DOCUMENT PACK (Agenda and Reports) (Bookmarked) ESC 19 March 2025
West Dunbartonshire Council · 19 March 2025
Back to Educational Services Committee — 19 March 2025 and its agenda
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Agenda Educational Services Committee Date: Wednesday, 19 March 2025 ___________________________________________________________________ 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 Gordon Scanlan Councillor Gurpreet Singh Johal Councillor Hazel Sorrell Councillor Daniel Lennie Mrs Barbara Barnes Councillor David McBride Miss Faith Bhardwaj MSYP Councillor Jonathan McColl Ms Kirsty Connolly Councillor Michelle McGinty Mr Gavin Corrigan Councillor June McKay Miss Ellen McBride Councillor John Millar (Vice Chair) Reverend Ian Miller Councillor Karen Murray Conaghan Ms Hannah Redford Councillor Lawrence O’Neill Miss Rebecca Ross MSYP Councillor Lauren Oxley Ms Julia Strang Councillor Martin Rooney All other Councillors for information Chief Education Officer Date of Issue: 6 March 2025 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, 19 MARCH 2025 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 7 – 11 Submit, for approval as a correct record, the Minutes of Meeting of the Educational Services Committee held on 27 November 2024. 6 LOCAL NEGOTIATING COMMITTEE FOR TEACHERS 13 – 15 Submit for information, and where necessary ratification, the Minutes of the Annual General Meeting of the Local Negotiating Committee for Teachers held on 3 December 2024. 7 OPEN FORUM The Committee is asked to note that no open forum questions have been submitted by members of the public. 8/ Page 3
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8 PROCUREMENT OF ONLINE PAYMENTS SYSTEM AND 17 – 20 CASHLESS CATERING SYSTEM Submit report by the Chief Education Officer seeking approval:- (a) to tender for an online payments system for all establishments to allow parents and carers to make online payments to their children’s school; and (b) for a cashless catering system for use in the Authority’s secondary schools which will work in conjunction with the online payments system. 9 SCHOOL TRANSPORT 21 – 25 Submit report by the Chief Education Officer detailing the proposed timetable for the processing of tenders for mainstream home-to-school contracts and for the transportation of pupils with Additional Support Needs (ASN). 10 STRATEGY FOR EXCELLENCE AND EQUITY 27 – 38 Submit report by the Chief Education Officer providing an update on the progress of implementing the service plan for excellence and equity, and highlighting future challenges and risks that could impact further progress. 11 SENIOR PHASE CURRICULUM UPDATE 39 – 44 Submit report by the Chief Education Officer providing updates on:- (a) the offer of courses and awards to young people through the Senior Phase curriculum for session 2025/26; and (b) progress with plans to ensure an equitable offer across all establishments. 12 EARLY LEARNING AND CHILDCARE PROGRESS UPDATE 45 – 49 Submit report by the Chief Education Officer informing of progress made to provide high quality Early Learning and Childcare in West Dunbartonshire Council. 13/ Page 4
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13 SERVICES FOR CHILDREN, YOUNG PEOPLE AND 51 – 128 FAMILIES UPDATE REPORT Submit report by the Chief Education Officer informing of progress on supports to children, young people and families. 14 EDUCATION DELIVERY PLAN 2023/24 – YEAR-END 129 – 150 PROGRESS AND EDUCATION DELIVERY PLAN 2024/25 – MID-YEAR PROGRESS Submit report by the Chief Education Officer setting out the year-end progress of the 2023/24 Delivery Plan and the mid-year progress of the 2024/25 Delivery Plan. 15 EDUCATIONAL SERVICES REVENUE BUDGETARY CONTROL To Follow REPORT 2024/25 TO 31 JANUARY 2025 (PERIOD 10) Submit report by the Chief Officer – Resources providing an update on the Educational Services revenue budget to 31 January 2025 (Period 10) and the forecast position at 31 March 2025. 16 EDUCATIONAL SERVICES CAPITAL BUDGETARY CONTROL To Follow REPORT 2024/25 TO 31 JANUARY 2025 (PERIOD 10) Submit report by the Chief Officer – Resources providing an update on the Educational Services capital programme to 31 January 2025 (Period 10). Page 5
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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, 27 November 2024 at 10.00 a.m. Present: Provost Karen Murray Conaghan and Councillors Fiona Hennebry, Gurpreet Singh Johal, David McBride, Michelle McGinty*, Lauren Oxley, Martin Rooney, Gordon Scanlan, Hazel Sorrell, Clare Steel and Sophie Traynor, and Mrs Barbara Barnes, Mr Gavin Corrigan, Miss Ellen McBride, Ms Joanne McLaren* and Ms Julia Strang. *Arrived later in the meeting. Attending: Laura Mason, Chief Education Officer; 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, Asset Manager; 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 Councillors John Millar and Lawrence O’Neill, and Reverend Ian Miller. 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. DECLARATIONS OF INTEREST It was noted that there were no declarations of interest in any of the items of business on the agenda. ITEM 5 Page 7
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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 18 September 2024 were submitted and approved as a correct record. OPEN FORUM The Committee noted that no open forum questions had been submitted by members of the public. STRATEGY FOR EXCELLENCE AND EQUITY A report was submitted by the Chief Education Officer providing an update on progress with implementing the service plan for excellence and equity. After discussion and having heard the Senior Education Officer – Raising Attainment/Improving Learning in further explanation and in answer to Members’ questions, the Committee agreed to note:- (1) the Service Excellence and Equity Improvement Framework and Improvement Plan 2024 (Appendix 1 to the report) aligned to statutory expectations for reporting and planning; and (2) the key activities delivered in session 2024/25 to further improve equity and excellence outcomes for children and young people. SENIOR PHASE UPDATE A report was submitted 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. After discussion and having heard the Senior Education Officer – Policy, Performance and Resources in further explanation and in answer to Members’ questions, the Committee agreed:- Page 8
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(1) to note the issue faced in presenting accurate data to the Committee on SQA attainment for session 2023/24; (2) to note progress with the development of a common Senior Phase timetable across all our secondary schools, and the provision of digital courses and Interdisciplinary Learning (IDL) courses on offer in our schools; and (3) to note the findings and ‘next steps’ of the Collaborative Improvement report into the development of skills across the curriculum. EARLY LEARNING AND CHILDCARE PROGRESS UPDATE A report was submitted by the Chief Education Officer informing of progress made to provide high quality Early Learning and Childcare in West Dunbartonshire Council. After discussion and having heard the Senior Education Officer – Early Learning and Childcare in further explanation and in answer to a Member’s question, the Committee agreed to note progress to deliver the statutory entitlement of 1140 hours of high quality Early Learning and Childcare. Note: Councillor McGinty entered the meeting during consideration of this item. SERVICES FOR CHILDREN, YOUNG PEOPLE AND FAMILIES UPDATE REPORT A report was submitted by the Chief Education Officer informing of progress on supports to children, young people and families. After discussion and having heard the Senior Education Officer – Services for Children and Young People in further explanation and in answer to Members’ questions, the Committee agreed to note progress on plans to continue developing and improving supports. SERVICES FOR CHILDREN, YOUNG PEOPLE AND FAMILIES – SCHOOLS COUNSELLING PROVISION IN WEST DUNBARTONSHIRE COUNCIL SCHOOLS A report was submitted by the Chief Education Officer informing on approaches to providing School Counselling Services and seeking approval to go to tender for these services. After discussion and having heard the Senior Education Officer – Services for Children and Young People, in further explanation and in answer to Members’ questions, and the Legal Officer in clarification of certain matters, the Committee agreed:- (1) to note approaches and need for counselling; and Page 9
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(2) the undertaking of procurement processes to secure a counselling provider to continue to support and meet the needs of our children and young people within West Dunbartonshire Council schools, and to delegate to officers the awarding of the contract, in accordance with the Council’s Standing Orders. Note: Ms McLaren entered the meeting during consideration of this item. EDUCATIONAL SERVICES CAPITAL BUDGETARY CONTROL REPORT TO 31 AUGUST 2024 (PERIOD 5) A report was submitted 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. After discussion and having heard the Business Unit Finance Partner (Education) and the Asset Manager in further explanation and in answer to Members’ questions, the Committee agreed:- (1) to note that paragraph 3.2 of the report contained a typographical error and that the figure reported for the Revised Capital Budget applied to Period 5 and not Period 3; (2) to note the current position of the 2024/25 Educational Services capital budget; and (3) to note that the project life total was currently on track. Note: Miss McBride left the meeting during consideration of this item. EDUCATIONAL SERVICES REVENUE BUDGETARY CONTROL REPORT TO 31 AUGUST 2024 (PERIOD 5) A report was submitted 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. Having heard the Business Unit Finance Partner (Education) in further explanation, the Committee agreed to note that the revenue account currently showed a projected annual adverse revenue variance of £0.134m, falling to £0.057m after use of an earmarked reserve for summer programme activities. COMPLIMENTS OF THE SEASON Before closing the meeting, Councillor Steel, Chair, wished everyone a Merry Christmas and a Happy New Year. Page 10
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The meeting closed at 11.40 a.m. Page 11
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LOCAL NEGOTIATING COMMITTEE FOR TEACHERS At a Hybrid Annual General Meeting of the Local Negotiating Committee for Teachers held in the Civic Space, 16 Church Street, Dumbarton on Tuesday, 3 December 2024 at 2.00 p.m. Present: Laura Mason, Chief Education Officer; Andrew Brown, Senior Education Officer; Julie Reilly, Head Teacher, Bonhill Primary School; Gavin Corrigan, Michael Dolan, Rebecca McCulloch, Laura Minto, Dawn Wilson and Caroline Yates (all EIS); and Claire Mackenzie (SSTA). Attending: Louise Hastings, People and Change Partner; Kirsty Connor, Education Support Officer – Staffing; and Scott Kelly, Committee Officer. Apologies: Apologies for absence were intimated on behalf of Councillor John Millar; Alison Boyles, Head Teacher, Dumbarton Academy; and James Halfpenny (EIS). Gavin Corrigan in the Chair DECLARATIONS OF INTEREST It was noted that there were no declarations of interest in any of the items of business on the agenda. MEMBERSHIP In accordance with Paragraph 6 of the Local Recognition and Procedure Agreement, the Committee noted that the membership of the Local Negotiating Committee for Teachers (LNCT) for 2024/25 would be as follows:- Management Side Members: Councillors Jonathan McColl, John Millar, Lauren Oxley and Clare Steel; Laura Mason, Chief Education Officer; Andrew Brown, Senior Education Officer; Alison Boyles, Head Teacher, Dumbarton Academy; and Julie Reilly, Head Teacher, Bonhill Primary School. Advisers: Victoria Rogers, Chief Officer – People and Technology; Louise Hastings, People and Change Partner; Kirsty Connor, Education Support Officer – Staffing; and Laura Radcliffe, Education Support Officer – Staffing. ITEM 6 Page 13
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Teachers’ Side Members: Gavin Corrigan, Michael Dolan, James Halfpenny, Rebecca McCulloch, Laura Minto, Dawn Wilson and Caroline Yates (all EIS); and Claire Mackenzie (SSTA). Advisers: David Baxter, Area Officer (EIS); and Euan Duncan, Assistant General Secretary (SSTA). CHAIR AND VICE CHAIR In accordance with Paragraph 9 of the Local Recognition and Procedure Agreement, the Committee noted that in this, the twenty-second year of the LNCT, Gavin Corrigan would assume the position of Chair for the Teachers’ Side and Councillor Clare Steel would assume the position of Vice Chair for the Management Side MINUTES OF PREVIOUS MEETING The Minutes of Meeting of the Local Negotiating Committee for Teachers held on 11 June 2024 were submitted and approved as a correct record. AMENDMENT TO LNCT AGREEMENT NO. 4, ‘CODE OF PRACTICE ON USE OF TEMPORARY CONTRACTS’ A report was submitted by the Joint Secretaries to the LNCT seeking approval to alter LNCT Agreement 4, ‘Code of Practice on use of Temporary Contracts’ which was approved by the LNCT at its meeting on 22 September 2009. After discussion and having heard both Sides, the Committee agreed:- (1) to note the declining availability of permanent teaching posts and the increased demand for permanent teaching posts from teachers on fixed term contracts or supply within West Dunbartonshire; (2) the proposed changes in what constitutes a temporary cessation of work, specifically during periods at the start and end of term; and (3) the introduction of the facility for teachers who have gained 2 years continuous service post probation to bank periods of service worked in the current school session ensuring the period of service is protected until such a time as the teacher gains a permanent post with West Dunbartonshire in accordance with the eligibility criteria. PROGRAMME OF FUTURE MEETINGS The Committee agreed:- Page 14
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(1) that LNCT meetings for the next year should continue to be held as hybrid meetings; and (2) that meetings should be held on:- • Tuesday, 18 March 2025 at 10.00 a.m. in the Civic Space, 16 Church Street, Dumbarton. • Tuesday, 10 June 2025 at 2.00 p.m. in the Civic Space, 16 Church Street, Dumbarton. • Tuesday, 9 September 2025 at 10.00 a.m. in the Civic Space,16 Church Street, Dumbarton. • Tuesday, 2 December 2025 at 2.00 p.m. in the Civic Space,16 Church Street, Dumbarton (Annual General Meeting). COMPLIMENTS OF THE SEASON Before closing the meeting, Mr Corrigan, Chair, wished everyone a very Merry Christmas. The meeting closed at 2.15 p.m. Page 15
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WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Committee: Educational Services Committee 19 March 2025 Subject:Procurement of Online Payments System and Cashless Catering System 1 Purpose This report seeks approval from Members to tender for an online payments system for all establishments to allow parents and carers to make online payments to their children’s school. Approval is also sought for a cashless catering system for use in the Authority’s secondary schools which will work in conjunction with the online payments system. 2 Recommendations 2.1 Members are asked to: i) Note the plan for the replacement of the online payment system for all establishments and the replacement of the existing cashless catering system in use within West Dunbartonshire’s secondary schools utilising the Scot Excel Framework for Online School Payments, Cashless Catering and Kitchen Management Systems; ii) Note that the cost of both new systems will come from the existing budget for the current systems being used in schools; and iii) Approve the proposal to tender for the provision of an online payments system and cashless catering system. The award recommendation will be reported to a future Tendering Committee. 3 Background 3.1 In June 2017, WDC approved the procurement of an online payments system for parents to allow establishments to received online payments direct to both the schools’ and Council bank accounts for meals, trips and other costs. The procurement of the system was part of the Council’s Digital Strategy to maximize the proportion of digital transactions and reduce the need for cash handling in schools. 3.2 Initially, the online payments system, which is provided by ParentPay, was an option for parents and carers to use. The effect of COVID-19 in 2020 however required this option be reviewed in terms of safe cash handling and the ITEM 8 Page 17
