DOCUMENT PACK (Agenda and Reports) (Bookmarked) ESC 17 September 2025
West Dunbartonshire Council · 17 September 2025
Back to Educational Services Committee — 17 September 2025 and its agenda
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Agenda Educational Services Committee Date: Wednesday, 17 September 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 Hazel Sorrell Councillor Fiona Hennebry Councillor Sophie Traynor Councillor Gurpreet Singh Johal Mrs Barbara Barnes Councillor David McBride Miss Faith Bhardwaj MSYP Councillor Michelle McGinty Ms Kirsty Connolly Councillor John Millar (Vice Chair) Mr Gavin Corrigan Provost Karen Murray Conaghan Miss Ellen McBride Councillor Lawrence O’Neill Ms Joanne McLaren Councillor Lauren Oxley Reverend Ian Miller Councillor Martin Rooney Ms Hannah Redford Councillor William Rooney Miss Rebecca Ross MSYP Councillor Gordon Scanlan Ms Julia Strang All other Councillors for information Chief Education Officer Date of Issue: 4 September 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, 17 SEPTEMBER 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 28 May 2025. 6 OPEN FORUM The following Open Forum question has been submitted:- (a) Question from Chloe-Louise Conroy I understand that the recent change to funded childcare — moving eligibility from the month after a child’s third birthday to the term after — brings the Council into line with Scottish Government guidance, and that it is partly intended to address the financial pressures the Council faces. However, this change has created a ‘birthday lottery’, where some children now receive significantly less pre-school education than others, and families must cover substantial extra costs. Given the well-documented benefits of early years education, how does the Council justify a policy that results in unequal access for children in our area in comparison to Glasgow city council or Argyll & Bute, and will you commit to reviewing it with a view to restoring a fairer system for all families? Page 3
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7 SENIOR PHASE UPDATE 13 – 28 Submit report by the Senior Education Officer – Policy, Performance and Resources providing a high-level update on the Senior Phase attainment of our young people in the 2024/25 session, and seeking agreement of a consultation on the introduction of a 33 period week in our secondary schools. 8 STRATEGY FOR EXCELLENCE AND EQUITY 29 – 84 Submit report by the Senior Education Officer – Raising Attainment/Improving Learning providing an update on progress with delivering improved outcomes for attainment and equity. 9 EARLY LEARNING AND CHILDCARE UPDATE 85 – 90 Submit report by the Senior Education Officer – Early Learning and Attainment informing of progress made to provide high quality Early Learning and Childcare in West Dunbartonshire Council. 10 SERVICES FOR CHILDREN, YOUNG PEOPLE AND 91 – 177 FAMILIES UPDATE REPORT Submit report by the Senior Education Officer – Services for Children and Young People informing of progress on supports to children, young people and families. 11 SUMMER HOLIDAY 2025 PROGRAMME EVALUATION 179 – 184 Submit report by the Senior Education Officer – Services for Children and Young People providing an update on the impact of plans to reduce holiday hunger and provide summer support to families across West Dunbartonshire Council during summer 2025. 12 EDUCATION DELIVERY PLAN 2024/25 – YEAR-END 185 – 196 PROGRESS Submit report by the Senior Education Officer – Policy, Performance and Resources setting out the year-end progress of the 2024/25 Education Delivery Plan. 13/ Page 4
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13 EDUCATIONAL SERVICES REVENUE BUDGETARY 197 – 211 CONTROL REPORT 2025/26 TO 30 JUNE 2025 (PERIOD 3) Submit report by the Chief Officer – Resources providing an update on the financial performance of the Educational Services revenue budget to 30 June 2025 (Period 3) and the forecast position at 31 March 2026. 14 EDUCATIONAL SERVICES CAPITAL BUDGETARY 213 – 217 CONTROL REPORT 2025/26 TO 30 JUNE 2025 (PERIOD 3) Submit report by the Chief Officer – Resources providing an update on the Educational Services capital programme to 31 January 2025 (Period 3). 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, 28 May 2025 at 10.05 a.m. Present: Provost Karen Murray Conaghan and Councillors Fiona Hennebry, Gurpreet Singh Johal, David McBride, Michelle McGinty, John Millar, Lauren Oxley, Martin Rooney, William Rooney, Gordon Scanlan, Clare Steel and Sophie Traynor, and Mr Gavin Corrigan, Miss Ellen McBride, Reverend Ian Miller, Ms Joanne McLaren and Ms Julia Strang. Attending: Peter Hessett, Chief Executive; Laura Mason, Chief Education Officer; Lawrence Slavin, Chief Officer – Resources; Alison Bowers, Senior Education Officer – Early Learning and Childcare; Andrew Brown, Senior Education Officer – Policy, Performance and Resources; Claire Cusick, Senior Education Officer – Services for Children and Young People; Julie McGrogan, Senior Education Officer – Raising Attainment/ Improving Learning; Michelle Lynn, 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 Lawrence O’Neill and Hazel Sorrell, and Mrs Barbara Barnes. 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. DECLARATION OF INTEREST Councillor Traynor declared an interest in the item ‘Increase Sustainable Rate Paid to Funded Early Learning and Childcare Providers’, having a relative who was employed in this capacity. 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 19 March 2025 were submitted and approved as a correct record. LOCAL NEGOTIATING COMMITTEE FOR TEACHERS The Minutes of Meeting of the Local Negotiating Committee for Teachers held on 18 March 2025 were submitted and all decisions contained therein were approved. OPEN FORUM The Committee noted that no open forum questions had been submitted by members of the public. DECLARATION OF INTEREST Having earlier declared an interest in the following item of business, Councillor Traynor left the meeting at this point. INCREASE SUSTAINABLE RATE PAID TO FUNDED EARLY LEARNING AND CHILDCARE PROVIDERS A report was submitted by the Chief Education Officer outlining a proposal to increase the hourly rate paid by West Dunbartonshire Council to contracted private providers for funded Early Learning and Childcare. After discussion and having heard the Senior Education Officer – Early Learning and Childcare in further explanation of the report and in answer to Members’ questions, the Committee agreed:- (1) to note the guidance for setting sustainable rates contained in the ‘Funding Follows the Child and the National Standard for Early Learning and Childcare Providers – Guidance for setting sustainable rates for the delivery of funded early learning and childcare (ELC) in 2025-26’, published in February 2025, which recommended a minimal increase of 3.75%; Page 8
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(2) to note: (i) the percentage uplift options outlined as an increase in the hourly rate paid to Early Learning and Childcare private providers, including childminders, for the provision of funded ELC; and (ii) that 3.75% was the minimum Age Current Rate; Age Current Rate 3.75% 4.00% 4.50% 5.00% 2-3 £6.42 £6.66 £6.68 £6.71 £6.74 3-5 £6.28 £6.52 £6.53 £6.56 £6.59 (3) to note the external factors influencing the sustainability of the hourly rates paid to contracted providers of funded ELC in West Dunbartonshire, including rising costs and to enable payment of the real Living Wage to those childcare workers delivering the funded entitlement; and (4) that the increase for 2025/26 should be 5%. Note: Councillor Traynor returned to the meeting at this point. PROCUREMENT OF VEHICLES FOR SCHOOL TRANSPORT A report was submitted by the Chief Education Officer:- (1) providing an update on plans to transport pupils with Additional Support Needs to and from school from the beginning of school session 2025/26; and (2) seeking approval to proceed with the procurement of six vehicles as part of the fleet to transport children to and from school. After discussion and having heard the Senior Education Officer – Policy, Performance and Resources in further explanation of the report and in answer to Members’ questions, the Committee agreed:- (1) to note the progress made securing arrangements for home to school transport for children with Additional Support Needs (ASN); (2) to authorise the Chief Officer – Regulatory and Regeneration to conclude, on behalf of the Council, a direct award via ‘The Procurement Partnership Limited’ (TPPL) framework ‘Bath and North East Somerset Council & TPPL’, to Ford Motor Company Limited, Lot 1 Vehicle Chassis with Ford nominating ‘Trust Ford’ as the supplying dealership; and (3) to note that the award shall be for the supply & delivery of six minibuses (17 seat), including a five year warranty at a value of £307,336.26, inclusive of VAT, delivered to Richmond Street Depot, Fleet and Waste Services, Richmond Street, Clydebank, G81 1RF in time for the commencement of the new school session in August 2025. Page 9
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EDUCATION DELIVERY PLAN 2025/26 A report was submitted by the Chief Education Officer setting out the Education Delivery Plan for 2026/26. Following discussion and having heard the Senior Education Officer – Policy, Performance and Resources, the Chief Education Officer and relevant officers in explanation of the report and in answer to Members’ questions, the Committee agreed to note the new Plan. NATIONAL THEMATIC INSPECTION REPORT A report was submitted by the Chief Education Officer presenting the West Dunbartonshire National Thematic Summarised Inspection Findings (March 2025), conducted by His Majesty’s Inspectors of Education (HMIE), along with the National Thematic Inspection Report (March 2025). After discussion and having heard the Senior Education Officer – Raising Attainment/ Improving Learning, the Chief Education Officer and relevant officers in further explanation of the report and in answer to Members’ questions, the Committee agreed:- (1) to note the very positive findings relating to West Dunbartonshire in the inspection reports; and (2) to note the stakeholder feedback, concerns and report conclusions in the national report. EARLY LEARNING AND CHILDCARE 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 of the report and in answer to Members’ questions, the Committee agreed to note the progress to deliver high quality Early Learning and Childcare. 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. Page 10
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After discussion and having heard the Senior Education Officer – Services for Children and Young People and the Asset Manager, in further explanation of the report and in answer to Members’ questions, the Committee agreed to note the progress on plans to continue developing and improving supports. VALEDICTORY LAURA MASON – CHIEF EDUCATION OFFICER Councillor Steel, Chair, informed the Committee that this would be the last meeting of the Educational Services Committee that Laura Mason, Chief Education Officer, would attend as she would soon be retiring from Council service. On behalf of the Committee, Councillor Steel thanked Ms Mason for her dedication and lasting impact on education, and wished her the very best in retirement. Members concurred with Councillor Steel’s remarks and also wished Ms Mason a happy retirement. In response, Ms Mason thanked the Committee for its kind words. The meeting closed at 11.30 a.m. Page 11
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WEST DUNBARTONSHIRE COUNCIL Report by the Senior Education Officer – Policy, Performance and Resources Educational Services Committee: 17 September 2025 ___________________________________________________________________ Subject: Senior Phase Update 1. Purpose 1.1 The purpose of this report is to provide a high level update on the Senior Phase attainment of our young people in the 2024/25 session, and to agree a consultation on the introduction of a 33 period week in our secondary schools. 2. Recommendations 2.1 It is recommended that Committee: a) Note the initial findings of SQA results analysis for session 2024/25; b) agree the launch of the consultation on the proposal to change the start and end times of the secondary school day to accommodate a 33 period week; c) agrees that the consultation period should run from Thursday 18th September 2025 until Friday 31st October 2025; and d) agrees that a report outlining the results of the consultation and making appropriate recommendations be presented to a meeting of the Educational Services Committee scheduled to be held on Wednesday 26th November 2025. 3. Background SQA Results Analysis 3.1 In August of each year, the Local Authority is provided with the results of our young people presented for qualifications through our establishments. It is therefore possible to provide a high level update on the attainment of our young people at this time, but it is not until Insight is updated in September that a full analysis is possible. Secondary School Timetables 3.2 Our schools presently operate an asymmetric week of 32 periods, having 7 periods on Monday and Tuesday, and 6 periods on Wednesday to Friday. Schools in Scotland are required to provide 27.5 hours of teaching time for ITEM 7 Page 13
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young people attending secondary school. Our existing asymmetric week provides this, but does not provide it in the most efficient way. 4. Main Issues SQA Qualifications 2024/25 4.1 How did our pupils do? Overall, we presented 2,182 candidates for 9,912 qualifications across National 2 – Advanced Higher. 83% of those presentations resulted in a passing grade. Level National 2 National 3 National 4 National 5 Higher Advanced Higher All Levels Number of presentations 9 274 1,746 4,679 2,950 254 9,912 Percent of those Passed 100% 100% 100% 80% 75% 77% 83% Figure 1 – Presentations at WDC level 4.2 How does this compare over time? We have been monitoring our performance since the introduction of the new National Qualifications in 2014. Overall: Advanced Higher has improved by 14.2 percentage points since the previous year; Higher has improved by 3 percentage points since the previous year; National 5 has improved by 2.6 percentage points since the previous year; and National 4 has improved by 13.1 percentage points since the previous year. 2022 2023 2024 2025 CHS 73% 74% 55% 75% DA 53% 86% 70% 73% OLSP 77% 75% 71% 77% SPTA 77% 66% 60% 80% VOLA 63% 54% 60% 74% WDC Average 72% 69% 63% 77% Advanced Higher Figure 2 – Performance at Advanced Higher 2022 2023 2024 2025 CHS 77% 80% 72% 81% DA 73% 78% 70% 72% OLSP 85% 85% 79% 81% SPTA 75% 76% 72% 72% VOLA 73% 70% 68% 72% WDC Average 77% 78% 72% 75% Higher Figure 3 – Performance at Higher Page 14
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2022 2023 2024 2025 CHS 78% 85% 82% 85% DA 79% 80% 80% 78% OLSP 88% 83% 85% 87% SPTA 81% 78% 70% 79% VOLA 73% 74% 78% 72% WDC Average 80% 80% 78% 80% National 5 Figure 4 – Performance at National 5 2022 2023 2024 2025 CHS 58% 100% 100% 100% DA 80% 100% 100% 100% OLSP 23% 99% 94% 100% SPTA 69% 71% 66% 100% VOLA 100% 100% 100% 100% WDC Average 66% 91% 87% 100% National 4 Figure 5 – Performance at National 4 4.3 How does this compare with national levels? At National 4 and 5 and Advanced Higher levels, West Dunbartonshire outperformed the national average. Higher is only slightly below the national average. One of our schools, Our Lady & St Patrick’s High School, has outperformed the national average at National 4, 5, Higher and Advanced Higher levels. Figure 6 - Grade A-C or ungraded “Pass” attainment rates for each National Qualification type Consultation 4.4 Local Authorities are required to provide 27.5 hours of teaching time for young people attending secondary school. Our existing asymmetric week provides this, but does not provide it in the most efficient way. Presently, young people spend 10 minutes each day in tutor time at the start of the day, but grouping these 10 minutes into a single period at the end of Wednesday would present greater options for timetabling across our schools. 4.5 To do this, we would need to alter the start time of each day – presently, school starts each day at 8:50am, but this consultation proposes that it would start at 9am each day. Page 15
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4.6 Presently in our asymmetric week schools have 7 periods on Monday and Tuesday, and 6 periods on Wednesday, Thursday and Friday. On Monday and Tuesday, school stops at 3:50pm, and on Wednesday, Thursday and Friday school stops at 3pm. This gives us a total of 32 periods in our present week. This consultation proposes that we would begin each day at 9am, and add an additional period 7 to Wednesday, meaning that school would stop at 3:50pm that day. This would give us a total of 33 periods in the week. Existing Model Day Start Time End Time Number of Periods Monday 08:50 15:50 7 Tuesday 08:50 15:50 7 Wednesday 08:50 15:00 6 Thursday 08:50 15:00 6 Friday 08:50 15:00 6 Proposed Model Day Start Time End Time Number of Periods Monday 09:00 15:50 7 Tuesday 09:00 15:50 7 Wednesday 09:00 15:50 7 Thursday 09:00 15:00 6 Friday 09:00 15:00 6 4.7 The schools affected by this proposal are: Clydebank High School Dumbarton Academy Our Lady & St. Patrick’s High School St. Peter the Apostle High School Vale of Leven Academy Our secondary school provision in Choices, Kilpatrick and Riverside does not follow the asymmetric school week. 4.8 Appendix 1 to this report provides more detail on the proposal, and the benefits we believe will be realised were the proposal to be adopted in our schools. 4.9 We intend to consult with the following groups: a) the Parent Councils of the schools listed in 4.7 above, b) the parents of the pupils of all schools listed in 4.7 above, c) the parents of any children expected by the education authority to attend any affected school within two years of the date of publication of the proposal paper, Page 16
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d) the pupils at any affected school (in so far as the education authority considers them to be of a suitable age and maturity), e) the staff (teaching and other) at any affected school, f) any trade union which appears to the education authority to be representative of the persons mentioned in sub-paragraph (e), g) any other education authority that the education authority considers relevant All these groups will be invited to respond to this consultation, as would the Archdiocese of Glasgow of the Catholic Church. Reponses can be made using the following online form: https://forms.gle/XqdRnpT94Rhd6tnx8 4.10 We plan for the consultation to run from Thursday 18th September 2025 until Friday 31st October 2025 inclusive. 4.11 As part of this consultation, we plan to hold public meetings to discuss the proposal. The public meetings for this proposal will be: 21st October 2025 – in person and online at 6pm in Vale of Leven Academy; 22nd October 2025 – in person and online at 6pm in Our Lady & St. Patrick’s High School 23rd October 2025 – in person and online at 6pm in Dumbarton Academy 28th October 2025 – in person and online at 6pm in Clydebank High School; and 29th October 2025 – in person and online at 6pm in St. Peter the Apostle High School. All of the public meetings will be available online: https://meet.google.com/cwz-kazc-quy These meeting will be publicised through the school channels. 4.12 Once the consultation period is complete, a report on the findings will be produced and brought to the meeting of the Educational Services Committee scheduled to be held on 26th November 2025. Should the outcome be favourable, this will provide time for the new timetable structure to be implemented for the start of the 2026/27 school year. 5. People Implications 5.1 There are no direct people implications resulting from the consultation. 6. Financial Implications 6.1 There are no associated costs with this report. Time to complete the activities noted in the consultation would be covered by central officers. Page 17
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7. Risk Analysis 7.1 Failure to conduct a consultation would mean the Council would not be well informed of the views of stakeholders when considering implementing change. 8. Equalities Impact Assessment (EIA) 8.1 An Equalities Impact Assessment has been undertaken for this proposal. 9. Consultation 9.1 This project has been the subject of extensive discussion by Secondary Head Teachers and Depute Head Teachers with a responsibility for timetabling. 9.2 Legal Services and the Section 95 Officer have been consulted on the content of this report. 9.3 As detailed in section 4.9 of this report and in appendix 1, consultation with all consultees will be conducted on the proposal in this report. 10. Strategic Assessment 10.1 Undertaking a consultation works towards all three of the Community Planning Partnership priorities of ‘empowered’, ‘sustainability’ and ‘wellbeing’ by ensuring that the views of local citizens are sought and incorporated into our plans, and that we work to promote the wellbeing of our children, young people and families. Andrew Brown Senior Education Officer – Policy, Performance and Resources Date: 22 August 2025 ___________________________________________________________________ Person to Contact: Andrew Brown Senior Education Officer Email: andrew.brown@west-dunbarton.gov.uk Appendices: Appendix 1: Proposal Paper, incorporating Educational Benefits Statement Background Papers: None Wards Affected: All wards Page 18
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THIS IS A CONSULTATIVE DOCUMENT PROPOSAL PAPER Proposal: The purpose of this consultation is to seek approval to implement a structure of 33 periods per week in all secondary schools in West Dunbartonshire Council for school session 2026/27 and beyond. Page 19
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1. PROPOSAL ___________________________________________________________________ 1.0 PROPOSAL 1.1 This proposal seeks approval for the implementation of a 33-period week across all secondary schools in West Dunbartonshire Council from August 2026. The proposed structure aligns with Curriculum for Excellence (CfE) aims, supports equity and attainment, increases curricular flexibility, and enables better alignment with national educational priorities such as reducing teacher contact time and promoting interdisciplinary learning. The proposed change is informed by successful implementation models across several Scottish local authorities, including Angus, Moray, Dundee, Stirling, and North Ayrshire. 1.2 Evidence from these authorities demonstrates educational, operational, and financial benefits. The proposal would not increase pupil contact hours but would restructure the school week to better utilise available time. The proposal is cost-neutral and may offer modest efficiency savings over time. The document outlines the educational rationale, financial implications, consultation processes, and key benefits of the proposed change. 2.0 BACKGROUND / LEGISLATIVE REQUIREMENT 2.1 Curriculum for Excellence (CfE) serves as Scotland's national curriculum framework, promoting a holistic approach to education that develops learners' knowledge, skills, and attributes across four capacities: successful learners, confident individuals, responsible citizens, and effective contributors. CfE emphasises the importance of a coherent curriculum from ages 3 to 18, encompassing the Broad General Education (BGE) and the Senior Phase. Recent reviews, including the OECD's assessment of CfE (2021) and the Independent Review of Qualifications and Assessment Report (Hayward Review 2023), have highlighted the need for curriculum reform to ensure equitable access to learning opportunities and to reduce teacher workload. Additionally, the Scottish Government remains committed to reducing teachers' maximum class contact time to 21 hours per week to alleviate workload pressures. 3.0 DETAILS OF PROPOSED OPTIONS 3.1 Introduction of a 33-Period Week Across All Secondary Schools Educational Structure: The school week will consist of 33 periods, each lasting 50 minutes Monday to Wednesday: 7 periods per day Thursday and Friday: 6 periods per day Page 20
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Educational Rationale Implementing a 33-period week will provide greater flexibility in curriculum delivery, allowing for a broader range of subjects and learning experiences, including greater flexibility for core subjects and electives while supporting CfE's aim of offering a Broad General Education and facilitates interdisciplinary learning. Educational Benefits: Enhanced curriculum breadth and depth. Improved opportunities for interdisciplinary learning. Better alignment with learners' interests and career aspirations. 38 extra teaching periods per year for each pupil than the current 32 period week Implementation Model: The school week would consist of 33 periods, each lasting 50 minutes. This structure allows for an A-symmetric week with Seven period days Monday – Wednesday and a six periods per day, Thursday and Friday. This would accommodate core subjects, electives, and interdisciplinary projects. Allowing schools an additional period per year group than the current model of 32 periods. See appendix A for a Model for the 33-period week. Financial Implications: Transitioning to a 33-period week should not require adjustments in staffing. However, with an additional teaching period this may require further investment in resourcing and materials based on what schools use this period for. There will be an impact on changes to school transport arrangements, but this is expected to be cost neutral. Nonetheless, it can lead to more efficient use of existing staff by optimising scheduling and reducing the need for supply staff. Authorities such as Falkirk, Dundee, and Angus have implemented similar models with no increase in recurring expenditure. 4.0 EDUCATIONAL BENEFITS STATEMENT Pupils 4.1 Implementing a 33-period week offers learners increased access to a broader curriculum, facilitating deeper engagement with subjects and promoting interdisciplinary learning. This aligns with Curriculum for Excellence’s (CfE) aim of providing a holistic education that develops the four capacities: successful learners, confident individuals, responsible citizens, and effective contributors. It would also allow for better progression pathways into the Senior Phase by giving schools an opportunity to offer greater support in the BGE utilising the additional period for employability skills, leadership courses or career pathway programmes. Page 21
