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West Dunbartonshire Council · 27 November 2024
Back to Educational Services Committee — 27 November 2024 and its agenda
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Agenda Educational Services Committee Date: Wednesday, 27 November 2024 ___________________________________________________________________ Time: 10:00 ___________________________________________________________________ Format: Hybrid Meeting ___________________________________________________________________ Contact: Scott Kelly, Committee Officer Tel: 01389 737220. Email: scott.kelly@west-dunbarton.gov.uk committee.admin@west-dunbarton.gov.uk Dear Member Please attend a meeting of the Educational Services Committee as detailed above. Members will have the option to attend the meeting remotely or in person at the Civic Space, 16 Church Street, Dumbarton. The business is shown on the attached agenda. Yours faithfully PETER HESSETT Chief Executive Page 1
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Distribution: Councillor Clare Steel (Chair) Councillor Sophie Traynor Councillor Fiona Hennebry Vacancy Councillor Gurpreet Singh Johal Mrs Barbara Barnes Councillor David McBride Miss Faith Bhardwaj MSYP Councillor Michelle McGinty Ms Kirsty Connolly Councillor John Millar (Vice Chair) Mr Gavin Corrigan Provost Karen Murray Conaghan Miss Ellen McBride Councillor Lawrence O’Neill Ms Joanne McLaren Councillor Lauren Oxley Reverend Ian Miller Councillor Martin Rooney Miss Rebecca Ross MSYP Councillor Gordon Scanlan Ms Julia Strang Councillor Hazel Sorrell All other Councillors for information Chief Education Officer Date of Issue: 14 November 2024 Audio Streaming Audio recordings of the meeting (including the attendance or contribution of any party participating or making a contribution) will be published on the Council’s website and the Council’s host’s webcast/audio stream platform. You should be aware that the Council is a Data Controller under the General Data Protection Regulation. Data collected during this audio stream will be retained in accordance with the Council’s Privacy Notice and Retention Schedules including, but not limited to, for the purpose of keeping historical records and making those records available via the Council’s internet site. Page 2
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EDUCATIONAL SERVICES COMMITTEE WEDNESDAY, 27 NOVEMBER 2024 AGENDA 1 STATEMENT BY CHAIR – AUDIO STREAMING The Chair will be heard in connection with the above. 2 APOLOGIES 3 DECLARATIONS OF INTEREST Members are invited to declare if they have an interest in any of the items of business on this agenda and the reasons for such declarations. 4 RECORDING OF VOTES The Committee is asked to agree that all votes taken during the meeting will be carried out by roll call vote to ensure an accurate record. 5 MINUTES OF PREVIOUS MEETING 5 – 9 Submit, for approval as a correct record, the Minutes of Meeting of the Educational Services Committee held on 18 September 2024. 6 OPEN FORUM The Committee is asked to note that no open forum questions have been submitted by members of the public. 7 STRATEGY FOR EXCELLENCE AND EQUITY 11 – 43 Submit report by the Chief Education Officer providing an update on progress on progress with implementing the service plan for excellence and equity. 8/ Page 3
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8 SENIOR PHASE UPDATE 45 – 54 Submit report by the Chief Education Officer providing updates on:- (a) the achievements of our young people through the Senior Phase curriculum for session 2023/24, and the progress with plans to ensure an equitable offer across all establishments; and (b) the recent Collaborative Improvement activity with the Association of the Directors of Education in Scotland (ADES) and Education Scotland looking at work on skills frameworks. 9 EARLY LEARNING AND CHILDCARE PROGRESS UPDATE 55 – 59 Submit report by the Chief Education Officer informing of progress made to provide high quality Early Learning and Childcare in West Dunbartonshire Council. 10 SERVICES FOR CHILDREN, YOUNG PEOPLE AND 61 – 67 FAMILIES UPDATE REPORT Submit report by the Chief Education Officer informing of progress on supports to children, young people and families. 11 SERVICES FOR CHILDREN, YOUNG PEOPLE AND 69 – 75 FAMILIES – SCHOOLS COUNSELLING PROVISION IN WEST DUNBARTONSHIRE COUNCIL SCHOOLS Submit report by the Chief Education Officer informing on approaches to providing School Counselling Services and seeking approval to go to tender for these services. 12 EDUCATIONAL SERVICES CAPITAL BUDGETARY CONTROL 77 – 83 REPORT TO 31 AUGUST 2024 (PERIOD 5) Submit report by the Chief Officer – Resources providing an update on the capital financial performance to 31 August 2024 of those services under the auspices of the Educational Services Committee. 13 EDUCATIONAL SERVICES REVENUE BUDGETARY CONTROL 85 – 98 REPORT TO 31 AUGUST 2024 (PERIOD 5) Submit report by the Chief Officer – Resources providing an update on the revenue financial performance of Educational Services to 31 August 2024 (Period 5) and the forecast position at 31 March 2025. Page 4
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EDUCATIONAL SERVICES COMMITTEE At a Hybrid Meeting of the Educational Services Committee held in the Civic Space, 16 Church Street, Dumbarton on Wednesday, 18 September 2024 at 10.00 a.m. Present: Councillors Fiona Hennebry, Gurpreet Singh Johal, David McBride, Michelle McGinty, John Millar, Lawrence O’Neill, Lauren Oxley, Martin Rooney, Gordon Scanlan, Hazel Sorrell, Clare Steel, and Mrs Barbara Barnes, Mr Gavin Corrigan*, Miss Ellen McBride, Ms Joanne McLaren and Ms Julia Strang. *Arrived later in the meeting. Attending: Peter Hessett, Chief Executive; Laura Mason, Chief Education Officer; Laurence Slavin, Chief Officer – Resources; Alison Bowers, Senior Education Officer – Early Learning and Childcare; Andrew Brown, Senior Education Officer – Policy, Performance and Resources; Claire Cusick, Senior Education Officer – Services for Children and Young People; Julie McGrogan, Senior Education Officer – Raising Attainment/Improving Learning; Michelle Lynn, Assets Co- ordinator; Joe Reilly, Business Unit Finance Partner (Education); Alan Douglas, Chief Officer – Regulatory and Regeneration (Legal Officer); and Scott Kelly, Committee Officer. Apologies: Apologies for absence were intimated on behalf of Provost Karen Murray Conaghan and Reverend Ian Miller. APPOINTMENT OF CHAIR The Legal Officer invited the Committee to make nominations for a Chair for the meeting and it was agreed that Councillor Steel be appointed as Chair. Accordingly, Councillor Steel assumed the Chair. Councillor Clare Steel in the Chair STATEMENT BY CHAIR – AUDIO STREAMING Councillor Steel, Chair, advised that the meeting was being audio streamed and broadcast live to the internet and would be available for playback. ITEM 5 Page 5
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DECLARATIONS OF INTEREST It was noted that there were no declarations of interest in any of the items of business on the agenda. RECORDING OF VOTES The Committee agreed that all votes taken during the meeting would be carried out by roll call vote to ensure an accurate record. MINUTES OF PREVIOUS MEETING The Minutes of Meeting of the Educational Services Committee held on 12 June 2024 were submitted and approved as a correct record. LOCAL NEGOTIATING COMMITTEE FOR TEACHERS The Minutes of Meeting of the Local Negotiating Committee for Teachers held on 11 June 2024 were submitted and all decisions contained therein were approved. OPEN FORUM The Committee noted that no open forum questions had been submitted by members of the public. RESPONSE ON STATUTORY CONSULTATION TO MOVE THE PRIMARY 1 (P1) ENROLMENT DATE FOR THE START OF THE ACADEMIC YEAR FROM THE SECOND WEEK IN JANUARY TO THE SECOND WEEK OF THE PRECEDING NOVEMBER A report was submitted by the Chief Education Officer informing of the outcome from the statutory consultation exercise under the terms of the Schools (Consultation) (Scotland) Act 2010 on the proposal for the Primary 1 (P1) enrolment date for the start of the academic year to move from the second week in January to the second week in the preceding November. After discussion and having heard the Senior Education Officer – Policy, Performance and Resources in further explanation of the report and in answer to Members’ questions, the Committee agreed:- (1) to note the findings from the statutory consultation exercise and the content of the associated Education Scotland report; and Page 6
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(2) to move the Primary 1 (P1) enrolment date for the start of the academic year from the second week in January to the second week in the preceding November, commencing this year for enrolments due to start school in August 2025. STRATEGY FOR EXCELLENCE AND EQUITY A report was submitted by the Chief Education Officer providing an update on progress with delivering improved outcomes for attainment and equity, and implementing the service Strategy for Excellence and Equity. Having heard the Senior Education Officer – Raising Attainment/Improving Learning in further explanation and in answer to a Member’s questions, the Committee agreed:- (1) to note the Excellence and Equity Improvement Plan 2023-2026; (2) to note the Stretch Aims Improvement Plan 2024-2025; and (3) to note the Strategic Equity Fund tapered reduction 2022-2026. SENIOR PHASE ATTAINMENT 2023/24 The Senior Education Officer – Policy, Performance and Resources provided a verbal update in relation to the Senior Phase Attainment for young people in 2023/24 and in this regard there was submitted (tabled) a document summarising the key statistics relating to examination results. The Committee agreed:- (1) to note the content of the verbal update and the document which had been submitted; and (2) to note that a report providing detailed analysis of the performances of each learning establishment would be submitted to the next meeting of the Committee. EARLY YEARS SPORT AND PHYSICAL ACTIVITY PROGRAMME A report was submitted by the Chief Education Officer providing information on how an appropriate sport and physical activity programme can be delivered within Early Years. Page 7
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After discussion and having heard the Senior Education Officer – Early Learning and Childcare in answer to Members’ questions, the Committee agreed to note that Early Learning and Childcare (ELC) staff are skilled in delivering appropriate sport and physical activities in line with early level national guidance, specifically, the Curriculum for Excellence, Early Level, Health and Wellbeing (Physical). SUMMER HOLIDAY 2024 PROGRAMME EVALUATION A report was submitted by the Chief Education Officer:- (a) providing an update on plans to reduce holiday hunger and provide childcare support across West Dunbartonshire Council during summer 2024; and (b) informing and updating on the additional Scottish Government funding allocations, the governance of funding and impact of projects. After discussion and having heard the Senior Education Officer – Services for Children and Young People in further explanation of the report and in answer to Members’ questions, the Committee agreed:- (1) to note the progress and impact of authority-wide plans by partners to reduce holiday hunger and provide summer activities; and (2) to note the ways in which the fund had been administered and governed. Note: Mr Corrigan entered the meeting during consideration of this item. EDUCATIONAL SERVICES CAPITAL BUDGETARY CONTROL REPORT TO PERIOD 3 (30 JUNE 2024) A report was submitted by the Chief Officer – Resources providing an update on the capital financial performance to 30 June 2024 of those services under the auspices of the Educational Services Committee. After discussion and having heard the Senior Education Officer – Raising Attainment/Improving Learning and the Assets Co-ordinator in answer to Members’ questions, the Committee agreed:- (1) to note the current position of the 2024/25 Educational Services capital budget; (2) to approve the revised completion dates detailed in Appendix 2 to the report; (3) to note an in-year variance of £0.206m due to reprofiling of projects; and (4) to note that the Business Unit Finance Partner (Education) may provide further information by email to Members on questions they had raised, in view of the technical difficulties which had been experienced during this part of the meeting. Page 8
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EDUCATIONAL SERVICES REVENUE BUDGETARY CONTROL REPORT TO PERIOD 3 (30 JUNE 2024) A report was submitted by Chief Officer – Resources providing an update on the revenue financial performance of Educational Services to 30 June 2024 (Period 3). After discussion and having heard the Chief Officer – Resources in further explanation, the Committee agreed:- (1) to note that the revenue account currently showed a projected annual adverse revenue variance of £0.423m, falling to £0.365m after use of an earmarked reserve for summer programme activities; and (2) to note that the Business Unit Finance Partner (Education) may provide further information by email to Members on questions they had raised, in view of the technical difficulties which had been experienced during this part of the meeting. The meeting closed at 11.05 a.m. Page 9
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WEST DUNBARTONSHIRE COUNCIL Report by Laura Mason, Chief Education Officer Educational Services Committee: 27 November 2024 ___________________________________________________________________ Subject: Strategy for Excellence and Equity 1. Purpose The purpose of this report is to update the Educational Services Committee on progress with implementing the service plan for excellence and equity. 1.1 This report is for noting. 2. Recommendations 2.1 The Educational Services Committee is asked to note: (a) the Service Excellence and Equity Improvement Framework and Improvement Plan 2024 (Appendix 1) aligned to statutory expectations for reporting and planning; and (b) key activities delivered in session 2024/25 to further improve equity and excellence outcomes for children and young people. 3. Background 3.1 In line with the Strategy for Excellence and Equity the Committee receives regular reports outlining progress against this strategic priority. 3.2 The Strategy for Excellence and Equity is supported by Scottish Government Strategic Equity Funding (2022-2026). This funding gradually decreases each year during this period. The fund available for academic session 2024/25 is £1,149,765; and for the final year of the programme, session 2025/26, is £851,743. The Service is on track to achieve full budget spend in session 2024/25. 3.3 Local authorities are required to produce annual reports and plans aligned to statutory National Improvement Framework Guidance. The National Improvement Framework focuses on two main aims: Excellence: Raising achievement and improving outcomes to ensure that every child and young person reaches their full potential. Equity: Ensuring every child and young person has the same opportunity to succeed, regardless of their background or additional needs. The National Improvement Framework outlines key priorities and drivers of improvement which local authority annual improvement planning should take account of. ITEM 7 Page 11
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3.4 Included in this report is the service Excellence and Equity Improvement Plan 2024 (Appendix 1) which outlines service priorities and plan. These are aligned to the National Improvement Framework, the Council’s future strategic direction, and the tapered Strategic Equity Funding allocations. While aligned to national and local outcomes the improvement plan also incorporates feedback from our children, young people, families and staff. 4.0 Main Issues 4.1 West Dunbartonshire Improvement Framework and Plan As reported to Committee in September 2024, the service has established several key priorities aimed at embedding principles and practice for equity and excellence. To achieve these priorities, expectations have been set for our learners, practitioners, leaders and system. 4.1.1 The Expectations The expectations set for West Dunbartonshire are outlined at Table 1: Table 1: National Improvement Framework Drivers West Dunbartonshire Expectations: Learners, Practitioners, Leaders and System Performance Information Teachers and Practitioner professionalism Curriculum and Assessment School & ELC Leadership School and ELC Improvement Parental/Carer Involvement Learners: Increased engagement, progress, achievement Practitioners: Adaptive experts who teach based on a clear understanding of what works best for raising learner achievement Practitioners: Delivering broad ranging, personalised curriculum ensuring all children and young people develop skills for learning, life and work Leaders: Enhanced visibility into school performance and decision making based on evidence System: Integrated working to develop the talent of our diverse young people 4.2 Programme of Learning and Development To achieve the expectations featured in Table 1, a programme of learning and development is, for the majority, in year two of implementation. This programme is building capacity for long lasting change and improvement by developing skills and expertise in our schools and local learning communities. 4.2.1 Visible Learning: almost all primary teachers are engaged in deep learning about learner dispositions referring to attitudes, habits of mind, and characteristics that influence a child’s approach to learning. Staff are reviewing the quality of delivery in their classes and schools, with individual learning programmes established for every teacher and school to develop all Page 12
