event of a school closure being approved, consideration is required of the most appropriate way to re-zone the school catchment area. Further discussion of this is included in Section 7 of this report. 4.5. The detail of the Council’s consideration of the alternatives is set out throughout this proposal paper and the Options Appraisal. 5. Crossroads Primary School Page 96
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7 5.1. During the build up to the closing months of the 2022/23 session it was noted that a number of children on the school roll were electing to move to Keith Primary, St Thomas RC Primary and Rothiemay Primary Schools. 5.2. In August 2022, only 5 children were attending the school from the start of the new session, the Education Service was left with no alternative but to take the decision to mothball Crossroads. The families of the 5 remaining children were involved in discussion about alternative provisions, with 2 electing to send their children to Keith Primary, 3 to Rothiemay Primary. The school was formally mothballed on 9th January 2023 following the agreement by Moray Council’s Education, Children’s and Leisure Services Committee, on 28 September 2022, to mothball Crossroads Primary School. 5.3. The Keith Associated School group consists of 6 primary schools, Keith, St Thomas, Rothiemay, Newmill, Botriphnie and the currently mothballed Crossroads. Each of these schools is in the catchment for Keith Grammar School in Keith. For historical reasons, the Keith Grammar School catchment also includes portions of Ordiquhill and Cairnie Primary catchments – both schools being in the neighbouring local authority area. 5.4. Crossroads Primary School was built in the late 19th century. The school is non- denominational and serves the dispersed community of Grange, it is located 4 miles North West of Keith on an elevated site within the wider area of Strathisla. 5.5. Crossroads Primary School catchment is bordered by Keith, Newmill, Rothiemay and Cullen Primary schools within the Moray Learning Estate. It is also bordered to the East by Ordiquhill Primary School in the Aberdeenshire Council area. Map 2 below shows the catchment area for Crossroads Primary School and the neighbouring schools. Map 1 – Map showing the catchment area for Crossroads Primary School (Light Green) with the boundaries of neighbouring schools. The Keith Grammar School catchment is in red. Distances between Crossroads Primary School (CPS) and surrounding schools sourced from Google Maps are listed below: CPS Page 97
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8 Newmill Primary School - 3.9 miles Keith Primary School - 4.1 miles Ordiqihill primary School (Aberdeenshire) - 7.4 miles Rothiemay Primary School - 7.6 miles Cullen Primary School - 8.6 miles In addition, the distance to the Keith Grammar School, is 4.0 miles. The Scottish Index of Multiple Deprivation (SIMD) is a measure of deprivation across 6,976 data zones. SIMD ranks data zones from most deprived (ranked as 1) to least deprived (ranked as 6,976) and the Crossroads data zone (Rural Keith and Strathisla) is ranked at 3646. Within this ranking geographical access is the biggest level of deprivation, followed by Education/Skills. Housing is relatively good while Crime and Health are ranked as the least deprived. A tabular breakdown of this information is below. Table 2. SIMD 2020 Ranking – Rural Keith and Strathisla 5.6. As mentioned in 1.2 under the Scottish Government Guidelines Crossroads Primary School is classed as a remote rural school – that is it serves a population of less than 3,000 and is more than 30 minutes’ drive from a settlement of 10,000 or more. 5.7. The school comprise two buildings, a primary school and separate dining and games hall both constructed in single storey blocks with various additions and outbuildings. There is a small tarmacadam playground and car-park area and the site is adjacent to a small area of amenity woodland which is accessible via public access rights. Historically the school has had access to an area of ground across the main road as a playing field via an informal agreement with Grange Community Association. It appears that this Association may no longer be in operation as was, and there were concerns about the maintenance and Page 98
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9 insurance for this area. This area has returned to agricultural use, being used by a local farmer. The original school building, now the dining/games hall was constructed around 1880 and the newer school building was constructed around 1980. The school is nondenominational and serves properties within the rural area of Grange. It is located by the B9018 approximately 2 miles North East of the A95 junction at Grange Crossroads, 4 miles from Keith (measured to Keith Grammar and Primary Schools). Crossroads Primary School has a physical capacity of 63 pupil (planning capacity of 50). It has 2 single storey buildings with 2 classrooms, kitchen, hall, staff room. The hall doubles as both a dining room and indoor PE area. A map of the school ground and its surrounding amenities is shown in Map 2 below with the school boundaries in orange. Map 2 – Crossroads Primary School 5.8. Crossroads Primary School delivered primary education from P1 to P7. There was no nursery on site and local children often attended nursery at other nearby schools. There are currently six nursery-age pupils attending nursery in Keith, one in Newmill. The school has a kitchen which served meals that were prepared at Keith Primary School and delivered to Crossroads Primary School on a daily basis. The school did not operate a breakfast club or after school club outwith school hours. There were no outside school lets or community use of the buildings or grounds outwith the normal working of the school. 5.9. When the school was last in operation, it was managed with a paired head teacher arrangement with Rothiemay Primary School. If the school were to re- open with one class, the staffing entitlements (Full Time Equivalent (FTE)) could be as follows: Head Teacher - 0.5 FTE Page 99
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10 Principal Teacher - 1 FTE McCrone support - 0.12 FTE Pupil Support Assistant - 25 hours Senior Catering Assistant -10 hours Playground assistance - 7 hours Lunchtime supervisor – 7.5hours This would be dependent upon actual school roll and in line with the Moray Devolved School Management Scheme staffing formula. 5.10. In addition, any ASN teaching and pupil support staff would be allocated to the school in accordance with an annual assessment of need across the Keith Associated Schools Group. 5.11. Every local authority in Scotland is required to grade their schools for condition and suitability. The grades range from A to D for each category with the following values: A: Good - Performing well and operating efficiently (the school buildings and grounds support the delivery of services to children and communities) B: Satisfactory - Performing adequately but with minor problems (the school buildings and grounds support the delivery of services to children and communities); C: Poor - Showing major problems and/or not operating adequately (the school buildings require continuous repair and does show signs of age/the school buildings and grounds impede the delivery of activities that are needed for children and communities in the school) D: Bad – Economic life expired and/or risk of Failure (the school buildings and grounds do not support the delivery of services to children and communities). 5.12. Crossroads Primary School was assessed as B for suitability and C for condition prior to mothballing, with a number of elements at condition D. A breakdown of the condition elements is shown in the table below. Roofs Floors & Stairs Ceilings Ext. Walls, Windows & Doors Int. Walls & Doors Sanitary Services Mechanical Electrical Decoration Fixed Int. Facilities, Furniture & Fitting External Areas Outdoor Sports Facilities & Overall Score Condition Category D C C D C C C C C C C NA 40.98 C Table 1. Core Condition Assessment (Overall and Individual Elements) 5.13. There is no current Education Scotland Inspection report available for Crossroads Primary School. The last reported HMIE Inspection visit was a short model visit in November 2017. The report was published in early 2018 Page 100
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11 and the school was graded as ‘satisfactory’ in both Quality Indicators (QIs) forming the basis of short model inspection at that time: QI 1.1 (Self-evaluation for self-improvement) and QI 3.2 (Raising attainment and achievement). 6. Details of Proposal 6.1. The Council proposes that Crossroads Primary School should be closed on a permanent basis. This would be with immediate effect from the completion of the consultation process. The Council also proposes that all existing primary aged pupils should continue their education at the schools they are currently attending. If the proposals are implemented any siblings of these current pupils would be able to join their brother/sister(s) at the same school. 6.2. The school catchment area would be reassigned to one of the neighbouring primary schools. Discussion of these options is set out in Section 7. Option 1 - Re-open Crossroads Primary School (Alternative to Closure 1) Option 2 – Continue with the mothballing arrangements (Alternative to Closure 2) Option 3 - Close Crossroads Primary School and rezone pupils to Keith Primary School Option 6 - Close Crossroads Primary School and split the catchment between Rothiemay Primary School and Keith Primary School. Discounted options and alternatives to closure: Option 4 - Close Crossroads Primary School and rezone pupils to Rothiemay Primary School. Option 5 - Close Crossroads Primary School and rezone pupils to Newmill Primary School. Option 7 - Close Crossroads Primary School and split the catchment between Rothiemay Primary School, Newmill Primary and Keith Primary School. Option 8 – Expand the catchment area (Alternative to closure 3) Details of the Council’s consideration of the options and alternatives to closure are set out in Section 8 and the discounted options and alternatives in Section 9. 6.3. The options identified above would have a minor impact on the rolls of the schools affected. Table 1 below details the current roll and capacity of these schools over the next five years as per the Moray Council School Roll Forecast, using the census taken in September 2023. (The council has recently reviewed how it reports on primary school capacity, with physical capacity figures replaced by a planning capacity – which uses whole number multiples of classes at maxima. This changes Crossroads to a planning capacity of 50, rather than the physical capacity of 63 used during the mothballing process). Page 101
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12 School Suitability Rating Condition Rating Planning Capacity Current Roll (Sep 23) 2024/ 2025 2025/ 2026 2026/ 2027 2027/ 2028 Crossroads B C 50 Keith A A 409 325 321 318 328 325 Newmill B B 75 67 67 59 55 53 Rothiemay B C 75 55 52 53 54 51 St Thomas* 75 38 37 39 38 40 Table 2. School Roll Forecast (*Although not affected directly, St Thomas’ RC Primary is included here as currently 3 pupils from the Crossroads catchment attend St Thomas – on placing requests rather than for faith-based reasons.) 6.4. The catchment currently has 24 children of primary school age attending school. Of these, prior to mothballing, 19 were already being educated at Keith Primary, St Thomas Primary, or Rothiemay Primary at parental request. 6.5. Birth rate data included in previous school roll forecasts, indicate that within the Crossroads catchment area there are between 7 and 9 that would be expected to attend Crossroads School within the next three years. These pupils could be accommodated at Rothiemay or Keith primary schools. In 2025/26, if all pupils within the catchment were to attend Newmill, this would exceed the roll by 1 pupil. 6.6. Alternative uses for the building will be further explored with the community during the consultation period and beyond. 6.7. It is important that this proposal does not have a negative impact upon any children currently attending schools affected by this proposal and that they have continuity in their education. 7. Options Assessment 7.1. Officers applied an objective methodology to the assessment of the options which are discussed in Appendix A. 7.2. The options were considered at desktop appraisal meeting. In considering the options, account was taken of the fact that there is a presumption against closure of a rural school. As part of the options appraisal, the “rural school factors” specified in the School Consultation (Scotland) Act 2010 have been given special regard. These are: Effect on Community Effect on Travel Arrangements Educational Benefit In addition, the following factors were also taken into account. Views of parents and public expressed during engagement sessions Financial qualitative information Viability and timescale for options to be completed Page 102
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13 7.3. Option 3, close Crossroads Primary School and re-zone to Keith Primary School was the preferred option, with Option 6 close Crossroads Primary School and split catchment between Keith Primary School and Rothiemay Primary School deemed to warrant consideration during the statutory consultation. Options 1 & 2 will be included in the statutory consultation as alternatives to closure. The remaining 4 options were discounted at this point. Options Final Ranking Option 3 - Close Crossroads Primary School and rezone to Keith Primary School. 1 Option 6 - Close Crossroads Primary School and split catchment between Keith Primary School and Rothiemay Primary School. 2 Option 2 – Continue with the mothballing arrangements 3 Option 1 - Re-open Crossroads Primary School 4 Table 3 – Outcome of options appraisal 7.4. Option 3 - Close Crossroads Primary School and rezone to Keith Primary School. 7.4.1 The proposed catchment for this area for this option is shown below in Map 2. 7.4.2 Keith Primary School is a single building school. It is a modern building, opened in 2012 with high quality indoor and outdoor learning spaces. It has a dedicated enhanced provision for young people with severe and complex needs. The school is non-denominational and Keith is classed as an “accessible small town” according to Scottish Government classification. It is situated on the northern edge of Keith, on the main A95, 4.1 miles from Crossroads Primary, as part of an education and community campus. This includes: Keith Grammar School (to which pupils from Crossroads catchment are zoned for their secondary education). Flexible Childcare Servies – Partner provision offering nursery placements, pre and post-school childcare. Keith Play Centre – Partner provision offering nursery placements. Keith Sports and Community Centre – offering indoor and outdoor sports facilities, swimming pool, multi-gym, meeting and social spaces 7.4.3 The school offers both primary education from P1-P7 and a Moray Council operated nursery on site. There is a paved plaza at the main entrance to the school with ample parking. The school has a sensory garden with seating; an outdoor amphitheatre. It is the largest primary school in the area, with 14 classrooms, an Art & Science Room, a Music & Drama Room as well as an enhanced provision space and a nurture room to support pupils with a range of additional support needs. The school has a purpose built and fully equipped additional support needs facility which includes a multi-sensory room, a soft- Page 103
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14 play room, a life-skills room, as well as classrooms, a laundry, and disabled shower facility. It has an extensive playground area which includes a multi-use games area (MUGA) and an ‘Imagination Station’ to foster creativity skills in the outdoors. Meals are cooked and served on-site. 7.4.4 Keith Primary School has a planning capacity of 409 pupils and a current roll of 321 P1-P7 pupils (September 2023). These are currently distributed across 13 classes (4 composite, 9 single-stage). The school roll forecast suggests pupil numbers will remain stable until 2028/2029 – when it begins a slow decrease. to 298 in 2031. This represents a maximum 80% use of capacity over the next 8 years. Map 2 – Proposed catchment area with rezoning Crossroads to Keith Primary School 7.4.5 The class structure for the 2023/24 session is shown in Table 4 below: Class Distribution Current number in class SPACE P1 20 5 composite 21 4 P2 23 7 P2 25 5 composite 24 6 P3 26 4 P4 0 32 composite 30 2 P5 24 8 Page 104
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15 P5 28 4 P6 26 6 composite 24 8 P7 27 6 P7 27 6 Table 4 – Keith Primary School Class Structure on Census Day 2023/24 7.4.6 On census day, there were 44 children from out of zone (including 14 pupils from Crossroads) who were attending Keith Primary and 69 children who were zoned for Keith Primary who were attending elsewhere. 7.4.7 Keith Primary School is currently assessed as A for Suitability and Condition (Good - Performing well and operating efficiently (the school buildings and grounds support the delivery of services to children and communities). As a PPP school, it will be maintained to this standard for the life of the contract (30 years) 7.4.8 There are 14 pupils from the Crossroads catchment currently attending Keith Primary School on placing requests (all made prior to mothballing) who are not eligible for transport to school within current transport contracts. With the permanent closure of Crossroads Primary School all of these would become eligible for local authority transport. 7.4.9 There is scheduled public transport (Service 309) linking Keith with Crossroads/Grange. The area is also serviced by Moray Council’s ‘M-Connect’ on demand bus service, which operates from 6.00am to 8.00pm. 7.5. Option 6 - Close Crossroads Primary School and split catchment between Keith Primary and Rothiemay Primary School 7.5.1. The proposed catchments for this option are shown below in Map 3 Page 105
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16 Map 3 – Proposed catchment area with rezoning Crossroads to Keith and Rothiemay primary schools 7.5.2. Information on Keith Primary School remains as per Section 7.4 7.5.3. The main Rothiemay Primary School building was built in the early 20th Century with later additions. It is situated in the centre of Milltown of Rothiemay on the minor B9118, 8.7 miles east of Keith, 7.7 miles north of Huntly and is 7.8 miles south-east of Crossroads Primary School by road. During mothballing a small number of pupils from the Crossroads catchment have been temporarily re- zoned, at parental request, on the Rothiemay Primary School roll. The school is non-denominational and is classed as “remote rural” school according to Scottish Government classification. 7.5.4. The school offers primary education from P1-P7. A partner playgroup is co- located with the school. Accommodation consists of three classrooms for school aged children, a shared dining room/PE hall (with servery area), a general-purpose room, quiet room, school office and staff room. The outside areas are a tarmac car-park area with a tarmac playground with multiple sheds for storage and a covered outdoor learning space (a wooden gazebo). There are extensive grassy areas, with football pitch, playground equipment/trim trail, wooded area, quiet garden and grassy play areas with seating. The playgroup has a segregated area of outdoor space. Meals are cooked at Keith Primary and transported to Rothiemay daily. 7.5.5. Rothiemay Primary School has a planning capacity of 75 pupils and a current roll of 55 P1-P7 pupils (September 2023). These are distributed across 3 composite classes. The school roll forecast suggests pupil numbers will decline slightly to 51 pupils over the next five years – with the current year being the maximum. This represents a 70% use of capacity. Page 106
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17 7.5.6. The class structure for the 2023/24 session is shown in Table 5 below: Class Distribution Current number in class SPACE P1/2/3 19 (9,10) 8 P4/5 19 (11,8) 6 P6/7 17 (6,3,8) 6 Table 5 – Rothiemay Primary School Class Structure 7.5.7. On census day, there were 14 children from out of zone who were attending Rothiemay Primary (including 7 temporarily re-zoned from Crossroads) and 2 children who were zoned for Rothiemay who were attending elsewhere. 7.5.8. Rothiemay Primary School is currently assessed as A (88.9%) for Suitability (Good - Performing well and operating efficiently (the school buildings and grounds support the delivery of services to children and communities)) and C (54%) for Condition (Poor - Showing major problems and/or not operating adequately (the school buildings require continuous repair and show signs of age/the school buildings and grounds impede the delivery of activities that are needed for children and communities in the school) 7.5.9. There are a small number of pupils from the Crossroads catchment area who currently attend Rothiemay Primary School on placing requests who do not have an entitlement to council provided school transport. With this option the permanent closure of Crossroads Primary School would likely see a small increase in the number of children entitled to council provided school transport to Rothiemay Primary. 8. Alternatives to the Closure Proposal 8.1. In bringing forward this proposal for closure, the Council must have special regard to any viable alternatives to closure. 8.2. The detail of the Council’s consideration of the alternatives is set out below. 8.3. Option 1 - Re-open Crossroads Primary School with Current Catchment Area 8.3.1 There are currently 24 children of P1-7 age living within the catchment area of Crossroads School (SEEMIS extract April 2024). These children all attend other schools in the area. 17 were already attending other schools on out of zone placing requests at the point the school was mothballed (14 to Keith Primary, 3 to St Thomas RC Primary). Of the 5 who were enrolled at Crossroads, the families of 4 chose to send their children to Rothiemay Primary (and the Crossroads catchment was temporarily reassigned to Rothiemay) and 1 chose to send their child to Keith Primary. Page 107
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18 8.3.2 There are no new houses either allocated within the local development plan, (which does allow for gap-site and infill development) and no applications with approved planning permission, or any in process within the Crossroads School catchment area. The last planning consent within the catchment was in 2011. 8.3.3 If the school were to re-open, some of the pupils that reside within the Crossroads catchment, should their families choose to enrol them at the school, would have a slightly shorter journey time than they do at present. 8.3.4 Reopening of the school would require full remediation of the site, and significant capital works to the building to achieve overall Condition B status. The cost of this has been estimated to be over £132k (assuming an August 2025 start) to support reopening and a further investment of over £207k over the next 5 years. This capital sum is not within the current capital plan and would need to be approved as an additional spend by elected members if Crossroads Primary School were to be reinstated. 8.3.5 Reopening of the school would require the community association to re- negotiate use of the former playing field with the landowner and fund appropriate insurance and any restoration required before it could be used by the school. Page 108
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19 8.4 Option 2 - Continuation of the Mothballing Crossroads Primary School 8.4.1 Although it would be possible to continue with the current mothballing arrangement, Moray Council does not consider that would represent the best option for the community or taxpayer. Mothballing would mean the continuation of the current lack of clarity regarding the future status of the school. The Council would also be responsible for the costs of maintaining a mothballed building. 8.4.2 Scottish Government guidance relating to the mothballing of schools makes it clear that mothballing is a temporary measure and should not be used to undermine the requirements to undertake a statutory school closure consultation. 8.4.3 Crossroads School has not been operational since December 2023. During this period 7 pupils have been attending Rothiemay as their ‘in-zone’ school due to the mothballing of Crossroads. This period of uncertainly for families, a continuation of mothballing does not provide clarity to the situation. 8.4.4 Roll forecasts for the catchment do not indicate that there is the likelihood of any significant change in the school-aged population of the area during the next 2 years (the absolute maximum duration of any mothballing) – which would be required to achieve a sustainable school roll. 8.4.5 During the engagement process for mothballing, there were no parents of children already educated elsewhere on placing requests who indicated that they were likely to change their decision and request a placement at Crossroads. This would be required to achieve a sustainable school roll. 8.4.6 There have been 3 requests from children in Crossroads catchment for enrolment at Rothiemay PS during the period the school has been mothballed. 9 Discounted Options 9.1 The detail of the Council’s consideration of the discounted options is set out below: 9.1.1 Option 4 - Close Crossroads Primary School and rezone pupils to Rothiemay Primary School. 9.1.2 There are currently 7 pupils from the Crossroads catchment attending Rothiemay Primary. Four are on placing requests that were made prior to the mothballing who are not entitled to transport, however funded transport is currently being provided as an interim measure for those pupils on the school roll at the point of mothballing of Crossroads Primary. This would mean that a number of pupils on placing requests to Rothiemay Primary (currently 7) would become entitled to funded transport. Page 109
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20 9.1.3 The remaining 17 pupils resident in the Crossroads catchment are at Keith Primary and St Thomas RC Primary on placing requests that were made prior to mothballing. These 17 would remain as out of zone but were they all to change to their newly re-zoned school (Rothiemay) – this would take Rothiemay to 96% of functional capacity and exceed functional capacity within 5 years. 9.1.4 Option 5 - Close Crossroads Primary School and rezone pupils to Newmill Primary School. 9.1.5 Currently none of the pupils zoned for Crossroads attends Newmill on a placing request. Newmill was not requested by the families of the 5 pupils that remained at Crossroads at the time of mothballing. 9.1.6 Newmill Primary is currently operating at 89% capacity – and could only accommodate 8 pupils from the Crossroads catchment. 9.1.7 Option 7 - Close Crossroads Primary School and split the catchment between Rothiemay Primary School, Newmill Primary and Keith Primary School. 9.1.8 This would further fragment an already dispersed community and run the risk of further placing requests year on year to keep friendship groups together. 9.1.9 Currently none of the pupils zoned for Crossroads attends Newmill on a placing request – so there appears to be little appetite for this option. Of the 7 young people in the catchment who attend nursery provision, only 1 does so at Newmill Playgroup. None of the young people in the catchment who attend nursery provision do so at Rothiemay Playgroup. 9.1.10Where families are able to make the choice, 17 out of 24 are choosing to send their young people to school in Keith, 6 out of 7 are choosing to send their children to nursery provision in Keith. 10. Education Benefits Statement 10.1. In 2009, the Scottish Government set out its Vision for the Future School Estate in Scotland, in ‘Building Better Schools: Investing in Scotland’s Future’. 10.2. In September 2019, this was updated with Scotland’s Learning Estate Strategy ‘Connecting People, Places and Learning’ which was developed by Scottish Government and COSLA. This contains ten guiding principles. Local Authorities are required to take account of these principles in planning changes to their school estate, namely: Learning environments should support and facilitate excellent joined up learning and teaching to meet the needs of all learners; Page 110
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21 Learning environments should support the wellbeing of all learners, meet varying needs to support inclusion and support transition for all learners; The learning estate should be well-managed and maintained, making the best of existing resources, maximising occupancy and representing and delivering best value; The condition and suitability of learning environments should support and enhance their function; Learning environments should serve the wider community and where appropriate be integrated with the delivery of other public services in line with the place principle; Learning environments should be greener, more sustainable, allow safe and accessible routes for walking, cycling and wheeling and be digitally enabled; Outdoor learning and the use of outdoor learning environments should be maximised; Good consultation about learning environments, direct engagement with learners and communities about their needs and experiences, and an involvement in decision making processes should lead to better outcomes for all; Collaboration across the learning estate, and collaboration with partners in localities, should support maximising its full potential; Investment in Scotland’s learning estate should contribute towards improving learning outcomes and support sustainable and inclusive economic growth. 10.3. In May 2016, Moray Council approved the ‘Schools for the Future’: A policy for Sustainable Schools’ in order to monitor schools provision in Moray and ensure provision continues to meet the needs of learners, parents and the community and enable the Council to meet its requirements to ensure best value, as per the Local Government Scotland Act 2003. This policy contributes to the aim of ensuring all children and young people in Moray have equality of opportunity in terms of access to educational provision and facilities. 10.4. Within this policy, Moray Council set criteria and indicators in determining optimum quality education experience which include provision of accommodation as reported to Children and Young People’s Services Committee for: Page 111
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22 The range of curricular and wider school activities available for children to enable them to achieve in a range of activities for personal and wider achievement (e.g. physical education, music, art, drama) ; The ability of the school to cater for children with Additional Support Needs; The school’s ability to provide access to a suitably broad and balanced curriculum; The quality of the physical environment for learning and teaching o Condition - minimum standard B o Suitability – minimum standard B No more than two composite year groups in a single classroom at primary school level. A minimum of four teachers at a primary school. This recognises both the needs of pupils and the demands on teachers; and. Ideally, at least seven classrooms (one for each year group). 10.5. Key statutory requirements are further subsumed including delivery of 2 hours minimum Physical Education as part of National standards, compliance with statutory legislation in relation to school accommodation and Additional Support Needs, UNCRC and the overall extent of on-site accommodation and facilities (including required general purpose spaces, play and social spaces, staff rest areas and outdoor spaces). 10.6. Moray’s vision and strategic direction for all involved in Moray Education as set out in our Education Strategic Plan and Priorities 2023-2024 – underpinned by the core entitlements of Curriculum for Excellence in order to ensure all children and young people maximise development in the four capacities: Successful Learners, Confident Individuals, Effective Contributors and Responsible Citizens. This stems from Early Learning and Childcare, across the Broad General Education and through into the Senior Phase, working across our system to ensure our learners progress to positive and sustained post-school destinations. Underpinned by our Council values of Fair, Ambitious, Improving and Responsive we are for Moray’s children. 10.7. In order to deliver on our Education strategic vision and priorities, all Moray schools thus work towards: Curriculum: With ongoing national reform, reviews and wider national consultation ongoing, we recognise the importance of further developing Page 112
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23 our curriculum across the BGE and into Senior Phase, in order to improve curriculum breadth and opportunities for all children and young people in Moray. Learning, teaching and assessment: High quality learning, teaching and assessment are fundamental for ensuring learners’ experiences are matched to their talents, interests and needs in preparation for life and work. This includes planning high quality learning experiences across the four contexts for learning, extending skills, acquiring knowledge and developing in the four capacities of Curriculum for Excellence. Reviewing Additional Support Needs: Supporting our learners to progress throughout their learning journeys is essential in order for them to achieve, enabling progression to positive and appropriate post-school destinations and pathways. Ensuring universal and targeted supports and interventions are in place based on clear identification of need ensures we continue to nurture and support our children and young people. Strengthening leadership & empowerment: Through leadership and empowerment across our system, we will accelerate progress with our strategic priorities 1-3, supported by professional learning, development experiences and opportunities. Building capacity across our system, we will strengthen leadership at all levels and realise a sustainable service model as we look to the Educations service of the future. 10.8. As further educational context, Curriculum for Excellence guides us to achieve transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3 to 18 firmly focused on the needs of the child and young person and designed to enable them to become successful learners, confident individuals, responsible citizens and effective contributors. All children and young people are entitled to experience: a coherent curriculum from 3 to 18. a broad general education, including well planned experiences and outcomes across all the curriculum areas. This should include understanding of the world and Scotland’s place in it and understanding of the environment. a senior phase which provides opportunities for study for qualifications and other planned opportunities for developing the four capacities. opportunities for developing skills for learning, skills for life and skills for work. opportunities to achieve to the highest levels they can through appropriate personal support and challenge; and, opportunities to move into positive and sustained destinations beyond school. Page 113
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24 10.9. Educational benefits are considered below for pupils in respect of options previously outlined in this proposal document. 10.10.In December 2020, Moray Council approved the approach to the Moray Learning Estate Strategy, setting out the vision of providing a sustainable education service aiming for excellence. As well as improving condition and suitability as noted in 10.4 above, among wider outcomes this strategy aims to ensure our learning estate enriches the learner journey and supports curricular delivery noting the quality of learning environment as having a direct impact on learning and achievement of children and young people. 10.11.Ensuring all young people develop in the four Curriculum for Excellence capacities through the learner entitlements in 10.8 above would prove more challenging if Crossroads Primary School were to reopen with a reduced number of pupils across the Primary age range. This will also place additional pressures on staff, for example in planning for a wide range of needs, year groups and abilities, in developing the curriculum and managing educational change. As a result, multi-stage composite classes can prove challenging to recruit teachers compared with larger schools where classes have single or few stage composite arrangements. Opportunities for teaching staff to engage in regular and frequent moderation activities, allowing them to plan appropriate learning opportunities and make valid assessment decisions are enhanced in schools with more than 4 teaching staff, or even better, where stage partners are available. 10.12.Pupils attending other primary schools within the Keith Associated Schools Group regularly work in pairs and groups on shared learning tasks and cooperative learning activities. A school size low in pupil numbers, for example in a school of 10 or fewer children, based on potential future intake if Crossroads Primary School re-opened, would mean that groups would be curtailed in size restricting group and paired activities, with little to no flexibility in change or rotation of participants in pairings or groupings. Pupils could be spread multi-stage across P1 to P7, and while benefitting cross-stage working, this may result in reduced peer challenge in learning or potential for sibling pairing/groups. The variety of skills, knowledge and wider experiences brought to the groups would be further restricted by roll size and may result in gender imbalances and inequity in provision of a full programme of wider school activities. 10.13.In larger schools, staff regularly engage in joint projects (between stages and between teachers of the same stage) and staff professional and collegiate development activities. Children have regular opportunities to self and peer assess in these schools as well as work in stage and cross stage pairings and groups. 10.14.ICT has the potential to overcome some of the challenges for staff and young people in collaborative working as an integral part of the learning process, however there are ongoing issues with connectivity in rural areas, and access to sufficient ICT across Moray. Page 114
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25 10.15.In Rothiemay and Keith Primary Schools, children have regular opportunities to work in cooperative learning groups, on paired and in group activities with three and thirteen classes formed in each school respectively. This further supports discussions and debate with a range of viewpoints and background of learners contributing to such activities. Class organisation within each school offers a blend of individual, group and class learning and teaching over the session. Children at Rothiemay Primary have access to single-stage hot-chocolate check-ins during the morning to allow them to share worries and concerns with their peers and relevant staff. Those at Keith Primary have a 30 minute active- start each morning, this allows for peer and group consolidation of learning, collaborative activities, teacher check-in on wellbeing and the application of learning, ICT and others skills. 10.16.The reopening of Crossroads would prove more restrictive for children to develop skills for learning, life and work with fewer or no opportunities to work with others of a similar age and stage, which is not possible in a school with a very low number of pupils, for example in a school of 10 or fewer children based on potential future intake. Pupils may miss opportunities to develop wider skills for life in particular with limited immersion and interaction with a wide range of peers - levels of attendance and participation may also impact further on this. 10.17.Keith Primary has capitalised on its easier access to local groups and employers to provide opportunities for pupils to develop their understanding of the world of work and volunteering. Over the past year or so, SSEN have run workshops in school for youngsters to explore robotics, Chivas has worked with groups of pupils on the diversity of roles available in the food and drinks industry in Moray. Loganair has visited the school to talk about skills and careers in the airline industry and to develop team-working skills. 10.18.Collaboration with the wider staff in order to ensure a coherent and progressive curriculum can prove more difficult in a school with low roll-size. A progressive curriculum differentiated to meet the needs of each child with a focus on engaging and active learning experiences is in place in Rothiemay, with opportunities for personalisation and choice across the four contexts for learning. Rich contexts for learning include extensive use of the outdoor areas at school and in the wider community. Many of these activities are built on pupil -voice through the school council and young people with leadership roles. At Keith Primary, the staff have worked together to develop a curriculum that makes best use of their 21st Century facilities – with learning taking place outdoors, in the classroom and in the dedicated breakout spaces – which all link together seamlessly. This starts from the moment they come in the doors with the use of Active Start Time. Crossroads, although in a rural setting, has more limited access to sustainable high quality outdoor learning space than Keith and Rothiemay primaries. 10.19.Interdisciplinary learning is one of the key contexts for learning at both Keith and Rothiemay Primaries. At Rothiemay Primary pupil voice is used to plan a rolling programme of group tasks, in the P1-3 class this is often focussed on developing interpersonal and problem-solving skills though outdoor learning – Page 115
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26 which has been supported through partnership with Tesco and the Parent Council. Pupils in the P6/7 class worked with volunteers as the Spey Bay Whale & Dolphin Centre as part of an interdisciplinary project on marine life - which also includes links to DYW/Career Education. At Keith Primary School, the daily Active Start Time is used to bring together learning across subjects, apply it in new contexts and consolidate learning before identifying areas to focus on in the future. 10.20.Strong partnerships across the Keith Associated Schools Group exists with previous joint working on moderation, numeracy, health and wellbeing policy and wider curriculum development. Most recently work has focused on Maths and Numeracy, with agreed moderated assessments being in place across the ASG. The close proximity of Keith primary to Keith Grammar has allowed for very close working between staff at these two schools - with teachers from the high school visiting and taking classes at the primary in order to better understand the approaches being taken to meet the needs of all learners in numeracy and mathematics. 10.21.Keith Primary has very strong links with Active Schools, 10.22.Larger schools provide greater opportunities for pupil leadership and involvement in the ethos and wider life of the school as well as provision of a wider range of clubs and extra-curricular activities. At Rothiemay Primary School, House Captains, Vice-Captains and representatives are elected each year to lead houses, pupil voice activities and inter-house challenges including sporting events, and contribute to whole school change initiatives. Community groups can access Keith Primary through the school let process. 10.23.There are formal connections between Keith Nursery and Keith Primary, as they share the same building, and between Rothiemay and its partner nursery which support the transition of children into P1 at both schools. 10.24.The range of interactions offered by all schools and the leadership and wider skills development opportunities presented strengthen capacity to work with others as part of a team, problem solve, make decisions and increase confidence in learners. As part of a peer group of a sufficient size, social interaction will enable further development of skills for learning life and work and build self-efficacy and esteem. A school size low in pupil numbers, for example in a school of 10 or fewer children based on potential future intake severely restricts opportunities for team sports, meaningful pupil leadership opportunities, clubs and other active recreational activities. 10.25.ASN provision at Crossroads primary was very limited prior to mothballing, due to the very small number of pupils at the school. 10.26.Keith Primary School has the Primary Enhanced Provision base for children with Additional Support Needs for the Associated Schools Group. This gives young people who need this level of support the opportunity to attend for part of the time, also attending mainstream classes. The school has a purpose built Page 116
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27 and fully equipped additional support needs facility which includes a multi- sensory room, a soft-play room, a life-skills room, as well as classrooms, a laundry, and disabled shower facility. It provides specialist support for identified young people and support on group and one-to-one basis. Multi- agency links are in place with key partners including Health, Social Work and 3rd sector. The facilities are managed by a PT ASN as part of a team of 4.0 FTE teaching time plus over 400 hours of PSA time – this allows for extensive collaboration with class teachers and regular intervention where required. At Rothiemay Primary School, class teachers support all children where required with support assistant input for targeted need. The school has 2 days of dedicated ASN teacher time along with PSA/CA hours dependant on need (currently 22 hours). 10.27.All schools within Keith Associated Schools Group benefit from their location in an area of outstanding natural beauty with access to extensive countryside. The nationally significant River Isla flows through Keith and Rothiemay is at the confluence of the Rivers Isla and Deveron – both of these provide opportunities for outdoor learning as well as access to partnership working with the Bogie, Isal and Deveron River Trust. The trust employs a biologist who has visited both schools to work with youngsters. As a town school, Keith Primary School is in close proximity to Keith Grammar School as the local secondary school, with access to a range of external areas including a playing field, outdoor garden area and hard-standing playground/parking area. The campus currently houses a local authority and partner nursery. Also sharing the campus is the swimming pool, community sport facilities and a second, larger multi-use games area. 10.28.Rothiemay Primary School enjoys large grounds with hardstanding areas, outdoor classroom/shelter, a large playing field, trim trail, quiet garden, a range of play equipment and seating areas as well as a small area of woodland on site. The school is close by the River Deveron which has large areas of accessible river bank that can be utilised for nature walks – and is a core component of the school’s values – which spell out ‘RIVER’. Groups of children are actively involved in gardening projects at various points in the curriculum. During snowy weather, the local community park nearby has a hill next to the school is used as a sledge run as well as a play-area, tennis court and football field for when the sun shines. Keith Primary School has an area of hardstanding adjacent to each classroom with direct access from the room. Outdoor areas are resourced with age-appropriate materials to stimulate learning. The wider grounds include further areas of hardstanding and a multi- use games area (MUGA). These areas are zoned, some separated by high fencing to allow the older/stronger pupils to play football, basketball etc without impacting on the younger ones. These team sports and game-based activities can be maximised with the number of pupils on the roll of both schools enabling such activities. A larger staffing complement and parent body further increases the likelihood of interested adults leading a broader range of activities (for example both Rothiemay and Keith primaries have had parent support to run jogging clubs). Keith Primary has access to a large area of playing fields belonging to the adjacent high school, as well as a small area of woodland on Page 117
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28 site. Staff in school make use of the Keith Community Minibus, which is based on-site to facilitate trips to the local area – for example local beaches. 10.29.The Scottish Government’s policy on Language Learning in Scotland: A 1+2 Approach is aimed at ensuring that every child in Scotland has the opportunity to learn a modern language from P1 onwards (known as L2). Additionally, each child, irrespective of ability should have the right to learn a second modern language from P5 onwards (known as L3). Opportunity to learn a second modern language is strengthened through pupil peer support in learning a first or second language with opportunity for stage appropriate paired and group activities, including rotation of participants where needed to extend language acquisition through listening and talking, reading and writing based activities. In a larger school, staff peer support for languages teaching and building staff confidence in delivery to specific stages is strengthened where stage partner planning is supported as well as in delivery of appropriately challenging stage appropriate group and paired learning activities. This may not be possible or more complex to plan for, where there are very low pupil numbers within specific stages (for example in P5-P7) in a smaller multi-stage composite school and class environment where the school size means that there are low pupil numbers to support activities as outlined above. 10.30.Rothiemay Primary benefits from a very small amount of Pupil Equity Funding and uses this creatively to support identified children, with interventions reaching further than those where impact is directed. Keith primary has a much larger allocation, which it uses to run a whole school resource (The Oak Room). This is staffed by PEF-funded support staff undertaking Literacy interventions and Numeracy interventions as well as work to improve confidence and social skills as part of identified pupils’ Health & Wellbeing development. Staff within this provision have successfully supported young people in gaining Hi 5 awards. Keith Primary uses its profiling information to focus the application of PEF funds on supporting pupils to seek out new opportunities and challenges. This might be by directing and supporting youngsters to opportunities that already exist or offering new ones – recent examples include Mixed Martial Arts training, swimming and visiting local beaches. 10.31.Keith and Rothiemay Primary Schools both have Parent Councils (both use alternative names) formed who meet regularly throughout the year. Both Parent Councils represent the views and interests of parents and pupils and support school improvement. There is a very strong sense of community in both schools, enhanced by the fact that a number of teaching staff and almost all support staff, live within the community. Sustainable partnerships with parents and the wider community further enrich the curriculum and children are supported to take an active part in the school and wider community. 10.32.At both Keith and Rothiemay, active and supportive Parent Councils fundraise for school trips and activities and also contribute to providing resources – for example outdoor learning equipment. As well as direct fundraising, they have successfully applied for funding through third parties (like local supermarkets Page 118
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29 and businesses). At Keith Primary parents have been active in supporting the school’s work on DYW. If Crossroads were to re-open then there would be potential for a Parent Council to operate. However, with a small pupil cohort there would be a limited number of families able to participate – particularly where sibling groups may feature – resulting in greater reliance on a few individuals to support the school in this way. 10.33.Keith and Rothiemay Primary Schools are central establishments within their respective communities. Keith primary has with strong links to other organisations including local churches, local businesses and pre-school providers. Rothiemay Primary is the only Moray Council building in use within the village of Rothiemay. Along with the Church, Village Hall, Community Playing Fields & Pavilion and Hotel it is the focus for almost all community activities. 10.34.Section 3 of the Standards in Scotland’s Schools etc Act 2000 requires local authorities to endeavour to raise standards and secure improvement in the quality of school education provided in our schools for all learners. It is Moray Council’s view that the pupils from the Crossroads catchment derive educational benefits from their current attendance at other larger neighbouring schools. Formalising the current arrangements would provide a number of such benefits, judged against both the Moray and National criteria set out above. 10.35.As all pupils from the Crossroads Primary School catchment currently attend Keith Primary School, Rothiemay primary School or St Thomas’ Primary School depending on current zoning arrangements or parental choice, no adverse effects for those pupils are expected to arise from the permanent closure of Crossroads Primary School. 11. Effect on the Local Community 11.1. Moray Council recognise that the uncertainty surrounding the future of the school has impacted on the community and it is hoped that this statutory consultation to close Crossroads Primary School will give clarity to the community and a sense of certainty regarding their children’s education. 11.2. Crossroads Primary School is situated in a dispersed rural location with no obvious centre. The nearest community, King Memorial Hall, is the village hall for the community of Grange – it runs a diverse range of events and activities for the local community – it is 3.8 miles away. Grange Parish Church is 2.6 miles from the school with a limited amount of dedicated parking – and holds services on the third Sunday of the month along with any seasonal or special events. It is a member of the wider linked parishes of Keith: St. Rufus, Botriphnie and Grange – with regular joint community events taking place in St Rufus Hall, Keith. 11.3. Several meetings have been held with the local community and parents in the catchment area of the school. Although attendance at these meetings was low, attendees raised concerns that there would be no community space in Page 119
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30 the area around the school such as a meeting place, picnic or play area for the community. 11.4. There has been no community use of the land or building since the school was mothballed in 2023 and prior to this community events tended to be based at the village hall – with no outside lets taking place at the school. The school had use of an area of ground, leased by the community association, as a playing field. This has been returned to agricultural use by the landowner since mothballing 11.5. The site is owned by Moray Council, the council would welcome input from the community as to sustainable options for the building and land use should the proposal to close the school be approved. 11.6. Keith is the closest town, approximately 4 miles from the school, with public amenities, including a swimming pool, high school, railway station, public library, supermarket, local shops and public parks. It is on the main A96 trunk road linking Aberdeen and Inverness – with regular direct bus services to both via Inverurie and Elgin respectively. Keith Primary School is 4.1 miles from Crossroads Primary School and Rothiemay Primary School slightly further at 7.8 miles. As well as a primary school, Rothiemay has a pub/ hotel, a village hall and a church (linked to the joint parishes of Keith: North, Boharm and Rothiemay). 12. School Transport 12.1. During the 2022/3 session, prior to mothballing, 5 pupils were provided with transport to Crossroads Primary School at a cost of £177.21 per day. 12.2. Following mothballing, 4 pupils are provided transport to Rothiemay Primary School and one to Keith primary school on an amended contract at the additional cost of £129.00 per day (£306.21 per day in total). 12.3. From Aug 2023, the daily cost was reduced to £242.21 per day as the pupil travelling to Keith primary had moved on to S1. 12.4. Rezoning some or all of the Crossroads catchment to Keith Primary will require additional transport for some of the 14 children from the Crossroads catchment who currently attend Keith primary on placing requests (who are not currently eligible for funded transport). This would be of positive benefit to these families who currently have to arrange their own transport. 13. Financial Implications 13.1. As mentioned in Section 12 above the proposed changes could result in an increase in costs for school transport provision, which would need to be met by Moray Council. The increase is expected not to be significant and when Page 120
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31 bus-contracts are re-negotiated, some or all of this may be recouped by sharing transport contracts with Keith Grammar pupils from the catchment. 13.2. Further details of the financial impact of this proposal are included in the financial template provided at Appendix B. The costs provided in the template derive from 2022/23 when the school was last operational, which has been corrected for inflation to provide a forecast for 2023/24 if Crossroads Primary School was reopened. With a potential school roll of 5 this would equate to a cost of £34,930 per pupil per year against a Moray average of £6,060 per pupil per year (from a range across Moray excluding Crossroads of £3,976 to £11,957 per pupil per year). 13.3. The annual recurring saving of mothballing Crossroads is £130,777. This increases to £181,956 per year if Crossroads is closed and once any salary conservation is removed (based on 2023-24 values). 14. Sustainability 14.1. A carbon assessment of Crossroads Primary, Rothiemay Primary and Keith Primary - where the majority of pupils are educated following mothballing - by the Climate Change Strategy Officer is summarised in the table below. This shows that education provided through either of the alternatives being investigated is less carbon intensive. Heating oil Electricity Water Total Total per pupil Carbon emissions (tCO2e) Carbon impact per pupil (tCO2e/pupil) Carbon emissions (tCO2e) Carbon impact per pupil (tCO2e/pupil) Carbon emissions (tCO2e) Carbon impact per pupil (tCO2e/pupil) Annual CO2 Emissions (Tonnes) Carbon impact per pupil (tCO2e/pupil) Crossroads Primary 0.00 0.00 13.50 2.70 0.10 0.02 13.60 2.72 Rothiemay Primary 2.50 0.05 6.40 0.12 0.10 0.00 (de minimis) 9.00 0.16 Keith Primary 0.00 0.00 48.70 0.15 0.50 0.00 (de minimis) 49.20 0.15 14.2. The additional school transport mileage associated with travel to and from Rothiemay Primary School for pupils local to Crossroads Primary School requires to be considered but as there are no fixed school transport routes - contractors are given a pupil address list and work out the most efficient route - it is therefore not possible to assess the detailed impact of the additional mileage with mothballing or closure of Crossroads Primary School. The potential for the 14 pupils currently being transported (most of them separately) to Keith primary being able to use a single school transport vehicle is likely to Page 121
