DOCUMENT PACK (Agenda and Reports) (Bookmarked) ESC - 26 November 2025
West Dunbartonshire Council · 26 November 2025
Back to Educational Services Committee — 26 November 2025 and its agenda
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Agenda Educational Services Committee Date: Wednesday, 26 November 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 Miss Rebecca Ross MSYP Councillor William Rooney Ms Julia Strang Councillor Gordon Scanlan All other Councillors for information Chief Education Officer Date of Issue: 13 November 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, 26 NOVEMBER 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 5 – 9 Submit, for approval as a correct record, the Minutes of Meeting of the Educational Services Committee held on 17 September 2025. 6 OPEN FORUM The Committee is asked to note that no open forum questions have been submitted by members of the public. 7 OUTCOME OF 33 PERIOD WEEK CONSULTATION 11 – 17 Submit report by the Chief Education Officer providing details of the outcome of the consultation undertaken with stakeholders on the introduction of a 33 period week in our secondary schools. 8/ Page 3
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8 STRATEGY FOR EXCELLENCE AND EQUITY 19 – 37 Submit report by the Chief Education Officer:- (a) providing an update on progress with delivering improved outcomes for excellence and equity; and (b) outlining how the service is building capacity for national education reform. 9 EARLY LEARNING AND CHILDCARE UPDATE 39 – 61 Submit report by the Chief Education Officer informing of progress made to provide high quality Early Learning and Childcare in West Dunbartonshire Council. 10 SERVICES FOR CHILDREN, YOUNG PEOPLE AND 63 – 147 FAMILIES UPDATE REPORT Submit report by the Chief Education Officer informing of progress on supports to children, young people and families. 11 EDUCATIONAL SERVICES REVENUE BUDGETARY 149 – 160 CONTROL REPORT 2025/26 TO 31 AUGUST 2025 (PERIOD 5) Submit report by the Chief Officer – Resources providing an update on the financial performance of the Educational Services revenue budget to 31 August 2025 (Period 5) and the forecast position at 31 March 2026. 12 EDUCATIONAL SERVICES CAPITAL BUDGETARY 161 – 166 CONTROL REPORT 2025/26 TO 31 AUGUST 2025 (PERIOD 5) Submit report by the Chief Officer – Resources providing an update on the Educational Services capital programme to 31 August 2025 (Period 5). Page 4
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EDUCATIONAL SERVICES COMMITTEE At a Hybrid Meeting of the Educational Services Committee held in the Civic Space, 16 Church Street, Dumbarton on Wednesday, 17 September 2025 at 10.00 a.m. Present: Provost Karen Murray Conaghan* and Councillors Fiona Hennebry, Gurpreet Singh Johal, David McBride, Michelle McGinty, John Millar, Lawrence O’Neill, Lauren Oxley, Martin Rooney, William Rooney, Gordon Scanlan and Sophie Traynor, Mr Gavin Corrigan, Miss Ellen McBride, Ms Joanne McLaren and Ms Julia Strang. *Arrived later in the meeting. Attending: Peter Hessett, Chief Executive; Alison Bowers, Senior Education Officer – Early Learning and Attainment; 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; 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 Hazel Sorrell and Clare Steel, Mrs Barbara Barnes, Miss Faith Bhardwaj MSYP, Reverend Ian Miller and Miss Rebecca Ross MSYP. Councillor John Millar in the Chair STATEMENT BY CHAIR – AUDIO STREAMING Councillor Millar, Chair, advised that the meeting was being audio streamed and broadcast live to the internet and would be available for playback. DECLARATION OF INTEREST It was noted that there were no declarations of interest in any of the items of business on this agenda. ITEM 5 Page 5
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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 28 May 2025 were submitted and approved as a correct record. OPEN FORUM The following Open Forum question was 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? Councillor Martin Rooney provided the following response:- Thank you for your question about the Council’s decision which aligned the start date for eligible 3-year-olds, to access their 1140 hours of provision from the month after to the term after. The term after start date now matches the funding received from Scottish Government. It also brings the entitlement for 3-year-olds in line with the entitlement offer that is in place for eligible 2-year-olds. At present 23 local authorities out of 32, including West Dunbartonshire Council, offer entitlement for 3-year-olds from the term after and 1 other local authority will move to implement in this way from August 2026. Additionally West Dunbartonshire Council offers families, who wish it for their child, the entitlement to access a deferred year from the start of the August school term and include the school in-service days prior to children returning within this option. Page 6
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We recognise that this change may have caused some disruption, however, it aligns West Dunbartonshire provision with the majority of other councils, the Scottish Government funding model, and it allows us to protect other vital council services. SENIOR PHASE UPDATE A report was submitted by 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. It was noted that that paragraph 6.6 of Appendix 1 to the report contained a typographical error and that, should the Committee agree to the launch of the consultation, the correct date of the meeting at which it would be requested to consider the final proposal was 26 November 2025. After discussion and having heard the Senior Education Officer – Policy, Performance and Resources, the Senior Education Officer – Services for Children and Young People, and the Chief Executive, in further explanation and in answer to Members’ questions, the Committee agreed:- (1) to note the initial findings of SQA results analysis for session 2024/25; (2) 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; (3) that the consultation period should run from Thursday, 18 September 2025 until Friday, 31 October 2025; and (4) that a report outlining the results of the consultation and making appropriate recommendations be presented to the meeting of the Committee scheduled to be held on Wednesday, 26 November 2025. STRATEGY FOR EXCELLENCE AND EQUITY A report was submitted by Senior Education Officer – Raising Attainment/Improving Learning providing an update on progress with delivering improved outcomes for attainment and equity. After discussion and having heard the Senior Education Officer – Raising Attainment/Improving Learning and the Senior Education Officer – Services for Children and Young People, in further explanation and in answer to Members’ questions, the Committee agreed:- (1) to note the attainment and equity performance of West Dunbartonshire in the Broad General Education in academic session 2024/25; Page 7
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(2) to note the annual progress towards the Stretch Aims set in 2023 for achievement by 2025/26; and (3) to note the Council’s annual report and improvement plan for Excellence and Equity 2025/26. Note: Provost Murray Conaghan entered the meeting during consideration of this item. EARLY LEARNING AND CHILDCARE UPDATE A report was submitted by Senior Education Officer – Early Learning and Attainment 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 Attainment in further explanation 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 Senior Education Officer – Services for Children and Young People informing of progress on supports to children, young people and families. After discussion and having heard the Senior Education Officer – Services for Children and Young People in further explanation and in answer to Members’ questions, the Committee agreed to note progress on plans to continue developing and improving support to children and families. Note: Councillor Hennebry left the meeting during consideration of this item. SUMMER HOLIDAY 2025 PROGRAMME EVALUATION A report was submitted by 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. After discussion and having heard the Senior Education Officer – Services for Children and Young People in further explanation and in answer to Members’ questions, the Committee agreed:- (1) to note the progress and impact of authority-wide plans by partners to reduce holiday hunger; and Page 8
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(2) to note the ways in which funding has been administered and governed. EDUCATION DELIVERY PLAN 2024/25 – YEAR-END PROGRESS A report was submitted by Senior Education Officer – Policy, Performance and Resources setting out the year-end progress of the 2024/25 Education Delivery Plan. After discussion and having heard the Senior Education Officer – Policy, Performance and Resources and the Senior Education Officer – Raising Attainment/Improving Learning, in further explanation and in answer to Members’ questions, the Committee agreed to note the progress achieved at year-end. EDUCATIONAL SERVICES REVENUE BUDGETARY CONTROL REPORT 2025/26 TO 30 JUNE 2025 (PERIOD 3) A report was submitted by 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. After discussion and having heard the Business Unit Finance Partner (Education) in further explanation, the Committee agreed to note the contents of the report which showed that the 2025/26 revenue account had a projected adverse revenue variance of £0.807m (0.59% of the total budget) which became an adverse variance of £0.707m (0.51% of the total budget) after use of earmarked reserves for the summer programme. EDUCATIONAL SERVICES CAPITAL BUDGETARY CONTROL REPORT 2025/26 TO 30 JUNE 2025 (PERIOD 3) A report was submitted by Chief Officer – Resources providing an update on the Educational Services capital programme to 30 June 2025 (Period 3). After discussion and having heard the Business Unit Finance Partner (Education) in further explanation, the Committee agreed:- (1) to note the current position of the 2025/26 Educational Services capital budget; and (2) to note that the project life total was currently on track. The meeting closed at 11.50 a.m. Page 9
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Education Officer Educational Services Committee: 26 November 2025 ___________________________________________________________________ Subject: Outcome of 33 Period Week Consultation 1. Purpose 1.1 The purpose of this report is to provide the outcome of the consultation undertaken with stakeholders on the proposal to introduce a 33 period week in our secondary schools. 2. Recommendations 2.1 It is recommended that Committee: a) note the findings of the consultation and thank those who took part; and b) note that in order to address feedback received, Education staff will initiate a short life working group, with a view to returning to committee with revised proposals in time to implement changes for the 2027-28 session. 3. Background 3.1 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 would present greater options for timetabling across our schools. 3.2 To do this, we would need to alter the start time of each day – presently, school starts each day at 8:50am, but the consultation proposed that it would start at 9am each day. 3.3 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. The consultation proposed 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, giving a total of 33 periods in the week. ITEM 7 Page 11
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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. Main Issues Responses to the Consultation 4.1 In total we gathered the views of 781 individuals and groups. We received 318 responses to our online survey, and received a total of 12 responses by email, including responses from individual parents, Parent Councils, the Archdiocese of Glasgow, the EIS Local Association and Strathclyde Partnership for Transport. We held 5 public meetings, where we spoke with a total of 7 attendees. The youth team gathered the views of 444 young people through direct engagement. Findings of the consultation 4.2 Of the 781 responses received, 392 (50.2%) were in favour of the proposal, with 389 (49.8%) being against. There is a division in the response provided by different groups. Parents and carers were broadly against the proposal. 125 of those who responded stated they were parents or grandparents, with 90 (72%) being against the proposal. The vast majority of Teaching staff who responded were against the proposal. 129 of those who responded online stated they were teachers, with 122 (94.57%) being against the proposal. The EIS also made a submission on behalf of their members, stating that 16 of their members were in favour of the proposal, 16 undecided, and 362 being against the proposal. Of the 444 young people who responded, 319 (72%) said they were in favour of the proposal, with 125 (28%) being against. Page 12
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Questions raised through the consultation 4.3 We received 47 questions through the consultation, which can broadly be grouped into the following areas. 4.3.1 Pupil fatigue and engagement on longer days Many people worried that longer school days could make pupils tired and less focused. Work could be done to try around the structure of the school day to support this. For example, having only two periods after lunch rather than 3 as it currently stands. Retaining the existing start time of the school day could also be looked at to reduce the time at the end of the day as well as shortening lunch breaks to reduce overall school day. 4.3.2 Pastoral time and safeguarding Some respondents were concerned that removing tutor time might reduce daily pastoral care. Safeguarding will always remain a priority. Schools are legally required to record attendance twice a day. All members of staff are first line pastoral care and have a duty to report concerns and support the young people they work with. An additional period could be further used to support check-ins from Pastoral Care teachers or other means could be used to continue to ensure that young people have regular check-ins with a teacher. This approach keeps pupils safe and supports wellbeing while still allowing more flexibility in the timetable. 4.3.3 Start and finish times (8:45 am vs 9:00 am) and overall structure A number of people suggested that there are different models that could still provide the 27.5 hours of contact time, whilst still providing flexibility for timetabling. National policy encourages councils to design timetables that best suit their own communities. Before any final decision, the Council will explore a number of different models and will share clear options for feedback. 4.3.4 After-school clubs and supported study Many people highlighted another longer day would have an impact on clubs and activities taking place after the school day. Page 13
