DOCUMENT PACK (Agenda and Reports) (Bookmarked) ESC 20 03 24
West Dunbartonshire Council · 20 March 2024
Back to Educational Services Committee — 20 March 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
Page 1
Agenda Educational Services Committee Date: Wednesday, 20 March 2024 ___________________________________________________________________ Time: 14:00 ___________________________________________________________________ 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
Page 2
Distribution: Councillor Clare Steel (Chair) Councillor Gordon Scanlan Councillor Gurpreet Singh Johal Councillor Hazel Sorrell Councillor Daniel Lennie Mrs Barbara Barnes Councillor David McBride Miss Faith Bhardwaj MSYP Councillor Jonathan McColl Ms Kirsty Connolly Councillor Michelle McGinty Mr Gavin Corrigan Councillor June McKay Miss Ellen McBride Councillor John Millar (Vice Chair) Reverend Ian Miller Councillor Karen Murray Conaghan Ms Hannah Redford Councillor Lawrence O’Neill Miss Rebecca Ross MSYP Councillor Lauren Oxley Ms Julia Strang Councillor Martin Rooney All other Councillors for information Chief Education Officer Date of Issue: 7 March 2024 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
Page 3
EDUCATIONAL SERVICES COMMITTEE WEDNESDAY, 20 MARCH 2024 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 – 11 Submit, for approval as a correct record, the Minutes of Meeting of the Educational Services Committee held on 13 December 2023. 6 LOCAL NEGOTIATING COMMITTEE FOR TEACHERS 13 – 15 Submit for information, and where necessary ratification, the Minutes of Meeting of the Local Negotiating Committee for Teachers held on 5 December 2023. 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
Page 4
8 PROPOSAL TO CONSULT ON AMENDING PRIMARY 1 17 – 28 ENROLMENT DATE Submit report by the Chief Education Officer seeking approval for the Chief Education Officer to formally consult on the undernoted proposal under the terms of the Schools (Consultation) (Scotland) Act 2010. 9 STRATEGY FOR EXCELLENCE AND EQUITY 29 – 38 Submit report by the Chief Education Officer providing an update on progress with delivering improved outcomes for attainment and equity; and implementing the service Strategy for Excellence and Equity. 10 EARLY LEARNING AND CHILDCARE PROGRESS UPDATE 39 – 43 Submit report by the Chief Education Officer informing of:- (a) progress on supports to children, young people and families; and (b) revisions and implementation of policies relating to services for children and young people. 11 SERVICES FOR CHILDREN, YOUNG PEOPLE AND 45 – 188 FAMILIES UPDATE REPORT Submit report by the Chief Education Officer informing of progress on supports to children, young people and families. 12 BEREAVEMENT SUPPORT FOR CHILDREN AND YOUNG 189 – 204 PEOPLE Submit report by the Chief Education Officer:- (a) informing of updates to the plans to support children and young people and their families with bereavement in West Dunbartonshire; and (b) seeking approval to proceed with the plans. 13 EDUCATION DELIVERY PLAN 2023/24 – MID-YEAR 205 – 216 PROGRESS Submit report by the Chief Education Officer setting out the mid-year progress of the 2023/24 Delivery Plan. 14/ Page 4
Page 5
14 EDUCATIONAL SERVICES BUDGETARY CONTROL 217 – 231 REPORT TO 31 JANUARY 2024 (PERIOD 10) Submit report by the Chief Officer – Resources providing an update on the financial performance of Education Services to 31 January 2024 (Period 10). Page 5
Page 6
Page 6
Page 7
EDUCATIONAL SERVICES COMMITTEE At a Hybrid Meeting of the Educational Services Committee held in the Civic Space, 16 Church Street, Dumbarton on Wednesday, 13 December 2023 at 10.00 a.m. Present: Councillors Gurpreet Singh Johal, David McBride, Jonathan McColl, June McKay, John Millar, Lawrence O’Neill*, Lauren Oxley, Martin Rooney, Gordon Scanlan and Hazel Sorrell, and Mrs Barbara Barnes, Mr Gavin Corrigan, Miss Ellen McBride and Ms Julia Strang. *Attended later in the meeting. Attending: Peter Hessett, Chief Executive; Laura Mason, Chief Education Officer; Alan Douglas, Chief Officer – Regulatory and Regeneration (Legal Officer); Lauren Slavin, Chief Officer – Resources; Alison Bowers, Senior Education Officer – Early Learning & Childcare; Andrew Brown, Senior Education Officer – Policy, Performance & Resources; Claire Cusick, Senior Education Officer – Services for Children & Young People; Julie McGrogan, Senior Education Officer – Raising Attainment/Improving Learning; Michelle Lynn, Assets Co- ordinator; Richard Butler, Section Head – Corporate Admin Support; Joe Reilly, Business Unit Finance Partner (Education); and Scott Kelly, Committee Officer. Apologies: Apologies for absence were intimated on behalf of Councillors Karen Murray Conaghan, Michelle McGinty, Clare Steel, and Reverend Ian Miller Councillor John Millar in the Chair STATEMENT BY CHAIR – AUDIO STREAMING Councillor John Millar, Chair, advised that the meeting was being audio streamed and broadcast live to the internet and would be available for playback. Note: Councillor O’Neill entered the meeting at this point. DECLARATIONS OF INTEREST It was noted that there were no declarations of interest in any of the items of business on the agenda. ITEM 5 Page 7
Page 8
MINUTES OF PREVIOUS MEETING The Minutes of Meeting of the Educational Services Committee held on 27 September 2023 were submitted and approved as a correct record. OPEN FORUM The Committee noted that no open forum questions had been submitted by members of the public. DELIVERY OF HEALTH AND WELLBEING (HWB) SURVEY A report was submitted by the Chief Education Officer informing of changes made to the original pupil Health and Wellbeing Survey and seeking approval to proceed. After discussion and having heard the Senior Education Officer – Services for Children & Young People in further explanation and in answer to Members’ questions, the Committee agreed the Health and Wellbeing survey being completed by Primary 5 to S6 pupils which, it was noted, had been adapted to take account of the concerns raised by Council following the Scottish Government Census being rejected in December 2021. EDUCATION LETS A report was submitted by the Chief Education Officer providing an overview of the provision of lets across the Council’s educational establishments and requesting consideration of a revision to the current pricing model. After discussion and having heard the Section Head – Corporate Admin Support in further explanation and in answer to Members’ questions, the Committee agreed:- (1) to thank officers for carrying out a thorough review of Educational lets for both Synthetic Pitches and Grass Pitches; (2) to note that over recent years, there had been significant investment in the quality of external sports facilities within the Schools Estate and it is only right that our communities are able to benefit from these; (3) that it is often a source of frustration to community groups that there is so much variance between the West Dunbartonshire Leisure Trust Lets and the Learning Estates Lets; (4) that it is, however, worth noting that, based on quality of pitches, Educational Services pitches tend to be better; Page 8
Page 9
(5) to further notes that the West Dunbartonshire Leisure Trust currently gives Under 18 Groups a significant discount, however, there are no discount rates for Under 18s Groups within Education facilities; (6) to better align our Learning Estates Let charges with the WD Leisure Trust; (7) that this means that the hourly let times should be comparable and a standard two-hour booking period applied for matches; (8) that in addition, the Under 18 Groups, discounts for the hire of Grass Pitches and Synthetic Pitches, should be extended to our Learning Estate pitches with the new rates coming into effect in April 2024; and (9) that this means that instead of applying a 10% discount, as detailed in the recommendations to the report, the new Under 18 Groups would receive a 50% reduction for the hire of Grass Pitches; and a 20% reduction for Synthetic Pitches. STRATEGY FOR EXCELLENCE AND EQUITY A report was submitted by the Chief Education Officer providing an update on progress with implementing the service Strategy for Excellence and Equity 2023- 2026. Having heard the Senior Education Officer – Raising Attainment/Improving Learning in further explanation, the Committee agreed:- (1) to note the progress made in the past three months with the Strategy for Excellence and Equity; (2) to note the service had produced a Strategy for Excellence and Equity (2023- 2026) which replaced the Strategy for Attainment and Achievement reported to Committee from 2015 to September 2023; and (3) to note the range of external scrutiny and reporting on educational performance and practice. SENIOR PHASE ATTAINMENT 2022/23 A report was submitted by the Chief Education Officer providing an update on the performance of West Dunbartonshire schools in Senior Phase Attainment for young people in 2022/23. After discussion and having heard the Senior Education Officer – Policy, Performance & Resources in further explanation and in answer to Members’ questions, the Committee agreed:- (1) to note the contents of the report and its appendices; Page 9
Page 10
(2) to congratulate the pupils, parents and carers, staff in our establishments, and our partner providers for their achievements; and (3) the next steps contained in section 4.6 of the report to improve the consistency of the offer of the Senior Phase across all West Dunbartonshire schools. EARLY LEARNING AND CHILDCARE PROGRESS UPDATE A report was submitted by the Chief Education Officer providing an update on progress made to provide high quality Early Learning and Childcare in West Dunbartonshire Council. Having heard the Senior Education Officer – Early Learning & Childcare in further explanation and in answer to a Member’s question, the Committee agreed to note the progress to deliver the statutory entitlement of 1140 hours of 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 supports to children, young people and families. Having heard the Senior Education Officer – Services for Children & Young People in further explanation, the Committee agreed to note the progress on plans to continue developing and improving supports. EDUCATIONAL SERVICES BUDGETARY CONTROL REPORT TO 31 AUGUST 2023 (PERIOD 5) A report was submitted by the Chief Officer – Resources providing an update on the financial performance of Education Services to 31 August 2023 (Period 5). Having heard the Business Unit Finance Partner (Education) in further explanation, the Committee agreed:- (1) to note that the revenue account currently showed a projected annual adverse revenue variance of £1.460m (1.26% of the total budget); and (2) to note that projected expenditure on the capital account was lower than the 2023/24 budget by £0.112m (1.12% of budget), due to project re-profiling. Page 10
Page 11
COMPLIMENTS OF THE SEASON Councillor Millar, Chair, wished everyone present a Merry Christmas and a happy, prosperous and healthy new year. The meeting closed at 11.05 a.m. Page 11
Page 12
Page 12
Page 13
LOCAL NEGOTIATING COMMITTEE FOR TEACHERS At the Hybrid Annual General Meeting of the Local Negotiating Committee for Teachers held in the Civic Space, 16 Church Street, Dumbarton on Tuesday, 5 December 2023 at 2.00 p.m. Present: Councillor Jonathan McColl; Laura Mason, Chief Education Officer; Andrew Brown, Senior Education Officer; Alison Boyles, Head Teacher, Dumbarton Academy; Lindsay Thomas, Head Teacher, Linnvale Primary School; and Gavin Corrigan, Michael Dolan and James Halfpenny (all EIS). Attending: Louise Hastings, HR Business Partner, Educational Services; Kirsty Connor, Education Support Officer – Staffing; and Scott Kelly, Committee Officer. Apologies: Apologies for absence were intimated on behalf of Councillors Gordon Scanlan and Clare Steel; Claire Mackenzie (SSTA); and Dawn Wilson and Caroline Yates (EIS). Mr Gavin Corrigan 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. MEMBERSHIP In accordance with Paragraph 6 of the Local Recognition and Procedure Agreement, the Committee noted that the membership of the Local Negotiating Committee for Teachers (LNCT) for 2023/2024 would be as follows:- Management Side Members: Councillors Jonathan McColl, John Millar, Gordon Scanlan and Clare Steel; Laura Mason, Chief Education Officer; Andrew Brown, Senior Education Officer; Alison Boyles, Head Teacher, Dumbarton Academy; and Lindsay Thomas, Head Teacher, Linnvale Primary and ELCC. Advisers: Louise Hastings, People and Change Partner; and Linda McAlister and Kirsty Connor, Education Support Officers – Staffing. ITEM 6 Page 13
Page 14
Teachers’ Side Members: Gavin Corrigan, Michael Dolan, James Halfpenny, Rebecca McCulloch, Laura Minto, Dawn Wilson and Caroline Yates (all EIS); and Claire Mackenzie (SSTA). Advisers: David Baxter, Area Officer (EIS); and Euan Duncan, Assistant General Secretary (SSTA). CHAIR AND VICE CHAIR In accordance with Paragraph 9 of the Local Recognition and Procedure Agreement, the Committee noted that in this, the twenty-first year of the LNCT, Councillor Clare Steel would assume the position of Chair for the Management Side and Gavin Corrigan would assume the position of Vice Chair for the Teachers’ Side. As Councillor Steel had been unable to attend the present meeting, Mr Corrigan continued in the Chair. MINUTES OF PREVIOUS MEETING The Minutes of Meeting of the Local Negotiating Committee for Teachers held on 13 June 2023 were submitted and approved as a correct record. GUIDANCE TO HEAD TEACHERS ON OPERATION OF HEALTH AND SAFETY MEETINGS (SCHOOL LEVEL) A report was submitted by the Joint Secretaries to the LNCT seeking approval for a review of the current approach taken within education establishments in relation to the operation of Health and Safety Committees within schools. After discussion and having heard both Sides, the Committee agreed:- (1) to note the contents of the report; and (2) to approve the undertaking of a short term pilot to test and evaluate a more streamlined, less bureaucratic approach to focusing on health and safety issues within education establishments. PROGRAMME OF FUTURE MEETINGS Following discussion, the Committee agreed:- (1) to note that a savings option relating to the continued provision of hybrid committee meetings was due to be considered by Council at its meeting on 20 December 2023; Page 14
Page 15
(2) that LNCT meetings for the next year should continue to be held as hybrid meetings, subject to the decision taken by Council; and (3) that meetings should be held on:- • Tuesday, 12 March 2024 at 10.00 a.m. in the Civic Space, 16 Church Street, Dumbarton. • Tuesday, 11 June 2024 at 2.00 p.m. in the Civic Space, 16 Church Street, Dumbarton. • Tuesday, 10 September 2024 at 10.00 a.m. in the Civic Space, 16 Church Street, Dumbarton. • Tuesday, 3 December 2024 at 2.00 p.m. in the Civic Space, 16 Church Street, Dumbarton (Annual General Meeting). The meeting closed at 2.15 p.m. Page 15
Page 16
Page 16
Page 17
WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Educational Services Committee: 20 March 2024 ___________________________________________________________________ Subject: Proposal to consult on amending the Primary 1 Enrolment Date 1. Purpose 1.1 The purpose of the report is to seek Committee approval for the Chief Education Officer to formally consult on the undernoted proposal under the terms of the Schools (Consultation) (Scotland) Act 2010. 2. Recommendations 2.1 It is recommended that the Committee instructs the Chief Education Officer to: i) Formally consult on the proposal for the Primary 1 (P1) enrolment date for the start of the academic year to move from the second week in January to the second week in the proceeding November. ii) Report the outcomes and recommendations resulting from the statutory consultation to Educational Services Committee in September 2024. 3. Background 3.1 The Admission and Placing Request Policy sets out the arrangements for the enrolment week for P1 registration. All 32 councils have their own school enrolment date for P1 and this varies between authorities. 3.2 Children will be admitted to school in August if they are 5 between 1 March of that same year and the last day of the following February. Entry to schools is on a once a year basis at the start of the new session in August each year. Public notifications and social media posts are issued in December providing details on how to register children for starting Primary 1. 3.3 Enrolment week normally takes place the second week in January and is an online process. Parents/carers can also decide to defer the start date for their child, and currently have until the end of February to defer the P1start date, but still require to enrol their child for P1. 3.4 The annual staffing exercise to determine P1 catchment places, and placing requests commences at beginning of February after the January enrolment date. The staffing exercise is ongoing during March/April/May and the information assists the class configurations for P1s in each primary school ITEM 8 Page 17
Page 18
and determines places available for placing requests, teaching staffing numbers within each school and vacant teaching posts. 4. Formal Consultation Process and the Publication of the Formal Proposal Paper 4.1 The January enrolment date has resulted in the annual staffing exercise identifying staffing entitlements and vacant posts not being completed until the end of May which can cause concern for teaching staff seeking a post within the authority. 4.2 A review of other authorities has identified that a number of authorities brought forward the P1 enrolment date from January to the preceding November. It is considered that an earlier enrolment date would enable earlier decisions to be made in relation to P1 class configurations, placing requests and identifying teaching numbers and vacant posts. 4.3 There are benefits to parents and carers with bringing the date of enrolment forward. It will give parents and carers certainty as to which school their child will be attending earlier, allowing them to take part in transition programmes for P1 in the school their child will be attending, and make preparations for P1 earlier (such as spreading the time and cost of purchasing uniform). 4.4 If approved by Committee, it is proposed to consult parents/carers and other statutory consultees on an earlier P1 enrolment date. The formal consultation will begin on 25 March 2024 and the formal proposal paper (Appendix 1) will be: • Published in both electronic and printed form, • Available for inspection at all reasonable times and without charge, • Available from Church Street Offices, in local libraries, early learning and childcare centres and primary schools, • Available from the Council’s website. 4.5 The statutory consultation will run for a minimum period of 6 weeks, including at least 30 schools date and would end on 31 May 2024. 4.6 Education Scotland provide guidance on undertaking a formal consultation, suggesting the following is included (where relevant to the consultation): • Preparation and publication of a proposal paper on the Council’s website, • Giving notice of the proposal to parents/carers and other statutory consultees including Education Scotland, • An announcement of the proposal in the local press, inviting any person to make written representation to the Chief Education Officer, • Holding a public meeting in the local areas during the consultation period, • Consultation with the Parent Council(s) of the affected schools Page 18
Page 19
• Consultation with parents of pupils and children, including those expected by the Council to attend an affected school within two years of the date of publication of the proposal paper, • Consultation with all staff (teaching and support) at the school, including relevant trade unions and professional associations, other interested bodies such as community councils or local community groups • Consultation with the Archdiocese of Glasgow (where the proposal affects denominational schools) • Consultation with such other Councils as it considers relevant (for example, where the proposed change could affect children in a neighbouring local authority attending our schools). 4.7 At the end of the consultation period, Education Officers will draft a report incorporating copies of written representations and a summary of oral representations from key stakeholders. A maximum of two weeks will be set aside for this part of the process. The report and related documents will then go to Education Scotland for consideration and comment. HM Inspectors will submit a report to the Council within a maximum period of three weeks. 4.8 On receipt of the Education Scotland report, Education Services will prepare and publish a final consultation report containing the views of Education Scotland, representations received during the consultation process and include an explanation of how the Council proposes to deal with any issues raised. 4.9 After a period of no less than three weeks following publication of the consultation report, the Educational Services Committee will consider the consultation report and decide whether or not to approve the proposal. 4.10 It is anticipated that Educational Services Committee will decide to approve or reject the proposal at its meeting on 18 September 2024. If the proposal is approved the change would be implemented for children/young people starting P1 in August 2025. 5. People Implications 5.1 There are no personnel issues. 6. Financial Implications 6.1 There are no financial implications as the consultation will be carried out within existing resources. 7. Risk Analysis 7.1 Due to the change in the patterns of population density in relation to school catchment areas, there is a risk that some schools will be unable to Page 19
Page 20
accommodate placing requests or catchment pupils. An earlier enrolment date will enable Educational Services to manage P1 intake, placing requests and staffing numbers at an earlier point in time. 8. Equalities Impact Assessment (EIA) 8.1 The report has been subject to the EIA screening tool and does not identify any negative impact on equalities groupings. 9. Consultation 9.1 The Council is required to formally consult on proposed changes to school admission arrangements, in line with the Schools (Consultation) (Scotland) Act 2010. 10. Strategic Assessment 10.1 The proposal reflects the Council’s strategic priorities, and in particular the aspiration to have meaningful community engagement with active empowered and informed citizens who feel safe and engaged; and also to demonstrate open, accountable and accessible local government. Laura Mason Chief Education Officer Person to Contact: Andrew Brown, Senior Education Officer 16 Church Street, Dumbarton. andrew.brown@west-dunbarton.gov.uk Appendices: Appendix 1 – Change to P1 Enrolment Date Proposal Paper Background Papers: Schools Consultation (Scotland) Act 2010. Wards Affected: All Page 20
Page 21
THIS IS A CONSULTATIVE DOCUMENT PROPOSAL PAPER Proposal: The purpose of this consultation is to review the Primary 1 enrolment date for children/young people starting school from August 2025.The proposal document relates to all primary schools in West Dunbartonshire Council. This document has been issued by West Dunbartonshire Council for consultation in terms of the Schools (Consultation) (Scotland) Act 2010 as amended. Appendix 1 Page 21
Page 22
1. PROPOSAL ___________________________________________________________________ 1.0 PROPOSAL 1.1 It is proposed that the Council’s Admissions and Placing Requests Policy (PP5.1) is changed to amend the current arrangements relating to the enrolment date for children/young people starting Primary 1 (P1) from August 2025. 2.0 BACKGROUND / LEGISLATIVE REQUIREMENT 2.1 Children attend their local catchment-area school, and catchment schools are allocated in relation to the location of the permanent residence of the child/young person. Parents/carers are required to enrol their child/young person to start P1 for the August intake. Parents/carers can choose to defer their child under legislation but still require to enrol for P1. 3.0 DETAILS OF PROPOSED CHANGE 3.1 The current position is that parents/carers are notified of the enrolment process through public notifications and social media posts issued in December, with the enrolment week normally taking place the second week in January, for enrolment into Primary 1 in August that calendar year. The proposed changes to the enrolment process detailed within the Policy are outlined below: Date change for publicity from December to October “Your child will be admitted to school in August if they are 5 between 1 March of that same year and the last day of the following February. Entry to schools is on a once a year basis at the start of the new session in August each year. Public notifications and social media posts will be issued in October providing details on how to register your child”. Date change for Enrolment week from January to November “Enrolment week normally takes place the second week in November. This is an online process and you can register your child by completing the online Registration Form by the set registration date. Further information on schools admissions and the link to the registration form can be accessed from our website: https://www.west-dunbarton.gov.uk/schools-and- learning/schools/school-admissions/ Page 22
Page 23
4.0 EDUCATIONAL BENEFITS STATEMENT 4.1 The enrolment process would commence earlier and provide the authority with earlier information in relation to P1 intake. The earlier information would enable decisions to be made in relation to class configurations, placing requests and identify required teaching posts at an earlier point in time. The proposal also gives earlier confirmation to parents of the school their child will attend. The following points contribute to the educational benefit of the proposal. Pupils 4.2 The revised enrolment date will have no direct negative impact on pupils commencing P1 in the August intake. The proposal continues to ensure that pupils attending their designated catchment schools are always afforded priority for school places, and parents/carers still retain the right to defer the start date for their child. If the proposal proceeds it will enable decisions and confirmation to be made at an earlier date in relation to the school the children will attend. Moving the enrolment date to make it earlier will provide a smoother transition for children preparing to attend school. It will make the window of transition activities that take place between nurseries and primary schools longer, and ensure that children are attending the visits and activities relating to the school they are planning to attend. Parents, Carers and Local Community 4.3 There is a need to ensure clear information for parents, in order that they can make informed decisions about their child’s education. The proposed new enrolment date will provide parents / carers with an earlier opportunity to enrol their child for commencing P1 in the August, and for earlier confirmation to parents/carers of school their child will attend. The proposal will not adversely impact on local, social or economic activities. The limited variation to the policy will have no effect on the sustainability of communities and there would be no impact on the existing arrangements for communities to use schools. Enrolling earlier and having an earlier decision on placing requests will make it easier for parents to plan for their child attending school, supporting them in the transition activities for their chosen school, and planning the purchase of school uniform earlier. Other users of the schools 4.4 There would be no detrimental impact on other users of the school as the establishment is not affected by the proposed change. Future Pupils (within 2 years of the publication of the proposal paper) 4.5 The proposal will affect children due to start P1 in August 2025 as the enrolment process would start 2 months earlier but would have no negative impact on pupils. Page 23
Page 24
Effect on Staff and School Management Arrangements 4.6 There will be no implications for any teaching or support staff in any schools nor any impact on school management arrangements as a result of the proposed changes. Other pupils in the council area 4.7 There will be no impact on other pupils in the council area. Any other likely effects of the proposal (if implemented) 4.8 Parents/carers would enrol their child at an earlier date, however we believe that making this earlier would provide the greater benefit by providing parents with certainty of their chosen school earlier. How we would intend to minimise or avoid any adverse effects that may arise from the proposal (if implemented) 4.9 Equitable application of the policy would ensure fairness and transparency, and ensuring equality for all. The benefits, which we believe, would result from implementation of the proposal 4.10 No children will be disadvantaged as the enrolment process and consideration for P1 places remains unchanged and the earlier enrolment date may provide parents/carers with earlier information in relation to P1 School. An earlier date will give children, parents and carers earlier confirmation of the school they will attend, and make transition activities and visits more effective. It will also allow families to spread the cost of school uniform over a longer period of time. The proposal, if accepted, would also allow the annual staffing exercise to be completed at an earlier stage with class configurations confirmed within schools at an earlier point in time, and identifying and filling of vacant teaching posts being undertaken before May. 5.0 DATE OF CHANGE 5.1 If the proposal is agreed and implemented the changes will take effect for admissions for the August 2025/2026 intake and thereafter. 6.0 CORRECTION OF THE PROPOSAL PAPER 6.1 If any accuracy or omission is discovered in this proposal document, either by the Council or any other person, the Council must investigate and decide what, if any action is required Page 24
Page 25
6.2 If relevant information has been omitted, or if there has been an inaccuracy, the Council will then take the appropriate action, which may include the issue of a correction notice, the publishing of a corrected Proposal Paper or the revision of the timescale for the consultation period, if appropriate. In that event, relevant consultees and Education Scotland will be advised. The Council must inform the person who made the allegation of what action has been taken. 7.0 FORMAL CONSULTATION PROCESS AND THE PUBLICATION OF THE FORMAL PROPOSAL PAPER 7.1 The formal proposal paper will be published on the Council’s website (https://www.west-dunbarton.gov.uk/) and copies of the proposal document will be made available to the consultees below, free of charge as prescribed by the Act. Copies of the document will be placed in the Council Offices, 16 Church Street, Dumbarton, G82 1QL, all primary schools, early learning and childcare centres and libraries. 7.2 Views on the proposals are being sought from a range of interested parties including: • Parents of pupils and children, including those expected by the Council to attend primary schools within two years of the date of publication of the proposal paper; • Parent Council(s) of those affected schools(s); • All staff (teaching and support) at the school, including relevant trade unions and professional associations; • Other interested bodies such as community councils; • Archdiocese of Glasgow ; and • Consultation with such other Councils as it considers relevant Consultation Period 7.2 The consultation period will run from Monday 25 March 2024 until midnight on Friday 31 May 2024, which includes a period of 30 school days. Advertisement 7.3 An advertisement will be placed in the relevant local newspapers. Public Meeting 7.4 A public meeting will be held to discuss the proposal. Officers of the Council will be present to discuss the proposal and there will be an opportunity for interested parties to hear more about the proposal and ask questions at the meeting. This meeting will also be available online, should interested parties wish to take part virtually. We appreciate, however, that there will be limited time at the meeting to discuss everything fully and not everyone is Page 25
Page 26
