Item 14 Appendix 1
West Dunbartonshire Council · 18 March 2026
Back to Educational Services Committee — 18 March 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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1 Appendix 1: Education Delivery Plan 2025/26 - Mid-year Progress Our communities Our neighbourhoods are safe, resilient and inclusive Action Status Progress Due Date Note Owner Place the human rights and needs of every child and young person at the centre of education 30-Jun- 2026 Professional Learning & Staff Development Professional learning sessions on Froebelian practice on play and learning delivered to Early Years staff. Improving Attendance workshops delivered across establishments. Anti-terrorist (Prevent) training information and draft policy, distributed to establishments. Inclusion, Safeguarding & Wellbeing Supporting safeguarding and wellbeing: Care Planning for children in early years settings, reviewed to align with current National Guidance. School uniforms uploaded to the Child Abuse Image Database (CAID) Uniform Identification Project database. Supporting inclusive practice: Psychological Service completed an anti racism audit supporting self-evaluation for inclusive practice across establishments Updated Lesbian, Gay, Bisexual, Transgender (LGBT) guidance, supporting inclusive practice Up, Up and Away resource embedded across Early Years settings, supporting inclusive practice Claire Cusick
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2 Action Status Progress Due Date Note Owner CIRCLE training, on inclusive practice in primary and secondary schools, delivered to all newly qualified teachers and embedded in Getting it Right for Every Child (GIRFEC) practice. Learner Voice & Community Engagement Local Development Planning Officers ran pupil engagement sessions to identify local strengths and improvement opportunities. Infrastructure & Learning Environments New Riverside School opened in August 2025. Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to place the human rights and needs of every child and young person at the centre of education This risk concerns the delivery of UNCRC and ensuring these are integral to the planning, experiences and supports we offer children, young people and their families. 20-Feb- 2026 Plans are in place which will ensure we support our staff, children and young people to know what their rights are and how we can uphold them. Revised Equality Impact Assessment will ensure United Nations Convention Rights of the Child are considered key to change and improvement processes. Claire Cusick
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3 Our residents’ health and wellbeing remains a priority Action Status Progress Due Date Note Owner Improve children and young people's health and well being 30-Jun- 2026 Mental, Emotional & Social Wellbeing Audit of the emotional literacy programme completed; currently used within40% of establishments, with plans for expansion. Anti bullying Award Programme information shared with schools. Supporting bereavement materials distributed to establishments. Staff Development & Professional Learning Professional learning on Criminal Youth Justice including: Age of criminal responsibility. Criminal justice and diversion. WDC participation in the Criminal Youth Justice Conference. Professional learning on language and communication including: Arrangements for Champions and staff engagement in Medbridge modules supporting staff in tracking and monitoring of skills development, for children with Autistic Spectrum Disorder. Implementation of Makaton training -a language and communication programme, using signs and symbols and access to additional resources for staff. Claire Cusick
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4 Action Status Progress Due Date Note Owner Additional Support Needs (ASN) & Inclusion Five year Additional Support Needs (ASN) strategy developed by associated head teachers, HTs, Leads and Senior Education Officers. Termly ASN Forums held to support establishment ASN Coordinators and strengthen staged intervention support planning for young people. Getting it Right for Every Child (GIRFEC) & Authority wide Systems Authority wide rollout of amended GIRFEC paperwork underway across Early Years, Primary, and Secondary sectors. Health & Wellbeing Curriculum, Safety & Active Travel Health and Wellbeing action plan produced, aligned with central strategy and service performance indicators. Active Travel Action Plan developed and implementation underway. Nineteen schools have participated in road safety workshops to date.