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children’s ability to engage effectively in learning, adapt to challenges and achieve academic goals. 4.2.2 Collective Leadership: during session 2023/24, 84 curriculum leaders and depute headteachers from all secondary schools participated in a leadership programme which was evaluated as having a positive impact on raising attainment strategies, designing learning experiences, fostering collaborative relationships with staff and delivering long lasting improvement practices. A second cohort of secondary school leaders is engaged in the programme this session. 4.2.3 Outstanding Teacher Intervention: up to 70 secondary school teachers are being offered the opportunity to participate in a teaching intervention programme this session aimed at transforming teaching and learning. The 16 week programme engages teachers in professional reading, dialogue and reviewing film recordings of their teaching and learning with the support of a coach. 4.2.4 ‘Count with Me at WDC’: all schools have identified ‘Maths Champions’ to provide ‘experts’ in each school on approaches which support all children to attain and achieve in maths. The ‘ Maths Champions’ will train staff in their own schools and be a resource to support learning now and in the future. 4.2.5 Health and Wellbeing Curriculum: a working group is producing a refreshed set of curriculum planners and guidance for use in West Dunbartonshire schools and early learning and childcare centres. 4.2.6 Data Leads: each local learning community will bring together the school based data leads as a network to review the local learning community performance data in the areas of attainment, the attainment gap and attendance. This approach builds expertise in using equity and excellence data across all schools and learning communities. 4.2.7 Attainment Reviews: the process for secondary reviews has been evaluated, with headteachers consulted on a proposal which aims to engage officers and senior school leaders in a more frequent programme of attainment and equity reviews. Monthly review meetings involving central officers, headteachers, depute headteachers and curriculum leaders will take place at each of the secondary schools to review progress and share practice. 4.3 National Thematic Inspection of Local Authorities His Majesty’s Inspectors visited West Dunbartonshire in September 2024 to inspect the local authority’s approach to school improvement. The inspection gathered evidence on the following themes: Improvement Planning and Reporting: How do local authorities support schools in improving the quality of education through effective improvement planning and standards and quality reporting ? Self Evaluation and Quality Assurance: How do local authorities assist schools in enhancing education quality through self- evaluation and quality assurance? Professional Learning: How do local authorities support schools in improving education quality through professional learning? Page 13
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Support and Challenge: How do local authorities provide universal support and challenge for all schools, and / or targeted support for specific schools to improve education quality? The engagement with inspectors provided a valuable opportunity for sharing West Dunbartonshire’s priorities for enhancing school performance, highlighting successes and discussing challenges. Inspectors reviewed a range of information about the local authority’s approach and programme for school improvement and engaged in meetings with central staff, school leaders, teachers and elected members. The overall findings will be published in a national report in January 2025. 4.4 1+2 Languages Update Two new developments are underway this term which aim to develop cultural understanding and global citizenship: Chinese Exchange Teachers Partnership Programme: West Dunbartonshire schools are participating in this programme in collaboration with the University of Strathclyde and the Confucius Institute for Scotland's Schools. Initially based at St. Peter the Apostle High School, Chinese exchange teachers will deliver lessons in basic Mandarin and provide cultural insights. Looking ahead, there are exciting opportunities for primary schools to join a project-based learning initiative focused on China and Chinese New Year, combining cross-curricular language lessons in Mandarin with rich cultural input. Sustainability Themed Language Planners: New planners integrating languages learning with the theme of sustainability are being developed. These planners align with the West Dunbartonshire Competencies and global sustainability goals, offering a deeper, more integrated approach to language learning 4.5 School Art Competition The Golden Jubilee Hospital invited West Dunbartonshire pupils to participate in a competition to produce art work on the theme of ‘Healthcare for the Future’. The winners of the competition were invited to the hospital to participate in a workshop and visit some of the new hospital facilities. The winning entries will be displayed at the hospital’s Endoscopy Suite. 5. People Implications 5.1 As reported to Council in June 2022 the Scottish Attainment Challenge funding enabled the provision of additional temporary (seconded) funded posts within the education service, partner council services and external providers. The annual (tapered) decrease in funding by 2026 will reduce the number of staff available to deliver in these areas with the seconded staff returning to their substantive posts, and any backfill element will cease. 5.2 The tapered decrease in funding by 2026 will reduce the number of Strategic Equity Funded posts: 2021/22 - 41.5 funded posts 2022/23 – 39.0 funded posts 2023/24 – 35.0 funded posts Page 14
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2024/25 – 28.0 funded posts 2025/26 – 24.07 funded posts 6. Financial and Procurement Implications 6.1 Funding from Scottish Government supports the work of the Strategy for Excellence and Equity. The Education Committee will be aware that a tapered reduction of Strategic Equity Funding was announced in 2022 reducing the annual income to West Dunbartonshire; and reducing the capacity of the service to deliver strategic priorities for excellence and equity. 6.2 Since its inception in 2015/16 to March 2024 the Council received £15,834,008 in funding. Please note that in financial year 2024/25 the funding available to West Dunbartonshire will have reduced by 26% compared to 2021/22.Table 6 provides the detail of the annual reduction in funding up to 2026: Table 6: 2021/22 2022/23 2023/24 2024/25 2025/26 £2,043,815 Reduction of £298,018 (-15%) £1,745,797 Reduction of £298,018 (-17%) £1,447,779 Reduction of £298,018 (-21%) £1,149,761 Reduction of £298,018 (-26%) £851,743 7. Risk Analysis 7.1 Current budget constraints and the reduced funding model could impact negatively on sustained improvement in future academic sessions. However, we will continue to monitor this closely to inform future planning. 8. Equalities Impact Assessment 8.1 A full Equality Impact Assessment was submitted to Committee in March 2022 and identified that the decrease in funding will reduce capacity. Scope exists to mitigate impact with the development of the Strategy for Excellence and Equity 2023-2027. 9. Consultation a. Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. 10. Strategic Assessment 10.1 This reports reflects the Council’s overarching priority to support our communities to thrive. Laura Mason Chief Education Officer November 2024 Page 15
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___________________________________________________________________ Person to Contact: Julie McGrogan, Senior Education Officer, Department of Education, Learning and Attainment, Council Offices, 16 Church Street, Dumbarton, G82 1QL Email: julie.mcgrogan@west-dunbarton.gov.uk Appendix: Appendix 1: Excellence and Equity Improvement Plan 2024 - 2026 Background Papers: Equality Impact Assessment – March 2022 Wards Affected: All wards Page 16
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EDUCATIONAL SERVICES DELIVERING EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & IMPROVEMENT PLAN 2024 WEST DUNBARTONSHIRE COUNCIL Appendix 1 Page 17
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Table of Contents Our Vision Our Achievements: Positive Trends Community Planning Partnership Priorities West Dunbartonshire Context Supporting our Young People to thrive as Global Citizens Strategy for Excellence and Equity in Context Educational Services Delivery Plan 03 07 04 08 05 09 06 10 Expectations - The National Improvement Framework Plan for Excellence & Equity 14 15 18 Resources for Excellence & Equity 19 Monitoring & Capacity Building - The Improvement Framework 21 Implementing Service- Level Improvement 25 How we will measure success 24 26 Core Stretch Aims 11 Our Achievements: What our Young Poeple Said... The Quality Indicator Evaluations Enhancing Early Childhood Education and Childcare 11 12 13 Improvement Planning & Guidance Improvement Action Plan Page 18
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Our Vision 03 Introduction As a service we have maintained a strong record of progress to raise attainment and narrow the poverty-related attainment gap. We set a high expectation that all children and young people are entitled to succeed and thrive. We are an empowered service committed to collaboration and collective efficacy. We regularly engage in review and development challenging our system of delivery to evolve and improve. This document reports on annual progress with delivering national and local priorities and outlines our strategic plan for excellence and equity 2023 - 2026. The strategic plan is designed to deliver high quality outcomes through harnessing our collective efforts at learner, practitioner, leader and system level. Prioritising: Leadership and learning principles Steamlined Initiatives and Interventions Clear and consistent communication Optimised resource management and allocationPage 19
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Education in West Dunbartonshire is delivered across: 5 Secondary Schools 32 Primary Schools 7 Specialist settings & 41 ELC settings (11 Private Partner Settings) West Dunbartonshire Context 04 311 young people were Looked After in West Dunbartonshire in session 24/25 There are 13,277 children and young people in Education in West Dunbartonshire: 5,425 Secondary pupils 6,228 Primary pupils, 275 Special School pupils & 1348 LA ELC pupils 271 children and young people are identified as members of Armed Forced families in West Dunbartonshire 4.4% of children and young people in West Dunbartonshire schools speak English as an Additional Language The West Dunbartonshire virtual space, www.ourcloud.buzz is our learning platform for communication, collaboration and digital connection across all our educational establishments. Attendance in West Dunbartonshire schools was 89% in session 23/24 Our smallest primary school has 32 pupils and the largest has 357 pupils. Our smallest secondary school has 704 pupils and the largest has 1,554 pupils. 43 % of learners have additional support needs. 45 % of learners live in SIMD deciles 1 or 2, while 81 % live in deciles 1 to 5. 28 % of our pupils are registered for free school meals. Page 20
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05 At the core of what we do as a Council is ‘Supporting Our Communities to Thrive.’ West Dunbartonshire Council has adopted strategic priorities focused on improving the lives of the people of West Dunbartonshire. Closing the attainment gap for our children and young people experiencing poverty and disadvantage remains a challenge. At the forefront of our work is the support of the wellbeing and mental health of our children, young people and families. West Dunbartonshire Council Outcomes: Our communities are resilient and thriving Our environment promotes a greener future Our economy is strong and flourishing Our council is inclusive and adaptable WDC Community Planning Partnership Priorities: Empowerment Sustainability Wellbeing Page 21
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Ensuring Equity for All:
As we are committed to ensuring our children, young people and
communities thrive we must remove poverty related barriers to
development by ensuring all children and young people have an
equitable opportunity to develop:
Outcomes for Excellence and Equity:
Ensure wellbeing, equality and inclusion
Raise attainment & achievement
Narrow the Poverty Related Attainment Gap
Increase creativity and employability
Successful Learners
Confident Individuals
Responsible Citizens
Effective Contributors
06
Physically
Socially
Linguistically
Cognitively
We aspire for all children and young people to attain and
achieve in learning, life and work.
To achieve these outcomes we deliver a curriculum which aspires for
all children and young people to be developed as:
Strategy for Excellence and Equity in Context:
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Supporting Our Young People to Thrive as Global Citizens 07 The children and young people of West Dunbartonshire are citizens of a global community who have the opportunity to engage with real-world issues that align with the United Nations’ Sustainable Development Goals (SDGs). The SDGs provide a global framework for addressing challenges such as poverty. Inequality, climate change and more. We have developed the six West Dunbartonshire Competencies matched to the Global Competencies and aligned them with the SDGs. Our aspiration is for all children and young people to achieve and attain these competencies on their learning pathway in the Broad General Education and Senior Phase, contributing to both Equity and Excellence in education. Strategy for Excellence and Equity in Context: Page 23
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These policies emphasise the importance of providing high-quality, child-centred early learning experiences that support the holistic development of every child. Our approach aligns with the Scottish Government's commitment to closing the poverty-related attainment gap and ensuring that every child has the best start in life. The national guidance Realising the Ambition: Being Me, underscores the significance of nurturing environments, responsive care, and play pedagogy, which we have embedded into our ELC provision. By adhering to the standards outlined in the Health and Social Care Standards and GIRFEC (Getting It Right for Every Child), we ensure that our services not only meet but exceed statutory requirements, fostering a supportive, inclusive, and equitable environment for all children. Our improvement plan focuses on continuous professional development for staff, enhancing family engagement, and expanding access to high-quality early learning and childcare, laying a strong foundation for lifelong learning and well-being in line with national priorities. Early Learning and Childcare Education (ELC) in West Dunbartonshire is a critical component of our improvement plan, guided by the principles set out in key Scottish early years policy documents, including Realising the Ambition: Being Me and the National Improvement Framework. Strategy for Excellence and Equity in Context: Enhancing Early Learning and Childcare 08 Page 24
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NIF DRIVERS WEST DUNBARTONSHIRE OUTCOMES TO DELIVER THE KEY AREAS Performance Information Teacher and practitioner professionalism Curriculum and Assessment School, & ELC Leadership School and ELC improvement Parental/ Carer Involvement and engagement Learners : increased engagement, progress, achievement Practitioners : adaptive experts who teach based on a clear understanding of what works best for raising learner achievement Practitioners: delivering broad ranging, personalised curriculum ensuring all children and young people develop skills for learning, life and work Leaders : enhanced visibility into school performance and decision making based on evidence System: integrated working to develop the talent of our diverse young people 09 Expectations - The National Improvement Framework Outcomes for our Learners, Practitioners, Leaders, System The National Improvement Framework for Scottish education is designed to help deliver the twin aims of excellence and equity aspiring for all children and young people to develop a broad range of skills and capacities, whilst supporting them to thrive, regardless of their social circumstances or additional needs. The drivers are all equally important. The links and connections across these key areas are essential to enabling continuous improvement. We have made connections across these key areas, setting clear outcomes for our learners, practitioners, leaders and system. NATIONAL PRIORITIES FOR EXCELLENCE & EQUITY Page 25
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The Scottish Attainment Challenge West Dunbartonshire has benefitted from Attainment Scotland Funding since 2015. This funding is underpinned by a set of key principles. By closely adhering to these principles, we have delivered a positive record of progress and built capacity for sustained change. Resources for Excellence & Equity 10 STRATEGIC EQUITY FUND PRINCIPLES IMPLEMENTATION IN WEST DUNBARTONSHIRE Strategic Equity Funding must be used to deliver targeted activities, approaches or resources which are clearly additional to universal local improvement plans; and must provide targeted support for children and young people (and their families if appropriate) affected by poverty to achieve their full potential. Early Intervention Nurture Principles Trauma Informed Practice Incredible Years Classrooom Management Family Hub The Hive Local authorities must develop a clear rationale for use of the funding, based on a robust contextual analysis, and plans must be grounded in evidence of what is known to be effective at raising attainment for children and young people impacted by poverty. One to One Pupil Tuition Out of Hours Learning / Holiday Provision Broad Curriculum Offer – Learner Pathways Wide range of staff working to support children and families Visible Learning Local plans must include ambitious and achievable stretch aims for progress in improving outcomes for all while closing the poverty-related attainment gap; and should consider the totality of Scottish Attainment Challenge funding. WDC: Improvement Framework West Partnership Improving Our Classroom, Department, School Series School Improvement Partnerships Insight to Impact Data Coaches Leaders of Learning - Assessment, literacy, numeracy, well being Collaboration across services is crucial in tackling the poverty-related attainment gap. Planning should have clear links to the local authority tackling child poverty and children's service plans. WDC : Integrated Children’s Services Plan WDC: Child Poverty Plan EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 Page 26