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32 reduce the total number of journeys, and therefore the environmental impact of travel to school for this cohort of young people. Any future school transport tenders will include a sustainability weighting? 14.3. Overall the carbon impact per pupil is substantially lower at Keith and Rothiemay compared with Crossroads. This includes the pupils on the school rolls from the Crossroads catchment from January 2023. The reopening of Crossroads Primary School would therefore significantly increase carbon emissions in the future, outweighing any additional transport emissions associated with longer pupil journeys to Rothiemay or Keith. As mentioned in 12.3, rezoning some or all of the Crossroads catchment to Keith Primary will allow some or all of the 14 children from the Crossroads catchment who currently attend Keith primary on placing requests to use public (school bus) transport. This would reduce the overall number of journeys currently being undertaken by families to get their children to school. 14.4. The closure of Crossroads Primary School is therefore forecast to lead to carbon savings for Moray Council. 14.5. Teacher recruitment and retention is a challenge faced by many rural authorities in Scotland. Rural schools with small numbers of pupils on roll changes the teaching dynamic, requiring teachers to be highly adept in managing the curriculum, differentiation and assessment for pupils from primary 1 - 7 in one or just two classes to ensure an educational benefit is maintained. Due to the staffing complement within these establishments the opportunities for collegiate and stage partner working requires carefully planning with their paired school or others local schools within the ASG and increased use of digital resources to allow online communities, however some rural settings also have connectivity difficulties. 15. Implications for Staff 15.1. Prior to mothballing, Crossroads was managed through a paired-headship model. As a consequence of mothballing the following interim changes were put in place: Page 122
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33 Teaching Staffing FTE (before mothballing) FTE (post mothballing) CPS RPS RPS Head Teacher 0.5 0.5 1.0 Principal Teacher 1.0 1.0 1.0 Class Teacher 1.0 2.0 2.0 McCrone 0.12 0.4 0.4 PT 10 days cover 0.05 0.05 0.05 Total 2.67 3.95 4.45 Support Staff Hours (before mothballing) Hours (post mothballing) Playground Supervisor 7 7 7 Lunchtime Auxiliary 7.5 7.5 7.5 Classroom Assistant 25 12.5 12.5 Admin 11 17 17 Total 50.5 44 44 These arrangements retain the HT post at SP 4, and the Principal Teacher post which is a component of the paired headship model is also retained. The existing PT from Crossroads Primary is on maternity leave. 15.2. In the event of Crossroads Primary School closing the amended teaching staff arrangement compared with mothballing are as per table below Page 123
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34 Teaching Staff FTE (mothballed) FTE (CPS closed)* RPS RPS Head Teacher 1.0 1.0 Principal Teacher 1.0 0 Class Teacher 2.0 1.46 McCrone 0.4 0.26 PT 10 days cover 0.05 0 Total 4.45 2.72 Support Staff Hours (mothballed) Hours (CPS closed) Playground Supervisor 7 7 Lunchtime Auxiliary 7.5 7.5 Classroom Assistant 12.5 12.5 Admin 17 17 Total 44 44 * The reduction is not a direct result of mothballing Crossroads rather the school roll at Rothiemay has reduced in the intervening period and so their staff has had to reduce to 2.72 FTE. The Head Teacher post would move to SP3 from SP4 – cash conserved for 3 years. The Principal Teachers would need to be redeployed to an equivalent post and/or be cash conserved for 3 years. 16. Equal Opportunities 16.1. An Integrated Impact Assessment (IIA) is a statutory requirement on the Council to assess the policies and practices necessary to meet the requirements of anti-discrimination and equalities legislation. It also affords an opportunity for the Council to consider the impact on the education service. An assessment has been carried out, as part of the options appraisal process. 16.2. The aim of an IIA is to examine policies and practice in a structured way to make sure that adverse effects on groups with protected characteristics are avoided. It is also a tool to enable the Council to assess what positive steps it can take to promote equality of opportunity and measure the results of the actions that have been taken. Page 124
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35 16.3. The main adverse effect for children in the P1-7 age group is the length of journey from Crossroads to Rothiemay or Keith primaries. As the school has been mothballed for more than 1 school session, all pupils are currently making the journey to the alternative school. When given the choice of alternatives, the families of 4 out of 5 pupils elected to send their children to the furthest-away option, which suggests that travel time is not a high priority in making the selection of school. Of the 24 young people currently living in the catchment area, almost all were already choosing to send their children to the schools that were further away. 16.4. Funded school transport would be provided for all entitled P1-7 pupils attending Keith or Rothiemay primary schools from the current Crossroads catchment area, if one of the proposed options is approved. Pupils from the Crossroads catchment currently attending Rothiemay Primary who receive funded transport due to the temporary re-zoning will retain their funded transport if their catchment changes due to the option chosen. 16.5. As part of the consultation process the Council will consult with a wide range of stakeholders, including staff, parents/carers and young people, and will address comments about equality during this consultation. 16.6. Under the Equality Act 2010 education providers must not treat disabled pupils less favourably and should take reasonable steps to avoid putting disabled pupils at a substantial disadvantage. Any existing arrangements in place for pupils within the schools affected with additional support needs will continue. As discussed previously, Keith Primary School is the enhanced provision hub for the Keith ASG, and as such is fully adapted to meet the requirements of pupils with a range of additional support needs. 17. Consultation Arrangements 17.1. At its meeting on 17 September 2024 Moray Council’s Education, Communities and Leisure Services Committee were asked to agree that a proposal document should be issued as a basis for consultation. No decision will be taken by the Council on the proposal contained in the paper until after the end of the consultation period. The Council will then receive a report on the consultation and will reach a view on the proposal. 17.2. A copy of this document will be issued to all of the consultees listed on the first page of this document and it will also be published on the Council’s website. 17.3. Reading copies of this proposal document will be made available at Keith Community Centre, Keith Library, Keith Medical Centre, Keith Post Office, Elgin Library, Rothiemay Primary School, Keith Primary School, Newmill Primary and Keith Nursery. 17.4. The period for consultation will run from 23 September 2024 to 15 November 2024 which adequately covers the statutory requirement period of 30 school days. Page 125
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36 17.5. Two public meetings will be held. It is planned that the first will be with current and future parents/carers on Monday, 21 October 2024 at Keith Grammar School, School Road, Keith, AB55 5GS, and the second for the wider community on Tuesday, 22 October 2024 at King Memorial Hall Church, Grange, AB55 6SL. The exact timings and locations for these meetings with be agreed with relevant stakeholders early in the consultation process to facilitate maximum attendance. 17.6. An optional online meeting will be planned for Wednesday 23 October at 7pm and anyone wishing to attend this meeting should express their interest by emailing learningestate@moray.gov.uk 17.7. The meetings will be convened by the Council and the Council will present the reasons for bringing forward the proposal. There will be an opportunity for questions and comments at both meetings. A minute will be taken so that comments can later be summarised and considered. 17.8. Opportunities will be provided for the staff working in Rothiemay and Keith primary schools to discuss the proposals. Opportunities will also be arranged for impacted primary pupils at each of the schools to engage in the consultation in a manner appropriate to their age. An online survey will be available as part of the consultation. This can be completed at the following address: https://www.surveymonkey.com/r/J3P7XND – or by scanning the QR code below: 17.9. The Council will also consider any written comments which should be emailed to LearningEstate@moray.gov.uk . Alternatively, any comments can be sent to Community Support Officer (Learning Estate), HQ Room 207a, Elgin Council Offices. High Street Elgin IV30 1BX. Comments should be received no later than 1200 on Friday 15 November 2024. 17.10.A copy of this document will also be sent to Education Scotland. They will also receive a copy of any relevant written representations that are received by the Council during the consultation period. They will also receive a copy of any oral representations made at the public meeting and a copy of any other relevant documentation. Education Scotland will then prepare a report on the Page 126
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37 educational aspects of the proposal. In preparing their report, they may visit the school and make such reasonable enquiries as they consider appropriate. 18. Consideration of Consultation Responses 18.1. The Council will review the proposal having regard to the Education Scotland Report, survey results, written representations that it has received, and oral representations made to it by any person at the public meeting. It will then prepare a report on the consultation. This report will be published in electronic format and will be available on the Council website. Anyone making written representations during the consultation period will be informed about the report. 18.2. The report will include a record of the total number of written representations made during the consultation period, a summary of the written representations and a summary of the oral representations made at the public meeting. The report will also include the Authority’s response to the Education Scotland Report, a response to issues raised through any written or oral representations it has received, together with a copy of the Education Scotland Report and any other relevant information, including details of any alleged inaccuracies and how these have been handled. The report will also contain a statement explaining how the Council has complied with the requirement to review the proposal in light of the Education Scotland Report and representations (both written and oral) that it received. 18.3. The last section of the report will include an officer recommendation as to whether the proposals should be adopted and implemented. The Consultation Report will be published at least three weeks prior to the Council making a decision. 18.4. A final report on the consultation process with recommendations will submitted to the Education, Childcare and Leisure Services Committee in February 2025. 19. Decision Making 19.1. The consultation report will be considered by Education, Communities and Leisure Services Committee who will be asked review and make a comment on the officer recommendation. 19.2. Following discussion and recommendation at the Education, Communities and Leisure Services Committee, Full Council will consider the report and be asked to approve the officer recommendation in the report. This is expected to be February 2023. 19.3. At the end of the consultation process, Section 15 of the Schools (Consultation) (Scotland) Act 2010 enables ministers to call-in a decision to implement the proposed closure of Crossroads Primary School. Page 127
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38 19.4. Beginning on the day that the final decision is taken, the Council has a period of six working days to notify Scottish Ministers of the decision. Scottish Ministers then have a period of eight weeks from and including the date of decision to decide if they will call in the proposal. The Council must publish the fact that the Scottish Ministers have been notified and that representations can be made to the Scottish Ministers within the first three weeks of the eight- week period. The Scottish Ministers will take into account any relevant representations that were made to them by any person within the first three weeks. The Council may not proceed with the implementation of the proposal until this eight-week period has passed. 19.5. If the Scottish Ministers decide to call in a closure proposal, it is then referred to the Convener of the School Closure Review Panels who has a period of seven days after a call-in notice is issued to constitute a School Closure Review Panel. The Panel may decide to refuse consent to the proposal, refuse consent and remit it to the education authority for a fresh decision or grant consent to the proposal, either subject to conditions, or unconditionally. The Panel must notify the education authority of its decision within eight weeks from when the Panel was constituted or within 16 weeks if the Panel has issued a notice to the education authority that a decision has been delayed. The Council may not proceed with the implementation of the proposal until the outcome of the call-in has been notified to the Council. 20. Conclusion 20.1. Taking the above into account Moray Council recommends that Crossroads Primary School, currently mothballed, is closed and the catchment area re- assigned to either Keith Primary School or a combination of Keith and Rothiemay primary schools as outlined in Options 3 & 6 above. 20.2. Whichever decision is taken with respect to catchment areas, existing pupils will not be required to change schools. This will also apply to any younger siblings of such pupils, provided they remain at the same primary school. 20.3. This proposal paper is issued in terms of the authority’s procedures to meet the relevant statutory requirements. Appendix A – Options Appraisal Appendix B – Crossroads Primary School Financial Report Page 128
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APPENDIX 2 Crossroads Primary School Options Appraisal 1. Introduction Moray Council strives to allocate its resources in a way that ensures the quality of all its services. It attaches particular importance to providing the best possible educational experience for all pupils within its schools. The Strategic Approach to the Learning Estate was agreed at a Special Meeting of the Moray Council on 9 October 2020 in accordance with Scotland’s Learning Estate Strategy (Connecting People, Places and Learning). The Council’s strategy sets out the council’s aspirations for our schools using a holistic place-based approach, which will ensure that services can be delivered in an optimum way, making best use of available assets. The Schools (Consultation) (Scotland) Act 2010 requires that educational benefits should be at the heart of any proposal to make a significant change to schools, for current and future pupils in the area. At its meeting on 7th June 2023, the Education, Children’s and Leisure Services Committee agreed to the preparation of an options appraisal regarding the future of Crossroads Primary School and supported community engagement as part of the options appraisal process to identify alternative options to consider. 2. Background / Discussion During the 2022-2023 school session the school roll at Crossroads Primary School dropped due to a number of families moving schools for several reasons. As the school session continued it was clear that there was a risk that at the start of the 2023-2024 session that the school roll would be significantly lower than the total catchment of 24, and below the Moray Council policy threshold of 15 pupils – which triggers mothballing. As of August 2022 the school roll was 5 as all other catchment children were enrolled at neighbouring schools. Due to less than 15 pupils attending the school during the 2022-23 session, the Education Service, following Moray Council policy, was left with no alternative but to mothball Crossroads Primary School. Families of the 5 pupils still attending Crossroads Primary elected to send their children to Keith primary (2 pupils) and Rothiemay Primary (3 pupils). The school was formally mothballed on 9th January 2023 following the agreement by Moray Council’s Education, Children’s and Leisure Services Committee, on 28 September 2022, to mothball Crossroads Primary School. Mothballing is a temporary closure of a school which does not in itself lead to statutory consultation. Reference is made to the report considered by the Children and Young People’s Committee on 28th September 2022 where this decision was ratified. The Primary 1 admission period for all Moray Schools takes place in January each year. No applications to Crossroads Primary School have been received since the school was mothballed. Item 7.* Page 129
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Pa g e | 2 The deadline for submitting out of zone placing requests is March each year. There have been no applications received for pupils wishing to attend Crossroads Primary School through the placing requests process since the school was formally mothballed on 9th January 2023. As there continues to be no expectation of pupils enrolling at Crossroads Primary School, the school remains mothballed. A report to Moray Council’s Education, Children’s and Leisure Services Committee on 7th June 2023, following a review of the mothballing decision, set out proposals for the new academic year starting in August. Councillors agreed to start the process of actively considering the long-term future of Crossroads Primary, which is designated a remote rural school. This options appraisal will involve engagement with the Crossroads catchment community including children, parents/carers, staff, individual community members and representative community groups. One of the options to be considered would be the closure of the school. If this is considered to be the only viable option for Crossroads Primary, then the council must undertake a statutory consultation under the Schools (Consultation) (Scotland) Act 2010. 3. Community Engagement The Education and Learning Estates Teams conducted the following engagements with the school and wider Crossroads community to keep them fully informed and to explore potential options for the future of Crossroads Primary School. • Parent Meeting re future roll, Crossroads Primary School – 21st April 2022 • Staff Meeting re future roll, Crossroads Primary School – 21st April 2022 • Community Session re Mothballing, Crossroads Primary School –– 10th May 2023 (online) • Community Session re Mothballing, Crossroads Primary School –– 11th May 2023 • Parent Meeting re future roll, Crossroads Primary School – 23rd May 2022 • Parent/Community Feedback Form – April & May 2023 • Community Session re Mothballing, Crossroads Primary School –– 27th November 2023 • Parent Session re Mothballing, Crossroads Primary School –– 21st November 2023 A summary of comments and suggestion gathered during and following the meetings and the online survey is at Appendix I to this report. 4.1 Crossroads Primary School Crossroads Primary School is located 4 miles North West of Keith on an elevated site within the dispersed community of Grange. The school comprise two buildings, a primary school and separate dining and games hall both constructed in single storey blocks with various additions and outbuildings. There is a small tarmacadam playground and car-park area and the site is adjacent to a small area of amenity Page 130
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Pa g e | 3 woodland which is accessible via public access rights. Historically the school has had access to an area of ground across the main road as a playing field via an informal agreement with Grange Community Association. It appears that this Association may no longer be in operation and there are concerns about the maintenance and insurance for this area. The original school building, now the dining/games hall was constructed around 1880 and the newer school building was constructed around 1980. The school is nondenominational and serves properties within the rural area of Grange. It is located by the B9018 approximately 2 miles North East of the A95 junction at Grange Crossroads, 4 miles from Keith (measured to Keith Grammar and Primary Schools). Crossroads Primary School has a functional capacity of 63 pupils. It has 2 single storey buildings with 2 classrooms, kitchen, hall, staff room. The hall doubles as both a dining room and indoor PE area. The school floorplan is attached as Appendix II and a map of the school ground and its surrounding amenities is shown in Map 1 below with the school boundaries in orange. Map 1 – Crossroads Primary School The school has a kitchen which served meals that were prepared at Keith Primary School and delivered to Crossroads Primary School daily. Crossroads Primary School delivered primary education from P1 to P7. There was no nursery on site and local children often attended nursery at other nearby schools. There are currently six nursery-age pupils attending nursery in Keith, one in Newmill. Condition is an assessment of the physical condition of the school building and its grounds. Crossroads Primary School was assessed at Cat C for condition overall in October 2022 prior to mothballing (C = Poor - Showing major problems and/or not operating adequately - the school buildings require continuous repair and shows signs of age), with significant elements (Roof, External Walls, Windows and Doors) at D (D Page 131
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Pa g e | 4 = Bad – Economic life expired and/or risk of Failure (the school buildings and grounds do not support the delivery of services to children and communities)). Roofs Floors & Stairs Ceilings Ext. Walls, Windows & Doors Int. Walls & Doors Sanitary Services Mechanical Electrical Decoration Fixed Int. Facilities, Furniture & Fitting External Areas Outdoor Sports Facilities & Overall Score Condition Category D C C D C C C C C C C NA 40.98 C Table 1. Core Condition Assessment (Overall and Individual Elements) Suitability is an assessment of the school as a whole, the buildings, the grounds and the impact they have on teaching and learning, leisure and social activities, as well as the health and wellbeing of users. The Suitability assessment of Crossroads Primary School was carried out in 2020 the school was graded as B, satisfactory – performing well but with minor problems (school buildings and grounds generally support the delivery of services). 4.2 Crossroads and Local Area The Scottish Government Urban Rural Classification defines Crossroads Primary School as “remote rural”, meaning that is it serves a population of less than 3,000 and is more than 30 minutes’ drive from a settlement of 10,000 or more. Crossroads Primary School catchment is bordered by Keith, Newmill, Rothiemay and Cullen Primary schools within the Moray Learning Estate. It is also bordered to the East by Ordiquhill Primary School in the Aberdeenshire Council area. Map 2 below shows the catchment area for Crossroads Primary School and the neighbouring schools. Map 2 – Map showing the catchment area for Crossroads Primary School (Light Green) with the boundaries of neighbouring schools. The Keith Grammar School catchment is in red. Crossroads PS Page 132
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Pa g e | 5 Distances between Crossroads Primary School (CPS) and surrounding schools sourced from Google Maps are listed below: Newmill Primary School - 3.9 miles Keith Primary School - 4.1 miles Ordiqihill primary School (Aberdeenshire) - 7.4 miles Rothiemay Primary School - 7.6 miles Cullen Primary School - 8.6 miles In addition, the distance to the Keith Grammar School, is 4.0 miles. The Scottish Index of Multiple Deprivation (SIMD) is a measure of deprivation across 6,976 data zones. SIMD ranks data zones from most deprived (ranked as 1) to least deprived (ranked as 6,976) and the Crossroads data zone (Rural Keith and Strathisla) is ranked at 3646. Within this ranking geographical access is the biggest level of deprivation, followed by Education/Skills. Housing is relatively good while Crime and Health are ranked as the least deprived. A tabular breakdown of this information is below. Table 2. SIMD 2020 Ranking – Rural Keith and Strathisla 4.3 Rural Sustainability and Housing Development Crossroads Primary is within the wider community of Grange on the minor B9018 that links the A95 Keith to Banff road with the coast at Cullen. The community is dispersed across the catchment, with community facilities available at King Memorial Hall in the South East corner of the catchment. There is no shop or post-office, although the area is visited by mobile shops on a regular basis. Information received from The Council’s Community Economic Development Team indicates that there are no significant new business activities in the Crossroads area. Page 133
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Pa g e | 6 There is no significant housing development for the Crossroads catchment within the current Local Development Plan. 4.4 Demographics and Pupil Numbers In the 5 years up to the mothballing of Crossroads Primary School in January 2023 the school roll declined steadily from 19 to just 5 pupils with numerous placing requests from the catchment. There were 19 pupils living within the catchment attending other schools on placing requests prior to discussions about mothballing commencing. The position is shown in the table below: Census data 2018 2019 2020 2021 2022 P1-P7 19 16 13 11 5 Table 3 - School Roll Data 2018-2022 There are currently 24 children of P1-P7 age residing within the catchment area of Crossroads School (Census data extract September 2023). These children all attend other schools in the area, all by parental choice. The majority attend Keith Primary School (14) with a smaller number at Rothiemay Primary School (7) and St Thomas Primary School (3). SEEMIS data indicates there were 4 children within the Crossroads catchment that could have enrolled for P1 in August 2023 but only 1 request was made. School roll forecasts show 7 families living in the catchment area with children that are under school age who attend nursery. 6 children can enrol in 2024 and 1 in 2025 but if they all did, the school roll numbers would remain below 10. Of these 7, 6 are enrolled at nursery in Keith, 1 in Newmill. 4.5 Occupancy In line with the Learning Estates Strategy an ideal school occupancy level would be approximately 80%, aspiring to the occupancy band of between 60% and 80%. The physical capacity of Crossroads Primary is 63, with a planning capacity of 50 pupils. At its peak the school roll had 19 pupils in the 2018-2019 session – an occupancy of just 38% of the functional capacity (30% of the physical capacity). The 5-year average occupancy is just over 25% of planning capacity. Such a low occupancy level is unsustainable, unaffordable, does not offer best value. 4.6 Pupil Enrolments No children have attended Crossroads Primary School since January 2023 when the school was mothballed. The decision to mothball was taken as the pupil numbers had fallen to 4 at the start of the 2022/23 academic session. There were 4 children within the Crossroads catchment that could have enrolled for P1 in August 2023 but only 1 request was made. Page 134
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Pa g e | 7 A further 4 pupils were in the catchment area for Crossroads and due to start Primary 1 in August 2024 but all chose to make placing requests to Keith – 3 to Keith Primary School and 1 to St Thomas RC Primary School. 4.7 Crossroads Community While in operation, the school did not operate a breakfast or after school club and there were no community lets of the school buildings. The local community did not make informal use of the school buildings or grounds out with school hours. Keith Community Centre is adjacent to Keith Grammar School 4 miles away. The Community Centre has a swimming pool, fitness suite, sports hall, outdoor pitches and a regular programme of activities. Both the School and Community Centre has a range of rooms and facilities for hire for activities such as exercise classes, courses, committee meetings, sports and hobbies, counselling sessions, training sessions and rehearsals. King Memorial Hall (known locally as Grange Hall) is 3.8 miles away, the hall is a thriving hub of the wider Grange community, used by a number of groups for regular meetings and social events involving sports, music, dancing and more. It is also set up as a voluntary support centre in the event of major incident or disruption to the power supply to the area. 4.8 Options for Consideration The following options were considered for the future of Crossroads Primary School as part of the options appraisal: Option 1 - Re-open Crossroads Primary School - Over the past 5 years the school was operating, the number of in-zone pupils being educated elsewhere on placing request has increased with only 5n (out of 24) pupils being on roll at the point the school was mothballed. For the current session, there has only been 1 parent requesting to enrol their child in Crossroads Primary School. Reopening the school would also require considerable investment to bring the school up to the minimum expectation of Category B for both condition and suitability. Option 2 – status quo. School remains mothballed for a further session and potentially beyond. The school has been mothballed since January 2023. The longer the school is mothballed the more uncertainty for families and the community the situation causes. A large proportion of the families who live within catchment are currently required to transport their children to an out-of- zone school as they are being educated through a placing request. There is also a greater chance of mechanical failure of heating, lighting and plumbing systems while it is not operational. Unoccupied buildings deteriorate more quickly than operational premises and are more likely exposed to potential crimes and acts of vandalism. Option 3 – Close Crossroads Primary School and rezone pupils to Keith Primary School. This would mean that a number of pupils on placing requests Page 135
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Pa g e | 8 to Keith Primary (currently 14) would become entitled to funded transport. The 7 pupils who currently receive transport to Rothiemay Primary as an interim measure may lose this privilege and elect to move their young people to Keith Primary. This would impact the roll of Rothiemay Primary – with the risk it would reduce from a 3-class to a 2-class school, with an impact on the education of the young people there. Option 4 - Close Crossroads Primary School and rezone pupils to Rothiemay Primary School. There are currently pupils from the Crossroads catchment attending Rothiemay Primary. The majority are on placing requests who are not entitled to transport however funded transport is currently being provided as an interim measure due to the mothballing of Crossroads Primary. This would mean that a number of pupils on placing requests to Rothiemay Primary (currently 7) would become entitled to funded transport. The remaining 17 Crossroads pupils currently at Keith Primary and St Thomas RC Primary are likely to remain as out of zone, but were they all to change to the newly re- zoned Rothiemay – this would take Rothiemay to 96% of functional capacity and exceed functional capacity within 5 years. Option 5 - Close Crossroads Primary School and rezone pupils to Newmill Primary School. Currently none of the pupils zoned for Crossroads attends Newmill on a placing request. Newmill Primary is currently operating at 89% capacity – and could only accommodate 8 pupils from the Crossroads catchment. Option 6 – Close Crossroads Primary School and split the catchment between Rothiemay Primary School and Keith Primary School. This would follow the preference of the current parent body from Crossroads catchment; 7/24 attending Rothiemay Primary, 14/24 attending Keith Primary and 3/24 attending the non-contiguous St Thomas RC Primary in Keith. Option 7 - Close Crossroads Primary School and split the catchment between Rothiemay Primary School, Newmill Primary and Keith Primary School. This would further fragment an already dispersed community and run the risk of further placing requests year on year to keep friendship groups together. Currently none of the pupils zoned for Crossroads attends Newmill on a placing request. Option 8 – Expand the catchment area to encompass more families with school-aged children, bringing Crossroads up to a sustainable school roll. • Expansion West into the Newmill Primary Catchment (current roll 63) would risk reducing this school’s roll – reducing it to 2 classes or even 1. This would have a negative impact on the educational provision for the young people remaining at Newmill Primary. • Expansion North into Cullen Primary School Catchment. Although Cullen Primary has more pupils than Newmill on roll (102 at present), the southern part of the Cullen catchment is sparsely populated and expansion into the settlement of Deskford would mean that some pupils would then be zoned for an alternative secondary school (Buckie High). Page 136
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Pa g e | 9 • Expansion South East into the Rothiemay catchment area runs the same risk as expansion West into Newmill. Rothiemay Primary currently has 55 on roll (including 7 from Crossroads) and expanding the Crossroads catchment east would risk Rothiemay becoming 2 classes or more likely 1 class. This would have a negative impact on the educational provision for the young people remaining at Rothiemay Primary. • Expansion South into the Keith Primary catchment encompasses a very sparsely populated area with few young people of primary age registered there. Expansion into this area would also run against the clear desire of parents in the south of the Grange community to send their young people to Keith Primary on placing requests (currently 14). • Expansion North East into the Aberdeenshire catchment of Ordiquhill Primary could mean that some pupils would then be zoned for an alternative secondary school (Banff Academy) and see those children educated in another local authority. It should be noted that other options may emerge during the formal consultation. The desk top analysis of each of these options is set out in Appendix III. The following options on the future of Crossroads Primary School would be recommended to go forward for consultation: Option 1 - Re-open Crossroads PS Option 2 – Continue to mothball Crossroads PS Option 3 - Close Crossroads Primary School and rezone pupils to Keith Primary School. Option 6 – Close Crossroads Primary School and rezone of the catchment between Rothiemay Primary School and Keith Primary School. 5. Conclusion One of the options identified as part of the appraisal is to close Crossroads Primary School. This is currently considered to be the only viable option for the school; therefore, Moray Council must undertake a statutory consultation under the Schools (Consultation) (Scotland) Act 2010. As a rural school there is a presumption against closure and Moray Council must ensure all other alternatives have been identified and robustly considered prior to undertaking any statutory consultation on this matter. Appendices: I. A summary of comments gathered, and concerns raised during public engagement meetings II. School layout III. Options Appraisal (Desktop Analysis) Page 137
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APPENDIX 2 Appendix I - A summary of comments gathered, and concerns raised during public engagement meetings. Many of the comments made during the engagement were about the processes used during the mothballing, e.g. around timescales, communication and the transition arrangements for the young people who were still on roll at Crossroads during the engagement around mothballing. Only comments relevant to the mothballing itself and the potential closure of Crossroads have been included in this summary. Feedback was either provided directly at meetings, lengthy or written comments and questions received feedback generated by QIM subsequently. Date of Engagement Audience Outline/Comments Notes/Response 21st April 2022 Staff • Info to staff on fact finding to come with parents due to falling roll N/A 21st April 2022 Parents • Here today to start fact finding exercise o Roll is currently 10, 2 P7 heading to Keith Grammar so down to 8 o Also aware that 3 are moving house so potential in August for a roll of 5 pupils o P1 – nil o P2 – nil o P3 – one o P4 – two o P5 – one o P6 – nil o P7 – one • Parents were mainly resigned to this as they had seen it coming for some time as roll fell. Page 138
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Pa g e | 11 • What are your thoughts, concerns, questions? • Any thoughts about another school? • Here to answer questions and gather information 23rd May 2022 Parents • Roll predicted to be 5 by August • 1:1 meetings offered • Decision to mothball not until term has started • No uptake for offered 1:1 meetings Apr/May 2023 Parent Feedback form • Give building to community for wellbeing hub and charity • Concerns that the decision has already been made to close the school • The potential for Community Asset Transfer is there if a decision is made to close the school in the future • A decision to close can only be made following statutory consultation and with the agreement of Education Scotland/Scottish Government. 10th & 11th May 2023 Public Meetings – online & in person • Concerns about the short timespan between notification of mothballing and the 5 YP needing to make a decision on alternative school(s) • Concerns about rural schools not being promoted • Concerns about pupils within Rothiemay and Grange attending Aberdeenshire secondary schools and the impact this might have on roll • Concerns around the loss of community cohesion – eg through loss of fundraising activities • Timescale was a concern – reduced due to election period requiring a pause. However there had been prior discussion with parents warning them that this might happen soon. • All schools have the same type of entry in Moray Council materials online. • Rothiemay and Crossroads both have split catchments for historic and geographical reasons with areas of the Rothiemay primary catchment being zoned for Aberdeenshire secondary schools and some areas of Grange being zoned for Ordiquhill primary in Aberdeenshire. • As only c.20% of local children attended Crossroads prior to mothballing due to parental choice, there have Page 139
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Pa g e | 12 • Concerns about the travel time and road conditions to Rothiemay, particularly during bad weather. • Concerns that Rothiemay the only option as Keith and Newmill were both full. • Concerns about loss of access to playing field which has reverted to the farmer who owns it during mothballing been limited opportunities for school events to promote social cohesion for some time. • Temporary re-zoning to Rothiemay was due to parental choice at the time. Other options that were closer utilising major roads (eg Keith) were offered at the time – and taken up for 2 young people (with supported transport) • Keith and Newmill both had places available. • Use is likely to be re-granted if the school were to reopen. The existing lease is between the community association and the landowner – with the school getting use of this space during school time. Local community may wish to investigate resuming use of this with the farmer/community association in the medium/long term if the school were to close or remain mothballed. 21st November 2023 Parent Session re Mothballing • Concern re inaccuracy in letter “no enrolments to P1” – there was one P1 request. • Building will have deteriorated as out of use. • Outdoor learning class donated to RPS not allowed being used • Request for community use of building if school closes. • Options “in the event of 16 children enrolling” requested • Options for parents now changing mind re new school (eg Newmill) • Options for rezoning raised • Apologies where given and the correct data has been used in this options appraisal. • The building will have deteriorated as it is only being kept wind and watertight. That is why mothballing is possible for 3 years maximum. • Outdoor space is now in use. • Community Asset Process outlined and information sent on • Elected members would need to consider un- mothballing were this to happen – taking into account predicted future rolls. • Alternatives options followed up by QIM. • Re-zoning options outlined in this Options Appraisal Page 140
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Pa g e | 13 27th November 2023 Community Session re Mothballing • Lack of ‘promotion’ of the school • Parents should be prevented from making placing requests out of the catchment • What happens when Keith & Newmill are at capacity • Is there a forecast for Crossroads? • Why do parents choose to request placing outwith Crossroads • Concerns about impact on building of heating being off • Concerns around power for Defibrillator • To ensure equity and fairness, all schools have the same type of entry on Moray Council’s web-page. • Parental choice is enshrined in policy and legislation. • Roll forecast for next 5 years do not show either alternative schools over capacity (KPS 70-80% of capacity, NPS, 52-90% capacity) and both are declining rolls. • Forecast is for sub-15 pupils over the next 5 years. This does not take into account the increasing proportion of parents taking up placing requests • Many reasons for choices including they want to put their children to a larger school, travelling to work easier to drop off, Keith brand new school, childcare opportunities in Keith. • Building issues are the reason mothballing for a maximum of 3 years. • Electricity will not be cut off as long as council have the building. Page 141
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Pa g e | 14 Appendix II – School layout Page 142
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Pa g e | 16 Options Appraisal (Desktop Analysis) In considering the options below, account was taken of the fact that there is a presumption against closure of a rural school. As part of the options appraisal, the “rural school factors” specified in the School Consultation (Scotland) Act 2010 have been given special regard. These are: • Effect on Community • Effect on Travel Arrangements • Educational Benefit Factors relating to each option are highlighted green where they are broadly positive, red where they are negative or amber where they are uncertain, marginal or contain an element of difficult to quantify risk. Option Community Travel Educational Benefit Other Outcome 1 – Re-open Crossroads May be an impetus for community to restore playing field De-fib will continue to be supported. Small number of YP would be schooled within their own community – around 20% of current catchment. Perception of some residents that school events are a key component of the community – although it is questionable how much that is correct with around 80% of YP in catchment already 80% of YP from the catchment would continue to be non- eligible for school transport due to placing requests outside zoned school [currently Rothiemay on a temporary basis]. Negative educational benefit due to very small roll – limiting options for groupwork, before and after school activities and childcare, social activities and stage partners for regular and frequent staff collaboration and moderation activities. Crossroads primary is condition C/D for the majority of criteria – requiring considerable investment to bring it up to B. Increasing costs to bring school to Cat B for condition if required. £63,400 immediate cost on reopening with £339,426 over the first 5 years post reopening (based on Jan ‘23 costs – this will continue to increase). This amounts to a £67,885 cost per annum. Additional costs to run as a very small school are high (compared with status quo). Negatives significantly outweigh positives To be retained for formal consultation. Page 144
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Pa g e | 17 Option Community Travel Educational Benefit Other Outcome educated elsewhere prior to mothballing. Grange has a thriving public hall that hosts a increasing range of community events on a regular basis – these have never been held in the school. This may be impacted negatively by the re-opening of the school as an alternative venue. Annual recurring cost (staffing, fuel, transport etc) of £130,777. This takes into account the rise in costs associated with the current alternative provision. Total additional annual cost adding in maintenance and upgrade costs (averaged over a 5-year period) of £198,662, based on 2023/4 costings, compared with status quo. Additionally, savings of £51, 179 per annum would come into place if the school were to close after staff conservation is removed. If this is counted as a cost of reopening, this gives a grand total cost of £249,841 per annum. This projected cost will be replicated as a saving in all subsequent options. 2 - Do nothing – school remains mothballed Continued uncertainty. De-fib will continue to be supported. Playing field has reverted to agricultural use. 80% of YP from the catchment would continue to be non- eligible for school transport due to placing requests. Pupils will continue to benefit from education in suitable building with potential for socialisation, increased activities before and after school, groupwork opportunities and staff Building and systems therein would continue to deteriorate. Annual recurring operating saving (taking into account increased costs at new Positives marginally outweigh negatives, although this is not a sustainable option. To be retained for formal consultation. Page 145
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Pa g e | 18 Option Community Travel Educational Benefit Other Outcome All YP are schooled outwith their own immediate community [most by parental choice] partners for frequent staff collaboration/moderation activities. school and transport) of £130,777. Total annual saving (including upgrade costs) of £198,662 based on 2023/4 costings over a 5 year cycle. 3 - Close Crossroads Primary School and rezone pupils to Keith Primary School. Uncertainty removed. All YP are schooled outwith their own immediate community [most by parental choice]. De-fib may have to move to alternative location if CAT does not take place. Removal of minimally maintained building within the community [assuming it is taken over or sold] Closure would allow community to undertake a Community Asset Transfer and utilise building for community activities. Rezoning all YP to KPS, where the majority of local YP are currently schooled on placing requests may reduce fragmentation – with YP currently schooled at KPS on placing requests (14) would gain supported transport. YP currently at RPS due to mothballing (3) would retain supported travel if they wished to continue in the currently in-zone school. Transport distance is the second shortest (by 0.2 miles) of the options. Environmental impact of 14 children being transported to KPS by their parents currently may be reduced as all of these would become eligible for bus transport. Pupils will benefit from education in very modern building (Cat A for suitability and condition) with increased potential for socialisation, transition activities (pre and post primary), increased activities before and after school (local authority and private – eg Active Schools, Stagestars Scotland etc), groupwork and access to modern sports facilities on site. Opportunities and stage partners for frequent staff collaboration/moderation activities. Transition from ELC more effective as currently 6/7 (86%) of YP in catchment attending Nursery do so in Keith. Potential safeguarding or increase in funding for KPS due to savings made by closure of CPS. KPS has more than enough capacity to absorb all of CPS – 88 -111 spaces available per year over the 10-year planning cycle. Projected saving of c. £249,841 per annum [see option 1 for full breakdown] Positives significantly outweigh negatives To be retained for formal consultation. Preferred option. Page 146
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Pa g e | 19 Option Community Travel Educational Benefit Other Outcome all local families involved in social activities and fundraising for one or two schools rather than four. Pre and post-school childcare readily available in Keith (and not in Grange or Rothiemay) Need to check on transport to RPS – do ALL YP from Grange currently (including previous placing requests) get free transport? (Lindsey) Option 4 - Close Crossroads Primary School and rezone pupils to Rothiemay Primary School. Uncertainty removed. Removal of minimally maintained building within the community [assuming it is taken over or sold] De-fib may have to move to alternative location if CAT does not take place. Closure would allow community to undertake a Community Asset Transfer and utilise building for community activities. Rezoning all YP to RPS, where the minority of local YP are currently schooled may retain fragmentation – with local families involved in social activities and fundraising for three schools. YP currently schooled at KPS on placing requests (14) would remain ineligible for supported transport. Experience so far, via feedback from parents, is that transport to RPS can be difficult – especially in bad weather. Transport distance is the second longest of the options at 7.6 miles. Pupils will experience education in a similar building (Cat C overall) to CPS. Increased potential for socialisation, limited or no before and after school options, increased groupwork opportunities and limited staff partners for regular and frequent collaboration and moderation activities. Rothiemay is another split catchment school with potential for peer groups to be split up at transition to secondary (or placing requests to a neighbouring authority to avoid this). Potential safeguarding or increase in funding for RPS due to savings made by closure of CPS. RPS’s ability to absorb all YP from CPS catchment is marginal at best (12-24 spaces per year over the 10- year planning cycle). If parents currently sending their children to KPS/St Thomas all elected to send their children to RPS as zoned school, it would exceed planning capacity of RPS (75), although functional capacity at RPS has been as high as 94 in the past. The available capacity at RPS is increasing beyond 2026. Negatives and risks outweigh Positives This option will not be pursued through formal consultation Page 147
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Pa g e | 20 Option Community Travel Educational Benefit Other Outcome Pre and post-school childcare not readily available in Rothiemay. Transition arrangements and cross sector planning are more difficult in split catchment context. Potential for enhanced ELC collaboration as Rothiemay has a partner playgroup. However none of the current cohort of pre-school children attend this setting. Projected saving of c. £249,841 per annum [see option 1 for full breakdown] Option 5 - Close Crossroads Primary School and rezone pupils to Newmill Primary School Uncertainty removed. Removal of minimally maintained building within the community [assuming it is taken over or sold] De-fib may have to move to alternative location if CAT does not take place. Closure would allow community to undertake a Community Asset Transfer and utilise building for community activities. Rezoning all YP to NPS, where the none of local YP are currently schooled may retain fragmentation – with local families continuing to Transport distance is the shortest (by 0.2 miles) of the options at 3.9 miles however, this does involve deviation from the main A95 road back onto minor roads to get to Newmill.. Potential for enhanced ELC collaboration as NPS has a partner playgroup. However only 1 of the current cohort of pre- school children attend this setting (14%). Pupils will benefit from education in marginally better buildings, NPS Cat B for both condition and suitability, with increased potential for socialisation. Increased opportunities for more frequent staff collaboration/moderation activities, NPS’s ability to absorb all YP from CPS catchment is marginal at best (8-36 spaces over the 10-year planning cycle). If parents currently sending their children to KPS/St Thomas/RPS all elected to send their children to NPS as the zoned school it would exceed planning capacity of NPS (75), although functional capacity at NPS has been as high as 98 in the past. The available capacity at NPS is increasing beyond 2026. Projected saving of c. £249,841 per annum [see option 1 for full breakdown]. This may be reduced slightly Negatives and risks outweigh Positives This option will not be pursued through formal consultation Page 148
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Pa g e | 21 Option Community Travel Educational Benefit Other Outcome make placing requests, therefore involved in social activities and fundraising for four schools. as transport costs may increase. Option 6 – Close Crossroads Primary School and split the catchment between Rothiemay Primary School and Keith Primary School. Uncertainty removed. Removal of minimally maintained building within the community (assuming it is taken over or sold) De-fib may have to move to alternative location if CAT does not take place. Closure would allow community to undertake a Community Asset Transfer and utilise building for community activities. Splitting the catchment may increase fragmentation – with local families continuing to make placing requests in either direction (or beyond as present), therefore involved in social activities and fundraising for three schools. There is a significant difference in transport distances (4.1 miles to Keith, 7.6 miles to Rothiemay) with a greater proportion of the journey to RPS being on minor roads. Parents currently attending RPS have mentioned issues around journey time and weather issues in relation to travel to RPS. Transport distance is the second shortest (by 0.2 miles) of the options. Environmental impact of 14 children being transported to KPS by their parents currently may be reduced as some or all of these would become eligible for bus transport. Pupils will benefit from education in better buildings (KPS, Cat A for suitability and condition, RPS Cat C for condition, Cat B for suitability) with increased potential for socialisation (both). Those rezoned to KPS would see transition activities (pre and post primary), increased, activities before and after school (local authority and private – eg Active Schools, Stagestars Scotland etc), increased groupwork and access to modern sports facilities on site. Transition from ELC more effective for those re- zoned to KPS as currently 6/7 (86%) of YP in catchment attending Nursery do so in Keith. None of the current catchment attend ELC settings in Rothiemay. Splitting the catchment would overcome the outside chance that re-zoning to RPS en-bloc would bring to exceed the capacity of RPS. Increasing the catchment of RPS would reduce the marginal possibility of RPS reducing to a 2-class school over the current planning cycle (which could have a negative n impact on the education at RPS). However this possibility exists only for 2027 and 2028 and so is unlikely. Projected saving of c. £249,841 per annum (see option 1 for full breakdown). This may be reduced slightly as transport costs may increase. Negatives and outweigh positives. . There are a significant number of marginal points. To be retained for formal consultation. Page 149
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Pa g e | 22 Option Community Travel Educational Benefit Other Outcome Option 7 - Close Crossroads Primary School and split the catchment between Rothiemay Primary School, Newmill Primary and Keith Primary School. Removal of minimally maintained building within the community. De-fib may have to move to alternative location if CAT does not take place. Closure would allow community to undertake a Community Asset Transfer and utilise building for community activities. Splitting the catchment in three may increase fragmentation even more – with local families continuing to make placing requests in multiple directions, therefore involved in social activities and fundraising for four schools. Varied transport options would now exist, and this would likely change from year to year given the dispersed nature of the catchment with the potential for YP to be criss-crossing the catchment on provided, or private transport. Some families of YP on placing requests currently ineligible for transport to KPS would gain funded transport on this scenario. However this may further fragment the community, as some may not. Pupils will benefit from education in better buildings (KPS, Cat A for suitability and condition, RPS Cat C for condition, Cat B for suitability, NPS Cat B for both condition and suitability) with increased potential for socialisation. Transition activities for those re- zoned to KPS would be increased, activities before and after school (in and out of school – eg Active Schools, Stagestars Scotland etc), groupwork opportunities with staff stage partners for frequent staff collaboration/moderation activities. Transition from ELC more effective for those re- zoned to KPS as currently 6/7 (86%) of YP in catchment attending Nursery do so in Keith. None of the current catchment attend ELC settings in Rothiemay, only 1 (14%) attends ELC in Newmill. None of the current catchment undertaking placing requests elect to send their children to NPS, even though it is the closest neighbour. Increasing the catchment of RPS would reduce the marginal possibility of RPS reducing to a 2-class school over the current planning cycle (which could have a negative impact on the education at RPS). However this possibility exists only for 2027 and 2028 and so is unlikely. Increasing the catchment of Newmill would reduce the marginal possibility of NPS reducing to a 2-class school over the current planning cycle (which could have a negative n impact on the education at NPS). However this possibility exists only after 2028 and would require a significant portion of the catchment to be re-zoned for NPS. Projected saving of c. £249,841 per annum [see Postives and Negatives are fairly balanced with marginal points or risks significant. This option will not be pursued through formal consultation Page 150