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Clubs, rehearsals and supported study are vital parts of school life. A 33- period week does not remove these opportunities. Many schools offer these at lunchtimes already or on Mondays and Tuesdays. By planning the extra period, schools can keep after-school activities. The extra period could also be used for activities that prepare pupils for these wider achievements, such as rehearsals, sports training or study support. Further work on the structure of the school day could look at alternative length of days to avoid 3 consecutive 7 period days. 4.3.5 Late-coming and period-one disruption Some are concerned that without a set period of time prior to period 1, pupils might arrive late or unsettled. Clear arrival routines and early intervention when patterns of lateness appear will prevent disruption. Each school monitor attendance closely. Having a 10 minute “buffer” in the morning is not good use of teaching time. 4.3.6 Staff workload and wellbeing Teaching staff raised concerns about the impact of any change on workload and their wellbeing. Teachers’ contracted working hours will not change. The new timetable simply reorganises existing time. Workload will be managed through careful planning and through joint discussions between school leaders and staff. 4.3.7 Traffic, transport and safety (dark evenings) A number of stakeholders raised concerns about the impact of longer days on transport and safety of young people travelling to and from school. Longer days in winter raise understandable safety concerns. The Council will work with transport providers, road-safety teams and schools to review travel plans and transport provision. Further work can be done on start and finish times to keep young people safe and to maintain good attendance. 4.3.8 Additional support needs and inclusion Some respondents questioned the impact of a 33 period week on inclusion and young people with additional support needs. The 33-period week aligns with the Education (Additional Support for Learning) Act 2004. Every pupil who needs extra help will continue to receive it. Schools will plan clear routines and starts for pupils who need more time to settle, and they will review how the changes affect pupils with additional needs. Page 14
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4.3.9 Assemblies, administration and communication time Many stakeholders pointed out that tutor time at the start of the day serves an important purpose in the day to day administration of the school. Daily notices, assemblies and other communications can continue under the new structure. These can be delivered through digital announcements, weekly or fortnightly assemblies, or short Tanoy messages or notices each morning at a set time. This approach keeps pupils informed and connected without losing valuable learning time. 4.3.10 Purpose of the extra period Some people were unsure what the extra period would be used for. Each school would be able to determine for themselves what they used the additional period for. A 33rd period gives schools a valuable opportunity to provide additional time in subjects, Interdisciplinary learning (IDL): projects that link different subjects, study or mentoring sessions: focused support for pupils who need it or skills and employability activities: preparation for work or college. 4.3.11 Quality versus quantity of learning A small number of respondents raised the issue of the quality of education provision, and its relationship to the quantity of periods in place. The purpose of the new timetable is not to make pupils spend longer in school, but to make better use of the time they already have. The OECD’s findings show that improving teaching methods, feedback and relevance have far more impact on attainment than simply increasing hours. The 33-period structure allows greater flexibility for the curriculum. 4.3.12 Childcare and family logistics Many people raised logistics of childcare, whether that be for families, or staff with children attending other schools that have different times for their school day. By sharing any proposed start and finish times well in advance, this will help families plan work, childcare and travel. Several other Scottish councils operating a 33-period week have successfully managed these changes with clear communication and early notice. Page 15
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4.3.13 Preference for alternative options A large number of respondents questioned why only one model was being considered. The 33-period week consultation referenced one model, but alternative versions such as an earlier start, different extended day or adjusted break times will be explored. Next Steps 4.4 Responses received suggested that there were a number of modifications we could make to the proposal that would satisfy many of the concerns raised: Maintain or replace daily tutor/checkin time to ensure safeguarding and early identification of wellbeing issues. Avoid scheduling three consecutive long days; consider Thursday as an alternative for the additional period. Rebalance breaks/lunches to avoid three consecutive afternoon periods on long days. Ensure equitable access to afterschool clubs and supported study. Provide clear communication on the curricular purpose and value of the additional period Present options to consider instead of simply presenting one model. 4.5 During the period of consultation there has been further progress on the consideration of reducing class contact time for teaching staff through SNCT. Should this come into effect, it would be necessary to have options presented that could also deliver reduced class contact time for teachers, as well as deliver the pupil contact time of 27.5 hours. 4.6 To address concerns raised and develop revised models, Education staff will initiate a short life working group, with a view to returning to committee with revised proposals. With the time required to develop revised models and plan for implementation, it is anticipated than any change would therefore be for session 2027-28 and beyond, not for implementation in session 2026-27. 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 16
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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 Legal Services and the Section 95 Officer have been consulted on the content of 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. Gillian Hamilton Chief Education Officer Date: 12 November 2025 ___________________________________________________________________ Person to Contact: Andrew Brown Senior Education Officer Email: andrew.brown@west-dunbarton.gov.uk Appendices: None. Background Papers: Item 9 - Senior Phase Update, Education Committee, 17 September 2025. Wards Affected: All wards Page 17
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WEST DUNBARTONSHIRE COUNCIL Report by Gillian Hamilton, Chief Education Officer Educational Services Committee: 26 November 2025 Subject: Strategy for Excellence and Equity 1. Purpose 1.1 To provide an update on progress to deliver improved outcomes for excellence and equity; and to outline how the service is building capacity for national education reform. 1.2 This report is for noting. 2. Recommendations 2.1 The Educational Services Committee is asked to note: the robust improvement programme implemented to deliver improved outcomes; the programme to implement an exit from the Strategic Equity Fund; and current and future expectations on schools to deliver reform in curriculum, assessment and qualifications. 3. Background 3.1 As reported to Committee in September, the service continues to make strong progress in delivering outcomes for excellence and equity. 3.2 The strategy for excellence and equity is designed to strengthen progress made in Early Years, Broad General Education and Senior Phase attainment and achievement in session 2024. 3.3 The strategy takes account of the tapered Strategic Equity Funding, 2022 to 2027 which has been used to support West Dunbartonshire’s progress with excellence and equity outcomes. 3.4 In June 2025, the Scottish Government published a progress update and outlined next steps for reforming curriculum, qualifications and assessment (Appendix 1). The reform places a strong emphasis on excellent learning and teaching as a key driver of improved outcomes. It signals a shift away from the perceived over-reliance on high-stakes annual examinations in the Senior Phase, towards more engaging, inclusive learning experiences and broader recognition of achievement throughout a young person’s learner journey. An indicative timeline for reform is 2025 to 2031. ITEM 8 Page 19
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3.5 The service is committed to setting clear, streamlined expectations and priorities for schools—supporting both the phased exit from the Strategic Equity Fund and the effective delivery of national reform. 3.6 Committee will receive regular updates on service readiness and progress in delivering the reform programme, ensuring robust governance and accountability throughout the implementation period. The Chief Education Officer will monitor progress at the Excellence and Equity Board and a newly established Education Reform Board. 4. Main Issues 4.1 The Improvement Framework West Dunbartonshire’s progress in performance outcomes is underpinned by a robust improvement framework, strengthened through strong collaboration between officers and schools. A key priority this session is to reduce variability within and across schools and early learning centres. 4.1.1 Between September and November, officers conducted visits to all schools and early learning centres to review: Attainment and equity gap performance Progress with implementing improvement plan priorities. Quality of provision across indoor and outdoor learning environments. Staffing arrangements. Use of data to inform targeted interventions and deployment of Pupil Equity Funding. Staff and pupil wellbeing. 4.1.2 Headteachers have partnered with officers to conduct a series of ‘deep dive’ monitoring visits across seven schools, using national indicators to evaluate leadership, learning, teaching, assessment, wellbeing, and attainment. The visits provide opportunity for review of performance and sharing of practice by colleague headteachers. 4.1.3 In the second year of strengthened secondary attainment reviews, headteachers have been consulted on extending the approach to include Curriculum and Principal Teachers. Staff participating in the programme engage in professional dialogue and collaborative evaluation with senior officers, senior leaders from other schools, and the attainment advisor. This strengthened model is designed to build collective capacity for improving attainment and equity outcomes. 4.1.4 A second cohort of Data Leads are maintaining our strong focus on using data to drive improvement. A new Early Stages Data Leads programme will, support early years practitioners to maximise use of the Broad General Education Toolkit and Early Years datasets. This model promotes data- informed practice across all establishments, ensuring that improvement priorities and resources take account of a school’s data profile. Page 20
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4.2 Strategic Equity Fund Exit Strategy Workstreams have been adjusted to reflect the tapering of Strategic Equity Funding. 4.2.1 In 2025/26, West Dunbartonshire’s allocation is £851, 743 compared to £2,043,815 in 2021/2022. 4.2.2 In academic session 2025/26 funding is directed to officers leading service- wide and targeted improvement priorities with a focus on: School leadership. Learning, teaching, and assessment. Curriculum provision. Data use and performance analysis. Management of the Pupil Equity Fund. Wellbeing supports to include and engage children and young people. 4.2.3 Schools continue to utilise PEF to deliver a range of wellbeing and attainment programmes during and beyond the school day. Detailed planning for session 2025/6 is outlined in school improvement plans. Headteachers are currently reviewing short- and long-term posts supported by PEF, in line with the Scottish Government’s commitment to maintain this funding until 2027. 4.3 Curriculum, Qualifications and Assessment Reform West Dunbartonshire is committed to strong partnership working with stakeholders to develop plans for education reform. The service will build on existing strong work and review the impact of current and future change on priorities and resource provision. 4.3.1 WDC Curriculum Review: Primary and secondary headteachers are reviewing the curriculum and qualifications offer to identify what is working well in meeting learner needs, supporting progression, and assessing skills from primary through early secondary into the Senior Phase. Headteachers are committed to building on existing good practice and are actively engaged in review and development within their own schools, across Local Learning Communities, and with third sector partners 4.3.2 Learner Profile: a sample of primary and secondary schools are participating in a national pilot of the Skills Development Scotland learner profile, called ‘My Profile’ which is a digital tool that allows learners to record achievements, skills and strengths from all areas of their life – school, home and the community. West Dunbartonshire’s primaries are in a strong place to profile children’s learning using the West Dunbartonshire Competencies Framework which supports progression in six key skills: creativity, collaboration, communication, character, citizenship, and critical thinking. From the upper stages of primary into secondary, the focus shifts to the development of meta-skills aligned with the national profile. Detail about meta- skills is provided at (Appendix 2). Page 21