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10% In 2023/2024, the percentage of S3 secondary pupils achieving Curriculum for Excellence Levels in reading and writing increased compared to 2022/2023. Secondary Schools 8% 8% West Dunbartonshire Council outperformed the national average at both National 5 (80%, 0.8 percentage points above the national average of 77.2%), and Higher (78%, 3.1 percentage points above the national average of 74.9%), In 2023/2024, our Early Learning and Childcare Centres achieved the highest numeracy benchmark scores compared to data since 2017, with an increasing trend since 2021. Baseline Attainment in primary schools has remained stable at all stages and organisers (reading, writing and numeracy) in session 2023/2024. with small increases at P1 in writing and P7 in reading. In 2023/24 academic year, the attainment gap in numeracy for primary children narrowed between Quintile 1 (most deprived) and Quintile 5 (least deprived). Our Achievements: Positive Trends 2024 Attainment in literacy is high compared to previous years (2017 to 2021). In 2023/24 academic year, primary school attainment increased by 8 % for reading, 10 % for writing and 8 % in numeracy compared to 2021. In 2023/2024, the attainment gap narrowed for literacy and numeracy between Quintile 1 (most deprived) and Quintile 4 (least deprived) children compared to 2022/2023. Primary Schools 11 ANNUAL REPORT 2023-4 Page 27
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Inclusion, Wellbeing and Equity Creativity and Employability Attainment, Achievement and Narrowing the gap 12 Young people feel positive at school due to supportive friends, encouraging teachers, enjoyable subjects, and a positive learning environment. Emergent Themes from WDC Secondary School Experience Survey 2024 Themes emerging from the young people consulted in our WDC Primary School Experience Survey 2024: Our Achievements: What our Young People Said... Young people felt that schools meals should be free for all children. Young people felt school provided support when they were worried or upset, along with spaces to relax and feel calm. 100% of Secondary School pupils said they had friends at school. 95 % of young people enjoy learning new things and 100% know there are things they are good at. Learners feel that teachers create a safe, welcoming atmosphere and acknowledge their achievements and efforts. 95 % of young people enjoy learning new things and 98% feel there are subjects in which they feel confident and capable. Learners felt encouraged to express creativity through projects, art, and activities Learners expressed that school helps them gain qualifications, prepare for future education and careers, enhance skills, and improve life opportunities, while also offering meaningful social connections with peers. What learners most enjoy about school is connecting with friends and supportive teachers, engaging in their favourite subjects, and discovering new things through extracurricular activities. Learners appreciate involvement in decision-making through regular surveys, student councils, and open discussions with staff. Children felt school provides spaces to relax and feel at ease, as well as support when they were worried or upset. 100% of children said they had friends at school. 96% of children believe they can be creative Children said they go to school to learn, prepare for future jobs, and make friends. They also enjoy building skills for life. Children enjoy spending time with friends, learning, and appreciate supportive teachers, school trips, and involvement in school decisions. Children's top suggestions for improving school include longer breaks, more playground equipment, less homework, and more outdoor learning. ANNUAL REPORT 2023-4 Page 28
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2023/24 EVALUATIVE GRADES/ NUMBER OF SCHOOLS Quality Indicator 6 Excellent 5 Very Good 4 Good 3 Satisfactory 2 Weak 1 Unsatisfactory 1.3 Leadership of Change 1 8 15 2 - - 2.3 Learning, Teaching & Assessment 0 3 19 4 - - 3.1 Ensuring wellbeing, equality & Inclusion 1 13 12 0 - - 3.2 Raising Attainment & Achievement 0 2 22 2 - - Target for improvement TARGET FOR IMPROVEMENT ALL ESTABLISHMENTS EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 How will we measure success? The Quality Indicator Evaluations 13 To achieve increase in numbers reporting as very good / good schools are supported and challenged to improve with the authority implementing 3 tiered approach of support and challenge. The 3 Pathways of Support and Challenge Core Enhanced Supported Page 29
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2026 Target Ensuring wellbeing, equality and inclusion Stretch Aims Health and Well Being –Attendance Cost of the School Day – Family Hub Participation Measure Quality Indicator Evaluations Raising attainment and achievement, Narrowing the poverty gap; Stretch Aims ACEL Levels – Non Rounded Values ACEL Levels – 3rd +, 4th+ Quality Indicator Evaluations Increasing creativity and employability Stretch Aims Health and Well Being – SCQF Level 5 SQA National SCQF Level 6 SQA Participartion Measures Quality Indicator Evaluations EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 How we will measure success 14 How we will measure success Page 30
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West Dunbartonshire Council Core Stretch Aims EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 15 Page 31
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West Dunbartonshire Council Stretch Aims EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 16 Page 32
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West Dunbartonshire Council Stretch Aims EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 17 Page 33
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Our key priorities include: Human rights and individual needs at the centre: We are committed to respecting and prioritising the rights, talents and needs of every learner, ensuring a supportive and empowering educational environments. Improving health and wellbeing: We recognise the vital connection between wellbeing and attainment, focusing on strategies that support the mental, emotional, and physical health of our learners. Achieving equity: We're committed to ensuring all learners have equal opportunities to succeed, regardless of their background or protected characteristics. Our focus is on closing the poverty-related attainment gap by providing targeted support and reducing disparities in achievement. Foundational skills and competencies: We prioritise literacy, numeracy, and key competencies to equip learners for a sustainable future. Preparing for positive school leaver destinations: We focus on equipping young people with the skills needed for success beyond school, through vocational training, career guidance, and partnerships with local businesses. IMPROVEMENT FRAMEWORK & PLAN 2024/25 Educational Services Delivery Plan 2024-5 18 To support these goals, we are committed to fostering a resilient, capable, and diverse workforce. Our priorities in this area include: Supporting our workforce: Wellbeing and engagement: developing plans that enhance employee wellbeing, engagement, and diversity, fostering a resilient and capable workforce. Attracting and retaining talent: we will invest in attracting, developing, and retaining skilled professionals to meet the evolving needs of our learners. Service review and innovation: Continuous improvement is key; we regularly review processes, adopt new technologies, and explore innovative ways of working to enhance efficiency and resilience. Ongoing professional development: We prioritise professional learning and development to ensure our workforce remains adaptable and resilient. The West Dunbartonshire Education Services Delivery Plan places the human rights and needs of every child and young person at the heart of education. Our vision is to foster an environment where every learner can thrive. Page 34
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Plan for Excellence & Equity: Engage , Embed, Extend, Evaluate 19 THE SERVICE PLAN 2023 – 2026 ( 2024 UPDATE ) NIF DRIVERS Performance Information Parental/ Carer Involvement and engagement Teacher and practitioner professionalism School, & ELC Leadership School and ELC improvement Outcome Action Target Learners: increased attendance Extend: Attendance Action Plan/ Improvement Strategy 2022- 2026 Stretch Aim Target: Attendance WDC Equalities Targets Learners: increased engagement Embed: The Circles Framework Embed: Nurture Principles and Trauma Informed Practice Extend: Incredible Years Classroom Management to all schools Embed Up, Up & Away in ELC Settings Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap Stretch Aim: Target: Positive Destination Stretch Aim: Target: Participation Measure WDC Equalities Targets Learners: increased progress, achievement Evaluate: WDC ASN Strategic Plan 2023/24 Embed: The Circles Framework Evaluate: Designing the Learning (Project Based Learning) Engage: LLC Skills Based Planning the Learning ( 6 WDCs) Engage: Professional Learning - Deep Learning; Hayward Review OECD (Secondaries) Stretch Aim Target: Positive Destination Stretch Aim Target: Participation Measure Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap System: integrated working to develop the talent of our diverse young people Evaluate: Family Hub / The Hive projects Extend: numbers of families engaging for sustained period of time. Engage Curriculum Review transition to embed in BGE and extend into Senior Phase WDC Skills Framework/SDS Meta Skills Pathways. Stretch Aim Target: Family Hub Stretch aim: Participation Measure Outcomes for Improvement Inclusion, Equality and Well Being Outcomes for our Children and Young People Successful Learners, Confident Individuals , Responsible Citizens, Effective Contributors Equity for All to Develop: Physically Linguistically Cognitively Socially and Emotionally EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 Page 35
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Plan for Excellence & Equity: Engage , Embed, Extend, Evaluate 20 THE SERVICE PLAN 2023 – 2026 ( 2024 UPDATE ) NIF DRIVERS Performance Information Parental/ Carer Involvement and engagement Teacher and practitioner professionalism Outcome Action Target Learners: progress, achievement Engage: Revised Literacy Strategy Extend: Revised Numeracy Strategy Engage: Well Being Strategy Embed: Assessment Strategy Engage in improved processes to support attainment at the Early Level Extend ELC Literacy & Numeracy Strategy Stretch Aim Targets Attainment Provision of one to one / small group tuition Provision of out of hours learning Practitioners: adaptive experts who teach based on a clear understanding of what works best for raising learner achievement Embed: WDC Improvement Framework Engage in ELC Pedagogical Leadership training to impact improvement Extend: Collective Leadership Programme (Phase 2) Engage: Outstanding Teacher Intervention (Secondary Sector) Extend : Improving Our Classrooms Extend: Insight into Impact Improvement Embed : WDC Data Coach Programme Extend: Visible Learning Programme Stretch Aim Target: Positive Destination Stretch Aim Target: Participation Measure Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap Leaders: enhanced visibility into school performance and decision making based on evidence All HT’s engaged in School Improvement Partnerships 1 Data Coach in all ELC’s/ schools 1 Leader of Learning in all schools for; assessment, literacy, numeracy, well being. Improvement Pathways leads to : all schools / ELC graded very good for Quality Indicator 3.1 and 1.3. EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 Outcomes for Improvement Inclusion, Equality and Well Being Outcomes for our Children and Young People Successful Learners, Confident Individuals , Responsible Citizens, Effective Contributors Equity for All to Develop: Physically Linguistically Cognitively Socially and Emotionally Page 36
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ACEL levels – Non rounded values Numeracy ACEL levels – Non rounded values Literacy Improvement Actions 2024/25 Review Quality of Literacy Curriculum: Review quality of literacy curriculum in specified schools ELC Monitor the quality of learning experiences (reading, writing, phonics) Area of Focused Attention Visits: Conduct focused visits in target schools / ELC, specific classes, or stages. Observe teaching practices, focus on cohesive a progressive literacy experiences. Moderation of Writing Levels: Engage in moderation processes in Local Learning Communities. Collaborate with teachers / early years staff / to ensure consistent assessment practices. Strengthen the professional knowledge related to writing assessment and progression at transition early years to primary Curriculum Balance Audit: Evaluate the balance of curriculum components in schools / ELC where Quintle1 performance is plateauing or declining. Identify areas that need adjustment or enhancement. Enhanced Improvement Programme: Implement an enhanced improvement programme in targeted schools/ELC. Continuously assess progress and adjust strategies as needed. Professional Learning Opportunities: Implement “Come Read with Me at WDC”: Promote effective reading strategies. “Word Aware” and “Rhyme Aware”: Enhance vocabulary and phonological awareness. Refreshed Early Level Literacy Programme: Implement new early level the literacy programme. Evaluate with schools/ ELC provision for literacy culture. Evaluate impact of Word Aware, Rhyme Aware Improvement Actions 2024/25 Quality of Provision: Monitor the quality of learning experiences, ensuring a balance between concrete, pictorial, and abstract approaches. Emphasise hands-on activities, visual representations, and conceptual understanding. Family Learning Sessions: Deliver family numeracy sessions based on the revised programme. Share resources and strategies through workshops or online platforms. Communication Strategy: Use social media platforms to share information about the revised numeracy program. Include links to family learning materials available on Campus@WDC. Staff Skill and Knowledge: Provide professional development for staff with a focus on planning and delivering effective learning experiences: Develop number sense. Explore the structure of numbers. Apply mental number strategies. Regularly assess numeracy gaps to inform planning. Allocating Time: Allocate protected collegiate time for maths and numeracy professional development across all schools and early learning centres. Create a shared quality assurance calendar to monitor progress. Targeted Approaches: Conduct Area of Focused Attention Visits in specific schools, classes, or stages. Implement an Enhanced Improvement Programme in targeted schools EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 Improvement Action Plan 2024-25 21Page 37
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Secondary BGE / SCQF Level 5/6 SQA Nationals Participation Number Improvement Actions 2024/25 Implement Strengthened Attainment Review Programme ( Secondaries) Conduct robust data analysis and action planning (local authority performance / school performance/ subject performance) key areas of focus attainment performance over time average total tariff attainment versus deprivation attainment performance compared to national levels high and medium risk areas: performance A-C passes presentation numbers numbers of initial entries / numbers of withdrawals Implement scrutiny programme to evaluate quality: course progression BGE / Senior Phase; leadership capacity: departmental in the areas of curriculum; learning, teaching , assessment; support and challenge for staff assessment strategy and management local authority regular monitoring report submitted to Education Excellence and Equity Board Produce WDC Policy Expectations re data use, management and action planning for improvement ( BGE / Senior Phase) Implement Year 2 of Collective Leadership Programme Curriculum Leaders - produce change plans for leadership and pedagogy. Implement learning imperative survey toolkit . Implement use of REFRESH characteristics to support coaching and mentoring within teams. Develop the use of KANBAN and or similar tools to manage workflow. Implement an enhanced improvement programme in selected schools. Implement learning programme cohort 1 : Outstanding Teaching Intervention (OTI). Conduct targeted visits using the collaborative school improvement partnership approach. Improvement Actions 2024/25 Conduct robust analysis of Senior Phase participation measures. Monitoring and evaluating progress against our stretch aims; Establish Project Search (DFN) within the Authority to support young people with ASN gain employment; Further strengthen the Career information, advice and guidance offered by SDS in school; Implement Workit (Gateway shared service) work placement for Senior Phase pupils to enhance work experience offer; Engage with local employers to enhance work experience offer; Continue to support the most vulnerable in achieving a positive sustained destination through enhanced support and training through Inspire programme; Address barriers to participation and support young people access advice and guidance at college to reduce dropout rates; Create a school alumni programme for each secondary school to improve advice and support to young people as they prepare to leave school; Further enhance professional learning for pastoral care staff to support young people as they plan for their post school destination; Continue to expand our school - college offer to enhance opportunities for young people to be prepared for employment and post school training; Increase awareness of career opportunities through our DYW officers. EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 Improvement Action Plan 2024-25 22Page 38
