Document Pack - ESC 16 09 26 (Bookmarked)
West Dunbartonshire Council · 16 September 2026
Back to Educational Services Committee — 16 September 2026 and its agenda
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Agenda Educational Services Committee Date: Wednesday, 16 September 2026 ___________________________________________________________________ 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 Gurpreet Singh Johal Councillor Hazel Sorrell Councillor David McBride Councillor Sophie Traynor Councillor Jonathan McColl Mrs Barbara Barnes Councillor Michelle McGinty (Chair) Mrs Breege Bean Councillor John Millar (Vice Chair) Miss Faith Bhardwaj MSYP Provost Karen Murray Conaghan Ms Kirsty Connolly Councillor Lawrence O’Neill Mr Gavin Corrigan Councillor Lauren Oxley Ms Joanne McLaren Councillor Chris Pollock 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: 3 September 2026 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, 16 SEPTEMBER 2026 AGENDA 1 STATEMENT BY CHAIR – AUDIO STREAMING The Chair will be heard in connection with the above. 2 APOLOGIES 3 DECLARATIONS OF INTEREST Members are invited to declare if they have an interest in any of the items of business on this agenda and the reasons for such declarations. 4 RECORDING OF VOTES The Committee is asked to agree that all votes taken during the meeting will be carried out by roll call vote to ensure an accurate record. 5 MINUTES OF PREVIOUS MEETING 7 – 12 Submit, for approval as a correct record, the Minutes of Meeting of the Educational Services Committee held on 24 June 2026. 6 LOCAL NEGOTIATING COMMITTEE FOR TEACHERS 13 – 14 Submit for information, and where necessary ratification, the Minutes of Meeting of the Local Negotiating Committee for Teachers held on 9 June 2026. 7 OPEN FORUM The Committee is asked to note that no open forum questions have been submitted by members of the public. 8/ Page 3
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8 SENIOR PHASE UPDATE 15 – 19 Submit report by the Chief Education Officer providing an update on the Qualifications Scotland results achieved by our young people during the 2025/26 session. 9 REDUCED CLASS CONTACT TIME 21 – 28 Submit report by the Chief Education Officer providing an outline of work done to date preparing for Reduced Class Contact Time (RCCT), and seeking agreement of the proposed development plan for implementation. 10 EDUCATION IMPROVEMENT PLAN 2026/27 29 – 49 Submit report by the Chief Education Officer setting out the service priorities and plan to deliver improved outcomes for equity and excellence. 11 EARLY LEARNING AND CHILDCARE UPDATE 51 – 55 Submit report by the Chief Education Officer informing of progress made to provide high quality Early Learning and Childcare in West Dunbartonshire Council. 12 SUMMER HOLIDAY 2026 PROGRAMME EVALUATION AND 57 – 77 FUNCTIONAL FAMILY THERAPY UPDATE Submit report by the Chief Education Officer:- (a) providing an update on the impact of plans to reduce holiday hunger and provide summer support to families across West Dunbartonshire Council during summer 2026; and (b) providing an update on the impact of Functional Family Therapy, and seeking approval to re-tender for services. 13 EDUCATION DELIVERY PLAN 2025/26 – YEAR-END 79 – 109 PROGRESS Submit report by the Chief Education Officer setting out the year-end progress of the 2025/26 Delivery Plan. 14/ Page 4
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14 EDUCATIONAL SERVICES REVENUE BUDGETARY 111 – 123 CONTROL REPORT TO 30 JUNE 2026 (PERIOD 3) Submit report by the Chief Officer – Resources providing an update on the financial performance of the Educational Services revenue budget to 30 June 2026 (Period 3) and the forecast position at 31 March 2027. 15 EDUCATIONAL SERVICES CAPITAL BUDGETARY 125 – 132 CONTROL REPORT 2026/27 TO 30 JUNE 2026 (PERIOD 3) Submit report by the Chief Officer – Resources providing an update on the Educational Services capital programme to 30 June 2026 (Period 3). Page 5
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EDUCATIONAL SERVICES COMMITTEE At a Hybrid Meeting of the Educational Services Committee held in the Civic Space, 16 Church Street, Dumbarton on Wednesday, 24 June 2026 at 10.00 a.m. Present: Provost Karen Murray Conaghan, and Councillors Gurpreet Singh Johal, David McBride, Michelle McGinty, John Millar*, Lawrence O’Neill, Lauren Oxley, Martin Rooney, William Rooney, Gordon Scanlan, Hazel Sorrell and Sophie Traynor, and Mr Gavin Corrigan*, Miss Ellen McBride, Ms Joanne McLaren* and Ms Julia Strang. *Arrived later in the meeting. Attending: Gillian Hamilton, Chief Education Officer; Alan Douglas, Chief Officer – Regulatory and Regeneration (Legal Officer); Laurence Slavin, Chief Officer – Resources; 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; Michelle Lynn, Asset Manager; Joe Reilly, Business Unit Finance Partner (Education); and Scott Kelly, Committee Officer. Apologies: Apologies for absence were intimated on behalf of Councillor Chris Pollock, Mrs Barbara Barnes and Reverend Ian Miller. Councillor Michelle McGinty in the Chair STATEMENT BY CHAIR – AUDIO STREAMING Councillor McGinty, Chair, advised that the meeting was being audio streamed and broadcast live to the internet and would be available for playback. DECLARATION OF INTEREST Councillor Traynor declared an interest in the item ‘Increase Sustainable Rate Paid to Funded Early Learning and Childcare Providers’, having a relative who was employed in this capacity. ITEM 5 Page 7
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RECORDING OF VOTES The Committee agreed that all votes taken during the meeting would be carried out by roll call vote to ensure an accurate record. Note: Mr Corrigan entered the meeting at this point. MINUTES OF PREVIOUS MEETING The Minutes of Meeting of the Educational Services Committee held on 18 March 2026 were submitted and approved as a correct record. LOCAL NEGOTIATING COMMITTEE FOR TEACHERS The Minutes of Meeting of the Local Negotiating Committee for Teachers held on 17 March 2026 were submitted and all decisions contained therein were approved. Note: Ms McLaren entered the meeting at this point. OPEN FORUM The Committee noted that no open forum questions had been submitted by members of the public. DECLARATION OF INTEREST Having earlier declared an interest in the following item of business, Councillor Traynor left the meeting at this point. Note: Councillor Millar entered the meeting at this point. INCREASE SUSTAINABLE RATE PAID TO FUNDED EARLY LEARNING AND CHILDCARE PROVIDERS A report was submitted by the Chief Education Officer detailing a proposal to increase the hourly rate paid by West Dunbartonshire Council to contracted private providers for funded Early Learning and Childcare (ELC). 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:- Page 8
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(1) to note the guidance for setting sustainable rates contained in the ‘Funding Follows the Child and the National Standard for Early Learning and Childcare Providers – Guidance for setting sustainable rates for the delivery of funded early learning and childcare (ELC) in 2026-27’, published in March 2026, which recommended a minimal increase of 5.2%. (2) to an increase of 5.2% in the hourly rate paid to Early Learning and Childcare private providers, including childminders, for the provision of funded ELC, it being noted that 5.2% was in line with the minimal increase outlined in the guidance; and Age Current Rate 5.2% Increase 2-3 £6.74 £7.09 3-5 £6.59 £6.93 (3) to note the external factors influencing the sustainability of the hourly rates paid to contracted providers of funded ELC in West Dunbartonshire, including rising costs and to enable payment of the real Living Wage to those childcare workers delivering the funded entitlement. Note: Councillor Traynor returned to the meeting at this point. LEARNING ESTATE DEVELOPMENT A report was submitted by the Chief Education Officer providing an update on the status of the Learning Estate Strategy and seeking approval to commit staff resources to explore options for future provision. After discussion and having heard the Senior Education Officer – Policy, Performance and Resources in further explanation and in answer to Members’ questions, the Committee agreed:- (1) to note the present position of our Learning Estate; and (2) to commit officer resource to form a working group to explore options for provision of the future Learning Estate. PROCUREMENT OF ONLINE PAYMENTS SYSTEM A report was submitted by the Chief Education Officer seeking approval to tender for the re-procurement of an online payments system for all establishments, enabling parents and carers to make online payments to their children’s schools, and requesting that authority be delegated to the Chief Education Officer to make a direct award. Page 9
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After discussion and having heard the Senior Education Officer – Policy, Performance and Resources in further explanation and in answer to Members’ questions, the Committee agreed:- (1) to note the plan for the re-procurement of the online payments system for all establishments; (2) to note that the cost of the system will be met from the existing budget for the current online payments systems being used in schools; and (3) that authority be delegated to the Chief Education Officer to conclude, with the assistance of the Corporate Procurement Unit, a direct award using the G-Cloud Crown Commercial Services framework. SCHOOL TRANSPORT A report was submitted by the Chief Education Officer providing details of the timetable for the processing of tenders for mainstream home-to-school contracts and for the transportation of pupils with Additional Support Needs (ASN) from school session 2026/27 to session 2028/29. After discussion and having heard the Senior Education Officer – Policy, Performance and Resources in further explanation and in answer to a Member’s question, the Committee agreed:- (1) to note: (i) that in order to meet statutory requirements and Council policy, it had been necessary to secure contracts for school transport for session 2026/2027; (ii) that the process had required to follow a tight timetable and that, because of the change in date for this meeting of the Committee, officers had required to proceed with securing contracts outwith the standard procedures but in accordance with the Council’s Standing Orders; (2) to note that the Chief Education Officer, in consultation with the Corporate Procurement Unit, the Committee Chair, the Section 95 Officer and Chief Executive, authorised the necessary arrangements to commence and award tenders for the transport of children with Additional Support Needs for session 2026/2027 and beyond for contracts of up to three years’ duration with the option to extend for a further 12 months; and (3) to note that the Chief Education Officer, in consultation with the Corporate Procurement Unit, the Committee Chair, the Section 95 Officer and Chief Executive, authorised the award of mainstream contracts for session 2026/2027 and beyond for contracts up to three years’ duration. Page 10
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STRATEGY FOR EXCELLENCE AND EQUITY A report was submitted by the Chief Education Officer providing an update on the service improvement programme aimed at delivering improved outcomes in excellence and equity supported by Strategic Equity Funding. After discussion and having heard the Senior Education Officer – Raising Attainment/ Improving Learning and the Chief Education Officer in further explanation and in answer to Members’ questions, the Committee agreed:- (1) to note the range of improvement and development work delivered in the service to support delivery of quality education; and (2) to note the range of interventions implemented across primary and secondary schools to improve equity outcomes. EARLY LEARNING AND CHILDCARE UPDATE A report was submitted by the Chief Education Officer informing of progress made to provide high quality Early Learning and Childcare in West Dunbartonshire Council. After discussion and having heard the Senior Education Officer – Early Learning and Attainment and the Chief Education Officer 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 the Chief Education Officer informing of progress on support 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 the progress on plans to continue developing and improving support to children and families. SENIOR PHASE UPDATE A report was submitted by the Chief Education Officer providing an update on the work exploring timetable options and Reduced Class Contact Time (RCCT), and highlighting the breadth of courses on offer to our young people in our schools and with our partner providers. After discussion and having heard the Senior Education Officer – Policy, Performance and Resources and the Chief Education Officer in further explanation and in answer to Members’ questions, the Committee agreed:- Page 11
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(1) to note the progress made with timetabling options, and Reduced Class Contact Time (RCCT); and (2) to note the breadth of offer for our young people in the courses and awards on offer in our schools and with our partner providers. EDUCATION DELIVERY PLAN 2026/27 A report was submitted by the Chief Education Officer setting out the Delivery Plan for 2026/27. After discussion and having heard the Senior Education Officer – Raising Attainment/ Improving Learning in further explanation, the Committee agreed to note the new plan. VALEDICTORY JOE REILLY, BUSINESS UNIT FINANCE PARTNER (EDUCATION) Councillor McGinty, Chair, informed the Committee that this would be the final meeting of the Educational Services Committee that Joe Reilly, Business Unit Finance Partner (Education), would attend as he would soon be retiring from Council service. The Chief Education Officer and Councillor McGinty, on behalf of the Committee, thanked Mr Reilly for his service to the Committee and wished him well in retirement. In response, Mr Reilly thanked them for their kind words. VALEDICTORY ELLEN MCBRIDE, RELIGIOUS REPRESENTATIVE Councillor McGinty, Chair, then informed the Committee that this would be the final meeting of the Educational Services Committee that Ellen McBride, Religious Representative for the Roman Catholic Church, would attend as she would be stepping down from this role. Councillor McGinty paid tribute to Miss McBride’s long involvement in education in West Dunbartonshire in teaching, as an academic, in quality management, and as a representative for the Archdiocese of Glasgow in local and national forums, including 26 years as a member of this Committee. Members concurred with Councillor McGinty’s remarks and Miss McBride thanked them for their kind words. CHAIR’S REMARKS Councillor McGinty, Chair, closed the meeting by paying tribute to St Ronan’s Primary School on its 50th anniversary. The meeting closed at 11.21.a.m. Page 12
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LOCAL NEGOTIATING COMMITTEE FOR TEACHERS At a Hybrid Meeting of the Local Negotiating Committee for Teachers held in the Civic Space, 16 Church Street, Dumbarton on Tuesday, 9 June 2026 at 2.01 p.m. Present: Councillor Michelle McGinty; Gillian Hamilton, Chief Education Officer; Andrew Brown, Senior Education Officer; Alison Boyles, Head Teacher, Dumbarton Academy; Julie Reilly, Head Teacher, Bonhill Primary School; Gavin Corrigan, Michael Dolan, Michael McCallion and Rebecca McCulloch (all EIS); and Joe Keegan (SSTA). Attending: Lisa MacGregor, People and Change Partner; Kirsty Connor, Education Support Officer – Staffing; and Scott Kelly, Committee Officer. Apologies: Apologies for absence were intimated on behalf of Christopher McGilchrist, Jennifer Ronald and Lysia Uney (all EIS). Councillor Michelle McGinty in the Chair DECLARATIONS OF INTEREST It was noted that there were no declarations of interest in any of the items of business on the agenda. MINUTES OF PREVIOUS MEETING The Minutes of Meeting of the Local Negotiating Committee for Teachers held on 17 March 2026 were submitted and all decisions contained therein were approved. LNCT AGREEMENT NO. 15 – REVISED PROCEDURES FOR JOB SIZING PROMOTED POSTS A report was submitted by the Joint Secretaries to the LNCT providing an update on changes to Job Sizing confirmed by the SNCT following recommendations from the Job Sizing Review Group, which took effect on 1 April 2026. After discussion and having heard both Sides, the Committee agreed:- (1) to note the revisions undertaken by the Job Sizing Review Group and detailed in the revised SNCT guidelines; and ITEM 6 Page 13
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(2) to note the revisions did not require any amendments to the LNCT Agreement No. 15 Procedures for Job Sizing Promoted Posts. SENIOR LEADERSHIP TEAM WORKLOAD A report was submitted by the Joint Secretaries to the LNCT providing an update on steps to address the workload of Senior Leadership Teams in our settings. After discussion and having heard both Sides, the Committee agreed:- (1) to note the steps taken to identify workload pressure points for Senior Leadership Team members and ‘quick wins’ that can swiftly be implemented; (2) the proposed action plan to quantify and address workload pressure points; and (3) to undertake a survey of Senior Leadership Team staff across the local authority to quantify the areas identified through discussion. The meeting closed at 2.22 p.m. Page 14
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Education Officer Educational Services Committee: 16 September 2026 ___________________________________________________________________ Subject: Senior Phase Update 1. Purpose 1.1 The purpose of this report is to provide an update on the Qualifications Scotland results achieved by our young people during the 2025/26 session. 2. Recommendations 2.1 It is recommended that Committee: a) Note the initial findings of Qualifications Scotland results analysis for session 2025/26, and congratulate our young people, staff and families on their achievements. 3. Background 3.1 Each year, young people in the Senior Phase of our secondary schools (S4- S6) undertake qualifications, presented by either our own secondary schools or our range of partners such as Working4U, local colleges and universities. 3.2 In August each year, young people receive notification of the outcome of those qualifications, commonly referred to as ‘Results Day’. For most of our young people, this confirms the next steps they have in their learning pathway in the Senior Phase, but for some of our young people, they may reflect on their chosen pathway and make changes to courses studied. Many of our young people will be please with their results, but some will be disappointed by results, and our schools works with individuals and families to consider next steps where this occurs. At the time of writing this report, schools, young people and families are considering if they wish to appeal any result that differs from the estimated grades. 3.3 For some of our young people, results day confirms if they have met the entrance requirements for the next stage in their learning journey, be that apprenticeships, employment, college or university. ITEM 8 Page 15
