Agenda Document Pack - Community Planning Board - 23/10/2024

Moray Council · 23 October 2024
Back to Community Planning Board — 23 October 2024 and its agenda

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Community Planning Board
Wednesday, 23 October 2024
NOTICE IS HEREBY GIVEN that a Meeting of the Community Planning Board is
to be held at Committee Room, Council Office, High Street, Elgin, IV30 1BX on
Wednesday, 23 October 2024 at 14:00.
BUSINESS
1. Sederunt
2. Minute of the meeting held 23 May 2024 5 - 10
3. Anti-Social Behavior Action Plan and Community Wardens
Report by the Depute Chief Executive (Economy, Environment and
Finance)
11 - 38
4. Putting People First Framework
Report by NHS Grampian Strategic Development Manager,
Colleagues and Citizens Engagement
39 - 50
5. Partnership CLD Plan 2024-27
Report by Depute Chief Executive (Education, Communities and
Organisational Development)
51 - 92
6. Proposed Schedule of Meetings to November 2025
Report by Depute Chief Executive (Education, Communities and
Organisational Development)
93 - 94
7. Systems Based Approach to Physical Activity in Moray Update
Report by Depute Chief Executive (Education, Communities and
Organisational Development)
95 -
106
8. Early Years STEM Full Business Case
Report by the Depute Chief Executive (Economy, Environment and
Finance)
107 -
250
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9. Extension to Term of Office for Chair and Depute Chair
Report by Depute Chief Executive (Education, Communities and
Organisational Development)
251 -
252
10. AOCB
Item(s) which the Committee may wish to consider with the Press
and Public excluded
11. Cultural Quarter Full Business Case [Para 8 & 9]
• 8 & 9. Information on proposed terms and/or expenditure to be
incurred by the Authority;
Any person attending the meeting who requires access assistance should
contact customer services on 01343 563217 in advance of the meeting.
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THE MORAY COUNCIL
Community Planning Board
SEDERUNT
Dr Adam Coldwells  (Chair)
Councillor Kathleen Robertson  (Depute Chair)
Mr Andrew Anderson  (Member)
Mr George Burgess  (Member)
Councillor Juli Harris  (Member)
Councillor Sandy Keith  (Member)
Chief Superintendent Graeme Mackie  (Member)
Mr Gavin Miles  (Member)
Mr Grant Moir  (Member)
Mr John Mundell  (Member)
Councillor Bridget Mustard  (Member)
Mr David Reid  (Member)
Ms Claire Sim  (Member)
Mrs Susan Webb  (Member)
Ms Caroline Webster  (Member)
Mr Andrew  Wright  (Member)
Councillor Amber Dunbar  (Outside Body Appointee)
Gp Capt Sarah Brewin  (Non-Voting Member)
Ms Sarah Medcraf  (Non-Voting Member)
Lt Col James Walker  (Non-Voting Member)
Clerk Name: Lindsey Robinson
Clerk Telephone: 07966 120593
Clerk Email: committee.services@moray.gov.uk
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MORAY COUNCIL
Minute of Meeting of the Community Planning Board
Thursday, 23 May 2024
Committee Room, Council Office, High Street, Elgin, IV30 1BX
PRESENT
Mr Andrew Anderson, Mr Adam Coldwells, Councillor Tracy Colyer, Councillor
Amber Dunbar, Councillor Juli Harris, Councillor Sandy Keith, Councillor Graham
Leadbitter, Chief Superintendent Graeme Mackie, Councillor Bridget Mustard, Mr
David Reid, Councillor Kathleen Robertson, Mrs Susan Webb
APOLOGIES
Mr George Burgess, Mr Roddy Burns, Mr Murray Ferguson, Mr David Hendry, Mr
Grant Moir, Mr Anthony Standing, Ms Caroline Webster
IN ATTENDANCE
The Depute Chief Executive (Education, Communities and Organisational
Development); Head of Governance, Strategy and Performance; Acting Head of
Economic Growth and Development; Moray Growth Deal Programme Manager;
Lydia Simpson, Project Officer Keyworker (Employability) and Lindsey Robinson,
Committee Services Officer, all Moray Council, and Local Senior Officer Andrew
Wright, Scottish Fire and Rescue Services.
1.         Chair
Mr Adam Coldwells, as Chair of the Community Planning Board, chaired the
meeting.
2.         Welcome
The Chair welcomed Alison Evison, Chair of the NHS Grampian Board to the
meeting.
3.         Minute of the meeting held 29 February 2024
The minute of the meeting of 29 February 2024 was submitted and approved as an
accurate record of the meeting.
4.         Moray Growth Deal 2023 Annual Report
The meeting had before it a report by the Depute Chief Executive (Economy,
Environment and Finance) providing a final version of the Moray Growth Deal’s
2023 annual report for consideration by Board members.
It was agreed that the report would be broken into sections with discussion on each.
Bus Revolution
Item 2.
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During consideration, Councillor Harris sought clarification on the impact on tourism
and how successful it had been during the Speyside Whisky Festival.
In response the Moray Growth Deal Programme Manager advised that the analysis
process was in progress and details of the outcomes will be provided to a future
meeting. He further added that the Bus Revolution, or M:connect as it has been
rebranded, was also used as a way for local people to travel around the area as well
as being used for specific events.
Mrs Webb sought clarification as to whether the users were reducing their car usage
or was it a response to need. She further added that it would be good to know if the
journey were taken by workers or people accessing health care.
The Moray Growth Deal Programme Manager advised that a survey was due to go
out to users to find out if their travel is a new journey or as a replacement.  He
further advised that the team had strong links to the DWP to help people looking for
work and that he can get the team to look into access for health care.
Councillor Leadbitter was of the opinion that there was more work needed with
health providers going forward to provide more information on demand transport.
Mrs Webb advised that she would be happy to look into it in terms of mapping
access and 20 minute neighbourhoods.
Business Enterprise Hub
During consideration, the Growth Deal Programme Manager Advised that the
planning application for the campus on South Street was in progress and that UHI
were working on finalising funding.
Mr Reid advised that the funding gap was £200k a year not £2million all at once. He
added that HIE was funding the project at £500K in 2024 and 2025.
The acting Head of Economic Growth and Development advised that the planning
applications would be heard at the meeting of the Planning and Regulatory Services
committee on 28 May 2024.
Cultural Quarter
During consideration, Mrs Webb sought clarification on what the buildings would be
used for, had they been targeted at young people and were they to be used for
meaningful social activity.
In response, the Moray Growth Deal Programme Manager advised that the Town
Hall would be expanding the activities available through significant consultation with
user groups and touring groups. He added that there was a vision for Grant Lodge,
but it needs more stakeholder engagement.  He further added that the Levelling Up
Fund was looking to do projects in Cooper Park and the Town Hall already
accommodates a number of service user groups and is looking to do more.
Digital Health
During consideration, the Moray Growth Deal Programme Manager advised of the
creation of a research and development digital infrastructure alongside NHS
Grampian and of UHI Moray crating a demonstration simulation space.
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It was agreed that these were exciting developments with a lot to think about.
Early Years Science, Technology, Engineering and Maths (STEM)
During consideration, the Chair asked if there would be a link to health care and
science and technology core skills.
In response, the Moray Growth Deal Programme Manager advised that he would
check with the project team and report back to the Board.
Housing Mix Delivery
The Moray Growth Deal Programme Manager gave an update on the project. The
South Street project will begin later this year and the project will progress to Dallas
Dhu.
Moray Aerospace, Advanced Technology, and Innovation Campus (MAATIC)
The Moray Growth Deal Programme Manager advised that the project team within
UHI looked at VR learning environments for aerospace and other industries and that
they will be looking at future options after the project review.
The Chair advised that he would provide the Moray Growth Deal Programme
Manager with the contact details of healthcare colleagues.
Manufacturing and Innovation Centre for Moray (MICM)
The business case has been approved and key tender activities are due to
commence by autumn.
Following lengthy discussion, the Board unanimously agreed to approve the 2023
Moray Growth Deal Annual Report as set out in Appendix 1.
5.         Child Poverty Self Assessment
The meeting had before it a report by Elizabeth Robinson, Consultant in Public
Health asking the Board to support an undertaking of a self assessment on progress
towards tackling child poverty in Moray.
During consideration, the Depute Chief Executive (Education, Communities and
Organisational Development) advised the Board that the self-assessment tool had
launched in the past 12 months and that the Community Planning action plan take
self-assessment into account and that the Community Learning and Development
Plan also uses lived experiences. There is a lot of work being developed to look at
child poverty and a report will be brought to the next meeting.
The Chair sought clarification on whether the current child poverty plans joined up.
Mrs Webb advised that the local authorities work in partnership with the NHS to