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potential spread of the virus. Consequently, a decision was taken to cease all cash handling and require all payments to schools to be made using ParentPay. The system has proved popular with parents and has resulted in a high take-up across the Authority. 3.3 A procurement exercise in 2021 allowed us to continue working with ParentPay under terms of a new contract. The existing contract was for a term of three years, with a one-year extension, taking us to June 2025. 4 Main Issues 4.1 The cashless catering system in use in WDC secondary schools is provided by CRB Cunningham: Educational Solutions, and has been in use for a number of years with the maintenance contract operating on a year-to-year basis. The market for such systems has developed significantly since this system was acquired by WDC and it is felt wholly appropriate to bring this area of service provision within a contract framework to improve on best value and to take advantage of newer technologies which are available in this field. 4.2 The procurement framework developed by Scot Excel lists four separate systems which integrate to provide the payments service to parents as well as all aspects of cashless catering and kitchen management – a) Online School Payments b) Cashless Catering c) Kitchen Management System (to include nutritional analysis) d) Nutritional Analysis System 4.3 Presently, we have existing provision for online payments and cashless catering. The cost of the online payments system provided by ParentPay for the years 2021-2025 is £102,846 with the cashless catering system from CRB Cunningham: Educational Solutions over the same period costing £150,195. The procurement of a new solution will be met by existing budget provision. 5 People Implications 5.1 There are no direct people implications arising from this report. The procurement of these systems will provide staff with improved and efficient technology in core areas of their job, with training to ensure they are best prepared and supported to use new systems. 6 Financial & Procurement Implications 6.1 Financial Implications 6.1.1 It is anticipated that the revenue costs of running a newly procured system will be met within the existing budget provision as detailed at 4.4 above. Page 18
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6.2 Procurement Implications 6.2.1 All procurement activity carried out by the Council in excess of £50K is subject to a contract strategy. The contract strategy for the online payments system and cashless catering system will be produced by the Corporate Procurement Unit in close consultation with Education, Learning and Attainment officers. The contract strategy shall include but may not be limited to; contract scope, service forward plan, the market, procurement model and routes – including existing frameworks such as Scot Excel, roles and responsibilities, risks, issues and opportunities and ongoing contract management. 6.2.2 The online payments system and cashless catering system will contribute to delivery of the Council strategic priorities through providing efficient and effective frontline services. Further opportunities to maximise the positive social, economical and environmental impact for West Dunbartonshire through the contract will also be explored, e.g. through the use of Community Benefit Clauses. 7 Risk Analysis 7.1 Failure to review and modernize the processes involved in the receiving, handling and management of school funds poses the risk that the Council will not fulfil the requirements of its Digital Strategy. These changes will contribute directly to efficient and effective frontline roles and provide easy and convenient methods of payment to parents and carers. 8 Equalities Impact Assessment 8.1 An equalities screening has been carried out for this report and there are no equalities issues identified. 9 Consultation 9.1 Procurement, Legal, Democratic and Regulatory Services and Section 95 Officer have been consulted on the content of this paper. 10 Strategic Assessment 10.1 The procurement of the online payments system and cashless catering system is consistent with the Council’s objective that our council is inclusive and adaptable. Chief Officer: Laura Mason Page 19
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Service Area: Education Date: 11 February 2025 _____________________________________________________________ Person to Contact: Andrew Brown andrew.brown@west-dunbarton.gov.uk Appendices: None Background Papers: EIA screening Wards Affected: All Page 20
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WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Committee: Educational Services Committee 19 March 2025 Subject:School Transport 1 Purpose 1.1 This report details for Members the proposed timetable for the processing of tenders for mainstream home-to-school contracts and for the transportation of pupils with Additional Support Needs (ASN). 1.2 This report seeks approval from Members to proceed with the proposed timetable in order to secure contracts for school transport for a 4 year duration for the ASN Framework Agreement and 5 year duration for mainstream contracts with Strathclyde Partnership for Transport (SPT) from school session 2025/2026 to session 2030/2031. 2 Recommendations 2.1 To meet statutory requirements and Council policy, it is necessary to secure contracts for school transport for session 2025/2026. The process requires to follow a set timetable. 2.2 It is recommended that: i) The Chief Education Officer be given approval to proceed, in consultation with the Corporate Procurement Unit, with the necessary arrangements to secure tenders for the transport of children with Additional Support Needs for session 2025/2026 and beyond for contracts of up to 3 years duration with the option to extend for a further 12 months; ii) The Chief Education Officer be authorised to make the necessary arrangements in liaison with Strathclyde Partnership for Transport (SPT) to renew any mainstream contracts for session 2025/2026 to 2030/31; and iii) Following completion of the tendering process, the proposed preferred tenderers will be submitted to the Educational Services Committee for approval to award the Contract, Framework Agreement or Dynamic Purchasing System. 3 Background 3.1 The Education (Scotland) Act 1980 requires Education Authorities to make appropriate provision to assist pupils with accessing education. The Act requires that free transport be provided for all pupils up to the age of 8 who Page 21 ITEM 9
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live more than 2 miles from their local school and to pupils over the age of 8 who live more than 3 miles from their local school. 3.2 The policy presently operated by West Dunbartonshire Council provides free home-to-school transport for primary school children who live more than 1 mile from their local school and for secondary school children who live more than 2 miles from their local school. 3.3 Presently, we also provide transport for young people in the Senior Phase attending courses offered by our partner providers – Colleges in Clydebank and Glasgow. 3.4 The Education Authority is also required to make provision for pupils with Additional Support Needs to attend a school to meet their requirements. Presently, out approach is following the outcome of a ‘Team Around the Child’ meeting, transport may be requested for a child to attend school. Depending on the needs of the child, this could take the form of shared transportation or individual transportation with or without an escort. 3.5 Between 2023 – 2024, meeting this provision became increasingly problematic. The rise in the number of children requiring transport; the increase in challenge or needs of individuals; coupled with the reduction in the ability of the market to meet this provision presented significant problems. It became the norm to advertise contracts multiple times as there were no bidders through the existing framework. Where bids were received, costs were high, prompting the department to review options in order to achieve best value. ‘Your Community Transport’ were approached and were able to take on a small number of routes, but costs were still relatively high for this provision. For a small number of cases it was not possible to secure transport, resulting in parental expenses being offered to families in order to get their child to school, whilst we continued to pursue a suitable solution. 3.6 Internal Transport provide transportation for children to Kilpatrick School, Cunard School and Vale of Leven Communication Base. With the rise in costs for individual taxis and the challenge of securing contracts, a more resilient approach would be to have Internal Transport undertake routes to our other bases (Rainbow Base, Leven Base and Lomond Base) and our new ASN provision in Riverside in 2025/26. Where Internal Transport are not able to meet the service need, only then would providers on the framework be approached to bid for contracts. This would allow the taxi resource to be best utilized where the need required it, or for our provision of children travelling outside the local authority for their school placement. 3.7 With a reduction in central staffing, we need to address the workload that provision of home to school transport entails. Strathclyde Partnership for Transport operate an ASN Framework that presently only Renfrewshire and North Lanarkshire utilize. Local providers will be encouraged to join this framework, making it possible for SPT to undertake some of this work on our behalf. Page 22
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3.8 Timing of work can be problematic. By its very nature, workload can be subject to peaks and troughs that are not predictable. ‘Team Around the Child’ meetings take place throughout the session, and the needs of individual children change – on occasion, so too can the school they attend, resulting in change to contracts that are already established. We propose a more manageable approach, determining a timetable of procurement activity, with parental expenses being offered as an interim solution. A timetabled approach would bulk procurement tasks together within a framework meaning adverts would be placed monthly or termly based on quantity, helping the industry plan and adapt to our needs in a more timely manner, but ensure parents were recompensed with expenses in the intervening time it took us to establish a transport provision. 3.9 In order to secure contracts for session 2025/2026 and beyond, it is now necessary to begin the process as timetabled below. 4 Main Issues 4.1 To address the challenges presented in 4.2 In order to address the Council’s requirements, the following stages and timescales are recommended: a) March 2025 – Present information to Educational Services Committee and seek approval to proceed with the necessary arrangements to secure tenders for Mainstream and Additional Support Needs (ASN) school transport; b) March 2025 – In consultation with the Corporate Procurement Unit and SPT prepare information regarding contracts to be renewed; c) June 2025 – Report to Educational Services Committee seeking appropriate approvals; and d) June 2025 – Contractors and SPT to be informed of the outcome of the tendering process, with families being informed of arrangements for the session 2025/26. 4.3 For session 2025/2026, it will be necessary to secure ASN transportation contracts at an estimated cost of £1,119,047 (split between WDC schools, and external day an residential provision) and Senior Phase school transport contracts at an estimated cost of £106,000. This cost can be accommodated within the allocated draft budget. Costs for ASN transport will be split between Internal Transport provision and contracts awarded through a procurement framework. 4.4 Members will be aware that in respect of mainstream contracts, SPT acts as agent for West Dunbartonshire Council in securing contracts. Page 23
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4.5 For session 2025/2026, the estimated cost received from SPT based on the current mainstream school contracts is £816,356. This cost can be accommodated within the allocated draft budget. 4.6 It should be further noted that the duration of mainstream contracts can vary from 1 year up to 5 years. 5 People Implications 5.1 There are no direct people implications arising from this report. 6 Financial & Procurement Implications 6.1 Based on the current transport service requirements, the anticipated spend will be contained within draft budget. All spend within the contract, Framework Agreement or Dynamic Purchasing System award will be subject to tender procedures. 6.2 All procurement activity carried out by the Council in excess of £50,000 is subject to contract strategy. The contract strategy for Additional Support Needs Contracts was produced by the Corporate Procurement Unit in close consultation with Education Learning and Attainment. The contract strategy included but was not limited to; contract scope, service forward plan, the market, procurement model and routes – including existing delivery vehicles, roles and responsibilities, risks, issues and opportunities and on-going contract management. 6.3 The Additional Support Needs Contracts will contribute to delivery of the Council strategic priorities through the development of a robust contract strategy which will explore the inclusion of possible community benefits. 6.4 Further opportunities to maximise the positive social, economic and environmental impact for West Dunbartonshire Council through the contract will also be explored, via the use of Community Benefit Clauses included within the tender. 7 Risk Analysis 7.1 If timescales for tendering are met, there is no identified risk to the service in relation to this issue. 7.2 There is a risk that tenders may exceed current estimates. 8 Equalities Impact Assessment Page 24
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8.1 An Equalities Impact Assessment has been carried out. The assessment demonstrates that the school transport arrangements promote equality in terms of access to education for pupils. 9 Consultation 9.1 Procurement, Legal, Democratic and Regulatory Services and Section 95 Officer have been consulted on the content of this paper. 10 Strategic Assessment 10.1 High quality school transport contracts contribute to the Council’s strategic priority of our residents being supported to increase life and learning skills, as part of communities that are resilient and thriving. Chief Officer: Laura Mason Service Area: Education Date: 11 February 2025 _____________________________________________________________ Person to Contact: Andrew Brown andrew.brown@west-dunbarton.gov.uk Appendices: None Background Papers: EIA screening Wards Affected: All Page 25
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WEST DUNBARTONSHIRE COUNCIL Report by Laura Mason, Chief Education Officer Educational Services Committee: 19 March 2025 ___________________________________________________________________ Subject: Strategy for Excellence and Equity 1. Purpose The purpose of this report is to update the Educational Services Committee on the progress of implementing the service plan for excellence and equity, and to highlight future challenges and risks that could impact further progress. 1.1 This report is for noting. 2. Recommendations 2.1 The Educational Services Committee is asked to note: (a) the positive attainment and equity performance of West Dunbartonshire in the Broad General Education compared to the national performance; (b) national statutory expectations and outcomes for education; (c) the additional funding provision ending in 2026; and (d) the range of improvement and development work delivered to support improved attainment and a narrowing of the attainment gap. 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 West Dunbartonshire’s Strategy for Excellence and Equity supported by funding from Scottish Government has improved outcomes in the Broad General Education with West Dunbartonshire performing well compared to national figures. 3.3 The approach to improve outcomes has been strongly supported by the Scottish Government's Scottish Attainment Challenge (SAC) Funding from 2015 to 2022. Since 2022, a revised tapered SAC funding model—the Strategic Equity Fund—has been implemented. However, this tapered model gradually reduces local authority funding, which significantly impacts on the resource available to continue to raise attainment and narrow the poverty- related attainment gap. 3.4 The poverty related attainment gap remains a challenge and priority both locally and nationally. The reduction in national funding, coupled with the local budget constraints, exacerbates the challenge of improving equity outcomes for children and young people. ITEM 10 Page 27
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3.5 Local authorities have a statutory duty to report on annual performance,
plans and outcomes. Scottish Government published in December 2024 the
2025 National Improvement Framework which local planning should align
with. The 2025 National Improvement Framework has set new short-term
priorities ('ABC'—Attendance, Achievement, Behaviour and Relationships,
and the Curriculum) and seven new outcomes: an inclusive curriculum, high
achievement, skilled educators, strong partnerships, improved relationships,
and the integration of digital technology. See Appendix 1 for a sketchnote of
these outcomes.