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5 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to improve children and young people's health and wellbeing This risk concerns our ability to develop curriculum, opportunities and supports in collaboration with key stakeholders which will meet the wellbeing needs of our children, young people and families. 20-Feb- 2026 There are supports, systems and plans in place to mitigate against failure to deliver including a revised Violence & Aggression Policy, child protection processes and a Whole Family Well-being Strategy. Claire Cusick; Our residents are supported to increase life and learning skills Q1 2025/26 Q2 2025/26 Owner Performance Indicator Status Value Target Status Value Target Short Trend Long Trend Note Percentage of school attendance 88.73% 88.73% 92.54% 90% Targets met achieved by a robust improvement programme of targeted support informed by robust and regular analysis of data at local, school, Early Learning Centre and individual children and young people level. Claire Cusick Percentage of educational establishments receiving positive inspection reports 100% 100% 100% 100% Maintained positive school inspection record whilst there is slight decrease in quality gradings compared to last session we retain positive inspection record with improvement programme planned Julie McGrogan
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6 Q1 2025/26 Q2 2025/26 Owner Performance Indicator Status Value Target Status Value Target Short Trend Long Trend Note for any aspects requiring accelerated progress. Action Status Progress Due Date Note Owner Close the attainment gap between the most and least disadvantaged children and young people 30-Jun- 2026 Early Years: Language, Communication & Inclusion Under 3s language and communication tracking tool implemented across all under 3 settings, including partners. Progress Record Guidance refreshed and reissued to all settings. Early Years training delivered on the Inclusion Support Forum. Exemplars of inclusive paperwork and language prepared. Up, Up and Away training offered to new and previously untrained staff. Equity, Attainment & Data Early Years baseline data, Achievement of Curriculum for Excellence (ACEL) levels and National Standardised Assessment (NSA) data - analysed for all learners and for attainment gaps within key groups. For example, Scottish Index of Multiple Deprivation (SIMD), Recipients of Free School Meals (FSM), gender and ethnicity. ACEL submission at P1, P4 and P7 collated, quality assured, and submitted by August 2025 deadline. Julie McGrogan
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7 Action Status Progress Due Date Note Owner Local Authority and Establishment Performance Reports (EPRs) produced for primary schools. Individual EPR discussions held with primary head teachers. EPR meeting format streamlined to reflect evolving data use needs. Care Experienced Children & Young People (CECYP) Updates on CECYP scheduled for Terms 3 & 4 Additional /Support Needs Forums (ASN) Forums. 18 pupils supported by Care Connections; 13 attending weekly HWB group sessions. Leadership, Collaboration & Workforce Development Strategic Working Group of Excellence and Equity Leads (EEL) established to share good practice and evaluate role impact. Excellence and Equity Lead (EEL) role within Early Years settings clarified for new settings. Coaching sessions with Enhanced Support Model (ESM) school staff established to share practice and address challenges. Equity of Provision & Instrumental Music Service (IMS) Audit completed on equity of provision across schools/ Local Learning Community (LLCs) based on weekly lesson allocation by Instrument Family. Initial Impact Report produced on 0.6 FTE Instrumentalist Music Specialist (IMS) staffing
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8 Action Status Progress Due Date Note Owner reduction; changes implemented and progressing well. Impact Report produced on potential further 1.0 Full Time Equivalent reduction in Instrumental Music staffing. Languages (1+2) Development WDC 1+2 Languages Survey data used to develop a three year Support Plan. Targeted professional learning delivered with Education Support Officer, Chinese Exchange Teachers and Confucius Institute, supporting L3 in four schools. L3 Support Toolkit and bespoke school level support offered; ongoing support aligned to the three year plan. 1+2 Languages Survey shows increased provision and L3 uptake from 50% to 81.5%. Mandarin, International Partnerships & Learning for Sustainability (LfS) Application submitted for two fully funded Chinese Exchange Teachers for OLSP Local Learning Community (LLC); now delivering L3 Mandarin and Chinese culture in four primary schools. Chinese Exchange Teachers actively teaching L3 Mandarin in St Mary’s, St Martin’s, St Kessog’s and St Peter’s PS.
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9 Action Status Progress Due Date Note Owner Eco Learning Partners Project developed with Confucius Institute, linking L3 Mandarin with Learning for Sustainability. Two schools (St Martin’s PS & St Kessog’s PS) piloting the ECO Learning Partners Project with partner schools in China. Digital Inclusion & Flexible Learning Sustainable, low barrier, inclusive digital tools identified for flexible learning contexts (indoor and outdoor). Improvement Framework Senior Education Officer engagement visits completed in all establishments with a focus on leadership of change and improvement. Education Officer engagement visits completed in all establishments focus on monitoring standards and expectations. Refreshed Validated Self Evaluation programme for the focus of term 1 /2 engagement - a sharper fact-checking approach across How Good Is Our School 4 Quality Indicators; implemented in 2 secondary schools and 4 primary schools Aug- Dec. Enhanced Scrutiny and Collaborative Action (ESCA) programme the focus been carried out in 2 establishments with a further 12 establishments scheduled to participate in ESCA between Jan–May 2026.