provide a child poverty plan.
Chief Superintendent Mackie and LSO Wright advised that both Police Scotland and
the Scottish Fire and Rescue Services signpost to the relevant agencies.
Following consideration, the Board unanimously agreed to support the undertaking
of a self-assessment on progress towards tackling child poverty in Moray.
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6.         Partnership Community Learning and Development Plan 2024-27
The meeting had before it a report by the Depute Chief Executive (Education,
Communities and Organisational Development) updating the Board on the process
that the Community Learning and Development (CLD) Strategic Partnership
(CLDSP) are going through to meet the Statutory Requirement to produce a new
Partnership CLD Plan for Moray and to give partners the opportunity to contribute to
the development of the Plan themes.
During consideration, the Depute Chief Executive (Education, Communities and
Organisational Development) advised that the Community Engagement Group was
looking at its role and whether the current model is still the best suited for the
information to be discussed.  There will be a report produced and then a
development session after the summer which could include People First (NHS).
Councillor Harris sought clarification on how communication with the public could be
improved.
The Depute Chief Executive (Education, Communities and Organisational
Development) advised that resources are a challenge. The Community Planning
Partnership website needs to be updated but resources need to be found for this. 
She added that it could be considered during a future Board development session.
Following consideration, the Board unanimously agreed that partners endorsed the
suitability of the current themes of the CLD Plan (1- Lifelong Learning, 2-
Participation & Community Voice, 3- Active Citizens & Community and 4- Workforce
Development) and identify any other priorities or cross-cutting themes for
consideration in the 2024-27 update.
7.         School Age ChildCare Working Group
The meeting had before it a report by the Depute Chief Executive (Economy,
Environment and Finance) providing the Board with an overview of the work of the
short-life Childcare Working Group initiated by Moray Economic Partnership. The
Working Group have conducted research, built an evidence base, and developed
proposals which explore options for alleviating the pressures of deficient School Age
Childcare provision throughout Moray.
During consideration Councillor Harris questioned the 40% shortfall in childcare.
Mrs Simpson advised that work was underway to address this and looking at where
this provision is held.
Councillor Robertson advised that the military also struggle with childcare and asked
if there could there be a way to invite them to join meetings of the Board.
The Head of Governance, Strategy and Performance advised he would check the
statutes and feedback.
Mrs Webb stated that the Board should be looking at working with businesses and
that she would take this up with the Depute Chief Executive (Education,
Communities and Organisational Development).
Following consideration, the Board unanimously agreed to:
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i. note the progress to date in building an evidence base which
demonstrates the scale of challenges associated with School Age
Childcare (SAC) provision including the activity coordinated via the HIREP
Childcare Working Group which Moray Council has chaired;
ii. note the future changes to the childcare landscape as a result of the
Scottish Government’s School Age Childcare Delivery Framework;
iii. note the new staffing resources in place via the Local Employability
Partnership (LEP), the work which relevant LEP officers will be
progressing on SAC over the coming year and that an update will be
provided when that work has progressed further; and
iv. note that pending that update, there is no additional resource earmarked
internally from which to progress actions relative to SAC beyond those
highlighted at paragraph 15.1 of the report.
Following the meeting the Head of Governance, Strategy and Performance advised
that a Community Planning Partnership can involve non-statutory partners.
The Chair confirmed that he would write to the military bases and invite them to
future meetings.
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REPORT TO: COMMUNITY PLANNING BOARD ON 23 OCTOBER 2024
SUBJECT: ANTI-SOCIAL BEHAVIOUR ACTION PLAN AND COMMUNITY
WARDENS
BY: DEPUTE CHIEF EXECUTIVE (ECONOMY, ENVIRONMENT
AND FINANCE)
1. REASON FOR REPORT
1.1. To inform the Board on the outcome of the Community Safety Strategic
Group’s (CSSG) action planning process through its Antisocial Behaviour
(ASB) Task and Finish Group and update the Board on the expansion of the
Community Wardens activities and the progress on setting up the Crime and
ASB Tactical Group.
2. RECOMMENDATION
2.1      It is recommended that the Board: 
i.         Consider and note the ASB Action Plan (Appendix 1);
ii. Note that one Community Warden has been recruited at the time
of writing, but that two days of interviews are in progress to
recruit the final two additional Community Wardens.
3. BACKGROUND
3.1. Following a discussion, after the Community Planning Board (CPB) meeting,
29 February 2024, the CPB requested update on the CSSG’s ASB Action
Plan, and the recruitment of the Community Wardens.
3.2. In November 2023, the Scottish Government published the findings of the
review of anti social behaviour (ASB), conducted by the Scottish Community
Safety Network and the Scottish Government. The review found that the
prevalence of ASB had risen following the pandemic, and the findings include
a need for a long-term partnership approach to tackling ASB, and the need
for a more preventative approach.
3.3. Under the Antisocial Behaviour etc (Scotland) Act 2004 each local authority
and the Chief Constable shall, acting jointly, prepare a strategy for dealing
Item 3.
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with antisocial behaviour within the authority’s area.  For Moray this is
included within the Community Safety Strategy 2022-2026, as developed by
the Community Safety Strategic Group (CSSG) and endorsed by the
Community Planning Board on the 21 September 2022 (paragraph 5 of the
minute refers).
3.4. The Community Safety Strategy identifies two main priority areas - Reducing
Harms in our Community and Safeguarding our Community. Achieving these
priorities will ensure people in Moray are both safe from crime and disorder
and free from injury and harm.
3.5. The CSSG recognised that ASB is a key element of Community Safety and
that it has risen significantly in the last five years. The CSSG set up an ASB
Task and Finish Group to identify ASB hotspots, the prevalence of different
types of ASB, the demographic of both perpetrators of ASB and their victims,
and frame an Action Plan to tackle the issues. The ASB Task and Finish
Group drew together individuals from across all sectors and professions to
give the widest possible view, including feedback from communities.
3.6. The ASB Task and Finish Group completed the review of ASB, identifying
Elgin as the area of highest concern, with Buckie, Forres and Keith also
featuring. The findings concluded that ASB committed by young people was
having the most negative impact on communities, within the areas that they
live but also in other areas, with reports of young people travelling from other
towns, both within and outwith Moray. The resulting ASB Action Plan
(Appendix 1), provides an overview of existing, pipeline and proposed multi-
agency activities and actions, all designed to reduce ASB from young people
across Moray. Those activities which require external funding (such as the
Long-term Town Fund) will only take place if funding is approved.
3.7. The ASB Action Plan identifies as an action, the changes to the Community
Warden roles, in response to the additional budget. A Community Warden
Action Plan has been created, which details the activities for the expanded
team of 5 Community Wardens.
3.8. Recruitment for the three additional Community Wardens is ongoing. An
initial recruitment process successfully recruited one Community Warden,
who came into post in July. Recruitment is ongoing for the final two posts,
with the final interview date on the 10 October 2024. This includes the
Community Warden, funded by the Housing Service Budget, approved by the
Housing and Community Safety Committee.
3.9. The delay in recruitment arose from a number of pressures including the
need to wait until approval from the Housing and Community Safety
Committee on the 25 June 2024 for the third post. The delay will impact on
the team’s ability to deliver the actions allocated to them for 2024/25 in the
Action Plan. Actions have been scaled back, due to the need meantime for
the existing Community Wardens to operate over three larger patches, rather
than five smaller areas. In particular, until there is a full team the ability to
undertake preventative work, patrols and to develop partnerships is limited,
although some is already underway.
3.10. Following a recommendation from the ASB Task and Finish Group, the
CSSG approved the setting up of a Crime and ASB Tactical Group. This
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group fills a gap in multi-agency operational planning. Its primary function is
to enable key stakeholders to identify ‘hotspots’ for crime and ASB across
Moray, using up to date data; identify trends in crime and ASB across Moray;