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Parents, Carers and Local Community 4.2 A more flexible timetable allows schools to incorporate project-based and interdisciplinary learning, enhancing learners' real-world experiences and strengthening community links. Parents and carers can expect a curriculum that better prepares learners for diverse post-school pathways. Other users of the schools 4.3 There is the potential to use the additional period in the curriculum to provide opportunities to work with community groups and other partners to foster strong relationships and deepen learning. Effect on Staff and School Management Arrangements 4.4 There will be no implications for any teaching or support staff in any schools nor any impact on school management arrangements because of the proposed changes. Other pupils in the council area 4.5 There will be no impact on other pupils in the council area. Any other likely effects of the proposal (if implemented) 4.6 Enhanced collaboration among schools may lead to the development of innovative programmes and shared best practices, enriching the educational landscape. How we would intend to minimise or avoid any adverse effects that may arise from the proposal (if implemented) 4.7 Effective communication and joint planning among schools will be crucial to address logistical challenges and ensure a unified approach to implementation. The benefits, which we believe, would result from implementation of the proposal 4.9 We believe the following benefits will result: o Equitable access to diverse subject offerings. o Streamlined transitions between schools. o Strengthened inter-school collaboration. 5.0 DATE OF CHANGE Page 22
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5.1 If the proposal is agreed and implemented the changes will take effect in time for the 2026/27 school timetable. 6.0 CONSULTATION PROCESS 6.1 Views on the proposals are being sought from a range of interested parties including: Parents of learners, including those expected by the Council to attend secondary schools within two years of the date of publication of the proposal paper; Parent Council(s) of those affected schools(s); All staff (teaching and support) at the school, including relevant trade unions and professional associations; Other interested bodies such as community councils; and Consultation with such other Councils as it considers relevant Consultation Period 6.2 Following approval by the Education Committee, the consultation period will run from Thursday the 18th of September 2025 until midnight on Friday the 31ST of October 2025, which includes a period of 23 days where schools would be open, taking into account the September weekend and the October break. Public Meetings 6.4 A series of public meetings will be held to discuss the proposal. It is proposed that a public meeting will take place in each of our secondary schools. Officers of the Council will be present to discuss the proposal and there will be an opportunity for interested parties to hear more about the proposal and ask questions at the meeting. This meeting will also be available online, should interested parties wish to take part virtually. We appreciate, however, that there will be limited time at the meeting to discuss everything fully and not everyone is comfortable with speaking in a public meeting. To make sure all issues are covered, and everyone gets the opportunity to contribute to the discussion, we are happy to accept advance notice of specific questions or issues individuals would like to raise at the meeting. Advance questions will be accepted in writing only up to 2 days in advance of the meeting and can be submitted by email. Individuals should let us know how the proposal would affect them and their family whether they would like to be named at the meeting as asking the particular question submitted. The Formal Public Consultation Meeting will take place as follows: Date Venue Presentation and Question and Page 23
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Answer session – Time of Meeting. 21st October 2025 Vale of Leven Academy 6pm 22nd October 2025 Our Lady & St. Patrick’s High School 6pm 23rd October 2025 Dumbarton Academy 6pm 28th October 2025 Clydebank High School 6pm 29th October 2025 St. Peter the Apostle High School 6pm All dates join online at https://meet.google.com/cwz- kazc-quy 6pm Preparation of Consultation report 6.5 The Council will review the proposal having regard to any written representations that it has received, and any oral representations made by any person at the public meetings. Decision 6.6 It is anticipated that the Educational Services Committee will decide to approve or reject the final proposal at is meeting on 26TH November 2026. 7.0 Responding to the Proposal 7.1 Interested parties are invited to respond by making online, electronic or written submissions on the proposal or any alternative proposal, no later than midnight on Friday 31ST October 2025. For email or written submission, the standard response form (Appendix 1) should be used. Online – https://forms.gle/xDZuGDVqYvSA7w6S9 Email – educationstaffingteam@west-dunbarton.gov.uk In writing - Chief Education Officer Educational Services West Dunbartonshire Council 16 Church Street Dumbarton G82 1QL Queries: 01389 737391 - comments can be left via voicemail, which will be added to any other responses received. Page 24
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8.0 DATA PROTECTION 8.1 Those sending in a response, whether by letter or electronically should note that personal information i.e. name, address and contact details will not be made available publicly. Only staff involved in the management and administration of the consultation exercise and the Elected Members of the Council will be given access to that information. An anonymised summary of responses will be published as part of the report on the consultation. Page 25
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APPENDIX 1 Proposed implementation of 33 period week WRITTEN RESPONSE SUBMISSION FORM YOUR DETAILS: Please complete Full Name: Home Address: Email or Contact Number: YOUR INTEREST: please indicate below: Resident in West Dunbartonshire Parent / Carer Staff Member (WDC school or early years establishment) Child / Young Person Trade Union Other (specify) Proposal (please refer to the proposal paper for full details). It is proposed that the Council implement a 33-period week across all secondary schools in West Dunbartonshire Council from August 2026. Q1. Implementation of a 33 – Period week Do you agree with the proposal to implement a 33-period week across all secondary schools in West Dunbartonshire Council from August 2026? Yes No Comments: Data Protection and Freedom of Information We need your details for the purpose of collating responses to this consultation. The Council may check your details with other information held and may share these with other council services and Education Scotland. Consultation responses will be made publicly available on demand. Comments will not be attributed to individuals, and your personal details including name and address will not be shown on any consultation report. If you would prefer your comments not to be made public please ensure you have ticked the correct box below. Further information on how the Council handles your personal information can be found on our website. Please indicate whether you are happy for your comments to be made public. Yes No Page 26
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APPENDIX 2 33 Period Week: Exemplar times Period Start End Mon Tues Wed Thu Fri 1 9.00 9.50 1 1 1 1 1 2 9.50 10.40 2 2 2 2 2 Interval 10.40 10.55 INTERVAL 3 10.55 11.45 3 3 3 3 3 4 11.45 12.35 4 4 4 4 4 Lunch 12.35 1.20 LUNCH 5 1.20 2.10 5 5 5 5 5 6 2.10 3.00 6 6 6 6 6 7 3.00 3.50 7 7 7 Page 27
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Example of a 33-Period Week Curriculum Structure: S5/S6 PSE/RE/PE Maths English Option 1 Option 2 Option 3 3 Periods 6 Periods 6 Periods 6 Periods 6 Periods 6 Periods Example of a 33 Period week Curriculum Structure: S3/S4 PSE/RME/PE Maths Modern Languages English Science Social Subjects Technologies Expressive Arts H&WB 5 periods 5 periods 3 periods 5 periods 3 periods 3 periods 3 periods 3 periods 3 periods Example of a 33 period week Curriculum Structure: BGE (S1 & S2) PSE/RME/ PE Maths English Mod Langs Science Social Subjects Tech Business / ICT HE Art Music Computing 4 4 4 3 3 3 2 2 2 2 2 2 Page 28
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WEST DUNBARTONSHIRE COUNCIL Report by Senior Education Officer – Raising Attainment/Improving Learning Educational Services Committee: 17 September 2025 ___________________________________________________________________ Subject: Strategy for Excellence and Equity 1. Purpose 1.1 The purpose of this report is to provide an update on progress with delivering improved outcomes for attainment and equity. 1.2 This report is for noting. 2. Recommendations 2.1 The Educational Services Committee is asked to note: (a) the attainment and equity performance of West Dunbartonshire in the Broad General Education in academic session 2024/25; (b) annual progress towards the Stretch Aims set in 2023 for achievement by 2025/26; and (c) the Council’s annual report and improvement plan for Excellence and Equity 2025/26. 3. Background 3.1 This report presents Educational Servicesʼ analysis of West Dunbartonshireʼs Achievement of Curriculum for Excellence Levels (ACEL) in literacy and numeracy for academic session 2024/2025 at P1, P4, P7, and S3. It also includes baseline data for literacy and numeracy in Early Years.The full analysis is provided in Appendix 1. 3.2 Achievement of Curriculum for Excellence Levels (ACEL) is collected annually by the Scottish Government in June as part of the National Improvement Frameworkʼs reporting and monitoring programme. The national statistical report for session 2024/25 is expected in December 2025. Until ratified, the ACEL analysis in this report is provisional. A further update, incorporating national analysis, will be submitted to the Education Committee in March 2026. ITEM 8 Page 29
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3.3 An annual progress update on Stretch Aims is included at Appendix 2. In line with the March 2023 update to the Scottish Attainment Challenge, all local authorities were required to establish Stretch Aims through to 2025/26. West Dunbartonshire has set ambitious yet achievable targets, subject to oversight from national agencies. 3.4 It is notable that West Dunbartonshire is maintaining a positive year on year progress rate with attainment and equity outcomes. As reported to Committee in March 2025, the Council is outperforming national averages across several key measures. West Dunbartonshire’s continued progress in attainment and equity has been supported by Scottish Attainment Challenge (SAC) funding from 2015 to 2022 and, from 2022 onward, by the Strategic Equity Fund under a revised tapered model. 3.5 The analysis in this report highlights key strengths and areas for improvement in attainment across ELC, P1, P4, P7, and S3 in session 2024/2025. It includes: year-on-year performance comparisons - percentages of pupils achieving expected Curriculum for Excellence levels by June 2025; attainment gap performance through comparison of attainment across social indicators of multiple deprivation; year on year performance comparisons baseline data for literacy and numeracy in Early Years; and progress towards Stretch Aims set in 2023 to be achieved by 2025/26. 3.6 This performance data informs local planning and decision-making to improve outcomes and reduce inequalities for children and young people in West Dunbartonshire. The attached Strategy for Excellence and Equity Annual Progress Report and Plan (Appendix 3) outlines the Service Plan, which aligns with the National Improvement Framework, the Council’s strategic direction, and Strategic Equity Funding allocations. It reflects national and local priorities and incorporates stakeholder feedback. Annual reporting and planning are statutory requirements under the National Improvement Framework Guidance 3.7 Progress is monitored by the Chief Education Officer through the West Dunbartonshire Excellence and Equity Board and reported regularly to the Education Committee. This is supported by a structured programme of attainment reviews under the West Dunbartonshire Improvement Framework, encompassing both Broad General Education and Senior Phase. External scrutiny is provided by Education Scotland, with progress and performance reports submitted to national agencies by the designated Attainment Advisor for West Dunbartonshire. Page 30
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3.8 In June 2025, the Scottish Government passed the Education Reform Bill, which sets out the formal separation of His Majesty’s Inspectorate of Education in Scotland (HMIE) from Education Scotland. Under the new framework, the Chief Inspector will be responsible for: Inspecting educational establishments and education services. Publishing inspection plans and reports. Producing an annual report, including a system-level review of Scottish education performance. Advising Scottish Ministers when a school or education authority fails to make required improvements. Where necessary, Scottish Ministers may issue enforcement directions if insufficient progress is identified. The Bill also confers authority on Ministers to mandate improvement actions. 4. Main Issues 4.1 The authority has sustained strong performance across Broad General Education, with consistent year-on-year improvement delivered by robust improvement planning, effective leadership, a well-resourced workforce, a personalised and high-quality curriculum offer, and a blend of universal and targeted support for children and young people. The plan outlined in Appendix 3 sets out the scope and ambition of the service’s work to advance excellence and equity. It is underpinned by Scottish Government funding, which provides targeted additionality to help local authorities support children living in poverty. . 4.2 Attainment Analysis for ELC, P1, P4, P7, and S3 (session 2024/2025) Sections 4.3 to 4.6 detail areas of strength and areas for improvement in session 2025/26.Tables 1–4 summarise attainment and equity performance indicators across Early Years, Primary, and Secondary Broad General Education in session 2024/25. 4.3 Table 1: Year-on-Year Performance Comparison Percentage of pupils in primary achieving expected Curriculum for Excellence levels by June 2025 Strengths Area for Development Literacy attainment remained stable at 72%. Numeracy attainment remained stable at 79%. P7 attainment increased by 1% Slight decline in attainment at P1 and P4 (by 1–2%) in reading, writing, and numeracy Page 31
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4.4 Table 2: Year-on-Year Performance Comparison Percentage of secondary pupils in the Broad General Education achieving expected Curriculum for Excellence levels by June 2025 Strengths Area for Development Numeracy attainment at S3 increased by 5%, reaching 90% Literacy attainment at S3 decreased by 4%, falling to 88% 4.5 Table 3: Attainment Gap Performance Percentage of pupils in primary and secondary achieving expected Curriculum for Excellence levels in Quintile 1 compared to pupils residing in Quintile5: Strengths Area for Development Primary: Literacy and numeracy gaps between Quintile 1 and Quintile 5 decreased by 1 percentage point (pp). Secondary: Overall attainment gap decreased by 2pp Secondary: Literacy Gap increased by 10pp, now at 11pp between Quintile 1 and Quintile 5. 4.6 Table 4: Year-on-Year Performance Comparison Early Years’ Baseline Percentage of pupils achieving expected Baseline measures literacy and numeracy Strengths Area for Development Literacy attainment (concepts of print) increased by 4% (from 56% to 60%). Numeracy attainment (number processes) increased by 5% (from 34% to 39%). P1 literacy increased by 2% (from 72% to 74%). P1 numeracy decreased slightly by 1% (from 84% to 83%) 4.7 The authority remains on track to meet or exceed most Stretch Aims for 2025/26, as outlined in Appendix 3. Notably, the Stretch Aim for attendance in session 2024/25 has been achieved, reflecting the success of a robust and well-implemented improvement strategy. 5. People Implications 5.1 As reported to Council in June 2022 the Scottish Attainment Challenge funding enabled the provision of additional temporary (seconded) funded posts within the education service, partner council services and external providers. The annual (tapered) decrease in funding by 2026 will reduce the number of staff available to deliver in these areas with the seconded staff returning to their substantive posts, and any backfill element will cease. Page 32
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5.2 The tapered decrease in funding by 2026 will reduce the number of Strategic Equity Funded posts: 2021/22 - 41.5 funded posts 2022/23 – 39.0 funded posts 2023/24 – 35.0 funded posts 2024/25 – 28.0 funded posts 2025/26 – 24.07 funded posts 5.3 In June 2025, the Committee was informed of findings from the national thematic inspection of local authorities (March 2025), which highlighted stakeholder concerns about the impact of reduced teacher and support staff numbers on schools' ability to meet the needs of children and young people. This challenge is particularly pressing given the increasing number of children with Additional Support Needs. Furthermore, as the Council experiences higher-than-average poverty levels, any reduction in personnel places additional strain on support services for children and families. Inspectors emphasised the importance of retaining skilled personnel and maintaining strong in-person engagement with schools. Continued investment in officers and peer colleagues to support improvement visits and direct school support remains essential to sustaining progress and ensuring equity. Page 33
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6. Financial and Procurement Implications 6.1 The Education Committee will be aware that funding from the Scottish Government underpins the Strategy for Excellence and Equity. Following the announcement of a tapered reduction in Strategic Equity Funding in 2022, West Dunbartonshire has experienced a decrease in annual income. This reduction has directly impacted the service’s capacity to deliver key strategic priorities aligned with excellence and equity 6.2 Since its inception in 2015/16 to March 2024 the Council received £15,834,008 in funding. Please note that in financial year 2025/26 the funding available to West Dunbartonshire will have reduced by over 50% compared to 2021/22.Table 6 provides the detail of the annual reduction in funding up to 2026: Table 6: 2021/22 2022/23 2023/24 2024/25 2025/26 £2,043,815 Reduction of £298,018 (-15%) £1,745,797 Reduction of £298,018 (-17%) £1,447,779 Reduction of £298,018 (-21%) £1,149,761 Reduction of £298,018 (-26%) £851,743 6.3 While the Scottish Government has committed to continuing Strategic Equity Funding into the first year of the new parliamentary term, the specific allocation for West Dunbartonshire has not yet been confirmed, creating uncertainty around future planning and service delivery capacity 7. Risk Analysis 7.1 Current budget constraints and the reduced funding model could impact negatively on sustained improvement in future academic sessions. However, we will continue to monitor this closely to inform future planning. 8. Equalities Impact Assessment 8.1 A full Equality Impact Assessment was submitted to Committee in March 2022 and identified that the decrease in funding will reduce capacity. Scope exists to mitigate impact with the development of the Strategy for Excellence and Equity 2023-2027. 9. Consultation a. Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. Page 34
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10. Strategic Assessment 10.1 This report reflects the Council’s overarching priority to support our communities to thrive. Julie McGrogan Senior Education Officer ___________________________________________________________________ Person to Contact: Julie McGrogan, Senior Education Officer, Department of Education, Learning and Attainment, Council Offices, 16 Church Street, Dumbarton, G82 1QL Telephone No: 01389 737316 Email: julie.mcgrogan@west-dunbarton.gov.uk Appendix: 1. Literacy & Numeracy Benchmark Report 2024/25 2. Stretch Aims Progress Report June 2025 3. Strategy for Excellence and Equity Report and Plan 2024-2026 Background Papers: Equality Impact Assessment – March 2022 Wards Affected: All wards Page 35
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1 Attainment Report June 2025 ( draft data to be ratified by Scottish Government) Literacy and Numeracy baseline at pre-school and P1 In 2024/2025 the percentage of children in our Early Learning and Childcare Centres achieving the benchmark score increased for literacy (concepts of print) and numeracy (number and number processes) compared to previous years (Table 1): Table 1 shows that literacy attainment increased by 4 % from 56 % to 60 % in 2024/2025; and numeracy attainment increased by 5 % from 34 % to 39 % in 2024/2025. Numeracy attainment is currently at its highest level. Table 1: % achieving benchmark Literacy Numeracy Year Establishment Concepts of print Number and Number Processes 2017 WDC ELC 52 19 2018 WDC ELC 53 19 2019 WDC ELC 53 22 2021 WDC ELC 45 20 2022 WDC ELC 62 30 2023 WDC ELC 59 32 2024 WDC ELC 56 34 2025 WDC ELC 60 39 Appendix 1 Page 37
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2 Year Percentage (%) 52 19 53 19 53 22 45 20 62 30 59 32 56 34 60 39 2017 2018 2019 2021 2022 2023 2024 2025 100 90 80 70 60 50 40 30 20 10 0 Change in attainment in literacy and numeracy in early years establishments. Literacy Numeracy The results in Table 2 compare attainment in the West Dunbartonshire Baseline Assessments at Primary 1 in 2024/2025 to previous sessions. Compared to the previous session there is an increase in the percentage of children in Primary 1 achieving the benchmark score in literacy (phoneme blending); and a decrease in the percentage of children in Primary 1 achieving the benchmark score in numeracy (number and number processes) in session 2024/2025: Literacy increased by 2 % from 72 % to 74 % in 2024/2025 Numeracy decreased by 1 % from 84 % to 83 % in 2024/2025 Table 2: % achieving benchmark Literacy Numeracy Year Establishment Phoneme blending Number and Number Processes 2017 WDC P1 79 85 2018 WDC P1 80 82 2019 WDC P1 79 84 2021 WDC P1 75 77 2022 WDC P1 73 80 2023 WDC P1 76 81 2024 WDC P1 72 84 2025 WDC P1 74 83 Page 38
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3 The percentage of children in Primary 1 achieving the benchmark score in literacy is not at the same level as pre 2020 but remains high, however the percentage of children in Primary 1 achieving the benchmark score in numeracy has reached pre pandemic levels. Year Percentage (%) 79 85 80 82 79 84 75 77 73 80 76 81 72 84 74 83 2017 2018 2019 2021 2022 2023 2024 2025 100 90 80 70 60 50 40 30 20 10 0 Change in attainment in literacy and numeracy in P1 in primary establishments. Literacy Numeracy Page 39
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4 ACEL primary The percentage of primary pupils achieving the level for their age and stage remained stable for literacy and numeracy in 2024/2025 compared to the previous session (Table 3). The increase in attainment since 2016/2017 across primary has increased by 6.9 % for numeracy and 8.1 % for literacy by 2024/2025. Attainment in primary schools declined slightly (by 1-2 %) at P1 and P4 and organisers (reading, writing and numeracy) in session 2024/2025, however P7 attainment increased for all components. The increase in attainment since 2016/2017 across primary has increased by 5.0 % for reading, 8.4 % for writing and 6.9 % for numeracy by 2024/2025. literacy attainment remained at 72 % in 2024/2025; numeracy attainment remained at 79 % in 2024/2025; attainment increased at P7, with a 0.5-1 % increase in all components in 2024/2025. The West Dunbartonshire attainment performance for primary in 2024/2025 in reading, writing, and numeracy has steadily increased since 2016/2017 with the exception of 2021 due to the pandemic (Table 4). Table 3: P1, P4, P7 combined Component Literacy Numeracy Increase 8 7 WDC 2017 64 72 WDC 2018 67 74 WDC 2019 68 76 WDC 2021 62 72 WDC 2022 71 78 WDC 2023 73 80 WDC 2024 72 79 WDC 2025* 72 79 * unpublished data - analysis undertaken at WDC. Page 40
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5 Year Percentage (%) 64 72 67 74 68 76 62 72 71 78 73 80 72 79 72 79 2017 2018 2019 2021 2022 2023 2024 2025 100 90 80 70 60 50 40 30 20 10 0 Change in ACEL attainment in primary establishments. Literacy Numeracy Note: 2025 data is unpublished data - analysis undertaken at WDC. Table 4: P1, P4, P7 combined Component Listening and Talking Reading Writing Numeracy Increase 4.7 5.0 8.4 6.9 WDC 2017 81 74 66 72 WDC 2018 85 76 70 74 WDC 2019 86 77 72 76 WDC 2021 82 72 65 72 WDC 2022 84 79 74 78 WDC 2023 86 80 76 80 WDC 2024 86 80 75 79 WDC 2025* 86 79 74 79 * unpublished data - analysis undertaken at WDC. Page 41
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6 Year Percentage (%) 74 66 72 76 7074 77 7276 72 65 72 797478 807680 807579 797479 2017 2018 2019 2021 2022 2023 2024 2025 100 90 80 70 60 50 40 30 20 10 0 Change in ACEL attainment in primary establishments. Reading Writing Numeracy Note: 2025 data is unpublished data - analysis undertaken at WDC. Page 42