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10 Action Status Progress Due Date Note Owner 2 rounds of Secondary attainment reviews have been conducted in all secondary schools involving senior leaders and peer Deputy head teachers - November (Presentation numbers at school level Progress and impact of actions from last sessions review) and January (Insight Data relating to Highest 20% attaining learners for 2025 Progress and impact from last sessions review). Secondary Deputy Head Teacher capacity-building ongoing at 2 secondary schools to support leadership of change and improvement. Improve attainment, particularly in literacy and numeracy 30-Jun- 2026 Curriculum Audit, Planning, and Support Structures WDC Curriculum Audit completed, with resulting workstreams identified. Curriculum Support Plan developed based on audit responses. Initial school visits undertaken, prioritised according to audit findings. Four LLC Curriculum Support meetings delivered, focusing on curriculum rationale and design, with associated Curriculum Improvement Cycle (CIC) aligned resources developed. Increased engagement evidenced through school/ Local Learning Community (LLC) requests for further support in Meta skills, profiling, and curriculum mapping. Skills and Competencies Development Across Schools Julie McGrogan
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11 Action Status Progress Due Date Note Owner Focussed school visits shaped by findings from the WDC Skills Audit. Nine schools supported in Term 1 to embed WDC Competencies and Skills Development Scotland (SDS) Meta skills. Term 2 core skills training delivered for Primary Probationers, focusing on the six WDC Competencies, Meta skills, and the National Online Profile. Profiling and Skills Reflection Pilots Fifteen primary schools trialling the National Online Profile to support learner reflection and articulation of skills development. Fifteen primary schools piloting the SDS Meta skills Framework at P5–7 to explore skills progression and learner reflection. Fifteen primary schools piloting the National Skills Profile to support profiling of WDC Competencies and Meta skills. Broadening Experiences and Addressing ‘Poverty of Experience’ Creative Learning Opportunities and Experiences Padlet created to widen access to experiences and address ‘poverty of experience’; regularly updated and accessible to staff.
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12 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to narrow the attainment gap between the most and least disadvantaged children and young people This risk concerns the delivery of the key areas within the Scottish Government Strategic Equity Fund. This risk concerns the delivery of approaches to address the equalities gap and those with protected characteristics. This risk concerns the delivery of approaches to address the poverty related equity gap in all sectors. This risk concerns our ability to work successfully to collaboratively plan with a range of partners for successful delivery. 20-Feb- 2026 We have revised the Council's Improvement Framework to assist schools in self-evaluation. We have undertaken robust analysis of data to determine attainment gaps and targets for individuals, schools and departments. We have established a Data Leads network to ensure ownership of data at establishment level. Julie Mc Grogan Failure to improve attainment, particularly in literacy and numeracy This risk concerns the successful implementation of the four dimensions of the revised West Dunbartonshire Improvement Framework; 1. Collaborative Improvement 2. Enhanced Support 3. Enhanced Scrutiny and Support 4. Leadership Development. This risk concerns our ability to develop of the literacy and numeracy curriculum, 20-Feb- 2026 Our attainment in 2024/25 showed steady performance against our local and national targets for attainment with attainment of children in our most deprived areas attaining higher than the national rate in the Broad General Education Primary. A robust improvement framework is in place, providing attainment reviews, improvement Julie McGrogan
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13 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner opportunities and supports in collaboration with key stakeholders which will meet the needs of our children, young people and families. visits and leadership development. Challenges in implementing broad-ranging school improvement to raise attainment and achievement This risk concerns delivering excellence and equity for children and young people. National and local indicators have been set to monitor progress with outcomes relating to attainment and achievement with a key focus on making progress to narrow the poverty related attainment gap. Scottish Equity funding devolved to local authorities aims to deliver on priorities between 2023-26. This funding will end in 2026. 20-Jan- 2026 Action plan implemented academic session 2024/25 resulting in continued strong performance; with some evidence of attainment levels plateauing. Action plan for academic session 2025/26 produced and included in National Improvement Framework report submitted to Education Committee and Scottish Government in September. Julie McGrogan Our Economy Our residents are supported to access employment and training opportunities Action Status Progress Due Date Note Owner Improve skills and sustained, positive school leaver destinations for all young people 30-Jun- 2026 Attendance and Family Engagement Andrew Brown