comfortable with speaking in a public meeting. To make sure all issues are covered and everyone gets the opportunity to contribute to the discussion, we are happy to accept advance notice of specific questions or issues individuals would like to raise at the meeting. Advance questions will be accepted in writing only up to 2 days in advance of the meeting and can be submitted by email. Individuals should let us how the proposal would affect them and their family whether they would like to be named at the meeting as asking the particular question submitted. The Formal Public Consultation Meeting will take place as follows: Date Venue Presentation and Question and Answer session – Time of Meeting. 24th April 2024 Dumbarton Academy, Crosslet Road, Dumbarton, G82 2AJ 6pm Involvement of Education Scotland 7.5 When the Proposal Paper is published, a copy will also be sent to Education Scotland. Education Scotland will also receive a copy of any relevant written representations received by the Council from any person during the consultation period or, if Education Scotland agree, a summary of them. Education Scotland will further receive a summary of any oral representations made to the Council at the public meetings which will be held and, a copy of any other relevant documentation. A maximum period of 2 weeks will be set aside for this part of the process. 7.6 Education Scotland will then prepare a report on the educational aspects of the proposal not later than 3 weeks after the Council has sent them all representations and documents as mentioned above. In preparing their report, Educational Scotland may arrange meetings or discussions with different consultees as they consider appropriate. Preparation of Consultation report 7.7 The Council will review the proposal having regard to the Education Scotland report, written representations that it has received and oral representations made by any person at the public meeting. The Council will then prepare a consultation report. The report will be published in electronic and printed format and will published on the Council website on the consultation page. It will be available from the Council Office, 16 Church Street, Dumbarton free of charge. The consultation report will be published and available for further consideration for a period of 3 weeks before the Council makes its final decision. Decision Page 26
Page 27
7.8 It is anticipated that the Educational Services Committee will decide to approve or reject the final proposal at is meeting on 18 September 2024. 8.0 Responding to the Proposal 8.1 Interested parties are invited to respond by making online, electronic or written submissions on the proposal or any alternative proposal, no later than midnight on Friday 31 May 2024. For email or written submission the standard response form (Appendix 1) should be used. Online – https://forms.gle/m2C5TPASFMsYmU3w9 Email – educationstaffingteam@west-dunbarton.gov.uk In writing - Laura Mason Chief Education Officer Educational Services West Dunbartonshire Council 16 Church Street Dumbarton G82 1QL Queries: 01389 737391 - comments can be left via voicemail, which will be added to any other responses received. 9.0 DATA PROTECTION 9.1 Those sending in a response, whether by letter or electronically should note that personal information i.e. name, address and contact details will not be made available publicly. Only staff involved in the management and administration of the consultation exercise, including Education Scotland and the Elected Members of the Council will be given access to that information. An anonymised summary of responses will be published on the Council’s website for information. Page 27
Page 28
APPENDIX 1 Proposed Amendments to School Admissions and Placing Request Policy WRITTEN RESPONSE SUBMISSION FORM YOUR DETAILS: Please complete Full Name: Home Address: Email or Contact Number: YOUR INTEREST: please indicate below: Resident in West Dunbartonshire Parent / Carer Staff Member (WDC school or early years establishment) Child / Young Person Trade Union Other (specify) Proposal (please refer to the proposal paper for full details). It is proposed that the Council’s Admissions and Placing Requests Policy (PP5.1) is changed to amend the current enrolment date from January to November to enable the P1 intake and class configuration process to be completed at an earlier date, and for parents to receive confirmation of their child’s school. Q1. Enrolment Date Do you agree with the proposal to commence P1 enrolment in November instead of January? Yes No Comments: Data Protection and Freedom of Information We need your details for the purpose of collating responses to this consultation. The Council may check your details with other information held and may share these with other council services and Education Scotland. Consultation responses will be made publicly available on demand. Comments will not be attributed to individuals, and your personal details including name and address will not be shown on any consultation report. If you would prefer your comments not to be made public please ensure you have ticked the correct box below. Further information on how the Council handles your personal information can be found on our website. Please indicate whether you are happy for your comments to be made public. Yes No Page 28
Page 29
WEST DUNBARTONSHIRE COUNCIL Report by Laura Mason, Chief Education Officer Educational Services Committee: 20 March 2024 ___________________________________________________________________ Subject: Strategy for Excellence and Equity 1. Purpose 1.1 The purpose of this report is to provide an update on progress with delivering improved outcomes for attainment and equity; and implementing the service Strategy for Excellence and Equity. 1.2 This report is for noting. 2. Recommendations 2.1 The Educational Services Committee is asked to note: (a) the strong attainment and equity performance of West Dunbartonshire in the Broad General Education against the national performance; and (b) the range of improvement and development work delivered in the service to support improved attainment and a narrowing of the attainment gap. 3. Background 3.1 In line with the Strategy for Excellence and Equity the Committee receives regular reports on progress against this strategic priority. 3.2 The Strategy for Excellence and Equity (2023-2026) aims to build on the improvement programme delivered across all educational establishments in the period 2015- 2023. 3.3 West Dunbartonshire’s Strategy for Excellence and Equity supported by funding from Scottish Government has improved outcomes in the Broad General Education with West Dunbartonshire performing well compared to national figures. 3.4 The approach to improve outcomes has been supported by Scottish Government Scottish Attainment Challenge Funding 2015-2022; and since 2022 a revised tapered SAC funding model - the Strategic Equity Fund. 3.5 In December 2023 Scottish Government published statistics on the 2022/23 Achievement of Curriculum for Excellence (CfE) Levels. The statistics provide information on the national performance in literacy and numeracy for pupils in Primary 1, Primary 4, Primary 7 and Secondary 3 classes and for all pupils based in special schools and units. 3.6 It is notable that West Dunbartonshire is maintaining a positive year on year progress rate with attainment and equity outcomes; and is outperforming the ITEM 9 Page 29
Page 30
national figures in a number of measures. A summary of the Council’s key successes against the national profile in the components of literacy and numeracy at Primary 1, Primary 4, Primary 7, Secondary 3 is provided at Appendix 1 to this report. 3.7 The delivery of improved outcomes and a narrowing of the attainment gap has been achieved through strong collaborative work between officers and schools. West Dunbartonshire’s year on year progress with attainment and equity outcomes is supported by an Improvement Framework. The Framework provides a range of improvement approaches designed around national quality indicators and benchmarks for education. The Framework is delivered by officers through regular meetings with headteachers; a professional learning programme and visits to schools and early learning and childcare centres to monitor quality and performance. 3.8 The performance of the Improvement Framework is monitored by the Chief Education Officer at the West Dunbartonshire Improvement Board. 4.0 Main Issues 4.1 West Dunbartonshire Improvement Framework In the period January to March officers have worked with headteachers to monitor quality using national quality indicators. Key focus areas in this period are: • planning and tracking attainment in literacy and numeracy; • assessment and moderation; • additional support needs planning and review processes; • design and use of the learning environments; and • predictions for attainment and equity outcomes by June 2024. 4.1.1 Establishment Performance Meetings: one to one meetings have been conducted with all headteachers to review centrally produced school Establishment Performance Reports. Headteachers report they value the opportunity for school data to be analysed by the central team and find the meetings as being supportive of their improvement work to raise attainment. 4.1.2 Data Leads Network: the monthly Data Leads Network introduced this session continues to improve the data literacy of staff. A mid- session evaluation of the Data Leads Network showed that the Data Leads feel more confident using data for improvement at individual pupil, cohort and school level; and is supporting consistency in the range and use of data for improvement in schools. 4.2 Excellence and Equity Development Workstreams 4.2.1 Digital Inclusion: an exciting pupil enterprise project aimed at developing skills for work is under development. The project, plans to create an in-house Chromebook repair programme. The programme aims to address the costs of Chromebook repair and also provide a stimulating real life environment for developing student skills and confidence for work. Under supervision, students will be responsible for the operation of the programme including Page 30
Page 31
planning, repair, customer relations, logistics, stock control, marketing and accounts. This will help offset some of the costs associated with repairing or replacing Chromebook devices with minor faults / damage. 4.2.2 Literacy Update: the next phase of implementing West Dunbartonshire’s new literacy programme ‘Come Read with Me @WDC’ is focussing on producing curriculum planners and teaching notes. A working group has consulted headteachers to identify pilot schools to trial the programme in the summer term. 3 schools will pilot the programme in April / May. 4.2.3 Maths and Numeracy: a working group of primary and secondary staff are working to develop a teaching framework for use across all schools and early learning centres in West Dunbartonshire. Teachers in P4-S2 are engaged in a programme of professional learning to support consistent teaching approaches across primary and secondary. The training programme will be extended next session to include teachers working at the early stages through to P3. 4.2.4 Health and Wellbeing: an audit of the curriculum is being conducted to review the content of delivery across all establishments. Information will be used to inform a refresh of the strategy to be completed by June 2024. Phase 2 of the West Dunbartonshire’s 'Make Space Connect' pupil leadership project is underway. The project provides resources for pupil leaders’ who will work with small groups of peers on creative activities focussing on building resilience and peer friendships. The learning materials have been produced by pupils in three primary schools. The project is being piloted in 4 primary schools with the aim of rolling out the project to all schools next session. 4.2.5 Learning for Sustainability: A revision of the service strategy and action plan is underway in response to a refreshed national Learning for Sustainability Action Plan. A national aspiration has been set for every learning setting in Scotland to become sustainable by 2030. The National Action Plan has been strengthened in response to the voices of children and young people who have called for Learning for Sustainability, together with climate change, social justice, global citizenship, outdoor learning, equalities and rights, to be greater part of their daily learning experiences. Committee will receive regular reports on the progress of the service strategy and associated action planning. West Dunbartonshire schools have committed to achieving Green Flag awards in all schools by 2025. Green Flags are awarded to schools for their exceptional commitment to implementing environmental education and sustainability initiatives through the Eco-Schools programme. Schools must demonstrate significant progress and sustained dedication in addressing environmental issues while engaging learners and the wider community. Training for Pupil Ambassadors and lead staff has been arranged for February in partnership with Keep Scotland Beautiful Page 31
Page 32
4.2.6 1+2 Languages: all West Dunbartonshire schools continue to offer a second language in French or Spanish throughout the BGE, aligning with local and national policies. An exciting development this term has been the active participation in Scotland Languages Week. In preparation, a vibrant online multimedia e-book, featuring activities, videos, resources, and music in French and Spanish, was curated for a West Dunbartonshire ‘Languages Carnival’. Monitoring the quality of provision in all schools has been completed by the 1+2 Languages Co-ordinator and demonstrates our commitment to fostering a linguistically diverse and enriching educational environment in West Dunbartonshire. 4.2.7 Assessment and Moderation: Assessment and Moderation Leaders have been appointed in every establishment in West Dunbartonshire. The Leaders’ have completed four professional learning sessions on high quality assessment and moderation and are leading in-service and collegiate sessions in their own establishments. This work aims to deliver consistent planning and delivery of high impact assessment practice in all schools. Baseline and post learning questionnaires have indicated that teacher confidence and understanding continue to improve as a result of this focus on professional learning and assessment pedagogy. 4.2.8 The number of children and young people benefiting from the Instrumental Music Service (IMS) has grown this session: • WDC Music Service Christmas Concert provided opportunity for more children and young people than ever to perform at Clydebank Town Hall. 200 children and young people performed a range of festive pieces delivered by 11 ensembles (brass, strings and woodwind); and 9 solo performances. • Three new Youth Music Initiative projects have been delivered to 1338 pupils this year. The projects have received very positive feedback from staff and pupils. Children in primary schools have enjoyed sessions ranging from ukulele lessons, the Let’s Sing project delivered by the National Youth Choir Of Scotland and music producing with a local company SKapade. A major focus of IMS work in the period January to March is supporting Senior Phase pupils to prepare for their for SQA Music practical exams which take place before the Easter holidays. This year 225 Senior Phase pupils are engaged in tuition lessons from the service. 5. People Implications 5.1 As reported to Council in June 2022 the Scottish Attainment Challenge funding enabled the provision of additional temporary (seconded) funded posts within the education service, partner council services and external providers. The annual (tapered) decrease in funding by 2026 will reduce the number of staff available to deliver in these areas with the seconded staff returning to their substantive posts, and any backfill element will cease. 5.2 The tapered decrease in funding by 2026 will reduce the number of Strategic Equity Funded posts: Page 32
Page 33
• 2021/22 - 41.5 funded posts • 2022/23 – 39.0 funded posts • 2023/24 – 35.0 funded posts • 2024/25 – 28.0 funded posts • 2025/26 – 24.07 funded posts 6. Financial and Procurement Implications 6.1 Funding from Scottish Government supports the work of the Strategy for Excellence and Equity. The Education Committee will be aware that a tapered reduction of Strategic Equity Funding was announced in 2022 reducing the annual income to West Dunbartonshire; and reducing the capacity of the service to deliver strategic priorities for excellence and equity. 6.2 Since its inception in 2015/16 to March 2024 the Council received £15,834,008 in funding. Please note that in financial year 2024/25 the funding available to West Dunbartonshire will have reduced by 26% compared to 2021/22.Table 6 provides the detail of the annual reduction in funding up to 2026: Table 6: 2021/22 2022/23 2023/24 2024/25 2025/26 £2,043,815 Reduction of £298,018 (-15%) £1,745,797 Reduction of £298,018 (-17%) £1,447,779 Reduction of £298,018 (-21%) £1,149,761 Reduction of £298,018 (-26%) £851,743 7. Risk Analysis 7.1 Current budget constraints and the reduced funding model could impact negatively on sustained improvement in future academic sessions. However, we will continue to monitor this closely to inform future planning. 8. Equalities Impact Assessment 8.1 A full Equality Impact Assessment was submitted to Committee in March 2022 and identified that the decrease in funding will reduce capacity. Scope exists to mitigate impact with the development of the Strategy for Excellence and Equity 2023-2027. 9. Consultation a. Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. 10. Strategic Assessment 10.1 This reports reflects the Council’s overarching priority to support our communities to thrive. Page 33
Page 34
Laura Mason Chief Education Officer March 2024 ___________________________________________________________________ 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: 1. WDC BGE Performance Report December 2023 Background Papers: Equality Impact Assessment – March 2022 Wards Affected: All wards Page 34
Page 35
ACEL Attainment 2022/23: High Level Messages 12 December 2023 Appendix 1 Page 35
Page 36
ACEL 2022/23 ACEL achievement for Scotland and West Dunbartonshire data in 2022/23. Stage/Level Reading Writing Listening & Talking Literacy Numeracy SC LA SC LA SC LA SC LA SC LA P1 - Early Level 81 83 78 79 87 87 76 76 85 85 P4 - First Level 78 80 72 74 87 87 70 72 77 78 P7 - Second Level 81 79 75 76 87 86 73 72 78 78 P1, P4 and P7 combined 80 80 75 76 87 86 73 73 80 80 S3 - Third Level and above 90 88 89 87 91 90 88 87 90 88 S3 - Fourth Level 62 61 60 58 63 70 56 55 63 58 2022/23 Attainment compared to Scotland 2022/23 • WDC values for primary pupils (P1, P4, P7 combined) are the same as or above the 2022/23 national figures for reading, writing and numeracy. • WDC primary data is positive for P1 and P4, where WDC attainment is above or the same as national attainment. • WDC attainment for S3 – Third Level and above and S3 – Fourth level are below the 2022/23 national figures for nearly all components. Page 36
Page 37
WDC ACEL Attainment in 2021/22 and 2022/23. Stage/Level Reading Writing Listening & Talking Literacy Numeracy 21/ 22 22/ 23 21/ 22 22/ 23 21/ 22 22/ 23 21/ 22 22/ 23 21/ 22 22/ 23 P1 - Early Level 81 83 76 79 85 87 73 76 82 85 P4 - First Level 77 80 73 74 84 87 69 72 75 78 P7 - Second Level 80 79 75 76 85 86 72 72 77 78 P1, P4 and P7 combined 79 80 74 76 84 86 71 73 78 80 S3 - Third Level and above 87 88 85 87 89 90 82 87 88 88 S3 - Fourth Level 55 61 49 58 61 70 44 55 50 58 2022/23 WDC Attainment compared to WDC Attainment in 2021/22 • Percentage of primary pupils (P1, P4, P7 combined) achieving appropriate level increased for reading, writing and numeracy in 2022/23 compared to 2021/22. • ACEL achievement has increased for P1, P4 and for P7 in writing and numeracy. • Percentage of secondary pupils achieving Third Level+ and above increased for reading and writing in 2022/23 compared to 2021/22, while numeracy achievement did not change. • Percentage of secondary pupils achieving Fourth Level increased for all reading, writing and numeracy in 2022/23 compared to 2021/22. Attainment of the most deprived primary pupils from 2021/22 to 2022/23 • For WDC, the percentage of 2022/23 primary pupils (P1, P4, P7 combined) achieving the level has increased for the most deprived pupils by 1 % for literacy (68 %) and by 2 % for numeracy (76 %). • For Scotland, the percentage of 2022/23 primary pupils (P1, P4, P7 combined) achieving the level has increased for the most deprived pupils by 3 % for literacy (64 %) and by 2 % for numeracy (72 %). • Achievement in WDC is greater than Scotland for our most deprived primary pupils in literacy and numeracy. Page 37
Page 38
Attainment of the most deprived secondary pupils from 2021/22 to 2022/23 • For WDC, the percentage of 2022/23 secondary pupils (Third Level+) achieving the level has increased for the most deprived pupils by 5 % for literacy (82 %) but has decreased by 4 % for numeracy (82 %). • For Scotland, the percentage of 2022/23 secondary pupils (Third Level+) achieving the level has increased for the most deprived pupils by 4 % for literacy (81 %) and by 2 % for numeracy (83 %). • Achievement in WDC is greater than Scotland for our most deprived secondary pupils in literacy but less than Scotland for numeracy. ACEL achievement attainment gaps for West Dunbartonshire in 2022/23 compared to 2021/22 between Quintile 1 and least deprived pupils in Quintile 5. WDC - Gap over time Quintile 1 - Quintile 5 Literacy (% difference) Numeracy (% difference) Stage/Level 2021/22 2022/23 2021/22 2022/23 P1, P4 and P7 combined 18.8 11.5 17.6 13.9 Change in attainment gap from 2021/22 to 2022/23 • Attainment gap data has been published for primary pupils (P1, P4 and P7 combined) which shows for WDC that the gap in literacy has decreased from 18.8pp to 11.5pp and the gap in numeracy has decreased from 17.6pp to 13.9pp. • The decrease in attainment gap for WDC is greater than the decrease in gap nationally as for primary pupils the gap in literacy has decreased from 21.3pp to 20.5pp, while the gap in numeracy has decreased from 17.8pp to 17.0pp. Page 38
Page 39
WEST DUNBARTONSHIRE COUNCIL Report by Chief Education Officer Education Services Committee: Wednesday 20th March 2024 _______________________________________________________________ Subject: Early Learning and Childcare Progress 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: progress to deliver the statutory entitlement of 1140 hours of high quality Early Learning and Childcare. 3. Background 3.1 Early Learning and Childcare Within Early Learning and Childcare (ELC) we now 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 for working families and in our council settings for those families who require some support. Overall children are very well supported, provided with exciting learning opportunities, and are nurtured by well trained staff. 3.2 Training There continues to be a wide range of training available to all our ELC providers through our Professional Learning Framework. We are further extending our One-ery guidance and relevant training has now begun which will be available to teachers teaching Primary 1 to Primary 3. Following on from the training from Education Scotland on Inclusive Practice and in response to feedback from our recent audit some of the Early Stage Teachers delivered Nurture Principles training on the February in-service. Our Early Years settings continue to receive training from Speech and Language and Educational Psychologists in the Up, Up and Away resource. It is intended that all settings will have engaged in this training by December 2024. This training will further support our staff to meet the needs of all learners in their care. We continue to source and provide training from external trainers to support our settings in developing a further understanding of national early years perspectives and have secured further training for all early years leaders in Pedagogical Leadership which will take place from May 2024. ITEM 10 Page 39
Page 40
4. Main Issues 4.1 Quality of our Early Learning and Childcare Outcomes for children continue to be very positive, however, none of our settings has been inspected recently so there are no current inspection grades to share since our December 2023 report. 4.2 Scottish Government – Programme for Government in Early Learning and Childcare This states that from April 2024 those staff in the Private, Voluntary and Independent Sector (PVI) delivering funded Early Learning and Childcare should receive a minimum hourly rate of £12. We have been informed that it is expected the funding for this will be allocated through the sustainable rate allocation, we await further guidance on this. 4.3 Eligible 2 Data Scottish Government have provided us with data on families living within West Dunbartonshire Council that may have an entitlement to access 1140 hours of early learning and childcare for an eligible 2 year old living in their household. We intend to link in with local Health Visitors to further promote this eligible 2 year old offer to those families who are not yet accessing this entitlement. 4.4 Children’s Progress Since August 2023 we have begun to monitor attendance on a monthly basis within our early years settings in order to have a deeper understanding of the current barriers and challenges experienced by our settings and identify any further supports and interventions to support improved attendance in all settings. Average Attendance Percentage within WDC Early Years Settings August 2023 September 2023 October 2023 November 2023 December 2023 January 2024 80.2% 81.9% 81.7% 78.2% 78% 80.6% Assessment data gathered in December 2023 shows that children continue to progress well in literacy and numeracy outcome measures. Percentage of Children Achieving Literacy Benchmark (Concepts of Print) – December 2023 11% 49% 40% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Dec-23 Concepts of Print - December 2023 Page 40
Page 41
Our literacy stretch aim at present is 69% of all children will achieve the benchmark in Concepts of Print. Since 2017 we have progressed overall from 52% to 59%. Data gathered in December 2023 shows that at present 11% of children have already met this benchmark, despite this being a benchmark spanning the whole of early level, achievable by the end of Primary 1. Additionally 49% of children are making good progress towards reaching this benchmark, putting us on track to meet this stretch aim. Percentage of Children Achieving Numeracy Benchmark (Number and number processes) – December 2023 Our numeracy stretch aim is 35% of children will achieve the benchmark in Number and Number Processes. Last session we achieved 32% and as with literacy have seen a steady upwards trajectory since 2017. We continue to promote the Stages of Early Arithmetical Learning Programme as the key driver for raising attainment in numeracy. In December 2023, 4% of children had already met the ambitious benchmark, despite this being a benchmark spanning the whole of early level, achievable by the end of Primary 1. 65% of children are making good progress towards reaching this benchmark, putting us on track to meet this stretch aim. 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 We have 59 career changers to date; 2 who have just completed their training and gained their Early Learning and Childcare qualification; and a further 7 who are undertaking the qualification at present. 32 career changers have secured employment within ELC within the last 5 years. We will continue to promote this career path and route to qualification. Additionally we currently have 8 Modern Apprentices being supported to work towards achieving the Scottish Vocational Qualification (SVQ) Level 3 within our Early Learning and Childcare settings. 6. Financial and Procurement Implications 6.1 Financial Year Revenue Capital £m £m 2018/19 1.410 0.580 4% 65% 31% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Dec-23 Number and Number Processes - December 2023 Page 41
Page 42
2019/20 5.268 2.380 2020/21 8.717 4.480 2021/22 9.723 5.880 2022/23 9.485 0.794 2023/24 9.742 0.287 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 An Equalities Impact Assessment for the Expansion Plan was undertaken previously. 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 in the project and partner Early Learning and Childcare providers continues through the various Council fora and regular meetings. 9.2 Early Learning and Childcare Statutory Guidance As detailed in Section 50 of the Early Learning and Childcare Statutory Guidance we have a duty, at least once every 2 years, to: - Consult with persons who appear to be representative of parents of children under school age in their area about how they should make early learning and childcare available. - Have regard to the views expressed in the consultation and must prepare and publish a plan setting out how they intend to make early learning and childcare available. As our last consultation took place in 2021 we went out to consultation again in November 2023. The consultation was open for 4 weeks for public consultation during the month of November 2023. In total there were 329 responses from residents living in West Dunbartonshire Council from across all areas. The consultation highlighted the following points: Page 42
Page 43
• 64% of respondents rely on their child attending an early years setting to allow them to work. • 85% of respondents used a local authority early years service. • 14% of respondents used a partnership nursery service. • 8% used a Childminding service. • 88% of respondents use/plan to use their full 1140 hour entitlement. • 79% of respondents preferred term time for the delivery of 1140 entitlement. • 21% of respondents preferred 50 weeks for the delivery of 1140 entitlement. • 28% of respondents feel that there are barriers to accessing their child’s entitlement. The main barrier noted was that they would like to have the option to purchase additional hours. • 62% of respondents would consider accessing entitlement to a fully funded deferred year. In light of this consultation we will work on creating a plan to improve our service to better meet the needs of children and families. 9.3 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 a strong local economy, improved employment opportunities and efficient and effective frontline services that improve the everyday lives of residents. These are strategic priorities for 2017-2023. Laura Mason Chief Education Officer Person to Contact: Alison Bowers, Senior Education Officer, Education, Learning and Attainment Telephone No: 07813 534420 Email: alison.bowers@west-dunbarton.gov.uk Background Papers: none Wards Affected: All Page 43
Page 44
Page 44
Page 45
WEST DUNBARTONSHIRE COUNCIL Report by Laura Mason, Chief Education Officer Educational Services Committee: 20th March 2024 ___________________________________________________________________ Subject: Services for Children, Young People and Families Update Report 1. Purpose 1.1 The purpose of this report is: a) To inform Educational Services Committee of progress on supports to children, young people and families and b) Inform on revisions and implementation of policies relating to services for children and young people. 2. Recommendations 2.1 Members of the Educational Services Committee are asked to: a) Note progress on plans to continue developing and improving supports and b) Note progress on revision and implementation of policies supporting children and young people. 3. Background 3.1 In January 2019 a national review of the implementation of Additional Support for Learning began. The subsequent report and action plan had nine key themes which set standards nationally, locally and at establishment level. 3.2 The national report recommends that local authorities must take account of the findings of the report to review and align their quality assurance processes. This must drive improvements in processes, practice and outcomes at all levels in the system. 3.3 West Dunbartonshire Council (WDC) is committed to ensuring all children and young people are enabled to progress through Early Learning and School with the support they need. When this support is more or different to what is generally provided for children and young people of the same age, then the child or young person is said to have additional needs. 3.4 The Education (Additional Support for Learning) (Scotland) Act 2009 lists four interrelated factors which individually or jointly impact on ability to learn: • Learning Environment ITEM 11 Page 45
Page 46