3.6 In December 2024 Scottish Government published statistics on the 2023/24
Achievement of Curriculum for Excellence (CfE) Levels. The statistics
provide information on the national performance in literacy and numeracy for
pupils in Primary 1, Primary 4, Primary 7 and S3 and for all pupils based in
special schools and units.
3.7 A summary of the Council’s key performance against the national profile in
the components of literacy and numeracy at Primary 1, Primary 4, Primary 7,
S3 is provided at Appendix 2 to this report.
3.7 Local performance data on attainment and equity outcomes, along with the
2025 National Improvement Framework key priorities and outcomes, will be
included in the planning for the 2025/26 academic session and reported to the
Scottish Government in September 2025.
4.0 Main Issues
4.1 Attainment and equity gap.
West Dunbartonshire’s performance in terms of attainment and equity
outcomes is positive. The local authority has consistently demonstrated a
strong record of improving both equity and excellence. However, the
challenge of raising attainment and narrowing the equity gap still persists.
4.1.1 In December 2024, the Scottish Government published the Achievement of a
Level (ACEL) report, which compared West Dunbartonshire’s achievements
at P1, P4, P7, and S3 to the national level. The attainment gap in primary
schools in West Dunbartonshire has increased slightly but remains narrower
than the national average.
4.1.2 Achievement in West Dunbartonshire for our most deprived primary pupils is
higher than Scotland's average, with literacy performing 4% higher and
numeracy 3% higher
4.1.3 Attainment in secondary schools for our most deprived pupils is mixed, with
literacy performing 10% higher than national figures, while numeracy is 2%
lower.
4.2 Funding ending in 2026.
Key workstreams and additional staffing focused on improving attainment and
equity outcomes are supported by funding from the Scottish Attainment
Challenge, which concludes in 2026. The Strategic Equity and Pupil Equity
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Funds have enhanced staffing to support school improvements aligned with the National Improvement Framework outcomes; and provide staffing and resources to deliver targeted and universal wellbeing support for children, young people, and families. 4.2.1 The Strategic Equity Fund supports targeted activities and resources to complement local improvement plans. West Dunbartonshire received £851,743 for the 2025/26 academic session. Future funding remains uncertain. 4.2.2 The Pupil Equity Fund provides additional funding to schools targeting the poverty-related attainment gap, based on the number of pupils eligible for free school meals. West Dunbartonshire schools received £3,380,835 for the 2025/26 academic session. Future funding remains uncertain. Headteachers are working with officers to manage the transition and reduce additional staff funded by this programme. 4.2 Improvement Framework Key priority activities undertaken to deliver excellence and equity within the Improvement Framework from December to March 2025: Attainment Reviews (Secondary Schools): Senior officers and West Dunbartonshire’s Attainment Advisor from Education Scotland are engaged in a monthly programme of meetings with headteachers to review individual school and departmental performance. These meetings identify areas for focused attention and improvement for individual young people, curriculum areas, and schools. Officers engage in regular reviews to monitor progress with implementing actions agreed at meetings. Attainment Predictions (Broad General Education): Using assessment evidence, schools have submitted attainment predictions for primary 1, 4, 7, and S3 in literacy and numeracy to be achieved by June 2025. This information is based on teacher judgment using pupil assessment evidence. Officers have reviewed the predictions and are engaged in school visits to discuss areas of success and concern. Data Leads: In its second year, the Data Leads initiative has focused on more strategic use of data, including using data for improvement and School Improvement Plans in primary schools. This supports establishments in producing succinct, data-led improvement plans. The Data Leads initiative has been extended to include early years centres and private nurseries from January to June 2025. School Inspections: Between December and March 2025, His Majesty’s Inspectorate visited four schools and published the inspection report for St Mary’s Primary and Early Learning and Childcare Centre, which received very good gradings. Headteachers have shared positive feedback on the support and challenge provided by central officers when engaged in external inspection process. Page 29
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Enhanced Scrutiny and Collaboration Visits: Officers visited 15 schools to monitor the quality of provision in learning, teaching, assessment, leadership, curriculum, and attainment. The visits highlighted a strong staff commitment to collaboration within and outside their schools to share practice and moderate standards. Standards & Quality Reports/Improvement Planning: headteachers attended information and planning sessions on national outcomes and expectations. Headteachers worked collaboratively with colleagues to review the quality of their school planning and act as critical friends identifying strengths and areas for improvement. 4.3 Education Development 4.3.1 Parent and Family Health and Wellbeing: Educational Psychologists continue to deliver training on the "Seasons for Growth" bereavement support programme, training staff to deliver groups for children and, new for this session, a parent programme. Psychological Services are also supporting the delivery of "Incredible Years" parenting groups through coaching and supervision of staff using an experts-in-action model. Training on nurture- based approaches is also being delivered, with staff offered coaching and modelling support. 4.3.2 Children’s Mental Health Week: This year’s theme, ‘Know Yourself, Grow Yourself’, encouraged children and young people to be self-aware. West Dunbartonshire schools engaged in a wide range of promotional and learning activities, including school assemblies, parent newsletters, social media posts, and story writing. Several schools linked this year's theme to the United Nations Convention on the Rights of the Child. 4.3.2 Beat the Street: "Beat the Street" is coming to Dumbarton, commencing on February 12th and continuing until March 12th. This initiative will involve our primary and secondary schools. "Beat the Street" is an interactive initiative that encourages people to get active by walking, cycling, or running. Participants use a card or app to tap 'Beat Boxes' located throughout Dumbarton, earning points for every journey they make. The goal is to inspire physical activity and healthy living while fostering community engagement 4.3.3 Health and Wellbeing Curriculum: To ensure consistent health and wellbeing education across all schools a working group has been set up to produce comprehensive core curriculum planners for the Broad General Education ( P1 to S3). These planners will incorporate all six Curriculum for Excellence organisers and provide schools with a refreshed framework for teaching and learning 4.2.3 WDC Skills for Learning, Life and Work: West Dunbartonshire’s Competencies Framework, introduced in August 2022, aims to develop six key skills: creativity, collaboration, communication, character, citizenship, and critical thinking. The skills are being implemented across all primary schools. A pilot to introduce the skills to early years is a priority for this session. Page 30
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4.2.4 1+2 Languages Update: Modern Languages curriculum leaders engaged in training with Education Scotland to ensure consistency, high standards, and accuracy in the planning and assessment of writing within the Broad General Education, enhancing teacher confidence and student progression. 4.2.5 Instrumental Music Service: The service is busy in this period preparing for the Spring Concert on Thursday, 27th March, at Clydebank Town Hall. Additionally, preparations are underway for the West Dunbartonshire Music Service Solo Performer of the Year event, scheduled for Wednesday, 2nd April, at Dumbarton Academy. A major focus of the instrumental music tutors' work from January to March is supporting Senior Phase pupils as they prepare for their SQA music practical exams before the Easter holidays. The Senior Concert Band is also gearing up to participate in the Scottish Concert Band Festival Finals at Perth Concert Hall on Sunday, 16th March. Last year, the band won a Gold Plus award. 4.2.6 Faifley Campus Joint Learning Projects: The Creative Learning Officer has been working with St Joseph's and Edinbarnet primary schools to deliver joint dance and creative learning workshops with the children in primary 1 and 2, in preparation for the move to their new school campus 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 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 current budget context and uncertainty regarding future funding commitments for the Strategic Equity Fund and Pupil Equity Fund are reducing the number of central and school staff, thereby straining the service's ability to meet expectations and achieve continuous improvement 6. Financial and Procurement Implications 6.1 Funding from the Scottish Government supports the work of the Strategy for Excellence and Equity. The Education Committee is aware of a tapered reduction of Strategic Equity Funding, announced in 2022, which reduces the annual income to West Dunbartonshire and affects the service's capacity 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 the financial year 2025/26, the funding available to West Dunbartonshire will be reduced by 26% compared to 2021/22. Table 6 details the annual reduction in funding up to 2026: Table 6: 2021/22 2022/23 2023/24 2024/25 2025/26 £2,043,815 £1,745,797 £1,447,779 £1,149,761 £851,743 Page 31
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Reduction of £298,018 (-15%) Reduction of £298,018 (-17%) Reduction of £298,018 (-21%) Reduction of £298,018 (-26%) 6.3 In the financial year 2025/26, West Dunbartonshire schools received £3,380,835 in Pupil Equity Funding, with no future funding commitment confirmed at the time of writing this report. 7. Risk Analysis 7.1 The reduced funding model will negatively impact the number of staff available to provide universal and targeted support for children, young people and families. 7.2 The compounded risk of the current budget context and the lack of future funding confirmation may also affect sustained improvement in future academic sessions. These risks are detailed in the risk assessments produced as part of the budget-saving proposals. 7.3 The risks highlight the impact of removing the Pupil Equity Fund and Strategic Equity Fund on the Council's ability to achieve further local education budget savings. 8. Equalities Impact Assessment 8.1 A full Equality Impact Assessment was submitted to the Committee in March 2022, identifying that the decrease in funding will reduce capacity. Equality Impact Assessments as part of the budget saving exercise identify the compound risk of local budget decisions and removal / reduced national funding provision on education service delivery of statutory functions and outcomes. Consultation a. Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. 9. Strategic Assessment 10.1 This reports reflects the Council’s overarching priority to support our communities to thrive. Laura Mason Chief Education Officer March 2025 ___________________________________________________________________ Person to Contact: Julie McGrogan, Senior Education Officer, Department of Education, Learning and Attainment, Council Offices, 16 Page 32
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Church Street, Dumbarton, G82 1QL Email: julie.mcgrogan@west-dunbarton.gov.uk Appendix: 1 Sketchnote 2 West Dunbartonshire Attainment v Nationals BGE 2024 Background Papers: Equality Impact Assessment – March 2022 Wards Affected: All wards Page 33
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OUR VISION Scottish education should be ambitious, inclusive, and supportive in order to deliver: EXCELLENCE & EQUITY for every child and young person and ensure they achieve the highest standards they can and have the same opportunity to succeed PRIORITIES AREAS for IMPROVEMENT Mental health and wellbeing Skills and sustained, positive school-leaver destinations Achievement with a focus on literacy and numeracy HUMAN RIGHTS for ALL children and young people CLOSING the GAP between the most and least disadvantaged OUTCOMES A GLOBALLY RESPECTED, EMPOWERED, AND RESPONSIVE EDUCATION SYSTEM with clear accountability at every level that supports children, young people, and adult learners to thrive. IMPROVING BEHAVIOUR AND ATTENDANCE and a culture of kindness, dignity and respect INCLUSIVE AND RELEVANT CURRICULUM AND ASSESSMENT which celebrates and supports progression HIGH LEVELS OF ACHIEVEMENT across the curriculum NARROWING of the poverty-related ATTAINMENT GAP HIGHLY SKILLED TEACHERS and school-leaders driving excellence for all, especially those with additional support needs DIGITAL TECHNOLOGY enhancing all aspects of learning and teaching. National Improvement Framework for Scottish education (2025) EXCELLENT PARTNERSHIPS between all involved in a child’s development – from schools to children’s services, families, and communities Appendix 1 Page 34
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A Curriculum for Excellence Levels (ACEL) Attainment 2023/24: High Level Messages 10 December 2024 Appendix 2 Page 35
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ACEL 2023/24 ACEL achievement for Scotland and West Dunbartonshire data in 2023/24. Stage/Level Reading Writing Listening & Talking Literacy Numeracy SC LA SC LA SC LA SC LA SC LA P1, P4 and P7 combined 80 80 76 75 87 86 74 72 80 79 P1 - Early Level 81 81 79 79 87 85 77 76 85 85 P4 - First Level 79 78 74 73 87 86 71 70 78 77 P7 - Second Level 81 80 76 75 88 86 74 71 78 77 S3 - Third Level + 90 93 90 92 91 94 88 92 90 85 S3 - Fourth Level 63 67 61 64 64 71 58 61 65 58 Red Decrease of >= 2 % Amber Change of 0 to -1 % Green Any % increase 2023/24 Attainment compared to Scotland 2023/24 WDC values for primary pupils (P1, P4, P7 combined) are the same as or 1 % below the 2023/24 national figures for reading, writing, listening and talking and numeracy. WDC primary data is more positive for P1 and P4, where WDC attainment is the same as or 1 % below national attainment. WDC attainment for S3 – Third Level and above and S3 – Fourth level are above the 2023/24 national figures for literacy components, but below for numeracy. Page 36