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14 Action Status Progress Due Date Note Owner Local Authority (LA) Early Learning and Childcare (ELC) settings working with families to improve attendance. Attendance leaflet produced to support improved engagement and promote consistent attendance. Professional Learning and Curriculum Reform Professional learning opportunities on refreshed curriculum guidance and reform priorities shared with schools via email, X, and Google Classroom. All professional learning aligned to Curriculum Improvement Cycle (CIC). CIC alignment further promoted through Local Learning Community (LLC) sessions on curriculum rationale and design, supported by resources highlighting local and national priorities. Positive feedback received from LLC leads on the tailored approach and support. National and Regional Collaboration Ongoing engagement with national and regional networks to ensure practice remains up to date, responsive, and aligned with emerging reform guidance. Languages Provision and Evaluation Current provision evaluated using the biennial 1+2 Languages Survey to identify strengths and targeted support needs. 1+2 Languages Survey completed by all schools.
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15 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to improve skills and sustained, positive school leaver destinations for all young people This risk concerns the ability to expand course provision and revised learner pathways in the Senior Phase leading including for those young people with Additional Support Needs. This risk concerns our ability to work successfully to collaboratively plan with a range of partners for successful delivery. This risk concerns the development of a skills based approach to the curriculum within the BGE and Senior Phase. 20-Feb- 2026 We have worked with local partners, including businesses, to broaden the offer of courses and work placements for our young people in their senior phase. We have started work with our schools to explore opportunities for on-line learning and a shared approach to timetabling. Andrew Brown; Julie McGrogan Our Council Our workforce is resilient and skilled where digital technology supports service delivery for our residents Action Status Progress Due Date Note Owner Develop and implement wellbeing, employee engagement, equality and learning and development plans to enable capabilities, improve resilience and promotion of a diverse workforce 31-Mar- 2026 Progressing as planned and on track for completion at year-end. Andrew Brown
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16 Action Status Progress Due Date Note Owner Develop and implement employee life cycle plans in line with the People First Strategy to attract and retain the workforce 31-Mar- 2026 Progressing as planned and on track for completion at year-end. Andrew Brown Implement service review process including role design, use of new technology and new ways of working to add resilience, address gaps, and establish opportunities for efficiencies 31-Mar- 2026 Digital Systems, Automation, and Technology Improvements Online payment processes implemented to support automated payment of childcare hours and Out of School Care. Fully remote access to the Psychological Service database delivered in collaboration with ICT. Psychological Service GDPR privacy notice updated. ASN team completed a full review of the service network drive; files streamlined, and new access permissions completed. Transition of data storage to shared files planned for Terms 3 and 4. Shared Google Classroom promoted and used effectively to streamline access to student data and resources for Student Coordinators and School Regents. Google File structure established based on How Good is Our Local Education Authority and the National Improvement Framework, ready for population. Workforce Planning, Role Design, and Service Restructuring Andrew Brown
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17 Action Status Progress Due Date Note Owner Consultation completed with Auchnacraig & Lennox Faifley ELCC staff to support transition to the new Faifley ELCC and revised operating model. Faifley ELCC staff will operate a range of shifts to support new session structures. Review of the Early Years Assistant role completed; consultation with trade unions scheduled to commence. Improvement Service consultation document adopted and implemented. GTCS / MyGTCS Implementation and Professional Standards Engagement maintained with GTCS, West Partnership, and neighbouring LAs to support implementation of the updated MyGTCS platform. Full engagement with GTCS training materials to support successful rollout in WDC. GTCS guidance and training actively promoted to provisionally registered teachers, supporters, and head teachers. All Probationer Teachers completed training on MyGTCS platform functionality and responsibilities. Majority of Supporters and Head Teachers engaged in platform training. Student Placements: Systems, Protocols, and Partnerships Continued use and updating of local protocols and systems for managing student placements.