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4.3.3 Assessment and Moderation: lead teachers from all schools meet each term to share standards about quality assessments in primary and secondary. A key priority of this work is the promotion of the value of a range of ways to assess learning ensuring a balance of pupil dialogue, written work and formal assessments. This work is building quality assessment practices across all schools. 4.3.4 Learning and Teaching: this is year 3 of the authority ‘Visible Learning Strategy’, which promotes high-quality interactions between teachers and learners to improve outcomes. Staff have evaluated their impact on children’s learning by gathering assessment evidence and feedback from children and young people. The programme has also encouraged staff to taking on coaching and mentoring roles in their schools to moderate the quality of teaching and learning practices. 4.2.3 Local Learning Communities (LLCs) Priorities for curriculum, wellbeing and assessment are being developed in each LLC with early years, primary and secondary staff working together under the leadership of 5 seconded LLC Lead headteachers. 4.4.1 Vale of Leven (LLC): A cross-sector curriculum initiative—Your Vale, Your Vision is underway involving consultation and collaboration with children and young people about their future aspirations for the community. The project encourages children to develop skills in communication, creativity and collaboration. To strengthen shared knowledge of curriculum from primary to secondary a depute headteacher from Vale of Leven Academy undertook a week-long placement at Bonhill Primary to review learning, teaching, and assessment approaches. 4.4.2 Clydebank High (LLC): school leaders are co-designing a curriculum overview to ensure progressive, skills-based experiences across all stages. Staff are participating in the authority-wide Count With Me training programme to embed consistent, high-quality numeracy practice in all classrooms. 4.4.3 Our Lady and St Patrick’s (LLC): a family- based approach to monitoring attendance is being piloted with joint early years, primary and secondary school staff providing support for families needing support. Another joint project underway is moderation of maths assessments primary / secondary which is supporting a review of how assessment evidence is used to inform planning maths / numeracy primary 7 to first year. 4.4.4 St Peter the Apostle (LLC): Leaders and teachers are building assessment- capable practice across sectors, focusing on effective feedback to improve learning and teaching. A test of change involving three schools and three ELCCs on the Learning to Read Early Years Programme to support consistent, high-quality reading instruction from early years into primary. Page 22
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4.4.5 Dumbarton Academy(LLC): Staff continue to embed the CIRCLE Framework, with Early Years focusing on Up, Up and Away aimed at improving inclusive practices using a consistent approach from early years through to secondary. All schools are aiming to achieve Silver Rights Respecting Schools Awards following all achieving Bronze last session. 5. People Implications 5.1 As reported to Council in June 2022 the Scottish Attainment Challenge funding enabled the provision of additional temporary (seconded) funded posts within the education service, partner council services and external providers. The annual (tapered) decrease in funding by 2026 will reduce the number of staff available to deliver in these areas with the seconded staff returning to their substantive posts, and any backfill element will cease. 5.2 The tapered decrease in funding by 2026 will reduce the number of Strategic Equity Funded posts: 2021/22 - 41.5 funded posts 2022/23 - 39.0 funded posts 2023/24 - 35.0 funded posts 2024/25 - 28.0 funded posts 2025/26 - 24.07 funded posts 5.3 In addition to the Strategic Equity Fund allocated to the local authority, West Dunbartonshire schools also receive Pupil Equity Funding (PEF). A funding commitment has been confirmed until 2026/27. Since the introduction of PEF in 2016, temporary funded posts have been established to support children and families. In academic session 2024/25, West Dunbartonshire schools received £3.1 million through PEF. Table 1 below outlines how this funding was used: Table 1 Pupil Equity Fund use in West Dunbartonshire schools in 2024/25 % Used Teachers 47% Pupil and Family Support Workers, Learning Assistants and Early Learning and Childcare Officers 24% Classroom Materials 7% Administrative Costs 3% Professional Learning 6% Residential and Experiential Learning Trips 2% Food and Uniforms 1% Transport 1% Other 10% Page 23
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5.4 Changes to funding is particularly pressing given the increasing number of children with Additional Support Needs, West Dunbartonshire’s equalities health profile and higher-than-average poverty levels. Reduction in personnel places additional strain on support services for children and families. 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 has reduced by over 50% compared to 2021/22.Table 2 provides the detail of the annual reduction in funding up to 2026: Table 2 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. Page 24
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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 overarching priority to support our communities to thrive. Gillian Hamilton Chief Education Officer 11 November 2025 __________________________________________________________________ Person to Contact: Julie McGrogan, Senior Education Officer, Department of Education, Learning and Attainment, Council Offices, 16 Church Street, Dumbarton, G82 1QL Email: julie.mcgrogan@west-dunbarton.gov.uk Appendix: 1. Scottish Government, June 2025 Curriculum, Assessment and Qualification Reform 2. Skills Development Scotland Meta Skills Poster Background Papers: Equality Impact Assessment – March 2022 Wards Affected: All wards Page 25
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Curriculum, Qualifications and Assessment Reform – Progress to Date and Next Steps June 2025 Appendix 1 Page 27
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1 Curriculum, Qualifications and Assessment Reform – Progress to Date and Next Steps Page 28
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2 Background to Scotland’s Reform to Curriculum, Qualifications and Assessment Scotland is making important changes to its curriculum, qualifications and assessment system to better support children and young people from ages 3 to 18. This will help ensure every learner is recognised for the knowledge, skills and achievements they develop during their learning journey. The recommendations of the OECD report in 2021, the National Discussion 2023 and the Scottish Government's response to the Independent Review of Qualifications and Assessment (2024) provided clear messages about what should change in relation to curriculum, qualifications and assessment. There are also elements of the Review of the Skills Delivery Landscape, Fit for the Future: developing a post-school learning system to fuel economic transformation, 2023, which are pertinent to the work. Common themes across these reports include the need to introduce a systematic approach to curriculum review , clarify the position of knowledge, create clearer progression between the Broad General Education (BGE) and the senior phase and onwards into post-school learning, review the balance of approaches to assessment and consider ways in which broader achievement can be recognised.1 The document provides an initial timeline to give clarity to partners and practitioners across the education and skills system, as well as to parents, carers, children and young people, about what will happen and when, and to support early thinking about when and how teaching, learning, and assessment will start to feel diVerent. While change to curriculum, qualifications and assessment should be expected, the focus will remain on the enhancement of excellent learning and teaching as we know this will make the greatest impact on outcomes for children and young people. While the changes outlined in this paper respond to a series of reports, they also represent a response to consistent messages from children, young people, parents and carers who have also advocated for change in respect of Scotland’s curriculum and approach to qualifications and assessment2. Common themes in discussions about the future of Scottish education include moving beyond a perceived focus on a high-stakes annual exam diet, making learning more engaging and recognising the achievements of 1 In reading this paper it may be useful to refer to glossary of terms published by Education Scotland here. 2 Children and young people’s views have actively shaped education reform in Scotland through structured engagement including focus groups, surveys, and co-designed discussions. Their voices informed the Muir Review (Putting Learners at the Centre, 2022, pp. 11-12) , which prioritised learner agency and wellbeing; the National Discussion on Education (2023, pp. 24-42) , which identified relevance, equity, and support as key themes; and the Independent Review of Qualifications and Assessment (IRQA, 2023) which incorporated pupil perspectives on the desire for more continuous and diverse assessment methods. The Children and Young People’s Commissioner Scotland engaged with the reviews above and also contributed through participatory work focused on the lived experience, highlighting more relevant and personalised learning, improved support and fairer assessment as key priorities ( CYPC Strategic Plan and CYPC Strategic Plan Follow Up pp 8). Page 29
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3 all learners. This paper sets out how the education sector will take forward a range of ideas related to these priorities. Over the past 18 months the Scottish Government (SG), Education Scotland (ES), Scottish Qualifications Authority (SQA) , Scottish Credit and Qualifications Framework Partnership (SCQFP), Skills Development Scotland (SDS) and the Curriculum and Assessment Board (CAB)3 have been working in partnership to support and enable significant, wide-ranging and important reforms to Scotland’s approach to curriculum, qualifications and assessment. At the heart of this work is a new Curriculum Improvement Cycle (CIC), being led by Education Scotland, which sets out to establish a process for systematically reviewing the curriculum in Scotland. This will allow Scotland’s curriculum to evolve over time in response to what children and young people need and what society demands. The focus of this first cycle of review will be the evolution of the technical framework for the curriculum from 3–18 and improving how progression is supported from BGE into the senior phase. This work includes a review cycle for Gaelic, recognising the importance of developing a curriculum specifically tailored for Gaelic Medium Education (GME). In the senior phase, we will review the balance of assessment approaches and broaden the range and types of assessment methods used in National Courses. We will review and rationalise qualifications currently used in the senior phase and work to create the conditions where all qualification types are perceived as having equal value. We will also co-design and develop a digital profile that will act as standardised framework for recognising young people’s wider skills and achievements, as well as qualifications, with strong underpinnings for comparability and recognition outside school. Our collective aim is to ensure our children and young people acquire and gain recognition for the knowledge, skills, understanding, attributes, and capabilities that will equip them for future success. The reforms will protect and build on key strengths within our curriculum and approach to qualifications, assessment and skills development but they will make some important and much-needed improvements. The changes will ensure the curriculum, assessment and range of qualification types available to learners in Scotland remain forward looking, inclusive and support high quality teaching and learning, and improved attainment and achievement for all. 3 Membership of the Curriculum and Assessment Board (CAB) includes: Association of Directors of Education, Association of Headteachers and Deputes in Scotland, College Development Network, Colleges Scotland, Community Learning and Development Manager Group, Convention of Scottish Local Authorities, Early Years Scotland, The Educational Institute of Scotland, Education Scotland, Professor Mark Priestley, University of Stirling, Professor Louise Hayward, University of Glasgow, National Association of Schoolmasters Union of Women Teachers, School Leaders Scotland, Scottish Council of Independent Schools, Scottish Funding Council, Scottish Government, Scottish Secondary Teachers Association, Scottish Qualifications Authority, Skills Development Scotland and Universities Scotland. Page 30
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4 Outcomes and Benefits We know that the changes set out in this document will have significant and long-term benefits for children and young people, educators, schools and settings, colleges as well as employers and the tertiary education sector. While increasing the eVectiveness of our curriculum, qualifications and assessment system we will also build a culture that supports children and young people in the achievement of their own goals and learning pathways. All activity will be underpinned by a service design approach to development which includes communications and engagement that enables all interested parties understand the rationale for change, what is happening and when and how they will have the chance to become involved. Key benefits of the programme of reform include: • The establishment of a consistent national approach to the reform of curriculum, qualifications and assessment. This will ensure that all education settings and educators will all be working within an agreed and supportive framework designed to support local decision making while setting clear expectations as to a common, Scotland-wide, approach. • A recognisable and sustainable model for the ongoing review of the curriculum. The model will have four main stages: analysing; engaging and co- creating; sharing, learning and adopting, mobilising, and monitoring and evaluating. • An evolved technical framework, giving greater clarity on the knowledge and skills children and young people should develop at each stage of their learning journey across the broad general education and into the senior phase. This will support better transition and progression across the curriculum. • An updated approach to curriculum, qualifications and assessment will help us address a range of complex issues such as attendance, attainment and behaviour by making learning more accessible, more appealing and more enjoyable for a greater number of children and young people as well as more relevant to post-school study and employment. • An approach to assessment in the senior phase which will include a reduced focus on exams, where appropriate, and will include digital assessment. This could in part be achieved through modularisation of qualifications allowing learners to have their achievements recognised as they progress through a course of study. This strand of work will begin with a focus on senior phase qualifications at SCQF Level 4 and 5, where feedback from stakeholders indicates that a review is required to support better outcomes for more children and young people. Page 31