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Health and Wellbeing - Attendance Cost of the School Day – Family Hub Improvement Actions 2024/25 Implement consistent and thorough attendance monitoring across all schools Produce regular monitoring reports submitted to the Chief Education Officer and Senior Leadership Team Conduct SWOT Analysis for all schools Review numbers of children and young people on part-time timetables Evaluate and update part-time timetable guidance and monitoring procedures Revise the authority’s action plan based on recent performance trends. Collaborate with school leaders to assess progress toward improvement targets Monitor quality of individual establishment management of improvement; and plans to support children and families Support individual schools procedures for action planning based on SWOT analysis findings. Update Service Attendance Monitoring and Support Systems: Quality Assure School-Level Planning and Use of Pupil Equity Fund to Support Improvement: Improvement Actions 2024/25 Monitor impact of provision on attainment, attendance and wellbeing Review options for sustainability of programme from 2026. Reduce number of staff supporting outreach work with young people ( secondary); and review how workstreams delivered to support families can be sustained once funding ends. EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 Improvement Action Plan 2024-25 23Page 39
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24 Implementing Service-Level Improvement The Approach : Engage, Em bed, Evaluate, Extend Our approach to deliver excellence equity is mature applying a cyclical model of improvement and change. The cyclical model has 4 phases: Governance An Education Improvement Board chaired by the Chief Education Officer monitors progress with outcomes , plans to deliver improvement and the use/ impact of resources to deliver excellence and equity. At an operational level the Service Improvement Framework monitors quality and supports improvement across our establishments. EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 Page 40
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25 Monitoring and Capacity Building - The Improvement Framework Building Capacity for I mprovement Quality Assurance & Monitoring Outcomes The West Dunbartonshire Improvement Framework has two strands: The two strands are designed to: EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2024 Page 41
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Our Vision for Success: As a local authority, our approach to improvement guidance and planning is focused on transparency, collaboration, and data-driven decision-making to support positive outcomes for learners, families, and communities. Our Standards and Quality reports highlight progress on improvement priorities, demonstrating the impact on learners and communities, while addressing the poverty-related attainment gap. It is accessible to all stakeholders and sets clear improvement priorities for the next session, with evaluations based on core Quality Indicators (QIs) from HGIOS 4 and ELCC frameworks. Our school improvement plans are outcome-focussed at multiple levels: learners, practitioners, leaders, and the system. Plans offer a 3-year strategic framework using the Engage, Embed, Evaluate, and Extend model, and align with the outcomes of Wellbeing, Employability, Creativity, and Attainment set by West Dunbartonshire Council. Cross-referenced with the National Improvement Framework, the plan is data-informed and ensures manageable, clear priorities with observable and measurable success at all levels. Explicit use of the Pupil Equity Fund addresses the poverty-related attainment gap. Plans are regularly reviewed with stakeholders to monitor progress and outcomes. Our self-evaluation approach involves consistent moderation of teacher judgments, using evidence and tools such as HGIOS 4 and HGIOELC. This process leads to evaluative statements for key QIs and involves all stakeholders. The focus is on improving leadership, provision, and outcomes for learners, guiding ongoing improvement planning across the authority. 26 Improvement Planning Guidance & Processes IMPLEMENTING ESTABLISHMENT LEVEL IMPROVEMENT 2024 Page 42
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West Dunbartonshire Council SUPPORTING OUR COMMUNITIES TO THRIVE Page 43
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WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Committee: Educational Services Committee 27 November 2024 Subject:Senior Phase Update 1 Purpose 1.1 This report updates members on the achievements of our young people through the Senior Phase curriculum for session 2023/24, and progress with plans to ensure an equitable offer across all establishments. The report also provides an update to members on the recent Collaborative Improvement activity with the Association of the Directors of Education in Scotland (ADES) and Education Scotland looking at work on skills frameworks. 2 Recommendations 2.1 It is recommended that Committee: Note the issue faced in presenting accurate data to committee on SQA attainment for session 2023/24; Note progress with the development of a common Senior Phase timetable across our all our secondary schools, and the provision of digital courses and Interdisciplinary Learning (IDL) courses on offer in our schools. Note the findings and ‘next steps’ of the Collaborative Improvement report into the development of skills across the curriculum. 3 Background 3.1 In September each year, Scottish Government update their national Senior Phase benchmarking tool ‘Insight’ with the achievements of our young people in their courses of study and awards gained. Ordinarily, this makes it possible to assess the achievements of our schools against their own historic progress and makes comparisons of their achievements against a ‘virtual comparator’, the Local Authority, the West Partnership and the national measure. 3.2 In 2023, Scottish Government published ‘It’s Our Future - Independent Review of Qualifications and Assessment’ led by Professor Louise Hayward. Whilst we await the adoption of the recommendations by Scottish Government, we work to address the themes identified. 3.3 In 2022, the Association of Directors of Education in Scotland (ADES) and Scottish Government agreed an approach to collaboratively supporting improvement activities across Scotland, with the introduction of a three-year programme of ‘Collaborative Improvement’. This programme asked local authorities to identify an area they were looking to improve that would benefit ITEM 8 Page 45
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from wider engagement with national partners. In September 2024, we undertook our Collaborative Inquiry. 4 Main Issues Senior Phase Attainment 4.1 There has been a technical error exchanging data between SEEMiS and SQA for the 2023/24 data relating to St. Peter the Apostle High School. As a result, the data for St. Peter the Apostle High School uploaded to Insight is incorrect. 4.2 In August, when the initial attainment data was received from SQA through SEEMiS, attainment seemed lower than expected for St. Peter the Apostle High School, so discussion commenced with both SEEMiS and SQA to ascertain what had happened. Dialogue is still ongoing with both organisations to get to the root cause. 4.3 Without accurate data in Insight, it is impossible to present information on the level of attainment of our schools. Where the data for one school is incorrect, it makes comparison to the Local Authority, the West Partnership and the National measure also incorrect. 4.4 Insight is updated twice per year, so it is anticipated that the correct data will be added for the February 2025 update to Insight, at which point it will be possible to report on attainment to committee. Senior Phase Developments 4.5 In June 2024 we outlined to committee our plan to work on developing a common Senior Phase timetable across our schools. Work on this continues, with our school timetablers presently involved in research and comparison activities with Education Scotland and other schools across the country that offer alternative models. This research will inform our own approach, which will be brought to committee in March 2025. 4.6 In June 2024 we also brought our intention to develop the use of Interdisciplinary Learning and plan for a greater offer of online learning opportunities for our young people. Our Secondary Head Teachers had input on an away day from ‘Daydream Believers’, a creative organization specializing in interdisciplinary learning programmes. Both St. Peter the Apostle High School and Clydebank High School were already engaging with their offer, but all schools are now actively pursuing the introduction of these innovative approaches to learning and teaching. 4.7 Since June 2024, we have been engaging with Trade Union colleagues to better understand the barriers to online learning, and what we can do to address concerns. For the Senior Phase offer for 2025/26, we plan to offer courses provided through ‘e-Sgoil’, the online learning platform developed by Page 46
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Comhairle Nan Eilean Siar which we have already made use of in Choices School. We also plan through dialogue to offer ‘online only’ courses, to address the concern highlighted by Trade Unions of the challenges presented in delivering hybrid courses. Detail of this will be presented to committee in March 2025. Collaborative Improvement 4.8 In September, a visiting group from the Association of the Directors of Education in Scotland (ADES) and Education Scotland joined us for a Collaborative Inquiry. This is part of a national programme of visits that have taken place over the last three years. We chose as our area of focus the transition of skills between the Broad General Education and the Senior Phase, as we wished to explore how we build on the great work already underway in our schools with our own ‘Six Competencies for Learning’ (WDC 6Cs) framework, and the work many of our secondary schools have engaged in with Skills Development Scotland looking at the development of metaskills. We were aware that whilst all our school leavers can list the qualifications they have attained in school, many struggle to articulate the skills and strengths that they have developed during this time. 4.9 The visiting group, composed of a former Director of Education, two Heads of Service from other local authorities, two Senior Education Officers from Education Scotland and a member of His Majesty’s Inspectorate of Education spent two intense days in discussion with representatives of our staff and young people about the approaches to develop skills presently underway in our schools. The report (appendix A) highlighted what’s going well, identified areas for improvement, and made a recommendation of five ‘next steps’ for us to take: 1. Build on the successful foundation of WDC 6Cs to strengthen transition across sectors, and further exemplify shared terminology and language around skills development to improve consistency. 2. Develop further a shared understanding that the progression of skills is core to a curriculum that ensures the development of the four Curriculum for Excellence capacities of all our learners. 3. Utilise the Local Learning Community model to develop coordinated approaches to skills development across a local area. 4. Develop approaches to capturing skills development so that young people can show and be proud of their progress over time 5. Explore opportunities to share further the professional learning taking place in schools. These will be incorporated into the Education Delivery Plan for 2025/26 and Local Learning Community and School Improvement Plans for next session. 5 People Implications Page 47
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5.1 There are no direct people implications arising from this report. 6 Financial & Procurement Implications 6.1 There are no direct financial or procurement implications arising from this report. 7 Risk Analysis 7.1 Failure to deliver a high quality Senior Phase may have a direct impact on the delivery of the Council’s Strategic Plan, particularly in relation to an economy that is strong and flourishing. 8 Equalities Impact Assessment 8.1 Screening and impact assessments will be carried out on proposals to alter the delivery of the Senior Phase. 9 Consultation 9.1 Secondary Head Teachers, Legal and Finance were consulted in the development of this paper. 10 Strategic Assessment 10.1 An equitable, high quality Senior Phase contributes directly to the council’s strategic priority of an economy that is strong and flourishing. Chief Officer: Laura Mason Service Area: Education Date: 29 October 2024 _____________________________________________________________ Person to Contact: Andrew Brown andrew.brown@west-dunbarton.gov.uk Appendices: Appendix A: West Dunbartonshire Collaborative Improvement Report Background Papers: Senior Phase Curriculum, Education Committee, June 2024 Wards Affected: All Page 48
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West Dunbartonshire Report Collaborative Improvement - September 2024 Introduction - What is collaborative improvement? The aim of Collaborative Improvement is to share what works well at a local authority level and to support improvement in areas of local authority activity that have been identified as in need of further development. Collaborative Improvement aims to promote partnership working to ensure that we achieve sustainable improvements for all children and young people, including those from disadvantaged backgrounds. It is consistent with the national goal of achieving excellence and equity. Collaborative Improvement can also help to promote increased consistency of outcomes for learners. At the centre of this approach is working in genuine partnership with colleagues from within and outwith the local authority and welcoming the contributions from officers of ADES – the Association of Directors of Education in Scotland and officers and His Majesty's Inspectors of Education from Education Scotland. An area is identified by the local authority through self-evaluation processes and in consultation with the group. Thereafter, a range of activities are planned and implemented resulting in key information being gathered on what’s working well, what could benefit from improvement followed by outlining the next steps that will be taken. The Education Reform Joint Agreement published in June 2018 set out clearly that ‘achieving the national vision of excellence and equity cannot be achieved by one part of the system alone: all partners must work together in a collegiate and collaborative way, keeping the interests of children and young people front and centre’. One of the key principles set out in the Joint Agreement is that ‘effective system-wide improvement requires strong leadership, collaborative working and clarity of purpose at all layers of the system – school, local, regional and national.’ Collaborative Improvement works well towards this aim. Rationale Over the last two years we have been working on our own in-house developed ‘6 Competencies for Learning’ framework which has good traction in the primary sector, whilst over this time our secondary schools have been working with Skills Development Scotland on the development of Metaskills in the Senior Phase. We have seen a combination of uptake of individual establishment level approaches to skills development in the Broad General Education in early secondary, but we know this is an area that would benefit from further analysis and a more coordinated, consistent approach. Despite many endeavours, there is still too much of a focus on delivering courses and qualifications in the Senior Phase, and we know we have work to do ensuring our young people know their strengths and abilities, not just being able to list their qualifications. Appendix A Page 49
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In our local context this really matters, as we see a 5% downwards shift between our initial and follow-up leaver destinations. A huge contributor to that are socio-economic factors - the impact of poverty on our young people cannot be overstated - young people need to be better aware of the financial support on offer to them beyond school, and more aware of the likely costs and impact of further study. Surveys of those that changed destinations also tell us that young people need to be better at articulating their skills, and have a better understanding of what destinations are like to live and breathe, prior to commencing them. Should they decide to change their destination, having an understanding of how to make that change, what skills and strengths they have to offer, and the challenges the new destination will bring are paramount to sustained success. Attainment in our schools is good, as each year we are usually above the national average at each level except Advanced Higher, but attendance is a challenge for us. Post-pandemic, the impact of multiple factors on mental health and wellbeing has hit our young people hard. This is also set in the context of national change following the publication of national reviews. We know from our discussions that our young people are looking for greater alignment between secondary school and life beyond. Undertaking a Collaborative Improvement activity in this area will give us the input we require to make change in this area, whilst we await national change. Any change we make in the future is set within an improvement agenda we are already committed to - locally, we’re working with our schools to explore a common timetable in the Senior Phase, and look at how we make greater use of technology in the breadth of courses on offer. Equity is our driving force making such changes. Partnership working is key to make this happen. Fundamentally, this is all about the needs of our young people, who we owe it to, to get it right. Planning and Process The collaboration was organised over a two-day period which took place on Tuesday the 24th and Wednesday 25th of September 2024. Preparatory work involved senior officers linking with ADES and Education Scotland to agree the key question at the heart of the collaborative improvement along with the supplementary questions that would help support exploration of the key question. The team consisted of 3 representatives from ADES, 3 representatives from Education Scotland and 3 members of the Central Team including the Senior Education Officer, Education Officer - Senior Phase, and Education Support Officer - Senior Phase. The scope of this collaborative improvement was focused on our work to make the learning and teaching of skills more explicit in our schools. Whilst a coordinated approach has been taken over the last two years to the development of the WDC 6Cs, the approach to skills development in our secondary schools has not been unified, allowing our secondary schools scope to explore possibilities in this area first before a coordinated approach is developed and adopted. The process involved three key phases as follows:- Page 50