ensure the community voice is central to decision making; jointly consider
requirements and options for the deployment of multi-agency partnership
support for ASB and resourcing options. The Terms of Reference (Appendix
2) for the Crime and ASB Tactical Group were approved by the CSSG on the
8 July 2024. The inaugural meeting of this group took place on the 6
September 2024.
3.11. The Community Safety Structure Chart is currently under review, to ensure
that reporting lines are robust, and that each workstream, bothin within and
without Community Safety are joined up. The development of the Crime and
ASB Tactical Group is part of this process (see amended Community Safety
Structure Chart Appendix 3).
4. CONCLUSION
4.1. The work of the ASB Task and Finish Group has concluded with the
identification of ASB hotspot areas and types of ASB, and the development of
the multiagency ASB Action Plan.
4.2. Delays in recruiting Community Wardens for the extended team poses a risk
to the team’s ability to deliver the actions allocated to this team in the Action
Plan.
4.3. If the UK Government fails to give the go ahead to the paused Long-term
Town Fund Programme, the elements expected to be funded by this grant will
be put on hold until other sources of funding can be sourced.
Author of Report:  Chrissy Stower Lead Public Health Officer
Background Papers:  Ref previous board meeting requesting updated paper
Ref:
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Appendix 1
ASB Action Plan – Update 13/08/24
CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
1 Crime and
ASB Tactical
Group
An operational group, set
up to ensure that partner
services and resources are
best utilised across Moray
to tackle crime and ASB.
None None MC –
Beverly Smith,
Acting Head of
EGD (Chair
CSSG)
Jul-24 Qtly reports
to CSSG on
trends /
progress
Reduce ASB
1st meeting
held. Looking
at reports
needed to
enable
analysis.
Looking to
enhance
group’s
activities by
having a
contextual
safeguarding
element
2 Youth Hub
Bus.
Bus donated by
Stagecoach and turned
into a mobile youth hub, to
be used around Moray.
Young people to be
involved in design etc. Safe
space for those concerned
for their safety or for those
under the influence
Stagecoac
h / LTTF
Funding for bus
running costs will
be provided by
Stagecoach “until
the bus is no
longer
serviceable”, or
the bus is no
longer required
by youth services
Stagecoach -
David Simpson
Director /
ongoing
management
of bus to be
procured
Jul-24 Bus
refurbished
Reduce ASB Consultation
completed
over
summer.
Bus now in
workshop
awaiting new
MOT
Reducing Harms in Our Community
Engagement
with the
community
Item 3.
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CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
3 Early
Intervention
Officer -
Police
Early Intervention Officer
– working with partners to
reduce youth crime and
ASB
LTTF Police to confirm Police
Scotland–
Mark Young,
Partnership
Inspector
Oct-
24
1 pt Early
Intervention
Officer
Reduce ASB Waiting on
UK Gov
approval
4 Early
Intervention
Officer –
Youth Work
Early Intervention Officer –
linked to bus, working to
reduce ASB by encouraging
collaboration with youth
work partners
LTTF Post to build links
across youth work
services ensuring
that a network of
services are in
place and working
in partnership.
When post no
longer funded,
the network will
be expected to be
sufficiently
advanced to take
on the bus and
this role. Will be
expanded across
Moray once
geographical
funding
completed,
making this more
viable
To be
procured
Oct
24
1 pt Early
Intervention
Officer
100 young
people
engaged in
diversionary
activities
Reduce ASB Waiting on
UK Gov
approval
5 Youth
Engagement /
Consultation
Easter holiday,
multiagency interaction in
Elgin. Fri / Sat evenings
Communit
y Justice
Funding
NA Police
Scotland–
Mark Young,
Partnership
Inspector
05-
Apr-
24
Youth
consultation
re bus
/needs
NA Complete
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CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
Reassurance
of public
6 New Elgin
Hub
Empty retail unit to
become hub.
Yr 1 TBC /
post yr 2
LTTF
Funding in place
for the lease until
end of March
2027 and this
provides
adequate time
line for a
community group
to be formed and
funds applied for
to sustain the
continuation of
the hub.
MC – Amy
Cruickshank,
Employability
Team
Manager
Sept
2024
Community
Open Event
completed
and lease
signed off by
legal still
pending.
1 x Official
Launch
planned for
October 24
Reduce ASB 1 X Open Day
completed in
June 2024
14
Volunteers
signed up
1 X steering
group
established
Leased
signed Sept
24
7 Positive
imaging
PR campaign to combat
negative imaging re young
people
None NA MC – Laura
Russell,
Locality
Network Lead
Officer
Apr-
24 –
Mar
25
Monthly
social media
posts
NA Waiting on
responses
from youth
groups
8 Elgin Street
Pastors
Expand street patrols to
Friday evenings in Elgin
LTTF / own
resources
Kick start funding
only
Elgin Street
Pastors –
Gordon
Methven,
Coordinator
Jul-24
-
ongoi
ng
Weekend
night time
economy
patrols
Reduce ASB Street
Pastors have
increased
patrols to
include some
Friday
evenings,
using their
mobile unit
as a base
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CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
9 Prevention Youth Work in
Schools and
Outreach
Support young people
currently not attending
school or disengaged while
at school
Core
budget
NA MC – Fiona
Herd, Youth
Work
Manager
Jul-24
-
ongoi
ng
Build links
to the
community
– adding to
sense of self
and place in
society.
Build links
with Moray
Pathways
partners –
improving
risk of
negative
destinations.
Contribute
to raising
attainment
through
project-
based work
Deliver
accreditatio
n - e.g.
Princes Trust
Achieve
awards,
Dynamic
Youth
Awards
TBC
4 Outreach
Youth
Workers
recruited and
have
completed
initial
induction
training
OYWs
introduced to
schools and
community
partners.
Planned
‘door
knocking’
activity in
October
linking with
Annual
Participation
Measures
(SDS) to link
with yp who
are unknown
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CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
in terms of
their status
after leaving
school
Schools
identifying yp
for OYW to
connect with
linking in
with HSLW 
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CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
10 New Elgin
Primary
School SEF
Project: 
Youth worker
for New Elgin
Primary P7,
support
identified
families and
pupils
Project targeted at
identified pupils in upper
Primary stages at risk of
exclusion and/or school
refusal with noted anti-
social behaviours and lack
of
engagement/participation.
Support for identified
children and families
identified, maximising
engagement and
participation in school and
removing barriers to
learning.
Thursday night youth club,
wider supports and
residential experience. 
Uplift to employ an
additional Depute Head
Teacher (6 months) who
will work alongside the
existing Senior Leadership
team to identify gaps in
attainment and provide
interventions to work
towards closing poverty
and wider related
attainment gaps.
Strategic
Equity
Fund
TBC – Year Two
funding now
agreed
MC - Stewart
McLauchlan,
Quality
Improvement
Manager,
ECOD
Mar-
24 –
June
25
Daily HWB
checks to
support
engagement
and
intervention.
Parental
engagement
and support
in building
self-esteem of
identified
children.
Planned,
resourced and
delivered
Youth Club
weekly
Planned and
delivered
activities in
support of
awards and
accreditation
for children.
Improved
attendance,
engagement.
Development
of skills –
communicatio
n, teamwork
Closing
Poverty and
wider related
attainment
gap
Improved
behaviour,
attendance
and
participation
in school
Reduce Anti-
social
behaviour
To date:  3
pupils have
achieved JASS
awards, 12
have achieved
Hi5 Awards, 7
Saltire Awards
completed by
volunteers, 4
pupils
currently
completing
Bronze Arts
Awards
Positive
feedback
from pupils
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CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
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CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
11 Lossiemouth
ASG -
Strategic
Equity funded
Home-School
Link Worker
to strengthen
participation
and
engagement
in school of
identified
children and
young people
Supporting children and
families presenting with a
poverty related attainment
gap and behaviours
preventing them from
attending and engaging
with their peers and
school.  Attainment,
attendance and wellbeing
concerns as well as
behaviour related
concerns.
0.2fte DHT and Home
School Link Worker
supporting early
intervention work across
the Associated Schools
Group, with family cooking
sessions, groups, activities,
wellbeing walks, family
support.  Uplift to
additional 0.2fte DHT in
year two with additional
Home School Link Worker
funding to extend impact
and reach.
Strategic
Equity
Fund
TBC – Year Two
funding now
agreed
MC - Stewart
McLauchlan,
Quality
Improvement
Manager,
ECOD
Mar-
24 –
June
25
Improved
attendance of
identified
children.
Enhanced
family support
with positive
feedback and
impact.
Wellbeing
support and
intervention
including direct
family support
leads to
strengthened
engagement
and reduction
in maladaptive
behaviours.
Reduce
Antisocial
Behaviour
Improved
attendance and
reduced
latecoming.
Overcoming
barriers to
learning.
Wider
achievements,
captured via
Youth Awards.
Positive
parental
engagement
and voice.
To date:  6
group work
programmes
have taken
place, 16 pupils
received
targeted group
work
programmes,
22 received 1:1
support,
9 Youth
Awards, 20
families have
received
targeted family
support
Page 22

