Public reports pack
Argyll and Bute Council · 9 March 2023
Back to Community Services Committee — 9 March 2023 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Argyll and Bute Council Comhairle Earra-Ghàidheal Agus Bhòid Executive Director: Douglas Hendry Kilmory, Lochgilphead, PA31 8RT Tel: 01546 602127 Fax: 01546 604435 DX 599700 LOCHGILPHEAD 2 March 2023 NOTICE OF MEETING A meeting of the COMMUNITY SERVICES COMMITTEE will be held ON A HYBRID BASIS BY ATTENDANCE IN THE COUNCIL CHAMBER, KILMORY, LOCHGILPHEAD OR REMOTELY BY MICROSOFT TEAMS on THURSDAY, 9 MARCH 2023 at 10:30 AM, which you are requested to attend. Douglas Hendry Executive Director BUSINESS 1. APOLOGIES FOR ABSENCE 2. DECLARATIONS OF INTEREST 3. MINUTE (Pages 3 - 10) Community Services Committee held on 15 December 2022 4. ARGYLL & BUTE LOCAL POLICING PLAN (2020 - 2023) - QUARTERLY REPORT (QTR 3 2022/23) (Pages 11 - 12) Report by Divisional Commander for Argyll and West Dunbartonshire Division, Police Scotland 5. LOCAL POLICE PLAN - POLICE SCOTLAND (Pages 13 - 52) Report by Divisional Commander for Argyll and West Dunbartonshire Division, Police Scotland 6. SCOTTISH FIRE AND RESCUE SERVICE - ARGYLL & BUTE PERFORMANCE REPORT Q3 - 1 OCTOBER - 31 DECEMBER 2022 (Pages 53 - 62) Report by Local Senior Officer, Scottish Fire and Rescue Service 7. 2021/22 ANNUAL REVIEW OF THE CHILDREN AND YOUNG PEOPLES SERVICES PLAN 2020-23 (Pages 63 - 80) Report by Chief Social Work Officer, Argyll & Bute Health & Social Care Partnership Public Document Pack
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8. FINAL ATTAINMENT AND ACHIEVEMENT REPORT - SESSION 2021-2022 Report by Executive Director with responsibility for Education (to follow) 9. SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 (a) Kilchrenan Primary School (Pages 81 - 86) Report by Executive Director with responsibility for Education (b) Achaleven Primary School (Pages 87 - 124) Report by Executive Director with responsibility for Education (c) Southend Primary School (Pages 125 - 166) Report by Executive Director with responsibility for Education (d) St. Joseph's Primary School, Helensburgh (Pages 167 - 188) Report by Executive Director with responsibility for Education 10. DALINTOBER AND CASTLEHILL PRIMARY SCHOOLS, CAMPBELTOWN (Pages 189 - 190) Extract from Minute of Mid Argyll, Kintyre and the Islands Area Committee held on 7 December 2022 REPORTS FOR NOTING 11. EXTERNAL EDUCATION ESTABLISHMENT INSPECTION REPORT (Pages 191 - 200) Report by Executive Director with responsibility for Education 12. LIVE ARGYLL - CLD MONITORING AND PERFORMANCE REPORT (Pages 201 - 224) Report by Executive Director with responsibility for Education 13. COMMUNITY SERVICES COMMITTEE WORK PLAN 2023-2024 (Pages 225 - 228) Community Services Committee Councillor Gordon Blair Councillor Math Campbell-Sturgess Councillor Garret Corner Councillor Audrey Forrest Councillor Amanda Hampsey Councillor Daniel Hampsey (Vice-Chair) Councillor Graham Hardie Councillor Andrew Kain Councillor Paul Donald Kennedy Councillor Liz McCabe Councillor Dougie McFadzean Councillor Julie McKenzie Councillor Yvonne McNeilly (Chair) Councillor Iain Paterson Councillor Gemma Penfold Councillor Dougie Philand Margaret Anderson Sandy MacPherson Alison Palmer Lorna Stewart Contact: Fiona McCallum, Committee Services Officer Tel: 01546 604392
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MINUTES of MEETING of COMMUNITY SERVICES COMMITTEE held ON A HYBRID BASIS BY ATTENDANCE IN THE COUNCIL CHAMBER, KILMORY, LOCHGILPHEAD OR REMOTELY BY MICROSOFT TEAMS on THURSDAY, 15 DECEMBER 2022 Present: Councillor Yvonne McNeilly (Chair) Councillor Gordon Blair Councillor Math Campbell- Sturgess Councillor Garret Corner Councillor Amanda Hampsey Councillor Daniel Hampsey Councillor Graham Hardie Councillor Andrew Kain Councillor Paul Donald Kennedy Councillor Liz McCabe Councillor Dougie McFadzean Councillor Julie McKenzie Councillor Gemma Penfold Councillor Douglas Philand Margaret Anderson, Church Rep Alison Palmer, Teacher Rep Attending: Douglas Hendry, Executive Director Jennifer Crocket, Head of Education: Wellbeing, Inclusion and Achievement Wendy Brownlie, Head of Education: Performance and Improvement Stuart McLean, Committee Manager Gary Clark, Digital Lead, Education Shirley Johnstone, Change Manager, Commercial Services Chief Superintendent Lynn Ratcliff, Police Scotland Chief Inspector Simon Shanks, Police Scotland Chief Inspector Samantha Glasgow, Police Scotland Police Constable Laura Evans, Police Scotland Group Commander Grant Fraser, Scottish Fire and Rescue Service Fiona Davies, Chief Officer, Argyll & Bute HSCP Stephen Whiston, Head of Strategic Planning, Performance & Technology, Argyll & Bute HSCP 1. APOLOGIES FOR ABSENCE Apologies for absence were received from Councillor Audrey Forrest, Councillor Iain Shonny Paterson, Reverend Sandy MacPherson (Church Representative) and Lorna Stewart (Teacher Representative). 2. DECLARATIONS OF INTEREST There were no declarations of interest. 3. MINUTE The Minute of the Community Services Committee held on 25 August 2022 was approved as a correct record. 4. ARGYLL & BUTE LOCAL POLICING PLAN (2020 - 2023) - QUARTERLY REPORT (QTR2 - 2022/23) Chief Superintendent Lynn Ratcliff presented the Quarter 2 – 2022/23 update in relation to the Argyll and Bute Local Policing Plan 2020 – 2023. Page 3 Agenda Item 3
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In addition she advised of Police Scotland’s Festive Safety Campaign which commenced on 1 December and would run until 2 January 2023; L Division’s Road Safety social media Question and Answer Session aimed at Road Safety on 14 December 2022 with Sergeant Archie Maguire from Road Policing; and Operation Balaton which ran over the summer in Loch Lomond National Park and focused on water safety and anti-social behaviour. Chief Superintendent Ratcliff then advised of the exceptional achievements of a couple of dedicated Police Scotland Officers who live and work in Argyll and Bute - Police Constable Laura Evans based at Dunoon, who was runner up for the Police Officer of the Year and Police Constable Eilidh Ann Dewar from Oban, who won the Excellence in Policing Award at the Scottish Women’s Development Awards. Thereafter, she, along with Chief Inspector Simon Shanks, Area Commander for Oban, Lorn, the Isles, Mid Argyll and Kintyre and Chief Inspector Samantha Glasgow, Area Commander for Bute, Cowal and Helensburgh, responded to a number of questions asked. Decision The Committee noted the contents of the report. (Reference: Report for Quarter 2 2022/23 by Divisional Commander for Argyll and West Dunbartonshire Division, Police Scotland, submitted) Councillor Gemma Penfold joined the meeting during consideration of the foregoing item. 5. LOCAL POLICE PLAN - POLICE SCOTLAND - CONSULTATION Police Scotland are consulting on local police priorities set out within the Local Police Plan – Argyll and Bute 2023-2026 and have requested input from the Community Services Committee. Consideration was given to a report setting out a draft response to this consultation. Decision The Committee agreed to approve the response to Police Scotland’s consultation on the ‘Local Police Plans – Argyll and Bute’ set out in Appendix 2 of the report. (Reference: Report by Executive Director with responsibility for Legal & Regulatory Support dated November 2022, submitted) 6. SCOTTISH FIRE AND RESCUE SERVICE - ARGYLL & BUTE PERFORMANCE REPORT Q2 - 1 JULY - 30 SEPTEMBER 2022 With the aid of power point slides, Group Commander Grant Fraser presented a report highlighting Scottish Fire and Rescue Service’s review of local performance within Argyll and Bute for Q2 2022-2023 and responded to a number of questions asked. Decision The Committee reviewed and noted the contents of the report. Page 4
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(Reference: Q2 2022-2023 Report by Local Senior Officer, Scottish Fire and Rescue Service, submitted) 7. ARGYLL & BUTE HSCP - PERFORMANCE REPORT NOVEMBER 2022 Consideration was given to a report which had been presented to the Argyll and Bute Integrated Joint Board (IJB) in November 2022. The report advised of new Key Performance Indicators established in relation to long waiting times across both inpatient and outpatient specialities for 2022, 2023 and 2024 and detailed current performance against the new targets building on previous remobilisation performance. In addition the report also focused on performance with regards to Treatment Time Guarantee, Delayed Discharge and Children and Adolescent Mental Health Services (CAMHS)/Psychological Therapies 18 Week Local Delivery Plan Standards with an update on the Integrated Performance Management Framework. Decision The Committee considered and noted the IJB Health and Social Care Partnership report which was presented and approved by the IJB at its November 2022 meeting following scrutiny by its Clinical and Care Governance Committee. (Reference: Report by Head of Strategic Planning, Performance & Technology, Argyll & Bute HSCP, submitted) 8. ARGYLL & BUTE HSCP ANNUAL PERFORMANCE REPORT 2021/22 Consideration was given to the Argyll & Bute Health and Social Care Partnership Annual Performance Report for 2021/22. Decision The Committee considered and noted the Argyll & Bute Health and Social Care Partnership Annual Performance Report for 2021/22. (Reference: Argyll & Bute HSCP Annual Performance Report 2021/22, submitted) 9. EDUCATION PERFORMANCE DATA ANALYSIS 2021-22 A report providing an overview of key performance data and outcomes for all pupils across Argyll and Bute’s ten secondary schools for session 2021-2022, using local authority data on attainment, and data as supplied by the Scottish Government’s Insight tool, was considered. Decision The Committee agreed to: 1. note that, for the first time since session 2018/19, pupil performance and outcomes were based on examination performance; 2. consider the information contained in this report; and Page 5
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3. note that a further report would come to a future meeting of the Committee once Insight final outcomes were available. (Reference: Report by Executive Director with responsibility for Education dated 15 December 2022, submitted) 10. ANNUAL PARTICIPATION MEASURE 2021-22 A report providing Members with information on the most recent Annual Participation Measure published in August 2022, covering the period April 2021 – March 2022, was considered. The Annual Participation Measure reports nationally on the economic and employment activity of the wider 16-19 year old cohort including those at school. The measure is used to inform policy, planning and service delivery and to determine the impact of the Opportunities for All commitment. Decision The Committee agreed to: 1. note the publication of the 2021-2022 Annual Participation Measure, and the strong performance of Argyll and Bute as a council area in facilitating the participation of 16- 19 year olds; and 2. recognise the good progress which had been made by the Education Service and schools in relation to pupil progress in this area. (Reference: Report by Executive Director with responsibility for Education dated 15 December 2022, submitted) 11. SUPPORT FOR PUPILS AND FAMILIES FROM ARMED FORCES SERVICE BACKGROUNDS A report detailing the range of initiatives in Argyll and Bute to support children and young people and families from Armed Forces service backgrounds was considered. The report details the funding sources on which such support relies, the ways in which such funding is directed within Argyll and Bute, and describes the variety of approaches employed to ensure the welfare of pupils from service backgrounds and their families. Decision The Committee agreed to: 1. consider the support in place for young people and their families from a service family background; and 2. note the change to the Education Support Fund for session 2023-24 and that feedback would be received on the current bid in January 2023. (Reference: Report by Executive Director with responsibility for Education dated 15 December 2022, submitted) Page 6
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12. CREATION OF HIGH QUALITY STEM CURRICULUM MATERIALS Argyll and Bute Council’s Digital Learning Team was awarded £100,000 through the UK Government Community Renewal Fund (UK CRF). The funding was used to commission the creation of high quality Science, Technology, Engineering and Maths (STEM) materials. A report presenting the details of the high quality STEM materials that have been created as a result of the UK CRF grant was considered. Decision The Committee agreed to recognise the benefits the STEM materials, which have been created, would provide pupils and employers in this area. (Reference: Report by Executive Director with responsibility for Education dated 26 October 2022, submitted) Councillor Paul Kennedy left the meeting during consideration of the foregoing item. 13. MULL CAMPUS - DRAFT ENGAGEMENT STRATEGY A submission has been made to the Scottish Government to bid for funding for a new campus on Mull from the Learning Estate Investment Programme (LEIP). The announcement for successful projects awarded the funding is expected by the end of the year. A report outlining the details of a draft Engagement Strategy prepared in anticipation of a positive announcement for the Mull Campus Project was considered. The Strategy has been prepared to provide reassurance to the communities affected by the project that the engagement will be wide ranging and fully inclusive. Decision The Committee agreed to approve the draft Strategy. (Reference: Report by Executive Director with responsibility for Commercial Services and Education dated 21 November 2022 and Mull Campus Engagement Strategy, submitted) 14. EXTERNAL EDUCATION ESTABLISHMENT INSPECTION REPORT A report providing details of all external establishment inspection reports received across Argyll and Bute Education Service during the period September to November 2022 was before the Committee for information. Decision The Committee noted the contents of the report. (Reference: Report by Executive Director with responsibility for Education dated 15 November 2022, submitted) Page 7
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15. NORTHERN ALLIANCE REGIONAL IMPROVEMENT COLLABORATIVE - PROGRESS AND IMPACT REPORT AND PHASE 4 REGIONAL IMPROVEMENT PLAN A report sharing the progress and impact report for the Northern Alliance Regional Improvement Collaborative and setting out the Phase 4 Regional Improvement Plan for the Northern Alliance Regional Improvement Collaborative was before the Committee for information. Decision The Committee noted the contents of the report. (Reference: Report by Executive Director with responsibility for Education dated 8 November 2022, submitted) 16. UPDATES TO EDUCATION MANAGEMENT CIRCULARS AND GUIDANCE ON MANAGING DISTRESSED BEHAVIOUR, MANAGING VIOLENCE AND AGGRESSION AND EXCLUSIONS A report providing an update on the refreshing of the Managing Distressed Behaviour Guidance and the Education Management Circulars 3.08 on Exclusions and 2.26 Managing Violence and Aggression towards Staff, was before the Committee for information. Decision The Committee noted the contents of the report. (Reference: Report by Executive Director with responsibility for Education dated 28 November 2022, submitted) 17. 2021/22 ANNUAL REVIEW OF THE CHILDREN AND YOUNG PEOPLE'S SERVICES PLAN 2020 - 23 A report providing an update on the Argyll and Bute’s Children and Young People’s Services Plan 2020-2023 Year 2 review for the period 2021/22 was before the Committee for information. Decision The Committee agreed to refer this item to the next meeting of the Community Services Committee as a substantive item. (Reference: Report by Chief Social Work Officer, Argyll & Bute Health & Social Care Partnership dated 30 August 2022, submitted) 18. COMMUNITY SERVICES COMMITTEE WORK PLAN 2022/2023 The Community Services Committee work plan for 2022/23 was before the Committee for information. Page 8
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Decision The Committee noted the contents of the work plan. (Reference: Community Services Committee Work Plan 2022/23, submitted) Page 9
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OFFICIAL OFFICIAL At the end of Qtr. 3 Group 1 crimes of violence within A&B had increase by 40.8% with 107 crimes recorded compared to 76 in the PYTD (+31). The current figure also remains above the previous 5 year average (63). Increased crime levels are primarily due to a rise in serious assaults from 29 to 40 crimes (+11) year on year, which is also 35% above the previous 5 year avg. (29.6). Offences relating to the cruel treatment of children have also seen an increase (+9), however 11 of the 16 crimes recorded relate to a historic child abuse investigation, while domestic abuse crimes have also risen from 15 to 21. Across Argyll & West Dunbartonshire 17 persons linked to serious and organised crime have been arrested and £124,825 seized under POCA. Drugs supply crimes have increased by 57.9% YTD with 30 crimes recorded compared to 19 the previous year but remains 17.1% below the previous 5 year average (36.2). Drug possession charges also increased by 19% year on year from 256 to 305, which is in line with the previous 5 year average. Figures at the end of Qtr. 3 show the total number of offences recorded in A&B relating to motor vehicles has increased by 7.8% to 1791 from 1661 last year albeit the current figure remains 2.3% (n=42) below the previous 5 year average. Drink/ drug driving offences have seen the highest increase (+54), followed by careless and dangerous driving offences with 221 recorded compared to 188 (+33) and 82 compared to 62 (+20), respectively. All remain above the previous 5 year average. Speeding offences continue to show a reduction of 10.6% with 448 recorded versus 501 last year (-53). Group 2 sexual crimes have reduced by 13.8% from 189 to 163 compared to the PYTD. Both rape crimes and sexual assaults have reduced from 41 to 33 (-8) and 73 to 69 (-4) respectively but remain above the previous 5 year average. 83% of rape & sexual assault crimes were committed by persons known to the victim, 68% occurred in a private setting and 21% were domestic related. Crimes relating to indecent images/communication have seen a slight increase YTD from 45 to 52 crimes, with approximately 35% being committed by persons known to the victim. Around 45% of all rape and sexual assault crimes related to non-recent reports. At the end of Qtr. 3 the detection rate for Group 2 sexual crime overall has increased slightly (n=5.1%) to 56.4% compared to 51.3% last year and is slightly above the previous 5 year average (52.6%). The detection rates for rape crime and sexual assaults are also relatively unchanged from PYTD and are currently at 39.4% and 55.1% respectively. While the detection rate for rape remains below the previous 5 year average (-14.3%), the detection rate for sexual assault is currently 7.3% above, which equates to an increase of 9 crimes. 125 missing person reports were recorded by police within Argyll & Bute by the end of Qtr. 3, which is a slight increase from 121 the previous year. The increase is due to a rise in the number of children and young persons being reported missing (up from 43 to 65 year on year) . Almost half related to looked after children. Domestic related incidents being reported have reduced by 7.5% from PYTD. In total, 518 incidents were recorded compared to 560 the previous year, which is in line with the previous 5 year average. 52.1% of incidents resulted in a crime being recorded. Domestic abuse crimes have increased slightly from 408 to 416 (+2%), while the current figure remains 14.9% above the previous 5 year average (362.2). 74 cyber-crimes had been recorded within Argyll & Bute at the end of Qtr. 3, which is a significant reduction of 55% from 166 last year. Cyber-enabled frauds accounted for half of all crimes recorded (n=38) while a further 14 crimes related to indecent images or communication and 13 involved threatening and abusive messages sent via social media. User Satisfaction results show that in Argyll & West Dunbartonshire public confidence levels remain high with overall satisfaction levels at 71.9% at the end of Qtr. 3. 61 complaints against the police were recorded in A&B, which is a decrease from 74 last year. The number of allegations against officers has also reduced year on year from 195 to 146. At the end of Qtr. 3 the detection rate for Grp 1 crimes was at 62%, which is slightly above last year’s figure (59.2%) but remains below previous 5 year average (73%). The detection rate for serious assaults however has risen by 32.9% and is currently high at 95%. For common assault the rate is relatively unchanged at 71.9%, slightly below the previous 5 year average (74.9%) and for crimes relating to the cruel and unnatural treatment of children it has reduced marginally by 0.9% and is currently at 43.8%. In line with a continued downward trend in public reported ASB, complaints relating to disorder reduced by 25.7% (-575) while ASB related crimes increased slightly by 2.9% (+38) but is below the previous 5 year average (n=1380). The increase in ASB crime is mainly due to a 6.5% rise in common assaults (+35) and a 76% increase in alcohol related offences (+19). Common assaults are also 17.4% above the previous 5 year average (485.4). Approx. 43% of common assaults recorded YTD occurred within a private setting with 51% being domestic related. Furthermore, in 43% of all public space crimes the offender was known to the victim. Approx. 70% of all alcohol related crime involved refusing to quit or disorderly conduct within a licenced premise, which have risen from 14 to 31 crimes YTD. There were no fatal road casualties within Argyll & Bute during Qtr. 3 compared to 3 in the previous year. Overall road casualties decreased by 15.7% (-18) in Argyll & Bute by the end of Qtr. 3 compared to the same YTD period last year. Unfortunately the number of fatalities have increased slightly YTD from 8 to 11 however, there has been a reduction in serious injuries which have decreased from 41 to 36 (-5) and slight injuries, down from 66 to 50 (-16). Figures at the end of Qtr. 3 now show a reduction of 8.3% in the number of adult concerns being raised within Argyll & Bute. In total 1076 adult concerns were recorded versus 1173 the previous year. Child concerns have also seen a reduction of 11.5% decreasing from 1851 last year to 1638 this year. The cost of living can have a detrimental effect on acquisitive crime. In A&B acquisitive crime has increased by 3.4% compared to last year with 582 crimes recorded compared to 563, which remains above the previous 5 year average (n=553). The increase is due to a rise in common thefts from 183 to 204 (+21) and shopliftings from 80 to 133 (+53). Fraud crimes are currently unchanged from PYTD with 132 recorded year on year. All figures remain above the previous 5 year average. Housebreakings have reduced from 71 to 50 (-21) largely due to a 37.5% decrease in HB’s at domestic dwellings from 32 to 20 crimes. The detection rate for Group 3 acquisitive has increased from 26.5% to 35.2% and is in line with the 5 year rate (35.7%). The number of bogus crimes recorded in A&B has reduced by 22% from last year with 67 crimes recorded compared to 48 at the end of Qtr. 3. Approx. 90% of all crimes recorded related to social engineering frauds involving scam phone calls/emails or WhatsApp messaages. Page 11 Agenda Item 4
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OFFICIAL OFFICIAL Violent Crime & Antisocial Behaviour Our CID officers continue to robustly investigate all serious crimes ensuring every investigative avenue is explored. Our newly formed Community Policing Teams based in Helensburgh have made an immediate impact providing support to Cowal and Bute. This team are focused on proactively targeting antisocial behaviour, violent crime and drugs. They have been visible and engaging in our communities to maximise understanding and concerns. Dedicated patrols, antisocial behaviour enforcement and community clinics organised by the police have helped to reassure residents in areas after officers organised and carried out a comprehensive community engagement and reassurance plan. Over the festive period we proactively policed our licensed premises ensuring we were on hand to provide support and guidance to the licensed trade and to ensure a high visibility approach offering reassurance to our communities. Our Youth engagement officers are now providing a policing presence across Argyll they have been making a positive impact, delivering vital personal safety, anti-violence and other key presentations to our children and young people as part of the curriculum. The Violence Against Women Group is attended by specialist officers from our Public Protection Unit who have provided inputs as to how partners can be pro-active in reporting domestic abuse incidents. This was extremely well received. Public Protection Local policing continues to promote the multiple award winning “That Guy” campaign, its positive approach in changing and challenging unacceptable male behaviours, not the actions of victims. It is clear that there is an increased confidence in reporting sexual crime to Police. We continue to work together to raise awareness of reporting mechanisms, support measures and to encourage survivors of abuse to come forward and engage with services. Our officers work proactively to highlight reporting mechanisms and danger signs from those who wish to cause them sexual harm. We continue to engage with our Alcohol & Drugs partnerships and as an organisation we take learning from partners to ensure that our front line officers are equipped with the skills and knowledge to support and signpost those struggling with addictions. Our Youth engagement officers will provide a valuable presence within our schools where they can deliver vital information and advice to all in relation to domestic and sexual violence. These officers will work with pastoral care staff to ensure a joint and effective approach is provided. Acquisitive Crime Financial Harm remains a priority for policing in Argyll & Bute. A best practice guide has been disseminated to all supervisors for early recognition of fraud and further action in this area of business. Our Locality Policing Teams regularly liaise with banking staff to provide advice and respond to reported incidents of fraud. As a result strong partnerships are in place with early alerting. Our social media channels continue to be utilised to highlight and provide advice to guard against current or emerging online fraud methods alongside more traditional ‘Bogus Worker’ type offences. The cost of living will undoubtedly impact on acquisitive crime and we will continue to engage with partners to work together in signposting and supporting our community. Our Preventions team proactively seek out vulnerable premises and offer crime prevention advice. This team also contacts victims of acquisitive crime offering support. They have installed numerous call blockers and work closely with partners to share good practice and identify local trends. Vulnerable Persons We continue to engage with or partners looking to identify new ways in which we can engage with and support vulnerable individuals and groups. We have increased the number of officers across A&B who are trained in Distress Briefing Intervention (DBI). This ensures that we are able to signpost those most vulnerable to the most appropriate support. We are delivering in our role as corporate parents in line with the Scottish Government’s ‘Promise’ working with our Care homes to ensure Looked After and Accommodated young people are not stigmatised or treated differently to those not in care. We have introduced a new missing person’s protocol specifically to support care experienced young persons. The local Youth Engagement Officers based in Argyll & Bute are well on the way to launching the renewed Police Scotland Youth Volunteers (PSYV). The PSYV team will support local policing operations and events and will contribute to community events and local partnerships. We continue to robustly police domestic violence Bail conditions set by the courts ensuring they are being adhered to and where necessary arresting and reporting repeat offenders. We continue to engage with partners to ensure the safety of victims of domestic violence. We have maximised the use of social media to promote our campaign on violence against women, signposting victims of Domestic Abuse. We have also introduced a new Domestic Abuse Safeguarding Team to ensure the best services to victims. Serious & Organised Crime In the last quarter CID officers in Oban have executed in excess of 37 search warrants in the Oban and Argyll area, this was predominantly intelligence led drug search warrants which resulted in varying degrees of success with drug and cash seizures, additional intelligence gleaned and persons reported to the Procurator Fiscal service. Local officers ensured that they maximised all investigative opportunities to target known County lines nominals who were believed to be operating within the Oban area. Officers executed 9 search warrants resulting in a large amount of Class A drugs, cash and the county lines nominals being apprehended. We have engaged with Partners and schools across A&B delivering awareness sessions and training in relation to County Lines. We continue to ensure that our front line officers are trained and kept abreast of appropriate legislation and local intelligence to ensure we maximise efforts in relation to drug misuse. Road Safety & Road Crime Road safety remains a priority. Road Policing officers carry out both high visibility and unmarked patrols across A&B. Our winter safety campaign was a success detecting numerous offences including drivers driving under the influence or alcohol and drugs. We continue to listen to our communities and look for ways where we can offer support and influence road users to reduce road deaths. We have had 2 live social media events which have been a great success and have more events planned. We continue to maximise the use of social media and look for other ways to engage with local communities to drive the safety message forward. LOOKING AHEAD Police Scotland Youth Volunteers group being established across Argyll &Bute Not at Home Protocol and Corporate Parenting development Water Safety initiative Improved MATAC Domestic Abuse process New Town Centre Community Officers to assist in rural areas Development of the Dementia Safeguarding Initiative Economy is Diverse & Thriving Infrastructure supports sustainable growth Education, skills & training maximise opportunities for all Children & Young People have the best possible start People live in safer, stronger communities People live active healthier & independent lives Page 12
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POLICE SCOTLAND COMMUNITY SERVICES COMMITTEE 09 MARCH 2023 LOCAL POLICE PLAN – POLICE SCOTLAND 1.0 INTRODUCTION 1.1 In accordance with the Police & Fire Reform (Scotland) Act 2012, Police Scotland has a responsibility to prepare Local Policing Plans for the period 2023-26 (attached at appendix 1). Police Scotland request that the Community Services Committee review the Plan prior to publication. 2.0 RECOMMENDATIONS 2.1 Members are asked to review and approve the Local Police Plan – Argyll and Bute, attached at appendix 1, prior to publication. 3.0 DETAIL 3.1 In accordance with the Police & Fire Reform (Scotland) Act 2012, Police Scotland has a responsibility to prepare Local Policing Plan for the period 2023-26. These plans set out objectives and activities Police Scotland will deliver over the course of the next three years which will contribute towards positive outcomes for the people and the communities we serve. 3.2 In developing the Local Policing Plans for 2023-26 Police Scotland consulted widely with stakeholders – the public, partner agencies and staff. The feedback received informed the plan and has been used to identify priorities the community have told us matter. 3.3 The plan builds on the strong foundation already in place with a continued emphasis on crimes of violence and protecting the most vulnerable members of our communities, road safety, thefts – including cyber and digital frauds, drug supply, misuse and disorder. 3.4 The Chief Constable has responsibility for the policing of Scotland and this plans will contribute to our long term Strategic Police Plan, the Joint Strategy for Policing (2020) – Policing for a safe, protected and resilient Scotland. 4.0 CONCLUSION 4.1 Members are asked to review and approve the Local Police Plan – Argyll and Bute, attached at appendix 1, prior to publication. Page 13 Agenda Item 5
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Appendix 1 Argyll and Bute - L Division - Local Policing Plan For further information contact: Chief Superintendent Lynn Ratcliff, Police Scotland Page 14
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OFFICIAL OFFICIAL Argyll and Bute - L Division - Local Policing Plan Appendix 1 Page 15
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OFFICIAL OFFICIAL Contents Argyll and Bute - L Division - Local Policing Plan ....................................................... 1 Foreword ................................................................................................................ 3 Introduction ............................................................................................................. 5 National strategic alignment ................................................................................... 7 Police Scotland’s strategic objectives ..................................................................... 8 Argyll and Bute Local policing delivery context ....................................................... 9 Local priorities ...................................................................................................... 11 Local objectives and activity ................................................................................. 14 Threats to public safety and wellbeing are resolved by a proactive and responsive police service .................................................................................. 14 The needs of local communities are addressed through effective service delivery .......................................................................................................................... 19 The public, communities and partners are engaged, involved and have confidence in policing ........................................................................................ 22 Our people are supported through a positive working environment, enabling them to service the public ................................................................................. 27 Police Scotland is sustainable, adaptable and prepared for future challenges . 31 Governance and performance .............................................................................. 34 Equality, diversity and inclusion ............................................................................ 35 Engaging with us .................................................................................................. 36 Page 16
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OFFICIAL OFFICIAL Foreword As the Local Police Commander I am pleased to introduce the Local Policing Plan for Argyll & Bute for 2023-26. I was proud to be appointed Divisional Commander of Argyll and West Dunbartonshire in December 2021 and I would like to thank my predecessor, Chief Superintendent John Paterson, for his commitment and dedication to policing this area before my arrival in post. This plan outlines how police officers and staff, working closely with partner agencies through the community planning process, will focus on local policing priorities over the next three years; it reflects the views of the diverse range of urban, rural, remote and island communities across the area as well as drawing on information from Police Scotland’s Strategic Assessment. Much has changed since the compilation of the last Local Policing Plan in 2020 and Police Scotland and our partners acknowledge the challenges and opportunities which lie ahead, particularly when we consider both the continued recovery from the global COVID pandemic and the current cost of living, creating an ever changing, uncertain and complex environment. Local Policing is at the heart of our relationship with communities and all of the officers and staff working across Argyll and West Dunbartonshire are committed to keeping our communities safe by providing a responsive, resilient and focussed service. This Local Policing Plan reflects the need to collaborate, refocus and redirect resources from across a range of sectors to meet the needs of the public. I am committed to developing and enhancing the strong community spirit that exists by building close alliances with our communities and partners across the public, private and third sectors to improve outcomes and reduce inequalities as set out in the Community Empowerment (Scotland) Act 2015. We are all aware of the impact vulnerability, mental ill-health, alcohol and substance misuse has on both individuals and wider society. A broader understanding of the impact that living through the COVID pandemic has had is also starting to emerge, including the harms caused to individuals. The cost of living crisis is likely to further impact communities, families, households and businesses. It has been well documented that the associated demands placed on policing continue to grow with less than 20% of all calls received by the police service resulting in a crime being recorded. Page 17
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OFFICIAL OFFICIAL In developing our Local Policing Plans for 2023-26, we have consulted widely with our stakeholders – the public, partner agencies and our staff. The feedback we received has informed this plan. We will address priorities and tackle the things which you have told us matter to you the most. This plan builds on the strong foundations already in place, with a continued emphasis on crimes of violence and protecting the most vulnerable members of our communities, road safety, thefts – including cyber and digital frauds, drug supply and misuse and disorder. In addition to tackling traditional and visible crime and criminality, we must find different ways to prevent, disrupt and respond to the ever more inventive and complex use of digital tools and new tactics, often originating from beyond our borders, to commit fraud, extort money or cause harm. Increased use of social media across all age groups brings with it the requirement to raise awareness, through education, of the potential harm that can be caused and to ensure everyone remains safe on-line and has the confidence to report any matters of concern. In these challenging times, it is clear that the police service cannot meet the needs of everyone on its own. We will improve our skill set by continuing to actively participate in existing and new partnerships, listen to and learn from the experience of our people and communities and utilise our policing expertise to improve resilience, prevent crime and other harm. Whilst the demands and complexity of the challenges faced by Police Scotland continue to evolve our core values of integrity, fairness, respect and human rights will continue to underpin all we do. As your Local Police Commander I have a statutory responsibility under the Police and Fire Reform (Scotland) Act 2012 to work closely with West Dunbartonshire and Argyll & Bute Local Authorities to ensure our Local Policing Plans are linked to the Local Outcome Improvement Plans. I am determined that officers and staff across the Argyll & West Dunbartonshire Division continue to provide a visible, effective and efficient policing service that is relevant to the communities we serve; preventing and detecting crime whilst providing support and protection to those who need us. I am immensely proud of the work police officers and staff do every hour of every day across the Division to keep people safe, and it’s my privilege to serve as your Local Police Commander. Chief Superintendent Lynn Ratcliff, Local Police Commander, Argyll & West Dunbartonshire Division Page 18
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OFFICIAL OFFICIAL Introduction Argyll & West Dunbartonshire Division has a large geographical footprint. At just under 3000 square miles, it reaches from Clydebank in West Dunbartonshire as far north as Oban, out to Mull, Coll and Tiree and south to Islay and Kintyre. Argyll & Bute has a population of just over 86,000 people and covers an area of almost 2,700 square miles making it the second largest local authority area in Scotland. It has a mix of more densely populated areas such as Helensburgh, Dunoon and Oban as well as island and rural communities such as Rothesay, Mull and Islay Nearly half of Argyll and Bute’s population live in areas classed as ‘rural’ with 43% of Argyll and Bute’s population living in areas classed as ‘remote rural’. To address the needs of rural communities, partnership working is at the heart of what we do, as all partners must work collaboratively if we are to serve the public within Argyll and Bute to the very best of our abilities. Around a quarter of the population of Argyll and Bute also live on one of the 23 inhabited islands which provides another dynamic to rural policing to ensure equality to access of policing services. To help with this, some of our islands have special constables residing there providing a vital link into some of the smaller island communities. Argyll and Bute has around 25% of its population in the 65+ year group, with recent findings showing a large number of younger people aged 15-24 years who migrate away from Argyll and Bute to study or seek employment. It is predicted that those 75+ years will continue to grow giving a very high number of elderly residents which can bring with it key challenges, particularly when you accompany this with the rurality of the area. The Chief Constable of Police Scotland has ultimate and overarching responsibility for the policing of Scotland as per Section 17 of the Police and Fire Reform (Scotland) Act 2012. Page 19
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OFFICIAL OFFICIAL Section 47 of the Police and Fire Reform (Scotland) Act 2012 places a statutory responsibility on each Local Police Commander to produce a policing plan for their local authority area. These plans are not solely a legislative responsibility, but also demonstrate Police Scotland’s commitment to delivering local and national outcomes. Our Local Policing Plan 2023-2026 is linked to the Argyll and Bute Outcome Improvement Plan1 which is currently being reviewed for 2023. It currently provides the local outcomes for Argyll and Bute as: Outcome 1 In Argyll and Bute the economy is diverse and thriving Outcome 2 We have infrastructure that supports sustainable growth Outcome 3 Education, skills and training maximises opportunities for all Outcome 4 In Argyll and Bute children and young people have the best possible start Outcome 5 People live active, healthier and independent lives Outcome 6 People live in safer and stronger communities The Local Policing Plan will adapt to our changing challenges and demands and as such will be reviewed every 3 months to ensure it accurately reflects the needs of our communities within Argyll and Bute. 1 ABOIP v1 2017.pdf (argyll-bute.gov.uk) Page 20
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OFFICIAL OFFICIAL National strategic alignment Our strategic outcomes provide a clear route from the Scottish Government’s outcomes and priorities, including the Justice Strategy, through Police Scotland’s strategies, plans and performance reporting, enabling us to demonstrate alignment and clearly articulate our ambitions and progress as demonstrated below. In addition to the Annual Police Plan, Police Scotland’s thirteen local policing divisions produce Local Police Plans which reference distinct priorities, objectives, outcomes and performance measures. They link to wider community planning arrangements, with Local Outcome Improvement Plans taken into account in their development. Scottish Government National Outcomes/Strategic Priorities/Justice Vision SPA/Police Scotland Strategic Outcomes Long Term Policing Strategy: Policing for a Safe, Protected and Resilient Scotland Enabler strategies including People, Fleet, Estates, Public Contact and Engagement, Enabling Policing for the Future, Digital Data and ICT, Cyber, Environmental, Procurement, Violence against Women and Girls, Equality Diversity and Inclusion These are underpinned by plans including the Strategic Workforce Plan, Annual Police Plan, Local Police Plans, Local Outcome Improvement Plans, and Financial Plans. Page 21
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OFFICIAL OFFICIAL Police Scotland’s strategic objectives Page 22
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OFFICIAL OFFICIAL Argyll and Bute Local policing delivery context Argyll and West Dunbartonshire Division covers almost 3,000 square miles of land and sea. The area encompasses two local authority areas - West Dunbartonshire and Argyll and Bute. For Argyll and Bute we have two dedicated Area Commanders who have responsibility for day-to-day policing. These command areas are: South Argyll, Helensburgh, Lomond, Bute and Cowal; and Mid-Argyll, Kintyre, Oban, Lorn and the Islands. Whilst Argyll & Bute has a population of just over 86,000 people, this number increases significantly during the summer months. Argyll and Bute is the chosen destination for thousands of visitors both national and international every year. The area has a vibrant and diverse population and boasts a significant number of small- scale commercial enterprises supporting the local community. Uniformed policing in the division consists of response officers, located at hubs throughout the localities. They are responsible for the day to day policing presence in our communities and are the first point of contact for the majority of our frontline response. The Community Engagement Team (CET) provide specialist support to the Division in respect of crime prevention safer communities and architectural liaison work. The CET ensures the Divert and Deter strands of the Serious Organised Crime Strategy and oversees local imbedding of the UK’s Counter Terrorism Strategy known as Contest. Further to this, the CET leads equality and diversity matters and oversees hate crime investigations within the division. Specialist departments within the division include the Criminal Investigation Department (CID), and the Public Protection Unit (PPU), responsible for the investigation of serious crime, sexual crime and domestic abuse. Page 23
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OFFICIAL OFFICIAL Our Local Policing Division is supported by a number of national functions including Specialist Crime Division (SCD), Operational Support Division (OSD), Partnerships, Prevention and Community Wellbeing Division (PPCW). We are also supported by our Contact, Command and Control Division who provide frontline advice, support and assistance to the public and police alike. Their highly skilled staff and officers provide 24 hour support to resolve enquiries, prioritise and task incidents and supply our frontline officers with operationally critical information. The introduction of the Contact Assessment Model (CAM) changed the way Police Scotland handles calls from the public. With CAM, each call is assessed and prioritised to ensure that where a police response is required, it will be despatched timeously. Where the matter does not require a policing response, and would be more effectively resolved by another agency, the call will be referred accordingly. This will ensure communities across Argyll and Bute receive support from the most appropriate agency and enable police resources to be deployed more effectively to prevent crime and disorder in your area. Page 24
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OFFICIAL OFFICIAL Local priorities Page 25
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OFFICIAL OFFICIAL We engaged with the public on this Local Policing Plan through our Your Police Survey, which has been running now for a number of years. We also carried out specific engagement from November 2022 through to February 2023, providing an opportunity for you to tell us what matters to you most for policing in Argyll and Bute. This reflected past consultation results and underlines that we continue to focus our efforts on areas of concerns for the communities we serve. The priorities you identified were: Tackling anti-social behaviour Tackling crimes related to drugs and alcohol Visibility, presence and being approachable Traffic related offences Improved community engagement Tackling violence and domestic abuse These priorities are not considered in isolation, for example our response to violence against women and girls includes elements of a number of the priorities identified. While public consultation with the people of Argyll and Bute determines local priorities, national priorities are identified through our National Strategic Assessment, and these also feature in our Annual Police Plan. National priorities include: Protecting vulnerable people Tackling crime in the digital age Working with communities Support for operational policing Together with the local priorities you identified and our shared partnership objectives, we will focus our efforts with equal commitment and determination to deliver positive outcomes for the communities we serve. The resources which inform our priority setting are: Locally we have engaged with our communities to provide results from the Your Police Survey open to everyone in our community of Argyll and Bute. Page 26