• Family Circumstances • Disability or Health • Social or Emotional Factors Additional support may be required throughout a child or young person’s educational journey: others may only require additional support for a short period of time. 3.5 It is recognised that children, young people and families are best supported through effective multi-agency planning and delivery of services. Educational Services work in collaboration with a range of council, Health and Social Care Partnership (HSCP) and third sector colleagues to support our families. This work is being developed via the Whole Family Wellbeing planning, led by Educational Services on behalf of the Community Planning Partnership. 4. Main Issues 4.1 There are currently 12, 226 school pupils in West Dunbartonshire Council. 5281 Pupils have Additional Support Needs (ASN) (43%), supported mainly in mainstream schools. Approximately 241 pupils are supported in our specialist settings as they require a more specific learning environment. We also have a small percentage of our children and young people with additional support needs supported by day or residential providers in external placements. These often involve young people separated from their peers and their community and can be expensive in comparison to supporting in-house. These costs have increased significantly over the past few years due to increased salaries and increased charges from partner providers for the range of specialist supports offered. This has resulted in budget overspends and it is anticipated that there might be mitigation of these to some extent by the strategy implementation. Our ASN Estate consists of: • 1 all through setting for 0-18 years supporting learners with complex ASN • 2 Secondary Bases • 4 Primary Bases 4.2 In response to projected needs in the secondary school estate, work is underway to expand the Kilpatrick School Campus with three additional classrooms. The provision of temporary modular classrooms has been undertaken and young people have transitioned to these. The planned building extension work due to be undertaken later in the school session 2022/23 has been delayed. Officers are currently exploring costs of potential longer term solutions. 4.3 Plans to re-develop the former Riverside Early Learning and Childcare Centre (ELCC) to create a school for severe and complex learners, are progressing well. Officers have finalised layout plans in collaboration with Asset Management and clarity around services provision has been agreed. There is Page 46
Page 47
delay in progress due to building warrant issues. Work on developing Phase two of the Choices Building is due to complete by May’23. 4.4 Education Leaders have collaborated to identify key areas of development and focus for Year 3 of the Additional Support Needs (ASN) Strategy. Work streams will continue to be underpinned by the National Improvement Framework and focus on developing the capacity of all staff to best meet the needs of individual children and young people. We recognise from our survey of parents that they too need help supporting their children. Planned work with our partners in HSCP will enhance the programme of parenting supports being established and delivered via the West Dunbartonshire For Family Hubs which are being piloted using funding from Scottish Government. 4.5 Notable progress is as follows: Inclusive Practices Three members of Education staff have successfully met the required standard to license as Makaton Tutors. Training will subsequently be rolled out over the coming months and opportunities to learn Makaton will be offered to staff and Parents. The Child Inclusion Research Curriculum Learning Education (CIRCLE) Champions continue to lead and drive forward the implementation of the Year 2 CIRCLE Plan. The current focus is on embedding the use of the CIRCLE Inclusive Classroom Scale and the Child Participation Scale in establishments, developing staff knowledge, skills and practice in providing an inclusive environment for all pupils. Work is continuing with the Champions creating resources that will support parental engagement and guidance which will provide a consistent framework for all schools. Continuing focus and support to improve staff skills, understanding and knowledge of responses and supports for Adverse Childhood Experiences (ACES) and trauma informed practice continues to be developed and embedded across our service. A range of professional learning has been delivered in individual settings and has supported staff teams to identify, respond and plan approaches to pupil and family support reflecting the context of each setting. In addition in collaboration with the Health Improvement Team we continue to promote and develop multi-agency opportunities for collaborative planning and learning which will create a trauma informed workforce. This will be reflected in the Nurtured DIG plan. Wellbeing Hubs WD for Families Hubs fully launched in October 2023. From October 2023- December 2023, 47 parent/carers engaged in group work. These sessions supported the themes of Supporting Sleep, Supporting Behaviour, Supporting Toileting, Supporting Stress and Anxiety in Partnership with Soul Therapies as well as Online Safety in partnership with Police Scotland. Group Evaluations are very positive reporting they feel the support they have received has helped they and their childrens’ wellbeing. Page 47
Page 48
In December 28 Families attended the Family Festive Fun Sessions delivered by the Outreach Workers, with opportunities for families to participate in Christmas arts and crafts as well as eat together within the Hub setting. A further 12 families attended a similar low sensory and low stimulation Festive Fun session facilitated by the Neurodevelopmental (ND) Team ensuring we were providing opportunities for all. Feedback from the Festive Fun Sessions was very positive and families have asked for similar opportunities to be planned across the year, providing inclusive community opportunities. In addition, the 6 Outreach Workers currently support 84 Families and since August have discharged a further 76 families after a period of support. To develop our Workforce and Culture a multi-agency professional learning programme has been developed which is open to all staff with the aim of developing a holistic workforce approach to supporting children and families. To date 86 Education and Health staff have engaged in this across WD for Families Hubs. Almost all staff reported an increased understanding of executive difficulties and of knowledge to support these. Almost all attendees reported they were likely to implement this learning in their settings and that they would share the learning with colleagues. We have extended the offer of multi-agency professional learning across the year. From January to June this will include: Understanding Sensory Systems and Use of Strategies to Support. All sessions will include group sessions for parents / carers followed by twilight for staff across all services. (App.1 WD For Families QR Code and PDF) Child Protection Building on the annual Child Protection (CP) Update refresher for staff, our basic two yearly training for CP coordinators in schools and early years establishments was launched in February 2024 with a further two dates planned for March 2024. Both are aligned to the work of the Child Protection Committee Training subgroup. All establishments have carried out Child Protection and safeguarding self- evaluations in order to establish good practice and identify areas of improvement. Moderation visits using How Good Is Our School Evaluation Framework are underway as part of the self-evaluation process. A number of schools have engaged in a range of pupil and parent internet safety activities in collaboration with partners in order to promote staying safe online. 16 days of action activity A range of activity was undertaken to promote the awareness of gender- based violence. Partners from Women’s Aid and Police visited schools, Professional learning and awareness raising of support services was delivered by Girls and Women’s safety team and means of accessing support was shared to over 12000 parents / carers via email, text, social media or website signposting. Page 48
Page 49
Responding to Incidents of Violence or aggression A working group comprising staff from across the service, including Trade Union (TU) representation has reviewed and revised the existing policy and guidance on this issue. The draft revisions reflect feedback from a range of staff and professional bodies and considers the range of scenarios that staff and pupils could encounter as well as aligning to both local and national legislation and guidance including wellbeing and adversity knowledge. (App.2 Responding to Incidents of Violence or Aggression) Appropriate Use Of Technology A new technologies policy has been produced in response to concerns relating to the mis-use of digital technologies. This will support staff and pupils in the range of issues around these. This has been produced by a group of representative staff including TU representation. (App.3 Appropriate Use of Digital Technologies Guidance) Intruders in School Protocol In response to a small number of concerning incidents of intruders in school settings, a short-life working group comprising a range of pupils, parents and staff was convened to produce an Intruder Protocol. It supports Education Leadership Teams in devising a bespoke approach to respond to such incidents in a way which reflects the unique nature of their settings. The Protocol reflects best practice and guidance and reflects views of partners such as Trade Unions, WDC Comms team, Health and Safety, BAM and Fire Safety. A pupil group is currently producing Pupil Friendly presentations to support delivery and pupil understanding. (App.4 Intruder Protocol) Mentors in Violence Prevention (MVP) Aligning with our strategic approach to promoting positive behaviour and relationships, this key peer education programme takes place in all our secondary schools. MVP gives young people the chance to explore and challenge the attitudes, beliefs and cultural norms that underpin gender-based violence, bullying behaviour and other forms of violence. Working closely with Education Scotland’s MVP unit, staff teams have been identified in every High School and additional training provided where required. Senior pupils in each school are trained as peer mentors and deliver MVP sessions to their younger peers exploring issues such as online bullying, domestic abuse, sharing of images and consent. Being taught by older peers about these harmful behaviours, as well as exploring with them how to react to bullying or abuse, enables a shared outlook, with each pupil playing their own part. MVP was also promoted by senior pupils at recent parents’ evenings at Clydebank High with similar plans for other high schools. United Nations Convention on the Rights of the Child Page 49
Page 50
The United Nations Convention on the Rights of the Child (UNCRC) Act 2024 is now part of Scottish legislation and will come into effect from July 2024. The Act makes it unlawful for public authorities, including the Scottish Government, to act incompatibly with the requirements of The UNCRC. It will also apply to private and third sector organisations who carry out certain functions on behalf of public authorities. It will give children, young people, and their representatives a new ability to use the courts to enforce their rights. Education establishments are being supported to engage and gain accreditation in the Rights Respecting Schools Award (RRSA) which will help develop knowledge and skills at establishment level and support pupil understanding of their Rights. It has Gold, Silver and Bronze levels of accreditation. To date 10 Primaries and 2 Secondaries and Kilpatrick School have gained Bronze. (App.5 UNCRC links) 4.6 In 2023 Council agreed to continue supporting the SHINE Holiday Hunger programme to ensure the provision of free meals and social activities for school children over school holiday periods. £100,000 per annum was committed to enable partnership working with our 3rd sector community partners to address the challenges of holiday hunger and associated increased costs for families. During the Summer and October school holidays - the SHINE programme has supported 21 community organisations to deliver free meals and activities to over 14,700 local children and young people. A further 400 struggling families were assisted during the festive period with the provision of Farmfoods and Lifestyle vouchers. Currently small grants of around £2,000 are be distributed to local groups to enable further free activities and meals during the Easter break. The late provision of a reduced support of £50 000 from Scottish Government funding contributed to some of the offers. 5. People Implications 5.1 There are no people implications as a direct result of this report. However it should be noted that in line with the recommendations in the ASN Review we must ensure we have a well-trained, high quality workforce who are equipped to support the range of needs and rights of our children and young people. 6. Financial and Procurement Implications 6.1 £0.3m of funding was allocated for ASN provision at Educational Services Committee on 11 March 2020. Additional budget will be required to deliver Kilpatrick ASN provision and once anticipated costs are known a further report will be provided to Committee. 7. Risk Analysis 7.1 If the Council is unable to ensure appropriate support to children and young people, we will not be meeting their needs under the terms of the Children and Young People Act 2014 (Equalities Act 2010). Page 50
Page 51
7.2 If the Council is unable to ensure appropriate support for all children, young people and staff this could result in reputational damage. 8. Equalities Impact Assessment (EIA) 8.1 As noted in the previously produced Equalities Impact Assessment, the ASN strategy and subsequent supports and guidance developed will enhance the quality of the service provided to all children, young people and staff and therefore can be seen to have a positive impact in terms of the equalities. 9. Consultation 9.1 Legal Services and the Section 95 Officer have been consulted in relation to the content of this report. 10. Strategic Assessment 10.1 This report reflects the Council’s aspiration to reduce inequalities for the people of West Dunbartonshire. Laura Mason Chief Education Officer Person to Contact: Claire Cusick, Senior Education Officer Services for Children and Young People E-mail: claire.cusick@west-dunbarton.gov.uk Appendices: App.1 - WD For Families https://sites.google.com/ourcloud.buzz/wdforfamilies/home App.2 - Responding to Incidents of Violence and Aggression Policy and Guidance App.3 - Appropriate Use of Digital Technologies Policy App.4 - Intruder Protocol App.5 - WDC Children’s Rights Links Twitter UNCRC WDC (@UNCRC_WDC) / X (twitter.com) Facebook https://www.facebook.com/profile.php?id=100092175932400 References: Getting it Right for Every Child Education (Additional Support for Learning) (Scotland) Act 2009 Additional Support for Learning Statutory Guidance 2017 Children and Young People (Scotland) Act (2014) Included, Engaged and Involved Part 2: A Positive to Preventing and Managing School Exclusions (2017) Page 51
Page 52
Report to Educational Services Committee on 11 March 2020: Learning Estate Strategy 2020-2030 Wards Affected: All Wards Page 52
Page 53
Are you looking for information to support yourself or someone in your family? Come to our West Dunbartonshire for Families Hub. Here you can be supported face to face by our skilled staff to find resources, supports and services linked to family wellbeing. OUR SERVICE DUMBARTON TUESDAY - THURSDAY • 9.30am – 4pm Concord Centre, St. Mary’s Way, Dumbarton G82 1LJ BONHILL TUESDAY - THURSDAY • 9.30am – 4pm Y Sort It Centre, Ladyton, Bonhill G83 9DZ CLYDEBANK TUESDAY - THURSDAY • 9.30am – 4pm Clydebank Community Hub, 405 Kilbowie Road, Clydebank G81 2TX WD FAMILIES forfor Hub WD FAMILIES forfor SCAN HERE FOR WEBSITE AND FURTHER INFORMATION Page 53 Appendix 1
Page 54
Page 54
Page 55
DRAFT Education Services Violence and Aggression in Schools Policy January 2024 1 Appendix 2 Page 55
Page 56
DRAFT Contents Section Page 1 Members of Steering Group 4 2 Introduction 5 3 Policy Aims 6 4 Rights of employees, all children, young people and visitors 7 5 Core Principles of Violence and Aggression Policy 9 ● Convivencia 9 ● Wellbeing 9 ● Inclusion 10 ● Equity 10 ● Relationships are at the heart of all we do 10 ● Targeted approaches through Staged Intervention 10 ● Training and support 11 6 Establishing and maintaining an ethos where violence and aggression is not tolerated 12 ● School Organisation and Pathway 12 ● Child’s Plans 12 ● Risk Assessments 13 ● Training 13 ● Recommendations ‘No Safe Place’ 14 7 Responding to violence and aggression when it occurs so that school ethos is protected 15 ● Reporting violent and aggressive situations 15 ● Support following an incident 16 ● Undertaking investigations 17 ● Provide further support and advice 17 8 Legal implications to policy 18 ● When physical intervention can be used 19 ● When physical intervention cannot be used 20 ● Children with additional support needs 20 ● Planning for and the management of physical intervention 20 2 Page 56
Page 57
DRAFT 9 Appendices Appendix 1: Useful definitions for policy terminology 22 Appendix 2: EIS Data on Violence and Aggressive Incidents 24 Appendix 3: Rights Respecting Schools Survey Data 25 Appendix 4: Advice on risk assessments 29 Appendix 5: Child Plans - questions for managers and staff 31 Appendix 6: Reporting information 32 Appendix 7: De-escalation 35 Appendix 8: Potential Timeline of a Violent and Aggressive Incident 37 Appendix 9: Process to be followed in response to aggressive and threatening situation 38 Appendix 10: An exemplar of a school behaviour policy 39 Appendix 11: Consideration of consequences 41 Appendix 12: Weapons protocol 42 3 Page 57
Page 58
DRAFT Members of Steering Group Claire Cusick - Senior Education Officer Joanne Scott - Education Support Officer Alison Boyles - Headteacher - Dumbarton Academy Johnathan Henderson - EIS rep - Dumbarton Academy Chris McGilchrist - EIS rep - St Peter the Apostle HS Laura Minto - EIS rep - Clydemuir PS Parent and Pupil Representatives from Clydebank High School and Dumbarton Academy Greg Allan - PT Whole Family Wellbeing / UNCRC Officer Kate Kerr - Unison Rep - Facilities - St Patrick’s Primary Sharon Hayes - Learning Assistant - Kilpatrick Hazel Redford - PT Physical Education - OLSP 4 Page 58
Page 59
DRAFT Introduction In West Dunbartonshire Council, the majority of employees in 2023 still perceive that all or most children and young people are generally well-behaved in schools. Employees continue to find that children and young people engage in mostly positive behaviours in the classroom in all or almost all lessons. However, since 2006, teaching and support staff have been reporting more negative, distressing and challenging behaviours. There was a general trend of positive behaviours decreasing and negative behaviours increasing as pupils’ age increased, with most low level and negative behaviours more commonly reported in secondary schools than primary schools. The exception was physical violence and aggressive behaviours, both directed at children and young people and towards staff, which were more often experienced in primary schools compared with secondary schools. Primary 1 -3 teachers were also more likely to encounter these behaviours towards themselves or other staff in the classroom compared with P4-7 teachers and in P4-7 compared with in secondary school. Behaviour in Scottish Schools Research Report 2023 The EIS Union recently compiled a report that investigated the ‘nature and extent of the ‘violence and aggression’ faced by teachers’, the ‘nature and extent of the ‘violence and aggression’ faced by pupils’ and ‘identify challenges around ‘violence & aggression and good practice to address or mitigate violence & aggression in schools’. 872 EIS members were surveyed and an example of information obtained from this survey can be found on Appendix 2. This survey shows that perceptions of teachers on violent and aggressive behaviour in schools is clearly present, frequent and requires a solution. This survey, as well as the EIS Union’s ‘Violence & Aggression’ recommendations report following the survey have been considered greatly as part of the policy review. WDC’s Children’s Rights Officer issued a survey to all primary and secondary schools in the authority. Insights regarding respect displayed from children and young people to employees and between children and young people themselves were gathered. The data which was considered and relevant in relation to this policy is located on Appendix 3. The data informs us that there is a high proportion of both employees, children and young people who are concerned about the degree of respect they receive from others. It should be noted that there may be several potential reasons that both employees, children and young people responded in the way that they did. 5 Page 59
Page 60
DRAFT From both sets of data, and the research referenced above, we can reasonably ascertain that violent and aggressive incidents are too frequent in schools, which is affecting our safe & nurturing learning environments. A measured and appropriate response to violent and aggressive incidents in schools would contribute greatly to improving the wider experience and health and wellbeing of all. Finally, West Dunbartonshire Council recognises any incident of violent or aggressive behaviour towards children, young people, employees and visitors to be unacceptable. Policy Aims The aim of this document is to: ● Fulfil West Dunbartonshire Council’s duty of care for all children, young people, employees and visitors; ● Provide guidance to minimise the occurrence of violent and aggressive incidents in schools; ● Provide guidance on managing actual or potential violent and aggressive incidents; ● Provide guidance on the use of Safety Interventions during violent and aggressive incidents; ● Provide guidance on support for all children, young people, employees and visitors following a violent and aggressive incident; ● Provide guidance on reporting incidents of violence and aggression; ● Give details of training available to staff relating to violent and aggressive incidents. This policy will be reviewed by members of the steering group in March 2025. 6 Page 60
Page 61
DRAFT Rights of employees, children, young people and visitors WDC Employees and Visitors Rights in relation to violent and aggressive incidents West Dunbartonshire Council employees and visitors have the right to be safe at their workplace, when visiting our buildings or when using one of our buildings. This policy offers guidance to ensure that appropriate Health and Safety legislation is strictly followed in the event of a violent and aggressive incident. The Council has a duty of care towards all employees and visitors within its establishments and this policy is designed to ensure the safety and care of everyone within all educational establishments. Children’s Rights in relation to violent and aggressive incidents The United Nations Convention on the Rights of the Child (The UNCRC - Click here for all the articles of The UNCRC) is now enshrined in Scottish law. The UNCRC Act (2024) has had a clear impact on the design and implementation of this policy. Under Article 12 of the convention, every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. Children and young people within West Dunbartonshire Schools have been consulted and have had their views taken into account in the creation of this policy. This has been vital to ensure Children and Young People have a shared sense of ownership of this policy. The following are examples of where The UNCRC applies to this policy. This is not a definitive list: ● Article 3 - Best Interests of the Child ● In all actions concerning children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a primary consideration. ● Article 6 - Life, survival and development ● States Parties recognise that every child has the inherent right to life. 7 Page 61
Page 62
DRAFT ● States Parties shall ensure to the maximum extent possible the survival and development of the child. ● Article 19 - Protection from violence ● States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child. ● Article 28 - Access to education ● States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity and in conformity with the present Convention. All polices, including this one, should be underpinned by a rights-based approach. Getting it Right for Every Child and the Children and Young People (Scotland) Act requires every practitioner to familiarise themselves with and take account of the United Nations Convention of the Rights of the Child (UNCRC) in their day-to-day practice. 8 Page 62
Page 63
DRAFT Core Principles of Violence and Aggression Policy Convivencia This policy will adopt a view on violence and aggression within learning establishments to include incidents that act against ‘convivencia’ – the Spanish word for “living together in harmony”. This view supports and explains the two essential strands of all school strategies for violence and aggression reduction: ● establishing and maintaining a learning environment where violence and aggression is not tolerated – so that an ethos of ‘convivencia’ is always present; ● responding to violence and aggression when it occurs so that the ethos of ‘convivencia’ is protected. Wellbeing It is essential that the whole establishment community has a shared understanding of wellbeing and the dignity and worth of every individual. This promotes a culture and ethos of positive relationships. All of our establishments should be free from violence and aggression. Our establishments and centres are expected to be nurturing and inclusive and to foster a climate of mutual respect. This can only be achieved when pupils’ needs are appropriately assessed and met. Renfrewshire Council’s Education Staged Intervention Framework and assessment of needs should be fully implemented to promote a safe working environment for all employees and children. Staff wellbeing should be recognised as a key factor in ensuring a nurturing, positive establishment environment. The quality of relationships within an education establishment can be seen to have a significant impact on employee wellbeing and their resilience along with their ability to manage and cope with the numerous challenges and stresses. In line with the Council’s Code of Conduct it is essential that there is meaningful recognition from managers at all levels of the demands of working within educational establishments. Effective leadership within establishments is crucial to ensuring that all employees are protected, and that staff wellbeing is high profile by embedding appropriate strategies and approaches within management systems and methods. Senior leadership teams should create a culture where staff wellbeing is seen as a crucial aspect of the wellbeing of the wider establishment community and recognition is given to the importance of the link between work-life balance and positive mental health. 9 Page 63
Page 64
DRAFT Inclusion There must be clear values-driven leadership and shared communication to creating an inclusive and positive ethos in which positive relationships can thrive, which is endorsed by, and embedded across, the whole community. Inclusion entails children and young people being present, participating, achieving, and being supported. This is everyone’s responsibility. Being a Teacher in Scotland General Teaching Council Scotland (GTCS) Standards for Registration include “Demonstrating a commitment to motivating, and including all learners, understanding the influence of gender, social, cultural, racial, ethnic, religious and economic backgrounds on experiences of learning, taking account of specific learning needs and seeking to reduce barriers to learning.” The Scottish Social Services’ Council (SSSC) Equality, Diversity and Inclusion Mainstreaming and Outcomes state “As a public body, we comply with the Equality Act 2010 and the Public Sector Equality Duty (PSED, or general equality duty). We pay due regard to the need to: • eliminate discrimination, harassment, victimisation, and any other conduct that is prohibited by or under the Equality Act 2010 • advance equality of opportunity between people who share a relevant protected characteristic and people who don’t • foster good relations between people who share a relevant protected characteristic and people who don’t.” Equity Equity underpins our approach to inclusion and promoting positive relationships. This ensures that each child and young person is given the right support, at the right time, in the right place from the right person when they need it. Relationships are at the heart of all we do. Everyone within an establishment community is more likely to demonstrate positive behaviour where relationships are respectful, rights based and where children are supported to develop positive behaviours. Targeted approaches through Staged Intervention There is a legislative requirement to support identified additional support needs through appropriate wellbeing assessment and planning, as set out in the refreshed Getting It Right for Every Child policy. Our strategy for embedding the Nurture Principles (Renfrewshire’s Nurturing Relationships Approach) should also inform this approach, particularly ‘All Behaviour is communication’ and ‘Children’s Learning is understood developmentally.’ Many children and young people will need specific targeted support to develop a repertoire of pro-social behaviours. Evidence 10 Page 64
Page 65
DRAFT demonstrates that it is important to teach appropriate social skills alongside managing behaviour. Thorough assessment using the National Practice Model, particularly the Resilience Matrix, and more specific assessments such as the Boxall Profile can help establishments decide on what particular personalised support is required. Training and Support From time-to-time children and young people who present as distressed or dysregulated can be challenging to manage within classes and playrooms. This behaviour can occur on a continuum and be exacerbated by certain factors. It is therefore essential that the DHT Pupil Support/Support for Learning Coordinator ensures that employees are appropriately trained and supported to carry out their duties. This may also include working with specialist employees to for example CSS staff, IL staff etc. Where specialist staff, in conjunction with the DHT Pupil Support/Support for Learning Coordinator, establish the need for professional learning, this shall be arranged from amongst the specialist teams, including Educational Psychology to ensure that employees are fully equipped to fulfil their responsibilities. Safety Interventions (previously MAPA) run numerous sessions throughout the year and dates are available on the CPD website. Where learning and development from external agencies is identified, this too shall be provided. It is the responsibility of senior leaders to disseminate specialist information such as Suicide and Self Harm guidelines and professional learning dates for Safety Interventions (previously MAPA) to all staff; it is the responsibility of employees to become familiar with policies, request a child’s plan and/or risk assessment if it has yet to be shared with them or ask for support where they identify a gap in their skills or knowledge. 11 Page 65
Page 66
DRAFT Establishing and maintaining an ethos where violence and aggression is not tolerated School Organisation and School Pathways Child’s Plan Where a pupil requires support in the form of a Child’s Plan, this must be constructed with the Team around the Child (TAC) and clearly reflect the views of the pupil and family. As members of the TAC, employees must also be fully involved in the rationale behind decisions and understand their role to support. Other employees 12 Page 66
Page 67
DRAFT who come into contact with the pupil must also be advised about risk management strategies. Risk assessment This policy provides clear structures to ensure that employees are protected from violence and aggression and relates to the prevention, management and reporting of violent incidents in establishments. Risk assessments should be shared with employees working with the child or young person, including supply/cover staff. Employees are reminded to request a copy of the risk assessment/plan if it has yet to be shared. The aim is to safeguard the health, safety, and welfare of employees at all times by: ● reducing the risk of violence and aggression against employees; ● making sure that arrangements are in place to assess the risk of violence and aggression against employees; ● providing appropriate training and information for employees. For example, as part of the annual update on the first In-service day, establishment staff will receive an update covering relevant information and training opportunities; ● making sure standards are applied consistently; ● providing appropriate support to employees following a violent or aggressive incident; ● maintaining robust recording and management systems for all violent and aggressive incidents, including those that fall within Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 2013; and ● making sure that employees who have experienced or witnessed incidents are confident to report them, have ● them taken seriously and dealt with effectively. Further guidance can be found on Appendix 4 for completing risk assessments. Training This policy takes into account the recommendations of No Safe Place and our Safety Interventions training provided by Crisis Prevention Institute. These place a clear focus on ACES, Nurture and de-escalation over restraint or seclusion. More information can be found on Appendix 5 13 Page 67