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Pa g e | 23 Option Community Travel Educational Benefit Other Outcome option 1 for full breakdown]. This may be reduced as transport costs may increase. Option 8 – Expand the catchment area (various options outlined in Section 4.8) May be an impetus for community to restore playing field De-fib will continue to be supported. Building would be maintained by local authority. Small number of YP would be schooled within their own community – it is difficult to predict the proportion, given the high number of placing requests out (c. 80% of the potential roll) when the school was open. Perception of some residents that school events are a key component of the community – although how much that is experienced widely, with around 80% of YP in catchment already Even more varied transport options would now exist, and this would likely change from year to year given the dispersed nature of the catchment and areas beyond the exiting catchment with the potential for YP to be criss-crossing the expanded catchment on provided, or private transport. Some families of YP on placing requests currently ineligible for transport to KPS would gain funded transport on this scenario. However this may further fragment the community, as some may not. There would be an increase in the number of transport routes This is very variable depending on the area the catchment expands into. In all cases, young people would be re-zoned from a larger school to a smaller one unless the catchment was expanded far enough to make the school ‘donating’ young people vulnerable to a reduction in number of classes (with a knock-on impact on the children remaining in that school). Children from some of the donor catchments would all lose the benefits of heightened transition activities (particularly between ELC and Primary), activities before and after school (in and out of school – eg Active Schools, Stagestars Scotland etc), groupwork opportunities with staff This could ensure there are sufficient young people within the catchment to provide a sustainable roll for a single, or even 2-class school. However experience over the last 5 or more years is that in-zone parents are choosing not to send their YP to Crossroads as a very small school. This may result in continued fragmentation and continued uncertainty if the roll remains well below the school-aged population of the enlarged catchment. Young people from neighbouring communities could find themselves zoned for a school that was outwith their own community – leading to placing requests to even more schools. CPS catchment may become split 3 ways in terms of secondary transition with YP zoned for secondary in Keith, Negatives outweigh positives. This option will not be pursued through formal consultation Page 151
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Pa g e | 24 Option Community Travel Educational Benefit Other Outcome educated elsewhere prior to mothballing, is unknown. Grange has a thriving public hall that hosts a increasing range of community events on a regular basis – these have never been held in the school. This may be impacted negatively by the re-opening of the school as an alternative venue. required, or the routes would need to be lengthened. This would have negative environmental issues and/or issues on YPs experience – having to spend longer on a bus. It is likely that an increase in placing requests would lead to an increase in parental transport to school – increasing the environmental impact. stage partners for frequent staff collaboration/moderation activities. The level of loss varies from school to school. Buckie and Huntly, or for families to make placing request to alternative secondary schools to keep friendship-groups together The geography of the areas surrounding the catchment for CPS means that the catchment needs to be expanded significantly in any direction to add enough young people to make a significant difference. Projected saving of c. £249,841 per annum (see option 1 for full breakdown) This may be reduced significantly as transport costs may increase. Note: Travel distances are based on school-school, so actual distances will vary depending on where families live in the catchment and where pick- up points may be located. Page 152
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Appendix 3 A summary of comments gathered, and concerns raised during public engagement meetings. Many of the comments made during the engagement were about the processes used during the mothballing, e.g. around timescales, communication and the transition arrangements for the young people who were still on roll at Crossroads during the engagement around mothballing. Only comments relevant to the mothballing itself and the potential closure of Crossroads have been included in this summary. Feedback was either provided directly at meetings, lengthy or written comments and questions received feedback generated by QIM subsequently. Date of Engagement Audience Outline/Comments Notes/Response 21st April 2022 Staff • Info to staff on fact finding to come with parents due to falling roll N/A 21st April 2022 Parents • Here today to start fact finding exercise o Roll is currently 10, 2 P7 heading to Keith Grammar so down to 8 o Also aware that 3 are moving house so potential in August for a roll of 5 pupils o P1 – nil o P2 – nil o P3 – one o P4 – two o P5 – one o P6 – nil o P7 – one • Parents were mainly resigned to this as they had seen it coming for some time as roll fell. Item 7.* Page 153
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• What are your thoughts, concerns, questions? • Any thoughts about another school? • Here to answer questions and gather information 23rd May 2022 Parents • Roll predicted to be 5 by August • 1:1 meetings offered • Decision to mothball not until term has started • No uptake for offered 1:1 meetings Apr/May 2023 Parent Feedback form • Give building to community for wellbeing hub and charity • Concerns that the decision has already been made to close the school • The potential for Community Asset Transfer is there if a decision is made to close the school in the future • A decision to close can only be made following statutory consultation and with the agreement of Education Scotland/Scottish Government. 10th & 11th May 2023 Public Meetings – online & in person • Concerns about the short timespan between notification of mothballing and the 5 YP needing to make a decision on alternative school(s) • Concerns about rural schools not being promoted • Concerns about pupils within Rothiemay and Grange attending Aberdeenshire secondary schools and the impact this might have on roll • Concerns around the loss of community cohesion – eg through loss of fundraising activities • Timescale was a concern – reduced due to election period requiring a pause. However there had been prior discussion with parents warning them that this might happen soon. • All schools have the same type of entry in Moray Council materials online. • Rothiemay and Crossroads both have split catchments for historic and geographical reasons with areas of the Rothiemay primary catchment being zoned for Aberdeenshire secondary schools and some areas of Grange being zoned for Ordiquhill primary in Aberdeenshire. • As only c.20% of local children attended Crossroads prior to mothballing due to parental choice, there have Page 154
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• Concerns about the travel time and road conditions to Rothiemay, particularly during bad weather. • Concerns that Rothiemay the only option as Keith and Newmill were both full. • Concerns about loss of access to playing field which has reverted to the farmer who owns it during mothballing been limited opportunities for school events to promote social cohesion for some time. • Temporary re-zoning to Rothiemay was due to parental choice at the time. Other options that were closer utilising major roads (eg Keith) were offered at the time – and taken up for 2 young people (with supported transport) • Keith and Newmill both had places available. • Use is likely to be re-granted if the school were to reopen. The existing lease is between the community association and the landowner – with the school getting use of this space during school time. Local community may wish to investigate resuming use of this with the farmer/community association in the medium/long term if the school were to close or remain mothballed. 21st November 2023 Parent Session re Mothballing • Concern re inaccuracy in letter “no enrolments to P1” – there was one P1 request. • Building will have deteriorated as out of use. • Outdoor learning class donated to RPS not allowed being used • Request for community use of building if school closes. • Options “in the event of 16 children enrolling” requested • Options for parents now changing mind re new school (eg Newmill) • Options for rezoning raised • Apologies where given and the correct data has been used in this options appraisal. • The building will have deteriorated as it is only being kept wind and watertight. That is why mothballing is possible for 3 years maximum. • Outdoor space is now in use. • Community Asset Process outlined and information sent on • Elected members would need to consider un- mothballing were this to happen – taking into account predicted future rolls. • Alternatives options followed up by QIM. • Re-zoning options outlined in this Options Appraisal Page 155
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27th November 2023 Community Session re Mothballing • Lack of ‘promotion’ of the school • Parents should be prevented from making placing requests out of the catchment • What happens when Keith & Newmill are at capacity • Is there a forecast for Crossroads? • Why do parents choose to request placing outwith Crossroads • Concerns about impact on building of heating being off • Concerns around power for Defibrillator • To ensure equity and fairness, all schools have the same type of entry on Moray Council’s web-page. • Parental choice is enshrined in policy and legislation. • Roll forecast for next 5 years do not show either alternative schools over capacity (KPS 70-80% of capacity, NPS, 52-90% capacity) and both are declining rolls. • Forecast is for sub-15 pupils over the next 5 years. This does not take into account the increasing proportion of parents taking up placing requests • Many reasons for choices including they want to put their children to a larger school, travelling to work easier to drop off, Keith brand new school, childcare opportunities in Keith. • Building issues are the reason mothballing for a maximum of 3 years. • Electricity will not be cut off as long as council have the building. Page 156
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Name of School Crossroads Primary School Budget for full academic year (2022-2023) Budget for full academic year (2023-2024 IF REOPENED) Additional financial impact on receiving schools [Rothiemay] - note 2 Annual recurring savings (column 3 minus column 4) Capital Costs School Proposed for Closure Receiving School School Costs Capital Life Cycle cost - - Employee Costs Third party contributions to capital costs - - Staff Costs - note 1 155,664.00£ 161,063.00£ 43,872.00£ 117,191.00£ Table 3 Property Costs: property insurance property insurance non domestic rates non domestic rates water & sewerage charges 227.00£ 227.00£ 227.00£ water & sewerage charges 116.00£ energy costs 9,593.00£ 9,593.00£ 9,593.00£ energy costs 3,125.00£ cleaning (contract or inhouse) 63.00£ 63.00£ 63.00£ cleaning (contract or inhouse) -£ building repair & maintenance 560.00£ 560.00£ 560.00£ building repair & maintenance grounds maintenance 677.00£ 676.00£ 676.00£ grounds maintenance 676.00£ facilities management costs - note 6 -£ -£ facilities management costs -£ revenue costs arising from capital -£ -£ revenue costs arising from capital -£ other -£ -£ other PROPERTY COSTS SUB-TOTAL 11,120.00£ 11,119.00£ 11,119.00£ TOTAL ANNUAL COST UNTIL DISPOSAL 3,917.00£ School Operational Costs: learning materials 1,211.00£ 1,211.00£ 1,211.00£ Table 4 catering (contract or inhouse) -£ furniture and equipment 219.00£ 219.00£ 219.00£ -£ other school operational costs (e.g. licences) 462.00£ 462.00£ 462.00£ TOTAL NON-RECURRING REVENUE COST -£ Curricular and Staff Support 346.00£ 346.00£ 346.00£ Transport costs: -£ staff travel 229.00£ 229.00£ 229.00£ -£ SCHOOL OPERATIONAL COSTS SUB-TOTAL 2,467.00£ 2,467.00£ 2,467.00£ SCHOOL COSTS 169,251.00£ 174,649.00£ 130,777.00£ UNIT COST PER PUPIL PER YEAR (5) 33,850.20£ 34,929.80£ Assumed No of Pupils 5 1. The annual recurring savings on staff is the difference between school open and mothballed. A further saving of £51,179 will be realised if Crossroads is closed and after cash conserved salary periods end (3 years from closure). 2. Due to small pupil numbers and no staff taken on during mothballing of Crossroads there is no impact on staff costs at either Keith or Rothiemay primary schools if rezoned Current revenue costs for school proposed for closure Table 2 Annual Property costs until closure Non-recurring revenue costs Notes APPENDIX 4 Item 7.* Page 157
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APPENDIX 5 SPFINANCE-565096732-34 04/09/2024 15:42 INTEGRATED IMPACT ASSESSMENT COVERING • EQUALITIES & SOCIO ECONOMIC DUTIES • HUMAN RIGHTS AND RIGHTS OF THE CHILD DATE UPDATES/EXECUTIVE SUMMARY VERSION DETAILS 24th May 2024 Initial Completion 1.0 STAGE 1 - DO I NEED AN INTEGRATED IMPACT ASSESSMENT? Name of policy or 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 Item 7.* Page 159
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APPENDIX 5 SPFINANCE-565096732-34 04/09/2024 15:42 Reasoning Briefly describe your reasoning for the responses given above: The proposal for the closure of Crossroads Primary will have an impact on young people in the catchment. As there are no young people currently at Crossroads primary, this is indirect. 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 or others i.e. contractor or community) Date Page 160
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APPENDIX 5 SPFINANCE-565096732-34 04/09/2024 15:42 STAGE 2: INTEGRATED IMPACT ASSESSMENT Brief description of the affected service 1. Describe what the service does: Delivery of education to young people aged 5-12 2. Who are your main stakeholders? Young people & their families 3. What changes as a result of the proposals? Is the service reduced or removed? The service is not being changed, although alternative provision of the service is proposed. 4. How will this affect your customers? This is variable: • Compared with the status quo, mothballing, the only impact would be the potential to open up free transport to school for some or all of the young people that attend Keith Primary School on placing request – who are currently not eligible. • Compared with status quo ante, Crossroads Primary being open, four out of 24 pupils in the catchment would have a shorter journey to school. None of the fourteen pupils who are educated at Keith Primary School or the three on placing request at St Thomas’ Primary would have access to funded transport, or the potential for a privilege pass. 3 pupils who are currently getting funded transport to Rothiemay Primary due to the temporary re-zoning to Rothiemay would retain this eligibility if the catchment were rezoned completely to Keith Primary. 5. Impact on staff providing the service • HT post at Rothiemay Primary (currently acting) would be re-job-sized on closure. The Acting Head may be eligible for cash conservation in this case depending on time constraints. • PT post at Rothiemay Primary may be deleted unless Rothiemay becomes part of another pairing/federation. If that is the case the post-holder would be eligible for deployment of cash conservation for 3 years. 6. Please indicate if these apply to any of the protected characteristics Protected groups Potential impacts and considerations Race No Disability No Carers (for elderly, disabled or minors) No Sex Both of the affected members of staff are female Pregnancy and maternity (including breastfeeding) No Page 161
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APPENDIX 5 SPFINANCE-565096732-34 04/09/2024 15:42 Sexual orientation No Age (include children, young people, midlife and older people) The service users affected are children Religion, and or belief No Gender reassignment No Inequalities arising from socio- economic differences No – the changes proposed do not translocate young people to an area of significantly more or less disadvantage Human rights List of convention rights Describe, where applicable, if and how specific rights are engaged Article 5: Right to liberty and security No effect Article 6: Right to a fair trial No effect Article 8: Right to respect for private and family life, correspondence and the home No effect Article 10: Freedom of expression No effect Article 11: Freedom of assembly and association No effect Article 12: Right to marry No effect Article 14: Prohibition of discrimination (in relation to the convention rights) No effect Article 1 of Protocol 1: Protection of property No effect Article 2 of Protocol 1: Right to education No effect – the aim is to enhance the educational experience. Article 3 of Protocol 1: Right to free elections by secret ballot No effect Children’s Rights and Wellbeing Relevant articles – UNCRC Article 2 – Non discrimination No effect Article 12 – Respect of the views of the child The young people directly affected were consulted at the point of mothballing and will be specifically included during the statutory consultation Article 3.1 – Best interest of the child The aim is to enhance the educational experience Article 6.2 – Right to survival and development No effect Page 162
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APPENDIX 5 SPFINANCE-565096732-34 04/09/2024 15:42 7. Evidence. What information have you used to make your assessment? Performance data Financial information for Crossroads Primary and the other schools involved Internal consultation Consulted with: QIM (StMcL), Business Support Manager (LiSt), Head of PTU (DoMcR), Accountancy (NiGo), Programme Manager – School estates (AnHa), HT-KPS (SuBu), Acting HT-RPS (JaCl), QIO- ASN (DiDo) Consultation with affected groups The young people, families and local community directly affected were consulted at the point of mothballing and will be specifically included during the statutory consultation Local statistics Schools admission data, transport data, local data on availability of resources in the community, CHI data on young people in the catchment National statistics SIMD data Other 8. Evidence gaps Do you need additional information in order to complete the information in the previous questions? No 9. Mitigating action Can the impact of the proposed policy/activity be mitigated? Please explain The impacts are designed to be positive across the catchment. The negative is the increased travel distance for a small minority of pupils in the catchment – this is mitigated by the provision of free transport and the potential for a greater proportion of the catchment to receive transport to their chosen school. Some of the community involved in the engagement spoke about a loss of community cohesion due to loss of fundraising activities – however only the minority of young people/families in the catchment attended the school before mothballing. Re-zoning has the potential to focus community fundraising at the new school(s) or the re-invigorated Grange Hall. 10. Justification Some of the community involved in the engagement spoke about a loss of community cohesion due to loss of fundraising activities – however only the minority of young people/families in the catchment attended the school before mothballing. Re-zoning has the potential to focus community fundraising at the new school(s) or the re-invigorated Page 163
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APPENDIX 5 SPFINANCE-565096732-34 04/09/2024 15:42 Grange Hall. Closure will also allow the local community to propose alternative future uses for the building through, for example, Community Asset Transfer. The proposed alternative education settings have a range of positive benefits compared with the status quo – which are outlined in the Education Benefits section of the report. Page 164
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APPENDIX 5 SPFINANCE-565096732-34 04/09/2024 15:42 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: Yes 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 No 4. Negative impacts can be mitigated the proposals as outlined in question 9. Yes 5. The negative impacts cannot be fully mitigated but are justified as outlined in question 10. No 6. Further consultation with affected groups is needed. Yes – statutory requirement 7. It is advised not to go ahead with the proposals. No Decision Although there are some negative impacts on a small number of the young people in the catchment (currently 4/24), those impacts are: • Small, • Do not focus on a particular grouping (or characteristic other than age) within the catchment, • Outweighed by positives including educational benefits and transport benefits for the majority (14/24 or 17/24). Page 165
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APPENDIX 5 SPFINANCE-565096732-34 04/09/2024 15:42 Date of Decision: 24th May 2024 Page 166
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APPENDIX 5 SPFINANCE-565096732-34 04/09/2024 15:42 Sign off and authorisation: Service Education, Communities & Organisational Development Department Learning Estates Policy/activity subject to IIA Proposed closure of Crossroads Primary School We have completed the integrated impact assessment for this policy/activity. Name: Neil Johnson Position: Headteacher Date: 24th May 2024 Authorisation by head of service Name: Position: Date: Permission to publish on website - Please return this form to the Equal Opportunities Officer, Chief Executive’s Office. Page 167
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REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 17 SEPTEMBER 2024 SUBJECT: EDUCATION NATIONAL IMPROVEMENT FRAMEWORK REPORT AND PLAN BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To advise Committee of the annual National Improvement Framework plan return which requires to be submitted to the Scottish Government by the end of September 2024. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee: (i) scrutinises and notes the contents of the Moray self-evaluation document progress report; and (ii) agrees the annual National Improvement Plan (NIF) and Stretch Aims return to be submitted to Scottish Government by 30 September 2024. 3. BACKGROUND 3.1 The National Improvement Framework (NIF) for Scottish Education was launched in January 2016. The framework supports the Scottish Government Ambition to achieve excellence and equity for every child in Scotland and guides on the Raising Attainment for All (RAFA) agenda. It places a legal duty on local authorities to actively address the poverty related attainment gap. 3.2 The Framework is underpinned by a series of planning and reporting duties designed to support transparency and accountability. These legal duties have Item 8.* Page 169
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been integrated into the Standards in Scotland’s Schools’ etc Act 2000 through amendments contained in Part 1 of the Education (Scotland) Act 2016. The Scottish Government produces annual advice in December to provide the focus for the NIF for the following year. Prior to December 2021 there were 4 key priorities for action however the 2022 NIF has been updated with the following 5 priorities: • Placing the human rights and needs of every child and young person at the centre of education • Improvement in children and young people’s health and wellbeing • Closing the attainment gap between the most and least disadvantaged children and young people: • Improvement in skills and sustained, positive school-leaver destinations for all young people; and • Improvement in attainment, particularly in literacy and numeracy 3.3 The Scottish Government has published statutory guidance to support education authorities to carry out the legal responsibilities. The statutory guidance clarifies how the 2000 Act has been amended through the 2016 Act in order to: • impose duties on education authorities to enhance equity and promote a reduction in inequalities of educational outcome experienced by pupils as a result of socio-economic disadvantage; • impose a duty to secure improvement in the quality of school education with a view to achieving the strategic priorities of the NIF; and • impose duties in relation to annual planning and reporting; and annual school improvement planning 3.4 Local Authorities must produce a NIF work plan on an annual basis which is then submitted to Scottish Ministers. The purpose of the plan is to outline key actions that the Local Authority will take to address the excellence and equity agenda. The Education Service Plans, reported to a Special Meeting of the Education, Children’s and Leisure Services Committee on 20 June 2024 (para 6 of the minute refers), provided a vision for the Education department and for associated officers within Education Resources and Communities. This vision is under review with all stakeholders and will take place from September. Although the key priority areas do not exactly match the NIF priorities, there were clear links and associated actions within the service plan, cross referenced throughout. Officer workplans were reviewed annually with progress monitored by the Education, Children’s Services and Leisure Committee on a quarterly basis. 3.5 Head Teachers of schools are also expected to produce an Annual School Improvement Plan (SIP) which takes forward developments at a local level. These plans are informed by the NIF, the appropriate Local Authority strategic plan (Corporate Plan, Moray Children’s Services Plan, Education Strategic Plan etc). They are submitted by 30 June each year and are subject to scrutiny by the Quality Improvement Team. All Moray SIPs are aligned with the NIF and local priorities and feedback is provided from the central Quality Improvement Team. Page 170
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3.6 The NIF plan is expected to be in place by the end of September this year. Guidance from the Scottish Government has changed slightly with regards to layout of the standards and quality/self-evaluation element and so this is slightly different to last year. In addition there is the expectation that approaches to equity are clear with case studies and “school snippets” exemplifying work ongoing and impact. 3.7 Literacy and Numeracy have been key priorities for improvement with progress reported regularly to Committee. There has been a focus on wellbeing, additional support needs (ASN) and plans in place to provide further support. However attainment, particularly in the senior phase, continues to be a clear priority area including wider curriculum offer and consortia arrangements to further support learning needs. ASN continues to be in the Education portfolio with actions within the review being reported regularly to Committee. The system is positive about this change with officers, school and nursery leaders regularly meeting together with a common strategic focus. 3.8 Once again in Session 2023/24, staffing issues across nurseries and schools initiated exigencies of the service with central staff redeployed on several occasions. The Federation Policy for Schools, agreed at a Special Meeting of Education, Children’s and Leisure Services Committee on 27 March 2024 (para 6 of the minute refers), allows more flexibility in paired headships to support the service where there has been recruitment issues, particularly in denominational schools. This, along with staff absence, hindered progress in some areas of improvement however the self-evaluation document attached (Appendix 1) gives detail of a number of strategies developed and or updated during the course of the year and work progressing in a number of areas. 3.9 The Moray Education NIF Progress Report Self-Evaluation in Appendix 1 gives a fair and balanced overview of the Education Service and the improvement journey over the course of the last year and in particular showcases through photographic evidence, the work ongoing across the system. 3.10 As part of the requirements of reporting within the Scottish Attainment Challenge, an end of year report for the Care-Experienced Children and Young People (CEC&YP) Funding is included. Further positive progress has been made with the virtual Head Teacher, working closely with colleagues in Social Work and wider partners. We continue to work towards meeting the expectations of the Promise and plan to undertake further training with members and the wider system around the Promise award and expectations of us all as corporate parents. 3.11 As part of the framework for recovery and accelerating progress as published by the Scottish Government in March 2022, Stretch Aims were set for key attainment and wellbeing measures. The self-evaluation document provides information on progress and the NIF Plan 2024-25 (Appendix 2) includes a review of the aims for the coming session. Progress is being made across a number of indicators and they will continue to be a priority in the coming year. 3.12 The key focus for the year was around the following priority areas: Page 171
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• Learning, Teaching and Assessment • Curriculum • Empowered leadership and • ASN Review with this moving to the core Education service 3.13 All teachers were provided with the book Power Up Your Pedagogy and we can see from inspection activity, particularly in primary schools inspected as well as through school improvement visits, that this is contributing to improvement in learning, teaching and assessment. 3.15 Progress will be reported to Committee during normal processes. 4. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) This report was informed by the priorities within the Corporate Plan and 10 Year Plan and in particular to Our People, Our Place and Our Future and A Growing and Diverse Economy and Building a better future for our children and young people in Moray. (b) Policy and Legal The Education Act and Standards in Scotland’s Schools Act have been adhered to. (c) Financial implications The cost of all improvement actions are undertaken within schools existing budgets and through the central Education budget. Any additional funding has been through Pupil Equity Fund (PEF) and Strategic Equity Fund (SEF) allocations. (d) Risk Implications Vacancies in key strategic roles and particular subject areas in secondary is having an impact on improvement. This list grows with recruitment concerns in home economics, sciences, technical as well as maths and English. This, alongside vacant Head Teacher posts across Primary along with staff and pupil absence contribute to the continued risk that even with the planned work, the Council does not close the poverty related attainment gap. (e) Staffing Implications Staff absence, including those in leadership roles, has an impact on the ability to improve service offer. (f) Property There are no property issues arising from this report. (g) Equalities/Socio Economic Impact The National Improvement Framework is aimed at reducing inequalities. (h) Climate Change and Biodiversity Impacts Page 172
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None. (i) Consultations The Deputy Chief Executive, Education, Communities and Organisational Development, Interim Chief Social Work Officer, Quality Improvement Manager, Early Years’ Service Manager, Quality Improvement Officers, Head Teacher SEBN, Head Teacher Care Experienced Children and Young People, Principal Educational Psychologist, Business Support Team Manager, and Caroline O’Connor, Committee Services Officer, have been consulted on this report and agree with the sections of the report relating to their areas of responsibility. 5. CONCLUSION 5.1 Committee is asked to review the evidence provided in the NIF return documents, acknowledge the continued impact of the pandemic and agree the submission to Scottish Government due by the end of September 2024. Author of Report: Vivienne Cross, Head of Education Background Papers: National Improvement Framework Ref: SPMAN Page 173
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Moray Education NIF Progress Report | Self-evaluation 2023-2024 Improving Outcomes…for Moray’s children and young people Lossiemouth High School Prefects 2024 Speyside High School Duke of Edinburgh Bronze Expedition Cluny Primary Planting with Buckie Roots Pilmuir Primary School Glee Choir Espirit de Glee Award Winners New Elgin Primary School Choir at Education Strategic Meeting Keith Grammar School Moray Regional First Lego League Winners APPENDIX 1 Item 8.* Page 175
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2 2 Spotlight on… Elgin Academy Elgin Academy achieves Reading Schools Gold Award Elgin Academy has become the first secondary school in Moray to achieve the gold award in the Scottish Book Trust’s Reading Schools programme. Run by Scottish Book Trust, Reading Schools is an accreditation programme that recognises schools for their commitment to building a culture of reading for their learners and communities. Since achieving the silver award in early 2023, the school and pupils have worked extremely hard to earn that gold status, participating in a variety of events and activities designed to promote the joys of reading. Elgin Academy’s librarian, Shelagh Toonen, and her school improvement group supported by the pupils, have been instrumental in this achievement. They’ve created an environment that not only celebrates the fun and importance of reading but have become proud champions of reading across the whole community. The group has implemented partnerships and family projects such as a reading projects with primary schools and Anderson’s care home, worked with local businesses and held a fundraiser for a book basket to give away to parents in a free raffle. One S4 Reading Leader, Evie Collins, said: “Working towards our Gold Award gave us the opportunity to build connections with our community in and outside of school. It helped us to share our love of reading and to spread the importance and fun of reading with others in lots of different ways.” Bethan Dodd, another S4 reading leader, added: “Achieving Gold has taught us that, even though we have now achieved gold accreditation, we still have lots of creative opportunities to share reading in our community.” Chair of Moray Council’s Education, Communities and Leisure Services Committee, Cllr Kathleen Robertson, said: “A massive congratulations to everyone at Elgin Academy. What an amazing achievement to become the first school in Moray to receive the Reading Schools’ Gold award and it’s so encouraging to see the dedication the staff and pupils have had in sharing reading within the community.” To find out more about the projects the school has been involved with visit the Elgin Academy library webpage. Page 176
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3 Contents Item Page Our Moray Context 4 Section 1: School and ELC Leadership 6 Section 2: Teacher and Practitioner Professionalism 13 Section 3: Parent/carer involvement and engagement 27 Section 4: Curriculum and Assessment 34 Section 5: School/ELC Improvement | Performance Information 52 Moray ELC and Performance 53 Moray Schools and Performance 54 Spotlight on our schools: Buckie Associated Schools Group SEF Case Study 11 New Elgin Primary School SEF Case Study 22 Lossiemouth Associated Schools Group Case Study 30 Elgin High School SEF Case Study and Practitioner Evaluations 80 …School snippets and Spotlights of school activities and achievements are featured throughout …School Snippet… Seafield Primary School pupils enjoyed visit from Poppyscotland’s travelling museum bus Poppyscotland’s bus called Bud pulled in to Seafield Primary School in Elgin and pupils from four classes were invited on board the 18-tonne truck travelling Scotland as part of the charity’s learning work. The charity provides support to former and serving armed forces personnel, and their families. The visit by its interactive mobile museum was organised by Seafield’s Military Families’ Pupil Support Assistants, Emma Connors and Catrina Taylor, who support the children of armed forces personnel attending the school. The children listened to stories, made paper poppies, and learned what the charity has been doing to support service personnel, veterans, and their families since 1921, following the Great War. Morven Snodgrass, Head Teacher at Seafield Primary School, said Bud the bus was a very welcome visitor: “…this was a great interactive opportunity… for all learners to get further insight into what that means for their service families’ peers and also for veterans in our community. We’re very grateful to Poppyscotland for including Seafield Primary on its travels, it’s a visit that won’t be forgotten.” Page 177
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4 4 Our Moray Context Moray Council is the eighth largest council by land area in Scotland, covering 864 square miles. In June 2021, the census population of Moray was 96,410 (23rd out of 32 Scottish local authorities) and one of 24 Council areas noted at that time with a population increase within Scotland. We have 44 primary schools operational, where one Primary School – Crossroads Primary School – remains mothballed. Our secondary school estate comprises of 8 schools of different sizes and contexts, located across Moray. Children with additional support needs receive the support they require within mainstream schools although some may attend an Enhanced Provision or alternative provision for some or all of the time. In Moray, 35.4% of pupils in Primary and 49.3% in Secondary are recognised as having additional support needs, which is higher than the national average (noted as 30.4% of Primary School pupils and 42.9% of Secondary School pupils in Scotland in 2023 with an Additional Support Need – Scottish Government Summary Statistics for Schools in Scotland, 2023). A review of Additional Support Needs with associated change management plan is underway, providing changes to strengthen support for all learners. Moray continues to have areas identified as being in Scottish Index of Multiple Deprivation (SIMD) decile 1, with more families living in decile 1 and 2 (Quintile 1) following Scottish Government reclassification. Four areas in Moray are classified within the most deprived in Scotland. In 2023/2024 in Moray, 383 pupils fall within SIMD Quintile 1 of our school population (3.2%), with a further 1,722 (14.2%) classified within SIMD Quintile 2. In Moray, SIMD does not fully reflect known poverty factors including urban poverty and rural/remote rural community factors. Wider poverty markers including remote rurality, transport barriers and cost of living impact on family disposable incomes available coupled with more urban issues resulting in focussed partnership interventions and targeted funding are known by schools and settings, resulting in support where possible in order to alleviate impact of poverty in equity for all. Moray population estimates suggest that two thirds of the Moray population are of working age, one fifth are aged under 16 years and the remaining one fifth are of pensionable age. In respect of 16-19 years based on Annual Participation Measure (Skills Development Scotland, 2023), 95.4% of young people were positively participating in education, training, or employment in Moray (National: 94.3%). In September 2023, Moray had 905 teachers registered (453 Primary, 452 Secondary) with a pupil: teacher ratio of 13.1. In 2023, 13.8% of Primary School pupils and 10.6% of Secondary School pupils were registered for free school meals, below national averages of 21.3% (Primary) and 18.4% (Secondary) respectively. Average class size is 22.6 across Primary (National: 23.2) with 20 schools classified as accessible rural and 8 schools in remote rural areas. Approximately 180 of our pupils are classified as looked after where at September 2023 Scottish Government census data, 49 of our pupils were also identified as holding refugee status, 7 with asylum seeker status. 141 of our pupils are new to English as an additional language with 158 at early acquisition stage and 209 developing competence in English language. 53.6 of our children and young people per 1,000 pupils are rated assessed and/or declared as having a disability in Moray, above the national average of 31.1. 178 eligible funded 2 year olds 1,961 funded 3- 5 year olds (ELC) 157 deferred entry 5 year olds 6,675 Primary School pupils 5,458 Secondary School pupils 39 Partner Childminders 24 LA Nurseries 39 PVI settings 44 Primary Schools 8 Secondary Schools Head Teacher SEBN + Virtual School Head Teacher Page 178
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5 Our Education Strategic Plan reflects the five National Improvement Framework priorities where this document and the accompanying plan document will now outline our National Improvement Framework Self-evaluation and Key Priorities. In Moray, our local actions are fully reflective of the National Improvement Framework key priorities and aligned to the drivers for improvement: …School Snippet… St Gerardine Primary School proudly secured second place in the Cash for Kids Schools Challenge, raising an impressive total of £10,234.29. With an additional £2,500 prize for their achievement, the final amount raised comes to £12,734.29. Dedicated members of the Parent Council Fundraising Team worked tirelessly, organising a variety of fun and engaging events to raise money. Their hard work has resulted in a significant contribution that will benefit the school and its students. The fundraising events included: Family Quiz and Disco; Beach Party; Charity Shop in Lossiemouth; Sponsored Danceathon with the whole school, featuring crazy hair; Children's Disco’; Bake Sale; Father’s Day Shop; Lucky Square Raffles. Additionally, some of the enthusiastic pupils helped at the local Co-op, showing the strong community spirit that St Gerardine is known for. St Gerardine’s Headteacher, Claire Johnson, said: “We are absolutely delighted with the outcome of the Cash for Kids Schools Challenge. The dedication and hard work of our Parent Council Fundraising Team, the participation of our pupils, and the overwhelming support from our local community have all been instrumental in this success.” Page 179
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6 6 Section 1: School and ELC Leadership Moray Education Vision and Values In Moray Education we aim to improve outcomes for Moray’s children and young people. This vision is currently under review where the service has also adopted the Moray Council values, with our key ambitions for all further provided in the infographic below: Moray Education Strategic Priorities 2023-2024 Following annual review as part of ongoing self- evaluation for service improvement and following restructuring of the Education component of the Education, Communities and Organisational Development division of Moray Council following departure of the Head of Education Resources and Communities, a one year plan for Moray Education was developed. This focussed on key priority areas in order to improve outcomes for Moray’s children and young people as outlined in the infographic to the right. In addition and in agreement with senior leaders across our service, the theme of ‘Supporting all Learners’ was identified as a focus for session 2023/2024 for Education Strategic Meetings and professional dialogue. In order to support us with this, Education Scotland colleagues from the Inclusion team and HMIE agreed to provide regular input and advice as critical friends throughout the session as we continued to review our approaches and integrate as a service. Our Service and Structure Under the direction of the Head of Education (Chief Education Officer) and with regard to Council values of fair, ambitious, improving and responsive, our Education Governance Structure has evolved over time as organisational change has occurred. With recent integration of further service areas to the Head of Education’s span of control, Additional Support Needs (ASN), Social, Emotional and Behavioural Needs (SEBN), Educational Psychology (EP) and Virtual School Head Teacher (VSHT) colleagues now report directly and indirectly through existing line management structures to the Head of Education or delegated Service Managers as required. Our Values Page 180
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7 In summary, our Education service was structured as follows from June 2023: Head of Education (Chief Education Officer) Early Years Schools Wellbeing and Inclusion • Early Years’ Service Manager • Continuous Improvement Officers (2) • Early Years Officers (3) • PT (EYES) • Early Years L&T Teachers (3) • Early Intervention Teachers (7) • Nurseries • ELC Providers • Childminders • Quality Improvement Managers (2) • Quality Improvement Officers (6) • Primary Advisor (1) • Learning Technologists (2) • Primary Schools • Secondary Schools • HT Moray SEBN • Principal Educational Psychologist • Head Teacher (CECYP) • ESO (ASN) • ASN team • SEBN team • Education Psychologists By the end of June 2024, further changes have occurred due to budget decisions. This has resulted in the loss of a Quality Improvement Manager, Learning Technologist, two Early Intervention Teachers and the ESO (ASN). At this time, a Quality Improvement Officer vacancy exists which is currently being held and contributing to vacancy savings. In addition, the Wellbeing and Inclusion section of the service is under a change management review. Communication and Collaboration As we look to the future, we will continue to work together and embrace outcomes of key national reforms and national direction, as well as the necessity to ensure Best Value for all of Moray’s learners locally as we consider notable financial constraints as a Council while minimising impact on service level offered to our schools. Opportunities to collaborate and reflect on key national and local priorities and developments as well as consider policy review and collegiate joint work ongoing are provided throughout the year. This is in the form of virtual briefings, weekly written briefings and document packs, Education Strategic Meetings and wider meeting fora on lead officer remit areas. Secondary Head Teacher Meetings were also held regularly throughout the session supported by wider discussions at Moray Secondary Head Teachers’ Association (MSHTA). March 2023 March 2023 March 2023 May 2023 June 2023 Page 181
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8 8 The Head of Education and Quality Improvement Manager (Schools) supported these discussions throughout the session and provided policy updates and data analysis in order to guide school improvement journeys. A successful introduction of our Head Teacher/Senior Leader guide has provided system wide support and advice including key contacts, policies, processes and procedures and is constantly updated based on feedback from the Consultative Group. The Nursery Manager Network and PVI group meetings were led by the Early Years’ Service Manager in order to discuss key improvement strategies and Scottish Government policy requirements. The Fairer Forum for Moray Group was a key driver in reviewing the sustainable rate with Moray providing one of the highest rates across Scotland. Wider forums exist to both empower and inform leaders at all levels across our system. As part of our ongoing developments framed by our Education Strategic Plan noted above, Moray Improvement Groups (MIGs) were formed in order to take forward across our system, by our system, the following key areas: Oversight of group activity was undertaken by a Quality Improvement Manager with regular reporting to the Curriculum Strategy Group as shown above. As a result of this work, key policies and toolkits have been developed– for example, Early Years’ Transition (MIG 1), Draft Literacy Strategy and Toolkit (MIG 3), Draft Numeracy Strategy (MIG 4), Skills Strategy (MIG 6) and BGE Currriculum Sway (MIG 8). This has allowed for colleagues across our service and wider education system to drive forward improvements, collaborating with one another and partners in realising key improvements linking to national reform. Feedback from a number of participants has highlighted the positive benefit of working with wider colleagues outwith their own contexts in progressing key priority areas as well as ownership of change. Due to staffing issues in our schools and capacity to be released to attend improvement group meetings, some aspects of work have not progressed or were progressed by individual colleagues or small groups. Delay in national reform messages also hindered progress where we acknowledge that further announcements will follow in session 2024/2025. The approach to improvement groups is being reviewed and will take the format of short-life working groups in order to progress key areas identified by Education leaders during strategic meetings in term 4. Page 182
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9 Moray Secondary Subject and Curriculum Groups continued to meet termly with positive feedback received in relation to collaborative discussion, development of common assessments, moderation and understanding standards. A common agenda was provided with central support, guided by our Secondary Head Teachers and Depute Head Teachers who formed Moray Improvement Group 10. A Principal Teacher led each group supported by a secondary Depute Head Teacher, offering system leadership opportunities and empowerment within a framework. Leadership at all levels In Moray, our practitioners have a range of local professional development programmes in order to support them on their leadership journey. These include the Moray Education Leadership Programme (MELP), Moray Education Management Programme (MEMP), Introduction to Coaching, Coaching for Professional Review and Development and the Aspiring Head Teacher Programme. Central officers continue to support the Moray Leadership and Management programmes, extending thinking and practice of participants. The Moray Education and Leadership Management programmes have completed for this session with over 20 colleagues attending various sessions. The Aspiring Head Teacher programme completed in June 2024 where twelve Primary Head Teachers working in partnership with the Head of Education and Quality Improvement Manager, led and delivered sessions to 16 colleagues supporting our wider workforce planning and development. Head Teachers provide mentoring for newly appointed colleagues as well as those undertaking Into Headship. Moray colleagues also participate in a range of Education Scotland professional learning opportunities including Aspiring to Middle Leadership, Towards Headship, Into Headship, In Headship and Excellence in Headship. This has provided opportunities to collaborate with colleagues outwith Moray and look inwards and outwards for school improvement and professional development. We continue to review leadership arrangements across our schools and establishments and as a result, have developed a Federation Policy in order to extend leadership beyond the current paired Headship model. This has resulted in new leadership arrangements now in place in ensuring continued leadership, particularly in denominational schools. Due to ongoing issues in recruitment to Head Teacher (Primary) posts, colleagues have provided support by overseeing an additional school as well as central officers offering leadership support. Early Years establishments have been identified for the Care inspectorate ELC Improvement programme cohort 8 including partner and local authority nurseries. Programme evaluation is being carried at present. A consultative group with representation from ELC, Primary and Secondary met termly with the Education Central Leadership Team. The group were tasked in advance of meetings with gathering views from across their respective colleague networks (Associated Schools Groups, Secondary Head Teacher Colleagues, ELC colleagues) on current and topical issues nationally and locally including progress with the Additional Support Needs (ASN) review. Colleagues were also invited to put forward key agenda points for discussion and further actions. This has led to change in direction in strategy areas and content delivered at Education Strategic Meetings. This session saw the initiation of 1:1 Head Teacher sessions with the Head of Education and a group of eight Head Teachers each term. Discussions held allowed for direct dialogue and feedback with many areas followed up on including opportunities for further empowerment based on individual requests, strengths and development needs. Following competitive interviews, we were delighted to receive notification that an additional Primary Head Teacher and a further Secondary Head Teacher had been appointed as Education Scotland Associate Assessors giving us a total of eight Associate Assessors who are supporting the National Inspection process. One of the Secondary Associate Assessors worked with a Quality Improvement Manager in order to review and update ‘Readiness for Inspection’ guidance and professional learning input to be introduced next session. We have continued to support wider leadership through the Quality Assurance and Moderation Support Officer (QAMSO) role, where they lead and support moderation activities at school and ASG levels on In-service days and during collegiate times. A Quality Improvement Officer is currently leading activity with the Northern Alliance in development of a Learning and Teaching Toolkit in order to sustain the work of the collaborative once funding ceases. Page 183
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10 10 Central Officers lead on a range of key areas including Child Protection, Wellbeing, Equality and Inclusion, Learning, Teaching and Assessment, Curriculum, Professional Learning, ASN and Performance. This has also led to networks forming across Moray led in partnership by central officers and school colleagues. Schools were empowered to lead In-service day planning and delivery as individual schools and Associated Schools Group during the session, with further support offered for secondary school subject and curriculum groups. A secondary Depute Head Teacher currently leads the Depute Head Teacher (Pupil Support) network as well as overseeing the Principal Teacher (Guidance) subject group developments. Page 184
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11 Spotlight on… Buckie Associated Schools Group Strategic Equity Funded Project | £80,000 Buckie Associated Schools Group (ASG) is within a coastal, semi-rural locality within Moray and has a relatively low wage economy with lower rates of employment compared with Moray and Scotland averages. This ASG receives £275,855 pa of pupil equity funding. The current child poverty rate in Moray is 21.3% which continues to rise, year on year. The catchment has a mix of social and private housing and ranges from decile 3 to decile 9 in the Scottish Index of Multiple Deprivation (SIMD). Buckie High School has a low attendance rate with an average of 87.59%, which is below the current Moray average. The average attendance rate for primary schools from the ASG is 93.4%, which is marginally above the current Moray average. 35% of the Buckie High School roll is recorded as having Additional Support Needs with 48 children being recorded as ‘care experienced’ from across the ASG. Project Rationale: Local data interrogation was used to identify this ASG as an area of priority for targeted Strategic Equity Funding (SEF) and feedback was sought from schools within the ASG. This was triangulated with a wide range of quantitative and qualitative data including: SIMD, free school meal prevalence, attainment data, violence and aggression data, health and wellbeing scores. Analysis highlighted that attainment, attendance and wellbeing concerns were emerging from primary 5 onwards in most settings for a significant number of pupils who were adversely affected by poverty. When considering data from the broad general education (BGE) pupils in secondary school, it was evident that pupils were experiencing a range of wellbeing concerns, which were attributed to wider poverty markers. This was impacting pupil ability to attend school and fully participate and engage in classes. Project Description: A parallel project was developed to address the needs of identified primary 5 and secondary BGE pupils; strand one was established to adopt an early intervention approach to address educational and wellbeing concerns being displayed by identified P5-P7s. Strand two was developed in order to support identified S1-S2 pupils in the secondary school who were presenting with maladaptive behaviours which were preventing them from attending and engaging in the learning context. To successfully establish this project, three ASG Headteachers formed a strategic steering group and via SEF, employed a Project Coordinator. This post has been integral to the project’s success. Where the ASG covers a large geographical area, a ‘hub and spoke’ model was adopted to ensure that provision was delivered in schools with a base for the worker identified within the secondary school. This resulted in 27 pupils receiving targeted support in the initial six months of the project’s inception, followed by a further 37 pupils in the latter six months (12 pupils from the first six months continued to access support within this latter period). The attainment advisor adopted the role as a ‘critical friend’ and met with the steering group regularly as well as offering support and guidance to the local co-ordinator. The model for improvement - PDSA cycle - was adopted and used in order to assess how the project could increase its reach and impact. Page 185