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OFFICIAL OFFICIAL We have promoted this through community councils and Argyll and Bute Third Sector Interface who represent community groups. Nationally, we have sources such as the Police Scotland National Strategic Assessment (2023/26) providing crime and incident data, Police Scotland Annual Police Plan (2023/24) Argyll and Bute Local Outcome Improvement Plan Community Impact Assessments Equality and Human Rights Impact Assessments Taking the local priorities provided by you, alongside our own Strategic Assessment and partnership objectives, the overall priorities for the Argyll and Bute Local Policing Plan are: Acquisitive Crime Public Protection Road Safety and Road Crime Serious Organised Crime Violence and anti-social behaviour Only by working together can we achieve the shared vision of an Argyll and Bute which has a positive, equitable and inclusive future. Page 27
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OFFICIAL OFFICIAL Local objectives and activity Threats to public safety and wellbeing are resolved by a proactive and responsive police service We find ourselves moving at an ever-increasing pace from the physical to the digital world; a move that creates new and complex crime types. It also affects traditional crime, much of which now has a digital element. To protect our communities effectively, we will continue to explore innovative technologies and partnerships. We will continue to be a key contributor to local joint planning and delivery, helping drive a shift to prevention and early intervention across services. Objective: Keep people safe in the physical and digital world Activity: Implement new measures to reduce threat, risk and harm to vulnerable missing people. Key Milestones: Ensure Herbert Protocol continues to be implemented for those living with dementia whether that is at home or in care establishments. Promote the use of the Purple Alert app within communities to enable community awareness to find someone living with dementia if they go missing. Hold focus groups with those living with dementia, younger people and those in the business sector around the use of Dementia Safeguarding Tags. Develop a communications plan to launch the Dementia Safeguarding Tags with those living with dementia, business sector and wider public. Launch the Dementia Safeguarding Tags within communities of Argyll and Bute. Update expected: Y1-3 Quarterly Performance measures and insights: Page 28
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OFFICIAL OFFICIAL How effective is the implementation of the Herbert Protocol in helping find people living with dementia who go missing? How well have Argyll and West Dunbartonshire Police Division promoted the Purple Alert app? How effective is the Dementia Safeguarding Tag in assisting people living with dementia when they are out in the community? How inclusive were the focus groups held to discuss the Dementia Safeguarding Tags? Activity: Work with partners to reduce the impact of cyber-related harm Key milestones: Deliver cyber-related harm awareness events to those most at risk including vulnerable adults and younger people, alongside partner agencies including Trading Standards. Increase preventative work to highlight dangers of cyber-related harm including use of Youth Engagement Officers to deliver inputs to schools and Community Engagement Officers to deliver inputs to older adults. Work with partners in education to prevent cyber bullying. Work with partners in education to provide parents with tools to keep their young people safe online. Update expected: Y1-3 Quarterly Performance measures and insights: How many cyber-related harm awareness events have been held with partner agencies? How effective has the division been in reducing the impact of cyber-related harm? How well are Argyll and West Dunbartonshire doing in providing information to parents to help prevent cyber-bullying? Objective: Design services jointly to tackle complex public safety and wellbeing challenges Activity: Develop partnership approaches to tackle drug related deaths, drug related harm and improve community wellbeing Key milestones: Page 29
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OFFICIAL OFFICIAL Provide crime prevention inputs at local drug recovery cafes to break down barriers with service users. Conduct intelligence led road policing stops and checks to divert those involved in drugs supply across the geography from travelling to supply drugs. Contribute to all drugs related death reviews as part of the Alcohol and Drugs Partnership in Argyll and Bute. Provide drug supply awareness (known as County Lines) inputs to front line partners including social work, education staff, housing and environmental services. Enhance our approach to those exploited by Serious Organised Crime Groups in the drugs supply chain, safeguarding victims and maximising investigative focus on bringing those involved in the coordination of such activity to justice. Reduce drug harm by working in partnership with stakeholders to support individuals at risk whilst targeting those who exploit the vulnerable through drugs supply. Update expected: Y1-3 Quarterly Performance measures and insights: How effective have the crime prevention inputs been at drugs recovery cafes as a way to break down barriers between police and service users? Have intelligence-led operations led to an increase in drug-related detections? How well received are our inputs at Drugs Related Death Review meetings chaired by the Alcohol and Drugs Partnership? How many County Lines inputs have been provided to different partners? How effective are Argyll and West Dunbartonshire Police Division at encouraging reporting of drug intelligence within communities? Activity: Implement a refreshed approach to Children and Young People underpinned by a Children’s Rights Approach to policing. Key milestones: Work with child protection partners to mitigate the risks posed to children and young people including online sexual abuse and exploitation. Ensure we meet our corporate parenting responsibility by upholding the rights and securing the wellbeing of Care Experienced Young People. Page 30
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OFFICIAL OFFICIAL Create a refreshed Joint Investigative Interview (JIT) suite in Dumbarton Police Station to improve our response to child protection for children who have been abused or neglected. Provide a consistent point of contact for the school community, delivering and participating in inputs and initiatives to provide focus on early and effective intervention through education. Introduce the Scottish Child Interview Model (SCIM) to ensure best practice of local authority and police working closely together to provide the best possible to service to children at risk. Update expected: Y1-3 Quarterly Performance measures and insights: What work has been carried out with partners to mitigate the risks of online sexual abuse and exploitation, and how effective has this been? Has the JIIT suite in Dumbarton been completed and how effectively is this being used? How many inputs have been provided within education establishments for young people? Has the roll out of SCIM taken place and how successful has this been? Objective: Support policing through proactive prevention Activity: Support the implementation of Distress Brief Intervention throughout Argyll and Bute. Key milestones: Identify officers suitable for training for the launch of Distress Brief Intervention taking an incremental approach to ensure adequate service provision with Level 1 providers. Support officers in completion of both online and face to face training to ensure they are appropriately trained as Level 2 officers. Monitor referrals to Support in Mind Scotland in accordance with training provided for Level 2 referring officers. Promote Distress Brief Intervention as an additional tool to support those with low level distress. Update expected: Page 31
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OFFICIAL OFFICIAL Y1-3 Quarterly Performance measures and insights: How many officers have completed the training for Distress Brief Intervention? Is training, awareness and guidance in place for officers and staff within the required timescales? How many referrals have been made that are suitable for engagement with Support in Mind Scotland? How effective are Argyll and West Dunbartonshire Police Division in supporting the implementation of Distress Brief Interventions? Activity: Support the delivery of the National Water Safety Strategy to reduce accidental drownings and water-related suicides. Key milestones: How well are Argyll and West Dunbartonshire Police Division contributing to the Partnership Approach to Water Safety? Have the number of water related incidents seen a change since the start of our educational activity? Is messaging around social media consistent across all partners to get the right messages across? Update expected: Y1-3 Quarterly Performance measures and insights: How well are Argyll and West Dunbartonshire Police Division contributing to the Partnership Approach to Water Safety? Have the number of water related incidents seen a change since the start of this educational activity? Is messaging around social media consistent across all partners to get the right messages across? Page 32
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OFFICIAL OFFICIAL The needs of local communities are addressed through effective service delivery To create your Local Police Plan we have engaged and consulted with the public, stakeholders, community representatives and partners including other service providers to ensure we have a shared understanding of the local community and the role of policing within it. We will continue to improve the services we provide as society evolves, embedding accessibility and inclusivity into all that we do. We continue to be able to call upon additional operational support and specialist services to assist with incidents and investigations, large planned and unplanned events, and other situations where these resources are needed ensuring our focus remains on the needs of the local community. Objective: Understand our communities and deliver the right mix of services to meet their needs Activity: Tackle residential and commercial housebreakings and other forms of acquisitive crime through prevention measures Key milestones: Deliver preventative messages and mediums to provide wide ranging education to all sections of our community including those who may not yet have reliable internet services. Provide inputs with elderly communities on fraud prevention and increase the capability of “cared for at home” network to educate those who may be housebound for the purpose of preventing frauds. Strengthen local partnerships making use of technologies, including ‘Call Blockers’ to reduce the likelihood of fraud. Deliver a programme of events with the business communities and financial institutions to raise awareness, encourage target hardening, target criminality and protect those vulnerable to acquisitive crime. Continue to work with Argyll and Bute Council sharing information where possible and jointly promoting campaigns such as Shut out Scammers. Page 33
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OFFICIAL OFFICIAL Update expected: Y1-3 Quarterly Performance measures and insights: How are different platforms being used to push out education and prevention messages? How effective are prevention messages to differing age groups within our communities? How many funding applications have had success? How effective are the partnerships in Argyll and Bute in preventing frauds and other acquisitive crimes? How many referrals have been made? Objective: Support our communities through a blend of local and national expertise Activity: Develop a robust process to tackle anti-social behaviour including both indoor and outdoor violence Key milestones: Draft and implement a revised Information Sharing Protocol for ASB in conjunction with Argyll and Bute Council and Registered Social Landlords. Focus priority actions with ASB partners to ensure victims are protected and those responsible are engaged. Implement Summer Safety and Festive Safety Plans in relation to the night time economy and licensed premises in conjunction with partners in Argyll and Bute and licensees. Increase the number of trained Keep Safe Places present throughout Argyll and Bute to assist in tackling hate crime and supporting vulnerable people to live independently within our communities. Improve our information sharing on youth related issues with partner agencies and the School Community, identifying and focussing on young people in particular who are displaying behavioural difficulties, who are offending or at risk of offending in the school or in the wider community. Update expected: Y1-3 Quarterly Performance measures and insights: Page 34
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OFFICIAL OFFICIAL Is our Information Sharing Protocol regarding ASB up to date and fit for purpose? How effective are our multi-agency ASB meetings at protecting victims? How many monitored licensed premises do we have in Argyll? How have the number of Keep Safe places changed in Argyll? How effective is Argyll and West Dunbartonshire Police Division at tackling violent crime? Activity: Improve and encourage reporting of domestic abuse throughout all communities and target perpetrators Key milestones: Ensure domestic abuse investigations are progressed in accordance with Police Scotland’s forthcoming Violence Against Women and Girls strategy. Provide inputs from specialist departments to frontline officers who routinely attend domestic incidents. Support local and national domestic abuse campaign material through social media, officers promoting at community councils and display of posters. Support businesses in our local communities to receive Domestic Abuse awareness training through Medics against Violence (MAV). Enhance local focus for domestic incidents through Multi Agency Tasking and Coordinating (MATAC) by proactively targeting domestic abuse offenders at a local level, supported by national specialise expertise and alignment with Multi Agency Risk Assessment Conference (MARAC). Update expected: Y1-3 Quarterly Performance measures and insights: How effective is Argyll and West Dunbartonshire Police Division at keeping victims of domestic abuse safe, and encouraging them to report incidents? How supported do our response officers feel when dealing with domestic abuse incidents? How is our support for local and national campaigns received? How many businesses have we engaged with to encourage sign up to the Medics against Violence inputs? Objective: Support the changing nature of communities Page 35
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OFFICIAL OFFICIAL Activity: Through intelligence led policing and proactive engagement with all road uses, reduce death and serious injury on Argyll and Bute’s road network. Key milestones: Deliver a calendar of campaign activity, in partnership with key stakeholders, to improve driver attitudes/behaviour and reduce injury on the road network throughout Argyll and Bute. Work with GPs and social work departments to ensure those suitable for DVLA assessments for retaining driving licences are supported by partner agencies. Make our roads safer by positively influencing driver, cyclist, pedestrian and horse rider behaviour through high visibility patrolling by specialist Roads Policing officers and use of Operation Close Pass and Lose the Blinkers. Carry out high visibility speed detection in local communities at locations of most concern. Update expected: Y1-3 Quarterly Performance measures and insights: How effective are Argyll and West Dunbartonshire Police Division’s activities in improving road safety in Argyll and Bute? How well is the division doing in encouraging referrals to DVLA where someone may not be suitable to continue driving? How well received have Operation Close Pass and Lose the Blinkers been in promoting road safety? Have road deaths and serious injuries been reduced in Argyll and Bute? The public, communities and partners are engaged, involved and have confidence in policing Our values are at the heart of everything we do. Our human rights based approach to policing along with ethical and privacy considerations are of the utmost importance to the service we provide. The communities we serve should feel confident that we Page 36
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OFFICIAL OFFICIAL will always police in a way that is fully underpinned by our values of fairness, integrity, respect and human rights. The safety and wellbeing of the people we serve are enhanced by providing services that work efficiently. We will listen and seek to understand the changing needs of diverse communities, bringing both professionalism and empathy to our interactions making changes to our services when required. Engaging with people strengthens relevance, responsiveness and accountability and builds trust. We will improve and refocus our engagement activities where these are not reaching diverse communities and are not representative of the society we serve. Objective: Embed the ethical and privacy considerations that are integral to policing and protection into every aspect of the service Activity: Enable and support effective engagement and communication with the public, including promotion of our Local Police Plan Key Milestones: Ensure Your Police Survey is accessible for all including those who do not have access to electronic means. Utilise forms of communication including Neighbourhood Watch Scotland Alerts, Rural Watch, local newspapers and community newsletters to ensure effective engagement for those who do not engage directly with Police. Carry out engagement events with our local communities, paying particular attention to seldom heard groups who might not engage digitally with Police Scotland. Update expected: Y1-3 Quarterly Performance measures and insights: How well are we engaging with the public in continual dialogue to ensure effective and inclusive input to the Local Police Plan? Page 37
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OFFICIAL OFFICIAL Objective: Protect the public and promote wellbeing across Scotland by providing services that are relevant, accessible and effective Activity: Promote and improve rural communities and environmental wellbeing so that people can flourish and feel safe. Key milestones: Continue to lead on the Divisional Partnership against Rural Crime group ensuring all key partners are involved and included. Raise awareness of livestock worrying offences and coordinate local campaigns focusing on consequential outcomes and publicise successful prosecutions. Build local and national intelligence profiles of those involved in rural theft through use of technologies. Increase use of Rural Watch to detect and intercept suspect vehicles. Raise awareness of up to date security methods and produces and share proven prevention tactics and techniques to make fuel more difficult to steal from rural locations. Support equestrians to have safe and responsible access to the countryside and promote equine road safety. Improve prevention and detection of wildlife crimes. Update expected: Y1-3 Quarterly Performance measures and insights: How well supported do those in the rural communities feel by Argyll and West Dunbartonshire Police Division? How effective has the livestock worrying campaigns been in preventing livestock attacks? What have we done to build local intelligence profiles? How many members are signed up to Rural Watch and how well used is this platform been in raising awareness of rural crime? How well are we promoting up to date security methods through letters to victims of rural crime and proactively on social media? How well have we supported the equine community to be safe on the roads? How has the prevention and detection of wildlife crime changed? Page 38
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OFFICIAL OFFICIAL Objective: Work with local groups and public, third sector and private sector organisations to support our communities Activity: Engage the third sector through Argyll and Bute Third Sector Interface (Argyll TSI) and statutory partners to develop an appropriate information service signposting those in our communities to support for mental health, relationships and addictions. Key milestones: Support Argyll TSI and Statutory Living Well Networks to develop a community directory able to be accessed by all. Work with Argyll TSI and Statutory Living Well Networks to develop a frontline services support card that can be utilised by local Police Scotland officers, Scottish Ambulance Service and Scottish Fire and Rescue Service and passed to those who may wish to self-prescribe to local support. Ensure once these support cards are developed that they are made available to those within custody settings for anyone coming through Custody centres throughout Argyll and Bute. Update expected: Y1-3 Quarterly Performance measures and insights: How well have we supported Argyll TSI in their development of the Community Directory? How successful are Argyll and West Dunbartonshire at signposting people to support services? Do we have support cards in every custody setting in Argyll and Bute and how well have we supported their use? Activity: Engage with third sector groups and partners in Argyll and Bute Council to support refugees, including those displaced by the conflict in Ukraine Key milestones: Participate in community planning to ensure that displaced people have a distinct route to accommodation, support and care. Work with third sector groups to raise awareness of Police Scotland and the support services we provide amongst refugees Page 39
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OFFICIAL OFFICIAL Expand the Keep Safe initiative to be inclusive for refugees to use and access. . Update expected: Y1-3 Quarterly Performance measures and insights: Does qualitative feedback from third sector refugee groups indicate that refugees feel supported by Argyll and West Dunbartonshire Police Division? How many community events have we attended supporting refugees? How well have we promoted the Keep Safe Initiative to be inclusive for refugees? Page 40
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OFFICIAL OFFICIAL Our people are supported through a positive working environment, enabling them to service the public The safety and wellbeing of our officers and staff are at the heart of Police Scotland’s commitments. The challenges for policing are significant and the part policing plays in daily life will become ever more important as Society faces huge challenges. Policing is also coming under increasing scrutiny and pressure in relation to our actions. We will create the environment for our staff to be able to work effectively and equip them to make decisions, ensuring they are trusted and empowered to do so. Objective: Prioritise wellbeing and keep our people safe, well equipped and protected Activity: Enhance our communication throughout Argyll and West Dunbartonshire Policing Division to focus on our people, ensuring they have a strong identity. Key milestones: Engage with staff and officers across Argyll and Bute to develop a local communication strategy that fits their needs. Produce a monthly divisional bulletin that is people focussed and celebrates achievements of officers and staff through a person centred approach. Ensure enhanced local representation from Scottish Police Federation to ensure we are listening to concerns raised by our people and that their views are acted on. Continue to develop and monitor responses to the staff survey and ensure that our responses are visible to our officers. Update expected: Y1-3 Quarterly Performance measures and insights: How has local communication evolved to suit the requirements of officers and staff? How well is our bulletin being received by frontline officers and staff at addressing the items they wanted to be included? What local footprint do we have for local divisional federation representatives at all ranks? Page 41
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OFFICIAL OFFICIAL What progress have we made since the latest staff survey in supporting the needs of our people? Objective: Support our people to be confident leaders, innovative, active contributors and influencers Activity: Establishment of Divisional Improvement Team to ensure local officers are well connected and supported. Key milestones: Increase our capability for Specially Trained Officers (Taser deployments) for all communities throughout Argyll and Bute providing a safe geographical coverage. Continue to promote wellbeing champions and access to support services such as Police Treatment Centres, occupational health and Employee Assistance Programme. Promote Your Safety Matters for all officers and staff in Argyll and West Dunbartonshire Police Division. Establish Staff led improvement group to ensure all officers and staff are listened to and that change is driven from the grassroots of our service. Update expected: Y1-3 Quarterly Performance measures and insights: How many officers are Taser-trained, and what is our spread of Taser-trained officers throughout Argyll and Bute? How well are our officers being supported in accessing support services and are these being well used? Are we promoting Your Safety Matters in a meaningful way? How has our staff-led improvement group led to change in Argyll and Bute? Activity: Support delivery of national and bespoke training throughout Argyll and Bute for Constables, Sergeants and Inspectors. Key milestones: Support officers through lateral and vertical development by identifying those suitable for local and national training. Page 42
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OFFICIAL OFFICIAL Develop and support our probationary constables and sergeants through a structured continuous professional development programme. Ensure a sustainable recruitment model promoting “live local, work local” for more rural communities. Ensure delivery of Police Incident Officer Training to all ranks within rural postings to improve officer awareness of the requirements of Police Incident Officer. Enhance support to first line managers through creation of a supervisory toolkit relevant to Argyll and Bute. Coordinate awareness inputs to all officers and staff of access to partnership support such as HM Coastguard. Update expected: Y1-3 Quarterly Performance measures and insights: Do we have a well-structured plan in place to support probationers and newly promoted sergeants to ensure their needs are met? In what ways have we supported the ‘live local, work local’ recruitment drive? Is our local Police Incident Officer training being well received at constable and sergeant rank in rural stations? Is the supervisory toolkit fit for purposes and being well used, how are we ensuring feedback and regular updates? How well are we supporting our officers and staff not only through promotion, but through personal development at a lateral level? Objective: Support our people to identify with and demonstrate Police Scotland values and have a strong sense of belonging Activity: Develop and implement divisional people plans to support the implementation of the People and Equality, Diversity and Inclusion strategies. Key milestones: Review and evaluate existing approach Support officers through lateral and vertical development by identifying those suitable for both local and national training. Develop and support our probationary constables and sergeants through a structured continuous professional development programme. Page 43
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OFFICIAL OFFICIAL Make progress towards ensuring that our workforce is representative of the communities it serves and undertake positive action recruitment with under- represented communities. Enhance support to first line managers through creation of a supervisory toolkit relevant to Argyll and Bute. Update expected: Y1-3 Quarterly Performance measures and insights: How does Argyll and West Dunbartonshire Police Division proactively promote and support equality, diversity and inclusion initiatives? Do our people feel like they are being developed in accordance with their ambitions? How well are we at supporting positive action recruitment? Is the supervisory toolkit fit for purposes and being well used, how are we ensuring feedback and regular updates? Page 44
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OFFICIAL OFFICIAL Police Scotland is sustainable, adaptable and prepared for future challenges Ongoing political, technological, economic and societal changes as well as unforeseeable emergencies on a local and global scale require the police service to adapt and respond to future challenges in order to maximise the benefits of future opportunities. This includes working to reduce the impact of our activity, estates and fleet on the environment. Police Scotland aims to make a significant contribution to the Scottish Government’s 2040 carbon neutral target and 2045 zero greenhouse gas emissions target. Everyone has a role to play in improving financial sustainability, making efficient use of resources and eliminating waste to deliver best value. Procurement of and demand for goods and services will remain under scrutiny, ensuring resources are used in the most efficient way possible to meet the greatest need. Objective: Use innovative approaches to accelerate our capacity and capability for effective service delivery Activity: Deliver a sustainable and revised policing model for Argyll and Bute that better serves our communities and enables our Officers and staff to have enhanced capacity and capability for rural policing. Key milestones: Establish a methodology and evidence base to deliver a revised policing model for rural and remote policing areas. Link to and support the work of the National Short Life Working Group on Rural and Remote Policing other work-streams such as Recruitment, Retention, Promotion and Allowances. Maximise staff welfare and wellbeing in the design of any new model. Provide an evidence base for future Workforce Planning submissions. Deliver a revised inspector model for rural policing providing better access for incident oversight and management. Work with Police Scotland estates to provide improved accommodation for rural officers. Update expected: Page 45
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OFFICIAL OFFICIAL Y1-3 Quarterly Performance measures and insights: What is our evidence base for a revised policing model for rural and remote policing? How well is our connectivity from local to national in terms of the Rural and Remote Working groups? How sustainable is our policing model for Argyll and Bute? Does our policing model for Argyll and Bute allow us to adapt to seasonal variations in incidents? Does our revised inspector model provide better support for our people to ensure effective service delivery in rural communities? Are our estates within Argyll and Bute fit for purpose? Objective: Commit to making a positive impact through outstanding environmental sustainability Activity: Develop and implement innovative and sustainable methods to deliver a modern policing service in Argyll and Bute. Key milestones: Identify training and funding for cycling equipment for our officers. Better utilise pedal cycles for officers in smaller villages to provide visibility and approachability Continue to support the roll out of electric vehicles. Foster biological diversity, and improve wellbeing of staff by establishing green space for social, recreation and relaxation activities. Update expected: Y1-3 Quarterly Performance measures and insights: How many cycle trained officers do we have in Argyll and Bute? How accessible are alternative transport methods for officers carrying out high visibility patrols and community engagement? Are electric vehicles being utilised within Argyll and Bute and what is the footprint of vehicle availability across our hubs. How many of our offices have access to wellbeing gardens? Page 46
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OFFICIAL OFFICIAL Objective: Support operational policing through the appropriate digital tools and delivery of best value Activity: Support the implementation of the digital data and ICT strategy including Mobile Working, national Core Operating System and Digital Evidence Sharing Capability Key milestones: Support the training of officers in receiving Mobile Devices for notebook purposes. Support the development of the national Core Operating System (COS) by ensuring local officers are able to use the system effectively and this is quality controlled. Update expected: Y1-3 Quarterly Performance measures and insights: How well are Argyll and West Dunbartonshire Policing Division doing to roll out the use of mobile devices to operational officers? What local training and awareness is available to support officers in using the COS systems. Page 47
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OFFICIAL OFFICIAL Governance and performance Policing by consent is the bedrock of our approach. Public trust and confidence can only be maintained through the legitimacy engendered by effective governance, transparency and accountability. Our Performance Framework links to our local and national plans enabling monitoring and measurement of progress on our priorities for policing and strategic outcomes. Key to delivering excellence in service provision is working collaboratively to support the Community Planning Partnership and the Community Empowerment (Scotland) Act 2015. Our Local Police Plan reflects the priorities that local communities, businesses and organisations have told us matter most to them. We will continue to work with our communities and partners to listen to concerns and ensure we respond effectively to emerging issues. An overview of divisional performance against our strategic outcomes and shared objectives is provided by the Divisional Commander at the Argyll and Bute Community Services Committee on a quarterly basis. The performance reports are a matter of public record and are stored on the Argyll and Councils Website. 2 Local Area Commanders regularly liaise with and provide updates to the community and elected representatives at various forums and, to complement this, Community Policing officers provide local policing ward updates to community councils and residents’ groups. 2 Browse meetings - Community Services Committee - Argyll and Bute Council (argyll-bute.gov.uk) Page 48
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OFFICIAL OFFICIAL Equality, diversity and inclusion Our work is underpinned by our commitment to equality and diversity, both in our dealings with the public we serve and our own staff. We promote the core policing values of human rights, integrity, fairness, and respect within our organisation and the communities we police. We recognise that effective consent-based policing must reflect the needs and expectations of the individuals and local communities we serve. Our aim is to ensure that our service is fair, consistent and transparent and that we focus on our key objective of protecting the most vulnerable in our society. The Code of Ethics for policing in Scotland sets out the standards of behaviour expected of all staff. It encapsulates Police Scotland’s core values and statutory obligations under the Police and Fire Reform (Scotland) Act 2012. The Code sets out both what the public can expect from us and what we should expect from each other. The Scottish Police Authority (SPA) Equality Outcomes sets out their commitment to not only comply with equality legislation, but to ensure that the implementation of their equality actions positively contributes to a fairer society through advancing equality and good relations in all that we do. We are committed to developing and promoting best practice in the refresh of our Equality outcomes for 2022. These can be found along with our commitment and duties to equality, diversity & inclusion at: https://www.scotland.police.uk/about- us/how-we-do-it/strategic-planning/policing-together-equality-diversity-and-inclusion- strategy/ or via the QR code: Page 49
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OFFICIAL OFFICIAL This plan has been subject to an Equalities and Human Rights Impact Assessment (EqHRIA) in compliance with the Scottish Public Sector Equality Duty. Separate EqHRIAs will be undertaken for the activities described in this plan as required. Engaging with us Argyll and West Dunbartonshire Police Division Dumbarton Police Station Stirling Road Dumbarton G82 3PT We are here to help Dial 999 for an emergency that requires urgent police attention. For non-emergency contact call the 24- hour non-emergency contact centre on 101. If you have information about a crime in your area and wish to provide it anonymously, call Crimestoppers charity on 0800 555 111. If you have any concerns or issues you wish to discuss, you can contact your local Community Policing Team by phoning 101. For more detailed information about your local Community Policing team and other services that Police Scotland provides, please visit our website at www.scotland.police.uk If you would like this information in an alternative format or language, please phone us on 101 to discuss your needs. Service users who are deaf or have a hearing impairment can contact Police Scotland via Next Generation Text (NGT) on 18001, 101 for non-emergency, or 18000 in an emergency. Meaningful and effective engagement involves genuine dialogue, respect, integrity, transparency and accountability. It provides an opportunity for people to shape our services and influence decisions made. Insight from effective engagement helps Page 50
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OFFICIAL OFFICIAL identify practical solutions and determine changes required to meet the needs of the communities we serve. Police Scotland is committed to continuous improvement in all that we do. If you have something to tell us about our service, please contact us at: https://www.scotland.police.uk/contact-us/ Further information about our wider engagement can be found in our consultation and engagement hub at: https://consult.scotland.police.uk/ Police Scotland has a number of active social media channels that provide a range of information and insight into policing, both nationally and in your local area. A full list of our social media accounts can be found on our website. Our local channels can be found at: Twitter: Argyll and Bute Police Facebook: Argyll and West Dunbartonshire Police Division Please note that our social media channels are not monitored 24/7 and should not be used for reporting crime. Please dial 999 in an emergency, and 101 in a non- emergency situation. Inclusive and accessible engagement. We aim to embed accessibility and inclusivity into our services to make them work for everyone. This Local Police Plan was subject to an Equality and Human Rights Impact Assessment (EqHRIA). A summary of the EqHRIA has been published alongside this document. This Local Police Plan can be made available in various alternative formats. For more information, please contact us via our online form: https://www.scotland.police.uk/contact-us/. Deaf, deafened, hard of hearing or speech-impaired callers can contact us via Text Relay on 18001101. Page 51
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Argyll & Bute PerformanceReport Q3 - 1st October 2022 - 31st December 2022 Annick Page 53 Agenda Item 6
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Argyll & Bute Performance Report Table of Contents Local Fire and Rescue Service Plan Priorities 3 Argyll & Bute Activity Summary 4 Domestic Safety - Accidental Dwelling Fires 5 Domestic Safety - Accidental Dwelling Fire Casualties 6 Unintentional Injury and Harm 7 Deliberate Fire Setting 8 Non-Domestic Fire Safety 9 Unwanted Fire Alarm Signals 10 Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 2 Page 54
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0 0 2 0 0 19 1 0 2 1 1 8 0 0 0 1 0 7 3 0 0 1 1 15 1 1 0 0 1 43 2 1 3 0 1 19 0 0 2 1 0 7 1 0 0 2 0 15 3 0 4 0 1 26 4 0 6 0 0 41 0 0 0 0 1 6 15 2 19 6 6 206 -12% 100% 6% -45% -45% 9% -10% 0% -32% -22% -4% 5% 17% 20% 17% 12% 19% 32% Accidental Dwelling Fires Accidental Dwelling Fire Casualties Non-Domestic Fire Safety Unwanted Fire Alarm Signals Unintentional Injury and Harm Deliberate Fire Setting Local Fire and Rescue Service Plan Priorities Year on Year Change 3 Year Average Change 5 Year Average Change Cowal Ward Dunoon Ward Helensburgh and Lomond South Ward Helensburgh Central Ward Isle of Bute Ward Kintyre and the Islands Ward Lomond North Ward Mid Argyll Ward Oban North and Lorn Ward Total Incidents Oban South and the Isles Ward South Kintyre Ward The Local Fire and Rescue Service Plan has been developed to set out the priorities and objectives within Argyll & Bute and allows our local authority partners to scrutinise the performance outcomes of these priorities. We will continue to work closely with our partners in Argyll & Bute to ensure that through targetting risks at a local level we are all "Working Together for a Safer Scotland." The plan has been developed to complement key partnership activity embedded across Argyll & Bute's Community Plan and associatedDelivery and Thematic plans. Through partnership working we will seek to deliver continuous improvement in our performance and effective service delivery in our area of operations. The Local Fire and Rescue Plan for Argyll & Bute identified six areas for demand reduction and is subject to regular monitoring and reporting through the Police & Fire and Rescue Committee. A summary of the priorities and current activity is detailed below with further detail and analysis contained within this performance report. About the statistics within this report The activity totals and other statistics quoted within this report are published in the interests of transparency and openness. They are provisional in nature and subject to change as a result of ongoing quality assurance and review. Because all statistics quoted are provisional there may be a difference in the period totals quoted in our reports after local publication which result from revisions or additions to the data in our systems. The Scottish Government publishes official statistics each year which allow for comparisons to be made over longer periods of time. Activity levels have reducedby more than 5% Activity levels have reduced by up to 5% Activity levels have increased overall Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 3 Page 55
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Argyll & Bute Activity Summary 2018/19 2019/20 2020/21 2021/22 2022/23 74 72 67 54 49 80 80 54 67 77 251 296 253 290 309 405 448 374 411 435Total Incidents All Special Services All False Alarms All Fires 0 100 200 300 400 500 2018/19 2019/20 2020/21 2021/22 2022/23 Total Incidents All Fires All Special Services All False Alarms 16% 17% 67% 11% 18% 71% All Fires All Special Services All False Alarms Incidents by Classification Annual Average 5 Year Average 47.36% 17.93% 5.98% 4.83% 3.45% 3.45% 2.76% 2.53% 1.38% 1.38% 1.15% 0.92% 0.92% 0.92% 0.92% False Alarm (UFAS) False Alarm (Dwelling) Assist other agencies False Alarm (Good Intent) Dwelling Fire RTC Chimney Fire Flooding Other Building Fire Effecting entry/exit Refuse Fire Special Service - No action Removal of objects from people Outdoor Fire Other Primary Fire Top 15 Incident Types by % of Total Incidents Argyll & Bute OperationalTrends 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 49 fires primary & secondary special services 77 false alarms 309 7% totalnumber of incidents 435 6% -9% fire & non-fire casualties 25 19% economiccost of ufas incidents £405,820 Activityby Time of Day 15% (-5) (10) (19) (24) (4) 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 4 Page 56
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-12% -10% 17% Year on Year 3 Year Average 5 Year Average Main Source of Ignition Domestic Safety - Accidental Dwelling Fires Domesti Detection Present 86.7% 92.3% Detection Actuated Calls Made via Linked Alarms 80.0% 6 4 3 1 1 0 1 2 3 4 5 6 7 Cooking/Domestic appliance Heating equipment Smoking/Matches Not known Natural occurrence 20 22 28 17 15 2018/19 2019/20 2020/21 2021/22 2022/23 66.7% 20.0% 53.3% 66.7% No FirefightingAction Direct Firefighting Heat/Smoke Damage Only Nofire Damage Alcohol/DrugImpairment 13.3% Distraction 33.3% 01 0203 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 22 23 00 Oban North and Lorn 0.0% Dunoon 6.7% 0.0% Helensburgh and Lomond Helensburgh Central Isleof Bute Kintyreand the Islands Lomond North Mid Argyll 20.0% 6.7% 13.3% 6.7% 20.0%0.0% 26.7% 0.0% Oban South and the Isles South Kintyre Cowal Performance Summary AccidentalDwelling Fires to Date Main Source of Ignition AccidentalDwelling Fires by Time of Day Severity of Accidental Dwelling Fires Human Factors Automatic Detection & Actuation AccidentalDwelling Fires Activity by Ward (% share) (0) (1) (0) (3) (1) (2) (0) (1) (3) (4) (0) (10) (3) (8) (10) (5) (2) (13) (12) (12) Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 5 Page 57
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100% 0% 20% Year on Year 3 Year Average 5 Year Average Domestic Safety - Accidental Dwelling Fire Casualties Not Known Smoke Inhalation 0 0 0 0 1 0 0 1 0 0 0 - 9 10 - 19 20 - 49 50 - 79 80+ Male 50% Female 50% 1 2 3 1 2 2018/19 2019/20 2020/21 2021/22 2022/23 0.0% 0.0% Oban South and the Isles South Kintyre Cowal 0.0% Dunoon 0.0% 0.0% Helensburgh and Lomond Helensburgh Central Isle of Bute Kintyreand the Islands Lomond Mid Argyll 0.0% 50.0% 50.0% 0.0% 0.0%0.0% Oban North and Lorn Unintentional Injury or 01 02 03 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 22 23 00 First Aidat Scene Hospital -Serious Injuries Hospital-Slight Injuries Fatality Performance Summary Fire Casualties by Time of Day Accidental Dwelling Fire Casualties Year to Date Nature of Injury Extent of Harm Age / Gender Profile AccidentalDwelling Fire Casualties by Ward (% share) (0) (0) (0) (0) (1) (1) (0) (0) (0) (0) (0) () (1) (1) ()50.0% 0.0% 50.0% 0.0% Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 6 Page 58
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6% -32% 17% 5 Year Average Year on Year 3 Year Average Unintentional Injury or Harm Head/Neck/Back Unconscious/ Unresponsive Other/Not Known Breathing Chest/Heart/Abd ominal Fracture?Cuts/La cerations 42.1% 21.1% 15.8% 10.5% 5.3% 5.3% 0 0 4 7 10 0 3 4 0 0 - 9 10 - 19 20 - 49 50 - 79 80+ Male 63% Female 37% Cowal Dunoon 10.5% 0.0% Helensburghand Lomond Helensburgh Central Isleof Bute Kintyreand the Islands Lomond Mid Argyll 0.0% 0.0% 15.8% 0.0% 21.1%10.5% 10.5% Oban North and Lorn 31.6% 0.0% ObanSouth and the Isles South Kintyre Road Traffic Collision Water Rescue Assisting Other Agencies 26.3% 0.0% 73.7% 01 0203 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 22 23 00 First Aid at Scene Hospital -Serious Injuries Hospital -Slight Injuries 31.6% 36.8% 21.1% Fatality 10.5% 32 44 15 18 19 2018/19 2019/20 2020/21 2021/22 2022/23 Deliberate Performance Summary Non-Fire Casualties Year to Date Non-Fire Casualties by Time of Day Nature of Injury Extent of Harm Non-FireEmergency Activity Age / Gender Profile Non-FireCasualties by Ward (% share) (2) (2) (0) (0) (0) (3) (2) (0) (4) (6) (0) (14) (0)(5) (7) (4) (2) (6) Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 7 Page 59
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-45% -22% 12% Year on Year 3 Year Average 5 Year Average Deliberate Fire Setting Cowal Dunoon 16.7% 16.7% Helensburgh and Lomond Helensburgh Central Isle of Bute Kintyre and the Islands Lomond Mid Argyll 16.7% 0.0% 0.0% 33.3% 0.0%16.7% 0.0% Oban North and Lorn 0.0% 0.0% Oban South and the Isles South Kintyre 15 14 11 11 6 2018/19 2019/20 2020/21 2021/22 2022/23 01 0203 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 22 23 00 0.0% 53.3% 0.0% 18.2% 27.3% 16.7% 0.0% 46.7% 100.0% 81.8% 72.7% 83.3% 2017/18 2018/19 2019/20 2020/21 2021/22 2022/23 Primary Secondary 0 1 0 0 Other Buildings Dwellings Vehicles Other Primary 3 2 Refuse Other Secondary 405 448 374 411 435 7 14 9 8 5 0 200 400 600 300 350 400 450 500 2018/19 2019/20 2020/21 2021/22 2022/23 All Incidents Deliberate Secondary Fires Non Performance Summary Deliberate Fires Year to Date Deliberate Firesby Time of Day Deliberate Firesby Classification Primary Fire Ratio by Activity Type Secondary Fire Ratio by Activity Type Deliberate Fires Compared to Operational Activity Deliberate Fires by Ward (% share) (0) (1) (1) (1) (0) (0) (1) (2) (0) (0) (0) Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 8 Page 60
