Item 13 Appendix 1
West Dunbartonshire Council · 16 September 2026
Back to Educational Services Committee — 16 September 2026 and its agenda
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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 Scottish Government data will not be published until December 2026, therefore, no comparison can be made with other authorities or with National data until then.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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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)
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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.
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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
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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.
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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
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