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12 12 Evidence from this process was used to increase SEF allocation in 2023/2024 to employ two full time youth workers to amplify the existing project model. This has increased the reach of the project, with new groups being planned and delivered. A relationship-based approach has been used as the vehicle for engagement and workers ensure that that pupils are empowered, and their views are listened to, and acted upon, where possible. Due to the nature of the support offered, group work and 1:1 space was identified within the secondary school. Pupils have a predictable timetabled offer with youth workers, as well as crisis support for pupils that cannot regulate in class and who are presenting with distressed behaviours. This immediate, reactive support allows for de-escalation of ‘big feelings’ and a restorative conversation can take place, before pupils are successfully supported back to the classroom. Group work has been co-designed with pupils to complement the 1:1 support. This utilises social capital to support health and wellbeing, numeracy and literacy groups. To ensure that wider achievements were recognised and celebrated, youth awards have been used to capture pupil successes. This has includes using Hi5 and JASS awards to tackle poverty of experience and poverty of aspirations. Planned Outcomes: A range of planned outcomes were established including: increased attendance rates monitored via SEEMiS; improved Glasgow Motivation and Wellbeing Profile scores, specifically the ‘agency’ category; increased numbers of pupils who will be working at age-related expectations captured via prediction of achievement of a level data; reduced number of late comings monitored via SEEMiS; increased wider achievement opportunities, captured via youth awards. All outcomes set have been informed by a range of quantitative and qualitative data and have a clear baseline set. Outcomes have been set using the ‘SMART’ objective and have been quality assured by the steering group and the attainment advisor. Impact: Robust interrogation of data took place at planned intervals by the project co-ordinator. Quantitative data was cross referenced and triangulated with captured qualitative data. Therefore, the project is confident that the outcomes achieved are accurate and reflect the impact that targeted support has achieved. The majority of pupils who have accessed 1:1 and or group work support have had a significant increase in their attendance data: for those pupils who had a baseline attendance rate of less than 80%, the average increase was 7.5% percentage points. For those pupils who had a baseline attendance rate between 80%-90%, an increase of 5.7% percentage points has been captured. The Glasgow Motivation and Wellbeing Profile (GMWP) was used to baseline and monitor impact of health and wellbeing interventions. Aggregated, post intervention data analysis indicated that all four categories of the GMWP have increased. Most notably ‘agency’ and ‘autonomy’ which have increased by four and three points respectively. Examples of output: • 7 group work programmes have taken place • 52 pupils have received targeted group work programmes • 14 pupils have received targeted 1:1 support • 18 youth awards have been achieved/due to be achieved • 12 of the lowest attaining pupils have completed Hi5 Awards • 3 families have received targeted support “This support has been so much help to ‘PUPIL’, he is now happy to go to school whereas before it was a daily battle and he seems to be more engaged in school work.” [Parent B] “I feel the support has been excellent, I felt like a parent screaming for help and no one would listen. Then ‘E’ came along and actually did listen to both me and ‘PUPIL’. I just feel I have been supported very much by them and can see they do all they can to help!” [Parent A] “I seriously cannot thank the transition team enough. I am truly grateful to them. They are my lifeline for helping ‘PUPIL’ and helping us as a family get the help and support he needs desperately.” [Parent C] “Without the transition team I’d be completely lost and at my wits end, ‘PUPIL’ I believe would have been in a worse position as he does not understand the dangers and wrong choices he was making when hanging around with the wrong crowd. With the transition team ‘PUPIL’ now has a safe place to go to.” [Parent D] Page 186
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13 Section 2: Teacher and Practitioner Professionalism Initial Teacher Education We continue to support our Newly Qualified Teachers (NQTs) where at start of session 2023-2024 we welcomed over 70 NQTs to our Moray schools. They benefit from two induction days in August and a programme of professional development covering a vast array of topics in order to support their first year in teaching, providing foundations for their future. Sessions are led by a number of central officers, school, Education Scotland and wider partnership colleagues including Active Schools Moray where ongoing mentoring and supported is provided at school level. The feedback received from the NQT programme participants is very positive with review based on their feedback year on year. Across the session, a number of senior appointments were made at Head Teacher and Depute Head Teacher levels (including Acting positions), ensuring leadership continuity in our establishments. Our processes are extensively supported by colleagues in schools who serve on recruitment panels as professional advisors. Recruitment challenges remain for a number of Primary positions including our denominational schools which we have worked tirelessly to address in mitigation through our Federation Policy, in discussion with the Catholic Church and Scottish Catholic Education Service. Workforce planning and leadership development is under review with introduction of the Aspiring Head Teacher programme an initial step in order to support succession planning. Continued absence across the Education Service has resulted in officers continuing to support specific establishments, once again resulting in reduced capacity centrally. Despite this, a number of key policy reviews and improvement actions have been progressed and completed. “The support received from my mentor has provided me with the foundations I need for my future career I am so grateful to (Mentor) for all their time, support and patience in preparing me for my career journey.” [Participant A] Moray NQTs – August 2023 pictured with Vivienne Cross, Head of Education “I ‘ticked the box’ and am so glad that I did. Moray is a beautiful part of the world to live and work and the support I have received from my schools, colleagues and peers through networking sessions has been great!.” [Participant B] Page 187
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14 14 Universal Support In line with our Staged Intervention Model as well as the ongoing review of ASN and consideration of how the system can best support all learners, we have developed and hold agreement across the service to deliver mandatory training for all staff for the session ahead. This will ensure that all practitioners have a generic understanding of key supports and approaches. This included: • Child Protection and GIRFEC • Staged Intervention process • Trauma Informed Practice • Relationships: the foundation for solution-orientated practice • Supporting neurodiversity • CIRCLE/Up Up and Away A full programme of training linked with each level of the Staged Intervention process has been shared with the system which will be delivered on request and based on individual context and improvement priorities. Learning, Teaching and Assessment was a key priority area, where every practitioner in Moray was provided with a centrally funded copy of ‘Power Up Your Pedagogy’ in order to support pedagogical development and professional enquiry. A Primary Associate Assessor developed and shared twelve collegiate session activity templates for colleagues to use in their schools as well as a further three colleagues presenting on their planned approach to using the text. Feedback has been positive across schools, with colleagues engaging in professional dialogue and supporting in ‘back to basics’ approaches. Evidence of improvement has been captured during school Quality Improvement visits. All central officers and less than half of Head Teachers attended Northern Alliance events on Learning, Teaching and Assessment with plenary discussion held in order to consider next steps. As a result, there is a growing understanding of the definitions of key pedagogical approaches with need to consider this locally as well as opportunities for learning conversations. Through our membership of Northern Alliance, all staff have had access to a range of professional development sessions delivered by the World Education Summit (WES). A Quality Improvement Officer is currently leading activity with the Northern Alliance in development of a Learning and Teaching Toolkit as noted above. Thursday briefing sessions have provided Head Teachers or their nominated Depute Head Teacher the opportunity to learn about a range of topics from external speakers, including Coordinated Support Plans, ASN Tribunals, multi- agency and 3rd sector partnership approaches and interventions, ELC STEM and Children’s Services, to name key examples. The feedback from the consultative group favours this approach with key learning for all involved. Education Strategic Meetings have focussed on wellbeing and relational approaches, Additional Support Needs, data and evidence informed approaches to improvement. ELC Teaching and Learning team are reviewing approaches to child centred pedagogy as part of the ongoing training and development offer across ELC. “Play Pedagogy” drop in sessions every term are well attended with impact evident through practice observed. Following feedback from our support staff colleagues and based on the recommendations from the Morgan Review, Pupil Support Assistant (PSA) induction training has been developed and rolled out across schools with Enhanced Provisions. Plans were in place for this to be further rolled out to all staff in August 2024 and updated training will be offered during the course of the year. A change in approach to the allocation of support staff to schools based on moderation of need is in development and a plan in place to provide establishments with the budget for support staff so that they may be empowered to employ support staff from an agreed range of posts. This also provides a career pathway for support staff in Moray. Page 188
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15 Early Years The Early Years’ Service Manager issues weekly updates that include opportunities, both locally and nationally, for professional development. The teaching and learning team have continued to support staff development through their Service Level Agreements (SLA’s) and in line with the improvement planning that is setting specific milestones and targets. The Early Years’ teaching team and Continuous Improvement Officers (CIOs) have had the opportunity to work with the Care Inspectorate to upskill further in observation work. This has resulted in a deeper understanding of the approaches taken during unannounced inspections and will support staff teams on their continuous improvement journeys. The Early Years’ Service Manager has collaborated with the Care Inspectorate to ensure that all managers are aware of their responsibilities in relation to the Safer Staffing Act launched in April 2024. Training on the Safer Staffing Act was provided in January 2024. Essential training in both First Aid and Food Hygiene is ongoing throughout the year and the ELC Administration team are working with PVI and LA settings to ensure we meet the basic requirement needs of this area of training. Up to 6 refresher training sessions are offered within the academic year. In collaboration with UHI Moray, Moray Council ELC will support 2 Modern Apprentices (MA) through their SVQ from August 2024. This is a reflection of the success of the previous MA scheme that has been run by the service. Strengthening practice Termly forums are offered by the 2 CIOs to support networking and sharing of good practice amongst Nursery Managers. Attendance is not compulsory however in session 2023-2024 there has been an increase in numbers attending. Termly meetings take place with the Care Inspectorate to foster collaborative working and ensure that any infrastructure works are shared within appropriate timescales. In June the Early Years’ Service Manager facilitated a sharing of practice session where a number of practitioners came together to showcase their ELC service. There were representatives from 4 ELC settings, one childminder showcased her outdoor learning work and the Equity and Excellence leads spoke about PEEP engagement. The Principal Teacher of Early Years and the Early Intervention team have met termly with the Speech and Language Therapists in order to share good practice around universal communication strategies for children. This has then been cascaded to all ELC services to ensure there is a holistic approach to communication. Across the Early Level, the Early Years’ Service Manager has led work to improve transition from ELC to P1. This has been a collaboration between ELC practitioners, senior leaders in both ELC and Schools as well as involvement from Health. The Early Level transition strategy is an accessible document that supports practitioners. It has practical suggestions as to how to provide high quality transition experiences for children and links directly to Realising the Ambition and How Good is Our Early Learning and Childcare. The Childminding Development Officer continues to have regular meetings with the childminding community to support their professional learning. The Teaching and Learning team are starting to offer similar training opportunities to childminders that ELC settings receive and this offer will continue to be developed into 2024-2025. All funded childminders have access to online training through Moray Council and Care Inspectorate, regular signposting is done through the ELC weekly update. Through support from the Childminding Development Officer and professional development opportunities offered, one of our funded childminders in Keith ASG has received a national award for the development of her outdoor space. Hopeman Nursery sharing their approaches to learning walls – June 2024 Lynne Cameron (childminder) receiving Alba Trees Early Years Trophy from Scotland’s Finest woods Awards Page 189
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16 16 Spotlight on… Applegrove Primary School Applegrove Primary School receives National Nurturing Schools Award Applegrove Primary School has been awarded the prestigious National Nurturing Schools Award. The award recognises the school’s dedication to creating a caring and supportive environment for all its pupils. The journey towards the achievement began in 2020 under the leadership of Head Teacher, Heather Murray and class teacher Erin Fraser. They both joined the National Nurturing Schools Programme to foster a caring culture at Applegrove. Despite challenges during the pandemic, all training was conducted online with the help of Nurture UK. Miss Murray and Mrs Fraser shared their training with the entire staff, making sure everyone knew how to support pupils in this way. The award highlights that every classroom at Applegrove provides a nurturing environment. This includes calm corners and worry monsters to help children feel safe and manage their emotions. Over the past two years, the school has seen significant improvements in the social, emotional, and behavioural needs of the students. Head Teacher, Heather Murray, said: “We’re so excited to receive this award. It shows the hard work of our staff and students, and the whole school community. Our nurturing environment helps every child feel valued and supported, which is very important for their growth and happiness. The nurturing approach has made Applegrove a more supportive and inclusive place overall.” Class Teacher, Erin Fraser, added: “Working together with our students and their families has been a wonderful experience. Seeing the positive changes in our students’ well-being and behaviour is incredibly rewarding.” Page 190
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17 Support for Performance data literacy During the session, a key focus has been to continue to support and upskill senior leaders and practitioners in terms of data literacy, analysis and in creation of tools and support materials. This has included: • Further training on individual school/ASG based on Seemis Progress + Achievement • Development and roll-out of training for AnalyseM in order to analyse BGE data including attendance, lateness, exclusions, attainment, progress and predicted outcomes • Data interrogation and analysis • Working with the National link officer, roll-out of National Standardised Assessment (NSA) training with training plan now in place for session 2024/2025 • Insight training with National Insight Officer, supporting senior leaders with data analysis and key messages for school improvement planning • SCQF Ambassador training across our eight Moray Secondary Schools continues • SQA Coordinator Network and advice Our very strong and valued partnership with our Education Scotland Associate Assessor (AA) continues, with collaboration on all Scottish Attainment Challenge funds including PEF, SEF and CECYP with the overseeing QIM and directly with Head Teachers and schools. Regular PEF sessions/drop-ins have been arranged and the AA supported through co-presenting with the QIM at recent Education Strategic Meeting with all Head Teachers/Nursery Managers on attendance and participation in our schools, outlining key National Messages, local data sets and supporting resources and interventions. Wider collaboration includes working with Senior Social Work Manager and QIM through CECYP fund oversight, Virtual School Head Teacher, central officers, and wider colleagues in schools (e.g. SEF Project engagement). Regular, targeted meetings offer both support and supportive challenge in relation to our SAC delivery, including collaboration around data with our emerging approaches continuing to extend data literacy at all levels. Our AA is both an advocate and supportive scrutineer or our SAC delivery. Following the successful introduction to support the rollout of Seemis Progress + Achievement, a bespoke data analysis tool, named ‘AnalyseM’ has been developed by the central education team. AnalyseM Primary feedback received on pilot and roll-out has been very positive with further development of AnalyseM Primary (Curriculum) as requested by our system. Schools using AnalyseM have reported increased staff engagement in data analysis and interventions introduced. On school visits and inspections, use of AnalyseM is supporting discussions for improvement and further work is underway in reviewing our Moray Tracking and Monitoring guidance in line with most recent national advice. Development of AnalyseM (Secondary) is ongoing with completion planned for Autumn 2024. Working with our Education Scotland Attainment Advisor, AnalyseM is being used by a number of schools to review and analyse data in relation to closing the poverty related and wider attainment gaps. As a result, interventions are evidence informed and aligned to the priorities set out in the framework for recovery and accelerating progressing (equity and achievement). Supporting teacher professional judgements on curriculum progress Work has continued on moderation in the Broad General Education in order to further improve practitioner confidence in teacher professional judgements for learner level achievement (Achievement of Curriculum for Excellence levels). QAMSO networks were re-established (Term 4) with drop-in and support sessions offered to colleagues. A Microsoft Team for support materials and sharing practice has been further developed. ACEL Early Indications were gathered during the session with further follow-up support and challenge discussions and review of evidence at school level by the Quality Improvement team. Inspection feedback and school visits highlight that there is an improvement in the robust nature of practitioner judgements in relation to ACEL. Moderation activities are planned to continue during next session with established moderation group and QAMSO network sessions in place. Further dataset runs continue over the summer period (ACEL, NSA) in order to support and challenge school improvement further where required in order to ensure equity and excellence for all learners. Moray Broad General Education Curriculum Progression Pathways have been developed for all curricular areas in order to strengthen teacher planning, delivery of the curriculum and consistency when reviewing evidence and arriving at robust teacher professional judgements. A Quality Improvement Officer has led on developments Page 191
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18 18 supported by colleagues from within our education system, resulting in consistency in format and approach. Schools have reported that progressions have been well received where adopted. Individualised school support on a targeted basis is also provided on request in respect of curriculum building, curriculum rationale and approach to delivery of the curriculum. A Quality Improvement Manager further linked with Community Learning and Development colleagues in order to ensure that any supports or offers were known and available, including how lifelong learning may be supported. Networks and developing practice Our close collaboration with Education Scotland and the Care Inspectorate continues to ensure that there is ongoing dialogue around national standards and expectations locally. Central officers continue to engage with a range of Association of Directors of Education Scotland (ADES) networks and professional learning events. Last session this included: • Early Years Network • Additional Support Needs Network • Personnel Network • Resources Network • Curriculum and Qualifications Network • Performance and Improvement Network • Director’s Forum • ADES Collaborative Improvement • ADES Summer School • ADES Annual Conference These networks meet regularly and a mixture of in-person, virtual discussion and collaboration sessions are held and in addition, building on Covid-19 practices established, the Director’s Forum meets virtually every fortnight. The Northern Alliance – although funding has been reduced since April 2024 – continues to meet regularly where Directors and Heads of Education meet virtually, fortnightly and in person once a term. The focus for this session is learning, teaching and assessment, leadership and a future focus on how to maintain collaboration once funding is ceased. The ADES and Northern Alliance sessions provide vital professional networks and communities of support for central colleagues when undertaking their statutory and wider duties as central teams become leaner. Partnership Groups The importance of preparing our children and young people as they progress through learning at all stages, for their future lives and work has never been more fundamental in what are rapidly changing times. Equipping all learners with the knowledge and skills they require along with wider experience of the world of work is essential for building awareness, generating curiosity and informing future pathways. For Moray Education, our partnership with DYW Moray continues to strengthen and grow, where working together in partnership with our schools, our curriculum continues to be enriched with planned learning experiences preparing our children and young people for an ever changing world with rapid technological, societal and environmental change. In Education following a number of key national reviews of our national curriculum and qualifications including “Putting Learners at the Centre: Towards a Future for Scottish Education” (Professor Ken Muir, March 2022), “All Learners in Scotland Matter: Our National Discussion” (Professor Campbell and Professor Harris, March 2023) and “It’s our Future – Independent Review of Qualifications and Assessment” (Professor Louise Hayward, June 2023), key messages emerge. The importance of enabling all of our children and young people to become successful learners, confident individuals, responsible citizens and effective contributors is ever more central to all that we do. In order to achieve this, Page 192
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19 authentic education-employer partnerships are key to ensuring knowledge and skills development through wide ranging opportunities and experiences. Involvement of our valued business and wider employer partners in meaningful co-delivery of curriculum experiences provides real-life contexts for learning and extending horizons for our learners as we look ahead will continue to extend. Similarly, work-based learning opportunities aligned to developing qualification models which have parity to more traditional qualifications will help develop our workforce of the future. For Moray Education and schools, close partnership working with our DYW Programme Manager centrally and DYW School Coordinators working with our DYW Education leads in schools allows us to look ahead, plan for and enrich educational experiences for our children and young people in Moray. There are so many highlights to mention over the session including careers events, enterprise based activities, employer-led programmes, challenges, STEM based events and mock interviews to name a few, motivating and inspiring our learners and broadening knowledge and skills. As valued partners in our curriculum development and education delivery model reviews, DYW Moray and wider employer partners have supported us through Curriculum Innovation reviews, our ongoing work with Education Scotland Curriculum Innovation team and through our pursuit towards Mission Moray 2030: where we will raise achievement of all children and young people in Moray through delivery of a high quality curriculum; satisfying their desires, talents and the future needs of the world that will surround them, in support of sustained, and positive post-school destinations. Working together with key partners including DYW Moray, Skills Development Scotland, Education Scotland, SCQF, Moray College UHI and Moray Employability partners we aim for our mission to become a reality through a collective response. Most recently, we were excited to work together through our Education-Employer event with over 120 senior leaders from industry and our schools coming together to share experiences, provide information around curriculum reform and qualifications, develop networks and explore future opportunities for partnership working. The strength of collaboration in the room on the day along with formal and informal partnerships emerging continues to grow. Supported by local and national partners noted above, working together with our DYW Programme Manager, our next phase of planning is underway in pursuit of Mission Moray 2030. Page 193
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20 20 Colleagues across Education support a wide range of Children’s Services multi-agency groups which are vital to ensure that shared learning and consistent practice is commonplace across Moray. This has included: • Child Protection Coordinator network • Learning Reviews and sharing of practice • File reading as part of Care Inspectorate Inspection processes • Quality Assurance activity • Child’s Planning and Chronologies • Neurodiversity group • Wellbeing Partnership group • Corporate Parenting Group/Promise • Education and Employability group • Data and Intelligence sub-group • Learning and development sub-group Equity and Excellence – working in partnership with our Attainment Advisor Positive relationships are in place and effective collaborative working takes place with a range of Education Scotland staff. Regular meetings take place between the attainment advisor and the quality improvement manager to explore the Scottish Attainment Challenge (SAC) and emerging support needs. This is a very positive working relationship, which is based on trust and mutual respect. Recent meetings have taken place with the SAC finance officer. This is ensuring that greater governance of SAC spend is taking place and proactive and appropriate action is taken regarding anticipated or forecasted underspend. There have been continued delays meeting with social work colleagues to explore the care experienced children and young people fund. This is being progressed internally. Education-Employer Event | Moray Education-DYW Moray | February 2024 Page 194
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21 All SEF funded posts have been successfully recruited to and projects are being delivered in line with SEF proposals. The attainment advisor continues to offer support with project implementation. A range of regional and national directorate colleagues have been collaborating with staff at all levels of the system. This includes training being delivered by the national improvement framework officer. As a result, teachers have increased understanding and confidence on assessment and moderation. Education Scotland, community learning and development, STEM, numeracy and literacy colleagues have been successfully supporting strategic equity funding and pupil equity funded projects to enhance SAC’s planning and delivery. Feedback from head teachers has been very positive and engagement/training has helped challenge and shape the planning and evaluation process. All staff within ELC Moray are SSSC registered within the first 6 months of beginning employment in a setting. Local authority staff have their registration paid for through the government scheme. The PVI sector are responsible for ensure their own SSSC registrations are up to date. The Early Years’ Service Manager continues to liaise with HR to ensure endorsements are completed in a timely fashion for local authority staff. There is work ongoing with SSSC in relation to recruitment and retention of staff as there is recognition across the sector of a variety of factors that are negatively impacting on the ELC workforce. This also ties in with the Safer Staffing training to ensure we are supporting staff wellbeing. Local Negotiating Committee for Teachers (LNCT) The Head of Education meets with LNCT joint secretaries regularly in order to appraise them of key policy changes, issues and concerns as well as discussing developments underway across the service. Relationships are positive whereby policies, strategies and guidance are well received and endorsed. Key areas of joint work include tackling violence and aggression, supporting the ASN review and the resulting range of professional development activity. In addition, any workforce related matters including how we meet teacher number expectations are reviewed. …School Snippet… Moray Young Musician of the Year - Eight talented local secondary school musicians wowed an audience at Elgin Academy with a feast of musical styles as they competed in the final of the Moray Young Musicians competition in March The finalists, who had all previously won the first round of competitions at their Associated School Group (ASG) level, competed to become the regions entry into the Scottish Young Musician – Solo Performer of the Year. Tomek Meszka, a trumpet player from Elgin High School, was announced as the winner by the adjudicators, Norman Bolton, Highlife Highland’s Music Development Officer and Karen Berry, retired Principal Teacher of Music at Lossiemouth High School. In May, Tomek will represent Moray at the Scottish Young Musicians Solo Performer of the Year final at the Royal Conservatoire of Scotland in Glasgow. Moray Council’s Chief Education Officer, Vivienne Cross, was at the Moray Young Musicians final and said: “The high standard of playing truly shows the amount of dedication and work the musicians have put into honing their craft. Events such as this showcase the unbelievable talent we have in Moray and all the finalists should be incredibly proud of themselves.” More information on the Moray Music Centre can be found here. Page 195
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22 22 Spotlight on… New Elgin Primary School Strategic Equity Funded Project | £52,000 New Elgin Primary School submitted a bid and was successful for SEF funding in June 2023 due to recognition that, despite multiple school-based interventions, they had a cohort of P6 pupils who were at serious risk of exclusion and/or school refusal. There were significant anti-social behaviours from this group and disrupted learning for the remainder of the identified cohort; there was a significant lack of engagement and participation in school as well as social concerns out of school and online. The identified group consisted initially of 8 girls and 5 boys. The 5 boys were the group the school were most concerned about in relation to anti-social behaviours in and out of school alongside non-class attendance. The group of girls were identified as having poor attendance, latecoming, engagement and lack of self-esteem and confidence. A range of school based targeted interventions were already in place and had previously been initiated with variable engagement from pupils concerned: STEM Innovation, Kitchen Club, Nurture, Exchange Counselling, Inclusion Project Coordinator time, Senior Management Team time, Seasons for Growth, Zones of Regulation and ‘Let’s Introduce Anxiety Management’ for a number of the children within the group. Recruitment: A CLD post was suggested at first and advertised, however recruitment to the post was unsuccessful. The team decided that a more appropriate and cost-effective method of staff recruitment would be to team up with the Moray Youth Work Service and appoint a Youth Worker to work from within New Elgin Primary, forging relationships and working with the identified cohort on a 1:1 and as small groups to invest in the areas of the Youth Work Key Outcomes as part of the 7 Up Programme. These are: 1. Resilience 2. Confidence 3. Relationships 4. Communication The school did not require to fund the Youth Worker from the SEF budget but instead worked in partnership with the Moray CLD team to utilise existing and trained staff. This meant that allocated funds could be redirected to procure resources and interventions as agreed through revised plan. The Youth Worker joined New Elgin Primary in January 2024. To help build those early relationships and help ‘put a face to a name’, the Youth Worker joined the P7 residential Trip to Abernethy in October 2023. Prior to the Youth Worker starting in January, the DHT and HT met with the group of identified pupils to explain the project, get their input and voice, baselining their scores on how they perceived themselves against the outcomes and also complete a wellbeing web. These would be revisited later to show growth, increased awareness and impact. In addition to the Youth Work measurement tools the HT purchased a resource called RISE (Resilience in Schools and Education) to use to work through key areas of development identified by staff and the pupils themselves. Page 196
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23 These areas are as follows: 1. Competence 2. Contribution 3. Confidence 4. Connectedness 5. Character 6. Coping 7. Control 8. Enjoyment Youth Work Key Outcomes All pupils showed an increase of understanding of the outcomes as they participated in the work using RISE. It became apparent that, particularly with the most challenging pupil group, their awareness of how their own skills were lacking in the areas grew as they undertook exploration around what these skills looked like and felt like for them. Nevertheless, almost all pupils showed an increase in their own views of how they were able to manage themselves under those key outcomes. What was heartening to see was that in the final evaluations in June compared to their initial evaluations in January, they had grown both in ability to cope and in awareness. The areas of development they identified were in alignment with staff views which shows a real awareness and accountability which is useful information to share with secondary colleagues as part of transition. The key areas requiring further inputs are communication, resilience, relationships and confidence. This awareness of their own strengths and areas for development is key for these young people to have greater self-efficacy and a sense of agency as they move on to Secondary Education. Youth Worker Role and Responsibilities ✓ Daily Health and Wellbeing check-ins first thing in the mornings and at break and lunchtimes ✓ Parental phone calls as required ✓ Plan, resource and organise activities for a Youth Club running weekly each Wednesday evening ✓ Plan and deliver activities to submit evidence and apply for Awards ✓ Attend Ignite and Earthtime days to support the children and measure development of key skills ✓ 1:1 sessions using RISE ✓ Cooking sessions ✓ Science Sessions ✓ Planning Summer events to aid transition Ignite and Earthtime Sessions These proved popular and yet placed high demand on the pupils. The impact captured was as follows: ✓ Contributed to accreditation as well as improved confidence and resilience within pupils ✓ Attendance and participation improved ✓ Increased mental and physical health ✓ Pupils were able to use their learning and skills in different settings ✓ Pupils worked as a team and improved their communication and problem solving skills Youth Club The school were also keen to maximise working in partnership with the Youth Work Team by running a Universal Youth Club for the whole P7 cohort. This had never been done before and despite initial concerns, it was hugely successful. The club happened every Wednesday night, held at school and run solely by the Youth Work Team. The Youth Worker was joined by 3 of her colleagues, UHI students and secondary volunteers. The activities on offer have included: face painting, circus skills, karate, science experiments, messy play as well as games, crafts and sports. Page 197
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24 24 The attendance at the Youth Club has been high and consistent (average of 30 pupils per session) with the pupils being involved in planning and suggesting the activities they wanted. There have been few issues, only occurring in the early days, which was attributed to the fact that they children were simply not used to socialising in a positive, semi-structured way without strict supervision from school staff. However, once boundaries and been established, they settled down and continued to attend positively. The most positive outcome is where the cohort of pupils presenting as more disengaged have regularly attended alongside other pupils and been able to turn any initial adverse issues around and learn to interact and enjoy themselves in a positive and fulfilling way. In the CLD community survey many of the attendees stated that the Youth Club was the only after-school Club they attend with wider reach to more pupils. The impact on the rest of the year group has also been very positive. For example, 11 pupils were entered into a Young Artists competition and were awarded with certificates after their drawings were selected to be published in a book as part of the book’s illustrations. The school plan to purchase copies of the book when released and have in the school Library. Another by-product of the project is that 8 secondary pupils have regularly volunteered at the Youth Club, being positive role models for the children. What was particularly rewarding is that some of the volunteers were ex-pupils who themselves had their own developmental journeys when at school. Working in Partnership with Moray College UHI, 2 students helped out on placement as part of their studies. The variety of trusted youths and adults proved to provide children with role models who were able to model positive relationships. Achievements For many of the identified group, self-esteem, confidence and resilience and poverty of opportunities they have had to achieve success have been initial issues identified. The Youth Worker was determined to provide the group with opportunities to succeed and achieve awards, embarking on Hi5 Awards, JASS Awards (Join in Award Scheme), MADE Art Awards as well as entering national competitions as detailed above. Certificates and details of these achievements and awards were celebrated and presented at Whole School Assemblies. ✓ 3 pupils achieved JASS Awards ✓ 12 pupils achieved Hi 5 Awards ✓ 7 Saltire Awards were completed by volunteers ✓ 4 pupils are currently completing Bronze Arts Awards Feedback and evaluations: PUPILS: 15/16 pupils felt like having a youth worker has helped them this year and stated the following: She has helped me try new things and make new friends Earthtime on Fridays is fun and it helps me not being always in class I have someone to talk to and help me She helped me when I am feeling upset or annoyed and has always been available when I need to talk to her She is available to people who need her and is helpful and caring Youth Worker has helped me because she gave me the opportunity to develop a new skill She has given me new opportunities Page 198
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25 • When asked what they felt the areas they have improved most on the 2 key areas, showing most improvement was in taking part in new activities and working with others • 7 pupils have been involved in regular group work • 6 pupils in regular 1:1 work • 14 pupils regularly attended the Youth Club • 5 pupils regularly accessed break and lunch drop-in sessions to discuss any worries • 8 pupils attended the Ignite programme with Outfit Moray and outdoor learning with Earthtime • 12 pupils achieved awards through Hi 5, JASS or MADE • 15/16 pupils stated that they would like to continue the relationship and support from the Youth Worker when they are in S1 in High School PARENTS: All parents who responded to the questionnaire stated that they felt that their child had benefitted from having a Youth Worker this session, stating the following: ✓ The main areas they had seen improvements in their child were self-esteem and working with others ✓ Most parents thought that their child having access to the Youth Worker in S1 would be beneficial Final Data: Whilst the main aims of this project were engagement and participation there has been notable gains in Attendance, Inclusion and Attainment and Achievement. All pupils have shown improvements in engagement and participation. Next Steps: Following the June Governance Meeting, the group which consisted of the HT, DHT, Youth Worker, CLD manager and Attainment Adviser all agreed that it would be a positive step to not only continue the work for the next P7 cohort but for the Youth Worker to work in the High School also to continue to provide support to the pupils as they settle in to their secondary education. It was also recognised that the success of the Universal P7 Youth Club should be continued and opened up to the ASG P7 pupils to help form friendships in a positive environment, pre transition as has been experienced at New Elgin Primary School. X has really enjoyed and looked forward to her time with Youth Worker Youth Worker has taken the time to get to know X She has helped X in situations where people often automatically blame X and has taken the time to listen and hear his version of events My child has looked forward to coming to school on the days he sees Youth Worker Page 199
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26 26 Spotlight on… Dallas Primary School Dallas Primary School helps children access their right to play at Christmas The pupils of Dallas Primary School have spent time making LEGO® hearts to help gift LEGO® sets to children who are less fortunate. The LEGO® brand ran an initiative where children make a heart from their own LEGO®, share it on social media using #BuildToGive, and in return LEGO® will gift a set to children across the world in hospitals, children’s homes or vulnerable communities for every heart shared. As a Rights Respecting School, the pupils in Dallas jumped on this opportunity to ensure more children accessed their right to play. The children made 50 hearts in total and are delighted they’ve helped bring joy to 50 other children around the world this Christmas. The scheme taught the pupils that not every child is as fortunate, and some will not get toys this Christmas. It showed how their actions can directly affect another person for the better and a simple gesture can share some much-needed joy and positivity. Dallas Primary School Head Teacher, Mairi Grant, said: “I’m delighted that the pupils got so involved and excited about making these LEGO® hearts. This initiative was an excellent way to teach the children about giving back and we wanted to spread the word so more people can get involved and help to ensure more children can have the opportunity, through LEGO®, to play this Christmas.” Chair of Moray Council’s Education, Communities and Leisure Services Committee, Cllr Kathleen Robertson, said: “I love to see pupils getting stuck in and finding unique ways to give back. Dallas Primary School has helped to give 50 children a Christmas they deserve, and they should be very proud of that.” For every heart shared on social media or on LEGO® Life using the hashtag #BuildtoGive before 31 December 2023, the LEGO® Group will donate a LEGO® set to a child in need of play. The aim of the initiative is to give 1.5 million children across the world the chance to play this holiday season. The sets are distributed through the LEGO® Group’s network of local charity partners in 24 countries around the world. Page 200
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27 Section 3: Parent/carer involvement and engagement Policy, interventions and impact Several key strategies and policies are in place which support the engagement of children and families most impacted by poverty. Parental engagement is a key driver in the Moray Raising Attainment Strategy. The strategy recognises that children and families need to be actively engaged in transitions and that establishments need to develop plans to support family learning. A parent survey (2021-2022) provided views on parental involvement and engagement and there are plans to repeat this in the coming session. As a result, feedback has been used to inform the recently approved ‘Parental Engagement Strategy 2023-2025'. This strategy has been developed by a steering group of parents, pupils, teaching and early learning centre staff, taking account of national and local priorities. This has an appropriate focus on equity. Health checks considering family learning and partnerships have been incorporated within this strategy to align with our Moray Quality Improvement Framework and processes. It is envisaged that this will assist schools to highlight what they are doing well and focus on key areas of improvement. From this, bespoke action plans will be developed to address priority areas. An increasing number of schools have developed Parent/Carer friendly School Improvement Plans in order to support ownership by parents/carers of priorities which are pertinent that may be supported by them. All Associated School Groups have Home School Link Workers (HSLWs) in place to support the engagement of families. A number of secondary schools have inclusion, equity and wellbeing teams in place to support young people and families, including Inclusion Project Coordinators and school counsellors. The majority of HSLWs are employed via PEF. HSLWs have an appropriate focus on equity. The majority are aware of and sensitive to family socio-economic circumstances, challenges and barriers. In almost all cases this has resulted in positive relationships with families based on trust and respect. As a result, an increased number of parents and carers are confident to engage with schools in supporting their children’s learning. All 2023-2024 Strategic Equity Funded (SEF) projects have recruited either HSLWs or youth workers. A focus of SEF posts is to offer support to pupils and families to improve attendance and late coming. As some projects are in their infancy, impact is yet to be fully captured and measured for all. Reviewing and amending the attendance and exclusion policies and packages of support available for alternatives to exclusion is planned for the 2024-2025 session. As a result, this will provide renewed strategic guidance on supporting families to improve attendance and late coming. This will be strengthened by the newly developed ‘AnalyseM closing the gap’ data analysis tool. Care Experienced Children and Young People (CECYP) funding has been used to employ a Virtual School Head Teacher (VSHT). This postholder is currently reviewing data held on children and young people with care experience and gathering feedback from practitioners on areas of development. Priority areas of focus moving forward have been identified. As part of this role, the VSHT will quality assure schools’ approaches to parental engagement using a newly developed self-evaluation tool. This is to consider the role of corporate parents, and approaches to achieving equity for children and young people with care experience. The VSHT took up post in 2023, with impact being captured and measured. There are a large number of positive examples from primary and secondary schools where targeted approaches have been applied to helping parents including those experiencing socio-economic disadvantage with supporting their children’s learning (e.g. shared learning, use of online platforms, open afternoons). This included weekly shared learning sessions for parents and carers, focussing on short literacy and numeracy rich sessions which created opportunities for teachers to model the language of learning to families. As a result, feedback from parents who attended was extremely positive, with most families attending on a regular basis. A wide range of partners are part of effective collaborative practice. This has resulted in targeted and needs led family learning opportunities for marginalised groups, such as families affected by poverty, military families and refugees. Military families are further supported through the Dandelion project and the Education Support Officer who leads this. Schools with a high proportion of miliary families have also bid successfully for additional funding Page 201
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28 28 in order to support pupil and family wellbeing through Armed Forces grant funding with positive interventions resulting. Attainment Scotland funding has been used in the majority of schools to remove barriers to learning caused by socio-economic challenges. This includes providing additional experiences and opportunities to participate in a range of extra-curricular activities. For a few, this includes excursions and residential experiences. As a result, pupils report feeling more included and increased affiliation. Effective multi-agency approaches are adopted in the majority of schools, which includes referrals to key partners such as Moray food and clothing bank and local churches and youth groups. As a result of this, support is provided in the evenings and weekends for vulnerable families. Schools are expected to have effective systems in place to ensure parents and carers, pupils and other key stakeholders are meaningfully involved in planning for equity. A minority of schools actively engage partners and parents in the PEF planning process. This is an area of development. The attainment advisor, where appropriate, is brokering relationships between schools and external partners such as community learning and development and the third sector. Participatory budgeting (PB) has featured in a few PEF plans. As a result, pupils and their families have directed support in a meaningful way to best meet their needs. Overwhelmingly positive feedback has been received from pupils and their families who have been involved in PB PEF projects. The Child Poverty Action Plan has been encompassed in the Children Service Plan (2023-2026). This key strategic document is sensitive to families facing socio-economic challenges and cost of the school day (COTSD) features within it. It is noted that improved joint working between the Child Poverty Group and transport and housing departments will improve understanding and address the specific challenges faced by families experiencing poverty. COTSD guidance has recently been developed which evidences the outcomes and outputs achieved by two COTSD project workers. As a result, all schools accessed training on COTSD with a few schools accessing direct support. In turn, schools developed action plans to reduce the COTSD. Good practice has also been shared locally and nationally. The majority of schools have reviewed and adapted their approaches to costs associated with the school day. For example, removing charges historically associated with fundraising and minimising events such as non-uniform days. 1,562 pupils, over 200 parents and over 100 school staff were consulted with and participated in a variety of workshops on COTSD which led to the impact noted above. …School Snippet… Speyside High School - An episode of Planet Earth III, which pupils from Speyside High School provided a voiceover for, aired in April as part of Earth Day Pupils from the school were invited to take part in a voiceover recording project, where they voiced a section of the Wonders of Nature episode that originally aired on New Years Day. Speyside High School was one of five schools in the UK chosen to take part, thanks to the initiative of one of their pupils. Head student, Leah McGillivray, previously responded to a call from the BBC about fundraising for last year’s BBC Children in Need appeal. While all other responses were completed by teachers, Leah was the only student to send a submission. This caught the interest of the Planet Earth III project team and they approached the school to take part. The full episode can be found on BBC iPlayer. Speyside High School Head Teacher, Patricia Goodbrand, said: “I’m so proud that the initiative of one of our head students could lead to an opportunity such as this. We’re focused on getting our young people engaged with nature in a more proactive way and experiences like this really encourage are students to participate. Thank you to the entire Planet Earth III team.” Page 202
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29 Engagement with parents All schools have a Parent Forum and Parent Council in order to involve parents in school improvement and gain their views and voice on key school developments. As a local authority we support access to Connect (formerly the Scottish Parent Teacher Council) who provide support, advice, insurance and training on key areas. All Parent Council Chairs are invited to attend Moray Parent Forum, which is a meeting held termly, chaired by a Quality Improvement Manager, in order to receive key updates and consult them on service and policy development. This has included key topical areas including ICT, national curriculum reform, ASN review, Learning Estate etc. On Education, Children’s and Leisure Services Committee a parent representative serves in order to provide the views of the wider Moray parent body. As noted in section 1 above, we intend to consult with parents/carers in the forthcoming review of service vision and values as would be common practice across our schools when undertaking a similar exercise. Through Home Education oversight, we also support 92 children and young people in Moray registered with us, in line with statutory duties. Targeted engagement with parents During the course of the session, more targeted engagement with individual and specific groups of parents has been undertaken including: • 2 open public sessions with parents from Forres Academy following the discovery of Reinforced Aerated Autoclave Concrete (RAAC) at Forres Academy which resulted in Frequently Asked Questions (FAQs) being developed in real time in order to respond efficiently to parents as issues emerged. This followed closure of a significant part of the school building and transportation of pupils to three other secondary schools and Moray College UHI. Parents felt better informed and number of queries reduced as a result of this action • Engagement with individual parents and the parent forum on the mothballing of Crossroads Primary School resulting in successful transfer of pupils to alternative school locations • Learning Estate engagement events at Buckie, Forres and Elgin in order to inform parents and seek their views on the future learning provision in these localities • Consultation with parents regarding plans to move to new paired Headship arrangements including all communication in follow-up to queries raised • As part of the ASN review, ongoing engagement with representatives of the Moray ASN Parent/Carer Action Group for gathering and seeking views and sharing plans for the future • Where parental complaints are received, they are investigated based on the agreed headers of complaint and the outcomes that parents desire following investigation and review • During 23-24 our 2 Equity and Excellence (EEL) practitioners have focused on supporting children and families in both Buckie and Forres ASG through PEEP sessions. PEEP sessions in Buckie have grown in success since they started in 2021. Currently the EEL offers a universal group for children from 8 months to nursery age. Generally, most of the families that access this PEEP group have been referred by Health or Community Nursery nurses • In Forres ASG we have seen Toddler PEEP start with a universal focus. At time of writing there had been 17 families offered spaces with between 10-12 regularly engaging. Furthermore 6 families have been offered long term targeted support through PEEP Family and Peer support groups which includes parents taking on a lead role within the groups and the EEL offering 1:1 sessions with some children and families. Throughout 2023-2024 there were 21 families that engaged and completed the EarlyBird programme Parental involvement in recruitment and selection Through Moray senior leader recruitment and selection policy, parents/carers are involved in short leeting and final interviews for Head Teacher and Depute Head Teacher appointments. As full voting members of recruitment panels, parents/carers represent their school communities and provide their views on candidate performance and fit for their school community. Parents/carers feed back on the transparency of the process and that their voice is heard and there are included in decision making in the best interest of their children. Page 203
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30 30 Spotlight on… Lossiemouth Associated Schools Group Strategic Equity Funded Project | £48,700 Lossiemouth Associated Schools Group (ASG) is within a coastal locality serving pupils and families from Lossiemouth, Burghead and Hopeman. Moray has one of the lowest average incomes in Scotland where the traditional industry of fishing has now largely been replaced by oil and gas service industries; with tourism, leisure, care and renewable energies now increasing sources of employment. Local data interrogation was used to identify this ASG as an area of priority for targeted Strategic Equity Funding (SEF); feedback was sought from schools within the ASG. This was triangulated with a wide range of quantitative and qualitative data including: SIMD, free school meal prevalence, attainment data, violence and aggression data, health and wellbeing scores. Analysis highlighted that attainment, attendance and wellbeing concerns were emerging in most settings for a significant number of pupils who were adversely affected by poverty. When considering data from broad general education (BGE) pupils in secondary school, it was evident that pupils were experiencing a range of wellbeing concerns, which were attributed to wider poverty markers. This was impacting pupil’s ability to attend school and fully participate and engage in classes. Project Description: A three year project was established as a result of SEF funding, noting that at that time only 12% of children in the ASG are entitled to PEF. However, 30% met wider poverty indicators. The aim of the SEF project is to see positive impact on attendance, attainment and progress data and it is also hoped that by increasing attendance there is a deepening of belonging to community for targeted children as well as narrowing of the wider poverty related attainment gap identified above. It was further hoped that this would reduce some of the incidents of anti-social behaviour that has been seen across the Lossiemouth community. • Year One was initiated and adopted a relationship based approach to supporting children and families presenting with a poverty related attainment gap (PRAG) and behaviours which were preventing them from attending and engaging with their peers and the learning content and reaching their full potential; a Home School Link Worker (HSLW) and Project Coordinator (Depute) established in post • Year Two will continue to further develop the role of the HSLW within the community, linking to other agency support and increasing the remit of the HSLW to include out of school hours support (after 3pm and during school holidays) for families • Year Three is to build on work completed and to develop a one stop wellbeing hub for the Lossiemouth ASG community To successfully establish this project, the Headteachers from the ASG employed a project co-ordinator (one day per week Depute Head Teacher), a post integral to the project’s success. Due to the coordinators skills and ability to interrogate the local data and develop robust relationships across the ASG, an offer of group work and targeted 1:1 support was made to identified schools and pupils who had a PRAG. The ASG covers a large geographical area, meaning a ‘hub and spoke’ model was adopted to ensure that provision was delivered in schools with a base for the worker identified within St Gerardine’s Primary School. Appropriate space within the local community has also been used for those pupils who struggle to cross the school threshold (e.g. Lossiemouth library and the local park). Page 204