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-45% -4% 19% Year on Year 3 Year Average 5 Year Average Non Domestic Fire Safety 9 7 5 11 6 2018/19 2019/20 2020/21 2021/22 2022/23 Cowal Dunoon 16.7% 0.0% Helensburgh and Lomond Helensburgh Central Isle of Bute Kintyre and the Islands Lomond Mid Argyll 16.7% 16.7% 16.7% 0.0% 16.7%0.0% 0.0% Oban North and Lorn 0.0% 16.7% Oban South and the Isles South Kintyre 83% 17% 0% Accidental Deliberate Not Known 50.0% 50.0% 0.0% 50.0% No FirefightingAction Direct Firefighting Heat/SmokeDamage No Fire Damage 2 2 1 1 Non Residential, Private Garden Shed Retail, Single shop Residential Home, Retirement/Elderly Industrial Manufacturing, Other Unwanted 01 0203 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 2223 00 Performance Summary Non-Domestic Fires Year to Date Non-Domestic Firesby Time of Day Non-Domestic Fires by Nature of Origin Non-Domestic Fires by Ward (% share) Severity of Non-DomesticFires Non-Domestic Firesby Premises Type (0) (1) (0) (1) (1) (1) (0) (0) (1) (0) (1) (3) (3) (0) (3) Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 9 Page 61
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9% 5% 32% 5 Year Average Year on Year 3 Year Average Unwanted Fire Alarm Signals 142 179 132 189 206 2018/19 2019/20 2020/21 2021/22 2022/23 Cowal Dunoon 3.9% 3.4% Helensburghand Lomond Helensburgh Central Isle of Bute Kintryeand the Islands Lomond Mid Argyll 7.3% 20.9% 9.2% 7.3% 12.6%3.4% 9.2% Oban North and Lorn 19.9% 2.9% Oban South and the Isles South Kintyre 73 48 34 13 10 Residential Property Education Industrial Manufacturing/Processing Offices and call centres Entertainment and culture 47% UFAS Percentage Against all Incidents UFAS Percentage Against all False Alarms 67% Human Influenceand Alarm Activations 24.8% 0.0 1.0 2.0 3.0 Mon Tue Wed Thu Fri Sat Sun 01 0203 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 22 23 00 Performance Summary Unwanted Fire Alarm Signals Year to Date Unwanted Fire Alarm Signals by Ward (% share) Unwanted Fire Alarm Signals by Time of Day Unwanted Fire Alarm Signals - Top 5 Premises Unwanted Fire Alarm Signals Activity Ratios Average UnwantedFire Alarm Signals per Day (137) (51) (19) (8) (7) (15) (43) (19) (7) (15) (26) (41) (6) (137) Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 10 Page 62
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1 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE ARGYLL AND BUTE CPP 9 MARCH 2023 2021/22 ANNUAL REVIEW OF THE CHILDREN AND YOUNG PEOPLES SERVICES PLAN 2020 – 23 1.0 EXECUTIVE SUMMARY 1.1 The Children and Young People’s Service Plan 2020-2023 was approved by Community Services Committee in November 2019 https://argyll-bute-girfec.com/wp- content/uploads/2020/12/cysp-2020-14th-dec-digital-version.pdf. 1.2 There is a requirement in Part 3 of the Children and Young People (Scotland) Act 2014 to review the report annually and report on the performance and progress to date in delivering the outcomes set out in the plan. 1.3 The review considers updates on 2021/22 progress, provides information on developments that have taken place since the plan was published and sets out key plans in the year ahead. 1.4 It is recommended that the Community Services Committee notes and considers:- a) NHS Highland and Argyll and Bute Council are jointly and equally responsible for children’s services planning; b) Argyll and Bute’s Children and Young People’s Services Plan 2020-2023 Year 2 review for the period 2021/22 approved by Argyll and Bute’s Children Strategic group; c) It is recommended the Community Services Committee and Integration Joint Board note the submission of the Children and Young People’s Services Plan Year 2 review to Scottish Government as per the legislative requirement. Page 63 Agenda Item 7
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2 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE ARGYLL AND BUTE CPP 9 MARCH 2023 2021/22 ANNUAL REVIEW OF THE CHILDREN AND YOUNG PEOPLES SERVICES PLAN 2020 – 2023 1.0 INTRODUCTION 1.1 This is the second annual review of the Children and Young People’s Service Plan 2020-2023. https://argyll-bute-girfec.com/wp-content/uploads/2020/12/cysp-2020- 14th-dec-digital-version.pdf. In this review we will report on our performance and progress to date in delivering the outcomes we set out to achieve. 1.2 The review will consider: - Updates on 2021/22 24 month progress - Provide information on developments since the plan was published - Set out key plans for the year ahead 2.0 RECOMMENDATIONS It is recommended that the Community Services Committee notes and considers:- a) NHS Highland and Argyll and Bute Council are jointly and equally responsible for children’s services planning; b) Argyll and Bute’s Children and Young People’s Services Plan 2020-2023 Year 2 review for the period 2021/22 approved by Argyll and Bute’s Children Strategic group; c) It is recommended the Community Services Committee and Integration Joint Board note the submission of the Children and Young People’s Services Plan Year 2 review to Scottish Government as per the legislative requirement. 3.0 PERFORMANCE SUMMARY 3.1 Children and Young People’s Service Plan (CYPSP 2020/23) approved in November 2020 by Argyll and Bute’s Children Strategic Group, Argyll and Bute Council and the Integrated Joint Board is set within the context of four strategic priorities and aligned to the eight well-being indicators (SHANARRI). By adopting the Quality Improvement methodology we will be able to show improvements in practice supporting us to achieve our aim of improving outcomes for children and young people. 3.2 Improvement and Progress Update Summary We have made good progress with the mid-term outcomes expected at 24 months. Page 64
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3 Tables 1 - 4 (pages 4 – 14) provide updates on the 2021/22 Performance Measures under each of the Strategic Priorities. Quality Improvement projects are still live, however due to COVID and a number of staff changes updates are not currently available for the Year 2 2021/22 report. Page 65
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4 Getting it Right for Every Child (GIRFEC) Leadership To help improve the visibility of the Children’s Services Strategic Leadership Group, member Profiles have been developed and circulated to all staff groups. Table 1 Outcomes expected at 24 months (2021/22) Progress update 1. Evidence of improvements in GIRFEC practice and delivery of services are embedded in children’s services 2. Streamlined systems and process result in partners having the ‘One Child, One Assessment and One Plan’ approach to service delivery 3. Feedback on successes and what is not working 1. The improvement work generated through the Argyll and Bute Children and Young People’s Improvement Faculty has resulted in improvements in the partnership approach to service delivery leading to better outcomes for children, young people and their families. 2. The replacement of the current Carefirst System with the Eclipse system will provide a fully integrated web-based Care Management system for Children, Families and Social Justice. Eclipse will reduce bureaucracy and support an integrated (HSCP) Child’s Plan in practice. 3. Gathering the views of children, young people, parents/families is fundamental and underpins the values and principles of GIRFEC. Staff capacity and COVID have resulted in additional scaling up of the ‘What Matters to Me’ (WMTM) form allows staff to gather the views parents at Child’s Plan meetings. This will be scaled up across all localities throughout Year 3 (2022/23). Page 66
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5 Getting it Right for Every Child (GIRFEC) Leadership Quality Improvement Progress Table 1.1 24 months (2021-22) Quality Improvement Aims Quality Improvement Projects Partners work collectively to review current systems and processes and reduce bureaucracy By 31st August 2021, 75% of audited Child’s Plans prepared by multi-agency partners after October 2020 will contain a clear set of SMART outcomes for the young person, based on an up-to-date assessment of risk and analysis of need. By end of May 2021, 95% of Initial child plans where Health Visitors are Lead Professional, will include parent/carer views of their child’s plan and they will score 4 or above on a 1- 5 rating scale of how engaged and involved they felt in the process” Improving the quality of Child's Plans Some Quality Improvement projects have been delayed due to staff changes, it is anticipated this will improve in Year 3 of the Plan. Strategic Priority 2 - Early Help and Support Table 2 Outcomes expected at 24 months (2021-22) 2021-22 Progress update 1. Ensure early help and support is put in place. Use the Model for Improvement to develop tests of change and ideas to promote and improve child development 2. Deliver on key priorities identified in the Child Poverty Strategy 1. Data indicates we have maintained above 90% of children having assessments completed at: 13 – 15 months - 93.6% 27 – 30 months - 92.6% Due to COVID restrictions P1 developmental milestone data has not be obtained 2. The benefits of partnership working have been evident with an increase in client engagement through collaborative working. Where agencies are able to bring their skills and expertise together to provide a holistic approach, vulnerable families are also less likely to be missed. Referrals and support from Health Visitors help with those who would falter at the point of making an appointment. Feedback from advisors ensures that clients who don’t engage can be supported to re-engage often at a point of difficult circumstances or crisis. The personal connections made between staff are beneficial Page 67
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6 3. Children and young people feel more positive about their health, wellbeing and developing relationships 4. Ensure breast feeding rates are improved and sustained 5. Children and young people are supported to make good choices with respect to maintaining a healthy weight ensuring good communication which is vital in delivering a high standard service. Bute Advice Centre has close working relationship with Health Visitors in the Bute & Cowal area and hope to roll out this service across Argyll. 3. In the school year 21/22, Health, Education and local 3rd Sector organisations worked in partnership to provide the health improvement programmes Smoke Free Me for P7's and You are Not Alone for S3. The drama productions were presented by video rather than a live play, due to the restrictions of Covid 19. However, these video's were presented in person by a selection of professionals from health improvement, education, school nursing and 3rd sector partners. Smoke Free - 100% of primary schools were offered the Smoke Free video complete with additional lesson plans, many were also provided with materials that pupils could take way, to supplement what was taught in school. All, teachers who provided feedback said the lesson plans, music and video access were excellent for their students. Not all schools were able to show the drama due to Covid-19 isolation guidance, but all those who did found it very beneficial and relevant. S3 Health Drama - 100% of Argyll and Bute Council secondary schools had access to the S3 Health Drama You Are Not Alone by video and all but one high school took advantage of having a showing supported by professionals who provide services for young people. All pupils had the option of asking any questions remotely and in private and feedback was taken on the structure and content of the drama from teachers, partners and pupils. All who fed back were very supportive and felt the content was appropriate and would welcome being part of the work ongoing. 4. 2021 Breastfeeding rates at 6 – 8 weeks reached 46.8% in one quarter and remained stable at 44% throughout the year, breastfeeding still remains high with the Scottish average at 6 – 8 weeks sitting at 32.5%. Key workers and Infant feeding support workers continue to work to promote the benefits of breastfeeding across all agencies. 5. Limited progress in 2021/22this was in part due to Covid and also some resource issues. An App has been commissioned and is currently being tested. Plans to increase staff hours to re-establish delivery of virtual group treatment sessions which will work alongside the App. Page 68
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7 Early Help and Support Quality Improvement Progress Table 2.1 24 months (2021-22) Quality Improvement Aims Quality Improvement Projects Ensuring relevant assessments at key ages and stages are carried out Creating communication friendly Early years settings in Bute (Aim in development) The UPQIC financial improvement project AHP Forum - Improve our universal and targeted offer National “Sharing the Ambition” project Breast feeding Communication Friendly early years settings Supporting vulnerable 2’s Some Quality Improvement projects have been delayed due to staff changes, it is anticipated this will improve in Year 3 of the Plan Ensure the Child Poverty Strategy is rolled out across the partnership Increased uptake of financial support following Universal Health Visiting Pathway contacts Aim - By Sept 2021, Health Visitor’s (HV) in Argyll and Bute will have a financial discussion with parents at 80% of contacts on the HV pathway and where a need is identified 100% will receive the requested money advice and benefit support Data relating to money advice conversations carried out at routine Health Visitor visits in the Bute & Cowal area was gathered to ascertain % of money advice conversations at routine pathway contacts for period Jan to Sept 2021. Data for the same period was also captured which looked at time to the initial money advice prep appointment. (Table was produced and is available). Data notes a sustained improvement with regards to money advice conversations carried out at routine Health Visitor visits in the Bute & Cowal area. Analysis of the data with regards to the total number of visits across the 8 month period notes - 41% achieved the 100% target and 52% at 90% or above. Against the median target wait of 3 days, the data shows that 47% or referrals waited 3 days or less and 53% of referrals waited more than 3 days, the longest wait was14 days. Page 69
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8 Strategic Priority 3 - Mental Health and Well-being Table 3 Outcomes expected at 24 months (2021-22) 2021-22 Progress update 1. Access and support for early help is available and easily accessible for children and young people 1. Development of the Peri-natal and Infant Mental Health Pathway Peri-natal and Infant Mental Health promotes knowledge and skills in understanding Infant Mental Health and parent-infant relationships. Infant mental health services are aimed at giving every child the best start in life by promoting the wellbeing of infants in the first three years of their development. The Infant Mental Health Pathway relies on the dedication and commitment of a large number of frontline practitioners such as midwives, health visitors and early years practitioners.. The Perinatal Mental Health Service has been live since December 2021. This service consists of one Trainee Advanced Nurse Practitioner working across Argyll and Bute offering consultation, triage and training. Embedding lived experience into service development to create a new service across Argyll and Bute. Working closely with services in Greater Glasgow and Clyde including the Mother and Baby unit. Infant Mental Health (IMH) - A short life working group has been established involving multi-agency staff, partners and agencies from across Argyll and Bute. The group was formed to develop and input into the IMH referral pathway, which has been taken to the PNIMH pathway. Children and young people have a better understanding of what safe and healthy relationships look like Children, Young people and their families feel supported to adopt healthy lifestyle choices Aim in development) Children and young people are able to make informed choices about their dietary needs Children, young people and their families feel supported to adopt healthy lifestyle choices - AHP Forum (Aim in development) Page 70
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9 Our children, their nurturing education (OCTNE) has continued to progress successfully with 33% of schools now engaged with this programme. Through engagement with training and use of a bespoke accreditation framework 23 schools have already achieved bronze accreditation (nurture committed), 1 silver accreditation (nurture aware) and 2 gold accreditation (nurture informed). With the addition of two Nurture Teachers (September 2021), the strategy has expanded and is able to offer increased support to education establishments. This expansion is supporting schools to establish targeted nurture interventions for groups of pupils (trauma skilled) and supporting the team around our most distressed young people who are at risk of educational placement breakdown (trauma enhanced). The role of the Nurture Teacher is focused on providing intensive but time-limited support through coaching, consultation and building capacity in staff and schools to make this targeted provision sustainable. The School Counselling Service provided for children and young people age 10 years and over has continued to progress very positively. The service started on February 8th 2021 with 7.5 fte counsellors and a team leader. Over the last year there have been some changes to staffing as well as short term enhancement through Council COVID Recovery Funding with the current staffing compliment being 8.5fte. Since the start of the service in February 2021 over 500 referrals have been received with an acceptance rate of over 99%. Analysis of referral information shows: The most common reasons for referral include Anxiety (44%), Depression (25%), Relationships (with parents, carers and peers, 23%), Emotional or Behavioural Difficulties (21%), and Self-Harm (16%) 60% of young people accessing the service report they are female, 34% report they are male and less than 6% describe themselves in another way 72% of referrals come from a professional (including Education, Health and Social Work). 24% come directly from young people through self-referrals The average age of someone accessing counselling is 14 and the majority of referrals come from S2-S4 Page 71
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10 2. Partners feel confident in understanding trauma and how it affects children and young people’s lives Of those referred, 7.3% Care experienced, 19% receive free school meals, 7.3% Young Carers, 17% with recorded additional support need and 41% with current or previous involvement from an agency beyond education There has been engagement with young people identifying as LGBTQ+ to consider access and support for early help particular through the school setting. Feedback has included the following: What support would you like to be available? ‘Need to be patient and listen. Lanyards are OK but it depends on the person. Don’t say “I understand” because you don’t.’ ‘More obvious things around the school e.g. information posters and FAQs.’ ‘Some departments have a good ethos, not particularly about LGBTQ+ but kindness in general’. Have you found it easy to access other support? ‘Teachers – some teachers I would trust with my life. Accessed a counsellor but she was not very good. Would struggle speaking with guidance but this is to do with whether the person is seen as trustworthy.’ ‘Pupils need a clear pathway that is made explicit. Told to go to go to Head of House. Better to say: “go to an adult that you trust” this could be anybody. Need them to listen well and also to remember.’ 2. Trauma Service - Argyll and Bute has continue to progress developments as one of three National Trauma Training pilot areas. A number of significant successes have been noted including: Strong multiagency commitment, leadership and ownership including the 3rd sector Investment of time in ensuring leadership and strategic buy in to support engagement over time Page 72
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11 Strategy built on existing strengths ensuring developments are coordinated with local practice and training including the GIRFEC practice model, existing work o Adverse Childhood Experiences and Our Children Their Nurturing Education (OCTNE) in schools Building awareness of trauma in to existing training such Child Protection, OCTNE and the PATHS curriculum Inclusion of the voice of lived experience Flexibility in responding to the impact of the pandemic and moving training online with significant update across services Over 83% of all staff working within our schools completed the e-learning modules at the appropriate levels High uptake of facilitated on-line trauma skilled training sessions by social work children’s services staff Strong, consistent communication and update of materials A widening focus on staff wellbeing and increasing shared focus on responding to the impact of trauma Presentations on progress delivered to national groups including to the Deputy First Minister. Based on review and evaluation of current progress, the Trauma Strategy group, initially in place to support the delivering of the trauma training programme has been reinvigorated to support the next stage of this work. It is centrally important that staff are not merely trauma informed, but that services, teams and individuals modify practice to ensure the work in ways that are trauma responsive. Multiagency consideration of the key objectives from the CYPSP 2020 - 23 identified core areas for development as we move from delivering training to identifying changes to practice, policy and guidance that will make a real difference to children and young people. With support from the national Children and Young People’s Improvement Collaborative (CYPIC), approaches within the Model for Improvement have been used to identify areas where practice change can be implemented and evaluated. These include: Our Children Their Nurturing Education, exploring the impact of changes to understanding and practice on outcomes for children, young people and families Trauma Enhanced Dyadic Developmental Practice (DDP) training which has continued to be delivered for relevant specialist staff across agencies Page 73
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12 3. Implement the standards and pathways of care 4. Children and young people are routinely using advocacy services Engagement of young people regarding how they would like to give their views around Children’s Meetings to ensure they can appropriately influence matters that impact their lives. As a result of this engagement the current Have your say approach is being discontinued and a new approached is being co-produced with young people which will be evaluated moving forward An A&B Trauma champion has been appointed. 3 Neurodevelopmental Pathway - The Scottish Government Neurodevelopmental Pathway is now available and is being used to shape pathways in Argyll and Bute through considering the effectiveness of current processes including the robust multiagency approach to autism diagnosis. The Child and Adolescent Mental Health Service (CAMHS) are working towards implementing the Scottish Government CAMHS Service Specification. The Scottish Government Neurodevelopmental Service Specification has now been published and colleagues across the agencies are working together to look at how we implement this 4. Who Cares? Scotland continues to provide advocacy to our care experienced children and young people. In 2020/21: 90 young people engaged with advocacy workers 52 young people accepted the offer of advocacy support (UPDATED FIGURES FOR 2021/22 have been requested from Who Cares? Scotland) The service has now expanded to be available to support those attending Hearings Independent advocacy continues to be offered to all children on the Child Protection Register over the age of 5 years Page 74
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13 Mental Health and Well-being Quality Improvement Progress Table 3.1 24 months (2021-22) Quality Improvement Aims Quality Improvement Projects Trauma training is rolled out across the partnership 1. Impact of Trauma informed practice (Aim in development) 2. Perinatal mental health 1. Early Years - Adults responses to children 2. Play pedagogy 3. Impact of Trauma informed practice 4. Trauma informed practice in schools through Our Children Their Nurturing Education Strategic Priority 4 - Children and Young People’s Voice Table 4 Outcomes expected at 24 months (2021 -22) 2021-22 Progress update 1. Methods to engage children and young people are designed and tested by the Away Team and the Young People’s Advisory Group 2. Invite the Young Peoples Advisory Group to present progress at the Community Planning Partnership 1. By October 2021, 85% of S3 pupils in Oban high will demonstrate an understanding of Argyll and Bute’s Children's Service plan and can explain why it matters to them which identifies the improvement in meeting attendance needed to create the right conditions to secure improvements with regards to S3 pupil awareness of the A&B Children’s Service Plan. With regards to the baseline question “Do You know about the C&YPSP” analysis notes (another table has been produced) a significant improvement in the understanding of the plan against the baseline score taken ahead of each of the four sessions. The baseline median score pre- session (0%) above 4, this is offset against a significant improvement in post-session median scores above 4 (50.25%) Conclusion: Against the target of 85% the data noted that 71% of S3 pupil reported a rating of 3 which meant that they knew about the Argyll and Bute CYPSP but I would “need help explaining it”. Alongside this 90% of S3 pupil also noted that they could “give one reason why the plan matters to young people”. 2. A presentation on the work of the Young People’s Advisory Panel has been delivered to Argyll & Bute’s Children Strategic Group and can be delivered to the CCP in year 3 Page 75
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14 3. The findings of the Independent Care Review are embedded in practice across the partnership 3. 3.1) The 2021-24 Corporate Parenting Plan has been updated to ensure that key themes from The Promise are prioritised 3.2) Multi agency review of all admission to care supported and consideration of findings by the Adult Protection and Child Protection Committees and the Corporate Parenting Board (CPB) led to a joint Promise Partnership bid for an innovative project, across adult and children's services. It is anticipated this will support development of new practice model for supporting families affected by parental mental health and substance misuse 3.3) Adoption of a lexicon of institutional language our young people have asked us to stop using and multiagency work to remove these words and phrases 3.4) Recruitment of a care experienced co-chair for the CPB 3.5) Additional funding for a one-year participation co-ordinator for care experienced children and young people 3.6) Continuing roll out of trauma training to develop a Trauma informed children's workforce and carers Children and Young People’s Voice Quality Improvement Progress Table 4.1 24 months (2021-22) Quality Improvement Aims Quality Improvement Projects Young People’s Advisory Panel is created By October 2021, 85% of S3 pupils in Oban high will demonstrate an understanding of Argyll and Bute’s Children's Service plan and can explain why it matters to them Visibility of Parent/Child’s Voice in Child’s Plan (Aim under development) 1. Engagement in CSP 2. “What matters to you?” Parent/child voice Page 76
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15 4. The focus for year 3 long term performance outcomes include: Getting it Right for Every Child (GIRFEC) Leadership Providing evidence of improvements and embedding the refreshed GIRFEC guidance Implementation of the Eclipse system to facilitate more streamlined systems and processes across the HSCP to ensure there is a ‘One Child, One Assessment and One Plan’ approach to service delivery Early Help and Support Further use of the Model for Improvement to develop tests of change and ideas to improve child development, ensuring early help and support in place Supporting families to support a reduction in the number of children and young people affected by poverty Developing specific programmes and ideas helps support us to ensure Children and young people feel more positive about their health, wellbeing and developing relationships The development of an App to promote healthy eating and assist Children and young people to make good choices with respect to maintaining a healthy weight Mental Health and Wellbeing Children and young people report they are able to access mental health and wellbeing support All partners are trauma informed and can demonstrate this in the actions taken to support children and young people Standards are improved and robust pathways are in place for children and young people with neuro-developmental conditions Children and young people report they are benefitting from accessing advocacy services Children and Young People’s Voice Children and young people are engaged and co-designing the next CYPS Plan (2023/27) Children and young people are involved in creating the new 2023 – 27 CYPS Plan The lives of care experienced children are improved 5 Key developments and alignment to National Policy Work is underway to ensure children and young people understand their rights as laid out in the United Nations Convention on the Rights of the Child (UNCRC) which has now been incorporated into Scots Law The Promise made to care experienced infants, children, young people, adults and their families - that every child grows up loved, safe and respected, able to realise their full potential. It is responsible for driving forward the findings of the Independent Care Review and works with organisations to support shifts in policy, practice and Page 77
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16 culture so Scotland can #KeepThePromise. Key themes from The Promise have been prioritised in the Argyll and Bute’s 2021-24 Corporate Parenting Plan 6. Conclusion The year 2 review of the 2020 – 23 CYPSP has highlighted progress to date and some of the quality improvement projects that require to be scaled up throughout year 3. The Quality Improvement faculty requires to be re-established to ensure this work continues throughout 2023/23, further improvements and run chart evidence will be realised in the year 3 report (2022/23) under long-term outcomes. 7.0 IMPLICATIONS 7.1 Policy The Children and Young People’s Services Plan is framed within the Getting It Right for Every Child framework and the well-being indicators. 7.2 Financial There are no additional resource implications with the delivery of the plan. 7.3 Legal The Council and NHS Highland are required to report on the progress of the Children and Young People’s Services plan as directed within the Children and Young People (Scotland) Act 2014, set out within the supporting Statutory Guidance published in December 2016. 7.4 HR None at this time. Fairer Scotland Duty: 8.5 Equalities The Children and Young People’s Services Plan identifies how health and social care services contribute to reducing inequalities, including health and education inequality. 8.6 Socio-economic Duty The Children and Young Peoples Service Plan 2020 – 2023 sits within this framework and seeks to address inequalities for children and young people. 8.7 Islands Delivery of services in more remote communities will be explored through Quality Improvement work as part of the 2020-23 Children and Young Peoples Service Plan. Page 78
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17 8.8 8.9 Risk Customer Service There are potential reputational risks for the Council should they fail to deliver the legislative requirements set out within the Children and Young People (Scotland) Act 2014, Statutory Guidance of December 2016. The Children and Young People’s Services Plan informs our young people, parents, carers, volunteers and practitioners of the outcomes and actions that all partner agencies have committed to deliver in order to ensure that children and young people living in Argyll and Bute get the possible start in life. David Gibson Head of Service Children and Families and CSWO Health and Social Care Partnership Patricia Renfrew Senior Manager Child Health and CAMHS 30th August 2022 Page 79
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 9 MARCH 2023 SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 - KILCHRENAN PRIMARY SCHOOL 1.0 EXECUTIVE SUMMARY 1.1 The purpose of this report is to update the Community Services Committee on the current situation of Kilchrenan Primary School, and invite Members to agree to the recommendations outlined. 1.2 Kilchrenan Primary School was mothballed by the Committee in 2022, with agreement that a review of the School’s mothballing would be prepared for the Committee’s March 2023 meeting at which Members can decide on a continued period of mothballing, or request officers to begin the formal preliminary consultation process to consider the future options for Kilchrenan Primary School. 1.3 It is recommend that the Community Services Committee: a) Note the decision of the Committee in March 2022, and the updated position of the School as set out within this report. b) Agree that Kilchrenan Primary School continues to be mothballed on a temporary basis and the School premises be retained on a care and maintenance basis. c) Note that there have been no requests to use the building since March 2022, but that should any be made they would be considered in the light of the current condition of the building, and any recommissioning works required. d) Agree that the Education Service will undertake the required preliminary Consultation for Kilchrenan Primary School, in compliance with the preliminary requirements as set out in the Schools (Consultation) (Scotland) Act 2010, and thereafter prepare an Options Appraisal for members’ consideration at the August 2023 meeting of Community Services Committee. Page 81 Agenda Item 9a
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 9 MARCH 2023 SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 - KILCHRENAN PRIMARY SCHOOL 2.0 INTRODUCTION 2.1 In February 2022 the Head Teacher of Kilchrenan Primary School retired and the Education Service was unable to recruit a replacement or a class teacher that would have allowed a shared headship arrangement. 2.2 Parents of children at Kilchrenan Primary School at this point reflected that they would rather their children be educated in a different setting. As a result there were no pupils remaining on the Kilchrenan roll. Other pupils resident in the catchment area were already attending school in Oban or Taynuilt. 2.3 In March 2022, it was agreed by members at Community Services Committee that Kilchrenan Primary School be mothballed, pending a further decision in March 2023 by Committee: either to continue the period of mothballing or to begin a preliminary consultation process to consider the future options for Kilchrenan Primary School. 2.4 The statutory process for the closure of a rural school is laid out in the Schools (Consultation) (Scotland) Act 2010, as amended by the Children and Young People (Scotland) Act 2014. The Act as amended introduces a presumption against the closure of rural schools and a requirement to carry out additional steps, before and during the consultation exercise. 3.0 RECOMMENDATIONS It is recommend that the Community Services Committee: a) Note the decision of the Committee in March 2022, and the updated position of the School as set out within this report. b) Agree that Kilchrenan Primary School continues to be mothballed on a temporary basis and the School premises be retained on a care and maintenance basis. Page 82
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c) Note that there have been no requests to use the building since March 2022, but that should any be made they would be considered in the light of the current condition of the building, and any recommissioning works required. d) Agree that the Education Service will undertake the required preliminary Consultation for Kilchrenan Primary School, in compliance with the preliminary requirements as set out in the Schools (Consultation) (Scotland) Act 2010, and thereafter prepare an Options Appraisal for members’ consideration at the August 2023 meeting of Community Services Committee. 4. DETAIL 4.1 There are presently no registered pupils at Kilchrenan Primary School. Registration for August 2023 enrolment at the school closed at the end of January 2023, with no pupils registered. A small number of pupils registering would not in itself alter the viability of the school. All members of staff from the school have either been redeployed into other posts within the authority or have accepted redundancy. 4.2 It was agreed by members at Committee in March 2022 that Kilchrenan Primary School be mothballed and the buildings be retained on a care and maintenance basis. 4.3 The mothballing of a school is a temporary closure. It does not require a statutory consultation to be carried out as it is an informal non-statutory measure. It is appropriate where the Authority considers that a school is not presently viable, but do not wish to close it immediately in order to assess the prospects of the number of pupils in the area increasing to the extent that the school should be re-opened in the future. 4.4 The Scottish Government’s Statutory Guidance on the Schools (Consultation) (Scotland) Act 20101 stresses that this flexibility to close a school for a temporary period is not used to undermine the requirements of the 2010 Act to consult on all closure proposals. Mothballing is only appropriate for a temporary period, should be subject to at least an annual review and, in most cases, should last no more than three years in total. 4.5 In March 2022, the Council’s Education Services received an enquiry from a local organisation with regard to whether the Council would consider leasing Kilchrenan Primary School to them for use as a commercial office premises, at least while the school building had the status of being mothballed. This request has not been progressed any further by the enquirer to date, and no other actions have been taken with regard to leasing the school buildings to any third party. 1 https://www.gov.scot/publications/schools-consultation-scotland-act-2010-statutory-guidance/ (See Paragraphs 63-65.) Page 83
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4.6 It was agreed by Committee in March 2022 that if there are no registered pupils by the commencement of session 2023/24, a preliminary assessment of options regarding the future of the school would be undertaken by the Education Service. Registration for August 2023 enrolment at the school closed at the end of January 2023, with no pupils registered. A small number of pupils registering by the end of January 2023 for entry in August 2023 would not in itself necessarily alter the viability of the school. However, if a sufficient level of demand for the re-opening of the school was to be demonstrated, the Education Service would keep this under review, and present further reports to the Committee on this matter as appropriate. 4.7 It is proposed that a preliminary assessment of options regarding the future of the school be undertaken by way of a preliminary consultation, in accordance with the preliminary requirements of the Schools (Consultation) (Scotland) Act 2010. 4.8 The report to members on the preliminary consultation would take into account in its recommendations the likelihood of there being any pupils requiring educational provision at Kilchrenan Primary School in August 2023. The process would look to identify and assess the various options that are available regarding the future of Kilchrenan Primary School. Findings would be presented to the Committee in August 2023. In the event of a sufficient number of school age pupils seeking to attend the School, the school may require to re-open at the next appropriate session. In this eventuality a further report would be brought before members. 5.0 CONCLUSION 5.1 Should members agree, the Education Service will undertake the required preliminary consultation for Kilchrenan Primary School, in compliance with the preliminary requirements as set out in the Schools (Consultation) (Scotland) Act 2010, and prepare an Options Appraisal for members’ consideration at the August 2023 meeting of the Community Services Committee. 6.0 IMPLICATIONS 6.1 Policy – None 6.2 Financial – The preliminary consultation, if agreed, will accrue a small cost. Should it be decided the mothballing of the School is to continue, there will be costs associated with the upkeep and maintenance of the school premises. 6.3 Legal – The provisions of the Schools (Consultation) (Scotland) Act 2010 will subsequently apply if the Authority later decide to formulate a proposal under that Act in order to determine the future of Kilchrenan Primary School. 6.4 HR – None Page 84
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6.5 Fairer Duty Scotland 6.5.1 Equalities – None at present 6.5.2 Socio-Economic Duty – None at present 6.5.3 Islands – None at present 6.6 Climate Change – None 6.7 Risk – None at present 6.8 Customer Service – None at present Douglas Hendry - Executive Director with responsibility for Education Councillor Yvonne McNeilly - Policy Lead for Education For further information contact: Simon Easton, Education Manager Simon.easton@argyll-bute.gov.uk 6th February 2023 Page 85
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1 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 9 MARCH 2023 SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 – ACHALEVEN PRIMARY SCHOOL 1.0 EXECUTIVE SUMMARY 1.1 This report provides details of the Options Appraisal for Achaleven Primary School, carried out in accordance with the preliminary requirements set out in Section 12A of the Schools (Consultation) (Scotland) Act 2010, as amended. 1.2 It is recommended that the Community Services Committee: a. Note the outcome of this consideration of the preliminary requirements; and, b. Agree that officers now formulate a draft closure proposal that will come back to the August 2023 meeting of the Committee for approval by members which, if approved, would subsequently trigger a formal consultation process under the Schools (Consultation) (Scotland) Act 2010. Page 87 Agenda Item 9b
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2 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 9 MARCH 2023 SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 – ACHALEVEN PRIMARY SCHOOL 2.0 INTRODUCTION 2.1 When considering the future of a rural school the Education Authority must first satisfy the preliminary requirements as set out in Section 12A the Schools (Consultation) (Scotland) Act 2010, as amended. 2.2 On 25th August 2022, the Community Services Committee agreed that officers would undertake a preliminary consultation process in respect of Achaleven Primary School. As Achaleven Primary School is a rural school, the preliminary requirements require that a possible closure proposal, and all the reasonable alternatives, are assessed having particular regard to the following: a. Their likely educational benefits. b. Their likely effect on the local community – having particular regard to the sustainability of the community and the availability of the school premises to the community. c. The likely effect that would be caused by any different travelling arrangements on the school's pupils and staff and any other users of the school's facilities, as well as the possible environmental impact. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: a. Note the outcome of this consideration of the preliminary requirements; and, b. Agree that officers now formulate a draft closure proposal that will come back to the August 2023 meeting of the Committee for approval by members which, if approved, would subsequently trigger a formal consultation process under the Schools (Consultation) (Scotland) Act 2010. 4.0 DETAIL 4.1 This report provides details of the Options Appraisal, carried out in accordance with the preliminary requirements of the Schools (Consultation) (Scotland) Act 2010, as amended (the 2010 Act), in respect of Achaleven Primary School. Page 88
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3 4.2 The Options Appraisal for Achaleven Primary School is attached as Appendix 1. 4.3 Four alternative options have been assessed whilst considering the future of Achaleven Primary School. For each option, information was collated and particular regard was given to: Community feedback; Pupil numbers; Assessment of rural factors – namely the likely effect on the local community (having particular regard to the sustainability of the community and availability of the school’s premises and its other facilities for use by the community); and the likely effect of any different travelling arrangements that may be required (having particular regard to the effect on pupils, staff and any other users of the school’s facilities, and any environmental impact). Educational benefits; and Financial information 4.4 An authority that is contemplating a rural school closure proposal must satisfy the preliminary requirements set out in Section 12A of the 2010 Act prior to formulating any proposal. 4.5 Consideration was given to the underlying reasons as to why the future of Achaleven Primary School is being reviewed, and all reasonable alternatives to closure of the school as a response to those underlying reasons, were identified. All four options (including closure) were then assessed – having particular regard to likely educational benefits, likely effect on the local community and likely effect on travelling arrangements. Following this assessment, closing Achaleven Primary School and realigning the catchment area of Lochnell Primary School to include the current catchment area for Achaleven Primary School is considered to be the most reasonable option to address the underlying reasons for the possible proposal. 5.0 CONCLUSION 5.1 The Options Appraisal for Achaleven Primary School has been prepared in accordance with the preliminary requirements of the 2010 Act. 5.2 After consideration of the preliminary requirements, all identified reasonable alternatives and the reasons for why the future of the School is being considered, closing Achaleven Primary School and redrawing its catchment area to the delineated catchment area of Lochnell Primary School is considered to be the most reasonable option in order to address the underlying reasons for the possible proposal. Officers are now in a position to formulate a draft proposal that will come back to the August 2023 meeting of the Committee for approval by members which would subsequently trigger the formal consultation process under the 2010 Act. Page 89
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4 6.0 IMPLICATIONS 6.1 Policy – An authority that is considering formulating a rural school closure proposal must first satisfy the preliminary requirements set out in Section 12A of the Schools (Consultation) (Scotland) Act 2010, as amended. 6.2 Financial – there are financial implications for each option, as set out in the Options Appraisal. 6.3 Legal – The Options Appraisal for Achaleven Primary School has been prepared in accordance with the preliminary requirements as set out in Section 12A of the Schools (Consultation) (Scotland) Act 2010, as amended. 6.4 HR – None 6.5 Fairer Scotland Duty: None at present 6.5.1 Equalities – None at present 6.5.2 Socio-economic Duty - None at present 6.5.3 Islands – None at present 6.6 Climate Change – None 6.7 Risk – None at present 6.8 Customer Service – None at present Douglas Hendry, Executive Director with responsibility for Education Councillor Yvonne McNeilly, Policy Lead for Education For further information please contact:- Wendy Brownlie Head of Service wendy.brownlie@argyll-bute.gov.uk / 01369707118 Simone McAdam Education Manager simone.mcadam@argyll-bute.gov.uk / 01546604112 Brendan Docherty Education Manager brendan.docherty@argyll-bute.gov.uk / 01436657643 7th February 2023 Appendix 1 – Options Appraisal Achaleven Primary School Page 90
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1 Appendix 1 EDUCATION OPTIONS APPRAISAL ACHALEVEN PRIMARY SCHOOL Page 91