Page 23

CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
12 The Daniel
Spargo-
Mabbs
Foundation
The Daniel Spargo-Mabbs
Foundation (DSMF) Drug
and Alcohol Education
Programme for all eight
Moray Secondary schools,
parents and communities
2024/25.  
The DSM Foundation
provides a multi-
component programme of
drug education for young
people, parents/ carers
and professionals across
the UK.  During the
academic year 2023/24
DSMF piloted their multi-
component drug education
programme with nine
secondary schools across
the North-East, including
three schools in Moray –
Elgin High, Keith Grammar
and Buckie Community
High.
This was evaluated by the
University of Aberdeen,
with an impact report
demonstrating the positive
response this had from
pupils, staff and
parents/carers and review
GIRFEC
Leadership
Group –
WFWF
allocation
One-year funding
agreed with
potential
extension of
programme using
funding allocated
into part of year
two
MC - Stewart
McLauchlan,
Quality
Improvement
Manager,
ECOD
Aug-
24 –
June
25
(Dec2
5)
Drug
Education
Workshops
Training for
School Staff
Theatre
(Play) in
Education –
‘I love you,
mum – I
promise I
won’t die’
Workshops
for
Parents/Car
egivers
Parent and
Partner
involvement
and
engagement
Youth
Ambassador
Programme
PSE Lesson
Resources
Staff
training/up-
skilling for
building
capacity/
knowledge
Supporting
Drug and
Alcohol
Education
knowledge
Life skills/
resilience to
make
informed
and safer
choices
when in
situations
involving
substances
Community
education
and
consistent
messaging
Reduce
Antisocial
Behaviour
Page 23

Page 24

CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
of engagement
activities. Funding has now
been secured for all eight
secondary schools and
targeted pupils to be
involved.
13 Talks in
Schools
Raise awareness of risky
behaviour, including
alcohol, drugs, fire and ASB
Own
resources
None Police
Scotland Mark
Young,
Partnership
Inspector
Apr-
24
TBC Reduce ASB
Reduce
unintentiona
l harm
14 Scam and
financial
exploitation
Educate public in Elgin to
be aware of scam and
exploitation
LTTF Planned as a time
limited public /
business
education
programme. Will
end with funding.
Member of staff
will go in to
Transform / made
redundant /
redeployed to
backfill vacant TS
post
MC – Muriel
Allan,
Principal
Trading
Standards
Officer
Jul
2025
– Jun
2028
30 Scam and
Fraud
Prevention
presentation
s over 3
years (600
people)
12 Scam
stands in
public
spaces over 
Reduce
incidents of
scams and
fraud
Page 24