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31 The co-ordinator ensures that pupils played a critical part in planning and used feedback from children and young people to shape the offer of support. The co-coordinator has also led the HSLW in delivering appropriate support and interventions for pupils and families. A steering group has been established which consists of the Head Teachers from across the ASG as well as the Project Coordinator. The steering group plan to regularly meet to discuss the strategic aims and direction of the HSLW role and to assess the impact so far. At the beginning of the project in November 2023, the project coordinator developed a range of protocols to support the referral process for schools across the ASG to follow. These protocols included: 1. HSLW criteria for referral created based on PRAG (attainment, attendance data and wider poverty indicators) 2. HSLW referral form developed alongside HSLW criteria 3. HSLW referral received pathway created 4. Lone worker policy/protocols The project coordinator presented these protocols for approval at a Head Teacher ASG meeting. This resulted in 17 pupils receiving targeted support in the initial six months of the projects inception, followed by a further 5 pupils in the latter six months (14 pupils from the first six months continued to access support within this latter period). Next academic year it is planned to increase the caseload substantially by offering more group work opportunities for pupils. 20 families have been offered support from the HSLW. 14 responded positively to the support offered by the HSLW and have engaged well. 4 of the 20 families have accepted signposting support from the HSLW and a lighter touch check in. In August, HSLW training is planned, led by the Project Coordinator, to include scenario scripts, home visit protocols and scenario role play discussions will aim to support the HSLW when supporting families facing challenges. This year, there has been protected time in the timetable for the Project Coordinator and HSLW to meet to discuss a weekly update. The Project Coordinator has supported the HSLW to plan the next steps for each family and pupil. Protected time for the continuation of weekly update sessions between the Project Coordinator and the HSLW team to continue next academic year and to include reflection on challenging situations and visits from the week and planning the next steps as a team to ensure consistency of approach. The PDSA cycle was adopted as a model for improvement and was used to assess how the project could increase its reach and impact (e.g. newsletter, coffee morning support). A relationship-based approach has been used as the vehicle for engagement and workers ensure that pupils are empowered, and their views are listened to, and acted upon, where possible (e.g. sticker voting for the items in the Holiday bag and planning of the After School support). Due to the nature of the support offered, group work and 1:1 space was identified within the base school. This not only gives the HSLW and project coordinator a base, but the space has been transformed into a warm, welcoming area for pupils to undertake targeted 1:1 support and group work. The creation of a safe space was a critical part of the project and continues to be a ‘work in progress’ to reflect the emerging needs of pupils. An example of this will be the continuation of kit bag nurture sessions next academic year. When delivering support in other schools, safe spaces have been identified to work in which pupils are familiar with and comfortable working in. Pupils have a predictable timetabled offer with the HSLW, as well as crisis support time available to either support pupils that cannot regulate in class and who are presenting with maladaptive behaviours or to spend more time during a home visit with parents should the need arise. The ability to give immediate, reactive support allows for de-escalation of ‘big feelings’ and a restorative conversation can take place, before pupils are successfully supported back to the classroom or to help create headspace for parents by supporting them to identify and work through a stressful event. To both structure the support given by the HSLW and to ensure that wider achievements are recognised and celebrated, youth awards have been used to capture pupil's successes. This has included using Hi5 and Dynamic Youth awards to tackle poverty of experience and poverty of aspirations as well as being a positive reason for the pupil to come to school and engage. “The help given to complete my housing forms, it has really helped to take a weight off my mind” [Parent A] Page 205
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32 32 Examples of group work that has taken place, which has been co- designed with pupils include a girls baking group, a bike maintenance course, wellbeing walks and a summer trail around Lossiemouth. There are many more group ideas planned for the next academic year, including a photography competition and celebration event which will link to a display in the community, an ‘I love animals’ group and an after school group. Collaboration with other key local partners has ensured that a range of holistic supports can be offered to pupils and families. This has included collaborating with the local CLD worker to arrange targeted support for families who have a poverty related attainment gap, joining up with funding from Aberlour/Multiply to provide four 2 hour family cooking sessions during the summer holidays and collaborating with Moray Food Plus to provide nurture lunches/kit bag sessions. Continuing to utilise local contacts and recognising the social capital within the area, next academic year will ensure that pupils are offered a range of exciting opportunities including an orienteering course with Moravian Orienteering. Referrals to partner agencies who have expertise in financial support, family learning and mental health have also taken place. This is ensuring that a holistic approach is taken to address underlying and presenting needs. The Lossiemouth ASG HSLW team are therefore clear in what they can support and when partners are needed to offer bespoke expertise. Reflecting on feedback received from professionals and from pupils and their families, the project is considering how they can offer enhanced support over the holiday periods. Therefore, using the PDSA Cycle, an adjusted delivery model is being considered for the 24/25 period. Evidence from this process has been used to secure an uplift of SEF in 2024/2025 to employ two HSLW in order to amplify the existing project model. This will increase the reach of the project, with new groups being planned and delivered. The aim is to develop a family wellbeing hub within the local community to enhance this project and to ensure that support is sustainable. The project coordinator has promoted Excellence and Equity throughout the project by delivering universal support for all pupils and families across the ASG. Excellence delivered through informative weekly newsletters, website page development, and parent drop-in coffee morning sessions and holiday activity posters. Equity delivered through targeted parent drop-in sessions and targeted individualised holiday packs. Planned Outcomes: A range of planned outcomes were established including: - Increased attendance rates monitored via SEEMiS - Improved Glasgow Motivation and Wellbeing Profile scores - Reduced number of late comings monitored via SEEMiS - Overcoming barriers for learning - Increased wider achievement opportunities, captured via youth awards - Increased positive parental engagement and voice - Equity and Excellence for all through a universal support offer and targeted support offer All outcomes set have been informed by a range of quantitative and qualitative data and have clear a baseline set. Outcomes have been set using the ‘SMART’ objective and have been moderated by the attainment advisor. Impact: Interrogation of data took place at planned intervals by the project co-ordinator. The review schedule was an initial 4-week support period followed by a mini support review followed by a further 4 weeks of support to meet the evolving needs of the pupils and families. The Project Coordinator will plan and send out a timetable for the ASG so that referral windows and review weeks are known in advance by all. Referral data (SEEMIS data) from November 2023 was used to identify 17 pupils with a PRAG (poverty related attainment gap) from across the ASG. The 17 pupils are now 16 pupils, as support was withdrawn from one pupil. “PUPIL, has really enjoyed working in her baking group. She has come home happy and we have even been baking at home” [Parent B] “I didn’t know where to go for help when I didn’t have any money for food. I was at my wits end and then the HSLW arrived with a food voucher and it changed my week” [Parent C] “It is a real breakthrough that PUPIL could show her true feelings in front of you [Parent D] Page 206
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33 Attendance • 9 of these pupils had attendance of 80% or below. (Overall average attendance 50.66%) • 3 of these pupils had attendance of 50% or below. • 9/9 (100%) of above cohort have increased their attendance by 3% or more. Overall average attendance of this cohort is 68.1% (increase of 17%). • 1 of the under 50% attendance cohort support was withdrawn • 2/2 of above cohort have increased their attendance by 3% or more • Overall average attendance of this cohort is 19.5% (increase of 17.5%) Family Support There has been increased engagement with the Parent Coffee morning sessions, with parents now bringing a friend along where the last session has 6 parents, 3 of whom are planning to participate in the holiday cooking sessions. Parents are commenting positively about the weekly newsletter and that it is supportive. Next academic year the Project Coordinator will use the PDSA cycle to make it possible to capture meaningful data. The HSLW records of contact for families also show positive engagement evidence. We have a number of parents who have also engaged positively with outside agency support signposted or arranged by the HSLW team. • A driver diagram has been populated which ensures impact aligns with the mission of Scottish Attainment Challenge and local stretch aims • The majority of pupils who have accessed 1:1 and or group work support have had an increase in their attendance data • To measure baseline data and to monitor impact of interventions and support for motivation and wellbeing, The Glasgow Motivational Wellbeing Profile (GMWP) was used. We will develop the use of this as a tool next academic year but will focus on one or two areas which are most clearly aligned with the referral • Post intervention data analysis is still to be analysed but anecdotally it looks like all four categories of the GMWP will have increased. SEF project outputs and impacts: ✓ 6 group work programmes have taken place ✓ 16 pupils have received targeted group work programmes ✓ 22 pupils have received targeted 1:1 support ✓ 9 youth awards have been achieved/due to be achieved ✓ 20 families have received targeted support, most of which have started the ‘Five Step Family Plan’ developed by the Project coordinator Forres Academy Awards Ceremony | 2024 Elgin High School Award Recipients| 2024 Speyside High School Duke of Edinburgh | 2024 Page 207
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34 34 Section 4: Curriculum and Assessment Improving our Curriculum and Assessment Following review of our Education Strategic Plan, post ADES-Education Scotland Collaborative Improvement Event in February 2023, key areas of work were taken forward by Moray Improvement Groups during session 2023/2024. In Moray, following our work in partnership with ADES and Education Scotland colleagues, our key question with regards to improving our curriculum and assessment remains: How do we raise attainment and achievement of all children and young people in Moray through delivery of a high quality curriculum: satisfying their desires, talents and the future needs of the world that will surround them? A model for Curriculum Strategy Group and Moray Improvement Groups was initiated with focus on ten key areas identified from self-evaluation for prioritised work, led by our system for our system. Positive impact was realised from groups as outlined below: Moray Improvement Group 1: Early Years’ Transition • Early Years-Primary Transition Strategy agreed with sessions organised for all practitioners, including training and support materials. This will support consistency in approach to curricular and pastoral transitions. Examples of good practice are being shared and universal transition story agreed for use. Feedback from the education system is positive with transitions strengthening year on year, where inclusion of a parent guide was recommended following system feedback Moray Improvement Group 2: Primary-Secondary Transition • The Primary-Secondary Transition group met to consider transition approaches and resources. However, staff absence impeded progress and this will be taken forward in the coming session. Link has been made with ELC-Primary transition group in support of common approaches Moray Improvement Group 3: Literacy Strategy • Following review of all areas of Literacy – Phonics, Reading, Spelling, Listening and Talking and Writing – and consideration of national guidance and research, a draft strategy and support toolkit have been developed. Following system feedback, further refinement of this strategy and toolkit will take place prior to becoming a live strategy. Literacy progression developed and in place Moray Improvement Group 4: Numeracy Strategy • Following research and looking outwards, a Numeracy Strategy and Action Plan have been drafted for final refinement following system feedback. Further promotion of the Northern Alliance Numeracy Progression is ongoing in order to support consistency in approach to raising attainment in Numeracy and Maths Moray Improvement Group 5: Learning Pathways • Work has been ongoing throughout the session in exploring alternative learning pathways with existing and new partners including DYW Moray, SDS, Moray College UHI, NHS Grampian and Aberdeenshire Council Foundation Apprenticeships. Secondary schools are trialling new approaches including extending the number of S4 subjects offered as well as Foundation Apprenticeships and wider SCQF accreditation opportunities Moray Improvement Group 6: Skills Strategy • A Skills Strategy has been developed in order to align with national skills framework and approach with Metaskills focus (Skills 4.0). This will be rolled out from session 2024/2025 onwards Page 208
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35 Moray Improvement Group 7: Collaborative Timetabling (Secondary) • Uncertainty around timescales and nature of curriculum and qualification reform has delayed progress in review of secondary timetabling structure and curriculum change. MIG lead represents the local authority on national timetabler forum and shared good practice for discussion. Further work will be taken forward with central support next session Moray Improvement Group 8: BGE Curriculum (Primary) • A padlet with good practice examples has been created for sharing in order to support schools as they review their curriculum Moray Improvement Group 9: BGE Curriculum (Secondary) • Group activities impacted by capacity in schools to enable colleague release. The group looked outwards to other local authority and Regional Improvement Collaborative approaches with consideration of Curriculum Toolkit and review of Secondary Inspection findings for good practice examples of IDL/project based learning Moray Improvement Group 10: Subject and Curriculum Groups • Subject Groups met four times during the session (including agreed use of In-service days) on key themes including curriculum development, assessment and moderation, understanding standards and sharing good practice A Quality Improvement Officer (QIO) is also part of a national Education Scotland co-design group in inter- disciplinary learning (IDL). The QIO has met with class and Head Teachers who are keen to deepen their practice in IDL and a training Sway is in development to allow for flexible access to training and to showcase quality IDL. A Quality Improvement Officer is also involved in the Northern Alliance Learning, Teaching and Assessment secondee development group taking forward key work across the Northern Alliance in improving the quality of learning and teaching. A toolkit and practice resources are under development, continuing in session 2024/2025. Early Learning and Childcare After the successful launch of the Play Pedagogy Strategy, one of the Teaching and learning team has continued to support regular network sessions across the Early level (predominantly P1 and P2 teachers) to ensure consistent messages are shared. This has provided an opportunity for sharing of good practice and networking for any common challenges faced. The Primary NQT cohort also receive an input around Play Pedagogy with 2 Early level teachers from Kinloss Primary contributing to the session. In ELC settings, the Teaching and Learning team have been focusing on supporting child centred approaches to reflect a balance of responsive and intentional learning. With our strategic focus of Leadership of Change in 2024- 2025 there will be a more concentrated training package offered to ensure the breadth and depth of learning is high quality. Alongside the Early level transition work that was mentioned in development of practice there has been a short life working group reviewing the existing Literacy, Numeracy and HWB progressions that are used across the Early level. Feedback from recent Education Scotland visits has been that these need to be more streamlined and a new document has been launched for all ELC children from August 2024. Further development of an overarching resource that feeds into Moray tracking will be required and this will be a key focus for the short life working group prior to the end of the calendar year. Broad General Education All curricular progressions have been completed to end of second level. Further roll-out and signposting in session 2023/2024 linked to assessment and moderation approaches has been undertaken with extension of support for the Moray QAMSO network. More work is now planned on level 3 and 4 progression development next session where a working group will be established in order to finalise development and roll-out. Page 209
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36 36 November and May In-service days successfully supported system-wide collaboration, subject/curriculum area and ASGs working together. Increased rigour in moderation and understanding standards, supporting more evidence informed ACEL census data focus and data analysis were considered as key focus areas. Considerable work undertaken in ASGs on moderation with plans in place in order to drive this work forwards. Recent inspection findings highlight important work being undertaken by our schools to further develop the curriculum and opportunities for pupils to develop across the four CfE capacities. Five Primary Schools have been identified to participate in the Children and Young People’s Improvement Collaborative (CYPIC) P4 Literacy Improving Writing programme for session 2024/2025. This is supported by a Quality Improvement Officer, Educational Psychologist and our Education Scotland Attainment Advisor. Early work and training in preparation for the project commencing has been undertaken. We also look forward to further work as outlined in the National Improvement Framework 2024 for literacy and numeracy supported by Education Scotland (NRIL/NRIM). Post-pandemic, establishments continue to embrace and increase opportunities to use outdoor areas as an extension to the classroom. This has resulted in creative learning experiences for children and young people, with many schools supporting skills and knowledge development as well as providing clothing and footwear to ensure equity of access. Increasingly, spaces are being developed in support of free flow play opportunities and creativity. Increasingly, schools are making use of the outdoor spaces surrounding their schools and extending inter- disciplinary learning opportunities in order to build learner excitement and creativity in their learning, extending knowledge and skills developing in new and unfamiliar contexts. A successful Education-Employer Event planned and led in partnership with DYW Moray was held in February 2024 as noted further above with very positive feedback, aligned to our curriculum vision and aspiration for Mission Moray 2030. Supported by Education Scotland, DYW Moray, SDS, DYW National Lead, partner local authority representative, we explored curriculum opportunities, work based learning and employer supported curriculum development. Informal networking allowed for new partnerships to be formed, supporting curriculum change. “Staff work with a range of partners to enhance their curriculum. This includes Scottish Opera and a music specialist who provide children with high quality learning in expressive arts. Staff have developed important partnerships with a local university, building company and links with the local authority digital learning team. These partnerships are improving the skills of staff to deliver experiences in science and technologies. Staff plan annual visits from local organisations and business for each year group to help children understand how their learning in numeracy and mathematics is relevant to real life” Bishopmill Primary School, June 2024 (April 2024 visit) “Teachers use digital resources effectively to support and extend learning across all areas of the curriculum.” Knockando Primary School, November 2023, (October 2023 visit) “Teachers and support staff work well together to ensure lessons are well-planned and interesting. They make good use of resources, including outdoor areas and amenities in the local community.” Anderson’s Primary School, November 2023 (September 2023 visit) “Teachers plan termly and weekly using experiences and outcomes to plan learning in individual curriculum areas and interdisciplinary (IDL) learning. Across the school, children enjoy choosing their IDL contexts for learning…” Seafield Primary School, February 2024, (November 2023 visit) Speyside High School IDL W eek 2024 Page 210
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37 Senior Phase All schools are looking outwards, embracing SQA and SCQF qualifications. Further next steps identified last session were in relation to extending the curriculum offer in light of emerging findings and decisions regarding key national reviews. Schools continue to work together and with key partners in order to ensure that young people progress on to positive post-school destinations and those who require additional support are increasingly supported by our schools, creative in their approaches using resources they have available to meet learning, wellbeing, additional support and behavioural needs. Work continues through inter-school working and local authority improvement groups to strengthen learner achievement and routes to accreditation. Working with Moray College UHI, our young people have opportunities to progress to Further Education courses in areas of interest, many building on successes achieved through Wednesday College courses studied while in Senior Phase at school. As a multi-agency partnership, we continue to review with SDS, DYW Moray, Moray Pathways, Moray College UHI and employability colleagues our Annual Participation Measure (APM), taking key actions forward to address issues in relation to sustaining positive post school destinations. Our DYW Moray School Coordinators continue to support DYW activities in our schools. Overseen by the DYW Programme Manager in Moray, 1,166 employer interactions/events have taken place across our schools last session reaching 24,302 pupils across individual events (noting one pupil may have attended a number of events, counted more than once within this total). The graphs below highlight DYW activities with employers across our Associated Schools Groups ranging from careers fayres and employer talks to site visits and mock interviews for S3 pupils: 1,166 Employer Interactions 24,302 Young People reached Page 211
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38 38 Work continues with our partners including Skills Development Scotland and DYW Moray to ensure Moray learners are informed and afforded opportunities to progress on to chosen post-school pathways based in individual desires and talents. We continue to analyse our key data on leaver dates, destinations and routes to success to support for young people, in order that they may succeed in their chosen journeys. As a result, our initial and follow-up leaver destination data highlights positive performance against comparator authorities and the national picture. The multi-agency Annual Participation Measure sub-group reviews unconfirmed and not-participating young people in particular in order to strengthen participation and achievement for all 16-19 year olds. In reviewing their course offers, a number of schools have extended their SCQF (Scottish Credit and Qualifications Framework) level 3 to level 6 course offers in particular 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 and Personal Development Awards. This has led to improvements in performance of the lowest 20% of learners in a number of our schools. Schools are also continuing to explore courses at SCQF level 1 and 2, ensuring equity for all learners. Through our Secondary School Improvement Model (SIM) partnership working, secondary schools continue to pilot alternative timetabling and curriculum approaches for session 2023/2024. This includes piloting of seven SCQF level 5 qualifications in S4 in one of our SIM partnerships (two secondary schools) as well as extending accreditation and ungraded (grade neutral) SCQF course offers for young people. All schools have embraced the SCQF Ambassador programme working with the SCQF partnership to extend opportunities through wider awards and accreditation, maximising achievement of Moray’s young people. Moray College continues to provide qualifications for Senior Phase pupils at National 5 and Higher level as well as Skills for Work (SfW) courses and National Progression Awards (NPA) at levels 4 and 5. The SfW and NPA course provide a high proportion of passes and this supports continued engagement with the College post-school as well as links to apprenticeship programmes. Current provision is predominantly via ‘College Wednesday’. At National 5 and Higher level, performance is noted in the table below for A-C passes for 2018-2023. Performance is based on a total of 81 entries across Moray Secondary schools for graded courses, with an A-C pass rate of 62% (A-D award rate of 77%). Entries to graded courses remain low as per last year. 2023 2022 2021 2020 2019 2018 A-C A-C A-C A-C A-C A-C H ESOL* 100% 100% 100% 100% 80% 100% H Psychology 46% 38% 93% 74% 40% 70% H Sociology 80% 40% 100% 100% 50% 31% H Human Biology 0% 50% 82% N5 ESOL* 92% 75% 86% 100% 75% 100% N5 Practical Cookery 90% N5 Psychology 57% 76% 77% 86% 70% 82% N5 Sociology 67% *English for Speakers of Other Languages Moray’s young people studied a further range of ungraded and non-examination based courses (SCQF rated at level 3, 4, 5 and 6 as noted below) at Moray College UHI. Based on current year performance, 179 passes were achieved across a range of courses with pass rates across these courses noted below: Level Course Pass rate (2022-2023) SCQF Level 3 British Sign Language 100% National 4 Early Learning and Childcare 100% National 4 Hairdressing 92% National 4 Hospitality 91% National 4 Uniformed and Emergency Services 100% SCQF Level 4 Bakery 92% Page 212
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39 SCQF Level 4 British Sign Language 100% SCQF Level 4 Construction Craft and Technician 98% SCQF Level 5 Computer Networks 100% SCQF Level 5 Digital Media 100% SCQF Level 5 Social Sciences 100% SCQF Level 5 Web Design 100% SCQF Level 6 Creative and Digital Media: Technologies, Processes & Practices 88% SCQF Level 6 Food Manufacture 50% SCQF Level 6 Foundation Apprenticeship in Creative and Digital Media 100% SCQF Level 6 Foundation Apprenticeship in Food and Drink Technologies 50% SCQF Level 6 Foundation Apprenticeship in Social Services and Healthcare 100% SCQF Level 6 Foundation Apprenticeship in Social Services: Children and Young People 100% SCQF Level 6 Sports Development 100% Wellbeing, equity, equality and Inclusion In Moray we adopt a Supporting all Learners approach framed by our ‘Supporting All Learners’ Strategy, founded on the principles of GIRFEC, Nurturing relationships and children’s rights. With the co-joining of ASN services with Education, this has strengthened collective approaches to supporting Moray’s children. During the course of the session, this has been a key focus at Education Strategic Meetings with positive feedback received. Our schools adopt a range of approaches to supporting all learners and measuring wellbeing including: • Use of the wellbeing indicators and tracking at key stages during the year, mapping where universal and targeted interventions may be required • An increasing number of our schools have adopted the Glasgow Wellbeing and Motivation Profile in support of strengthening learner wellbeing through gathering key intelligence • The Depute Head Teacher (Pupil Support) network meets regularly, providing an opportunity to share learning across Secondary Schools • The Principal Teacher (Pupil Support/Guidance) network meets termly and shared practice and development of key course materials for Personal and Social Education (PSE) • The Child Protection Coordinator network meet termly in order to consider policy and updates, national advice and key learning from learning reviews are shared routinely across all establishments • Children and young people have access to counselling services provided by Exchange and Sonas with positive feedback, particularly where family support is provided • Most secondary schools have actively engaged with the Mentors in Violence Prevention (MVP) programme • Corporate Parenting group and Virtual School Head Teacher oversee key developments and support of targeted interventions for Care Experienced Children and Young People • A pilot programme led by CAMHS and GPs undertook a pilot involving 30 young people to develop a social prescribing model. More than half of the young people referred fully engaged and were positive with key learning being taken forward • Almost all secondary schools are taking part in the See Me Change Me programme as an approach to tackling mental health stigma and discrimination in schools • A pilot involving two secondary schools is taking forward a proposal to include training for staff, parents and young people around Assist Suicide training • All 8 secondary schools are now fully trained in the MVP (Mentors in Violence Prevention) programme and are implementing the MVP through PSE, with senior pupils taking leadership responsibility for the training. All schools have an identified coordinator. In a minority of schools, wider leadership has been promoted amongst non-promoted staff • Two Primary Schools currently have accreditation as Nurture schools • Schools support pupils through a range of measurement tools (e.g. Boxall Profiling) and interventions (e.g. Lego Therapy, Trauma Informed Practice, Literacy, Numeracy, HWB based interventions) in order to ensure that children and young people are being supported in a consistent manner with targeted interventions in Page 213
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40 40 schools based on a robust assessment of children’s needs and better use of evidence informed interventions • Further development of Seasons for Growth sessions, Zones of Regulation and Emotions Coaching has resulted in children and young people feeling more confident in dealing with their emotions, feelings and better able to deal with grief and loss • The Moray Autism service and two schools have achieved accreditation by the National Autistic Society • 18 schools have achieved Bronze award for Rights Respecting Schools with 13 achieving Silver and a further 5 achieving the Gold award. In secondary, 4 have achieved Bronze and 3 have achieved Silver level • 10 schools have achieved Green Flag status for Eco-schools Award with a further four working towards their first green flag Children’s Rights, Voice and UNCRC Children’s Rights continues to be embedded in all school settings. This is evident through the planning of learning and teaching, policies and procedures. Children and Young People are aware of their rights and how to access them. All schools have Children and Young People Voice groups which are used to varying degrees to support gathering the children’s voice regarding aspects of the school improvement. For almost all schools children and young people’s voice is gathered through learning and teaching, for sharing learning through online profiling and reporting to parents and carers. There is a need to further develop the Children and Young Person’s voice at an authority level, so that their contribution is wider than within their own school. The Child’s Planning Thematic Group is an example of using the Child’s voice to gather views and opinions at all stages of the new paperwork development. UNCRC become law in June 2024. There has been input to all head teachers, through a briefing. The PowerPoint, notes and relevant links to support the implementation of the UNCRC across all aspects of school life, most importantly working with partners and wider agencies have been shared through the weekly briefing to Head Teachers. Addressing challenging behaviours In line with the national picture, Moray has seen an increase in violence and aggression in settings, from early years through secondary. 2023-24 was the first full year of recording violence and aggression forms electronically. This allowed for staff to submit data quickly and for central officers to have more immediate knowledge and understanding of where the major concerns were. The data has been used to help support plans of intensive support to settings where training and advice has been given. Intensive support provided, alongside proactive and receptive schools, saw a reduction in violence and aggression with individual children. However, there needs to be a wider, authority wide discussion to further understand and support the challenges with violence and aggression in our schools. The decision has been made to move from BSS to CALM (Crisis and Aggression Limitation Management) for Moray Council’s Educational physical intervention training providers as it is compliments Moray’s value of being inclusive and nurturing as well as providing physical intervention more appropriate for young people. In total, 127 young people (ELC to Secondary) account for 2,134 of the 3,145 forms submitted (68%) with incidents ranging from moderate to a minority identified as more severe in terms of violence and aggression towards staff. Child Planning, advocacy and wider school approaches to getting it right for every child There has been continued increase in the number of children and young people entering Child’s Planning processes this session. As part of reviewing the reason for entering child’s planning, it has been highlighted that training is required to understand when child’s planning is necessary. For example, some schools are undertaking child’s planning on a regular basis for children who have a Learner Profile and Strategies (LPS) and all aspects are working well. This does not require Child’s Planning but should be part of an education review once or twice a year and can be integrated as part of a Parents’ Evening appointment. Page 214
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41 As part of the consultation for the new Child’s Planning paperwork, the Child’s Planning Thematic Group have consulted with children and young people at all stages, including ensuring that the design of the new paperwork incorporated designs from a young person on work experience with the QIO for Child’s Planning, with the Children’s Service team. The Advocacy service has been well received. The service is now reviewing how to reorganise to accommodate the number applications, particularly around the offer which is wider than the child or young person and their parent/carer to siblings. The GIRFEC refresh has moved forward at pace through the Solution Oriented Approach training programme over the last 24 months. There are 12 ‘train the trainers’ in education, with approximately 75% of education staff (HTs, DHTs, PTs and PT ASNs) having completed the training. The training is supporting keeping the child at the centre, gathering the voice of the child outwith Child’s Planning meetings and during, gathering the voice of the parent/ carer and professionals. This training was a precursor to the introduction of the new Child’s Planning paperwork, which is currently in a trial with several primary schools and health visitors. This is to be extended to include ELCs and the link secondary school in August. Feedback will be analysed, and paperwork further reviewed with an anticipated launch in October 2024. Within the revised child’s planning documentation there is also a suite of resources to support schools in gathering the child or young person’s voice at all ages and stages of development. The GIRFEC refresh documentation is nearing finalisation and will be part of the Child’s Planning paperwork launch The new child’s planning paperwork – One Child, One Plan – has been designed to support any form of meeting across health, education and social work, so that there is not a suite of different formats for recording a meeting and enables the child and young person to recognise their plan more efficiently. These can be adopted by the school, or the school has the autonomy to use its own processes. …School Snippet… sportscotland School Sport Award The sportscotland School Sport Award is a national initiative funded by the National Lottery and designed to encourage schools to put young people at the heart of decision making, planning and implementation of extra-curricular school sport. It evaluates the whole school approach to sport, including PE, extra-curricular activities, training for staff, pathways into community clubs and other sport areas linked to school. Bronze, Silver and Gold awards are achieved by schools against key criteria, the pie chart to the left showing success achieved by Moray schools. Gillian Hamilton | Chief Executive | Education Scotland Visit to Moray Education as part of National Engagement visits to local authorities, October 2023 | Elgin High School | | Forres Academy | Page 215
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42 42 Schools initiate a range of interventions and make creative use of devolved school budgets and wider Attainment Scotland Funding (Pupil Equity Funding, PEF and Strategic Equity Funding, SEF) in order to address barriers to attendance, engagement and participation in learning. This also includes putting in place supports and strategies in order to reduce the impact of social, emotional, additional support needs or wider health reasons on individual pupil achievement, also captured by case studies through this report. SIMD data available to schools allows further focus within School Improvement Plans supported by Pupil Equity Funding (PEF) where available, to close identified attainment gaps. It is noted that particular localities are impacted depending on SIMD profile and as such work continues in supporting targeted interventions for raising attainment. This includes targeted local authority support through Scottish Attainment Challenge Strategic Equity Funding monies, previously reported to Committee. This has led to extending the curriculum and access to the curriculum for pupils as well as providing the necessary wellbeing supports in order for them to realise their potential. We continue to support our secondary schools as they initiate positive presentation policies, assertive coursing approaches and wider wellbeing supports in order for learners to achieve best possible outcomes. Concerns regarding wellbeing and Mental Health and impact on learner outcomes and attainment. Schools continue to support young people through a range of wellbeing and wider learning supports. They also report increase in anti- social behaviours and attendance issues, impacting overall on learner achievement and continuity in learning. Our schools continue to work with young people and parents in order to address these concerns, with increases in Additional Assessment Arrangements (AAA) noted by secondary schools as well as impact on levels of aspiration among some young people impacting on key Senior Phase breadth and depth measures and attainment. A moderation exercise took place across all establishments to determine the level of ASN as well as consider the context and best practice in terms of how resource allocated is used to meet the needs of learners. There is an increase in ASN need among pupils, impacting on number of courses studied and levels of study. This has noted impact on attainment measures outlined above. A number of young people, due to their ASN, access a personalised curriculum with individual targets and outcomes. This requires schools to allocate resources in a measured, targeted and supportive manner in order to meet the needs for all learners. There has also been an increase in the number of young people on part-time timetables, requiring ongoing review by our schools in order to ensure any gaps in learning are addressed. A Children at Risk in Education (CARE) group has been established in order to review cases where children and young people have escalated concerns in relation to their support needs, behaviour and wellbeing. This group aligns with Children’s Social Work governance structures with a view to removing barriers and better planning to meet their needs. We continue to monitor use of additional monies in our school supported through Scottish Attainment Challenge Pupil Equity Funding and Strategic Equity Funding arrangements in partnership with our Education Scotland Attainment Advisor. Five key projects are now in place for the latter, with additional focus of two additional projects around attendance and engagement for 2024/2025. Looking ahead to SQA 2024, we continue to reflect on our stretch aims set for all of our secondary schools as a measure to focus improvement activities, following review of the Framework for Recovery and Accelerating Progress by Scottish Government and Education Scotland. Attendance Post-pandemic, attendance continues to be an issue locally and nationally. Addressing non-attendance has been a key strategic focus this session where schools have been working with their parents/carers in order to address non- attendance. This includes emotionally based non-school attendance issues as well as wider school refusing, mental health and wellbeing factors and wider issues. A focus of the central Quality Improvement team as part of the MQIF visit programme has been to review attendance data and identify positive interventions based on research and advice for increasing learner attendance and participation/engagement in learning. We continue to monitor this closely as part of our Stretch Aims review with a view to revising our Attendance policy and guidance. In partnership with our Education Scotland Attainment Advisor, the Quality Improvement Manager co-presented at an Education Strategic Meeting on attendance, data and next steps were identified. As a local authority we compare positively overall with national statistics. However, we identify schools/year groups which remain of concern due to learning time lost through non-attendance with further plans to address this based on emerging good practice recognising the impact of non-attendance on learning and progress: Page 216
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43 Impact of non-attendance at school on learning and progress: Education Scotland, 2024 Exclusions from schools increased last year, predominantly across identified secondary schools. This is primarily due to an increase in dysregulated behaviour and is reflective of the national picture. We continue to review exclusions as part of our Stretch Aims monitoring. We have identified this as an area requiring further attention with review of the local authority Exclusions policy as well as working with individual schools planned for next session. We are hopeful that our approaches to ensuring staff are further trained in trauma informed practice, solution-orientated practice and other key inclusion aspects will support further improvement in figures this coming session. Supporting our Care Experienced Children and Young People Through use of Scottish Attainment Challenge Care Experienced Children and Young People funding, we continue to support our children and young people through a range of interventions and approaches. Appointment of the Virtual School Head Teacher for Care Experienced Children and Young People has been pivotal in coordination of support and multi-agency working, strengthening point of contact, advice and interventions. Extracts from the CECYP grant funding impact report is provided on subsequent paged, highlighting the reach and impact of this funding as reported in March 2024 for the previous financial year in line with reporting requirements. Please see subsequent pages for: Spotlight on… Care Experienced Children and Young People CECYP Grant Funding | £158,025 Page 217
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52 52 Section 5: School/ELC Improvement Section 5: Performance Information The Education, Children’s and Leisure Services Committee (ECLSC) continue to receive a wide range of reports including attainment, performance, strategy, revenue monitoring, additional resource requests and a number of information reports in line with committee reporting cycles. The Head of Education meets regularly with the Chairperson and Vice-Chairperson of ECLSC with officer briefings offered to committee members and provided in advance of committee or on request in relation to key aspects of education delivery. This has included ELC, attainment, additional support needs and performance themes over the past few sessions. Our School Improvement Plans and agreed Working Time Agreements continue to reflect the key national and local priorities, with continued focus on accelerating progress. We continue to embrace all national policies and guidance and good practice gathered through a range of sources. Revised School Improvement planning guidance, templates and planning tools were introduced during the session in order to guide our schools and settings when planning for improvement. Stretch Aims will continue to be a key focus for ambition and achievement following revised setting last year as part of Scottish Government and Education Scotland’s approaches outlined in the Framework for Recovery and Accelerating Progress (v2), revised guidance on Pupil Equity Funding and allocation of additional resources through Strategic Equity Funding. This section will later consider progress towards achievement of initial Stretch Aims set in 2022 along with revision in 2023 based on guidance change. The Early Years’ team continue to work closely with Nursery Managers, PVI Managers, Health and wider multi- agency partners in order to ensure full information on each individual child is available and understood, supporting early intervention for meeting learner needs. Our central team including our Early Intervention Teachers work across establishments in order to support settings in a range of approaches to strengthen early literacy, speech and language and developmental pathways. Following an interim restructure in June 2023, Additional Support Needs transitioned to be part of the Education Service, from Education Resources and Communities. As a result, the ongoing local review of ASN has moved forward at pace, as reported previously within this self-evaluation document. Work will continue in the session ahead as further change management plans progress and agreed changes to service delivery are initiated. Page 226
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53 Moray Early Learning and Childcare and Performance Within Early Learning and Childcare (ELC) in Moray, children are supported from a developmental level. Data from colleagues in Health is beginning to be shared more consistently and a recent pilot in Speyside ASG has been successful. This pilot has linked with the Early Level transition work and has resulted in all nurseries in Speyside receiving information from 27-30 month reviews, completed by Health colleagues. The collaboration between Health Visitors and Nursery Managers has been key. Meetings have been held for handover, particularly for children that may struggle with the transition from home to ELC. This has allowed the 8 ELC settings in Speyside to plan for the new intake and ensure that appropriate supports are in place. Buckie ASG will contribute to the same information sharing process in 2024-2025 with the intention that if it is also successful then all of Moray will participate from 2025. Work is ongoing to improve data capture within ELC in Moray. Some ELC settings have started to use the results from the Emerging Literacy phonological awareness screener as a tool to support focussed interventions for pre-school children in term 4. Data is taken from the screener (from the previous year group) as displayed in the graphic to the right then used to plan adult directed opportunities. These results have been used alongside SNSA and PiPs. The settings in Lossiemouth ASG have done this in collaboration with the Head Teachers. It is recognised this is still a basic approach to recording however initial signs are that while the approach is still across a small number of children, there is a noticeable difference. The intention in 2024-2025 would be to highlight this approach as good practice and support more settings to use this to gather data to plan for future years. Performance against National Standards ELC settings within Moray receive support from both CIOs and the Early Years Teachers. The table above highlights the difference levels of support depending on where ELC settings sit with their Care Inspectorate gradings which support the National Standard. Currently there are 5 settings receiving enhanced support and 7 receiving targeted support. The 5 settings with enhanced support will continue to submit Improvement Plans. However, the settings receiving targeted support will be action planning and robust processes, monitored by the CIOs, are in place to support settings. None of our Childminders are currently receiving either enhanced or targeted support. The majority of services in Moray have been subject to Contract monitoring in the last 2 years. This has involved reviewing of paperwork linked to the 10 National Standards along with evaluating practice. Contract monitoring links directly to the requirement to meet the National Standard and we then use the data gathered to support improvement. In the 2 most recent Education Scotland inspections, in ELC, evaluations have been either good or very good. Both of the services involved in this have been inspected under the short model approach. Page 227
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54 Moray Schools and Performance Scottish Index of Multiple Deprivation Profile (SIMD) The Scottish Index of Multiple Deprivation (SIMD) profile for Moray is shown in tabular form to the right. SIMD Quintile 1 refers to young people with postcodes within datazones identified as being in the 20% most deprived in Scotland according to SIMD, whilst Quintile 5 refers to those young people with postcodes in the top 10% of the least deprived datazones according to SIMD. In the 2016 SIMD, Moray had no datazones ranked in the lowest decile 1 (within Quintile 1), however in the refreshed 2020 SIMD, Moray has decile 1 datazones identified. From our SIMD Profile, most children and young people in Moray are within Quintile 3 (decile 5 and 6) and Quintile 4 (decile 7 and 8) datazones, where few reside within Quintile 1 (decile 1 and 2). SIMD does not fully reflect Moray’s profile with regards to poverty related markers, with wider issues including rural poverty, travel and transport, fuel and cost of living impacting on children and families linked to rural and remote rural contexts as well as other factors. Our schools know children and families well and through targeted interventions – including those highlighted further above and through school snippets and case studies linking in interventions funded through Attainment Scotland Funds highlighted within this report – equity and inclusion remain key priorities for our schools. Schools require to consider poverty related attainment gaps which may exist beyond what SIMD may indicate. Stretch Aims and School Performance Stretch Aims were set in September 2022 for 2023, following request from Scottish Government and Education Scotland as part of the Framework for Recovery and Accelerating Progress (v1.0). This resulted in overall Stretch Aims being set for Core measures set by Scottish Government consisting of an overall Stretch Aim and subsequent Quintile 1 and Quintile 5 Stretch Aim measures. In Moray and as indicated on the table above, we have a low proportion of young people in SIMD Quintile 1 and within stages (3.2% overall). Request from the Scottish Government to provide a Quintile 1 Stretch Aim was accepted in order to support national aggregation for further National measures and benchmarking. In April 2023, the Scottish Government and Education Scotland revised the Framework for Recovery and Accelerating Progress (v2.0) following feedback from the wider Education System on the Stretch Aim process, setting stretch aims and measures used. In Moray, this was particularly significant where SIMD Quintile 1 and SIMD Decile 5 contain fewer pupils with requirement to report on the PRAG (Poverty Related Attainment Gap) between Quintile 1 and Quintile 5 children and young people. The Scottish Government have since published revised guidance and as a local authority, we streamlined the Core-plus measures first identified in order to strengthen focus on key things that will make the greatest difference in improving outcomes for our children and young people in Moray, in line with all guidance. Performance continues to be monitored by our central Quality Improvement team, informing school and service improvement and determining where support and challenge is required in order to improve outcomes for all children and young people. We further report to our partnership through Children’s Services Plan and Reporting. Page 228
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55 The following pages will review our education performance against stretch aims. The legend below provides a key to the National Improvement Framework Priority and National Improvement Framework Driver references to key performance indicators shown by numbers and letters provided beneath each circled performance indicator title. An example is provided below: Legend: National Improvement Priority National Improvement Driver 1 Placing the human rights and needs of every child and young person at the centre of education A School and ELC leadership 2 Improvement in children and young people’s health and wellbeing B Teacher and Practitioner Professionalism 3 Closing the attainment gap between the most and least disadvantaged children and young people C Parent/carer involvement and engagement 4 Improvement in skills and sustained, positive school-leaver destinations for all young people D Curriculum and Assessment 5 Improvement in attainment, particularly in literacy and numeracy E School and ELC Improvement F Performance Information The following key is provided to indicate levels of progress and where further focus is underway, as outlined on subsequent pages: Positive progress or improvement against comparator data presented* → Similar progress or improvement against comparator data presented Progress is noted as below comparator data presented *a green downward or red upward arrow may also be shown where trend is or is not positive – by way of illustration: reducing exclusions | increasing exclusions | reduced PRAG | increased PRAG The Moray Education NIF Key Priorities and Plan 2024-2025 (incorporating revised Stretch Aims set last year, reflective of revised Scottish Government/Education Scotland Framework for Recovery and Accelerating Progress 2023 to 2026) is provided separately, providing key service actions for improvement. Stretch Aims set, based on cohort data and performance are as follows for 2022/2023 with progress in 2022/2023 towards their achievement also shown, as well as revised Stretch Aims set in 2023 covering annual trajectories to 2026. 1|4|A|C|D|E|F Page 229