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1. INTRODUCTION 1.1 On 10th June 2021, Argyll and Bute Council approved the mothballing of Achaleven Primary School. The Council agreed that in the event that there are no registered pupils by the commencement of session 2022/23 the school be considered for formal closure through the statutory process. https://www.argyll-bute.gov.uk/moderngov/ieDecisionDetails.aspx?AIId=149205 On 25th August 2022, the Community Services Committee agreed that the Education Service would undertake the required preliminary consultation and an options appraisal, for Achaleven Primary School. The Community Services Committee received a report presenting and outlining details of a potential formal consultation under the Schools (Consultation) (Scotland) Act 2010 (as amended) and a broad timeline of this process. https://www.argyll- bute.gov.uk/moderngov/documents/g14780/Public%20reports%20pack%20Thursday%202 5-Aug-2022%2010.00%20Community%20Services%20Committee.pdf?T=10 The statutory process for the closure of a rural school is laid out in the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014. The Act, as amended, contains a presumption against closure of a rural school and details specific requirements which the education authority is required to follow if they are formulating a proposal to close a rural school. This includes the introduction of a preliminary consultation process. In addition, the Community Empowerment (Scotland) Act 2015 sets out a new right for community organisations to request the transfer of local assets into local community ownership/management. Public bodies, including councils, must consider such requests and respond to them within a reasonable timescale. Achaleven Primary School has had zero pupils enrolled since elected members approved the mothballing. On 25th August 2022, the Community Services Committee agreed that the Education Service would undertake the preliminary requirements in relation to considering a rural school closure and look at an options appraisal for Achaleven Primary School. This review will enable the Education Service to identify and consider the options put forward. The 2010 Act makes special arrangements in regard to rural schools that is in effect a presumption against their closure. There is a requirement to have special regard to the rural schools factors prior to formulating a proposal to close a rural school. In particular, it is necessary to consider any reasonable alternatives before considering closure. It is also necessary to consider the impact on the wider community of a potential closure (and all of Page 92
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3 the reasonable alternatives) and the impact of any different travel arrangements. These factors have been considered in this options appraisal. 2. REASONS FOR THE PROPOSAL 2.1 An authority that is contemplating formulating a rural school closure proposal must satisfy the preliminary requirements set out in section 12A of the 2010 Act before starting to prepare its proposal paper. In particular, it must identify the underlying reasons why the future of the School is being considered, which are as follows: 1. Achaleven Primary School has been mothballed since August 2021. There were no pupils registered at the school for session 2021/22 and the roll was not predicted to rise in the near future. This continues to be the situation. 2. Along with several other rural councils, Argyll and Bute is facing increasing challenges in recruiting staff. In January 2023 there were 15.9 fte vacancies for both Head Teachers and Teachers. 3. Whilst the School is mothballed, the building is deteriorating with limited budgets for maintenance. The Council is therefore considering the future of Achaleven Primary School. The various options are explored within this paper. 3. BACKGROUND Argyll and Bute is an area of outstanding natural beauty sitting within an ancient landscape with a strong cultural identity. Today, the culture of Argyll and Bute is reflected in its traditional industries of fishing, farming and crofting, sports such as shinty and in its world class musicians and artists as well as its modern commercial industries such as wind turbine production and fish farming. Argyll and Bute is geographically the second largest authority in Scotland. Education is delivered in a range of settings including schools, partnerships and youth services. 3.1 Argyll and Bute Corporate Plan The Argyll and Bute Corporate Plan identifies Argyll and Bute as an area of Scotland with outstanding places, people and potential for a prosperous future for everyone. Our Council along with our Community Planning Partners, is committed to ensuring that Argyll and Bute’s Economic Success is built on a Growing Population. This strategic approach embraces the vision for our area, our communities and our people as outlined in the Corporate Plan. Our key service priorities support the delivery of our commitments in the plans, helping to focus on local outcomes that will achieve meaningful improvements for the area, our local communities and our citizens. Councils have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value. Our Community Services Asset Management Plan provides a review of the property assets used to deliver services. It incorporates the School Estate Management Plan which reflects the local implementation of Building Better Schools: Page 93
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4 Investing in Scotland’s Future, the national school estate strategy developed by the Scottish Government in conjunction with local authorities. The aspirations, guiding principles and objectives contained within Building Better Schools are reflected throughout Education and Children’s Services Asset Management Plan (SAMP) for schools and public buildings, both in the management of the existing assets and in the design and construction of developments. 3.2 Our Children Their Future Councils, as an Education Authority, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand. This is reflected in Our Children, Their Future: Education Vision and Strategy. 3.3 Achaleven and the Local Area - the Achaleven Primary School Setting Achaleven Primary School is situated in the village of Connel, 5 miles north of Oban. Connel is a small and picturesque village situated on the southern shore of Loch Etive and sits at the end of Connel Bridge, a striking cantilever bridge which spans the sea-mouth of the Loch and was built in 1903 to take the railway line to Fort William. Today it supports the main A828 into Benderloch. Achaleven Primary School sits within grounds between the A85 and Loch Etive. 3.4 The School within the Community Achaleven Primary School was at one time, active within the community. The pupils invited the community to attend events during the year. However, as the school roll diminished, attendance at events decreased. Whilst being mothballed, the school is not used for any meetings or events, as these tend to be held in Connel Village Hall, a short distance (330 yards) from the school. 3.5 Previous Mothballing and Re-Opening In April 2011, two papers proposing the amalgamation of Achaleven Primary School with either Dunbeg Primary School or Lochnell Primary School were taken to a special meeting of Argyll and Bute Council. This resulted from the fact that Achaleven Primary School had suffered a decrease of 52 pupils in its roll over the period (2005 – 2011), this was a decline of 83% in the occupancy rate over the same period and the projected roll for 2011/12 was 8 pupils. Following this, Achaleven Primary School was mothballed from June 2011 to August 2012. Achaleven Primary School re-opened with four Primary 1 pupils in August 2012, as a result of the Education Authority determining that the school had become viable again, following a review of the mothballing. https://www.argyll-bute.gov.uk/moderngov/ieListDocuments.aspx?CId=257&MID=4611 3.6 Population Argyll and Bute has an average population density of just 0.13 persons per hectare. This coupled with the changing demographic profile of the area presents one of our greatest Page 94
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5 challenges. The table below refers directly to the Achaleven area showing the changing population from census 2001 to census 2011: Table 1: Population Information Achaleven Area Census 2001 2011 Total Resident Population 135 Total Resident Population 129 % under 16 17.77 % under 16 21.7 % 16 – 64 (pensionable age) 54.81 % 16 – 64 (pensionable age) 62.0 % pensionable age and over 27.41 % pensionable age and over 16.2 It is recognised that the census area and the catchment area of Achaleven Primary School differ slightly. 3.7 Development and House Building The current Local Development Plan (LDP2) was adopted in 2019. This sets out planning and development proposals for the next 10 years from 2020 and a vision for 20 years. The Argyll and Bute Local Development Plan provides the local planning framework for the Council area, excluding the Loch Lomond and Trossachs National Park area. The Plan is divided into the written statement and proposals maps. The written statement provides the general policy context against which planning applications for new development proposals should be assessed. This is supported by the proposals maps which show the range of development opportunities and constraints within the area, for example: the key development areas i.e. the allocations for housing, industry and business, community facilities and infrastructure; the potential areas for future development (Potential Development Areas); areas requiring actions such as environmental improvement or regeneration (Areas for Action); and environmental designations such as national Scenic Areas, Sites of Specific Scientific Interest (SSSIs), Special Protection Areas and Local Nature Conservation Sites. Appendix 1 shows the LDP for Achaleven/Connel. Appendix 2 provides the key for Local Development Plans. 3.8 Achaleven Primary School Achaleven Primary School, in Connel, is a non-denominational school situated on the main A85 Glasgow to Oban road, by the Connel Bridge. The school serves the village of Connel and its surrounding area from Achnacloich in the east to Dunstaffnage House in the west. The main accommodation, which is over 100 years old, contains two classrooms, toilets, staffroom, office, two resource storage areas, and display areas. There is a detached annexe, which is used as a third classroom and a dining room where School meals are served. Pupils have access to either a grass or a tarmac play area. Appendix 3 shows the Achaleven Primary School Floor Plan. Page 95
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6 Achaleven Primary School is 2.8 miles from Dunbeg Primary School and 3.6 miles from Lochnell Primary School. The Scottish Government’s Rural School List (October 2021) classifies Achaleven Primary School as ‘very remote rural’. This is defined as an area with a population of less than 3,000 people, and with a drive time of over 60 minutes to a settlement of 10,000 or more. Achaleven Primary is one of 21 primary schools associated with Oban High School. 3.9 Dunbeg and Lochnell Primary Schools Following the mothballing of Achaleven Primary School, parents/carers have the choice to send their children to either Lochnell or Dunbeg Primary Schools. Appendix 3 shows the Achaleven Primary Floor Plan Appendix 4 shows the Lochnell Primary and ELC Floor Plan Appendix 5 shows the Dunbeg Primary and ELC Floor Plan Lochnell Primary School is a non-denominational and co-educational school situated in the village of Benderloch on the main Oban to Fort William road. The building is single storey and was opened in 1992. The teaching bays in the original building are semi open plan. The new extension teaching bays are open plan. The entire building is well maintained and along with the surrounding scenery provides attractive accommodation for the primary school. Lochnell Primary School has capacity for 147 pupils. A joint school and community project was completed to provide and maintain an all-weather pitch adjacent to the school. The pitch is used very well by the school every day. The community have access to the pitch out-with school times and the public can book it at the local garage. The building has facilities for pupils and visitors with special access needs. The school has very good links with Oban High School as their associated secondary school. Lochnell Primary has a Pre5 Unit within the school for 3 and 4 year olds. Dunbeg Primary School is a non-denominational and co-educational school situated in the village of Dunbeg approximately three miles from the town of Oban. It is a single storey building originally opened in 1960 and has an extension to facilitate community activities. Recent additions include toilet/shower facilities for children with additional needs. Facing west are five classrooms and hall with large windows that provide a bright and pleasant working atmosphere. In front is a split-level play area with garden and netball court. To one side is a games field and to the other a well-equipped play park for younger children. With capacity for 174 children of all denominations from P1-7, it also provides preschool education with spaces for 20 3–5 year olds. The school has very good links with Oban High School as their associated secondary school. The Scottish Government’s Rural School List 2021 classifies Achaleven, Dunbeg and Lochnell Primary Schools as ‘very remote rural’. Oban High School is the associated Secondary School for all three primary schools. Page 96
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7 The Map below shows the adjoining catchment areas of Achaleven and Lochnell and Dunbeg Primary Schools Catchment Areas: 3.10 Pupil Numbers Pupil projections, and data for 2023-24 are based on the 2022 pupil census, a return prepared annually for the Scottish Government. Past pupil numbers are historic data from past pupil censuses. Pupil projections for future P1 intakes are currently based on the 3 year average intake figure. Historical data shows that from 2014-2020, an average of 5 placing requests were made to schools out-with the Achaleven Primary School catchment area. This had a significant impact on the roll of Achaleven Primary School. There are currently 36 primary aged children residing in the Achaleven Primary School catchment. 20 of these children currently attend Lochnell Primary School and 16 currently attend Dunbeg Primary School. Page 97
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8 Table 2 shows the historic and current pupil numbers for both Achaleven, Dunbeg and Lochnell Primary schools: Table 2: Achaleven PS Dunbeg PS Lochnell PS Capacity 41 174 147 Roll Roll Roll 2008-09 39 80 92 2009-2010 27 81 87 2010-2011 8 79 92 2011-2012 0 76 96 2012-2013 4 73 101 2013-2014 5 76 112 2014-2015 9 81 109 2015-2016 10 82 114 2016-2017 12 78 124 2017-2018 9 99 130 2018-19 13 88 124 2019-20 9 98 114 2020-21 7 90 112 2021-22 0 88 119 2022-23 0 89 118 Table 3 shows projected rolls for Achaleven, Dunbeg and Lochnell Primary Schools according to figures held by Argyll and Bute Council: Table 3: Achaleven PS Dunbeg PS Lochnell PS Capacity 41 174 147 2023 -2024 1 125 116 2024 -2025 0 128 114 2025-2026 0 130 122 * A prediction based on information available date 4. COMMUNITY ENGAGEMENT 4.1 Meetings A Community Engagement Meeting was held in Achaleven Primary School, on December 1st, 2022 from 13:00-19:00 hours. This was to seek the views of the community on the future of Achaleven School. This meeting was attended by 5 people from 3 households. Page 98
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9 There are currently no primary aged children in Lochnell Primary who previously attended Achaleven Primary School, and there are currently 2 primary aged children in Dunbeg Primary who previously attended Achaleven Primary School. 4.2 Content of Meetings Attendees at the meetings were given an overview of the information that the Council would be using in this Options Appraisal, this included pupil projections, financial information, development information and local services and facilities. The questions were as follows: Over the last year and a half, what has been the effect of mothballing Achaleven School on you, your family and community? In your view what are the pros/cons of the following options: Continue with mothballing Re- open the school Close the school Attendees also noted questions regarding the future of the school, and points of information that should be considered in the Options Appraisal. 4.3 Feedback There was a range of viewpoints on the future of Achaleven School: Community and Parents The majority of the community were in agreement that the low numbers of children did not make the re-opening of the school realistic. There was a small percentage of people in support of continued mothballing in order to retain the building in case of future need. The majority of the community felt that it would be disappointing if the building lay empty and became derelict and were keen to explore other options for the building should the school close permanently. Parents of children with very young children expressed concern that the school may be closed but agreed this may be the best option when projected numbers were clarified. Staff Staff members acknowledged that without a significant number of pupils, re- opening the school is not viable. General Comments: ‘I don’t think I would send my children to Achaleven if there were only a few other children in the school.’ Page 99
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10 ‘I already send my children to Lochnell as there is also Pre 5 provision there and transport is easy’ ‘Continued mothballing would mean further deterioration to the building and it may end up beyond repair which would be a shame’ ‘Mothballing could be beneficial if there are a viable number of children due to start at Achaleven in the next few years but it wouldn’t be good for the children if there were going to be very low numbers in classes and across the school’ ‘Is there enough capacity at other local schools to accommodate pupils from Achaleven in the future?’ ‘It would be beneficial to have a safe cycle route to Dunbeg’ ‘If projected numbers are very low or non-existent then it makes more sense to close’ Pupil comments ‘I was worried and optimistic. The old school was small. We are a lot happier at Dunbeg than we were at Achaleven.’ ‘I was worried about moving from a small to a really big school. I was not used to it. I was pretty ok afterwards. If I had to go back to a small school I'd feel pretty confused and I'd not be used to it.’ 5.0 THE PROPOSAL AND REASONABLE ALTERNATIVES TO THE PROPOSAL AS CONSIDERED BY THE COMMUNITY ENGAGEMENT Achaleven Primary School has been mothballed since August 2021. The school roll was very low and there were no pupils projected to attend in August 2021 or August 2022. The roll is not predicted to rise above 1 pupil in the near future. There is very little community support for the reopening of the school. Whilst the building is mothballed it continues to deteriorate. The community is keen to ensure a future for the building if possible. Along with several other rural councils, Argyll and Bute is facing increasing challenges in recruiting staff. In January 2023 there were 15.9 fte vacancies for both Head Teachers and Teachers. The Council is required to consider the future of Achaleven Primary School. The following options are explored within this paper: a) Re-open Achaleven Primary School. b) Continued Mothballing of Achaleven Primary with the pupils zoned to either Lochnell or Dunbeg Primary Schools. c) Close Achaleven Primary School and realign its catchment area to Dunbeg Primary School Page 100
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11 d) Close Achaleven Primary School and realign its catchment area to Lochnell Primary School. 6. OPTION A: RE-OPEN ACHALEVEN PRIMARY SCHOOL 6.1 Community Feedback Of the 5 community members that attended the Options Appraisal engagement event, no one was in support of re-opening the School because the lack of feasibility due to low pupil numbers. Pupil comment ‘Over all closing it was a healthy decision. It was really small and you couldn't really make friends.’ 6.2 Pupil Numbers If the school were to reopen in August 2023, the maximum Primary 1 intake in terms of catchment pupils would be one. It has been stated that without a viable number of pupils for the School, parents would not be considering placing their children to attend Achaleven Primary School if it were to re-open. In the six years from 2014-2020 (before the school was mothballed in August 2021), an average of 5 placing requests were made to schools out- with the catchment each year. Currently, there are 36 primary school aged children residing within the catchment area for Achaleven Primary School. 20 of these pupils attend Lochnell Primary School and 16 attend Dunbeg Primary School. If the school were to re-open, sustainability may not be viable due to the fact that pupil numbers over the next four years are not predicted to rise and are well below the capacity of the school building. Table 4: Pupil Numbers Achaleven Primary 2023/24 2024/25 2025/26 2026/27 Approved Capacity 41 41 41 41 Roll Projection 1 0 0 0 6.3 Financial Information The total amount including employee; premises; supplies and services and catering consideration to re-open the school is £140, 6601 The annual cost of mothballing Achaleven Primary School is £5,400. 1 Annual costs for running a comparative school for Achaleven Primary School. Page 101
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12 The cost to bring the property to an acceptable standard to re-open the school is £25,465. 6.4 Assessment of Rural Factors The reasons why the future of Achaleven Primary School is being considered are as stated at Section 2 of this report. There is no expectation for the pupil numbers at Achaleven Primary School to increase. Achaleven Primary School is currently mothballed and there were no pupils enrolled to start Primary 1 in either August 2021 or August 2022. To reopen the school would not increase the pupil numbers. 6.4.1 Community Impact The reopening of the school would enable the premises to be used by the community. It would also be a possibility that the school pupils would invite the community to specific events, as they did in the past. The presence of a school and the facilities/activities that may be offered could make the area a more attractive place to live although it is recognised that two other primary schools are nearby. Reopening the school may therefore encourage families with school age children to move to the community. This in turn may make the community more sustainable. However, the community have demonstrated no wish for the school to reopen. Almost all who attended the community engagement event indicated that it would be worthwhile to explore the repurposing of the school building to become a facility for the community to use rather than an educational establishment. Respondents noted the negative impact of the school mothballing on the community as: The visual impact on the community of the mothballed school. The continued deterioration of the building. If the school were to reopen as an educational establishment there would be an economic impact with respect to the considerable expenditure needed to bring the building up to standard. There would also be costs relating to staffing, and ongoing maintenance. Maintenance and building costs would also have to be met by the community if the school were to reopen as a community hub. The reopening of the school and the potential relocation of families may have a positive effect on the wider economy of the community. 6.4.2 Travel Arrangements The travel distance (sourced from Google maps) from Achaleven Primary to Dunbeg Primary is 2.8 miles via the A85. Travel time is approximately 6 minutes by car/bus. The travel distance from Achaleven Primary to Lochnell Primary is 3.6 miles via the Page 102
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13 A85 and A828. Travel time is approximately 8 minutes by car/bus. The travel arrangements have been in place for 18 months. Travel is an accepted aspect of living in the Achaleven community. If Achaleven Primary School was to reopen there could be a positive impact on the health and wellbeing and education of pupils who are able to walk or cycle to school. Staff would either travel to the school by car, or if they live locally could walk or cycle. There may be a positive environmental impact as the use of vehicles to transport pupils may decrease. Conversely, there could be increased car usage by staff which may mean these travel arrangements have a negative environmental impact. The respective positive and negative impact may therefore balance. 6.5 Educational Benefits The principles of Curriculum for Excellence recognise the professionalism of teachers and the importance of this in exercising the freedom and responsibility associated with broader guidance. This means that schools are able to design their curriculum to meet the specific needs of their children and community. There are no specific educational benefits from reopening the school as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. With respect to outdoor learning, community spaces could be used either in the school grounds or in the immediate neighbourhood if the school were to reopen. Outdoor learning is provided by all schools. There would be issues with respect to the current condition and suitability of the school buildings and facilities which would negatively impact learning and teaching. 6.6 Summary 5 people attended the consultation and the majority were not in favour of reopening Achaleven Primary as a school. If the school reopened, projected P1 pupil numbers for August 2023 would be one, and this is predicted to decrease over the next three years. There are currently 36 children residing in the Achaleven Primary School catchment area, 20 of these pupils attend Lochnell Primary School and 16 attend Dunbeg Primary School. An average of 5 placing requests to schools out-with the Achaleven catchment area have been made each academic session from 2014 until the school was mothballed in 2021. This has had a significant impact on the school roll and the Primary 1 intake. There are financial implications if the school is to be reopened. The total amount including employee; premises; supplies and services and catering consideration to re-open the school is £140,6602, with the cost to bring the property to an acceptable standard to re-open the school is £25, 465. If the School was to be reopened, the premises would be able to be used by the community out-with school hours as a hub, in addition to its use as an educational facility. However, Connel Village Hall is a short distance from the school and is 2 Annual costs for running a comparative school for Achaleven. Page 103
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14 currently used for community events. The reopening of the School may encourage families with school age children to move to the community, which may make the community more sustainable. The travel distance (sourced from Google maps) from Achaleven Primary to Dunbeg Primary is 2.8 miles via the A85. Travel time is approximately 6 minutes by car/bus. The travel distance from Achaleven Primary to Lochnell Primary is 3.6 miles via the A85 and A828. Travel time is approximately 8 minutes by car/bus. The travel arrangements have been in place for 18 months. Travel is an accepted aspect of living in the Achaleven community. If Achaleven Primary School was to reopen there could be a positive impact on the health and wellbeing and education of pupils who are able to walk or cycle to school. Staff would either travel to the school by car, or if they live locally could walk or cycle. There may be a positive environmental impact as the use of vehicles to transport pupils may decrease. Conversely, there could be increased car usage by staff which may mean these travel arrangements have a negative environmental impact. The respective positive and negative impact may therefore balance. There are no specific educational benefits from reopening the school as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. When considering the above alongside projected low pupil numbers, the challenges in recruiting teaching staff, the considerable expenditure needed to bring the building up to standard and the lack of local support for reopening Achaleven Primary School this is not considered to be a reasonable option. 7. OPTION B: CONTINUED MOTHBALLING OF ACHALEVEN PRIMARY SCHOOL WITH PUPILS ZONED TO LOCHNELL AND DUNBEG PRIMARY SCHOOLS The Statutory Guidance for the 2010 Act, in relation to mothballing, states “the maximum length of its duration is likely to depend on the location of the school and the desirability of maintaining capacity to re-open a school there, but it is unlikely that it should exceed 3 years in areas that are not very remote.” Achaleven Primary School has been mothballed since August 2021. 7.1 Community Feedback There are some ideas for the future of the building which may be taken forward by the community as a hub for community life, although it was noted that Connel Village Hall is only 330 yards from the school. There was a significant view at the community meeting that mothballing the school over a long period is wasteful due to deterioration of the property and should not be prolonged: ‘We are concerned that the building falls into disrepair and becomes derelict or an eyesore’ Page 104
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15 ‘It would be good to discuss potential future use of the building at a Community Council Meeting’ ‘It would be good if the building could house a nursery provision but understand that low numbers may mean that this is not viable’ 7.2 Pupil Numbers Pupil numbers are not projected to increase over the next 4 years, as per Table 4 above. 7.3 Financial Information The current annual cost 2022/23 to the Council of the mothballed Achaleven Primary School is £5,400. This includes electricity, heating oil, and ground maintenance but does not include building maintenance and repair costs. Neither does it take account of the cost to bring the property to an acceptable standard to re-open the school which is £25,465. Pupils living in the Achaleven Primary School catchment area are currently transported to Lochnell Primary and Dunbeg Primary through parental choice. A Council minibus transports the pupils to Dunbeg Primary at a cost of approximately £19,009 per annum and a West Coast Motors service bus transports the pupils to Lochnell Primary. Due to the fact that the West Coast Motors service operates on an existing route and is part of a larger contract, there is no additional cost to transport pupils from Achaleven to Lochnell Primary School. 7.4 Assessment of Rural Factors The reasons why the future of Achaleven Primary School is being considered are as stated at Section 2 of this Report. There is no expectation that the pupil numbers at Achaleven Primary School will increase. Achaleven Primary School is currently mothballed and although there are currently no registered pupils, pupils would be rezoned to another local school. To reopen the school would not increase the pupil numbers. 7.4.1 Community Impact If pupils are to continue their education in Lochnell and Dunbeg Primary Schools there would be no change to the current impact on the community. If the mothballing of Achaleven was to continue the building would deteriorate further and eventually become unavailable. This could have a detrimental effect on the sustainability of the Achaleven community. At present the school grounds are available for community use. The small number of community residents who attended the meeting view the buildings and grounds as a potential opportunity to develop a community hub and there were some suggestions for possible usage. This may make the area a more attractive place to live, and in turn, may positively impact community sustainability. Page 105
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16 7.4.2 Travel Arrangements There is no change to the travel arrangements that are currently in place nor to the environmental impact from these. The travel distance (sourced from Google maps) from Achaleven Primary to Dunbeg Primary is 2.8 miles via the A85. Travel time is approximately 6 minutes. The travel distance from Achaleven Primary to Lochnell Primary is 3.6 miles via the A85 and A828 and travel time is approximately 8 minutes. The travel arrangements have been in place for 18 months. Travel is an accepted aspect of living in the Achaleven community. Continued mothballing of Achaleven Primary School would have no effect on current staff travel. The small number of children has minimal effect on staffing within the receiving primary schools. Pupils living in the Achaleven Primary School catchment area are currently transported to Lochnell Primary and Dunbeg Primary through parental choice. Currently, a Council minibus transports the pupils to Dunbeg Primary and a West Coast Motors service bus transports the pupils to Lochnell Primary. 7.5 Educational Benefits The principles of Curriculum for Excellence recognise the professionalism of teachers and the importance of this in exercising the freedom and responsibility associated with broader guidance. This means that schools are able to design their curriculum to meet the specific needs of their children and community. There are no specific educational benefits from reopening the school as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. Achaleven, Dunbeg and Lochnell are remote rural schools. Each school is set within a very remote rural area (Scottish Government classification). Children from Achaleven area, attending Lochnell and Dunbeg Primary Schools are benefitting from the broader rural environment, whilst not moving their learning to a school that is completely different to their home environment. High quality outdoor learning is currently provided at both primary schools. The co-location of the nursery and the primary classes at Dunbeg and Lochnell Primaries enhances the transition process for the children moving from Nursery into Primary one, through joint educational processes and liaison between the settings. Transition to secondary school is enhanced through joint planning and educational experiences. 7.6 Summary The majority of people who attended the consultation were not in favour of continuing the mothballing of Achaleven Primary School if projected pupil numbers were not expected to rise. There was a view at the community meetings that mothballing the school over a long period was wasteful due to deterioration of the property and potentially affected sustainability of the community. Pupil numbers are Page 106
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17 not predicted to rise in terms of pre-school children living within the catchment area. Mothballing had no positive impact on the reasons for the proposal. The current annual cost (2022/23) to the Council of the mothballed Achaleven Primary School is £5,400. This includes electricity, heating oil, and ground maintenance but does not include building maintenance and repair costs. Neither does it take account of the cost to bring the property to an acceptable standard to re- open the school which is £25,465. There is no current annual transport cost for taking pupils to an alternative school. The travel distance (sourced from Google maps) from Achaleven Primary to Dunbeg Primary is 2.8 miles via the A85. Travel time is approximately 6 minutes. The travel distance from Achaleven Primary to Lochnell Primary is 3.6 miles via the A85 and A828 and travel time is approximately 8 minutes. The travel arrangements have been in place for 18 months. Adverse weather can be a factor, however this is the same for other local schools and areas. Pupils living in the Achaleven Primary School catchment area are currently transported to Lochnell Primary and Dunbeg Primary through parental choice. A Council minibus transports the pupils to Dunbeg Primary and a West Coast Motors service bus transports the pupils to Lochnell Primary. The travel arrangements have been in place for 18 months. Should the school continue to be mothballed these travel arrangements would continue. There are no specific educational benefits from continuing the mothballing of Achaleven Primary school. On the basis that pupil numbers are not expected to increase significantly and the building’s mothballing is not of benefit to the community or the Council, continued mothballing of Achaleven Primary School is not viewed as a reasonable option. 8. OPTION C: CLOSE ACHALEVEN PRIMARY SCHOOL AND REALIGN THE CATCHMENT AREA FOR DUNBEG PRIMARY SCHOOL TO INCLUDE THE CURRENT ACHALEVEN CATCHMENT AREA 8.1 Community Feedback The majority of people who attended the Options Appraisal meeting were not in favour of reopening Achaleven Primary as a school given the very low/ no projected pupil numbers. They commented that there were not enough children to support re- opening the School. Additionally, with respect to very low/ non-existent numbers in future school roll projections, the sustainability of the School did not support re- opening of the School. Comments in relation to the closure of Achaleven Primary School and attendance at Dunbeg Primary School were generally positive: ‘It would be beneficial if there was a safe walk or cycling route to Dunbeg’ ‘I would prefer that my child was able to walk or cycle to school but appreciate that in a more rural setting, this isn’t always possible’ Page 107
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18 Pupil comments ‘I wouldn't mind it (Achaleven) staying open but I would be upset to have to go back. I'd like to stay here. I like a big school.’ 8.2 Pupil Numbers Table 5: Schools Occupancy: Primary 2023/2024 2024/25 Dunbeg Approved Capacity 174 174 Dunbeg Projected Roll 125 128 Achaleven Projected Roll 1 0 Total Roll Projection 126 128 Occupancy 72.4% 73.5% Pupils from Achaleven Primary catchment area would attend Dunbeg Primary School, as there are currently no pupils attending Achaleven there is no significant projected addition to school roll at Dunbeg Primary School. The current occupancy rate for Dunbeg Primary School is 51%. There is a projected roll of one pupil for Achaleven Primary for August 2023. This coupled with an increase in projected pupil numbers within the catchment area will take the roll for Dunbeg Primary from 89 in session 2022/23 to 126 in session 2023/24. The significant increase forecast is due to new house building taking place in the area. The projected school roll for Dunbeg Primary School is expected to increase incrementally over the next 9 years. By 2030, Dunbeg Primary School is expected to have an occupancy rate of 90%. 8.3 Financial Information If the existing council minibus was to be used, this would cost approximately £19,009 per annum. If Achaleven Primary School were to be closed it would generate savings of £5,400 - the current annual cost of mothballing (2022/23) to the Council. This includes electricity, heating oil, and ground maintenance but does not include building maintenance and repair costs. 8.4 Assessment of Rural Factors The reasons why the future of Achaleven Primary School is being reviewed are as stated at Section 2 of this Report. There is no expectation for the pupil numbers at Achaleven Primary School to increase. Achaleven Primary School is currently mothballed and were there pupils they would be rezoned to other schools. To reopen the school would not increase the pupil numbers. Page 108
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19 8.4.1 Community Impact The community supported the proposed closure of the school with the building and adjoining grounds being retained for community use where viable. All people who attended the consultation stated that they would be in favour of preliminary work to investigate whether the school building could be retained for community use and not allowed to fall into further disrepair, as that would adversely impact on the visual impact of the village. While it is accepted that school closure may have an adverse effect on a community, a community hub could be an asset to a community. However, as previously stated, Connel Village Hall is situated 330 yards from Achaleven Primary School and is used for village events. If the Community wished to create a community hub, they would require to find a mechanism to acquire the property from the Council and deliver that aspiration. The buildings forming the school premises are situated within walking distance of the village. If the local plans for the building progress, this may have a positive impact on the sustainability of the village. Formal closure of the school would mean that these plans could potentially be progressed by the community. 8.4.2 Travel Arrangements The travel distance (sourced from Google maps) from Achaleven Primary to Dunbeg Primary is 2.8 miles via the A85. Travel time is approximately 6 minutes. The travel arrangements have been in place for 18 months. Travel is an accepted aspect of living in the Achaleven community. This option would have no effect on the current travel arrangements of staff and pupils. The closure of Achaleven Primary School, in terms of travel would have a neutral effect on the environment. There is currently an annual transport cost of approximately £19,009 per annum for pupils to travel to Dunbeg Primary School on a council mini bus. Going forward, this cost would continue to be incurred annually. 8.5 Educational Benefits The principles of Curriculum for Excellence recognise the professionalism of teachers and the importance of this in exercising the freedom and responsibility associated with broader guidance. This means that schools are able to design their curriculum to meet the specific needs of their children and community. There are no specific educational benefits as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. Both Dunbeg and Achaleven are very remote rural schools. Each school is set within a remote rural area (Scottish Government classification). Children from Achaleven area who would attend Dunbeg Primary School are benefitting from the broader rural environment, whilst not moving their learning to a school that is completely different to their home environment. High quality outdoor learning is currently provided at Page 109
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20 Dunbeg Primary. The pupils would then be transitioning to Oban High School with an established friendship group. In Dunbeg Primary School children are taught in classes composed of children from more than one year group. Children benefit from being part of a social context in which they can build relationships with different groups and individuals, develop social skills, meet challenges and exercise responsibilities as members of a social group. They are able to interact and socialise with groups of children of their own gender, take part in team activities and move with their peers to secondary school. 8.6 Summary The majority of people who attended the Community Engagement event were in favour of closing Achaleven Primary as a school. They also commented on the potential for the school premises to be used as a community asset. The current capacity for Dunbeg Primary School is 51%, however, due to house building within the catchment, there is expected to be a significant increase in the school roll and therefore a significant increase in the occupancy rate of the school. This is projected to be 72.4% by August 2023 and 90% by August 2030. The additional annual cost to transport pupils to Dunbeg Primary school on a council mini bus is approximately £19,009 per annum. Going forward, this cost would continue to be incurred annually. The travel distance (sourced from Google maps) from Achaleven Primary to Dunbeg Primary is 2.8 miles via the A85 and this option would have no effect on the current travel arrangements of staff and pupils. The closure of Achaleven Primary School would therefore have a neutral effect on the environment. Dunbeg Primary currently accommodates pupils from Achaleven School and pupil numbers travelling from the current Achaleven catchment area are not projected to increase significantly. However, Dunbeg Primary has limited capacity to continue to accommodate the projected pupil numbers due to the projected increase in the roll through an increase in pupils residing within the catchment area. On the basis, as detailed previously, that the school roll at Dunbeg Primary is projected to increase significantly and therefore the school capacity rate will also increase annually for the foreseeable future, the closure of Achaleven Primary School and realignment of the Dunbeg Primary School catchment area to include the current Achaleven Primary School catchment is not viewed as a reasonable option. 9. OPTION D: CLOSE ACHALEVEN PRIMARY SCHOOL AND REALIGN THE CATCHMENT AREA FOR LOCHNELL PRIMARY SCHOOL TO INCLUDE THE CURRENT ACHALEVEN PRIMARY SCHOOL CATCHMENT AREA 9.1 Community Feedback The majority of people who attended the Options Appraisal meeting were not in favour of reopening Achaleven Primary as a school given the very low/no projected pupil numbers. They commented that there were not enough children to support re- Page 110
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21 opening the School. Additionally, with respect to very low/ non-existent numbers in future school roll projections, the sustainability of the School did not support re- opening of the School. Comments in relation to the closure of Achaleven Primary School and attendance at Lochnell Primary School were generally positive: ‘I already send my children to Lochnell Primary School and transport is easy’ ‘I would prefer that my child was able to walk or cycle to school but appreciate that in a more rural setting, this isn’t always possible’ Community members commented on the school premises and potential for this to become a community asset: ‘The building to be used for a purpose to benefit the community for example a community hub with a nursery and café.’ Community members discussed potentially pursuing options for use of the building as a community hub. 9.2 Pupil Numbers Table 5: Schools Occupancy: Primary 2023/2024 2024/25 Lochnell Approved Capacity 147 147 Lochnell Projected Roll 116 114 Achaleven Projected Roll 1 0 Total Roll Projection 117 114 Occupancy 79.6% 77.6% Pupils from Achaleven Primary catchment area would attend Lochnell Primary School. As there are currently no pupils attending Achaleven there is no projected addition to school roll at Lochnell Primary School. The current occupancy rate for Lochnell Primary School is 80%. There is a projected roll of one pupil for Achaleven Primary for August 2023, this would take the projected roll for Lochnell Primary to 117. 9.3 Financial Information An existing West Coast bus means that there would be no additional annual transport costs. If Achaleven Primary School were to be closed it would generate savings of £5,400 - the current annual cost of mothballing (2022/23) to the Council. Page 111
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22 This includes electricity, heating oil, and ground maintenance but does not include building maintenance and repair costs. 9.4 Assessment of Rural Factors The reasons why the future of Achaleven Primary School is being reviewed are as stated at Section 2 of this Report. There is no expectation for the pupil numbers at Achaleven Primary School to increase. Achaleven Primary School is currently mothballed and were there pupils they would be rezoned to other schools. To reopen the school would not increase the pupil numbers. 9.4.1 Community Impact The community supported the proposed closure of the school with the building and adjoining grounds being retained for community use where viable. All people who attended the consultation stated that they would be in favour of preliminary work to investigate whether the school building could be retained for community use and not allowed to fall into further disrepair, as that would adversely impact on the visual impact of the village. While it is accepted that school closure may have an adverse effect on a community, a community hub could be an asset to a community. However, as previously stated, Connel Village Hall is situated 330 yards from Achaleven Primary School and is used for village events. If the Community wished to create a community hub, they would require to find a mechanism to acquire the property from the Council and deliver that aspiration. The buildings forming the school premises are situated within walking distance of the village. If the local plans for the building progress, this may have a positive impact on the sustainability of the village. Formal closure of the school would mean that these plans could potentially be progressed by the community. 9.4.2 Travel Arrangements The travel distance (sourced from Google maps) from Achaleven Primary to Lochnell Primary is 3.6 miles via the A85 and the A828. Travel time is approximately 8 minutes. The travel arrangements have been in place for 18 months. Travel is an accepted aspect of living in the Achaleven community. This option would have no effect on the current travel arrangements of staff and pupils. The closure of Achaleven Primary School, in terms of travel would have a neutral effect on the environment. There is currently no annual transport cost for pupils to travel to Lochnell Primary School as it is part of an existing West Coast Motors service bus and therefore would not incur additional costs in the immediate future. 9.5 Educational Benefits The principles of Curriculum for Excellence recognise the professionalism of teachers and the importance of this in exercising the freedom and responsibility associated with broader guidance. This means that schools are able to design their curriculum to meet the specific needs of their children and community. There are no Page 112