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7 ACEL primary: attainment gap In session 2024/2025 the attainment gap decreased slightly for literacy and numeracy between children in our most deprived areas Quintile 1 and children in our least deprived areas Quintile 4 (Table 5): The attainment gap decreased across primary for literacy and numeracy by 3 pp. Table 5 Attainment gap Quintile 1 - Quintile 4* Stage Component 2018 2019 2021 2022 2023 2024 2025** P1, P4, P7 comb Literacy 13 18 21 15 14 17 14 P1, P4, P7 comb Numeracy 15 14 19 15 13 15 12 * pp = percentage points, i.e. the number of percentages points (pp) difference between Quintile 1 and Quintile 4 ** unpublished data - analysis undertaken at WDC. Year Percentage points (%) 2018 2019 2021 2022 2023 2024 2025 35 30 25 20 15 10 5 0 Change in ACEL attainment gap (Q1 v Q4) in primary establishments. Literacy Numeracy Note: 2025 data is unpublished data - analysis undertaken at WDC. Page 43
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8 ACEL secondary Percentage of secondary pupils at S3 achieving Curriculum for Excellence Levels increased for numeracy (reading and writing) but decreased for literacy organisers from in 2024/2025 compared to the previous session (Table 6): Literacy declined by 4 % to 88 % for secondary. Numeracy increased by 5 % to 90 % for secondary. Table 6: S3 Component Literacy Numeracy Increase 3.1 0.8 WDC 2017 89 84 WDC 2018 81 83 WDC 2019 83 90 WDC 2021 WDC 2022 82 88 WDC 2023 87 88 WDC 2024 92 85 WDC 2025* 88 90 * unpublished data - analysis undertaken at WDC. Year Percentage (%) 89 84 81 83 83 90 82 88 87 88 92 85 88 90 2017 2018 2019 2021 2022 2023 2024 2025 100 80 60 40 20 0 Change in ACEL attainment in secondary establishments. Literacy Numeracy Note: 2025 data is unpublished data - analysis undertaken at WDC. Page 44
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9 Table 7: S3 Third + Component Listening and Talking Reading Writing Numeracy Increase -0.6 2.1 0.9 0.8 WDC 2017 95 91 91 84 WDC 2018 92 89 87 83 WDC 2019 94 88 87 90 WDC 2021 WDC 2022 89 87 85 88 WDC 2023 90 88 87 88 WDC 2024 94 94 92 85 WDC 2025* 93 91 90 90 * unpublished data - analysis undertaken at WDC Year Percentage (%) 9191 84 898783 888790 878588 888788 9492 85 919090 2017 2018 2019 2021 2022 2023 2024 2025 100 90 80 70 60 50 40 30 20 10 0 Change in ACEL attainment in secondary establishments. Reading Writing Numeracy Note: 2025 data is unpublished data - analysis undertaken at WDC. Page 45
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10 ACEL secondary: attainment gap The attainment gap increased between young people in our most deprived areas Quintile 1 and young people in our least deprived areas Quintile 4 in session 2024/2025 for literacy, but remained stable for numeracy (Table 8): The attainment gap increased across secondary for literacy by 10 pp to 11 pp and remained stable for numeracy at 9 pp. Table 8: Attainment gap Quintile 1 - Quintile 4* Stage Component 2018 2019 2021 2022 2023 2024 2025** S3 (Third +) Literacy 23 14 15 11 1 11 S3 (Third +) Numeracy 18 13 5 15 9 9 * pp = percentage points, i.e. the number of percentages points (pp) difference between Quintile 1 and Quintile 4 ** unpublished data - analysis undertaken at WDC. Page 46
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EDUCATIONAL SERVICES Stretch Aims Report 2024/25 & Improvement Plan 2025-2026 WEST DUNBARTONSHIRE COUNCIL Appendix 2 Page 47
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West Dunbartonshire Council Core Stretch Aims The tables included in this report compare attainment and achievement for children and young people living in our most deprived and least deprived areas. The 2024/25 row in each table details the target range for attainment set in 2022/23. The 2025/26 Stretch Aim row in each table details the target set in 2022/23 to be achieved by the Local Authority by 2024/25. The end column in each table sets a target to narrow the poverty related attainment gap. The Scottish Government calculates the attainment gap by measuring the difference in educational outcomes between the most and least deprived areas, using the Scottish Index of Multiple Deprivation (SIMD) to define these groups. The gap is determined by comparing the proportion of pupils in the most deprived 20% of areas achieving a certain standard (like a pass grade or a specific Achievement of Curriculum for Excellence Levels (ACEL) to the proportion in the least deprived 20% of areas. (a) ACEL – Non rounded values ACEL Literacy P1, P4 and P7 Combined Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2020-21 62% 57% 74% 18% Published 2021-22 71% 67% 85% 19% Published 2022-23 73% 68% 79% 12% Published 2023-24 72% 68% 81% 13% WDC analysis 2024-25 WDC * 72% 68% 80% 12% 2024-25 72-76% 68-72% 81-85% 13-17% 2025-26 Stretch Aim 76% 72% 85% 13% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for literacy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for P1, P4, P7 combined for all children and for children in our most deprived quintile (Q1). The poverty related attainment gap has decreased from the published data in December 2024. ACEL Numeracy P1, P4 and P7 Combined Page 48
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Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2020-21 72% 65% 82% 17% Published 2021-22 78% 74% 91% 18% Published 2022-23 80% 76% 90% 14% Published 2023-24 79% 75% 87% 12% WDC analysis 2024-25 WDC * 79% 76% 87% 11% 2024-25 77-81% 75-80% 86-90% 11-15% 2025-26 Stretch Aim 81% 80% 91% 11% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for numeracy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for P1, P4, P7 combined for all children and for children in our most deprived quintile (Q1) and our least deprived quintile (Q5). The poverty related attainment gap has continued to decrease from the published data in December 2024. (b) SCQF Level 5 - SQA Nationals 1 or more at SCQF Level 5 Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2020-21 85.9% 78.0% 97.1% 19.1% Published 2021-22 84.1% 77.8% 98.1% 20.3% Published 2022-23 81.5% 75.1% 90.8% 15.7% Published 2023-24 85.5% 78.4% 96.4% 18.0% 2023-24 86.4% 79.2% 98.1% 18.9% 2024-25 * 86.6% 79.4% 98.3% 18.9% 2025-26 Stretch Aim 86.8% 79.7% 98.5% 18.8% * Data not available until Insight February update, so stretch aim figures used. Progress Update 2024-2025 According to WDC analysis for SQA nationals SCQF Level 5 for 2023-24, West Dunbartonshire has not achieved the Stretch Aim for all children and for young people in our most deprived quintile (Q1) and our least deprived quintile (Q5). (c) SCQF Level 6 - SQA Nationals 1 or more at SCQF Level 6 Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2020-21 62.2% 85.3% 36.4% Published 2021-22 59.4% 71.2% 21.2% Published 2022-23 52.6% 41.9% 80.0% 38.1% 48.9% 50.0% Page 49
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Published 2023-24 56.4% 47.3% 75.0% 27.7% 2023-24 62.8% 51.1% 87.3% 36.2% 2024-25 * 62.9% 51.3% 87.4% 36.1% 2025-26 Stretch Aim 63.0% 51.4% 87.4% 36.0% * Data not available until Insight February update, so stretch aim figures used. Progress Update 2024-2025 According to WDC analysis for SQA nationals SQA Level 6 for 2023-24, West Dunbartonshire has not achieved the Stretch Aim for all young people and for young people in our most deprived quintile (Q1) and our least deprived quintile (Q5). (d) Participation measure Participation Measure Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2020-21 90.8% 86.9% 95.5% 8.6% Published 2021-22 90.1% 86.1% 95.7% 9.6% Published 2022-23 93.0% 90.4% n/a% n/a% 2023-24 * 90.7% 89.8% 97.3% 9.5% 2023-24 91.1% 87.0% 95.7% 8.7% 2024-25 91.6% 87.3% 95.8% 8.5% 2025-26 Stretch Aim 92.0% 87.5% 95.8% 8.3% *SDS Publication for 2022 / SDS annual participation measures for 2024 are not published until 27 August 2024 Progress Update 2024-2025 According to WDC analysis for Participation Measure for 2023-24, West Dunbartonshire has not achieved the Stretch Aim for all young people but has achieved the Stretch Aim for young people in our most deprived quintile (Q1) and our least deprived quintile (Q5). (e) Health and Wellbeing – Attendance Attendance Overall levels SIMD Q1 SIMD Q5 Gap (Q1 v Q5)(pp) 2020-21 94.3% 96.9% 4.0% Published 2021-22* 91.3% 94.4% 4.8% 92.9% 89.6% Page 5
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2022-23 91.3% 89.8% 94.4% 4.6 % 2023-24 89.0% 87.0% 93.3% 6.3% 2024-25 Actual 90.4% 88.9% 93.9% 5.0% 2024-25 90-94% 88-92% 91-95% 3-7% 2025-26 Stretch Aim 94% 92% 95% 3% *Scottish Government Attendance and Absence Publication for 2021/22 Progress Update 2024-2025 According to WDC analysis for attendance, in June 2025 West Dunbartonshire has achieved the Stretch Aim for attendance for all children and young people and for children and young people in our most deprived quintile (Q1) and our least deprived quintile (Q5). PLUS Stretch Aims Early Level Baseline attainment (pre-school) Early Level Literacy - Concepts of Print Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) 2020-21 45% 40% 38% 43% 3% 2021-22 62% 52% 71% 82% 30% 2022-23 59% 56% 64% 70% 14% 2023-24 56% 55% 63% 52% -3% 2024-25 Actual 60% 55% 69% 61% 6% 2024-25 64-68% 59-63% - 78-82% 19-23% 2025-26 Stretch Aim 69% 66% 73% 84% 20% Progress Update 2024-2025 According to WDC analysis for Early Level baseline in literacy in 2024-25, West Dunbartonshire has not achieved the Stretch Aim for all children, for children in our most deprived quintile (Q1) and our least deprived quintile (Q5). Early Level Numeracy - Number and Number processes Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) 2020-21 20% 22% 15% 14% -8% 2021-22 30% 26% 48% 44% 18% 2022-23 32% 27% 41% 37% 10% Page 51
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2023-24 34% 31% 37% 27% -4% 2024-25 Actual 39% 33% 50% 47% 14% 2024-25 32-36% 29-33% - 41-45% 12-16% 2025-26 Stretch Aim 36% 33% 49% 46% 13% Progress Update 2024-2025 According to WDC analysis for Early Level baseline in numeracy in 2024-25, West Dunbartonshire has exceeded the Stretch Aim for all children and for children in our least deprived quintile (Q5), while achieving the Stretch Aim for children in our most deprived quintile (Q1). ACEL levels – secondary – 3rd Level+ ACEL Secondary Literacy - S3 - 3rd level+ Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2018-19 83% 79% 93% 81% 2% Published 2021-22 82% 77% 92% 92% 15% Published 2022-23 87% 82% 92% 100% 18% Published 2023-24 92% 92% 92% 93% 1% WDC analysis 2024-25 * 88% 87% 99% 100% 13% 2024-25 86-90% 84-88% - 96-100% 12-16% 2025-26 Stretch Aim 88% 83% - 94% 11% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for literacy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for S3 for all young people and for young people in our most deprived quintile (Q1) and least deprived quintile (Q5). ACEL Secondary Numeracy - S3 - 3rd level+ Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2018-19 90% 85% 98% 87% 2% Published 2021-22 88% 86% 91% 97% 11% Published 2022-23 88% 83% 97% 100% 17% Published 2023-24 85% 82% 90% 93% 11% WDC analysis 2024-25 * 90% 89% 99% 97% 8% Page 52
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2024-25 88-92% 86-90% - 96-100% 10-14% 2025-26 Stretch Aim 90% 88% - 97% 9% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for numeracy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for S3 for all young people and for young people in our most deprived quintile (Q1) and least deprived quintile (Q5). ACEL levels – secondary – 4th Level ACEL Secondary Literacy - S3 - 4th level Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2018-19 40% 33% 47% 42% 9% Published 2021-22 44% 38% 52% 54% 16% Published 2022-23 55% 50% 54% 78% 28% Published 2023-24 61% 59% 63% 71% 12% WDC analysis 2024-25 * 58% 54% 68% 86% 32% 2024-25 53-57% 46-50% - 71-75% 25-29% 2025-26 Stretch Aim 52% 49% - 70% 21% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for literacy at fourth level, in June 2025 West Dunbartonshire has exceeded the Stretch Aim for S3 for all young people and for young people in our most deprived quintile (Q1) and least deprived quintile (Q5). ACEL Secondary Numeracy - S3 - 4th level Overall levels SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5)(pp) Published 2018-19 61% 49% 78% 77% 28% Published 2021-22 50% 45% 59% 49% 4% Published 2022-23 58% 46% 77% 80% 34% Published 2023-24 58% 57% 63% 74% 17% Page 53
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WDC analysis 2024-25 * 62% 56% 77% 83% 26% 2024-25 64-68% 57-61% - 82-86% 25-29% 2025-26 Stretch Aim 62% 59% - 81% 22% *Local analysis only. Data not been ratified by Scottish Government Progress Update 2024-2025 According to WDC analysis for ACEL for numeracy at fourth level, in June 2025 West Dunbartonshire has not reached the Stretch Aim for S3 for all young people and for young people in our most deprived quintile (Q1), but has reached the Stretch Aim for young people in our least deprived quintile (Q5). Cost of the School Day – Family Hub Referrals and Families Engaged in Family Hubs # Referred # Engaged % Engaged Current level (20-21) 234 183 78 Current level (21-22) 163 128 79 Current level (22-23) - - 80 2023-24 - - 81 2024-25 - - 82 2025-26 Stretch Aim - - 83 Progress Update 2024-2025 Achieved Page 54
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West Dunbartonshire Council Improvement Plan 2024/2025 ACEL levels – Non rounded values Literacy ACEL levels – Non rounded values Numeracy Improvement Actions 2024/25 Review Quality of Literacy Curriculum: Review quality of literacy curriculum in specified schools ELC Monitor the quality of learning experiences (reading, writing, phonics) Area of Focused Attention Visits: Conduct focused visits in target schools / ELC, specific classes, or stages. Observe teaching practices, focus on cohesive a progressive literacy experiences. Moderation of Writing Levels: Engage in moderation processes in Local Learning Communities. Collaborate with teachers / early years staff / to ensure consistent assessment practices. Strengthen the professional knowledge related to writing assessment and progression at transition early years to primary Curriculum Balance Audit: Evaluate the balance of curriculum components in schools / ELC where Quintle1 performance is plateauing or declining. Identify areas that need adjustment or enhancement. Enhanced Improvement Programme: Implement an enhanced improvement programme in targeted schools/ELC. Improvement Actions 2024/25 Quality of Provision: Monitor the quality of learning experiences, ensuring a balance between concrete, pictorial, and abstract approaches. Emphasize hands-on activities, visual representations, and conceptual understanding. Family Learning Sessions: Deliver family numeracy sessions based on the revised programme. Share resources and strategies through workshops or online platforms. Communication Strategy: Use social media platforms to share information about the revised numeracy program. Include links to family learning materials available on Campus@WDC. Staff Skill and Knowledge: Provide professional development for staff with a focus on planning and delivering effective learning experiences: o Develop number sense. o Explore the structure of numbers. o Apply mental number strategies. o Regularly assess numeracy gaps to inform planning. Allocating Time:Page 55
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Continuously assess progress and adjust strategies as needed. Professional Learning Opportunities: Implement “Come Read with Me at WDC”: Promote effective reading strategies. “Word Aware” and “Rhyme Aware”: Enhance vocabulary and phonological awareness. Refreshed Early Level Literacy Programme: Implement new early level the literacy programme. Evaluate with schools/ ELC provision for literacy culture. Evaluate impact of Word Aware, Rhyme Aware Allocate protected collegiate time for maths and numeracy professional development across all schools and early learning centres. Create a shared quality assurance calendar to monitor progress. Targeted Approaches: Conduct Area of Focused Attention Visits in specific schools, classes, or stages. Implement an Enhanced Improvement Programme in targeted schools * Secondary BGE / SCQF Level 5/6 SQA Nationals Participation Number Improvement Actions 2024/25 Implement Strengthened Attainment Review Programme ( Secondaries) Conduct robust data analysis and action planning (local authority performance / school performance / subject performance) key areas of focus : attainment performance over time average total tarfiff attainment versus deprivation attainment performance compared to national levels high and medium risk areas: performance A-C passes presentation numbers numbers of initial entries / numbers of withdrawals Implement scrutiny programme to evaluate quality: course progression BGE / Senior Phase; leadership capacity: departmental in the areas of curriculum; learning, teaching , assessment; support and challenge for staff assessment strategy and management local authority regular monitoring report submitted to Education Excellence and Equity Board Produce WDC Policy Expectations re data use, management and action planning for improvement ( BGE / Senior Phase) Implement Year 2 of Collective Leadership Programme Curriculum Leaders - produce change plans for leadership and pedagogy. Implement learning imperative survey toolkit . Improvement Actions 2024/25 Conduct robust analysis of Senior Phase participation measures. Monitoring and evaluating progress against our stretch aims; Establish Project Search (DFN) within the Authority to support young people with ASN gain employment; Further strengthen the Career information, advice and guidance offered by SDS in school; Implement Workit (Gateway shared service) work placement for Senior Phase pupils to enhance work experience offer; Engage with local employers to enhance work experience offer; Continue to support the most vulnerable in achieving a positive sustained destination through enhanced support and training through Inspire programme; Address barriers to participation and support young people access advice and guidance at college to reduce dropout rates; Page 56
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Implement use of REFRESH characteristics to support coaching and mentoring within teams. Develop the use of KANBAN and or similar tools to manage workflow. Implement an enhanced improvement programme in selected schools. Implement learning programme cohort 1 : Outstanding Teaching Intervention (OTI). Conduct targeted visits using the collaborative school improvement partnership approach. Create a school alumni programme for each secondary school to improve advice and support to young people as they prepare to leave school; Further enhance professional learning for pastoral care staff to support young people as they plan for their post school destination; Continue to expand our school - college offer to enhance opportunities for young people to be prepared for employment and post school training; Increase awareness of career opportunities through our DYW officers. Health and Wellbeing - Attendance Cost of the School Day – Family Hub Improvement Actions 2024/25 Implement consistent and thorough attendance monitoring across all schools Produce regular monitoring reports submitted to the Chief Education Officer and Senior Leadership Team Conduct SWOT Analysis for all schools Review numbers of children and young people on part-time timetables Evaluate and update part-time timetable guidance and monitoring procedures Revise the authority’s action plan based on recent performance trends. Collaborate with school leaders to assess progress toward improvement targets Monitor quality of individual establishment management of improvement; and plans to support children and families Support individual schools procedures for action planning based on SWOT analysis findings.” Improvement Actions 2024/25 Monitor impact of provision on attainment, attendance and wellbeing Review options for sustainability of programme from 2026. Reduce number of staff supporting outreach work with young people ( secondary); and review how workstreams delivered to support families can be sustained once funding ends. Page 57
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Update Service Attendance Monitoring and Support Systems: Quality Assure School-Level Planning and Use of Pupil Equity Fund to Support Improvement: Page 58
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EDUCATIONAL SERVICES DELIVERING EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & IMPROVEMENT PLAN 2025 WEST DUNBARTONSHIRE COUNCIL Appendix 3 Page 59
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VISION & CONTEXT FRAMEWORK & OUTCOMES IMPROVEMENT PLANNING STRATEGIC DIRECTION ACHIEVEMENTS & INSIGHTS MONITORING AND EVALUATION Our Vision West Dunbartonshire Context National Improvement Framework: Priorities & Outcomes Priorities for Excellence & Equity Core Stretch Aims Delivering Our Vision Our Improvement Model Equipping Learners for the Future Enhancing Early Learning & Childcare Supporting Inclusion, Wellbeing & Equity Professional Learning Senior Phase The Learning Estate Positive Trends Our Achievements Pupil Voice & Achievement Measuring Success: Quality, Equity and Impact: Stretch Aims & Evaluations Service Plan for Excellence & Equity Improvement Plan 2025-26 03 04 18 20 22 24 26 15 16 05 06 07 08 09 10 11 12 13 17 01 03 05 02 04 06 TABLE OF CONTENTS 21 23 Page 60
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Our Outcomes for Excellence & Equity Wellbeing and Mental Health Supporting emotional, social and mental wellbeing for all learners Raising Attainment and Achievement Ensuring success in literacy, numeracy and wider achievement Closing the Poverty- Related Attainment Gap Tackling inequality and improving outcomes for those most disadvantaged Creativity and Employability Developing future-ready learners through skills, innovation and ambition Positive and Sustained Destinations Supporting all young people to transition confidently beyond school Equity and Inclusion Across All Settings Ensuring all learners feel respected, safe and supported In West Dunbartonshire, we work together to ensure that our children, young people and their families are nurtured and empowered to make a difference in their lives and communities. Wellbeing, empowerment and sustainability are the foundations upon which we build to be respectful, responsible and resilient citizens. Improved Wellbeing, equality and inclusion Learners feel respected, included and supported in nurturing environments. Raised attainment and achievement Success is achieved in literacy, numeracy and across the wider curriculum. Narrowed poverty-related attainment gap Inequalities are reduced through targeted, equity-driven support. Increased creativity and employability Learners build future-ready skills through innovation and ambition. Positive and sustained learner destinations Young people transition confidently into further education, training or work. Our Priorities Our Expectations Our Vision Strengthen Collaboration Foster a strong, shared improvement culture across teams, schools, and partners. Deliver High-Quality Learning Ensure consistently excellent teaching and learning in every classroom and setting. Build Capacity for Sustainable Change Develop professional expertise through coaching, leadership, and improvement partnerships. Plan for the Future Promote innovation, adaptability, and future-readiness in learners and learning environments. West Dunbartonshire Council Outcomes: Supporting our Communities to Thrive Empowered Sustainability Wellbeing Page 61
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Education in West Dunbartonshire is delivered across: 5 Secondary Schools 32 Primary Schools 7 Specialist settings & 41 ELC settings (11 Private Partner Settings) West Dunbartonshire Context 04 328 young people were Looked After in West Dunbartonshire in session 24/25 There are 13,232 children and young people in Education in West Dunbartonshire: 5,390 Secondary pupils 6,222 Primary pupils, 272 Special School pupils & 1348 LA Early Learning & Childcare pupils 2.1% of children and young people are identified as members of Armed Forces families in West Dunbartonshire schools 4.8% of children and young people in West Dunbartonshire schools speak English as an Additional Language The West Dunbartonshire virtual space, www.ourcloud.buzz is our learning platform for communication, collaboration and digital connection across all our educational establishments. Attendance in West Dunbartonshire schools was 90.4 % in session 24/25 Our smallest primary school has 31 pupils and the largest has 357 pupils. Our smallest secondary school has 703 pupils and the largest has 1,534 pupils. 45.7% of learners have Additional Support Needs (ASN). 45.9% of learners live in SIMD deciles 1 or 2, while 83.8% live in deciles 1 to 5. 28.3% of our pupils are registered for Free School Meals Page 62
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Equipping Learners for the Future 05 Strategy for Excellence and Equity in Context: Our curriculum policy in the early, first and early second level is framed around six core competencies ( based on Michael Fullan’s Deep Learning). In the final phase of primary, moving to third level and senior phase our children and young people continue their learner journey through the development of Skills Development Scotland’s Meta-Skills, which build on earlier competencies and support preparation for learning, life and work. Children and young people in West Dunbartonshire are citizens of a global community, engaging with real-world challenges aligned to the United Nations’ Sustainable Development Goals (SDGs). These goals frame our commitment to equity, sustainability and wellbeing. To support the development of these competencies and skills in a coherent, progressive way, we have adopted Education Scotland’s Know‑Do‑Understand (KDU) model. This model provides a clear framework for planning learning, helping practitioners identify: What learners should know What they should be able to do What they should understand Embedding the 6 Cs and Meta-Skills in the KDU model ensures inclusive, purposeful, and aligned curriculum design. It supports deep learning and real-world application, enabling all young people to thrive as successful learners, confident individuals, responsible citizens, and effective contributors. Achieving this for everyone means removing poverty-related barriers and ensuring equitable opportunities to flourish: physically, socially, linguistically, and cognitively. Successful Learners Confident Individuals Responsible Citizens Effective Contributors Page 63