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WDC ACEL Primary Attainment in 2021/22, 2022/23 and 2023/24 NATIONAL Stage/Level P1 Early Level P4 First Level P7 Second Level P1, P4, P7 combined Year 21/ 22 22/ 23 23/ 24* 21/ 22 22/ 23 23/ 24* 21/ 22 22/ 23 23/ 24* 21/ 22 22/ 23 23/ 24* Literacy 73 76 76 69 72 70 72 72 71 71 73 72 Listening & Talking 85 87 85 84 87 86 85 86 86 84 86 86 Reading 81 83 81 77 80 78 80 79 80 79 80 80 Writing 76 79 79 73 74 73 75 76 75 74 76 75 Numeracy 83 85 85 75 78 77 77 78 77 78 80 79 WDC ACEL Secondary Attainment in 2021/22, 2022/23 and 2023/24 NATIONAL Stage/Level S3 Third Level S3 Fourth Level Year 21/22 22/23 23/24* 21/22 22/23 23/24* Literacy 82 87 92 44 55 61 Listening & Talking 89 90 94 61 70 71 Reading 87 88 93 55 61 67 Writing 85 87 92 49 58 64 Numeracy 88 88 85 50 58 58 2023/24 WDC Attainment compared to WDC Attainment in 2021/22 and 2022/23 Percentage of primary pupils (P1, P4, P7 combined) achieving appropriate level remained stable for reading, writing and numeracy in 2023/24 compared to 2022/23. ACEL achievement has increased for P7 in reading or remained stable across P4 and P7, however, achievement for P1 in listening and talking and reading decreased by 2 %. Percentage of secondary pupils achieving Third Level+ and above increased for literacy by 5 % in 2023/24 compared to 2022/23, while numeracy achievement decreased by 3 %. Percentage of secondary pupils achieving Fourth Level increased for literacy by 6 % in 2023/24 compared to 2022/23, but remained the same for numeracy. Page 37
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Attainment of the most deprived primary pupils from 2022/23 to 2023/24 For WDC, the percentage of 2023/24 Quintile 1 primary pupils (P1, P4, P7 combined) achieving the level has remained stable for the most deprived pupils, with no change for literacy (68 %) or a slight decrease of 1 % for numeracy (75 %). For Scotland, the percentage of 2023/24 primary pupils (P1, P4, P7 combined) achieving the level has remained stable for the most deprived pupils for literacy (64 %) and numeracy (72 %). Achievement in WDC is greater than Scotland for our most deprived primary pupils in literacy and numeracy, except for P4 numeracy where achievement is the same as Scotland. Attainment of the most deprived secondary pupils from 2022/23 to 2023/24 For WDC, the percentage of 2023/24 Quintile 1 secondary pupils (Third Level+) achieving the level has increased for the most deprived pupils by 10 % for literacy (92 %) and has remained stable for numeracy (82 %). For Scotland, the percentage of 2023/24 secondary pupils (Third Level+) achieving the level has increased for the most deprived pupils by 1 % for literacy (82 %) and numeracy (84 %). Achievement in WDC is greater than Scotland for our most deprived secondary pupils in literacy but less than Scotland for numeracy. ACEL achievement attainment gaps for West Dunbartonshire in primary in 2023/24 compared to 2022/23 between Quintile 1 and least deprived pupils in Quintile 5. WDC - Gap over time Quintile 1 - Quintile 5 Literacy (% difference) Numeracy (% difference) Stage/Level 2021/22 2022/23 2023/24* 2021/22 2022/23 2023/24* P1, P4 and P7 combined 18.8 11.5 12.9 17.6 13.9 12.3 Change in attainment gap from 2021/22 and 2022/23 to 2023/24 Attainment gap data has been published for primary pupils (P1, P4 and P7 combined) which shows for WDC that the gap in literacy had decreased from 18.8pp to 11.5pp, but increased slightly to 12.9pp in 2023/24, and the gap in numeracy has continued to decrease from 17.6pp to 13.9pp to 12.3pp in 2023/24. The decrease in attainment gap for WDC is greater than the decrease in gap nationally as for primary pupils the gap in literacy continued to decrease from 21.3pp to 20.5pp to 20.2pp in 2023/24, while the gap in numeracy decreased from 17.8pp to 17.0pp but increased to 17.4pp in 2023/24. Page 38
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WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Committee: Educational Services Committee 19 March 2025 Subject:Senior Phase Curriculum Update 1 Purpose 1.1 This report updates members on the offer of courses and awards to young people through the Senior Phase curriculum for session 2025/26, and provides an update on progress with plans to ensure an equitable offer across all establishments. 2 Recommendations 2.1 It is recommended that Committee: Note the breadth of the offer to young people by our partner providers; and Note progress of a common Senior Phase timetable across our all of our secondary schools. 3 Background 3.1 Our individual secondary schools each offer their own range of courses, based largely on the availability of staff working in their establishment. Courses range from National 2 to Advance Higher. The range of courses for session 2025/26 is presently in development, with schools undertaking their course option processes with Senior Phase students. The courses being offered in our schools will be reported to committee in June 2025. 3.2 For the past 16 years, our secondary schools have worked together to provide a ‘Consortium’ offer – where subjects are more specialist in their nature, or where uptake in an individual school is low, schools work together to provide the opportunity to study a subject. This has largely been at the upper end of the qualifications framework, making it possible for a number of young people to travel to a neighbouring school to participate in a Higher or Advanced Higher subject not available in their own school. 3.3 Once the school option choice processes have been completed, the range of consortium courses and the number of young people taking them will be reported to committee in June 2025. 3.4 Working with partners, we provide our young people with access to a wider range of qualifications and awards, such as college courses, Skills for Work, Foundation Apprenticeships and other bespoke courses offered in partnership ITEM 11 Page 39
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with employers, where young people spend part of their week in school, part in college and part of their time working directly with an employer. 3.5 We are working in partnership with West College Scotland (Clydebank and Paisley campus), Glasgow Clyde College (Anniesland), City of Glasgow College, New College Lanarkshire, Working4U and Strathclyde University. We are in discussion with University of the West of Scotland to explore the offer of their online provision for our young people. 3.6 The range of courses on offer with our partners for session 2025/26 is shown in Appendix 1. Courses offered through partners range from SCQF Level 4 up to Level 7, with 45 separate learner pathways running. For the first year ever, we are offering 5 courses online, partnering with e-Sgoil and New College Lanarkshire. 4 Main Issues 4.1 Our existing timetabling models align two columns across all of our schools. Whilst this brings huge benefit for our consortium and our partners, it presents a bottleneck of a huge number of subjects being presented only in these columns. 4.2 During this session we have been exploring a shared approach to timetabling in our Senior Phase. We have undertaken development work with Education Scotland, Aberdeen City Council, East Renfrewshire Council and North Lanarkshire Council to explore different approaches and models. 4.3 In our exploratory work, it has been possible to further expand the areas of commonality across our schools to bring into alignment a third column within existing timetabling models. This will allow for a wider offer of subjects across our schools, and we are presently working with timetablers in schools to ascertain the subjects being offered. We will be able to report this to committee in June 2025, once agreed. 4.4 Further work will take place over the coming session with our timetablers to explore greater alignment, or to determine if the alignment of three columns gives us the required flexibility. Early indications suggest that the alignment of three columns will give us a wide offer across the Senior Phase, without impacting on any schools individuality, or introducing constraints for their timetabling of the Broad General Education classes beyond the Senior Phase. 5 People Implications 5.1 There are no direct people implications arising from this report. 6 Financial & Procurement Implications Page 40
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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 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: 20 February 2025 _____________________________________________________________ Person to Contact: Andrew Brown andrew.brown@west-dunbarton.gov.uk Appendices: Appendix 1: Senior Phase Partnership Offer Background Papers: none Wards Affected: All Page 41
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APPENDIX 1 - West Dunbartonshire Council Senior Phase Partnership Options 2025/26 The following courses are on offer as part of our Senior Phase Partnership for session 2025/26. Full details on each option can be found on the Senior Phase website: https://sites.google.com/ourcloud.buzz/seniorphase/home We are delighted to be working this year with West College Scotland, Glasgow Clyde College, City of Glasgow College, New College Lanarkshire, Strathclyde University, Working4U, Babcock Engineering and BAE Engineering to make this offer to our young people. Schools Programme Scottish Credit and Qualifications Framework (SCQF) Level 4 Bakery National Progression Award – West College Scotland Beauty and Hairstyling National Progression Award – West College Scotland Computer Refurbishment National Progression Award – Glasgow Clyde College Early Education and Childcare Skills for Work – West College Scotland Introduction to Midwifery and Children’s Nursing – West College Scotland Introduction to Plumbing – West College Scotland Make Up Artistry with Media Make Up – West College Scotland Motor Vehicle Engineering – West College Scotland Professional Cookery National Progression Award – West College Scotland Uniform and Emergency Services – City of Glasgow College SCQF Level 5 Cabin Crew and Airport Operations – West College Scotland Construction Crafts National Progression Award – West College Scotland Creative Industries Skills for Work – West College Scotland Criminology National Progression Award – West College Scotland Cyber Security with Games Development National Progression Award – West College Scotland Early Education and Childcare Skills for Work – West College Scotland Engineering National Progression Award (in partnership with Babcock International) – West College Scotland Engineering National Progression Award (in partnership with BAE Systems) – West College Scotland Engineering Skills – West College Scotland Hairdressing Skills for Work – West College Scotland Introduction to Nursing – West College Scotland Joinery – West College Scotland Page 43
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Sport and Recreation National Progression Award – West College Scotland Television Production National Progression Award – City of Glasgow College SCQF Level 6 Computer Games Development National Progression Award – Glasgow Clyde College Fashion Retail Branding – City of Glasgow College Psychology Higher – Glasgow Clyde College Introduction to Teacher Education – University of Strathclyde Legal Studies National Progression Award – City of Glasgow College Play in a Sports Environment National Progression Award – West College Scotland Youthwork National Progression Award – City of Glasgow College Foundation Apprenticeships Automotive Foundation Apprenticeship SCQF 4 – Glasgow Clyde College Women Into Construction SCQF Level 4 – City of Glasgow College Business Skills Foundation Apprenticeship SCQF Level 6 – Working4U Civil Engineering SCQF Level 6 – Working4U Construction Craft SCQF Level 5 – Working4U Social Services – Children and Young People SCQF Level 6 – Working4U Social Services – Healthcare SCQF Level 6 – Working4U Online Courses Digital Business Decision Making SCQF Level 6 – E-Sgoil – New College Lanarkshire Introduction to Podcasting – E-Sgoil – New College Lanarkshire Introduction to Psychology and Criminology SCQF 4 & 5 – E-Sgoil – New College Lanarkshire The Wonder of AI and the Cloud SCQF Level 6 – E-Sgoil – New College Lanarkshire Travel and Tourism Skills for Work National 5 – E-Sgoil – New College Lanarkshire Higher National Certificate (SCQF Level 7) Accounting – West College Scotland Business – West College Scotland Page 44
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WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Education Services Committee: Wednesday 19th March 2025 _______________________________________________________________ Subject: Early Learning and Childcare 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. A further cohort of staff will be trained in ‘Pedagogical Leadership’ and we intend to deliver further training with a focus on improving attainment in literacy. 4. Main Issues 4.1 Children’s Progress Attendance is robustly monitored on a monthly basis within our early years settings and training to staff has been provided to develop a more consistent approach. The average rolling attendance across West Dunbartonshire Council settings this session to date is 86.9%. 4.2 Speech and Language Development in children aged under 2 years Current research has identified outcomes at the 27 month Health Visitor assessment are particularly poor for our children in this area. Going forward ITEM 12 Page 45
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we will be part of a multi-agency group looking at how best to tackle this. Initially we will carry out an audit of practice in our 0-2 nurseries to find out what is working well and what interventions and strategies we can put in place to help to improve these outcomes. 4.3 Statistical Data Statistical data gathered in December 2024 on children attending West Dunbartonshire early learning and childcare settings that are in their pre- school year, found; 25% of children accessed their entitlement in partner settings and 75% in council settings, 16% of children in this pre-school cohort are accessing a deferred year this session, 46% of the children live in Scottish Index of Multiple Deprivation Quintile 1, just over 39% have additional support needs, and, 6% of the children have English as an additional language. 4.4 Assessment Data Assessment data gathered in December 2024 shows that children continue to make progress in literacy and numeracy outcome measures. Percentage of Children Achieving Literacy Benchmark (Concepts of Print) – December 2024 Comparison against the data we have from December 2023 shows a very similar picture to this year’s data for both literacy and numeracy. Continued training for staff in these curricular areas and the offer of a wide range of literacy and numeracy rich experiences for all children within our settings, that are developmentally appropriate, will continue to help us provide high quality learning and attainment for all our children. 11% 50% 39% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Dec-24 Concepts of Print - December 2024 11% 49% 40% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Dec-23 Concepts of Print - December 2023 Page 46