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23 specific educational benefits as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. Both Lochnell and Achaleven are very remote rural schools. Each school is set within a remote rural area (Scottish Government classification). Children from Achaleven area who would attend Lochnell Primary School are benefitting from the broader rural environment, whilst not moving their learning to a school that is completely different to their home environment. High quality outdoor learning is currently provided at Lochnell Primary. The pupils would then be transitioning to Oban High School with an established friendship group. In Lochnell Primary School children are taught in classes composed of children from more than one year group. Children benefit from being part of a social context in which they can build relationships with different groups and individuals, develop social skills, meet challenges and exercise responsibilities as members of a social group. They are able to interact and socialise with groups of children of their own gender, take part in team activities and move with their peers to secondary school. 9.6 Summary The majority of people who attended the Community Engagement event were in favour of closing Achaleven Primary as a school. They also commented on the potential for the school premises to be used as a community asset. Current capacity for Lochnell Primary School is 80%, with no significant increase to the school roll predicted in forthcoming years. There is no additional annual cost to transport pupils to Lochnell Primary school as this is part of an existing route and wider contract with West Coast Motors and use of the existing West Coast Motors service bus would not incur additional costs. The travel distance (sourced from Google maps) from Achaleven Primary to Lochnell Primary is 3.6 miles via the A85 and the A828 and this option would have no effect on the current travel arrangements of staff and pupils. The closure of Achaleven Primary School would therefore have a neutral effect on the environment. Lochnell Primary currently accommodates pupils from Achaleven Primary School’s catchment area, and pupil numbers are not projected to increase significantly. Lochnell Primary has capacity to continue to accommodate the projected pupil numbers. In Lochnell Primary School, children benefit from a very positive learning environment with learning and teaching which is well matched to the needs of the young people who attend the school. In addition there is a clear focus on nurturing the health and wellbeing of pupils. This has been identified as a reasonable option for further consideration. Page 113
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24 9. OVERVIEW OF OPTIONS Option Option Description Outcome A Re-open Achaleven Primary School with the existing catchment area Not a reasonable option. B Continued Mothballing of Achaleven Primary School with the pupils zoned to Dunbeg and Lochnell Primary Schools Not a reasonable option. C Close Achaleven Primary School and realign the catchment area of Dunbeg Primary School to include the current catchment area for Achaleven Primary School. Not a reasonable option. D Close Achaleven Primary School and realign the catchment area of Lochnell Primary School to include the current catchment area for Achaleven Primary School. A reasonable option with some representation that the school becomes a facility the community can develop if viable. 10. DETAILED ANALYSIS OF REASONABLE OPTION: CLOSE ACHALEVEN PRIMARY SCHOOL AND REALIGN THE CATCHMENT AREA FOR LOCHNELL PRIMARY SCHOOL TO INCLUDE THE CURRENT ACHALEVEN CATCHMENT AREA 10.1 Pupil Projections Primary 2023/2024 2024/25 Lochnell Approved Capacity 147 147 Lochnell Projected Roll 116 114 Achaleven Projected Roll 1 0 Total Roll Projection 117 114 Occupancy 79.6% 77.6% 10.2 Educational Benefits This statement focusses on Lochnell Primary School which is one of the schools that parents/carers within the Achaleven Catchment can currently choose to send their Page 114
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25 child to, and the school which would subsume Achaleven’s current catchment area as part of Option D. 10.2.1 Learning and Teaching The curriculum includes a broad range of experiences which are planned for children and young people through their education, to help every child and young person to develop knowledge, skills and attributes for success in learning, life and work. The school are committed to providing appropriate opportunities for the development of pupils’ spiritual, moral, social and cultural values through both the ethos and the curriculum. This is undertaken in partnership with parents/carers and takes account of the individual needs of pupils and the views of parents/carers. The aim of Lochnell Primary School and Early Years is to ensure each child feels safe and happy so that they may achieve their potential. To do this, the school follow the principles of being Ready, Respectful and Safe (RRS). These principles sit alongside their core values which were reviewed and refreshed in January 2020. The core school values are: Kind, ambitious, fun, inclusive and curious. The aims of Lochnell Primary are to: o Inspire curiosity and creativity through rich learning experiences. o Encourage ambition by opening minds, aiming high and celebrating achievements. o Develop kindness through an ethos of inclusion and mutual respect. o Enable appreciation and consideration of our local community and the wider world. o Create a calm, purposeful and fun learning environment where learners feel valued. o Continue to evaluate, evolve and excel! Children know that their views are sought, valued and acted upon. The learning environment encourages high level of achievement, providing a wide range of opportunities for children to achieve their full potential within the four contexts of learning. In Lochnell Primary School children may be taught in classes composed of children from more than one year group. Children benefit from being part of a social context in which they can build relationships with different groups and individuals, develop social skills, meet challenges and exercise responsibilities as members of a social group. They are able to interact and socialise with groups of children of Page 115
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26 varying sizes and composition, take part in team activities and move with their peers to secondary school. There is a continual challenge for all schools to deliver a school improvement agenda and deliver effectively the principles and outcomes of curriculum for excellence. The National Improvement Framework priorities include raising attainment for all, and closing the gap between the most and least disadvantaged children. The principles of Curriculum for Excellence recognise the professionalism of teachers and the importance of this in exercising the freedom and responsibility associated with broader guidance. This means that schools are able to design their curriculum to meet the specific needs of their children and community. The general aim of the school is to provide an atmosphere of mutual respect and collective responsibility. Pupils, parents/carers and staff all have an important part to play in producing and sustaining this positive ethos. Lochnell Primary School welcomes and encourages diversity and individuality, while emphasizing their common commitment to moral values such as honesty, respect for others, compassion and justice. Fundamental principles of the school are that all who are involved in the life of the school have the right to be respected as individuals and carry the responsibility to act in a considerate and respectful manner towards others. The school are firmly committed to the elimination of any form of discrimination on the grounds of race, religion, gender or disability. Lochnell has a working partnership with the village church and enjoy visits to church (virtual or in person) to celebrate special events throughout the year. The pupils also enjoy visits to the school and early years setting by the local minister. They welcome connections to other faiths and have linked with members of different faiths to provide a context for their curriculum and enhance understanding. Lochnell School, its resources and activities provide a focal point for the community. The involvement of parents/carers and other members of the community in school activities is highly valued and increases the range of experiences on offer for learners. Parents are kept informed of school activities and the school are currently reviewing how best to do this. Parents/carers are always welcome to call at the school for further information and/or to arrange to see the Head Teacher. Having an early years setting alongside the school has improved transition and liaison. However, the school are careful to maintain links Page 116
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27 with the other pre-5 groups in the area to ensure a smooth transition process into P1 for all. Links with other Oban and Lorn Primary schools are strong and when possible, the pupils enjoy activities throughout the year to share their learning and skills. Active Schools provide many opportunities for the pupils and there is an ongoing programme to train Young Leaders, ensuring additional leadership opportunities within the school. Lochnell School has very strong links with Oban High and this makes the transition from P7 to S1 smooth and productive, ensuring that all pupils are well support as they move to High School. Both Lochnell and Achaleven are very remote rural schools. Each school is set within a remote rural area (Scottish Government classification). Children from Achaleven area, who would attend Lochnell Primary School would benefit from the broader rural environment, whilst not moving their learning to a school that is completely different to their home environment. 10.2.2 Outcomes Through the GIRFEC practice model, meeting the needs of every child continues to be a priority and teachers carefully plan and assess to ensure each child has the opportunity to reach their potential. Careful tracking and monitoring procedures are in place to evidence pupil progress. This includes professional dialogue with teachers, learning discussions with children, classroom observations, assessment and looking at pupil work. Planning for Progress meetings are being further strengthened. These discussions between home and school improve parental engagement whilst focussing on next steps for learning. Where appropriate, intervention is put in place, while working effectively with other agencies and parents to ensure the needs of each child are met. In the primary classes, standards of attainment have been maintained over the last three years. Most children are achieving national expectations in reading, writing, listening, talking and numeracy. 10.2.3 Experiences - Broadening the Range of Opportunities Children are offered a range of active, planned experiences which help them develop the knowledge and understanding, skills, capabilities and attributes which they need for their mental, emotional, social and physical wellbeing both now and in the future. Throughout the school session there are opportunities for the children to take part in wider – curricular activities and after school clubs. Page 117
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28 The variety, frequency and nature of the clubs depends on the availability of staff and senior pupils and parents to run and supervise them. More information is available from the school office. Educational visits are an important part of the learning process and it is crucial to use our environment as a learning resource. The number and scope of these visits is governed by our financial situation and the opportunities available. Parents and carers help us supervise these outings and we are grateful for the enthusiastic help. Groups from the school compete in local festivals and competitions 10.2.4 Environment for Learning Lochnell Primary School is situated in the village of Benderloch on the main Oban to Fort William road. The building is single storey and was opened in 1992. The teaching bays in the original building are semi open plan. The new extension teaching bays are open plan. The entire building is well maintained and along with the surrounding scenery provides attractive accommodation for the primary school. A joint school and community project was completed to provide and maintain and all weather pitch adjacent to the school. The pitch is used very well by the school every day. The community have access to the pitch out with school times and the public can book it at the local garage. The building has facilities for pupils and visitors with special access needs. They enjoy good links with Oban High School as the associated secondary school. Lochnell Primary has a Pre5 Unit within the school for 3 and 4 year olds. 10.3 Assessment of Rural Factors The reasons why the future of Achaleven Primary School is being reviewed are stated at Section 2 of this report. There is currently no expectation for the pupil numbers to increase at the School. Achaleven Primary School is mothballed with no current pupils. Having considered all the alternatives above, the option to close Achaleven Primary School and realign the catchment area for Lochnell Primary School to include the former Achaleven Primary School catchment area is considered the most reasonable means to address the reasons identified at Section 2 of this report. 10.3.1 Community Impact The community overwhelmingly supported closure of the school with the suggestion that the building and adjoining grounds could potentially be retained for community use. Within Achaleven there is a Village Hall which houses community events. All people who attended the Options Appraisal Meeting stated that if possible they would prefer to see the Page 118
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29 school building retained for community use and not allowed to fall in to further disrepair, as that would adversely impact on the community’s access to the premises and the visual impact of the village. It is accepted that a school closure may have an adverse effect on a community. Formal closure of the school would mean that future plans for the building could potentially be progressed by the community. 10.3.2 Travel Arrangements The travel distance (sourced from Google maps) from Achaleven Primary to Lochnell Primary is 3.6 miles via the A85 and A828. Travel time is approximately 8 minutes. The travel arrangements have been in place for 18 months. Travel is an accepted aspect of living in the Achaleven community. Pupils will travel on the existing West Coast Motors service bus and eventually all the pupils will travel to Lochnell Primary School. The environmental impact of travel will be minimal, as these arrangements are currently in place due to the mothballing of Achaleven Primary School. The closure of Achaleven Primary School, in terms of travel, would have a neutral effect on the environment. There is currently no additional annual transport cost of taking pupils to Lochnell Primary School and the continued use of the existing West Coast Motors service bus would mean there are no future cost implications. 10.4 Financial Impact The main elements included within a school budget are Teacher employment costs (ie basic salary costs plus related employer’s National Insurance and Superannuation contributions plus any relevant individual allowances); Local Government employee costs and an allocation for discretionary expenditure incurred by the school (i.e. educational equipment, materials, staff travel, etc.). Teacher staffing budgets are calculated on an annual basis and within the Primary sector are determined, taking cognisance of the SNCT class size maxima, by the number of classes required to provide for the specific number and age of the pupils in each school. When a school ceases to be operational the Teacher staffing budget is adjusted (at the appropriate time), per entitlement information from Education HR, with the staffing budget resulting in a nil value. As a result of the authority’s policy for no Teacher redundancies it is presumed that the staff are deployed elsewhere within the authority and therefore their salary costs still exist with an increase to the receiving school’s budget. This is also in line with the national priority of maintaining teacher numbers. This methodology also applies to the school’s discretionary budget which again is formula based. The budget of the receiving school, in terms of any pupils being transferred, will have increased. The figures outlined below take account of the fact that the staffing and discretionary budgets have been adjusted to nil. Page 119
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30 The annual running costs during mothballing of Achaleven Primary School are a total of £5,400. Annual savings generated through closing Achaleven Primary School would be £5,400. The costs/savings outlined above assumes all revenue expenditure would cease. This includes non-domestic rates, utility costs, insurances, etc. If the school was to be formally closed, this would allow the Council to take steps towards selling the school to a third party or the local community. 10.5 Environmental Impact Currently some pupils travel to Lochnell Primary. However this option would have a neutral environmental impact on the current position and would have no impact on the current travel arrangements for staff and pupils. Eventually all pupils will attend Lochnell Primary School, a relatively short journey. Travel is an accepted aspect of rural life. 13. CONCLUSION Four alternative options have been reviewed in considering the future of Achaleven Primary School. For each option, information was collated and consideration was given to: Community feedback; Pupil numbers; Financial Information; Assessment of rural factors, including community impact, economic impact and travel arrangements, and Educational Benefits. An authority that is contemplating a rural school closure proposal must satisfy the preliminary requirements set out in Section 12A of the 2010 Act before formulating a proposal. After consideration of the preliminary requirements, as set out in the Act, and the options, and having regard to the specific reasons identified at Section 2 of this report, closing Achaleven Primary School and realigning the catchment area of Lochnell Primary School to include the current catchment area for Achaleven Primary School is the most reasonable option in order to address the underlying reasons for the possible proposal. Members are asked to: Note the outcome of this consideration of the preliminary requirements; and Agree that Officers now formulate a draft closure proposal that will come back to a future meeting of the Committee in August 2023 for approval by Members which would subsequently trigger the formal consultation process under the Schools (Consultation) (Scotland) Act 2010. Page 120
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31 Appendix 1 Appendix 2 Page 121
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32 Appendix 3: Floorplan Achaleven Primary School Page 122
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33 Appendix 4: Floorplan Lochnell Primary School Page 123
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Appendix 5: Floorplan Dunbeg Primary School and ELC Page 124
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1 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 9 MARCH 2023 SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 – SOUTHEND PRIMARY SCHOOL 1.0 EXECUTIVE SUMMARY 1.1 This report provides details of the Options Appraisal for Southend Primary School, carried out in accordance with the preliminary requirements set out in Section 12A of the Schools (Consultation) (Scotland) Act 2010, as amended. 1.2 It is recommended that the Community Services Committee: a. Note the outcome of this consideration of the preliminary requirements; and, b. Agree that officers now formulate a draft closure proposal that will come back to the August 2023 meeting of the Committee for approval by members which would subsequently trigger the formal consultation process under the Schools (Consultation) (Scotland) Act 2010. Page 125 Agenda Item 9c
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2 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 9 MARCH 2023 SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 – SOUTHEND PRIMARY SCHOOL 2.0 INTRODUCTION 2.1 When considering the future of a rural school the Education Authority must first satisfy the preliminary requirements as set out in Section 12A the Schools (Consultation) (Scotland) Act 2010, as amended. 2.2 On 25th August 2022, Community Services Committee agreed that the Education Service would undertake the preliminary requirements in relation to considering a rural school closure and look at an Options Appraisal for Southend Primary School. As Southend Primary School is a rural school, the preliminary requirements stipulate that a possible closure proposal, and all the reasonable alternatives, are to be assessed, having particular regard to the following: a. Their likely educational benefits. b. Their likely effect on the local community – having particular regard to the sustainability of the community and the availability of the school premises to the community. c. The likely effect that would be caused by any different travelling arrangements on the school's pupils and staff and any other users of the school's facilities, as well as the possible environmental impact. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: a. Note the outcome of this consideration of the preliminary requirements; and, b. Agree that officers now formulate a draft closure proposal that will come back to the August 2023 meeting of the Committee for approval by members which would subsequently trigger the formal consultation process under the Schools (Consultation) (Scotland) Act 2010. 4.0 DETAIL 4.1 This report provides details of the Options Appraisal, carried out in accordance with the preliminary requirements of the Schools (Consultation) (Scotland) Act 2010, as amended (the 2010 Act), in respect of Southend Primary School. Page 126
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3 4.2 The Options Appraisal for Southend Primary School is attached as Appendix 1. 4.3 Four alternative options have been assessed whilst considering the future of Southend Primary School. For each option, information was collated and particular regard was given to: Community feedback; Pupil numbers; Assessment of rural factors – namely the likely effect on the local community (having particular regard to the sustainability of the community and availability of the school’s premises and its other facilities for use by the community); and the likely effect of any different travelling arrangements that may be required (having particular regard to the effect on pupils, staff and any other users of the school’s facilities, and any environmental impact). Educational benefits; and Financial information 4.4 An authority that is contemplating a rural school closure proposal must satisfy the preliminary requirements set out in Section 12A of the 2010 Act prior to formulating any proposal. 4.5 Consideration was given to the underlying reasons as to why the future of Southend Primary School is being reviewed, and all reasonable alternatives to closure of the school as a response to those underlying reasons, were identified. All four options (including closure) were then assessed – having particular regard to likely educational benefits, likely effect on the local community and likely effect on travelling arrangements. Following this assessment, closing Southend Primary School and realigning the catchment area of Castlehill Primary School to include the current catchment area for Southend Primary School is considered to be the most reasonable option to address the underlying reasons for the possible proposal. 5.0 CONCLUSION 5.1 The Options Appraisal for Southend Primary School has been prepared in accordance with the preliminary requirements of the 2010 Act. 5.2 After consideration of the preliminary requirements, all identified reasonable alternatives and the reasons for why the future of the School is being considered, closing Southend Primary School and redrawing its catchment area to the delineated catchment area of Castlehill Primary School is considered to be the most reasonable option in order to address the underlying reasons for the possible proposal. Officers are now in a position to formulate a draft proposal that will come back to the August 2023 meeting of the Committee for approval by members which would subsequently trigger the formal consultation process under the 2010 Act. Page 127
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4 6.0 IMPLICATIONS 6.1 Policy – An authority that is considering formulating a rural school closure proposal must first satisfy the preliminary requirements set out in Section 12A of the Schools (Consultation) (Scotland) Act 2010, as amended. 6.2 Financial – there are financial implications for each option, as set out in the Options Appraisal. 6.3 Legal – The Options Appraisal for Southend Primary School has been prepared in accordance with the preliminary requirements as set out in Section 12A of the Schools (Consultation) (Scotland) Act 2010, as amended. 6.4 HR – None 6.5 Fairer Scotland Duty: None at present 6.5.1 Equalities – None at present 6.5.2 Socio-economic Duty - None at present 6.5.3 Islands – None at present 6.6 Climate Change – None 6.7 Risk – None at present 6.8 Customer Service – None at present Douglas Hendry, Executive Director with responsibility for Education Councillor Yvonne Mcneilly, Policy Lead for Education For further information please contact:- Jen Crocket Chief Education Officer/ Head of Education-Wellbeing, Inclusion and Achievement Jennifer.crocket@argyll-bute.gov.uk / 07917529794 Wendy Brownlie Head of Education: Performance and Improvement wendy.brownlie@argyll-bute.gov.uk / 01369707118 Rosie Mackay Education Manager rosie.mackay@argyll-bute.gov.uk / 01436567674 7th February 2023 Appendix 1 Options Appraisal – Southend Primary School Page 128
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Appendix 1 EDUCATION OPTIONS APPRAISAL SOUTHEND PRIMARY SCHOOL Page 129
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1.0 INTRODUCTION 1.1 As of April 2021 there were no pupils attending Southend Primary School. Pupils residing within the Southend catchment area were attending schools within the Campbeltown area. The pre-school age children within the catchment area were also attending nursery settings in Campbeltown. There were no Primary 1 pupils registered to attend Southend Primary School in session 2021-22. At the Community Services Committee on 10th June 2021, Argyll and Bute Council approved the mothballing of Southend Primary School on a temporary basis. It was agreed that the premises be retained for 2 years on a care and maintenance basis. SOUTHEND PRIMARY SCHOOL 27052021 Pre-Agenda Briefing of the Community Services Committee.pdf (argyll-bute.gov.uk) On 25th August 2022, Argyll and Bute Council approved the continued mothballing of Southend Primary School and for the Education Service to begin gathering necessary information and carry out the exercise of assessing the options for the future of Southend Primary School, in accordance with the preliminary requirements of the Schools (Consultation)(Scotland) Act 2010. SCHOOLS CONSULTATIONSCOTLAND ACT 2010 - SOUTHEND PRIMARY SCHOOL.pdf (argyll-bute.gov.uk) The statutory process for the closure of a rural school is laid out in the Schools (Consultation) (Scotland) Act 2010 as amended by the Children and Young People (Scotland) Act 2014. The Act, as amended, contains a presumption against closure of a rural school and details specific requirements which the education authority is required to follow if they are formulating a proposal to close a rural school. This includes the introduction of a preliminary consultation process. In addition, the Community Empowerment (Scotland) Act 2015 sets out a new right for community organisations to request the transfer of local assets into local community ownership/management. Public bodies, including councils, must consider such requests and respond to them within a reasonable timescale. Southend Primary School has had zero pupils enrolled since elected members approved the mothballing. On 25th August 2022, Community Services Committee agreed that the Education Service would undertake the preliminary requirements in relation to considering a rural school closure and look at an options appraisal for Southend Primary School. This review will enable the Education Service to identify and consider the options put forward. Page 130
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The 2010 Act makes special arrangements in regard to rural schools that is in effect a presumption against their closure. There is a requirement to have special regard to the rural schools factors prior to formulating a proposal to close a rural school. In particular, it is necessary to consider any reasonable alternatives before considering closure. It is also necessary to consider the impact on the wider community of a potential closure and the impact of any different travel arrangements. These factors have been considered in this Options Appraisal. 2.0 REASONS FOR THE PROPOSAL 2.1 An authority that is contemplating formulating a rural school closure proposal must satisfy the preliminary requirements set out in Section 12A of the 2010 Act before starting to prepare its Proposal Paper. In particular, it must identify the underlying reasons why the future of the School is being considered, which, in this case, are as follows: 1. Southend Primary School has been mothballed for almost two years. The school roll fell to zero as parents were choosing to place their children in schools outwith the Southend catchment area to Castlehill Primary School. The school roll was very low and is not predicted to rise in the near future. 2. Along with several other rural councils, Argyll and Bute is facing increasing challenges in recruiting staff. In January 2023 there were 15.9 fte vacancies for both Head Teachers and Teachers. 3. Whilst the School is mothballed, the building is deteriorating with limited budgets for maintenance. The Council is therefore considering the future of Southend Primary School. The various options are explored within this paper. 3.0 BACKGROUND Argyll and Bute is an area of outstanding natural beauty sitting within an ancient landscape with a strong cultural identity. Today, the culture of Argyll and Bute is reflected in its traditional industries of fishing, farming and crofting, sports such as shinty and in its world class musicians and artists as well as its modern commercial industries such as wind turbine production and fish farming. Argyll and Bute is geographically the second largest authority in Scotland. Education is delivered in a range of settings including schools, partnerships and youth services. 3.1 Argyll and Bute Corporate Plan The Argyll and Bute Corporate Plan identifies Argyll and Bute as an area of Scotland with outstanding places, people and potential for a prosperous future Page 131
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for everyone. Our Council along with our Community Planning Partners, is committed to ensuring that Argyll and Bute’s Economic Success is built on a Growing Population. This strategic approach embraces the vision for our area, our communities and our people as outlined in the Corporate Plan. Our key service priorities support the delivery of our commitments in the plans, helping to focus on local outcomes that will achieve meaningful improvements for the area, our local communities and our citizens. Councils have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value. Our Community Services Asset Management Plan provides a review of the property assets used to deliver services. It incorporates the School Estate Management Plan which reflects the local implementation of Building Better Schools: Investing in Scotland’s Future, the national school estate strategy developed by the Scottish Government in conjunction with local authorities. The aspirations, guiding principles and objectives contained within Building Better Schools are reflected throughout Education and Children’s Services Asset Management Plan (SAMP) for schools and public buildings, both in the management of the existing assets and in the design and construction of developments. corporate_plan_2018_181119_v2.pdf (argyll-bute.gov.uk) 3.2 Our Children Their Future Councils, as an Education Authority, have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand. This is reflected in Our Children, Their Future: Education Vision and Strategy. argyll_bute_vision_strategy_final_web.pdf (argyll-bute.gov.uk) 3.3 Southend and the Local Area - the Southend Primary School Setting Southend is a scenically beautiful area situated at the end of the Kintyre peninsula, only 13 miles across the North Channel from Northern Ireland. Southend is a small and picturesque village which is situated approximately 9 miles from Campbeltown. The final stage of the Kintyre Way spans from Southend to Machrihanish. The area is home to the historic attractions of the 13th Century Dunaverty Rock and Castle, St. Ciaran’s Cave, St. Columba’s Chapel as well as Iron Hill Fort on the hill of Cnoc Araich where access is gained from behind Southend Primary School. There is also an 18 hole golf course. The area is popular with cyclists, hill walkers and nature enthusiasts. Page 132
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3.4 The School within the Community Southend Primary School was previously very active within the community. It was a focus for social and educational events. The pupils invited the community to attend events on many occasions every year as well as community members volunteering with drama productions and activities such as golfing lessons. Whilst being mothballed, there were no requests for the building to be used for such events. With Dunaverty Hall, a community managed charity that host various community events, being the hub of the village. 3.5 Population Argyll and Bute has an average population density of just 0.13 persons per hectare. This coupled with the changing demographic profile of the area presents one of our greatest challenges. The table below refers directly to the Southend area showing the changing population from census 2001 to census 2011: Table 1: Population Information Southend Area Census 2001 2011 Total Resident Population 165 Total Resident Population 165 % under 16 28.48 % under 16 15.7 % 16 – 64 (pensionable age) 50 % 16 – 64 (pensionable age) 63 % pensionable age and over 21 % pensionable age and over 20 It is recognised that the census area and the catchment area of Southend Primary School differ slightly. The census cannot display results for that postcode area alone because it could impact people’s privacy. Instead, it groups the postcode with nearby postcodes. 3.6 Development and House Building A new Local Development Plan (LDP2) is now available, which sets out planning and development proposals for the next 10 years from 2020, and a vision for 20 years. The Argyll and Bute Local Development Plan provides the local planning framework for the Council area, excluding the Loch Lomond and Trossachs National Park area. The Plan is divided into the written statement and proposals maps. The written statement provides the general policy context Page 133
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against which planning applications for new development proposals should be assessed. This is supported by the proposals maps which show the range of development opportunities and constraints within the area, for example: the key development areas i.e. the allocations for housing, industry and business, community facilities and infrastructure; the potential areas for future development (Potential Development Areas); areas requiring actions such as environmental improvement or regeneration (Areas for Action); and environmental designations such as national Scenic Areas, Sites of Specific Scientific Interest (SSSIs), Special Protection Areas and Local Nature Conservation Sites. Appendix 1 shows the LDP2 for Southend Appendix 2 shows the LDP2 for Castlehill Appendix 3 provides the key for Local Development Plans. 3.7 Southend Primary School Southend Primary School is situated outside of the village of Southend and was built in 1886 with an extension added in 2005/06. The school is co-educational and non-denominational with Early Learning and Childcare available. It has a catchment area extending from Carskiey to Macharioch and Fiochaig to A’Chruach. The school has one large open plan classroom, Library, Active Play Area and Snug. The Hall was used by pre 5 Monday to Wednesday and was also used for activities such as physical education and drama performances. The hall can also be used as a dining area as it is next to the kitchen. The school has two playgrounds, one of which is enclosed. Within the playground there is a pavilion, Wendy House, mud kitchen area, picnic tables and raised beds for plants. The larger playground includes a wooden climbing frame and a habitat area with pond. There are also coloured number and PE tarmac markings. Appendix 4 shows the Southend Primary School Floor Plan. Southend Primary School is 8.7 miles from Castlehill Primary School. The area is sparsely populated. Southend Primary School is situated on the side of the B842 that leads from Campbeltown to Southend. The Scottish Government’s Rural School List 2021 classifies Southend Primary School as ‘very remote rural’. This is defined as an area with a population of less than 3,000 people, and with a drive time of over 60 minutes to a settlement of 10,000 or more. Southend Primary is one of 8 primary schools associated with Campbeltown Grammar School. Rural schools in Scotland - gov.scot (www.gov.scot) 3.8 Castlehill Primary School Page 134
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Following the mothballing of Southend Primary School, children from the Southend catchment area attended Castlehill Primary School. Castlehill Primary School is a non-denominational and co-educational school situated in the town of Campbeltown at Ralston Road. Castlehill Primary serves part of the town of Campbeltown and much of the area to the south and east of the town. The original school building was constructed in 1876 and is still used today. The school accommodation is split over two levels with a reception office, school kitchen and dining hall. The school has a playground that wraps around the school building. The school has close links with Campbeltown Nursery. Appendix 5 shows the Castlehill Primary School Floor Plan. The school has strong and active traditions in instrumental music, in sport and physical activity. The school enjoys the support of an active Parent Council and strong community partners. The Primary School building has facilities for pupils, visitors and special access needs. With its central location within Campbeltown, Castlehill Primary School is not on the Scottish Government’s Rural School List 2021. Campbeltown Grammar School is the associated Secondary School for Southend, Dalintober, Drumlemble, Castlehill, Carradale & Glenbarr pupils. Pupils at Rhunahaorine and Gigha are given the choice between Tarbert Academy and Campbeltown Grammar. The Map below shows the adjoining catchment areas of Southend and Castlehill Primary Schools Catchment Areas: Page 135
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3.9 Pupil Numbers Pupil projections, and data for 2023-24 are based on the 2022 pupil census, a return prepared annually for the Scottish Government. Past pupil numbers are historic data from past pupil censuses. Pupil projections are based on 3/5 years intake and updated post P1 registration. Page 136
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Table 2 shows the historic and current pupil numbers for both Southend and Castlehill Primary schools: Table 2: Southend PS Castlehill PS Roll Roll Capacity 50 459 2005-06 46 289 2006-07 41 276 2007-08 38 257 2008-09 33 243 2009-2010 32 218 2010-2011 27 195 2011-2012 22 189 2012-2013 22 178 2013-2014 18 180 2014-2015 17 184 2015-2016 16 188 2016-2017 18 182 2017-2018 5 197 2018-19 6 210 2019-20 7 205 2020 -2021 0 203 2021 -2022 0 194 2022-2023 0 189 Table 3 shows projected rolls for Castlehill Primary School and estimated numbers of pupils in the Southend Primary School catchment area according to figures held by Argyll and Bute Council: Table 3: Southend PS Castlehill PS Roll Roll Capacity 50 459 2023 -2024 8 189 2024 -2025 8 180 2025-2026 8 173 * A prediction based on information available at December 2022. Southend information based on prediction available at December 2019 The Southend Primary School roll further dropped to 3 over the course of the 2019-20 school year (see Table 2, above) and was expected to reduce further at the point of mothballing in April 2021. Pupils within the catchment area (as set out in Table 3, above) did not reflect the number of pupils attending the Page 137
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school because parents chose to send their children to schools within the Campbeltown area. 4.0 COMMUNITY ENGAGEMENT 4.1 Meetings A Community Engagement Meeting was held in Southend Primary School, on 17th November, 2022 from 09:00-18:00 hours. This was to seek the views of the community on the future of Southend Primary School. This meeting was attended by 43 people. There was also a meeting in Dalintober Primary School to gather opinions from parents who will be impacted by any decision that is made in relation to Southend Primary School. Dalintober Primary School have 3 members of staff re-deployed from Southend PS to Dalintober PS. Virtual meetings took place with a young person from Campbeltown Grammar School who was impacted by the mothballing of Southend Primary School and the Head Teacher of Southend Primary School who currently teaches at Dalintober Primary School. The Head Teacher at Dalintober Primary School took part in a virtual meeting. Meetings were also offered to Castlehill and Drumlemble Parent Councils. Three secondary aged young people and one primary aged young person participated in the Community Engagement Meeting. The parent and toddler group within Southend were contacted on two occasions to be given the opportunity to feed into the preliminary engagement exercise. An email contact was also given to individuals during the Community Engagement event to encourage more feedback from this group. No response was received. 4.2 Content of Meetings Attendees at the meetings were given an overview of the information that the Council would be using in this Options Appraisal, this included pupil projections, development information and local services and facilities. The questions were as follows: Over the last three years, what has been the effect of mothballing Southend School on you, your family and community? In your view what are the pros/cons of the following options: Continue with mothballing Re-open the school Close the school Re-open the school but widen the catchment area Attendees also noted questions regarding the future of the school, and points of information that should be considered in the Options Appraisal. 4.3 Feedback Page 138
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There was a range of viewpoints on the future of Southend School: Community and Parents The majority of the community felt that continuing to mothball the school was not an option. It was felt that a decision should be made as the building would only continue to deteriorate. A small number felt this might be beneficial to allow pre 5 children in the area to get to the stage where they were ready to attend school. The majority of the community believed that the most viable option is to formally close the school as decline in school roll at the school had been as a result of parents choosing to send their children to schools within the Campbeltown area. There was a small percentage of people in support of opening the school but said that they would need to see what this looked like before they were able to commit to sending their child to school there. There are 18 children who attend a local baby and toddler group. This was seen as a strong reason to keep the school open by some members of the community. The group was approached to provide feedback and members of the group were encouraged to discuss and provide feedback via direct email. Neither opportunity provided further feedback. The community were all in agreement that changing the catchment area would not be a viable option given the geographical area. Children/young people The young people who were now at Campbeltown Grammar had voiced that they loved being at school at Southend Primary and had had a positive experience. A younger pupil reported that their transport to school at Castlehill had improved since Southend Primary School had been mothballed, they enjoyed being at Castlehill Primary school. Another pupil reported that they benefitted from more friends and a wider range of opportunities having moved from Southend to Castlehill Primary School. There are currently no pupils at Southend Primary and pupils felt that they did not want to give an opinion on what should happen to the school but did feel a decision should be made about the building, mothballing was not a viable option for them. A young person who had attended the school would have liked to have seen it re-open but recognised that this would cost money. A younger pupil did not want the re-opening of the school if it would impact on their transport to Castlehill Primary as they found service prior to mothballing stressful. Staff Staff members were sad at the thought of the School being closed but felt that they had dealt with the most difficult period when the decision was made to mothball the school. Staff members felt that the low pupil numbers was not providing a rich educational experience for pupils. Page 139
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General Comments: “We would like to see parents choosing the school.” “My child attends school in town and this has been good for her socially. My youngest is likely to follow her to the same school as opposed to attending Southend Primary” “The school didn’t close due to lack of children, it closed due to parental choice.” “We would only send our child to the school if numbers permitted.” “Individual communities will be lost if there is an amalgamation (new large school campus). Communities are all diverse.” “There is a lot of potential through the Pre 5 group.” “In an ideal world it is great to see small schools but difficult to get staff.” “We think it won’t re-open if we are being realistic. Can it be staffed?” “Realistically, I can’t see it re-opening” “The longer it is left mothballed, the more it will deteriorate.” “I personally can’t see me moving my children if the school re-opened. I value the standardisation, social aspect and social contact in a big school. Schools in town have capacity to take increased numbers.” 5.0 THE PROPOSAL AND REASONABLE ALTERNATIVES TO THE PROPOSAL AS CONSIDERED BY THE COMMUNITY ENGAGEMENT Southend Primary School has been mothballed for almost 2 years. The school roll had dramatically declined after 2017. Although the census information illustrates that in 2019-20 the school roll was 7 pupils (see Table 2, above), this reduced to 3 (2 of which were siblings) over the course of the year. Discussion took place with the Head Teacher and parent community at the time, who all acknowledged the limitations that pupil numbers were placing on the opportunity for social interaction. The decision was made by the relevant parents that the pupils would have the opportunity for increased social interaction at Castlehill Primary School. The decline in pupil numbers at Southend Primary School was as a result of placing requests to Castlehill Primary School, with a small number also choosing to attend Drumlemble Page 140
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Primary School and Dalintober Primary School. A small number of parents with pre-school children are supportive of the school re-opening. Parents with children at Castlehill Primary School wished current arrangements to continue and reported that siblings would be attending Castlehill Primary School. There is very limited support for the reopening of Southend Primary School. Whilst the building is mothballed it continues to deteriorate. The Community is very proactive and have positive suggestions as to how the building could be used. Along with several other rural councils, Argyll and Bute is facing increasing challenges in recruiting staff. In January 2023 there were 15.9 fte vacancies for both Head Teachers and Teachers. Recruitment in the South Kintyre area is challenging due to the rural location. The Council is required to consider the future of Southend Primary School. The following options are explored within this paper: a) Re-open Southend Primary School. b) Continued Mothballing of Southend Primary with the pupils zoned to Castlehill Primary School. c) Re-open Southend Primary School and realign its catchment area. d) Close Southend Primary School and realign its catchment area to Castlehill Primary School. 6.0 OPTION A: RE-OPEN SOUTHEND PRIMARY SCHOOL 6.1 Community Feedback Of the 43 community members that attended the Options Appraisal engagement event, only 3 families wished for the school to re-open. There was concern expressed that they were being asked to give views on this without knowing fully what the school would look like. Pupil numbers and staffing would influence their final parental decision. It was also felt that the ELC needed to be in place for this to be a successful school as if pre-school children are attending an ELC in Campbeltown, they would progress to the same school in town as their peers as opposed to breaking up friendship groups. The community were divided in their opinions. 6.2 Pupil Numbers If the school were to reopen in August 2023, the maximum pupil numbers from the catchment would be one. This would be one new pupil. All parents involved in the consultation stated that they would not move their child from another school as they were settled and friendships were established. Pupils currently within the catchment area of Southend Primary School either attend Castlehill Primary School, Drumlemble or Dalintober Primary School. It has been stated that without a viable number of pupils for the School parents would not be considering placing their children to attend Southend Primary School if it were to re-open. Page 141