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Our approach supports the Scottish Government’s commitment to closing the poverty-related attainment gap and giving every child the best start in life. Guided by Realising the Ambition: Being Me, we’ve embedded nurturing, play-based pedagogy across our ELC provision. By aligning with GIRFEC and Health and Social Care Standards, we exceed statutory requirements and foster inclusive, equitable environments. Our improvement plan prioritises staff development, family engagement, and wider access to high-quality early learning, laying a strong foundation for lifelong learning and wellbeing. Early Learning and Childcare (ELC) is a key part of West Dunbartonshire’s improvement plan, shaped by national policy frameworks such as Realising the Ambition: Being Me and the National Improvement Framework 2025. These policies promote high-quality, child- centred experiences that support every child’s holistic development. Delivering Excellence & Equity Enhancing Early Learning and Childcare 06 Looking ahead from September 2025, we will implement the new Quality Improvement Framework, streamlining self-evaluation using 11 key indicators. Our service will align with revised inspection approaches led by Education Scotland and the Care Inspectorate. We remain committed to supporting families by encouraging uptake for eligible two-year-olds and consulting with parents to ensure our provision reflects their needs. Page 64
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Our ASN Strategy ‘Enabled to Progress’ ensures a collegiate and planned approach to supporting all learners. It focuses on 6 key workstreams: Social and Emotional Wellbeing Supporting Inequity Learners with complex Additional Support Needs Parental Involvement and Engagement Assessment of Children' s Progress and Performance School Leadership and Teacher Professionalism Progress Made Next Steps Implemented a supported employment model (Project Search) for LCASN in Partnership with Working 4 U , West College Scotland and Education Developed approaches to inclusive practice in all mainstream schools via the implementation of CIRCLE Framework and Champions Network Developed collegiate approaches to the implementation and moderation of SCERTS in all Specialist settings Reviewed and revised our Professional learning offers to reflect range of needs of staff and pupils In collaboration with NHS Neurodevelopmental Staff Team delivered a suite of Parental Learning and Engagement Opportunities to support families in using consistent support strategies Develop robust monitoring processes to ensure quality inclusive environments informed by CIRCLE and SCERTs Frameworks. Develop professional learning and collaborative practice in ASN and Inclusive Practice Establish a secondary consortium model across secondary to develop a consistent and high-quality curriculum offer for learners with Additional Support Needs Develop and increase Parental Engagement in planning pupil support and in reporting and measuring impact. Work in collaboration with a range of CPP partners to develop collegiate practice and understanding of supporting children and families where there is neurodiversity. Undertake collaborative action research with Strathclyde University to develop professional learning and ASD support models. Develop approaches to moderation with a focus on pupil profiles and GIRFEC, reflecting on and utilising HGIOASL. Implement support and challenge visits across centres, sharing findings and insights to support improvement in safeguarding children and young people Refresh LGBTQI+ Guidance for schools, reflecting the Gender Recognition Reform (Scotland) Bill. Delivering Excellence and Equity 07 Supporting Wellbeing, Inclusion and Equity in WDC Our approach to meeting the needs of all of our learners reflects National expectations and is based on the belief that education is a human right and that all children and young people should be supported to reach their fullest potential. Scotland’s education system is designed to be an inclusive one for all children and young people in Scottish schools, with or without support needs and this is reflected in the policies, practices and experiences of our pupils in WDC. Children’s Rights and entitlements are fundamental to Scotland’s approach to inclusive education. It is supported by the legislative framework and key policy drivers and ensures pupil voice and views are central to planning which takes place to support them. In line with the Principles of Curriculum for Excellence, we deliver an inclusive curriculum for every child and young person, including those who require support. We recognise that inclusion is an entitlement for all children and young people and all educators have a professional duty to support this. Continue developing supports to our Care Experienced Children and Young People through our commitment to The Promise Page 65
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Strategic Actions Enhanced Attainment Review Programme Subject-level and whole-school analysis to identify performance strengths and areas for improvement Targeted Supports One-to-one tuition, out-of-hours learning opportunities, and wider use of Pupil Equity Funding Curriculum Innovation Expanded vocational and college partnerships, Foundation Apprenticeships, and flexible timetabling Meta-Skills & Transition Planning Integration of SDS-aligned meta-skills across Senior Phase Targeted programmes including Project SEARCH, Workit, Inspire and Transitions support Leadership & Pedagogy Tools Use of Collective Leadership Programme, Outstanding Teacher Intervention (OTI), REFRESH coaching, Learning Imperative toolkit, and KANBAN workflow tools Delivering Excellence & Equity: Senior Phase West Dunbartonshire’s Senior Phase strategy centres on equity, personalisation and future-ready pathways. Supported by the 2024–25 Improvement Plan, this strategy embeds targeted support, flexible curriculum offers, and strong partnership working. Key Priorities Raise attainment in SCQF Levels 5–6 while reducing the poverty-related attainment gap Offer personalised and inclusive curriculum pathways Enhance employability, meta-skills development, and post-school transitions Align with National Improvement Framework 2025 focus on Curriculum & Achievement, School Improvement, and Performance Information Evidence of Impact (2023–24) Progress continues across key Senior Phase indicators SCQF Level 5: 84.1% achieved one or more awards; SIMD Q1 at 78.2%, Q5 at 96.2%. The attainment gap reduced slightly to 18%. SCQF Level 6: 58.1% achieved one or more awards; SIMD Q1 at 49.1%, Q5 at 71.9%. The attainment gap has fallen to 22.8% with targeted equity actions ongoing. Participation Measures 90.7% of young people in education, employment or training. SIMD Q1 participation is strong at 85.3% Positive Destinations: Improved to 96%, maintaining an upward trajectory. Empowering Young People for Learning, Life & Work 09Page 66
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Delivering Excellence & Equity: The Learning Estate Enabling Equity, Wellbeing & Innovation Through Spaces West Dunbartonshire’s Learning Estate Strategy 2020–2030 drives equity and excellence by ensuring modern, accessible and sustainable learning environments that support teaching, wellbeing, and community engagement. Key Priorities Modernisation: £66.6 million invested since 2015 to upgrade schools and ELCs, moving learners into Condition A/B buildings Community & Inclusion: New and refurbished sites include ASN provision, co- located ELCs, community libraries, and multipurpose hubs. Sustainability: Facilities are designed for energy efficiency, and align with Scotland’s net zero targets. Impact & Alignment with NIF 2025 Learner Experience: Open, flexible, and inclusive settings enhance engagement and blended learning. Equity & Wellbeing: Every learner benefits from environments designed for accessibility, tailored ASN support, and community integration. Sustainable Futures: New estate developments support Scotland’s climate ambitions and reduce long-term costs. Community Hubs: Schools are now daily-access community assets: libraries, sports areas, and early years. Riverside ASN Secondary School 2025 A new specialist secondary for complex ASN learners (up to 36 places), offering a fully accessible, rights-based environment. Faifley Community Campus 2025 Co-locates ELCC, two primary schools and a library in a flexible, inclusive, and sustainable learning space. Renton Campus (2022) Three-storey campus combining primary, ELCC, and Language & Communication Unit. Includes rooftop playground, MUGA, and kitchen garden. Clydebank ELCC (2021) Standalone centre expanding 1,140-hour entitlement. Designed with outdoor learning, inclusive ASN spaces, and family engagement areas. Kilpatrick ASN Campus (2017) Purpose-built school for complex ASN with hydrotherapy pool, sensory rooms, and therapeutic outdoor spaces. Notable Projects 10 Page 67
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In 2024-25, the percentage of S3 young people achieving Curriculum for Excellence levels in numeracy increased compared to 2023-24 Secondary Schools In 2024-25, our early learning and childcare centres achieved the highest numeracy benchmark scores compared to data since 2017, with a continuously increasing trend over the last 5 years. Baseline Attainment in primary schools has remained stable across all stages and organisers (reading, writing and numeracy) in session 2024-25. There was an increase in attainment at P7 in all components (reading, writing and numeracy) compared to 2023-24. The attainment gap continues to narrow from session 2021-22 for numeracy across primary, i.e. for P1, P4 and P7 combined, between our most deprived (Quintile 1) and our least deprived (Quintile 5) children and young people. Our Achievements: Positive Trends 2025 In 2024-25, our early learning and childcare centres achieved the highest literacy benchmark scores compared to data since 2022, with an increasing trend since 2023. Primary Schools 11 The percentage of young people achieving Fourth Level has increased for all components (reading, writing and numeracy). Page 68
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Collaborative Inquiry for Improvement West Dunbartonshire participated in a national inquiry led by Education Scotland and partners to explore how young people are supported in developing future-ready skills as they transition from Broad General Education to the Senior Phase. The review highlighted the impact of our Skills Framework, strong partnerships, and commitment to improvement. It has informed a new phase of curriculum development, focused on more flexible, future- focused pathways within a collaborative culture Our Achievements: Driving Excellence and Equity 12 National Thematic Inspection Highlights Education Scotland’s recent thematic inspection of West Dunbartonshire Council recognised our strong and effective approach to school improvement. Inspectors praised our robust use of data to drive improvement, and our commitment to quality assurance and collaborative improvement. Trusted relationships between officers and school leaders, alongside strong governance, are delivering positive outcomes across our communities. Inspection Highlights: Schools and ELCs 2024/25 We have maintained our positive record of school and early learning inspections. It is reported that our children and young people experience: Warm, nurturing and inclusive environments: underpinned by strong relationships, shared values and a clear commitment to wellbeing and children's rights. Effective and visible leadership: Headteachers are recognised for driving positive change, supported by collaborative teams and distributed leadership approaches. High-quality learning experiences: Learning and teaching are supported by clear learning intentions, purposeful use of digital technology and a growing focus on skills for learning, life and work. Wellbeing and pastoral support: Staff know learners and families well, with targeted interventions and strong partnerships; enhancing attendance, regulation and readiness to learn. Progress in attainment and achievement: Schools are effectively tracking progress, offering a wide range of wider achievement opportunities and making strong use of assessment to inform planning. Strategic use of equity funding: Pupil Equity Funding is well-targeted to support engagement, raise attainment and improve outcomes for those affected by poverty. Page 69
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Pupil Voice and Achievement 13 Championing Pupil Voice and Leadership We have strengthened our commitment to listening to and acting on the voices of children and young people. The number of schools achieving Rights Respecting Schools Awards rose from one to 23 within a year, reflecting a strong and growing culture of inclusion, wellbeing, and pupil leadership. The Rights Advisory Board continued to influence Council decisions, providing young people with a formal platform to share their views and shape policies and services. Their recent contributions include: Direct input into key education policies, including: Technological Device Use Promoting Positive Behaviour Intruder Protocol Participation in targeted Children’s Rights projects, promoting peer engagement and awareness of the UNCRC. Advising on service provision, especially around mental health, inclusion, and wellbeing. Peer leadership in initiatives such as Our Voices, Our Stories, addressing the impacts of poverty via anti-stigma approaches and mentoring new S1 pupils. In parallel, 25 West Dunbartonshire schools took part in the Young Leaders of Learning (YLL) programme, developed in partnership with Education Scotland; bringing the total number of schools with trained young leaders to 26. This initiative empowers young people to take an active role in school improvement through reciprocal school visits and collaborative development planning. Across all of this work, our young people are not only being heard, they are leading positive change Page 70
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14 The results reflect the voices of learners across West Dunbartonshire, offering clear insight into what they value most in their education. Key themes include feeling safe, supported and included; taking part in meaningful and enjoyable learning; and having their progress and achievements recognised in ways that matter to them. These findings will help inform our continued focus on improving learning and wellbeing. Our Achievements: What our Young People Said... ANNUAL REPORT 2024-5 Inclusion, Wellbeing and Equity Creativity and Employability Attainment, Achievement and Narrowing the gap Almost all learners understand the progress they are making in literacy. Most learners understand their progress in numeracy Most learners feel their school recognises their achievements Most learners say their teachers help them understand how to improve their learning. Most learners regularly use digital technologies in their learning Almost all learners feel included and a valued as a member of their school community Most learners find digital technologies make learning more interesting The majority of learners reported regularly using the outdoors as part of their learning experience Most learners say their achievements are recognised through things like awards, social media or teacher feedback Almost all learners understand the progress they are making in health and wellbeing. Most learners feel their rights are understood. Most learners say they can talk to their teachers about their learning Learner Perspectives – How Good is Our Education Authority? (2024–25) Page 71
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Aligned National and Local Priorities for Improvement 15 Delivering our Vision IMPLEMENTING ESTABLISHMENT LEVEL IMPROVEMENT 2025 We implement a streamlined improvement strategy that fosters cohesion across service, school, and ELCC planning and delivery, ensuring integrated action and measurable impact. Our Service Delivery Plan outcomes and school/ELC improvement priorities are closely aligned with the refreshed National Improvement Framework, including its long-term outcomes and short-term priorities published in December 2024. Our improvement planning policy focuses outcome planning across four system layers: learner, practitioner, leader, and system. Schools and ELCs develop both long-term and short-term outcome plans, implemented through a four-stage cycle: engage, embed, extend, evaluate. West Dunbartonshire Educational Services Outcomes 2024–2027 Aligned with National Improvement Framework Outcomes and Short-Term Priorities 2025 Page 72
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A System Wide Model for Sustainable Change As a service we are committed to collaborative improvement empowering our service to continuously evolve and be a self-improving, networked learning system. The Service Improvement Framework is embedded and has delivered positive high quality outcomes. We are firmly committed to quality assurance and capacity building through a dynamic programme of improvement and learning activities 16 EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Our approach integrates sustained engagement, professional collaboration, rigorous scrutiny, and systematic review to support continuous development and improvement. We implement a suite of improvement activity directed by the service and by our establishments. We aim to strengthen the role of our Local Learning Communities and professional networks to become self improving. As a service we have developed a three year strategy for evaluation using How Good is Our Education Authority and have welcomed the opportunity to work in improvement Collaboratives in the National Quads Programme. In 2025/26 we will refresh our Improvement Framework to further empower our staff to share their knowledge and expertise across our system. Page 73
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West Dunbartonshire Council Core Stretch Aims EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 17 Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 2020–21 72% 65% 82% 17% Published 2021–22 78% 74% 91% 18% Published 2022–23 80% 76% 90% 14% Published 2023–24 79% 75% 87% 12% 2024–25 WDC* 79% 76% 87% 11.2% 2024–25 Range 77–81% 75–80% 86–90% 11–15% 2025–26 Stretch Aim 81% 80% 91% 11% ACEL Numeracy P1, P4 and P7 Combined Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 2020–21 62% 57% 74% 18% Published 2021–22 71% 67% 85% 19% Published 2022–23 73% 68% 79% 12% Published 2023–24 72% 68% 81% 13% 2024–25 WDC* 72% 68% 80% 11.6% 2024–25 Range 72–76% 68–72% 81–85% 13–17% 2025–26 Stretch Aim 76% 72% 85% 13% ACEL Literacy P1, P4 and P7 Combined Progress Update 2024–25 According to WDC analysis for ACEL for literacy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for all children and children in SIMD Q1. The poverty-related attainment gap has decreased from the published data in December 2024. *Local analysis only. Data not been ratified by Scottish Government. Progress Update 2024–25 According to WDC analysis for ACEL for numeracy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for all children, SIMD Q1, and SIMD Q5. The poverty-related attainment gap has continued to decrease from the published data in December 2024. *Local analysis only. Data not been ratified by Scottish Government. SCQF Level 6 – SQA Nationals (1 or more at SCQF Level 6) SCQF Level 5 – SQA Nationals (1 or more at SCQF Level 5) Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 2020–21 85.9% 78.0% 97.1% 19.1% Published 2021–22 84.1% 77.8% 98.1% 20.3% Published 2022–23 81.5% 75.1% 90.8% 15.7% Published 2023–24 85.5% 78.4% 96.4% 18.0% 2023–24 WDC* 86.4% 79.2% 98.1% 18.9% 2024–25 WDC* 86.6% 79.4% 98.3% 18.9% 2025–26 Stretch Aim 86.8% 79.7% 98.5% 18.8% Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 2020–21 62.2% 48.9% 85.3% 36.4% Published 2021–22 59.4% 50.0% 71.2% 21.2% Published 2022–23 52.6% 41.9% 80.0% 38.1% Published 2023–24 56.4% 47.3% 75.0% 27.7% 2023–24 WDC* 62.8% 51.1% 87.3% 36.2% 2024–25 WDC* 62.9% 51.3% 87.4% 36.1% 2025–26 Stretch Aim 63.0% 51.4% 87.4% 36.0% Progress Update 2024–25 According to WDC early analysis of SCQF Levels 5 and 6 from SQA data in August 2024, West Dunbartonshire has not achieved the Stretch Aim for overall levels, SIMD Q1, SIMD Q5 and the poverty-related attainment gap (Q1 vs Q5) has not yet been reached.*Local analysis; not yet Scottish Government-ratified. Page 74
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West Dunbartonshire Council Core Stretch Aims EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 18 Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) 2020–21 94.3% 92.9% 96.9% 4.0% Published 2021–22 91.3% 89.6% 94.4% 4.8% 2022–23 91.3% 89.8% 94.4% 4.6% Published 2023–24 88.9% 86.9% 93.5% 6.5% 2024–25 Actual* 90.4% 88.9% 93.9% 5.0% 2024–25 90-94% 88-92% 91-95% 3-7% 2025–26 Stretch Aim 94% 92.0% 95.0% 3.0% Health and Wellbeing: Attendance Year Overall SIMD Q1 SIMD Q5 Gap (Q1 v Q5) Published 2020–21 90.8% 86.9% 95.5% 8.6% Published 2021–22 90.1% 86.1% 95.7% 9.6% Published 2022–23 91.2% 88.4% 97.1% 8.6% Published 2023–24* 90.7% 87.8% 97.3% 9.5% 2023-24 91.1% 87% 95.7% 8.7% 2024–25 91.6% 87.3% 95.8% 8.5% 2025-26 Stretch Aim 92% 87.5% 95.8% 8.3% Participation Measures Progress Update 2024–25 According to WDC analysis for Participation Measure for 2023-24, West Dunbartonshire has not achieved the Stretch Aim for all young people but has achieved the Stretch Aim for young people in our most deprived quintile (Q1) and our least deprived quintile (Q5). *Local analysis; not yet Scottish Government-ratified. Progress Update 2024–25 According to WDC analysis for attendance, in June 2025 West Dunbartonshire has achieved the Stretch Aim for attendance for all children and young people and for children and young people in our most deprived quintile (Q1) and our least deprived quintile (Q5). *Local analysis; not yet Scottish Government-ratified. Early Level Numeracy – Number & Number Processes (Pre-school Baseline) Plus Stretch Aims Early Level Literacy – Concepts of Print (Pre-school Baseline) Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 2020–21 45% 40% 38% 43% 3% 2021–22 62% 52% 71% 82% 30% 2022–23 59% 56% 64% 70% 14% 2023–24 56% 55% 63% 52% -3% 2024–25 Actual 60% 55% 69% 61% 6% 2024–25 Range 64-68% 59-63% - 78-82% 19-23% 2025–26 Stretch Aim 69% 66.0% 73.0% 84.0% 20.0% Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 2020–21 20% 22% 15% 14% -8% 2021–22 30% 26% 48% 44% 18% 2022–23 32% 27% 41% 37% 10% 2023–24 34% 31% 37% 27% -4% 2024–25 Actual 39% 33% 50% 47% 14% 2024–25 Range 32-26% 29-33% - 41-45% 12-16% 2025–26 Stretch Aim 36% 33% 49% 46% 13% Progress Update 2024–25 According to the WDC analysis for literacy, in June 2024 West Dunbartonshire has not achieved the Stretch Aim in their pre-school year for all children and for children in our most deprived quintile (Q1). Progress Update 2024–25 According to the WDC analysis for numeracy, in June 2024 West Dunbartonshire has achieved the Stretch Aim in their pre-school year for all children and for children in our most deprived quintile (Q1). Page 75
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West Dunbartonshire Council Core Stretch Aims EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 19 Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) Published 2018–19 90% 85% 98% 87% 2% Published 2021–22 88% 86% 91% 97% 11% Published 2022–23 88% 83% 97% 100% 17% Published 2023-24 85% 82% 90% 93% 11% WDC Analysis 2024–25 * 90% 89% 99% 97% 8% 2024-25 88-92% 86-90% - 96-100% 10-14% 2025–26 Stretch Aim 90% 88% - 97% 9% ACEL Secondary Numeracy – S3 (3rd Level+) Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) Published 2018–19 83% 79% 93% 81% 2% Published 2021-22 82% 77% 92% 92% 15% Published 2022-23 87% 82% 92% 100% 18% Published 2023-24 92% 92% 92% 93% 1% WDC Analysis 2023–24 * 88% 87% 99% 100% 13% 2024-25 86-90% 84- 88% - 96- 100% 12-16% 2025-26 Stretch Aim 88% 83% - 94% 11% ACEL Secondary Literacy – S3 (3rd Level+) Progress Update 2024–25 According to the WDC analysis for literacy 3rd level, in June 2025 West Dunbartonshire has achieved the Stretch Aim for S3 for all young people and for young people in our most deprived quintile (Q1). *Local analysis; not yet Scottish Government-ratified. Progress Update 2024–25 According to WDC analysis for ACEL for numeracy, in June 2025 West Dunbartonshire has achieved the Stretch Aim for S3 for all young people and for young people in our most deprived quintile (Q1) and least deprived quintile (Q5). *Local analysis; not yet Scottish Government- ratified. ACEL Secondary Numeracy– S3 (4th Level) ACEL Secondary Literacy – S3 (4th Level) Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 2018-19 40% 33% 47% 42% 9% 2021–22 44% 38% 52% 54% 16% 2022–23 55% 50% 54% 78% 28% 2023–24 61% 59% 63% 71% 12% 2024–25 WDC* 58% 54% 68% 86% 32% 2024–25 Range 53-57% 46-50% - 71-75% 25-59% 2025–26 Stretch Aim 52% 49% - 70% 21% Year Overall SIMD Q1 SIMD Q4 SIMD Q5 Gap (Q1 v Q5) 2018-19 61% 49% 78% 77% 28% 2021-22 50% 45% 59% 49% 4% 2022–23 58% 46% 77% 80% 34% 2023–24 58% 57% 63% 74% 17% 2024–25 WDC* 63% 56% 77% 83% 26% 2024–25 Range 64-68% 57-61% - 82-86% 25-29% 2025–26 Stretch Aim 62% 59% - 81% 22% Progress Update 2024–25 WDC analysis indicates S3 Literacy at 4th Level has exceeded the Stretch Aim for SIMD Q1, and SIMD Q5. *Local analysis; not yet Scottish Government-ratified. Progress Update 2024–25 WDC analysis shows S3 Numeracy at 4th Level has not yet reached the Stretch Aim for overall or SIMD Q1, but has met the Stretch Aim for SIMD Q5. *Local analysis; not yet Scottish Government-ratified. Page 76