Page 25

CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
3 years
(12,000
people)
50 people
offered scam
or fraud
advice
15 Early
Intervention
Fire skills
course.
Working with young
people identified as at risk
from fire raising and ASB.
LTTF / own
resources
Part funding for
transports and
refreshments, for
Elgin specific
programme,
additional to
ongoing
programme. Will
continue with
usual programme
after funding
SFRS – David
Cowie, Watch
Commander
Dec
2024
- Jun
2027
15 Fire Skills
courses over
3 years
120 young
people
achieving
Fire Skills
Reduce ASB Ongoing
across
Moray. Will
increase in
Elgin if LTTF
approved
16 ASB 'hot spot'
disruption
and support.
Targeted multiagency
patrols in Elgin:
- Community
Engagement
- Education for
communities (Alcohol
/ drugs / crime etc)
LTTF /
Core
Budget
Intensive action
over the life-time
of the LTTF in
Elgin, which has
been identified as
the prime
hotspot. Core
budget is ongoing
and Community
Wardens will
continue to
partner with
MC - Chrissy
Stower, LPHO
Apr-
2024
– Mar
2027
Minimum 12
targeted
activities per
year
Reduce ASB Community
Wardens are
gathering
intelligence
on
Community
organisations
and potential
partners
across 5
defined
patches.
Page 25

Page 26

CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
other agencies to
deliver ongoing
operations
Crime and
ASB Tactical
Group is
collating and
analysing
data to
identify areas
for
operations
17 Develop Town
centre and
public space
engagement –
young people
Reducing ASB on the High
Street and in the wider
Elgin town.
- Diversionary activities
- Working with town
centre businesses to
look at pathways into
employment and
training
- Safeguarding and
protecting young
people engaged in
ASB/alcohol and drug
use, and at risk from
coercion into county
lines.
LTTF / own
resources
Aberlour have
existing services
they will deploy in
support of the
LTTF project. The
aim is to build
sustainable
pathways and to
build the capacity
of local
businesses and
Elgin BID to
continue the
employability
element post
funding
Elgin Bid –
Angela Norrie,
Manager
Aberlour
Youth Point –
Kamila
Morison
Oct
2024
– Mar
2027
200 young
people
engaged in
diversionary
activities
over 3 years
Reduce ASB Aberlour
continue to
deploy
resources
across
Moray, and
are working
with Crime
and ASB
Tactical
Group to
identify areas
in need of
support.
18 Town Centre
and Business
Warden
Develop a Warden that
works specifically with
businesses across Elgin, to
resolve issues of crime,
ASB and public health,
offering advice and
information and liaising
LTTF If needed post
kick start funding
encourage
business umbrella
group to take
over and fund
role. If not
MC - Karen
Sievewright –
EHTS Manager
Nov
2024
– Mar
2028
Waiting on
LTTF
Page 26

Page 27

CS
Strategy
Priority No.
ASB Pillar Action Details Funding
Source
Exit Strategy Lead
Organisation
& Contact
Start
- End
Outputs Outcomes Progress
with other agencies. Work
with Police to implement
the Shop Safe scheme and
liaise when a crime has
been committed.  Engage
with umbrella groups and
those supporting
businesses.
Designed to build
confidence within the
business community, and
to offer reassurance to the
public, to encourage them
back into our High Street
and Elgin businesses.
needed
Transform /
redundancy
Page 27

Page 28

19 Buckie
Associated
Schools
project –
funded by
Strategic
Equity Fund
Project coordinator and
two youth workers
employed for early
intervention and
prevention work to
address educational and
wellbeing concerns being
displayed by identified P5-
P7s across Buckie ASG and
additional funding for a
further Youth Worker
Further targeted support
for identified S1-S2 pupils
presenting maladaptive
behaviours.
Strategic
Equity
Fund
TBC – Year Two
funding now
agreed
MC - Stewart
McLauchlan,
Quality
Improvement
Manager,
ECOD
Mar
2024
– Jun
2025
Increased
attendance
rates and
wellbeing
ratings for
identified
pupils to be
supported
Improved
attainment
outcomes
Reduced
latecoming
Increased
wider
achievement
and
accreditatio
n options
including
Youth
Awards
Improved
engagement
and
participation
in school
and positive
contribution
to wider
school
community
Reduce ASB
Improved
attendance and
reduced
latecoming
Overcoming
barriers to
learning.
Wider
achievements,
captured via
Youth Awards
Positive
parental
engagement
and voice
To date: 
average
increase in
attendance of
7.5%, 7 group
work
programmes
have taken
place, 52 pupils
have received
targeted group
support, 14
pupils have
received 1:1
support, 12
pupil shave
completed Hi5
awards, 3
families have
received
targeted
support
Page 28

Page 29

20 Elgin High
School -
Strategic
Equity Funded
and Pupil
Equity Funded
'Equity' team
Teaching staff, inclusion
support workers, pupil
support workers working
with identified/targeted
groups of young people at
risk of disadvantage/
exhibiting anti-social
behaviours/non-
attendance and
engagement to support
achievement and
engagement in school.
Small uplift to existing
(below) of £5,000 to
resource a classroom to
provide for developmental
gaps on transition for
2024/2025
Strategic
Equity
Fund
Pupil
Equity
Fund
TBC – further
Year Three
funding agreed
for current
session
MC - Stewart
McLauchlan,
Quality
Improvement
Manager,
ECOD
Mar
2024
– Jun
2025
Early
intervention
and
prevention
Improving
Literacy and
Numeracy
Improved
attendance
and tackling
cost of the
school day
Engaging
Parents,
Carers,
Families and
Communities
Targeting 6
Family Priority
Groups
through
targeted
interventions
and supports
Attainment
recovery and
wellbeing
supports
Family
support and
engagement
Breakfast Club
offer
Reduce ASB
Improved
attainment –
literacy and
numeracy
Improved
attendance
and reduced
lateness
Engagement
and
participation
in learning
strengthened
Accreditation
and
qualifications
achieved
Prince’s Trust
and
Employability
awards
Reduced
exclusions
and referrals
for behaviour
support and
interventions
Overcoming
barriers to
learning and
parental
engagement
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Page 30

21 Forres
Associated
Schools
Group:  Forres
Academy,
Applegrove
Primary
School,
Pilmuir
Primary
School
working
together
Tri-school project with
Applegrove Primary
School, Pilmuir Primary
School and Forres
Academy.
Reducing non-engagement
from identified pupils
where aspects of poverty
may result in them being
unable to attend schools –
family support
workers/Home School link
worker supports and
interventions around
attendance, supporting
positive transition to
secondary and removal of
barriers to achievement,
positive relationships and
behaviours.
Strategic
Equity
Fund
TBC – year one
funding agreed
extending to year
two in 2025/2026
MC - Stewart
McLauchlan,
Quality
Improvement
Manager,
ECOD
Sep
2024
– Jun
2025
Family
Support
Workers
appointed
Family
engagement
and targeted
support
Improved
attendance,
reduced
lateness and
positive
transitions
Reduction in
poverty and
wider
related gaps
(including
attainment)
Families
supported to
access wider
supports
and
assistance
Pupils
supported to
engage in
school and
Project
initiated this
session –
Improved
engagement
and
attendance
Reduce ASB
Remove
barriers to
participation
at school
Links with
community
and wider
supports
Improved
pupil
outcomes
and
attainment
of identified
pupils
Family
engagement
and learning
pathway
support
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Page 31

community
groups
22 Detached
youth work
Identify and encourage
engagement of vulnerable
and at-risk young people
on their own territory
Speak to young people,
provide service
information and give out
snacks and juice/water
Commissio
ned
TBC Aberlour
Youth Point –
Kamila
Morison,
Assistant
Service
Manager
Apr-
24 -
TBC
TBC Reduce ASB Ongoing
work.
Working with
MADP to
identify
needs of
young people
around
alcohol and
drugs
23 Targeted
Response
County Lines -
extended
awareness
training for
professionals.
Programme targeted at
disrupting County Lines
activities and supporting
and protecting young
people caught up in gangs
TBC TBC MC –
Beverly Smith,
Acting Head of
EGD (Chair
CSSG)
Nov-
2024
– Mar
2025
Front line
staff trained 
Reduce ASB MC and
Police
working to
identify
Moray
statistics.
Working with
other areas
to identify
best practise
and to learn
lessons
Page 31