Page 68
DRAFT Recommendations from No Safe Place include: ● Local authorities should provide training to staff on a proportionate basis, with only those who have been assessed as needing training receiving it; ● This training should be rights based and in line with the Council of Europe recommendations 2004(10) and with the principles of the common core. Specialist places have access to this training on an allocated in-service day and annual refresh should also be available on this designated date. Staff across the learning communities can access Safety Interventions via the CPD website. Training requirements should be discussed with your line manager/professional learning coordinator in the first instance. 14 Page 68
Page 69
DRAFT Responding to violence and aggression when it occurs so that the school ethos is protected Reporting violent and aggressive situations Employees should report all incidents and should not accept that violence or aggression is part of the job. Recording of incidents helps to build up a true picture of the risks and triggers for work related incidents, helping in the monitoring and development of appropriate prevention strategies. It can contribute towards evidence which may be required should legal proceedings be initiated. Employees are encouraged to report and record incidents of violence and aggression and be aware of the process for doing so. They should: ● Record what happened as soon as practically possible after the incident; ● Keep to the facts ● Record what you saw, heard, thought, and felt at the time. Include any specific words, such as swear words, and actions, such as "grabs", "squaring up", etc; ● Be as detailed as possible ● Statements such as “she was verbally abusive” or “…and then he became more aggressive” are not descriptive enough to tell us exactly what happened; ● Be as factual as possible ● Factual record of events means that we can learn from what happened, make things safer and improve the way we work. It can also help to reduce the risk of either the organisation or an individual being sued or prosecuted. The employee experiencing violence or aggression can choose to contact their appropriate trade union representative for further advice and support if required. Establishments should make every effort to ensure LPN / pupil chronology is updated when there has been an incident of violence and/or restraint. Where an employee is absent from work because of any incident or accident involving violence at work the Council’s policy for “Supporting Employee Wellbeing Policy”, including the support mechanisms shall be implemented. If an employee is absent for more than 7 days due to violence, that incident does become RIDDOR reportable. Please alert your SEO in these instances. 15 Page 69
Page 70
DRAFT Support following an incident Provide immediate support and advice The incident must be reported immediately to the head teacher who should promptly take such action as is necessary to restore order and discipline in the school. In the event that the head teacher is the victim of the aggressive or threatening incident, the above action should be taken by the next most senior employee. In this situation the Senior Education Officer (or Education Officer if the SEO is unavailable) should be informed and link Child Protection Officer as soon as possible after the incident. The child’s plan and risk assessment should be included in the email alert The most important thing to check following an incident – whether or not it involved physical intervention – is that everyone is safe and well. Key questions to ask include: ● is there a requirement for emergency action e.g. the involvement of the emergency services? ● does anyone require first aid or other non-emergency medical attention? ● how are those who were involved/witnessed this feeling? ● does anyone require recovery time in school or at home? ● does anyone require peer support? ● is everyone reassured that the incident will be properly investigated? The head teacher should now investigate the incident fully to establish the exact circumstances. Undertake an investigation ● Take statements from all those involved capturing information from Appendix 5 ● Consider if the police should be involved. This will depend on the seriousness of the assault and other circumstances. In particular, the wishes of the victim should be taken into account 16 Page 70
Page 71
DRAFT ● Where Police are contacted all involved staff should cooperate fully at all stages of the investigation ● Establishment should alert their link Education Officer and link Child Protection Officer ● Contact the parent(s) or carer(s) and ask them to attend a meeting at the school to discuss the incident. Seek their cooperation and agreement where possible as to sanctions and action necessary to prevent a recurrence. ● For further information surrounding investigations please refer to ‘SMS Code 01 - Investigating, Recording and Reporting Incidents.’ http://intranet.west-dunbarton.gov.uk/chief-executive/people-technology/health -and-safety/health-and-safety-management-standards/ Provide further support and advice Any serious incident should be followed, at an appropriate time and emotional distance from the incident, with an opportunity for the member of staff either directly involved in or witnessing the incident to talk about the actual circumstances of the event. If requested by the victim, advice should be sought from the representatives of the relevant staff union and the Council’s HR team. In all cases, the victim of an aggressive or threatening incident should be kept fully informed of the outcome of any action taken. Legal implications to policy The Standards in Scotland’s Schools etc. Act 2000 introduced the restriction on corporal punishment (section.16) which makes clear that pupils should never be subjected to corporal punishment. Corporal punishment is defined as ‘doing anything for the purposes of punishing the pupil concerned (whether or not there are reasons for doing it) which, apart from any justification, would constitute physical assault on that pupil’. A member of staff (for example a teacher or any other person who works at the school and who has lawful control or charge of the pupil) has no right by virtue of his or her position to inflict corporal punishment on a pupil. This prohibition applies to all schools, including independent schools and is prohibited at any time thus pupils on a school trip are covered. Importantly, however, there are two situations where a member of staff may physically intervene and where physical intervention would not be seen as corporal punishment: 17 Page 71
Page 72
DRAFT ● where the action towards the pupil was done for reasons which included averting an immediate danger of personal injury to any person, including the pupil; and, ● where the reasons for the action included averting an immediate danger to the property of any person, including the pupil. These do not need to be the only or primary reasons for the commission of an act towards the pupil. Essentially, provided one of these reasons is included, assault will not be inferred. What constitutes an immediate danger to personal injury or to property is a matter of professional judgement, the law is unable to legislate for every scenario. However, averting immediate danger to property of limited value or immediate danger of very minor personal injury would not constitute a defence to assault. The purpose of physical intervention is the avoidance of injury to staff, pupils and third parties. It must, therefore, only be used in circumstances where there are reasonable grounds for believing that a child or young person is placing himself/herself or other people in immediate danger; there is also a case for such intervention when there is imminent risk of significant damage to property. The European Convention of Human Rights provides that it is unlawful to inflict inhuman or degrading treatment or punishment of any kind, for example, corporal punishment. Any other form of punishment which was inhuman or degrading would also be unlawful. For example, it may be deemed degrading to expose a pupil to verbal humiliation as a punishment. The law in Scotland provides that education authorities, schools and educational staff have a duty of care to protect pupils in their care from physical harm. Staff must follow the guidance contained in this policy and procedures document to ensure the backing and protection of the local authority should any legal action be brought as a result of physical interventions being employed in exercising this duty. Any guidance should be read in conjunction with recommendations from No Safe Place. 18 Page 72
Page 73
DRAFT When can physical intervention be used? Any physical intervention must be in line with the Commissioners recommendations within ‘No Safe Place: Restraint and Seclusion in Scotland’s Schools’ ( https://www.cypcs.org.uk/ufiles/No-Safe-Place.pdf pg. 43-44), in the best interests of the child or young person, whilst offering protection to staff and other children.“The rights of all children and young people must be a key consideration where physical intervention is being considered”. (Included, Engaged and Involved Part 2, pg. 24) Physical intervention must only be used as a last resort when other forms of de-escalation, such as simple instructions, diversion or other types of interventions within the child’s plan are not practical or not effective. This is further outlined in the Commissioner’s recommendations, stating that ‘...local authorities should ensure that all policies, whether at national or local level, make it clear that restraint and seclusion are measures of last resort.” Physical intervention should use the minimal force necessary to prevent injury or damage and should be used for the shortest possible time. No intervention should ever be deliberately painful or dangerous otherwise it could be classed as an assault. It is important for children and young people to be made aware that physical intervention is a non-punitive measure solely used to prevent them harming themselves, other people or property. Physical intervention should be preceded by a dynamic risk assessment and a clear verbal instruction or other signal to stop the dangerous or threatening behaviour. All children considered to potentially require physical intervention should have a plan in place, agreed in advance with the child and their parent/ carer(s), which includes de-escalation strategies and a risk assessment. This plan should be reviewed in line with the GIRFEC model and following any incident of physical intervention. Staff should never put themselves at risk. Any form of physical intervention should be contemplated only if: ● the staff member feels sufficiently able, and sufficiently trained, to intervene; ● such intervention poses minimal risk to the teacher or to others present; ● the staff member considers it likely that their intervention will make a positive difference to the safety of the child, themselves or others. In the case of staff who have medical conditions which could affect their ability to use some physical intervention, safety advice should be taken from West Dunbartonshire Council's Occupational Health Advisor. 19 Page 73
Page 74
DRAFT When must physical intervention not be used? Physical intervention should never be used as a means of ensuring compliance with staff instructions when there is no immediate risk to people or property. In addition, physical intervention should not be used when: ● safety can be restored in another practicable way; ● you are not in control of yourself; ● you consider it clearly unsafe to do so (for example, the young person has a weapon); ● the young person has a medical difficulty that may be made worse by being restrained; ● there are not enough adults to restrain the child safely; ● you feel that, even with enough adults, you are not confident you can manage to restrain the child safely; and/or ● you are on your own with a young person, unless you assess that a physical intervention is the action which presents the lowest risk (in very rare circumstances). Children with Additional Support Needs Some children/young people may have an additional support needs profile which can mean that difficult to manage behaviours have a recognised relationship with those additional support needs. In these cases, it is important that explicit planning takes place to minimise the likelihood of such behaviours occurring and clear guidance given to staff on how to respond if this becomes necessary. Many children who have additional support needs can display distressed and/or difficult to manage behaviour. Other pupils may have a history of aggressive or self-harming behaviour. In such cases, medical advice should be sought on the forms of intervention which may be safely used. The establishment should make sure that parents/carers are aware that they have a clear onus to advise staff of any medical condition or change in medical status. Planning for, and the management of physical intervention In all circumstances where distressed behaviour has a recognised relationship with identified additional support needs, the Child’s Plan should incorporate measures to minimise, support and safely manage those behaviours. An individual risk assessment including de-escalation and positive handling considerations must be carried out and the Child’s Plan should reflect any medical and/or de-escalation and positive handling advice received. It should identify: ● the triggers that cause the young person distress; ● the early warning signs that all is not well; and 20 Page 74
Page 75
DRAFT ● ways in which staff and children can help calm the situation. These plans must be reviewed as frequently as required, and every time there is a physical intervention with the child/young person. They should then be shared with the wider team of teachers, support staff and parents. Where they have yet to be shared, the wider team should request the up to dare copy. Any form of physical intervention as part of the plan must be demonstrated to the child and parent. 21 Page 75
Page 76
DRAFT Appendix 1: Useful definitions for policy terminology Corporate Health and Safety (H&S) use the following definition in WDC Violence at Work Safety Management Standard. The Health and Safety Executive has defined violence at work as: “Any incident in which a person is abused, threatened or assaulted in circumstances relating to their work”. This includes: ● Physical assault; ● Threatening behaviour, with or without a weapon; ● Serious or persistent intimidation, including sexual or racial harassment; ● Severe verbal abuse; and ● Behaviour designed to cause emotional distress or humiliation, including rude gestures or innuendo of an offensive nature. This includes threatening behaviour online too. This is not an exhaustive or definitive list. Incidents should be assessed individually and in the context that they occur. It is recognised that individual perception, sensitivity and reaction to some of the factors may vary from one employee to another. For this reason, WDC recognises a definition of violence that includes "the experience of a feeling of threat" on the part of the employee, in any situation. Aggression is defined as ‘spoken or physical behaviour that is threatening or involves harm to someone or something’. (Cambridge Dictionary Website, 2024). Physical assault is the intentional application of force by one person on another, without lawful justification, resulting in injury or personal discomfort for example damage to glasses, dental work etc. Non-physical assault is the use of inappropriate language or behaviour causing distress and/or constituting harassment. Unacceptable behaviour including for example - loud or intrusive conversations or shouting, offensive sexualised behaviour or gestures, physical posturing and unwanted email, telephone or from other technological devices and from social media communication Emotional Dysregulation is the decreased ability to control emotional responses resulting in disproportionate reactions to the situation. 22 Page 76
Page 77
DRAFT ACEs stands for Adverse Childhood Experiences. These relate to highly stressful, and potentially traumatic, events or situations that occur during childhood and/or adolescence. They can be a single event, or prolonged threats to, and breaches of, the young person’s safety, security, trust or bodily integrity. Safety Interventions are restrictive and non-restrictive interventions to maximise safety and minimise harm. These are used as a last resort and for the minimum time necessary. Non-restrictive interventions enable staff to respond by considering effective verbal interventions, making the environment safe, or moving to a place of safety if the person in distress does something that could injure others. Examples of non-restrictive interventions include: • Removing items that could be dangerous • Removing the person in distress • Removing bystanders • Asking a staff member to help • Calling for help • Physical disengagements Restrictive intervention can be described as any physical, environmental, or mechanical intervention used to restrict a person’s liberty of movement. Disengagement is the use of a physical intervention to gain a release of self or others. These definitions will apply to incidents involving all children, young people, employees and visitors who are under the duty of care of West Dunbartonshire Council. 23 Page 77
Page 78
DRAFT Appendix 2 - EIS Data on Violence and Aggressive Incidents (November 23 Report) 24 Page 78
Page 79
DRAFT Appendix 3 - Rights Respecting Schools Survey Data (October 2023) The Children’s Rights Officer issued a survey to all primary and secondary schools in the authority. It collected the insights regarding respect displayed from children and young people to employees and between children and young people themselves. What the data displays is that there is a high proportion of both employees and children and young people who do perceive respect from others to be a concern. It should be noted that there may be several potential reasons that both employees, children and young people responded in the way they did. However, we can reasonably ascertain that a reduction and appropriate response to violent and aggressive situations in schools would contribute to improved respect received by all. Primary Employees (198 responses) Secondary Employees (201 responses) 25 Page 79
Page 80
DRAFT Primary Children (1769 responses) 26 Page 80
Page 81
DRAFT Secondary Young People (922 responses) 27 Page 81
Page 82
DRAFT 28 Page 82
Page 83
DRAFT Appendix 4 - Advice on risk assessments of physical intervention Individual children and young people Assessing risk must take account of both the specific risks posed by individual young people as well as the risk towards any individual young person if physical intervention has to take place. In either case, you should carry out an individual assessment. You should include the steps to be taken to deal with the risks in the young person’s day-to-day care arrangements. The risk factors to be considered prior to intervention include: ● previous incidents or situations; ● a history of being a victim of violence or violent situations; ● stressful/difficult home situations; ● under the influence of alcohol or other substances; ● communication difficulties; ● previous experiences of intense rejection; abuse; separation; loss; distress and/or fear; some forms of mental health issues; ● physical pain due to illness or some forms of disability; ● difficulties in adapting to new situations or people; 29 Page 83
Page 84
DRAFT ● extreme sensitivity to aspects of an environment e.g. noise; physical contact; light etc.; ● exposure/re-trigger of previous trauma; ● risks associated with physical intervention (CPI Safety Interventions workbook pg. 39-45): ● psychological injury; ● soft-tissue injury; ● articular or bone injury; ● respiratory restriction; ● cardiovascular compromise. There are situations where physically intervening present a significant risk and should be avoided if possible. For example, this could apply if there is a combination of the type of factors listed above. Risk assessments need to evolve as young people and their circumstances change. The aim is to allow each young person to grow so that they do not need other people to support their behaviour. 30 Page 84
Page 85
DRAFT Appendix 5 - Child Plans - questions for managers and staff ● For each child, what behaviour do they display that might place that child or others at significant risk of harm, and how should you respond to keep people safe? ● Does the Child’s Plan consider how issues such as personality, gender, religion, cultural or ethnic background, developmental delays, and previous history affect behaviour and influence decisions on when to physically intervene? ● If there is a big risk of the young person behaving dangerously, is a behaviour management plan in place, including plans for physically intervening, where needed? ● Will adult involvement increase the risk of aggressive or threatening behaviours and lead to harm, even where the aim is to support the young person? ● Does the care plan consider the young person's use of alcohol and drugs? ● Does it consider their relationships and daily routines? ● Does it identify possible flashpoints, how they should be dealt with and by whom? ● Does the care plan outline the alternatives to physically restraining the young person which have proved effective in the past? ● Is the young person’s support plan updated to reflect learning from recent incidents 31 Page 85
Page 86
DRAFT Appendix 6 - Reporting information for seemis and Figtree Step 1: Details of the incident to be emailed to HT for inclusion in Seemis latest pastoral notes and Figtree To be completed by the person/s undertaking the physical intervention (immediately or within 24 hours). This statement is completed in conjunction with the submission of an online HS1 form via FIGTREE. Name of establishment: Name of staff: Designation: 1. What was happening for the child before the incident? What seemed to trigger the behaviour? Who else was involved or present? 2. What behaviour alerted you that the child was struggling to cope? 3. Which techniques did you use to de-escalate the situation? 4. Before physically intervening what was the response from the pupil/child? 5. What was the specific risk to the welfare of the child or others? 6. What method or type of hold did you use and were there any complications that arose during the intervention? 7. How long did the physical intervention last? 32 Page 86
Page 87
DRAFT 8. How did the physical intervention come to an end, and what help and support did you offer to the child? Signed: Date: Designation: Part 2 Figtree To be completed by the HT on FIGTREE. Level of detail required is as follows. Ensure responsible person is Headteacher and line manager is the link Senior Education Officer NAME OF ESTABLISHMENT: NAME OF MEMBER(S) OF STAFF: CHILDS NAME: CHILD’S DOB & STAGE: CONFIRM FIGTREE SUBMISSION: Injuries Was member of staff injured? YES/NO Was pupil injured? YES/NO Pupil Support Plan Does the pupil have a plan in place? YES / NO If no, is a support plan now required? YES / NO 33 Page 87
Page 88
DRAFT If yes, was this action in line with the part of the support plan that details aggressive or threatening behaviour? YES / NO As a result of this incident does the support plan need to be reviewed? YES / NO Has a planning meeting/ TATC been convened? YES / NO Date: Has the parent been informed? YES / NO Date: Please explain the ways in which the plan will reflect a response to this incident: Incident logged in LPN as Latest Significant Event with brief description and response? YES/NO Centrally Recorded LPN information to be captured (still needed?) Was physical intervention required? YES / NO If yes, has report been completed and submitted via FIGTREE? YES / NO Revised RA now in place? YES / NO Has the Child’s Plan been reviewed? YES / NO 34 Page 88
Page 89
DRAFT Appendix 7 - De-escalation Practical de-escalation is the primary focus of our Crisis Prevention Safety Intervention training of which their trademarked Integrated Experience model is the overarching protocol Supportive - relationship based Directive Calm and consistent adult Provide space and time Think "what has happened?" Awareness of background, circumstance, triggers Distract Rational detachment Clear direction /simplified instruction Scale back language Positive phrasing Respectful 35 Page 89
Page 90
DRAFT Down play challenge - stick to topic Behaviour influences behaviour Offer fail safe choice - "if…then…" / Scripted intervention (PIVOTAL) - agree as a team/department/TATC Use caring, supportive tones Keep volume appropriate to the situation Deliver message at a rate the young person can process Limit setting “when…then…” Non-restrictive intervention Restrictive intervention (Safety Interventions training) Remove items that could be dangerous Remove the person in distressed Remove bystanders Remove class/group to a different place of saftey Ask staff member for help Be mindful of posture, proximity, gestures Take any threats seriously Physical disengagements (Safety Interventions training) Lowest level of physical hold until risk is removed Lowest level of hold for least amount of time possible Demonstrated to young person/parents previously if part of plan/risk assessment 36 Page 90
Page 91
DRAFT 37 Page 91
Page 92
DRAFT 38 Page 92
Page 93
DRAFT 1 1 39 Page 93
Page 94
DRAFT Appendix 10 - An exemplar of a school behaviour policy 40 Page 94
Page 95
DRAFT References ‘Violence reduction in schools – how to make a difference’, Council of Europe, 2006 41 Page 95
Page 96
DRAFT Appendix 11 Consequences Consequences https://consult.education.gov.uk/school-absence-and-exclusions-team/revised-school -behaviour-and-exclusion-guidance/supporting_documents/Behaviour%20in%20sch ools%20%20advice%20for%20headteachers%20and%20school%20staff.pdf On the rare occasion where it has been determined that there has been an act of violence that is unrelated to ASN/ACEs, that it has been an act of maliciousness to deliberately hurt or intimidate another pupil / member of staff, staff should follow their establishment discipline policy. Priority should be to ensure the safety of the pupil, other pupils and staff and to restore a calm and orderly environment. It is important that staff across a school respond in a consistent manner so pupils know with certainty that misbehaviour will always be addressed, and that context will be taken into account. De-escalation techniques can be used to prevent further behaviour issues arising and recurring and schools may use pre-agreed scripts and phrases to help calmly restore order. Where necessary, consequences should quickly follow the incident. Schools should be clear that there are consequences for misbehaving and misbehaviour will not be ignored. The aims of any response to misbehaviour should be to: • restore a safe, orderly environment in which all pupils can learn and thrive; • attempt to prevent the recurrence of misbehaviour; and • maintain the culture of the school by reinforcing the need for safety, calm and dignity. All members of staff should respond predictably, promptly and assertively to incidents of misbehaviour. Inconsistency teaches pupils that boundaries are flexible which can encourage further misbehaviour. This reduces the deterrent effect of sanctions, which in turn dilutes their effectiveness. Where appropriate, staff should take account of any contributing factors that are identified after an incident of misbehaviour has occurred: for example, if the pupil has suffered bereavement, experienced abuse or neglect, has mental health problem, has been subject to bullying, has needs including ASN or a disability (including any 42 Page 96
Page 97
DRAFT not previously identified), has been subject to criminal exploitation, or is experiencing significant challenges at home. Sanctions should be applied clearly and consistently to reinforce the routines, expectations and norms of the school’s behaviour culture. When appropriate, staff should make time for a pastoral discussion to ensure the pupil understands why they received the sanction and what they need to do in the future to improve their behaviour. Acceptable consequences for consideration The behaviour policy should include a range of possible consequences clearly communicated to and understood by pupils, staff and parents. Consequences should not be considered in opposition to rewards, but rather as two complementary strands of intervention that reinforce a school’s positive behaviour culture. Examples may include: Use of restrictive / non-restrictive safety intervention that manage immediate risk of harm to • a verbal reprimand; • the setting of written tasks such as writing an account of their poor behaviour; • loss of privileges – for instance the loss of a prized responsibility; • parental phone call / meeting; • detention; • school based community service, such as tidying a classroom • regular reporting including early morning reporting; scheduled uniform and other behaviour checks; or being placed “on report” for behaviour monitoring; • exclusion (discuss pupils with ASN/who are LAC with SEO prior to exclusion) • in the most serious of circumstances - permanent exclusion / call to Police Scotland. 43 Page 97
Page 98
Page 98
Page 99
Education Services Appropriate Use of Digital Technologies Devices in Schools Policy Children, Young People, Employees and Visitors December 2023 Appendix 3 Page 99
Page 100
Contents Pg 3 Introduction 4 Policy Aims 5 What is a Technological Device? DRAFT 6 Views of Stakeholders 8 What do we mean by ‘Safe and Appropriate use’? 11 Expectations of the use of Technological Devices in schools 14 Children’s Rights in relation to Technological Device Use Page 100
Page 101
16 WDC Employee and Visitor Rights in relation to Technological Device Use 17 Parent or Carer responsibility - guidance from Police Scotland 18 Useful Links and Further Information from Police Scotland 19 Legal Aspects 20 Sharing of photographs, video and audio recordings 21 Digital Addiction 24 Appendix 1 - Example of Acceptable Use Policy for Children and Young People 26 Appendix 2 - Acceptable Use Policy for School Staff 28 Appendix 3 - Exemplar Letter to Parents and Carers Staff involved in the drafting of this policy include; ● Claire Cusick - Senior Education Officer, WDC ● Joanne Scott - Education Support Officer, SCYP ● Mark Hunter - Curriculum Leader Science at CHS ● Lisa-Joy McMullen - Curriculum Leader BECS at CHS ● Chris McGilchrist - Teacher of Modern Studies at SPTA HS and EIS representative ● Greg Allan - UNCRC Officer, WDC 2 Introduction In modern society, technological devices are an integral part of the lives of children, young people and adults across Scotland, with many bringing their own devices into school. Responsible use of technological devices can enhance learning, teaching and social experiences. They can also bring a sense of security to parents and guardians as their children lead and enjoy more independent lives. With added modern features such as education based apps, survival software (e.g. Diabetes related apps) and cashless Page 101
Page 102
DRAF T purchasing, technological devices are now integrated into everyday life. There are risks associated with children, young people and adults bringing technological devices into schools. The inappropriate use of these devices can detract from learning and teaching in schools. In worst case scenarios, it can involve children, young people and adults in investigations which can cause negative impacts to various stakeholders in our school and wider communities. Taking into account the benefits of using technological devices responsibly, whilst considering the risk factors, it is unreasonable and impractical to attempt to impose a ban on these devices in West Dunbartonshire Schools. That being said, children, young people and adults within educational Page 102