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3.4 Analysing our results in August gives an incomplete picture of attainment. Although we have access to the data showing what our young people achieved in courses taught in school, this is not combined at this stage with data from our partners, any changes to the data brought about by late course entries or changes of levels and does not include data from any successful appeals. August analysis therefore comes with a ‘health warning’ as accurate analysis can only be undertaken in September, once ‘Insight’ the national Senior Phase attainment benchmarking tool is updated. A further report will be brought to committee in November, once this analysis has been undertaken. 4. Main Issues 4.1 How did our pupils do? Overall, we presented 2,154 candidates for 9,923 qualifications across National 2 – Advanced Higher. This is broadly similar to the number of candidates and presentations in 2025/26. 83% of those presentations resulted in a passing grade, maintaining our performance from the previous session. Level National 2 National 3 National 4 National 5 Higher Advanced Higher All Levels Number of presentations 24 280 1,631 4,931 2,733 324 9,923 Percent of those Passed 100% 100% 100% 80% 76% 76% 83% Figure 1 – Presentations at WDC level 4.2 How does this compare over time? We have been monitoring our performance since the introduction of the new National Qualifications in 2014. Overall: Advanced Higher has reduced by 1.2 percentage points since the previous year; Higher has improved by 0.9 percentage points since the previous year; National 5 has reduced by 0.1 percentage points since the previous year; and National 4 has remained unchanged since the previous year, with a 100% success rate. Figure 2 – Performance at Advanced Higher Page 16
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Figure 3 – Performance at Higher Figure 4 – Performance at National 5 Figure 5 – Performance at National 4 4.3 How does this compare with national levels? At National 5 levels, West Dunbartonshire outperformed the national average. Higher is only slightly below the national average and Advanced Higher only 1.6 percentage points below the national average. One of our schools, Our Lady & St Patrick’s High School, has outperformed the national average at National 5, Higher and Advanced Higher levels. CHS DA OLSP SPTA VOLA WDC National AH 60.00% 88.89% 83.56% 78.18% 69.57% 75.93% 77.58% H 78.31% 78.80% 78.23% 73.63% 74.95% 76.33% 76.68% N5 86.02% 73.97% 86.75% 77.62% 76.11% 80.49% 79.21% Figure 6 - Grade A-C or ungraded “Pass” attainment rates for each National Qualification type Neither National 4 entry numbers nor pass rates have been published this year by Qualifications Scotland, only the number of awards at this level, so no national pass rate can be calculated for National 4. Page 17
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4.4 For the first time, Qualifications Scotland published data showing the relative position of the attainment of each local authority. As noted in section 3.4, this may be subject to change once the wider suite of results is analysed in September, but as it currently stands, West Dunbartonshire sits in 8th place nationally for National 5 results, and in 14th and 15th place respectively for Higher and Advanced Higher. 4.5 During the 2025/26 session, Curriculum Leaders had the opportunity to work with staff from Education Scotland to identify areas for improvement in local presentations in each subject area. This work will continue in session 2026/27, as our schools look to improve not just the pass rates, but the number of young people successfully completing the courses they start and the quality of the results. This will be the focus of our improvement activities in secondary schools this session. 4.6 Results are the product of significant, sustained effort by our young people, and testament to the teaching and support our staff provide throughout the school year. Committee should take the opportunity to recognise the achievement of our young people, and the support provided to them by their families and our staff, and to wish our young people well on the next stage in their journey, whatever that may be. 5. People Implications 5.1 There are no direct people implications resulting from the consultation. 6. Financial Implications 6.1 There are no financial implications arising from this report. 7. Risk Analysis 7.1 Our young people are entitled to a Senior Phase that continues to develop the four capacities and gain qualifications. Failure to have our young people gain qualifications would significantly impact their ability to enter a positive destination on leaving school, and their ability to make wider contributions to society and the local economy. 8. Equalities Impact Assessment (EIA) 8.1 An Equalities Impact Assessment has not been undertaken for this report. Page 18
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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 Young people gaining qualifications directly impacts our objective that ‘our residents are supported to access employment and training opportunities’ within outcome 3 ‘our economy is strong and flourishing’ from our Strategic Plan 2022-27. Gillian Hamilton Chief Education Officer Date: 19 August 2026 ___________________________________________________________________ Person to Contact: Andrew Brown Senior Education Officer Email: andrew.brown@west-dunbarton.gov.uk Appendices: None Background Papers: None Wards Affected: All wards Page 19
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Education Officer Educational Services Committee: 16 September 2026 ___________________________________________________________________ Subject: Reduced Class Contact Time 1. Purpose 1.1 The purpose of this report is to provide an outline of work done to date preparing for Reduced Class Contact Time (RCCT), and to seek agreement for our proposed development plan for implementation. 2. Recommendations 2.1 It is recommended that Committee: a) Note the work done to date in preparation for Reduced Class Contact Time, b) Note the present position of readiness; and c) Agree the proposed governance and development plan for implementation. 3. Background 3.1 In January 2001, ‘A Teaching Profession for the 21st Century’ (commonly known as the McCrone Agreement) set the framework for Scottish teachers' pay, class contact limits and working conditions. This brought parity of esteem across sectors and ensured that all teaching staff had protected ‘non-contact time’ in their working week. Class teachers now had a maximum of 22 ½ hours that they would be teaching classes, with the remainer of their contracted week being protected time for other activities, such as preparation, correction and marking, planning, collegiate working and professional development. 3.2 In secondary schools, teaching staff would be used for a maximum of 26 periods per week, ensuring that they had the required amount of non-contact time. This number of periods was reduced pro-rata for promoted teaching staff. For young people in our secondary schools, this would have no impact on their 27 ½ hours of teaching time. 3.3 For children in primary schools having 25 hours of learning per week, this change meant that during the week they would no longer be taught by one class teacher but would have input from other teaching staff. ITEM 9 Page 21
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3.4 In West Dunbartonshire there was no uniform approach to implementation. In some schools, ‘McCrone time’ for a class would focus on a specific aspect of the curriculum such as health and wellbeing or expressive arts. In other schools, classes grouped together with the support of Senior Leadership Teams to undertake Interdisciplinary projects, assemblies or wider school activities. 3.5 In recent times during periods of staff absence and where scarcity of supply teaching staff has been problematic, scheduling McCrone time has been a pressure on school staff, where on occasion time has been ‘banked’ and given in a subsequent week when staffing availability made this possible. This practice is far from ideal and reflects existing pressures in the system still present today. 3.6 As part of their Programme for Government, Scottish Government agreed to implement a reduction in teacher class contact time from the current 22 ½ hours to 21 hours. As this would affect terms and conditions for teaching staff, this would be a formal agreement through the Scottish Negotiating Committee for Teachers (SNCT), requiring local agreement for implementation through a Local Negotiating Committee for Teachers (LNCT). 3.7 Despite much discussion, little progress had been made on this matter since 20212. A Special COSLA Leaders’ Meeting took place on 13 March 2026 at the request of the Scottish Government and the EIS to decide on the reduction in class contact time (RCCT), in response to an EIS deadline associated with planned teacher industrial action. 3.8 Correspondence issued to COSLA Leaders proposed a joint agreement, including an initial commitment of £40 million in 2026/27. This funding would allow preparatory work to begin ahead of a fully funded national implementation of RCCT for Primary, Early Years and ASN Schools by August 2027, and for Secondary Schools by August 2029. 4. Main Issues Preparation 4.1 In 2021, Councils were asked to undertake a projection exercise to prepare for implementation, and to assist Scottish Government in modelling the required increase in teaching staff. This is a complex exercise that requires significant coordination nationally to achieve. There are local variances in the number of staff required, and the local availability of staff to fill vacancies. This analysis would also need to be combined with capacity of and recruitment to Initial Teacher Education programmes in universities, combined with marketing campaigns to increase the number of graduates entering the profession. Such an increase in staffing would require significant funding nationally and would not be possible without a national agreement to fully fund it. Page 22
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4.2 In 2021, West Dunbartonshire established a RCCT Working Group to begin preparation for implementation. The first activities undertaken were modelling exercises to understand our requirements to implement RCCT across sectors. At that time, initial modelling suggested we would require the equivalent of an additional 77 teaching staff, spread across early years, primary, ASN and secondary sectors. This would require an additional £4.697M in funding. When this data was aggregated nationally, country wide Scotland estimated an additional 4,900 teaching staff would be required, at a national cost of £298.9M. 4.3 With no agreement being reached nationally about implementation, and no confirmation of funding given to West Dunbartonshire, the RCCT Working Group stood down in 2022. Current Readiness 4.4 In 2025/26 the Staffing Team included calculating the teaching staff requirement as part of the Staffing Exercise undertaken each year. This has put us in a strong position of understanding the resource requirement for us in the Primary sector. 4.5 In 2025, West Dunbartonshire considered changes to the timetable in secondary schools through a consultation. The outcome of this was to return to a future committee with other models to consider. Due to the timing of the work to consider the timetable, and the work to implement RCCT it would be best to complete this as one activity, rather than a change to the timetable that then changes again for RCCT. 4.6 In 2025/26 we continued our work with secondary timetablers to reach an understanding of the resource requirement across departments and subject areas in each of our schools. This has given us a detailed understanding of the resource requirement in our Secondary sector. 4.7 In summer 2026, secondary timetablers started to consider models for implementation, and will continue to work on these in this new session. Due to the reduction in contact time to 21 hours, this poses complex operational challenges in constructing a timetable due to the length of periods in the school day. Models are being considered and developed to meet this challenge. 4.8 Further work will be required this session to develop a detailed understanding of the resource requirement in the Early Years and ASN sectors, which will be undertaken through working groups. Page 23
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Governance and Development Plan 4.9 Accountability to deliver RCCT will sit with the Council, so it is recommended that Education Committee agrees the governance structure and the Development Plan to implement the change. The Development Plan is provided in Appendix A. Progress with this plan will be reported through the Delivery Plan, with additional papers being brought twice per year to Education Committee for oversight of progress. 4.10 Responsibility to deliver RCCT will sit with the Local Negotiating Committee for Teachers (LNCT), as this directly impacts teachers’ terms and conditions. This will become a standing item on LNCT agenda, with working groups set up to develop models and report to LNCT. 4.11 Two working groups have been established. A working group for ‘Primary, Early Years and ASN’ and a working group for ‘Secondary’ have been established, which will report to LNCT. Membership of the groups is drawn from central education staff, strategic HR, establishment staff and Trade Union representatives. 4.12 Where new delivery models are suggested, stakeholder groups such as parents, pupils and support staff will be consulted, with all stakeholders informed of decisions taken, and timescales for implementation. 5. People Implications 5.1 To delivery RCCT will require additional project management resource in the Education Staffing team, and will require around an additional 70 FTE teaching staff. 6. Financial Implications 6.1 To implement Reduced Class Contact time will cost £5.429M. Scottish Government made an assurance that each council would receive their proportionate share of £40M in 2026/27 to assist with preparatory activities, but this has now been confirmed to be a share of £7.5M. We await confirmation of West Dunbartonshire’s share of this funding. Initial funding would be used to fund delivery of the project, including central costs for HR, Finance, IT etc, costs to release staff for development activities and early recruitment of teaching staff ahead of the first phase of rollout in August 2027. Page 24
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7. Risk Analysis 7.1 As part of the Programme for Government, the SNCT agreement to implement RCCT brought about the removal of planned industrial action. Failure to deliver would carry political and reputational risk, as we have agreed to implement this through COSLA. Failure to implement may have financial consequences for the Council and put us at a disadvantage when viewed as an employer for prospective teachers. There is significant risk around the availability of teachers nationally and locally to meet the requirements to implement RCCT. The timing of recruitment could put us in direct competition with our neighbours to recruit and retain staff. 8. Equalities Impact Assessment (EIA) 8.1 An Equalities Impact Assessment has not been undertaken for this report, as we await the outcome of national EIA prior to undertaking a local version. 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 Delivering Reduce Class Contact Time contributes directly to our objective that ‘our Council is adaptable and focused on delivering best value for our residents, as the way we work embodies continuous improvement, innovation and ambition’ within outcome 4 ‘our council is inclusive and adaptable’ from our Strategic Plan 2022-27. Gillian Hamilton Chief Education Officer 21 August 2026 ___________________________________________________________________ Person to Contact: Andrew Brown Senior Education Officer Email: andrew.brown@west-dunbarton.gov.uk Appendices: Appendix A: RCCT Development Plan Background Papers: None Wards Affected: All wards Page 25
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Official Appendix 1 - RCCT Implementation Timeline 2026/27 Date Action May 2026 Estimated Number RCCT Modelling submitted to COSLA July 2026 Estimated Teacher Number for 2026/2027 confirmed August 2026 Additional Funding still to be confirmed by Scottish Government August 2026 Prepare LNCT Report for September Committee to provide an update August 2026 Set up and agree terms of reference of implementation working group(s) for a)Primary, ASN and Early Years, and b)Secondary. Produce calendar of dates. August 2026 Review of staffing sheets to include RCCT modelling September 2026 Teacher Census September 2026 RCCT Implementation Working Group(s) Meeting September 2026 LNCT Report RCCT Update Standing Item October 2026 RCCT Implementation Working Group(s) Meeting November 2026 RCCT Implementation Working Group(s) Meeting November 2026 Prepare LNCT Report for December Committee to provide an update December 2026 Census 2026/2027 Published December 2026 LNCT Report RCCT Update Standing Item December 2026 RCCT Implementation Working Group(s) Meeting January 2027 Annual Staffing Meetings January 2027 Estimate of Teacher Staffing Needs incorporating RCCT requirement for 2027/2028 January 2027 RCCT Implementation Working Group(s) Meeting February 2027 RCCT Implementation Working Group(s) Meeting February 2027 Prepare LNCT Report for March Committee to provide an update February 2027 Advertise Vacancies for Teachers depending on Estimation and funding March 2027 Annual Staffing Exercise March 2027 LNCT Report RCCT Update Standing Item March 2027 RCCT Implementation Working Group(s) Meeting April 2027 Annual Staffing Exercise – Staffing Meetings/Mapping/ Recruitment April 2027 RCCT Implementation Working Group(s) Meeting April 2027 Estimated Teacher Numbers incl. RCCT 2027/2028 May 2027 Teacher Recruitment Offers Issues May 2027 RCCT Implementation Working Group(s) Meeting May 2027 Soft launch Implementation of RCCT Model Primary, ASN and EY Summer Term May 2027 Prepare LNCT Report for June Committee to provide an update May 2027 Review of Teacher Number Requirements May 2027 Last opportunity to recruit Teachers if required for August 2027 Implementation May 2027 RCCT Implementation Working Group(s) Meeting Page 27
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Official June 2027 LNCT Report RCCT Update Standing Item June 2027 Final Checks for August 2027 Implementation Page 28
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Official WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Committee: Educational Services Committee 16 September 2026 ___________________________________________________________________ Subject: Education Improvement Plan 2026 – 27 1. Purpose 1.1 This report sets out the service priorities and plan to deliver improved outcomes for equity and excellence. 2. Recommendations 2.1 The Educational Services Committee is asked to note: (a) key service priorities for equity and excellence; (b) expectations for schools and early learning centres; and (c) planned approach to secure improvement in 2026/27. 3. Background 3.1 In line with national expectations, local authorities are required to produce annual improvement plans and reports aligned with the statutory National Improvement Framework (NIF). 3.2 In developing improvement plans for session 2026/27, national guidance advises that the Service, schools and early learning and childcare settings should identify improvement priorities that are focused, manageable and measurable, with clear links to the National Improvement Framework's overarching aims of excellence and equity. 3.3 Significant national reforms are reshaping Scotland’s education system. This long-term programme will review and improve curriculum, assessment, national qualifications and learner pathways. National policy continues to emphasise a curriculum that promotes equity through personalised pathways, flexible models and the removal of barriers to participation, including poverty, costs, attendance and engagement. 3.4 The Service has produced a plan that is aligned with the National Improvement Framework, national education reform agenda, and the Council's strategic priorities. The plan has been informed by feedback from stakeholders. ITEM 10 Page 29