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5 • The review and resulting rationalisation of the existing qualifications oCer resulting in the creation of clear and high-quality learner pathways for all children and young people. This will include addressing long-standing issues in respect of parity of esteem between diVerent pathways (such as work based learning) and qualification types. • Continued co-design and development of Scotland’s Learner Profile, as part of Skills Development Scotland’s My World of Work digital career service, which will record a young person’s achievements and help them evidence their success. This work is being led in partnership between Education Scotland and SDS. • The development of a new and significant programme of professional learning that will support educators to confidently adopt changes to the curriculum and to eVectively manage new forms of assessment. • The development of a coherent and robust approach to evaluation, including through inspection evidence, of the implementation of the updates to curriculum, qualifications and assessment across Scotland, and its impact on learner outcomes. We recognise that a key step in realising the benefits outlined above - and in responding to long-standing concerns about the impact of qualifications on teaching and learning - is to resolve the relationship between the technical framework of the curriculum (the guidance that teachers and practitioners use to plan learning) and National Course specifications in the senior phase. To achieve this, we will bring these two strands of work together to ensure that the curriculum framework and qualifications are fully aligned. Curriculum, Qualifications and Assessment Reform – Timeline This diagram illustrates our current and shared understanding of how reform to curriculum, qualifications and assessment will be taken forward over a number of years. The diagram starts in 2025 with the Curriculum Improvement Cycle well underway (the Cycle having commenced in early 2024) and concludes with the availability of new qualifications at SCQF Levels 6 and 7 in 2032. The timeline has been developed by the Scottish Government in conjunction with key partners including Education Scotland and SQA and has also been tested with the Curriculum Assessment Board. Expected key dates include: • Scotland’s Learner Profile via My World of Work moves from early experience to national roll out in the summer of 2025. Page 32
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6 • Start of a new qualification product type design phase in the autumn of 2025. • The publication of the draft evolved curriculum technical framework in the summer of 2026. • Rebalancing assessment in existing national qualifications, with a change of approach in the first subjects from 2026. • A significant period for preparing for the evolved technical framework from January 2027. • Start of new qualification development phase at subject level in 2028. • Formal adoption4 of the evolved technical framework in two stages from 2028. o Adoption of changes to Early, First, Second and Third Level from August 2028 o Phased adoption of changes to fourth level and beyond from August 2029 • Level 4 and Level 5 National Qualifications aligned to the evolved curriculum technical framework from 2031. The diagram shows the key strands of reform over time. Orange and yellow bars indicate changes to curriculum and qualifications including the Curriculum Improvement Cycle/development of new approaches to assessment. The text highlighted in blue shows where it is expected that key milestone or outputs (e.g. new document, tool or guidance) will be released. The expected major milestones, for example the adoption of new qualifications, are noted in Annex C. The graphic is designed to help local authorities, education settings and educators start to prepare for change. For example, it allows the reader to see that an updated curriculum is being developed now, when we expect that to be formally adopted in 2028 and when associated qualifications will start to become available in 2031. The diagram therefore illustrates the period of time the system has to prepare for change including in respect of a period of professional learning. If viewing the timetable from the perspective of a learner, it is worth noting that a young person currently entering primary seven later this year, can expect to be in the first group to experience the evolved technical framework in the third year of secondary school. Conclusion and Next Steps While this paper focusses on reform to curriculum, qualifications and assessment it is important to note that reform to education bodies will continue in the coming months with Qualifications Scotland and the independent HMIE becoming operational in the 4 Formal adoption refers to the point at which schools and settings are expected to transition to the new technical framework for Curriculum for Excellence (CfE) as the basis for planning learning, teaching, assessment, and reporting. From this point forward, the new framework becomes the reference standard for local authority quality assurance processes, school self-evaluation, and national inspection activity. Page 33
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7 Autumn of 2025. The refocused Education Scotland - with a primary focus on curriculum - will also implement transition plans for Autumn 2025. This is a complex and long-term programme of work and it is reasonable to assume some dates will change. Every eVort will be made to ensure that the programme retains its coherence, that key elements remain aligned, that appropriate time is built in for leaders and educators to prepare for change, and that action is taken in the correct order. We will therefore publish periodic updates, including in Gaelic, to this timeline. There will be many opportunities for all interested parties to engage with the work. To stay updated on opportunities as they arise, please register with Education Scotland and SQA newsletters. It is also possible to provide comments on the series of three discussion papers published by Education Scotland that outline the background work of the Curriculum Improvement Cycle. Our intention is to ensure that: • The package of reform and its implementation is coherent and retains the shared view that curriculum should drive qualifications. • The work will continue to be developed collaboratively in conjunction with a range of stakeholders, including our educators, children and young people. This is a long-term programme of work and educators will need time, information, support and professional learning to implement changes arising from the evolution of the technical framework 3-18 and understanding of the new approach to qualifications and assessment. • The reform programme takes account of the capacity challenges and the reality of education post-Covid. These include, for example, educators having time to prepare for new approaches and how the wider system, addresses interdependencies such as digital infrastructure, national performance measures and assuring alignment between the CIC and new frameworks including: inspection and review, the wider skills policy landscape and teacher education and development in Scotland. This is a unique and significant opportunity to ensure all young people in Scotland have their achievements recognised, their talents nurtured, and their future supported by a curriculum and qualifications system that reflects who they are and what they can do. It is also a chance to shape an education system that prepares them to grow as learners, to develop as individuals, to contribute meaningfully to society, and to participate fully as citizens in a rapidly changing world - one that demands adaptability, creativity, compassion and a deep understanding of both people and planet. Page 34
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8 Annex A- Useful Links • Curriculum Improvement Cycle – Education Scotland • Scotland’s Curriculum for Excellence: Into the Future – Report of the OECD • SG response to The Independent Review of Qualifications and Assessment • All Learners in Scotland Matter - Report of the National Discussion • Putting Learners at the Centre • Scottish Government – Education Reform • Fit for the Future: developing a post-school learning system to fuel economic transformation. Skills Delivery Landscape Review – Final Report • Scotland's Learner Profile Page 35
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© Crown copyright 2025 This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open- government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk. Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned. This publication is available at www.gov.scot Any enquiries regarding this publication should be sent to us at The Scottish Government St Andrew’s House Edinburgh EH1 3DG ISBN: 978-1-83691-813-4 (web only) Published by The Scottish Government, June 2025 Produced for The Scottish Government by APS Group Scotland, 21 Tennant Street, Edinburgh EH6 5NA PPDAS1617214 (06/25) w w w . g o v . s c o t Page 36
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Appendix 2 Page 37
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WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Educational Services Committee: Wednesday 26 November 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 and in some of our council run settings. These places support our eligible and vulnerable children and working families who require access to childcare. 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. Some of the most recent training has led to staff further developing their skills in literacy and play pedagogy. ITEM 9 Page 39
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4. Main Issues 4.1 New Partners A new partner, Acre Wood Early Learning and Childcare, has now come into partnership with us and offers childcare and funded early learning and childcare in the Clydebank area. They are registered to provide 64 places in total, up to 12 places for children under the age of 2, 17 places for children aged between 2-3 and up to 35 places aged from 3. This will support provision within the Clydebank area for children and families. 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 for August and September 2025 is 89.44% which shows a slight drop from 89.61% at this point last session. We continue to work in partnership with settings to highlight the importance of good attendance to ensure the best outcomes for all children. 4.3 Quality Improvement Framework The quality improvement framework for the early learning and childcare sector was finalised in August 2025. This new self-evaluation document is now being used by both Care Inspectorate and His Majesty’s inspectors of Education to inspect ELC settings. We have engaged with leaders as the framework was developed and have supported them further through provision of a self- evaluation toolkit and professional development training. We continue to engage and support all our ELC settings, to maintain high quality provision for our learners. 4.4 Uptake on Provision Below is an overview of uptake that was submitted for our Scottish Government data return. This session has seen a small decline in the number of children accessing a deferred year compared to last year. We continue to have spaces to accommodate families wishing to access a deferred year for their child. Year Numbers accessing Local Authority Numbers accessing Partners inc. Childminders) Total Number accessing deferred year Total Number of Children September 2025 1197 430 118 1627 September 2024 1187 421 142 1608 September 2023 1217 392 111 1609 September 2022 1256 388 84 1644 September 2021 1259 395 95 1654 Page 40
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4.5 Faifley ELC Our new Faifley ELC has opened. This setting combines what was formerly Lennox Faifley and Auchnacraig ELC as one setting in the new campus. This service is registered to provide a care service to a maximum of 202 children not yet attending primary school at any one time, of whom 58 are aged under 3 years and no more than 18 are aged under 2 years. The families, children and staff have transitioned well into the new setting and are really enjoying making the most of the excellent learning space. This service operates from 8am to 5.30pm and supports eligible children, vulnerable families and also offers affordable childcare for those families who require it. We have seen a positive interest from families in the range of provision being offered. 4.6 Clydebank ELC and Whitecrook ELC Clydebank ELC and Whitecrook ELC are now operating together and the children aged from 3 years old have now transitioned well over to Whitecrook ELC. Through the children aged from 3 accessing their provision at Whitecrook ELC this allows us to utilise this space in Clydebank ELC to accommodate more eligible 2 year olds. We will now undertake the required installation of an additional nappy changing facility within Clydebank ELC. Once this work is completed, we will be able to change the settings registration with the Care Inspectorate, thus allowing us to accommodate more eligible 2 year olds. This change will support us in better meeting the demand for spaces for eligible 2 year olds in the local community. 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 26 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. 5 Modern Apprentices are working towards their qualification at present. Additionally, since 2022 we have supported 26 career changers, or ‘upskillers’. Upskillers are employees whose training is fully funded through Skills Development Scotland. 21 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. Page 41
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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). 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 provides an update for Committee. 9. Consultation 9.1 Regular consultation with stakeholders including parents and carers, Early Learning and Childcare staff, Unions, Council partners and partner Early Learning and Childcare providers continues through the various Council fora and regular meetings. We are currently undertaking our statutory consultation with parents and carers. This consultation started on 1 November 2025 and will close on 30 November 2025. We will then consider the feedback to help us further improve the service we provide. (The Consultation survey is attached as an appendix – WDC ELC Consultation Survey 2025). 9.2 Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. Page 42
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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. Gillian Hamilton Chief Education Officer 10 November 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 43
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* Required West Dunbartonshire Council - Early Learning and Childcare Consultation 2025 All councils look to consult with people who are representative of parents and carers of children under school age in their area about how they should make early learning and childcare available. This consultation must be carried out at least once every 2 years. This survey aims to gather the views of parents/carers on how best we can offer high-quality, flexible Early Learning and Childcare. This public consultation will be open from 1 November 2025 to 30 November 2025. The survey will take around 10 minutes to complete. There is no identifying information requested. If you would like to discuss a personal situation or share identifying details, please reach out to us via email instead at earlyyearscas@west- dunbarton.gov.uk The resulting data will be collated by partner agency, The Improvement Service, and the analysis shared securely with West Dunbartonshire Council. By completing this survey, you agree to the collection and sharing of your anonymous responses as outlined above. All about you and your family Please provide only the first 4 digits e.g. DD3 2 What is your postcode? * 1. 1 2 3 4 5 6+ How many children do you have under 12 years old?2. Appendix Page 45