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Quality Indicator 6 - Excellent 5 - Very Good 4 - Good 3 - Satisfactory 2 - Weak 1 - Unsatisfactory 1.3 Leadership of Change 1 8 15 2 - - 2.3 Learning, Teaching & Assessment 3 19 4 - - 3.1 Wellbeing, Equality & Inclusion 1 13 12 0 - - 3.2 Raising Attainment & Achievement 2 22 2 - - EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Measuring Success: Quality, Equity and Impact 20 We evaluate improvement using national Quality Indicators, supported by robust self- evaluation. Our target is to increase the number of establishments rated as Very Good or above in key areas. How we measure success? We have retained our positive inspection record and aim for high quality in all schools and early learning centres. To support this we implement a tiered Pathways Model of Support and Challenge: Core Enhanced Supported (Supported Improvement Model) Establishments who have had a recent positive inspection with grading in all QIs as good/very good or above. Establishments who have 1 or 2 QI evaluations as satisfactory. Establishments who have 3 or 4 QI evaluations as satisfactory. Where QI gradings are all sitting at very good or above and this has been validated through VSE. Establishments with no QI evaluations of very good. Inspection leading to satisfactory or below evaluations. Schools who have not been inspected for a number of years. Where local authority VSE/BSCA identified significant improvement agenda. Senior leadership teams requiring support to accelerate progress. Schools who have a new or acting Headteacher. Page 77
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Plan for Excellence & Equity: Engage , Embed, Extend, Evaluate THE SERVICE PLAN 2023 – 2026 ( 2025 UPDATE ) NIF DRIVERS Performance Information Parental/ Carer Involvement and engagement Teacher and practitioner professionalism School, & ELC Leadership School and ELC improvement Outcome Action Target Learners: increased attendance Extend: Attendance Action Plan/ Improvement Strategy 2022- 2026 Improve attendance across all cohorts, with a focus on persistent non-attenders and emoionally based school avoidance. Deliver professional learning on recording, monitoring, and responding to absence. Launch a social media campaign to promote attendance. Lead and support collaboration with West Partnership and Education Scotland. Monitor, report, and act on attendance statistics across cohorts. Learners: increased engagement Embed: The Circles Framework Embed: Nurture Principles and Trauma Informed Practice Extend: Incredible Years Classroom Management to all schools Embed Up, Up & Away in ELC Settings Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap Stretch Aim: Target: Positive Destination Stretch Aim: Target: Participation Measure WDC Equalities Targets Learners: increased progress, achievement Evaluate: WDC ASN Strategic Plan 2023/24 Embed: The Circles Framework Evaluate: Designing the Learning (Project Based Learning) Engage: LLC Skills Based Planning the Learning ( 6 WDCs) Engage: Professional Learning - Deep Learning; Hayward Review OECD (Secondaries) Stretch Aim Target: Positive Destination Stretch Aim Target: Participation Measure Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap System: integrated working to develop the talent of our diverse young people Evaluate: Family Hub / The Hive projects Extend: numbers of families engaging for sustained period of time. Engage Curriculum Review Skills Framework/SDS Meta Skills Pathways. Stretch Aim Target: Family Hub Stretch aim: Participation Measure 21 Outcomes for Improvement Inclusion, Equality, Well Being & Participation Outcomes for our Children and Young People Successful Learners, Confident Individuals , Responsible Citizens, Effective Contributors Equity for All to Develop: Physically Linguistically Cognitively Socially and Emotionally -with their rights respected and their voice heard EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 The actions below reflect West Dunbartonshire’s alignment with the six NIF drivers and the 2025 NIF short- term priorities known as the ABCs: Attendance, Behaviour, Curriculum and Achievement. transition to embed in BGE andextend into Senior Phase WDC Page 78
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Plan for Excellence & Equity: Engage , Embed, Extend, Evaluate 22 THE SERVICE PLAN 2023 – 2026 ( 2025 UPDATE ) NIF DRIVERS Performance Information Parental/ Carer Involvement and engagement Teacher and practitioner professionalism Outcome Action Target Learners: progress, achievement Engage: Revised Literacy Strategy Extend: Revised Numeracy Strategy Engage: Well Being Strategy Embed: Assessment Strategy Engage in improved processes to support attainment at the Early Level Extend ELC Literacy & Numeracy Strategy Stretch Aim Targets Attainment Provision of one to one / small group tuition Provision of out of hours learning Practitioners: adaptive experts who teach based on a clear understanding of what works best for raising learner achievement Embed: WDC Improvement Framework Engage in ELC Pedagogical Leadership training to impact improvement Extend: Collective Leadership Programme (Phase 2) Engage: Outstanding Teacher Intervention (Secondary Sector) Extend: Improving Our Classrooms Extend: Insight into Impact Improvement Embed : WDC Data Coach Programme Extend: Visible Learning Programme Stretch Aim Target: Positive Destination Stretch Aim Target: Participation Measure Stretch Aim Target: BGE/ Senior Phase Narrow the Attain Gap Leaders: enhanced visibility into school performance and decision making based on evidence All HT’s engaged in School Improvement Partnerships 1 Data Coach in all ELC’s/ schools 1 Leader of Learning in all schools for; assessment, literacy, numeracy, well being. Improvement Pathways leads to : all schools / ELC graded very good for Quality Indicator 3.1 and 1.3. EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Outcomes for Improvement Inclusion, Equality and Well Being Outcomes for our Children and Young People Successful Learners, Confident Individuals , Responsible Citizens, Effective Contributors Equity for All to Develop: Physically Linguistically Cognitively Socially and Emotionally Page 79
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ACEL levels – Non rounded values Numeracy ACEL levels – Non rounded values Literacy Improvement Actions 2025/26 Review Quality of Literacy Curriculum: Review quality of literacy curriculum in specified schools ELC Monitor the quality of learning experiences (reading, writing, phonics) Area of Focused Attention Visits: Conduct focused visits in target schools / ELC, specific classes, or stages. Observe teaching practices, focus on cohesive and progressive literacy experiences. Moderation of Writing Levels: Engage in moderation processes in Local Learning Communities. Collaborate with teachers / early years staff / to ensure consistent assessment practices. Strengthen the professional knowledge related to writing assessment and progression at transition early years to primary Curriculum Balance Audit: Evaluate the balance of curriculum components in schools / ELC where Quintile 1 performance is plateauing or declining. Identify areas that need adjustment or enhancement. Enhanced Improvement Programme: Implement an enhanced improvement programme in targeted schools/ELC. Continuously assess progress and adjust strategies as needed. Professional Learning Opportunities: Implement “Come Read with Me at WDC”: Promote effective reading strategies. “Word Aware” and “Rhyme Aware”: Enhance vocabulary and phonological awareness. Refreshed Early Level Literacy Programme: Implement new early level the literacy programme. Evaluate with schools/ ELC provision for literacy culture. Evaluate impact of Word Aware, Rhyme Aware Improvement Actions 2025/26 Quality of Provision: Monitor the quality of learning experiences, ensuring a balance between concrete, pictorial, and abstract approaches. Emphasise hands-on activities, visual representations, and conceptual understanding. Family Learning Sessions: Deliver family numeracy sessions based on the revised programme. Share resources and strategies through workshops or online platforms. Communication Strategy: Use social media platforms to share information about the revised numeracy program. Include links to family learning materials available on Campus@WDC. Staff Skill and Knowledge: Provide professional development for staff with a focus on planning and delivering effective learning experiences: Develop number sense. Explore the structure of numbers. Apply mental number strategies. Regularly assess numeracy gaps to inform planning. Allocating Time: Allocate protected collegiate time for maths and numeracy professional development across all schools and early learning centres. Create a shared quality assurance calendar to monitor progress. Targeted Approaches: Conduct Area of Focused Attention Visits in specific schools, classes, or stages. Implement an Enhanced Improvement Programme in targeted schools EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Improvement Action Plan 2025-26 23 Page 80
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Secondary BGE / SCQF Level 5/6 SQA Nationals Participation Number Improvement Actions 2025/26 Implement Strengthened Attainment Review Programme ( Secondaries) Conduct robust data analysis and action planning (local authority performance / school performance/ subject performance) key areas of focus attainment performance over time average total tariff attainment versus deprivation attainment performance compared to national levels high and medium risk areas: performance A-C passes presentation numbers numbers of initial entries / numbers of withdrawals Implement scrutiny programme to evaluate quality: course progression BGE / Senior Phase; leadership capacity: departmental in the areas of curriculum; learning, teaching , assessment; support and challenge for staff assessment strategy and management local authority regular monitoring report submitted to Education Excellence and Equity Board Produce WDC Policy Expectations re data use, management and action planning for improvement ( BGE / Senior Phase) Implement Year 2 of Collective Leadership Programme Curriculum Leaders - produce change plans for leadership and pedagogy. Implement learning imperative survey toolkit . Implement use of REFRESH characteristics to support coaching and mentoring within teams. Develop the use of KANBAN and or similar tools to manage workflow. Implement an enhanced improvement programme in selected schools. Implement learning programme cohort 1 : Outstanding Teaching Intervention (OTI). Conduct targeted visits using the collaborative school improvement partnership approach. Improvement Actions 2025/26 Conduct robust analysis of Senior Phase participation measures. Monitoring and evaluating progress against our stretch aims; Establish Project Search (DFN) within the Authority to support young people with ASN gain employment; Further strengthen the Career information, advice and guidance offered by SDS in school; Implement Workit (Gateway shared service) work placement for Senior Phase pupils to enhance work experience offer; Engage with local employers to enhance work experience offer; Continue to support the most vulnerable in achieving a positive sustained destination through enhanced support and training through Inspire programme; Address barriers to participation and support young people access advice and guidance at college to reduce dropout rates; Create a school alumni programme for each secondary school to improve advice and support to young people as they prepare to leave school; Further enhance professional learning for pastoral care staff to support young people as they plan for their post school destination; Continue to expand our school - college offer to enhance opportunities for young people to be prepared for employment and post school training; Increase awareness of career opportunities through our DYW officers. EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Improvement Action Plan 2025-26 24 Page 81
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Health and Wellbeing - Attendance Cost of the School Day – Family Hub Improvement Actions 2025/26 Implement consistent and thorough attendance monitoring across all schools Produce regular monitoring reports submitted to the Chief Education Officer and Senior Leadership Team Conduct SWOT Analysis for all schools Review numbers of children and young people on part-time timetables Evaluate and update part-time timetable guidance and monitoring procedures Revise the authority’s action plan based on recent performance trends. Collaborate with school leaders to assess progress toward improvement targets Monitor quality of individual establishment management of improvement; and plans to support children and families Support individual schools procedures for action planning based on SWOT analysis findings. Update Service Attendance Monitoring and Support Systems: Quality Assure School-Level Planning and Use of Pupil Equity Fund to Support Improvement: Improvement Actions 2025/26 Monitor impact of provision on attainment, attendance and wellbeing Review options for sustainability of programme from 2026. Reduce number of staff supporting outreach work with young people (secondary) Review how workstreams delivered to support families can be sustained once funding ends. EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Improvement Action Plan 2025-26 25 Page 82
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The Scottish Attainment Challenge West Dunbartonshire has benefitted from Attainment Scotland Funding since 2015. This funding is underpinned by a set of key principles. By closely adhering to these principles, we have delivered a positive record of progress and built capacity for sustained change. Resources for Excellence & Equity 26 STRATEGIC EQUITY FUND PRINCIPLES IMPLEMENTATION IN WEST DUNBARTONSHIRE Strategic Equity Funding must be used to deliver targeted activities, approaches or resources which are clearly additional to universal local improvement plans; and must provide targeted support for children and young people (and their families if appropriate) affected by poverty to achieve their full potential. Early Intervention Nurture Principles Trauma Informed Practice Incredible Years Classroom Management Family Hub The Hive Local authorities must develop a clear rationale for use of the funding, based on a robust contextual analysis, and plans must be grounded in evidence of what is known to be effective at raising attainment for children and young people impacted by poverty. One to One Pupil Tuition Out of Hours Learning / Holiday Provision Broad Curriculum Offer – Learner Pathways Wide range of staff working to support children and families Visible Learning Local plans must include ambitious and achievable stretch aims for progress in improving outcomes for all while closing the poverty-related attainment gap; and should consider the totality of Scottish Attainment Challenge funding. WDC: Improvement Framework West Partnership Improving Our Classroom, Department, School Series School Improvement Partnerships Insight to Impact Data Coaches Leaders of Learning - Assessment, literacy, numeracy, well being Collaboration across services is crucial in tackling the poverty-related attainment gap. Planning should have clear links to the local authority tackling child poverty and children's service plans. WDC : Integrated Children’s Services Plan WDC: Child Poverty Plan EXCELLENCE & EQUITY IMPROVEMENT FRAMEWORK & PLAN 2025 Page 83
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West Dunbartonshire Council SUPPORTING OUR COMMUNITIES TO THRIVE This plan reflects not only our strategic direction, but also our shared purpose. By working together with learners, families, practitioners and partners we will create the conditions for lasting impact and support our communities to thrive. Page 84
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WEST DUNBARTONSHIRE COUNCIL Report by Senior Education Officer – Early Learning and Attainment Educational Services Committee: Wednesday 17th September 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: (i) progress to deliver high quality Early Learning and Childcare. 3. Background 3.1 Early Learning and Childcare Within Early Learning and Childcare (ELC) we 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 vulnerable and 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. This session we will also provide funding and training, through West College Scotland, to some of our Learning Assistants to assist them in achieving their SVQ Level 2 qualification. This is a requirement from the Scottish Social Services Council (SSSC) and will greater support them in their role and with any future career advancement. ITEM 9 Page 85
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4. Main Issues 4.1 New Partners We are currently assessing two new provisions who have expressed an interest in entering into partnership with us to offer funded early learning and childcare. 4.2 Children’s Progress Attendance continues to be 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 86.85% which is 3.5% higher than last session. We will continue to work on the importance of good attendance to ensure the best outcomes for children. 4.3 Assessment Data Assessment data gathered in June 2025 shows that children continue to make good progress in literacy and numeracy outcome measures. Percentage of Children Achieving Literacy Benchmark (Concepts of Print) – June 2024 & June 2025 56% 38% 6%Jun-24 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Concepts of Print - June 2024 60% 34% 6%Jun-25 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Concepts of Print - June 2025 Through the teaching of concepts of print children develop their early understanding of reading and the written word. June 2025 data compared against the data we have from June 2024 shows an increase in children attaining the green benchmark by 4% and our second highest score to date. Those children in the green section have already achieved this early level and we would anticipate that the children who are in the amber section are on track to achieve the early level by the end of Primary 1. It should also be Page 86
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noted that for concepts of print our benchmark score to attain green is 7 and currently 12.7% of children in the amber section have attained a score of 6. In other areas of literacy we achieved good progress last year. For syllable structure there has been a 4% increase compared to June 2024 in those achieving the green benchmark. For nursey rhymes there has been a 3% increase compared to June 2024 in those achieving the green benchmark and all areas within reciprocal teaching have had an increase compared to June 2024 in those achieving the benchmark. Our literacy stretch aim was that 64-68% of all children will achieve the benchmark in Concepts of Print by 2024-2025 and we have achieved 60%. We have made some progress since 2016-2017, however covid and the rise of children with additional support needs has had an impact on literacy progress. In June 2025 our pre school data found that almost 37% of these children had additional support needs. As an average over the last 8 years our percentage achieving the green benchmark is 55% and this session we have achieved 5% higher than the average to date. Within our delivery plan, to support further with literacy, we will continue to focus on working closely with individual settings to provide specific training and support in this area to focus on improvement. Progress Over Time – Concepts of Print Percentage of Children Achieving Numeracy Benchmark (Number and number processes) – June 2024 & June 2025 34% 62% 4%Jun-24 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Number and Number Processes - June 2024 60% 56% 59% 62% 45% 53% 53% 52% 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 2020 - 2021 2018 - 2019 2017 - 2018 2016 - 2017 0% 10% 20% 30% 40% 50% 60% 70% Page 87
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39% 57% 4%Jun-25 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Number and Number Processes - June 2025 Through the teaching of number and number processes children develop their early understanding of number and how numbers are constructed. June 2025 data compared against the data we have from June 2024 shows an increase in children attaining the green benchmark by 5%. Those children in the green section have already achieved this early level and we would anticipate that the children who are in the amber section are on track to achieve the early level by the end of Primary 1. It should also be noted that for number and number process the benchmark score to attain green is 19 and currently there are 7.3% currently that have attained a score of 18. In other areas of numeracy we achieved good progress last year and all areas within have increased compared to June 2024 data. For fractions, decimals and percentages and in the area of angles, symmetry and transformation we have seen an increase in 6% of children attaining the green benchmark. Additionally, for pattern and relationships and for 2D shapes and 3D objects we have seen an increase of 4% of children attaining the green benchmark. Our numeracy stretch aim was that 32-36% of all children will achieve the benchmark in number and number processes 2024-2025 and we have achieved 39%. This is our highest score to date. Where required, we will continue to focus on working closely with individual settings to provide specific training and support in this area to focus on sustained improvement. Progress over time – Number and number processes 5. People Implications 39% 34% 32% 30% 20% 22% 19% 19% 2024 - 2025 2023 -2024 2022 - 2023 2021 - 2022 2020 - 2021 2018 - 2019 2017 - 2018 2016 - 2017 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Page 88
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This session, for the second year we gathered predictions on whether children in their pre-school year are on track to achieve the early level by the end of Primary 1. This data is outlined below and shows a positive increase in all areas to the data gathered last session. 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 25 Modern Apprentices. 21 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. 4 Modern Apprentices are working towards their qualification at present, with 1 more due to commence shortly. Additionally, since 2022 we have supported 25 career changers, or ‘upskillers’. Upskillers are employees whose training is fully funded through Skills Development Scotland. 20 of them have completed their qualification and 4 are currently participating in working towards achieving their qualification. We will continue to promote this career path and route to qualification. In August we welcomed 2 new career changers. 6. Financial and Procurement Implications Financial Year Revenue (£m) Capital (£m) 2021/22 9.723 5.880 2022/23 9.485 0.794 2023/24 9.742 0.287 2024/25 9.725 0 2025/26 0 0 Please note for 2025-26 - Under the terms of the Verity House Agreement, the Budget removed ringfencing of early years funding. ELC expansion funding which was previously ringfenced within the Specific Revenue Grant (SRG) is now baselined. The full ELC quantum is therefore now included within the General Revenue Grant (GRG). June 2024 June 2025 % Difference Reading 80 85 +5 Writing 82 84 +2 Talking & Listening 85 87 +2 Numeracy 87 90 +3 Page 89
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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 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. Alison Bowers Senior Education Officer – Early Learning and Attainment 4 September 2025 ___________________________________________________________________ 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 90
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WEST DUNBARTONSHIRE COUNCIL Report by Senior Education Officer – Services for Children and Young People Educational Services Committee: 17th September 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 support 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 support to children and families. 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 10 Page 91
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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. 4.2 In transitioning to High School for session 2025-2026, 11 pupils have been supported in the new Riverside School which opened in August 2025. This has progressed well and is providing a lovely secondary school experience so far. Feedback from staff, children and parents has overall been positive with consideration and planning being given to some ‘teething issues’, similar to those of any new establishment. 4.3 In line with National Guidance, we have a presumption to mainstream and almost all children with additional support needs have them successfully met in mainstream settings. Our ASN Strategy identifies and addresses these issues with a focus on the four pillars of inclusive education in Scotland which are: present, participating, achieving and supported, in order that children meet their full potential. Mainstreaming 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 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 Page 92