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Pre: Scoping, exploring the area of focus and gathering information. During: Collaborative improvement activities resulting from the priority area/s identified. These included presentation of associated data, team discussion / reflection sessions and focus groups / professional dialogue with key stakeholders across primary, secondary and partners, most crucially including learners themselves. Recording sheets from each discussion session and focus group were collated live during the visit, and used in real time to inform feedback. Post: Feedback, further analysis and next steps identified. Key Question As the focus for our Collaborative Inquiry, we chose the following: “How do we improve skills transition between the Broad General Education and the Senior Phase?” It is further supported by four supplementary questions. Supplementary Questions 1. To what extent is West Dunbartonshire Council’s ‘6Cs’ Skills Progression Framework evident in the Broad General Education S1 - 3 learning & teaching? 2. To what extent is Skills Development Scotland Metaskills Framework evident in the Senior Phase learning & teaching? 3. How aligned are the WDC 6Cs and SDS Metaskills frameworks? 4. How do we leverage the national catalyst for change in secondary skills transition? Key Findings What’s Going Well There is clear passion and enthusiasm to get this right for learners, practitioners and the wider impact on community and employability. Those involved display an infectious energy about wanting to get it right. Stakeholders have a clear sense of agency, empowered to drive change. There is evidence of the opportunity for collaboration amongst practitioners, which would benefit from further growth. Partnership is seen and evidenced as a key approach to delivering improvement. Partners have well established working practices. Page 51
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The West Dunbartonshire Council 6 Competencies for Learning framework shows demonstrable impact in the Broad General Education in the primary sector in helping young people and practitioners develop approaches to skills acquisition and development. Primary practitioners are able to articulate the rationale for skills development impacting on destinations more than their colleagues in secondary. Whilst it was identified that there are multiple approaches and frameworks in place, the question was posed “Is there a need for a common language?” Perhaps clarity is the goal, not necessarily an alignment exercise. Across stakeholder groups, it was clear that there is high value placed in skills in primary, lesser value in secondary Broad General Education, virtually none in the Senior Phase, yet lots of value with partners. The question was posed during the visit ‘Is this a direct consequence of a narrow focus on attainment in the Senior Phase?’ Where learning takes place in a more practical environment there is clear evidence of how explicit skills development is for young people. There is great opportunity to build on the Local Learning Community model - ensuring that establishments serving a local area are united in their approach to skills development, and that it is a shared development objective. Through a well developed longer term transition project, the benefits being realised in primary could spread to BGE in early secondary. Education Leaders recognised the importance of the need for change and demonstrated a solutions focused approach to getting it right. Work was underway to address the traditional nature of timetables in schools. They understood that this was around developing the curriculum and fundamentally about approaches to learning and teaching. Areas for Improvement As young people progress through school, they become less articulate about the development of their skills. More could be done to help young people track the development of their skills throughout their time in school, preparing for what comes next. Culturally in the Senior Phase, skills development is seen as an extra - what seems to matter most is attainment. More could be done to make the development of skills more explicit in learning and teaching in the Senior Phase. There was a recognition that WDC had prioritised professional learning for staff as an important vehicle for school improvement. This was valued by staff. While the breadth of the professional learning offer was a strength, there was also the potential for confusion / overlap of approaches - Visible Learning, Deep Learning, CIRCLE, Improving Our Classrooms (IOC) etc. Clarity could be provided to practitioners on how multiple frameworks or CLPL models can each reach the same goal. Page 52
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Whilst the WDC 6Cs provides a common framework and language, there is still fragmentation across establishments in skills development. Work should continue to embed WDC 6Cs, and utilise this as a collaborative opportunity for Local Learning Community development. Further work could be done to dig deeper in the destination data and ensure that practitioners are aware of what the data is showing, and how this could be addressed in their practice. It was clear when practitioners get together, they are bursting to share practice, experience and ideas for future work. More could be done to facilitate this further, making it easy for all practitioners to access. Supporting Depute Head Teachers in Secondary to look at approaches to learning and teaching, and how this is shared across establishments. Look for more ways to provide work-based learning, making learning live in real life contexts. Next Steps ● Build on the successful foundation of WDC 6Cs to strengthen transition across sectors, and further exemplify shared terminology and language around skills development to improve consistency. ● Develop further a shared understanding that the progression of skills is core to a curriculum that ensures the development of the four Curriculum for Excellence capacities of all our learners. ● Utilise the Local Learning Community model to develop coordinated approaches to skills development across a local area. ● Develop approaches to capturing skills development so that young people can show and be proud of their progress over time ● Explore opportunities to share further the professional learning taking place in schools. Conclusion Regarding this model itself, the Collaborative Improvement was a very worthwhile and positive experience. The benefit of thinking through an area of challenge with partners is considerable, with an ethos of supporting self-reflection and improvement at its heart. It has strengthened our own self-evaluation processes and provided us with clear direction in our continuous improvement for the benefit of our young people. As to the matter in hand, we started our Collaborative Improvement with the focus that transition of skills development was our area of developmental need. We sought to explore whether greater alignment of frameworks was required, and how to leverage the national change agenda. Reflecting now, it’s clear that the matter is more fundamental - how do we build progression of skills within the core business of learning and teaching 3-18? Making this more explicit for our young people, and utilising a mechanism for them to capture their progression will help us achieve our stated intention of helping young people identify and develop their skills, strengths and talents. Encouraging our practitioners to collaborate and Page 53
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share, and build shared improvement priorities across Local Learning Communities will be the vehicle to achieve this. Page 54
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WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Education Services Committee: Wednesday 27th November 2024 _______________________________________________________________ Subject: Early Learning and Childcare Progress Update 1. Purpose 1.1 This report provides progress made to provide high quality Early Learning and Childcare in West Dunbartonshire Council. 2. Recommendations 2.1 It is recommended that Committee notes: progress to deliver the statutory entitlement of 1140 hours of high quality Early Learning and Childcare. 3. Background 3.1 Early Learning and Childcare Within Early Learning and Childcare (ELC) we now deliver, across all our settings, up to 1140 hours to eligible 2 year olds and children aged from 3 to those not yet attending primary school. Places for children under the age of 2 are available in our partner settings for working families and for eligible children, and, in our council settings for eligible children. Overall children are very well supported, provided with exciting learning opportunities, and are nurtured by well trained staff. 3.2 Training There continues to be a wide range of training available to all our ELC providers through our Professional Learning Framework and our framework for this session aims to support the actions identified in our delivery plan, staff development needs and to support all children. 4. Main Issues 4.1 Quality of our Early Learning and Childcare Outcomes for children continue to be very positive. There are no current inspection grades to share since our December 2023 report, however, some of our settings have received their Care Inspectorate questionnaires and are being supported to prepare for pending inspection. 4.2 Uptake on Provision Each September and May we submit our census data. Our September data for the past 4 years is outlined below. We continue to see an increase in children accessing a deferred year, however, this has not had an impact on available provision for other children. ITEM 9 Page 55
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Year Numbers accessing Local Authority Numbers accessing Partners inc. Childminders) Total Number accessing deferred year Total Number of Children September 2024 1187 421 142 1608 September 2023 1217 392 111 1609 September 2022 1256 388 84 1644 September 2021 1259 395 95 1654 4.3 Children’s Progress Attendance is robustly monitored on a monthly basis within our early years settings and training to settings has been provided to develop a more consistent approach. This session we will work on providing settings with good practice guidance, and, on strategies to further improve attendance. Our current attendance percentages, since January 2024, are listed below. Average Attendance Percentage within our Early Years Settings January 2024 February 2024 March 2024 April 2024 May 2024 June 2024 August 2024 September 2024 80.6% 80.3% 82.71% 84.31% 84.26% 83.3% 91.81% 87.41% 4.3 Assessment Data Assessment data gathered in June 2024 shows that children continue to make progress in literacy and numeracy outcome measures. Percentage of Children Achieving Literacy Benchmark (Concepts of Print) – June 2024 56% 38% 6%Jun-24 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Concepts of Print - June 2024 Our literacy stretch aim was that 59-63% of all children will achieve the benchmark in Concepts of Print by 2023-2024 and we have achieved 56%. We have made some progress since 2016-2017, however covid and the rise of children with additional support needs has had an impact on literacy progress. In June 2024 our pre school data found that almost 36% of these children had additional support needs. Within our delivery plan, to support further with literacy, we will focus on working closely with individual settings to provide specific training and support in this area to focus on improvement. Page 56
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Progress over time in Concepts of Print Percentage of Children Achieving Numeracy Benchmark (Number and number processes) – June 2024 34% 62% 4%Jun-24 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Number and Number Processes - June 2024 Our numeracy stretch aim was that 31%-35% of all children will achieve the benchmark in Number and Number Processes by session 2023-2024 and we have achieved this. Many of our settings have engaged with and benefited from the new numeracy programme, ‘Count with me in WDC’ this session. Progress over time in Number and Number Processes Achievement of the Early Level This session, for the first time, we have also gathered predictions on whether children in their pre-school year are on track to achieve the early level by the end of 34% 32% 30% 20% 22% 19% 19% 2023 -2024 2022 - 2023 2021 - 2022 2020 - 2021 2018 - 2019 2017 - 2018 2016 - 2017 0% 5% 10% 15% 20% 25% 30% 35% 40% 56% 59% 62% 45% 53% 53% 52% 2023 - 2024 2022 - 2023 2021 - 2022 2020 - 2021 2018 - 2019 2017 - 2018 2016 - 2017 0% 10% 20% 30% 40% 50% 60% 70% Page 57
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Primary 1. We will continue to gather this data over time for further analysis. It is outlined below. Achievement of the Early Level 2023 - 2024 Overall Quintile 1 Quintile 4 Quintile 5 Gap (Q1 v Q5) Reading 83% 76% 83% 94% 18% Writing 84.6% 78% 87% 94% 16% Listening & Talking 87.6% 81% 89% 89% 13% Numeracy 87.8% 83% 87% 91% 8% 5. People Implications 5.1 Support is provided for Early Learning and Childcare staff teams and leaders to enable effective delivery of the high quality ELC and the expectations of the statutory offer of 1140 hours for eligible 2 year olds and 3 year olds to pre school aged children. 5.2 Since 2022 we have supported 18 Modern Apprentices. 10 have completed their training, achieving a Scottish Vocational Qualification (SVQ) Level 3 within our Early Learning and Childcare settings and have been supported into employment with the council. Additionally since 2022 we have supported 18 career changers, 11 have completed their qualification and 7 are currently participating in working towards achieving their qualification. We will continue to promote this career path and route to qualification. 6. Financial and Procurement Implications 6.1 Financial Year Revenue Capital £m £m 2018/19 1.410 0.580 2019/20 5.268 2.380 2020/21 8.717 4.480 2021/22 9.723 5.880 2022/23 9.485 0.794 2023/24 9.742 0.287 2024/25 9.725 0 7. Risk Analysis 7.1 The Key Risks: Maintaining high quality Early Learning and Childcare at all funded providers to ensure that they meet the National Standard Criteria. Failure to deliver 1140 hours curriculum by confident, well trained Early Learning and Childcare staff teams. Page 58
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Evaluations of good for environment by Care Inspectorate are at risk if Early Learning and Childcare building assets are not maintained. 8. Equalities Impact Assessment 8.1 There was no requirement to undertake another Equalities Impact Assessment for the purposes of this report as it is providing an update for Committee. 9. Consultation 9.1 Regular consultation with stakeholders including parents and carers, Early Learning and Childcare staff, Unions, Council partners in the project and partner Early Learning and Childcare providers continues through the various Council fora and regular meetings. 9.2 Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. 10. Strategic Assessment 10.1 This report reflects the Council’s aspiration to have resilient and thriving communities, a strong and flourishing economy and a council that is inclusive and adaptive. These are some of the strategic priorities for 2022-2027. Laura Mason Chief Education Officer Person to Contact: Alison Bowers, Senior Education Officer, Education, Learning and Attainment Telephone No: 07813 534420 Email: alison.bowers@west-dunbarton.gov.uk Background Papers: none Wards Affected: All Page 59
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WEST DUNBARTONSHIRE COUNCIL Report by Laura Mason, Chief Education Officer Educational Services Committee: 12th December 2024 ___________________________________________________________________ Subject: Services for Children, Young People and Families Update Report 1. Purpose 1.1 The purpose of this report is: a) to inform the Educational Services Committee of progress on supports to children, young people and families. 2. Recommendations 2.1 Members of the Educational Services Committee are asked to: a) Note progress on plans to continue developing and improving supports. 3. Background 3.1 In January 2019 a national review of the implementation of Additional Support for Learning began. The subsequent report and action plan had nine key themes which set standards nationally, locally and at establishment level. 3.2 The national report recommends that local authorities must take account of the findings of the report to review and align their quality assurance processes. This must drive improvements in processes, practice and outcomes at all levels in the system. 3.3 West Dunbartonshire Council (WDC) is committed to ensuring all children and young people are enabled to progress through Early Learning and School with the support they need. When this support is more or different to what is generally provided for children and young people of the same age, then the child or young person is said to have additional needs. 3.4 The Education (Additional Support for Learning) (Scotland) Act 2009 lists four interrelated factors which individually or jointly impact on ability to learn: • Learning Environment • Family Circumstances • Disability or Health • Social or Emotional Factors Additional support may be required throughout a child or young person’s educational journey: others may only require additional support for a short ITEM 10 Page 61