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Under 2 years old 2 years old 3–5 years old 6+ years old If you have more than one child, tick all the age groups that apply. For example, if your children are aged 2, 3 and 4, you would tick: “2 years old,” and “3–5 years old”. Please select the age group(s) of your child(ren) under 12 years.3. will access Early Learning and Childcare provision in the future currently accesses Early Learning and Childcare provision previously accessed Early Learning and Childcare provision Other Are you completing this survey as a parent/carer who: * 4. Page 46
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Previously Accessed Early Learning and Childcare Please select at most 6 options. 2023/24 2022/23 2021/22 2020/21 2019/20 Earlier Please let us know which academic year(s) you accessed Early Learning and Childcare5. Please select at most 4 options. Childminder Council Nursery Partner Nursery Not Applicable Which type of Early Learning and Childcare services did you use? (select all that apply)6. Yes No Don't Know Note, not everyone would be entitled to funded hours for their 2-year-old, there are additional eligibility criteria that families would have to meet Did your child attend a funded ELC place as a 2-year-old?7. Page 47
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Yes No Don't Know Not applicable Note: Between 2014 and 2021, eligible children were able to access 600 hours funded Early Learning and Childcare. Since August 2021, this has risen to 1,140 hours Did you use all of your Early Learning and Childcare funded hours for your eligible 2-year- old? 8. I feel my child is too young to be in full time Early Learning and Childcare I prefer to spend more time with my child at home My child wouldn't like to be away from me Provision on offer didn't meet the additional support needs of my child I didn't know how to access my full entitlement I wasn't able to secure a suitable place Other Was there a reason that you didn't use all your Early Learning and Childcare funded hours when your child was 2? 9. Yes No Don't Know Did your child attend a funded ELC place as a 3-5 year-old?10. Page 48
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Please select at most 3 options. To give my child new experiences and opportunities To give my child access to a wider range of toys, books and resources To support positive behaviour with my child To help get my child ready for school To allow me or my partner to work or look for work To allow me or my partner to study or complete training To give me or my partner time for rest or relaxation To allow me or my partner to look after other children To allow me or my partner to care for a relative or friend Other Choose up to three What were the main reasons for using your funded Early Learning and Childcare hours for your child aged 3-5? 11. Yes No Don't Know Not applicable Did you use all of your funded Early Learning and Childcare hours for your child aged 3-5? 12. I feel my child is too young to be in full time Early Learning and Childcare I prefer to spend more time with my child at home My child wouldn't like to be away from me Provision on offer didn't meet the additional support needs of my child I didn't know how to access my full entitlement I wasn't able to secure a suitable place Other Was there a reason that you didn't use all of your funded Early Learning and Childcare hours for your child aged 3-5? 13. Page 49
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To what extent do you agree or disagree with the following statements?14. Strongly Agree Agree Neutral Disagree Strongly Disagree I was able to access my preferred Early Learning and Childcare provi der/nursery I was able to secure attendance on days and at times that suit my needs I am happy with the quality of the Early Learning and Childcare servic e I use Page 50
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Currently Accessing Early Learning and Childcare Please select at most 4 options. Childminder Council Nursery Partner Nursery Not Applicable Which type of Early Learning and Childcare services do you use? (select all that apply)15. Yes No Don't Know Not Applicable Note: not everyone would be entitled to funded hours for their 2-year-old, there are additional eligibility criteria that families would have to meet Is your child currently attending a funded ELC place as a 2-year-old? 16. Yes No Don't Know Not Applicable Note: Since August 2021, eligible children are able to access 1,140 hours funded Early Learning and Childcare. This includes all 3- and 4-year-olds and some 2-year-olds, depending on circumstances. Do you use all your Early Learning and Childcare funded hours for your eligible 2-year-old? 17. Page 51
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I feel my child is too young to be in full time Early Learning and Childcare I prefer to spend more time with my child at home My child wouldn't like to be away from me Provision on offer didn't meet the additional support needs of my child I don't know how to access my full entitlement I wasn't able to secure a suitable place Other What is the main reason you are not using all all of your Early Learning and Childcare funded hours for your eligible 2-year-old? 18. Yes No Don't Know Not Applicable Is your child currently attending a funded ELC place as a 3-5 year-old? 19. Please select at most 3 options. To help get my child ready for school To give my child new experiences and opportunities To give my child access to a wider range of toys, books and resources To support positive behaviour with my child To allow me or my partner to work or look for work To allow me or my partner to study or complete training To give me or my partner time for rest or relaxation To allow me or my partner to look after other children To allow me or my partner to care for a relative or friend Other Choose up to three What are the main reasons for using your funded Early Learning and Childcare hours for your child who is aged 3-5? 20. Page 52
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Yes No Don't Know Not applicable Note: Since August 2021, eligible children are able to access 1,140 hours funded Early Learning and Childcare. This includes all 3- and 4-year-olds and some 2-year-olds, depending on circumstances. Are you using all your funded Early Learning and Childcare hours for you child aged 3-5?21. I feel my child is too young to be in full time Early Learning and Childcare I prefer to spend more time with my child at home My child wouldn't like to be away from me Provision on offer didn't meet the additional support needs of my child I don't know how to access my full entitlement I wasn't able to secure a suitable place Other What is the main reason you are not using all of your funded Early Learning and Childcare hours for your child aged 3-5? 22. To what extent do you agree or disagree with the following statements?23. Strongly Agree Agree Neutral Disagree Strongly Disagree I was able to access my preferred Early Learning and Childcare provider/nurser y I was able to secure attendance on days and at times that suit my needs I am happy with the quality of the Early Learning and Childcare service I use Page 53
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Future Use of Early Learning and Childcare Yes No Maybe Do you plan to use funded Early Learning and Childcare in the future?24. Yes No Maybe Note: Not everyone would be entitled to funded hours for their 2-year-old, there are additional eligibility criteria that families would have to meet)Since August 2021, eligible children are able to access 1,140 hours funded Early Learning and Childcare. This includes all 3- and 4-year-olds and some 2-year-olds Do you expect to use all your Early Learning and Childcare funded hours for your child when they are 2-years-old ( if eligible)? 25. I feel my child is too young to be in full time Early Learning and Childcare I prefer to spend more time with my child at home My child wouldn't like to be away from me Doesn't meet the additional support needs of my child I don't know how to access my full entitlement Lack of suitable choice or hours near me Other What would be the main reason you might not use all your Early Learning and Childcare funded hours for your eligible 2-year-old? 26. Page 54
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Please select at most 3 options. To help get my child ready for school To give my child new experiences and opportunities To give my child access to a wider range of toys, books and resources To support positive behaviour with my child To allow me or my partner to work or look for work To allow me or my partner to study or complete training To give me or my partner time for rest or relaxation To allow me or my partner to look after other children To allow me or my partner to care for a relative or friend Other Choose up to three What would be the main reasons for using funded Early Learning and Childcare hours for your 3-5 year old? 27. Yes No Maybe Note: Since August 2021, eligible children are able to access 1,140 hours funded Early Learning and Childcare. This includes all 3- and 4-year-olds and some 2-year-olds, depending on circumstances. Do you expect to use your full entitlement of 1,140 hours per year of funded Early Learning and Childcare for your 3-5 year old? 28. I feel my child is too young to be in full time Early Learning and Childcare I prefer to spend more time with my child at home My child wouldn't like to be away from me Doesn't meet the additional support needs of my child I don't know how to access my full entitlement Lack of suitable choice or hours near me Other What would be the main reason you might not use all of your Early Learning and Childcare entitlement for your 3-5 year old? 29. Page 55
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Understanding Awareness How strongly do you agree or disagree with the following statements?30. Strongly Agree Agree Neutral Disagree Strongly Disagree I understand my entitlement to funded Early Learning and Childcare I know how to apply for funded Early Learning and Childcare hours in a Council nursery I know how to apply for funded Early Learning and Childcare hours in a partner nursery, playgroup or with a childminder Page 56
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Types of Early Learning and Childcare Service Session time based in line with the current school day during term time Afternoon sessions offered over the full year Morning sessions offered over the full year Two and a half days per week offered over the full year Other There are a number of attendance patterns in which 1,140 hours funded early learning and childcare can be offered. Rank these options in order of your preference from most to least preferable. 31. It best fits my work/study/training pattern I have another child attending school It best fits with my existing childcare arrangements Other Why would you choose this attendance pattern?32. Partner Nursery Childminder Council Setting (this may include services based in primary schools and stand-alone services) Mixed Provision (child attending more than one place over the course of a week and funding is split between them) Playgroup There are a number of places in which 1,140 hours funded Early Learning and Childcare can be accessed. Rank these options in order of your preference 33. Please do not enter any personal/identifiable information here. Is there another option that would suit you and your family better?34. Page 57
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Yes No Maybe Would accessing all or part of your child's entitlement of funded Early Learning and Childcare hours in another local authority area be something you might require? 35. Page 58
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Application Process Already aware from having used Early Learning and Childcare with an older child Family or Friends Health Visitor Local newspaper Nursery School Social Media Council website Other How did you find out about applying for an Early Learning and Childcare place for your child? 36. Very Easy Quite Easy Quite Difficult Very Difficult How easy was it to access your child's Early Learning and Childcare funded hours?37. Please do not enter any personal/identifiable information here. If you have not found it easy to access your child's funded Early Learning and Childcare, please tell us about this and anything which could have supported or helped you. 38. Please do not enter any personal/identifiable information here. What information would you have liked to receive to help you with the Council Early Learning and Childcare application process? 39. Page 59
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My child's grandparents Partner Relative Friend or neighbour Private nursery Does your child/children who are not yet eligible for funded Early Learning and Childcare, receive childcare from any of the following people, include both childcare you pay for and childcare you don’t pay for. 40. Page 60
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This content is neither created nor endorsed by Microsoft. The data you submit will be sent to the form owner. Microsoft Forms Summary Comments Please do not enter any personal/identifiable information here. Please note any further comments about Early Learning and Childcare in the box below. 41. Page 61
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WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Educational Services Committee: 26 November 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. ITEM 10 Page 63
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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. 4. Main Issues 4.1 There are currently 11,781 school pupils in West Dunbartonshire Council. 5,470 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 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. 4.3 Meeting Learner’s Needs Education Leaders have collaborated to identify key areas of development and focus of the ASN Strategy. Notable areas of development are: Page 64