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Official 3.5 The Service Plan sets out an ambitious vision of excellent learning every day in every classroom and playroom, with a continued focus on improving outcomes and reducing inequalities. Since 2015, Scottish Attainment Challenge funding has played a significant role in supporting this ambition through targeted investment in approaches that promote excellence and equity 4. Main Issues 4.1 The 2026/27 West Dunbartonshire Council Excellence and Equity Improvement Plan is attached at Appendix 1. 4.2 The Plan summarises key achievements and challenges from 2025/26, reporting progress against service priorities and Stretch Aims. It also sets out clear expectations and actions across four improvement priorities: 1. Wellbeing, Inclusion and Equity for All. 2. Learning, Teaching, Attainment and Achievement. 3. Employability and Positive Destinations. 4. Curriculum, Creativity and Future-Ready Learning. 4.2.1 The four improvement priorities are designed to: 1. Remove barriers to learning, improve attendance, strengthen inclusion and reduce poverty-related attainment gaps. 2. Ensure consistently high-quality learning, teaching and assessment in every classroom and playroom. 3. Support every child, young person and practitioner to develop skills, confidence and experience pathways to success. 4. Deliver a motivating, relevant and personalised curriculum, underpinned by a learning estate that is modern, adaptable and fit for future needs. 4.3 Robust arrangements are in place to monitor progress against the delivery of the plan, targets, and outcomes. The Service Improvement Framework supports this through: • Governance provided by the Excellence and Equity Board, chaired by the Chief Education Officer. • Local authority quality assurance, self-evaluation, and performance review processes delivered by officers and school leaders. • School, Early Learning and Childcare (ELC), and local authority inspection evidence provided by His Majesty's Inspectors. Page 30
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Official • Partnership with Education Scotland Attainment Advisors: one focused on curriculum and one on equity. • Inter-authority collaboration and peer review through the West Partnership, ADES Quads, and the Collaborative Improvement Framework. 4.4 The Committee will receive regular updates on progress against priorities, outcomes and performance measures. 4.5 Sustaining progress and reducing inequalities will require a continued focus on equity and targeted improvement activity. This is especially important given the challenging financial climate and the phased reduction of Scottish Attainment Challenge funding since 2022. 5. People Implications 5.1 National reviews impact on local service delivery, as any changes determined nationally have a workload implication locally. Where national change projects are funded, income received can be utilised to ensure adequate staffing resource to deliver the change project. Where projects are unfunded, our capacity to deliver change is significantly limited, due to existing workload commitments and budget pressures 5.2 As previously reported to Committee, the phased reduction in Scottish Attainment Challenge funding through to 2026/27 will reduce staffing capacity across both central services and schools. Affected roles include central officers, attainment teachers, senior phase officers, community learning workers, pupil and family support workers, early years staff and senior school leaders, all of whom contribute to attainment, inclusion and continuous improvement. 5.3 Collectively, these developments require an agile and sustainable workforce strategy that maintains core service delivery while supporting national reform, improvement activity and the continued drive to improve outcomes for children and young people. 6. Financial and Procurement Implications 6.1 While the Scottish Government has committed to continuing Strategic Equity Funding until March 2027, future funding arrangements beyond this date remain uncertain. This uncertainty presents a challenge for medium- to long- term planning and may impact the service's capacity to prepare for and implement forthcoming reforms to curriculum, assessment and qualifications Page 31
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Official 7. Risk Analysis 7.1 Without sufficient staffing capacity and sustainable funding arrangements, there is a risk that the pace and effectiveness of local implementation of national reform could be adversely affected. This may also impact the service's ability to sustain progress in delivering equity and excellence and securing improved outcomes for children and young people. 8. Equalities Impact Assessment 8.1 A full Equality Impact Assessment was submitted to Committee in March 2022 and identified that the decrease in funding will reduce capacity. Scope exists to mitigate impact with the development of the Strategy for Excellence and Equity 2023-2027. 9. Consultation 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 1 September 2026 ___________________________________________________________________ Person to Contact: Julie McGrogan, Senior Education Officer, Department of Education, Learning and Attainment, Council Offices, 16 Church Street, Dumbarton, G82 1QL Telephone No: 01389 737316 Email: julie.mcgrogan@west-dunbarton.gov.uk Appendix: Education Improvement Plan 2026 – 2027 Background Papers: Equality Impact Assessment – March 2022 Wards Affected: All wards Page 32
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West Dunbartonshire Council Educational Services Contents Education Improvement Plan 2026-27 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Appendix 1 continued: Attendance, Participation and Early Level Priority actions: 1 and 2 Priority actions: 3 and 4 Our Improvement Framework Priority 1: Wellbeing, Inclusion and Equity for All Appendix 1: Core Stretch Aims - ACEL and SCQF Appendix 1 continued: S3 Literacy and Numeracy Priority 3: Employability and Positive Destinations Foreword: Excellence and Equity for Every Learner Improvement Action Plan 2026-27: Action plan at a glance Priority 4: Curriculum, Creativity and Future-Ready Learning Priority 2: Learning, Teaching, Attainment and Achievement West Dunbartonshire Context: What this means for improvement 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Appendices EXCELLENT LEARNING EVERY DAY A shared direction for Educational Services, supported by clear delivery, local planning and annual reporting. Page 34
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Gillian Hamilton Chief Education Officer Our Priorities: We have identified four service priorities informed by our serviceself - evaluation, and aligned with local and national expectations: 1.Wellbeing, Inclusion and Equity for All 2.Learning, Teaching, Attainment and Achievement 3.Employability and Positive Destinations 4.Curriculum, Creativity and Future-Ready Learning Our Expectations: We will deliver these priorities through four shared expectations: deliver excellence, strengthen collaboration, build capacity shape the future. These expectations set out how we will work together to improve outcomes, strengthen confidence and capability and ensure excellent learning every day. Our Commitment: We will work together to remove barriers, raise ambition and create the conditions in which every child and young person can thrive. Excellence and Equity for Every Learner This Education Report and Improvement Plan sets out our shared direction for West Dunbartonshire Educational Services in 2026–27. Our ambition is clear: every child and young person should be supported, challenged and empowered to fulfil their potential. We will continue to improve outcomes through excellent learning, evary day in every classroom and playroom, strong partnerships and an unwavering focus on equity. Page 35
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West Dunbartonshire Council Educational Services West Dunbartonshire Context What this means for improvement This year's local evidence helps us focus improvement where it matters most. Our current data points to a sustained focus on wellbeing, inclusion, equity, high-quality learning and teaching, employability, curriculum and future-ready learning for children, young people and families. At a glance: key data FSM Learners ASN Care Equity 28.2% of school pupils registered for Free School Meals. 55.6% recorded under any FSM criteria. 13,288 44.3% 90.2% attendance across West Dunbartonshire schools in 2025/26. 305 care-experienced learners were supported in 2025/26 45.7% of school pupils live in SIMD deciles 1 or 2; 83.0% live in deciles 1 to 5. children and young people across schools and early years. of learners across schools and early years have ASN. Attendance How this evidence shapes our 2026-27 priorities This evidence, alongside our Standards and Quality evaluation, informs our four connected priorities: 1 2 3 4 Priority 1: Wellbeing, Inclusion and Equity for All Priority 3: Employability and Positive Destinations Priority 4: Curriculum, Creativity and Future-Ready Learning Priority 2: Learning, Teaching, Attainment and Achievement Improvement focus: a motivating, relevant and personalised curriculum; creative and rich learning experiences; future-ready skills; and learning environments that are modern, adaptable and fit for future needs. Improvement focus: skills for learning, life and work; pathways and progression; workplace learning and partnerships; and aspiration, confidence and informed choices. Improvement focus: attendance, wellbeing and belonging; inclusion and ASN support; targeted equity interventions with a sharp focus on primary and secondary attainment to accelerate progress and improve equity performance. Improvement focus: consistently high-quality learning, teaching and assessment in every classroom and playroom every day; literacy and numeracy; assessment and moderation; and learner progress, attainment and achievement. Note: Learner and ASN figures include schools and funded early years registrations. SIMD, FSM, attendance and care figures are schools only. Data reflects this year's local dataset / 2025-26 where available. E X C E L L E N T L E A R N I N G E V E R Y D A Y Page 36
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West Dunbartonshire Council • • • • • • Educational Services • • • • • • • • • • • • EXCELLENT LEARNING EVERY DAY Removing barriers, improving attendance, strengthening inclusion and reducing poverty-related gaps. 11 IMPROVEMENT ACTION PLAN 2026-27 Priority actions: 1 and 2 A concise delivery summary using the shared improvement cycle: engage, embed, extend and evaluate. 1 2 Wellbeing, Inclusion and Equity for All Learning, Teaching, Attainment and Achievement Ensuring consistently high-quality learning, teaching and assessment in every classroom and playroom every day. Literacy, numeracy and early level Attendance, engagement and participation Assessment, moderation and data Targeted equity and ASN support Family and partnership support Secondary attainment and senior phase EXTEND ENGAGE EMBED EVALUATE EVALUATE EMBED EMBED EVALUATE EVALUATE EXTEND ENGAGE EXTEND EVALUATE Review literacy curriculum and learning experiences in targeted settings. Strengthen writing moderation and professional judgement through LLCs. Monitor numeracy provision and use focused visits to address gaps. Strengthen attendance monitoring and early help. Review part-time timetable guidance and use evidence to target support. Embed CIRCLE, nurture and trauma-informed practice to improve belonging. Embed assessment strategy and consistent moderation approaches. Use data and curriculum balance audits toidentify gaps and next steps. Use evidence to plan targeted intervention and support. Use local data, PEF/SEF planning and support/challenge to reduce barriers. Strengthen universal and targeted support for learners with ASN. Monitor impact on wellbeing, participation and poverty-related gaps. Implement strengthened attainment review and subject-level action planning. Use robust data analysis, scrutiny and support/challenge to improve outcomes. Develop leadership, pedagogy and Outstanding Teaching Intervention work. Work with families and partners where attendance, wellbeing or engagement are at risk. Use stakeholder feedback to adapt support and improve learner experience. Sustain approaches that demonstrate impact on inclusion and participation. How we will know this is making a difference How we will know this is making a difference Improved progress in literacy and numeracy, more consistent assessment and moderation, stronger daily learning and teaching practice and improved BGE and Senior Phase outcomes. Improved attendance and engagement, stronger inclusion for learners with ASN, reduced barriers to participation, and measurable impact from targeted equity interventions. Page 43
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West Dunbartonshire Council • • • • • • Educational Services • • • • • • • • • • • • EXCELLENT LEARNING EVERY DAY Supporting every child, young person and practitioner to develop skills, confidence and pathways for success. Designing a motivating, relevant and personalised curriculum, supported by a modern, adaptable learning estate fit for future needs. 12 IMPROVEMENT ACTION PLAN 2026-27 Priority actions: 3 and 4 A concise delivery summary using the shared improvement cycle: engage, embed, extend and evaluate. 3 4 Employability and Positive Destinations Curriculum, Creativity and Future-Ready Learning Personalised curriculum design Participation, tracking and destinations Workplace learning and partnerships Creativity, skills and future pathways Learning estate and equity of access ASN pathways and practitioner capacity EXTEND EXTEND EVALUATE EVALUATE EXTEND ENGAGE EMBED EXTEND ENGAGE ENGAGE EMBED EVALUATE EXTEND Continue curriculum review across BGE and Senior Phase. Strengthen motivating, relevant and personalised pathways for learners. Use scrutiny and collaborative review to evaluate curriculum quality and coherence. Analyse Senior Phase participation measures and leaver destinations. Monitor progress against stretch aims and identify young people at risk. Use data conversations to target advice, guidance and support earlier. Implement Workit and expand work-placement opportunities for Senior Phase pupils. Engage employers and DYW officers to increase career awareness. Expand school-college and work-based learning pathways. Build creativity, curiosity, problem solving and critical thinking. Develop digital confidence, innovation and responsible use of technology. Embed skills-based planning, WDC Skills Framework and SDS meta-skills. Monitor curriculum provision for children and young people experiencing disadvantage. Use evidence to adapt pathways, spaces and learning experiences. Ensure the estate is modern, adaptable, inclusive and fit for future needs. Strengthen Project Search and supported employment pathways. Improve opportunities for young people with ASN to access training and employment. Build practitioner confidence to support pathways and informed choices. How we will know this is making a difference How we will know this is making a difference Improved participation measures, stronger pathways and work-related learning, increased sustained positive destinations and greater practitioner confidence. A more motivating, relevant and personalised curriculum, richer learning experiences, stronger future-ready skills, and improved access for learners affected by disadvantage. Page 44
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EXCELLENT LEARNING EVERY DAY 1 West Dunbartonshire Council Educational Services Core Stretch Aims: ACEL and SCQF Appendix 1: Core Stretch Aims Progress Report 2025-26 These tables summarise stretch aim progress for the NIF report. They compare outcomes for children and young people in the most and least deprived areas, with the gap showing the difference between SIMD Q1 and SIMD Q5. Figures marked * are local analysis and not yet Scottish Government-ratified. SCQF Level 5 - 1 or more at Level 5 SCQF Level 6 - 1 or more at Level 6 ACEL Literacy P1, P4 and P7 combined ACEL Numeracy P1, P4 and P7 combined Key messages ACEL literacy and numeracy did not meet 2025-26 stretch aims. SCQF 2025-26 data is not yet available until the Insight February update. Year Published 2020-21 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 2024-25 Stretch Aim 2025-26 Stretch Aim* Year Published 2020-21 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 2024-25 Stretch Aim 2025-26 Stretch Aim* Year Published 2020-21 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Year Published 2020-21 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Overall 62% 71% 73% 72% 72% 70% 76% Overall 72% 78% 80% 79% 79% 77% 81% Overall 85.9% 84.1% 81.5% 85.5% 82.2% 86.6% 86.8% Overall 62.2% 59.4% 52.6% 56.4% 54.4% 62.9% 63.0% SIMD Q1 57% 67% 68% 68% 69% 65% 72% SIMD Q1 65% 74% 76% 75% 77% 72% 80% SIMD Q1 78.0% 77.8% 75.1% 78.4% 76.7% 79.4% 79.7% SIMD Q1 48.9% 50.0% 41.9% 47.3% 43.0% 51.3% 51.4% SIMD Q5 74% 85% 79% 81% 77% 82% 85% SIMD Q5 82% 91% 90% 87% 84% 88% 91% SIMD Q5 97.1% 98.1% 90.8% 96.4% 96.9% 98.3% 98.5% SIMD Q5 85.3% 71.2% 80.0% 75.0% 81.3% 87.4% 87.4% Gap pp 18 19 12 13 8 17 13 Gap pp 17 18 14 12 8 15 11 Gap pp 19.1 20.3 15.7 18.0 20.2 18.9 18.8 Gap pp 36.4 21.2 38.1 27.7 38.3 36.1 36.0 Progress update: 2025-26 data not yet available; 2024-25 did not meet the stretch aim. Progress update: 2025-26 data not yet available; 2024-25 did not meet the stretch aim. Progress update: Not achieved for all children or Q1; gap increased from published 2024-25. Progress update: Not achieved for all children, Q1 or Q5; gap increased from published 2024-25. Page 46
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EXCELLENT LEARNING EVERY DAY 2 West Dunbartonshire Council Educational Services Attendance, Participation and Early Level Appendix 1: Core Stretch Aims Progress Report 2025-26 This page brings together wider NIF measures linked to attendance, participation and early level baseline attainment. These measures support the focus on wellbeing, equity, attainment and positive destinations. Participation Measure Health and Wellbeing - Attendance Early Level Literacy - Concepts of Print Early Level Numeracy - Number and Number Processes Key messages Participation almost met the overall stretch aim and met Q1/Q5. Attendance did not meet stretch aims. Early level gaps have improved against projected gap measures. Year Published 2020-21 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 2024-25 Stretch Aim 2025-26 Stretch Aim Year Published 2020-21 Actual 2021-22* Published 2022-23 Published 2023-24 Published 2024-25 Actual 2025-26** 2025-26 Stretch Aim Year 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 Actual 2025-26 Stretch Aim Year 2020-21 2021-22 2022-23 2023-24 2024-25 2025-26 Actual 2025-26 Stretch Aim Overall 90.8% 90.1% 93.0% 90.7% 91.4% 91.6% 92.0% Overall 90.4% 88.4% 88.4% 88.9% 90.5% 90.2% 94% Overall 45% 62% 59% 56% 60% 62% 69% Overall 20% 30% 32% 34% 39% 35% 36% SIMD Q1 40% 52% 56% 55% 55% 63% 66% SIMD Q1 22% 26% 27% 31% 33% 33% 33% SIMD Q1 86.9% 86.1% 90.4% 87.8% 88.3% 87.3% 87.5% SIMD Q1 88.4% 86.3% 86.4% 86.9% 89.0% 88.7% 92% SIMD Q4 38% 71% 64% 63% 69% 44% 73% SIMD Q4 15% 48% 41% 37% 50% 44% 49% SIMD Q5 95.5% 95.7% n/a 97.3% 96.6% 95.8% 95.8% SIMD Q5 93.7% 92.3% 92.9% 93.5% 93.7% 93.0% 95% SIMD Q5 43% 82% 70% 52% 61% 64% 84% SIMD Q5 14% 44% 37% 27% 47% 39% 46% Gap pp 8.6 9.6 n/a 9.5 8.3 8.5 8.3 Gap pp 5.3 6.0 6.5 6.6 4.7 4.3 3 Gap pp 3 30 14 -3 6 1 20 Gap pp -8 18 10 -4 14 6 13 Progress update: Almost achieved overall; Q1 and Q5 stretch aims achieved. Progress update: Not achieved overall, Q1 or Q5; gap narrowed to 4.3 percentage points. Progress update: Stretch aim not met overall, Q1 or Q5; projected gap has been exceeded. Progress update: Stretch aim achieved overall and for Q1, but not Q5; projected gap has been exceeded. Page 47