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period. 3.5 It is recognised that children, young people and families are best supported through effective multi-agency planning and delivery of services. Educational Services work in collaboration with a range of council, Health and Social Care Partnership (HSCP) and third sector colleagues to support our families. This work is being developed via the Whole Family Wellbeing (WFW) planning, led by Educational Services on behalf of the Community Planning Partnership. 4. Main Issues 4.1 There are currently 11 884 school pupils in West Dunbartonshire Council. 5434 Pupils have Additional Support Needs (ASN), supported mainly in mainstream schools. Approximately 272 pupils are supported in our specialist settings as they require a more specific learning environment. We also have a small percentage of our children and young people with additional support needs supported by day or residential providers in external placements. These often involve young people separated from their peers and their community and can be expensive in comparison to supporting in-house. These costs have increased significantly over the past few years due to increased salaries and increased charges from partner providers for the range of specialist supports offered. This has resulted in budget overspends and it is anticipated that there might be mitigation of these to some extent by the ASN strategy implementation. The trajectory of ASN needs in WDC has increased over time (from 36.9% in 2013 to 45.7% in 2024) and been supported by the investment in our ASN estate expansion. Over the past four years this has resulted in the availability of 78 additional places in specialist settings. 4.2 In preparation for transition to school session 2024-2025 there was a significant increase in number of children’s cases considered by the Joint Review Panel (JRP) which allocates specialist places. This is reflective of local and national ASN statistics and increases post pandemic. 53 children who had cases heard at the Joint Review Panel (JRP) were identified as having needs which would require additional support when transitioning to primary school. 31 of the group were identified as having the most complex needs and allocated places in our Specialist Settings. 9 children were identified as having needs which would be able to be supported in mainstream establishments within the existing ranges of support planning by team around the child processes, and a further group of 13 were identified, who would require enhanced support in mainstream establishments. No child considered at JRP this year has a Coordinated Support Plan (CSP). To meet the criteria for a CSP, the child requires significant and ongoing support from another agency, other than education, to meet their educational targets and this does not currently apply to this cohort. Page 62
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4.3 In line with National Guidance, we have a presumption to mainstream and almost all children with additional support needs have them successfully met in mainstream settings. Our ASN Strategy identifies and addresses these issues with a focus on the four pillars of inclusive education in Scotland which are: present, participating, achieving and supported, in order that children meet their full potential. Mainstreaming the ‘central pillar’ to this approach. Our strategy is successfully upskilling staff and building on consistent approaches to meeting learner needs across all settings, ensuring our legal obligations are being met. 4.4 Enhanced Local Learning Community Model An enhanced Local Learning Community (LLC) model of support has been established, building on inclusive practices and our processes of moving towards a ‘new normal’, where the expectation will be a presumption to mainstream schooling for all children, with child’s planning, support, and professional learning for staff key to this. In session 2024-25 additional staffing capacity and support has been provided to 3 identified schools; Linnvale, Knoxland and Levenvale, to supporting transition and approaches to meeting learners’ needs. The 13 identified pupils offered places accepted and started in school. A group of Central Officers and Educational Psychologists have produced an action plan and associated tasks to be undertaken to ensure that staff are appropriately trained and supported; that school environments meet the requirements of children attending and that the team around the child works with parents to ensure the transition and supports in place have enabled a settled start in P.1. 4.5 Progress and impact so far of the Enhanced Model of Support The new model supports delivery of inclusive environments which meet the needs of all learners and makes best use of resources. This year, the three schools piloting the model are managing the needs of children who require significant additional support in a responsive manner via a blended mix of access to mainstream and enhanced supports. The allocation of additional class teacher and a learning assistant who work with existing school staff, ensures all children in the class are supported to access to their curriculum and associated care. This team of staff have and will continue to be trained and supported to develop their skills and expertise in a range of ways and will be supervised and managed as part of the Collaborative Support Service (CSS). They will work in collaboration with other members of the team to identify the most Page 63
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appropriate and relevant approaches to support and allocation of the wider CSS, Educational Psychology and Early Years team support. All establishments have now undertaken post placement reviews for the children involved. Feedback has been positive, and children’s progress is evident. They are benefitting from the language rich social environments of the mainstream setting. Reviews will continue to monitor pupil progress and inform next steps. The Neurodevelopmental (ND) Team are currently supporting across the 3 Enhanced Support Model Schools as part of a pilot model. This collaborative approach with Education, offers a multiagency targeted support to parents in an environment where they are comfortable, increase staff awareness of neurodivergence and reduce the wait times whilst streamline the ND assessment process, thus improving collaborative planning and outcomes for neurodiverse children and young people. The ND Team will continue to offer ‘Cuppa and Connect’ across educational establishments bringing support to parents in school settings as these were welcomed and very well attended last session. In line with the introduction of this model, a review of the JRP processes and timings has taken place. In addition, further professional learning and revision to pupil support forums in our Early Years has taken place, supported by Educational Psychology staff and Central Officers, ensuring consistent approaches to inclusive practices. Another element of the WD for Families work is the development of workforce and culture supports to ensure sustainable change across services for families. In each Hub there are Professional Learning twilight sessions delivered by our NHS Colleagues (Occupational Therapists & Speech and Language Therapists), Health Improvement Team as well as a partner with lived experience of Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder and Sensory Processing difficulties. 4.6 Education Leaders have collaborated to identify key areas of development and focus for Year 4 of the Additional Support Needs (ASN) Strategy. Notable progress has been as follows: ● Year 3 of the implementation of the Child Inclusion Research into Curriculum Learning Education (CIRCLE) has been completed and monitoring via school improvement visits and in dialogue with school leaders and Champions, informs us this is supporting inclusive practices and improving learners’ experiences. The School Participation Questionnaire has been completed by almost all schools and this evaluation process records that 78% of schools report an improvement in their inclusive environments, an average increase of 10%. Page 64
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This evidence shows that schools have been working collaboratively to make their environments more inclusive for all children. ● The implementation of social communication, emotional regulation, transactional supports (SCERTS) in five out of our seven specialist settings has ensured consistent approaches to using the SCERTS framework with parents/carers at review points for their children. Aligned with work developing parent understanding of the programme, this has enabled practical strategies to supporting home school collaboration and provided a basis to build upon vital communication skills developed in each setting. Within each of the 5 specialist setting ‘Brew & Blether’ sessions have been arranged in term 1 or 2 of this session, to support parental engagement and understanding of SCERTS. ● We continue to develop approaches to supporting our care experienced children and young people in a range of ways such as specific tracking of attendance and attainment with targeted interventions to address gaps. In addition, a Principal Teacher and class teacher from the Collaborative Support Service(CSS) will continue to develop our interrogation of data and progress of looked after children and young people through the implementation of cyclical approaches to monitoring progress and delivering of interventions to support the narrowing of gaps in attendance and attainment. In collaboration with Partner Agency Y-Sort It, plans to allocate support and track and monitor progress are in place, with a focus on helping pupils develop the 6 West Dunbartonshire’s Competencies for Learning. ● Dumbarton Academy is our first school to achieve the national ‘We Promise Award’ for their engagement in a bespoke professional learning programme regarding supporting the work of The Promise. School and Early Learning establishments will be supported to increase awareness of and develop consistent approaches in delivering the ‘We Promise Award’ across all education establishments. In recognition of Care Experience Week taking place on 19th-26th October, WDC have joined Action for Children in hosting a Fun Day to celebrate the care experienced community with children and families. ● In line with the Equally Safe strategy and responding to concerns around Violence against Women and Girls (VAWG) 16 days of action planning has commenced much earlier than usual, High Schools have been encouraged to sign up to Equally Safe at Schools in line with Scotgov commitment to this and bullying incidents in seemis can be recorded under the premise of gender based violence where required. 4.7 The Children’s Rights Officer has continued to develop Council wide approaches to ensuring the Rights of the Child are understood and upheld. The Rights Respecting Schools Programme continues to be implemented across our service. It is anticipated all of our schools will have achieved the Bronze level of award by December 2024, with many having progressed to achieving or towards Silver. 4.8 Attendance at school remains a key focus for all establishments who monitor attendance closely as well as tracking their key data in line with the monthly Page 65
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overview of key characteristics. 5 primary schools are collaborating with Education Scotland on a Quality Improvement Project (QUIP).The key focus is Primary School attendance and anticipate this will provide valuable learning and sharing of experiences that this will provide about attendance in WDC Primary schools. 5. People Implications 5.1 There are no people implications as a direct result of this report. However, it should be noted that in line with the recommendations in the ASN Review we must ensure we have a well-trained, high-quality workforce who are equipped to support the range of needs and rights of our children and young people. 6. Financial and Procurement Implications 6.1 The projected additional funding required for the learning estate expansion has been approved and planned for in current and future budgets. 7. Risk Analysis 7.1 If the Council is unable to ensure appropriate support to children and young people, we will not be meeting their needs under the terms of the Children and Young People Act 2014 (Equalities Act 2010). 7.2 If the Council is unable to ensure appropriate support for all children, young people and staff this could result in reputational damage. 8. Equalities Impact Assessment (EIA) 8.1 As noted in the previously produced Equalities Impact Assessment, the ASN strategy and subsequent supports and guidance developed will enhance the quality of the service provided to all children, young people and staff and therefore can be seen to have a positive impact in terms of the equalities. 9. Consultation 9.1 Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. 10. Strategic Assessment 10.1 This report reflects the Council’s aspiration to reduce inequalities for the people of West Dunbartonshire. Laura Mason Chief Education Officer Page 66
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Person to Contact: Claire Cusick, Senior Education Officer Services for Children and Young People E-mail: claire.cusick@west-dunbarton.gov.uk Wards Affected: All Wards Page 67
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WEST DUNBARTONSHIRE COUNCIL Report by Laura Mason, Chief Education Officer Educational Services Committee: 12th December 2024 ___________________________________________________________________ Subject: Services for Children, Young People and Families Schools Counselling Provision in WDC schools 1. Purpose 1.1 The purpose of this report is: a) to inform on approaches to providing School Counselling Services and b) to seek approval to go to tender for these services. 2. Recommendations 2.1 Members of the Educational Services Committee are asked to: a) Note approaches and need for counselling and b) Agree undertaking of procurement processes to secure a counselling provider to continue to support and meet the needs of our children and young people within WDC schools. 3. Background 3.1 In September 2018, the Scottish Government (SG) committed to invest over £60 million in additional school counselling services across Scotland and in so doing create around 350 counsellors in school education ensuring that every Secondary School had counselling services. 3.2 The government made a further commitment in May 2020, to provide access to ”high quality and effective counselling support” through schools for children aged 10 and over, in partnership with local government and with “full delivery expected by September 2020”. 3.3 West Dunbartonshire Council (WDC) sought to secure Counselling providers within the budget allocated by SG, to meet the criteria set for the funding and provide a quality service delivery to our children and young people aged 10 and over within our local context. WDC secured LIfelink as a counselling provider for mild to moderate presentations in Secondary Schools. Lifelink Counsellors were allocated to schools based on identified needs. Erskine Crisis is a local provider offering support for moderate to severe presentations. Togetherall offering online 24/7 access to Mental Health and wellbeing support for all young people in WDC aged 16+ to 24. In addition the services commissioned for the provision of counselling had to ensure all counsellors were ITEM 11 Page 69
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members of the British Association for Counsellors and Psychotherapy (BACP) or Counselling and Psychotherapy in Scotland (COSCA). 3.4 Human rights are universal, interdependent and interconnected. Article 24 of the UNCRC is explicit in setting out the rights of all children and young people to the highest attainable standard of health (which includes mental health) as well as access to services to support this. The UN Committee on the Rights of the Child (CRC) has stated in General Comment No. 153 that the realisation of the right to health is indispensable for the enjoyment of all other rights in the UNCRC. In addition, achieving children’s right to health is dependent on the realisation of many other rights outlined in the Convention and in other human rights instruments. The provision of schools counselling services meets this rights based approach. 3.5 Public Health Scotland’s June 2022 report on the impact of Covid on children’s mental health shows that a substantial proportion of young children, parents and carers perceive the pandemic to have had a negative impact on child and family health, wellbeing and development. It also noted that the impacts appear to have been felt to a greater extent in families from low-income households, who may already have been struggling before the pandemic. A recent Scottish Government paper noted that 83% of young people with pre-existing mental illness said the pandemic had made their condition worse, often attributed to school closures with loss of routine and access to usual supports(Children’s and Young People's Commissioner Scotland). 3.6 In addition to schools counselling WDC Education have continued to forge joint collaborative work with Health colleagues to ensure a broad and holistic support to children and young people's Mental Health and Wellbeing. This collaboration has ensured that the Scottish Government's Mental Health Strategy is fulfilled at a local level supporting holistic and sustainable interventions for children, young people and families as we seek to achieve positive outcomes for all. 4. Main Issues 4.1 From July to 2023 to March 2024, 487 children in WDC High Schools accessed School Counselling. The main presentations referred to the supporting services were Anxiety, Anger and Family issues, with secondary presenting issues identified and supported through the counselling sessions. Most children and young people complete their therapeutic journey in 6-10 counselling sessions. At the end of the block of counselling sessions some from questionnaires returned rated their experience of counselling very positively as 8.71 (where 10 is extremely helpful). 4.2 Counselling in schools is having a positive impact. The Scottish Government Report published 2022 noted “Where outcomes have Page 70