Page 103
establishments, including visitors, have a right to privacy, safety and to be protected from harassment. Therefore, any inappropriate use of technological devices in West Dunbartonshire Council schools will be dealt with in a robust, measured and appropriate manner. West Dunbartonshire Council has a zero tolerance to technological device misuse. 3 Policy Aims Our policy aims to: ● Promote safe and responsible technological device use in schools. ● Set clear guidelines for the use of technological devices for children, young people and adults in schools. ● Support the school’s other policies, especially those related to child protection and Page 103
Page 104
DRAF T promoting positive behaviour. This policy also aims to address some of the challenges posed by technological devices in schools, such as: ● Risks to child protection ● Data protection issues ● Potential for lesson disruption Page 104
Page 105
● Risk of theft, loss, or damage ● Appropriate use of technology in the classroom It should be noted that the term ‘in schools’ refers to all school business relating to ELCC, Primary, Secondary and Special schools. This includes curricular activities, extra-curricular activities, school day trips and residential trips. It should also be noted that the term ‘adults’ includes WDC employees, WDC volunteers, visitors, parents and carers. 4 What is a ‘Technological Device’? For the purposes of this policy, a ‘Technological Device’ is any electronic device that can be used for creating, storing, receiving or transmitting information in the form of electronic data. Page 105
Page 106
DRAFT Examples of Technological Devices include the following; ● Smart Phones ● Smart Watches ● Computers (including Laptops, iMacs, Chromebooks, Desktops, etc) ● Digital Cameras ● Digital Video Recorders ● Digital Audio Recorders ● Wireless or Wired Headphones ● Or any other electronic device enabling the uses listed above. Page 106
Page 107
5 Views of Stakeholders West Dunbartonshire’s Involvement and Engagement Strategy, which ensures consistent protocols in seeking involvement of Children and Young People in policies and decisions that impact them, has been shaped by the United Nations Convention for the Rights of the Child. In particular, it ensures that Article 12 of the convention, ensuring that children and young people’s voices are heard and considered, are at the heart of new policies. Staff, parent and carer opinion is also invaluable as they all have a shared interest in ensuring the best outcomes for children and young people in their education and future lives. DR AF Page 107
Page 108
T Therefore, stakeholder viewpoint data has been collected from children and young people, staff, parents and carers connected to Clydebank High School as part of their ‘Steps to Success’ agenda. This data has been used as a foundation for this policy. It should be noted that data collected was based around mobile phone technology only. The total survey responses were as follows; ● 257 responses from Children and Young People ● 77 responses from Staff ● 153 responses from Parents and Carers. Data collected from the Children and Young People surveys included; - 88.7% said Teachers would give a warning or tell them to put their phone away. - 93% said Teachers allowed mobile phone use some of the time. - 85.2% felt that Teachers would be ‘Annoyed’ or ‘Mildly Frustrated’ about them using their phone during class. - 88.3% said a suitable sanction for having their mobile phone out in class would be to be ‘Told to put it away’. - 87.9% did not agree that their mobile phone should be looked after by the Teacher until the end of lesson. - 98.1% did not agree that their mobile phone should be sent to the office. 6 Data collected from the Staff surveys included; - 100% felt that mobile phones were a distraction in their classrooms. - 32.5% felt Page 108
Page 109
that mobile phones were mostly disruptive at the beginning of lessons. - 75.3% preferred that mobile phones could be used legitimately as part of the lesson. - 58.4% preferred that mobile phones be out of site during the lesson. - 55.8% felt that pupil anxiety would increase if pupils were not allowed to access DRAFT their phone. - 74% felt a phone specific demerit was an acceptable sanction for pupil use of phones when not allowed to. - 66.2% felt an alert should be sent home to parents and carers if pupils were accessing their phone when asked not to. Data collected from the Parent and Carer surveys included; - 90.9% answered ‘No’ or ‘Sometimes’ when asked ‘Is it ever necessary for you to contact your young person during class time?’ - 92.2% answered ‘No’ when asked ‘Do you expect your young person to respond to messages during class time, either from friends or family?’ - 98% answered ‘No’ when asked ‘Do you think it is appropriate for your young Page 109
Page 110
person to interact on their phone during lessons, perhaps with friends in other classes?’ - 87.6% answered ‘Strongly Agree’ or ‘Agree’ when asked ‘Do you agree that mobile phones are likely to cause a distraction in class?’ - 100% answered ‘Yes’ when asked ‘Would you support a teacher’s decision in asking a young person to put their phone away if it is being used without permission?’ - 69.9% agreed with the sanction of ‘Told to put away’ when asked ‘What sanctions would you support if young people were found to be using their phone during lessons without permission?’ - 97.4% answered ‘Yes’ when asked ‘Would you be happy to support a new school policy by reinforcing this at home?’ 7 What do we mean by ‘Safe and responsible use of Technological Devices’? For children and young people, technological devices are a conduit for socialising, playing and meeting friends. Just like in the real world, children and young people require guidance and support from adults to use technological devices safely and appropriately. Page 110
Page 111
DRAFT Children and young people need to understand that inappropriate behaviour remains unacceptable whether it occurs in an online environment, the playground, the classroom or anywhere else. To that end, Children and Young People should receive clear expectations for responsible conduct with technological devices in school. These expectations should remain consistent, regardless of the context. Any breach of expectations in relation to technological devices should be treated in accordance with the establishment’s promoting positive behaviour policies. WDC recognises the hard work of schools’ Senior Leadership and Pupil Support Teams and the challenges faced when incidents arise within their establishments. Inappropriate use of technological devices in this policy refers to incidents that happen during curricular or extra-curricular time. It is a matter for Police Scotland to choose to investigate if inappropriate use of technological devices has happened outside this time as these are outwith the control of the establishment. Page 111
Page 112
8 Below are examples of appropriate and inappropriate use of mobile phones in schools; Examples of appropriate use; ● To socialise, play and meet friends before school, breaktime, lunchtime and after school ● To enhance learning and teaching experiences e.g. Kahoot quizzes or accessing Google Classroom related applications Page 112
Page 113
DRAF T ● To enter homework/assignment dates into calendar ● For research purposes for course work where school technology is unavailable ● To be used as a translator or calculator ● For survival based applications (e.g. Glucose monitoring levels for Diabetes) ● Accessing snack / lunch payment (e.g. Apple Pay, Google Pay, Samsung Pay) Page 113
Page 114
Examples of inappropriate use; ● Use of technological devices for non-consented imagery or recording ● Pornography and violent content accessed and shared whilst in school ● Inappropriate and violent games accessed and played ● Pupils contacting friends or family during lessons ● Pupils taking pictures and videos of anyone, creating memes and using software to distort images and publishing online ● Using images taken of anyone for bullying and humiliation on social media ● Sharing of personal data for malicious intent ● Underage use of age-restricted applications 9 Consequences due to Inappropriate Use: Breaches of a school’s or WDC Technological Device Use in Schools policy will be managed in accordance with the school’s promoting positive behaviour procedures and depending on the nature of the breach may be subject to criminal proceedings. Examples of consequences include; ● Be required to apologise formally to any and all victims ● Receive a warning; verbal or written ● Handover technological device to Senior Leadership for duration of school day Page 114
Page 115
DRAF T ● Participate in a period of behaviour observation ● Removal from access to some WDC platforms ● Be subject to an exclusion or, in extreme cases, expulsion from school ● Serious breaches depending on the nature of the incident may have to be reported to the police Page 115
Page 116
● Risk of criminal conviction (for information, the Age of Criminal Responsibility is now 12 years old in Scotland). 10 Expectations on Technological Device use in Schools It is encouraged that school’s develop a site specific policy. Children and Young People should be well informed of the expectations on appropriate Technological Device use as well as parents / carers. This includes being clear as to when and where they are permitted to use their Technological Device safely and appropriately. It is recommended that they can use Technological Devices; ● prior to the start of the school day, break time, lunchtime and after the school day Page 116
Page 117
DRAF T ● in class but only with Teacher permission and only to enhance learning and teaching * Social use should not be permitted during learning and teaching time At the start of the lesson, Children and Young People will be expected to: ● ensure their Technological Devices are set to ‘Silent’ or ‘Airplane’ mode ● place Technological Devices out of sight in school bags or leave in a designated Technological Device storage area in the classroom ● leave Technological Devices in the classroom designated storage area if they have permission to leave the room (e.g. 1 to 1 meeting with Pupil Support Teacher) ● Page 117
Page 118
refrain from contacting parents/carers/friends during lessons ○ In rare emergency cases, the school would contact parent/carers during class time (specific system site specific) ○ Exemptions for a Child or Young Person’s Support Needs plan may be considered here ● not use Technological Devices at any time in the Physical Education changing rooms or any school toilet area ● There may be occasions where an agreement has been made to have access to their device as part of the child’s plan (e.g. Young Carers, Self / Co - regulations strategies). This should be subject to regular review and should not be used to access social media platforms. 11 All WDC education staff have a responsibility to support and embed this policy. This will ensure the strength and robustness of the policy. Therefore, staff are expected to; ● Model the behaviour they expect to see from children and young people (e.g. using Technological Devices outside of class contact time). ● Ensure visitors, including parents/carers, adhere strictly to the Technological Device policy ● Follow the recommendation to disable Google Education communication apps during weekends or holiday periods. Page 118
Page 119
DRAFT ● Under child protection, staff must not engage in email correspondence with any child or young person. ● If a child or young person emails a member of staff, and there is a legitimate child protection concern, they must contact the school’s child protection officer or member of the Senior Leadership Team. If Children and Young people do not store their Technological Devices in line with the above guidance, then the following should be followed: ● Repeat instruction to the individual to place the Technological Device away in their bag, visual prompts may be required for those with communication barriers. ● If not followed, ask individual to place Technological Device into designated classroom storage area (e.g. Door Phone Wallets, teacher desk). ● If still no positive response, avoid confrontation and follow school’s promoting positive behaviour policy (e.g. issue of demerit, referral to Curriculum Leader, etc). It is highly recommended that Technological Devices are not confiscated, without careful planning, for the following reasons; ● Can be a catalyst for a conflict situation, detracting from valuable learning and teaching time of all learners. ● May draw unnecessary attention to the situation and actually encourage the behaviour. Page 119
Page 120
● Technological Devices may be required for food purchasing at break and lunchtimes, which would interfere with the individual’s right to life and development (Article 6 - UNCRC). ● Will be used in the purposes of safeguarding purposes by parents/carers outside of learning and teaching environments. 12 ● Unintentional damage to the technological device during confiscation will not be covered by council insurance. ● Anxiety/frustration of an individual will increase, potentially resulting in challenging behaviour. DRAF Page 120
Page 121
T 13 Children’s Rights in relation to Technological Devices The United Nations Convention on the Rights of the Child (The UNCRC - Click here for all the articles of The UNCRC) will soon be enshrined in Scottish Law. This has had a clear impact on the design and implementation of this policy. Under Article 12 of the convention, every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. Children and young people within West Dunbartonshire Schools have been DRAFT consulted and have had their views taken into account in the creation of this policy. This has been vital to ensure Children and Young People have a shared sense of ownership of this policy. The following are examples of where The UNCRC apply to this policy: Page 121
Page 122
● Article 3 - Adults must act in the best interests of the child - a member of senior management may confiscate a Technological Device as a last resort if inappropriate use has occurred using that device and to stop the child publishing online, which would be in the child’s best interests ● Article 16 - Child’s Right to Privacy - Every child has the right to privacy. The law should protect the child’s private, family and home life, including protecting children from unlawful attacks that harm their reputation. Example - If a teacher suspects that a pupil has taken unauthorised photography, the teacher must not themselves gain access to the device as it is an invasion of the child’s privacy. The child should delete the unauthorised photo under supervision of SLT as this will be in the child’s best interest (Article 3). Depending on the nature of the photo, it may need Police Scotland intervention. ● Article 28 – Right to Education – Technological Device misuse is a clear barrier to this in the classroom. It impacts a child’s own education but also the added distraction to other children in the room impacting their right to an education (e.g. time taken from lesson to deal with mobile phone misuse). ● Article 31 - Right to Relax, Play and Culture - Every child has the right to relax, play and take part in a wide range of cultural and artistic activities. Children may use Technological Devices to play appropriate games at break and lunchtimes. 14 Adults are not permitted to; ● Take photos, videos or audio of any child or young person that is outside the confines of normal schooling practice ● Use Technological Devices to humiliate, blackmail or invade the privacy of any child or young person ● Initiate contact with any child or young person using Technological Devices outwith the bounds of normal schooling practice (e.g. Google Classroom applications, etc). Page 122
Page 123
DRAFT 15 WDC Employees and Visitors Rights in relation to Technological Devices West Dunbartonshire Council recognises that all employees have the right to be treated with dignity and respect in their working environment. As an equal opportunities employer, West Dunbartonshire Council is committed to ensuring that no employees are subjected to any type of offensive behaviour such as harassment, discrimination, victimisation or bullying. The purpose of the Dignity at Work policy is to enhance this commitment to employees by providing a clear framework within which all forms of discrimination, harassment, victimisation and Page 123
Page 124
DRAFT bullying are discouraged and promptly addressed. This policy takes into consideration the undernoted employment legislation and has fully considered relevant codes of practice and regulations. (i) Equality Act 2010 (ii) The Gender Equality Duty (iii) The Disability Equality Duty (iv) The Race Equality Duty (v) Rehabilitation of Offenders Act 1974 (vi) Public Interest Disclosure Act 1998 (vii) Employment Rights Act 1996 (viii) The Human Rights Act 1998 If you believe your image or personal information has been used inappropriately then please report this to your line manager as soon as possible. If you suspect criminal activity has occurred with your image or personal information then report the incident to the Police for advice or further action. Children and Young People are not permitted to; ● Take photos, videos or audio of any WDC employee, visitor or any other adult under any circumstance ● Use Technological Devices to humiliate, blackmail or invade the privacy of any WDC employee, visitor or any other adult. ● Initiate contact with any WDC employee, visitor or any other adult using Technological Devices outwith the bounds of normal schooling practice (e.g. Google Classroom applications, etc). Page 124
Page 125
Parent or Carer responsibility - 16 guidance from Police Scotland Parents or carers should be confident to take responsibility for their children’s appropriate use of technological devices. In the act of a parent or carer giving a device to a child, the parent or carer believes the child is responsible enough to have and use one appropriately. Parents or carers should understand that they have every right to check their child’s DRAF Page 125
Page 126
T device, whether a concern has arisen or not, as the device will more than likely be the property of the parent or carer as opposed to the child. Parents or carers should also understand that checking their child’s device regularly is for their child’s own safety as much as anything else. Parents or carers should be confident to sit down with their child and explain what having a device means. This includes the clear benefits to appropriate device use but being very clear on the dangers and consequences of inappropriate device use. There are community information sessions available to parents or carers within their communities to receive information relating to technological devices. These are delivered by Youth Engagement Officers from Police Scotland. Page 126
Page 127
Useful Links and Further Information from Police Scotland 1 7 ● Think you Know: An education programme for advice about staying safe when you're on a phone, tablet or computer. www.thinkuknow.co.uk ● Home Activity Packs: Download home activity packs with simple 15-minute activities for your child to support their online safety at a time when they will be spending more time online at home. www.thinkuknow.co.uk/parents/Support-tools/home-activity-worksheets Page 127
Page 128
DRAF Page 128
Page 129
T ● Internet Matters: Get expert support and practical tips to help children benefit from connected technology and the internet safely and smartly. www.internetmatters.org ● Project Evolve: Resources to equip children and young people for digital life. www.projectevolve.co.uk ● UK Safer Internet Centre: Promote the safe and responsible use of technology for young people and provide online safety tips, advice and resources to help children and young people stay safe online. www.saferinternet.org.uk ● Childline: Childline is a free and confidential service for children and young people. You can phone them on 0800 11 11 or you can visit their website www.childline.org.uk ● NSPCC: If you are an adult and worried about a child you can call the 24-hour NSPCC helpline on 0808 800 5000 or visit their website. www.nspcc.org.uk ● ParentLine Scotland: Call 08000282233 or email: Page 129
Page 130
parentlinescotland@children1st.org.uk Parent Line's opening hours are from 9am-10pm (Mon-Fri) and 12 noon-8pm at weekends. ● Crimestoppers: Call 0800 555 111 or visit their website www.crimestoppers-uk.org ● Police Scotland: Call 101 for advice and support (or call 999 if you think a child is in immediate danger). www.scotland.police.uk Legal Aspects 18 There are a number of legal considerations that may apply to mobile phone misuse and the responses to these situations. In the most serious cases there may be a crime involved – an incident that is being filmed might be an assault or breach of the peace. The misuse of a mobile phone might be an offence under the Communications Act 2003, if it involves a call or message that is grossly offensive or is of an indecent, obscene or menacing character; and, the distribution of certain pornography might be an offence under the Civic Government (Scotland) Act 1982. DRAFT ● In situations where criminal activity is suspected, you should liaise directly with the Police, who will then determine the most appropriate course of action. The Police and not the school will consider what, if any, criminal offence has taken place. ● Staff should engage with the formal processes and protocols in criminal incidents that are being taken forward by Police Scotland Page 130
Page 131
● These guidance on use apply equally during any school activity that takes place off campus e.g. Extra Curricular Activities, School Trips, etc ● Children and Young People in breach of this guidance will be managed in line with the school’s positive behaviour policy A full list of legislation relevant to all aspects of online safety, including the safe and responsible use of mobile technology, can be found in the annex (which is available at www.scotland.gov.uk/Topics/Education/Schools/HLivi/behaviour). Regardless of specific legal aspects, staff, children and young people have a right to feel safe and protected. The school’s policies on promoting positive behaviour and anti-bullying provide a framework which underpins responses to individual cases where mobile technologies have been, or are perceived to have been, misused. Where criminal events have been recorded using a mobile device, this immediately becomes a police matter and the school should place the device in the hands of the police without trying to access the contents. Sharing of photographs, video and audio recordings 19 In schools, taking photographs or film/audio recordings of anyone without their permission may be regarded as a breach of a person’s rights. Advice in this situation may be sought from Police Scotland to determine if further action is required. If Children and Young People are found to be sharing content for the purposes of humiliation or bullying purposes, even if they are not the creator, will still be investigated. These instances may be shared with Police Scotland if appropriate. Should any member of the school community record images and then upload them onto Page 131
Page 132
DRAF T social networks without permission from the person being recorded, the creator may be asked to remove the content from social media. If they do not comply, this may result in further action from the school. Individuals may also approach social networks to request removal of inappropriate materials, but the decision to do this lies with the social network provider. Page 132
Page 133
Digital Addiction 20 What is Digital Addiction? According to the website Dwell in Mind (2021), Digital Addiction “...refers to the condition in which a person engages in compulsive use of digital devices causing damage to one’s work life and relationships. Digital addiction includes overuse of Phones, video games, social media, and the internet.” What harm can it cause? “People get prone to digital addiction to escape from isolation, pain, and stress. Engaging in digital activities provides them a sense of escape from their real life. Pathological use of the internet is a form of non-chemical addiction that can be Page 133
Page 134
DRAFT harmful and lead to several psychological disorders. Studies suggest that digital addictions are highly comorbid with substance use, loneliness, social isolation, anxiety, and mood disorders. Another subtype of digital addiction is online gaming which is highly addictive due to its visual stimulus rewards and pleasure. The pleasure and stimulation provided from these on-screen activities constantly want us to crave more time with digital devices. The more time is spent with devices the more stimulation is required to achieve gratification. This disturbs the brain’s pleasure centre and hormonal system that could result in mood and mental health disorders. Withdrawal from digital technology can lead to frustration, irritability, changing moods, and anxiety. When kids are overly exposed to digital devices and technology, they tend to spend less time on outdoor activities and social interaction. This results in developmental side-effects on their physical and mental well-being. Increased technology time also has a detrimental effect on a child’s social and communication skills development.” (Digital Addiction: Definition, Symptoms and Treatment, Dwell in Mind, 2021) What are the signs and symptoms of Digital Addiction? (Digital Addiction: Definition, Symptoms and Treatment, Dwell in Mind, 2021) Signs and symptoms can include;- ● Preoccupation with phone or excessively using social media, video games, mobile phones or other digital activities/devices ● Difficulty in reducing screen time despite being aware of the consequences and issues caused by it. ● Experiencing irritability, anxiety or restlessness when you cannot access screen media. ● Lack of interest in offline or physical activities. ● Inability to feel pleasure and gratification from any other leisure activities. ● Page 134
Page 135
Prioritising use of digital devices over sleep, nourishment, work, and personal hygiene. ● Inability to concentrate on work or in academics. ● Impairments in interpersonal and social relationships caused due to engagement with devices/technology. 21 Supports for reducing Digital Addiction (Digital Addiction: Definition, Symptoms and Treatment, Dwell in Mind, 2021) 1. Acknowledge the problem; It is very important to first recognise and accept that a problem exists. When you acknowledge the problem, you are likely to seek treatment. 2. The next step is to Identify your triggers. Look out for situations, environmental and emotional factors such as loneliness, boredom, stress that DRAF T may trigger the craving for more screen time. Once you identify these factors steps can be taken to eliminate their effects. Page 135
Page 136
3. Change your Routine and try to remain physically active. Practice yoga, mindfulness and meditation which will allow you to introspect your life and gain focus on purpose of your life. 4. Self-corrective behaviours are also helpful in eliminating screen time. Corrective behaviours include keeping your devices off /out of reach while eating, working and at sleep time. Using softwares that reminds you about screen time or controls usage of internet can also be helpful. 5. Therapists or other mental health professional can provide treatment of digital addiction. The therapy helps an individual develop self-control and the ability to use screen technology in a healthy way. Guidance that can be shared with parents (Digital Addiction: Definition, Symptoms and Treatment, Dwell in Mind, 2021) 1. Be a role model to your kids. A child’s relationship with his parents and caregivers is the most important and key aspect of development. Kids observe and imitate their elders therefore it is important that you follow what you want to inculcate. Limit your own usage of digital technology, follow healthy habits and be a positive role model. 2. Set boundaries and routine for your kids. Allow them to spend 1-2 hours screen time per day after homework. Restrict usage of digital devices on the dinner table or during bedtimes. Follow routine and stick to the rules. 3. Spend quality time with your kids. Show them you care and address their emotional needs. Instead of criticising, discuss with them about your concerns and try to understand their emotions. Always reassure them that you love them and that you care about their happiness. 4. Replace online activities with offline and outdoor activities: Try to discover common hobbies and interests or plan some family activities such as playing outdoor games/board games, gardening, sporting activities etc. Spending 22 family time together on leisure-activities can help in developing greater emotional bonding and helps parents to relate more to the children. Page 136
Page 137
DRAFT Appendix 1 - Example of Acceptable Use Policy for Children and Young People 23 AccesstoClydebankHighSchoolDigitalTechnologies AcceptableUsePolicyforChildrenandYoungPeople OurExpectations AcceptableUseofDigitalTechnologywithinClydebankHigh 1.YoumustalwaysgetpermissionfromateacherbeforeusingtheICTSystemoraccessingany informationorapplication. 2.YoumustkeepsecretyourpersonalloginandpasswordfortheICTSystemandneverallowothersto usethem. Page 137
Page 138
DRAFT Page 138
Page 139
3.YoumustnotattempttoaccessanypartoftheICTSystemthatisnotpartofyourpersonaldesktop. 4.YoumustnotintentionallydamageorvandaliseanypartoftheICTSystem(including computer/chromebook,monitor,keyboard,mouse,printer,cableetc)ordeleteanycomputersoftware usedontheICTSystemorthedataofanotheruser. 5.Youmustnotintentionallyintroducesoftwaredesignedtocausedamagetoanycomponentpartof theICTSystemsoftware(commonlyknownasavirus). 6.Allpupilsshouldnotethatitisalltooeasytodamagecomputerequipmentthroughspillageoffoodand drinkandthereisariskofinjurywhereliquidscomeintocontactwithelectricalappliances.7.Youmust alwaysendyoursessiononacomputerbyclosingitdowncorrectly.Ifyouareunsurehowtoclosedown, youshouldaskyourteacher. 8.YoumustnotusetheICTSystemforbusiness,orothercommercialactivitiesincludingproduct advertisementorpoliticallobbying. AcceptableUseofE-mailandOnline Youareresponsibleforgoodbehaviouronlineandshould consideryoure-mailcommunicationsasbeingsimilarin allrespectstoanyconversationinaclassroomoraschool corridor.Generalschoolrulesapply. Inadditionthefollowingactsareprohibited: 1.Sendingordisplayinganyabusive,sexist,racistor otherwiseoffensivematerial. 2.Usingobscenelanguage. 3.Accessingorattemptingtoaccessanyinappropriate oroffensivematerial. 4.Violatingcopyrightlaws. 5.Failingtoreportknowninstancesofanyoftheabove. Remember,everythingthatyoudoonthesystemwillbe automaticallyrecordedandWDCmonitoryour compliancewiththisAcceptableUsePolicy. 24 YourPromise Pupil As a pupil ofthisschoolIagreei)toabidebytherulesforacceptableuseofICTSystemassetoutabove,ii) that I will not engage in any of the prohibited activities identified above; and iii) that I will use the ICT System in a responsible way and observe all the restrictions in relation to the ICT Systems which are notifiedtomebyteachers. PupilSignature Date Page 139
Page 140
FullName Class Parent DR AF Page 140
Page 141
T As the parent/carer or legal guardian of the pupil signing above, Igrantpermissionforhim/herto use the ICT System including electronic mail and the Internet. I agree to encourage him/her to abide by the rules outlined for acceptable use of the ICT facilities.Iunderstandthatpupilswillbe held accountable for theirownactions.IalsounderstandthatsomematerialsontheInternetmay be objectionable and I accept responsibility for setting standards for him/her to follow when selecting,sharingandexploringinformationandmedia. Parent/Guardian Signature Date FullNameofPupil Class 25 Appendix 2 - Acceptable Use Policy for School Staff Acceptable Use Policy for School Staff Users Responsibilities: Page 141
Page 142
● Users must use the protective covers/cases and chargers provided for their device/chrome book at all times. ● Never drop nor place heavy objects (books, laptops) on top of the device/chrome book. DRAF Page 142
Page 143