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Percentage of Children Achieving Numeracy Benchmark (Number and number processes) – December 2024 4.5 Faifley ELC We are working with both Auchnacraig ELC and Lennox Faifley ELC to prepare for the transition to the new Faifley ELC where both settings will amalgamate as one setting, when the new service opens in the autumn of 2025. It will be managed under one Principal Officer. In this way they will have one vision and can better support children and families, particularly at times of transition. The new service will have the capacity to accommodate more children than Auchnacraig ELC and Lennox Faifley do currently, allowing them to support more families in the local community. The service will be open all year and offer a range of differing sessions to best suit families needs, with places allocated as per our existing admissions policy. As a pilot, to further support working families, or those who are undertaking further study, the service will provide families with the opportunity to purchase additional hours, subject to availability. An hourly rate of £5 per hour will be introduced for this and provide families with greater access to affordable childcare. This pilot will be reviewed a year after its implementation and consideration then given as to its continuation or cessation. 4.6Quality Improvement Framework A draft new quality improvement framework for the ELC sector was published in January 2025 and the final version will be published in Autumn 2025. This self- evaluation framework supports quality improvement in ELC settings and can be used by all early learning and childcare services. The Care Inspectorate and His Majesty’s Inspectorate of Education will use the framework for the inspection of settings from September 2025. The aim of this framework is to ensure that all ELC providers ensure that children are safe and protected from harm, cared for and able to thrive, and, offered high-quality learning and development opportunities. Through using this framework ELC providers will build their capacity for self-evaluation. For our ELC providers in West Dunbartonshire training will be provided to support them in developing an understanding of this 5% 67% 28% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Dec-24 Number and Number Processes - December 2024 4% 65% 31% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Dec-23 Number and Number Processes - December 2023 Page 47
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new framework and they will continue to be supported to develop robust quality assurance processes to maintain quality and meet the national standard. 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 To date, we have supported 23 Modern Apprentices. 15 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. 5 Modern Apprentices are working towards their qualification at present. Additionally since 2022 we have supported 23 career changers, 18 have completed their qualification and 5 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 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. 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 Page 48
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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 49
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WEST DUNBARTONSHIRE COUNCIL Report by Laura Mason, Chief Education Officer Educational Services Committee: 19th March 2025 ___________________________________________________________________ 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 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. 3.2 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 period. 3.3 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. ITEM 13 Page 51
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4. Main Issues 4.1 There are currently 11 781 school pupils in West Dunbartonshire Council. 5470 Pupils have Additional Support Needs (ASN), supported mainly in mainstream schools. Approximately 280 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 support 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 46.4% in 2025) and has 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 2025-2026 there was a significant increase in the number of children’s cases considered by the revised Inclusion Support Forum (ISF) which allocates placements to specialist settings. These figures are reflective of local and national ASN statistics and increases in needs post pandemic. 32 children who had cases heard at the forum were identified as having needs which would require additional support when transitioning to primary school. 20 of the group were identified as having the most complex needs and allocated places in our Specialist Settings. 2 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 11 were identified, who would require enhanced support in mainstream establishments. For our pupils' transition into secondary school 44 children’s cases were considered with 37 pupils being allocated a space within our specialist settings. 11 pupils will be offered places in the new Riverside School which is due to open in August 2025. No child considered this year has a Coordinated Support Plan. To meet the criteria for one, the child requires significant and ongoing support from an agency other than education; to meet their educational targets and this does not currently apply to this cohort. 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. Page 52
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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 is 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 Expansion 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. High quality child’s planning, support and professional learning is instrumental in this. In session 2024-25 additional staffing capacity and support was provided to 3 identified schools; Linnvale, Knoxland and Levenvale, supporting transition and approaches to meet learners’ needs. 13 identified pupils offered places accepted and started in school. A group of Central Officers and Educational Psychologists have delivered on an action plan and associated tasks to ensure that staff were appropriately trained and supported, that school environments meet the requirements of children attending and that the team around the child worked with parents to deliver the transition and supports needed to enable a successful Primary One. All establishments have now undertaken 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. This model will be expanded to include St Mary’s Duntocher next year which will support 5 pupils. A further 6 pupils will be supported in the 3 existing schools. 4.5 The Neurodevelopmental (ND) Team has worked across the 3 Enhanced Support Model Schools as part of a pilot approach to supporting parents in an environment where they were comfortable. It has also increased staff awareness of neurodivergence and reduced wait times whilst streamlining the ND assessment process. The 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. Engagement so far is very positive and approximately fifteen families attend each session. 4.6 Education Leaders have collaborated to identify key areas of development and focus for Year 4 of the ASN Strategy. Notable progress has been as follows: Page 53
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● In Year 3 of the Child Inclusive Research into Curriculum Learning Education (CIRCLE) implementation, all schools have committed a representative to work as a CIRCLE Champion to facilitate the development of the framework in all WDC mainstream schools. The 37 CIRCLE Champions continue to actively engage in collaborative planning within local learning community groups to enhance the integration of inclusive practices through planning, joint working and the sharing of good practice. This year the emphasis on parental engagement further strengthens the progression of the framework by ensuring that parents are informed, empowered, and actively involved in processes, reinforcing the school-home partnership critical for pupil success. The sustained commitment of all stakeholders is key to realising the long-term aims and impact of CIRCLE on creating fully inclusive educational environments. ● 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. Within each of the 5 specialist settings ‘SCERTS Brew & Blether’ sessions have been effective in supporting parental engagement and understanding of SCERTS. Feedback from all ‘SCERTS Brew & Blether’ sessions has been very positive with all attendees in agreement that the sessions have positively impacted on their understanding of the SCERTS framework in supporting their child. Parental feedback highlighted the positive impact SCERTS has had on their children's well-being, academic progress, social skills, and overall confidence whilst enhancing effective home schools collaboration . ● Approaches are being undertaken to support our care experienced children and young people through tracking of attendance and attainment data with targeted interventions to address gaps. Through the CSS bid process, an acting principal teacher and class teacher are providing enhanced support to 23 care experienced young people across 9 primary and 2 secondary schools. Care Connections, a partnership approach to support with Y-Sort-it, are providing additional support to 12 pupils across 9 schools and CSS, Care Connections and the Senior Phase team are working in partnership to coordinate provision and improve outcomes with a focus on improving engagement, attainment and destinations. The Keeping the Promise Award is being rolled out to Early Learning and Childcare Centres (ELCC’s) and school establishments via a Train the Trainer model with the aim of all teaching staff having completed it over the next 2 years. Most ELLC leads, primary and secondary leads have engaged in the Train the Trainer sessions, 4 primary and 4 ELLC’s trainers have received I Promise certificates and 1 secondary school has gained the We Promise Award at establishment level. Teaching staff will be supported in developing their knowledge of the key priorities of The Promise in education and their duty as corporate parents. It promotes the consistent use of non-stigmatising language around care and an understanding of how educators can work together to improve outcomes for care experienced young people. Page 54
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4.8 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 March 2025, with many having progressed to achieving or progressing towards Silver. We have a fully established network of Children’s Rights Ambassadors in all establishments and curriculum resources have been prepared for use which can be tailored for appropriateness. The Rights Advisory Board is now operational. The board has met with a member from the Planning and Building Standards department of WDC and has plans to meet with the Food and Nutrition Coordinator. This is an evolving group and will be a source of views from children and young people for council services. The Board is also undertaking a raising awareness campaign for children’s rights and the United Nations Convention on Rights of the Child (UNCRC), starting with creating an information short film. The Children’s Rights Officer is continuing to support professional learning and recently trained this year’s Newly Qualified Teachers. 92% of participants rated training as successful in improving their knowledge and feeling more confident in engaging with rights-based practices. In collaboration with the Citizens Advice Bureau and Glasgow Caledonian University a programme of learning for secondary school pupils around the theme of Poverty Anti-stigma is being developed. This pilot project will be running from January 2025 until May 2025. There will be 20 young people participating and their views and classwork will directly influence the shape of the contents of the lesson pack. In liaison with WDC Active Schools, the Children’s Rights Officer will be enhancing the engagement opportunities of children in relation to Whole Family Wellbeing - Family Fun programme on offer in the WD for Family Hubs. This will involve seeking the views of children from primary schools to help design the programme and evaluate it. Modern Apprentices involved in this project will also gain experience in leading engagement opportunities in the future and the importance of respecting the right of children's views. 4.9 Attendance at school remains a priority for all establishments. Data is monitored closely and focuses on key cohorts of pupils each month. This allows for the identification of trends and areas of need. 5 primary schools are collaborating with Education Scotland on a Quality Improvement Project. The key focus is Primary School attendance and it is anticipated this will provide valuable learning and sharing of experiences to help develop practice. Our detailed analysis demonstrates improvement in all aspects measured compared to the same period last year. It is anticipated we will engage with a local and more widespread behaviour change campaign in the coming Page 55
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months, focussing on Every Child, Every Classroom, Every Future. (App. 1 Attendance Monitoring Overview Jan’25) 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 Person to Contact: Claire Cusick, Senior Education Officer Services for Children and Young People Page 56
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E-mail: claire.cusick@west-dunbarton.gov.uk Wards Affected: All Wards Appendices: App. 1 Attendance Monitoring Overview Jan’25 Page 57
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1 School Pupil Attendance Report–Session 2024-25 – All Data Shown Is For Session So Far As At End December Primary Attendance ranges from 88.8% at Renton Primary School up to 95.6% at St Patrick's Primary School. In secondary schools the range is from 86.4% at Vale of Leven Academy up to 88.5% at Clydebank High School. Appendix 1 Page 59
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2 Month to Month Data for Context The average Attendance across all WDC schools for the month of December is 85.7%, down 5.1 percentage points on the November figure. This is better than the position we were in at the same point in time last session when our December Attendance level was 82.8%. The session average Attendance figure (August to December) across all WDC schools has decreased by 1.1 percentage points to 90.5% since the end of November. This is better than the position we were in at the same point in time last session when our session average Attendance level was at 89.2%. Page 60
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3 Authorised Absence in Primary ranges from 8.4% at St Michael's Primary School down to 3.2% at St Stephen's Primary School. In secondary schools the range is from 8.7% at Our Lady and St Patrick's High School down to 5.6% at Vale of Leven Academy. Page 61
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4 Month to Month Data for Context The average Authorised Absence across all WDC schools for the month of December is 8.7%, up 2.7 percentage points on the November figure. This is better than the position we were in at the same point in time last session when our December Authorised Absence level was 10.5%. The session average Authorised Absence figure (August to December) across all WDC schools has increased by 0.7 percentage points to 5.7% since the end of November. This is better than the position we were in at the same point in time last session when our session average Authorised Absence level was at 6.5%. Page 62
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5 Unauthorised Absence in Primary ranges from 5.6% at Dalreoch Primary School down to 0.9% at St Peter's Primary School. In secondary schools the range is from 8.1% at Vale of Leven Academy down to 4.2% at Our Lady and St Patrick's High School. Page 63
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6 Month to Month Data for Context The average Unauthorised Absence across all WDC schools for the month of December is 5.7%, up 2.5 percentage points on the November figure. This is better than the position we were in at the same point in time last session when our December Unauthorised Absence level was 6.7%. The session average Unauthorised Absence figure (August to December) across all WDC schools has increased by 0.4 percentage points to 3.8% since the end of November. This is better than the position we were in at the same point in time last session when our session average Unauthorised Absence level was at 4.3%. Page 64