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56 Performance indicators: Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1-Q5) Level 2021/2022 65% 57% 83% 26% Stretch Aim for 2022/2023 67% 62% 80% 18% Percentage gap 2% 5% No gap +3% Level Achieved – 2022/2023 v Stretch Aim 68% 46% 81% 36% Trajectory: 2023/2024 67-70% 57-60% 82-84% 27-22% Trajectory: 2024/2025 69-72% 60-65% 83-86% 26-19% Stretch Aim to be achieved: 2025/2026 74% 66% 87% 21% Percentage Improvement by 2026 (based on 2022/2023 data) 6% 20% 6% 15% Stretch Aims for Literacy were initially set based on cohort data intelligence and predicted achievement based on cohort data, particularly in relation to Q5. Overall ACEL levels have witnessed improvement and are positively within stretch aim trajectory for 2023/2024. While it is noted that SIMD Q1 performance has reduced, caution in relation to SIMD table noted further above regarding low Q1 cohort number with variance in cohort performance year on year as shown in graph form above. Actions for Improvement identified and underway: • Moray Improvement Group 3 focussed development of revised Moray Literacy Strategy and supporting toolkit • Moray Broad General Education Progression development for Literacy and roll-out • Broad General Education moderation activities including QAMSO (Quality Assurance and Moderation Support Officer) sessions in support of moderation at school and local authority levels • Focussed Inset day time on assessment and moderation • Associated Schools Group planning based on gaps in attainment – literacy and numeracy with targeted use of Attainment Scotland funds • Moray Quality Improvement Framework targeted visit programme – BGE ACEL and teacher professional judgements • Education Scotland Attainment Advisor support for identified schools in relation to data and PRAG BGE ACEL P1/4/7 Literacy [combined] 0% 20% 40% 60% 80% 100% 2016/2017 2017/2018 2018/2019 2020/2021 2021/2022 2022/2023 ACEL P1/4/7 Literacy Combined Overall Levels SIMD Quintile 1 SIMD Quintile 5 1|3|5|A|B|D|E|F Page 230
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57 Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1-Q5) Level 2021/2022 72% 50% 82% 32% Stretch Aim for 2022/2023 75% 60% 84% 24% Percentage Improvement 3% 10% 2% Level Achieved – 2022/2023 v Stretch Aim 85% 71% 94% 23% Trajectory: 2023/2024 79-83% 68-71% 82-86% 18-11% Trajectory: 2024/2025 84-87% 70-72% 85-89% 19-13% Stretch Aim to be achieved: 2025/2026 88% 73% 90% 17% Percentage Improvement by 2026 (based on 2022/2023 data) 3% 2% maintain 6% Stretch Aims for S3 Literacy were set based on cohort data intelligence and predicted achievement based on cohort data. Performance of cohorts on return in 2021/2022 is noted to have been impacted by Covid-19. Overall, ACEL levels have witnessed improvement and are positively within or exceeding stretch aim trajectory for 2023/2024. Caution is once again expressed in relation to SIMD table noted further above regarding low Q1 cohort number with variance in cohort performance year on year as shown in graph form above. Overall, pupils achieve improvements in performance across the years presented to 2022/2023 with variable level achievement (literacy) year on year. Actions for Improvement identified and underway: • Moray Improvement Group 3 focussed development of revised Moray Literacy Strategy and supporting toolkit • Moray Broad General Education Progression development for Literacy and roll-out and further development planned to 4th level • Secondary Subject Group focus and Inset activities aligned to core agendas (ACEL TPJ, progression, transition, moderation in the BGE) • QAMSO (Quality Assurance and Moderation Support Officer) sessions in support of moderation at school and local authority levels • Focussed Inset day time on assessment and moderation • Associated Schools Group planning based on gaps in attainment – literacy and numeracy with targeted use of Attainment Scotland funds • Moray Quality Improvement Framework targeted visit programme – BGE ACEL and teacher professional judgements linked to Secondary Improvement Model • Education Scotland Attainment Advisor support for identified schools in relation to data and PRAG; Attainment Scotland funding allocations and SEF projects in identified schools (please see case studies) BGE ACEL S3 Literacy [combined] 1|3|5|A|B|D|E|F Page 231
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58 Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1-Q5) Level 2021/2022 72% 63% 88% 25% Stretch Aim for 2022/2023 73% 66% 82% 16% Percentage Improvement +1% +3% No gap +6% Level Achieved – 2022/2023 v Stretch Aim 75% 55% 85% 29% Trajectory: 2023/2024 70-74% 58-63% 81-85% 27-18% Trajectory: 2024/2025 73-77% 62-65% 83-86% 24-18% Stretch Aim to be achieved: 2025/2026 78% 67% 87% 20% Percentage Improvement by 2026 (based on 2022/2023 data) 3% 12% 2% 9% Stretch Aims for Numeracy were initially set based on cohort data intelligence and predicted achievement based on cohort data, particularly in relation to Q5. Overall ACEL levels have witnessed improvement and are within stretch aim trajectory for 2023/2024. While it is noted that SIMD Q1 and Q5 performance has reduced, caution in relation to SIMD table noted further above regarding cohort numbers within these quintiles is expressed. Variance in cohort performance year on year may be skewed by low cohort sizes as noted in Q1 pupil performance shown in graph form above. Schools continue to identify learners where interventions are required. Numeracy continues to be an ASG and subject group focus priority. Actions for Improvement identified and underway: • Moray Improvement Group 4 focussed development of revised Moray Numeracy Strategy • Strengthened promotion and use of the Northern Alliance Numeracy and Maths Progression Framework • Broad General Education moderation activities including QAMSO (Quality Assurance and Moderation Support Officer) sessions in support of moderation at school and local authority levels • Focussed Inset day time on assessment and moderation and Associated Schools Group planning based on gaps in attainment • Moray Quality Improvement Framework targeted visit programme – BGE ACEL and teacher professional judgements • Targeted ASG support from Education Scotland Numeracy Support Officer and Education Scotland Attainment Advisor support for identified schools in relation to data and PRAG • Targeted use of Attainment Scotland funding (PEF, SEF) to support closing identified poverty related attainment gaps through support and intervention BGE ACEL P1/4/7 Numeracy [combined] 1|3|5|A|B|D|E|F Page 232
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59 Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1-Q5) Level 2021/2022 86.0% 79.0% 92.0% 13.0% Stretch Aim for 2022/2023 89.0% 82.0% 93.0% 11.0% Percentage Improvement +3.0% +3.0% +1.0% Level Achieved – 2022/2023 v Stretch Aim 85.3% 63.6% 94.7% 31.1% Trajectory: 2023/2024 86-88% 75-79% 90-92% 17-11% Trajectory: 2024/2025 87-89% 80-84% 91-93% 13-7% Stretch Aim to be achieved: 2025/2026 89% 85% 94% 9% Percentage Improvement by 2026 (based on 2022/2023 data) 3.7% 21.4% maintain 22.1% Stretch Aims for Numeracy were initially set based on cohort data intelligence and predicted achievement based on cohort data, particularly in relation to Q1. Overall ACEL level has remained comparable to previous year ACEL and near to the stretch aim trajectory for 2023/2024. While it is noted that SIMD Q1 performance has reduced, caution in relation to SIMD table noted further above regarding cohort numbers within this quintile is expressed (S3 – 36). Variance in cohort performance year on year may be skewed by low cohort sizes as noted in Q1 pupil performance shown in graph form above. Schools continue to identify learners where targeted interventions are required. Actions for Improvement identified and underway: • Moray Improvement Group 4 focussed development of revised Moray Numeracy Strategy • Strengthened promotion and use of the Northern Alliance Numeracy and Maths Progression Framework within secondary/across ASGs • QAMSO (Quality Assurance and Moderation Support Officer) sessions in support of moderation at school, ASG and local authority levels • Focussed Inset day time on assessment and moderation in school and with secondary subject group (Maths) through core agenda focus • Associated Schools Group planning based on gaps in attainment – literacy and numeracy with targeted use of Attainment Scotland funds • Moray Quality Improvement Framework targeted visit programme – BGE ACEL and teacher professional judgements linked to Secondary Improvement Model, wider data analysis, Secondary HT discussions • Education Scotland Attainment Advisor support for identified schools in relation to data and PRAG; Attainment Scotland funding allocations and SEF projects in identified schools (please see case studies) BGE ACEL S3 Numeracy 1|3|5|A|B|D|E|F Page 233
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60 Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1-Q5) Level 2021/2022 91.6% 89.9% 95.2% 5.3% Stretch Aim for 2022/2023 93% 89.4% 94.1% 4.7% Percentage Improvement +1.4% No gap +0.5% No gap +1.1% Level Achieved – 2022/2023 v Stretch Aim 95.4% 88.3% 97.9% 9.6% Trajectory: 2023/2024 93-94% 84-87% 90-94% 10-3% Trajectory: 2024/2025 94-95% 86-88% 92-95% 9-4% Stretch Aim to be achieved: 2025/2026 95.5% 89% 96% 7% Percentage Improvement by 2026 (based on 2022/2023 data) 0.1% 0.7% maintain 2.6% Stretch Aims for APM were initially set based on cohort data intelligence and using wider Insight data for initial leaver destinations as well as national datasets for initial and follow-up leaver destinations. Through work of the APM multi-agency sub- group, notable improvements in APM were realised with strengthened intervention and data recording, particularly in terms of young people with a not-participating status. This improvement is captured in the SDS Annual Participation Measure for 16-19 year olds in Scotland 2023 report (page 12) where Moray showed the greatest increase in participation between 2022 and 2023 (+3.9%) across all 32 local authorities. Moray also had the largest decrease in unconfirmed status of 3.7%, decreasing from 5.3% in 2022 to 1.6% in 2023. We continue to work together as a multi-agency partnership in support of strengthened APM for young people. Actions for Improvement identified and underway: • Multi-agency APM sub-group meets regularly to review participation (16-19 year olds) and agreed targeted intervention work in order to strengthen participation and data recording (SDS, DYW Moray, Moray Education, Moray College UHI, Moray Employability, CLD Youth Work) • Work ongoing in schools to strengthen data recording and analysis (initial leaver destinations) through Seemis 16+ data recording • Pathway Planning in secondary schools identifying young people at risk of not participating, ensuring appropriate pathway planning post-school is in place in support of positive leaver destinations • Careers events, pathway evenings, pupil/pastoral support and signposting to opportunities aligned to curriculum options • Work experience and work-based learning opportunities supported in schools by DYW Moray in order to extend horizons and pupil ambition • Strengthened data recording and analysis at partnership and single agency level including maximised recording by point of exit in secondary schools to allow for targeted interventions for young people who may require additional supports (e.g. SDS) Annual Participation Measure (APM) Proportion of 16-19 year olds participating in education, employment or training 1|3|4|A|C|E|F Page 234
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61 Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1-Q5) Level 2021/2022 90.1% 80.7% 92.0% 11.3% Stretch Aim for 2022/2023 90.5% 70.0% 96.5% 26.5% Percentage Improvement +0.4% No gap +10.7% +4.5% Level Achieved – 2022/2023 v Stretch Aim 86.9% 76.2% 91.2% 15.0% Trajectory: 2023/2024 85-88% 75-79% 87-90% 15-8% Trajectory: 2024/2025 86-90% 78-83% 89-91% 13-6% Stretch Aim to be achieved: 2025/2026 91% 84% 93% 9% Percentage Improvement by 2026 (based on 2022/2023 data) 4.1% 7.8% 1.8% 6% Stretch Aims were set based on data intelligence and year on year trend information for overall 1+@SCQF5 as well as Quintile 1 and Quintile 5 year on year performance. On average across the 6-year trend period presented above, there were 19 pupils within Q1 and 125 in Q5. As such, overall levels present full cohort overview of performance in light of data available (where 2022/2023 cohort accounted for 971 young people in total: Q1, 42; Q5, 91). There has been marginal decrease in cohort performance, but all within 2023/2024 Stretch Aim trajectory. Actions for Improvement identified and underway: • Continued development of the revised Secondary improvement Model with Secondary visit programme underway in order to guide improvement and raise standards and stretch aims setting at individual secondary school level initiated. Strengthening partnership working and consortia approaches • Subject Groups led by Subject Leaders and supporting Depute Head Teachers from across our system, initiated to drive improvement across all curriculum areas through network structures now established • Partnership working with Moray College UHI, Skills Development Scotland (SDS), DYW Moray and Education Scotland curriculum teams in order to wider pathways, course options and accreditation opportunities for Moray’s young people • Schools have initiated positive presentation policies, assertive coursing approaches and wider wellbeing supports in order for learners to achieve best possible outcomes • Extension of school SCQF pathways and offers, extending progression pathways for young people as they progress through Senior Phase Senior Phase 1 or more pass @ SCQF level 5 or better (leavers) 60.0% 70.0% 80.0% 90.0% 100.0% 2017/2018 2018/2019 2019/2020 2020/2021 2021/2022 2022/2023 1+ @SCQF5 (Leavers) Overall Levels SIMD Quintile 1 SIMD Quintile 5 1|3|5|B|D|E|F Page 235
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62 Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1- Q5) Level 2021/2022 60.4% 48.4% 65.0% 16.6% Stretch Aim for 2022/2023 66.0% 46.5% 78.5% 26.5% Percentage Improvement +5.6% No gap +1.9% +13.5% Level Achieved – 2022/2023 v Stretch Aim 56.6% 45.2% 71.4% 26.2% → Trajectory: 2023/2024 60-64% 47-52% 67-71% 24-15% Trajectory: 2024/2025 62-65% 50-54% 69-72% 23-15% Stretch Aim to be achieved: 2025/2026 66% 55% 73% 18% Percentage Improvement by 2026 (based on 2022/2023 data) 9.4% 9.8% 1.6% 8.2% Stretch Aims were set based on data intelligence and year on year trend information for overall 1+@SCQF6 as well as Quintile 1 and Quintile 5 year on year performance. On average across the 6-year trend period presented above, there were 17 pupils within Q1 and 122 in Q5. As such, overall levels present full cohort overview of performance in light of data available (where 2022/2023 cohort accounted for 971 young people in total: Q1, 42; Q5, 91). There has been some decrease in cohort performance, with exception of Quintile 5 performance. Actions for Improvement identified and underway: • Continued development of the revised Secondary improvement Model with Secondary visit programme underway in order to guide improvement and raise standards and stretch aims setting at individual secondary school level initiated. Strengthening partnership working and consortia approaches • Subject Groups led by Subject Leaders and supporting Depute Head Teachers from across our system, initiated to drive improvement across all curriculum areas through network structures now established • Partnership working with Moray College UHI, Skills Development Scotland (SDS), DYW Moray and Education Scotland curriculum teams in order to wider pathways, course options and accreditation opportunities for Moray’s young people – this includes wider exploration of Foundation Apprenticeships looking outwards to other local authorities • Schools have initiated positive presentation policies, assertive coursing approaches and wellbeing supports for learners • Extension of school SCQF pathways and offers, extending progression pathways for young people as they progress through Senior Phase Senior Phase 1 or more pass @ SCQF level 6 or better (leavers) 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% 2017/2018 2018/2019 2019/2020 2020/2021 2021/2022 2022/2023 1+@SCQF6 (Leavers) Overall Levels SIMD Quintile 1 SIMD Quintile 5 1|3|5|B|D|E|F Page 236
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63 Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1-Q5) Level 2021/2022 92.3% 88.9% 93.8% 4.9% Stretch Aim for 2022/2023 92.6% 89.5% 94.0% 4.5% Percentage Improvement +0.3% +0.6% +0.2% Level Achieved – 2022/2023 v Stretch Aim 92.7% 89.6% 94.3% 4.7% → Trajectory: 2023/2024 92.5-93.5% 89.0-91.5% 93.5-94.5% 5.5-2% Trajectory: 2024/2025 93.5-94.5% 90.5-92.5% 94.5-95.5% 5-2% Stretch Aim to be achieved: 2025/2026 95% 93% 96% 3% Percentage Improvement by 2026 (based on 2022/2023 data) 2.3% 3.4% 1.7% 1.7% Securing positive attendance continues to be a key focus post-pandemic, with Primary School pupil attendance noted as stronger compared with Secondary school attendance. Education Strategic Meeting inputs supported by our Education Scotland Attainment Advisor have focussed on importance of maintaining positive attendance, with key statistics shared with Head Teacher colleagues in order to support improvement. Impact of lost learning time is noted as being an inhibitor to positive achievement with identified pupils and groups/cohorts of focus which continue to be identified at school level. Attendance | Pupils Registered for Free School Meals Linked to wider contextual and individual pupil knowledge held by schools, work continues in support of our pupils registered for Free School Meals (FSM) including those eligible for FSM but where uptake may be lower than anticipated. As shown above, attendance of FSM pupil is lower than pupils across Primary and Secondary school, with more notable lower attendance overall in secondary, matching with attendance data shown in the tables above and below. Work continues in schools to address non-attendance, including emotionally based non-school attendance, more discrete in post-pandemic years as noted nationally. HWB Primary School Attendance 80.0% 85.0% 90.0% 95.0% 100.0% 2018/2019 2019/2020 2020/2021 2021/2022 2022/2023 Primary School Attendance Overall Levels SIMD Quintile 1 SIMD Quintile 5 1|2|3|A|C|E|F Page 237
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64 Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1-Q5) Level 2021/2022 89.2% 86.1% 91.9% 5.8% Stretch Aim for 2022/2023 92.0% 87.5% 92.5% 5.0% Percentage Improvement +2.8% +1.4% +0.6% Level Achieved – 2022/2023 v Stretch Aim 89.0% → 85.3% 91.6% 6.3% → Trajectory: 2023/2024 88-90% 87-89% 91-92% 5-3% Trajectory: 2024/2025 90-91% 88-89% 92-93% 5-3% Stretch Aim to be achieved: 2025/2026 92% 90% 94% 4% Percentage Improvement by 2026 (based on 2022/2023 data) 3.0% 4.7% 2.4% 2.3% Securing positive attendance continues to be a key focus post-pandemic, with Secondary School pupil non-attendance of note nationally and locally (Moray remaining above national levels). Education Strategic Meeting inputs supported by our Education Scotland Attainment Advisor have focussed on importance of maintaining positive attendance, with key statistics shared with Head Teacher colleagues in order to support improvement. Impact of lost learning time is noted as being an inhibitor to positive achievement with identified pupils and groups/cohorts of focus which continue to be identified at school levels. In secondary, this has had impact on pupil attainment as noted further above through stretch aim comparator data presented. Actions for Improvement identified and underway: • Education Strategic Meeting input and data sharing allows for improvement and looking outwards across our system • Signposting schools to wider Education Scotland and Regional Collaborative Improvement resources in support and reducing impact of emotionally based non-school attendance • Planned review of local authority Attendance Strategy supported by key colleagues from across Moray, centrally and from schools, local authority officers and critical friends (including Education Scotland AA) • Universal and targeted interventions at school and local authority levels in order to strengthen learner engagement and participation in school including wider Secondary Head Teacher discussions • Continued reflection on national picture in relation to attendance with drop in attendance reflective of national messages • Secondary Pupil Support forum sharing ideas and practice in relation to positive attendance and actions underway at school level (targeted) • Attainment Scotland (SEF) projects in identified localities for strengthening school engagement, participation and attendance HWB Secondary School Attendance 80.0% 85.0% 90.0% 95.0% 100.0% 2018/2019 2019/2020 2020/2021 2021/2022 2022/2023 Secondary School Attendance Overall Levels SIMD Quintile 1 SIMD Quintile 5 1|2|3|A|C|E|F Page 238
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65 In 2022/23 a total of 248 school exclusion incidents were recorded in Moray, an overall increase on the number recorded in the previous year. The number of Primary stage exclusions remain low, however Secondary exclusion increased and are the highest since 2016/17. Post- Covid and as reported nationally, schools continue to report increasing concerns among a small minority of identified young people with pressure on partnership capacity impacting on wider supports available to schools. This can result in exclusion due to serious behaviours exhibited while plans are initiated to support young people to positively engage and achieve. Schools continue to embrace positive, restorative approaches and interventions in order to reduce exclusions. National exclusion data is reported every second year, the graphs below comparing exclusion rates for Moray with our comparator LGBF authorities and the national average since 2016/17 to 2022/23. Exclusion rates in Moray at Primary school stage have continued to decline since 2012/13, which has generally been the case with our comparator authorities and nationally. The rate of exclusion in Moray for 2022/23 was 2.9 per 1,000 pupils, a slight reduction on 2020/21 and below the national rate (4.5). This also falls positively within Stretch Aim set of 3→1 per 1,000 pupils for 2023. Exclusion rates across Scotland rose compared to 2020/21 levels, with the national rate increasing to 31.5 cases per 1,000 pupils. Moray experienced a slightly higher increase, up from 29.1 cases per 1,000 pupils to 42.0, within 2023/2024 Stretch Aim trajectory (37-42). The rate of exclusion is above the national average, while Moray ranks 6th in our comparator group. COVID-19 has contributed to the fall in exclusion cases for 2020/21, however development and implementation of the authority policy on exclusion and approaches to inclusion accompanied by clear guidance and interventions has helped reduce case numbers since 2016/17, particularly at primary stage. This policy will be further reviewed in line with changes to supports and interventions underway as a local authority. HWB Exclusions HWB Exclusions: Primary HWB Exclusions: Secondary 1|2|3|A|C|E|F 1|2|3|A|C|E|F 1|2|3|A|C|E|F Page 239
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66 Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1- Q5) Level 2021/2022 97.7% 93.6% 96.0% 2.4% Stretch Aim for 2022/2023 97.0% 94.0% 96.3% 2.3% Percentage Improvement No gap +0.7% +0.4% +0.3% Level Achieved – 2022/2023 v Stretch Aim 96.2% 92.9 96.7% 3.8% Trajectory: 2023/2024 94-96% 92-94% 95-96% 4-1% Trajectory: 2024/2025 95-97% 93-95% 96-97% 4-1% Stretch Aim to be achieved: 2025/2026 97% 95% 97.6% 2.6% Percentage Improvement by 2026 (based on 2022/2023 data) 0.8% 2.1% 0.9% 1.2% Stretch Aims were set based on data intelligence and year on year trend information for overall 1+ @ SCQF4 – this additional measure was introduced in order to gauge learner achievement at all levels, ensuring learner achievements are maximised as fully as possible by point of exit. It is noted that drop in attainment has resulted post-pandemic, in part attributable to prior performance outlines in relation to attendance/exclusion at secondary. Schools continue to support young people through qualifications and accreditation options and learner centred approaches. SCQF Ambassador programme continues to inform school communities as supported by young people on the range of opportunities (accreditation/qualification) beyond traditional awards. Actions for Improvement identified and underway: • Continued development of the revised Secondary improvement Model with Secondary visit programme underway in order to guide improvement and raise standards and stretch aims setting at individual secondary school level initiated. Strengthening partnership working and consortia approaches • Subject Groups led by Subject Leaders and supporting Depute Head Teachers from across our system, initiated to drive improvement across all curriculum areas through network structures now established • Partnership working with Moray College UHI, Skills Development Scotland (SDS), DYW Moray and Education Scotland curriculum teams in order to wider pathways, course options and accreditation opportunities for Moray’s young people – this includes wider exploration of accreditation options at SCQF level 4 in order to extend learner choice and qualifications • Schools have initiated positive presentation policies, assertive coursing approaches and wellbeing supports for learners • Extension of school SCQF pathways and offers, extending progression pathways for young people as they progress through Senior Phase • Further school engagement with SCQF School Ambassador programme Senior Phase 1 or more pass @ SCQF level 4 or better (leavers) 1|2|3|A|C|E|F Page 240
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67 Overall Levels SIMD Quintile 1 SIMD Quintile 5 PRAG (Q1- Q5) Level 2021/2022 83.9% 77.4% 81.0% 4.0% Stretch Aim for 2022/2023 Percentage Improvement Level Achieved – 2022/2023 v 2021/2022 83.8% → 78.6% 92.3% 13.7% Trajectory: 2023/2024 84-88% 77-83% 87-92% 15-4% Trajectory: 2024/2025 88-93% 84-89% 92-95% 11-3% Stretch Aim to be achieved: 2025/2026 94% 90% 96% 6% Percentage Improvement by 2026 (based on 2022/2023 data) 10.2% 11.4% 3.7% 7.7% Stretch Aims were set based on data intelligence and year on year trend information for overall 5+ @ SCQF1 – this additional measure was introduced following work undertaken with Scottish Government Insight as part of our local authority Insight benchmarking strategy, involving sessions with Senior and Middle leaders from across our Moray Schools. By looking outwards, it was recognised that attainment in Scotland where high deprivation variables were a factor; in Moray, our young people could be achieving more qualifications by point of exit based on our context compared with other areas in Scotland. It is recognised that most young people should leave school with at least five qualifications where possible, from SCQF level 1 to SCQF level 7 depending on individual pupil pathways. Further work to raise attainment remains ongoing. Actions for Improvement identified and underway: • Continued development of the revised Secondary improvement Model with Secondary visit programme underway in order to guide improvement and raise standards and stretch aims setting at individual secondary school level initiated. Strengthening partnership working and consortia approaches • Subject Groups led by Subject Leaders and supporting Depute Head Teachers from across our system, initiated to drive improvement across all curriculum areas through network structures now established • Partnership working with Moray College UHI, Skills Development Scotland (SDS), DYW Moray and Education Scotland curriculum teams in order to wider pathways, course options and accreditation opportunities for Moray’s young people – this includes wider exploration of accreditation options at SCQF level 4 in order to extend learner choice and qualifications • Schools have initiated positive presentation policies, assertive coursing approaches and wellbeing supports for learners • Extension of school SCQF pathways and offers, extending progression pathways for young people as they progress through Senior Phase • Extending qualifications and accreditation available – 20/60/20 awards Senior Phase 5 or more passes @ SCQF level 1 or better (leavers) 60.0% 80.0% 100.0% 5+ @SCQF1 (Leavers) Overall Levels SIMD Quintile 1 SIMD Quintile 5 1|2|3|A|C|E|F Page 241
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68 Improving attainment in Literacy and Numeracy This benchmarking 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). Schools have increased focus in recent years on importance of ensuring more young people have qualifications to reflect their levels of literacy and numeracy, strengthening employability and future life and work. Overall, Moray has performed positively and above the Virtual Comparator for leaver attainment for Literacy and Numeracy at SCQF level 4 and level 5. This year is the second year in a five year trend that performance has exceeded the Virtual Comparator across all four measures as shown below. Senior Phase SCQF 4 SCQF 5 Literacy Numeracy 1|2|3|5|A|B|C|D|E|F Page 242
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69 Improving attainment for all This benchmarking 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. 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. Continued work in schools on curriculum choice and innovation, working with Education Scotland in collaboration with our Moray Secondary Schools and through Moray Improvement Groups continue to reflect on structures and work on curriculum design for strengthened consortia working and senior phase offers. It is identified that further work is required in order to raise attainment for all across 20/60/20 cohort groupings. It is noted that the lowest 20% of leavers are marginally below the VC, the middle 60% and highest 20% below the VC. Schools continue to support young people in maximising their attendance, addressing health and wellbeing concerns and aspirations, recognising partnership challenges in terms of capacity pressures. Challenging behaviours exhibited by a minority of young people require schools to creatively support young people and their families, impacting on resources and staffing capacity. We continue to work with multi-agency partners in support of children and families, with increased societal pressures and demand on partner services impacting on school resources. Discrete staffing pressures in specific subject areas continue to be supported by our schools in efforts to minimise impact on learner experiences. 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 in particular 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 and Personal Development Awards. This has led to improvements in performance of the lowest 20% of learners in a number of our schools. Further work is required in strengthening attainment and achievement for all in graded and ungraded course options. Senior Phase Improving attainment for all 1|2|3|4|5|A|B|C|D|E|F → Page 243
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70 Leaver initial destinations – increasing post-school participation This benchmarking measure shows the percentage of young people securing an initial positive post-school destination when they leave school at their point of exit in S4, S5 or S6. Destination figures reflect choices made by pupils along with opportunities available to them upon leaving school. The availability of particular opportunities (e.g. apprenticeships and employment opportunities) extend options available to school leavers. As a result, this may have impact on the number of young people progressing on to Further and Higher Education as destination pathways. In Moray, employment opportunities can present more appealing to young people based on specific cohorts. In Moray, for 2022/2023 we perform slightly below national average at 95.06% compared with 96.16% in 2021/2022, remaining above 94.08% noted in 2020/2021. Nationally, 95.87% of leavers were in an initial positive destination in 2022/2023 compared to 95.74% in 2021/2022. Slight gap noted in 2022/2023 between Moray (95.06%) and the VC (95.63%) is 0.57% or represents 6 young people in total. Moray (95.06%) is in line with Northern Alliance (95.09%) from a leaver population of 971 young people. Senior Phase Leaver initial destinations 1|4|A|C|D|E|F → Page 244
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71 Leaver initial destinations – increased post-school participation (continued…) In comparison with the 2021/2022 leaver cohort, it is noted the number entering Further Education in 2022/23 was higher (29.15%) compared with 2021/22 (24.40%), with noted drop in numbers entering Employment in 2022/23 (28.94%) compared with 2021/22 (36.86%). Those young people who are unemployed not seeking and unemployed seeking are marginally above or in line with key comparators respectively. Our schools continue to work with key partners through pathway planning meetings to ensure pupils at more risk of negative destinations are supported, during and post-school. We continue to reduce percentages in these categories to as near to zero as possible, noting impact of wider factors (for example, mental health and wellbeing) on initial positive post-school destination of identified young people. This can vary from school to school and as noted in slight change above to unemployed not seeking now at 2.37% of the 2022/23 leaver cohort (23 leavers across our schools from a total leaver population of 971 young people). Work continues with key partners including Skills Development Scotland and DYW Moray to ensure Moray learners are informed and afforded opportunities to progress on to chosen post-school pathways based in individual desires and talents. Working with Moray College UHI, our young people have opportunities to progress to Further Education courses in areas of interest, many building on successes achieved through Wednesday College courses studied while in Senior Phase at school. 1|4|A|C|D|E|F → Page 245
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72 Leaver initial destinations – increased post-school participation (continued…) The table to the right provides a summary of the percentage of S5 and S6 students who have stayed on into the 2023/24 academic year based on their S3 cohort; as well as the proportion of 2022/23 leavers who moved on to an initial positive destination. Of the 971 Moray school leavers in 2022/23, 4.3% were ranked as living in the 20% most deprived areas (Quintile 1) of Scotland, compared to 9.4% of leavers residing in areas ranked in the 20% least deprived (Quintile 5) in Scotland. The majority of school leavers in Moray lived in either Quintile 3 (33.2%) or Quintile 4 (39.0%) areas. 88.1% of leavers from Quintile 1 progressed onto a positive destination, this compares to 98.9% for the least deprived from Quintile 5. Initial leaver destinations for Quintile 2 were 94.7%, increasing to 96.3% for Quintile 3 and 97.3% Quintile 4 respectively. The rate of leavers entering Higher Education (HE) generally increases with deprivation, with the fewest entering HE from SIMD Quintile 2 (17.5%) and the highest proportion entering from Quintile 5 (47.3%). The opposite is true for Further Education, with the lowest proportion from SIMD Quintile 5 (25.3%) and the highest from Quintile 1 (35.7%). The rate of leavers entering employment varies across SIMD quintiles, with SIMD Quintile 2 leavers having the highest proportion at 33.6%, followed by Quintile 4 (31.4%). 1|4|A|C|D|E|F → Page 246
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73 Tacking disadvantage by improving the attainment of lower attainers relative to higher attainers The first graph below shows 2022/23 leaver attainment data (using complementary tariff scores) for Moray against the Virtual Comparator, broken down into the ten deciles according to the Scottish Index of Multiple Deprivation (SIMD). 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 as noted above, not fully considered by SIMD classification. Similar to session 2021/2022, the highest number of young people leaving school in Moray in 2022/2023 were within SIMD deciles 4-8. It is noted that while performance at SIMD decile 6 and 7 is in line with the VC, some young people in deciles 4, 6 and 8 performed less well in comparison with VC. Vertical 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. As shown by trend lines, as SIMD decile increases to SIMD 10, a small attainment gap emerges as the SIMD increase between Moray and the VC. SIMD 1 learners (16) perform well overall. Performance of some young people far exceeds VC as shown by vertical lines within each SIMD, with opposite also noted in SIMD 3-8 for a range of reasons including health, wellbeing, attendance and engagement. A similar comparison may also be made against the National Establishment (Scotland) as shown in the second graph below. It is recognised that further work by schools is required in improving attainment for all. Senior Phase Attainment versus Deprivation 1|4|A|C|D|E|F → Page 247
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74 The tables below highlight overall performance across key breadth and depth measures against the VC. This considers how many qualifications learners achieved at all SCQF/SQA level qualifications (SCQF level 5, 6, 7); this also 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 (S4 SQA performance also shown in second table below) • 1+, 3+ and 5+ qualifications at SCQF level 6 (S5 SQA performance also shown in third table below) • 1+ qualifications at SCQF level 7 (S6 SQA performance also shown in third table below, accumulate) At SCQF level 5, leavers achieving 1, 3, 5 and 6 or more qualifications at this level are above the VC, 5+ in line with the VC. Across breadth and depth measures at SCQF level 6, performance is marginally below the VC where 1% of leavers accounts for approximately 10 young people leaving school. in S4, SQA performance has shown increase from 2022. Compared with performance in 2022, (as the last year prior to 2019 when formal SQA examinations were the principal form of assessment in place), it is also noted that the VC has fallen across all measures from 2022 to 2023, also identified by change in Moray leavers’ performance, 2022 to 2023. Performance of leavers at SCQF level 5 is positive overall, with identified areas for improvement in terms of attainment and potential aspiration to achieve at SCQF level 6, which impacts overall on breadth and depth and other key measures as highlighted through Attainment versus Deprivation graphs considered above. Through our Secondary School Improvement Model (SIM) partnership working, secondary schools continue to pilot alternative timetabling and curriculum approaches for session 2023/2024. This includes piloting of seven SCQF level 5 qualifications in S4 in one of our SIM partnerships (two secondary schools) as well as extending accreditation and ungraded (grade neutral) SCQF course offers for young people. All schools have embraced the SCQF Ambassador programme working with the SCQF partnership to extend opportunities through wider awards and accreditation, maximising achievement of Moray’s young people. We continue to monitor use of additional monies in our school supported through Scottish Attainment Challenge Pupil Equity Funding and Strategic Equity Funding arrangements. Five key projects are now in place for the latter, with additional focus around attendance and engagement as bids open for session 2024/2025. Looking ahead to SQA 2024, we continue to reflect on our stretch aims set for all of our secondary schools as a measure to focus improvement activities, following review of the Framework for Recovery and Accelerating Progress by Scottish Government and Education Scotland. Senior Phase Breadth and Depth 1|4|A|C|D|E|F → Page 248
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75 Care Experienced Children and Young People As noted further above, our Care Experienced Children and Young People in Moray are now supported by our Virtual School Head Teacher (CECYP), funded through Attainment Scotland Funding (Care Experienced Children and Young People Grant Funding). Following a full year in post last session, work is ongoing in relation to multi-agency partnership working, partnership groups, self-evaluation for service improvement for young people across our schools, engagement and intervention work. Our vision is to keep the Promise and close the gap between the educational outcomes of care experienced and all children. To achieve this vision, care experienced children and young people should: Further funding through separate funding stream has also been allocated by our multi-agency GIRFEC Leadership Group and respective senior officers from Education, Health, Police Scotland and third sector in order to support budget for our Virtual School Head Teacher in order to progress key areas and actions. The Promise Award continues to be rolled out across our schools following initial training to pilot schools and staff. A Corporate Parent Lead is in process of being identified in each school who has an overview of each care experienced child/young person and their education planning. In line with national guidance, consideration should be given regarding the need for a Coordinated Support Plan (CSP) for Looked After Children and Young People with Moray CSP Guidance supporting decision making around the criteria for a CSP. The Virtual School Head Teacher is available to support all schools and settings, providing advice, guidance and interventions as required for any matters concerning Care Experienced Children and Young People in education. Key attainment and wider statistics we have reviewed with key actions being taken forward by the Corporate Parenting Strategic Group and Education and Employability sub-group are as follows. In session 2022/2023, there were 12 young people in the Care Experienced Children and Young People (all looked after) group achieving by point of school exit: 2018/2019 2019/2020 2020/2021 2021/2022 2022/2023 LAC-CECYP Virtual Comparator 2022/2023 Moray Looked After school leavers: Literacy + Numeracy @ SCQF4 or better 42.3% 36.9% 68.8% 81.8% 66.7% 71.7% 89.4% Looked After school leavers: Literacy + Numeracy @ SCQF5 or better 19.2% 10.5% 0.0% 27.3% 33.3% 29.2% 68.6% Looked After school leavers: 1+ @ SCQF4 or better 76.9% 68.4% 75.0% 81.8% 75.0% 88.3% 96.2% Looked After school leavers: 1+ @ SCQF5 or better 26.9% 47.4% 12.5% 54.6% 25.0% 65.0% 86.9% Looked After school leavers: initial positive post-school destinations 73.1% 84.2% 75.0% 81.8% 58.3% 92.5% 95.1% We continue to monitor the attendance and exclusion rates of our care experienced children and young people, with recent review of attendance highlighting the following, shown below. ...receive their right to an education through approaches that support attendance and minimise exclusion ...feel well supported and benefit from all aspects of school life, socialand educational, for as long as appopriate to them ...be effectively supported as early as possible to ensure they don't fall behind educationally throughout their time at school ...to support them to leave school with positive education outcomes Education outcomes may include: increased attendance, reduced exclusion, improved achievement and attainment ...supporting young people to going in to and sustaining a positive destination on leaving school Page 249
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76 Through review of attendance data, it is recognised that while Moray exceeds national averages overall for both Primary and Secondary, attendance of our looked after young people in the secondary sector remains of note, particularly in relation to young people looked after at home and previously looked after. Our schools with their extensive knowledge of their young people, supported by their pupil support and pastoral care teams continue to support young people to attend and achieve. Attainment Scotland funding (PEF, SEF) is directed to interventions and approaches targeted at young people, with increased scrutiny by our schools of attendance data in line with school and local authority level stretch aims set as part of our approaches, following Scottish Government and Education Scotland focus on attendance as part of the Framework for Recovery and Accelerating Progress (2023). In Moray, there were 247 cases of exclusion in 2022/2023 (20 Primary, 227 Secondary) with care experienced children and young people accounting for 4 and 18 exclusion incidents in Primary and Secondary respectively. In Moray, 17 young people accounted for all Primary exclusions (CECYP: 4) and in Secondary, 128 young people (CECYP: 11). Our schools continue to work with our care experienced children and young people in maintaining low and reduced exclusion rates, with further support and guidance from the Virtual School Head Teacher (CECYP) where Care Experienced Children and Young People may be at risk of exclusion for early intervention as well as decision making around formal exclusions. Page 250
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77 Inspection and Review A number of our Moray Schools were inspected by Education Scotland through both their full inspection model and short model inspection approaches. Inspection outcomes vary overall with key strengths and areas for improvement identified in both Primary and Secondary inspections completed. We await publication of inspection reports for schools with ‘tbc’ identified in grading columns below for those schools inspected in the later part of the session: Primary Inspections: School Name QI 1.3 QI 2.3 QI 3.1 QI 3.2 Next steps: Anderson’s Primary School Good Good No more visits following this inspection Bishopmill Primary School Good Good Good Good No more visits following this inspection Greenwards Primary School tbc tbc No more visits following this inspection Hopeman Primary School tbc tbc No more visits following this inspection Knockando Primary School Good Satisfactory No more visits following this inspection Lhanbryde Primary School Continuing engagement visit Further visit to follow Portgordon Primary School Continuing engagement visit Further visit to follow Rothes Primary School tbc tbc tbc tbc No more visits following this inspection Seafield Primary School Satisfactory Satisfactory No more visits following this inspection St Peter’s RC Primary School Continuing engagement visit Further visit to follow Secondary School Inspections: School Name QI 1.3 QI 2.3 QI 3.1 QI 3.2 Next steps: Forres Academy Continuing engagement visit Further visit to follow Elgin Academy weak weak Further visit to follow As a result of inspection outcomes and central team changes, schools’ governance has been reviewed with improvement links and groupings adjusted in support of improvement. This is part of our Moray Quality Improvement Framework approaches with improvement activities and professional development plans in support of school improvement and readiness for inspection. Refocussed approaches to data analysis and development of tools to support data interrogation are underway as well as further consolidation of reporting channels and governance processes. The headteacher and senior leadership team provide strong leadership. Together with staff, they have created a supportive and inclusive learning environment in which children are happy and confident. Teachers gather information about the progress children are making and use this well to plan learning. Teachers and senior leaders identify, support and monitor well those children who require additional help or challenge in their learning. The school’s vision, values and aims are embedded and well understood by children, staff and the wider school community. As a result, all children and staff demonstrate the values in their interactions with each other. Senior leaders have developed a strong approach to partnership working. This is extending children’s learning, supporting their wellbeing and developing their skills for learning, life and work. The inspection team found the following strengths in the school’s work. The teamwork of the acting headteacher, teachers and all staff. They work well together to develop positive relationships and to remove barriers children face in their learning. The effective approaches developed by the acting headteacher to assess children’s progress and support high-quality learning and teaching. Anderson’s Primary School Inspection Report, 11/2023 Bishopmill Primary School Inspection Report, 06/2024 Knockando Primary School Inspection Report, 11/2023 Page 251
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78 Leadership development Practitioners from across Moray have engaged in a range of leadership and professional development opportunities this year in Moray and with Education Scotland. Successes and achievements are noted below, including year to date completion, strengthening leadership of change and learning for continued improvement across our schools. Leadership in the classroom (1) In Headship (2) Excellence in Headship (4) Into Headship (6) Aspiring to Middle Leadership (6) Middle Leaders Leading Change (17) Building Racial Literacy (2) Moray Education Leadership Programme (6) Moray Education Management Programme (24) Colleagues promoted within Moray Education during the session: 72 Those undertaking Excellence in Headship since 2017: 25 Colleagues completing Aspiring to Middle Leadership since 2021/22: 18 Colleagues completing Middle Leaders Leading Change since 2021/22: 17 Colleagues completing Building Racial Literacy since 2021/22: 5 Page 252
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79 Moray Quality Improvement Framework Throughout the session, the Moray Quality Improvement Framework (MQIF) has been under development, with revised quality improvement team approaches to school visit programme as well and revised Secondary Improvement Model and associated Secondary Achievement and School Performance Meetings in order to guide improvements and raise standards. MQIF will undergo further modification this session with revised governance processes and a move to Family Improvement Groups in order to raise standards and provide system-wide and peers support and challenge. As we navigate further education reform and key messages forthcoming, we must also work together in order to improve outcomes for all learners, raising attainment and achievement for all. School Learning Estate Following successful LEIP (Learning Estate Investment Programme) funding bids, a new school building to replace the existing Forres Academy was confirmed by Scottish Government. This follows a year of considerable disruption to the school as one of our eight secondary schools, due to RAAC mentioned previously impacting on curriculum delivery and continuity of learning. Further capital works are underway by colleagues in property to bring our school estate up to category ‘B’ condition, with further funding identified for an extension at Elgin High School in order to address capacity issues due to school roll increases year on year and local housebuilding. Working with colleagues in the Learning Estates team, we continue to support from an education standpoint, ongoing work in relation to Crossroads Primary School currently mothballed and education input required in relation to this. Page 253
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80 80 Spotlight on… Elgin High School Pupil Equity Funded and Strategic Equity Funded Projects £112,000 (SEF) + £72,275 (PEF) Elgin High School through use of PEF and SEF funding continue to initiate a wide range of interventions in order to support attendance, inclusion, engagement, attainment and achievement of identified pupils/groups. Background Elgin High School is the second largest secondary school in Moray, school roll continuing to rise over time with 845 pupils on school roll in 2023. This is an increase of 42% since 2017 with seven year trend provided below. Due to a variety of factors in recent years including local housebuilding, placing requests in and acknowledgment through spoken word regarding school approaches to supporting young people, school roll has witnessed continual increase. Year 2017 2018 2019 2020 2021 2022 2023 School Roll: 596 600 682 753 796 831 845 School SIMD Profile ranges from SIMD 1 to SIMD 10 with 13.3% of young people within SIMD 1-3 as illustrated below, 40.9% in SIMD 1-5, 30.5% in SIMD 8 and 53.2% in SIMD 6-10. It is noted that SIMD does not fully account for rurality, housing need and family size, contextual or wider poverty related factors, highlighting importance for school level intelligence and intervention. 1 2 3 4 5 6 7 8 9 10 Unknown Total Total 1 2 3 4 5 6 7 8 9 10 Unknown 845 39 68 6 97 136 83 38 258 11 60 49 % 13.3% 37.4% 43.4% 5.8% Page 254
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81 Elgin High School take pride in getting to know every individual; valuing, supporting, and challenging them to ensure success is achieved in all areas. Elgin High School is an inclusive school which strives to meet the needs of all young people in its community. This is highlighted in the school motto of Working Together for Success. Many students move on to a variety of University and Higher Education opportunities whilst others establish themselves in a range of employment pathways across the world. Through strong partnership working, students play a key role in many events, experiences, and activities throughout the local community. With a comprehensive range of courses at all levels reflecting our ever-changing world, Elgin High School provides a curriculum that aims to support and encourage all young people to fulfil their potential. Along with academic attainment and achievement, Elgin High School place the personal development of all young people very highly. Core values of: Respect, Responsibility, Resilience, Support and Success, encourage students from S1 to S6 to engage with activities both inside and outside the classroom, allowing them to develop skills such as creative thinking, communications, teamwork, enterprise and leadership. Pupil Equity Funding (PEF) and Strategic Equity Funding (SEF) Projects The key themes of Elgin High School’s PEF and SEF projects are based around the Interventions for Equity: • Early intervention and prevention • Improving Literacy • Improving Numeracy • Improving Health and Wellbeing • Additional teaching and learning capacity • Partnership working The school’s PEF plan which has been in place for 5 years has been continually reviewed, developed and extended with the allocation of additional SEF monies due to the high number of students in the Associated Schools Group compared with other Moray schools who are in lower SIMD as noted above. However, project aims remain the same, where the reach has grown and widened in terms of young people who are able to be supported and challenged in their learning, skills development and on their pathways to success. The Elgin High School Equity Team uses PEF and SEF monies as well as further top-up from devolved school management budget lines to employ the following key staff: PEF SEF School Budget • 0.5 fte Equity Teacher • 30.65 hours post: Inclusion Project Co-ordinator • 18 hours post: Inclusion Project Co-ordinator • 1.4 fte Equity Teacher • 30.65 hours post: Inclusion Project Co-ordinator • 18.65 hours post: Inclusion Project Co-ordinator • 18.65 hours post: Data Intelligence Administrator • 2.0 fte Inclusion Teachers • 0.8 fte Equity Teacher • 30.65 hours Young Person Support Worker Following year one of the additional SEF funding in place, scope of engagement and focus for improvement has been extended to include: • Improving Attendance • Tackling Cost of the School Day • Engaging Parents, Carers, Families and Communities • Using Evidence and Data to inform improvement Page 255
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82 82 Rationale The Equity Plan at Elgin High School encompasses all areas of funding available with several different interventions that young people can access as appropriate to their support requirements. Students are identified based on their SIMD grading alongside the 6 Family Priority Groups with further local intelligence used to further guide where support may be required: • Lone parent • Child under 1 years old in family • Larger Families - more than 3 children • Young Mum – under 25 • Disability • Minority/Ethnic Families All interventions are discussed and identified through Pupil Support team meetings and Equity Referral form. Initial identification of SIMD/SNSA and ACEL data and ongoing attainment data as well as attendance tracking is used as an indicator for intervention. Interventions The Equity team offer a wide range of targeted interventions supported and/or delivered by members of the Equity team outlined above. These include: ✓ Literacy and Numeracy Groups – for those pupils notably behind based on comparators ✓ Assessment support software to allow assessments to be accessible ✓ Accelerated Reader programme for mainstream (BGE) ✓ GL Reading Assessments to provide a baseline ✓ iPad purchase to support EAL translation in classes ✓ 1:1 Literacy and Numeracy (where pupils are notably behind comparators) ✓ Regulation/Health Wellbeing Groups (pupils who are note managing their emotions and learning in and around the classroom) ✓ 1:1 Regulation/Health Wellbeing sessions (individual pupils who are note managing their emotions and learning in and around the classroom ✓ Regulation Space; supported by Equity Team ✓ Breakfast Club; open to all year groups daily ✓ Income Maximisation supports and advice; open to all year groups (referral to local services) ✓ Attendance Support; Emotional Based non-school attendance - pick-ups/home visits ✓ Attainment Recovery; no student leaves without the minimum of English/Literacy, Maths and Numeracy ✓ 1:1 Wellbeing Walks and Activities; developing communication and social skills ✓ Family visits and support ✓ Liaison with SEBN Moray – introduction and planning ✓ Individualised Timetables – led by DHT and equity team – investing time in relationships ✓ Variety of Planned Programmes of work – Game Changers, Season for Growth, Growing Together ✓ Delivery of Princes Trust in the S3 and Senior Phase ✓ Supported industry visits and work experience ✓ Home Visits and Teaching in place of choice to support student with anxiety around the school building ✓ Student Counselling ✓ Re-engagement of students who are non-attending through ladder approach ✓ Parent Group – support and signposting as relevant ✓ Supporting P7 Transition – visits and “getting to know you” sessions ✓ Alternative Curriculum Group – in initial stages of planning Page 256