T ● A soft cloth should be used to clean the device/chrome book screen or 70 per cent isopropyl alcohol wipes can be used. ● Do not subject the device/chrome book to extreme heat or cold. ● If you require to leave the laptop/chrome book in your vehicle ensure it is locked and out of sight and not stored in the vehicle overnight. ● Users may not photograph any other person, without that persons’ or parental consent. ● Be aware that the device/chrome book is enrolled in a School Management System and is subject to routine monitoring by West Dunbartonshire Council or Clydebank High School. ● Devices must be surrendered immediately upon request by any designated member of staff. ● Users in breach of the IT Acceptable Use Policy may be subject to disciplinary action, confiscation, removal of content or referral to external agencies in the event of illegal activity. ● No personal files should be stored on the school device/chrome books. ● Clydebank High School is not responsible for the financial nor other loss of any personal files stored inappropriately on a device/chrome book. Safeguarding and Maintaining as a Learning Tool: ● All devices/chrome books are required to be charged and be ready to use in school. ● Items deleted from the device/chrome book cannot be recovered. ● The whereabouts of the device/chrome book should be known at all times. ● It is a user’s responsibility to keep their device/chrome book safe and secure. ● If a device/chrome book is Page 143
Page 144
found unattended, it should be taken immediately to the school office ● All devices/chrome books may require to be returned and reset at any time. ● All devices/chrome books should always be available when needed for learning and teaching purposes. 26 Lost, Damaged or Stolen devices/chrome book If the device/chrome book is lost, stolen, or damaged, the Head teacher must be notified immediately. No further action should be taken unless directed by the Head teacher. Prohibited Uses (not exclusive): ● All material on the device/chrome book must adhere to West Dunbartonshires IT DRAF Page 144
Page 145
T Acceptable Use Policy. Users are not allowed to send, access, upload, download or distribute offensive, threatening, pornographic, obscene, or sexually explicit materials. ● Use of the school’s internet/e-mail accounts for financial or commercial gain or for any illegal activity. ● The user agrees that the camera will not be used to take inappropriate, illicit or sexually explicit photographs or videos, nor will it be used to embarrass anyone in any way. Any use of camera in toilets or changing rooms, regardless of intent, will be treated as a serious violation. ● Posting of images/movie on the Internet into a public forum is strictly forbidden, without the express permission of the Head teacher or designated person. ● Misuse of Passwords, Codes or other unauthorised Access: Users must set a passcode on their device/chrome book to prevent other Users from misusing it. This should not be shared with pupils. ● Gaining unauthorised access to another user’s accounts, files or data may be subject to disciplinary action. ● Any attempt to destroy hardware, software or data will be subject to disciplinary action. ● Inappropriate media may not be used as a screensaver or background photo. Presence of pornographic materials, inappropriate language, alcohol, drug or gang related symbols or pictures will result in disciplinary actions. ● Individual users are responsible for the setting up and use of any home internet connections and no support will be provided for this by the school. ● Clydebank High School reserves the right to confiscate and search a device/chrome book to ensure compliance with the IT Acceptable Use Policy. Page 145
Page 146
27 Appendix 3 - Exemplar Letter to Parents and Carers Dear Parent / Carer A recent survey conducted at one of the West Dunbartonshire High Schools has revealed that 80% of teaching and support staff are concerned about increasing disruption caused by social use of technological devices in class. Following consultation with pupils, parents and staff, our technological device policy is being updated to reflect the importance of providing an environment that allows young DRAFT people to learn without interruption due to an over-dependence on technological devices. After all, children and young people are not permitted to use technological devices during SQA exams (up to three hours at a time) and should practice working without them. We will not be confiscating phones from children and young people but we are committed to: · minimising the disruption to learning and teaching caused by social use of technological devices in class Page 146
Page 147
· reducing the impact devices have on the performance of our young people · reducing anxiety caused by a dependence on social media · delivering the highest quality education without unnecessary distraction Most young people consider mobile phones to be an integral part of daily life. We all use mobile phones for entertainment, to maintain a social connection and gain information. https://www.addictiontips.net/phone-addiction/positive-effects-of-mobile-phones-on-youth/ Research by psychiatrists suggests that almost a quarter of young people are so dependent on their smartphones that it becomes like an addiction. https://www.bbc.co.uk/news/education-50593971 This study, from King's College London, says such addictive behaviour means that people become "panicky" or "upset" if they are denied constant access. The youngsters also cannot control the amount of time they spend on the technological device. The study warns that such addictions have "serious consequences" for mental health. 28 Page 147
Page 148
Page 148
Page 149
Educational Services Protocol for Intruders February 2024 Appendix 4 Page 149
Page 150
2 Contents Pg 3 Protocol for Intruders Working Group Members 4 Introduction 5 Definition of Lockdown Protocols 5 Dynamic Risk Assessment 5 School Communication Methods 6 Fire Alarm procedures during a Full Lockdown 6 Intruder(s) in possession of weapons 7 Partial Lockdown Protocol 9 Full Lockdown Protocol 13 Interval and lunchtime procedures in response to Intruder/s 14 Lockdown Tabletop Exercises 14 Lockdown Information to Children, Young People and Employees 15 Children’s Rights in relation to Intruders 16 WDC Employees and Visitors Rights in relation to Intruders 17 Appendix 1 - Communications Timeline 18 Appendix 2 - Communications Responsibility 19 Appendix 3 - Full Lockdown Protocol Flowchart 20 Appendix 4 - Safety Checks to Prevent Intruder or Intruders 22 Appendix 5 - Effective day-to-day operating procedures for intruder prevention 24 Appendix 6 - Challenging the presence of individuals 25 Appendix 7 - Emergency Action Plan Template 34 Appendix 8 - Grab Bag Contents 35 Appendix 9 - Letter to parents following Lockdown Incident 36 Appendix 10 - Post Incident Support Page 150
Page 151
3 Protocol for Intruders Working Group Members Claire Cusick - Senior Education Officer Murray Hanvey - Education Officer (Senior Phase) Alison Boyles - Headteacher - Dumbarton Academy Wendy McInally - Depute Headteacher - Clydebank HS Paul Darroch - Depute Headteacher - Our Lady and Saint Patricks HS Chris Rainey - Depute Headteacher - St Peter the Apostle HS Matt Hooper - Depute Headteacher - Vale of Leven Academy Dave Paton - Choices School Caroline McGinley - Principal Teacher - Early Years Tracy King - Child Protection Officer Greg Allan - PT Whole Family Wellbeing / UNCRC Officer Moira Rodger - Press Officer - WDC Comms Stephen Ross - PPP/DBFM Alistair Nicolson - BAM FM Christopher McGilchrist - EIS Rep and Class Teacher - St Peter the Apostle HS Andrew Berrie - EIS Rep and Class Teacher - Dumbarton Academy Young People from Clydebank HS Young People from Dumbarton Academy Parent Council Representation from Dumbarton Academy Page 151
Page 152
4 Introduction In the unlikely event of an emergency situation or intruder entering the grounds or building within the school estate, it is important to have an established set of procedures for employees to follow. This will ensure the safety and wellbeing of our employees, children, young people and visitors. Procedures should be a sensible and proportionate response to any external or internal incident and should aim to minimise disruption to the learning environment whilst ensuring the safety of everyone within the building. For the purposes of this protocol, the term ‘lockdown’ means ‘an emergency situation in which people are not allowed to freely enter, leave, or move around in a building or area because of danger’ (Cambridge Dictionary, 2023). Also, for the purposes of this protocol, the term ‘establishment’ will apply to Early Learning Centres, Primary Schools, Secondary Schools and Special Schools operating under Educational Services within West Dunbartonshire Council. Lockdown procedures can be activated in response to any number of situations including: ● an intruder or intruders inside an establishment building ● an intruder or intruders on establishment grounds ● an unexpected emergency within or outwith an establishment. In these situations, establishments should be prepared to take steps to isolate children, young people, employees and visitors from danger by initiating a lockdown. Lockdown arrangements should be determined by individual establishments to reflect local circumstances such as the building layout, classroom arrangements and resources available. An establishment lockdown can serve several functions during an emergency situation. These include: ● removing children, young people, employees and visitors from any threat; ● isolating and containing the dangerous situation from the establishment; ● allowing for accurate accounting of children, young people, employees and visitors within each room; ● depending on the situation, facilitating an organised evacuation away from a dangerous situation. Page 152
Page 153
5 Definition of Lockdown Protocols There are two types of lockdown protocol: 1. Partial Lockdown: The intruder or intruders is/are outside the establishment building but on the grounds. 2. Full Lockdown: The intruder or intruders is/are inside the establishment building. Dynamic Risk Assessment If an intruder or intruders have been identified, a Dynamic Risk Assessment (DRA) should be carried out to ascertain the degree of threat. This will determine whether a partial or full lockdown is required and if emergency services are required. A DRA in this type of situation would take decisions and actions based on the nature and severity of the threat being presented based on observations and / or the actions of the intruder(s). The decision to initiate a lockdown will ultimately lie with the Headteacher. This decision will take place once enough information has been communicated to them to make an informed decision. Information sources will include eye witness statements, CCTV footage and location of the intruder(s). If the Senior Leadership Team (SLT) believes that support from emergency services is required, they will coordinate information to them via the school office. School Communication Methods Within WDC schools, a mix of whole school communication methods are used. The facilities within each building will dictate how the school communicates the follow messages: - Partial/Full Lockdown to whole school; - Communications between SLT members. As part of your school’s specific intruder protocol, please consider the best possible method of communication for speed and accuracy. These include: - Tannoy System; - Bell signal; - Walkie Talkies; - Mobile Phones; - Phone network. Page 153
Page 154
6 Fire Alarm procedures during a Full Lockdown During a full lockdown situation, the intruder(s) may attempt to activate the fire alarm to cause more disruption, confusion or panic. It is paramount that the fire alarm is not ignored in these circumstances. Health and Safety recommend that, if safe to do so, trained employees silence the alarm and investigate the relevant zone. If the presence of a fire is found, then the fire alarm must be unsilenced and normal fire evacuation procedures commenced. Intruder(s) in the possession weapons If the intruder(s) are deemed to be in possession of a weapon, employees should do the following; ● Clear the area of children, young people and visitors; ● Do not approach the intruder(s); ● Contact SLT via the school office, who will contact emergency services immediately. Further guidance can be found on the ‘Operational Protocols for Weapons Incidents in Educational Establishments’ document on the WDC intranet at https://intranet.west- dunbarton.gov.uk/media/15198/appendix-5-weapons-protocol.pdf. Page 154
Page 155
7 Partial Lockdown Protocol When an intruder or intruders is/are identified outside the establishment building but on the school grounds, the following Partial Lockdown protocol should be followed:- ● The Headteacher initiates the “Partial Lockdown” warning. The warning should be delivered as follows: Tannoy Message/Walkie Talkie ○ Repeat x 3 the message, ‘Intruder outside the building. Initiate partial lockdown procedures. Turn phones to silent and refrain from message sending’. Bell Signal ○ Ring the bell for 10 seconds ● Everyone should remain inside the establishment building; ● All exterior doors leading outside the establishment building should be locked. This should be checked by janitorial staff; ● No one should enter or leave the school grounds; ● Children, young people, employees and visitors not in class or in an open area for any reason should proceed to the nearest occupied classroom and remain with that class (e.g. children using toilets when the warning is signalled, young people studying, etc); ● Employees should take a register of children, young people, employees and visitors in each classroom; ● Employees should prepare a list of missing and extra children, young people, employees and visitors within their room; ● Employees should take this list with them if they are directed to leave the classroom; ● Children and young people in changing rooms should remain there with employees; ● Employees should close room windows and blinds; ● No person should remain within hallways, restrooms, and other rooms that cannot be secured; Page 155
Page 156
8 ● Individuals should contact the school office ONLY with vital information regarding the incident; ● Mobile phones must not be used by anyone other than to communicate vital emergency information. All mobile phones should be on silent mode and employees to enable vibrate function; ● Teaching and work can continue as normal, giving due care to potential anxiety in children, young people, employees and visitors; ● Disable bell timings; ● Move from classrooms on announcement only; ● Alert parents and guardians by text to inform them that the school is in lockdown until further notice. Please refer to Appendix 1 for text wording. For classes outside the building, e.g. Physical Education, Science, Early Years, etc:- ● Employees outdoors must have mobile phone on them or walkie talkie ● Employees must be able to hear the lockdown announcement, or have this communicated to them via mobile phone/walkie talkie; ● An alternate lockdown location must be identified. This location can be indoors or outdoors; ● Employees should take a register of children, young people, employees and visitors in each class; ● Employees should prepare a list of missing and extra children, young people, employees and visitors in the area; ● Employees should take this list with them if they are directed to leave the area. Once the intruder or intruders has/have been removed from the establishment grounds, and the threat has subsided, the establishment can announce the signal for “all clear”. Reporting a partial lockdown post incident At an appropriate time post incident, the Headteacher should log an incident report on Figtree. Page 156
Page 157
9 Full Lockdown Protocol When an intruder or intruders is/are identified inside the establishment building, the following Full Lockdown protocol should be followed:- ● The Headteacher initiates the “Full Lockdown” warning. The warning should be delivered as follows: Tannoy System/Walkie Talkie ○ Repeat x 3 the message, ‘Intruder in the building. Initiate full lockdown procedures. Turn phones to silent and refrain from message sending’. Bell Signal ○ Repeat x 3 a 10 second ring of the bell ● Children, young people, employees and visitors not in class or in an open area for any reason should proceed to the nearest occupied classroom and remain with that class (e.g. children using toilets when the warning is signalled, young people studying, etc); ● Children, young people, employees and visitors should remain in the classroom with the doors closed. ○ Where possible, Curriculum Leaders or designated employees should lock all classroom doors within their department then secure themselves in the department base room. ● Children and young people in changing rooms should remain there with employees; ● Employees should close room windows and blinds; ● Employees should support children in keeping calm and quiet; ● Exterior doors should not be locked; ● Employees should take a register of children, young people, employees and visitors in each classroom; ● Employees should prepare a list of missing and extra children, young people, employees and visitors within their room; ● Employees should take this list with them if they are directed to leave the classroom; Page 157
Page 158
10 ● Individuals should contact the school office ONLY with vital information regarding the incident; ● Mobile phones must not be used by anyone other than to communicate vital emergency information. All mobile phones should be on silent mode and vibrate turned off; ● No one should respond to anyone at the door until the “all clear” is announced; ● Disable bell timings; ● Alert parents and guardians by text to inform them that the school is in lockdown until further notice. Refer to Appendix 1 for text wording; ● Keep out of sight; ● If there is a medical emergency during this time, this must be communicated to the school office so help can be directed as soon as possible; ● If children and young people are moved out of the classroom, assist them in moving as quietly and quickly as possible. For classes outside the building, e.g. Physical Education, Science, Early Years, etc:- ● Employees outdoors must have mobile phone on them or walkie talkie ● Employees must be able to hear the lockdown announcement, or have this communicated to them via mobile phone/walkie talkie; ● Classes outside the building should move to a designated evacuation area only if it is safe to do so; ● Employees should take a register of children, young people, employees and visitors in each class; ● Employees should prepare a list of missing and extra children, young people, employees and visitors in their area; ● Employees should take this list with them if they are directed to leave the area. Once the intruder or intruders has/have been removed from the establishment grounds, and the threat has subsided, the establishment can announce the signal for “all clear”. Page 158
Page 159
11 Staff Roles All staff should follow the instructions below: ● Senior Leadership Team ○ Headteacher/Head of ELCC ■ Coordinate communication from main school office amongst rest of SLT, office employees and janitorial employees; ■ Relay information to school office staff members in contact with Police Scotland. ○ Depute Headteachers ■ Take role of the Headteacher in absence of the Headteacher; ■ Approach intruder(s) with caution and follow guidance outlined on Appendix 6. It is recommended that at least 2 members of SLT make the approach; ■ Ensure other children, young people and other employees leave the immediate area where the intruder is located. ○ Business Manager/Office Manager ■ Grab Bag contents must be checked once a term and after each use; ■ Locate grab bag and distribute required items appropriately; ● First Aid kit available for appropriately trained staff. Kept in the grab bag until required. ■ Establish contact with department heads to relay relevant key information. ■ Make tannoy announcements ○ Comms Officer ■ This should be an identified front office employee or ELCC Leadership member; ■ Contact emergency services when directed to by the Headteacher; ■ Continue liaising with emergency services throughout incident. ● Middle Leadership ○ If you have a class, follow the procedure for isolating children and young people, employees or visitors; ○ If you are non-contact and in department, check the department area corridor is clear and then join a class; ○ If you are out of department, report to department immediately if safe to do so. If not, report to the nearest safe classroom. ● Early Years Practitioners/Class Teachers Page 159
Page 160
12 ○ If you have a class, follow the procedure for isolating children and young people, employees or visitors; ○ If you are non-contact and in department, remain in base or join a class; ○ If you are out of the department, report to the nearest safe classroom. ● Learning Assistants, catering employees and cleaning employees ○ Report to the nearest safe classroom, office or base. ● Children and young people ○ Children and young people should be supported to do the following during a partial/full lockdown: ■ Remain calm,quiet and follow all instructions from employees; ■ If out of class, report to the nearest occupied classroom. ● Front office employees should: ○ Report to Headteachers Office ○ Divert incoming calls to Headteacher Office ○ Follow instructions from the SLT. ● Facilities Management or other employees directed by the SLT locks the school’s perimeter doors. Communication with parents/carers ● If necessary, parents/carers will be notified as soon as it is practical to do so via the school’s established communication network, e.g. texting service; ● Depending on the type and severity of the incident, parents and guardians may be asked NOT to collect their children from school as it may put them and their child at risk; ● Children will not be released to parents while a partial or full lockdown is in effect; ● If the end of the day is extended due to the lockdown, parents and carers will be notified. They will receive information about where and when pupils can be picked up from by the office personnel or emergency services; ● A letter to parents and guardians will be sent home on the nearest possible day following any serious incident to inform them of the context of the lockdown. They should also be encouraged to reinforce with their children the importance of following procedures in these very rare circumstances. Reporting a full lockdown post incident At an appropriate time post incident, the Headteacher should log an incident report on Figtree. Page 160
Page 161
13 Interval and lunchtime procedures in response to Intruder/s During interval and lunchtimes, schools should plan to ensure they have an adapted plan if such situations were to happen. SLT, as they would during class time incidents where an intruder/s is reported, should attempt to clear the intruder from the premises. If this is unable to be done, and the intruder/s is a threat, the following should happen: Partial Lockdown (Intruder/s outside building) ● Headteacher announces partial lockdown; ● Outdoor supervision staff should usher children and young people inside building if safe to do so; ● Outdoor supervision staff should report to nearest school ground entrance, if safe to do so, and stop other employees, children, young people and visitors from entering the grounds; ● Employees, children and young people should enter the building, report to their next period class or department area and follow instructions from staff; ● Employees, children, young people and visitors outside the school grounds should not enter the school grounds; ● All other guidance from the partial lockdown section should be followed. Full lockdown (intruder/s inside building) ● Headteacher announces full lockdown; ● Outdoor supervision staff should usher children and young people to outdoor muster point; ● Outdoor supervision staff should report to nearest school ground entrance, if safe to do so, and stop other employees, children, young people and visitors from entering the grounds; ● Employees, children, young people and visitors who are inside the building should report to the nearest safe space in the school and keep out of sight; ● Employees, children, young people and visitors outside the school grounds should Page 161
Page 162
14 not enter the school grounds; ● All other guidance from the full lockdown section should be followed. Lockdown Tabletop Exercises It is recommended that once establishments have their specific Partial and Full Lockdown plans prepared, they should perform a Tabletop exercise prior to any Lockdown drill to ensure the plan is as robust as possible. Lockdown Information to Children, Young People and Employees Lockdown information sessions should take place twice a year to ensure children and young people know exactly what to expect in the event of a partial/full lockdown situation. Lockdown information should be shared with children and young people at assemblies. It is recommended that one assembly should be delivered by staff and one be pupil led. An assembly at the start of the school year in August and one post Christmas holiday should be used to deliver this information. Employees should receive lockdown information during an inservice day at the start of the school year in August. Page 162
Page 163
15 Children’s Rights in relation to Intruders The United Nations Convention on the Rights of the Child (The UNCRC - Click here for all the articles of The UNCRC) is now enshrined in Scottish law. The UNCRC Act (2024) has had a clear impact on the design and implementation of this policy. Under Article 12 of the convention, every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. Children and young people within West Dunbartonshire schools have been consulted and have had their views taken into account in the creation of this protocol. The following are examples of where the UNCRC apply to this protocol: ● Article 6 - Life, survival and development - Every child has the right to be alive. Governments must make sure that children survive and develop in the best possible way. ● Article 19 - Protection from Violence - Governments must protect children from violence, abuse and being neglected by anyone who looks after them. Page 163
Page 164
16 WDC Employees and Visitors Rights in relation to Intruders Council employees and visitors have the right to be safe at their workplace or when using one of our buildings. The Council has a duty of care towards all employees and visitors. This protocol is designed to ensure the health, safety and welfare of everyone while on Council grounds. Page 164
Page 165
17 Appendix 1 - Communications Timeline Page 165
Page 166
18 Page 166
Page 167
19 Page 167
Page 168
20 Appendix 4 - Safe Checks to Prevent Intruder or Intruders Guidance Before any lockdown procedure is initiated it is important that time is spent on prevention and putting in place safety checks that are regularly carried out as well as testing all key equipment within the establishment. The following list should form part of your assessment and planning to mitigate any possible lockdown situation. This list is not exhaustive but should be adapted to your own establishment setting:- ● Physical Security ○ Install and maintain effective locks, alarms and security systems; ○ Ensure CCTV is regularly maintained and is fully operational; ○ Check all locks on doors and windows are operating properly and regularly are maintained; ○ Ensure rooms/cupboards used to store key equipment (such as knives, tools etc) are securely locked and security locks are in good working order; ○ Ensure entrance points to the establishment are all working properly and able to be secured appropriately; ○ All access points, corridors and stairwells must be free from obstruction at all times; ○ Identify suitable rooms for use in case of lockdown; ○ Check intruder alarms are functional and regularly serviced; ○ Check safety grab bag contents regularly and restock as appropriate. ● Visitor Management ○ Implement a strict visitor check in and out system, requiring identification; ○ Restrict access to the school building during school day; ○ Ensure all visitors are aware of the exit points in case of evacuation, and procedures explained; ○ Ensure all visitors are clearly identifiable during their visit. ● Training ○ Ensure all staff and pupils are trained on security lockdown protocols, recognising potential threats and how to respond; ○ Conduct drills/exercises to practice emergency procedures. ● Communication ○ Two way radios must be in good working order and batteries should be checked to ensure they are fully charged; ○ All employee contact numbers should be held centrally and updated regularly ○ Ensure all classroom telephones are in good working order. ○ Ensure the text messaging system can be used remotely by a number of key employees. Page 168
Page 169
21 ● Community Involvement ○ Ensure parents, community members, and local partners are engaged and involved in the overall awareness and support of school security measures. ● Collaboration with local emergency services ○ Foster strong relationships with local services for quick response and joint training. This includes BAM FM and WDC FM. ● Regular Security Audits ○ Conduct periodic assessments to identify vulnerabilities and address them proactively Appendix 5 - Effective day-to-day operating procedures for intruder prevention Page 169
Page 170
22 School Uniform ● Ensure the establishment has a uniform policy and that it is strictly followed. This will require all employees to take responsibility to uphold the standard. A key part of this policy must be that no hooded or masked garments should be worn inside the building. ○ Early Years Centres and Special Schools may have a unique uniform policy; ○ Religious garments (e.g. Niqab or Burka) are exempt from this. ● Establishments should have a clear procedure for supporting children and young people who have arrived in non-school uniform; ● Children and young people should only wear PE kit during PE lessons or extenuating circumstances, accompanied by a note (e.g. ripped/soaked trousers); ● During Secondary Schools preliminary examinations, uniform must be worn; ● It is understood that there may be times when children and young people may be exempt from wearing uniform in establishments. Examples include:- ○ School field trips; ○ Sporting competitions (e.g. School sports day, extra curricular sport); ○ Non-uniform days. Secure doors ● Fire Exits should only be opened where emergency evacuation is required. ● Any perimeter door that has been identified as faulty should be reported to BAM FM/Facilities Management in the first instance for repairs and a timeframe for repair sought. This must be followed up if not completed within the given timeframe; ● If a door fob or keys go missing, it must be reported to the School Business Manager immediately; ● No secure door should be propped open by furniture e.g. chairs, fire extinguisher etc. Perimeter Gates and Fence ● SLT to agree which employees require perimeter gate keys; Page 170
Page 171
23 ● Perimeter fence gates should only be unlocked/locked by FM employees at appropriate times; ● Any damage to the fence causing it not to be secure should be reported to BAM FM/Facilities Management in the first instance. Employee Responsibilities ● All employees must have an employee identification badges on display at all times; ● Employees should inform the school office if they are expecting a visitor; ● Office employees should phone relevant employees to confirm meetings before allowing entry; ● Employees who have invited visitors to the school should meet them at the front door or waiting area; ● Employees must ensure all visitors sign into the visitors book on arrival and receive a visitor’s badge which must be worn throughout the duration of their visit. All visitors must sign out the visitor’s book when leaving the establishment; ● Employees, children and young people should not force open any secure perimeter doors; ● If employees lose their keys or their secure door fob, this must be reported to the Business Manager immediately; ● If employees are made aware of or overhear any discussions/rumours relating to intruders they must report this to a member of the SLT immediately. Appendix 6 - Challenging the presence of individuals Who to challenge in terms of presence in establishments? Page 171
Page 172