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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. Establishments undertook 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 has been 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. 4.6 Now that Officers are clear of the impact and potential of the ESM model to support ongoing ASN challenges, a Spend to Save bid will be submitted to Council which identifies the requirements going forward and the associated costs and savings. In addition Officers will liaise with a range of Educational Services staff and stakeholders to share our Pathways to Support model which incorporates this work and the range of other ASN supports and reviews to processes which have accompanied it. We will continue to work with staff in ensuring their support is paramount and that they are able to contribute to evaluations and next steps. 4.7 The Neurodevelopmental (ND) Team will continue to offer ‘Cuppa and Connect’ sessions across educational establishments bringing support to parents in school settings as these were welcomed and very well attended last session. The move to holding such sessions in schools has resulted in a tenfold increase in attendance than when placed in WD for Family Hubs. The team aim to roll-out sessions to Early Learning and Childcare Centres (ELCC) this school year. 4.8 Education Leaders have collaborated to identify key areas of development and focus for Year 5 of the ASN Strategy. Notable areas of focus will be: ● Creating collegiate approaches to monitoring the inclusive environments (physically and socially) and practices across all establishments through the use of the Child Inclusive Research into Curriculum Learning Education (CIRCLE) Framework; ● Creating an Inclusion Framework to reflect current and pilot models, whilst clarify expectations in supporting ASN across settings and services; ● Developing a shared approach to data gathering, processes and support for care experienced learners: -Attendance Page 93
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-Attainment -Engagement ● Establish a secondary consortium model across secondary mainstream and specialist settings, with the primary aim of sharing specialised resources and collaboratively developing a consistent and high-quality curriculum offer for learners with Additional Support Needs ● Extending the supported employment model (Project Search) for learners due to leave school, in Partnership with Working 4 U and West College Scotland; ● Implement a short life working groups of ASN Leads to devise a consistent approach to Catholic Religious Education curriculum and Sacramental preparation for learners in Specialist Settings; ● Liaise with NHS Neurodevelopmental Staff Team via WD for Families Hubs to co-create a calendar of Parental Learning/Engagement Opportunities to support families in using consistent strategies via home and school to support our children and ● Continue to work in partnership with Citizens Advice Scotland to promote and develop a pilot approach to addressing Child Poverty and the associated stigma. 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. Our detailed analysis demonstrates improvement in all aspects measured compared to the same period last year. In comparison to average attendance figures for the end of May 2024 to end of May 2025, attendance rates had improved by 3% points. This increase reflects the collective ownership of Education Staff and Leaders in ensuring consistent approaches to recording, monitoring and pupil support. (App.1 School Pupil Attendance Report 2024-25 May) 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). Page 94
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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. Claire Cusick Senior Education Officer Person to Contact: Claire Cusick, Senior Education Officer Services for Children and Young People E-mail: claire.cusick@west-dunbarton.gov.uk Wards Affected: All Wards Appendices: App.1 School Pupil Attendance Report 2024-25 May Page 95
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1 School Pupil Attendance Report–Session 2024-25 – All Data Shown Is For Session So Far As At End May Primary Attendance ranges from 89.3% at Renton Primary School up to 95.8% at St Stephen's Primary School. In secondary schools the range is from 88.1% at Our Lady and St Patrick's High School up to 89.6% at Dumbarton Academy. Appendix 1 Page 97
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2 Month to Month Data for Context The average Attendance across all WDC schools for the month of May is 92.7%, up 3.1 percentage points on the April figure. This is better than the position we were in at the same point in time last session when our May Attendance level was 0.8 percentage points lower at 91.9%. The session rolling average Attendance figure (August to end of May) across all WDC schools (that’s the red line on the chart) has increased by 0.2 percentage points to 91.1% since the end of April. This is better than the position we were in at the same point in time last session when our session average Attendance level was 1.4 percentage points lower at 89.7%. Page 98
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3 Authorised Absence in Primary ranges from 7.7% at St Michael's Primary School down to 3% at St Patrick's Primary School. In secondary schools the range is from 7.4% at Our Lady and St Patrick's High School down to 5.3% at Vale of Leven Academy. Page 99
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4 Month to Month Data for Context Authorised Absence across all WDC schools for the month of May is 3.9%, down 1.3 percentage points on the April figure. This is better than the position we were in at the same point in time last session when our May Authorised Absence level was 0.9 percentage points higher at 4.8%. The session rolling average Authorised Absence figure (August to end of May) across all WDC schools (that’s the red line on the chart) has decreased by 0.2 percentage points to 5.3% since the end of April. 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 1 percentage point higher at 6.3%. Page 100
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5 Unauthorised Absence in Primary ranges from 6.1% at Dalreoch Primary School down to 0.9% at St Peter's Primary School. In secondary schools the range is from 6.5% at Vale of Leven Academy down to 4.2% at Dumbarton Academy. Page 101
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6 Month to Month Data for Context Unauthorised Absence across all WDC schools for the month of May is 3.4%, down 1.8 percentage points on the April figure. This is higher than the position we were in at the same point in time last session when our May Unauthorised Absence level was 0.1 percentage points lower at 3.3%. The session rolling average Unauthorised Absence figure (August to end of May) across all WDC schools (that’s the red line on the chart) has stayed the same at 3.6% since the end of April. 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 0.4 percentage points higher at 4%. Page 102
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8 June Focus Area: Trend of Schools Last 3 Years N.B. Current session data is as at end of May, so direct comparison cannot be made with previous sessions, which also also contain June data, particularly because that month usually has lower than average attendance. Page 104
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10 June Focus Area: Use of Codes Attendance Codes --- Present (Charts P51, P65) In the primary sector the Present in Class code ranges from 84.8% at St Martin's Primary School up to 94.3% at St Patrick's Primary School. In secondary schools the range is from 58.7% at St Peter the Apostle High School up to 68.8% at Our Lady and St Patrick's High School. ATF - Adapted Timetable (Flexible Education) (Charts P51, P65) In 21 primary schools, this code has not been used at all. In 10, it accounts for less than 1% of all possible attendance. In one school (St Martin’s) it is 5.5%, substantially higher than in any other school. In the secondary sector, Dumbarton are using this code substantially more than the other schools. Here the rate is 1.9% of possible attendance, almost double that of the next highest school. FLD - Field Trip (Charts P52, P65) In the primary sector this code has been used by 15 schools. The rate ranges from less than 0.1% of possible attendance at Lennox Primary to 0.4% at Gartocharn Primary. In the secondary sector, only one school has used the code. The rate in Vale of Leven Academy is 0.1% of possible attendance. FLX - Flexible Learning (Chart P65) In the primary sector this code has not been used. The level of this code in secondary schools is 0.1% or less, except in SPTA, where it is 3.6% of possible attendance. LAT - Late (arrives before mid-point) (Charts P52, P66) In 16 primary schools this accounts for less than 2% of all possible attendance. In 10 it is between 2% and 4% and in 6 it is above 4% (Lennox Primary School 4.3%, Linnvale Primary School 4.4%, Whitecrook Primary School 4.8%, St Peter's Primary School 5.0%, Edinbarnet Primary School 5.3% & St Ronan's Primary School 5.3%). In the secondary sector the level of this code ranges from 5% in OLSP to 9.2% in SPTA. Page 106
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11 MIS – Missing (Chart P66) The Missing code occurs as a consequence of amalgamating a group of period by period registration codes into a code to cover a single Opening. This process results in an Opening being coded as Missing if a pupil is Absent in the last period of the Opening but has been marked Present for any earlier period during that Opening. N.B. Missing is an Attendance code, for a pupil to be marked Absent for an Opening, all periods within the Opening must be marked with Absent codes. In the secondary sector it ranges from 1.5% of all possible attendance in OLSP to 4.1% in SPTA. OAT - Other attendance out of school (Charts P53, P66) In 13 primary schools, this code has not been used at all. In 14, it accounts for less than 0.2% of all possible attendance. In 5 it is above 0.2% (St Patrick's Primary School 0.2%, Gartocharn Primary School 0.2%, St Ronan's Primary School 0.2%, Lennox Primary School 0.3% & St Eunan's Primary School 0.3%). In the secondary sector the level of this code ranges from 1% in CHS to 3% in VoLA. PER - Medical or Dental Appointment (Charts P53, P66) The range of the use of this code in primary schools is fairly evenly spread. The range is from 0.2% at Carleith Primary School up to 0.7% at St Martin's Primary School. In the secondary sector, OLSP and Dumbarton seem to be making substantially more use of this code than the other 3 schools. Page 107
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12 SCH - In school but not in class (Chart P67) This code has not been used in primary schools. In secondary schools, VoLA has used this code substantially more than any other school. There it accounts for 3.5% of all possible attendance, with the range in the other 4 schools being 1.1% to 2.0%. The 2023-24 Local Authority working group on Attendance Coding provided additional guidance on circumstances where this code could be used and these suggestions are provided below to give a bit of context to the use of this code: Pupil is present in school but out of class or undertaking a different activity. For example:- Pupil in HT office, medical room, school library, detention room, etc Pupil undertaking leadership activity or learning activity in support base with other staff or another service So it is possible the VoLA ASN Base accounts for the higher level of usage of this code in that establishment. SEP - Sickness with educational provision (Charts P54, P67) This code has only been used in 4 primary schools with Lennox Primary at 0.4% of possible attendance, being substantially higher than all other primary schools. In the secondary sector the level of this code ranges from less than 0.1% in CHS to 1% in SPTA. STY - Study Leave (Chart P67) The range of the use of this code in secondary schools is fairly evenly spread, except for the school with the highest level of use, VoLA, which, at 8%, is 1 percentage point higher than the next highest school. Page 108
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13 VIS - School Visit (Charts P54, P67) In 10 primary schools, this code has not been used at all. In 15, it accounts for 0.2% or less of all possible attendance. In 3 schools it is 0.3% or more (St Michael's Primary School 0.3%, St Mary's Primary School - Clydebank 0.3%, Knoxland Primary School 0.3%, Balloch Primary School 0.3%, Dalreoch Primary School 0.4%, Christie Park Primary School 0.4% & St Mary's Primary School - Alexandria 0.5%). In the secondary sector it was used by all schools and the range is from 0.2% at Vale of Leven Academy up to 0.5% at Clydebank High School. WRK - Work Placement (Chart P68) In secondary schools the range is from 0.1% at Clydebank High School up to 0.3% at Vale of Leven Academy. Page 109
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14 Authorised Absence Codes ABS - Other authorised Absence (Charts P56, P69) In 5 primary schools, this code has not been used at all. In 24, it accounts for less than 1% of all possible attendance. In 3 schools it is over 1% (Linnvale Primary School 1.1%, St Martin's Primary School 1.4% and Our Lady of Loretto Primary School 1.6%). All secondary schools have used the code and it accounts for less than 1% of all possible attendance in all but OLSP, where it accounts for 1.4%, 0.6 percentage points higher than the next highest school. For information, the ScotXed guidance states that the circumstances where this code should be used includes: “Immediate family weddings; Bereavements; Religious observances; Attendance at court; Attendance at child care review; Attendance at children’s hearing; Lack of transport – including due to bad weather; Sporting & cultural events not arranged by the school, but approved by them”. DCA - Exceptional domestic circumstances (auth) (Charts P56, P69) In primary schools, Renton are using this code substantially more than other schools, their rate is twice as high as the next highest school. In secondary schools, the rate is very low, with VoLA and SPTA in particular, barely using it at all. LT2 - Late (arrives after mid-point) (Charts P57, P69) In primary schools, Edinbarnet and St Kessog’s use this code twice as much as the next highest using school. In secondary schools, it has only been used by CHS, SPTA and SPTA and in all three, the rate is extremely low. MED - Medically Certified (Charts P57, P69) The use of this code is negligible in schools. NIM - Notifiable illness (medically certified) (Chart P58) This code has only been used by Christie Park Primary School for 6 openings. Page 110
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15 NIS - Notifiable illness (self certified) (Chart P58) This code has only been used by Gavinburn Primary School for 10 openings. PHL - Authorised Parental Holiday (Charts P59, P70) In primary schools, the highest users of this code are Christie Park and Renton, with the level at Renton being just over 0.2% of possible attendance. In secondary schools, the use of this code is negligible. PTH - Part Time Timetable (health related) (Charts P59, P70) In primary schools, St Eunan’s use this code around twice as much as the next highest using school. In secondary schools, the use of this code is negligible. PTX - Part Time Timetable (exclusion related) (Charts P60, P70) In the primary sector, this has been used by 4 schools. In the secondary sector, this has been used by 2 schools. It’s level of use is miniscule. SEL - Self Certified (Charts P60, P70) As one would expect, Self Certified Sickness Absence accounts for the largest portion of pupil absence across WDC. In primary, it ranges from 2.8% of all possible attendance in both Knoxland and St Stephen’s to 7.5% in St Michael’s. The range of the use of this code in primary schools rises in fairly even increments, except for the two highest using schools. Levenvale is 1.2 percentage points higher than the next highest using school and St Michael’s is another full percentage point higher again. In secondary the rate rises evenly from 4.4% in SPTA to 5.6% in Dumbarton. Page 111
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16 Unauthorised Absence Codes DCU - Exceptional domestic circumstances (unauth) (Charts P61, P71) In 11 primary schools, this code has not been used at all. In 18, it accounts for around 0.1% or less of all possible attendance. In 3 schools it is substantially higher, at around 0.2-0.25% (Kilbowie, Lennox & Clydemuir). In the secondary sector, it has been used by 4 schools, but the level of use is negligible. OUA - Other unauthorised absence (Charts P61, P71) In 14 primary schools, this code has not been used at all. In 16, it accounts for less than 1% of all possible attendance. In 2 schools it is 1.5% or more (Clydemuir 1.5%, St Kessog’s 1.6%). In the secondary sector, it has been used by all schools, but the level of use is negligible. RFS - Refusal to attend (Charts P62, P71) In 16 primary schools, this code has not been used at all. In 15, it accounts for less than 1% of all possible attendance. In one school (Carleith) it is 2.8%, substantially higher than in any other school. In the secondary sector, OLSP are using this code substantially more than the other schools. TBC - To be Confirmed (Charts P62, P71) In 15 primary schools, this code has not been used at all. In 16, it accounts for less than 1% or less of all possible attendance. In one school (Dalreoch), it is 3.4%, substantially higher than in any other primary school. In the secondary sector, VoLA are using this code substantially more than the other schools. In this school it accounts for 5% of possible attendance. Page 112
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17 UNA - Truancy or Unexplained Absence (Charts P63, P72) In 10 primary schools, this code has not been used at all. In 14, it accounts for around 1.0% or less of all possible attendance. In 8 schools it is over 1% (Levenvale Primary School 1.1%, St Mary's Primary School - Alexandria 1.1%, St Ronan's Primary School 1.4%, Lennox Primary School 1.4%, Dalreoch Primary School 1.6%, St Eunan's Primary School 1.8%, Whitecrook Primary School 1.9% & Renton Primary School 2.0%). In the secondary sector, CHS & SPTA are using this code substantially more than the other schools, the rate here being between 4-4.5% of possible attendance. Vale of Leven’s negligible level of use of this code perhaps explains its extremely high levels of the TBC code. UPH - Parental Holiday (Charts P63, P72) In the primary sector this code has been used by every school. The range of use rises in fairly even increments from 0.8% at St Eunan’s to 1.8% at Gartocharn. In the secondary sector it has been used in all schools and there is little difference between them with the range being from 0.7% at Dumbarton to 0.9% at OLSP. Page 113
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18 May Focus Area: Local Learning Communities Across all school sectors, attendance is highest in the Dumbarton LLC and Vale of Leven LLC is the lowest (although there is only 0.8 percentage points between highest and lowest). The Dumbarton LLC has the highest attendance level in both the primary and secondary sectors. Vale of Leven LLC has the lowest attendance in both the primary and secondary sectors. The OLSP LLC has the largest difference between its primary attendance and its secondary attendance. Here the difference is 5.3 percentage points. The smallest difference is at SPTA LLC, where there is 4.1 percentage points between the primary attendance percentage and the secondary. N.B. the Special Sector schools are all included in the Dumbarton LLC. Page 114
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19 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 115
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20 April Focus Area: English as an Additional Language For Unauthorised Absence, the EAL cohort shows lower levels than the non-EAL cohort in all sectors. For Authorised Absence, the EAL cohort shows higher levels than the non-EAL cohort in the primary sector and lower in the secondary sector. The EAL cohort shows much higher levels than the non-EAL cohort in the special sector, but this is likely due to small numbers. The EAL cohort accounts for 4.5% of all possible attendance in primary, for 4.8% in secondary, 2.5% in special and 4.6% across all schools. Page 116
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21 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 117
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22 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 31% of possible attendance in the primary sector, around 26% in secondary, around 50% in the special sector and around 29% across all schools. Page 118
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23 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 36.1% at Renton Primary School down to 6.2% at St Stephen's Primary School. In secondary schools the range is from 39.1% at Vale of Leven Academy down to 35% at Dumbarton Academy. The average level across all WDC schools is 28.8%. Page 119
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24 Looking at the primary school data by stage, it is generally increasing from P1 to P7. In secondary it is lowest in S1, higher, and at 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 120
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25 Looking at the primary, secondary and all sectors’ 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 121
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26 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 14.5% at Dalreoch Primary School down to 0.9% at St Stephen's Primary School. In secondary schools the range is from 16.5% at Vale of Leven Academy down to 14.3% at Dumbarton Academy. The average level across all WDC schools is 10%. Page 122
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27 Looking at the primary school data by stage, it is between 3 to 4% in P1/P2, then between around 5 to 6.5% for P3, P4, P5, P6 & P7. In secondary it is lowest in S1 at around 12%, then around 17 to 20% for S2 to S4 then dropping back down a bit again to around 12.5 to 13.5% in S5/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 123
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28 Looking at the primary, secondary and all sectors’ data by SIMD 2020 Quintile, it is generally decreasing from Q1 to Q5. Quintile 5 in primary is the exception to this, which has a slightly higher level than Quintile 4. However, again we must be wary of small numbers, this represents only 7 individuals out of 316 total primary pupils in SIMD Quintile 5. Special sector data is provided for information, but there are again very small numbers in this sector and therefore individual pupils with specific issues are likely to be heavily influencing the percentages. Page 124
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29 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 slightly lower than both P4 and P5. In secondary the increase is from around 3.5% of all possible attendance in S1 to around 6% in S2/S3 and then to around 6.5% in S4. S5 and S6 drop back to around 5-5.5%. Page 125
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31 A request was made to see the year stage data also broken down by sex, so that has been provided here. Page 127
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32 Looking at S3, the cohort identified for specific focus in January, this year/stage is the one with the lowest level of attendance (86.2%). Its absence is mostly made up of authorised absence, which accounts for 7.6% of possible attendance (the highest of any stage), while the unauthorised portion (at 6.2%) is 2nd highest, behind S4 (at 6.6%). Page 128
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33 There is a little difference between female and male attendance in S3, with Female being at 85.8% and Male at 86.6%. Authorised Absence, for Females in S3 is at 7.8% and for Males is at 7.4%. For unauthorised, Females are at 6.4%, a little higher than S3 males at 5.9%. Page 129
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34 Across the secondary schools, the attendance rate for S3 pupils ranges from 87.7% at Dumbarton Academy down to 85.2% at St Peter the Apostle High School. OLSP has a comparatively high level of Authorised Absence and comparatively low level (although no longer the lowest) 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, has the second highest levels of both Authorised and Unauthorised Absence. Page 130
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35 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 41% of possible attendance in the primary sector, 52% in secondary, 100% in the special sector and 48% across all schools. Page 131
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36 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 16 schools. The school with the highest rate being Carleith where it accounts for 2.8% of possible attendance. In the secondary sector, it has been used by all schools where the rate ranges from 0.4% at SPTA to 1.2% at OLSP, of possible attendance. Page 132
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37 PTH - Part Time TimeTable (health related) In the primary sector, this has been used by 9 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 SPTA, OLSP, Dumbarton & CHS to around 0.1% at VoLA, of possible attendance. Page 133
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38 PTX - Part Time TimeTable (exclusion related) In the primary sector, this has been used by 4 schools. At St Peter’s Aitkenbar, Dalreoch & St Martin’s Primaries, this code accounted for less than 0.1% of possible attendance. In the secondary sector, it has been used by 2 schools, OLSP and Dumbarton Academy, where it accounted for less than 0.1% of possible attendance. Page 134
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39 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 slightly higher. The male cohort shows lower levels of Authorised Absence than the female cohort in the secondary and special sectors. In primary males are slightly higher. 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 135
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40 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 3.9% of the possible attendance data across all WDC schools. Page 136
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41 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 2.9% of all possible Young Carer attendance across all WDC schools. Page 137
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42 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 0.9% of the possible attendance data across all WDC schools. Page 138