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● Embedding Year 4 of the Child Inclusive Research into Curriculum Learning Education (CIRCLE) Framework across our schools, with a continued focus on self-evaluation of inclusive practices and environments for all establishments. ● The School Participation Questionnaire which has been completed by the majority of schools. This highlights that 77% of schools reported an improvement in their inclusive environments, with an average increase of 6%. This evidence demonstrates that school leaders, Champions and staff are working collaboratively to ensure inclusive approaches for pupils. ● In partnership with Care Connections, care experienced learners are receiving targeted support to improve attainment and engagement. ● There is a collective focus being developed and supported by the PT CE, to ensure shared approaches to data gathering, processes and support for care experienced learners’ attendance, attainment and engagement in school. ● Establishing 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; ● The refreshed GIRFEC policy and guidance, implemented in May 2025, has been very positively received by practitioners who cite it as user- friendly and easier to navigate; effectively supporting planning to meet learners' needs. Furthermore, a digital version has been successfully piloted across Local Learning Communities and also received positive feedback at the recent ASN Coordinators Forum. ● In partnership with NHS Neurodevelopmental Team a calendar of parent/carer and professional learning opportunities is accessible via the WD for Families Hubs. This resource is designed to support families and the workforce in using consistent strategies across home and school to better support our children and young people. ● Continued partnership with Citizens Advice Scotland to promote and develop the very successful pilot approach to addressing Child Poverty and the associated stigma. 4.4 Learning Estate Updates Riverside School has fully opened and feedback from the Acting HT, parents and staff is very positive. This is reflected in the settled presentation and progress of the young people. Progress so far includes: the establishment of a Parent Forum and associated parent on-line site, post placement transition planning meetings which are positive, the acquisition of a school bus from charity which will develop curricular and social opportunities and the establishment of a Friday Cafe which will help develop skills for life, family links and wider partnerships with the local community. Page 65
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4.5 Developing Respectful and Tolerant Relationships In preparation for Anti-Bullying Week (10-14 November 2025), a focus on delivering a coordinated and evidence-based approach to fostering an inclusive and respectful school environment has been developed. Schools are preparing a range of activities designed to promote and embed the values of respect and kindness across all stages. This work will encourage pupils to move beyond simple definitions, engaging in critical self-reflection on how these values translate into tangible actions and behaviours within the school community and beyond. Our service is committed to ensuring all staff are equipped with the necessary knowledge and skills to understand and effectively respond to complex issues. We are promoting key professional learning opportunities/development including: Respect Me Scotland Resources: Staff can gain access to two new professional learning resources developed in partnership with Respect Me, Scotland's Anti-Bullying Service. These resources are designed to deepen understanding and improve responses to bullying, hate crime, and prejudice- based behaviours, ensuring a consistent and informed approach. Targeted Training: We are proactively supporting staff development through courses, including the Developing Racial Literacy course, facilitated by Education Scotland and the Digi Discourse program by TIE (The Inclusive Education). These are vital in supporting staff to effectively address contemporary and pressing issues such as racism and misogyny with young people. Crucially, our local anti-bullying policy is being refreshed to align with the new national guidance (2024). The timing of this policy update will coincide with Anti-Bullying Week, ensuring that our local practices reflect the latest national standards and a preventative, rights-based approach. This integrated approach, combining policy alignment, enhanced professional development along with focused pupil engagement, demonstrates our commitment to meeting the goals outlined in the national anti-bullying strategy and creating a culture where all young people feel safe, respected and included. 4.6 Improving Attendance 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 September 2024 to end of September 2025, attendance rates have improved by 1%. This increase reflects the collective ownership of Education Staff and Leaders in ensuring consistent approaches to recording, monitoring and pupil support. Page 66
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The gap between our Care Experienced (CE) pupils and their peers remains unsatisfactory. It is recognised there will be stories behind these statistics and supports in place. However, as Corporate Parents, our ‘ask’ of schools is that they focus on the following: 1. Knowing who their CE pupils are and what their attendance patterns are; 2. Reviewing and ensuring support plans reflect attendance interventions; 3. Establishing or maintaining systems of monitoring and tracking these. It is our intention as an authority to continue with our Attendance Improvement Plan this session, focussing on our Care Experienced pupils, those most disengaged in learning and who have Interrupted Learning. (Appendix 1 School Pupil Attendance Report 2024-25 Sept) 4.7 Children Going Missing or Absconding from School Guidance entitled Pupils Going Missing or Absconding from Educational Establishments has been developed to establish a clear and consistent protocol for staff when managing two distinct situations: instances where a pupil is discovered to be missing during the school day and cases where a pupil absconds in the presence of staff. The guidance is designed to minimise ambiguity during potentially highly stressful situations by providing explicit procedures, defined lines of responsibility and practical actions to ensure an appropriate and proportionate response. Its implementation strengthens our duty of care towards children and young people, promotes a coordinated and trauma-informed approach across educational settings and supports timely, safe, proportionate and effective multi-agency intervention where required. (Appendix 2 – Flowchart) 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 67
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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. Gillian Hamilton Chief Education Officer 11 November 2025 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 App.2 Flowchart Page 68
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1 School Pupil Attendance Report–Session 2025-26 – All Data Shown Is For Session So Far As At End September Primary Attendance ranges from 89.6% at Renton Primary School up to 96.6% at Knoxland Primary School. In secondary schools the range is from 88.9% at Vale of Leven Academy up to 90.5% at Clydebank High School. Appendix 1 Page 69
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2 Month to Month Data for Context The average Attendance across all WDC schools for the month of September is 91.3%, down 2.6 percentage points on the August figure. This is better than the position we were in at the same point in time last session when our September Attendance level was 0.2 percentage points lower at 91.1%. The session rolling average Attendance figure (August to end of September) across all WDC schools (that’s the red line on the chart) has decreased by 1.6 percentage points to 92.3% since the end of August. This is the same as the position we were in at the same point in time last session when our session average Attendance level was at 92.3%. Page 70
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3 Authorised Absence in Primary ranges from 6% at St Michael's Primary School down to 2% at Knoxland Primary School. In secondary schools the range is from 5.9% at Dumbarton Academy down to 5.1% at Vale of Leven Academy. Page 71
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4 Month to Month Data for Context Authorised Absence across all WDC schools for the month of September is 5%, up 1.6 percentage points on the August figure. This is the same as the position we were in at the same point in time last session when our September Authorised Absence level was at 5%. The session rolling average Authorised Absence figure (August to end of September) across all WDC schools (that’s the red line on the chart) has increased by 1 percentage points to 4.4% since the end of August. This is the same as the position we were in at the same point in time last session when our session average Authorised Absence level was at 4.4%. Page 72
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5 Unauthorised Absence in Primary ranges from 5.6% at Dalreoch Primary School down to 0.1% at Gartocharn Primary School. In secondary schools the range is from 5.9% at Vale of Leven Academy down to 3.6% at Dumbarton Academy. Page 73
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6 Month to Month Data for Context Unauthorised Absence across all WDC schools for the month of September is 3.7%, up 1 percentage points on the August figure. This is better than the position we were in at the same point in time last session when our September Unauthorised Absence level was 0.2 percentage points higher at 3.9%. The session rolling average Unauthorised Absence figure (August to end of September) across all WDC schools (that’s the red line on the chart) has increased by 0.6 percentage points to 3.3% since the end of August. This is the same as the position we were in at the same point in time last session when our session average Unauthorised Absence level was at 3.3%. Page 74
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8 October Focus Area: Care Experienced The care experienced cohort shows higher levels of Unauthorised and Authorised Absence than the non-care experienced cohort in all sectors. The care experienced cohort accounts for 3.1% of all possible attendance in primary, for 3.7% in secondary, 11.4% in special and 3.6% across all sectors. Page 76
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9 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 sector. There is no unauthorised absence for the Care Experienced Young Carer cohort in the primary sector. There is no unauthorised absence for the non-Care Experienced Young Carer cohort in special. Page 77
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10 For Authorised Absence, the Care Experienced Young Carer cohort shows the same level as the non-Care Experienced Young Carer cohort in the secondary sector. In the primary and special sectors, it is lower. The Care Experienced Young Carer cohort accounts for 0.7% of all possible Young Carer attendance in primary, for 4.7% in secondary, 2.1% in special and 2.6% across all sectors. Page 78
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11 October Focus Area: Child Protection Registered The Child Protection Registered cohort shows much higher levels of Unauthorised Absence than the non-Child Protection Registered cohort in the primary and secondary sectors. In special it is lower. The Child Protection Registered cohort shows much higher levels of Authorised Absence than the non-Child Protection Registered cohort in the primary and secondary sectors. In special it is lower. Page 79
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12 The Child Protection Registered cohort accounts for 0.8% of all possible attendance in primary, for 0.7% in secondary, 2.0% in special and 0.8% across all sectors. Page 80
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13 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 7 schools. The school with the highest rate being St Martin’s where it accounts for 0.4% of possible attendance. In the secondary sector, it has been used by all schools where the rate ranges from 1.8% at CHS to 4.4% at Dumbarton, 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 81
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14 November Focus Area: Comparison of Attendance Levels by Sex The female cohort shows a higher level of Unauthorised Absence than the male cohort in the primary and secondary sectors. The Male cohort is higher in the special sector. The male cohort shows slightly higher levels of Authorised Absence than the female cohort in the primary and secondary sectors. In the special sector the female cohort is much higher. Page 82
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15 There is a near 50/50 split between the two cohorts in primary and secondary and across all sectors, but the male cohort is larger in the special sector (the split being 70%/30%). Page 83
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16 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 9 schools. The school with the highest rate being Carleith where it accounts for 1.4% of possible attendance. In the secondary sector, it has been used by all schools where the rate ranges from 0.1% at St Peter the Apostle High School up to 0.9% at Vale of Leven Academy, of possible attendance. Page 84
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17 PTH - Part Time Timetable (health related) In the primary sector, this has been used by 5 schools. The school with the highest rate being St Peter’s, where it accounts for 0.2% of possible attendance. In the secondary sector, it has been used by 2 schools. The rate is less than 0.1% at CHS & OLSP, of possible attendance. PTX - Part Time TimeTable (exclusion related) In the primary sector, this has not been used. In the secondary sector, it has been used by 1 school, CHS, where its level of use is negligible. Page 85
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18 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, 50% in secondary, 100% in the special sector and 46% across all sectors. Page 86
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19 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, P1-P6 then dropping off again in P7, although the changes between stages are pretty small. In secondary the increase is from around 2.1% of all possible attendance in S1 to around 6% in S4. S5 is a little lower at 4.9% and then S6 is highest at 6.2%. Page 87
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21 A request was made to see the year stage data also broken down by sex, so that has been provided here. Page 89
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22 Looking at S3, the cohort identified for specific focus in January, this year/stage is the one with the 2nd lowest level of attendance at 88.0% (although S4 is only 0.1 percentage points lower at 87.9%, so both are at very similar low levels). Its absence is mostly made up of authorised absence, which accounts for 6.3% of possible attendance (the 2nd highest after S2 at 6.4%), while the unauthorised portion (at 5.7%) is 3rd highest, behind S4 and S6 (6.0% and 6.2%, respectively). Page 90