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83 Teachers of Equity work with a Learning and Teaching focus, engage with tracking and monitoring data to identify key areas of need for identified students. Initial focus is on Literacy and Numeracy, removing small groups from Maths and English to support targeted areas in conjunction with Literacy and Numeracy coordinators from the relevant departments. In addition, in the BGE, using data, equity teachers identify particular subject supports for targeted students and support small groups as appropriate to develop targeted work to improve attainment across subjects and make all subjects accessible to the students. In Senior Phase, they work with Inclusion Project Coordinators and students identified as being at risk of leaving with no formal qualifications on targeted, subject specialist qualifications as well as delivering and supporting the Inclusion Project coordinators with targeted qualification assessment and wider achievements. Inclusion Project Co-ordinators (IPC) work with an SEBN type focus (for both Senior Phase and Broad General Education) with elements of a traditional IPC and Home School Link Worker (HSLW) role, working alongside wider team to provide targeted interventions based on development of softer skills to help young people ‘feel better about themselves’ and their life chances therefore opening up more pathways and improving their attainment. As part of their targeted approach, they develop and lead programmes which will include project based work and ‘paying it forward’ activities. In undertaking such activities, young people are accredited for SCQF and SQA awards including Personal Development, HWB Award, Cycle Maintenance, Automotive and other relevant awards. The equity teachers are also involved in supporting their achievement of Literacy and Numeracy qualifications as well as wider qualifications and accreditation where possible. The Administrative Support Officer line managed by SLT has set up systems which support data analysis for all students but with a specific focus on SIMD 1-4 identification and attainment tracking. This supports SLT to share information and equity group status for these pupils in a timely and proportionate manner and allow targeted interventions to be recorded and tracked in a focussed manner. This information is gathered over time and supports in identifying the appropriate next steps for identified young people. While the primary target group for interventions are those pupils living in SIMD deciles 1 and 2 (Quintile 1), data is also showing that there is a strong correlation between deprivation and attendance (including late coming), engagement, participation and therefore inclusion as well as attainment and Additional Support Needs (ASN). The school reach beyond the SIMD target and work with wider students who are struggling to fully access their education – primarily due to engagement, participation and inclusion – that they have identified a core group of students who cannot yet sustain a full time timetable across year groups and therefore as a direct result, their attainment is reduced. Upwards of 60 students have direct support from this team, the activities and supports offered. Uplift was requested in year 2 for a further Inclusion Project Coordinator (IPC), split 7.25 (cover a Walking Bus); 18.25 additional IPC time for more students to be involved via the wider Moray Priority Family Groups and support: • walking bus/new approach to attendance support • engaging in community • parental engagement • SEBN support • widening the breakfast club offer This also aligned to targeting attendance (low attendance) and exclusions through Pupil Support /Family Support work. Very positive impact overall is being realised through attainment, attendance, improved engagement and achievement of identified young people. All staff provide evaluations of their work on a regular basis with examples from three staff holding different focussed roles provided below including impact from some of their work and projects as examples, outlined to date: Page 257
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84 84 Evaluative Statement 2023-2024 EP (Teacher of Equity) Elgin High School “The main purpose of my post is to raise attainment in both Literacy and Numeracy for a select number of groups/individuals in the BGE, to do so in a way that is equitable for all.” S2 Literacy Group A group of 6 pupils - 3 girls and 3 boys, most of whom did not know one another particularly well at the beginning of the sessions. The main focus was on Literacy, reading in particular, which had been highlighted from previous tracking and monitoring data, backed up by discussions with the English department. At first, there was some reluctance to engage in conversation, therefore, building relationships with individuals and establishing a cohesive group was my priority. Initially, chatting to the group and asking questions about their likes/dislikes, hobbies and school subjects opened up conversations, thus prompting others in the group to contribute with their opinions on topics discussed. This allowed me an insight into individuals and how my approaches to teaching and learning were key to establishing/encouraging engagement and participation. Through discussion with the group, it was agreed that sessions would include a mix of jotter tasks and ICT tasks, interspersed with games and ‘baking breaks’, however, these would all focus on literacy. Individual tasks included a project on a hobby/interest of choice and a book review (ongoing). ICT was used for both, as research for the project and presentation for the book review, with one member of the group who had previously told me that they “would never read in front of others”, standing in front of the group explaining how to use Sway as a method of presentation. For the book review, individuals chose from a selection of genres. During these sessions, I spent time listening to each pupil reading aloud – although individuals read to me, they seemed unaware that the others could hear too, so effectively they were reading aloud to the whole group. Games used included Dobble, 5 Second Rule and various Kahoots (online). These games proved effective in improving relations within the group as well as improving literacy – members of the group taking it in turns to read questions aloud. The ‘baking breaks’ improved both reading and writing through the planning and implementing process. From completing these tasks that they have had to over the school session, there has been a marked improvement in confidence across the group. Interaction has improved significantly, with individuals happy to converse with others and participate in group activities, this has led to increased engagement in tasks and improved literacy as a result of the intervention. Moving forward, it is my intention to encourage individuals to present their work and continue to practice reading. S3 Numeracy Group A group of 7 girls and 1 boy, all requiring varying degrees of support with Numeracy. I very soon established that there was a diverse range of ability within the group and, at first, I struggled to find resources that was a ‘fit for all’, manifesting in a group that was unsettled – possibly due to feeling their needs were not being met, and therefore not engaging as well as I hoped. Building relationships with individuals proved difficult in the early stages of the intervention because of the time required during sessions to discuss various tasks. It was important to gain trust of all pupils and to show them that I was sincere in my endeavours to provide level appropriate resources, tailored for them, which would enable them to understand and achieve to the best of their ability. I decided to visit the pupils when they attended their Maths classes, this proved a worthwhile strategy, allowing me to liaise with their subject teachers and keep on track with topics covered during these lessons. I was able to plan ahead, research resources and generate tasks that were suitable for all before the group met. As a result, I was able to spend more time with the group as individuals, explaining tasks and checking for understanding. This had a positive effect on all concerned, they gained confidence in their abilities, asking for help when required and productivity increased during the sessions. It was rewarding to see the impact on these young people by the end of the year. I was encouraged by feedback I received from the group; they felt that they were better prepared to cope with Maths when they moved into the Senior Phase, most of the group asking if they could continue with the Numeracy sessions in S4. Page 258
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85 Evaluative Statement 2023-2024 DM (Inclusion Project Co-ordinator) Elgin High School “The main purpose of my post is to work with young people to encourage positive decisions, develop their interpersonal skills and sense of belonging and self-belief through group work and 1:1 sessions.” 1-1 Sessions During this session I have supported several pupils on a 1-1 basis, focussing on self-esteem, building resilience, confidence, anxiety management, engagement and also attendance. A variety of resources and programmes have been used to provide the support. The majority of pupils have engaged really well and strong relationships have been built with the pupils and they often pop in through the week to check in. Many of the pupils have commented that they really enjoy the sessions and the majority have made huge progress with regards to feeling more confident, being able to self-regulate their behaviour better and managing their anxiety better. Girls Group The girls group consisted of 7 first and second year pupils, all of which were referrals from guidance. Five out of the seven pupils are SIMD 1-4 (71%) and 4 struggled with attendance. The main focus of the group was to work on building confidence, self-esteem and social skills as they were all struggling with this. Apart from 3 girls the others didn’t know each other at the start of the group but after a couple of weeks all the girls began to feel more comfortable with each other and worked really well together on various confidence building activities/games. It has been lovely to see how they have all got on so well together despite them being from completely different friendship groups. One of the girls who is extremely shy and was selective mute can now sit and hold a 2 way conversation which is something that she wouldn’t do when she first started the group. Another one has said that she has enjoyed it so much and that she wants to join in the next group too as it has helped her make a friends. Attendance has also improved over the sessions: February March Pupil A 50% 65.82% Pupil B 81% 85.56% Pupil C 75% 87.76% Pupil D 50% 61.18% Pupil E 96.97% 97.47% Pupil F 53.13% 50.63% Pupil G 84.85% 92.41% Evaluative Statement 2023-2024 JD (Inclusion Project Co-ordinator) Elgin High School “The main purpose of my post is to work with young people to encourage positive decisions, develop their interpersonal skills and sense of belonging and self-belief through group work and 1:1 sessions.” Prince’s Trust Review Pupils who were involved the wider achievement programme were all successful in achieving SQA accreditation this academic term (2023-24) which was really positive for both the pupils concerned and a proud moment for our school. BGE: 8 pupils achieved the Level 3 Award in Personal Development and Employability Skills. These pupils have the opportunity to return to Prince’s Trust in the Senior Phase and gain the Level 4 Certificate. Pupil A said “it’s good and helped me with working with others in groups” Pupil B said “my confidence developed during the Presentation Unit as I was able to present a topic of interest to the whole class” Page 259
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86 86 Senior Phase: Our senior phased students all achieved SQA accreditation this academic term. 4 pupils who were new to the programme achieved the Level 4 Award in Personal Development and Employability Skills. 5 pupils who were returning to Prince’s Trust all made positive progressions in the subject. 4 pupils gained the Level 4 Certificate in Personal Development and Employability Skills. 1 pupil gained the Level 4 Extended Certificate which was the first time one of our students had achieved that in our school. Film Club The average number of pupils who attend our weekly Film Club has increased compared to last year. It has increased to an average of 8 attendees each week. It remains a popular lunch time club where pupils can enjoy a relaxed and chilled out atmosphere while watching a film including opportunity to discuss with one another and staff supporting the film content, characters, storyline and features. Breakfast Club 64% of pupils who attend Breakfast Club are PEF identified pupils. We have an average number of 20-25 pupils who attend Breakfast Club each morning (Monday-Friday). Our very positive relationship with Scotmid has resulted in a £500 donation to support our Breakfast Club further; a tremendous gesture from Scotmid. We were invited by Kellogg’s to be part of a focus group to discuss how we operate our Breakfast Club and offer feedback regarding a Secondary School welcome pack they are introducing. We talked about what made a Breakfast Club successful and how to go about setting one up in a school. Kellogg’s kindly donated a £1000 grant towards our schools Breakfast Club for participating in the focus group which was an incredible donation to receive. Our school also received an extremely generous donation from Howdens Joinery Elgin which will go a long way in supporting our Breakfast Club. As our school has received over £1700 in donations this academic term it enables our club to continue operating on a daily basis for our pupils (Monday- Friday) and allows us to buy the necessary foods our club desires despite the cost of living crisis. We’re also able to continue our monthly cooked breakfasts and hot chocolate Friday’s which are very popular appreciated by our pupils. We also continue to receive free donations from St Giles Church, Bookers, Fair Share and Tesco which support our Breakfast Club extremely well. We hosted a whole school event ‘Big Scottish Breakfast’ in support of STV’s Children’s Appeal in September in partnership with Kellogg’s. Friends, families, students, staff and local councillors were invited to have breakfast together to raise money for children affected by poverty in Scotland. The big breakfast was a huge success and created a brilliant atmosphere around the school. We had live music performed by our senior pupil’s class band which created a real buzz throughout the building in the morning. We had great support from outside agencies who hosted a fruit tasting stand and smoothie bikes stand which proved extremely popular with our parents/carers and pupils. A STV crew attended our breakfast morning and filmed the whole morning for footage for their STV Children’s Appeal Show. This was a unique experience for our school community to be part of. As a school we raised £100 towards the STV’s Children Appeal that morning. After the success of our “Big Breakfast” in aid of STV’s Children Appeal we decided to host Big Breakfast mornings for whole year groups each term. Pupils would be invited down to the atrium for bacon rolls, cereal, pancakes, shortbread, smoothies, fresh fruit and fruit juice. Parents/carers/ staff were also invited. These events created a really positive atmosphere around the school. Pupils who didn’t previously know about our school Breakfast Club were introduced to it and resulted in our Breakfast Club numbers growing. Angus Cycle Hub- Free access to Bikes in Moray We were able to secure 14 free recycled bikes with brand new accessories for our pupils after contacting parent/carers and making online referrals to receive a bike. We sensitively targeted pupils who receive FSM and also on our PEF list. We received lots of positive comments from parents regarding this brilliant initiative. Page 260
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87 Parent A said “my son would really benefit from this” Parent B said “I think that would be a great idea, Pupil B has been asking for bike to ride to school with. Thank you for including us” Parent C said “Yes please! This is an amazing incentive that my 3 children would definitely benefit from” This initiative was created by Angus Cycle Hub who partnered up with Moray Active Schools. 1-2-1 Success Stories I supported a pupil who needed extra support in gaining their Duke of Edinburgh Bronze Award for their Volunteering and Skills element of the Award. The pupil has ASN and required some guidance documenting evidence and completing the written part of the assignment. Due to my second job with Moray council the pupil was able to complete their volunteering and skills section learning the roles and responsibilities as a leisure assistant over 12 hours of voluntary work shadowing the role. After successfully completing the voluntary hours, we were then able document the evidence enabling the pupil to achieve the Duke of Edinburgh Bronze Award which was a real success for the pupil. It was well earned and thoroughly deserved due to their commitment to the DofE programme. I started working with a pupil on a 1-2-1 basis in October 2023 after they were referred to me by their Guidance teacher. The reason for their referral was due to behavioural concerns, not following their timetable and increase in referrals from their class teachers. We did work around raising self-esteem and respect which the pupil initially wasn’t too keen to communicate about. After a couple of 1-2-1 sessions the pupil started to engage and realise the importance of being respectful to staff/pupils in school and how their education would be a more positive experience if they showed more respect and committed to their school timetable. The pupils’ referrals noticeably dropped in 2024 to only 3 with staff recognising increased effort, the pupil receiving 7 merits for being a ‘good role model’ and ‘consistent effort’. I also worked with the pupil on their Prince’s Trust coursework during our periods together who worked to a real high quality throughout. The pupil successfully achieved the Level 3 Personal Development and Employability Skills Award which was a fantastic achievement. RRR Review, Reflect, Restore and Reform We re-named our Alternative to Exclusion (A2E’s) to Reflect, Restore and Reform (RRR’s). This was to change perception to be more inclusive and have more positive connotations in relation to supportive interventions. As with previous years, we have kept track of how many we have had, the reason behind them and what’s been achieved by the pupil during them. While on RRR’s pupils continue with their classwork for the day and catch up with any outstanding classwork. They also have the opportunity to take ownership of how they can make improvements, better choices and set realistic targets before going back into class. During the academic term 2023-24, our data collected identified in total we had 100 RRR’s. This was a noticeable difference compared with 150 “Alternative to Exclusions” in 2022-23 with a decrease of 50. This major decrease compared to last year is considered very positive and demonstrated from further analysis that the majority of pupils on RRR’s are not ending back on RRR’s by making better choices and listening to the strategies discussed to support them best with their education. For this academic term 65% of our pupils who had a RRR did not have another one. This shows the process is working well overall for the majority of pupils. Our tracking shows that we have a small core of pupils who do find themselves on RRR’s again (35%). This small cohort of pupils are either misbehaving in class or during social breaks. During RRR’s we are able to support pupils with their classwork on a 1-2-1 basis which can be really beneficial for the pupils as they do not fall behind in any classwork when they return. We also listen to them and offer strategies to support them to make sure they get the most out of their education and start making more positive choices. Page 261
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88 88 Service Actions | 2024-2027 Aligned to the key priorities contained within the National Improvement Framework and Plan 2023, please now refer to the separate Moray Education NIF Key Priorities and Plan 2023-2024 (incorporating revised Stretch Aims reflective of revised Scottish Government/Education Scotland Framework for Recovery and Accelerating Progress). Following review as a service, this document contains Stretch Aims set based on data intelligence and revised Service Priorities and Actions founded on considerable service self-evaluation over the course of last session. Following integration of the Education component of the Education, Communities and Organisational Development division of Moray Council following departure of the Head of Education Resources and Communities, a three-year plan with focus outlined in the diagram below highlights our core priorities looking forwards: Moray Education Page 262
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National Improvement Framework Plan | 2024-25 Lossiemouth High School New Elgin Primary School Elgin High School Buckie ASG Moderating Together Speyside High School APPENDIX 2 Item 8.* Page 263
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Moray Council: Education 2 Improving Outcomes for Moray’s children and young people… Our Moray Education Strategic Plan has been further reviewed this session based on self-evaluation in order to ensure delivery of key priorities to improve outcomes for Moray’s children and young people in a changing operating context, both nationally and locally as we navigate service changes and wider pressures. The National Improvement Framework priorities and key drivers for improvement remain central to our service actions. Following review as a service, this document contains Stretch Aims set based on data intelligence and revised Service Priorities and Actions founded on considerable service self-evaluation over the course of last session. A three-year plan with focus outlined in the diagram below sets our direction for 2024-2027: A summary of self-evaluation reviewed is contained within the Moray Education NIF Progress Report and Self- evaluation 2023-2024 document along with key performance information. Page 264
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Moray Council: Education 3 Education Strategic Plan: National Improvement Framework Our plans are continuously developing in order to reflect changing National and Local priorities, Scottish and local authority guidance. At this time, we look to the following key National and Local policies and frameworks in order to guide our work across Moray Education: National Policy and Strategy Local Policy and Strategy UNCRC and Children’s Rights/Participation Local Outcomes Improvement Plan (LOIP) Children and Young People (Scotland) Act Moray Council Corporate Plan (CP) National Improvement Framework (NIF) Moray Children’s Services Plan (CSP) Curriculum for Excellence (CfE) Corporate Parenting Strategy and Pillars Developing the Young Workforce (DYW) Education Strategic Plan Getting it right for every child (GIRFEC) Education Resources Plan Scottish Attainment Challenge/Pupil Equity Funding (SAC/PEF) ASN Strategy and Policies Corporate Parenting and ‘The Promise’ Raising Attainment Strategy and Toolkit Scottish Schools (Parental Involvement) Act Learning and Teaching Strategy and Resources Standards in Scotland’s Schools Act Curriculum Strategy and toolkit including Senior phase Curriculum Guidance Better Relationships, Better Learning, Better Behaviour Early Years Play Strategy Digital Learning and Teaching Strategy for Scotland Professional Learning Strategy Learning for Sustainability Supporting all Learners Strategy Child Poverty Strategy for Scotland Parental Involvement and Engagement Strategy Education Scotland/HMiE Guidance and Practice Assessment and Moderation Strategy Scottish Government publications/Audit Scotland/OECD Reports/Muir Review Tracking and Monitoring in the BGE Strategy/Guidance The Morgan Review Data Analysis - AnalyseM CLD Regulations and Standards Curricular Progressions Wellbeing and Child Protection Guidance Draft Literacy, Numeracy and Skills Strategies Key National Reviews including: All Learners in Scotland Matter Independent Review of Qualifications & Assessment Independent review of skills delivery landscape ...and ongoing work captured through revised Education Governance and Moray Curriculum Strategy and Moray Improvement Groups Page 265
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Moray Council: Education 4 Education Strategic Plan: National Improvement Framework Plan The following pages contain our Education Strategic Plan incorporating the National Improvement Framework Plan for Moray Education. This is a high level summary of work planned with more detailed officer plans supporting this and regular reporting to Committee with progress, impact and next steps. The following legend provides a key to the National Improvement Framework priority and driver column references in the final two columns of our progress report templates on subsequent pages. Legend: National Improvement Priority National Improvement Driver 1 Placing the human rights and needs of every child and young person at the centre of education A School and ELC leadership 2 Improvement in children and young people’s health and wellbeing B Teacher and Practitioner Professionalism 3 Closing the attainment gap between the most and least disadvantaged children and young people C Parent/carer involvement and engagement 4 Improvement in skills and sustained, positive school-leaver destinations for all young people D Curriculum and Assessment 5 Improvement in attainment, particularly in literacy and numeracy E School and ELC Improvement F Performance Information Page 266
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Moray Council: Education 5 Through leadership and empowerment across our system, we will accelerate progress across our schools and establishments, supported by professional learning, development experiences and opportunities. Building capacity across our system, we will strengthen leadership at all levels and realise a sustainable service model as we look to the Education service of the future. Key Service Actions: NIF Priorities: NIF Drivers: 1.1 Ensure all establishments have a shared vision and values of whole school community, aspirational and relevant, underpinning the life and work of the school and curriculum 1,2,3,4,5 A,B,C,E 1.2 Strengthen leadership and empowerment at all levels 1,2,3,4,5 A,E 1.3 Improve self-evaluation for improvement at all levels to guide change and improvement 1,2,3,4,5 A,B,C,E,F 1.4 Further review our Moray Quality and Improvement Framework (MQIF), with development of Family Improvement Groups across our schools in order to strengthen peer support and challenge of school improvement, networking and sharing of resources and good practice 2,3,4,5 A,B,E,F 1.5 Further review approaches to data for improvement including information management systems, approaches and data interrogation whilst continuing to look outwards for good practice 2,3,4,5 A,B,E,F Leadership of Change Page 267
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Moray Council: Education 6 With an increase in poverty locally and focus on improvement across key attainment and achievement measures, we have a renewed focus on the four pillars of inclusion in order to improve experiences for our learners. Key Service Actions: NIF Priorities: NIF Drivers: 2.1 Through renewed focus on the Scottish Attainment Challenge Logic Model with specific regard to outcomes at school/community and regional levels 1,2,3,4,5 A,B,C,D,E,F 2.2 Accelerate progress towards core outcomes and stretch aims 2,3,4,5 A,B,C,D,E,F 2.3 Further develop the “Supporting all Learners” strategy to incorporate the ASN review 1,2,3,4,5 A,B,C,D,E 2.4 Roll out our newly updated stated intervention training model to further upskill practitioners in order to better meet the needs of learners 1,2 A,B,E,F 2.5 Review the attendance policy by means of a short life working group to include support materials for schools 1,2 A,C,E,F 2.6 Review educational offer to children on part-time timetables and monitor progress to full-time learning package 1,2,3,4,5 A,B,C,D,E,F 2.7 Reduce exclusions through well planned partnership interventions and approaches including review of our current policy 1,2,3,4,5 A,B,C,D,E,F 2.8 Expand information sharing work with health colleagues to develop a greater understanding of children coming in to education as well as developing an ASN forecast tool 1,2 A,B,E 2.9 Review our admissions policy including clear process on deferral processes and placement of pupils with ASN 1,2 A,C Wellbeing, Equity and Inclusion Page 268
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Moray Council: Education 7 With ongoing national reform, reviews and wider national consultation and change ongoing, we recognise the importance of further developing our curriculum across the BGE and into the Senior Phase, in order to improve curriculum breadth and opportunities for all children and young people in Moray. Key Service Actions: NIF Priorities: NIF Drivers: 3.1 Further develop the curriculum in the BGE and Senior Phase taking account of the national review and international research including project based learning 1,2,3,4,5 A,B,C,D,E,F 3.2 Further develop curriculum offer in senior phase including consortia arrangements 1,3,4 A,B,D,E Curriculum Page 269
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Moray Council: Education 8 High quality learning, teaching and assessment are fundamental for ensuring learners’ experiences are matched to their talents, interests and needs in preparation for life and work. This includes planning high quality learning experiences across the four contexts for learning, extending skills, acquiring knowledge and developing in the four capacities of Curriculum for Excellence. Key Service Actions: NIF Priorities: NIF Drivers: 4.1 Build on early work with Power up your Pedagogy to improve the consistency in high quality learning and teaching experiences for all 1,2,3,4 A,B,E,F 4.2 Ensure pace, challenge and differentiation is improved to improve learner progression with greater focus on future pathways 1,2,3,5 A,B,D,E,F 4.3 Continue to develop approaches to assessment and moderation to improve outcomes for learners 2,3,4,5 A,B,D,E,F 4.4 Continue to support and improve approaches to data literacy for all staff to identify and address achievement gaps 2,3,4,5 A,B,D,E,F Learning, Teaching and Assessment Page 270
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Moray Council: Education 9 Part of the Scottish Government and Education Scotland Framework for Recovery and Accelerating Progress (Scottish Attainment Challenge) involves the setting of local stretch aims. Stretch aims for improvement purposes are specifically focussed on the improvement in which a system needs to make in order to reach a particular goal. For example, closing the poverty-related attainment gap. Local authority plans and stretch aims for the Scottish Attainment Challenge are required to be embedded within existing local authority service improvement plans to use education to improve outcomes for children and young people affected by poverty, with a focus on tackling the poverty- related attainment gap. Stretch aims are required to focus on core attainment measures (Core Stretch Aims) and specific aims which, informed by local evidence and data, are identified as local priority areas for improvement (Core Plus Stretch Aims). These stretch aims should be both ambitious and achievable within local contexts. In Moray, our Stretch Aims based on existing data and intelligence (Core and Core Plus) are identified as follows: Page 271
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Moray Council: Education 10 Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 70-74% 58-63% 81-85% 27pp 2024/25 73-77% 62-65% 83-86% 24pp 2025/26 Stretch Aim 78% 67% 87% 20pp Achievement of Curriculum for Excellence Levels: Numeracy P1/P4/P7 combined …additional Information and rationale for aims The ACEL Numeracy (P1, P4, P7 combined) Stretch Aim for 2026 is ambitious based on data trends over time and interventions underway within Moray for raisingattainment inNumeracy andMaths. In2020/21 the overall combined P1, P4, P7 Numeracy level was 68%, rising to 72% in 2021/2022. Based on internal data analysis for 2022/2023, ACEL Literacy (P1, P4, P7 combined) has witnessed positive increase (unpublished figures, Scottish Government December 2023). This is as a result of increased focus on moderation, roll-out of local authority resources, further application of the Northern Alliance Numeracy Progression and spotlight focus on learning, teaching and assessment. Our school visit programme has specific focus in term 4 on ACEL data and review. Our Quintile 1 cohorts remain very small. As such, performance is skewed by cohort size and individual needs. Quintile 1 accounts for 3.4% of all learners in Moray across stages (P1, P4 and P7 combined accountingfor0.8% of allMoray learners). Quintile 5accounts for112pupils in2020/2021 and97 pupils in 2021/2022 for P1, P4 and P7 Literacy combined. Quintile 5 accounts for 11.6% of all learners in Moray across stages (P1,P4andP7combinedaccountingfor2.9% of allMoraylearners). Total pupil populationin 2022/2023 - 12,212 learners where in 2023, 12,136 learners in Moray (August 2023) with percentage representation of Quintile 1 (3.2%) and Quintile 5 (11.5%). Pre-covid levels on average ranged from 63-70 pp where our data has shown recovery and continued improvement through unpublished data (2023), with slight dip notedin 2020/2021. If acceleratedprogress continues each year within parameters noted above and in similar operating and budgetary conditions, overall levels of 78% by 2026 will be achieved. Our poverty related attainment gap in 2020/2021 (Q1vQ5) was recognised at 18% rising to 25% in 2021/2022, with gap of 26%, 21% and 13% noted respectively in pre- pandemic years. Stretch aim anticipated for 2026 would result in a narrowing of the gap over the next three years by 27pp to 20pp, basedon verylow SIMD cohort numbers also expectedin SIMD Quintile 1. A slight increase inpovertyrelatedattainment gap isanticipated in2023 basedon earlyanalysis, impactedby low cohort size in Quintile 1 and impact of underperformance of a few pupils. Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 67-70% 57-60% 82-84% 27-22pp 2024/25 69-72% 60-65% 83-86% 26-19pp 2025/26 Stretch Aim 74% 66% 87% 21pp Achievement of Curriculum for Excellence Levels: Literacy P1/P4/P7 combined …additional Information and rationale for aims The ACEL Literacy (P1, P4, P7 combined) Stretch Aim for 2026 is ambitious based on data trends overtime and interventions underway within Moray for raising attainment in Literacy and English. In 2020/21 the overall combined P1, P4, P7 Literacy level was 64%, rising to 65% in 2021/2022. Based on internal data analysis for 2022/2023, ACEL Literacy (P1, P4, P7 combined) has witnessed positive increase (unpublished figures, Scottish Government December 2023). This is as a result of increased focus on moderation, roll- out of local authority progressions to 3rd level for Literacy and English and spotlight focus on learning, teaching and assessment. Our school visit programme has specific focus in term 4 on ACEL data and review. Our Quintile 1 cohorts remain very small. As such, performance is skewed by cohort size and individual needs. In 2021/2022, Quintile 1 accounts for 3.4% of all learners in Moray across stages (P1, P4 and P7 combined accounting for 0.8% of all Moray learners). Quintile 5accounts for112 pupils in 2020/2021and 97pupils in2021/2022forP1,P4andP7Literacy combined. Quintile 5accounts for11.6% of all learners in Moray across stages (P1, P4 and P7 combined accounting for 2.9% of all Moray learners). Total pupil population in 2022/2023 - 12,212 learners where in 2023, 12,136 learners in Moray (August 2023) with percentage representation of Quintile 1 (3.2%) and Quintile 5 (11.5%). Pre-covid levels on average ranged from 59-65 pp where our data has shown recovery and continued improvement through unpublished data (2023). If accelerated progress continues each year within parameters noted above and in similar operating and budgetary conditions, overall levels of 74% by 2026 will be achieved. Our poverty related attainment gap in 2020/2021 (Q1vQ5) was recognised at 20% rising to 26% in 2021/2022, with gap of 35%, 28% and 15% noted respectively in pre-pandemic years withlower Q1 and Q5 attainment noted overall. Stretch aim anticipated for 2026 would result in a narrowing of the gap over the next three years from 27 pp to 21pp based on previous 3-year data trend (2021-2023), with low SIMD Quintile 1 cohort numbers also anticipated to continue impacting on stretch aims due to individual pupil/group performance. An increase in poverty related attainment gap is anticipated in 2023 basedonearlyanalysis,impactedbylow cohort size inQuintile 1andimpact of underperformance of a few pupils. Page 272
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Moray Council: Education 11 Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 85-88% 75-79% 87-90% 15-8pp 2024/25 86-90% 78-83% 89-91% 13-6pp 2025/26 Stretch Aim 91% 84% 93% 9pp Leavers: 1+ @ SCQF level 5 (Insight - All SCQF Measure) …additional Information and rationale for aims Overall attainment has varied over time, within the mid to upper 80-90% range overall across a five-year trend. The StretchAimidentifiedisto improve attainment bya further 2.9% from current five yearaverage to 2022 of 88.1%, leading to aspirational 2025/2026 Stretch Aim of 91%. It is noted that achievement at SCQF level 5 is impacted by a range of factors including presentation numbers at this level along with additional support needs profile of year groups/cohorts. Further caution is expressed at different assessment models (Alternative Certification Model) and assessment approached during 2020 and 2021, along with changes on return to SQA examinations and amended content/assessment arrangements for 2022. Our SIMD Quintile 1 numbers within leaver cohorts remain small, with 2018-2022 noting cohort sizes of 9, 8, 11, 25 and 30 respectively. As a result, attainment at SIMD Quintile 1 remains variable based on individual pupil achievements, ranging within individual years from 70.4% to 90.9% over a 5-year period includingthe pandemic. Basedon trendaverage of 81.5% and10.3% variance between 2020/2021(70.4%) and 2021/2022 (80.7%), Quintile 1 attainment is expected to improve by 2.5% based on this average and past two years' performance average (75.6% - SA would mean 8.4% improvement). Quintile 5 attainment is set to improve by 0.7% based on five-year trend average (92.3%) and 1% increase on 2021/2022. Our eight secondary schools all continue to participate in the SCQF Ambassador programme, widening curriculum, qualifications and wider accreditation offers as we look to the future in order to raise attainment for all. Work on curriculum change is underway, extending senior phase offer throughMorayImprovement Groups. Overall StretchAimis to reduce the gapbetweenQ1andQ5to 10pp by 2025-2026. Targeted use of additional staffing including equity, inclusion, wellbeing and raising attainment colleagues as appropriate for targeting identified pupils for intervention and support, to maximise achievements. Overall, Q1-Q5 attainment gap average (5-year average) anticipated to improve by 2pp from 11 pp to 9 pp. Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 60-64% 47-52% 67-71% 24-15pp 2024/25 62-65% 50-54% 69-72% 23-15pp 2025/26 Stretch Aim 66% 55% 73% 18pp Leavers: 1+ @ SCQF level 6 (Insight - All SCQF Measure) …additional Information and rationale for aims Overall attainment has varied overtime, withina 58-64% range overall across a five-year trendperiod. The Stretch Aim identifiedis to improve attainment by a further 5% from current five yearaverage to 2022 of 61.0%, leadingto aspirational 2025/2026StretchAimof 66%. It isnotedthat achievement at SCQFlevel6 is also impactedby a range of factors including presentation numbers at this level along with additional support needs profile of year groups/cohorts. Further caution is expressed at different assessment models (Alternative Certification Model) and assessment approached during 2020 and 2021, along with changes on return to SQA examinations and amended content/assessment arrangements for2022. Schools continue to workwithyoungpeople in regardto ambitionand attendance. Our SIMD Quintile 1 numbers within leaver cohorts remain small, with2018-2022 notingcohort sizes of 9,8, 11,25 and 30 respectively. As a result, attainment at SIMD Quintile 1 remains variable based on individual pupil achievements, ranging from 40.7% to 63.6% over a 5-year trend period including the pandemic. Based on trend average of 49.0% and 7.7% variance between 2020/2021 (40.7%) and 2021/2022 (48.4%), Quintile 1 attainment is expected to improve by 6.0% based on this average and past two years' performance average (44.5% - SA would mean 10.5% improvement on 2-year average). Quintile 5 attainment is set to improve by 3% based on five-year gap trend average (70%) and 8% increase on 2021/2022. Our eight secondary schools all continue to participate in the SCQF Ambassador programme,widening curriculum,qualifications andwideraccreditationoffers aswe lookto the future inorderto raise attainment forall. Workoncurriculumchange is underway,extending seniorphase offerthrough Moray Improvement Groups. Q1-Q5 2yeargapaverage (2020/2021: -37 %: 2021/2022: -17%)of 27%. Overall StretchAim isto reduce the gapbetween Q1 and Q5 to 18 pp by 2025-2026 based on variable trend over time. Targeted use of additional staffing including equity, inclusion, wellbeing and raising attainment colleagues as appropriate for targeting identified pupils for intervention and support, to maximise achievements. Overall, Q1-Q5 attainment gap average (5-year average) anticipated to improve by 3pp from 21 pp to 18pp. Page 273
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Moray Council: Education 12 Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 93-94% 84-87% 90-94% 10-3pp 2024/25 94-95% 86-88% 92-95% 9-4pp 2025/26 Stretch Aim 95.5% 89% 96% 7pp Annual Participation Measure (16-19 year olds) …additional Information and rationale for aims A Stretch Aim of 95.5% has been set, 3.0% higher than the 6-year trend average and 4.3% higher than the lowest recorded APM (2017/2018). Considerable work has been undertaken across the partnership (Skills Development Scotland, Moray Pathways, Moray College UHI, Moray Education, Moray Council CLD Youth Work, DYW Moray) in order to improve accuracy in recording as well as closer monitoring, particularly in the age 18-19 year old categories during session 2022/2023. Numbers inQuintile 1remain low (6 yearaverage - 86 youngpeople peryear) withQ1 AnnualParticipation rates from 78.8% to 91.8% across this trend period with average of 86.1% noted. An aspirational stretch aim of 89% has been set for 2025/2026. Annual Participation Measure at SIMD Quintile 5 remains high with a data range from 93.1% to 97.9%, average of 94.9% across a six-year trend period. Stretch aim is set in context based on data presented over the trend period, with 96% aspirational 2025/2026 stretch aim set for Quintile 5, which would see gap reduction overall on data presented above to 7 pp from 9pp six-year trend gap average (10 pp in 2022/2023). Overall Stretch Aim (95.5%) is positive and above current 2023 national average of 94.3% (1.2% above). Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 92.5-93.5% 89.0-91.5% 93.5-94.5% 5.5-2pp 2024/25 93.5-94.5% 90.5-92.5% 94.5-95.5% 5-2pp 2025/26 Stretch Aim 95.0% 93.0% 96.0% 3pp Attendance - Primary …additional Information and rationale for aims Primary Attendance levels have varied over time, adversely impacted overall - common with other local authorities - by the 2020 and 2021 pandemic years impacting on data measurement. 5 year trend varies overall from 95.0% in 2018/2019 to 92.7% in 2022/2023 with decrease in attendance from pre-pandemic high for Quintile 1 of 94.5% in 2018/2019 to 88.9% in 2021/2022 as lowest in 5-year trend period. Highest Quintile 5 attendance is noted in 2020/2021basedondata available as97.1% with93.8% notedin 2021/2022as lowestover 5-yeartrend period. Low cohort numbers continue to be observed particularly in Quintile 1. Reviewed attendance policy, increased focus on monitoring attendance and early intervention is anticipatedto reduce the Q1-Q5gap to 3pp by2025/2026. Basedon Q1-Q5 gaps in 2021/2022 and 2022/2023 respectively, this is a 2pp reduction (1pp on 5-year trend average) and positive return to pre-pandemic attendance levels observed with attendance. Page 274
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Moray Council: Education 13 Moray Council Stretch Aims Core Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 88-90% 87-89% 91-92% 5-3pp 2024/25 90-91% 88-89% 92-93% 5-3pp 2025/26 Stretch Aim 92% 90% 94% 4pp Attendance - Secondary …additional Information and rationale for aims Secondary attainment rates vary over time, impacted by the pandemic across SIMD Quintile 1 and Quintile 5, with some recoverto pre-pandemic levels forSIMD Quintile 5. 5-yeartrend varies from 91.9% in 2018/2019to 88.9% in 2022/2023 as lowest recorded attendance over a five year trend period. Reviewed attendance policy, increased focus onmonitoringattendance andearlyinterventionis anticipatedto reduce the Q1-Q5gap to 4pp by2025/2026 from previous year gaps for 2021/2022 and 2022/2023 of 6pp and 5pp averages respectively. Oursecondaryschools acknowledge increasedbehaviours exhibitedby youngpeople onreturn, coupledwith rise in wider wellbeing concerns impacting on attendance at school and creativity required in interventions and supports including counselling and use of additional inclusion, wellbeing, intervention and equity teams to strengthen participation and achievement. Ongoing support from pastoral care teams and interventions funded through Scottish Attainment Challenge monies is further used to support targeted young people, increasing engagement in school. Based on 5-year trend averages, increased attendance compared with 2022/2023 for Q1 (3.2pp) and Q5 (1.8pp) are desired aims, an increase of 1.2 pp and 1 pp against 5-year trend averages for Q1 and Q5 respectively. Core Plus Stretch Aims Page 275
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Moray Council: Education 14 Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 79-83% 68-71% 82-86% 18-11pp 2024/25 84-87% 70-72% 85-89% 19-13pp 2025/26 Stretch Aim 88% 73% 90% 17pp Achievement of Curriculum for Excellence Levels: S3 ACEL Literacy (3rd level) …additional Information and rationale for aims S3ACEL Literacyisidentifiedbasedonvariabilityidentified acrosssecondary schools in determininglearner level achievement in Literacy and need for raising attainment. Focussed work through extended QAMSO network, subject network meeting, May Inset Day and Associated Schools Group approaches to moderation have improved data (currently unpublished) in 2022/2023. Further focus is now underway in order to ensure teacher professional judgements remain robust and reflective of learner achievement of CfE levels at 3rd level or above. Based on all data available including internal local authority data (pandemic years, 2020 and 2021), an overall average of 80% is noted across a six year trend period with variability noted year on year. Improved consistency in moderation and working with cross-sector and inter-school colleagues, a 88% Stretch Aim overall is aimed towards in line with 2019 pre-pandemic National average and 2% above last year's(2022) national average. Numbers in S3 for Quintile 1 (36 young people, cohort size 993, 3.6% of cohort) remain small with Quintile 5 accounting for one tenth of the S3 cohort population (107 young people, cohort size 993, 10.8%) with individual and small group performance anticipated to potentially impact on overall stretchaim achievement. A reductionin Q1-Q5gap to 17 ppis aimedtowards, fromcurrent trendaverage of 24 pp gap (7 pp reduction) and a 15pp reduction on Q1-Q5 gap noted in 2021/2022 (32 pp). Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 86-88% 75-79% 90-92% 17-11pp 2024/25 87-89% 80-84% 91-93% 13-7pp 2025/26 Stretch Aim 89% 85% 94% 9pp Achievement of Curriculum for Excellence Levels: S3 ACEL Numeracy (3rd level) …additional Information and rationale for aims S3 ACEL Numeracy is identified based on greater consistency identified across secondary schools in determining learner level achievement in Numeracy and change post-pandemic of learner achievement in Numeracy across Quintiles 1-5. Focussed work through extended QAMSO network, subject network meeting, May Inset Day and Associated Schools Group approaches to moderation have improved data (currently unpublished) in 2022/2023. Further focus is now underway in order to ensure teacher professional judgements remain robust and reflective of learner achievement of CfE levels at 3rd level or above. Change notedinperformance of Quintile 1cohort (2018- 90%; 2019- 100%)in pre-pandemic years compared with post-pandemic (2022 - 79%) and unpublished 2022/2023 cohort performance lower than anticipated also. Performance at Quintile 5 remains strong with 93% year on year trend average noted since 2017/2018. Based on all data available including internal local authority data (pandemic years, 2020 and 2021), an overall average of 85% is noted across a six year trend period with variability noted year on year across schools. Improvedconsistency inmoderation andworking withcross-sector andinter-school colleagues,a 89% Stretch Aimoverall isaimed towards in line with 2022National average. Numbers inS3 (August 2023) for Quintile 1 (36 young people, cohort size 993, 3.6% of cohort) remain small with Quintile 5 accounting for one tenth of the S3 cohort population (107 young people, cohort size 993, 10.8%) with individual and small group performance anticipated to potentially impact on overall stretch aim achievement. A reduction in Q1-Q5 gap to 9 pp is aimed towards, from current trend average of 10 pp gap and a 4pp reduction on Q1-Q5 gap noted from 2021/2022 (13 pp gap, much reducing based on early indication data for 2022/2023 also). Page 276
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Moray Council: Education 15 Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 94-96% 92-94% 95-96% 4-1pp 2024/25 95-97% 93-95% 96-97% 4-1pp 2025/26 Stretch Aim 97% 95% 97.6% 2.6pp Leavers: 1+ @ SCQF level 4 (Insight - All SCQF Measure) …additional Information and rationale for aims Overall attainment has remained positive over time, at both Q1 and Q5 across a five-year data trend period. The Stretch Aim identified is to improve attainment by a further 0.6% from current five year average to 2022 of 96.4%, leading to aspirational 2025/2026 Stretch Aim of 97%. It is noted that achievement at SCQF level 4 is impacted by a range of factors including presentation numbers at this level along with additional support needs profile of year groups/cohorts. Further caution is expressed at different assessment models (Alternative CertificationModel) andassessment approachedduring 2020and 2021, along with changes on return to SQA examinations and amended content/assessment arrangements for 2022. An increased attainment gap of 11% is noted in session 2020/2021 during the pandemic with recover to 2% difference in attainment (Q1-Q5) in 2021/2022. Our SIMD Quintile 1 numbers within leaver cohorts remain small, with 2018-2022 noting cohort sizes of 9, 8, 11, 25 and 30 respectively. As a result, attainment at SIMD Quintile 1 remains variable based on individual pupil achievements, ranging within individual years from 88.9% to 100.0% over a 5-year period includingthe pandemic. Basedon trendaverage of 94.3%, Quintile 1 attainment is expectedto improve by 0.7% based on this average and past two years' performance average (91.2% - SA would mean 3.8% improvement). Quintile 5attainment isset to improve by0.2% basedonfive-yeartrendaverage (97.4%)and 1.6% increase on 2021/2022. Our eight secondary schools all continue to participate in the SCQF Ambassador programme, widening curriculum, qualifications and wider accreditation offers as we look to the future in order to raise attainment for all. Work on curriculum change is underway, extending senior phase offer through Moray Improvement Groups. Overall Stretch Aim is to reduce the gap between Q1 and Q5 to 2.6 pp by 2025-2026. Targeted use of additional staffing including equity, inclusion, wellbeing and raising attainment colleagues as appropriate for targeting identified pupils for intervention and support, to maximise achievements. Overall, Q1-Q5 attainment gap average (5-year average) anticipated to improve by 0.5pp from 3.1 pp to 2.6 pp. Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 84-88% 77-83% 87-92% 15-4pp 2024/25 88-93% 84-89% 92-95% 11-3pp 2025/26 Stretch Aim 94% 90% 96% 6pp Leavers: 5+ @ SCQF level 1 (Insight - All SCQF Measure) …additional Information and rationale for aims Ensuring our young people leave school at all levels with a wide range of qualifications is essential for future learning, life and work, whether identified within the lowest 20%, middle 60% or highest 20% achievers. Maxmising achievement of young people to leave school with a portfolio of qualifications will improve outcomes and positive post-school destinations which remain high overall in Moray. Overall attainment for 5+ @SCQF 1 remains variable at Quintile 1 and Quintile 5, suggesting a number of young people are not maximising their overall attainment and achievement at school by point of exit. Work continues on identification of young people on part-time timetables andwith incomplete curriculum options across our secondary schools. Based ondata of those youngpeople leavingschool withat least 1 qualification at SCQF level 4 (2021/2022 - 97.7%) and at least 1 qualification at SCQF level 5 (2021/2022 - 90.1%), underachievement is noted at this measure and achievement of at least 5 qualifications at SCQF level 1 or above by school point of exit across SIMD quintiles. In 2018/2019 and 2019/2020 it is also noted that leavers within Quintile 1 performed better overall compared with young people leaving school in Quintile 5 in this measure. A stretch aim of 94% achieved wouldsee a 9.2% improvement overall basedon5-yeartrendaverage of youngpeople achieving5 ormore qualifications at SCQF level 1 or above, with positive increase based on 5 year averages for Quintile 1 (9.7%) and Quintile 5 (8.6%) which is achievable based on highest year performance of 100% (2018/2019 - Quintile 1) and 92.4% (2020/2021 - Quintile 5) respectively. Overall reduction in Q1-Q5 gap based on current 5-year average of 7pp to 6pp (highest year's gap noted in 2020/2021 at 26%). Our eight secondary schools all continue to participate in the SCQF Ambassador programme, widening curriculum, qualifications and wider accreditation offers as we look to the future in order to raise attainment for all. Work on curriculum change is underway, extending senior phase offer through Moray Improvement Groups. Page 277
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Moray Council: Education 16 Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 68-71% 63-66% 71-75% 12-5pp 2024/25 70-73% 65-69% 74-77% 13-5pp 2025/26 Stretch Aim 74% 70% 78% 8pp Achievement of Curriculum for Excellence Levels: P4 Literacy (Writing) 1st level …additional Information and rationale for aims P4 Literacy (Writing) is identified as a focus area for Stretch Aim setting due to work continuing withinthe local authority through moderation at local authority, QAMSO training and support alongside Inset Day focus and planning at Associated Schools Group level. Development and roll-out of Moray Literacy Progressions and focussed need to raise attainment of children at this level with attainment furthernoted nationally for P4 stage, highlights improvements required. Based oninternal data analysis, improvement in overall trend is noted over time from 2017/2018 (57% overall achievement - P4 Writing) to 67% in 2021/2022. Further improvement is noted in Moray through internal data analysis based on 2022/2023 level achievement for P4 (1st level) as yet unpublished figures under embargo. Our P4 Quintile 1 cohort remains small in session 2023/2024 (P4 - 33 children, 3.3% of P4 stage cohort of 1,006 children) with Quintile 5 accounting for approximately one tenth of the cohort (P4 - 109 children, 10.8% of P4 stage cohort of 1,006 children). Quintile 1, 5-year average noted as 63% where due to low cohort numbers,variationfrom44% (2016/2017)to a highof 83% 2018/2019)performance isnoted atthis Quintile. Quintile 1, 5-year average of 63% and stretch aim achievement of 70% would lead to 7% improvement. Quintile 5, 5-year average of 76% and stretch aim achievement of 78% would lead to 2% improvement. Based on 2021/2022 figures, 7 pp improvement overall is aimed for from 67 pp to 74 pp. Where attainment gap (Q1-Q5) varies from 28% (2016/2017) to 1% (2020/2021) to 22% (2021/2022), a gap reductionto 8pp(12pp5-yearaverage)isaimedtowards by2025/2026with caveat of low cohort size and individual/small pupil group performance potentially impacting on aspirational stretch aims set. Moray Council Stretch Aims Core Plus Stretch Aim: Annual Trajectory Overall Levels SIMD Quintile 1 QIMD Quintile 5 GAP (Q1-Q5) 2023/24 37-42 2024/25 33-37 2025/26 Stretch Aim 32 Reducing Secondary Exclusions Secondary (per 1,000 pupils) …additional Information and rationale for aims Secondary exclusion rates continue to rise, post-pandemic with more extreme behaviours noted by schools for identified young people across SIMD, not discrete to Quintile 1 or Quintile 5 with low numbers reported (linked to Q1andQ5cohort numbers). Furtherworkinnow requiredas a wellbeing partnershipto ensure interventions are in place ona multi-agency approachinorderto support ourschools inensuring youngpeople are supported to attend school and positively participate, achieving a range of qualifications and accreditation to support onward and positive post-school destinations. Exclusions per1,000pupils basedonnationalmeasures continue to rise,with 42.1exclusions notedper 1,000pupils for 2022/2023, increasing from 30.8 in 2021/2022 and 29.2 in 2020/2021. 227 exclusions incidents were recorded in 2022/2023 with further analysis now required to ascertain reoccurrence, interventions and support required as well as wider factors including Additional Support Needs. Fewer pupils with LAC status are noted as having been excluded in 2022/2023. Internal data analysis shows majority of exclusions in relation to gender are identified as male. As withattendance,oursecondaryschools acknowledge increasedbehaviours exhibitedby youngpeople onreturn, coupled with rise in wider wellbeing concerns impacting on attendance at school and creativity required in interventions and supports including counselling and use of additional inclusion, wellbeing, intervention and equity teams to strengthen participation and achievement. Ongoing support from pastoral care teams and interventions funded through Scottish Attainment Challenge monies is further used to support targeted young people,increasing engagement in school. Stretch Aim of 32 pp would see a 2 pp target below the current 34 pp 3-year average, with time to reduce current 42.1 pp exclusion rate per 1,000 pupils. Low/variable cohort sizes over time make specific stretch aim setting problemous for Q1 and Q5. Few exclusions at Q1 or Q5, principally at Q2 and Q5 based on last available national and local datasets. Education, Communities and Organisational Development August 2024 Page 278
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REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 17 SEPTEMBER 2024 SUBJECT: SPEECH AND LANGUAGE CONTRACT AND SUPPORT (EDUCATION) BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the status of the service delivery of the Speech and Language Therapy Contract (SALT) for children and young people with complex needs. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. RECOMMENDATION 2.1 It is recommended that Committee: i) scrutinise and note the ongoing impact and engagement of SALT therapists with Moray Education; ii) note the budget underspend for Boardmaker, Communication, Access, Literacy and Learning (CALL) Scotland contract and Pupil Support Worker (PSW) post; and iii) agree the proposed approach to ensure the noted underspends from 2022-23 and 2023-2024 are disbursed to further support the existing Speech and Language (SALT) contract by extending the PSW post. 3. BACKGROUND 3.1 Moray Council has a contract with the NHS to deliver Speech and Language Therapy (SALT) training for staff working with children and young people with complex additional support needs, including those that are non-verbal and require specialist input. Item 9.* Page 279