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43 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 19 schools. The school with the highest rate being St Eunan’s where it accounts for 0.3% of possible attendance. In the secondary sector, it has been used by all schools where the rate ranges from 1% at CHS to 3 % at VoLA, of possible attendance. The 2023-24 Local Authority working group on Attendance Coding provided additional guidance on circumstances where this code could be used and these suggestions are provided below to give a bit of context to the use of this code: 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 139
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44 September Focus Area: % Attendance of P1/S1 Pupils % Attendance of P1 pupils in primary ranges from 96.6% at St Patrick's Primary School down to 89.2% at Dalreoch Primary School. In secondary schools the range for S1 pupils is from 92.5% at Our Lady and St Patrick's High School down to 88% 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 90.4%. Page 140
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45 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 11 schools. The school with the highest rate being St Martin’s where it accounts for 5.5% of possible attendance. In the secondary sector, it has been used by all schools where the rate ranges from 0.5% at OLSP to 1.9% at Dumbarton, of possible attendance. Page 141
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46 FLX - Flexible Learning In the primary sector, this has not been used this session. In the secondary sector, it has been used by all schools where the rate is less than 0.1%, except for St Peter the Apostle High School, where the rate is 3.6% of possible attendance. VHL - Virtual Home Learning In the primary sector, this has been used by 1 school. In Edinbarnet Primary the rate is less than 0.1%. In the secondary sector, it has been used by 4 schools, Our Lady and St Patrick’s High School, Vale of Leven Academy, St Peter the Apostle High School & Clydebank High School, where the rate is less 0.1% of possible attendance. Page 142
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47 SEP – Sickness With Educational Provision In the primary sector, this has been used by 4 schools. The highest being Lennox Primary, where the rate is 0.4% 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 OLSP to 1.0% at SPTA, of possible attendance. Page 143
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48 September Focus Area: Pupils with No, or Very Low, Attendance There were 5 primary school pupils with no attendance at all, August to May. There were 5 primary school pupils with 10% or less attendance, August to May. Page 144
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49 There were 22 secondary school pupils with no attendance at all, August to May. Nine of these individuals are of age to have already left school. One is still a current pupil, and the other eight of those are now marked as leavers, but their leaving date, being during the current session, means they have possible attendance in this session and therefore must still be included in the attendance/absence statistics. Of the 13 not yet old enough to leave school, one is still a current pupil, but the other twelve have moved on from their schools. Again, their leaving dates, being during the current session, means they have possible attendance in this session and therefore must still be included in the attendance/absence statistics. There were 19 secondary school pupils with 10% or less attendance, August to May. One of these individuals is of age to have already left school. They are now marked as a leaver, but their leaving date, being during the current session, means they have possible attendance in this session and therefore must still be included in the attendance/absence statistics. Seven others have moved on from their schools meaning they will be unable to improve their attendance statistics. Eleven remain on school rolls and so could still possibly improve their attendance rate. Page 145
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50 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 either zero or negligible attendance data assigned to that code so far this session. Page 146
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WEST DUNBARTONSHIRE COUNCIL Report by Senior Education Officer – Services for Children and Young People Educational Services Committee: 17 September 2025 Subject: Summer Holiday 2025 Programme Evaluation 1. Purpose 1.1 The purpose of this report is to: a) Update members on the impact of plans to reduce holiday hunger and provide summer support to families across West Dunbartonshire Council (WDC) during Summer 2025. 2. Recommendations 2.1 The Educational Services Committee recommended to note: (a) Progress and impact of authority-wide plans by partners to reduce holiday hunger and (b) ways in which funding has been administered and governed. 3. Background 3.1 In 2023 Council agreed to extend the Holiday Hunger Fund to ensure the provision of meals and social activities for school children over holiday periods, throughout West Dunbartonshire. £100,000 per annum was committed to enable community partners to work together to address the challenges of holiday hunger and associated increased costs for families. This has proved successful, and uptake and partnership working has been effective in meeting the needs of our children and families over holidays. App.1 Holiday Programme Partner Funding Overview 3.2 At very late notice, Scottish Government committed a further £19,993 to support the needs of children with disabilities in accessing Summer activities. 4. Main Issues 4.1 One in four (240 000) of Scotland’s children are officially recognised as living in poverty. Sixty-eight percent of these children live in working households. Experiencing child poverty can undermine the health, wellbeing and educational attainment of children. ITEM 11 Page 179
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https://www2.gov.scot/Topics/Statistics/Browse/Social- Welfare/IncomePoverty/povertytable 4.2 It is recognised that holiday periods add to the stress of poverty for families and result in less access to food and social activity for them than their peers. Foodbanks report increased demand during holiday periods. Resultantly, every WDC summer session planned offered free access to activities and lunch or snacks as an integral feature. 4.3 WDC implemented a two-pronged approach to planning the Summer Programme supported by the additional funding. One strand being a community-based model which was open to all children and young people for five weeks of the summer holidays, some of which were still operating until the last day of the summer break. This offer provided over 600 places. The other strand was targeted support with a range of partners to meet the needs of particular cohorts of children and young people with severe and complex needs, supported by familiar trained staff. 4.4 Partners delivered the following: Approximately 100 children per session were supported by Golden Friendship Club via 15 sessions across the summer. They helped tackle holiday hunger by providing over a dozen family focused sessions, each offering children fun and engaging activities with access to a hot roll and a healthy packed lunch on departure; As well as a variety of STEM and Virtual Reality activities, Bellsmyre Digital Club provided 192 lunches across their programme; Ben View treated children to a range of day trips such as cinema, Flip Out, Heads of Ayr as well as family favourite Blair Drummond; WDC Kinship Care built upon last year’s programme to support their 110 families culminating in an end of summer trip for all; Y-Sort-it supported Young Carers with a range of day trips including the ever- popular fishing trip as well as tackling the West Highland Way. Their programme was designed to support over 2000 places and reflect feedback from previous programmes. It recognised issues with oversubscription and the desire to “Provide families an opportunity to spend time together, taking part in activities in the evenings or at the weekend”; Scottish Families Affected by Alcohol and Drugs (SFAD) provided 1:1, groupwork and trips away for young people affected by family addiction; building on work that they undertook with some young people across the school session; West Dunbartonshire Foodshare provided 350 brunch bags with 5 days worth of breakfast, lunches, snacks and packed lunches across every week of the summer break supported by their combined SHINE and Cash for Kids funding. This resulted in 700 children being supported over the holiday period; Vale of Leven FC ran a football camp with 52 children attending and 260 meals served. Children engaged in football drills and games that promoted confidence, skill building and inclusion. Parents praised the friendly coaches, free meals, and safe environment; Page 180
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Tullochan successfully delivered a four-day activity programme consisting of eight structured sessions, engaging a total of 79 young people. Each day included both indoor and outdoor activities, along with the provision of breakfast and lunch to all. The young people took part in Outdoor Activities such as beach combing sessions with metal detectors in Levengrove Park, creative arts and craft sessions, bushcraft and fire-pit sessions and indoors activities such as team building games, watching films and playing board games. The programme received highly positive feedback from the young people. The Specialist Setting Summer Programme provided 383 day placements for 133 pupils from six of our specialist settings. This extensive support over the month of July ensured continuity of care and social opportunities for pupils with complex additional support needs; Pupils benefited from the consistent support of familiar staff members who have a deep understanding of their individual needs. This approach fostered a safe and trusting environment, allowing for meaningful engagement in all activities. We are currently evaluating the programme with staff to inform next steps; A range of activities were offered to meet diverse interests and developmental needs. These included sports via Active Schools, Bikeability sessions, creative arts with Clifftop Projects and creative dance sessions led by our partners at Indepen-dance; The program made excellent use of the facilities at Kilpatrick School, including the adventure playground, soft play area, and the newly created sensory garden. These resources, with some sessions supported by a local park ranger, provided unique and stimulating environments tailored to the pupils’ needs; In line with our holiday hunger initiative, the program provided 189 free lunches. This vital support helped ensure that our pupils had access to nutritious meals throughout the summer, addressing a critical need for many families. 4.5 Partner evaluations are due by the end of August 2025 however early feedback is noted below from a range of participants, partners, and parents: "This is the third time my 7-year-old has attended. He loved it every day. The coaches go out of their way to make all the children feel safe and welcome." "Free lunch with pizza and Tunnock's snowballs was a hit!" “Children formed new friendships, even among those who were unfamiliar with each other at the start of the week. Coaches reflected on a smooth, positive experience, thanks to their increasing experience in running the programme.” “This has been the best day ever!” “I wish the sessions weren’t finished.” “I am really grateful for the chance to have good, fun activities to go to with my Page 181
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children. With money being tighter this year, it has been really hard to budget for nice extras.” “I don’t know how I would have entertained my children all summer without these sessions. They would have eaten me out of house and home!” “I was worried about electricity costs if the boys were indoors all day this year. The club kept them happy and busy and the extra bonus was they were fed!” “The sessions ran as planned and were well received by the young people who took part in them. The range of activities ensured that the young people participating had an enjoyable time. We provided the young people breakfasts and lunches ensuring they were well nourished whilst attending the sessions.” 4.4 To ensure the appropriateness of spend and quality of projects, Officers will monitor value for spend, procedures in place, numbers attending and views of participants and providers via the forthcoming evaluations. Information gleaned will inform change and improvement as necessary in line with the funding available. 4.5 Evaluation at time of reporting, tell us the uptake of events averaged almost 70% across the period with all partners offering lunch or food. 4.6 At time of writing final costs are being clarified. It is anticipated the cost will be approximately £93, 000. There are additional plans for spend in the October or Easter school holiday periods. Final figures will be clearer when all summer invoicing is completed. 4.9 Next steps include planning for October and Easter school holidays in session 2025-2026. This will involve meeting a range of WDC and third sector partners to feedback and evaluate progress and learning so far and further coordinate offers and sessions. People Implications 5.1 There are no implications for people as a result of this report, however, these outcome focused plans aim to improve the life chances of children and young people 6 Financial and Procurement Implications 6.1 All activities related to the implementation of this policy are contained within the WDC Holiday Hunger Fund and Scottish Government Holiday Playschemes and Activities for Disabled Children 2025-26 guidance. 6.2 £61,730 has been spent on projects across the Council to support a range of 22 partners as well as a further £30,000 for the ASN programme held at Kilpatrick. Page 182
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7.1 Risk Analysis If the Council is unable to ensure positive outcomes for children, we will not be meeting their needs (Children and Young People Act 2014) (Equalities Act 2010). 7.2 If the Council is unable to ensure positive outcomes for all children and young people, it could result in reputational damage. 8 Equalities Impact Assessment (EIA) 8.1 This fund and governance enhance the quality of the service provided to all children and young people and therefore can be seen to have a positive impact in terms of the equalities. 9 Environmental Sustainability 9.1 There are no environmental implications as a result of this report. 10 Consultation 10.1 Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. 11. Strategic Assessment This report reflects the Council’s aspiration to reduce inequalities for the people of West Dunbartonshire. Claire Cusick Senior Education Officer ___________________________________________________________________ Person to Contact: Claire Cusick– Senior Education Officer 16 Church Street, Dumbarton, G82 claire.cusick@west-dunbarton.gov.uk Appendices: Appendix 1 Holiday Programme Partner Funding Overview Background papers: Wards Affected: All wards None Page 183
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WDC Community Partner Holiday Fund Awards 2025 Organisation Award Bellsmyre Digital Community (BDC) 2700 Bellsmyre Development Trust SCIO 3560 Ben View Resource Centre 2500 Faifley Upcycling 1232 Flourishing faifley 4125 Haldane Youth Services 4125 Isaro Community Initiative Account 2500 Strathclyde Autistic Society 3500 Rock CommunIty Church (The Pheonix) 4125 Tullochan 2100 Vale of Leven FC & Football Club 3000 West Dunbartonshire Youth Council 2125 West Dunbartonshire Kinship Care 1800 Y Sort It 4125 Milton Village Community Group 340 Friends of Levengrove 3400 Dalmuir Barclay Church 1000 WDC Foodshare 3000 Golden friendhsips 4125 Awestruck Academy 4000 Empowering Women Dumbarton West 1900 SFAD - Scottish Families Affected by Alcohol and Drugs 2448.50 Appendix 1 Page 184
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WEST DUNBARTONSHIRE COUNCIL Senior Education Officer – Policy, Performance and Resources Committee: Educational Services Committee 17 September 2025 Subject:Education Delivery Plan 2024/25 - Year-end Progress 1 Purpose 1.1 This report sets out the year-end progress of the 2024/25 Delivery Plan. 2 Recommendations 2.1 It is recommended that Committee notes the progress achieved at year-end. 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. 3.2 In the last few months of 2024/25, several services and teams across the Council were realigned to other Chief Officer areas. For consistency and transparency, the year-end progress reports reflect the content of the 2024/25 delivery plans reported to the relevant committees at the beginning of that year, with none of the organisational changes that took place in-year included. For Education, this means that a Leisure Trust PI is reported in this year-end report but not in the 2025/26 Education Delivery Plan or thereafter. Those changes are, however, reflected in the new delivery plans for 2025/26. 4 Main Issues 4.1 The 2024/25 Delivery Plan was presented to Educational Services Committee on 12 June 2024 and mid-year progress reported on 19 March 2025, based on the academic year. 4.2 Full details of year-end progress are set out in Appendix 1. 4.3 The progress of the Plan’s 9 actions is summarised below: Progress No. (%) ITEM 12 Page 185
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Completed 9 (100%) Overdue 0 (0%) 4.4 Year-end data is available for 22 of the Plan’s 32 PIs. The performance of those PIs is summarised below: Performance Against Target No. (%) Target met or exceeded 21 (95%) Target narrowly missed 1 (5%) Target significantly missed 0 (0%) Performance Over Time No. (%) Improved over short term (or maintained high level of performance) 7 (31%) Improved over longer term (or maintained high level of performance) 6 (27%) 4.5 The full set of PIs will be reported through the Council’s annual performance reporting process once all data becomes available. 5 People Implications 5.1 There are no direct people implications arising from this report. 6 Financial & Procurement Implications 6.1 There are no direct financial or procurement implications arising from this report. 7 Risk Analysis 7.1 Failure to deliver 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. 8 Equalities Impact Assessment 8.1 Screening and impact assessments will be carried out on specific activities as required. 9 Consultation Page 186
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9.1 The delivery plans were developed through consultation with officers from the strategic service areas. 10 Strategic Assessment 10.1 The delivery plans set out actions to support the successful delivery of the strategic priorities and objectives of the Council. Officer: Andrew Brown Service Area: Eduation Date: 6 August 2025 _____________________________________________________________ Person to Contact: Andrew Brown andrew.brown@west-dunbarton.gov.uk Appendices: Appendix 1: Education Delivery Plan 2024/25 - Year-end Progress Background Papers: Education Delivery Plan 2024/25 - Educational Services Committee, 12 June 2024 Education Delivery Plan 2024/25 Mid-year Progress - Educational Services Committee, 19 March 2025 Strategic Planning & Performance Framework 2022/27 Wards Affected: All Page 187
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1 Appendix 1: Education Delivery Plan 2024/25 - Year-end Progress Generated on: 01 August 2025 Our communities Our neighbourhoods are safe, resilient and inclusive 2023/24 2024/25 Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner Cases of exclusion per 1,000 school pupils 23 18 30 This is a local indicator provided from SEEMiS. Scottish Government will collect and publish this data this year, so this value must be considered provisional. Claire Cusick School Attendance Rates (per 100 pupils) 88.9% 90.4% 90% This is an LGBF indicator and is normally provided to us by Improvement Service. For this report, the data has been provided from SEEMiS. Scottish Government will collect and publish this data this year, so this value must be considered provisional. Claire Cusick School Attendance Rates for Looked After Children (per 100 Looked After Children) N/A N/A This is an LGBF indicator and is provided to us by Improvement Service. Although this SG data collection has now returned to an annual collection, the Improvement Service has not yet supplied the value for 2023-24. The 2024-25 value would not be expected to be available until next year. Claire Cusick School Exclusion Rates (per 1000 pupils) N/A 18 30 This is an LGBF indicator and is normally provided to us by Improvement Service. For this report, data has been provided from SEEMiS. Scottish Government will collect and publish this data this year, so this value must be considered provisional. This is a bi-annual data collection by Scottish Government, so there is no figure for 2023-24. Claire Cusick School Exclusion Rates for Looked After Children (per 1000 looked after children) N/A N/A This is an LGBF indicator and is provided to us by Improvement Service. It is a bi-annual data collection by Scottish Government, so there is no figure for 2023-24. The 2024-25 Claire Cusick Page 189
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2 2023/24 2024/25 Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner value would not be expected to be available until next year. 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 Action complete, with sub-action activities continuing into the new 2025/26 plan. 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 2023/24 2024/25 Performance 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 5,609 6,632 5,521 John Anderson Action Status Progress Due Date Note Owner Improve children and young people's health and well being 30-Jun-2025 Action complete, with sub-action activities continuing into the new 2025/26 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 Page 190
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3 Our residents are supported to increase life and learning skills 2023/24 2024/25 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 76% 73% This is a LGBF indicator and is provided to us by Improvement Service. The 2024-25 value would not be expected to be available until next year. Julie McGrogan Percentage of children and young people achieving Curriculum for Excellence levels in numeracy 82% 78% This is a LGBF indicator and is provided to us by Improvement Service. The 2024-25 value would not be expected to be available until next year. Julie McGrogan % of establishments delivering good or very good high-quality learning & teaching (Outcome of Improvement Framework) 84% 75% 88% Julie McGrogan Percentage of school attendance 88.96% 90.38% 89.4% This is a LGBF indicator and is normally provided to us by Improvement Service. For this report, the data has been provided from SEEMiS. Scottish Government will collect and publish this data this year, so this value must be considered provisional. Claire Cusick Percentage of 3 & 4 year old children at ELC achieving the benchmark in literacy 56% 60% 64% Good progress has been made this session and training for staff will be implemented 25/26 to further upskills staff in this area. Alison Bowers Percentage of 3 & 4 year old children at ELC achieving the benchmark in numeracy 34% 39% 34% Good progress has been made this session. Alison Bowers Percentage of ELC settings meeting the National Standard Criteria of good and above 100% 95.12% 100% Settings not meeting NSC are being well supported to bring about improvement at next inspection. Alison Bowers Percentage of pupils gaining 1 + awards at SCQF level 5 85.47% This is a local Performance Indicator but is based on Insight Leaver data so 2024-25 data will not be available until after the February 2026 Insight Update. Andrew Brown Percentage of pupils gaining 1 + awards at SCQF level 6 56.41% This is a local Performance Indicator but is based on Insight Leaver data so 2024-25 Andrew Brown Page 191
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4 2023/24 2024/25 Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner data will not be available until after the February 2026 Insight Update. Percentage of S3 pupils achieving ACEL Third level+ in Literacy and numeracy Julie McGrogan Percentage of S3 pupils achieving ACEL Fourth in Literacy and numeracy Julie McGrogan Percentage of educational establishments receiving positive inspection reports 100%1 100% 100% Julie McGrogan % of pupils gaining 5 + awards at level 5 61% N/A This is a local Performance Indicator but is based on Insight Leaver data so 2024-25 data will not be available until after the February 2026 Insight Update. Andrew Brown % of pupils gaining 5+ awards at level 6 28% N/A This is a local Performance Indicator but is based on Insight Leaver data so 2024-25 data will not be available until after the February 2026 Insight Update. Andrew Brown % pupils in 20% most deprived areas getting 5+ awards at level 5 50% N/A This is based on Insight Leaver data, so 2024-25 data will not be available until after the February 2026 Insight Update. Andrew Brown % pupils in 20% most deprived areas getting 5+ awards at level 6 20% N/A This is based on Insight Leaver data, so 2024-25 data will not be available until after the February 2026 Insight Update. Andrew Brown Overall Average Total Tariff 769.17 N/A 2024/25 data for LGBF indicators will not be available until 2026 following publication by the Improvement Service. Derek McGlynn % of P1, P4 and P7 pupils combined achieving expected CFE Level in Literacy 72.25% Julie McGrogan % of P1, P4 and P7 pupils combined achieving expected CFE Level in Numeracy 79.44% Julie McGrogan Literacy Attainment Gap (P1,4,7 Combined) - percentage point gap 12.93% Julie McGrogan Page 192