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If the school were to re-open sustainability may not be viable due to the fact that pupil numbers over the next four years are not predicted to rise and are well below the capacity of the school building. It has also been stated that parents would choose to place their children in a school within Campbeltown as older siblings were already attending school there or because it is more convenient for after school clubs. Parents felt that the ELC may be beneficial to the area and that this may grow numbers for the school in the longer term. The ELC had previously been open part time. Four Children attended the ELC on a Monday, Tuesday and Wednesday. During the pandemic, parents had to choose between Southend ELC and Campbeltown ELC as split placements were not permitted. This resulted in no pupils attending the Southend ELC. As friendships are formed at ELC, parents have chosen not to split friendships when children are progressing onto school, therefore Castlehill Primary becomes a preferred option. Table 4: Pupil Numbers Southend Primary 2023/2024 2024/2025 2025/2026 Approved Capacity 50 50 50 Roll Projection 8 8 8 6.3 Financial Information The total amount including employee; premises; supplies and services and catering consideration to re-open the school is £139,024. The annual cost of mothballing Southend Primary School is £5,936. The cost to bring the property to an acceptable standard to re-open the school is £7,300. 6.4 Assessment of Rural Factors The reasons why the future of Southend Primary School is being considered are as stated at Section 2 of this Report. There is no expectation for the pupil numbers at Southend Primary School to increase. Southend Primary School is currently mothballed. The mothballing of the school was due to decline in pupil numbers as a result of parental choice. Some members of the community (who did not have school age children) stated that the way to re-open the school was to insist that parents within the catchment area send their children to the school. However parents have the legal right to express a preference for a particular school that they want their children to attend, and the placing request system is in place to consider this. Page 142
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6.4.1 Community Impact The reopening of the school would enable the premises to be used by the community. It would also be a possibility that the school pupils would invite the community to specific events. The presence of a school and the facilities/activities that may be offered could make the area a more attractive place to live. Reopening the school may therefore encourage families with school age children to move to the community. This in turn may make the community more sustainable. However the community have demonstrated that there is a limited desire for the school to reopen. The majority who attended the community engagement indicated the need for the school to become a facility for the community or local tourism to use rather than an educational establishment. As Southend has an established community hall, Southend Primary School has not been used for community use since it has been mothballed. Respondents noted the negative impact of the school mothballing on the community as: The visual impact on the community of the mothballed school. The continued deterioration of the building. If the school were to reopen as an educational establishment there would be an economic impact with respect to the expenditure needed to bring the building up to standard. There would also be costs relating to staffing, and ongoing maintenance. The reopening of the school and the potential relocation of families may have a positive effect on the wider economy of the community. 6.4.2 Travel Arrangements The travel distance (AA route finder) from Southend Primary to Castlehill Primary is 8.7 miles via the B842. Travel time is approximately 14 minutes. The travel arrangements have been in place for almost two years. Travel is an accepted aspect of living in the Southend community. Southend Primary School is situated outside of Southend village with no pavement running from the village to the school. If Southend Primary school was to reopen there could be a positive impact on the health and wellbeing and education of pupils who are able to walk or cycle to school but the lack of safe routes to the school limits this. Staff would either travel to the school by car, or if they live locally could walk or cycle. There may be a positive environmental impact as the use of vehicles to transport pupils may decrease. Conversely, there could be increased car usage by staff which may mean these travel arrangements have a negative environmental impact. The respective positive and negative impact may therefore balance. Page 143
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6.5 Educational Benefits The principles of Curriculum for Excellence recognise the professionalism of teachers and the importance of this in exercising the freedom and responsibility associated with broader guidance. This means that schools are able to design their curriculum to meet the specific needs of their children and community. There are no specific educational benefits from reopening the school as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. With respect to outdoor learning, community spaces could be used either in the school grounds or in the immediate neighbourhood if the school were to reopen. Outdoor learning is provided by all schools. With continued mothballing of the building, there would be issues with respect to the current condition and suitability of the school buildings and facilities which would negatively impact learning and teaching. 6.6 Summary The 43 people who attended the consultation were divided in relation to the re- opening of Southend Primary as a school. If the school reopened, pupil numbers within the catchment area would be eight, as of the September 2022 census, and this is not predicted to rise over the next three years. The catchment numbers are similar to that when the school roll dropped to an unsustainable number in April 2021 when the school was mothballed. The catchment numbers do not reflect the school roll numbers. There are financial implications if the school is to be reopened. The total amount including employee; premises; supplies and services and catering consideration to re-open the school is £139,024 with the cost to bring the property to an acceptable standard to re-open the school is £7,300. If the School was to be reopened, the premises would be able to be used by the community, in addition to its use as an educational facility. However, with the village hall being in regular use, this impact would be limited. The reopening of the School may encourage families with school age children to move to the community, which may make the community more sustainable. The travel distance (sourced from AA Route Planner) from Southend Primary to Castlehill Primary is 8.7 miles via the B842. Travel time is approximately 14 minutes. Adverse weather can be a factor, however this is the same for other local schools and areas. The travel arrangements have been in place for almost 2 years. Should the school reopen, there may be a positive environmental impact as the use of vehicles to transport pupils may decrease. Conversely, there could be increased car usage by staff which may mean these travel arrangements have a negative environmental impact. The positive and negative impact may balance. Page 144
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There are no specific educational benefits from reopening the school as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. When considering the above alongside projected low pupil numbers, the challenges in recruiting teaching staff and the expenditure needed to bring the building up to standard and the limited local support for reopening Southend Primary School this is not considered to be a reasonable option. 7.0 OPTION B: CONTINUED MOTHBALLING OF SOUTHEND PRIMARY SCHOOL WITH PUPILS ZONED TO CASTLEHILL PRIMARY SCHOOL The Statutory Guidance for the 2010 Act, in relation to mothballing, states “the maximum length of its duration is likely to depend on the location of the school and the desirability of maintaining capacity to re-open a school there, but it is unlikely that it should exceed 3 years in areas that are not very remote.” Southend Primary School has been mothballed for 2 years. 7.1 Community Feedback There are many ideas for the future of the building being discussed by the community as base for outdoor activities, gym and tourism facility. Only one person voiced that mothballing would not bother them as their child was not of school age yet. Everyone else at the community meeting felt that mothballing the school over a long period is wasteful due to deterioration of the property and should not be prolonged: “As long as it’s maintained, we don’t care what happens to it.” “The longer it is left mothballed, the more it will deteriorate.” “Not viable. Decision needs to be made.” “I don’t think there is any point to continuing to mothball the schools.” (Young Person) “This wouldn’t bother me as my child isn’t quite ready to go to school.” 7.2 Pupil Numbers Pupil numbers are not projected to increase over the next 4 years, as per Table 4 above. 7.3 Financial Information The current annual cost (2022/23) to the Council of the mothballed Southend Primary School is £5,936. This includes electricity, heating oil, and ground maintenance, building maintenance and repair costs. It does not take into Page 145
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account the cost to bring the property to an acceptable standard to re-open the school which is £7,300. There is no current annual transport cost of taking pupils to alternative schools. 7.4 Assessment of Rural Factors The reasons why the future of Southend Primary School is being considered are as stated at Section 2 of this Report. There is no expectation for the pupil numbers at Southend Primary School to increase. Southend Primary School is currently mothballed. Only a small number of parents whose children are within the catchment area attended the community engagement event. No parents planned on moving their child to Southend PS should the school re-open. To reopen the school would not in itself increase the pupil numbers. 7.4.1 Community Impact If pupils are to continue their education in Castlehill Primary School there would be no change to the current impact on the community. If the mothballing of Southend was to continue the building would deteriorate further and eventually become unavailable. There is concern with regards to the deterioration of the property and the impact of this on the neighbouring residential property that has a shared wall. This could have a detrimental effect on the sustainability of the Southend community. As the school is situated outside of the village of Southend, the building and grounds are currently not being used. There were some signs of minor vandalism of outside planters on the school property. The community view the buildings and grounds as an opportunity to develop an outdoor learning facility for residential use or a bunk house/youth hostel accommodation. As the Kintyre Way is a popular tourist destination and the area lends itself to the active tourism industry, the community felt that this use may continue to benefit young people as well as attract tourism into the local economy. This may make the area a more attractive place to live. 7.4.2 Travel Arrangements There is no change to the travel arrangements that are currently in place nor to the environmental impact from these. The travel distance (AA route finder) from Southend Primary to Castlehill Primary is 8.7 miles via the B842. Travel time is approximately 14 minutes. The travel arrangements have been in place for almost two years. Travel is an accepted aspect of living in the Southend community. Continued mothballing of Southend Primary School would have no effect on current staff travel. The small number of children has minimal effect on staffing within the receiving primary schools. 7.5 Educational Benefits Page 146
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The principles of Curriculum for Excellence recognise the professionalism of teachers and the importance of this in exercising the freedom and responsibility associated with broader guidance. This means that schools are able to design their curriculum to meet the specific needs of their children and community. There are no specific educational benefits from reopening the school as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. Southend Primary School is a remote rural school, Castlehill Primary School has a central location and is therefore not classified as a rural school (Scottish Government classification). Children from Southend area, attending Castlehill Primary School are benefitting from learning with a number of peers at the same age and stage as themselves as opposed to a single classroom/multi composite classrooms. Pupils also benefit from increased friendship groups that a large school can offer. Outdoor learning is currently provided at Castlehill Primary. The partnership between Campbeltown nursery and Castlehill Primary School enhances the transition process for the children moving from Nursery into Primary one, through liaison between the two settings. Transition to secondary school is enhanced through joint planning and educational experiences. A young person reported that the transition to secondary school was easier for them as they knew more people when moving from Castlehill to Campbeltown Grammar as opposed to if they had remained at Southend Primary School. 7.6 Summary The majority of people who attended the community engagement event were not in favour of continuing the two year mothballing of Southend Primary School. There was a significant view at the community meetings that mothballing the school over a long period was wasteful due to deterioration of the property and potentially affected sustainability of the community. Pupil numbers are not predicted to rise in terms of pre-school children living within the catchment area. Mothballing had no positive impact on the reasons for the proposal. The current annual cost (2022/23) to the Council of the mothballed Southend Primary School is £5,936. This includes electricity, heating oil, and ground maintenance, building maintenance and repair costs. It does not take into account the cost to bring the property to an acceptable standard to re-open the school which is £7,300. There is no current annual transport cost of taking pupils to alternative schools. The travel distance (AA route finder) from Southend Primary to Castlehill Primary is 8.7 miles via the B842. Travel time is approximately 14 minutes. Adverse weather can be a factor, however this is the same for other local schools and areas. The travel arrangements have been in place for more than two years. Should the school continue to be mothballed these travel arrangements would continue. Page 147
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There are no specific educational benefits from continuing the mothballing of Southend Primary school. On the basis that pupil numbers are not expected to increase and the building’s mothballing is not of benefit to the community or the Council, continued mothballing of Southend Primary School is not viewed as a reasonable option. 8.0 OPTION C: RE-OPEN SOUTHEND PRIMARY SCHOOL AND EXTEND ITS CATCHMENT AREA 8.1 Community Feedback The existing catchment area for Southend Primary School is very rural and very sparsely populated. It already covers a broad area. When considering the option to realign the catchment area of Southend, the map within Section 3.8, above, demonstrates that the boundary could only be moved closer to Campbeltown. Everyone within the community engagement event felt that this was an unrealistic proposal for Southend Primary School. They did not believe a change of boundary would make any difference. The community felt that by moving the boundary closer to town, you would be increasing transport time for pupils who already attended school within the Campbeltown area. Transport would go against the direction of travel for parents who were working within the Campbeltown area and where many after school clubs are based. Extension of any boundary into the Drumlemble catchment area would require an additional bus service and would impact on pupil numbers of another remote and rural school. Community views are: “Not viable” “Cost of fuel needs to be considered” 8.2 Pupil Numbers The pupil numbers within this new catchment area would not increase the roll significantly. As part of any possible forthcoming consultation, there would be discussions with the parent body of Castlehill Primary School regarding the future of Southend Primary School. During the preliminary engagement exercise there were views represented from the Parent Councils of Drumlemble and Dalintober Primary Schools. Both schools expressed their concern over the staffing of schools within the area. There was no representation from the Parent Council of Castlehill Primary School at the Options Appraisal Meeting or following. They were approached to give their views. It was felt by attendees at the meeting that moving the catchment area of Southend Primary School was not an option due to the remote nature of the location, the road and accepted direction of travel. Page 148
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8.3 Financial Information The total amount including employee; premises; supplies and services and catering consideration to re-open the school is £139,024. The cost to bring the property to an acceptable standard to re-open the school is £7,300. There would also be a financial cost associated with the recruitment of additional staff and ongoing associated costs. 8.4 Assessment of Rural Factors The reasons why the future of Southend Primary School is being reviewed are as stated at Section 2 of this Report. There is no expectation for the pupil numbers at Southend Primary School to increase. Southend Primary School is currently mothballed and the pupils are rezoned to Castlehill Primary School. To reopen Southend Primary School and realign its catchment area could increase the pupil numbers if families were to send their children to Southend Primary School however the geography of the local area and existing wide catchment area does not lend itself to this option. 8.4.1 Community Impact The reopening of the school with a larger catchment area would enable the premises to be used by the community. It would also be a possibility that the school pupils would invite the community in to specific events. The presence of a school and the facilities/activities that may be offered could make the area a more attractive place to live. Reopening the school may therefore encourage families with school age children to move to the community. This in turn may make the community more sustainable. However, the community has given no support for this option. If the school were to reopen as an educational establishment there would be an economic impact with respect to the expenditure needed to bring the building up to standard. There would also be costs relating to staffing, and ongoing maintenance. The reopening of the school and the potential relocation of families may have a positive effect on the wider economy of the community. 8.4.2 Travel Arrangements The travel distance (AA route finder) from Southend Primary to Castlehill Primary is 8.7 miles via the B842. Travel time is approximately 14 minutes. The travel arrangements have been in place for almost two Page 149
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years. Any change in boundary would require a new bus route with expenditure associated with it. This is not a realistic proposal as it would be likely to have minimal impact on pupil numbers at Southend Primary School and parents reported that they choose to place children in schools closer to Campbeltown due to after school childcare or clubs and activities. Travel is an accepted aspect of living in the Southend community. If Southend Primary school was to reopen there could be a positive impact on the health and wellbeing and education of pupils who are able to walk or cycle to school but the lack of safe routes to the school limits this. Staff would either travel to the school by car, or if they live locally could walk or cycle. The bus route for a small number of pupils would have a negative impact on the environment especially as this may result in increased car traffic at end of school day to get pupils to clubs on time. Conversely, there could be increased car usage by staff which may mean these travel arrangements have a negative environmental impact. The proposal could create a negative environmental impact. 8.5 Educational Benefits The principles of Curriculum for Excellence recognise the professionalism of teachers and the importance of this in exercising the freedom and responsibility associated with broader guidance. This means that schools are able to design their curriculum to meet the specific needs of their children and community. There are no specific educational benefits from reopening the school as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. Southend Primary School is a remote rural school, Castlehill Primary School has a central location and is therefore not classified as a rural school (Scottish Government classification). Children from Southend area, attending Castlehill Primary School are benefitting from learning with a number of peers at the same age and stage as themselves as opposed to a single classroom/multi composite classroom. Pupils also benefit from increased friendship groups that a large school can offer. Outdoor learning is currently provided at Castlehill Primary. The outdoor facilities either in the school grounds or in the immediate neighbourhood of Southend Primary School would offer the opportunity to develop a curriculum that maximises the use of the local environment supporting the individual needs of the learners. 8.6 Summary There was no support, by those who attended the community engagement event, in favour of re-opening Southend Primary as a school, and realigning its catchment area due to the remote nature of the school’s location. Page 150
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There are financial implications if the school is to be reopened. The total amount including employee; premises; supplies and services and catering consideration to re-open the school is £139,024. The cost to bring the property to an acceptable standard to re-open the school is £7,300. There would also be a financial cost associated with the recruitment of additional staff and ongoing associated costs. If the School was to be reopened, the premises would be able to be used by the community, in addition to its use as an educational facility. The reopening of the school may encourage families with school age children to move to the community, which may make the community more sustainable. The travel distance (AA route finder) from Southend Primary to Castlehill Primary is 8.7 miles via the B842. Travel time is approximately 14 minutes. The travel arrangements have been in place for almost two years. Any change in boundary would require a new bus route with expenditure associated with it. There are no specific educational benefits from reopening the school as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. Due to the geographic location of this very remote rural primary school it is unlikely that the catchment area could be made more sustainable. While this option could in theory contribute to sustainability of the community that may not be the case as most pupils in the neighbouring catchment area travel in the direction of Campbeltown, towards the larger centre of population, and not towards Southend. It would require pupils who may have already settled in Castlehill Primary School and Dalintober Primary School to move to Southend Primary School. Many Southend families have stated they would not move their children back to Southend as their children are currently settled in school. All families would be entitled to submit a placing request to attend Castlehill Primary School, Dalintober Primary School or Drumlemble Primary School. It is unlikely that pupil numbers would increase significantly. When considering the above, alongside the challenges in recruiting teaching staff, the considerable expenditure needed to bring the building up to standard and the lack of local support for reopening Southend Primary School, this is not considered to be a reasonable option. 9.0 OPTION D: CLOSE SOUTHEND PRIMARY SCHOOL AND REALIGN THE CATCHMENT AREA FOR CASTLEHILL PRIMARY SCHOOL TO INCLUDE THE CURRENT SOUTHEND CATCHMENT AREA 9.1 Community Feedback The majority of people who attended the Options Appraisal meeting were not in favour of re-opening Southend Primary as a school. They commented that the closure of the school was not down to pupil numbers but parental choice The small numbers of those in favour of the school re-opening wanted to know Page 151
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what this would like in terms of staffing and pupil numbers before they would commit to sending their children there. Some members of the community with no children wished the school to open but wanted parents to use the local school as opposed to schools based in Campbeltown, it was explained that parental choice would mean that this is something that could not be enforced. Additionally, with respect to low numbers in future school roll projections, the sustainability of the School did not support re-opening of the School. Projected numbers are similar to the numbers when the school was mothballed. Comments in relation to the closure of Southend Primary School and attendance at Castlehill Primary School were positive: “We think it won’t re-open if we are being realistic. Can it be staffed?” “My child attends school in town and this has been good for her socially. My youngest is likely to follow her to the same school as opposed to attend Southend Primary” “I think it should close.” “No one is saying to me that we should keep it open.” “Security and cost of current situation is too much.” “Realistically, I can’t see it re-opening” “I personally can’t see me moving my children if the school re-opened. I value the standardisation, social aspect and social contact in a big school. Schools in town have capacity to take increased numbers.” “My two children attended Castlehill on placing request. We now have transport.” “Disappointing but understand why it had to happen.” “A small school is not equitable to a large school as there is 1 teacher between 4/5 pupils as opposed to larger class sizes” “I lived there, I did not choose for my child to go to Southend. I have now moved out the area. My child wanted to be in the mix of pupils.” “I would hate to see it close but I have chosen to put my child elsewhere.” “I feel we have a lot of small schools. Our school has benefitted from the staffing. We are concerned about current staffing levels, re-opening the school would place further pressures on this.” “Money saved but not re-opening school could be used to support other schools” “Large schools benefit from the social contacts.” Page 152
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“Socially, I feel it is better for children to be in a larger social group” A number of parents commented on the wish for there to be an ELC or pre 5 facility. Members of the community commented that it was sad to see the building not being used at all and that a re-purposing of the building would be better for the community. Suggestions included for residential trips, bunk house or youth hostel type facility that would make use of the local environment for active tourism. 9.2 Pupil Numbers Table 5: Schools Occupancy: Primary 2023/24 2024/25 Approved Capacity Castlehill Primary 459 459 Projected Roll Castlehill Primary 185 180 Southend Projected Roll 8 8 Total Roll Projection Castlehill Primary 193 189 Occupancy 42% 41% Pupils from Southend Primary catchment area would attend Castlehill Primary School. As there is a declining school roll at Castlehill Primary School, the predicted occupancy rate for Castlehill Primary School is 41%, easily accommodating any additional numbers. 9.3 Financial Information As there is an existing bus route for pupils to attend Campbeltown Grammar School, there is no additional service required to transport pupils in Southend to Castlehill Primary School. An existing West Coast bus means that there would be no additional annual transport costs. If Southend Primary School were to be closed it would generate savings of £5,936, the current annual cost of mothballing (2022-23) to the Council. This includes electricity, heating oil, and ground maintenance, building maintenance and repair costs. 9.4 Assessment of Rural Factors Page 153
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The reasons why the future of Southend Primary School is being reviewed are as stated at Section 2 of this Report. There is no expectation for the pupil numbers at Southend Primary School to increase. Southend Primary School is currently mothballed and were there pupils they would be rezoned to other schools. To reopen the school would not increase the pupil numbers. 9.4.1 Community Impact There was support in the community for the closure of the school. The community were realistic that given the current financial climate, the building may be sold off. Within Southend there is a village hall. The majority of those who attended stated the school building should be used to benefit young people in the area, support the local economy and not fall into further disrepair, as that would adversely impact on the visual impact of the village. While it is accepted that school closure may have an adverse effect on community sustainability to a degree, it was felt that the mothballing of the school and the building not being used at all was a bigger negative impact to the community. Southend community felt that they benefitted greatly from vibrant use of their local hall. A re-purposing of the building could potentially have a very positive impact on the sustainability of the community if this option were to progress. The buildings forming the school premises are situated within walking distance of the village. If the building was re-purposed for residential or tourism use, this would have a positive impact on the sustainability of the village. Formal closure of the school would mean that these plans could potentially be progressed. 9.4.2 Travel Arrangements The travel distance (AA route finder) from Southend Primary to Castlehill Primary is 8.7 miles via the B842. Travel time is approximately 14 minutes. The travel arrangements have been in place for almost two years. Travel is an accepted aspect of living in the Southend community. This option would have no effect on the current travel arrangements of staff and pupils. The closure of Southend Primary School, in terms of travel would have a neutral effect on the environment. There is currently no annual transport cost for pupils to travel to Castlehill Primary School and the use of the existing West Coast Motors service bus would not incur additional costs in the immediate future. 9.5 Educational Benefits The principles of Curriculum for Excellence recognise the professionalism of teachers and the importance of this in exercising the freedom and responsibility associated with broader guidance. This means that schools are able to design their curriculum to meet the specific needs of their children and community. There are no specific educational benefits as all schools implement Curriculum for Excellence ensuring effective learning and teaching which is matched to the needs of children. Page 154
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Southend Primary School is a remote rural school, Castlehill Primary School has a central location and is therefore not classified as a rural school (Scottish Government classification). Children from Southend area, attending Castlehill Primary School are benefitting from learning with a number of peers at the same age and stage as themselves as opposed to single classroom/multi composite classrooms. Pupils also benefit from increased friendship groups that a large school can offer. Outdoor learning is currently provided at Castlehill Primary. The pupils would be transitioning to Campbeltown Grammar School with an established friendship group. In Castlehill Primary School children benefit from being part of a social context in which they can build relationships with different groups and individuals, develop social skills, meet challenges and exercise responsibilities as members of a social group. They are able to interact and socialise with groups of children of their own gender, take part in team activities and move with their peers to secondary school. One pupil reported that they had increased opportunities as a result of being at a larger school. Another pupil reported that they were less stressed now because of the transport arrangements in place. 9.6 Summary From those who attended the community engagement event, there was support for the closure of Southend Primary as a school, and realigning the catchment area of Castlehill Primary School due to the remote nature of the school’s location. They also commented on the potential for the school premises to be used to attract people into the area for residential activities, travel and tourism. Current capacity for Castlehill Primary School is 42%. As there are existing transport arrangements in place and transport is not currently in place for Southend Primary School, there is no increased annual cost to transport pupils to Castlehill Primary School and use of the existing West Coast Motors service bus would not incur additional costs. The travel distance (AA route finder) from Southend Primary to Castlehill Primary is 8.7 miles via the B842. Travel time is approximately 14 minutes. The travel arrangements have been in place for almost two years and this option would have no effect on the current travel arrangements of staff and pupils. Travel is an accepted aspect of living in the Southend community. The closure of Southend Primary School would therefore have a neutral effect on the environment. Castlehill Primary School currently accommodates pupils from Southend Primary School and pupil numbers are not projected to increase significantly. Castlehill Primary School has capacity to continue to accommodate the projected pupil numbers. In Castlehill Primary School, children benefit from a positive learning environment with learning and teaching which is better matched to the needs of the young people who attend the school. In addition there are more opportunities for personal and social development in this setting. Page 155
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This has been identified as a reasonable option for further consideration. 10.0 OVERVIEW OF OPTIONS Option Option Description Outcome A Re-open Southend Primary School with the existing catchment area. Not a reasonable option. B Continued Mothballing of Southend Primary School with the pupils zoned to Castlehill Primary School. Not a reasonable option. C Re-open Southend Primary School and extend its catchment area. Not a reasonable option D Close Southend Primary School and realign the catchment area of Castlehill Primary School to include the current catchment area for Southend Primary School. A reasonable option with strong representation that the school becomes a facility the community can develop. 11. DETAILED ANALYSIS OF REASONABLE OPTION: CLOSE SOUTHEND PRIMARY SCHOOL AND REALIGN THE CATCHMENT AREA FOR CASTLEHILL PRIMARY SCHOOL TO INCLUDE THE CURRENT SOUTHEND CATCHMENT AREA 11.1 Pupil Projections Primary 2023/24 2024/25 Castlehill Primary Approved Capacity 459 459 Castlehill Primary Projected Roll 185 180 Southend Primary Projected Roll 8 8 Total Roll Projection 193 189 Occupancy 42% 41% 11.2 Educational Benefits Page 156
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This statement focusses on Castlehill Primary School, which is the school most Southend Pupils have been attending since May 2021. 11.2.1 Learning and Teaching The curriculum includes a broad range of experiences which are planned for children and young people through their education, to help every child and young person to develop knowledge, skills and attributes for success in learning, life and work. In Castlehill Primary School, children are encouraged to be eager and active participants who are engaged, resilient and highly motivated during their learning. Children know that their views are sought, valued and acted upon. The learning environment encourages a high level of achievement, providing a wide range of opportunities for children to achieve their full potential within the four contexts of learning. In Castlehill Primary School children may be taught in single year group classes or composite classes composed of children from no more than two year groups. Children benefit from being part of a social context in which they can build relationships with different groups and individuals, develop social skills, meet challenges and exercise responsibilities as members of a social group. They are able to interact and socialise with groups of children through a variety of learning activities as well as take part in team activities and move with their peers to secondary school. There is a continual challenge for all schools to deliver a school improvement agenda and deliver effectively the principles and outcomes of curriculum for excellence. The National Improvement Framework priorities include raising attainment for all, and closing the gap between the most and least disadvantaged children. The principles of Curriculum for Excellence recognise the professionalism of teachers and the importance of this in exercising the freedom and responsibility associated with broader guidance. This means that schools are able to design their curriculum to meet the specific needs of their children and community. At Castlehill Primary School, staff are challenged and supported through a range of continuous professional development and review opportunities gained by working and learning with a range of colleagues. The school is part of a leadership structure arrangement in which the Head Teacher is responsible for three schools Castlehill Primary School, Drumlemble Primary School and Carradale Primary School. There is a Depute Head Teacher and Principal Teacher appointed to each of the three Primary Schools to support this Page 157
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leadership structure. This structure provides increased opportunity for collegiate working. Castlehill Primary School is part of the Kintyre Schools Cluster and MAKI cluster, which means that staff can be supported to work together, moderation and tracking of pupil progress is enabled and staff work across stage appropriate groups. Colleagues within Castlehill Primary School are able to support and challenge each other on a daily basis. The whole staff are able to bring a range of talents and skills to benefit outcomes for learners. Castlehill Primary School has been focussing on the development of Nurture and Rights Respecting Schools approach, both taking into consideration the incorporation of UNCRC into Scottish law. The focus on wellbeing and nurture is evident in activities such as reflection afternoons for pupils and parents. The impact of these approaches has been evidenced using SHANNARI webs. Castlehill Primary School encourages outdoor learning activities and learning through play. Partnership working with local employers and the Parent Council has helped to develop resources and outdoor learning zones to support this approach. Castlehill Primary School is in a central location within Campbeltown, unlike Southend Primary which is a very remote rural school. However, as the Head Teacher is responsible for Carradale Primary and Drumlemble Primary, both of which are remote rural schools (Scottish Government classification), there is a strong understanding of the rural communities that the school serves. The school has strong links with Campbeltown Nursery, with which it coordinates an active transition calendar, and with Campbeltown Grammar School with which it liaises, alongside all other South Kintyre schools, throughout the year to ensure a smooth transition for P7 pupils into S1. 11.2.2 Outcomes Through the GIRFEC practice model, meeting the needs of every child continues to be a priority and teachers carefully plan and assess to ensure each child has the opportunity to reach their potential. Careful tracking and monitoring procedures are in place to evidence pupil progress. This includes professional dialogue with teachers, learning discussions with children, classroom observations, assessment and looking at pupil work. Planning for Progress meetings are being further strengthened. These discussions between home and school improve parental engagement whilst focussing on next steps for learning. Where appropriate, intervention is put in place, while working effectively with other agencies and parents to ensure the needs of each child are met. Page 158
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In Castlehill Primary, like other schools in the Kintyre area, standards of attainment have been impacted by the pandemic. Whilst most children are achieving national expectations in reading, writing, listening, talking and numeracy, writing has been a specific area for development across the school but with a particular focus on the current P5 and P7 cohorts. Maths strategies include SEAL for P1-3 and Number Talks for P4-7. Castlehill Primary continues to develop positive relationships within the school through a focus on Nurture and Rights Respecting Schools. A larger staff, parent body and partner group by nature increases the breadth of talent and interest that may be available to share within a school setting. This applies both in terms of the wider curriculum and within aspects of the curriculum that may be enhanced by staff individual expertise e.g. PE, language, science, expressive arts teaching. 11.2.3 Experiences - Broadening the Range of Opportunities Children are offered a range of active, planned experiences which help them develop the knowledge and understanding, skills, capabilities and attributes which they need for their mental, emotional, social and physical wellbeing both now and in the future. Castlehill Primary has been restoring its community links as part of its Covid Recovery Plans, providing enhanced opportunities for social interaction and skills development. 11.2.4 Environment for Learning Castlehill Primary School is a suitably-equipped and well supported school, situated in the town of Campbeltown. The school building is large and the grounds wrap around the building, providing ample space for play and outdoor learning. The building has facilities for pupils and visitors with special access needs. 11.3.1 Community Impact Whilst there was some variance of community views within Southend, the majority of parents supported closure of the school. Suggestions for the building was for this to be retained for an ELC or used for residential trips or sold to be converted into a bunk house or youth hostel that would support the local tourist industry. There were suggestions that the play equipment could be moved to benefit the children in the local area. Other suggestions also included using the grounds for community gardens. Within Southend there is a Village Hall which houses community events. Almost all people who attended the Options Appraisal Meeting strongly stated the school building should be re-purposed and not allowed to fall in to further disrepair, as that would adversely impact on the neighbouring property and the visual impact of the Page 159
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village. It is accepted that a school closure may have an adverse effect on community sustainability, but a change of use could be an asset to the community. The school premises are situated within walking distance of the village. If the local plans for the building progress, this would have a positive impact on the sustainability of the village. Formal closure of the school would mean that these plans could potentially be progressed. 11.3.2 Travel Arrangements The travel distance (AA route finder) from Southend Primary to Castlehill Primary is 8.7 miles via the B842. Travel time is approximately 14 minutes. The travel arrangements have been in place for almost two years. Travel is an accepted aspect of living in the Southend community. Pupils will travel on the existing West Coast Motors service bus and eventually all the pupils will travel to Castlehill Primary School. The environmental impact of travel will be minimal, as these arrangements are currently in place due to the mothballing of Southend Primary School. The closure of Southend Primary School, in terms of travel would have a neutral effect on the environment. There is currently no annual transport cost for pupils to travel to Castlehill Primary School as the route was already in place and the use of the existing West Coast Motors service bus would not incur additional costs in the immediate future. 11.4 Assessment of Rural Factors The reasons why the future of Southend Primary School is being reviewed are stated at Section 2 of this report. There is currently no expectation for the pupil numbers to increase at the School. Southend Primary School is mothballed with no current pupils. Having considered all the alternatives above, the option to close Southend Primary School and realign the catchment area for Castlehill Primary School to include the former Southend Primary School catchment area is considered the most reasonable means to address the reasons identified at Section 2 of this report. 11.5 Financial Impact The main elements included within a school budget are Teacher employment costs (i.e. basic salary costs plus related employer’s National Insurance and Superannuation contributions plus any relevant individual allowances); Local Government employee costs and an allocation for discretionary expenditure incurred by the school (i.e. educational equipment, materials, staff travel, etc.). Teacher staffing budgets are calculated on an annual basis and within the Primary sector are determined, taking cognisance of the SNCT class size maxima, by the number of classes required to provide for the specific number and age of the pupils in each school. When a school ceases to be operational Page 160
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the Teacher staffing budget is adjusted (at the appropriate time), per entitlement information from Education HR, with the staffing budget resulting in a nil value. As a result of the authority’s policy for no Teacher redundancies it is presumed that the staff are deployed elsewhere within the authority and therefore their salary costs still exist with an increase to the receiving school’s budget. This is also in line with the national priority of maintaining teacher numbers. This methodology also applies to the school’s discretionary budget which again is formula based. The budget of the receiving school, in terms of any pupils being transferred, will have increased. The figures outlined below take account of the fact that the staffing and discretionary budgets have been adjusted to nil. The annual running costs during mothballing of Southend Primary School are a total of £5,936. Annual savings generated through closing Southend Primary School would be £5,936. The costs/savings outlined above assumes all revenue expenditure would cease. This includes non-domestic rates, utility costs, insurances, etc. If the school was to be formally closed, this would allow the council to take steps towards selling the school premises to a third party or local community groups. 11.6 Environmental Impact Pupils are currently travelling to Castlehill Primary School. However this option would have a neutral environmental impact on the current position and would have no impact on the current travel arrangements for staff and pupils. The journey to Castlehill Primary is a relatively short journey. Travel is an accepted aspect of rural life. 12.0 CONCLUSION Four alternative options have been reviewed in considering the future of Southend Primary School. For each option, information was collated and consideration was given to: Community feedback; Pupil numbers; Financial Information; Assessment of rural factors, including community impact, economic impact and travel arrangements, and Educational Benefits. An authority that is contemplating a rural school closure proposal must satisfy the preliminary requirements set out in Section 12A of the 2010 Act before formulating a proposal. After consideration of the preliminary requirements, as set out in the Act, and the options, and having regard to the specific reasons identified at Section 2 of Page 161