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8 January Focus Area: Attendance of Stage S3 Pupils Looking across all stages, Unauthorised Absence shows a generally increasing trend by stage in the primary sector, although the increases between stages are pretty small. There is an anomaly at stage P6, which is more similar to P1-P3 levels than those at the upper stages. In secondary the increase is from around 3.2% of all possible attendance in S1 to around 6% in S2/S3 and then to 7.6% in S4. S5 and S6 drop back to 5.7%. Page 66
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10 A request was made to see the year stage data also broken down by sex, so that has been provided here. Page 68
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11 Looking at S3, the cohort identified for specific focus in January, this year/stage is the one with the lowest level of attendance (85.4%). It's absence is mostly made up of authorised absence, which accounts for 8.5% of possible attendance (the highest of any stage), while the unauthorised portion (at 6%) is only 3rd highest, behind S4 (highest at 7.6%) and S2 (at 6.2%). Page 69
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12 There is very little difference between female and male attendance in S3, with Female being at 85.2% and Male at 85.6%. Authorised Absence, for both Females and Males in S3 is at 8.5%. For unauthorised, Females are at 6.2%, slightly higher than S3 males at 5.8% Page 70
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13 Across the secondary schools, the attendance rate for S3 pupils ranges from 87% at Clydebank High School down to 84.2% at St Peter the Apostle High School. OLSP has a comparatively high level of Authorised Absence and comparatively low level of Unauthorised Absence. Curiously, VoLA shows the reverse of this, a comparatively high level of Unauthorised Absence and comparatively low level of Authorised Absence. SPTA, having the second highest levels of both Authorised and Unauthorised Absence, is what is resulting in it having the lowest level of S3 attendance. Page 71
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14 December Focus Area: Additional Support Needs The ASN cohort shows higher levels of both Authorised and Unauthorised Absence than the non-ASN cohort in both primary and secondary sectors. The ASN cohort accounts for 39% of possible attendance in the primary sector, 51% in secondary, 100% in the special sector and 46% across all schools. Page 72
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15 November Focus Area: Individual Attendance Codes: Focus on Specific Codes: RFS/PTH/PTX RFS - Refusal to Attend In the primary sector, this has been used by 13 schools. The school with the highest rate being Carleith where it accounts for 2.9% of possible attendance. In the secondary sector, it has been used by all schools where the rate ranges from 0.4% at SPTA to 1.1% at OLSP, of possible attendance. Page 73
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16 PTH - Part Time TimeTable (health related) In the primary sector, this has been used by 8 schools. The school with the highest rate being St Eunan’s, where it accounts for 0.5% of possible attendance. In the secondary sector, it has been used by all schools where the rate ranges from less than 0.1% at OLSP, Dumbarton & CHS to around 0.3% at SPTA & VoLA, of possible attendance. PTX - Part Time TimeTable (exclusion related) In the primary sector, this has been used by 2 schools. At both Aitkenbar & St Martin’s Primary, this code accounted for less than 0.1% of possible attendance. In the secondary sector, it has been used by 1 school, Dumbarton Academy, where it accounted for less than 0.1% of possible attendance. Page 74
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17 November Focus Area: Comparison of Attendance Levels by Sex The male cohort shows lower levels of Unauthorised Absence than the female cohort in the secondary sector. In primary and special sectors, the levels are very similar. The male cohort shows lower levels of Authorised Absence than the female cohort in the special sector. In primary males are slightly higher and in secondary the levels are very similar. There is a near 50/50 split between the two cohorts in primary and secondary, but the male cohort is larger in the special sector (the split being 70%/30%). Page 75
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18 October Focus Area: Care Experienced The care experienced cohort shows much higher levels of Unauthorised Absence than the non-care experienced cohort in the secondary sector. In the primary and special sectors it is slightly higher. The care experienced cohort shows much higher levels of Authorised Absence than the non-care experienced cohort in both the primary and secondary sectors. In the special sector it is lower. The care experienced cohort accounts for 3.8% of the possible attendance data across all WDC schools. Page 76
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19 October Focus Area: Care Experienced Young Carers Compared to non Care Experienced Young Carers For Unauthorised Absence, the Care Experienced Young Carer cohort shows much higher levels than the non-Care Experienced Young Carer cohort in the secondary and special sectors, and lower in the primary sector. For Authorised Absence, the Care Experienced Young Carer cohort shows much lower levels than the non-Care Experienced Young Carer cohort in primary, secondary and special sectors. The Care Experienced Young Carer cohort accounts for 2.7% of all possible Young Carer attendance across all WDC schools. Page 77
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20 October Focus Area: Child Protection Registered The Child Protection Registered cohort shows higher levels of Unauthorised Absence than the non-Child Protection Registered cohort in all sectors, but in secondary it is much higher. The Child Protection Registered cohort shows higher levels of Authorised Absence than the non-Child Protection Registered cohort in all sectors, but in special it is much higher. The Child Protection Registered cohort accounts for 0.7% of the possible attendance data across all WDC schools. Page 78
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21 October Focus Area: Individual Attendance Codes: Focus on Specific Codes: OAT OAT - Other Attendance Out of School (e.g. pupil on a day release to a college). In the primary sector, this has been used by 10 schools. The school with the highest rate being Goldenhill where it accounts for around 0.1% of possible attendance. In the secondary sector, it has been used by all schools where the rate ranges from 1% at CHS to 3.5% at VoLA, of possible attendance. The recent Local Authority working group on Attendance Coding provided additional guidance on circumstances where this code could be used and these suggestions are provided below: Pupils on a day release to a College or other learning provider Interviews and visits relating to further and higher education or careers events Debates, sports, musical or drama activities in conjunction with the school Educational excursions, visits, or field trips organised by the school Day and residential visits to outdoor centres Pupils receiving tuition via outreach teaching services Activities in connection with psychological services, learning or behaviour support Page 79
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22 September Focus Area: % Attendance of P1/S1 Pupils % Attendance of P1 pupils in primary ranges from 97.3% at St Patrick's Primary School down to 89.9% at Renton Primary School. In secondary schools the range for S1 pupils is from 92.2% at Our Lady and St Patrick's High School down to 87.9% at Clydebank High School. The average P1 level across all WDC primary schools is 93.8% and S1 level across all WDC secondary schools is 90.6%. Page 80
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23 September Focus Area: Individual Attendance Codes: Focus on Specific Codes: ATF/FLX/VHL/SEP ATF - Adapted Timetable (Flexible Education) In the primary sector, this has been used by 7 schools. The school with the highest rate being St Martin’s where it accounts for 4.4% of possible attendance. In the secondary sector, it has been used by all schools where the rate ranges from 0.4% at OLSP to 1.5% at Dumbarton, of possible attendance. Page 81
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24 FLX - Flexible Learning In the primary sector, this has not yet been used this session. In the secondary sector, it has been used by 3 schools, Dumbarton Academy & VoLA where the rate is less than 0.1%, and St Peter the Apostle High School, where the rate is 3.9% of possible attendance. VHL - Virtual Home Learning In the primary sector, this has not yet been used this session. In the secondary sector, it has been used by 2 schools, Vale of Leven Academy where the rate is less 0.1%, and Clydebank High School, where the rate is 0.1% of possible attendance. Page 82
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25 SEP – Sickness With Educational Provision In the primary sector, this has been used by 3 schools. The highest being Lennox Primary, where the rate is 0.3% of possible attendance. In the secondary sector, it has been used by all schools and the rate ranges from less than 0.1% at CHS and VoLA to 1.0% at SPTA, of possible attendance. Page 83
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26 September Focus Area: Pupils with No, or Very Low, Attendance There were 7 primary school pupils with no attendance at all, August to December. There were 3 primary school pupils with 10% or less attendance, August to December. Page 84
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27 There were 26 secondary school pupils with no attendance at all, August to December. Nine of these individuals are of age to have already left school. There were 21 secondary school pupils with 10% or less attendance, August to December. One of these individuals is of age to have already left school. Page 85
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28 May Focus Area: Local Learning Communities Unauthorised Absence in the primary sector ranges from 1.9% of all possible attendance in the Our Lady & St Patrick's LLC to 2.5% in the Clydebank LLC. In the secondary sector, the range is from 4.2% in the Our Lady & St Patrick's LLC to 8.1% in the Vale of Leven LLC. All sectors combined it ranges from 3% in the Our Lady & St Patrick's LLC to 4.8% in the Vale of Leven LLC. It should be noted that all three special schools are included under the Dumbarton LLC. Page 86
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29 Focus Area: Postcode Prefix A request was made to see data by area, so that has been provided here. G13 Yoker/Knightswood Area: G15 Drumchapel Area: G60 Bowling/Old Kilpatrick Area: G81 Clydebank Area: G82 Dumbarton Area: G83 Vale of Leven Area: G84 Helensburgh Area: (descriptions of areas covered by postcode prefixes are not official and are intended as a guide only) Page 87
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30 April Focus Area: English as an Additional Language For Unauthorised Absence, the EAL cohort shows lower levels than the non-EAL cohort in the primary, secondary and special sectors. For Authorised Absence, the EAL cohort shows similar levels as the non-EAL cohort in the primary sector. The EAL cohort shows lower levels than the non-EAL cohort in the secondary sector. The EAL cohort shows much higher levels than the non-EAL cohort in the special sector. The EAL cohort accounts for 4.4% of all possible attendance in primary, for 4.7% in secondary, 2.5% in special and 4.5% across all schools. Page 88
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31 March Focus Area: SIMD 2020 Quintiles Comparison For both Unauthorised and Authorised Absence in primary and secondary sectors there appears to be a trend of higher absence for the more deprived quintiles to lower absence for the least deprived quintiles. There is more variation in the special sector, but this is likely related to small numbers in the various cohorts. The extremely high level of unauthorised absence for “Quintile Not Known” is also due to this cohort being in single figures of pupils. Quintiles 1 and 2 account for 72% of all possible attendance, with Quintiles 3, 4 and 5 and unknowns all together accounting for just 28%. Page 89
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32 March Focus Area: Free Meal Entitlement (via Deprivation Criteria only) The FSM cohort shows higher levels of both Unauthorised and Authorised Absence than the non-FSM cohort in all sectors. The FSM cohort accounts for around 30% of possible attendance in the primary sector, around 26% in secondary, around 49% in the special sector and around 29% across all schools. Page 90
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33 February Focus Area: Percentage of Pupils With Less than 80% Attendance The measurement of pupils with less than 80% attendance is restricted to only those who have also been on the roll for more than 4 weeks. This is to prevent pupils who are new to the school and who have also had a period of sickness soon after joining, falling into this category unfairly. % Pupils With Less than 80% Attendance in Primary ranges from 15.9% at Renton Primary School down to 0.7% at St Mary's Primary School - Clydebank. In secondary schools the range is from 19% at Vale of Leven Academy down to 15.6% at Clydebank High School. The average level across all WDC schools is 11.1%. Page 91
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34 Looking at the primary school data by stage, it is increasing from P1 to P3, drops off in P4, rises sharply in P5, drops off again in P6 then rises again in P7. In secondary it is lowest in S1, higher but at similar levels for S2 to S4 then dropping back down a bit again in both S5 and S6. Special sector data is provided for information, but there are very small numbers in this sector and therefore individual pupils with specific issues are likely to be heavily influencing the percentages. Page 92
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35 Looking at the primary and secondary school data by SIMD 2020 Quintile, it is generally decreasing from Q1 to Q5. Special sector data is provided for information, but there are very small numbers in this sector and therefore individual pupils with specific issues are likely to be heavily influencing the percentages. Page 93
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36 February Focus Area: Percentage of Pupils With Less than 90% Attendance The measurement of pupils with less than 90% attendance is restricted to only those who have also been on the roll for more than 4 weeks. This is to prevent pupils who are new to the school and who have also had a period of sickness soon after joining, falling into this category unfairly. % Pupils With Less than 90% Attendance in Primary ranges from 37.8% at Renton Primary School down to 11.7% at St Stephen's Primary School. In secondary schools the range is from 43.7% at Vale of Leven Academy down to 37.4% at Clydebank High School. The average level across all WDC schools is 31.5%. Page 94
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37 Looking at the primary school data by stage, it is generally increasing from P1 to P7, although P4 and P6 are lower than this trendline. In secondary it is lowest in S1, higher, and art very similar levels for S2, S3 and S4, then dropping back down a bit again in both S5 and S6. Special sector data is provided for information, but there are very small numbers in this sector and therefore individual pupils with specific issues are likely to be heavily influencing the percentages. Page 95