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EXCELLENT LEARNING EVERY DAY 3 West Dunbartonshire Council Educational Services S3 Literacy and Numeracy Appendix 1: Core Stretch Aims Progress Report 2025-26 This page summarises S3 ACEL performance at 3rd Level+ and 4th Level. These measures support the focus on secondary attainment, progression through the BGE and equity performance. S3 Literacy - 4th Level S3 Numeracy - 4th Level S3 Literacy - 3rd Level+ S3 Numeracy - 3rd Level+ Key messages S3 literacy and numeracy results are stronger, with 2025-26 analysis meeting or exceeding stretch aims overall and for Q1/Q5 across the measures shown. Year Published 2018-19 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Year Published 2018-19 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Progress update: Achieved stretch aim overall and for Q1 and Q5. Year Published 2018-19 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Year Published 2018-19 Published 2021-22 Published 2022-23 Published 2023-24 Published 2024-25 WDC analysis 2025-26* 2025-26 Stretch Aim Progress update: Reached stretch aim overall and for Q1 and Q5. Overall 83% 82% 87% 92% 89% 91% 88% Overall 90% 88% 88% 85% 91% 93% 90% Overall 40% 44% 55% 61% 59% 73% 52% Overall 61% 50% 58% 58% 63% 69% 62% SIMD Q1 79% 77% 82% 92% 88% 89% 83% SIMD Q1 85% 86% 83% 82% 89% 90% 88% SIMD Q1 33% 38% 50% 59% 54% 62% 49% SIMD Q1 49% 45% 46% 57% 57% 62% 59% SIMD Q4 93% 92% 92% 92% 100% 96% - SIMD Q4 98% 91% 97% 90% 100% 99% - SIMD Q4 47% 52% 54% 63% 68% 77% - SIMD Q4 78% 59% 77% 63% 76% 79% - SIMD Q5 81% 92% 100% 93% - 98% 94% SIMD Q5 87% 97% 100% 93% - 98% 97% SIMD Q5 42% 54% 78% 71% - 79% 70% SIMD Q5 77% 49% 80% 74% - 83% 81% Gap pp 2 15 18 1 - 9 11 Gap pp 2 11 17 11 - 8 9 Gap pp 9 16 28 12 - 17 21 Gap pp 28 4 34 17 - 21 22 Progress update: Exceeded stretch aim overall and for Q1 and Q5. Progress update: Exceeded stretch aim overall and for Q1 and Q5. Page 48
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WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Educational Services Committee: Wednesday 16 September 2026 _______________________________________________________________ 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. We also provide places with some childminders across the local authority. Overall children are very well supported, provided with exciting learning opportunities, and are nurtured by well trained staff. 3.2 Training We continue to offer a wide range of training 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. ITEM 11 Page 51
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4. Main Issues 4.1 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 to June 2026 was 85.69% which is slightly lower than last year. This captures the attendance data for all children attending our ELC LA settings, however, it should be noted that the average attendance for our pre school children this session was 90.58%. Working together with settings to improve attendance will remain a key focus for our delivery plan this session. 4.2 Assessment Data – Achievement of Curriculum for Excellence Levels Assessment data gathered in June 2026 shows that children continue to make good progress in literacy and numeracy outcome measures. Within our delivery plan, to support further with literacy and numeracy, we will continue to focus on improving attainment and will work closely with individual settings to provide specific training where required. This session, for the third year we gathered predictions on whether children in their pre-school year are on track to achieve the early level by the end of Primary 1. This data is outlined below and shows a positive increase in all areas to the data gathered in previous sessions. June 2024 June 2025 June 2026 % Difference Reading 80 85 87 +2 Writing 82 84 88 +4 Talking & Listening 85 87 91 +4 Numeracy 87 90 91 +1 4.3 National Early Language and Communication As mentioned in our March 2026 committee report, the National Early Language and Communication multi agency group was established by Scottish Government to reduce the barriers of language and communication difficulties in young children. Last session we identified a nursery to act as a pilot for this work, which included upskilling staff, increasing parental engagement and implementing a developmental tracker with children aged from 0-3 to support their stages of development and identify next steps in learning. This session we will further rollout this work across all of our 0-3 settings, both Local Authority and Partner settings. This work will support all our children across our 0-3 settings in developing better language and communication skills. Page 52
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4.4 Communication Rich Environments Last session we worked in partnership with our Educational Psychology colleagues to create a new framework, entitled ‘Communication Rich Environments’ (CORE) which is intended to further support settings in promoting inclusive practice, upskill staff and to provide support and guidance to all families, with the aim to improve children’s engagement and language and communication skills. In the year ahead, the work is also being supported by Speech and Language Therapy colleagues as we together start to pilot the framework across some of our settings with the intention of further refinement and rollout the following year. 4.5 Thrive at Five Our partnership with Thrive at Five is becoming more established. The initial settings that will be involved in the first phase of this work have been identified and notified. Their views will be gathered as part of the discovery phase and we are exploring some exciting work to bring in the voices of children aged 0-5. Thrive at Five are currently recruiting to their Lead officer roles for parental engagement, early years education, health and local communications. Once post-holders are appointed they will work closely with colleagues in the Council, HSCP, other local charities and families to develop and implement plans that address the priority issues identified in the Discovery phase. We expect to share more detailed information about these work-streams in our next update to education committee. 4.6 National Standard At present all of our settings, with the exception of one setting, for one Quality Indicator, have grades of good or above with the Care Inspectorate and are meeting the requirements of the National Standard. All settings are supported in a wide range of ways to ensure that they are able to sustain and improve their Care Inspectorate grades or those attained when inspected by His Majesty’s Inspectorate of Education. 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 Since 2021, we have supported 35 Modern Apprentices. 23 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. At present three Modern Apprentices are working towards their qualification and two more were recruited and began at the start of term. We will also look to recruit one more for August 2026. Page 53
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We also linked in with West College Scotland to offer interviews to newly qualified early learning and childcare practitioners and received five applications for our supply posts. All five who applied were successful at interview and will be added to our supply register as soon as their recruitment checks are completed. Ten members of staff working in ELC settings across the authority are currently working on their SVQ Level 2. We have received very positive feedback about this cohort from the college with all ten on track to gain this qualification by the summer. This group contains three upskillers, namely early years lunchtime assistants who with this qualification, could seek employment as a learning assistant and also seven learning assistants gaining the correct qualification to meet their SSSC conditions. We also have three members of staff, one Principal Officer and two Lead Officers in the final year of their Bachelor of Arts in Childhood Practice. 6. Financial and Procurement Implications 6.1 There are no financial or procurement implications arising from this report. 7. Risk Analysis 7.1 The Key Risks: • Maintaining high quality Early Learning and Childcare at all funded providers to ensure that they meet the National Standard Criteria. • Failure to deliver 1140 hours curriculum by confident, well trained Early Learning and Childcare staff teams. • Evaluations of good for environment by Care Inspectorate are at risk if Early Learning and Childcare building assets are not maintained. 8. Equalities Impact Assessment 8.1 There was no requirement to undertake another Equalities Impact Assessment for the purposes of this report as it is providing an update for Committee. 9. Consultation 9.1 Regular consultation with stakeholders including parents and carers, Early Learning and Childcare staff, Unions, Council partners and partner Early Learning and Childcare providers continues through the various Council fora and regular meetings. Page 54
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9.2 Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. 10. Strategic Assessment 10.1 This report reflects the Council’s aspiration to have resilient and thriving communities, a strong and flourishing economy and a council that is inclusive and adaptive. These are some of the strategic priorities for 2022-2027. Gillian Hamilton Chief Education Officer 26 August 2026 ___________________________________________________________________ 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 55
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Official WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Educational Services Committee: 16 September 2026 Subject: Summer Holiday 2026 Programme Evaluation and Functional Family Therapy Update 1. Purpose 1.1 The purpose of this report is to: a) Update members on the impact of plans to reduce holiday hunger and provide summer support to families across West Dunbartonshire Council (WDC) during Summer 2026 and b) Update members on the impact of Functional Family Therapy, seeking approval to re-tender for services. 2. Recommendations 2.1 The Educational Services Committee is recommended to note: (a) Progress and impact of authority-wide plans by partners to provide summer activities and reduce holiday hunger; (b) ways in which funding has been administered and governed and (c) approve commencement of procurement processes to continue Functional Family Therapy services. 3. Background 3.1 In 2023 Council agreed to extend the Holiday Hunger Fund to ensure the provision of meals and social activities for school children over holiday periods, throughout West Dunbartonshire. £100,000 per annum was committed to enable community partners to work together to address the challenges of holiday hunger and associated with increased costs for families. This has proved successful, and uptake and partnership working has been effective in meeting the needs of our children and families over holidays. The funds were enhanced by an additional £20,290 from Summer of Sport Funding which was provided by Government. ITEM 12 Page 57
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Official 4. Main Issues 4.1 One in four (240 000) of Scotland’s children are officially recognised as living in poverty. Sixty-eight percent of these children live in working households. The End Child Poverty Coalition's local authority estimates for 2023/24 indicate that around one in four children in West Dunbartonshire are living in poverty (approximately 24% to 25%), which equates to roughly 4,500 to 5,000 children and young people across the council area. Experiencing child poverty can undermine the health, wellbeing and educational attainment of children. 4.3 It is recognised that holiday periods add to the stress of poverty for families and result in less access to food and social activity for them than their peers. Foodbanks report increased demand during holiday periods. Resultantly, every WDC summer session planned offered free access to activities and lunch or snacks as an integral feature. 4.4 WDC implemented a two-pronged approach to planning the Summer Programme supported by additional funding. One strand being a community- based model which was open to all children and young people for five weeks of the summer holidays. 6262 participants engaged in activities which took place. The other strand was a targeted support programme with a range of partners to meet the needs of particular cohorts of children and young people with severe and complex needs, supported by familiar trained staff. 4.5 The SHINE 2026 Summer programme provided free breakfasts, packed lunches, brunch bags and family BBQs. A key feature of the programme is its commitment to inclusion, with several projects providing sensory-friendly opportunities for children and young people with Additional Support Needs (ASN). It offered opportunities for young people to take part in sports, creative activities, outdoor learning, digital experiences and family trips, gaming, technology/STEM; sports, outdoor adventure and fitness; nature, gardening, creative Arts, music and cultural activities; day trips and excursions; ASN and sensory supports; and food provision and family support. App.1 - Funding Allocations Overview 4.5.1 Evaluations during visits and in dialogue with partners, tell us the programme uptake has been very good and that the range of free activities including a food provision has been valued by families. Dialogue with participants and parents indicates the activities are appropriate and what our communities are looking for. Two partner evaluation returns at time of writing from Centre81 Family Trips, and the Vale of Leven FC Summer Camp are very positive and demonstrate the difference SHINE funding is making to children, young people and families. Full evaluations are due by 31st August and will inform our approach to funding for summer ’27-’28. Page 58
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Official Across these two projects: • 118 children and young people participated. • 27 adults took part in family activities. • 460 free meals were provided. • All activities were fully funded and free to attend. 4.5.2 Feedback from children and young people demonstrates high levels of enjoyment and engagement. Children attending the Centre81 trip particularly enjoyed feeding and petting animals, exploring the outdoor adventure areas and taking part in outdoor activities. Young people attending the Vale of Leven FC Summer Camp highlighted opportunities to improve their football skills, play matches, meet new friends and spend time with coaches and peers. Participants also spoke positively about the food provided, with many highlighting lunch and social mealtimes as an important part of the experience. “My son loves the food afterwards. Like seeing his friends. Enjoys practicing his football (and the coaches). Can we do this again next year?” Feedback from parents and carers highlights both the social and financial value of the programme. Many parents explained that some trips and activities would not have been possible without SHINE funding due to admission costs, transport expenses and wider cost-of-living pressures. Families also valued the opportunity to spend quality time together and enjoy experiences that might otherwise have been out of reach. Parents praised the organisation of activities and the care shown by staff and volunteers throughout the programmes. Several families expressed a wish to see more opportunities of this type in future years and noted that demand for places remains high. “My son has really enjoyed the camp and would love to do it again. He's enjoyed mixing it up with the older boys.” (Parent) “Everyone was extremely grateful that we can enable them to create fun memories together as families that they most likely wouldn't have had the option to do otherwise.” (Centre81 Evaluation Feedback) 4.5.3 Vale of Leven Football Academy 52 young people attended the Vale of Leven FC football camp. 260 meals were served. Twelve places were filled with referred young people who were identified as benefitting from this support over summer. Children engaged in football drills and games that promoted confidence, skill-building and inclusion. Parents praised the friendly coaches, free meals, and safe environment: "This is the third time my 7-year-old has attended. He loved it every day. The coaches go out of their way to make all the children feel safe and welcome." "Free lunch with pizza and Tunnock's snowballs was a hit!" Page 59
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Official Children formed new friendships, even among those who were unfamiliar with each other at the start of the week. Coaches reflected on a smooth, positive experience, thanks to their increasing experience in running the programme. 4.6 ASN Overview The Specialist Setting Summer Programme held at Kilpatrick School Campus ran over a four-week period, operating three days per week for a total of 12 days, and provided valuable holiday support. It offered 354-day placements which were accessed by 118 children and young people with severe and complex needs. Pupils benefitted from support provided by familiar staff who know them well and understand their individual personal, social and emotional needs. 4.6.1 249 lunches and transport were provided for pupils and families where travel to and from the programme would otherwise have been a barrier to participation. 4.6.2 A varied and engaging programme of activities was delivered through partnership working with West Dunbartonshire Libraries (Bookbug activities), Clifftop Arts, Independance and Active Schools, alongside a range of teacher- led sensory experiences. Pupils also made full use of the school's facilities, including the sensory garden, soft play area, adventure playground and dedicated sensory spaces, providing opportunities for play, learning, social interaction and wellbeing. 4.6.3 The programme continues to provide an important opportunity for learners to maintain routines, develop social connections, access enriching experiences and receive appropriate support during the school holiday period. Informal feedback from families at pick-up times continues to highlight the value of the programme in providing respite, maintaining routines during holiday periods and supporting positive wellbeing outcomes for both children and their families. 4.6.4 Based on previous years' expenditure, it is anticipated that approximately £35k will be invested in the Specialist Setting Summer Programme, with most costs relating to staffing to ensure safe and effective delivery of high-quality support for children. Feedback from Stakeholders: "I liked the ball pit and on the carousel at the play park." "I liked going to P.E and jumping in the ball pit." "I liked the dancing with the ladies and the merry-go-round in the park." "It has been fun. I laughed." (pupils) Page 60