Page 32

24 ASB
Community
Response -
Community
Wardens:
expansion to
5 wardens.
Tackling with ASB across all
tenures of housing, and
working with partners to
tackle ASB in public spaces.
Core
Budget
NA MC – Karen
Sievewright,
EHTS Manager
Jul
2024
-
ongoi
ng
3 additional
wardens
recruited
Community
Warden
Action Plan
Reduce ASB
Reduce
Unintention
al Harm
3 Wardens in
post.
Interviews
conclude 10th
October for
final 2
Warden
posts
25 Targeted
response to
low level ASB
(Cat C) in MC
housing stock
Pilot project with 3 Area
Housing Officers, tackling
neighbour disputes, low
level noise and dog barking
TBC
(Housing)
TBC MC – David
Munro,
Housing
Services
Manager
Apr
2024
– Nov
2024
TBC Reduce ASB Ongoing
Moray Council action impact on other services
All activities contained within the ASB Action Plan were discussed at length within the ASB Task and Finish Group (Membership below
appendix a), a sub-group of the Community Safety Strategic Group (CSSG) (Membership below appendix b). Representatives from the Task
and Finish Group also consulted more widely with services and organisations that could be impacted or could become involved, to ensure
that the best possible information and response was available. Many of the actions included are existing activities but were brought into the
plan at the request of the CSSG, to prevent the development of new activities that would duplicate or cut across existing activities, services
and plans.
Action
No.
Impact
1 The Crime and ASB Tactical group is being developed to sit between the CSSG and the operational front line. The overall
responsibility for this group lies with the CSSG. Representatives include decision-makers from the statutory agencies, alongside
other key partners. The purpose is to ensure that frontline response to crime and ASB across Moray is co-ordinated and joined
up.
The impact of this action will be positive, as it will improve partnership working and response to incidents
Page 32

Page 33

2, 3, 4,
6, 8, 14,
15, 16,
17, 18
The actions were all developed as planned projects by the ASB Task and Finish Group and approved within the ASB Action Plan
by the CSSG. Each of these elements filled a gap in provision, as identified by a mapping exercise conducted by the ASB Task
and Finish Group. The multiagency partners, including those whose services would be impacted (MC Youth, Aberlour YP, MC
Education, MC Community Safety, MC Housing, Grampian Housing, Police, SFRS, MC Employability Team, Elgin BID and Street
Pastors), were all involved in the discussions and agreed that these projects were needed to enhance current provision.
These projects were either not funded or did not have full funding. When the LTTF became available, the group agreed to put
these elements of the ASB Action Plan into an application to the fund. The application to LTTF was robustly scrutinised to ensure
that no negative impact would be as a result of the project.
Each action is designed to be led by one partner, but to work in collaboration with other partners’ services.
The impact of this action will be positive, as it will provide short-term (3 – 5 year) intensive work to tackle the rise in
crime and ASB, and to develop community resilience and improved partnership working.
9 The youth work project is as a result of additional budget being awarded to the MC Youth Team to provide outreach, with the
purpose of tackling ASB. The action has been developed in collaboration with a number of schools which are experiencing low
attendance and ASB. This complements the work completed by the Education department through the Strategic Equity Fund.
The impact of this action will be positive, as it complements the work of the Education Department, and is designed to
reduce absenteeism.
10, 11,
12, 19,
20, 21
These actions are funded by the Strategic Equity Fund and take place within schools. These actions play an important role in
reducing ASB, and improve the partnership working between Education and the Community Safety partners.
The impact of this action will be positive and complement the work being undertaken by other partners. It also increases
the understanding and partnership working with the Education team.
24 The number of Community Wardens was increased as a result of additional budget being awarded to the Community Safety
Team. This action will see the CWs move from reactive to a more proactive model working alongside community groups,
residents and other partners working in discreet areas. This service complements and is complemented by all other actions
contained within the Action Plan.
The impact of this action will be positive and will complement all other actions
25 The Housing Pilot for Cat Cs is looking to see if Housing Officers are better placed to deal with low level neighbour nuisance. This
project positively impacts on the role of Community Wardens leaving them better able to deal with ASB.
The impact of this action will be positive as it builds better collaboration with Community Wardens and with other
partners, and frees up their time to deal with higher level issues
Page 33

Page 34

Page 34

Page 35

Appendix 2
Community Safety Strategic Group
Crime and Antisocial Behaviour Tactical Group
Terms of Reference
Purpose
The Tactical Group work does not replace or supersede any current policy or procedure in
relation to tackling crime or ASB, nor does it singularly address criminal or antisocial
behaviour. All work undertaken by the Tactical Group will be in conjunction with current
partnership procedures. The Tactical Group will act as a direct link between the CSSG and
the operational group.
The Tactical Group is an operational group, set up to ensure that partner services and
resources are best utilised across Moray to tack crime and ASB.
Role
The role of Crime and ASB Tactical Group is to:
 Translate the Community Safety ASB Action Plan into deliverables for the
operational group.
 Identify ‘hotspots’ for crime and ASB across Moray, using up to date data.
 Identify trends in crime and ASB across Moray.
 Ensure community voice is central to decision making
 Consider requirement and options for the deployment of multi-agency partnership
support for ASB and resourcing options.
 Identify gaps in service provision and recommend solutions to CSSG.
 Provide a quarterly progress report to CSSG.
Membership
Membership of the sub-group will include decision-making representatives from:
 Police Scotland
 Moray Council – Chair of CS Hub; Social Work; Youth Justice; Housing; Education
 SFRS
 NHS Scotland
 Joint Community Councils
 Community Support Unit
Officer Support
Lead Public Health Officer
Accountability
Community Safety Strategic Group
Review
Terms of Reference to be reviewed every 3 years
Timescale and Frequency of Meetings
Monthly
Item 3.
Page 35