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38 Looking at the primary and secondary school data by SIMD 2020 Quintile, it is generally decreasing from Q1 to Q5. Special sector data is provided for information, but there are very small numbers in this sector and therefore individual pupils with specific issues are likely to be heavily influencing the percentages. Page 96
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39 June Focus Area: Individual Attendance Codes: List of Codes SEEMiS code Attendance Code Description SEEMiS code Authorised Absence Code Description --- Present ABS Other authorised Absence ATF Adapted Timetable (Flexible Education) DCA Exceptional domestic circumstances (auth) FLD Field Trip LT2 Late (arrives after mid-point) FLX Flexible Learning MED Medically Certified LAT Late (arrives before mid-point) NIM Notifiable illness (medically certified) MIS Missing NIS Notifiable illness (self certified) OAT Other attendance out of school PHL Authorised Parental Holiday PER Medical or Dental Appointment PTH Part Time Timetable (health related) SCH In school but not in class PTX Part Time Timetable (exclusion related) SEP Sickness with educational provision SEL Self Certified STY Study Leave VIS School Visit VHL Virtual Home Learning WRK Work Placement SEEMiS code Unauthorised Absence Code Description DCU Exceptional domestic circumstances (unauth) OUA Other unauthorised absence RFS Refusal to attend TBC To be Confirmed UNA Truancy or Unexplained Absence UPH Parental Holiday If no chart is shown below for a code that appears in this table, then there is negligible attendance data assigned to that code so far this session. Page 97
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40 June Focus Area: Individual Attendance Codes: Primary Sector: Attendance Page 98
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WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Committee: Educational Services Committee 19 March 2025 Subject:Education Delivery Plan 2023/24 - Year-end Progress & Education Delivery Plan 2024/25 - Mid-year Progress 1 Purpose 1.1 This report sets out the year-end progress of the 2023/24 Delivery Plan and the mid-year progress of the 2024/25 Delivery Plan. 2 Recommendations 2.1 It is recommended that Committee notes the progress achieved at year-end 2023/24 and mid-year 2024/25. 3 Background 3.1 In line with the Strategic Planning & Performance Framework, each Chief Officer develops an annual Delivery Plan which sets out actions to help deliver the Strategic Plan and address the performance challenges and service priorities identified in the planning process. The Plan also provides an overview of services and resources, including employees and budgets, sets out the performance indicators (PIs) for monitoring progress and considers the relevant risks. 4 Main Issues 2023/24 Year-end Progress 4.1 The 2023/24 Delivery Plan was presented to Educational Services Committee on 21 June 2023 and mid-year progress reported on 20 March 2024. 4.2 Year-end progress is usually reported to committee in September, but we were unable to do so due to incorrect data in Senior Phase attainment, which was reported to committee in September. This will be rectified with the publication of Insight in February 2025. 4.3 Full details of year-end progress are set out in Appendix 1. 4.4 The progress of the Plan’s 9 actions is summarised below: Progress No. (%) Complet ed 9 (100%) ITEM 14 Page 129
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Overdue 0 (0% ) 4.4 Year-end data is available for 18 of the Plan’s 30 PIs. The performance of those PIs is summarised below: Performance Against Target No. (%) Target met or exceeded 13 (72.3%) Target narrowly missed 5 (27.7%) Target significantly missed 0 (0%) Performance Over Time No. (%) Improved over short term (or maintained high level of performance) 9 (50%) Improved over longer term (or maintained high level of performance) 12 (66.67%) 4.5 The full set of PIs will be reported through the Council’s annual performance reporting process once all data becomes available. 2024/25 Mid-end Progress 5.1 The Education Delivery Plan 2024/25 was presented to Educational Services Committee on 12 June 2024 with a commitment to report mid-year progress and year-end progress in March 2025 and late 2025 respectively, based on an academic year. 5.2 Full details of mid-year progress are set out in Appendix 2. 5.3 The progress of the Plan’s nine actions is summarised below: Progress No. (%) Completed 0 (0%) In progress and on track 9 (100%) Overdue 0 (0%) Cancelled 0 (0%) 6 People Implications 6.1 There are no direct people implications arising from this report. 7 Financial & Procurement Implications 7.1 There are no direct financial or procurement implications arising from this report. Page 130
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8 Risk Analysis 8.1 Failure to deliver on the actions assigned to Education may have a direct impact on the delivery of the Council’s Strategic Plan. It is essential that remedial action is taken to ensure strategic delivery plans achieve the commitments detailed and approved. 9 Equalities Impact Assessment 9.1 Screening and impact assessments will be carried out on specific activities as required. 10 Consultation 10.1 The delivery plans were developed through consultation with officers from the strategic service areas. 11 Strategic Assessment 11.1 The delivery plans set out actions to support the successful delivery of the strategic priorities and objectives of the Council. Chief Officer: Laura Mason Service Area: Education Date: 17 February 2025 _____________________________________________________________ Person to Contact: Andrew Brown andrew.brown@west-dunbarton.gov.uk Appendices: Appendix 1: Education Delivery Plan 2023/24 - Year-end Progress Appendix 2: Education Delivery Plan 2024/25 - Mid-year Progress Background Papers: Education Delivery Plan 2023/24 - Educational Services Committee, 21 June 2023 Education Delivery Plan 2023/24 Mid-year Progress - Education Services Committee, 20 March 2024 Education Delivery Plan 2024/25 - Educational Services Committee, 12 June 2024 Strategic Planning & Performance Framework 2022/27 Wards Affected: All Page 131
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1 Appendix 1: Education Delivery Plan 2023/24 - Year-end Progress Our communities Our neighbourhoods are safe, resilient and inclusive 2022/23 2023/24Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner Cases of exclusion per 1,000 school pupils 20 23 40 Claire Cusick School Attendance Rates (per 100 pupils) 88% 88.9% 91.8% Although data for this PI is supplied by Improvement Service and 2023/24 data won't be available till February/March 2025, however Scottish Government have already published this value, showing positive movement in this measure. Claire Cusick School Attendance Rates for Looked After Children (per 100 Looked After Children) 84.5% Not yet available Data for this PI is supplied by Improvement Service and 2023/24 data is not yet available. Claire Cusick School Exclusion Rates (per 1000 pupils) 20.53 Not yet available Data for this PI is supplied by Improvement Service and 2023/24 data is not yet available. Claire Cusick School Exclusion Rates for Looked After Children (per 1000 looked after children) 76.47 Not yet available Data for this PI is supplied by Improvement Service and 2023/24 data is not yet available. Claire Cusick Action Status Progress Due Date Note Owner Place the human rights and needs of every child and young person at the centre of education 30-Jun-2024 Action complete. New activity in this area will be undertaken in the 2024/25 Delivery Plan. Claire Cusick Page 133
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2 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to place the human rights and needs of every child and young person at the centre of education This risk concerns the delivery of UNCRC and ensuring these are integral to the planning, experiences and supports we offer children, young people and their families. 08-Jan-2025 Plans are in place which will ensure we support our staff, children and young people to know what their rights are and how we can uphold them. Revised Equality Impact Assessment will ensure United Nations Convention Rights of the Child are considered key to change and improvement processes. Claire Cusick Our residents health and wellbeing remains a priority 2022/2 3 2023/24Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner CC2: Number of attendances per 1,000 population for indoor sports and leisure facilities 4,979 5,609 6,139 Annual usage within indoor facilities was below the target set by 8% but above the previous year by 11.7%. Leisure centres were below the target set by 5.9% but above the previous year by 13%. Community Facilities usage was also below the target set but above the previous year. Sports Development and Active Schools usage was both below the target set and the previous year mainly due to Sports Development activities being used in school rather than Leisure Trust facilities. Clydebank Leisure Centre saw the largest increase from the previous John Anderson Page 134
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3 2022/2 3 2023/24Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner year seeing a 16.2% rise in attendances. The centre is becoming a popular venue for dance and sporting events. The Meadow Centre increased by 13% and the Vale of Leven Swimming Pool increased by 6.3%. Sporting usage within the Community Facilities saw a 65% increase over the previous year as some facilities are proving popular with local combat sporting groups and private keep fit classes. Action Status Progress Due Date Note Owner Improve children and young people's health and wellbeing 30-Jun-2024 Action complete. New activity in this area will be undertaken in the 2024/25 Delivery Plan. Claire Cusick Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to improve children and young people's health and wellbeing This risk concerns our ability to develop curriculum, opportunities and supports in collaboration with key stakeholders which will meet the wellbeing needs of our children, young people and families. 08-Jan-2025 There are supports, systems and plans in place to mitigate against failure to deliver including a revised Violence & Aggression Policy, child protection processes and a Whole Family Well-being Strategy. Claire Cusick; Steve Rivers Our residents are supported to increase life and learning skills 2022/23 2023/24 Page 135
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4 Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner Percentage of children and young people achieving Curriculum for Excellence levels in literacy 72% 77% 73% Literacy data is not available for 2023/24 as it is currently being quality assured by the Scottish Government. Submission deadline for the 2024 data was on the 30 Aug 2024. Julie McGrogan % of establishments delivering good or very good high-quality learning & teaching (Outcome of Improvement Framework) 80% 84% 84% Julie McGrogan Percentage of school attendance 88.41% 88.96% 88.96% Andrew Brown Percentage of 3 & 4 year old children at ELC achieving the benchmark in literacy 59.5% 56% 59% Steve Rivers Percentage of ELC settings meeting the National Standard Criteria of good and above 100% 100% 100% Steve Rivers Percentage of pupils gaining 1 + awards at SCQF level 5 83% Not yet available 84% Data for this PI is sourced from Scottish Government's Insight website, and 2023/24 data is not available until the February 2025 site update. Andrew Brown Percentage of pupils gaining 1 + awards at SCQF level 6 58.5% Not yet available 59% Data for this PI is sourced from Scottish Government's Insight website, and 2023/24 data is not available until the February 2025 site update. Andrew Brown Page 136
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5 2022/23 2023/24Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner Percentage of S3 pupils achieving ACEL Third level+ in Literacy and numeracy 80.8% 81.8% 81% Julie McGrogan Percentage of S3 pupils achieving ACEL Fourth in Literacy and numeracy 42.2% 48.2% 45% Julie McGrogan Referrals and families engaged in family hubs Claire Cusick Percentage of educational establishments receiving positive inspection reports 100% 100% 100% Julie McGrogan % of pupils gaining 5 + awards at level 5 58% N/A 59% Data for this PI is supplied by Improvement Service and 2023/24 data is not yet available. Andrew Brown % of pupils gaining 5+ awards at level 6 29% N/A 30% Data for this PI is supplied by Improvement Service and 2023/24 data is not yet available. Andrew Brown % pupils in 20% most deprived areas getting 5+ awards at level 5 48% N/A 50% Data for this PI is supplied by Improvement Service and 2023/24 data is not yet available. Andrew Brown % pupils in 20% most deprived areas getting 5+ awards at level 6 21% N/A 22% Data for this PI is supplied by Improvement Service and 2023/24 data is not yet available. Andrew Brown Overall Average Total Tariff 791.67 774.12 774.12 Derek McGlynn % of P1, P4 and P7 pupils combined achieving expected CFE Level in Literacy 73.49% 72.25% Julie McGrogan Page 137
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6 2022/23 2023/24Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner % of P1, P4 and P7 pupils combined achieving expected CFE Level in Numeracy 80.19% 79.44% Julie McGrogan Literacy Attainment Gap (P1,4,7 Combined) - percentage point gap between the least deprived and most deprived pupils 11.54% 12.93% Julie McGrogan Numeracy Attainment Gap (P1,4,7 Combined) - percentage point gap between the least deprived and most deprived pupils 13.85% 12.34% Julie McGrogan Percentage of pupils achieving expected levels in Writing by P7 N/A N/A Data for this PI is to be supplied by Improvement Service but no data is available. Julie McGrogan % of funded Early Years Provision which is graded good or better 97.3% 100% 100% Steve Rivers Action Status Progress Due Date Note Owner Narrow the attainment gap between the most and least disadvantaged children and young people 30-Jun-2024 Action complete. New activity in this area will be undertaken in the 2024/25 Delivery Plan. Julie McGrogan Improve attainment, particularly in literacy and numeracy 30-Jun-2024 Action complete. New activity in this area will be undertaken in the 2024/25 Delivery Plan. Julie McGrogan Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Page 138
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7 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to narrow the attainment gap between the most and least disadvantaged children and young people This risk concerns the delivery of the key areas within the Scottish Government Strategic Equity Fund. This risk concerns the delivery of approaches to address the equalities gap and those with protected characteristics. This risk concerns the delivery of approaches to address the poverty related equity gap in all sectors. This risk concerns our ability to work successfully to collaboratively plan with a range of partners for successful delivery. 08-Jan-2025 We have revised the Council's Improvement Framework to assist schools in self-evaluation. We have undertaken robust analysis of data to determine attainment gaps and targets for individuals, schools and departments. We have established a Data Leads network to ensure ownership of data at establishment level. Claire Cusick Failure to improve attainment, particularly in literacy and numeracy This risk concerns the successful implementation of the four dimensions of the revised West Dunbartonshire Improvement Framework; 1. Collaborative Improvement 2. Enhanced Support 3. Enhanced Scrutiny and Support 4. Leadership Development. This risk concerns our ability to develop of the literacy and numeracy curriculum, opportunities and supports in collaboration with key stakeholders which will meet the needs of our children, young people and families. 08-Jan-2025 Our attainment in 2022/23 showed improved performance against our local and national targets for attainment. A robust improvement framework is in place, providing attainment reviews, improvement visits and leadership development. Julie McGrogan Page 139