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Official "The summer programme has been amazing support for my grandson; he has absolutely love it. It was also great to get a bit of respite for my family. Thank you very much to all the staff who do an amazing job with all of the kids." (Grandparent) "My child attending the summer programme has definitely given me the respite I need, a chance to go shopping in etc. It's a service that is well needed to support my child as well as mental health for parent mental health." (parent) “The staff were all so welcoming and were a great support during classes. Each group brought their own individuality to each session, and it was lovely to watch them all flourish. Every group responded so well to the sensory aspect of the props, supporting and encouraging movement in their own unique way. It was great to have such high levels of engagement. Thank you for having indepen-dance back this year – it was a please to lead these sessions.” Moira Indepen-dance "Summer Programme for Specialist Settings has been an amazing place to work over this summer as well as the last few years. It is clear how much of a positive impact the camp has on the children as they come with a smile on their face and engage fully. All of the children engaged in the Active School activities, which were all adapted to suit the unique needs; some activities were sensory based, while others were more sports specific. The staff were all very attentive to supporting the needs of the children and friendly, which helps ensure a smooth running of the programme for all." (partners) "The children have all enjoyed the variety of fun activities that have been arranged by various outside agencies. Our partners were keen to find out about the children's interest and adapting activities to suit their interest and need. This led to lots of engagement and motivation from the children to engage. Partners and familiar staff quickly built relationships with the children to ensure their time at the summer programme was nurturing, friendly and fun." "Our children have had fun attending the programme this year and have had opportunities to join experiences with familiar staff who know them well as well as partner agencies. This not only supports our children but supports families during the long summer months." (staff) 4.7 To ensure appropriateness of spending and scrutiny of projects, Officers visited a range of projects over the holiday period. They monitored the value of spend, procedures in place, numbers attending and spoke with staff, children, young people and families when they could. Information gleaned will inform change and improvement as necessary in line with the funding available. Page 61
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Official 5 Functional Family Therapy (FFT) 5.1 FFT is an evidence-based programme aimed at improving the outcomes for young people aged 8 - 18. It is a family based intensive intervention programme that builds on the existing strengths within family relationships. The programme works with some of the most vulnerable young people including those who are demonstrating significant behavioural difficulties, involvement in community risk behaviours, violent behaviour, substance misuse and young people who are at risk of becoming accommodated. FFT interventions range from 12 to 30 sessions over a three-to-five-month period. The intensity and duration are dependent on the levels of risk that the young person is deemed to be exposed to. Working with the whole family, FFT supports young people and their relatives to learn new skills to help address the challenges they face within the context of their relationships with each family member. By taking a whole-family approach, FFT works to ensure that changes are maintained and that the young people we help make real progress. 5.2 With over 9 years’ experience of supporting young people and families across West Dunbartonshire, Functional Family Therapy (FFT) continues to work in partnership with West Dunbartonshire Council to achieve their shared aims of enabling young people to remain at home safely with their families. The contract is now due for renewal and will be supported through funding from Whole Family Wellbeing. 5.3 The service is funded from Whole Family Wellbeing funding and currently costs £136, 000 per year. In order to continue the service, we need to commence a procurement exercise and seek approval to do so. App.2 - FFT Report 6. People’s Implications 6.1 There are no implications for people as a result of this report, however, these outcome focused plans aim to improve the life chances of children and young people 7. Financial and Procurement Implications 7.1 All activities related to the implementation of this policy are contained within the WDC Holiday Hunger Fund. 7.2 For session 2026-2027, approximately £93,000 has been spent on projects across the authority. The remaining budget will enable partners to plan for projects in additional holiday periods over the session. 7.3 The Functional Family Therapy service is funded from Whole Family Wellbeing funding and currently costs £136, 000 per year. Page 62
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Official 8. Risk Analysis 8. If the Council is unable to ensure positive outcomes for children, we will not be meeting their needs (Children and Young People Act 2014) (Equalities Act 2010) 8.2 If the Council is unable to ensure positive outcomes for all children and young people, it could result in reputational damage. Equalities Impact Assessment (EIA) 9. Equalities Impact Assessment (EIA) 9.1 This fund and governance enhance the quality of the service provided by all children and young people and therefore can be seen to have a positive impact in terms of the equalities. 10. Environmental Sustainability 10.1 There are no environmental implications as a result of this report. 11. Consultation 11.1 Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. 12. Strategic Assessment 12.1 This report reflects the Council’s aspiration to reduce inequalities for the people of West Dunbartonshire. Gillian Hamilton Chief Education Officer 26 August 2026 Person to Contact: Claire Cusick – Senior Education Officer 16 Church Street, Dumbarton, G82 claire.cusick@west-dunbarton.gov.uk Appendices: Appendix 1 – App.1 Funding Allocations Appendix 2 - App.2 FFT Report Background papers: None Wards Affected: All wards Page 63
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Official Holiday Programme 2025-2026 Budget Allocation Overview Vale of Leven Clydebank Dumbarton Haldane Youth Services (£3,500) Awestruck Academy (£1,700) Alternatives WD (£350) Haldanes Heroes (£2,100) Centre81 (£1,350) Bellsmyre Development Trust (£2,400) Renton Food Hub (£700) Dalmuir Barclay Church (£830) Bellsmyre Digital (£2,600) Spectrum Coffee (£2,200) Drumchapel Amateurs (£3,500) Ben View Resource Centre (£2,000) Tullochan (£4,150) Faifley Upcycling (£550) Clifftop Projects (£500) Vale FA (£3,300) Flourishing Faifley (£4,500) Dumbarton West Events (£2,100) Golden Friendships (£3,000) Friends of Levengrove (£1,800) Isaro Community Initiative (£2,830) Knowetop Project (£700) Rock Community Church (£4,170) Wilmas Wishes (£1,900) Total (6 organisations) Total (8 organisations) Total (10 organisations) £15,950 £18,260 £18,520 Appendix 1 Page 65
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Official Council Wide Programmes Organisation Allocations Kinship Care £600 Scottish Families (SFAD) £1,450 West Dunbartonshire Youth Council £1,920 WDC Foodshare £3,800 Y Sort It £4,500 Subtotal £12,270 Page 66
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Confidential West Dunbartonshire 1st April 2025 – 31st March 2026 Background: FFT is an evidence-based programme aimed at improving the outcomes for young people aged 8 - 18. It is a family based intensive intervention programme that builds on the existing strengths within family relationships. The programme works with some of the most vulnerable young people including those who are demonstrating significant behavioural difficulties, involvement in community risk behaviours, violent behaviour, substance misuse and young people who are at risk of becoming accommodated. FFT was developed in the USA in the 1970s, where it has been the subject of a number of evaluations in relation to the effectiveness of the programme. FFT was first established in the England in 2011 and then Scotland in 2012 and has since grown to over 16 teams across the UK. With 4 teams in Scotland, supporting families across 8 local authority areas. FFT interventions range from 12 to 30 sessions over a three-to-five-month period. The intensity and duration is dependent on the levels of risk that the young person is deemed to be exposed to. Working with the whole family, FFT supports young people and their relatives to learn new skills to help address the challenges they face within the context of their relationships with each family member. By taking a whole-family approach, FFT works to ensure that changes are maintained and that the young people we help make real progress. Sustainability is a vital component of the model and FFT wants to ensure that the progress made by families is sustained beyond the period of direct involvement with the programme. To aid this, therapists share learning and skills with support services and extended family to ensure that the family’s longer terms supports are able to take a consistent approach. This also helps to build on the strengths the family have developed during their FFT work. Overview of Service Provision: With over 9 years’ experience of supporting young people and families across West Dunbartonshire, Functional Family Therapy (FFT) continues to work in partnership with West Dunbartonshire Council to achieve their shared aims of enabling young people to remain at home safely with their families. • FFT has been funded by West Dunbartonshire Council from April 2016 to March 2027. • FFT have been contracted to support up to 32 families with 1.6FTE Therapists per year. Referral Overview: 1st April 2025 – 31st March 2026 New Referrals 30 Completed 18 Open 12 Did Not Progress 5 Did Not Complete 2 Total Families worked with this year 39 Awaiting Allocation 5 Appendix 2 Page 67
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Confidential Demographics: Page 68
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Confidential Outcome Data: Return Rates: Participant Return rate Referring Professional (social worker or educational psychologist) 27% Parent or Carer 71% Young Person 53% Outcomes Summary: Completed Cases April 2024 – March 2025 Youth Remained at Home 18(100%) Youth Attending/ Enrolled in Education or training 18(100%) No New Law Violation During FFT 16 (88%) Outcome Measures: The Client Outcome Measure (COM) is a questionnaire which assesses parent/carer’s perceptions of change in family functioning, communication, improved parenting skills, parental supervision and changes in family conflict. Each dimension is rated on a scale ranging from things are worse to things are much better. Measures also explore the frequency of any presenting challenging behaviours and prosocial behaviours. This data allows FFT Therapists to assess progress in a range of domains relating to improvements in family functioning and relationships. Data shows improvements in all 6 self-reported subscales for young people, parents/ carers, and therapists; with all 6 subscales showing average scores exceeding 3 (a score of 3 and above indicating a clinically significant outcome). Strengths and Difficulties Questionnaire: The Strengths and Difficulties Questionnaire (SDQ) is a brief screening questionnaire used with children and young pe ople aged between 11-17 years old. There are 5 subscales which explore positive and negative emotional and behavi oural attributes including emotional welleing, conduct difficulties, hyperactivity/inattention, peer relationships and prosocial behaviours. Self-report questionnaires are completed by the referred youth, the youth’s Page 69
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Confidential parent/carer and the referring social worker; pre and post FFT intervention. The SDQ outcomes provide FFT Therapists with insight into a youth’s current emotional and behavioural functioning which will inform functional assessments and intervention plans and review outcomes post FFT. Overall Difficulties: Emotional Difficulties: Behavioural Difficulties: Page 70
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Confidential Hyperactive/ Concentration Difficulties: Peer Difficulties: Kind & Helpful Behaviours: Page 71
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Confidential Risk Levels: Summary: Parents/ carers reported improvements across all 7 subscales. Outcome data from SDQ measures show positive improvements across 5 out of 7 subscales for young people with scored on their views on their emotional difficulties staying the same and awareness of difficulties with Hyperactivity and concentration increasing. Unfortunately, due to continued difficulties getting questionnaires returned by referring social workers and educational psychologists we are not able to report on SDQ data from referrers. Outcome Questionnaire The Outcome Questionnaire 45 (OQ-45) is a brief scale used with parents/carers to measure the subjective experience of a person, as well as how they function in the world pre and post FFT intervention. Progress is tracked across three different domains including: • Symptom Distress: Measuring an individual's degree of subjective discomfort. • Interpersonal Relations: Measuring impairment in interpersonal functioning. • Social Role: Measuring impairment in functioning at work and in other social roles. Impact: • 54% of parents and carers reported symptoms of clinical significance pre FFT. • 61% of parents and carers reported clinically significant reductions in symptoms of distress from pre to post intervention. • 92% of parents and carers reported reductions in symptoms of distress from pre to post intervention. Likelihood of Accommodation: In addition to working to improve the well-being of young people and their families, FFT works to positively impact local communities by reducing the number of young people requiring care placements. Following on from the 2020 Independent Care Review and The Promise, FFT continues to be committed to improving the life outcomes for young people and their families by supporting young people to remain safely at home with their families while also reducing the associated costs to local authorities of young people requiring care placements. To support assessment of this all referring social workers and educational psychologists are asked to report on their views on the likelihood of a young person being accommodated pre and post intervention. Unfortunately, questionnaire return rates from social workers and educational psychologists remains lower than we would like at 27 %. In addition to work to encourage higher return rates therapist have been emphasising as minimum referrals comp lete the risk of accommodation score. This approach has increased return rates of this measure to 55%. We will conti nue to work to improve return rates from referral the year ahead. Page 72
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Confidential In addition to the positive impact for young people and their families when they are supported to remain at home safely, the current FFT service costs are recovered when 2.6 young people are supported to avoid the need for foster care for 1 year, or 1 young person is supported to avoid the need for secure residential care for 19 weeks. 3 Month Total Cost Saving 6 Month Total Cost Saving 1 Year Total Cost Saving 1 x Young Person £11,837 (Foster) > £83,928 (Residential) £23,675 (Foster) > £167,856 (Residential) £51,296 (Foster) > £363,896 (Residential) (NB: estimates based on Secure Care Framework - £6994 per week and Fostering £986.45 per week ) Family Feedback “Well, the day has arrived that we have to say goodbye, I didn’t want to tell you, but I had a little cry. You’ve helped us so much so here’s a bear for you to hug.” (Young Person 8 y/o) “It has helped our family get together and be a happy health family.” (Young Person 11y/o) "Thank you for all your help and support over the time we have had with you. We will never forget anything we have learned from you and FFT."(Parent) “Many thanks for all you have done for our family, we all agreed that we enjoyed your visits and meeting you as a person, you are just lovely. You manage to bring us together and now we have so much positives to reflect on and we learning to apply what we learnt from you in daily activities.” (Parent) “I like having my son I know and love back.” (Parent) “I have learnt so much about myself and how I respond to things.” (Parent) Themes for families who did not progress to intervention: o 1 family; Despite repeated attempts to contact the family, no response was received and the case was therefore closed. Contact attempts were made between 24/06/25 and 29/07/25 and included telephone calls, voicemails, text messages, and written correspondence; however, no engagement was obtained. The Educational Psychologist who made the referral confirmed that the contact details held for Mum, including the address and telephone number, were correct. Despite this verification, no response was received from the family. Page 73
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Confidential o 1 family; Despite a number of initial visit dates being arranged by the FFT Therapist in collaboration with Social Work, the family did not make themselves available for visits for a variety of reasons. This occurred from the point of referral on 24/06/25 through to 29/07/26. o 1 family; The foster carer had given 28 days’ notice. Social Work and the FFT Therapist met with them to encourage engagement with FFT, highlighting the child’s permanence order and the potential detrimental impact of placement disruption. Despite this, the carer maintained their decision. o 1 family; Mum declined the service after initially agreeing to FFT. The Social Worker advised that mum did not wish to participate in FFT, as she felt they did not require the service. This was not the opinion of Social Work but unfortunately FFT could not proceed without family consent. o 1 family; A week after referral and allocation, the foster carer reported that improvements had been made within the placement and they no longer required the service at that time. It was agreed that FFT may be considered as a supportive intervention in the future should the need arise. Themes for families who did not complete intervention: o 1 family; Following five positive sessions, the young person reported an improvement in her relationship with her mother and subsequently disengaged from the intervention. Family were encouraged to complete the full intervention but having received a clinically significant dose of FFT family were closed and improvements recorded. o 1 family; Despite a positive start, the young person was placed into secure on care Friday 13th March 2026. The young person will remain in this secure placement for 3 months and there is no long term plan to return her to the care of her maternal grandparent. Trends & Observations Referral Intake - ARG: Over the past year, FFT has been included in the fortnightly ARG screening group. This development has supported improvements in referral quality and has reduced delays between referral, allocation, and first contact. Participation in the ARG screening group has enabled referrals to be discussed alongside senior managers and heads of service. This has provided a valuable forum for developing a shared understanding of thresholds and supporting timely, consistent decision-making. Feedback from educational psychology and social work managers and practitioners indicates that this collaborative approach has strengthened partnership working and resulted in more targeted and appropriate referrals to FFT. “We have found the referral route via ARG to be particularly helpful in identifying appropriate cases and your presence at these meetings Carrie has really helped us in this process. We look forward to continuing working with you to support our children and families.” (Ellen Moran, Principal Educational Psychologist, West Dunbartonshire Psychological Service.) Improvements in Referral Quality and Referral Pathway development: Improvements in referral quality can be quantified by the reduction in referrals that did not progress, from 11 in 2024–2025 to 5 in 2025–2026. This improvement has been achieved through the following developments: • FFT attending ARG screening group. This has supported improved referral quality and reduced delays between referral, allocation, and first contact. • Existing social workers and educational psychologists, as well as student and newly appointed social workers, continue to be welcomed to meet individually with FFT therapists as part of their induction. They are also invited to join FFT supervision sessions to increase awareness of the FFT service and referral pathway. • Regular case discussion sessions between the FFT Supervisor and both social workers and educational psychologists continue to take place. These remain valuable in supporting practitioners to prepare for the ARG process and in helping families to be appropriately prepared to begin FFT. Page 74