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23 There is a quite a difference between female and male attendance in S3, with Female being at 86.4% and Male at 89.4%. Authorised Absence, for Females in S3 is at 6.6% and for Males is at 6.1%. For unauthorised, Females are at 7%, which is 2.5 percentage points higher than S3 males at 4.5%. Page 91
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24 Across the secondary schools, the attendance rate for S3 pupils ranges from 91.9% at Dumbarton Academy down to 85.9% at Vale of Leven Academy. Dumbarton Academy is substantially higher than the other secondary schools in its level of S3 attendance and has lowest levels of Unauthorised and second lowest level of Authorised Absence. Page 92
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25 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. Page 93
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26 % Pupils With Less than 90% Attendance in Primary ranges from 29.6% at St Michael's Primary School down to 9.2% at Gartocharn Primary School. In secondary schools the range is from 31.7% at St Peter the Apostle High School down to 24.9% at Our Lady and St Patrick's High School. The average level across all WDC schools is 22.3%. Looking at the primary school data by stage, it is generally increasing from P1 to P7. In secondary it is increasing from S1 to S4 then decreasing to 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 94
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27 Looking at the primary, secondary and all sectors’ data by SIMD 2020 Quintile, it is generally decreasing from Q1 to Q5, although in primary and across all sectors, Q5 is slightly higher than Q4. Special sector data is provided for information, but there are very small numbers in this sector and therefore individual pupils with specific issues are likely to be heavily influencing the percentages. Page 95
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28 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. Page 96
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29 % Pupils With Less than 80% Attendance in Primary ranges from 17.6% at Renton Primary School down to 2.3% at Gartocharn Primary School. In secondary schools the range is from 16.5% at Vale of Leven Academy down to 12.9% at Our Lady and St Patrick's High School. The average level across all WDC schools is 10.5%. Looking at the primary school data by stage, it is around 5% in P1/P2, then between around 6 to 7% for P3, P5 & P7, with P4 at 7.6% and P6 at 8.5%. In secondary it rises from around 9% in S1 to about 20% in S4 then declines to around 13% 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 97
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30 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 and in all sectors are the exceptions to this, as they have a higher level than Quintile 4. However, again we must be wary of small numbers, in primary this represents only 12 individuals out of 307 total primary pupils in SIMD Quintile 5 and across all sector, 28 out of 585. 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 98
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31 March Focus Area: SIMD 2020 Quintiles Comparison For both Unauthorised and Authorised Absence in primary and secondary sectors there appears to be a trend of higher absence for the more deprived quintiles to lower absence for the least deprived quintiles, although Q5 in primary is higher than Q4. There is more variation in the special sector, but this is likely related to small numbers in the various cohorts. Quintiles 1 and 2 account for 71% of all possible attendance, with Quintiles 3, 4 and 5 and unknowns all together accounting for just 29%. Page 99
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32 March Focus Area: Free Meal Entitlement (via Deprivation Criteria only) The FSM cohort shows higher levels of both Unauthorised and Authorised Absence than the non-FSM cohort in all sectors. The FSM cohort accounts for around 30% of possible attendance in the primary sector, around 25% in secondary, around 48% in the special sector, and 28% across all sectors. Page 100
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33 April Focus Area: English as an Additional Language The EAL cohort shows lower levels of both Unauthorised and Authorised Absence than the non-EAL cohort in the primary and secondary sectors. In the special sector there is no Unauthorised Absence and much lower Authorised absence for this cohort. The EAL cohort accounts for 5% of all possible attendance in primary, 4.6% in secondary, 2.5% in special and 4.7% across all sectors. Page 101
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34 May Focus Area: Local Learning Communities Across all school sectors, attendance is highest in the Dumbarton LLC (92.8%) and Vale of Leven LLC is the lowest (91.6%). The Dumbarton LLC has the highest attendance level in the primary sector, but in secondary, Clydebank is slightly higher. Vale of Leven LLC has the lowest attendance in both the primary and secondary sectors. Both Dumbarton and SPTA LLCs jointly have the largest difference between its Page 102
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35 primary attendance and its secondary attendance. At both, the difference is 5.2 percentage points. The smallest difference is at OLSP LLC, where there is 4.2 percentage points between the primary attendance percentage and the secondary. N.B. the Special Sector schools are all included in the Dumbarton LLC. Page 103
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36 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 104
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37 September Focus Area: % Attendance of P1/S1 Pupils % Attendance of P1 pupils in primary ranges from 100% at St Martin's Primary School down to 91.6% at Renton Primary School. In secondary schools the range for S1 pupils is from 93.8% at Dumbarton Academy down to 93% at Vale of Leven Academy. The average P1 level across all WDC primary schools is 96% and S1 level across all WDC secondary schools is 93.3%. Page 105
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38 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 4 schools, the highest being Dalreoch, where it accounts for 0.6% of possible attendance. In the secondary sector, it has been used by all schools where the rate ranges from 0.4% at Clydebank High School up to 1.3% at St Peter the Apostle High School, of possible attendance. Page 106
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39 FLX - Flexible Learning In the primary sector, it has been used by 3 schools, the highest being Christie Park Primary, where the rate is 0.2% of possible attendance. In the secondary sector, it has been used by 3 schools. The highest is SPTA, where the rate is 5.1% of possible attendance. Page 107
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40 VHL - Virtual Home Learning This has not yet been used in primary schools this session. In the secondary sector, it has been used by 1 school, SPTA, where the rate is 0.1% of possible attendance. Page 108
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41 ATF + FLX+ VHL – All Three Flexible Learning Codes Combined In the primary sector, flexible learning codes have been used by 6 schools. The school with the highest rate being Dalreoch, where they account for 0.6% of possible attendance. In the secondary sector, they have been used by all schools. The range is from 0.4% at Clydebank High School up to 6.4% at St Peter the Apostle High School. Page 109
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42 SEP – Sickness With Educational Provision In the primary sector, it has been used by 4 schools, the highest being Our Lady of Loretto, where the rate is 0.5% of possible attendance. In the secondary sector, it has been used by 3 schools, VoLA where the rate is around 0.1% of possible attendance, Dumbarton where it is around 0.4% and SPTA where the rate is around 0.8%. Page 110
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43 September Focus Area: Pupils with No, or Very Low, Attendance There were 11 primary school pupils with no attendance at all, August to September. There were 5 primary school pupils with 10% or less attendance, August to September. Page 111
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44 There were 56 secondary school pupils with no attendance at all, August to Septmber. 32 of these individuals are of age to have already left school. 31 have been marked as leavers, although 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. One still appears as a current pupil. Of the 24 not yet old enough to leave school, 14 are still current pupils. Eight have moved on to other schools and 2 have left the country. 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 26 secondary school pupils with 10% or less attendance, August to September. 8 of these individuals are of age to have already left school. Two of them have been 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. The remaining 18 are not yet old enough to leave school. One has transferred to another school and the other 17 remain on school rolls. Page 112
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45 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 VHL Virtual Home Learning VIS School Visit WRK Work Placement SEEMiS code Unauthorised Absence Code Description DCU Exceptional domestic circumstances (unauth) OUA Other unauthorised absence RFS Refusal to attend TBC To be Confirmed UNA Truancy or Unexplained Absence UPH Parental Holiday If no chart is shown below for a code that appears in this table, then there is negligible attendance data assigned to that code so far this session. Page 113
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46 Focus Area: Individual Attendance Codes: Primary Sector: Attendance Page 114
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56 Focus Area: Individual Attendance Codes: Primary Sector: Unauthorised Absence Page 124
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60 Focus Area: Individual Attendance Codes: Primary Sector: Exclusion Page 128
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73 Focus Area: Individual Attendance Codes: Special Sector: Authorised Absence Page 141
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Process Map: Responding to Pupils Going Missing or Absconding Notify: Senior Education Officer Link Child Protection Officer (if Police involved) Record on: Figtree (incident Reporting System) Review: Consider Philomena Protocol Update risk assessments / support plans 1. Pupil Discovered Missing or Absconding A) Pupil missing during the school day B) Pupil absconded in presence of staff 2A. If Pupil is Missing During the School Day Check with relevant staff, pupils, parents and emergency contacts Search school building and immediate grounds Assess risk (age, needs, environment, weather, time missing) Risk assess Call Police immediately, followed by parent Notify Children’s Services / allocated worker 2B. If Pupil Absconds in Presence of Staff B1: Still inside school perimeter Use de-escalation (Promoting Positive Relationships Policy/risk assessment) Avoid escalating situation B2: Leaves perimeter but nearby Encourage Return Risk assess for harm Contact Police & Parents/Carers/Allocated Worker B3: Leaves immediate vicinity Re-assess risk using key factors Contact Police/Parent immediately Follow at safe distance. Maintain sight contact Update Police on location and hazards 3. Staff Safety and Conduct Wear high-visibility clothing Carry communication device (mobile/radio) Do not enter dangerous areas or pursue through hazards Appendix 2 Page 147
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Officer (Resources) Educational Services Committee: 26 November 2025 ___________________________________________________________________ Subject: Educational Services Revenue Budgetary Control Report to 31 August 2025 (Period 5) 1. Purpose 1.1 This report provides update on the financial performance of the Educational Services revenue budget to 31 August 2025 (Period 5) 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 £0.339m (0.25% of the total budget) after use of earmarked reserves. 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. Since then the following budget adjustments have taken place revising the budget to £137.696m :- £m Budget agreed by Council 5 March 2025 137.340 Scottish Government contribution towards APT&C pay award (estimated) 0.356 Revised budget as at period 5 137.696 4. Main Issues Revenue Budget 4.1 The summary report at Appendix 1 identifies a projected adverse variance of £0.697m, and after taking into account £0.359m use of earmarked reserves the underlying adverse variance is £0.339m. Detailed service reports are attached at Appendix 2. ITEM 11 Page 149
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4.2 The overall projected full year variance is £0.698m adverse. After use of earmarked reserves this variance falls to £0.339m. Information and all individual variances of over £50,000 are detailed in Appendix 3. It remains the case 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 was added to the Council’s projected 2026/27 budget to capture the ongoing effects of this evaluation. This was reported to Council in October 2025. 4.3 A list of agreed efficiencies and management adjustments totalling £1.279m is shown within Appendix 4. It is anticipated £1.279m will be achieved. 4.4 More detail on the earmarked reserves utilised is shown in Appendix 5. 4.5 An analysis of the movement in the service position since last reported is shown below. £m £m Adverse Variance at Period 3 0.707 Movement in Variance Breakfast club income higher than budget Favourable variance in ASN external payments Favourable variance in NDR Favourable variance in employee costs as a result of vacancies across the service (0.050) (0.078) (0.156) (0.084) (0.368) Net adverse Service Delivery variance at Period 5 0.339 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) Page 150
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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: 9 October 2025 Person to Contact: Joe Reilly - Finance Business Partner, Church Street Offices Dumbarton e-mail joe.reilly@west-dunbarton.gov.uk 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 Appendix 5 - Use of Earmarked Reserves 2025/26 Background Papers: General Services Revenue Estimates 2025/26 – Council 5 March 2025. Wards Affected: All Page 151