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3.2 The contract between Moray Council Education department and SALT has been in place since 2011. 3.3 In 2020 the contract was renewed for a further 3 years with specific actions regarding the support and measurement of the ongoing work. 3.4 Currently there are circa 40 children from Early Learning and Childcare (ELC) to Secondary age that would be classed as non-verbal that should access support via the contract. The contract is not for individualised support, rather it complements the wider SALT therapy offer that is personalised and provided outside of Education 3.5 As noted at Committee on 19 September 2023 (para 14 of minute refers) there have been ongoing challenges faced in relation to the Speech and Language contract. 3.6 The basis of these challenges has been around recruitment and capacity within the SALT therapist team. 3.7 As agreed at Committee on 19 September 2023 the SALT contract was renewed for a further 3 years and budget was proposed to be allocated as follows; YEAR 2023-24 2024-25 2025-26 Spend SALT £ 33,497 £77,476 £77,476 Proposed Spend providers CALL £15,000 BoardMaker £12 000 CALL £15,000 BoardMaker £12 000 PSW CALL £15,000 BoardMaker £12 000 PSW Pupil Support Worker (PSW) post £15,000 (approx) £30,000 (approx) Total spend/projected spend £75,497 £134,376 £104,376 Available Budget £ 140,000 £140,000 £140,000 4. CONTRACT DELIVERY 4.1 The budget allocation supported re-engagement with the therapist team and initial meetings took place in December 2023 to identify target settings and ensure the contract was fulfilled. 4.2 Since December 2023, SALT have intensively supported both Lhanbryde Primary School and Elgin High School. Whilst also supporting in service day training at both the above mentioned Schools and Millbank Primary School. Qualitative feedback received was generally very positive with staff Page 280
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recognising strategies that can be used both for complex needs and universally. 4.3 In term 4 of this academic year (2023-2024) SALT also offered support, through the contract, to East End Nursery and New Elgin Nursery. Verbal feedback was positive and both Managers at the two settings were able to share the learning with their teams in other ELC settings. 4.4 Additionally both the Early Intervention (EI) teaching team and the Sensory Education (SES) team benefitted from specialised input in term 4 to further support their role in Education. 4.5 The plan for the new academic year, 2024-2025, is to offer intensive support at Millbank Primary School in term 1 while other settings are identified for targeted input. Central Officers will continue to meet every 6 weeks with the SALT therapists to ensure the contract is monitored and impact evaluated quantitatively. 5. BOARDMAKER 5.1 Due to staff absence the new Boardmaker contract was not established until April 2024, coinciding with the start of the new financial year. 5.2 Boardmaker is a complete special education platform that supports education, communication, access and social/emotional needs of children. The software will be used as a flexible tool in Moray to support communication to empower children and young people to achieve. Boardmaker supports children develop their early communication by allowing for easily produced, consistent visuals which can be personalised to allow children and young people to express their wants and needs. The benefits to having the authority wide subscription are that our children and young people will have a consistency of communication approaches from Early Learning and Childcare (ELC) throughout their Education career. Both SALT and CALL use features from Boardmaker to enhance and supplement the support they offer. 5.3 Boardmaker are providing 20 licenses plus resource training for the next 5 years at a cost of £12,000 altogether, rather than £12,000 per year. The 20 licenses have gone to Enhanced Provisions across Primary and Secondary Schools in Moray. There is also a central ELC licence to support staff. 5.4 The training provided by Boardmaker will empower staff to ensure the resource is used to its fullest potential. 6. CALL CONTRACT AND PSW POST 6.1 The remaining SALT budget is allocated for the CALL contract and Pupil Support Worker (PSW). 6.2 CALL Scotland help children and young people across Scotland to overcome disability and barriers to learning, created by their environment, and to enable them to reach their full potential. They have both a research and design centre Page 281
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as well as a working service unit that supports children and young people, their families, local authorities and professionals. 6.3 Due to staff absence limited progress has been made with both the CALL contract and the PSW post. However initial steps have recently been taken to rectify this. 6.4 Central officers have met with CALL who have confirmed they can deliver a 20 day contract for the next 2 years. This will support schools in meeting need around Augmentative and Alternative Communication (AAC) and build capacity and sustainability into our planned service delivery to meet complex needs. Support includes training, both online and in person. 6.5 The PSW post is currently going through the full HR evaluation process for a new post in order to ensure this is graded appropriately. 6.6 The PSW post will work with Early Learning and Childcare (ELC) settings along with primary and secondary schools to develop resources to support children and young people with complex needs that face communication challenges. They will work with education providers and partners to promote inclusive practice and communication friendly environments. The use of digital resources like CALL and Boardmaker will be a pivotal part of the PSW post and will provide additional communication strategies for staff working directly with children and young people facing communication challenges. 7. SUMMARY OF PROGRESS AND NEXT STEPS 7.1 Boardmaker is ready to be rolled out as Enhanced Provision schools have received the appropriate credentials to access the resource. Those that have been using Boardmaker are also sharing resources to ensure consistency of use. 7.2 Central officers have met with CALL and are in the process of finalising the contract. A central officer has been identified to be the link with CALL and will work with schools to strategically plan and prioritise inputs to groups and individual young people. 7.3 HR are currently working on the grading assessment for the PSW post which will be concluded shortly after this meeting. Once this has been completed standard recruitment processes will be followed. As noted in recommendations it is proposed that the underspent budget from both Boardmaker contract and the PSW post is used to fund a subsequent year of the PSW post which would extend it until end of academic year 2026-2027. 8. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) This report was informed by the priorities within the Corporate Plan and 10 Year Plan and in particular to Our People, Our Place and Our Future and A Growing and Diverse Economy and Building a better future for our children and young people in Moray. Page 282
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(b) Policy and Legal The Education (Additional Support for Learning) Act has been adhered to. (c) Financial implications The cost of the overall contract is budgeted for until the end of the academic year 2025-2026. It is proposed the underspend for the PSW post along with the underspend from the Boardmaker aspect of the contract will support the extension of the PSW post until the end of the academic year 2026-2027. (d) Risk Implications Capacity within the SALT therapist team has had an impact on the contract historically. We have been reassured by the new lead therapist that this should improve as the SALT service continues to fill vacancies. Linked to the limited capacity is an inherent risk that although Education staff are trained in interventions it could impact on developmental progress of children. This in turn will impact on their achievements There is also a risk around the delay in getting the PSW post progressed through job evaluation and to advert in a timely manner. (e) Staffing Implications Staff absence, including those in leadership roles, in schools/settings that are working with the SALT therapists has the potential to impact on service delivery. (f) Property There are no property issues arising from this report. (g) Equalities/Socio Economic Impact This report aligns with the Strategic Priorities for Education and the National Improvement Framework(NIF) which is aimed at reducing inequalities. (h) Climate Change and Biodiversity Impacts None. (i) Consultations The Depute Chief Executive, Education, Communities and Organisational Development, Head of Education, Quality Improvement Manager, Quality Improvement Officer (ASN) and Caroline O’Connor, Committee Services Officer, have been consulted on this report and agree with the sections of the report relating to their areas of responsibility. 9. CONCLUSION 9.1 Committee is asked to review the evidence provided in relation to progress made with the SALT contract. Page 283
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9.2 Committee is asked to agree that the budget underspend is allocated to extend the PSW contract until the end of the academic year 2026-2027. Author of Report: Hazel Sly/Diane Douglas Background Papers: Ref: SPMAN-1315769894-547 Page 284
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REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 17 SEPTEMBER 2024 SUBJECT: INFORMATION REPORT: MORAY SECONDARY SCHOOLS - SENIOR PHASE CURRICULUM OFFER BY: DEPUTE CHIEF EXECUTIVE: (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the curriculum offer across our Moray Secondary Schools following previous member request at Education, Children’s and Leisure Services Committee on 20 June 2024. 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to all the functions of the Council as an Education Authority. 2. BACKGROUND 2.1 Moray Secondary Schools offer a range of qualifications and accreditation at Scottish Credit and Qualifications Framework (SCQF) level 1 to 7, including SQA National Qualifications, National Progression Awards, wider SCQF awards and Foundation Apprenticeships. This may include delivery within individual schools, working in partnership/consortia with other Moray Secondary Schools for specific qualifications or through the Moray College UHI Senior Phase School College Programme offer as outlined on their website. 2.2 Our schools have continued their work on extending curriculum choice and innovation, working in collaboration with colleagues from Education Scotland as well as DYW Moray, Skills Development Scotland and Moray College UHI to reflect on structures and work on curriculum design for strengthened consortia working and senior phase offers. This has been reported to committee previously and throughout last session through progress updates and actions reported to committee through the Initial Analysis of Secondary School Attainment: Session 2022-2023 (28 November 2023) and Analysis of Page 285
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Secondary School Leaver Attainment 2022-2023 (14 May 2023) reported to Education, Children’s and Leisure Services Committee. 2.3 Schools continue to review their course offers, with a number extending their SCQF (Scottish Credit and Qualifications Framework) level 3 to level 6 course offer in particular 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 and Personal Development Awards. 2.4 Through our Secondary School Improvement Model (SIM) partnership working, secondary schools continue to pilot alternative timetabling and curriculum approaches for session 2023/2024. This includes piloting of seven SCQF level 5 qualifications in S4 by one of our SIM partnerships (two secondary schools) last session as well as extending accreditation and ungraded (grade neutral) SCQF course offers for young people. 2.5 All Moray Secondary Schools have embraced the SCQF School Ambassador Programme working with the SCQF partnership to extend opportunities through wider awards and accreditation, maximising achievement of Moray’s young people. 2.6 Through Subject Groups led by Subject Leaders and supporting Depute Head Teachers from across our system, we continue to extend middle leadership opportunities and drive improvement across all curriculum areas through network structures in place. Continued review of ongoing national reforms and key messages as guided by Scottish Government is undertaken, with discussions around learner pathways, course options and accreditation opportunities for Moray’s young people central to discussions. 2.7 As a Moray Education service as we look to the future and navigate financial pressures, mitigating this impact where increasing partnership working, collaboration and consortia approaches is identified as essential. Discussions are ongoing this session with Moray Secondary Head Teachers in relation to attainment and school improvement, including maximising our resources for maximum learner choice in pursuit of their positive post-school destinations. 2.8 We continue to support our secondary schools as they initiate positive presentation policies, assertive coursing approaches and wider wellbeing supports in order for learners to achieve best possible outcomes. Schools continue to extend curriculum offers to pupils with additional support needs (ASN), offering wider SCQF level 1 to 3 course offers and lessen impact of low attendance of identified young people through wider ungraded course options. Schools continue to use wider funding including allocated Strategic Equity Funding and flexibility they may have in core staffing to support young people exhibiting challenging behaviours and in ensuring equity, provided more personalised curriculum options in meeting their learning needs. A number of young people, due to their ASN, access a personalised curriculum with individual targets and outcomes. This requires schools to allocate resource in a focussed way with more limited additional funds available based on cost per pupil status. Page 286
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2.9 Moray College UHI continues to provide qualifications for Senior Phase pupils at National 5 and Higher level as well as Skills for Work (SfW) courses and National Progression Awards (NPA) at levels 4 and 5. Current provision is predominantly via ‘College Wednesday’. Performance of our young people is reported to committee annually and most recently through our Initial Analysis of Secondary School Attainment: Session 2022-2023 report (para 3.54-3.56). 2.10 The following sections will now consider course offer and uptake across SCQF level 1 to 7, incorporating National 1-5, Higher and Advanced Higher qualifications delivered in our schools and at Moray College UHI as part of the Senior Phase School College Programme. It is noted that uptake and offer can change notably from initial course options made by young people as presented below, in particular as term 1 settles post-SQA examination results and young people further reflect over the summer holiday period on their post- school destinations including qualifications required in order to support them on this pathway. In addition, success in qualifications may result in a young person studying at a higher level than initial course option or alternatively, require a young person to undertake a lower level of qualification again as a resit. This may also impact on College uptake against initial enrolments. 2.11 In S4, young people may undertake qualifications in bi-level (two levels in the same class) or multi-level (more than two levels) classroom environments where, for example, National 3, National 4 and National 5 are studied in the same class at the same time, delivered by the same class teacher. This may be found in subject areas with low uptake and where course structures allow for bi-level and multi-level teaching and learning. Similarly, depending on subject uptake, pupils may be taught in multi-stage environments where S5/S6 pupils are also taught alongside S4 pupils. As a result, where individual presentation number may appear lower for certain subjects/levels, further consideration to uptake at SCQF levels above and below is required in full consideration of subject area uptake. 2.12 At start of session in August 2024 there were 1,000 young people in S4 in Moray studying towards a range of qualifications at the various SCQF levels of study. Our Moray schools offer a range of courses at SCQF level 1 to 3 in S4 (National 1 to 3) as shown in the graph below. Schools may also add further subjects and levels as the year progresses, dependent upon learner achievement and progression following discussion with individual learners through learning conversations within individual subjects. At initial subject options stage, Applications of Maths, Health and Food Technology and Practical Cookery were noted as having highest presentation numbers at National 3 level. Page 287
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2.13 In S4, National 4 (SCQF level 4) courses are commonly taught bi-level with National 5 (SCQF level 5) with the graphs below showing uptake at start of session across our Moray Schools. Page 288
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2.14 Highest presentation figures at start of session are noted in National 4 and National 5 English, Maths and Applications of Maths. Where National 4 English has lower figures than Applications of Maths, National 5 English uptake is higher than both National 4 Maths and Applications of Maths. Across Moray Secondary Schools, a number of young people study both Maths and Applications of Maths for additional challenge and for further breadth in their qualifications portfolio, offering an additional qualification. This is common with National 5 (SCQF level 5) Maths and Applications of Maths where pupils are offered more challenge in learning by studying towards an additional qualification. In S4 last session, 196 young people achieved both National 5 Maths and Applications of Maths across our Moray schools at grade A-C from initial SQA pre-Insight data, August 2024. 2.15 Where appropriate for individual young people to do so, a number of them may also study towards a Higher (SCQF level 6) qualification, normally studied within S5 or S6. This may be due to particular interest and talent of a young person within that specific subject area or due to specific background characteristics (for example Modern Languages may be studied). At this time, young people in S4 have opted to study Higher qualifications in subject areas shown in the graph below with Higher Mathematics most popular at this stage. 2.16 In S5/S6, young people may undertake qualifications in bi-level (two levels in the same class) or multi-level (more than two levels) classroom environments where, for example, National 4, National 5 and Higher are studied in the same class at the same time, delivered by the same class teacher. This may also be found in subject areas with low uptake and where course structures allow for bi-level and multi-level teaching and learning and may include learners from S4 depending on subject uptake numbers and class sizes. As a result, where individual presentation number may appear for certain subjects/levels, further consideration to uptake at SCQF levels above and below is required in full consideration of subject area uptake. The level of study is indicated by the size of the level number from National 1(SCQF level 1) to Advanced Higher (SCQF level 7). Page 289
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2.17 At start of session in August 2024 there were 835 young people in S5 and 556 young people in S6 in Moray studying towards a range of qualifications at the various SCQF levels of study. 2.18 Our Moray schools offer a range of courses at SCQF level 1 to 4 (National 1 to 4) in S5/S6 as shown in the graph below. Schools may also add further subjects and levels as the year progresses, dependent upon learner achievement and progression following discussion with individual learners through learning conversations within individual subjects. At initial subject uptake stage, Applications of Mathematics, Practical Cookery, Mathematics, Biology and Art and Design were noted as having highest presentation numbers at National 4 (SCQF level 4). 2.19 In S5/S6, National 5 (SCQF level 5) courses are commonly taught bi-level with Higher (SCQF level 6) with the graphs below showing uptake at start of session across our Moray Schools. Page 290
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2.20 Highest presentation figures at start of session are noted in National 5 Applications of Maths, Maths, English and Biology. A number of subjects had positive uptake at National 5 including Travel and Tourism, History, Modern Studies, Geography, Physics, Practical Cookery, Art and Design and Business Management. Low uptake is noted in National 5 Drama, Mandarin, Accounting, Dance, German, Classical Studies, Spanish, Health and Food Technology, Environmental Science, Creative Industries, French and Design and Manufacture. In part this is due to these subjects only being offered in some of our schools as well as study at other levels (for example, Higher or National 4). 2.21 In staying on to S5 and S6, many young people aspire to studying towards Higher (SCQF level 6) qualifications. Higher subjects chosen will depend on individual learner interests and post-school pathways and potential Higher qualifications required, particularly where transition to Further Education, Higher Education or career related entry requirement prerequisites are concerned. Young people across Moray schools have opted to study Higher qualifications in the subject areas shown in the graph below. 2.22 Similar to comment in para 3.20 above, uptake may be low due to specific Higher (SCQF level 6) qualifications only being offered in some of our schools as well as young people studying specific qualifications at other levels (for example, National 4, National 5 or Advanced Higher). From the table above, Higher (SCQF level 6) English, Maths, Biology, PE, Business Management, Geography, History, Modern Studies, Chemistry, Physics, Applications of Mathematics, Art and Design and Music have highest initial subject uptake at start of session. 2.23 From the graph above, a number of subjects have low uptake and are not offered across all schools. Economics, Mandarin, Dance, Media, Communications, Environmental Science, Health and Food Technology, Music Technology, Accounting, Spanish, German and Psychology have low presentation numbers at start of session at Higher (SCQF level 6). Page 291
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2.24 A number of young people in S6 predominantly, may choose to add depth to their Higher studies and study towards an Advanced Higher (SCQF level 7) qualification. As shown in the graph form below, across Moray Advanced Higher Mathematics, English, Physics, Biology, Chemistry, History, PE, Music, Geography, Art and Design (Expressive) are popular and offered across most schools. It is noted that low uptake includes Advanced Higher Business Management, Computing Science, German, Graphic Communication, French and RMPS. Few pupils have also chosen to study towards the Baccalaureate in Social Sciences and the Scottish Baccalaureate. Baccalaureates are a group of Higher and Advanced Higher qualifications with added interdisciplinary project, designed to provide a challenging and rewarding experience for pupils in S5 or S6 through a group qualification achievement. 2.25 In order to extend their curriculum offer, schools continue to add breadth to the qualifications that young people may achieve. This includes equivalent awards at SCQF level 4-7 to National 4, 5, Higher and Advanced Higher qualifications as well as more unit based courses and accreditation. As such, new courses including National Progression Awards and Skills for Work courses including Sport and Recreation, Travel and Tourism, Creative Industries have emerged as well as more unit based courses with a variety shown on the graphs below 2.26 In S5/S6 in particular, pupils may study unit based courses as part of a wider achievement option or elective (for example, one period per week) as part of their timetable. Similarly, in some schools learners are encouraged to study towards their main National Qualification while also achieving further unit based accreditation. The latter is undertaken following discussion with individual learners and where appropriate to do so, adding value where appropriate to curriculum and qualifications. Page 292
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2.27 Appendix 1 contains further information by school on initial subject offer/uptake (August 2024) by S4, followed by S5/S6 at the relevant National Qualification levels of study (SCQF level 1 to 7). While this varies between schools, key variables including availability of subject specialists, subject/levels of study chosen by young people and their learning pathways through school, qualifications and accreditation required by young people for post-school destinations (employment, education or training) and school context based factors all contribute to subjects offered. Similarly, depending on student progress and level changes during the session including post- preliminary examinations, levels of study may change as young people choose alternative levels of study or focus on maximising achievement in specific subjects. Page 293
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2.28 Schools employ assertive coursing and positive presentation policies in order to mitigate against pupils starting courses but not finishing with an appropriate level of qualification, whether the initial qualification studied or a suitable SCQF level alternative. Increasingly, schools are supporting this through SCQF Ambassador programme including support for parents on importance of studying a breadth of qualification and ensuring ambition for young people remains as high as possible. 2.29 Moray College UHI through the Senior Phase School College Programme have provisionally enrolled 526 young people from S4-S6 at start of this session (452 attending week 1 as enrolments are confirmed), predominantly on College Wednesday to participate in a range of SCQF level 4-7 graded and ungraded courses. This includes National Qualifications, National Progression Awards, Skills for Work courses and Foundation Apprenticeships. The Moray College UHI uptake across courses is shown below with courses including Foundation Apprenticeship in Construction (SCQF level 4), Introduction to the Hairdressing Industry (SCQF level 4), Psychology (National 5/SCQF level 5), Psychology (Higher/SCQF level 6) and Foundation Apprenticeship in Automotive Engineering (SCQF level 4) showing strong uptake. Some courses with lower uptake are also offered as online options. 2.30 As well as preparing young people for post-school education and training, attendance at Moray College UHI equips our young people with wider skills and knowledge. Our academic partnership with Moray College UHI continues to benefit a notable number of our young people with the opportunity to gain further qualifications and accreditation, many of which are not available within our schools at this time for reasons including uptake, their extended practical nature or specialist input required. Page 294
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3. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Reflective of priorities within the Corporate Plan with particular regard to (People) in providing a sustainable education service aiming for excellence, progress in achieving better performance and improved inspection outcomes, empowering and raising aspirations. With regards to the 10 Year Plan (Local Outcomes Improvement Plan LOIP), (2) building a better future for our children and young people in Moray through equity of learning experience offered across our schools; supporting ambitious and confident children, able to reach their full potential. (b) Policy and Legal It is the duty of the local authority to secure improvement and the quality of school education which is provided in schools managed by Head Teachers and to raise standards of education (Section 3, 8 of Standards in Scotland Schools Act etc 2000). (c) Financial implications There are no financial implications arising directly from this report. Any future financial restrictions on schools may impact on course/levels offers available due to cost of materials and financial viability of courses running with low uptake. Financial cost of offering Foundation Apprenticeships in- house in Moray schools in partnership with a neighbouring local authority following investigatory research as we looked to extend Senior Phase offer and raise attainment has proven excessive. (d) Risk Implications There is further consideration that more young people continue to stay on at school beyond S4 and S5 due to increased anxiety and wider wellbeing factors. This has been noted in some of Moray’s secondary schools, requiring creativity regarding potential course options and levels of study. Discrete staffing shortages in specific core subjects as reported nationally including English and Maths has impacted on their delivery in some schools. Further shortages in subject areas including Home Economics, Technical, Computing, Business Education, Sciences and Modern Languages has led to narrowing of the curriculum in some schools where there has been difficulty in recruiting subject specialist staff, also requiring increased consortia approaches and collaboration with neighbouring schools. Issues with ICT and digital connectivity can make consortia approaches for specific subjects difficult to achieve where travel between schools within Moray leads to lost learning time during the school day where rurality can limit availability of transport options. This has led to smaller class sizes for specific subject areas in some schools as a result as an alternative to consortia working. Page 295
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(e) Staffing Implications There are no staffing implications arising directly from this report. (f) Property None. (g) Equalities/Socio Economic Impact An Equality/Socio Economic Impact Assessment is not required as this report is to inform Committee on school performance following external scrutiny/validation activity. (h) Climate Change and Biodiversity Impacts No climate change or biodiversity implications have been determined. (i) Consultations Senior Officers in Education, Communities and Organisational Development, Equal Opportunities Officer, Human Resources Manager and Caroline O’Connor, Committee Services Officer have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 4. CONCLUSION 4.1 Moray schools offer a range of qualifications, accreditation and wider achievement options at SCQF level 1 to level 7. Uptake varies across subject areas and within different schools based on staffing levels, contextual factors and subject specialists available as well as the interests and desired of young people in Senior Phase (S4-S6) as they progress on their learning journeys to chosen post-school destinations. 4.2 A number of young people study further courses, predominantly through College Wednesday at Moray College UHI, gaining further qualifications in support of their learning pathway which may not be available at their current school. Some schools work in consortia for specific qualifications including Advanced Higher where uptake may be lower in individual schools. Issues with digital connectivity and lost learning time due to travel between settings can limit this approach. 4.3 Overall, learners in Moray Secondary Schools have breadth and depth of qualifications and accreditation offered with work underway in ensuring aspirations for achievement of relevant SCQF levels of study remain high. 4.4 Committee is invited to scrutinise and note the contents of this report, outlining initial Senior Phase curriculum offer and uptake across Moray Secondary Schools for 2024/2025. Page 296
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Author of Report: Stewart McLauchlan, Quality Improvement Manager Background Papers: Scottish Credit and Qualifications Framework Moray College UHI Senior Phase School College Programme Initial Analysis of Secondary School Attainment: Session 2022-2023 (28 November 2023) Analysis of Secondary School Leaver Attainment 2022- 2023 (14 May 2023) SCQF School Ambassador Programme Ref: Page 297
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APPENDIX 1 Moray Schools – Initial Course Options – Uptake August 2024 S4 Course Offer/Initial Update (August 2024) by school Buckie Community High School Elgin Academy Elgin High School Page 299
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Forres Academy Keith Grammar School Lossiemouth High School Page 300
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Milne’s High School Speyside High School Page 301
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Moray Schools – Initial Course Options – Uptake August 2024 S5/S6 Course Offer/Initial Update (August 2024) by school Buckie Community High School Elgin Academy Page 302
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Elgin High School Forres Academy Page 303
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Keith Grammar School Lossiemouth High School Page 304
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Milne’s High School Speyside High School Page 305
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REPORT TO: EDUCATION, CHILDREN’S AND LEISURE SERVICES COMMITTEE ON 17 SEPTEMBER SUBJECT: INFORMATION REPORT: SINGLETON INSPECTIONS OF EARLY LEARNING AND CHILDCARE CENTRES – PUBLISHED REPORTS JANUARY 2024 TO AUGUST 2024 BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES AND ORGANISATIONAL DEVELOPMENT) 1. REASON FOR REPORT 1.1 To inform the Committee of the content of singleton inspection reports of Early Learning and Childcare (ELC) centres by Care Inspectorate which were published between January 2024 and August 2024. These were; Rainbow Childcare, Forres Magic Roundabout, Elgin Hop, Skip & Jump, Forres Findochty Nursery, Findochty Lossie 2-3 Group, Lossiemouth Curious Minds, Elgin Tomintoul Nursery, Tomintoul Ark Childcare, Miltonduff Spring Kinloss, Kinloss 1.2 This report is submitted to Committee in terms of Section III (D) (1) of the Council's Scheme of Administration relating to exercising the functions of the Council as an Education Authority. 2. BACKGROUND 2.1 The Care Inspectorate carries out inspections of care services, including day care of children’s services. Providers are inspected against a Framework of Quality Themes and statements and the National Standard. 2.2 The Care Inspectorate resumed face to face ELC scrutiny in Autumn 2021 after COVID-19 restrictions impacted on their work. 2.3 The services noted have been scrutinised under the current Care Inspectorate Quality Framework. Page 307
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2.4 Care Inspectorate Officers will grade services and publish these grades as part of their duty to provide information to the public about the quality of care services. The six point grading scale: 6 excellent 5 very good 4 good 3 adequate 2 weak 1 unsatisfactory 2.5 Following publication, inspection reports are available through ELC centres and online at www.careinspectorate.com. 2.6 The education authority will give guidance and support, as appropriate, to both school nursery classes and partner providers of ELC education. Following a Singleton Inspection the ELC centre is asked to prepare an action plan indicating how they will address the main findings of the report, and to share the plan with parents and carers. 2.7 During this reporting period there were 9 Singleton Inspection reports received. Name of Early Learning and Childcare Provider Date of Inspection *Rainbow Childcare, Forres 12 December 2023 Magic Roundabout, Elgin 10 January 2024 Hop, Skip & Jump, Forres 23 February Findochty Nursery, Findochty 7 March 2024 Lossie 2-3 Group, Lossiemouth 30 April 2024 *Curious Minds, Elgin 15 May 2024 *Tomintoul Nursery, Tomintoul 24 May 2024 Ark Childcare, Miltonduff 29 May 2024 *Spring Kinloss, Kinloss 10 July 2024 2.8 The Gradings, Recommendations and Requirements arising from the reports are summarised in Appendix 1. 2.9 Services marked with a * received grades 4 or above which means they are meeting the National Standard. These services continue to work in partnership with Moray Council and have access to the Early Years Teaching Team alongside their respective Continuous Improvement Officer (CIO). 2.10 Services not yet reaching grades 4 or above are receiving support from the respective CIO and the Early Years Teaching and Learning Teacher (T&L) to address the required actions resulting from the recommendations or requirements. Recommendations are summarised in Appendix 1. 2.11 The table below highlights the area where the grade(s) have dropped and the planned improvement work to support ELC settings; Page 308
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ELC Setting Quality Framework Area Plans for improvement/support Magic Roundabout, Elgin How good is our care, play and learning? How good is our leadership? An action plan for improvements will be created and agreed with the nursery manager. A targeted support programme will be offered by CIO/T&L teacher. - To support staff to provide a balance of responsive and intentional planning which supports children’s choice of activities and experiences. - Support practitioners to produce meaningful observations and assessment to identify children's progress. The CIO/T&L teacher will support the nursery manager to review self- evaluation and quality assurance activity to ensure continual improvement. Hop, Skip & Jump, Forres How good is our care, play & learning? - An action plan for improvements will be created and agreed with the nursery manager - A targeted support programme will be offered by CIO/T&L teacher -Support, the manager and staff to ensure that mealtimes are a safe, relaxing experience that meets the individual needs of children - Reviewing personal plan format to make sure meeting all children’s needs Page 309
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How good is our setting? How good is our leadership? How good is our staff team? - Revisit child protection training, roles & responsibilities with the whole team -To develop environment to support play & learning - Review risk assessments - Infection control – nappy changing area to be redecorated -To support management to have robust quality assurance processes in place. -Review staff deployment to meet children’s emotional/safety and developmental needs Findochty Nursery, Findochty How good is our care, play and learning? How good is our leadership? An action plan for improvements is being developed and agreed with the nursery manager. A targeted support programme will be offered by CIO/T&L teacher. The staff team will be supported to evaluate spaces, experiences & interactions to improve quality. The Early Intervention (EI) teacher will continue to support the staff team with strategies to support children with additional support needs. The CIO will support the nursery manager to review medication storage & recording. Page 310
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The CIO/T&L teacher will support the nursery manager to review self- evaluation and quality assurance activity to ensure continual improvement. Lossie 2-3 Group, Lossiemouth How good is our care, play and learning? How good is our setting? How good is our leadership? How good is our staff team? An action plan for improvements will be created and agreed with the nursery manager. A targeted support programme will be offered by CIO/T&L teacher. - To provide further support in developing children’s personal plans - The CIO will support the nursery manager to review medication storage & recording CIO will support nursery manager to review risk assessments to ensure that children are kept safe. CIO to support management with staff deployment. The CIO/T&L teacher will support the nursery manager to review self- evaluation and quality assurance activity to ensure continual improvement. CIO/T&L to support management with staff deployment to support effective supervision and high quality interactions. Ark Childcare, Miltonduff How good is our care, play and learning? How good is our setting? An action plan for improvements will be created and agreed with the nursery manager. Page 311
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How good is our leadership? A targeted support programme will be offered by CIO/T&L teacher Service aware next inspection could lead to service improvement period and if not meeting National Standards, government funding could be withdrawn. - - To support staff to provide a balance of responsive and intentional planning which supports children’s choice of activities and experiences, appropriate to their developmental stagesSupport management with monitoring of practice, risk assessments and cleaning/infection control measures. The CIO/T&L teacher will support the nursery manager to review self- evaluation and quality assurance activity to ensure continual improvement. 2.12 The current gradings of these services will not impact on their partnership agreement with Moray Council to deliver funded ELC hours as we believe they have the capacity to improve with enhanced support. 2.13 All ELC settings currently not meeting the National Standard will receive a joint visit by their respective CIO and the Early Years Service Manager (EYSM) at the start of the new academic year (2024-2025) to ensure the action plan is impacting on continuous improvement. 3. SUMMARY OF IMPLICATIONS (a) Corporate Plan and 10 Year Plan (Local Outcomes Improvement Plan (LOIP)) Page 312
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This report relates to the priority to tackle poverty and inequality from the Corporate Plan and to ‘Building a better future for our children and young people in Moray’ from the LOIP. (b) Policy and Legal The Care Inspectorate inspects all registered services regulated under the Public Services Reform (Scotland) Act 2010, which includes nursery classes and playgroups. The authority has a duty to provide a quality early learning and childcare place for every 3 and 4 year old whose parents wish it and for eligible 2 year olds. (c) Financial implications None arising directly from the report. (d) Risk Implications None arising directly from the report. (e) Staffing Implications None arising directly from the report. (f) Property None arising directly from the report. (g) Equalities/Socio Economic Impact An Equality Impact Assessment is not required as this report is to inform Committee on performance. (h) Climate Change and Biodiversity Impacts None arising directly from the report. (i) Consultations Head of Education (Chief Education Officer), Continuous Improvement Officer (West), Continuous Improvement Officer (East) and Principal Teacher Early Years Education Service and Caroline O’Connor, Committee Services Officer have been consulted and are in agreement with the contents of this report as regards their respective responsibilities. 4. CONCLUSION 4.1 That the Committee note the contents of this report. Author of Report: Hazel Sly, Early Years Service Manager Background Papers: Name of Early Learning and Childcare Provider *Rainbow Childcare, Forres Magic Roundabout, Elgin Hop, Skip & Jump, Forres Page 313
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Findochty Nursery, Findochty Lossie 2-3 Group, Lossiemouth *Curious Minds, Elgin *Tomintoul Nursery, Tomintoul Ark Childcare, Miltonduff *Spring Kinloss, Kinloss Ref: SPMAN-1315769894-548 SPMAN-1315769894-549 Page 314
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APPENDIX 1 Summary of numbers of areas for improvement and requirements made to providers. Name of Early Learning and Childcare Provider Areas for Improvement Requirements Magic Roundabout, Elgin 3 0 Hop, Skip & Jump, Forres 5 4 Findochty Nursery, Findochty 2 0 Lossie 2-3 Group, Lossiemouth 5 0 Ark Childcare, Miltonduff 4 0 Details of gradings, recommendations and requirements made to providers. Magic Roundabout, Elgin Unannounced Gradings How Good Is Our Care, Play and Learning 3 How Good Is Our Setting 4 How Good Is Our Leadership 3 How Good Is Our Staff Team 4 (N/A – Not Assessed) Areas for Improvement • To support children to make informed choices about their learning, leaders should ensure that a balance of responsive and intentional planning supports children’s choice of activities and experiences. Meaningful observations and assessment recognise children's progress and helps to ensure that they develop a broad range of skills. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'As a child, I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity' (HSCS 2.27). This is to ensure children's play and learning is consistent with the Care Inspectorate documents: - A quality framework for daycare of children, childminding and school-aged childcare. - Space to Grow. - Our Creative Journey and the Scottish Government document: Realising the ambition: being me • To support the safety and wellbeing of children leaders should ensure that clear arrangements are in place for maintenance of the setting and rigorous infection and prevention control. Page 315
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This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I experience and environment that is well looked after with clean, tidy and well maintained premises, furnishings and equipment' (HSCS 5.22) 'My environment is secure and safe' (HSCS 5.17) This is to ensure children's play and learning is consistent with the Health Protection Scotland documents: • Infection prevention and control in childcare settings (day care and childminding settings). • To support continuous improvement that enhances the delivery of high-quality practice and improved outcomes for all, leaders should establish sound methods of quality assurance. This is to ensure care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I am supported to give regular feedback on how I experience my care and support and the organisation uses learning from this to improve.' (HSCS 4.8) and 'I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes' (HSCS 4.19). Requirements • None Hop, Skip & Jump, Forres Unannounced Gradings How Good Is Our Care, Play and Learning 3 How Good Is Our Setting 2 How Good Is Our Leadership 2 How Good Is Our Staff Team 2 (N/A – Not Assessed) Areas for Improvement • To ensure children are nurtured and supported through their daily experiences, the manager and staff should ensure that mealtimes are a safe, relaxing experience that meets the individual needs of children. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: ‘My care and support meets my needs and is right for me’ (HSCS 1.19); and ‘I can enjoy an unhurried snack and mealtimes in as relaxed atmosphere as possible’ (HSCS 1.35). • To ensure that children’s current needs and preferences are planned for and met, the provider should ensure children’s personal plans are used in practice and are reflective of children’s needs. This should include, but is not limited to, ensuring plans are reviewed and shared with parents/carers, at a minimum of every six months. Page 316
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This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'My personal plan (sometimes referred to as a care plan) is right for me because it sets out how my needs will be met, as well as my wishes and choices' (HSCS 1.15). • To ensure the safety and wellbeing of children, the provider should ensure that they are clear on their roles and responsibilities in relation to child protection. This should include, but is not limited to, accessing training appropriate to their role. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: ‘I have confidence in people because they are trained, competent and skilled, are able to reflect on their practice and follow their professional and organisational codes.’ (HSCS 3.14) • To ensure that children are kept safe, the provider should make sure that arrangements are in place to maintain a safe environment. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: ‘My environment is secure and safe’ (HSCS 5.19). 2. To ensure that children are kept safe and healthy, the provider should make sure that the potential spread of infection is minimised. This should include but is not limited to developing nappy changing areas and supporting children to wash their hands. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: I experience an environment that is well looked after with clean, tidy and well maintained premises, furnishings and equipment’ (HSCS 5.24). Requirements • By 1 September 2024, the provider must ensure that children are cared for in a welcoming environment that supports their play and learning. To achieve this, the provider must at a minimum: a) Provide interesting and stimulating, developmentally appropriate resources b) Provide children with ongoing and regular choices about the toys they play with and spaces they access. This is to comply with Regulation 4(1)(a) (Welfare of users) of The Social Care and Social Work Improvement Scotland (Requirements for Care Services) Regulations 2011 (SSI 2011/210). This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'As a child, I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity' (HSCS 2.27); and ‘I am able to access a range of good quality equipment and furnishings to meet my needs, wishes and choices’ (HSCS 5.23). • By 1 May 2024, the provider must ensure improved outcomes for children by implementing effective and robust quality assurance processes. To achieve this, the provider must, at a minimum ensure that: Page 317
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a) Regular and focused monitoring and evaluation is carried out across the setting. b) Regular supervision and appraisal meetings are carried out and recorded to support ongoing professional development. This is to comply with regulation 4(1)(a) of The Social Care and Social Work Improvement Scotland (Requirements for Care Services) Regulation 2011 (SSI 2011/210). This is to ensure care and support is consistent with the Health and Social Care Standards (HSCS) which state that: ‘I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes’ (HSCS 4.19). • By 1 May 2024, the provider must ensure that staff are suitably deployed, to enable them to meet children’s safety, emotional and developmental needs. To achieve this, the provider must at a minimum: a) Ensure that children are supervised and supported during mealtimes b) Ensure that staff are deployed in a way that promotes access to outdoors This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I use a service and organisation that are well led and managed' (HSCS 4.23). • By 1 April 2024, the provider must ensure that the welfare and safety of children is protected. To achieve this, the provider must at a minimum: a) Implement safe recruitment procedures, in line with best practice guidance. This is to comply with Regulation 4(1)(a) (Welfare of users) of The Social Care and Social Work Improvement Scotland (Requirements for Care Services) Regulations 2011 (SSI 2011/210). This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I am confident that people who support and care for me have been appropriately and safely recruited' (HSCS 4.24) Findochty Nursery, Findochty Unannounced Gradings How Good Is Our Care, Play and Learning 3 How Good Is Our Setting 4 How Good Is Our Leadership 3 How Good Is Our Staff Team 4 (N/A – Not Assessed) Areas for Improvement • To support the safety and wellbeing of children requiring medication, the manager should ensure that management of medication follows good practice. Page 318
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This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'My care and support meets my needs and is right for me' (HSCS 1.19) and 'I experience high quality care and support because people have the necessary information and resources'. (HSCS 4.27) • To further support children to be meaningfully and actively involved in leading their play, that helps to identify next steps of learning. The manager and staff should establish a balance of spontaneous and planned high quality experiences that promote choice, engage children's imagination and enrich their play and learning. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'As a child I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity'. (HSCS 2.27) This is to ensure children's play and learning is consistent with the Care Inspectorate documents: - A quality framework for daycare of children, childminding and school-aged childcare - Space to Grow - Our Creative Journey and the Scottish Government document: Realising the ambition: being me • To support continuous and sustained improvements, that enhances the delivery of high-quality practice and improved outcomes for all, leaders should establish sound methods of self-evaluation and quality assurance. This is to ensure care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I am supported to give regular feedback on how I experience my care and support and the organisation uses learning from this to improve.' (HSCS 4.8) and 'I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes' (HSCS 4.19). Requirements • None Lossie 2-3 Group, Lossiemouth Unannounced Gradings How Good Is Our Care, Play and Learning 3 How Good Is Our Setting 3 How Good Is Our Leadership 3 How Good Is Our Staff Team 3 (N/A – Not Assessed) Area for Improvement • To support children's wellbeing, development needs and progress, being effectively met, children’s personal plans should be further developed and streamlined. This should include but is not limited to: Page 319
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- Ensuring that information is accessible to staff and can be clearly shared. - Plans should be reviewed and updated as children’s needs, challenges and achievements change, or at least every six months in line with legislation. - All staff are knowledgeable about each child’s health and wellbeing needs and that tailored care and support strategies are provided and used effectively to meet those needs. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which states that: 'My personal plan (sometimes referred to as a care plan) is right for me because it sets out how my needs will be met, as well as my wishes and choices' (HSCS 1.15); and 'My care and support meets my needs and is right for me' (HSCS 1.19). • To ensure children's medical needs are safely managed, the service must have in place robust procedures for the safe administration of medication. This includes but is not limited to: - Ensuring that medical permission forms are fully completed by parents and carers prior to the administration of medication. - Ensuring that medication administered is accurately recorded. - Ensuring that staff are knowledgeable and competent in relation to the recording of medication in line with current best practice guidance. 2 This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'Any treatment or intervention that I experience is safe and effective' (HSCS 1.24). • To ensure that children are kept safe, the provider should make sure that arrangements are in place to maintain a safe environment. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: ‘My environment is secure and safe’ (HSCS 5.19). • To support children’s wellbeing and promote the continued development and improvement of the service, the manager should ensure robust quality assurance systems are in place. This should include but is not limited to: - Formal monitoring of staff practice and providing staff with constructive feedback to support them to fully meet children’s needs. - Auditing all children's information recorded, including medication information, ensuring this corresponds between recording formats. - Regular self-evaluation which involves parents and children. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes' (HSCS 4.19). Requirements • None Page 320
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Ark Childcare, Miltonduff Unannounced Gradings How Good Is Our Care, Play and Learning 3 How Good Is Our Setting 3 How Good Is Our Leadership 3 How Good Is Our Staff Team 4 (N/A – Not Assessed) Previous areas for Improvement (unmet at time of inspection) • To promote play which supports children across their developmental stages, the service should provide a stimulating range of resources which foster imaginative play, creative thinking, problem solving and learning. This should include but is not limited to: - Evaluating the variety and type of resources used with all ages of children. - Ensuring that children have access to the resources and activities they choose. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'As a child, I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity' (HSCS 2.27). Action taken is noted in report however Care Inspectorate deemed this area for improvement as not yet met. • To promote child-led play and learning, the provider should ensure that a balance of responsive and intentional planning supports children’s choice of activities and experiences. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'As a child, I can direct my own play and activities in the way that I choose, and freely access a wide range of experiences and resources suitable for my age and stage, which stimulate my natural curiosity, learning and creativity' (HSCS 2.27). Action taken is noted in report however Care Inspectorate deemed this area for improvement as not yet met. • To support improved outcomes for children, the provider should ensure that quality assurance processes are robust and transparent. This should include, but is not limited to: - Regular opportunities for staff to participate in meaningful and sustainable self- evaluative practice. - Fostering an ethos of continuous improvement which promotes children's, staff's and parents' ownership of change. - Monitoring methods of practice such as positive interactions and approaches to enabling child-led play and learning. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: Page 321
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'I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes' (HSCS 4.19); and 'I am confident that people are encouraged to be innovative in the way they support and care for me' (HSCS 4.25). Action taken is noted in report however Care Inspectorate deemed this area for improvement as not yet met. Area for improvement • To ensure that children are kept safe, the provider should make sure that arrangements are in place to maintain a safe environment. This includes but is not limited to: - Regularly reviewing the indoors and outdoors environment for potential risks and taking action to address these. - Ensuring effective infection prevention and control practices are implemented and audited. - Ensuring that nappy changing facilities are enclosed to provide privacy and minimise the potential spread of infection. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: ‘My environment is secure and safe’ (HSCS 5.19). Requirements • None Page 322