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Confidential Areas of growth in the year ahead: Social Work Team Drop-Ins and Case Consultations Plans are in place to implement regular drop-in sessions to social work teams throughout West Dunbartonshire. Drop- in sessions will offer time for case discussions, and to share information about FFT and the current referral pathway. FFT drop-ins have proven to be extremely successful in neighbouring Renfrewshire and East Dunbartonshire. Feedback from these authorities consists of social workers, especially new and newly qualified, saying that it helps them feel more confident in making a referral to FFT, being prepared for the referral process, and have also credited our highly experienced FFT Therapists for overall successful care planning for young people and families. The proposal of these monthly drop-in sessions has been taken up by Senior Social Worker Claire Strain-McCafferty. FFT Supervisor Carrie McKay has been asked to attend the Family Placement Team Fostering Service practice meeting on the 19th of May. This session will focus on exploring FFT’s role within care plans to support the team, while also keeping staff up to date about referral criteria, referral pathways, and the overall benefits of FFT involvement in highly complex cases. We will then discuss the format and frequency of drop-in sessions that would be most beneficial to the team. Looked after at home: Kinship FFT will continue to strengthen links with West Dunbartonshire Kinship Team to discuss potential cases, give input to care plans, give advice and guidance about how FFT can target specific referral behaviours and overall reduce risk of breakdown. This will also assist continued discussions about the importance of early identification of families and referrals to FFT to ensure we are getting in front of potential breakdown as much as possible and therefore achieve a successful outcome by sustaining the placement. The Scottish Government has produced a draft Vision for Kinship Care outlining its offer of support to kinship families. Rooted in the principles of the government’s pledge to Keep The Promise, one of the 5 foundations stipulates that “living with relatives or close family friends – is a vital way to maintain family life” and “It should be actively considered as an alternative place for children and young people to live if they cannot live with their birth parents.” The proposal goes on to state that “when well supported, children in kinship care feel settled and safe and experience strong continuity of relationships, schooling and community.” In FFT, our model is not only aligned with the foundations of The Promise, but our therapists actively work on the specific areas outlined and target these areas in a bespoke way for each and every family we work with and their circumstances. For example: Scaffolding, People & Voice: • In the generalization phase of our model, we will assess and work on ‘What are the School, Social/Peer, Community Risk Factors that need to be addressed?’ • We generalize change and ensure the family can respond in adaptive ways to new problems or can apply changes to other systems. • As many of our families have multiple providers and agencies involved, the Generalisation phase provides an opportunity to bring these systems together with the family to highlight progress made and ensure a shared understanding of how support will continue moving forward. Not only are we one of the third sector providers that play a key role in delivering the whole-family support (family & care foundations) that kinship families need and deserve, but through our many years of working in partnership with West Dunbartonshire Council, we have also played a leading role in the delivery of a strong multi-agency approach. There are regular case discussions about input into care planning, and guidance on how FFT can target specific referral behaviours to reduce the risk of placement breakdown. This collaborative approach has been positively received and is reflected in current activity, with 5 open cases being jointly supported. Adoption & Fostering: Page 75
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Confidential With enquiries and referrals related to potential foster and adoption breakdowns in West Dunbartonshire continuing to be steady, collaboration with the Fostering and Adoption Team has remained a priority—as stated above, FFT Supervisor Carrie McKay has been asked to attend the Family Placement Team Fostering Service practice meeting on the 19th of May. Priority will also be given to establishing whether any pre- and post-adoption support groups are currently delivered within West Dunbartonshire. In neighbouring Renfrewshire, the FFT Supervisor has been delivering information sessions to prospective adopters as part of the adoption preparation group. Feedback has been consistently positive, and discussions are ongoing regarding the formal embedding of FFT input within Renfrewshire’s pre- and post-adoption support services. From prospective adopters - “It was great to hear from workers working at the other end of adoption”. “Really enjoyed hearing the real-life examples from Carrie’s team”. “It was good to know there is support out there.” Close to Home: A training module has been put together to support local authorities work supporting young people who are currently accommodated to return to their families and communities where this is appropriate. The training module explores: • The Independent Care Review and The Promise- What did we learn? • Building parent’s and carer’s confidence. • Repairing relationships • Gathering family members views and increasing motivation for rehabilitation home. • Examples of multi-agency support plans. • Examples of rehab home plans. • Uniting care staff and parents/ carers to have a shared goal. • Barriers to returning home and overcoming these. • How FFT can support rehabilitation home plans. Supporting Renfrewshire Young People out of Area: FFT covers 8 local authorities in Scotland meaning that we are also able to work with children and young people that are currently placed out with the Renfrewshire area. Homelessness With Housing (Scotland) Bill progressing through parliament, FFT has been approached by a number of local authorities to discuss how FFT’s model of preventing family breakdown could be used to support a reduction in under 18’s requiring homeless accommodation. FFT have secured funding for a bespoke homeless prevention therapist for Clackmannanshire and would be happy to explore if West Dunbartonshire could benefit from a similar focus for their FFT provision. A report from The New System Alliance and The Relationships Project (2023) highlights as a key theme that “what is needed is not just systems, but relationships” in tackling homelessness. This reflects a shift away from purely transactional forms of support (such as housing and benefits) towards more relational, person-centred approaches. The report further emphasises that while safe and stable housing is essential, true and lasting stability also requires the restoration of family and social connections, the rebuilding of trust, and the development of a sense of belonging. Educational Psychology: Educational psychology staff continue to make good use of case consultation prior to completing ARG referrals. Referrals from educational psychology equate to 17.6% of referrals for the year. Page 76
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Confidential Family Fund in Partnership with Nationwide: Action for Children are currently working in partnership with Nationwide Building Society. They have launched a three- year partnership to tackle child poverty and Nationwide have contributed £9 million to Action for Children’s Enrichment and Crisis Funds. FFT has made use of this fund to support families in West Dunbartonshire with a range of needs including: • Supermarket vouchers to support with families accessing food • Washing Machines • New beds and sofa beds • Desks • Clothing Page 77
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Official WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Committee: Educational Services Committee 16 September 2026 Subject: Education Delivery Plan 2025/26 - Year-end Progress 1 Purpose 1.1 This report sets out the year-end progress of the 2025/26 Delivery Plan. 2 Recommendations 2.1 It is recommended that Committee notes the progress achieved at year-end. 3 Background 3.1 In line with the Strategic Planning & Performance Framework, each Chief Officer develops an annual Delivery Plan which sets out actions to help deliver the Strategic Plan and address the performance challenges and service priorities identified in the planning process. The Plan also provides an overview of services and resources, including employees and budgets, sets out the performance indicators (PIs) for monitoring progress and considers the relevant risks. 3.2 The 2025/26 Delivery Plan was presented to Educational Services Committee on 28 May 2025 with a commitment to report mid-year and year-end progress around March 2026 and September 2026 respectively, based on an academic year. Mid-year progress was reported on 18 March 2026. 4 Main Issues 4.1 Full details of year-end progress are set out in Appendix 1. 4.2 The progress of the Plan’s 9 actions is summarised below: Progress No. (%) Completed 7 (78%) Overdue 2 (22%) 4.3 Of the original 33 PIs in the Delivery Plan, five are no longer collected and have been removed. Further details are provided in Appendix 1. ITEM 13 Page 79
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Official 4.4 Due to the time lag associated with many Education PIs, 2025/26 year-end data is available for only 6 of the remaining 28 PIs. The performance of those PIs is summarised below, together with the performance of all 28 PIs in 2024/25: Performance Against Target 2024/25 2025/26 No. (%) No. (%) Target met or exceeded 19 (68%) 3 (50%) Target narrowly missed 9 (32%) 2 (33%) Target significantly missed 0 (0%) 1 (17%) Total 28 (100%) 6 (100%) Performance Over Time No. (%) No. (%) Improved over short term (or maintained high level of performance) 13 of 26* (50%) 3 (50%) Improved over longer term (or maintained high level of performance) 17 (61%) 3 (50%) * As two of the 28 PIs in 2024/25 are measured every two years, the short term trend is not relevant to them and the base is therefore 26. 4.5 The full set of PIs will be reported through the Council’s annual performance reporting process once all data becomes available. 5 People Implications 5.1 There are no direct people implications arising from this report. 6 Financial & Procurement Implications 6.1 There are no direct financial or procurement implications arising from this report. 7 Risk Analysis 7.1 Failure to deliver on the actions assigned to Education may have a direct impact on the delivery of the Council’s Strategic Plan. It is essential that remedial action is taken to ensure strategic delivery plans achieve the commitments detailed. 8 Equalities Impact Assessment 8.1 Screening and impact assessments will be carried out on specific activities as required. Page 80
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Official 9 Consultation 9.1 The delivery plans were developed through consultation with officers from the strategic service areas. 10 Strategic Assessment 10.1 The delivery plans set out actions to support the successful delivery of the strategic priorities and objectives of the Council. Gillian Hamilton Chief Education Officer 21 August 2026 _____________________________________________________________ Person to Contact: Julie McGrogan Julie.McGrogan@west-dunbarton.gov.uk Appendices: Appendix 1: Education Delivery Plan 2025/26 - Year-end Progress Background Papers: Education Delivery Plan 2025/26 - Educational Services Committee, 28 May 2025 Education Delivery Plan 2025/26 Mid-year Progress - Educational Services Committee, 18 March 2026 Strategic Planning & Performance Framework 2022/27 Wards Affected: All Page 81
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1 Official Appendix 1: Education Delivery Plan 2025/26 - Year-end Progress Our communities Our neighbourhoods are safe, resilient and inclusive Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note Cases of exclusion per 1,000 school pupils 17 30 18 20 Provisional WDC data on exclusions during the 2025-26 school session are showing exclusion incidents per 1,000 pupils for that session increased by 1 from the previous school session to 18. The figure is 2 below the target of 20. Scottish Government data will not be published until December 2026, therefore, no comparison can be made with other authorities or with National data until then. Claire Cusick School Attendance Rates (per 100 pupils) 90.5% 90% 90% Session 2025/26 data not available until published by Improvement Service in February 2027. Claire Cusick School Attendance Rates for Looked After Children (per 87.6% 85% 85% Session 2025/26 data not available until published by Improvement Service in June2027. Claire Cusick Page 83
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2 Official Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note 100 Looked After Children) School Exclusion Rates (per 1000 pupils) 17.42 30 N/A 0 Session 2025/26 data not available until published by Improvement Service in February 2027. Claire Cusick School Exclusion Rates for Looked After Children (per 1000 looked after children) 57 100 N/A 75.5 Session 2025/26 data not available until published by Improvement Service in June 2027. Claire Cusick Action Status Progress Due Date Note Owner Place the human rights and needs of every child and young person at the centre of education 30-Jun- 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: o Care Planning for children in early years settings, reviewed to align with current National Guidance. o School uniforms uploaded to the Child Abuse Image Database (CAID) Uniform Identification Project database. • Supporting inclusive practice: Claire Cusick Page 84
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3 Official Action Status Progress Due Date Note Owner o Psychological Service completed an anti racism audit supporting self-evaluation for inclusive practice across establishments o Updated Lesbian, Gay, Bisexual, Transgender (LGBT) guidance, supporting inclusive practice o Up, Up and Away resource embedded across Early Years settings, supporting inclusive practice o 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. 10-Aug- 2026 The risk assessment remains unchanged from mid-year. 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 Page 85
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4 Official 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 (PATHs) 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: o Age of criminal responsibility. o Criminal justice and diversion. o WDC participation in the Criminal Youth Justice Conference. • Professional learning on language and communication including: o Arrangements for SCERTS Champions and staff engagement in Medbridge modules supporting staff in tracking and monitoring of skills development, for children with Autistic Spectrum Disorder. o Implementation of Makaton training -a language and communication programme, using signs and symbols and access to additional resources for staff. Additional Support Needs (ASN) & Inclusion • Five-year Additional Support Needs (ASN) strategy developed by associated head teachers, HTs, Leads and Senior Education Officers. Claire Cusick Page 86
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5 Official Action Status Progress Due Date Note Owner • 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. 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. 10-Aug- 2026 The risk assessment remains unchanged from mid-year. 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 Page 87
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6 Official Our residents are supported to increase life and learning skills Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note Percentage of children and young people achieving Curriculum for Excellence levels in literacy This PI was set up to measure literacy across all stages. However, this information is not helpful to measure the performance of the service or lead to improvement of the service. This PI has been replaced by PIs that measure achievement of ACEL levels for each stage. It was removed from the Delivery Plan going forward. Katherine Forbes Percentage of children and young people achieving Curriculum for Excellence levels in numeracy This PI was set up to measure literacy across all stages. However, this information is not helpful to measure the performance of the service or lead to improvement of the service. This PI has been replaced by PIs that measure achievement of ACEL levels for each stage. It was removed from the Delivery Plan going forward. Katherine Forbes Page 88
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7 Official Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note Percentage of establishments delivering good or very good high- quality learning & teaching (Outcome of Improvement Framework) 75% 88% 78% 93% Provisional data indicates the value at the moment is 78%, 3 points up on last session’s figure, but 15 points below the target of 93%. The data will be updated in October 2026, after internal verification has taken place. The target set is ambitious. Evidence from school self-evaluations identifies practice at "Good", with a majority of schools setting their targets for "Very Good" this session. Julie McGrogan Percentage of school attendance 90.38% 89.4% 90.15% 90% Progress made in tracking and supporting individual schools and pupil attendance remains positive. The improvements projected were ambitious and almost achieved, however the cohort of pupils targeted have complex reasons for poor attendance and require significant help to do so. It is difficult to predict the success of interventions for such individuals. Work will continue in Claire Cusick Page 89
