Item 07 - Outcome of 33 Period Week Consultation
West Dunbartonshire Council · 26 November 2025
Back to Educational Services Committee — 26 November 2025 and its agenda
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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
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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.
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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.
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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.
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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.
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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.
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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
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