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this report, closing Southend Primary School and realigning the catchment area of Castlehill Primary School to include the current catchment area for Southend Primary School is put forward as the most reasonable option in order to address the underlying reasons for the possible proposal. Members are asked to: Note the outcome of this consideration of the preliminary requirements; and Agree that Officers now formulate a draft closure proposal that will come back to a future meeting of the Committee for approval by Members which would subsequently trigger the formal consultation process under the Schools (Consultation) (Scotland) Act 2010. Appendix 1 Page 162
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Appendix 2 Appendix 3 Page 163
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Appendix 4 Page 164
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Appendix 5 Page 165
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 9 MARCH 2023 SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 – ST JOSEPH’S PRIMARY SCHOOL, HELENSBURGH 1.0 EXECUTIVE SUMMARY 1.1 This report provides details of a draft proposal to extend St Joseph’s Primary School’s catchment area, formulated in accordance with the requirements of the Schools (Consultation) (Scotland) Act 2010. 1.2 It is recommended that the Community Services Committee agree to adopt the draft proposal (as set out in Appendix 1) as a “relevant proposal” that should now proceed to a statutory consultation under the Schools (Consultation) (Scotland) Act 2010. Page 167 Agenda Item 9d
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 9 MARCH 2023 SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 – ST JOSEPH’S PRIMARY SCHOOL, HELENSBURGH 2.0 INTRODUCTION 2.1 Under the Schools (Consultation) (Scotland) Act 2010, if a local authority proposes to alter the catchment area of a school, it must undertake a statutory consultation with the “relevant consultees” affected by this proposal. In this instance: Arrochar Primary School Cardross Primary School Colgrain Primary School Garelochhead Primary School Hermitage Primary School John Logie Baird Primary School Kilcreggan Primary School Luss Primary School Parklands Primary School Rhu Primary School Rosneath Primary School would be the “affected schools”. 2.2 Any formal consultation exercise on the proposal contained within the Proposal Paper at Appendix 1 will be undertaken in accordance with the Schools (Consultation) (Scotland) Act 2010. The consultation period would start on 16th March 2023 (with due written notice of the proposal issued to the relevant consultees under the Act) and end on 12th May 2023. Written representations must be received by the closing date in order to be taken into account. Page 168
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3.0 RECOMMENDATION 3.1 It is recommended that Community Services Committee agree to adopt the draft proposal, as set out in Appendix 1, as a “relevant proposal” that is now to proceed to a statutory consultation under the Schools (Consultation) (Scotland) Act 2010, as per the timeframe as set out within the Proposal Paper. 4.0 DETAIL 4.1 St. Joseph’s Primary is a Roman Catholic, co-educational primary school, situated in the upper east end of Helensburgh. It was built in 1977 to replace the old St. Joseph’s School and it covers the stages of Primary 1 to Primary 7. 4.2 If the catchment area for St Joseph’s Primary School was rezoned it would mean that pupils from a wider geographical area would be able to attend a denominational school without their parents having to make a specific placing request. 4.3 The draft Proposal Paper (Appendix 1) suggests extending the catchment area for St Joseph’s Primary School to include the entire Helensburgh and Lomond area. The current catchment area is a historic boundary legacy, inherited from Strathclyde Regional Council in 1995. At present there are 2 children of primary school age living in the portion of the Helensburgh and Lomond area which is currently excluded from St Joseph’s Primary School’s catchment area. They attend St Joseph’s Primary School as a result of placing requests. 4.4 On 16th December 2021, the Community Services Committee agreed to note the terms of a referral from the full Council relating to St Joseph’s Primary School’s catchment area. The Committee further agreed to take forward a statutory consultation (in terms of the Schools (Consultation) (Scotland) Act 2010) to extend the catchment area for St Joseph’s Primary School to cover the whole of the Helensburgh and Lomond area; noting that a report on the statutory procedure to be undertaken would be presented to Committee in due course once resource pressures on the Education Service were eased. The draft Proposal Paper at Appendix 1 sets out in detail the proposal to extend St Joseph’s Primary School’s catchment area, and the statutory consultation exercise that is required to be followed prior to deciding whether to implement such a proposal. 4.5 A proposal to alter the catchment area of a school is a “relevant proposal” in terms of Schedule 1 to the 2010 Act, and as such, is subject to a statutory consultation process. 4.6 Therefore, if the Council adopts such a proposal it requires: Page 169
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to prepare an Educational Benefits Statement which sets the educational effects and benefits for pupils, prospective pupils and other users of St Joseph’s Primary School; to prepare and publish a Proposal Paper; to give notice of the proposal to the relevant consultees and invite representations; to give notice of, and hold, a public meeting to discuss the proposal; to involve Education Scotland. 4.7 The consultation requires to be run over a minimum period of six weeks, which must include at least 30 school days. 4.8 It is not a requirement that all pupils who attend denominational schools must be of that particular religious persuasion. The law requires that every school under the management of the Education Authority must be open to pupils of all denominations. 4.9 In the case of Roman Catholic schools, where applications for places from those living within the catchment area exceed the number of places available, the Education Authority may give priority to those applicants whose children have siblings at the school and applicants who have a declared affinity with the religious beliefs of the school. 5.0 CONCLUSION 5.1 Attached to this report is a draft Proposal Paper in respect of St Joseph’s Primary School, detailing a draft catchment area proposal recommended for adoption by the Committee so that it can be considered further by proceeding to a statutory consultation exercise. 6.0 IMPLICATIONS 6.1 Policy – If this proposal is adopted it will result in a statutory consultation exercise on the same. At the conclusion of the statutory consultation, the proposal will be reviewed and a Consultation Report will be presented to a future meeting of the Committee where a decision will be made by the Committee on whether or not to implement the proposal. 6.2 Financial – A change to a school catchment area may directly impact on the staffing, and school transport costs of St Joseph’s Primary School and/or the other affected schools. It should be noted that there are also costs associated with carrying out a statutory consultation exercise under the 2010 Act. 6.3 Legal – Any relevant proposal requires to be considered under a statutory consultation, carried out in accordance with the 2010 Act, prior to being implemented. Page 170
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6.4 HR – An extension of St Joseph’s Primary School’s catchment area could have future implications on the head teacher’s salary, as there is a relationship between salaries and roll size as determined by the job sizing process. A corresponding increase or decrease of the school rolls of the other affected schools could also have a corresponding impact on their head teachers, and a potential to increase or decrease teaching staff numbers. 6.5 Fairer Scotland Duty – None at present. 6.5.1 Equalities – protected characteristics – None. 6.5.2 Socio-economic Duty – None. 6.5.3 Islands – None. 6.6 Climate Change – None 6.7 Risk – None at present. 6.8 None at present. Douglas Hendry - Executive Director with responsibility for Education Councillor Yvonne McNeilly - Policy Lead for Education Wendy Brownlie - Head of Education: Performance and Improvement For further information contact: Tina Sartain Education Manager tina.sartain@argyll-bute.gov.uk 9th February 2023 APPENDICES Appendix 1 – Proposal Paper Page 171
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1 Appendix 1 Education PROPOSAL PAPER We are looking for your views on a proposal to rezone the catchment area of St Joseph’s Primary School. Closing date for responses: 12th May 2023 A public meeting will be held on: 25/4/2023 at St Joseph’s Primary School at 7.00 pm This document has been issued by Argyll and Bute Council for consultation under the terms of the Schools (Consultation) (Scotland) Act 2010. If you need this information in another language or format, please contact us to discuss how we can best meet your needs. Phone: 01369 708576 Email: argyllhousereception@argyll-bute.gov.uk Page 173
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2 Contents 1. The proposal and consultation process 2. Implementation date for the proposal 3. Background to the proposal and overview of pupil population trends 4. Educational benefits – assessment of the effects of the proposal 5. Assessing the impact on the local community affected by this proposal 6. Employee implications 7. Financial implications 8. Responding to the proposal 9. Appendices Appendix 1 Distribution list Appendix 2 Map detail of current boundary and proposed boundary 10. Consultation response form Page 174
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3 1.0 THE PROPOSAL AND CONSULTATION PROCESS 1.1 Proposal Argyll and Bute Council is seeking views on the following proposal, namely: “To rezone the catchment area for St Joseph’s Primary School so that it is extended to the whole of the Helensburgh and Lomond area”. 1.2 Decision to undertake the consultation On 16th December 2021, Argyll and Bute Council’s Community Services Committee agreed to note the terms of a referral from the full Council relating to St Joseph’s Primary School’s catchment area. The Committee further agreed to take forward a statutory procedure (in terms of the Schools (Consultation) (Scotland) Act 2010, to extend the catchment area for St Joseph’s Primary School to cover the whole of the Helensburgh and Lomond area; noting that a report on the statutory procedure to be undertaken would be presented to Committee in due course once resource pressures on the Education Service were eased. 1.3 Consultation on the proposal Under the Schools (Consultation) (Scotland) Act 2010, if a local authority proposes to alter the catchment area of a school, it must undertake a statutory consultation with the ‘relevant consultees’ affected by this proposal. In this instance; Arrochar Primary School Cardross Primary School Colgrain Primary School Garelochhead Primary School Hermitage Primary School John Logie Baird Primary School Kilcreggan Primary School Luss Primary School Parklands Primary School Rhu Primary School Rosneath Primary School would be the ‘affected schools’. The formal consultation on the proposal within this document will be undertaken under the terms of the Schools (Consultation) (Scotland) Act 2010 (“the Act”). The consultation period will start on 16th March 2023 (with due written notice of the proposal issued to the relevant consultees listed in Appendix 1) and end on 12th May Page 175
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4 2023. Written representations must be received by the close of business on the closing date in order to be taken into account. 1.4 Public meeting A public Meeting will be held on Tuesday 25th April at 19.00 in St Joseph’s Primary School to discuss the proposal. Anyone wishing to attend the public meeting is invited to do so. The meeting will provide those in attendance with an opportunity to: Hear about the proposal; Ask questions about the proposal, and Express views about the proposal. A note will be taken of the views expressed during the public meeting and of any questions asked so that they can be taken into account as part of the consultation process. In addition to the public meeting, written representations will be able to be made during the consultation period. A copy of the Consultation Response Form can be found at the end of this Proposal Paper. 1.5 Pupil views Pupils will be invited to comment during the consultation process, through a session facilitated by a Council Officer, ensuring that they have an opportunity to contribute their views. 1.6 Education Scotland (formerly HM Inspectorate of Education, HMIe) At the start of the consultation period the Council will provide Education Scotland with this proposal paper. When the consultation period has ended, the Council will collate all of the written and oral representations. Thereafter, this information will be provided to Education Scotland and include; A copy of written representations made to the Council on the proposal (or summary of them if agreed with Education Scotland); A summary of oral representations made at the public meeting, and Other relevant documentation, so far as is practicable. Education Scotland will prepare a report on the educational aspects of the proposal taking account of the above, and in so far that Education Scotland considers them relevant, any written representations made directly to them. Education Scotland may also visit the schools affected by the proposal and make any other enquiries as they consider appropriate. Education Scotland require to send their report to the Council no later than 3 weeks (or longer if agreed with the Council) after having received the information from the Council. 1.7 Consultation Report Page 176
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5 After receiving Education Scotland’s report, the Council will review the proposal taking account of written representations received during the consultation period, oral representations made during the public meeting and Education Scotland’s report. The Council will then prepare and publish a Consultation Report which will include a recommendation on the proposal and make it available for inspection. The Consultation Report will be published no later than three weeks before it is formally considered by the Council. 1.8 Inaccuracies or omissions Where inaccuracies or omissions are discovered within this Proposal Paper, the Council will determine whether relevant information has been omitted or, if there has been an inaccuracy. Appropriate action will then be taken by the Council which may include issuing corrections, reissuing a corrected proposal paper or an extension of the consultation period. In any of these events all relevant consultees (and where applicable the notifier(s) of any omissions or inaccuracies) and Education Scotland will be advised of the appropriate action. 2.0 IMPLEMENTATION DATE FOR THE PROPOSAL 2.1 The proposal, if accepted, would be implemented from 24th August 2023. 3.0 DETAIL 3.1 St. Joseph’s Primary is a Roman Catholic, co-educational primary school, situated in the upper east end of Helensburgh. St Joseph’s is one of four denominational primary schools in Argyll and Bute i.e. St Columba’s Primary School is in Oban; St Mun’s Primary School is in Dunoon; and St Andrew’s Primary school is situated on the Isle of Bute. It was built in 1977 to replace the old St. Joseph’s School and it covers the stages of Primary 1 to Primary 7. The current school roll is 136 as per the table below: St Joseph's Primary School - Helensburgh P1 P2 P3 P4 P5 P6 P7 Grand Total 21 15 23 17 20 20 20 136 3.2 On 26th October 2022 St Joseph’s Primary School Parent Council unanimously agree at its AGM to make a formal request to the Council to consider rezoning the school’s current catchment area 3.3 In considering all requests to re-align catchment areas, the Council will have due regard to its specific statutory duties as laid out in the Schools (Consultation) (Scotland) Act 2010, as amended. 3.4 The existing catchment area of St Joseph’s Primary School is shown in Appendix 2. The request by St Joseph’s Primary School Parent Council, and by Page 177
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6 the referral from the full Council as detailed at Paragraph 1.2, above, is for the catchment area to be increased to include all of the Helensburgh and Lomond area. 3.5 St Joseph’s Primary School Parent Council feels that the catchment area for their school should include all of the schools within Helensburgh and Lomond. The current catchment area is a historic boundary legacy, inherited from Strathclyde Regional Council in 1995. At present there are 2 children of primary school age living in the portion of the Helensburgh and Lomond area which is currently excluded from St Joseph’s Primary School’s catchment area. They attend St Joseph’s Primary School as a result of placing requests. The table below illustrates the current catchment area size for the denominational primary schools in Argyll and Bute. School Size of catchment area in hectares St Andrew’s PS 12,835 (this is the whole island of Bute) St Columba’s PS 153,184 St Mun’s PS 24,760 St Joseph’s PS 34,632 Proposed rezoned catchment for St Joseph’s PS 44,662 3.6 The School Roll of the affected schools as per September 2022 is: School P1 P2 P3 P4 P5 P6 P7 Grand Total Arrochar Primary School 6 6 9 5 9 5 10 50 Cardross Primary School 19 25 26 26 28 21 28 173 Colgrain Primary School 35 17 32 47 43 39 44 257 Garelochhead Primary School 12 15 9 10 19 21 21 107 Hermitage Primary School 55 49 51 54 51 59 50 369 John Logie Baird Primary School 16 13 10 19 11 20 14 103 Kilcreggan Primary School 11 15 11 15 10 13 10 85 Luss Primary School 1 0 1 1 2 1 5 11 Parklands Primary School 5 7 4 1 1 3 2 23 Rhu Primary School 24 19 17 21 28 32 30 171 Rosneath Primary School 15 10 10 14 11 7 13 80 Page 178
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7 4.0 EDUCATIONAL BENEFITS STATEMENT – ASSESSMENT OF THE LIKELY EFFECTS OF THE PROPOSAL 4.1 Benefits for present pupils of St Joseph’s Primary School Should the catchment area be rezoned, there may be benefits for current pupils such as additional opportunities for personal and social development through an increased roll. From a curricular perspective, there would be no particular changes, however an increased school roll may well bring additional opportunities for children to develop socially and emotionally, particularly in developing them as confident individuals. 4.2 Benefits for future pupils of St Joseph’s Primary School If the catchment area was rezoned it would mean that pupils from a wider geographical location would be able to attend a denominational school without their parents having to make a specific placing request. These pupils would also benefit from additional opportunities for personal and social development in St Joseph’s Primary School. From a curricular perspective, there would be no particular changes, however an increased school roll may well bring additional opportunities for children to develop socially and emotionally, particularly in developing them as confident individuals. 4.3 Effects on other users of the school’s facilities Effects on any other users of the school’s facilities would be negligible. 4.4 Pupils of other schools in the area Currently, pupils who live in the proposed rezoning area are able to make a placing request to attend St Joseph’s Primary School if they wish. However, the cost of transport is met by the family, not the local authority. If the proposal was to be implemented, then parents of children who currently attend other schools in the area may now be able to send their children to St Joseph’s Primary School for a Catholic education should they wish, without having to make a placing request, or pay for travel. If the catchment area for St Joseph’s Primary School was rezoned it would mean that pupils from a wider geographical area would be able to attend a denominational school without their parents having to make a specific placing request. There would be the following benefits to pupils: the increased opportunity for children to experience a faith based curriculum which works in partnership with the Catholic Church to provide spiritual growth and to celebrate faith in Jesus Christ; and Page 179
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8 potentially an increased number of prospective pupils – thereby adding to the diversity, strength and vibrancy of the school community. If this proposal was to be implemented there would be a positive effect on children who currently do not attend St Joseph’s Primary School and who wish to have a denominational education. There could also be a benefit to current and future children who attend the school. If this proposal was implemented, all pupils who reside in the proposed rezoning area would fall within the new catchment area for St Joseph’s Primary School as well as their local non-denominational school. This would offer additional educational choice to these pupils, which would not be subject to a placing request. 4.5 Implications for pupils if the proposal was not implemented If this proposal is not implemented the children who currently live in the rezoning area, and who may move into the rezoning area, who wish to attend St Joseph’s Primary School will continue to have to make a placing request should they wish to attend. They would also have to pay the cost of transport to and from school. This may also be a potential barrier for parents who wish to provide a denominational education for their children and be educated in accordance with their faith. 5.0 ASSESSING THE IMPACT ON THE LOCAL COMMUNITY AFFECTED BY THESE PROPOSALS 5.1 There may be implications for the local communities of the affected primary schools. Potentially, children who attend these schools may opt to attend St Joseph’s Primary School. This may lead to a reduction in school rolls for pupils in these schools. Currently there is one school which has a school roll of less than twenty, and a reduction in their roll could have an impact on the ethos of these schools in their own communities. 6.0 EMPLOYEE IMPLICATIONS 6.1 Staffing arrangements will continue to be consistent with the Argyll and Bute Council Staffing Standards and other local arrangements. 6.2 If many children choose to go to St Joseph’s Primary School instead of their non-denominational catchment school, this may also have an impact on staffing in both schools. If the school roll of St Joseph’s Primary School increases it may require more staff, and if the other non-denominational schools sustain a corresponding drop in their school rolls, they may require to review their staffing arrangements. The Education Authority do not anticipate the numbers of pupils involved as a result of this proposed catchment extension to hugely impact other non-denominational schools. Page 180
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9 7.0 OTHER ISSUES 7.1 There will most likely be increased transport costs for the Council should this rezoning take place. Any additional transport requests could may well incur additional costs. It is not considered that the proposal would be likely to incur a large cost to transport. 7.2 It is not a requirement that all pupils who attend denominational schools must be of that particular religious persuasion. Every school under the management of the Education Authority must be open to pupils of all denominations. 7.3 Religion and belief is a protected characteristic under the Equality Act 2010, which the Council, as a public authority, must have regard to when making decisions of this nature. If the Council were to rezone the catchment area for St Joseph’s Primary School so as to increase the availability of denominational primary school education for children in the Helensburgh and Lomond area whose parents so wish to opt for it, this would be in accordance with the spirit of the 2010 Act. Denominational schools are afforded further statutory protections in terms of the Education (Scotland) Act 1980, and associated Education legislation. 8.0 CONCLUSION 8.1 This is a proposal to rezone the catchment area of St Joseph’s Primary School, following requests to that effect from the previous Council (in December 2021) and the school’s Parent Council. It is recommended that a statutory consultation exercise take place in respect of this under the terms of the Schools (Consultation) (Scotland) Act 2010. There are currently 2 pupils who attend the school who live out with the catchment area, who are not entitled to free school transport. Should the catchment area be rezoned, there would be increased accessibility to denominational education for children in the rezoned catchment area (i.e. the Helensburgh and Lomond area). There may be implications in terms of staffing and transport costs should there be an increase in the school roll of St Joseph’s as a result of any rezoning. Members are invited to adopt the draft proposal and proceed to a statutory consultation exercise under the 2010 Act to consider extending the catchment area of St Joseph’s Primary School. 9.0 RESPONDING TO THE PROPOSAL 9.1 Interested parties are invited to respond to the proposal by making written or electronic submissions on the proposal using the form attached no later than close of business on 12th May 2023. Page 181
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10 Responses can be submitted to: Argyll and Bute Council Customer Services: Education Argyll House Alexandra Parade Dunoon, PA23 8AJ Email: argyllhousereception@argyll-bute.gov.uk 9.2 Those sending in a response, whether by letter or electronically should be aware that their response will be open to public scrutiny and may have to be supplied to anyone making a reasonable request to see it. 9.3 If they do not wish their response to be publicly available, they should clearly write on the document: “I wish my response to be considered as confidential with access restricted to elected members and council officers of Argyll and Bute Council.” Otherwise, it will be assumed that the respondent agrees to their response being made publicly available. Page 182
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11 Appendix 1 Distribution list and how to access a copy of the proposal document A copy of this proposal document will be provided to the following ‘relevant consultees’ in terms of the Act: The Parent Councils of the affected schools; The parents of the pupils at the affected schools; A copy of the proposal will be provided to all Early Years Establishments in the local area, giving access to parents who have children expected to attend the affected schools within two years of the publication of this proposal paper; The pupils at the affected schools (in so far as the Education Authority considers them to be of suitable age and maturity); All Argyll and Bute Council employees at the affected schools; Trade union representatives of employees at the affected schools; Community Councils within the affected localities; Roman Catholic Archdiocese of Glasgow; All relevant users of the affected schools, and Argyll and Bute Community Planning Partners. A copy of this proposal document will also be made available to: All Elected Members of Argyll and Bute Council representing the Helensburgh and Lomond area; Argyll and Bute Youth Forum; Education Scotland (formerly Her Majesty’s Inspectorate of Education, HMIe); The Constituency MSP of the affected schools; List MSPs for the area of the affected schools; The MP for the area of the affected schools; Police Scotland; NHS Highland; Argyll and Bute School Transport; Senior Local Officer, Scottish Fire and Rescue Services, and Care Inspectorate The steps listed below have also been taken to ensure that the proposal is widely available: The proposal document will also be published on the Argyll and Bute Council website; This document can be made available in alternative forms or translated by contacting Argyll House, Dunoon, telephone: 01369 708576 or argyllhousereception@argyll-bute.gov.uk; The proposal paper will also be available at the following locations: a) Council Offices b) All libraries in Helensburgh and Lomond c) All Helensburgh and Lomond area/locality offices d) The schools affected by the proposal Page 183
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12 Appendix 2 Map detailing the current catchment area for St Joseph’s Primary School: Page 184
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13 Map detailing proposed catchment area for St Joseph’s Primary School: Page 185
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14 10. CONSULTATION RESPONSE FORM Education Service Please use this form to let us know what you think about the proposal You can complete this feedback form in Adobe Acrobat and print it out, or print and complete it by hand, using block capital letters. Return the form to: Customer Services: Education, Argyll House, Alexandra Parade, Dunoon, PA23 8AJ Or as an e-mail to argyllhousereception@argyll-bute.gov.uk. The closing date for comments is 12th May 2023. Proposal Argyll and Bute Council is seeking the views on the following proposal, namely: To rezone the catchment area of St Joseph’s Primary School to cover the whole of the Helensburgh and Lomond area. Name Address I agree with the proposal(please tick) Yes No Undecided If you wish to comment on the proposal please use the space below, or attach another sheet Page 186
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15 I am responding in my capacity as a (please indicate by ticking the appropriate box) Parent/ carer of child at St Joseph’s Primary School Trade Union Parent/ carer of child at affected primary school (please specify) Elected representative Pupil Community Council St Joseph’s PS Parent Council Member of the public/ community Affected PS Parent Council Member of staff Church Other Group Details: _________________________ Handling your response - Please note that: We will use the information you provide for the purpose(s) of this consultation, including statistical and analytical purposes; We will pass a full copy of your written response to Education Scotland or a summary of it of agreed with them; and We are subject to the provisions of the Freedom of Information (Scotland) Act 2002 and therefore would have to consider any request made under that Act for information relating to written responses/ records of oral representations made to us relating to this consultation. Electronic publication and additional copies This consultation, and all other consultation exercises, can be viewed online on the consultation web pages of the Council website at: www.argyll-bute.gov.uk/consultations Public internet can be accessed at your local library. Thank you for taking time to respond. Page 187
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE LEGAL AND REGULATORY SUPPORT 9 MARCH 2023 EXTRACT OF MID ARGYLL, KINTYRE AND THE ISLANDS AREA COMMITTEE MEETING HELD ON 7 DECEMBER 2022 18. NOTICE OF MOTION UNDER STANDING ORDER 13 The Committee gave consideration to the following Notice of Motion under Standing Order 13 that have been submitted by Councillor Donald Kelly and seconded by Councillor John Armour:- Despite the best efforts of the Council both Dalintober and Castlehill Primary Schools in Campbeltown which are in a poor condition continue to be in my and many others opinion no longer fit for purpose. They are both outdated 19th Century buildings which have been and continue to be patched up on a yearly basis which is a constant drain on limited council resources. This is not best value for the Council or the Council Taxpayer. These buildings continue to have numerous problems with leaking roofs (which was the subject of unexpected ceiling collapses in Dalintober fortunately at a weekend when the school was closed) dampness throughout the school (which is apparent for all to see) roofing insulation appearing on children’s desks, windows sealed shut in classrooms, broken windows now being replaced by plywood (instead of glass) etc. the list goes on. Approx. 20 years ago like many other communities in Argyll and Bute Campbeltown was offered a joint Campus facility due to the nature of the offer this was dismissed out of hand by the community after a full public consultation. The wider community now feel that the time has come for the council to be forward thinking and make the initial preparations for a new Campbeltown Primary School ensuring that we have a shovel ready project as and when funding becomes available. This view is shared by many parents, staff and children and even some of the businesses who have worked on the schools over the past number of years - hence this motion. Motion That the MAKI Area Committee request 1. That the Community Services Committee who exercise the functions of the Council as the Education Authority request that the Executive Director with Page 189 Agenda Item 10
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responsibility for Education prepares an initial report outlining the way forward and potential for a proposal in terms of the school (consultation Act 2010) which would allow for an initial business case to be formulated with a view to replacing the existing outdated Campbeltown primary schools of Dalintober and Castlehill. 2. That the completed report is presented to a meeting of the Community Services Committee for deliberation in early 2023. Decision The Mid Argyll, Kintyre and the Islands Area Committee agreed the terms of the Motion. (Reference: Notice of Motion under Standing Order 13 by Councillor Donald Kelly, seconded by Councillor John Armour, submitted) Page 190
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 9 MARCH 2023 EXTERNAL EDUCATION ESTABLISHMENT INSPECTION REPORT 1.0 EXECUTIVE SUMMARY 1.1 This report provides details of all external education establishment inspection reports received across Argyll and Bute Education Service during the period November 2022 to January 2023. 1.2 It is recommended that the Community Services Committee notes: a) The contents of this report; b) This quarterly report will be presented on an ongoing basis to the Community Services Committee detailing all establishment inspections conducted and published by Education Scotland within that period, and c) That Ward members will receive copies of school inspection reports for schools within their area as published by Education Scotland. Page 191 Agenda Item 11
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 9 MARCH 2023 EXTERNAL EDUCATION ESTABLISHMENT INSPECTION REPORT 2.0 INTRODUCTION 2.1 This report provides details of all external education establishment inspection reports received across Argyll and Bute Education Service during the period November 2022 to January 2023. 2.2 As required for the National Improvement Framework, HMIE report on and provide grades for the following Quality Indicators (QIs) as part of full model inspections (which typically take place over a full school week): QI 1.3 – leadership of change; QI 2.3 – learning, teaching and assessment; QI 3.1 – ensuring wellbeing, equality and inclusion; and QI 3.2 – raising attainment and achievement In addition they include a focus on the following themes from other QIs: QI 2.2 curriculum: learning pathways QI 2.7 partnerships: parental engagement 2.3 Short model inspections (typically over two and a half days) focus on two QIs: QI 2.3 – learning, teaching and assessment; and QI 3.2 – raising attainment and achievement HMIE continue to have a focus on safeguarding in every inspection. 2.4 In inspections of early learning and childcare settings, HMIE use the equivalent QIs from ‘How Good Is Our Early Learning and Childcare?’ Page 192
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3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee notes: a) The contents of this report; b) This quarterly report will be presented on an ongoing basis to the Community Services Committee detailing all establishment inspections conducted and published by Education Scotland within that period, and c) That Ward members will receive copies of school inspection reports for schools within their area as published by Education Scotland. 4.0 DETAIL – School Inspections 4.1 Furnace Primary School was inspected week beginning 31st October using the short model inspection. The link to the published letter and Summary of Inspection Findings (SIF), was not available for the December Community Services Committee but can now be found below: Reports page | Inspection reports | Education Scotland 4.2 Dalmally Primary School and ELC was inspected week beginning 5th December using the long model inspection. The school received very positive feedback from the Managing Inspector with specific reference to the effective teamwork across the school and ELC which creates a nurturing and caring environment for all children, effective planning in the ELC to meet children’s individual needs and effective planning in school to support learning and teaching in the multi- composite classes. The link to the published letter and Summary of Inspection Findings (SIF) can be found below: Reports page | Inspection reports | Education Scotland 4.3 Lochdonhead Primary School was inspected week beginning 9th January using the long model inspection. The school received very positive feedback from the Managing Inspector with specific reference to the compassionate, articulate, independent children who display an enthusiasm for learning, the highly effective leadership and direction of the headteacher and principal teacher, very high quality teaching and learning provision and, the very well-established, high- quality community and partnership working and its significant impact. The link to the published letter and Summary of Inspection Findings (SIF) will be accessible when these documents have been finalised and are available on Education Scotland’s website. Page 193
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4.4 Islay High School was inspected week beginning 16th January using the long model inspection. The school received very positive feedback from the Managing Inspector with specific reference to; senior leaders and staff working well together to develop a caring ethos where young people feel valued and included; the range of useful, individualised feedback young people receive particularly from S3 to S6 which helps them attain well in National Qualifications by the end of S6; the student support team which is highly effective in planning and reviewing young people’s wellbeing needs. As a result young people who require additional support feel included and achieve success in their learning; and, the young people who are keen to learn through Gaelic in a range of situations, achieved through the use of technologies and established partners in the community. The link to the published letter and Summary of Inspection Findings (SIF) will be accessible when these documents have been finalised and are available on Education Scotland’s website. 4.5 Kilmartin Primary School was inspected week beginning 30th January using the short model of inspection. The school received positive feedback from the Managing Inspector with specific reference to the friendly children across the ELC and school who are keen to learn and, the supportive way that the headteacher, school staff, partners and the wider community work together to enrich the curriculum through a variety of experiences. The link to the published letter and Summary of Inspection Findings (SIF) will be accessible when these documents have been finalised and are available on Education Scotland’s website. 4.6 Education Scotland visited St Andrew’s Primary School in November 2019 and, following the visit, published a letter in February 2020 outlining the school’s key strengths and areas for improvement. They published a further update of the school’s progress in December 2021 and requested Argyll and Bute Council provide them with a progress report in December 2022. Following receipt of Argyll and Bute’s progress report and an associated review meeting, Education Scotland have acknowledged the school’s progress and expressed confidence in its capacity to continue to improve. Consequently they will not publish any further reports or make any additional visits in relation to the original inspection visit. A link to Education Scotland’s most recent letter can be found below: St Andrew’s Primary School further inspection, Argyll and Bute Council 13/12/22 (education.gov.scot) 4.7 A summary of all external school inspection audit reports published by Education Scotland across Argyll and Bute Education Service establishments during the period November 2022 to January 2023 is provided in Appendix 1. Page 194
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4.8 A summary of the inspection outcomes per establishment detailing strengths and areas for improvement is provided in Appendix 2. 5.0 DETAIL – National Thematic Inspections 5.1 In addition to visits to schools and settings, HMIE will also be carrying out national thematic inspections in the academic year 2022-2023. 5.2 The next phase of the national thematic inspection will focus on curriculum design. HMIE will visit a selection of around 50 settings and schools between 27th February and 23rd June 2023. This will enable them to publish their findings in the format of a national report in the autumn of 2023. The selection of settings and schools will include a geographical spread across Scotland and include Early Learning and Childcare, primary, secondary and special schools. 5.3 Visits to settings and schools will last between one and two days depending on the size of the establishment. At the end of the visit, the lead inspector will provide verbal feedback to the headteacher. Overall findings will be shared through a national report. The link to the published report will be accessible when it is available on Education Scotland’s website. 6.0 CONCLUSION 6.1 In summary, one published report is available for the Inspections which took place during the period of November 2022 to January 2023. 6.2 The Education Service will continue to use the outcomes of establishment inspections to work collaboratively with our Headteachers to target support and challenge to secure improvement for our children and young people. 7.0 IMPLICATIONS 7.1 Policy – The Standards in Scotland’s Schools etc. Act 2000 places a duty on Education Authorities to provide children and young people with school education and (in terms of raising standards) requires Authorities to endeavor to secure improvement in the quality of that school education. 7.2 Financial – None 7.3 Legal – None 7.4 HR – None Page 195
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7.5 Fairer Scotland Duty: – None 7.5.1 Equalities - protected characteristics – None 7.5.2 Socio-economic Duty – None 7.5.3 Islands – None 7.6 Climate Change - None 7.7 Risk – Reputational risk to the Education Service following a weak report. 7.8 Customer Service – The outcome of establishment inspections of the Education Service of Argyll and Bute Council may significantly enhance or 4 detract from the Council’s reputation and attractiveness as an area to work and live in. Douglas Hendry - Executive Director with responsibility for Education Councillor Yvonne McNeilly - Policy Lead for Education Wendy Brownlie Head of Education: Performance and Improvement For further information please contact:- Victoria Quinn, Education Officer Telephone: 01631 567942 Email: Victoria.Quinn@argyll-bute.gov.uk. January 2023 Appendix 1 - Overview of Inspection Outcomes Appendix 2 - Establishment Detail of Inspection Outcomes Page 196
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Appendix 1 - Overview of Inspection Outcomes Quality Indicator Leadership of Change Learning, Teaching and Assessment Ensuring Wellbeing, Equality & Inclusion Raising Attainment & Achievement Establishment Sector Date of Inspection 1.3 2.3 3.1 3.2 Furnace Primary School Primary October/November 2022 N/A 4 N/A 3 Dalmally Primary School Primary December 2022 3 4 3 3 Dalmally Primary School ELC December 2022 4 4 4 4 Lochdonhead Primary School Primary December 2022 Not Yet Published Not Yet Published Not Yet Published Not Yet Published Islay High School Secondary December 2022 Not Yet Published Not Yet Published Not Yet Published Not Yet Published Kilmartin Primary School Primary January 2023 Not Yet Published Not Yet Published Not Yet Published Not Yet Published Kilmartin Primary School ELC January 2023 Not Yet Published Not Yet Published Not Yet Published Not Yet Published The Six-point Scale for Inspection Grading Excellent 6 Very Good 5 Good 4 Satisfactory 3 Weak 2 Unsatisfactory 1 Page 197
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Appendix 2 - Establishment Detail of Inspection Outcomes Report Title: Furnace Primary School Inspection Agency: Education Scotland Key Findings: The inspection team found the following strengths in the school’s work. Children who are polite, welcoming and keen to contribute. They engage well in the calm and inclusive ethos within school and are proud of sharing their learning, along with their local knowledge and interests. Strong leadership provided by the acting headteacher and staff team. The staff team understand the uniqueness of Furnace Primary and are addressing individual needs well. They know the strengths and areas for development well across the school, with clear plans in place for continued improvements. The use of digital technologies by children and staff to enrich learning experiences, including through remote learning activities. The following areas for improvement were identified and discussed with the headteacher and a representative from Argyll and Bute Council. Improve children’s attainment across the curriculum, particularly in writing. Continue to work together closely with parents/carers to support children to achieve maximum success. Continue to enhance opportunities for social interaction with larger groups of children, through working in partnership with the linked school and others. Date of Inspection: October/November 2022 Return Visit: N/A Lead Officer to take forward improvement: Sandra Clarke - Headteacher Central Officer to support improvement: Rosie MacKay – Education Manager Page 198
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Appendix 2 - Establishment Detail of Inspection Outcomes Report Title: Dalmally Primary School and Pre Five Unit Inspection Agency: Education Scotland Key Findings: The inspection team found the following strengths in the school’s work. The effective team of staff across the pre five unit and school. Together they ensure all children learn in a caring and nurturing environment. Respectful relationships are evident across the school community. Effective planning in the pre five unit. This ensures children’s individual needs are met. The effective approaches teachers use to plan learning that meets the needs of all children in multicomposite classes. The following areas for improvement were identified and discussed with the headteacher and a representative from Argyll and Bute Council. Increase the pace of change across the school. Ensure improvement priorities are ambitious and lead to improved outcomes for learners. Continue to develop the curriculum to ensure children experience progression, breadth and depth in their learning. Continue to raise attainment in literacy and numeracy with a strong focus on accelerating progress to close the poverty related attainment gap. Date of Inspection: December 2022 Return Visit: N/A Lead Officer to take forward improvement: Lynn Sinclair - Headteacher Central Officer to support improvement: – Simone McAdam - Education Manager Page 199