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8 Official Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note supporting and sharing learning where strategies work. Percentage of 3 & 4 year old children at ELC achieving the benchmark in literacy 60% 64% 62% 59% Target exceeded. We will continue to focus on improving literacy outcomes for all children through our strategic priorities identified within our delivery plan. Alison Bowers; Katherine Forbes Percentage of 3 & 4 year old children at ELC achieving the benchmark in numeracy 39% 34% 35% 39% Target narrowly missed. We will continue to focus on improving numeracy outcomes for all children through our strategic priorities identified within our delivery plan. Alison Bowers; Katherine Forbes Percentage of ELC settings meeting the National Standard Criteria of good and above 95.12% 100% 97.5% 100% Target narrowly missed. We will continue to focus on providing high quality provision across all our ELC settings through our improvement framework and pathways model. Alison Bowers Percentage of pupils gaining 1+ awards at SCQF level 5 82.23% 85% 85% Session 2025/26 data not available until published by Scottish Government 'Insight' website in February 2027. Andrew Brown Percentage of pupils gaining 1+ awards at SCQF level 6 54.42% 60% 60% Session 2025/26 data not available until published by Andrew Brown Page 90
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9 Official Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note Scottish Government 'Insight' website in February 2027. Percentage of S3 pupils achieving ACEL Third level+ in Literacy and numeracy This PI was set up to measure attainment of S3 pupils in literacy and numeracy combined. However, no data was ever provided for it and it will therefore be removed from the Delivery Plan going forward. Julie McGrogan Percentage of S3 pupils achieving ACEL Fourth in Literacy and numeracy This PI was set up to measure attainment of S3 pupils in literacy and numeracy combined. However, no data was ever provided for it and it will therefore be removed from the Delivery Plan going forward. Julie McGrogan Percentage of educational establishments receiving positive inspection reports 100% 100% 100% Session 2025-26 data will not be available until October 2026. Julie McGrogan Percentage of young people in S3 who have achieved Third or Fourth level for reading on, or before, 91% 90% 90% Session 2025-26 data will not be available until December 2026. Katherine Forbes; Julie McGrogan Page 91
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10 Official Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note the ACEL census date Percentage of young people in S3 who have achieved Third or Fourth level for writing on, or before, the ACEL census date 90% 90% 90% Session 2025-26 data will not be available until October 2026. Katherine Forbes; Julie McGrogan Percentage of young people in S3 who have achieved Third or Fourth level for numeracy on, or before, the ACEL census date 91% 90% 90% Session 2025-26 data will not be available until October 2026. Katherine Forbes; Julie McGrogan % of pupils gaining 5 + awards at level 5 60% 60% 60% Session 2025/26 data not available until published by Improvement Service in February 2027. Andrew Brown % of pupils gaining 5+ awards at level 6 30% 30% 30% Session 2025/26 data not available until published by Improvement Service in February 2027. Andrew Brown % pupils in 20% most deprived areas 50% 50% 50% Session 2025/26 data not available until published by Andrew Brown Page 92
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11 Official Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note getting 5+ awards at level 5 Improvement Service in February 2027. % pupils in 20% most deprived areas getting 5+ awards at level 6 20% 20% 22% Session 2025/26 data not available until published by Improvement Service in February 2027. Andrew Brown Overall Average Total Tariff 782.82 782.82 790 Session 2025/26 data not available until published by Improvement Service in February 2027. Derek McGlynn % of P1, P4 and P7 pupils combined achieving expected CFE Level in Literacy 72.1% 72.5% 73.5% Session 2025/26 data not available until published by Improvement Service in February 2027. Katherine Forbes % of P1, P4 and P7 pupils combined achieving expected CFE Level in Numeracy 79% 79.5% 80.2% Session 2025/26 data not available until published by Improvement Service in February 2027. Katherine Forbes Literacy Attainment Gap (P1,4,7 Combined) - percentage point gap between the least deprived and most deprived pupils 7.9% 12.5% 11.5% Session 2025/26 data not available until published by Improvement Service in February 2027. Katherine Forbes Page 93
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12 Official Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note Numeracy Attainment Gap (P1,4,7 Combined) - percentage point gap between the least deprived and most deprived pupils 7.6% 14.5% 13.8% Session 2025/26 data not available until published by Improvement Service in February 2027. Katherine Forbes Percentage of pupils achieving expected levels in Writing by P7 This PI was set up as part of the Local Government Benchmarking Framework (LGBF) by the Improvement Service. However, no data was ever provided for it and it has subsequently been deleted from the Framework by the Improvement Service. It will therefore be removed from the Development Plan going forward. Katherine Forbes % of funded Early Years Provision which is graded good or better 98% 100% 100% Session 2025/26 data for LGBF indicators will not be available until 2027 following publication by the Improvement Service. Alison Bowers Action Status Progress Due Date Note Owner Close the attainment gap between the most and least 30-Jun- 2026 Early Years: Language, Communication & Inclusion • Under 3s language and communication tracking tool implemented across all under 3 settings, including partners. Julie McGrogan Page 94
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13 Official Action Status Progress Due Date Note Owner disadvantaged children and young people • 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. • 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 Page 95
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14 Official Action Status Progress Due Date Note Owner • 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 reduction; changes implemented and progressing well. • Impact Report produced on potential further 1.0 FTE reduction in IMS 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, SCILT, 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) Page 96
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15 Official Action Status Progress Due Date Note Owner • Application submitted for two fully funded Chinese Exchange Teachers for OLSP 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. • 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 QIs; 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 Page 97
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16 Official Action Status Progress Due Date Note Owner with a further 12 establishments scheduled to participate in ESCA between Jan–May 2026. • 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 • Focussed school visits shaped by findings from the WDC Skills Audit. Julie McGrogan Page 98
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17 Official Action Status Progress Due Date Note Owner • 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. Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to narrow the attainment gap between the most and least disadvantaged 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 10-Aug- 2026 The risk assessment remains unchanged from mid-year. However, as the result of interim assessment analysis, we anticipate a dip in attainment as predicted in our trend analysis in Claire Cusick Page 99
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18 Official Risk Description Current Assessment Target Assessment Date Reviewed Note Owner children and young people 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. the last two academic sessions. Whilst positive gains have been made for children in our most deprived areas, the annual progress made has been impacted by: increased numbers of children with additional support needs; reduced Strategic Equity Fund; reduced roll profile. Failure to improve attainment, particularly in literacy and numeracy This risk concerns the successful implementation of the four dimensions of the revised West Dunbartonshire Improvement Framework; 1. Collaborative Improvement 2. Enhanced Support 3. Enhanced Scrutiny and Support 4. Leadership Development. This risk concerns our ability to develop of the literacy and numeracy curriculum, opportunities and supports in collaboration with key stakeholders which will meet the needs of our children, young people and families. 10-Aug- 2026 The risk assessment remains unchanged from mid-year. However, as the result of interim assessment analysis, we anticipate a dip in attainment as predicted in our trend analysis in the last two academic sessions. Whilst positive gains have been made for children in our most deprived areas, the annual progress made has been impacted by: increased numbers of children with additional support needs; reduced Strategic Equity Fund; reduced roll profile. Julie McGrogan Page 100
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19 Official Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Challenges in implementing broad-ranging school improvement to raise attainment and achievement This risk concerns delivering excellence and equity for children and young people. National and local indicators have been set to monitor progress with outcomes relating to attainment and achievement with a key focus on making progress to narrow the poverty related attainment gap. Scottish Equity funding devolved to local authorities aims to deliver on priorities between 2023-26. This funding will end in 2026. 31-Jul-2026 The risk assessment remains unchanged from mid-year. However, as the result of interim assessment analysis, we anticipate a dip in attainment as predicted in our trend analysis in the last two academic sessions. Whilst positive gains have been made for children in our most deprived areas, the annual progress made has been impacted by: increased numbers of children with additional support needs; reduced Strategic Equity Fund; reduced roll profile. Julie McGrogan Our Economy Our residents are supported to access employment and training opportunities Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note Percentage of young people entering a positive destination 93.07% 95.3% 97% 2025/26 data available February 2027. Andrew Brown Participation rate for 16-19 year olds (per 100) 91.41% 91.41% 91.5% Session 2025/26 data not available until published by Andrew Brown Page 101
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20 Official Performance Indicator 2024/25 2025/26 Owner Status Value Target Short Trend Long Trend Status Value Target Short Trend Long Trend Note Improvement Service in February 2027. 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 • 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 Andrew Brown Page 102
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21 Official Action Status Progress Due Date Note Owner • 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. 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. 10-Aug- 2026 The risk assessment remains unchanged from mid-year. 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. 2025-26 leaver destination data will not be available until February 2027. Andrew Brown; Julie McGrogan Our Council Our workforce is resilient and skilled where digital technology supports service delivery for our residents Page 103
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22 Official 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 This year's plans to improve leadership pathways to ensure that there is a robust talent pipeline for teacher's promoted posts have been completed and implemented. However, the move to implementation of the Children's Support Service review, is currently paused due to an ongoing Trade Union grievance, meaning this action was unable to be fully completed by year end. Andrew Brown Develop and implement employee life cycle plans in line with the People First Strategy to attract and retain the workforce 31-Mar- 2026 The annual staffing exercise is complete, except for the allocation of probationers and the bulk recruitment. Regular evaluation of programme to reduce PEF funded posts on track with risk of PEF funded post extensions reduced by 80%. 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. Andrew Brown Page 104
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23 Official Action Status Progress Due Date Note Owner • 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 • 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. Page 105
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24 Official Action Status Progress Due Date Note Owner Student Placements: Systems, Protocols, and Partnerships • Continued use and updating of local protocols and systems for managing student placements. • 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. Page 106
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25 Official Action Status Progress Due Date Note Owner • Regular Primary Data Leads Network meetings established, with officers attending as required. • 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. • Pathways Model promoted through bulletin, social media, staff focus groups, and Google platforms. Andrew Brown Page 107
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26 Official Action Status Progress Due Date Note Owner • 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. • 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. Page 108
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27 Official Action Status Progress Due Date Note Owner 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 I OC 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. Risk Status Warning OK PI Status Target significantly missed Target narrowly missed Target met or exceeded Long Term Trends Improving No change Getting worse Short Term Trends Improving No change Getting worse Action Status Overdue Completed Page 109
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Officer (Resources) Educational Services Committee: 16 September 2026 ___________________________________________________________________ Subject: Educational Services Revenue Budgetary Control Report to 30 June 2026 (Period 3). 1. Purpose 1.1 This report provides update on the financial performance of the Educational Services revenue budget to 30 June 2026 (Period 3) and the forecast position at 31 March 2027. 2. Recommendations 2.1 Committee is asked to: • Note the contents of this report showing that the 2026/27 revenue account has a projected adverse revenue variance of £0.994m (0.71% of the total budget) • Note the current projected use of earmarked reserves of £0.100m 3. Background 3.1 At the meeting of West Dunbartonshire Council on 4 March 2026, Members agreed the revenue estimates for 2026/27, including a total net Educational Services Committee budget of £139.270m. Since then the following budget adjustments have taken place revising the budget to £139.552m :- £m Budget agreed by Council 4 March 2026 139.270 Transfer of Education Support Officer budget to ICT (0.050) Decentralisation of printer copy costs to services 0.084 Scottish Government funding to assist with increased hourly rate for commissioned places 0.248 Revised budget as at period 3 139.552 4. Main Issues Revenue Budget 4.1 The summary report at Appendix 1 identifies a projected adverse variance of £0.994m. Detailed service reports are attached at Appendix 2. ITEM 14 Page 111
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4.2 The overall projected full year variance is £0.994m adverse. Information and all individual variances of over £50,000 are detailed in Appendix 3. 4.3 The principal reason for the adverse variance is upward pressure on the non- devolved funded absence cover budget, commonly referred to as HQ cover. This budget supports longer-term teacher absence. Once an absence reaches the qualifying threshhold - 10 days in primaries and ASN, 21 days in secondaries - the full period of absence can be backdated and charged to HQ-funded cover. Days lost per FTE have increased by around 20% over the past 4 years, reaching 7,217 in 2025/26. 4.4 Teacher absences are covered from a combination of senior management cover, school funded cover, HQ cover and "please takes". “Please takes” are undertaken by unpromoted secondary teachers who are contracted to teach 26 periods per week but whose timetable may not contain enough periods in their subject specialism. In such cases, they may be asked to provide cover, sometimes outwith their area of expertise. 4.5 HQ cover has consistently overspent in recent years and has been reported to committee and Council. In previous years, this pressure has been offset by favourable variances in other areas, including utilities, out-of-authority placements, client payments and additional income. This is not expected to be possible in 2026/27. The scope to use “please takes” has also reduced significantly because of reductions in teacher numbers over several years. In addition, the introduction of the Shared Parental Leave Scheme in 2025/26 has added further pressure to HQ cover. 4.6 By period 3, two-thirds of the HQ cover budget had already been spent. While the service is enhancing wider action on long-term sickness management, an overspend on HQ cover is now considered inevitable. 4.7 A list of agreed efficiencies and management adjustments totalling £1.021m is shown within Appendix 4. It is anticipated £1.021m will be achieved. 4.8 More detail on the earmarked reserves utilised is shown in Appendix 5. 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 Page 112
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7.1 The main financial risks to the ongoing financial position relate to unforeseen costs and/or reduced income streams being identified between now and the end of the financial year. Finance staff are in regular discussion with budget holders to ensure potential issues are identified as early as possible to mitigate this risk. 8. Equalities Impact Assessment (EIA) 8.1 The report is for noting and therefore, no Equalities Impact Assessment was completed for this report. 9. Consultation 9.1 The views of Education, Finance and Legal services were requested in the preparation of this report and they have advised there are neither any additional issues nor concerns with the proposal. As the report is for noting no further consultation is envisaged. 10. Strategic Assessment 10.1 Proper budgetary control and sound financial practice are cornerstones of good governance and support Council and officers to pursue the 5 strategic priorities of the Council’s Strategic Plan. This report forms part of the financial governance of the Council. Laurence Slavin Chief Officer - Resources Date: 12 August 2026 Person to Contact: Jackie Nicol-Thomson/Joe Reilly - Finance Business Partners, Church Street Offices Dumbarton e-mail joe.reilly@west-dunbarton.gov.uk jackie.nicolthomson@west-dunbarton.gov.uk Appendices: Appendix 1 - Revenue Budgetary Control 2026/27 Summary Report Appendix 2 - Revenue Budgetary Control 2026/27 Service Reports Appendix 3 - Analysis of Variances over £50,000 Appendix 4 - Monitoring of Efficiencies and Management Adjustments Appendix 5 - Use of Earmarked Reserves 2026/27 Page 113
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Background Papers: General Services Revenue Estimates 2026/27 – Council 4 March 2026. Wards Affected: All Page 114