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been provided in percentage terms, they range from 88% to 100% of children and young people having reported improved outcomes. In addition to the positive improved outcomes figures, anecdotal evidence suggests the counselling service is a beneficial service to children and young people.” However there is more to be done. In WDC we have established very good working relationships with our providers to ensure we have a flexible service responding to need. This allows us to move resources to support any growing waiting lists for counselling. Currently every school has a waiting list. 4.3 WDC are now at a point where one of their counselling Providers, Lifelink’s contract is coming to an end on 31/03/25 and in collaboration with Procurement, Education now needs to go out to open tender to secure another provider who will be based in our secondary schools, to ensure there are no gaps in the ongoing provision to our children and young people. Any such gaps in provision would prevent children and young people's rights and needs being met. In addition a gap would mean would increase and a backlog of cases to be allocated and support will take longer to access. It would mean our children, young people and families would not be supported and may be disadvantaged. We are requesting committee approval to proceed with this. 5. People Implications 5.1 There are no WDC people implications as a direct result of this report. 6. Financial and Procurement Implications 6.1 The projected funding required for Scottish Schools Counselling is in place. To support the introduction of school counsellors the SG provided £12m in 2019/20 and £16m in each of the three years to 2022/23. Thereafter funding for counsellors has been baselined in the local government settlement. WDC share of this funding prior to being baselined was £226k and £294k in each of the three years to 2022/23 7. Risk Analysis 7.1 If the Council is unable to ensure appropriate support to children and young people, we will not be meeting their needs under the terms of the Children and Young People Act 2014 (Equalities Act 2010). 7.2 If the Council is unable to ensure appropriate support for all children, young people and staff this could result in reputational damage. 8. Equalities Impact Assessment (EIA) Page 71
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8.1 Equalities Impact Assessment, Approved 2/09/24 1062. The providers must show at point of contract and thought its lifespan that they have the capacity to work with a diverse client group regardless of sexual identity, ethnicity and disability. The provider must show that all counsellors / therapists are able to work within a multi-cultural environment and that their professional practice demonstrates an understanding of cultural awareness within the therapeutic relationship. This has a positive impact in terms of equality. 9. Consultation 9.1 Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. 10. Strategic Assessment 10.1 This report reflects the Council’s aspiration to reduce inequalities for the people of West Dunbartonshire. Laura Mason Chief Education Officer Person to Contact:Claire Cusick, Senior Education Officer Services for Children and Young People E-mail: claire.cusick@west-dunbarton.gov.uk Appendices: Appendix 1 - Equalities Impact Assessment Wards Affected: All Wards Page 72
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Assessment No 1062 Owner cdunsmore Resource Transformation Service Education, Learning & Attainment FirstName Surname Job Title Head Officer Claire Cusick Senior Education Officer Members Claire Cusick Senior Education Officer Christina Dunsmore Depute Head Teacher (Please note: the word 'policy' is used as shorthand for strategy policy function or financial decision) Policy Title Scottish Government provision of School Counselling The aim, objective, purpose and intended out come of policy Provide continuity of provision to support pupils Mental Health and Well-being. Service/Partners/Stakeholders/service users involved in the development and/or implementation of policy. Education, HSPC, Procurement, Lifelink, schools, pupils. Does the proposals involve the procurement of any goods or services? Yes If yes please confirm that you have contacted our procurement services to discuss your requirements. Yes SCREENING You must indicate if there is any relevance to the four areas Duty to eliminate discrimination (E), advance equal opportunities (A) or foster good relations (F) Yes Relevance to Human Rights (HR) Yes Relevance to Health Impacts (H) Yes Relevance to Social Economic Impacts (SE) Yes Who will be affected by this policy? Pupils, Parents, School staff Who will be/has been involved in the consultation process? Positive feedback received from High Schools as the impact on the pupils and the working relationship with Lifelink in providing the service. Appendix 1 Page 73
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Please outline any particular need/barriers which equality groups may have in relation to this policy list evidence you are using to support this and whether there is any negative impact on particular groups. Specific group to consider Needs Evidence Impact Age The Council has to have regard to any different needs and issues that may align with the age of pupils Monitor by age and school stage Positive, monitoring allows us to recognize and address any gaps Disability The Council has a duty has an anticipatory duty to ensure services are access, and also to carry out reasonable adjustments The provider had training for all counsellors and opened to us to train in neurodiversity supports when counselling Positive, monitoring allows us to recognize and address any gaps Gender Reassign Marriage & Civil Partnership Pregnancy & Maternity Race Religion and Belief Sex The Council has to have regard to any different needs and issues that may align with the sex of pupils More girls than boys referring to the service, this is also a national trend Positive, monitoring allows us to recognize and address any gaps Sexual Orientation Human Rights European Convention of Human Rights, UNCRC Rights Service is available to all pupils and protects their right to access support Positive Health Committed to supporting pupils MHWB allowing them to access a fuller life Lifelink has supported WDC pupils well to date, they are in every High school and over holiday periods. Positive Social & Economic Impact Council has due regard to a Fairer Scotland Duty Limited range of suppliers to support children's and young people counselling. Requires counselors to be qualified to support young people Lifelink is based in Glasgow and there is no more local provide for mild to moderate HWB presentations trained to counsel young people Page 74
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Cross Cutting Working in partnership with HSCP to provide improved HWB supports Feedback has been positive meeting the wide range of MHWB presentations Positive Not continuing the service would be detrimental to young peoples MHWB WDC report to the Scottish Government on SG funded Counselling services twice a year Actions Policy has a negative impact on an equality group, but is still to be implemented, please provide justification for this. Will the impact of the policy be monitored and reported on an ongoing bases? Termly reports issued from Lifelink with follow up meeting At all times Lifelink can be contacted for any questions arising about the service They provide data for the SG Reporting twice yearly Services are monitoring by sex, age/school stage and now care experience Q7 What is you recommendation for this policy? Intoduce Please provide a meaningful summary of how you have reached the recommendation EIA 1062: details the positive impact of the Lifelink contract in supporting Equalities, Rights and Health. The contract has functioned well over time and a positive working relationship is in place. This has been introduced over the last 5 years and should continue, as it supports the mental health and wellbeing of WDC young people. Page 75
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Officer – Resources Educational Services Committee 27 November 2024 ___________________________________________________________________ Subject: Educational Services Capital Budgetary Control Report 2024/25 to 31 August 2024 (Period 5) 1. Purpose 1.1 This report provides an update on the capital financial performance to 31 August 2024 of those services under the auspices of the Educational Services Committee. 2. Recommendations 2.1 Committee is asked to: i) Note the current position of the 2024/25 Educational Services capital budget. ii) Note that the project life total is currently on track. 3. Background 3.1 On 6 March 2024 the Council approved the updated General Services Capital Plan for 2024/2025 to 2032/33. The three years from 2024/25 to 2026/27 were approved in detail with the remaining years being indicative. The budget agreed under the auspice of Educational Services Committee was £19.617m for 2024/25 and £59.634m for the project life budget. 3.2 Since then budget adjustments have taken place which result in a revised Education capital budget as set out in Exhibit 1. Exhibit 1: Revised Capital Budget 2024/25 (£m) Project Life (£m) Capital Budget Agreed 6 March 2024 19.617 59.634 Capital Project Removed (Para 4.4) (0.073) 0 Reprofiling agreed at P3 (0.206) 0 Revised Capital Budget as at Period 3 19.338 59.634 ITEM 12 Page 77
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4. Main Issues 4.1 Progress against the 2024/25 capital plan is detailed in: Appendix 1 – Project Life Summary by Chief Officer Appendix 2 – Off Track Projects Appendix 3 – Changes to Capital Plan for Noting Appendix 4 – All Approved Projects 4.2 Appendix 4 shows all projects with approved in year and project life budgets as well as anticipated expenditure. It highlights that the 2024/25 budget is £19.338m with current forecast spend of £19.338m. The spend as at period 5 is £7.102m (36.72%) of the current forecast spend of £19.388m. 5. Option Appraisal 5.1 No option appraisal was required for this report. 6. People Implications 6.1 There are no people implications. 7. Financial and Procurement Implications 7.1 The report notes the projected in-year financial position for capital budgets. 7.2 Given ongoing volatile market conditions there is an increase in the expected labour and material costs at Faifley Campus. The estimated cost of Faifley Campus has been increased by £0.895m to £36.515m. At this stage, however, it is anticipated that this increase can be accommodated within the overall School Improvement capital budget which is currently unallocated 7.3 As a result of higher inflationary pressures the level of Scottish Government grant support for the new school has been increased to £21.011m from £18.416m. This will be payable over the financial years 2025/26 to 2050/51. 8. Risk Analysis 8.1 The main risks are as follows: (a) The reported variances should be viewed in the knowledge that there are a number of variable factors which could arise between now and 31 March which could affect the year end results for capital budgets. (b) As a consequence of current market conditions, inflation is at an all-time high and interest rates continue to be volatile. To forecast for the full year costs budget assumptions have been required. These assumptions continue to change regularly and therefore it is likely the projected year end budgetary position will change from that reported. Page 78
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9. Equalities Impact Assessment (EIA) 9.1 No equalities impact assessment was required in relation to this report. 10. Environmental Sustainability 10.1 No assessment of environmental sustainability was required in relation to this report. 11. Consultation 11.1 All services involved in delivering the capital budgets have been consulted in the compilation of this report. 12. Strategic Assessment 12.1 Proper budgetary control and sound financial practice are cornerstones of good governance and support Council and officers to pursue the strategic priorities of the Council’s current Strategic Plan. This report forms part of the financial governance of the Council. ________________ Laurence Slavin Chief Officer – Resources Date: 11 November 2024 Person to Contact: Joe Reilly Council Offices, Church Street, Dumbarton E-mail: joe.reilly@west-dunbarton.gov.uk Appendices: Appendix 1 - Project Life Summary Appendix 2- Off Track Projects Appendix 3 - Reprofiling and Acceleration of Projects Appendix 4 - Details of all Projects. Background Papers: General Services Capital Plan Update - Council 6 March 2024. Capital Monitoring Report – Council 28 August 2024. Wards Affected All Wards Page 79
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Period 5 - 31 August 2024 Appendix 1 Summary Project Life Budget Project Life Forecast Spend Project Life Variance On Track/Complete Off Track £'000 £'000 £'000 Education 59,634 59,634 - 3 1 Total 59,634 59,634 0 3 1 Page 80
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Projects that are Off Track as at Period 5 - 31 August 2024 Appendix 2 Service Project Approved Project Life Cost Revised Project Life Cost Project Life Variance Initial Completion Date Revised Completion Date £'000 £'000 £'000 EDUC 3 Schools Estate Improvement Plan - next Phase - Faifley Campus 35,620 36,515 (895) 31/03/2027 31/03/2027 Project Name: Schools Estate Improvement Plan - next Phase - Faifley Campus EDUC 3 Project Manager: Michelle Lynn Initial Completion End Date: 31/03/2027 Revised End Date: 31/03/2027 How was this project initially funded: Please Detail any additional funding Council Capital Funding/ Prudential Borrowing n/a Why is the project classified as off track and what has caused the issues identified? What action will be taken to rectify the position? New Completion Date: 31/03/2027 What are the implications on the actions proposed? Revenue Implications n/a Virement Implications n/a Given ongoing volatile market conditions there is an increase in the expected labour and materials costs. It is anticipated that the increase can be accommodates within the overall school improvement capital budget which is currently unallocated. Source of Funding Schools Estate Improvement Plan Project EDUC 4 Virement from Schools Estate Improvement Plan Project EDUC 4 Page 81
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Changes to Capital Plan and Implications Appendix 3 No projects required to be reprofiled for period 5. EDUCATION Project Current Year 2024/25 2025/26 2026/27 2027/28 Future Years Total Capital Plan Explanation Page 82
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All Approved Projects at Period 5 - 31 August 2024 Appendix 4 Service Project Initial End Date Revised End Date Project Life Budget Spend to 31 /3/24 Spend to Date Projected Future Spend Total Projected Spend Project Variance Approved Budget 2024/25 Actual to date 2024/25 Revised Forecast 2024/25 In Year Variance £'000 £'000 £'000 £'000 £'000 £'000 £'000 £'000 £'000 £'000 EDUC 1 AV Equipment - Education 31/03/2030 859 292 324 535 859 - 60 32 60 - EDUC 2 Digital Inclusion 31/03/2023 31/03/2025 356 324 324 32 356 - 32 - 32 - EDUC 3 Schools Estate Improvement Plan - next Phase - Faifley Campus 31/03/2027 35,620 2,450 9,437 27,078 36,515 895 15,181 6,987 15,181 EDUC 4 Schools Estate Improvement Plan 31/03/2025 22,799 18,734 18,817 3,087 21,904 - 895 4,065 83 3,170 (895) Total Education 59,634 21,800 28,902 30,732 59,634 - 19,338 7,102 18,443 (895) Overall Total 59,634 21,800 28,902 30,732 59,634 - 19,338 7,102 18,443 895- Full Project Life In Year Page 83
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Officer (Resources) Educational Services Committee: 27 November 2024 ___________________________________________________________________ Subject: Educational Services Revenue Budgetary Control Report to 31 August 2024 (Period 5) 1. Purpose 1.1 The purpose of the report is to provide Committee with an update on the financial performance of the Educational Services revenue budget to 31 August 2024 (Period 5) and the forecast position at 31 March 2025. 2. Recommendations 2.1 Committee is asked to: (a) note that the revenue account currently shows a projected annual adverse revenue variance of £0.134m, falling to £0.057m after use of an earmarked reserve for summer programme activities. 3. Background Revenue 3.1 At the meeting of West Dunbartonshire Council on 6 March 2024, Members agreed the revenue estimates for 2024/2025, including a total net Educational Services Committee budget of £123.901m. Since then the following budget adjustments have taken place revising the budget to £122.030m. Budget Agreed by Council 6 March 2024 £123.901m Early Years revenue support grant Reduction in APT&C pension contribution £0.413m (£2.284m) Revised Budget £122.030m The budget has been increased by the expansion element which has since the inception of 1140 expansion been included within Revenue Support Grant and held centrally. The budget has been reduced to reflect the decrease in Strathclyde pension fund contributions in the year. This budget has been vired to a central reserve to be used to balance the budget over the next four years as agreed at the Council meeting on 6 March 2024. . ITEM 13 Page 85