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1 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION SERVICES 9 MARCH 2023 LIVE ARGYLL – CLD MONITORING AND PERFORMANCE REPORT 1.0 EXECUTIVE SUMMARY 1.1 The purpose of this report is to provide the Community Services Committee with an update on the performance of Live Argyll’s provision of Community Learning and Development (CLD), and the monitoring and governance arrangements for CLD between liveArgyll (LA) and the Council as set out in the 30th June 2021 Transfer Agreement between the Council and the Trust. 1.2 This report also outlines the progress being made by the newly-formed multi- agency CLD Strategic Partnership in delivering key priorities within the 2021- 2024 CLD Partnership Plan, with reference, where appropriate, to the findings of the His Majesty’s Inspectorate of Education (HMIe) Inspection of CLD in Argyll and Bute. Please refer to Appendix A – CLD Partnership Annual Report September 2021-August 2022. 1.3 It is recommended that the Community Services Committee note the contents of the report. Page 201 Agenda Item 12
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2 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION SERVICES 9 MARCH 2023 LIVE ARGYLL – CLD MONITORING AND PERFORMANCE REPORTING - 2.0 INTRODUCTION 2.1 The Community Learning team transitioned successfully from Argyll and Bute Council to liveArgyll on 30th June 2021, sitting within liveArgyll’s Business Development team. A service delivery specification is in place and this is reviewed six-monthly as part of the council’s monitoring arrangements. A new multi-agency strategic group was formed mid-2021, led by liveArgyll, and the new strategic three year plan was developed following an extensive consultation exercise with partners and learners. https://liveargyll.co.uk/community-learning-and-development-strategic- partnership-plan/ 2.2 In November 2021, Education Scotland visited Argyll and Bute for a second follow-up inspection of CLD services and provision in the authority, subsequent to inspections in February 2019 and March 2020. Significant improvements in performance were highlighted, and HMIe indicated that there would be no further inspection visits. 2.3 A report on progress towards delivering the priorities of the Argyll and Bute CLD Plan 2021-2024 was prepared and published by liveArgyll in December 2022, and is included in Appendix A below. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee notes the contents of the report. 4.0 DETAIL 4.1 The Council approved the transfer of its Community Learning and Development Service to liveArgyll effective 30th June 2021. The agreement amongst other things stipulates: LiveArgyll’s responsibility for ensuring that the four statutory obligations, as set out in the Community Learning and Development (Scotland) Page 202
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3 Regulations 2013, are met. In doing so liveArgyll ensures: o clarity on what CLD is and who the priority groups for CLD provision are within the authority – liveArgyll will deliver all CLD service requirements that meet both the service specification set out by the Council, and Education Scotland requirements. o the relevance and impact of CLD provision in the area by looking at the needs of the priority groups and individuals. o it involves and consults with priority groups, individuals and stakeholders to find out what they need and want, including an extensive consultation process to inform development of the new CLD plan priorities. o it creates and publishes a CLD plan every three years, and takes the lead role in the development of the new plan, with periodic progress reports prepared for the Community Services Committee. 4.3 Argyll and Bute Council retain a governance role working alongside liveArgyll. The agreement provides for reporting and monitoring via Education Services to the Council. PERFORMANCE MANAGEMENT 4.7 In order to establish the extent to which liveArgyll have complied in the provision of the services, and with defined monitoring and reporting protocols, Education Service officers retain an overview of activity and progress towards aims and objectives via regular strategic meetings with senior liveArgyll officers. Annual reports are produced alongside published independent inspection reports. PERFORMANCE REPORT 4.8 LiveArgyll is deemed to be performing very well in its provision of CLD across Argyll and Bute. The September 2021 to August 2022 Argyll and Bute CLD annual report clearly highlights the positive impact of services and liveArgyll’s commitment to delivering on its shared aims and objectives. The report highlights several key areas of work, with specific focus on improved partnership working, and projects which are designed to improve the health and wellbeing of people within our communities. A number of examples and case studies are included in the report: New quarterly local CLD partnership meetings held across Argyll and Bute, designed to support better partnership working within each community. Page 203
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4 Oidhche Earra-Ghàidheal le – a project conceived by Argyll and Bute Council to provide an opportunity for the Gaelic community in Argyll and Bute to come together and celebrate its cultural vibrancy and talent. Making Mindful Music – The liveArgyll Community Learning (CL) Team in Kintyre has worked in partnership with The Kintyre Link Club, a local mental health club run by members for members, with its main aim being to promote the welfare of those who suffer or have suffered from mental ill health. No Wrong Path - Young Person’s Guarantee (YPG) Pre-Employment Support (delivered by WorkingRite – member of the Argyll and Bute Employability Partnership) Sawa “New Scots” Project – Bute has a history of being welcoming, and “Sawa” means ‘together’ in Arabic. The project was set up to provide a ‘cultural bridge’ between existing residents and ‘new Scots’ who are recent arrivals to the island, and is run by volunteers. In addition to the positive case studies in the annual report, the visit to Argyll and Bute by Her Majesty’s Inspectorate of Education in November 2021 – a follow up to visits in February 2019 and March 2020 – identified significant improvements and key strengths in CLD provision, relating in particular to the following areas: The leadership and governance of CLD Communication between CLD leaders and staff The empowerment and confidence of CLD staff The consultation process relating to the 2021-2024 CLD Plan The CLD partnership’s sub-group approach to strategic planning and self- evaluation The outward looking approach of CLD Argyll and Bute, connecting to and learning from other local authorities. Partnership working The voice of young people in CLD decision-making and planning 2. Poverty 3. Core skills for learning, life and FINANCIAL POSITION 4.9 liveArgyll continue to manage their financial position including the resources made available to deliver on the Service Level Agreement with the Council. To date liveArgyll has been able to maintain the base level of resources whilst also absorbing payroll inflationary pressures. Discussions are on-going in respect of future funding, and any direct implications it may have for the provision of Community Learning and Development services in Argyll and Bute. 5.0 CONCLUSION 5.1 The current arrangements between the Council and liveArgyll are working extremely well. A significant amount of progress has been made since the transfer of liveArgyll to the Council, as demonstrated by recent HMIe Page 204
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5 independent inspection of the service which identified key strengths. A strong partnership is in place and continues to grow and develop. Given the transfer of service took place during the extraordinary pandemic period, liveArgyll are to be commended for their successes to date. Satisfactory arrangements are in place in respect of fulfilling all CLD obligations and Council expectations as set out in the agreement. 6.0 IMPLICATIONS 6.1 Policy - In line with Council policy in relation to transfer agreement. 6.2 Financial – None 6.3 Legal - In line with relevant contractual agreements between Council and Live Argyll 6.4 HR - None 6.5 Fairer Scotland Duty: None 6.5.1 Equalities - protected characteristics – None 6.5.2 Socio-economic Duty: 6.5.3 Islands – None 6.6 Climate Change - None 6.7 Risk – as outlined in body or report above 6.8 Customer Service - None Douglas Hendry - Executive Director with responsibility for Education Councillor Yvonne McNeilly - Policy Lead for Education For further information contact: Simon Easton – Education Manager Email: Simon.easton@argyll-bute.gov.uk Tel: 01436 657681 February 2023 Appendix A – CLD Partnership Annual Report September 2021-August 2022 Page 205
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Appendix A Argyll and Bute Community Learning & Development (CLD) Partnership Annual Report September 2021 - August 2022 Page 207
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Welcome from Chair ............................................................................................................3 Vision, Values and Role of the Partnership ..........................................................4 Education Scotland His Majesty’s Inspector’s Visit ......................................5 A Year in Numbers .................................................................................................................6 Case study 1 - The Power of Partnership Working ...................................7-8 Case study 2 - Oidhche Earra-Ghàidheal le ...............................................9-10 Case study 3 - Making Mindful Music ...................................................................11 Case study 4 - No Wrong Path ............................................................................12-13 Case study 5 - SAWA “New Scots” Project .................................................14-15 Priorities for 2022-2023.....................................................................................................16 Thanks to our Partners ......................................................................................................17 Contents CLD Annual Report 2021-2022 2 Page 208
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Welcome to our annual report 2021-2022. As the chair of the newly formed Argyll and Bute Community Learning and Development Partnership, it is my pleasure to present our first annual report. Community Learning and Development (CLD) is a method of working with groups and individuals of all ages to engage in learning, personal development and active citizenship. Support is focused on disadvantaged or vulnerable individuals or groups with the aim of bringing about change in their lives and communities. I’m delighted to be able to outline some of our many successes during the year to realise our vision of “Working together to improve lives across Argyll and Bute by empowering individuals and communities to lead sustainable, fulfilling and happy lives through continuous learning, cooperative problem solving and removing barriers to engagement, health and wellbeing.” The Community Learning & Development (Scotland) Regulations 2013 place a statutory requirement on local authorities to publish a plan every 3 years’ outlining how it will co-ordinate and secure “adequate and efficient” Community Learning & Development (CLD) provision with other sector partners. Whilst Argyll and Bute Council are required by legislation to lead on meeting the requirements of the CLD Regulations, it is important to note that partners must also be meaningfully involved, taking collective ownership and responsibility to produce, implement and review the CLD Plan. During the last 12 months, the focus has very much been on partners working more closely together to plan and deliver services within our schools and communities to improve the learner offer. During our self- evaluation process to review year 1 of the plan aligned to How Good Is Our CLD, partners very much acknowledged the improvements in joint working. There are also clearer governance and reporting arrangements in place via the LiveArgyll board, Community Planning Partnership (CPP) and Community Services Committee. Our Strategic Plan covers the period September 2021- August 2024 and sets out our priorities under six key themes for the lifespan of the plan, namely “Digital Skills”, “Core Skills for Learning, Life and Work”, “Health and Wellbeing”, “Your Voice”, “The Learner Offer” and “Improving How We Work as a Partnership”. This report brings to life some great examples of the implementation of our key themes and then highlights our priorities the coming year. The ongoing impact of the COVID-19 pandemic has affected our children, young people and communities significantly, and we have focussed strongly on meeting the needs of our most vulnerable. Two new workstream groups have also been established to drive forward key areas of work. Firstly supporting learners to maximise the use of digital technology for essential digital skills for life and work and secondly to focus on workforce development across the sector within Argyll and Bute, building on the framework set out by the CLD Standards Council and supporting staff with their own development. During 2021, Argyll and Bute won the Scottish Government Children and Young People Improvement Collaborative Quality Improvement 2021 award for their Youth Advisory Panel. The Youth Advisory Panel is group of young people recruited to ensure young people’s voices are heard when creating the Children’s Service plan. This was a 3 year project lead by the Community Learning Service, Third Sector, Health and Education and supported by the Children and Young Persons Improvement Collaborative. Education Scotland visited Argyll and Bute in November 2021 as part of the His Majesty’s Inspectors (HMIe) programme for CLD focusing on Covid-19 recovery. The overall outcome was very positive having been signed off with no further visit planned in the short term. Finally I’d like to express my sincere thanks to all partners and staff teams within the CLD sector across Argyll and Bute for their resilience during the last 12 months and their commitment to working smarter together. Nicola Hackett Chair CLD Partnership Welcome CLD Annual Report 2021-2022 3 Page 209
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Our Vision “Working together to improve lives across Argyll and Bute by empowering individuals and communities to lead sustainable, fulfilling and happy lives through continuous learning, cooperative problem solving and removing barriers to engagement, health and wellbeing.” Values The CLD Partnership has adopted the principles, values, ethics and competencies set out by the CLD Standards Council for Scotland. The principles that underpin CLD practice are: Empowerment - increasing the ability of individuals and groups to influence matters affecting them and their communities; Participation - supporting people to take part in decision making; Inclusion, equality of opportunity and anti-discrimination - recognising some people need additional support to overcome the barriers they face; Self – determination - supporting the right of people to make their own choices Partnership - ensuring resources and the range of skills and capabilities available are used effectively Role of the CLD Partnership • Being responsible for the development implementation, monitoring and reporting of the Argyll and Bute CLD Plan. This will include the appropriate risk management and mitigations given manpower and resources available • Ensuring strategic priorities are aligned to key local and national plans and ensure there is no duplication of work • Sharing and analysing data and identifying gaps to inform planning and decision making • Fostering collaboration and where possible sharing resources across the partnership • Putting in place delivery/workstream group arrangements to ensure effective implementation at operational and local level, taking into account geographical variations/needs • Evaluating and reviewing the CLD plan on a regular basis, taking into account changing learner needs and ensure a culture of self-evaluation and improvement • Communicating the work of the partnership to key partners, raising the profile of the work of the partnership and sharing and celebrating key successes • Identifying and sharing examples of good practice • Contributing to Education Scotland CLD inspections and other appropriate CLD quality assurance measures Our Vision & Values CLD Annual Report 2021-2022 4 Page 210
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Key Strengths Identified • There is increased confidence in the leadership across staff at all levels, both within the council, where responsibility remains for community development, and within LiveArgyll, who now has responsibility for community learning. CLD is now more outward looking, with leaders and staff engaging with and learning from other local authorities. They are better connected to other CLD networks such as the Northern Alliance. • A self-evaluation and consultation process informed the development of the CLD plan 2021-24 priorities. Where there are gaps, there are plans to revisit during year one. LiveArgyll and partners engage well in the stronger processes in place for self-evaluation. As a result, they know their strengths and areas where improvement is required. This provides confidence in the leadership of CLD. • The role of partners in the delivery of CLD is much improved. As a result, the CLD plan clearly outlines roles and responsibilities of partners. During the pandemic, partnership working increased and this helped to enable the rapid response to supporting communities and learners. As a result, there is increased shared knowledge of what each partner has to offer. Improvement Areas • Involvement of social work in the CLD Strategic Partnership • Representation of LiveArgyll on the Argyll and Bute Child Protection Committee • Milestones and a timeline for other areas of priority are clearly outlined in the CLD plan 2021-24. However, it is important that these areas are monitored by the CLD strategic partnership regularly to ensure they are progressed timeously. • The CLD partnership recognise that there is more to do to strengthen the adult learning offer, including building on opportunities for wider accreditation for learners. Education Scotland HMIe Visit – November 2021 CLD Annual Report 2021-2022 5 Page 211
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A Year in Numbers CLD Annual Report 2021-2022 6 community groups supported to deliver adult learning programmes as part of the Community Based Adult Learning (CBAL) fund 10 multi agency community learning and employability hubs established 6 partners/services engaged in the CLD Partnership 16 community groups received community capacity building support 76 individuals completed CLD nationally recognised awards 99 young people engaged in CLD activities/ programmes 174 Local Youth Action Groups 7 adults engaged in formal CLD activities/ programmes 95 adults engaged in CLD events and informal engagement activities 1254 Page 212
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Strategic Theme - Improve how we work as a Partnership Need for the project – why? The need for this project was identified by engagement with a range of community groups contributing to the Caring for People and Test and Protect responses. The engagement explored the challenges and learning arising from the pandemic, and looked to identify how collaborative working could strengthen communities post-Covid or in response to future public health crises. A strong theme of “Resilient Communities, Communication and Structures of Working Together” emerged, with agreement that meetings with Covid-19 community response groups facilitated by the Community Development team would provide a platform to share information, identify local needs and offer the opportunity for response groups to ask questions of CLD partners and other agencies. The online meetings were initially held within each of the 4 areas of Argyll and Bute to support local needs arising. Following common challenges identified and similar questions being asked in all areas, there was a move to support Argyll and Bute wide meetings from August 2021 to increase opportunities for wider networking and sharing of best practice. Description – what and how? The Community Development Team co-ordinated Argyll and Bute wide monthly meetings of the Covid-19 community response groups from August 2021 - April 2022. These meetings brought together groups who supported the emergency response to the Covid-19 pandemic in their communities, and who have been active in supporting community recovery. Members swapped experiences (whether of tough times or heartening successes), networked and shared practice. The Community Development team provided support and updates, and responded to requests for information from the Council, CLD Partnership and Community Planning Partnership. For example: • The team was able to offer group members’ staff and volunteers access to the Council’s ‘My Healthy Advantage’ app, which offers access to counselling and wellbeing services. • During the emergence of the Omicron variant, groups reported difficulty in finding accurate information on the dates and locations of vaccination clinics. The team rapidly checked and circulated up to date data verified by NHS Highland, meaning that group members could help more vulnerable members of the community to attend clinics. • In response to concerns about how to re-start community activities safely, Community Development officers researched, collated and shared information on free training opportunities and resources on a range of relevant health and safety topics. They were also able to signpost groups to appropriate contacts in the Council’s Argyll and Bute Safety Advisory Group (SAG). Information and minutes were shared with around 40 organisations, with representatives attending meetings as and when it was helpful to them. Where information and resources discussed at the meetings was likely to be relevant to communities beyond the Covid-19 Community Response Group, these were also highlighted in the Community Development team’s fortnightly Information for Communities bulletin. Case Study 1 CLD Annual Report 2021-2022 7 The Power of Partnership Working Page 213
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Impact – the difference made The impact of this work is best expressed by the feedback offered by participants, who reported that the group helped them in various ways to continue the vital work they had been delivering to support their communities during and in recovery from the pandemic (see Evidence section, below). The way in which we created conditions for community groups to be supported, and to empower community groups within their communities in response to Covid-19, was recognised as an example of Best Practice within Audit Scotland’s Community Empowerment: Covid-19 report: Support for local networking: Garelochhead Station Trust’s experience during Covid-19 — Communities Channel Scotland (communityscot.org.uk) Evidence – how do we know? The case study above reflected feedback from our evaluation where 100% of respondents said that the effectiveness of their group had increased as a result of the support offered. Additional comments included: “The meetings and information shared by the team and other responders has helped us to guide our response to changing covid events. The meetings also helped us not to feel like we were working in isolation which was helpful in itself” Bute and Cowal Elderly Befrienders “I have appreciated opportunities to discuss my work in terms of maintaining resilient personal morale, and also to recognise its significance in the wider context of other Argyll communities responding to challenges of pandemic restrictions on community life. The group sessions mitigated my sense of personal isolation, and also resulted in helpful guidance in terms of risk assessments.” Ross of Mull and Iona Community Transport Scheme Lessons Learned Attendees of the group reported that they valued the support and signposting from the Community Development team, and also the structure of the group. This allowed them to share experiences and practice with peers, alleviating feelings of isolation and making them feel less like they were working alone. Feedback from those involved “As a small local charity operating an additional emergency response during lockdown and beyond, the Covid Response Group was vital for us! It connected us to other similar organisations and even more importantly to the ‘bigger picture’, ensuring we weren’t duplicating effort and limited resources. It was particularly helpful to have the Community Development Team’s very proactive help in accessing specific Covid funds. It might sound inconsequential but one of the most important aspects of the group, besides the practical support, was the feeling that we were appreciated further up the chain – the mainstream media focus was on the NHS and not all the formal and informal volunteering that was happening in charities and voluntary organisations around the country. While we were working flat out with very vulnerable people, many working folk relaxed to a different pace of working life during Covid, but not us! - so that recognition was an important motivating factor that I could share with my colleague and our community of volunteers. However the Covid cloud did have a silver lining - one of the enduring benefits of this group is the enhanced professional relationships I now have with the other organisations involved and in particular our Community Development Officer.” Jayne Burnett, Manager, Visiting Friends. CLD Annual Report 2021-2022 8 Case Study 1 The Power of Partnership Working Page 214
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Strategic Theme - Improve how we work as a Partnership Project Update Oidhche Earra-Ghàidheal le… was a project conceived by Argyll and Bute Council to provide an opportunity for the Gaelic community in Argyll and Bute to come together and celebrate the wealth of talent that Argyll has to offer. This was particularly important due to the pandemic and the increased isolation of our communities at the time the events began. The application was for six online Oidhche Earra-Ghàidheal le… events including artist’s fees and a small amount for technical support. Brief Resume Thanks to the Tasgadh fund six Oidhche Earra-Ghàidheal le… events took place between May and October 2021 on the Argyll Gaelic Forum Facebook page. They included a wide range of talented Argyll artists including: Ian Smith, Alasdair Whyte, Sìleas Sinclair, Màiri McGillivray, Joy Dunlop, Rona Wilkie and Marit Fält. Through the breadth of artists the events represented Argyll Gaelic songs and tunes from Tiree, Mull, Connel, Islay and Oban. The material ranged from traditional to new and original work created by the Argyll artists themselves. Over the course of the six events 202 people attended live. There was lots of Gaelic engagement in the comments. Whilst many of the attendees were from Argyll and Bute the online nature also enabled people from across the UK to attend as well as America and Australia. The recorded events continue to be live on the Facebook page and are a great resource. To date they have been collectively viewed 8700 times. Outcomes/Aims The project: • Fostered a sense of community and brought together Gaelic speakers and learners from across Argyll and Bute • Promoted the wealth of music, songs and poetry of Argyll and Bute Lasting legacies: • The recorded events are remaining on the Facebook page and will continue to be promoted via the Argyll Gaelic Gathering • There is now a collection of over 50 songs unique to Argyll, both traditional and new. They are now accessible to all in the one place • There is interest for the recorded events to be shared with those with dementia • Argyll and Bute Council have made links with some wonderful artists and these links are helping with other projects • There are plans for a series of Argyll song workshops at Furan Case Study 2 CLD Annual Report 2021-2022 9 Oidhche Earra-Ghàidheal le… Report Tasgadh grant awarded £955 Total project cost £1515 Tasgadh contribution as % of total 63% Number of beneficiaries 7 Gaelic artists 202 people attended the event live There have been 8700 views of the recordings to date Page 215
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Quotes from Participants “I thoroughly enjoyed the Oidhche Earra-Ghàidheal le sessions. For me, they were an excellent mix of performers I was familiar with and some that were new to me (same goes for the songs and tunes). Being able to attend online was great because I didn’t have to sort out childcare or use of the car, so it was easier for me to attend. They also felt really relaxed because the performers were in their own homes too – it felt like a kitchen cèilidh. The fact that they were delivered in Gaelic, and the chat stream was mainly in Gaelic was a real bonus too. I’m a Gaelic learner and the live chat felt much less formal than a conversation group.” Laura “I’d like say how much I have enjoyed your series of Oidhche Earra-Ghàidheal online events. It has been lovely to see how Argyll talent has been showcased. I have particularly enjoyed the mix of more seasoned performers, together with young upcoming talent. They used a delightful mix of Argyll songs, too which has inspired me to seek out and learn some of the Bàrdachd Earra-Ghàidhealach. Thanks for brightening up the “lockdown”!” Audrey Paterson, Taynuilt “I was having cancer treatment during the summer of these concerts so it was really nice to curl up on the sofa and listen to music from my favourite place in the world – Argyll. Now I want to explore these songs further and unlock their stories, and find out more about favourite places, so the resource on the facebook page is a brilliant starting point. I even got to practice my gaidhlig on the chat. Math fhein a h-uile duine!” Participant Quotes from Artists “Bha e na thlachd dhomhsa gun deach iarraidh orm òrain a ghabhail mun sgìreachd agam fèin aig fear de na tachartasan san t-sreath seo. Tha mise den bheachd gu bheil e riatanach gun tèid tachartasan a tha gan cumail tro mheadhan na Gàidhlig air fad a chur air dòigh gu cunbhalach ann an Earra-Ghàidheal: creathal na Gàidhlig ann an Alba. Tha feum air gach cuid tachartasan tro mheadhan na Gàidhlig, na Beurla agus dà-chànanach gun teagamh ach feumaidh sinn barrachd thachartasan a chur air dòigh tro mheadhan na Gàidhlig air fad gun leisgeul. Air uairean aig tachartasan dà-chànanach, tha mise a’ faireachdainn mar sheinneadair Gàidhlig gum feum mi leisgeul a thoirt seachad airson a’ Ghàidhlig a bhruidhinn ann agus cha bu chòir. Feumaidh sinn a’ Ghàidhlig àbhaisteachadh san dòigh seo ach am faic an òigridh gu h-àraid gun tig i beò às aonais na Beurla. Bu mhath leam taing mhòr a chur don luchd-eagrachaidh agus don Chomhairle.” Alasdair Whyte “Oidhche Earra-Ghàidheal was a great initiative by Argyll and Bute Council during a difficult time for musicians and music lovers alike. To have music and song from different areas of Argyll was of great interest to me and that interest was definitely shared by the audiences both here and abroad. It was a pleasure to be a part of and a great way for me to share both well and lesser known songs of Islay. I received some lovely feedback after the concert including from people who had not come across my music before which was incredibly humbling. I would like to again thank the Council for having me perform and hope this is something which can be explored again in the future, perhaps in person as well as online.” Gun robh math agaibh, Mairi McGillivray CLD Annual Report 2021-2022 10 Case Study 2 Oidhche Earra-Ghàidheal le… Report Page 216
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Strategic Theme - Health & Wellbeing The liveArgyll Community Learning (CL) Team in Kintyre worked in partnership with The Kintyre Link Club, a local mental health club run by members for members, with its main aim being to promote the welfare of those who suffer or have suffered from mental ill health. The group participated in the Community Learning and Development (CLD) Community Consultation Exercise, in which Health and Wellbeing came out as top in their main priorities within the Core Themes. The CL team then carried out further consultations with the group members who came up with the idea of writing and producing a song about the Link Club to promote it to the wider community. The Link Music Club Project introduced them to writing and producing music with the aim of improving the participants’ general wellbeing, reducing isolation and promoting wellness. Learner Evaluations/Feedback “Music and song craft is about people; before I had these classes I knew how to write songs but the social contact has made me more skilful, especially working as a team and using collaboration and other people’s ideas. Before I was on my own now I can work with others.” “Such a great opportunity to learn something I would never have had before. It was such fun working with others and also having the support of the Link Club, Dawn & Jamie” “The Link Club Music Project with Jamie and Dawn has been excellent. A lot of fun and great therapy. We would love more music activities. The whole Link Club felt more positive! Thank you!” Case Study 3 CLD Annual Report 2021-2022 11 Making mindful music Page 217
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Strategic Theme - Core Skills For Life, Learning and Work Need for the project – why? Young Person’s Guarantee (YPG) Pre-Employment Support (delivered by WorkingRite – member of the Argyll and Bute Employability Partnership). Sarah, age 16, lives in Argyll. She was referred to WorkingRite programme via Skills Development Scotland, a mentored programme of learning and work experience for young people who want to work. It comprises of one-to-one sessions to gain soft skills and personal development followed by mentored work placement in an industry of the young person’s choice. Sarah’s aim was to gain further work experience in the child care sector and begin an apprenticeship course. Description – what and how? Sarah had left school at earliest opportunity due to difficulties in attendance because of social anxiety, distress and mental health issues. She struggled academically due to dyslexia and dyspraxia which also caused her to experience bullying at school. Her self-esteem was very low. Sarah’s own assessment of her barriers included shyness; feeling awkward and not having many friends; uncertainty about what she wanted to do as career; mental health issues (including disclosure of self-harm when experiencing bullying at school); anxiety and a lack of life experience and emotional resilience. Sarah had low self-esteem and confidence in her capabilities, particularly in terms of literacy and so all induction sessions were on a one-to-one basis to focus on this rather than any group sessions. Impact – the difference made Bearing in mind the disrupted school attendance Sarah had, the placement was phased to build timekeeping and resilience and to introduce her to a structured timetable, allowing her to show commitment and progress. This was achieved with an initial two days per week and ending at four days per week. The mentorship of staff at the nursery led to her becoming chattier with colleagues and her self-confidence grew as a result. She was able to make contributions at staff meetings and make suggestions to the day-to-day plans and organising. Sarah initially wanted to begin an apprenticeship course with the nursery, but the manager felt she would not manage the SVQ level 3 (which would position her for the SQA level 6 in house apprenticeship) as it would require more support than she could provide. As an experienced mentor she suggested Sarah start at a course closer to Nat4 and encouraged her to speak to other apprentices who had started this way. The Nursery Manager and Project Coordinator, aware that this suggestion being different to Sarah’s initial goal may impact on her new found, but fragile, confidence and self-esteem ensured Sarah understood the positives she had achieved and how she could gain qualifications without causing her stress and anxiety. As a result Sarah changed her mind about the further education course and successfully applied for the Introduction to Child Care course. Her increased maturity and experience was demonstrated in considering and progressing with this option. Sarah was continually motivated and supported by her Mum throughout the programme, who disclosed when in contact with the Project Coordinator about the suggested progression to college that Sarah has stopped self-harming as a coping mechanism for her emotional distress. The WorkingRite Project Coordinator supported Sarah to complete the online Health & Safety Training (Atlas) as well as the range of modules and sessions which make up the induction phase of the YPG programme. Case Study 4 CLD Annual Report 2021-2022 12 No wrong path Page 218
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Evidence – how do we know? The phased placement and support of placement nursery enabled Sarah to progress from two days to four days a week on placement. Online health & safety training and preparation for work placement induction. Sarah will remain on an extended placement with the nursery until August and then progress to the Introduction to Child Care course at college – three days in college and one at other childcare providers. Whilst at college she has been invited to volunteer at the nursery to gain more experience and build on the learning. Lessons Learned This case study shows that there is more than one path for individuals to realise their ambitions to pursue a particular and successful career. Learner Feedback As noted above, Sarah’s Mum had disclosed that as a result of being on the YPG Pre-Employment Support Programme, Sarah has stopped self-harming as a coping mechanism for her emotional distress. CLD Annual Report 2021-2022 13 Case Study 4 No wrong path Page 219
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Strategic Theme - Health & Wellbeing Need for the project – why? Since the winter of 2015, Syrian refugees have been coming to Rothesay on the Isle of Bute. Due to tragic worldwide developments an increasing number of refugees have been placed on the island initially predominantly from Muslim backgrounds but more recently a substantial number from Ukraine. The island is part of the council area of Argyll and Bute, the island resident population has been declining steadily over the last 20 years, according to the population census in 2000 – 7,230; 2010 – 6,500; 2020 – 5,990 – also the population is predominantly elderly, over sixty five per cent are over 65 years old. Therefore it seems an ideal place to place refugees so as well as other factors they can help address the population decline and because they are all under 65 they can bring new vitality to the island. Description –what and how? The island has a history of being welcoming but obviously incomers and local residents alike both experience cultural differences. SAWA means ‘together’ in Arabic, so the project was set up to provide a ‘cultural bridge’ so the participants are local volunteers and learners and ‘new Scots’ recent arrivals to the island. The main activities have been mentoring matching of volunteers directly one to one with refugees in order to facilitate English learning, integration and friendship. Joint away day activities, this year there have been trips to Benmore Gardens near Dunoon, Blair Safari Park as well as trips on the island itself for example the round Bute bus tour, a walk to Ardencraig gardens, etc. There has also been an excursion to see a travelling Scottish Opera performance at Mount Stuart in addition a modern dance performance there. We have also initiated the New Horizons women’s empowerment programme which has been very successful, so much so that the women of the two main communities Muslim and Ukrainian meet up in a different one of their houses, every week and pair off in different language groups in order to exclusively speak English. Other ongoing activities are every Tuesday morning there is book repair group at Mount Stuart library, it was particularly interesting for the Syrians to work on a 170 year old copy of the Koran and also a very old Arabic English dictionary –one of the oldest of these in existence. The video class happens on a Tuesday afternoon and the videos are uploaded onto the internet please see the youtube ‘Ameen N SAWA Bute’ channel. Every Saturday morning at the Bank of Ideas in the High Street there is an art class for 11 to 15 year olds which is taken by volunteers namely Larrainne Duquemen , a retired English artist now resident on Bute and Volodymyr Durytskyi , from Kiev, another artist who has recently arrived from the Ukraine. Case Study 5 CLD Annual Report 2021-2022 14 SAWA “New Scots” Project Page 220
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CLD Annual Report 2021-2022 15 Case Study 5 SAWA “New Scots” Project We have an ongoing relationship with Mount Stuart and the local University of Highlands and Islands College Argyll, we initially had a tree planting day subsequently five of the Muslim refugees have completed the level 3 SQA unit in horticulture the aim of the course is to help the refugees gain employment. An Arabic book section and Ukraine book section are being created in the libraries, in consultation with, regarding what books to order etc. members of both communities. Leisure passes, most of the refugees, from both communities and also the volunteers have registered and received one year free leisure passes this allows them to go swimming and attend keep fit classes for a year for free. We are presently setting up a bike repair class this has been done in conjunction with the local CLD men’s group and also the police, who allowed us to collect abandoned bikes around the island and gave us some of their unclaimed bikes. This class will be taught by Lucian, who is himself a new Scot, having arrived on the island from Poland and set up a bike hire shop. Impact – difference made The impact has been to create a solidarity amongst the two main sets of refugees who regularly meet as parts a mens group and womens group. Also we have a great volunteer network who regularly meet up and engage with the new Scots. There is a definite reduction in feelings of isolation as this is often reported in the groups. Evidence – how do we know? As evidenced by the fact we have helped people into employment at the local cheese factory and hotels. New businesses have opened, for example Brandane Barbers has been opened by a Syrian family, who we put in touch with Business Gateway, young people through engagement with us and the college and have gone on to take courses on the mainland and through of course word of mouth feedback. Lessons Learned There are ongoing lessons to be learned – mainly to continue the integration between what is effectively three communities, the refugee Muslims, the recently arrived Ukrainians and the local community. To build on what has already been achieved but to perhaps focus a bit more on creating self-reliance amongst the refugee communities, especially in the fields of pursuing further education and employment. Learner Feedback Olena the wife of Ukrainian artist Volodymyr who arrived in August in interview said “we are very grateful to SAWA, the local council and all the people of Bute for their help and support during this difficult time for us and our country” Wafa Murad from Syria – “I’m very happy to be on the board of SAWA and am grateful to them and all the people of Rothesay who have made us feel very welcome”. Page 221
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Following the self - evaluation process and further learner consultation at the end of year one, the following priorities have been identified for year 2. These priorities will be embedded into the six themes and form the action plan for 2022-2023. Health and Wellbeing Community engagement work and community empowerment Targeted family learning interventions Grow adult learning offering Identification of shared performance indicators across CLD Partnership All of our work will be underpinned by our commitment to equality and inclusion. Priorities for 2022-2023 CLD Annual Report 2021-2022 16 Page 222
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Partners CLD Annual Report 2021-2022 17 With thanks to our partners within the Argyll and Bute CLD Partnership liveArgyll • HSCP - Public Health • Argyll and Bute Council Education Service • Argyll and Bute Council Economic Growth • Argyll and Bute Drugs and Alcohol Partnership • Argyll College UHI • Third Sector Interface • 3rd sector community organisations representative • Strategic Housing Forum • Skills Development Scotland • Department for Work and Pensions • Community Planning management team • Argyll and Bute Council Community Development team • Police Scotland • Scottish Fire and Rescue • Argyll and Bute Social Work Page 223
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Community Services Committee Work Plan 2023 - 2024 This is an outline plan to facilitate forward planning of reports to the Community Service Committee. Date Paper Designation Lead Service/ Officer Regularity of occurrence/ consideration Comment 9 March 2023 Argyll & Bute Local Policing Plan (2020 – 2023) – Quarterly Report (Qtr 3 2022/23) Police Scotland Quarterly Local Police Plan – Police Scotland Police Scotland Scottish Fire and Rescue Service – Argyll & Bute Performance Report Q3 – 1 October – 31 December 2022 Scottish Fire and Rescue Service Quarterly 2021/22 Annual Review of the Children and Young Peoples Services Plan 2020-23 Argyll & Bute HSCP Final Attainment and Achievement Report – Session 2021-2022 Education Schools (Consultation) (Scotland) Act 2010 - Kilchrenan Primary School Schools (Consultation) Scotland Act 2010 – Achaleven Primary School Education Schools (Consultation) Scotland Act 2010 – Southend Primary School Education Schools (Consultation) (Scotland) Act 2010 –St. Joseph’s Primary School, Helensburgh Education Dalintober and Castlehill Primary Schools, Campbeltown Education External Education Establishment Inspection Report Education Quarterly Page 225 Agenda Item 13
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Community Services Committee Work Plan 2023 - 2024 liveArgyll – CLD Monitoring and Performance Report Education 8 June 2023 Schools (Consultation) Scotland Act 2010 – Luing Primary School Education Schools (Consultation) Scotland Act 2010 – Minard Primary School Education Developing the Young Workforce Education Argyll & Bute Local Policing Plan (2020 – 2023) – Quarterly Report (Qtr 4 2022/23) Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Performance Report Q4 – 1 January – 31 March 2023 Scottish Fire and Rescue Service Quarterly Argyll & Bute HSCP – Performance Report Argyll & Bute HSCP Quarterly External Education Establishment Inspection Report Education Quarterly 24 August 2023 Argyll & Bute Local Policing Plan (2023 – 2026) – Quarterly Report (Qtr 1 2023/24) Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Performance Report Q1 – 1 April – 30 June 2023 Scottish Fire and Rescue Service Quarterly Argyll & Bute HSCP – Performance Report Argyll & Bute HSCP Quarterly External Education Establishment Inspection Report Education Quarterly 14 December 2023 Page 226
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Community Services Committee Work Plan 2023 - 2024 Argyll & Bute Local Policing Plan (2023 – 2026) – Quarterly Report (Qtr 2 2023/24) Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Performance Report Q2 – 1 July – 30 September 2023 Scottish Fire and Rescue Service Quarterly Argyll & Bute HSCP – Performance Report Argyll & Bute HSCP Quarterly External Education Establishment Inspection Report Education Quarterly 7 March 2024 Argyll & Bute Local Policing Plan (2023 – 2026) – Quarterly Report (Qtr 3 2023/24) Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Performance Report Q3 – 1 October – 31 December 2023 Scottish Fire and Rescue Service Quarterly Argyll & Bute HSCP – Performance Report Argyll & Bute HSCP Quarterly External Education Establishment Inspection Report Education Quarterly 6 June 2024 Argyll & Bute Local Policing Plan (2023 – 2026) – Quarterly Report (Qtr 4 2023/24) Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Performance Report Q4 – 1 January – 31 March 2024 Scottish Fire and Rescue Service Quarterly Argyll & Bute HSCP – Performance Report Argyll & Bute HSCP Quarterly Page 227
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Community Services Committee Work Plan 2023 - 2024 External Education Establishment Inspection Report Education Quarterly Future Reports – dates to be determined The Expansion of Funded Early Years Learning and Childcare in Scotland – Argyll and Bute Early Learning and Childcare Updated Delivery Plan Education Education (Scotland) Act 2016 Education Care Experienced Children and Young People Education Report on Argyll and Bute Council Response to the Scottish Government Legislation on the United Nations Convention on the Rights of the Child Education SQA School Examination Results 2022 School Attainment Challenge Education Argyll & Bute Health and Social Care Partnership – Annual Report Argyll & Bute HSCP Annually in December Argyll and Bute Annual Education Plan Education Annually in August Live Argyll Annual Report Live Argyll Annually in August Education Service Annual Performance Review Education Annually in August Gaelic Language Plan Progress Report Customer Support Services Annually in August ASN Review Update Education Page 228