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 1 REVENUE BUDGETARY CONTROL 2025/26REVENUE BUDGETARY CONTROL 2025/26 EDUCATION SUMMARY Actual Outturn 2024/25 Total Budget 2025/26 YTD Spend 2025/26 Forecast Spend 2025/26 Annual RAG Status Net Variance attributable to earmarked reserves spend Underlying Variance excluding earmarked reserves spend £000 £000 £000 £000 £000 % £000 £000 33,964 34,246 13,511 34,407 161 0% 0 161 35,165 36,061 14,583 36,025 (36) 0% 0 (36) 21,999 23,414 8,293 23,533 119 1% 0 119 663 681 303 680 (0) 0% 0 (0) 627 627 464 627 0 0% 0 0 18,442 19,305 6,879 19,479 174 1% 0 174 18,059 18,400 5,619 18,367 (33) 0% 0 (33) 595 Creative Arts 618 276 617 (0) 0% 0 (0) 50 72 26 72 0 0% 0 0 1,017 954 610 1,017 63 7% 100 (37) 303 287 115 285 (2) -1% 0 (2) 463 Performance & Improvement 485 193 489 4 1% 0 4 2,404 Education Development 2,548 943 2,796 248 10% 259 (11) 0 Raising Attainment - Primary 0 0 0 0 0% 0 0 0 Raising Attainment - Secondary 0 0 0 0 0% 0 0 0 Pupil Equity Fund /LAC 0 0 0 0 0% 0 0 133,748 137,696 51,815 138,394 698 1% 359 339 Central Admin Workforce CPD Total Net Expenditure Psychological Services Sport Development / Active Schools Early Education PPP Curriculum for Excellence 31 August 2025 Specialist Educational Provision Service / Subjective Summary Annual Variance 2025/26 Primary Schools Secondary Schools Page 153
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2025/26 EDUCATION DETAIL MONTH END DATE 31 August 2025 Total Budget 2025/26 YTD Spend 2025/26 Forecast Spend 2025/26 RAG Status £000 £000 £000 £000 % Employee 98,016 40,035 98,830 814 0.01 Property 10,285 1,725 10,040 (245) -0.02 Transport and Plant 2,553 1,686 2,798 245 0.10 Supplies, Services and Admin 2,232 810 2,514 282 0.13 Payments to Other Bodies 27,099 9,581 27,123 24 0.00 Other 1,505 953 1,511 6 0.00 Gross Expenditure 141,690 54,791 142,816 1,126 0.01 Income (3,994) (2,976) (4,422) (428) -0.11 Net Expenditure 137,696 51,815 138,394 698 0.01 £000 £000 £000 £000 % Employee 29,902 12,430 30,186 284 0.01 Property 3,767 536 3,597 (170) -0.05 Transport and Plant 345 313 352 7 0.02 Supplies, Services and Admin 251 86 251 0 0.00 Payments to Other Bodies 14 0 14 0 0.00 Other 309 236 309 0 0.00 Gross Expenditure 34,588 13,602 34,709 121 0.00 Income (342) (91) (302) 40 0.12 Net Expenditure 34,246 13,511 34,407 161 0.00 £000 £000 £000 £000 % Employee 33,608 13,413 33,560 (48) 0.00 Property 1,477 176 1,477 0 0.00 Transport and Plant 654 561 679 25 0.04 Supplies, Services and Admin 254 85 282 28 0.11 Payments to Other Bodies 472 440 472 0 0.00 Other 608 318 614 6 0.01 Gross Expenditure 37,073 14,993 37,084 11 0.00 Income (1,012) (410) (1,059) (47) -0.05 Net Expenditure 36,061 14,583 36,025 (36) 0.00 £000 £000 £000 £000 % Employee 15,162 5,799 15,360 198 0.01 Property 234 61 228 (6) -0.03 Transport and Plant 1,426 730 1,608 182 0.13 Supplies, Services and Admin 167 45 167 0 0.00 Payments to Other Bodies 6,637 1,664 6,331 (306) -0.05 Other 25 20 25 0 0.00 Gross Expenditure 23,651 8,319 23,719 68 0.00 Income (237) (26) (186) 51 0.22 Net Expenditure 23,414 8,293 23,533 119 0.01 £000 £000 £000 £000 % Employee 775 301 775 1 0.00 Property 0 0 0 0 0.00 Transport and Plant 1 1 1 0 0.00 Supplies, Services and Admin 5 1 5 (1) -0.10 Payments to Other Bodies 0 0 0 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 781 303 781 0 0.00 Income (100) 0 (100) (0) 0.00 Net Expenditure 681 303 680 (0) 0.00 Sports Development / Active Schools £000 £000 £000 £000 % Employee 0 0 0 0 0.00 Property 0 0 0 0 0.00 Transport and Plant 0 0 0 0 0.00 Supplies, Services and Admin 0 0 0 0 0.00 Payments to Other Bodies 627 631 794 167 0.27 Other 0 0 0 0 0.00 Gross Expenditure 627 631 794 167 0.27 Income 0 (167) (167) (167) 0.00 Net Expenditure 627 464 627 0 0.00 Secondary Schools Service Summary Annual Variance 2025/26 All Services Primary Schools Specialist Educational Provision Psychological Services Page 154
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2025/26 EDUCATION DETAIL MONTH END DATE 31 August 2025 Total Budget 2025/26 YTD Spend 2025/26 Forecast Spend 2025/26 RAG Status Service Summary Annual Variance 2025/26 £000 £000 £000 £000 % Employee 14,063 5,451 14,247 184 0.01 Property 523 59 535 12 0.02 Transport and Plant 5 1 4 (1) -0.20 Supplies, Services and Admin 952 156 1,170 218 0.23 Payments to Other Bodies 3,819 1,506 3,872 53 0.01 Other 0 0 0 0 0.00 Gross Expenditure 19,362 7,173 19,828 466 0.02 Income (57) (294) (349) (292) -5.12 Net Expenditure 19,305 6,879 19,479 174 0.01 £000 £000 £000 £000 % Employee 0 0 0 0 0.00 Property 4,260 876 4,179 (81) -0.02 Transport and Plant 0 0 0 0 0.00 Supplies, Services and Admin 0 0 0 0 0.00 Payments to Other Bodies 14,140 4,743 14,188 48 0.00 Other 0 0 0 0 0.00 Gross Expenditure 18,400 5,619 18,367 (33) 0.00 Income 0 0 0 0 0.00 Net Expenditure 18,400 5,619 18,367 (33) 0.00 £000 £000 £000 £000 % Employee 0 0 0 0 0.00 Property 0 0 0 0 0.00 Transport and Plant 0 0 0 0 0.00 Supplies, Services and Admin 72 26 72 0 0.00 Payments to Other Bodies 0 0 0 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 72 26 72 0 0.00 Income 0 0 0 0 0.00 Net Expenditure 72 26 72 0 0.00 £000 £000 £000 £000 % Employee 142 41 122 (20) -0.14 Property 22 13 22 0 0.00 Transport and Plant 0 0 0 0 0.00 Supplies, Services and Admin 87 24 69 (18) -0.21 Payments to Other Bodies 201 178 302 101 0.50 Other 563 379 563 0 0.00 Gross Expenditure 1,015 635 1,078 63 0.06 Income (61) (25) (61) 0 0.00 Net Expenditure 954 610 1,017 63 0.07 £000 £000 £000 £000 % Employee 254 97 252 (2) -0.01 Property 0 2 0 0 0.00 Transport and Plant 0 0 0 0 0.00 Supplies, Services and Admin 20 8 20 0 0.00 Payments to Other Bodies 13 8 13 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 287 115 285 (2) -0.01 Income 0 0 0 0 0.00 Net Expenditure 287 115 285 (2) -0.01 £000 £000 £000 £000 % Employee 521 208 524 3 0.01 Property 0 0 0 0 0.00 Transport and Plant 1 0 1 0 0.40 Supplies, Services and Admin 0 0 0 0 0.00 Payments to Other Bodies 0 0 0 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 522 208 526 4 0.01 Income (37) (15) (37) 0 0.00 Net Expenditure 485 193 489 4 0.01 Curriculum for Excellence Central Admin Performance & Improvement PPP Workforce CPD Early Education Page 155
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2025/26 EDUCATION DETAIL MONTH END DATE 31 August 2025 Total Budget 2025/26 YTD Spend 2025/26 Forecast Spend 2025/26 RAG Status Service Summary Annual Variance 2025/26 £000 £000 £000 £000 % Employee 1,528 641 1,744 216 0.14 Property 0 0 0 0 0.00 Transport and Plant 113 74 144 31 0.27 Supplies, Services and Admin 63 34 120 57 0.90 Payments to Other Bodies 1,077 331 1,034 (43) -0.04 Other 0 0 0 0 0.00 Gross Expenditure 2,781 1,080 3,042 261 0.09 Income (233) (137) (246) (13) -0.06 Net Expenditure 2,548 943 2,796 248 0.10 £000 £000 £000 £000 % Employee 225 225 225 0 0.00 Property 0 0 0 0 0.00 Transport and Plant 0 0 0 0 0.00 Supplies, Services and Admin 10 10 10 0 0.00 Payments to Other Bodies 0 0 0 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 235 235 235 0 0.00 Income (235) (235) (235) 0 0.00 Net Expenditure 0 0 0 0 0.00 £000 £000 £000 £000 % Employee 185 185 185 0 0.00 Property 0 0 0 0 0.00 Transport and Plant 0 0 0 0 0.00 Supplies, Services and Admin 41 41 41 0 0.00 Payments to Other Bodies 0 0 0 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 226 226 226 0 0.00 Income (226) (226) (226) 0 0.00 Net Expenditure 0 0 0 0 0.00 £000 £000 £000 £000 % Employee 980 980 980 0 0.00 Property 2 2 2 0 0.00 Transport and Plant 6 6 6 0 0.00 Supplies, Services and Admin 286 286 286 0 0.00 Payments to Other Bodies 57 57 57 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 1,331 1,331 1,331 0 0.00 Income (1,331) (1,331) (1,331) 0 0.00 Net Expenditure 0 0 0 0 0.00 £000 £000 £000 £000 % Employee 673 264 670 (2) 0.00 Property 0 0 0 0 0.00 Transport and Plant 2 0 2 0 0.20 Supplies, Services and Admin 24 8 21 (3) -0.13 Payments to Other Bodies 42 23 47 5 0.11 Other 0 0 0 0 0.00 Gross Expenditure 741 295 740 (0) 0.00 Income (123) (19) (123) 0 0.00 Net Expenditure 618 276 617 (0) 0.00 Raising Attainment - Primary Education Development Raising Attainment - Secondary Pupil Equity Fund Creative Services Page 156
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 REVENUE BUDGETARY CONTROL 2025/26 ANALYSIS FOR VARIANCES OVER £50,000 PERIOD END DATE Total Budget Projected Spend Use of EMR Variance after the use of EMR RAG Status £000 £000 £000 % Primary Schools (Laura Mason) 34,246 34,407 0 161 0% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Additional Support Needs (Claire Cusick) 23,414 23,533 0 119 1% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Early Learning & Childcare (Alison Bowers) 19,305 19,479 0 174 1% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome 31 August 2025 Budget Details Variance Analysis This service area includes all Primary Schools. The cost of upkeep of grounds is likely to be at the level charged in 2024/25 resulting in an overspend (£56k) and teacher costs,particularly cover, look likely to exceed the budget (£366k) .These overspends are offset by a number of underspends , the principal ones being gas/electricity (£238k) none possible adverse variance This service area covers all ASN Services. 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 has partially offset this unbudgeted cost. none possible adverse variance This services area includes all Early Years establishments within West Dunbartonshire. The principal reason for the adverse variance is an overspend on employee costs (£184k) due to the Grade 3 and 4 job evaluation (£77k) and the likely non-achievement of the turnover target (£107k). 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. none possible adverse variance Page 157
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WEST DUNBARTONSHIRE COUNCIL MONITORING OF EFFICIENCIES AND MANAGEMENT ADJUSTMENTS 2025/26 APPENDIX 4 Efficiency reference Efficiency Detail Budgeted Amount £000s Projection of Total Saved £000s Projection of Total Not Saved £000s Comment CCF26 Review the Communities team reducing the delivery of community based services 15 15 - Saving anticipated to be achieved EDU05 Introduce Early Start Clubs at schools with associated fees (£2) for pupils not entitled to a free school meal 93 93 - Saving anticipated to be achieved EDU09 Increase fees for Out of School Care Service at St Eunan’s Primary School and Linnvale Primary School by £3 from April 2024 7 7 - Saving anticipated to be achieved EDU14 Reduce the number of ELC Early Stage Teachers from 16.4 FTE to 11.4 FTE across the entire ELC learning estate 109 109 - Saving anticipated to be achieved EDU15 Reduce the number of Early Learning Childcare Posts from 223 FTE to 217 FTE across the entire ELC learning estate 67 67 - Saving anticipated to be achieved EDU16 Remove ELC Lead Officer in Bellsmyre and Dalmonach ELC with remaining management team required to take over aspects of their remit 30 30 - Saving anticipated to be achieved EDU20 Review the current flexibility in primary school classification and allocate class structures based on numerical information which aligns with statutory obligations 200 200 - Saving anticipated to be achieved EDU25 Redesign Leadership in Children, Young People and Families Teams 6 6 - Saving anticipated to be achieved Page 158
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Efficiency reference Efficiency Detail Budgeted Amount £000s Projection of Total Saved £000s Projection of Total Not Saved £000s Comment EDU02 Reduce School Clothing Grant for primary school pupils to the statutory level (£120) 64 64 - Saving anticipated to be achieved EDU03 Reduce Education Maintenance Allowance to statutory level 75 75 - Saving anticipated to be achieved EDU11 Shared Head at two early learning centres (Clydebank and Whitecrook) 31 31 - Saving anticipated to be achieved EDU14 Align funding for 1140 hours for 3 year olds with statutory guidance 62 62 - Saving anticipated to be achieved EDU15 Reduce School Music Instructors 30 30 - Saving anticipated to be achieved EDU20 Remove secondary school registration 383 383 - Saving anticipated to be achieved EDU16 Reduce secondary school clerical staff 80 80 - Saving anticipated to be achieved EDUC19 Reduced Education Support (ELC) 27 27 - Saving anticipated to be achieved 1,279 1,279 Page 159
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WEST DUNBARTONSHIRE COUNCIL Appendix 5 MONITORING OF EARMARKED BALANCES 2025/26 2025/26 Estimate 2025/26 Spend to Date 2025/26 Probable Outturn 2025/26 to be released To be carried forward into 2026/27 Description Cost of Living 1: Enhancement to the Schools' Summer Programme. £100,000 per year for 4 years. 100,000 65,239 100,000 0 Balance from £100k to be used to cover holiday activities outwith summer period (as reported to Education Committee Sept 2025) Education recovery 29,834 0 29,834 0 Balance to be utilised in ASN in new academic year (post August 2025) to cover the cost of out of authority placements Whole Family Wellbeing Funding 69,862 69,862 69,862 0 Balance included in overall WFWB plan for 2025/26 to cover staffing costs and Edge of Care services from Includem Ending Core curriculum charges 129,000 0 129,000 0 Balance to be utilised for classroom materials (eg technical, home economics) in secondaries in new academic year (post August 2025) Ukraine 78,000 0 78,000 0 Can be released in 2025/26 as teacher costs already covered by existing budgets Removal of music instruction fees 30,000 0 30,000 0 Balance to be utilised in new academic year (post August 2025) to expand opportunities for music education 436,696 135,101 358,696 78,000 0 Page 160
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Officer – Resources Educational Services Committee 26 November 2025 ___________________________________________________________________ Subject: Educational Services Capital Budgetary Control Report 2025/26 to 31 August 2025 (Period 5) 1. Purpose 1.1 This report provides an update on the Educational Services capital programme to 31 August 2025 (period 5). 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 31 August 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 5 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) ITEM 11 Page 161
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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 5 is £6.441m (52%) 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 162
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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: 7 October 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 5 Appendix 3 : Reprofiling and Acceleration of Projects – not required at period 5 Appendix 4 : Details of all Projects. Background Papers: General Services Capital Plan Update - Council 5 March 2025. Wards Affected : All Wards Page 163
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Summary at Period 5 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 0 5 0 Total 60,899 60,899 0 5 0 Page 165
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All Projects Approved at P5 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 3 96 0 EDUC 2 Digital Inclusion 31 March 2026 31 March 2026 356 328 28 0 356 0 28 28 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 6,678 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 (272) 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 3 1,242 0 Total Education 60,899 45,395 12,343 3,161 60,899 0 12,343 6,441 12,343 0 Full Project Life In Year Page 166