24 ● Any child or young person not in school uniform and who is unfamiliar to employees in the establishment/grounds; ● Any adult in the school unaccompanied by an employee in the establishment/grounds; ● Any adult who does not have a visitor’s badge within the establishment/grounds; ● Anyone acting suspiciously within the establishment/grounds. How to challenge presence safely? ● Adults who are unfamiliar, have no visitor badge and/or are acting suspiciously: ○ Seek assistance from fellow employees if possible; ○ Remain calm and non-accusatory; ○ Introduce yourself and your role in school; ○ Explain the reason why you have stopped them. E.g. ‘I noticed you do not have a visitor badge. May I ask…’; ○ Enquire who they are visiting and escort them to the individual if appropriate. ● Children and young people located out of class: ○ Seek assistance from fellow employees (if required); ○ Remain calm and non-accusatory; ○ Introduce yourself and role in school (if required); ○ Ask their name and registration class (if required); ○ Ask why they are out of class; ○ Ask who their current class teacher is and where their class is located; ○ Instruct to go back to class or, if appropriate, escort back to class. If it is clear that the individual or individuals should not be in the building/school grounds, they should be escorted off the premises without physical intervention. If they refuse, inform them the school will call Police Scotland. Appendix 7 - Emergency Action Plan Template Page 172
Page 173
25 < INSERT SCHOOL/ELCC NAME HERE > EMERGENCY PLAN This plan is protected. Do not give any contact details or sensitive information to the media, pupils, parents / carers or members of the public. Plan administration Version number 1 Date of issue 1/12/2023 Electronic copies of this plan are available from WDC Intranet Hard copies of this plan are available from Establishment offices Location of emergency grab bag(s) <Insert location> Date of next review 1/12/2027 Person responsible for review <Insert here> CONTENTS Section Page 173
Page 174
26 1.1 School information 1.2 Contact details - Senior Leadership Team 1.3 Contact details - Middle Leadership 1.4 Contact details - Local Authority 1.5 Tannoy announcements 1.6 Muster points if a class is outside 2.1 Communications Timeline 2.2 Communications Responsibility 2.3 Full Lockdown Protocol Flowchart Page 174
Page 175
27 1.1 School information School details Name of school School address School operating hours (Including extended services) Approximate number of staff Approximate number of pupils Age range of pupils Office contact details Office telephone number Office email address Headteacher mobile number 1.2 Contact details - Senior Leadership Team Name Job title Mobile Number Headteacher Depute Headteacher Depute Headteacher Depute Headteacher Depute Headteacher Principal Teacher Primary/ELCC ELCC Lead School Office/Business Manager Comms Officer Facilities Manager Head Janitor Page 175
Page 176
28 1.3 Contact details - Middle Leadership Name Department Responsibility Contact details E.g. Mathematics E.g ELCC E.g. Support Base E.g. Specific areas of school Page 176
Page 177
29 1.4 Contact details - Local Authority * Leave this field blank for use during an emergency; you may need to record alternative contact details. Organisation Name Role of contact Contact details WDC Communications Comms Officer WDC Education Services CEO WDC Education Services Link SEO 1.5 Tannoy/Bell communication To communicate to children, young people, employees and visitors that a partial or full lockdown is in effect, please use the appropriate message below: Announcement Partial Lockdown Full Lockdown Page 177
Page 178
30 1.6 Muster points if a class is outside Please use the following muster points in a partial or full lockdown situation: Muster Points if classes outside Partial Lockdown Full Lockdown . Page 178
Page 179
31 2.1 - Communications Timeline Page 179
Page 180
32 Page 180
Page 181
33 2.2 - Communications Responsibility Page 181
Page 182
34 2.3 - Full Lockdown Protocol Flowchart Page 182
Page 183
35 Appendix 8 - Grab Bag Contents It is recommended that the contents of the grab bag are checked once a term and after every use. Consider the use of a cable tie to keep bag contents secure until required. Item Notes / instructions Date checked Checked by Emergency plan First aid kit (to be used by trained employees) Full standard first aid kit First Aid Gloves (non-latex) 10 pairs in zip lock bag Torch Two-way radios for SLT Ensured turned off when stored Spare batteries For torch Whistles x 4 Megaphone High Visibility Vests for SLT Foil Blankets Pens x2 Pencils x2 Notepad * Other items that may be useful but aren’t stored in the grab bag can be included below. Item * Location Date checked Checked by Page 183
Page 184
36 Appendix 9 - Letter to parents following Lockdown Incident **Letter template to parents/carers after a full lockdown. Issued on the day.** Dear Parents/Carers, I am writing to thank you for your support and cooperation today when we had to initiate our emergency lockdown procedures at our school/ELCC. Following unauthorised individual/s identified on the premises and their refusal to cooperate with our Senior Leadership Team’s request to leave, we immediately implemented our lockdown procedures. The safety and welfare of all our children/young people, visitors and employees is paramount and I am pleased that the situation was swiftly resolved. I would like to thank you for your support and cooperation for following our advice by not phoning or coming to the school/ELCC, which allowed us to safely manage the incident. Please don’t hesitate to contact me if you have any questions. Page 184
Page 185
37 Appendix 10 - Post Incident Support Post incident support - assistance for pupils and parents / carers Introduce a strategy to monitor pupils and staff who may be particularly affected by the incident. Ensure that staff are aware of this strategy. Offer pupils and staff the opportunity for psychological support and counselling. Ensure staff and pupils know support is available and arrange access to these services as necessary. Consider which pupils need to be briefed, how, and by whom. Provide opportunities for pupils to discuss their experiences (e.g. promoting discussion during class, arranging a special lesson). Do not discourage pupils from talking about their experiences. Consider providing relevant books in the school library or access to materials online. Arrange for a member of staff to visit those affected (at home or at hospital). Ask for consent from parents/carers before doing this. Make arrangements to express sympathy to those who have been hurt. Consider encouraging pupils to send cards/messages to those affected. Be sensitive about the demands practical issues might make on pupils (e.g. deadlines for coursework, imminent exams). Maintain regular contact with parents/carers. Do not make public any sensitive/confidential information about individuals unless consent has been given by pupils and parents/carers. Consider organising an event for parents/carers to discuss any issues or concerns they might have. If pupils who were particularly affected by the incident leave school (e.g. transferring from primary to secondary education) consider, sensitively and confidentially, notifying the headteacher of the new school. Page 185
Page 186
38 Post incident support - general actions Request support from educational professionals trained in psychological debriefing, critical incident stress debriefing, bereavement counselling and trauma management if appropriate. Consider requesting support from other organisations. E.g.: ▪ Educational Psychologist Service; ▪ Teacher Support Network; ▪ Samaritans; ▪ Cruse Bereavement Care. Manage any distress that could be caused by ongoing Police enquiries, legal proceedings and media attention. Cancel or rearrange any events which are inappropriate. Plan appropriate support for staff to enable them to cope with any questions or discussions pupils might have about the incident. Ensure that any new roles given to staff do not place a burden on them. Over time, staff may need to be relieved of any additional responsibilities given to them. Ensure that new staff are aware of the incident, which pupils were involved and how they were affected. Consider any actions which can be taken to support the local community if affected by the incident (e.g. fund raising). Post incident support - returning after a period of absence Negotiate with parents / carers a suitable date for returning to school after a period of absence in line with Getting It Right For Every Child (GIRFEC) planning processes. Consider if any additional support could be provided which would make the return easier. E.g.: ▪ Initial part-time attendance; ▪ Alternative methods of teaching; ▪ A sanctuary that pupils could use if upset during the school day. Brief pupils who may be able to help in the process of resettling (e.g. close friends). Ensure that all staff are aware of the need for sensitivity. Put in place special arrangements for: ▪ Missed work; ▪ Rescheduling projects; ▪ Exams. Page 186
Page 187
39 It is worth noting that incidents of intruders resulting in serious injury or death will be a rare outcome. However, if this were to happen, then please consider the guidance below: Post incident support - funeral arrangements Contact bereaved families to express sympathy on behalf of the school. Take account of religious and cultural factors (e.g. some faiths wish to hold funerals within 24 hours of death). Consider contacting religious leaders within the community for support. Consult parents / carers sensitively about funeral arrangements. Try to establish if representatives from the school will be invited to the service. It may be useful to consider: ▪ Closing the school on the day of the funeral as a mark of respect; ▪ If appropriate for a senior member of staff attending the funeral on behalf of the school; ▪ If staff and pupils will be allowed time off school to attend the funeral; ▪ Providing transport to take pupils and staff to the funeral; ▪ Providing pupils with information about what happens at funerals; ▪ Arranging floral tributes and/or donations. Post incident support - remembrance Taking into account the wishes of the family, consider providing a suitable memorial at the school: ▪ Garden; ▪ Seating area/bench; ▪ Tree; ▪ Book of condolence; ▪ Fountain; ▪ Sculpture; ▪ Painting; ▪ Photograph; ▪ Prize (e.g. a sporting/academic trophy for older children). Be aware of important dates which the school may need to be prepared for. E.g.: ▪ Birthdays; ▪ Christmas; ▪ Mother’s Day; ▪ Father’s Day; ▪ Anniversary of the event. Discuss with staff, parents/carers and pupils how to mark anniversaries and other important dates. E.g.: ▪ Commemorative service; ▪ Special assembly; ▪ Concert; ▪ Display; ▪ Sports event. Be aware of renewed media interest near anniversaries of the event. Page 187
Page 188
Page 188
Page 189
WEST DUNBARTONSHIRE COUNCIL Report by Laura Mason, Chief Education Officer Educational Services Committee: 20 March 2024 ___________________________________________________________________ Subject: Bereavement Support for Children and Young People 1. Purpose 1.1 The purpose of this report is: a) to inform Educational Services Committee of updates to the plans to support children and young people and their families with bereavement in West Dunbartonshire. b) to seek approval to proceed. 2. Recommendations 2.1 Members of the Educational Services Committee are asked: a) to note the contents of the report; and b) approve the plans to continue developing and improving supports. 3. Background 3.1 A motion was approved by Committee in April 2023 to update and enhance support for children and young people affected by bereavement. The approval of this motion was set within the context that 50% of children and young people in Scotland experience the loss of a parent, sibling, grandparent, or close family member by age eight, rising to 62% by age ten [1]. 3.2 Fifty percent of all children and young people in Scotland born into the lowest income households have been identified to be at greater risk of being bereaved of a parent or sibling [1]. Early intervention alongside support following a loss is therefore required to provide children and young people in West Dunbartonshire with coping strategies to support them when they experience bereavement. 3.3 The publication in September 2022 of “Growing Up Grieving: The National Childhood Bereavement Project” [2] Includem report, contained seven recommendations as to how Scotland should support young people through bereavement. ITEM 12 Page 189
Page 190
3.4 Of specific relevance to this paper is Recommendation 4 which suggests that every school in Scotland should have a four-point approach to bereavement to include: 1. A universal bereavement policy 2. Bereavement and grief in the school curriculum. 3. A ready to use resource bank for every school to access. 4. Bereavement training for all school staff in every school 3.5 In response to the Includem report, West Dunbartonshire Council’s Educational Services have conducted a needs analysis to identify local strengths and gaps in support for children and young people affected by bereavement. This needs analysis comprised: • Focus Group of 30 Seasons for Growth Companions. • Feedback from pupils participating in Seasons groups. • Survey to all schools and early years establishments completed by 32 establishments. • West Partnership Educational Psychology Network discussion to gather information from other Local Authorities. • Interview with parents who have experienced bereavement. • Bereavement Working Group with contributions from early years, primary, secondary and specialist sectors. 4. Main Issues 4.1 Strengths 4.1.1 The main strength identified in West Dunbartonshire is in the offer of Seasons for Growth in all primary and secondary schools. Seasons for Growth runs regularly in most schools and there are three opportunities per year for new staff to be trained. There are also centrally deployed staff (Educational Psychologists/Central Support Service/Interrupted Learner) trained who can be deployed to support the running of a Seasons group where schools find it difficult to release staff. Seasons for Growth is continually evaluated highly by companions, pupils, and parents and will continue to be run in West Dunbartonshire. 4.1.2 Staff knowledge and understanding of supporting bereaved children and young people was a further identified strength. All staff in primary and secondary had the chance to take part in Child Bereavement UK training in 2019/2020 session giving a universal understanding to the staff group at that time. Whilst this has had long-standing impact, it is acknowledged that with staff turnover and the impact of covid on the delivery of this training, this needs revisited. Page 190
Page 191
4.1.3 Schools also referred to the value they place on the availability of support from the Educational Psychology Service in the form of advice to both school staff and directly to parents. 4.2.1 Needs identified and plans going forward (Refer to appendix 1) 4.2.1 Universal staff training for all Early Years, Primary, Secondary, and Specialist school staff. School staff identified that there was a need to revisit universal staff training to upskill all staff in knowledge and understanding in bereavement. This training should include discussion of how to share information across school staff to ensure that children and young people have confidence that staff know their story and how to support them appropriately. Recommendation: An updated calendar of training using a cascade model of delivery will be rolled out by the Psychological Service and aimed at all educational establishments. 4.2.2 Support in the Early Years. It has been identified there should be a focus on how we support young children in their bereavement. Seasons for Growth is a programme for six years and older. It is recognised that in early years, support for children is best given by the adults who know them best i.e. their parents and nursery staff. Recommendation: Universal training to early years staff will be rolled out. Nurseries will be provided with resources to draw on as needed when a child experiences a bereavement. 4.2.3 Support for parents to support their child through bereavement. An Educational Psychologist has been trained as a trainer in the Seasons for Growth parenting programme which it has been identified would help support parents support their child through change and loss. Recommendation: A calendar offering parents the opportunity to be part of a Seasons for Growth Parenting Programme to be developed. 4.2.4 Universal Curriculum offer for all young people. The Growing Up Grieving Report and West Dunbartonshire Council’s own needs analysis recognises the gap in the provision to all children and young Page 191
Page 192
people of a curriculum which enables death and bereavement to be discussed in an age-appropriate manner. Work is underway to develop and pilot a curriculum offer which would fill this gap. The resources being tested have been developed by colleagues in a neighbouring Council. The principle being established is that this should be part of the curriculum offer to children and young people. Recommendation: Pilot universal curriculum materials to determine suitability for wider roll out. 4.2.5 Ensuring supports are appropriate for children with additional support need The needs of children and young people with additional support needs who experience bereavement requires a tailored approach. Seasons for Growth has been successfully adapted and used within one of our specialist settings, the learning from this will be shared across all of schools with ASN bases to ensure equity in available support. Recommendation: Share adapted Seasons for Growth resources across ASN Bases 4.2.6 Ensuring support is offered to children and young people in care or in out of authority placements. School staff in provisions outwith West Dunbartonshire Council have been given the opportunity to have staff trained in Seasons for Growth and some have taken up this opportunity. Further effort is required to ensure as many of our providers as possible are provided with the training. The opportunity to be part of a Seasons for Growth group run outwith school for this group of young people is being scoped out. Recommendation: Consult with young people on providing Seasons for Growth group outwith school environment. 4.2.7 Ensuring resources are available in different cultural contexts (e.g. religious contexts, languages). Gaps in the provision of resources which are culturally sensitive have been noted. Links with West Partnership colleagues has resulted in the sharing of resources which it is planned to make available across West Dunbartonshire schools and early years centres. Recommendation: Develop and share culturally sensitive resources on bereavement. 4.2.8 Raising awareness of the resource bank available to all school Page 192
Page 193
establishments. The Educational Psychology Service in West Dunbartonshire have a number of resources available for all schools, however it was identified through the school survey that the availability of the resources needs to be highlighted and promoted. Recommendation: Publicise available resources on bereavement to early years centres, schools and parents. 5. People Implications 5.1 Based on current staffing levels within Educational Psychology Service there are no people implications as a direct result of this report. The proposed recommendations will help to support children and young people affected by bereavement. 6. Financial and Procurement Implications 6.1 There are no financial or procurement implications as a result of recommendations of this report. 7. Risk Analysis 7.1 If the Council decides not to agree to the recommendations the mental health and wellbeing of children and young people affected by bereavement may be adversely affected. 8. Equalities Impact Assessment (EIA) 8.1 Enacting these recommendations would allow all our children and young people to access support when bereaved and would provide support to parents and staff working with these children. 9. Consultation 9.1 A working group of education staff and West Partnership colleagues has informed and continues to inform the approach in this report. Feedback from parents, children and young people has also been sought and continues to inform the approaches being suggested. 9.2 The Section 95 Officer and Legal Services have been consulted. 10. Strategic Assessment Page 193
Page 194
10.1 This report is in line with the motion agreed at Committee in April to look at the universality of support on offer for children and young people affected by bereavement. Laura Mason Chief Education Officer Person to Contact: Ellen Moran, Principal Educational Psychologist E-mail: ellen.moran@west-dunbarton.gov.uk Appendices: App.1 Diagram summarising levels of bereavement support for children and Young People in West Dunbartonshire App 2: EIA References: [1] Paul, S. and Vaswani, N. (2020) ‘The prevalence of childhood bereavement in Scotland and its relationship with disadvantage: the significance of a public health approach to death, dying and bereavement’ Palliative Care & Social Practice Vol. 14: 1–12 [2] Growing up grieving: The National Childhood Bereavnent Project’s Final Report (September, 2022, Includem) https://issuu.com/includem2000_/docs/ncbp_includem_2 2_v4#:~:text=This%20report%20is%20the%20culminatio n,and%20when%20they%20need%20it. Background Papers: Wards Affected: All Wards Page 194
Page 195
Appendix 1.0 Bereavement support for children and young people in West Dunbartonshire Appendix 1 Page 195
Page 196
Page 196
Page 197
1 Appendix 2 EQUALITY IMPACT: SCREENING AND ASSESSMENT FORM This form is to be used in conjunction with the Equality Impact Assessment Guidelines. Please refer to these before starting; if you require further guidance contact community.planning@west-dunbarton.gov.uk Section 1: Policy/Function/Decision (PFD) Details A PFD is understood in the broad sense including the full range of functions, activities and decisions the council is responsible for. Name of PFD: Bereavement support for children and young people 2024 Lead Department & other departments/ partners involved: Education, learning and Attainment Responsible Officer Ellen Moran Principal Educational Psychologist Impact Assessment Team Ellen Moran Principal Educational Psychologist Iain Walker Educational Psychologist Is this a new or existing PFD? New Start date: 8/2/24 End date: Undetermined Who are the main target groups/ who will be affected by the PFD? Children and young people in West Dunbartonshire, their parents and carers, all staff who support them. Is the PFD Relevant to the General duty to eliminate discrimination, promote equal opportunities or foster good relations? Please enter brief detail Yes – The plan for bereavement support for children and young people has been produced to ensure greater consistency in approaches to supporting children and young people and reflect on latest National Expectations; in line with GIRFEC, the UNCRC, the local and national mental health strategies. It is envisaged that this will provide children and young people with the supportive environments they need and staff with confidence and knowledge required to support children and young people affected by bereavement. Yes: If yes, complete all sections, 2-9 Page 197
Page 198
2 No: If no, complete only sections 8-9 If don’t know, complete sections 2 & 3 to help assess relevance. Section 2: Evidence Please list the available evidence used to assess the impact of this PFD, including the sources listed below. Please also identify any gaps in evidence and what will be done to address this. Available evidence: Consultation/ Involvement with community, including individuals or groups or staff as relevant There has been consultation with parents, young people, HTs, Seasons for Growth companions, Educational Psychologists within WDC and across West Partneership. Research and relevant information Growing Up Grieving: The National Childhood Bereavement Project GIRFEC, UNCRC Officer knowledge Feedback from working with those affected by bereavement; ongoing attendance at professional forums and knowledge of research Equality Monitoring information – including service and employee monitoring The range of partners contributing to the plan have ensured it is informed by information about needs of specific groups such as those with additional support needs, neurodiversity and disability, care experienced. Feedback from service users, partner or other organisation as relevant Responses from survey data and focus groups and professional forums. Other Are there any gaps in evidence? No Gaps identified Page 198
Page 199
3 Measure to address these Note: Link to Section 6 below Action Plan to address any gaps in evidence Section 3: Involvement and Consultation Include involvement and consultation relevant to this PFD, including what has already been done and what is required to be done, how this will be taken and results of the consultation. Please outline details of any involvement or consultation, including dates carried out, protected characteristics. Also include involvement or consultation to be carried out as part of the developing and implementing the policy. Details of consultations Dates Findings Characteristics N/A Race Sex Gender Reassignment Feedback from staff, Educational Psychologists; survey data June – September 2024 The proposed bereavement support will specifically provide resources for children and young people with additional support needs. Disability Age Discussion with Educational Psychology The proposed bereavement support will specifically provide Religion/ Belief Page 199
Page 200
4 colleagues across West Partnership; feedback from Seasons for Growth Compaions resources for children and young people with additional support needs. Sexual Orientation Civil Partnership/ Marriage Pregnancy/ Maternity Cross cutting Note: Link to Section 6 below Action Plan Section 4: Analysis of positive and Negative Impacts Protected Characteristic Positive Impact Negative Impact No impact Race x Sex x Gender Re-assignment x Disability This meets the needs of children and young people with Page 200
Page 201
5 additional support needs who have experienced a bereavement. Age Religion/ Belief The range of resources being produced will be extended to ensure religious and cultural needs are represented in said resources. Sexual Orientation X Civil Partnership/ Marriage; this PC is not listed as relevant for Specific Duties; however under the General Duty we are required to eliminate any discrimination for this PC. X Note: Link to Section 6 below Action Plan in terms of addressing impacts Section 5: Addressing impacts Select which of the following apply (use can choose more than one) and give a brief explanation – to be expanded in Section 6: Action Plan 1. No major change 2. Continue the PFD x Page 201
Page 202
6 3. Adjust the PFD 4. Stop and remove the PFD Give reasons: Note: Link to Section 6 below Action Plan Section 6: Action Plan describe action which will be taken following the assessment in order to; reduce or remove any negative impacts, promote any positive impacts, or gather further information or evidence or further consultation Action Responsible person Intended outcome Date Protected Characteristic Page 202
Page 203
7 Continue to implement the bereavement support plan to meet the needs of children and young people affected by bereavement. E Moran There will be a positive impact on the health and well-being of children and young people affected by bereavement. 31/12/24 Disability Religion / Belief Civil Partnership/ Marriage Pregnancy/ Maternity Cross cutting Are there any negative impacts which cannot be reduced or removed? please outline the reasons for continuing the PFD No Section 7: Monitoring and review Please detail the arrangements for review and monitoring of the policy How will the PFD be monitored? What equalities monitoring will be put in place? Yes, we will monitor impact of the plan to determine trends emerging including those with protected characteristics. When will the PFD be reviewed? Annually Is there any procurement involved in this PFD? If yes please confirm that you have read the WDC Equality and Diversity guidance on procurement No. Section 8: Signatures The following signatures are required: Lead/ Responsible Officer: Signature: Ellen Moran Principal Educational Date: 23/2/24 Page 203
Page 204
8 Psychologist EIA Trained Officer: Signature: Ellen Moran Date:23/2/24 Section 9: Follow up action Publishing: Forward to community Planning and Policy for inclusion on intranet/internet pages Signature: Date: Service planning: Link to service planning/ covalent – update your service plan/ covalent actions accordingly Signature:Ellen Moran Date:23/2/24 Give details, insert name and number of covalent action and or related PI: Committee Reporting: complete relevant paragraph on committee report and provide further information as necessary Signature: Ellen Moran Date: Completed form: completed forms retained within department and copy passed to Policy Development Officer (Equality) within the CPP team Signature: Date: Page 204
Page 205
WEST DUNBARTONSHIRE COUNCIL Report by Chief Officer – Education Committee: Educational Services Committee 20 March 2024 Subject: Education Delivery Plan 2023/24 – Mid-year Progress 1 Purpose 1.1 This report sets out the mid-year progress of the Education Delivery Plan 2023/24. 2 Recommendations 2.1 It is recommended that Committee notes the progress achieved. 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 Education Delivery Plan 2023/24 was presented to Educational Services Committee on 21 June 2023 with a commitment to report mid-year progress and year-end progress in March 2024 and late 2024 respectively. 3.3 In September 2023, the Supply, Distribution and Property strategic area was disbanded and the services and teams realigned to the remaining seven strategic areas. Education now incorporates the Partnership Officer with oversight of West Dunbartonshire Leisure Trust. This change is reflected in the Education Delivery Plan for 2023/24 and in this mid-year progress report. 4 Main Issues 4.1 Full details of mid-year performance are set out in Appendix 1. 4.2 0 of the 9 actions have been completed, 9 are progressing as planned and on- track for completion by the end of the academic year. Page 205 ITEM 13
Page 206
4.3 Three of the 30 PIs are monitored quarterly, with Q1 and Q2 data available for all 3. Of those, all 3 met targets in both quarters. Based on that data, all three are likely to meet year-end targets. 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 and approved. 8 Equalities Impact Assessment 8.1 Screening and impact assessments will be carried out on specific activities as required. 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. Page 206
Page 207
Chief Officer: Laura Mason Service Area: Education Date: 2 February 2024 _____________________________________________________________ Person to Contact: Andrew Brown andrew.brown@west-dunbarton.gov.uk Appendices: Appendix 1: Education Delivery Plan 2023/24 - Mid-year Progress Background Papers: Education Delivery Plan 2023/24 - Educational Services Committee, 21 June 2023 Strategic Planning & Performance Framework 2022/27 Wards Affected: All Page 207
Page 208
Page 208
Page 209
1 Appendix 1: Education Delivery plan 2023/24 – Mid-year Progress Our communities Our neighbourhoods are safe, resilient and inclusive Action Status Progress Due Date Note Owner Place the human rights and needs of every child and young person at the centre of education 30-Jun- 2024 On track for completion. Development and implementation of UNCRC Strategy, and Young Carers Strategy. Working across all establishments to continue to develop inclusive practices. Claire Cusick 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. 23-Feb- 2024 Good progress with UNCRC Strategy and Young Carers Strategy. Claire Cusick Our residents health and wellbeing remains a priority Performance Indicator Q1 2023/24 Q2 2023/24 Owner Status Value Target Status Value Target Short Trend Long Trend Note CC2: Number of 1,339 1,424 1,355 1,503 The figures are below the Bobby Kerr Page 209
Page 210
2 Performance Indicator Q1 2023/24 Q2 2023/24 Owner Status Value Target Status Value Target Short Trend Long Trend Note attendances per 1,000 population for indoor sports and leisure facilities target set but above the previous year by 11.3%. All three leisure centres saw increased usage in the gyms and fitness classes. Usage within the gyms and fitness classes is now back to pre covid levels. Clydebank Leisure Centre saw the biggest increase followed by the Meadow Centre. Sports Development usage within WDLT facilities was below the previous year. Sports usage within the Community was significantly higher as more groups return after covid. Action Status Progress Due Date Note Owner Improve children and young people's health and wellbeing 30-Jun- 2024 On track for completion. Embedding Revised Child Protection Policy and Career Long Professional Learning programme. Claire Cusick Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Page 210