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3.2 A list of agreed efficiencies and management adjustments totalling £1.745m is shown within Appendix 4. There are no current indications to suggest this will not be achieved. 4. Main Issues Revenue Budget 4.1 The current departmental budgetary position is summarised in Appendix 1, with detailed analysis by service in Appendix 2. 4.2 The overall projected full year variance is £0.057m adverse. Information and all individual variances of over £50,000 are detailed in Appendix 3. 5. People Implications 5.1 There are no direct people implications. 6. Financial and Procurement Implications 6.1 Other than the financial position noted above and within the appendices, there are no financial or procurement implications of the budgetary control report. 6.2 Expenditure on the summer programme at the end of August was £0.077m. The earmarked reserve for the summer programme is £0.100m and will be spent in full on holiday activities in 2024/25. The remaining £0.023m has been fully committed although the expenditure was not through the ledger at period 5. 7. Risk Analysis 7.1 The main financial risks to the ongoing financial position relate to unforeseen costs and/or reduced income streams being identified between now and the end of the financial year. Finance staff are in regular discussion with budget holders to ensure potential issues are identified as early as possible in order to mitigate this risk. 8. Equalities Impact Assessment (EIA) 8.1 The report is for noting and therefore, no Equalities Impact Assessment was completed for this report. 9. Consultation 9.1 The views of Education, Finance and Legal services were requested in the preparation of this report and they have advised there are neither any Page 86
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additional issues nor concerns with the proposal. As the report is for noting no further consultation is envisaged. 10. Strategic Assessment 10.1 Proper budgetary control and sound financial practice are cornerstones of good governance and support Council and officers to pursue the 5 strategic priorities of the Council’s Strategic Plan. This report forms part of the financial governance of the Council. Laurence Slavin Chief Officer - Resources Date: 18 October 2024 Person to Contact: Joe Reilly - Business Unit Finance Partner (Education), Church St, Dumbarton, G82 1QL, telephone: 01389 737707, e-mail joe.reilly@west-dunbarton.gov.uk Appendices: Appendix 1 - Revenue Budgetary Control 2024/25 - Summary Report Appendix 2 - Revenue Budgetary Control 2024/25 - Service Reports - Appendix 3 - Analysis of Revenue Variances over £50,000 Appendix 4 – Analysis of Revenue Efficiencies Background Papers: Ledger output – period 5 General Services Revenue Estimates 2024/25 Wards Affected: ,All Page 87
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WEST DUNBARTONSHIRE COUNCIL Appendix 1 EDUCATION SUMMARY MONTH END DATE 31 August 2024 PERIOD P5 Actual Outturn 2023/24 Total Budget 2024/25 Year to date 2024/25 % Spend to Date of Total Budget Forecast Spend 2024/25 RAG Status Net Variance attributable to earmarked reserves spend Underlying Variance excluding earmarked reserves spend £000 £000 £000 % £000 £000 % £000 £000 33,207 Primary Schools 33,428 13,107 39% 33,065 (364) -1% 0 (364) 33,301 Secondary Schools 34,602 14,522 42% 34,364 (238) -1% 0 (238) 20,771 Special Schools 21,142 7,199 34% 21,509 366 2% 0 366 585 Psychological Services 699 332 48% 713 15 2% 0 15 551 Sport Development/Active Schools 627 456 73% 627 0 0% 0 0 9,601 Pre 5s 9,094 6,039 66% 9,298 204 2% 0 204 633 Cultural Services 676 262 39% 695 19 3% 0 19 17,556 PPP 18,082 6,532 36% 18,003 (78) 0% 0 (78) 97 # 78 27 34% 78 0 0% 0 0 1,202 Central Admin 864 683 79% 1,019 154 18% 77 77 328 Workforce CPD 310 170 55% 313 3 1% 0 3 454 Performance & Improvement 421 183 43% 429 9 2% 0 9 2,133 Education Development 2,007 938 47% 2,052 45 2% 0 45 555 Raising Attainment - Primary 0 0 0% 0 0 0% 0 0 (560) Raising Attainment - Secondary 0 0 0% 0 0 0% 0 0 (12) Pupil Equity Fund - (PEF) 0 (0) 0% (0) (0) 0% 0 (0) 120,403 122,030 50,450 41% 122,164 134 0.11% 77 57 Special Schools Performance & Improvement Education Development Total Net Expenditure Workforce CPD PPP Forecast Variance 2024/25 Departmental Summary Primary Schools Departmental / Subjective Summary Secondary Schools Central Admin Curriculum for Excellence Psychological Services Sport Development/Active Schools Pre 5s Page 88
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2024/25 EDUCATION DETAIL MONTH END DATE 31 August 2024 PERIOD P5 Actual Outturn 2023/24 Total Budget 2024/25 Year to date 2024/25 % Spend to Date of Total Budget Forecast Spend 2024/25 RAG Status £000 £000 £000 % £000 £000 % 97,690 Employee 93,112 38,923 42% 94,766 1,655 2% 9,509 Property 9,808 1,470 15% 9,873 67 1% 2,625 Transport and Plant 2,559 1,119 44% 2,704 145 6% 2,733 Supplies, Services and Admin 1,803 796 44% 2,180 377 21% 25,728 Payments to Other Bodies 25,778 10,457 41% 25,975 198 1% 1,551 Other 1,606 1,100 68% 1,681 75 5% 139,836 Gross Expenditure 134,665 53,864 40% 137,180 2,516 2% (19,433) Income (12,635) (3,414) 27% (15,017) (2,382) 19% 120,403 Net Expenditure 122,030 50,450 41% 122,163 134 0% £000 £000 £000 % £000 £000 % 29,176 Employee 29,339 12,065 41% 29,032 (307) -1% 3,283 Property 3,522 379 11% 3,493 (30) -1% 353 Transport and Plant 345 300 87% 345 0 0% 342 Supplies, Services and Admin 252 103 41% 252 0 0% (0) Payments to Other Bodies 14 2 17% 14 0 0% 359 Other 373 324 87% 373 0 0% 33,513 Gross Expenditure 33,844 13,173 39% 33,508 (336) -1% (306) Income (416) (66) 16% (444) (29) 7% 33,207 Net Expenditure 33,428 13,107 39% 33,064 (365) -1% £000 £000 £000 % £000 £000 % 30,912 Employee 32,101 13,210 41% 31,815 (285) -1% 1,447 Property 1,339 166 12% 1,425 86 6% 569 Transport and Plant 654 531 81% 655 2 0% 264 Supplies, Services and Admin 297 100 34% 298 1 0% 478 Payments to Other Bodies 472 442 94% 472 0 0% 564 Other 722 347 48% 722 0 0% 34,234 Gross Expenditure 35,584 14,796 42% 35,388 (196) -1% (933) Income (982) (273) 28% (1,024) (42) 4% 33,301 Net Expenditure 34,602 14,522 42% 34,364 (238) -1% Forecast Variance 2024/25 Primary Schools All Services Secondary Schools Service Summary Page 89
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2024/25 EDUCATION DETAIL MONTH END DATE 31 August 2024 PERIOD P5 Actual Outturn 2023/24 Total Budget 2024/25 Year to date 2024/25 % Spend to Date of Total Budget Forecast Spend 2024/25 RAG Status Forecast Variance 2024/25Service Summary £000 £000 £000 % £000 £000 % 13,340 Employee 13,255 5,270 40% 13,420 165 1% 172 Property 179 54 30% 229 50 28% 1,482 Transport and Plant 1,438 258 18% 1,567 129 9% 116 Supplies, Services and Admin 124 47 38% 127 3 3% 5,960 Payments to Other Bodies 6,463 1,698 26% 6,522 59 1% 23 Other 25 23 90% 23 (2) -8% 21,093 Gross Expenditure 21,484 7,349 34% 21,888 404 2% (322) Income (342) (150) 44% (380) (38) 11% 20,771 Net Expenditure 21,142 7,199 34% 21,509 366 2% £000 £000 £000 % £000 £000 % 652 Employee 765 330 43% 781 16 2% 0 Property 0 0 0% 0 0 0% 2 Transport and Plant 1 1 99% 2 1 96% 3 Supplies, Services and Admin 5 1 10% 3 (2) -47% 0 Payments to Other Bodies 0 0 0% 0 0 0% 0 Other 0 0 0% 0 0 0% 658 Gross Expenditure 771 332 43% 786 15 2% (73) Income (73) 0 0% (73) 0 0% 585 Net Expenditure 699 332 48% 713 15 2% £000 £000 £000 % £000 £000 % 0 Employee 0 0 0% 0 0 0% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 0 0 0% 0 0 0% 0 Supplies, Services and Admin 0 0 0% 0 0 0% 810 Payments to Other Bodies 627 621 99% 792 166 26% 0 Other 0 0 0% 0 0 0% 810 Gross Expenditure 627 621 99% 792 166 26% (259) Income 0 (166) 0% (166) (166) 0% 551 Net Expenditure 627 456 73% 627 0 0% Special Schools Psychological Services Miscellaneous Page 90
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2024/25 EDUCATION DETAIL MONTH END DATE 31 August 2024 PERIOD P5 Actual Outturn 2023/24 Total Budget 2024/25 Year to date 2024/25 % Spend to Date of Total Budget Forecast Spend 2024/25 RAG Status Forecast Variance 2024/25Service Summary £000 £000 £000 % £000 £000 % 15,226 Employee 14,990 5,221 35% 15,052 62 0% 522 Property 488 49 10% 478 (10) -2% 6 Transport and Plant 5 1 22% 5 0 0% 910 Supplies, Services and Admin 936 137 15% 938 2 0% 3,518 Payments to Other Bodies 3,083 1,329 43% 3,389 306 10% 0 Other 0 0 0% 0 0 0% 20,181 Gross Expenditure 19,502 6,737 35% 19,862 360 2% (10,580) Income (10,407) (698) 7% (10,564) (157) 2% 9,601 Net Expenditure 9,094 6,039 66% 9,298 204 2% £000 £000 £000 % £000 £000 % 0 Employee 0 0 0% 0 0 0% 4,041 Property 4,256 813 19% 4,226 (31) -1% 0 Transport and Plant 0 0 0% 0 0 0% 0 Supplies, Services and Admin 0 0 0% 0 0 0% 13,515 Payments to Other Bodies 13,825 5,719 41% 13,778 (47) 0% 0 Other 0 0 0% 0 0 0% 17,556 Gross Expenditure 18,082 6,532 36% 18,003 (78) 0% 0 Income 0 0 0% 0 0 0% 17,556 Net Expenditure 18,082 6,532 36% 18,003 (78) 0% £000 £000 £000 % £000 £000 % 0 Employee 0 0 0% 0 0 0% 1 Property 0 (0) 0% 0 0 0% 0 Transport and Plant 0 0 0% 0 0 0% 83 Supplies, Services and Admin 78 27 34% 78 0 0% 13 Payments to Other Bodies 0 0 0% 0 0 0% 0 Other 0 0 0% 0 0 0% 97 Gross Expenditure 78 27 34% 78 0 0% 0 Income 0 0 0% 0 0 0% 97 Net Expenditure 78 27 34% 78 0 0% PPP Curriculum for Excellence Early Years Page 91
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2024/25 EDUCATION DETAIL MONTH END DATE 31 August 2024 PERIOD P5 Actual Outturn 2023/24 Total Budget 2024/25 Year to date 2024/25 % Spend to Date of Total Budget Forecast Spend 2024/25 RAG Status Forecast Variance 2024/25Service Summary £000 £000 £000 % £000 £000 % 237 Employee 126 53 42% 128 2 2% 40 Property 22 8 36% 22 0 0% 2 Transport and Plant 0 0 42% 0 0 0% 36 Supplies, Services and Admin 50 17 34% 50 (0) 0% 342 Payments to Other Bodies 238 222 93% 313 75 32% 605 Other 486 406 84% 563 77 16% 1,262 Gross Expenditure 923 706 77% 1,077 154 17% (59) Income (59) (23) 39% (59) 0 0% 1,202 Net Expenditure 864 683 79% 1,019 154 18% £000 £000 £000 % £000 £000 % 374 Employee 277 160 58% 280 3 1% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 0 0 0% 0 0 0% 17 Supplies, Services and Admin 20 4 20% 20 0 0% 14 Payments to Other Bodies 13 7 51% 13 0 0% 0 Other 0 0 0% 0 0 0% 405 Gross Expenditure 310 170 55% 313 3 1% (78) Income 0 0 0% 0 0 0% 328 Net Expenditure 310 170 55% 313 3 1% £000 £000 £000 % £000 £000 % 486 Employee 470 197 42% 478 8 2% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 1 0 8% 1 0 0% 2 Supplies, Services and Admin 0 0 19% 1 0 210% 0 Payments to Other Bodies 0 0 0% 0 0 0% 0 Other 0 0 0% 0 0 0% 488 Gross Expenditure 471 197 42% 480 9 2% (34) Income (51) (14) 28% (51) 0 0% 454 Net Expenditure 421 183 43% 429 9 2% Workforce CPD Performance & Improvement Central Admin Page 92
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2024/25 EDUCATION DETAIL MONTH END DATE 31 August 2024 PERIOD P5 Actual Outturn 2023/24 Total Budget 2024/25 Year to date 2024/25 % Spend to Date of Total Budget Forecast Spend 2024/25 RAG Status Forecast Variance 2024/25Service Summary £000 £000 £000 % £000 £000 % 1,683 Employee 1,006 636 63% 1,477 471 47% 0 Property 0 0 0% 0 0 0% 120 Transport and Plant 113 18 16% 115 2 2% 117 Supplies, Services and Admin 20 40 200% 76 56 282% 432 Payments to Other Bodies 1,043 340 33% 604 (439) -42% 0 Other 0 0 0% 0 0 0% 2,352 Gross Expenditure 2,181 1,033 47% 2,272 90 4% (219) Income (175) (96) 55% (220) (46) 26% 2,133 Net Expenditure 2,007 938 47% 2,052 45 2% £000 £000 £000 % £000 £000 % 525 Employee - 416 0% 416 416 0% - Property - - 0% - 0 0% 0 Transport and Plant - 1 0% 1 1 0% 22 Supplies, Services and Admin - 12 0% 12 12 0% 7 Payments to Other Bodies - - 0% - 0 0% - Other - - 0% - 0 0% 555 Gross Expenditure - 429 0% 429 429 0% - Income 0 (429) 0% (429) (429) 0% 555 Net Expenditure - 0 0% 0 0 0% £000 £000 £000 % £000 £000 % 773 Employee 0 98 0% 98 98 0% 0 Property 0 0 0% 0 0 0% 2 Transport and Plant 0 0 0% 0 0 0% 2 Supplies, Services and Admin 0 0 0% 0 0 0% 111 Payments to Other Bodies 0 0 0% 0 0 0% 0 Other 0 0 0% 0 0 0% 888 Gross Expenditure 0 98 0% 98 98 0% (1,448) Income 0 (98) 0% (98) (98) 0% (560) Net Expenditure 0 0 0% 0 0 0% Raising Attainment - Primary Raising Attainment - Secondary Education Development Page 93
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2024/25 EDUCATION DETAIL MONTH END DATE 31 August 2024 PERIOD P5 Actual Outturn 2023/24 Total Budget 2024/25 Year to date 2024/25 % Spend to Date of Total Budget Forecast Spend 2024/25 RAG Status Forecast Variance 2024/25Service Summary £000 £000 £000 % £000 £000 % 3,602 Employee 0 1,009 0% 1,009 1,009 0% 3 Property 0 1 0% 1 1 0% 87 Transport and Plant 0 10 0% 10 10 0% 806 Supplies, Services and Admin 0 308 0% 308 308 0% 483 Payments to Other Bodies 0 53 0% 53 53 0% 0 Other 0 0 0% 0 0 0% 4,980 Gross Expenditure 0 1,380 0% 1,380 1,380 0% (4,992) Income 0 (1,380) 0% (1,380) (1,380) 0% (12) Net Expenditure 0 (0) 0% (0) (0) 0% £000 £000 £000 % £000 £000 % 705 Employee 783 258 33% 780 (3) 0% 0 Property 0 0 0% 0 0 0% 1 Transport and Plant 2 0 24% 2 0 11% 12 Supplies, Services and Admin 22 1 4% 18 (4) -19% 46 Payments to Other Bodies 0 23 0% 25 25 0% 0 Other 0 0 0% 0 0 0% 765 Gross Expenditure 807 282 35% 825 18 2% (131) Income (131) (20) 15% (130) 1 -1% 633 Net Expenditure 676 262 39% 695 19 3% Cultural Services Pupil Equity Fund - (PEF) Page 94
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 ANALYSIS FOR VARIANCES OVER £50,000 MONTH END DATE PERIOD Total Budget Forecast Spend RAG Status Primary Schools (Laura Mason) 33,428 33,064 (365) -1% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Secondary Schools (Laura Mason) 34,602 34,364 (238) -1% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome 31 August 2024 Budget Details Variance Analysis P5 Forecast Variance Education This service area includes all Primary Schools. none This service area includes all Secondary Schools. favourable variance The favourable variance is attributable to the average unpromoted teacher salary being slightly less than predicted when the budget was set none The favourable variance is attributable to the average unpromoted teacher salary being slightly less than predicted when the budget was set. This has offset the adverse variance which has arisen due to the increase in electricity costs being higher than anticipated when the budget was set and accidental/malicious damage costs being higher than expected. favourable variance Page 95
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 ANALYSIS FOR VARIANCES OVER £50,000 MONTH END DATE PERIOD Total Budget Forecast Spend RAG Status 31 August 2024 Budget Details Variance Analysis P5 Forecast Variance Additional Support Needs (Claire Cusick) 21,142 21,509 366 2% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Pre 5s ( Alison Bowers) 9,094 9,298 204 2% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome This service area includes all Early Years establishments within West Dunbartonshire. none possible at present none possible at present Employee costs, after allowing for the carry forward of Ukrainian grant income, remain adverse (£58k) partly due the Council decision after the budget was set to accommodate additional ASN cases in mainstream schools as part of the enhanced support within local learning communities. In addition utility costs (£45k) and taxis (£113k) have been higher than anticipated when the budget was set. The final budget pressure is an increased net cost for external placements (£151k). This service area covers all ASN Services. overspend anticipated adverse variance There is an adverse variance against net cross-boundary transactions of £102k. The remainder of the adverse variance is due to APT&C turnover not being achieved. Page 96
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 ANALYSIS FOR VARIANCES OVER £50,000 MONTH END DATE PERIOD Total Budget Forecast Spend RAG Status 31 August 2024 Budget Details Variance Analysis P5 Forecast Variance PPP (Laura Mason) 18,082 18,003 (78) 0% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Central Admin (Laura Mason ) 864 1,019 154 18% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome This service area covers Education Directorate There is an adverse variance at present against Summer Programme activities (£77k) which will be covered by an earmaked balance. However, the full earmarked balance of £100k will be spent on holiday activities albeit not yet reflected in the attached figures.The remaining adverse variance is attributable to school meal holiday payments being in excess of the sum allocated by the Scottish Government - our eligible caseload is about 15% higher than the caseload implicit in our actual allocation. none necessary This service area includes Vale of Leven, Clydebank High and St Peter the Apostle High Schools and St Eunan's Primary School. The costs charged to this service are Property costs and the Unitary charge. The estimated inflationary uplift anticipated for the contractual increase for the unitary charge was higher than the actual RPI favourable variance none possible overspend anticipated Page 97
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WEST DUNBARTONSHIRE COUNCIL MONITORING OF EFFICIENCIES AND MANAGEMENT ADJUSTMENTS 2024/25 APPENDIX 4 Efficiency reference Efficiency Detail budgeted Amount £ Projection of Total Saved £ Projection of Total Not Saved £ Comment EDU08 Reduce Additional Management Time in Primary Schools 304,000- 304,000- - complete EDU11 Reduce DMR Budgets by up to 10% 80,000- 80,000- complete EDU02 Increased use of Pupil Equity Funding to pay for associated support service costs 70,000- 70,000- complete EDU05 Introduce Early Start Clubs at schools with associated fees (£2) for pupils not entitled to a free school meal 187,000- 187,000- will be assessed when data becomes available after the scheme starts in August EDU09 Increase fees for Out of School Care Service at St Eunan’s Primary School and Linnvale Primary School by £3 from April 2024 14,000- 14,000- complete EDU13 Remove 1 of 2 Education Officer posts responsible for quality assuring and monitoring the performance of West Dunbartonshire schools 75,000- 75,000- complete EDU14 Reduce the number of ELC Early Stage Teachers from 16.4 FTE to 11.4 FTE across the entire ELC learning estate 219,000- 219,000- complete EDU15 Reduce the number of Early Learning Childcare Posts from 223 FTE to 217 FTE across the entire ELC learning estate 134,000- 134,000- complete EDU16 Remove ELC Lead Officer in Bellsmyre and Dalmonach ELC with remaining management team required to take over aspects of their remit 62,000- 62,000- complete EDU17 Reduce the Collaborative Support Service by 3.6 FTE 190,000- 190,000- complete EDU18 Reduce use of SMS text messages with schools communicating with parents using Groupcall. 10,000- 10,000- complete EDU20 Review the current flexibility in primary school classification and allocate class structures based on numerical information which aligns with statutory obligations 400,000- 400,000- complete - 1,745,000 - 1,745,000 - Page 98