Page 36

Page 36

Page 37

Appendix 3
Community Safety Structure Chart (Sept 2024)
ASBO Panel
Statutory
Responsibility
for:
ASBO referrals
Management &
review of ASBOs
Community Planning Board
Community
Safety Strategic
Group
Community
Safety Multi-
agency Hub
Agency Case
Task Group
(ACTg)
Mental Health
Task & Finish
Group
Crime & ASB
Tactical Group
Housing & Community
Safety Committee
Community Planning Officers
Group
Health & Social
Care
Partnership
Children &
Young People’s
Partnership
Public
Protection
Partnership
Sustainability &
Communities
Partnership
Employability
Moray
Child Protection
Community Safety Strategy
Criminal Justice Strategy
English as a Second Language
Strategy
Local Fire & Rescue Operational
Plan for Aberdeenshire & Moray
Moray Alcohol & Drug
Partnership Delivery Plan
Moray Alcohol & Drug
Partnership Strategy
Moray Council Housing &
Registered Social Landlords ASB
Strategies
Moray Local Fire & Rescue Multi-
Member Ward Plans
Moray Local Fire & Rescue Plan
2014/17
Police Scotland Moray Local
Policing Plan
Police Scotland Moray Multi
Member Ward Plans
Public Protection Strategy
Scottish Fire and Rescue Service
Strategic Plan
Youth Justice Strategy
Child Protection
Community Learning &
Development Plan
GIRFEC Group Improvement
Plan
Implementation of Developing
Moray Children’s & Young
People’s Services Plan 2013/16
Moray Corporate Parenting Plan
Moray Council Integrated
Children’s Services Annual
Service Improvements Plan
Moray Council Strategy for
Raising Attainment &
Achievement
NHS Grampian Child Health
2020 – A Strategic Framework
for Children & Young People’s
Health Action Plan
Opportunities for All Action Plan
Schools & Curriculum for
Excellence Five Year Plan
Item 3.
Page 37