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5 2023/24 2024/25 Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner between the least deprived and most deprived pupils Numeracy Attainment Gap (P1,4,7 Combined) - percentage point gap between the least deprived and most deprived pupils 12.34% Julie McGrogan Percentage of pupils achieving expected levels in Writing by P7 N/A Julie McGrogan % of funded Early Years Provision which is graded good or better 100% 95.12% 100% As noted above Steve Rivers Action Status Progress Due Date Note Owner Close the attainment gap between the most and least disadvantaged children and young people 30-Jun-2025 Action complete, with sub-action activities continuing into the new 2025/26 plan. Julie McGrogan Improve attainment, particularly in literacy and numeracy 30-Jun-2025 Action complete, with sub-action activities continuing into the new 2025/26 plan. 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 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. 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 193
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6 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner 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. 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 2023/24 2024/25 Performance Indicator Value Status Value Target Short Trend Long Trend Note Owner Percentage of young people entering a positive destination 95.99% 96.1% 96.0% Andrew Brown Participation Rate for 16-19 year olds (per 100) 90.68% 90.68% 90.5% Andrew Brown Action Status Progress Due Date Note Owner Improve skills and sustained, positive school leaver destinations for all young people 30-Jun-2025 Action complete, with sub-action activities continuing into the new 2025/26 plan. Andrew Brown Page 194
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7 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, employee engagement, equality, and learning and development plans to enable capabilities, improve resilience and promote a diverse workforce 31-Mar-2025 Action complete. 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 Action complete. 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 Action complete. Andrew Brown Develop and implement learning and development plans and development opportunities to improve capabilities and resilience within the workforce 31-Mar-2025 Action complete. Andrew Brown Action Status Cancelled Page 195
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8 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 Long Term Trends Improving No change Declining Short Term Trends Improving No change Declining Page 196
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Officer (Resources) Educational Services Committee: 17 September 2025 ___________________________________________________________________ Subject: Educational Services Revenue Budgetary Control Report to 30 June 2025 (Period 3) 1. Purpose 1.1 This report provides update on the financial performance of the Educational Services revenue budget to 30 June 2025 (Period 3) and the forecast position at 31 March 2026. 2. Recommendations 2.1 Committee is asked to: (a) Note the contents of this report showing that the 2025/26 revenue account has a projected adverse revenue variance of £0.807m (0.59% of the total budget) which becomes an adverse variance of £0.707m (0.51% of the total budget) after use of earmarked reserves for the summer programme. 3. Background 3.1 At the meeting of West Dunbartonshire Council on 5 March 2025, Members agreed the revenue estimates for 2025/2026, including a total net Educational Services Committee budget of £137.340m. 4. Main Issues Revenue Budget 4.1 The summary report at Appendix 1 identifies a projected adverse variance of £0.807m, and after taking into account £0.100m use of earmarked reserves the underlying adverse variance is £0.707m. Detailed service reports are attached at Appendix 2. 4.2 The overall projected full year variance is £0.807m adverse. Information and all individual variances of over £50,000 are detailed in Appendix 3. It is worth highlighting that the single biggest reason for the adverse variance is the recent job evaluation decision affecting grades 3 and 4 working with ASN pupils. Including backdating to August 2024 this has resulted in additional unbudgeted expenditure of about £0.400m in 2025/26. A cost pressure will be added to the Council’s projected 2026/27 budget to capture the ongoing effects of this evaluation. This will be reported to Council in October 2025. ITEM 13 Page 197
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4.3 A list of agreed efficiencies and management adjustments totalling £0.752m is shown within Appendix 4. It is anticipated £0.752m will be achieved 5. People Implications 5.1 There are no direct people implications. 6. Financial and Procurement Implications 6.1 Other than the financial position noted above and within the appendices, there are no financial or procurement implications of the budgetary control report. 7. Risk Analysis 7.1 The main financial risks to the ongoing financial position relate to unforeseen costs and/or reduced income streams being identified between now and the end of the financial year. Finance staff are in regular discussion with budget holders to ensure potential issues are identified as early as possible to mitigate this risk. 8. Equalities Impact Assessment (EIA) 8.1 The report is for noting and therefore, no Equalities Impact Assessment was completed for this report. 9. Consultation 9.1 The views of Education, Finance and Legal services were requested in the preparation of this report and they have advised there are neither any additional issues nor concerns with the proposal. As the report is for noting no further consultation is envisaged. 10. Strategic Assessment 10.1 Proper budgetary control and sound financial practice are cornerstones of good governance and support Council and officers to pursue the 5 strategic priorities of the Council’s Strategic Plan. This report forms part of the financial governance of the Council. Laurence Slavin Chief Officer - Resources Date: 1 August 2025 Person to Contact: Joe Reilly - Finance Business Partner, Church Street Offices Dumbarton e-mail joe.reilly@west-dunbarton.gov.uk Page 198
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Appendices: Appendix 1 - Revenue Budgetary Control 2025/26 Summary Report Appendix 2 - Revenue Budgetary Control 2025/26 Service Reports Appendix 3 - Analysis of Variances over £50,000 Appendix 4 – Monitoring of Efficiencies and Management Adjustments Background Papers: General Services Revenue Estimates 2025/26 – Council 5 March 2025. Wards Affected: All Page 199
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WEST DUNBARTONSHIRE COUNCIL Appendix 1 EDUCATION SUMMARY MONTH END DATE 30 June 2025 PERIOD P3 Actual Outturn 2025/26 Total Budget 2025/26 Year to date 2025/26 % Spend to Date of Total Budget Forecast Spend 2025/26 RAG Status Net Variance attributable to earmarked reserves spend Underlying Variance excluding earmarked reserves spend £000 £000 £000 % £000 £000 % £000 £000 33,964 Primary Schools 34,223 8,180 24% 34,379 156 0% 0 156 35,165 Secondary Schools 36,037 9,093 25% 36,134 97 0% 0 97 21,999 Special Schools 23,315 4,850 21% 23,400 85 0% 0 85 663 Psychological Services 681 171 25% 671 (10) -1% 0 (10) 627 Sport Development/Active Schools 627 462 74% 627 0 0% 0 0 18,442 Pre 5s 19,118 4,261 22% 19,474 356 2% 0 356 595 Cultural Services 616 164 27% 615 (1) 0% 0 (1) 18,059 PPP 18,400 4,722 26% 18,398 (2) 0% 0 (2) 50 # 72 24 33% 72 0 0% 0 0 1,017 Central Admin 954 594 62% 1,049 96 10% 100 (4) 303 Workforce CPD 285 65 23% 284 (0) 0% 0 (0) 463 Performance & Improvement 482 116 24% 488 5 1% 0 5 2,404 Education Development 2,531 404 16% 2,556 25 1% 0 25 712 Raising Attainment - Primary 0 0 0% 0 0 0% 0 0 (715) Raising Attainment - Secondary 0 0 0% 0 0 0% 0 0 (10) Pupil Equity Fund - (PEF) 0 0 0% 0 0 0% 0 0 133,735 137,340 33,107 24% 138,147 807 0.59% 100 707 Special Schools Performance & Improvement Education Development Total Net Expenditure Workforce CPD PPP Forecast Variance 2025/26 Departmental Summary Primary Schools Departmental / Subjective Summary Secondary Schools Central Admin Curriculum for Excellence Psychological Services Sport Development/Active Schools Pre 5s Page 200
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2025/26 EDUCATION DETAIL MONTH END DATE 30 June 2025 PERIOD P3 Actual Outturn 2025/26 Total Budget 2025/26 Year to date 2025/26 % Spend to Date of Total Budget Forecast Spend 2025/26 RAG Status £000 £000 £000 % £000 £000 % 97,495 Employee 97,140 24,062 25% 97,946 806 1% 10,540 Property 10,283 1,285 12% 10,601 319 3% 3,714 Transport and Plant 2,551 1,311 51% 2,587 35 1% 2,711 Supplies, Services and Admin 2,153 564 26% 2,193 41 2% 26,076 Payments to Other Bodies 27,110 7,204 27% 26,885 (225) -1% 1,480 Other 1,505 441 29% 1,505 0 0% 142,016 Gross Expenditure 140,741 34,868 25% 141,717 977 1% (8,280) Income (3,400) (1,761) 52% (3,570) (170) 5% 133,735 Net Expenditure 137,340 33,107 24% 138,147 807 1% £000 £000 £000 % £000 £000 % 29,510 Employee 29,880 7,439 25% 29,815 (65) 0% 3,815 Property 3,767 435 12% 3,931 164 4% 570 Transport and Plant 345 310 90% 352 7 2% 337 Supplies, Services and Admin 251 59 24% 251 0 0% 2 Payments to Other Bodies 14 0 0% 14 0 0% 337 Other 309 5 1% 309 0 0% 34,571 Gross Expenditure 34,565 8,248 24% 34,672 107 0% (607) Income (342) (67) 20% (293) 49 -14% 33,964 Net Expenditure 34,223 8,180 24% 34,379 156 0% £000 £000 £000 % £000 £000 % 32,387 Employee 33,584 8,083 24% 33,603 20 0% 1,564 Property 1,477 140 9% 1,553 76 5% 938 Transport and Plant 654 525 80% 654 0 0% 344 Supplies, Services and Admin 254 21 8% 291 37 15% 454 Payments to Other Bodies 472 439 93% 472 0 0% 552 Other 608 58 9% 608 0 0% 36,239 Gross Expenditure 37,049 9,266 25% 37,181 132 0% (1,075) Income (1,012) (172) 17% (1,048) (35) 4% 35,165 Net Expenditure 36,037 9,093 25% 36,134 97 0% Forecast Variance 2025/26 Primary Schools All Services Secondary Schools Service Summary Page 201
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2025/26 EDUCATION DETAIL MONTH END DATE 30 June 2025 PERIOD P3 Actual Outturn 2025/26 Total Budget 2025/26 Year to date 2025/26 % Spend to Date of Total Budget Forecast Spend 2025/26 RAG Status Forecast Variance 2025/26Service Summary £000 £000 £000 % £000 £000 % 13,682 Employee 15,063 3,476 23% 15,330 267 2% 243 Property 234 46 20% 244 10 4% 2,077 Transport and Plant 1,426 411 29% 1,426 0 0% 171 Supplies, Services and Admin 167 3 2% 167 0 0% 6,039 Payments to Other Bodies 6,637 953 14% 6,409 (227) -3% 23 Other 25 0 1% 25 0 0% 22,235 Gross Expenditure 23,552 4,889 21% 23,602 50 0% (236) Income (237) (39) 16% (203) 35 -15% 21,999 Net Expenditure 23,315 4,850 21% 23,400 85 0% £000 £000 £000 % £000 £000 % 756 Employee 774 169 22% 764 (10) -1% 0 Property 0 0 0% 0 0 0% 3 Transport and Plant 1 1 92% 4 3 269% 2 Supplies, Services and Admin 5 1 10% 2 (3) -56% 0 Payments to Other Bodies 0 0 0% 0 0 0% 0 Other 0 0 0% 0 0 0% 761 Gross Expenditure 780 171 22% 770 (10) -1% (97) Income (100) 0 0% (100) 0 0% 663 Net Expenditure 681 171 25% 671 (10) -1% £000 £000 £000 % £000 £000 % 0 Employee 0 0 0% 0 0 0% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 0 0 0% 0 0 0% 0 Supplies, Services and Admin 0 0 0% 0 0 0% 903 Payments to Other Bodies 627 627 100% 792 165 26% 0 Other 0 0 0% 0 0 0% 903 Gross Expenditure 627 627 100% 792 165 26% (276) Income 0 (165) 0% (165) (165) 0% 627 Net Expenditure 627 462 74% 627 0 0% Special Schools Psychological Services Miscellaneous Page 202
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2025/26 EDUCATION DETAIL MONTH END DATE 30 June 2025 PERIOD P3 Actual Outturn 2025/26 Total Budget 2025/26 Year to date 2025/26 % Spend to Date of Total Budget Forecast Spend 2025/26 RAG Status Forecast Variance 2025/26Service Summary £000 £000 £000 % £000 £000 % 14,134 Employee 13,877 3,290 24% 14,198 321 2% 535 Property 523 39 7% 555 32 6% 2 Transport and Plant 5 1 10% 5 0 0% 959 Supplies, Services and Admin 952 111 12% 908 (44) -5% 3,582 Payments to Other Bodies 3,819 839 22% 3,882 63 2% 0 Other 0 0 0% 0 0 0% 19,211 Gross Expenditure 19,175 4,279 22% 19,548 373 2% (769) Income (57) (18) 32% (74) (17) 29% 18,442 Net Expenditure 19,118 4,261 22% 19,474 356 2% £000 £000 £000 % £000 £000 % 0 Employee 0 0 0% 0 0 0% 4,330 Property 4,260 615 14% 4,295 35 1% 0 Transport and Plant 0 0 0% 0 0 0% 0 Supplies, Services and Admin 0 0 0% 0 0 0% 13,755 Payments to Other Bodies 14,140 4,107 29% 14,103 (37) 0% 0 Other 0 0 0% 0 0 0% 18,085 Gross Expenditure 18,400 4,722 26% 18,398 (2) 0% (26) Income 0 0 0% 0 0 0% 18,059 Net Expenditure 18,400 4,722 26% 18,398 (2) 0% £000 £000 £000 % £000 £000 % 0 Employee 0 0 0% 0 0 0% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 0 0 0% 0 0 0% 36 Supplies, Services and Admin 72 24 33% 72 0 0% 15 Payments to Other Bodies 0 0 0% 0 0 0% 0 Other 0 0 0% 0 0 0% 50 Gross Expenditure 72 24 33% 72 0 0% 0 Income 0 0 0% 0 0 0% 50 Net Expenditure 33% 72 0 0% Early Years PPP Curriculum for Excellence Page 203 72 24
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2025/26 EDUCATION DETAIL MONTH END DATE 30 June 2025 PERIOD P3 Actual Outturn 2025/26 Total Budget 2025/26 Year to date 2025/26 % Spend to Date of Total Budget Forecast Spend 2025/26 RAG Status Forecast Variance 2025/26Service Summary £000 £000 £000 % £000 £000 % 158 Employee 140 24 17% 127 (14) -10% 29 Property 22 10 46% 23 1 5% 1 Transport and Plant 0 0 6% 0 0 0% 43 Supplies, Services and Admin 50 20 40% 58 8 15% 274 Payments to Other Bodies 238 176 74% 339 101 42% 568 Other 563 379 67% 563 0 0% 1,073 Gross Expenditure 1,014 609 60% 1,110 96 9% (56) Income (61) (15) 25% (61) 0 0% 1,017 Net Expenditure 954 594 62% 1,049 96 10% £000 £000 £000 % £000 £000 % 280 Employee 251 58 23% 251 (0) 0% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 0 0 0% 0 0 0% 14 Supplies, Services and Admin 20 1 7% 20 0 0% 11 Payments to Other Bodies 13 5 42% 13 0 0% 0 Other 0 0 0% 0 0 0% 305 Gross Expenditure 285 65 23% 284 (0) 0% (2) Income 0 0 0% 0 0 0% 303 Net Expenditure 285 65 23% 284 (0) 0% £000 £000 £000 % £000 £000 % 497 Employee 518 125 24% 523 5 1% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 1 0 8% 1 0 0% 0 Supplies, Services and Admin 0 0 12% 0 0 0% 0 Payments to Other Bodies 0 0 0% 0 0 0% 0 Other 0 0 0% 0 0 0% 498 Gross Expenditure 519 125 24% 525 5 1% (35) Income (37) (9) 25% (37) 0 0% 463 Net Expenditure 482 116 24% 488 5 1% Central Admin Workforce CPD Performance & Improvement Page 204
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2025/26 EDUCATION DETAIL MONTH END DATE 30 June 2025 PERIOD P3 Actual Outturn 2025/26 Total Budget 2025/26 Year to date 2025/26 % Spend to Date of Total Budget Forecast Spend 2025/26 RAG Status Forecast Variance 2025/26Service Summary £000 £000 £000 % £000 £000 % 1,791 Employee 1,511 370 24% 1,794 283 19% 0 Property 0 0 0% 0 0 0% 90 Transport and Plant 113 61 54% 138 25 22% 132 Supplies, Services and Admin 63 22 35% 110 47 74% 665 Payments to Other Bodies 1,077 9 1% 784 (293) -27% 0 Other 0 0 0% 0 0 0% 2,678 Gross Expenditure 2,764 462 17% 2,825 62 2% (274) Income (233) (58) 25% (269) (36) 16% 2,404 Net Expenditure 2,531 404 16% 2,556 25 1% £000 £000 £000 % £000 £000 % 697 Employee 163 163 100% 163 0 0% - Property 0 0 0% 0 0 0% 1 Transport and Plant 0 0 0% 0 0 0% 14 Supplies, Services and Admin 10 10 100% 10 0 0% - Payments to Other Bodies 0 0 0% 0 0 0% - Other 0 0 0% 0 0 0% 712 Gross Expenditure 173 173 100% 173 0 0% - Income (173) (173) 100% (173) 0 0% 712 Net Expenditure 0 0 0% 0 0 0% £000 £000 £000 % £000 £000 % 227 Employee 117 117 100% 117 0 0% 0 Property 0 0 0% 0 0 0% 1 Transport and Plant 0 0 0% 0 0 0% 60 Supplies, Services and Admin 41 41 100% 41 0 0% 102 Payments to Other Bodies 0 0 0% 0 0 0% 0 Other 0 0 0% 0 0 0% 390 Gross Expenditure 157 157 100% 157 0 0% (1,105) Income (157) (157) 100% (157) 0 0% (715) Net Expenditure 0 0 0% 0 0 0% Education Development Raising Attainment - Primary Raising Attainment - Secondary Page 205
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2025/26 EDUCATION DETAIL MONTH END DATE 30 June 2025 PERIOD P3 Actual Outturn 2025/26 Total Budget 2025/26 Year to date 2025/26 % Spend to Date of Total Budget Forecast Spend 2025/26 RAG Status Forecast Variance 2025/26Service Summary £000 £000 £000 % £000 £000 % 2,745 Employee 591 591 100% 591 0 0% 24 Property 0 0 0% 0 0 0% 33 Transport and Plant 3 3 87% 3 0 0% 583 Supplies, Services and Admin 243 243 100% 243 0 0% 212 Payments to Other Bodies 31 31 100% 31 0 0% 0 Other 0 0 0% 0 0 0% 3,597 Gross Expenditure 869 869 100% 869 0 0% (3,607) Income (869) (869) 100% (869) 0 0% (10) Net Expenditure 0 0 0% 0 0 0% £000 £000 £000 % £000 £000 % 630 Employee 671 157 23% 669 (1) 0% 0 Property 0 0 0% 0 0 0% 1 Transport and Plant 2 0 9% 2 0 20% 17 Supplies, Services and Admin 24 8 32% 21 (4) -14% 62 Payments to Other Bodies 42 18 44% 46 4 9% 0 Other 0 0 0% 0 0 0% 710 Gross Expenditure 739 183 25% 739 (1) 0% (115) Income (123) (19) 16% (123) 0 0% 595 Net Expenditure 616 164 27% 615 (1) 0% Pupil Equity Fund - (PEF) Cultural Services Page 206
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 ANALYSIS FOR VARIANCES OVER £50,000 MONTH END DATE PERIOD Total Budget Forecast Spend RAG Status Primary Schools (Laura Mason) 34,223 34,379 156 0% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Secondary Schools (Laura Mason) 36,037 36,134 97 0% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Non-domestic rates will be higher than the sum anticipated when the budget was set (£105k). In addition, the cost of upkeep of grounds is likely to be at the level charged in 2024/25 resulting in an overspend (£56k).These overspends are offset very slightly by a number of small underspends. none possible Non-domestic rates will be higher than the sum anticipated when the budget was set (£50k). In addition, the cost of upkeep of grounds is likely to be at the level charged in 2024/25 resulting in an overspend (£26k). There is a minor overspend on employee costs (£19k). adverse variance adverse variance Budget Details Variance Analysis P3 Forecast Variance Education This service area includes all Primary Schools. none possible This service area includes all Secondary Schools. 30 June 2025 Page 207
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 ANALYSIS FOR VARIANCES OVER £50,000 MONTH END DATE PERIOD Total Budget Forecast Spend RAG Status Budget Details Variance Analysis P3 Forecast Variance 30 June 2025 Additional Support Needs (Claire Cusick) 23,315 23,400 85 0% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Pre 5s ( Laura Mason) 19,118 19,474 356 2% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome The principal reason for the adverse variance is an overspend on employee costs (£321k) due to the Grade 3 and 4 job evaluation (£77k) and the likely non- achievement of the turnover target (£244k). In addition, payments to private providers are greater than budget following the sharp increase in the number of eligible 2 year olds in these nurseries (£88k). Underspends across a range of budgets have reduced the overall adverse variance. adverse variance adverse variance The principal reason for the adverse variance is that APT&C employee costs are higher following the recent job evaluation of grade 3 and 4 staff (£320k inc. backdating to August 2024). The projected underspend on out of authority placements (£228k) has partially offset this unbudgeted cost. This service area covers all ASN Services. This service area includes all Early Years establishments within West Dunbartonshire. none possible none possible Page 208
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 ANALYSIS FOR VARIANCES OVER £50,000 MONTH END DATE PERIOD Total Budget Forecast Spend RAG Status Budget Details Variance Analysis P3 Forecast Variance 30 June 2025 Central Admin (Laura Mason ) 954 1,049 96 10% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome none possible nil variance once the earmarked reserve is considered This service area covers Education Directorate The adverse variance is caused by expenditure on the summer programme being covered by an earmarked reserve outwith the Education budget Page 209
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 ANALYSIS FOR VARIANCES OVER £50,000 MONTH END DATE PERIOD Total Budget Forecast Spend RAG Status Budget Details Variance Analysis P3 Forecast Variance 30 June 2025 Page 210
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WEST DUNBARTONSHIRE COUNCIL MONITORING OF EFFICIENCIES AND MANAGEMENT ADJUSTMENTS 2025/26 APPENDIX 4 Efficiency reference Efficiency Detail budgeted Amount £ Projection of Total Saved £ Projection of Total Not Saved £ Comment EDU02 Reduce School Clothing Grant for primary school pupils to the statutory level (£120) 64,000 64,000 - EDU03 Reduce Education Maintenance Allowance to statutory level 75,000 75,000 - EDU11 Shared Head at two early learning centres (Clydebank and Whitecrook) 31,000 31,000 - EDU14 Align funding for 1140 hours for 3 year olds with statutory guidance 62,000 62,000 - EDU15 Reduce School Music Instructors 30,000 30,000 - EDU20 Remove secondary school registration 383,000 383,000 - EDU16 Reduce secondary school clerical staff 80,000 80,000 - EDUC19 Reduced Education Support (ELC) 27,000 27,000 - 752,000 752,000 - Page 211
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Officer – Resources Educational Services Committee 17 September 2025 ___________________________________________________________________ Subject: Educational Services Capital Budgetary Control Report 2025/26 to 30 June 2025 (Period 3) 1. Purpose 1.1 This report provides an update on the Educational Services capital programme to 30 June 2025 (period 3). 2. Recommendations 2.1 Committee is asked to: i) Note the current position of the 2025/26 Educational Services capital budget. ii) Note that the project life total is currently on track. 3. Background 3.1 On 5 March 2025 the Council approved the updated General Services Capital Plan for 2025/26 to 2033/34. The three years from 2025/26 to 2027/28 were approved in detail with the remaining years being indicative. The budget agreed for Educational Services was £11.664m for 2025/26 and £60.220m for the project life budget 3.2 Since then budget adjustments have taken place which result in a revised Education capital budget as set out in Exhibit 1. Exhibit 1: Revised Capital Budget as at 30 June 2025 2025/26 (£m) Project Life (£m) Capital Budget Agreed 5 March 2025 11.664 60.220 Reprofiling Reported from 2024/25 0.679 0.679 Revised Approved Budget Period 3 12.343 60.899 4. Main Issues 4.1 Progress against the 2025/26 capital plan is detailed in: Appendix 1 – Project Life Summary by Chief Officer Appendix 2 – Off Track Projects (not applicable for this report) Page 213 ITEM 14
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Appendix 3 – Changes to Capital Plan for Noting (not applicable for this report) Appendix 4 – All Approved Projects 4.2 Appendix 4 shows all projects with approval in year and project life budgets as well as anticipated expenditure. It highlights that the 2025/26 budget is £12.343m with current forecast spend of £12.343m. The spend as at period 3 is £3.247m (26%) of the current forecast spend of £12.343m. 5. Option Appraisal 5.1 No option appraisal was required for this report. 6. People Implications 6.1 There are no people implications. 7. Financial and Procurement Implications 7.1 The report notes the projected in-year financial position for capital budgets. 8. Risk Analysis 8.1 The main risks are as follows: (a) The reported variances should be viewed in the knowledge that there are a number of variable factors which could arise between now and 31 March which could affect the year end results for capital budgets. (b) As a consequence of current market conditions, inflation is high and interest rates continue to be volatile. To forecast for the full year costs budget assumptions have been required. These assumptions continue to change regularly and therefore it is likely the projected year end budgetary position will change from that reported. 9. Equalities Impact Assessment (EIA) 9.1 No equalities impact assessment was required in relation to this report. 10. Environmental Sustainability 10.1 No assessment of environmental sustainability was required in relation to this report. 11. Consultation 11.1 All services involved in delivering the capital budgets have been consulted in the compilation of this report. 12. Strategic Assessment Page 214
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12.1 Proper budgetary control and sound financial practice are cornerstones of good governance and support Council and officers to pursue the strategic priorities of the Council’s current Strategic Plan. This report forms part of the financial governance of the Council. ________________ Laurence Slavin Chief Officer – Resources Date: 1 August 2025 Person to Contact: Joe Reilly Council Offices, Church Street, Dumbarton E-mail: joe.reilly@west-dunbarton.gov.uk Appendices: Appendix 1 : Project Life Summary Appendix 2 : Off Track Projects – not required at period 3 Appendix 3 : Reprofiling and Acceleration of Projects – not required at period 3 Appendix 4 : Details of all Projects. Background Papers: General Services Capital Plan Update - Council 5 March 2025. Wards Affected : All Wards Page 215
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Summary at Period 3 Appendix 1 Project Life Budget Project Life Forecast Spend Project Life Variance On Track/Complete Off Track £'000 £'000 £'000 Education 60,899 60,899 - 5 0 Total 60,899 60,899 0 5 0 Page 216
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All Projects Approved at P3 Appendix 4 Service Project Completion Date Revised End Date Project Life Budget Spend to 31/03/2025 Spend Projected in Current Year Projected Future Spend Total Projected Spend Project Variance Approved Budget 2025/26 Actual to date 2025/26 Projected Spend In Year Variance £000 £'000 £'000 £'000 £'000 £'000 £'000 £'000 £'000 EDUC 1 AV Equipment - Education 31 March 2030 31 March 2030 859 356 96 407 859 0 96 1 96 0 EDUC 2 Digital Inclusion 31 March 2026 31 March 2026 356 328 28 0 356 0 28 0 28 0 EDUC 3 Schools Estate Improvement Plan - next Phase - Faifley Campus 31 March 2027 31 March 2027 36,515 24,767 8,994 2,754 36,515 0 8,994 3,558 8,994 0 EDUC 4 Schools Estate Improvement Plan 31 March 2026 31 March 2026 21,904 19,921 1,983 0 21,904 0 1,983 -312 1,983 0 EDUC 5 Free School Meals Expansion 31 March 2026 31 March 2026 1,265 23 1,242 0 1,265 0 1,242 0 1,242 0 Total Education 60,899 45,395 12,343 3,161 60,899 0 12,343 3,247 12,343 0 Full Project Life In Year Page 217