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 1 REVENUE BUDGETARY CONTROL 2026/27 EDUCATION SUMMARY Total Budget 2026/27 YTD Spend 2026/27 Forecast Spend 2026/27 Annual RAG Status Net Variance attributable to earmarked reserves spend Underlying Variance excluding earmarked reserves spend £000 £000 £000 £000 % £000 £000 35,783 8,884 36,386 603 2% 0 603 36,670 9,733 37,188 519 1% 0 518 25,218 5,113 25,171 (47) 0% 0 (47) 812 95 763 (49) -6% 0 (49) 627 589 627 0 0% 0 0 21,451 4,732 21,706 255 1% 0 255 13,929 4,506 13,833 (96) -1% 0 (96) Creative Arts 687 171 690 3 0% 0 3 72 9 72 0 0% 0 0 948 552 969 21 2% 100 (79) 290 61 279 (11) -4% 0 (11) Performance & Improvement 558 97 535 (23) -4% 0 (23) Education Development 2,509 343 2,426 (83) -3% 0 (83) Raising Attainment - Primary 0 0 0 0 0% 0 0 Raising Attainment - Secondary 0 0 0 0 0% 0 0 Pupil Equity Fund /LAC 0 0 0 0 0% 0 0 139,552 34,885 140,645 1,094 1% 100 994 Central Admin Workforce CPD Total Net Expenditure Psychological Services Sport Development / Active Schools Early Education PPP Curriculum for Excellence 30 June 2026 Specialist Educational Provision Service / Subjective Summary Annual Variance 2026/27 Primary Schools Secondary Schools Page 115
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2026/27 EDUCATION DETAIL MONTH END DATE 30 June 2026 Total Budget 2026/27 YTD Spend 2026/27 Forecast Spend 2026/27 RAG Status £000 £000 £000 £000 % Employee 104,185 26,051 106,326 2,141 0.02 Property 9,754 1,196 9,516 (238) -0.02 Transport and Plant 2,632 1,157 3,022 390 0.15 Supplies, Services and Admin 2,340 390 2,325 (15) -0.01 Payments to Other Bodies 27,246 7,159 26,326 (920) -0.03 Other 1,251 423 1,219 (32) -0.03 Gross Expenditure 147,409 36,376 148,734 1,325 0.01 Income (7,857) (1,491) (8,089) (232) -0.03 Net Expenditure 139,552 34,885 140,645 1,094 0.01 £000 £000 £000 £000 % Employee 31,874 7,953 32,667 793 0.02 Property 3,524 598 3,411 (113) -0.03 Transport and Plant 347 357 392 45 0.13 Supplies, Services and Admin 273 43 273 0 0.00 Payments to Other Bodies 14 0 14 0 0.00 Other 256 3 256 0 0.00 Gross Expenditure 36,289 8,954 37,013 724 0.02 Income (506) (70) (627) (121) -0.24 Net Expenditure 35,783 8,884 36,386 603 0.02 £000 £000 £000 £000 % Employee 34,442 8,554 34,985 543 0.02 Property 1,446 162 1,439 (7) 0.00 Transport and Plant 657 655 692 35 0.05 Supplies, Services and Admin 300 (14) 297 (3) -0.01 Payments to Other Bodies 472 435 456 (16) -0.03 Other 436 56 436 0 0.00 Gross Expenditure 37,753 9,848 38,305 552 0.01 Income (1,083) (115) (1,117) (34) -0.03 Net Expenditure 36,670 9,733 37,188 518 0.01 £000 £000 £000 £000 % Employee 17,370 4,048 17,672 302 0.02 Property 182 55 211 29 0.16 Transport and Plant 1,543 106 1,827 284 0.18 Supplies, Services and Admin 217 27 229 12 0.06 Payments to Other Bodies 6,021 908 5,274 (747) -0.12 Other 21 0 21 0 0.00 Gross Expenditure 25,355 5,144 25,234 (121) 0.00 Income (137) (31) (63) 74 0.54 Net Expenditure 25,218 5,113 25,171 (47) 0.00 £000 £000 £000 £000 % Employee 905 202 865 (40) -0.04 Property 0 0 0 0 0.00 Transport and Plant 1 1 1 0 0.00 Supplies, Services and Admin 5 0 5 0 0.00 Payments to Other Bodies 0 0 0 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 911 203 871 (40) -0.04 Income (100) (108) (108) (9) -0.09 Net Expenditure 812 95 763 (49) -0.06 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 627 612 650 23 0.04 Other 0 0 0 0 0.00 Gross Expenditure 627 612 650 23 0.04 Income 0 (23) (23) (23) 0.00 Net Expenditure 627 589 627 0 0.00 Secondary Schools Service Summary Annual Variance 2026/27 All Services Primary Schools Specialist Educational Provision Psychological Services Page 116
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2026/27 EDUCATION DETAIL MONTH END DATE 30 June 2026 Total Budget 2026/27 YTD Spend 2026/27 Forecast Spend 2026/27 RAG Status Service Summary Annual Variance 2026/27 £000 £000 £000 £000 % Employee 15,713 3,841 16,108 395 0.03 Property 539 27 484 (55) -0.10 Transport and Plant 5 1 5 0 0.00 Supplies, Services and Admin 981 15 980 (1) 0.00 Payments to Other Bodies 4,562 857 4,567 5 0.00 Other 0 0 0 0 0.00 Gross Expenditure 21,801 4,741 22,144 343 0.02 Income (350) (9) (438) (88) -0.25 Net Expenditure 21,451 4,732 21,706 255 0.01 £000 £000 £000 £000 % Employee 0 0 0 0 0.00 Property 4,032 338 3,940 (92) -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 14,253 4,168 14,250 (3) 0.00 Other 0 0 0 0 0.00 Gross Expenditure 18,286 4,506 18,190 (96) -0.01 Income (4,357) 0 (4,357) 0 0.00 Net Expenditure 13,929 4,506 13,833 (96) -0.01 £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 9 72 0 0.00 Payments to Other Bodies 0 0 0 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 72 9 72 0 0.00 Income 0 0 0 0 0.00 Net Expenditure 72 9 72 0 0.00 £000 £000 £000 £000 % Employee 134 34 137 3 0.02 Property 22 7 22 0 0.00 Transport and Plant 0 0 0 0 0.00 Supplies, Services and Admin 126 23 79 (47) -0.37 Payments to Other Bodies 195 191 295 100 0.51 Other 538 364 506 (32) -0.06 Gross Expenditure 1,016 619 1,039 23 0.02 Income (68) (67) (70) (2) -0.03 Net Expenditure 948 552 969 21 0.02 £000 £000 £000 £000 % Employee 257 58 246 (11) -0.04 Property 0 0 0 0 0.00 Transport and Plant 0 0 0 0 0.00 Supplies, Services and Admin 20 2 20 0 0.00 Payments to Other Bodies 13 1 13 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 290 61 279 (11) -0.04 Income 0 0 0 0 0.00 Net Expenditure 290 61 279 (11) -0.04 £000 £000 £000 £000 % Employee 596 136 573 (23) -0.04 Property 0 0 0 0 0.00 Transport and Plant 1 0 1 0 0.00 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 597 136 574 (23) -0.04 Income (39) (39) (39) 0 0.00 Net Expenditure 558 97 535 (23) -0.04 Curriculum for Excellence Central Admin Performance & Improvement PPP Workforce CPD Early Education Page 117
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2026/27 EDUCATION DETAIL MONTH END DATE 30 June 2026 Total Budget 2026/27 YTD Spend 2026/27 Forecast Spend 2026/27 RAG Status Service Summary Annual Variance 2026/27 £000 £000 £000 £000 % Employee 1,485 398 1,663 178 0.12 Property 0 0 0 0 0.00 Transport and Plant 69 30 95 26 0.38 Supplies, Services and Admin 66 21 96 30 0.45 Payments to Other Bodies 1,032 (48) 754 (278) -0.27 Other 0 0 0 0 0.00 Gross Expenditure 2,652 401 2,608 (44) -0.02 Income (143) (58) (182) (39) -0.27 Net Expenditure 2,509 343 2,426 (83) -0.03 £000 £000 £000 £000 % Employee 95 95 95 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 106 106 106 0 0.00 Income (106) (106) (106) 0 0.00 Net Expenditure 0 0 0 0 0.00 £000 £000 £000 £000 % Employee 72 72 72 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 0 0 0 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 72 72 72 0 0.00 Income (72) (72) (72) 0 0.00 Net Expenditure 0 0 0 0 0.00 £000 £000 £000 £000 % Employee 480 480 480 0 0.00 Property 9 9 9 0 0.00 Transport and Plant 7 7 7 0 0.00 Supplies, Services and Admin 254 254 254 0 0.00 Payments to Other Bodies 24 24 24 0 0.00 Other 0 0 0 0 0.00 Gross Expenditure 773 773 773 0 0.00 Income (773) (773) (773) 0 0.00 Net Expenditure 0 0 0 0 0.00 £000 £000 £000 £000 % Employee 760 180 763 3 0.00 Property 0 0 0 0 0.00 Transport and Plant 2 0 2 0 0.00 Supplies, Services and Admin 16 0 10 (6) -0.38 Payments to Other Bodies 32 11 29 (3) -0.09 Other 0 0 0 0 0.00 Gross Expenditure 810 191 804 (6) -0.01 Income (124) (20) (114) 10 0.08 Net Expenditure 687 171 690 3 0.00 Raising Attainment - Primary Education Development Raising Attainment - Secondary Pupil Equity Fund Creative Services Page 118
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WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 REVENUE BUDGETARY CONTROL 2026/27 ANALYSIS FOR VARIANCES OVER £50,000 YEAR END DATE Total Budget Forecast Spend Use of EMR Variance after the use of EMR RAG Status £000 £000 £000 £000 % 139,552 140,645 100 994 1% Primary Schools (Gillian Hamilton) 35,783 36,386 0 603 2% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Secondary Schools (Gillian Hamilton) 36,670 37,188 0 518 1% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Early Learning & Childcare (Alison Bowers) 21,451 21,706 0 255 1% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome 30 June 2026 Budget Details Variance Analysis This service area includes all Primary Schools. There is a projected employee cost overspend of £565k, primarily due to the increased requirement for cover arrangements associated with long-term teaching staff absences. SPT bus contracts have come in higher than budget (£56k).There are some minor favourable variances across property costs. Wider action on long-term sickness management being enhanced further adverse variance This service area includes all Secondary Schools. There is a projected employee cost overspend of £287k, primarily due to the increased requirement for cover arrangements associated with long-term teaching staff absences. SPT bus contracts have come in higher than budget (£122k). The balance of the adverse variance is largely attributable to turnover not being achieved and miscellaneous variances across the service. Wider action on long-term sickness management being enhanced further adverse variance This services area includes all Early Years establishments within West Dunbartonshire. This adverse variance against employee costs (£394k) is a result of the turnover target not being achieved. This is partly offset by lower property costs (£56k) and greater income (£88k) particularly from pre-entitlement hours . none possible adverse variance Page 119
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Total Budget Forecast Spend Use of EMR Variance after the use of EMR RAG Status Budget Details Variance Analysis PPP (Gillian Hamilton) 13,929 13,833 0 (96) -1% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Central Admin (Gillian Hamilton ) 948 969 100 (79) -8% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Education Development 2,509 2,426 0 (83) -3% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome This service area covers Education Directorate The favourable variance is due to underspends on general supplies & services as well as lower Free School Meal holiday payments caused by a continued reduction in pupil numbers. none necessary favourable variance This service area includes Vale of Leven, Clydebank High and St Peter the Apostle High Schools and St Eunan's Primary School. The costs charged to this service are Property costs and the Unitary charge. The favourable variance is due to an underspend on utility costs. none necessary favourable variance none necessary favourable variance This service includes spend in areas such as technician service, language programmes and senior phase programme. The favourable variance is due to underspends on employee costs Page 120
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WEST DUNBARTONSHIRE COUNCIL MONITORING OF EFFICIENCIES AND MANAGEMENT ADJUSTMENTS 2026/27 APPENDIX 4 Efficiency reference Efficiency Detail Budgeted Amount £000s Projection of Total Saved £000s Projection of Total Not Saved £000s Comment EDU25 Redesign Leadership in Children, Young People and Families Teams 21 21 - Saving anticipated to be achieved EDU03 Reduce Education Maintenance Allowance to statutory level 39 39 - Saving anticipated to be achieved EDU11 Shared Head at two early learning centres (Clydebank and Whitecrook) 16 16 - Saving anticipated to be achieved EDU14 Align funding for 1140 hours for 3 year olds with statutory guidance 74 74 - Saving anticipated to be achieved EDU20 Remove secondary school registration 189 189 - Saving anticipated to be achieved EDU16 Reduce secondary school clerical staff 40 40 - Saving anticipated to be achieved EDU01 ASN School Transport - Political - D0416 2277 75 75 - Saving anticipated to be achieved EDU02 School Fridges - MA D2001 4089 6 6 - Saving anticipated to be achieved Page 121
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Efficiency reference Efficiency Detail Budgeted Amount £000s Projection of Total Saved £000s Projection of Total Not Saved £000s Comment EDU09 Out of School Care - increase Income D1413 7340 14 14 - Saving anticipated to be achieved EDU12 Instrumental Music Service - reduce teachers D1536 0.4ft 23 23 - Saving anticipated to be achieved EDU15 Senior Phase Transport - D2310 2277 44 44 - Saving anticipated to be achieved EDU19 Management Funding for ELC provision - 1.2fte Teachers D1419,D1420,D1437,D1454+D1498 46 46 - Saving anticipated to be achieved EDU20 Reduction in Temporary Teaching Posts - 5.0fte Secondary Teachers D0300 1101 228 228 - Saving anticipated to be achieved EDU23 Roll related Clerical Hour Allocation - Primary schools 3.0fte - allocated across D0200 1201 60 60 - Saving anticipated to be achieved EDU18 MA RIGHT SIZE FREE SCHOOL MEALS ETC - D2005/4 4310 £25k + Clothing Grant D02,D03,D04 4010 £103k 128 128 - Saving anticipated to be achieved EDU27 MA ELC EDUCATION SUPPORT OFFICER POST - 0.5ft from D1421 18 18 - Saving anticipated to be achieved 1,021 1,021 Page 122
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WEST DUNBARTONSHIRE COUNCIL Appendix 5 MONITORING OF EARMARKED BALANCES 2026/27 2026/27 Estimate 2026/27 Spend to Date 2026/27 Probable Outturn 2026/27 to be released To be carried forward into 2027/28 Description Cost of Living 1: Enhancement to the Schools' Summer Programme. £100,000 per year for 4 years. 100,000 85,916 100,000 0 0 Balance from £100k to be used to cover holiday activities outwith summer period 100,000 85,916 100,000 0 0 Page 123
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WEST DUNBARTONSHIRE COUNCIL Report by the Chief Officer – Resources Educational Services Committee 16 September 2026 ___________________________________________________________________ Subject: Educational Services Capital Budgetary Control Report 2026/27 to 30 June 2026 (Period 3) 1. Purpose 1.1 This report provides an update on the Educational Services capital programme to 30 June 2026 (period 3). 2. Recommendations 2.1 Committee is asked to: i) Note the current position of the 2026/27 Educational Services capital budget. ii) Note the revised completion date in respect of one project detailed in appendix 2. 3. Background 3.1 On 4 March 2026 the Council approved the updated General Services Capital Plan for 2025/26 to 2034/35. The three years from 2026/27 to 2028/29 were approved in detail with the remaining years being indicative. The budget agreed for Educational Services was £4.847m for 2026/27 and £67.905m for the project life budget 3.2 Since then budget adjustments have taken place which result in a revised Education capital budget as set out in Exhibit 1. Exhibit 1: Revised Capital Budget as at 30 June 2026 2025/26 (£m) Project Life (£m) Capital Budget Agreed 4 March 2026 4.847 67.905 Changes to capital budget reported on P12 Capital BCR to council on 17 June 2026 0.267 Adjustment to project life - Remove Faifley costs and matching income (see 3.3 below) (7.362) Revised Approved Budget Period 3 (subject to Council approval August 2026) 5.114 60.543 ITEM 15 Page 125
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3.3 There is an adjustment to the project life income and expenditure for Faifley Campus of £7.362m as the income and associated expenditure is being accounted for on a revenue basis as per the funding agreement from Scottish Government. 4. Main Issues 4.1 Progress against the 2026/27 capital plan is detailed in: Appendix 1 – Project Life Summary by Chief Officer Appendix 2 – Off Track Projects Appendix 3 – Changes to Capital Plan 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 2026/27 budget is £5.114m with current forecast spend of £4.114m. The spend as at period 3 is £0.392m (9.5%) of the current forecast spend of £4.114m. 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 Page 126
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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 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: 20 July 2026 Person to Contact: Joe Reilly/Jackie Nicol-Thomson Council Offices, Church Street, Dumbarton E-mail: joe.reilly@west-dunbarton.gov.uk jackie.nicolthomson@west-dunbarton.gov.uk Appendices: Appendix 1 : Project Life Summary Appendix 2 : Off Track Projects Appendix 3 : Reprofiling and Acceleration of Projects Appendix 4 : Details of all Projects. Background Papers: General Services Capital Plan Update - Council 4 March 2026. Wards Affected : All Wards Page 127
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Official# West Dunbartonshire Council - Education Appendix 1 General Services Capital 2026/27 Summary at Period 3 Project Life Budget Project Life Forecast Spend Project Life Variance On Track Off Track £'000 £'000 £'000 Education 60,543 60,543 0 3 1 Total 60,543 60,543 0 3 1 Page 129
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Official# West Dunbartonshire Council - Education Appendix 2 General Services Capital 2026/27 Projects that are Off Track at Period 3 Service Project Approved Project Life Cost Revised Project Life Cost Project Life Variance Initial Completion Date Revised Completion Date £000 £000 £000 Education EDUC 5 - Free School Meals Expansion 1,265 1,265 - 31/03/2027 31/03/2028 Project Name: Free School Meals Expansion Project Manager: Michelle Lynn Initial Completion End Date: 31/03/2027 Revised End Date: 31/03/2028 How was this project initially funded: Please Detail any additional funding: Prudential Borrowing Why is the project classified as off track and what has caused the issues identified? What action will be taken to rectify the position? There is no requirement to take any action What are the implications on the actions proposed? Revenue Implications:- Virement Implications:- no implications This budget is proposed to be rephased to 2027/28. Planning permission has been secured and the project is progressing through detailed design, building warrant approvals and site investigations. Due to the complexity of delivering works within an operational school environment, including the need to minimise disruption to pupils and staff, the construction programme and associated expenditure are now expected to fall predominantly within 2027/28. The rephasing aligns the budget with the revised delivery programme and anticipated expenditure profile. Source of Funding: no implications Page 130
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Official# West Dunbartonshire Council - Education Appendix 3 General Services Capital 2026/27 Changes to Capital Plan and Implications at P3 Project - EDUC 5 - Free School Meals Expansion Initial End Date Revised End Date Reprofiling Current Year 2027/28 2028/29 2029/30 2030/31 2031/32 2032/33 2033/34 Total Capital Plan £'000 £'000 £'000 £'000 £'000 £'000 £'000 £'000 £'000 £'000 EDUC 5 - Free School Meals Expansion 1,185 1,185 Revised 31/03/2027 31/03/2028 1,000 185 1,000 1,185 Explanation This budget is proposed to be rephased to 2027/28. Planning permission has been secured and the project is progressing through detailed design, building warrant approvals and site investigations. Due to the complexity of delivering works within an operational school environment, including the need to minimise disruption to pupils and staff, the construction programme and associated expenditure are now expected to fall predominantly within 2027/28. The rephasing aligns the budget with the revised delivery programme and anticipated expenditure profile. Page 131
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Official# Appendix 4 All Projects Approved at P3 EDU Project Completion Date Revised End Date Project Life Budget Spend to 31/03/2026 Spend Projected in Current Year Projecte d Future Spend Total Projected Spend Project Variance Approved Budget 2026/27 Actual to date 2026/27 Projected Spend In Year Variance EDUC 1 AV Equipment - Education 31/03/2030 31/03/2030 859 469 83 307 859 0 83 0 83 0 EDUC 3 Schools Estate Improvement Plan - next Phase - Faifley Campus 31/03/2027 31/03/2027 36,515 33,828 2,688 0 36,515 0 2,688 391 2,688 0 EDUC 4 Schools Estate Improvement Plan 31/03/2027 31/03/2027 21,904 20,746 1,158 0 21,904 0 1,158 1 1,158 0 EDUC 5 Free School Meals Expansion 31/03/2027 31/03/2028 1,265 80 185 1,000 1,265 0 1,185 0 185 (1,000) Total Education 60,543 55,122 4,114 1,307 60,543 0 5,114 392 4,114 (1,000) Overall Total 60,543 55,122 4,114 1,307 60,543 0 5,114 392 4,114 (1,000) West Dunbartonshire Council - Education General Services Capital 2026/27 Full Project Life In Year Page 132