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8 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Challenges in implementing broad-ranging school improvement to raise attainment and achievement This risk concerns delivering excellence and equity for children and young people. National and local indicators have been set to monitor progress with outcomes relating to attainment and achievement with a key focus on making progress to narrow the poverty related attainment gap. Scottish Equity funding devolved to local authorities aims to deliver on priorities between 2023-26. This funding will end in 2026. 17-Dec-2024 An improvement action plan has been implemented in all schools and ELC since August 2024 focusing on school attainment / equity performance and focused improvement actions implemented to build on our improving performance. Julie McGrogan Our Economy Our residents are supported to access employment and training opportunities 2022/23 2023/24Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner Percentage of young people entering a positive destination 95.3% Not yet available 95.5% Data for this PI is sourced from Scottish Government's Insight website, and 2023/24 data is not available until the February 2025 site update. Andrew Brown Participation Rate for 16-19 year olds (per 100) 93.01% 90.68% 90.68% As part of our collaborative Improvement activity with the Association of Directors of Education in Scotland and Education Scotland, we have identified steps to help address our performance in this Page 140
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9 2022/23 2023/24Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner measure. Action Status Progress Due Date Note Owner Improve skills and sustained, positive school leaver destinations for all young people 30-Jun-2024 Action complete. New activity in this area will be undertaken in the 2024/25 Delivery Plan. Andrew Brown Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to improve skills and sustained, positive school leaver destinations for all young people This risk concerns the ability to expand course provision and revised learner pathways in the Senior Phase leading including for those young people with Additional Support Needs. This risk concerns our ability to work successfully to collaboratively plan with a range of partners for successful delivery. This risk concerns the development of a skills based approach to the curriculum within the BGE and Senior Phase. 08-Jan-2025 We have worked with local partners, including businesses, to broaden the offer of courses and work placements for our young people in their senior phase. We have started work with our schools to explore opportunities for on-line learning and a shared approach to timetabling. Andrew Brown; Julie McGrogan Our Council Our workforce is resilient and skilled where digital technology supports service delivery for our residents Action Status Progress Due Date Note Owner Develop and implement wellbeing, 31-Mar- Education Leaders development programme reviewed and Page 141
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10 Action Status Progress Due Date Note Owner employee engagement, equality and learning and development plans to enable capabilities, improve resilience and promotion of a diverse workforce 2024 incorporated employee wellbeing into in service day plans where appropriate. Mental health first aider group which includes Education employees was launched in 2023/24. Additionally, there have been a range of networks across the Education service that meet throughout the year to help shape service improvements and capabilities of the workforce. Work began on the review of roles within Collaborative Support Services and this review will address issues with the role that have been identified as stressors. Develop and implement employee life cycle plans in line with the People First Strategy to attract and retain the workforce. 31-Mar- 2024 Review of Leadership pathways completed to ensure strong talent pipelines are in place, review of recruitment assessment centres completed with changes implemented and to be embedded next year. Collaborative Support Services review started which will address issues contributing to retention challenges. Implement service review process including role design, use of new technology and new ways of working to add resilience, address gaps, and establish opportunities for efficiencies 31-Mar- 2024 Review of admin roles and processes within primary schools commenced and is scheduled to be implemented next year with a view to incorporating new ways of working and realising efficiencies where duplication is identified. Review of Collaborative Support Services has commenced as described in other actions. Savings options were also implemented in Early Years with a review of the Senior Practitioner posts completed and digital process improvements were made to the transport application processed which streamlined ways of working for team. Andrew Brown Develop and implement learning and development plans and development opportunities to improve capabilities and resilience within the workforce 31-Mar- 2024 Reviewed all improvement frameworks and delivered learning sessions for leaders on changes to the frameworks. The service also commenced participation in national programme with ADES focused on upskilling of workforce in terms of digital capability, this work will be ongoing. Leadership networks for each sector have delivered a range of learning outcomes across a broad range of topics. Comprehensive Page 142
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11 Action Status Progress Due Date Note Owner continued professional development plan continues to evolve to meet service needs and has been complemented by additional corporate training on people practices delivered to a targeted audience to ensure that there is resilience across the service. Action Status Cancelled Overdue Not on track In Progress and on track Completed PI Status Target significantly missed Target narrowly missed Target met or exceeded Risk Status Alert High risk Warning OK Unknown Long Term Trends Improving No change Declining Short Term Trends Improving No change Declining Page 143
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1 Appendix 2: Education Delivery Plan 2024/25 - Mid-year Progress Our communities Our neighbourhoods are safe, resilient and inclusive Action Status Progress Due Date Note Owner Place the human rights and needs of every child and young person at the centre of education 30-Jun-2025 Pilot projects complete in conjunction with outreach targeted eligible families. Implementation of 3-year attendance action plan. Develop UNCRC Ambassador programme in settings. Claire Cusick Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to place the human rights and needs of every child and young person at the centre of education This risk concerns the delivery of UNCRC and ensuring these are integral to the planning, experiences and supports we offer children, young people and their families. 08-Jan-2025 Plans are in place which will ensure we support our staff, children and young people to know what their rights are and how we can uphold them. Revised Equality Impact Assessment will ensure United Nations Convention Rights of the Child are considered key to change and improvement processes. Claire Cusick Our residents’ health and wellbeing remains a priority Action Status Progress Due Date Note Owner Improve children and young people's health and well being 30-Jun-2025 Health and wellbeing trackers in place in ELC settings. Approaches to support dysregulated behaviours developed. Evaluation of Child Protection procedures in establishments undertaken. Claire Cusick Page 145
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2 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to improve children and young people's health and wellbeing This risk concerns our ability to develop curriculum, opportunities and supports in collaboration with key stakeholders which will meet the wellbeing needs of our children, young people and families. 08-Jan-2025 There are supports, systems and plans in place to mitigate against failure to deliver including a revised Violence & Aggression Policy, child protection processes and a Whole Family Well-being Strategy. Claire Cusick; Steve Rivers Our residents are supported to increase life and learning skills Action Status Progress Due Date Note Owner Close the attainment gap between the most and least disadvantaged children and young people 30-Jun-2025 Consistent approach to recording attendance established in ELC settings. Audit of play carried out across settings. Workstreams established to support local learning community development of WDC Competencies framework. Julie McGrogan Improve attainment, particularly in literacy and numeracy 30-Jun-2025 Analysis of ACEL and Senior Phase data complete, with actions identified with establishments. Programme of support for data leads delivered. Julie McGrogan Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to narrow the attainment gap between the most and least disadvantaged children and young people This risk concerns the delivery of the key areas within the Scottish Government Strategic Equity Fund. This risk concerns the delivery of approaches to address the equalities gap and those with protected characteristics. This risk concerns the delivery of approaches to address the poverty 08-Jan-2025 We have revised the Council's Improvement Framework to assist schools in self-evaluation. We have undertaken robust analysis of data to determine attainment gaps and targets for individuals, schools and departments. We have established a Data Leads network to ensure ownership of data at establishment Claire Cusick Page 146
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3 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner related equity gap in all sectors. This risk concerns our ability to work successfully to collaboratively plan with a range of partners for successful delivery. level. Failure to improve attainment, particularly in literacy and numeracy This risk concerns the successful implementation of the four dimensions of the revised West Dunbartonshire Improvement Framework; 1. Collaborative Improvement 2. Enhanced Support 3. Enhanced Scrutiny and Support 4. Leadership Development. This risk concerns our ability to develop of the literacy and numeracy curriculum, opportunities and supports in collaboration with key stakeholders which will meet the needs of our children, young people and families. 08-Jan-2025 Our attainment in 2022/23 showed improved performance against our local and national targets for attainment. A robust improvement framework is in place, providing attainment reviews, improvement visits and leadership development. Julie McGrogan Challenges in implementing broad-ranging school improvement to raise attainment and achievement This risk concerns delivering excellence and equity for children and young people. National and local indicators have been set to monitor progress with outcomes relating to attainment and achievement with a key focus on making progress to narrow the poverty related attainment gap. Scottish Equity funding devolved to local authorities aims to deliver on priorities between 2023-26. This 17-Dec-2024 An improvement action plan has been implemented in all schools and ELC since August 2024 focusing on school attainment / equity performance and focused improvement actions implemented to build on our improving performance. Julie McGrogan Page 147
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4 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner funding will end in 2026. Our Economy Our residents are supported to access employment and training opportunities Action Status Progress Due Date Note Owner Improve skills and sustained, positive school leaver destinations for all young people 30-Jun-2025 Targeted Operating Model delivered in Senior Phase, in partnership with Skills Development Scotland and DYW West. Evaluation of the impact of ‘#inspire’ programme, with work to consider next phases of development. Andrew Brown Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to improve skills and sustained, positive school leaver destinations for all young people This risk concerns the ability to expand course provision and revised learner pathways in the Senior Phase leading including for those young people with Additional Support Needs. This risk concerns our ability to work successfully to collaboratively plan with a range of partners for successful delivery. This risk concerns the development of a skills based approach to the curriculum within the BGE and Senior Phase. 08-Jan-2025 We have worked with local partners, including businesses, to broaden the offer of courses and work placements for our young people in their senior phase. We have started work with our schools to explore opportunities for on-line learning and a shared approach to timetabling. Andrew Brown; Julie McGrogan Page 148
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5 Our Council Our workforce is resilient and skilled where digital technology supports service delivery for our residents Action Status Progress Due Date Note Owner Develop and implement wellbeing, employee engagement, equality, and learning and development plans to enable capabilities, improve resilience and promote a diverse workforce 31-Mar- 2025 Leaders signposted to wellbeing supports available for all staff. Promotion of Early Career Teacher Network. Andrew Brown Develop and implement employee life cycle plans in line with the People First Strategy to attract and retain the workforce 31-Mar- 2025 Review of current recruitment processes following annual staffing exercise. Andrew Brown Implement service review process including role design, use of new technology, and new ways of working to add resilience, address gaps, and establish opportunities for efficiencies 31-Mar- 2025 Service review undertaken across administrative activities. Implementation of revised approaches to enrolment and eligibility for transport completed. Deployment of google drive resources to effectively share university material for student placements. Andrew Brown Develop and implement learning and development plans and development opportunities to improve capabilities and resilience within the workforce 31-Mar- 2025 Level 1 single agency child protection training complete for SLT and Pastoral Care staff. Working in partnership with Police Scotland, PREVENT training delivered. Review of current professional learning offer completed, with development of multi-agency calendar of professional learning opportunities. Andrew Brown Action Status Cancelled Overdue Not on track Page 149
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6 In Progress and on track Completed PI Status Target significantly missed Target narrowly missed Target met or exceeded Risk Status Alert High risk Warning OK Unknown Long Term Trends Improving No change Declining Short Term Trends Improving No change Declining Page 150