Page 211
3 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. 18-Jan- 2024 Supports and systems and plans in place to mitigate against failure to deliver. Claire Cusick; Alison Bowers; Steve Rivers Our residents are supported to increase life and learning skills Performance Indicator Q1 2023/24 Q2 2023/24 Owner Status Value Target Status Value Target Short Trend Long Trend Note Percentage of school attendance 88.2% 88.2% 91.54% 91.54% Stead improvement in attendance, incorporating improvements from working group. Andrew Brown Percentage of educational establishments receiving positive inspection reports 100% 100% 100% success rate in positive inspections maintained with Levenvale and Knoxland. Julie McGrogan Action Status Progress Due Date Note Owner Narrow the attainment gap between the most and least disadvantaged children and young people 30-Jun- 2024 On track for completion. Focus through improvement framework of impact of approaches to learning and teaching to narrowing the attainment gap. Julie McGrogan Page 211
Page 212
4 Action Status Progress Due Date Note Owner Improve attainment, particularly in literacy and numeracy 30-Jun- 2024 On track for completion. Creation of Establishment Performance Reports for analysis through school improvement. Julie McGrogan Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Failure to narrow the attainment gap between the most and least disadvantaged children and young people This risk concerns the delivery of the key areas within the Scottish Government Strategic Equity Fund. This risk concerns the delivery of approaches to address the equalities gap and those with protected characteristics. This risk concerns the delivery of approaches to address the poverty related equity gap in all sectors. This risk concerns our ability to work successfully to collaboratively plan with a range of partners for successful delivery. 23-Feb- 2024 Robust monitoring and planning at school and authority levels is ensuring a targeted focus on those most at risk. Claire Cusick 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 23-Feb- 2024 Attainment showed improvement against our local and national targets. Robust Improvement Framework in place, providing attainment reviews, improvement visits and leadership development. Julie McGrogan Page 212
Page 213
5 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner 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. Challenges in implementing broad-ranging school improvement to raise attainment and achievement This risk concerns the delivery of excellence and equity for our young people to support them to attain and achieve at the highest level. In particular, it is aimed at bridging the attainment gap and breaking the cycle of disadvantage. This also includes the focus on intervention at early years to improve life chances at all points on the learning journey. A key national and local priority is to accelerate progress with the aspirations to deliver improved attainment, tackle the poverty related attainment gap and recover from any negative impact of the pandemic. Scottish 19-Jan- 2024 The key risk to ongoing progress still remains the SG's plan for a tapered SAC funding model between 2022 and 2026. The service has maintained a strong record of progress with young people in quintile 1 attaining in the broad general education above the national average; and in 2022 an increase was achieved in the number of young people finding a positive destination moving WDC to 20th position out of the 32 local authorities. This performance data will be updated in February and August 2024 and position can be updated and position can Julie McGrogan Page 213
Page 214
6 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner Equity funding devolved to local authorities aims to deliver on priorities between 2023 and 2026. be updated alongside progressing the linked actions. Our Economy Our residents are supported to access employment and training opportunities Action Status Progress Due Date Note Owner Improve skills and sustained, positive school leaver destinations for all young people 30-Jun- 2024 On track for completion. Development of WDC skills framework. Targeted intervention of partners supporting young people at risk of entering a negative destination having great impact on School Leaver Destinations. Andrew Brown 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 23-Feb- 2024 WDInspire programme underway to target those at risk of entering a negative destination. Partner programme implemented for Senior Phase offer, with inclusion of a number of new courses, and new partnerships with Glasgow colleges. Andrew Brown; Julie McGrogan Page 214
Page 215
7 Risk Description Current Assessment Target Assessment Date Reviewed Note Owner delivery. This risk concerns the development of a skills based approach to the curriculum within the BGE and Senior Phase. Our Council Our workforce is resilient and skilled where digital technology supports service delivery for our residents Action Status Progress Due Date Note Owner 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- 2024 On track for completion. Progress with processes relating to recruitment, enrolment and transport. Progress with Clerical Review. Andrew Brown Page 215
Page 216
8 Action Status Cancelled Overdue Not on track In Progress and on track Completed PI Status Target significantly missed Target narrowly missed Target met or exceeded Risk Status Alert High risk Warning OK Unknown Long Term Trends Improving No change Declining Short Term Trends Improving No change Declining Page 216
Page 217
WEST DUNBARTONSHIRE COUNCIL Report by the Chief Officer (Resources) Educational Services Committee: 20 March 2024 ___________________________________________________________________ Subject: Educational Services Budgetary Control Report to 31 January 2024 (Period 10) 1. Purpose 1.1 The purpose of the report is to provide Committee with an update on the financial performance of Educational Services to 31 January 2024 (Period 10). 2. Recommendations 2.1 Committee is asked to: (a) note that the revenue account currently shows a projected annual adverse revenue variance of £3.059m (2.6% of the total budget); and (b) note that projected expenditure on the capital account is lower than the 2023/24 budget by £5.998m (70% of budget) and, after project re-profiling, the variance is an overspend of £0.068m. 3. Background Revenue 3.1 At the meeting of West Dunbartonshire Council on 1 March 2023, Members agreed the revenue estimates for 2023/2024, including a total net Educational Services Committee budget of £113.150m. Since then the following budget adjustments have taken place revising the budget to £116.650m. Budget Agreed by Council 1 March 2023 £113.150m Summer Programme Pay Award Additional Funding (Teachers) Pay Award Additional Funding (APT&C) Educational Psychologists ISDN budget savings Mobile licences budget realignment PAT testing £0.080m £2.724m £0.728m £0.015m (£0.058m) (£0.002m) £0.013m Revised Budget £116.650m 3.2 A list of agreed management adjustments totalling £2.453m is shown within Appendix 4. Current indications show £2.438m – all but £0.015m - is on target to be achieved. Page 217 ITEM 14
Page 218
Capital 3.3 At its 1 March 2023 meeting, the Council also agreed the updated General Services Capital Plan for 2023/2024 to 2031/32. The three years from 2023/24 to 2025/26 were approved in detail with the remaining years being indicative at that stage. After adjusting for anticipated re-profiling from 2022/23 into 2023/24, £0.200m programme acceleration at Renton and lower than anticipated funding from the Scottish Government to assist with free school meal expansion, the budget agreed for 2023/24 is £8.564m. 4. Main Issues Revenue Budget 4.1 The current departmental budgetary position is summarised in Appendix 1, with detailed analysis by service in Appendix 2. 4.2 The overall projected full year variance is £3.059m adverse. Information and all individual variances of over £50,000 are detailed in Appendix 3. Capital 4.5 The overall Educational Services programme summary report at Appendix 5 shows that the expected spend on the project life is anticipated to be £0.068m more than the original budget. 5. People Implications 5.1 There are no direct people implications. 6. Financial and Procurement Implications 6.1 Other than the financial position noted above and within the appendices, there are no financial or procurement implications of the budgetary control report. 7. Risk Analysis 7.1 The main financial risks to the ongoing financial position relate to unforeseen costs and/or reduced income streams being identified between now and the end of the financial year. Finance staff are in regular discussion with budget holders to ensure potential issues are identified as early as possible in order 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 Page 218
Page 219
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: 29 February 2024 Person to Contact: Joe Reilly - Business Unit Finance Partner (Education), Church St, Dumbarton, G82 1QL, telephone: 01389 737707, e-mail joe.reilly@west-dunbarton.gov.uk Appendices: Appendix 1 - Revenue Budgetary Control 2023/24 - Summary Report Appendix 2 - Revenue Budgetary Control 2023/24 - Service Reports - Appendix 3 - Analysis of Revenue Variances over £50,000 Appendix 4 – Analysis of Revenue Efficiencies Appendix 5 - Capital Programme Summary Appendix 6 – Capital Projects at Red Status Background Papers: Ledger output – period 10 General Services Revenue Estimates 2023/24 Wards Affected: ,All Page 219
Page 220
Page 220
Page 221
WEST DUNBARTONSHIRE COUNCIL Appendix 1 EDUCATION SUMMARY MONTH END DATE 31 January 2024 PERIOD P10 Actual Outturn 2022/23 Total Budget 2023/24 Year to date 2023/24 % Spend to Date of Total Budget Forecast Spend 2023/24 RAG Status £000 £000 £000 % £000 £000 % 31,610 Primary Schools 33,554 27,257 81% 33,235 (319) -1% 31,225 Secondary Schools 33,392 27,704 83% 33,387 (5) 0% 18,172 Special Schools 17,600 15,177 86% 20,982 3,383 19% 569 Psychological Services 621 464 75% 585 (36) -6% 627 Sport Development/Active Schools 627 (209) -33% 627 0 0% 9,179 Pre 5s 9,759 5,556 57% 9,748 (11) 0% 639 Cultural Services 658 500 76% 655 (3) 0% 15,477 PPP 16,501 16,608 101% 16,545 44 0% 191 # 92 72 78% 92 0 0% 4,208 Central Admin 956 876 92% 953 (2) 0% 249 Workforce CPD 369 268 73% 368 (0) 0% 364 Performance & Improvement 457 430 94% 478 22 5% 1,658 Education Development 2,065 1,629 79% 2,052 (13) -1% 1,050 Raising Attainment - Primary 0 (0) 0% (0) 0 0% (1,056) Raising Attainment - Secondary 0 0 0% (0) 0 0% (4) Pupil Equity Fund - (PEF) 0 0 0% (0) 0 0% 114,159 116,650 96,333 83% 119,708 3,059 2.62% Central Admin Curriculum for Excellence Psychological Services Sport Development/Active Schools Pre 5s Forecast Variance 2023/24 Departmental Summary Primary Schools Departmental / Subjective Summary Secondary Schools Special Schools Performance & Improvement Education Development Total Net Expenditure Workforce CPD PPP Page 221
Page 222
WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2023/24 EDUCATION DETAIL MONTH END DATE 31 January 2024 PERIOD P10 Actual Outturn 2022/23 Total Budget 2023/24 Year to date 2023/24 % Spend to Date of Total Budget Forecast Spend 2023/24 RAG Status £000 £000 £000 % £000 £000 % 91,551 Employee 92,989 80,850 87% 97,595 4,606 5% 8,634 Property 9,798 7,120 73% 9,350 (448) -5% 2,488 Transport and Plant 2,124 1,806 85% 2,544 420 20% 3,349 Supplies, Services and Admin 1,734 1,761 102% 2,512 778 45% 23,251 Payments to Other Bodies 22,035 21,165 96% 25,829 3,794 17% 4,625 Other 1,512 1,467 97% 1,580 68 4% 133,898 Gross Expenditure 130,193 114,169 88% 139,409 9,218 7% (19,739) Income (13,543) (17,835) 132% (19,701) (6,158) 45% 114,159 Net Expenditure 116,650 96,333 83% 119,708 3,059 3% £000 £000 £000 % £000 £000 % 27,512 Employee 28,955 24,167 83% 29,202 247 1% 3,122 Property 3,695 2,323 63% 3,231 (464) -13% 303 Transport and Plant 351 352 100% 387 36 10% 387 Supplies, Services and Admin 305 287 94% 319 13 4% 5 Payments to Other Bodies 14 0 0% 14 0 0% 795 Other 292 358 123% 358 66 23% 32,123 Gross Expenditure 33,613 27,487 82% 33,512 (102) 0% (513) Income (59) (230) 387% (277) (217) 365% 31,610 Net Expenditure 33,554 27,257 81% 33,235 (319) -1% £000 £000 £000 % £000 £000 % 28,715 Employee 31,183 25,501 82% 30,965 (219) -1% 1,234 Property 1,431 1,085 76% 1,415 (16) -1% 624 Transport and Plant 508 633 125% 516 8 2% 438 Supplies, Services and Admin 294 183 62% 290 (4) -1% 464 Payments to Other Bodies 472 453 96% 476 4 1% 862 Other 712 507 71% 712 0 0% 32,337 Gross Expenditure 34,602 28,363 82% 34,374 (227) -1% (1,112) Income (1,209) (660) 55% (987) 222 -18% 31,225 Net Expenditure 33,392 27,704 83% 33,387 (5) 0% £000 £000 £000 % £000 £000 % 12,093 Employee 13,070 11,147 85% 13,360 291 2% 209 Property 181 73 40% 168 (13) -7% 1,372 Transport and Plant 1,138 630 55% 1,437 299 26% 157 Supplies, Services and Admin 111 39 35% 110 (2) -1% 4,638 Payments to Other Bodies 3,417 3,519 103% 6,315 2,898 85% 27 Other 22 23 108% 23 2 8% 18,495 Gross Expenditure 17,938 15,431 86% 21,413 3,475 19% (323) Income (339) (254) 75% (431) (92) 27% 18,172 Net Expenditure 17,600 15,177 86% 20,982 3,383 19% Forecast Variance 2022/23 Primary Schools All Services Secondary Schools Special Schools Service Summary Page 222
Page 223
WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2023/24 EDUCATION DETAIL MONTH END DATE 31 January 2024 PERIOD P10 Actual Outturn 2022/23 Total Budget 2023/24 Year to date 2023/24 % Spend to Date of Total Budget Forecast Spend 2023/24 RAG Status Forecast Variance 2022/23Service Summary £000 £000 £000 % £000 £000 % 637 Employee 687 534 78% 653 (35) -5% 0 Property 0 0 0% 0 0 0% 2 Transport and Plant 1 2 170% 2 1 70% 3 Supplies, Services and Admin 5 1 25% 3 (2) -43% 0 Payments to Other Bodies 0 0 0% 0 0 0% 0 Other 0 0 0% 0 0 0% 642 Gross Expenditure 694 537 77% 658 (36) -5% (73) Income (73) (73) 100% (73) 0 0% 569 Net Expenditure 621 464 75% 585 (36) -6% £000 £000 £000 % £000 £000 % 0 Employee 0 0 0% 0 0 0% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 0 0 0% 0 0 0% 0 Supplies, Services and Admin 0 0 0% 0 0 0% 850 Payments to Other Bodies 627 115 18% 950 324 52% 0 Other 0 0 0% 0 0 0% 850 Gross Expenditure 627 115 18% 950 324 52% (223) Income 0 (324) 0% (324) (324) 0% 627 Net Expenditure 627 (209) -33% 627 0 0% £000 £000 £000 % £000 £000 % 14,832 Employee 15,730 12,374 79% 15,792 62 0% 295 Property 588 377 64% 614 26 4% 6 Transport and Plant 9 5 59% 6 (3) -36% 980 Supplies, Services and Admin 809 405 50% 831 22 3% 3,256 Payments to Other Bodies 3,313 2,975 90% 3,502 190 6% 0 Other 0 0 0% 0 0 0% 19,369 Gross Expenditure 20,448 16,135 79% 20,745 297 1% (10,190) Income (10,690) (10,579) 99% (10,997) (307) 3% 9,179 Net Expenditure 9,759 5,556 57% 9,748 (11) 0% £000 £000 £000 % £000 £000 % 0 Employee 0 0 0% 0 0 0% 3,522 Property 3,880 3,223 83% 3,878 (3) 0% 0 Transport and Plant 0 0 0% 0 0 0% 0 Supplies, Services and Admin 0 0 0% 0 0 0% 12,713 Payments to Other Bodies 13,379 13,385 100% 13,512 133 1% 0 Other 0 0 0% 0 0 0% 16,235 Gross Expenditure 17,259 16,608 96% 17,390 131 1% (758) Income (758) 0 0% (845) (87) 11% 15,477 Net Expenditure 16,501 16,608 101% 16,545 44 0% PPP Psychological Services Miscellaneous Early Years Page 223
Page 224
WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2023/24 EDUCATION DETAIL MONTH END DATE 31 January 2024 PERIOD P10 Actual Outturn 2022/23 Total Budget 2023/24 Year to date 2023/24 % Spend to Date of Total Budget Forecast Spend 2023/24 RAG Status Forecast Variance 2022/23Service Summary £000 £000 £000 % £000 £000 % 0 Employee 0 0 0% 0 0 0% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 0 0 0% 0 0 0% 188 Supplies, Services and Admin 92 70 76% 90 (2) -2% 16 Payments to Other Bodies 0 2 0% 2 2 0% 0 Other 0 0 0% 0 0 0% 204 Gross Expenditure 92 72 78% 92 0 0% (13) Income 0 0 0% 0 0 0% 191 Net Expenditure 92 72 78% 92 0 0% £000 £000 £000 % £000 £000 % 552 Employee 124 194 157% 217 93 75% 238 Property 22 36 162% 41 19 85% 4 Transport and Plant 0 2 415% 2 2 362% 117 Supplies, Services and Admin 54 31 58% 48 (6) -11% 355 Payments to Other Bodies 328 186 57% 311 (17) -5% 2,941 Other 486 578 119% 486 0 0% 4,208 Gross Expenditure 1,014 1,028 101% 1,106 91 9% 0 Income (59) (151) 258% (152) (94) 160% 4,208 Net Expenditure 956 876 92% 953 (2) 0% £000 £000 £000 % £000 £000 % 272 Employee 335 240 72% 335 (0) 0% 3 Property 0 0 0% 0 0 0% 0 Transport and Plant 0 0 0% 0 0 0% 24 Supplies, Services and Admin 20 14 71% 19 (1) -4% 24 Payments to Other Bodies 13 14 107% 14 1 7% 0 Other 0 0 0% 0 0 0% 323 Gross Expenditure 369 268 73% 368 (0) 0% (74) Income 0 0 0% 0 0 0% 249 Net Expenditure 369 268 73% 368 (0) 0% £000 £000 £000 % £000 £000 % 404 Employee 506 462 91% 511 5 1% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 1 0 12% 0 (1) -85% 1 Supplies, Services and Admin 0 1 884% 1 1 784% 0 Payments to Other Bodies 0 0 0% 0 0 0% 0 Other 0 0 0% 0 0 0% 405 Gross Expenditure 508 464 91% 513 5 1% (41) Income (51) (34) 67% (34) 17 -33% 364 Net Expenditure 457 430 94% 478 22 5% Workforce CPD Performance & Improvement Curriculum for Excellence Central Admin Page 224
Page 225
WEST DUNBARTONSHIRE COUNCIL APPENDIX 2 REVENUE BUDGETARY CONTROL 2023/24 EDUCATION DETAIL MONTH END DATE 31 January 2024 PERIOD P10 Actual Outturn 2022/23 Total Budget 2023/24 Year to date 2023/24 % Spend to Date of Total Budget Forecast Spend 2023/24 RAG Status Forecast Variance 2022/23Service Summary £000 £000 £000 % £000 £000 % 1,261 Employee 1,634 1,417 87% 1,600 (34) -2% 0 Property 0 0 0% 0 0 0% 137 Transport and Plant 113 106 94% 116 3 3% 47 Supplies, Services and Admin 21 70 340% 135 114 554% 500 Payments to Other Bodies 472 231 49% 441 (31) -7% 0 Other 0 0 0% 0 0 0% 1,946 Gross Expenditure 2,240 1,824 81% 2,291 51 2% (287) Income (175) (195) 112% (239) (65) 37% 1,658 Net Expenditure 2,065 1,629 79% 2,052 (13) -1% £000 £000 £000 % £000 £000 % 1,009 Employee 0 466 0% 466 466 0% 0 Property 0 0 0% 0 0 0% 0 Transport and Plant 0 0 0% 0 0 0% 91 Supplies, Services and Admin 0 14 0% 14 14 0% 20 Payments to Other Bodies 0 7 0% 7 7 0% 0 Other 0 0 0% 0 0 0% 1,120 Gross Expenditure 0 488 0% 487 487 0% (70) Income 0 (488) 0% (488) (488) 0% 1,050 Net Expenditure 0 (0) 0% (0) (0) 0% £000 £000 £000 % £000 £000 % 676 Employee 0 743 0% 743 743 0% 0 Property 0 0 0% 0 0 0% 1 Transport and Plant 0 2 0% 2 2 0% 3 Supplies, Services and Admin 0 0 0% 0 0 0% 104 Payments to Other Bodies 0 9 0% 9 9 0% 0 Other 0 0 0% 0 0 0% 784 Gross Expenditure 0 754 0% 754 754 0% (1,840) Income 0 (754) 0% (754) (754) 0% (1,056) Net Expenditure 0 0 0% (0) (0) 0% £000 £000 £000 % £000 £000 % 2,866 Employee 0 3,016 0% 3,016 3,016 0% 10 Property 0 2 0% 2 2 0% 39 Transport and Plant 0 73 0% 73 73 0% 906 Supplies, Services and Admin 0 636 0% 636 636 0% 286 Payments to Other Bodies 0 239 0% 239 239 0% 0 Other 0 0 0% 0 0 0% 4,107 Gross Expenditure 0 3,966 0% 3,966 3,966 0% (4,111) Income 0 (3,966) 0% (3,966) (3,966) 0% (4) Net Expenditure 0 0 0% (0) (0) 0% £000 £000 £000 % £000 £000 % 721 Employee 765 589 77% 735 (30) -4% 0 Property 0 0 0% 0 0 0% 1 Transport and Plant 2 1 30% 3 1 27% 8 Supplies, Services and Admin 22 9 41% 16 (6) -26% 19 Payments to Other Bodies 0 30 0% 36 36 0% 0 Other 0 0 0% 0 0 0% 749 Gross Expenditure 789 628 80% 790 1 0% (110) Income (131) (128) 98% (135) (4) 3% 639 Net Expenditure 658 500 76% 655 (3) 0% Cultural Services Raising Attainment - Primary Raising Attainment - Secondary Pupil Equity Fund - (PEF) Education Development Page 225
Page 226
WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 ANALYSIS FOR VARIANCES OVER £50,000 MONTH END DATE PERIOD Total Budget Forecast Spend RAG Status Primary Schools (Laura Mason) 33,554 33,235 (319) -1% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Secondary Schools (Laura Mason) 33,392 33,387 (5) 0% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome 31 January 2024 Budget Details Variance Analysis P10 Forecast Variance Education This service area includes all Primary Schools. expenditure and income will be closely monitored This service area includes all Secondary Schools. minimal variance anticipated The principal adverse variances are an increase in the caseload for clothing grants (£66k) and an overspend against employee costs (£245k) , mainly APT&C following the increase in turnover targets . Other property costs are greater than expected (£36k) principally due to fencing requirements at Our Lady of Loretto. SPT bus contract costs are also anticipated to be higher (£36k) than when the budget was set. Offsetting this is a favourable variance against school meals income following an alteration in the timetable for the expansion of free school meals to primaries 6 and 7 (£220k) albeit income from lets is adverse (£19k). Utility prices have been particularly volatile over the past 18 months. Electricity and gas budgets were increased by about 11% for 2023/24 . However, actual prices for electricity have increased by up to 70% while gas prices have fallen by 22%. The overall impact has been favourable with an aggregate favourable variance of £497k. expenditure (particularly utility prices) and income (particularly income from school meals in the new academic year) will be closely monitored The overall variance is minimal because the adverse variances on income and non-domestic rates have been offset by favourable variances on gas and employee costs.The principal adverse variance is against income - income from lets (£66k) and from school meals (£169k) are likely to be less than anticipated when the budget was set.Utility prices have been particularly volatile over the past 18 months. Electricity and gas budgets were increased by about 11% for 2023/24 . However, actual prices for electricity have increased by up to 70% while gas prices have fallen by 22%. The overall impact has been favourable - while electricity has an adverse variance of £38k , gas has a favourable variance of £120k. The budget for non-domestic rates was increased by almost 12% in 2023/24 but actual charges are 22% higher resulting in an adverse variance of £64k. an underspend is anticipated Page 226
Page 227
WEST DUNBARTONSHIRE COUNCIL APPENDIX 3 ANALYSIS FOR VARIANCES OVER £50,000 MONTH END DATE PERIOD Total Budget Forecast Spend RAG Status 31 January 2024 Budget Details Variance Analysis P10 Forecast Variance Additional Support Needs (Claire Cusick) 17,600 20,982 3,383 19% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome Pre 5s ( Laura Mason) 9,759 9,748 (11) 0% Service Description Main Issues / Reason for Variance Mitigating Action Anticipated Outcome This services area includes all Early Years establishments within West Dunbartonshire. none necessary expenditure and income will be closely monitored The principal adverse variances are an overspend on APT&C employee costs (£291k) following the increase in turnover targets and the knock-on effects of last year's higher pay increase . Transport costs will be significantly over-budget due to difficulties sourcing sufficient taxis with a subsequent need to replace them with buses (£299k). The number of pupils on day placements is now 2 per month greater than last year's and the average increase in daily rates from providers is 28% .Day placement costs are therefore significantly higher (£780k) while residential placements (£2.051m) are 33% greater at a time when residential placement costs have also increased considerably. There is an adverse variance against the budget for placements with other local authorities (£67k) and projected income from other local authority placements within West Dunbartonshire is also adverse (£96k). Property costs (£13k) are favourable because of backdated rates relief offsetting higher electricity costs. Income to assist with Ukrainian pupils (£176k) has been received and will offset additional employee costs. This service area covers all ASN Services. an overspend is anticipated minimal variance anticipated The overall variance is minimal because the adverse variances on expenditure (principally on cross border placements and milk/food) are covered by additional income from milk and healthy snacks grant and cross border charges. Page 227
Page 228
WEST DUNBARTONSHIRE COUNCIL APPENDIX 4 MONITORING OF EFFICIENCIES AND MANAGEMENT ADJUSTMENTS 2023/24 Efficiency Detail Ref Chief Officer Budgeted Amount £ Projection of Total Saved £ Projection of Total Not Saved £ Comment 1 Fund the Outreach Support Service for children and families through the Family Wellbeing Fund. EDU04 L Mason 212,000 212,000 - 2 Education Performance Budget EDU10 L Mason 25,000 25,000 - 3 Instrumental Technician EDU14 L Mason 37,000 37,000 - 274,000 274,000 - 4 Remove Additional Deprivation Allowance EDU02 L Mason 654,000 654,000 - 5 Reduce the number of learning assistants in schools by 2.34 FTE from the current establishment of 28 FTE. EDU03 L Mason 32,000 32,000 - 6 Reduce General School Budgets EDU05 L Mason 200,000 200,000 - 7 Curriculum Development EDU06 L Mason 100,000 100,000 - 8 Reduce the school clothing grant to the statutory level of £120 for primary school children and £150 for secondary school children EDU07 L Mason 774,000 774,000 - All payments made at £150 as per Labour amendment March 2023 9 Reduce the provision of School Travel to the national statutory limits EDU08 L Mason 200,000 185,000 15,000 Per Education Committee July 2023 10 Reduce the budget for grounds maintenance and either reduce frequency of grass cuts in educational premises or create areas of biodiversity which would not require grass cutting EDU15 L Mason 100,000 100,000 - 11 Review the role of Senior Early Learning and Childcare Officers enabling the removal of six Early Learning and Childcare Officers posts EDU17 L Mason 119,000 119,000 - TOTAL IN PROGRESS 2,179,000 2,164,000 15,000 2,453,000 2,438,000 15,000 TOTAL EFFICIENCIES/MANAGEMENT ADJUSTMENTS TOTAL COMPLETE STATUS: COMPLETE STATUS: IN PROGRESS Page 228
Page 229
WEST DUNBARTONSHIRE COUNCIL APPENDIX 5 GENERAL SERVICES CAPITAL PROGRAMME OVERALL PROGRAMME SUMMARY PERIOD END DATE PERIOD 10 Spend to Date Spend to Date £000 £000 Red 6 100.0% 28,616 100.0% 6 100.0% 1,699 100.0% Amber 0 0.0% 0 0.0% 0 0.0% 0 0.0% Green 0 0.0% 0 0.0% 0 0.0% 0 0.0% 6 100% 28,616 100% 6 100% 1,699 100% Budget Spend to Date Forecast Spend Forecast Variance Budget Spend to Date Forecast Spend Actual Variance Re-profiling Over/ (Under) £000 £000 £000 £000 £000 £000 £000 £000 £000 £000 65,392 28,616 65,392 0 8,564 1,699 2,566 (5,998) (6,066) 68 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 65,392 28,616 65,392 0 8,564 1,699 2,566 (5,998) (6,066) 68 Projects are on target both in relation to overall budget and the forecast stages in the project life cycle and no issues are anticipated at this time TOTAL EXPENDITURE Projects are forecast to be overspent and/or significant delay to completion Amber Projects are either at risk of being overspent and/or delay in completion (although this is unquantifiable at present) or the project has any issues that require to be reported at this time Green TOTAL EXPENDITURE Project Status Analysis Project Life Financials Current Year Financials Red Projects are on target both in relation to overall budget and the forecast stages in the project life cycle and no issues are anticipated at this time 31 January 2024 Project Status Analysis Project Life Status Analysis Current Year Project Status Analysis Number of Projects at RAG Status % Projects at RAG Status % Project Spend at RAG Status Number of Projects at RAG Status % Projects at RAG Status % Project Spend at RAG Status Red Projects are forecast to be overspent and/or experience material delay to completion Amber Projects are either at risk of being overspent and/or delay in completion (although this is unquantifiable at present) or the project has any issues that require to be reported at this time Green Page 229
Page 230
WEST DUNBARTONSHIRE COUNCIL APPENDIX 6 GENERAL SERVICES CAPITAL PROGRAMME ANALYSIS OF RED PROJECTS PERIOD END DATE PERIOD 10 Budget Forecast Spend £000 £000 % £000 £000 % 1 Project Life Financials 868 301 35% 868 0 0% Current Year Financials 397 18 5% 40 (357) -90% Project Description Project Manager David Jones/ Julie McGrogan Chief Officer Laura Mason Project Lifecycle 31-Mar-29 31-Mar-29 2 Project Life Financials 376 355 94% 376 0 0% Current Year Financials 41 0 0% 20 (21) -51% Project Description Project Manager David Jones/ Julie McGrogan Chief Officer Laura Mason Project Lifecycle 31-Mar-23 31-Mar-24 3 Project Life Financials 20,621 16,090 78% 20,621 0 0% Current Year Financials 4,222 489 12% 522 (3,700) -88% Project Description Project Manager Michelle Lynn/ Craig Jardine Chief Officer Laura Mason Project Lifecycle 31-Mar-24 31-Mar-24 4 Project Life Financials 34,204 2,384 7% 34,204 0 0% Current Year Financials 3,495 891 26% 1,579 (1,916) -55% Project Description Project Manager Craig Jardine Chief Officer Laura Mason Project Lifecycle 31-Mar-26 31-Jul-27 5 Project Life Financials 694 762 110% 694 0 0% Current Year Financials 122 190 156% 190 68 56% Project Description Project Manager Michelle Lynn Chief Officer Laura Mason Project Lifecycle 31-Mar-24 31-Mar-24 31 January 2024 Budget Details Project Life Financials Spend to Date Variance AV Equipment - Education Purchase of AV Equipment for Education. Anticipated Outcome Purchase of AV Equipment for Education. Digital Inclusion Increase the ratio of chrome book devices for most disadvantaged children and families and support for families with remote access. Planned End Date Forecast End Date Planned End Date Forecast End Date Main Issues / Reason for Variance Progressing as expected. Spend is not linear AV boards replaced as a when they fail. Mitigating Action None required at this time. Schools Estate Improvement Plan Improvement of Schools Estate. Planned End Date Forecast End Date Main Issues / Reason for Variance Works progressing in line with programme. Main Issues / Reason for Variance Delay in identifying appropriate cohort for project delivery. Current challenge is finding a suitable and available location. Mitigating Action None required at this time. Anticipated Outcome Increase the Chromebook ratio for most disadvantaged children. Planned End Date Forecast End Date Main Issues / Reason for Variance The next phase of the Schools Estate Improvement Plan involves the development of a new Campus provision in the Faifley area. WDC has been successful in securing funding from the Scottish Government Learning Estate Improvement Programme. SFT confirmed the indicative funding allocation for this project at £18.416m on the 4 May 2021, this will be received as a revenue stream over the 25 years of the Scottish Government financial support (subject to the Council adhering to the funding criteria). Site Options Appraisal has taken place and Members approved the recommendation to proceed with the new Faifley Campus on the St Joseph's site at Education Committee on 9th June 2021. Work is progressing well to reach Financial Close by 19 February. Planning permission has been agreed and Stage 1 Building Warrant approved. Mitigating Action None required at this time Mitigating Action None at this time Anticipated Outcome Project delivered within budget and to required specification Schools Estate Improvement Plan - next Phase - Faifley Campus Improvement of Schools Estate. Main Issues / Reason for Variance Provision of Capital Funding from Scottish Government to implement free school meal initiative. Mitigating Action None available at this time. Anticipated Outcome Project delivered within amended timescales. Anticipated Outcome Delivery of the project within budget and on time. Free School Meals Provision of Capital Funding from Scottish Government to implement free school meal initiative. Planned End Date Forecast End Date Page 230
Page 231
WEST DUNBARTONSHIRE COUNCIL APPENDIX 6 GENERAL SERVICES CAPITAL PROGRAMME ANALYSIS OF RED PROJECTS PERIOD END DATE PERIOD 10 Budget Forecast Spend £000 £000 % £000 £000 % 31 January 2024 Budget Details Project Life Financials Spend to Date Variance AV Equipment - Education6 Project Life Financials 8,628 8,723 101% 8,628 0 0% Current Year Financials 287 110 38% 214 (72) -25% Project Description Project Manager Michelle Lynn Chief Officer Laura Mason Project Lifecycle 31-Mar-24 31-Mar-24 Mitigating Action None at this time Anticipated Outcome The project will be completed to deliver the requirements of the Early Years expansion plans. Early Years Early Learning and Childcare Funding Early learning and childcare funding awarded to West Dunbartonshire Council to facilitate the expansion in entitlement to funded ELCC to 1140 hours from August 2020. Planned End Date Forecast End Date Main Issues / Reason for Variance Works progressing in 2023/24. Page 231