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18 Action Status Progress Due Date Note Owner Active engagement with stakeholders, new guidance, and training opportunities to ensure high quality, GDPR compliant placement processes. Ongoing engagement with national networks to ensure alignment with national protocols. Continued partnership working with universities to ensure accurate and timely placement information. Strong communication maintained with all ITE partners to manage placement details, materials, and timelines, despite the absence of a national platform. Self Evaluation, Data Systems, and Performance Measures Initial scoping and planning meeting held with PEPs to align self evaluation to new guidance; further meetings scheduled. List of Performance Indicators for Education, Learning and Attainment produced to audit duplication and repetition. Meeting dates and topics agreed for Early Years Data Leads to support expansion of system wide data work. Supporting templates and datasets produced for Early Years Data Leads. New Primary Data Leads established in June 2025; feedback from previous cohort used to inform 2025/26 practice. Regular Primary Data Leads Network meetings established, with officers attending as required.
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19 Action Status Progress Due Date Note Owner Excel training for new Primary Data Leads delivered in January 2026. Engagement with Education Officer (SP) regarding Secondary Data Leads Programme via CSNs; proposal completed and agreed in principle. “Using Data for Improvement” website promoted with head teachers, NQTs, and relevant staff. Improvement Framework Completion of local authority self evaluation How Good is our Local Authority evaluation in quality indicator 1.2 Improving outcomes and How Good is our Local Authority evaluation in quality indicator 1.1 Leadership, Direction and Continuous Improvement. Engagement with QUAD local authority officers to evaluate strengths and areas for improvement. Develop and implement learning and development plans and development opportunities to improve capabilities and resilience within the workforce 31-Mar- 2026 Communication of Professional Learning Requirements and Guidance Update on changes to professional learning requirements shared with Heads and Managers at the Leaders Meeting. Scottish Social Services Council (SSSC) advice support guide issued to all staff teams. Pathways Model shared with all establishment leaders alongside Professional Review and Development (PRD) paperwork and guidance prior to the end of Term 2, reinforcing expectations around PRD engagement. Andrew Brown
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20 Action Status Progress Due Date Note Owner Leadership Pathways Model promoted through bulletin, social media, staff focus groups, and Google platforms. Leadership Pathways Model updated to align with Support Staff and Support Staff in Specialist Settings, clarifying core and enhanced expectations. Workforce Data, Needs Analysis, and Consultation ELCO workforce survey completed to gather views on further training and support needs. Evidence gathering underway through data review and the first focus group (WDC DHTs) to identify leaders and establishments not yet involved in coaching development. New Faifley Campus ERS site designed based on identified need from collected data, maximising professional learning and meeting space; transition from old ERS site completed. A list of possible process automation projects submitted. Professional Learning Infrastructure and Access Whole service professional learning offer established in collaboration with all Education services. Comprehensive central professional learning overview developed and shared for Terms 1–2, updated in January for Terms 3–4, providing streamlined access for all ELCC, Primary, and Secondary staff.
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21 Action Status Progress Due Date Note Owner Overview promoted via Professional Learning Coordinators Term 1 Forum and HT Induction. Multi agency Calendar of Professional Learning shared across platforms as part of the WDC Professional Learning Overview and through networks and forums. Central booking system for professional learning spaces embedded. Temporary Staff Passport implemented to support staff in evidencing training, impact, and development needs. Leadership Development and Coaching Six Improving Our Classrooms (IOC) participants undertaking this year’s programme; all have completed five core sessions and begun data interrogation to inform CSI questions. Learning visits scheduled for January/February to support triangulation of evidence. Four IOC mentors recruited from last year's cohort, with one returning mentor added. Digital Skills and New Ways of Working Education team upskilling in GIS and webforms. IT team upskilling to complete forms online instead of using paper based systems. Action Status In Progress and on track
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22 PI Status Target significantly missed Target narrowly missed Target met or exceeded Risk Status Warning OK Long Term Trends Improving No change Declining Short Term Trends Improving No change Declining