Page 38

Page 38

Page 39

REPORT TO: COMMUNITY PLANNING BOARD ON 23 OCTOBER 2024
SUBJECT: PUTTING PEOPLE FIRST – NHS GRAMPIAN’S APPROACH
TO INVOLVING PEOPLE
BY: LUAN GRUGEON
1. REASON FOR REPORT
1.1. To update the Board of the new NHS Grampian’s Putting People First
framework (Appendix 1) and to consider opportunities to collaborate around
listening to and involving the public in improving services and creating more
preventative and sustainable models of care.
2. RECOMMENDATION
2.1 It is recommended that the Community Planing Board:
i. Note NHS Grampian’s Putting People First framework, ambition,
guiding principles and priorities for the foundation years;
ii. Consider the opportunities this offers to work in partnership as a
public sector; and
iii. Note the recent positive feedback from the Community
Appointment Day held in Elgin
3. BACKGROUND
3.1  NHS Grampian’s Plan for the Future articulates an ambition to change the
relationship with the public so we can create a more preventative system and
develop sustainable models of care rooted in communities.  A focused piece of
work has therefore been undertaken to help refresh NHS Grampian’s
approach to how we want to involve and listen to people in line with evidence
on effective community engagement.
3.2 The following activities were carried out to inform the new approach:
 Evidence base review
Item 4.
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 Sounding board of system experts established
 Mapping of staff and public engagement within NHS Grampian
 Appreciative Inquiry approach taken to listen to and involve diverse people in
shaping the approach
3.3 Putting People First Framework outlines the new approach, guiding principles
and recommendations for the foundation years and was endorsed by the
board of NHS Grampian in June 2024.
3.4 This activity reports to NHS Grampian’s Population Health Committee. In
addition, a Putting People First Oversight Group is established which includes
representatives from Moray, which provides opportunity to identify
collaborations and sharing of good practice to help make collective progress in
this area.
4. KEY MATTERS RELEVANT TO RECOMMENDATION
4.1. The Putting People First framework gives the direction of travel and ambition
for NHS Grampian, but we recognise that in order to succeed, this will need to
be developed further with local HSCPs and Community Planning Partnerships.
This paper is an opportunity to have early sight of this work and to consider
how Moray Community Planning Partnership can collaborate around this
agenda, recognising the good work already happening locally in Moray.
4.2. The Putting People First Ambition and Principles
Our new ambition, Putting People First is for NHS Grampian to lead the way in
how we welcome, involve, and invite all colleagues and citizens to contribute
to improving services and to improving the health of people locally. 
4.3 This requires us to nurture relationships, valuing the expertise of people
seeking care as much as those providing it. We will grow conditions for
participation which starts with what is strong not what is wrong, and engage
with the talent and expertise which exists within staff teams, the wider
community and the third sector.
4.4 We will see more opportunities for people to feedback and help shape existing
services, and we will see more opportunities for communities (communities of
place or communities of shared identity) to connect with health to shape more
preventative approaches.
4.5 The Putting People First guiding principles are:
1. We Put People First 
We strengthen the voice and expertise of lived experience within existing services
and support local staff to act on what they hear
2. Collaboration always
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We are clear on the unique role and expertise offered by NHS Grampian and
collaborate within wider the local system 
3. We value each other equally
We equally value the expertise of people seeking care, the third sector alongside the
expertise provided by clinicians and celebrate our diversity, using flexible inclusive
approaches to support diverse involvement
4. We care about our purpose and learn together
We focus on learning and developing together and we elevate the value of human
stories to rebalance a target focused NHS culture
4.6 A three horizons approach to change – starting with setting the
foundations
Mindful of the culture change required and the financial pressures facing NHS
Grampian, the three horizons model provides a framework where over the
next 2 years, the focus is on setting the foundations, testing new approaches,
building evidence, learning as a whole system and spreading the approach
over the medium to longer term.
4.7 In collaboration with key stakeholders, the priority areas for NHS Grampian for
the next two foundation years are:
1. Increasing peoples’ skills and confidence in listening to and involving
others
To develop staff and to improve patient experience, we will develop good
practice toolkits on effective engagement, developing effective materials to
support courageous conversations and deliver these in a range of ways which
are accessible to diverse people (staff and community members). 
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2. Developing Community Appointment Day and other community led health
approaches
In order to innovate new models of care through developing equal partnerships
with communities, we will support the testing of Community Appointment Day
(CAD) approaches which brings clinicians into community settings1
Community Appointment Days are not just about hosting services closer to
home - they enable wellbeing by taking a strengths-based and community
powered approach to identify non-medical issues that might be causing or
exacerbating medical conditions and have services available there who can
support the fundamental basic needs people have in addition to providing
specialist medical input in the same environment.  Evidence has shown that
not only do these provide what people need to enable wellbeing, but they have
also reduced waiting lists and improved patient and clinician satisfaction as
evidenced here: Joint venture: how an NHS physio waiting list was shrunk in
just two days - New Local
It is positive to note that the first Community Appointment Day was held in
Moray on 11 September and was well received by public and staff.  We will
evaluate this carefully and plan to support local teams to deliver further
Community Appointment Day approaches: 
https://www.youtube.com/watch?v=O20YH8vXAUA
3. Increasing the feedback we receive from the public and acting on what we
hear at all levels of the organisation
We will increase the contribution from our public involvement network (PIN)
and from volunteers and we will have more public involvement/lived
experience informing service improvements and transformation activity. We
will test Real Time Feedback Loops in some service areas, supporting teams
to be able to receive feedback and act on what they hear and provide
opportunity to escalate as appropriate for action and wider learning.
4. Making listening to and involving people a visible priority and growing a
movement of collaborators and sharing learning across the system
We will also develop a learning network where the insights and themes
gathered from the Putting People First activities can be considered at a wider
organisational level to inform more systemic strategic decision making based
on what really matters to people.
4.8 By the third horizon, this will lead to a situation where in Grampian:
 Everyone can contribute to improving services and be involved in improving
the health of the population
 All care pathways having third sector and community involvement
 More people are able to self-manage and take an active role in their health
and wellbeing
1 Joint venture: how an NHS physio waiting list was shrunk in just two days - New Local
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 We have a highly motivated workforce who have the autonomy to innovate to
improve outcomes
 We have reduced inequalities in health outcomes and improvements in the
overall health of the population
5. SUMMARY OF IMPLICATIONS
(a) Corporate Plan and 10 Year Plan (Local Outcomes
Improvement Plan (LOIP)) and Moray Integration Joint
Board Strategic Plan “Partners in Care 2022 – 2032”
The Putting People First approach is fully aligned with Partners in Care
2022-2032 vision to come together as equal and valued partners in
care and with the intent to deliver more care and support in homely
community settings. In addition, Putting People First is strongly
aligned to Moray’s Wellbeing Pledge.
(b) Policy and Legal
There is growing recognition that our treatment-led, hospital-dominated model
of healthcare is not fit to effectively deal with the health challenges of our
ageing population and changing burden of disease.  There is a fundamental
requirement that healthcare shifts more towards preventative approaches
which prevent the development of conditions and enable individuals to
manage long term health conditions effectively.
The Plan for the Future NHS Grampian's 2022-2028 strategy takes forward
that ambition to create a system which delivers both changes to the
population’s health through ‘enabling wellness’ whilst still being able to provide
timely and high-quality services which ‘respond to illness’.
As outlined in Plan for the Future, communication and engagement includes a
wide range of activities from every day interactions through to helping
transform the system as follows:
1. Make every opportunity count to support people to stay well and
recover faster.
2. Ensure our colleagues, patients, carers and public are kept
informed and feel valued.
3. Establish a culture of co-production to ensure a range of voices,
including seldom heard voices, are heard in the choice and
design of services.
4. Supporting change through building relationships.
5. Enhance the Grampian health system as the place to work.
6. Making a difference (evaluation). 
As well as the need to engage differently to achieve sustainable change, the
organisation also has statutory duties to engage and involve people.  The
Putting People First approach will support best practice and encourage cross
system collaboration and learning to ensure that NHS Grampian is ensuring
adherence the following areas:
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Legislation
• NHS Reform (Scotland) Act 2004
• Public Bodies (Joint Working) (Scotland) Act 2014 (section 36)
• Equality Act 2010
• Fairer Scotland Duty 2018
• Community Empowerment (Scotland) Act 2015
• Human Rights Act 1998
• Children and Young People (Scotland) Act 2014
Guidance
• Staff Governance Standards
• Planning with People (2023)
• Right First Time (2021)
• Integration Planning Principles (2015)
• National Standards for Community
Engagement (2016)
• The Gunning principles (1985)
• PANEL principles (2015) (Participation, Accountability, Non-discrimination
and equality, Empowerment and Legality)
To achieve this ambition and to meet statutory requirements, it is recognised
that effective engagement cannot belong solely to the remit of a specialist
engagement team but requires commitment and action at all levels within the
organisation and across the wider system to change culture and develop the
whole workforce to create equal partnerships with the public, empowering
frontline teams to be key drivers of change.  
(c) Financial implications
None arising from this report.
(d) Risk Implications and Mitigation
Quality/ Patient Care
Positive impact –
Real time feedback loops will be tested to support teams to focus on what
really matters to patient/service users and to provide teams the skills to take
action on feedback.
Community Appointment Days will be developed in collaboration with teams
and people with lived experience to create more effective and preventative
models of care.
Communities of practice/learning loops will be developed to ensure there is
the opportunity to learn and evolve across the system.
Negative impact – these proof of concept areas of work as described above
will not be delivered across all areas due to resource constraints and will
require increased resource allocation in Horizon 2 to ensure equitable spread
across the organisation.
Staffing Implications
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Positive impact – improved accessed to training, tools and advice to help
teams better engage with the public will be developed.
New models of care will be tested to better meet local need.  Platforms for
sharing and learning about how to listen and involve people effectively will be
developed to support teams.
Negative impact – capacity in teams to prioritise this learning may be a
challenge. Some colleagues may find this new way of working a large cultural
shift.
Senior leadership support will be needed to make this agenda a priority. 
Starting with a small number of test of change areas, the work will be
evaluated to demonstrate impact on outcomes and learning and this will be
shared across the system.
(e) Property
Nothing arising from this report.
(f) Equalities/Socio Economic Impact
An EQIA checklist has been completed. No potential negative impact has
been identified, therefore a full EQIA or FSDIA has not been carried out.
(g) Climate Change and Biodiversity Impacts
Nothing arising from this report
(h) Directions
(i) Consultations
The engagement process followed by NHS Grampian in developing the
Putting People First framework was diverse and inclusive and has modelled
best practice for listening to and involving people, in line with the new Putting
People First approach and guiding principles.
6. CONCLUSION
6.1. This provides an update to the Board on the new NHS Grampian’s Putting
People First framework and to consider opportunities to collaborate around
listening to and involving the public in improving services and creating more
preventative and sustainable models of care.
6.2. It is clear from an NHS Grampian perspective, that a whole system approach
is needed to better involve the public in how we do things and the board are
asked to consider what opportunities there might be to collaborate and to use
this new approach as an enabler for positive change.
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Author of Report: Luan Grugeon
Background Papers: Putting People First – summary report
Ref:
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PeopleFirst
Putting
Putting People First –
An approach to how NHS
Grampian listens to and
involves people
Summary
Item 4.
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Situation
As reflected across the whole of Scotland, NHS Grampian is experiencing more demand for health
and care services than the current system can cope with.
Across Scotland, people are spending more of their life in ill health and the number of people dying
early is increasing. The gap in healthy life expectancy between the poorest and the wealthiest is
growing.
NHS Grampian’s Plan for the Future aims to change the relationship with the public so we can create
a more preventative system and develop sustainable models of care rooted in communities.
Background
To help achieve this aim, work has been ongoing to help shape a new approach and to make
recommendations for action.
The following activities were carried out to inform the new approach:
Evidence-based review.
Sounding board of system experts established. 
Mapping of staff and public engagement within NHS Grampian. 
Listening to and involving a diverse range of people to help shape the approach.
Assessment
The work undertaken identified that:
• There is strong support across the system for having a shared approach to how we listen to and
involve people.
• The evidence base review highlights the link between listening and engaging well to quality and
safety of care provided, staff satisfaction, patient satisfaction as well as financial performance.
• Engaging with people in communities which focuses on building trust and ongoing dialogue
can help create a more preventative system. This is most effective when there is targeted
engagement with communities, involving trusted third sector, local services and focussing on
what really matters to people.
• There are many pockets of good practice around listening to and involving people, but there
is not an infrastructure which supports cross-system learning to spread good practice and to
identify areas which require collective action.
• Much of the current listening and communicating with the public is episodic, based on specific
projects and does not support relational working between people and communities.
• Many staff will need support to develop skills, confidence and capacity to play their part and we
have highly skilled teams within corporate services who can provide support.
Page 1
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Response
Our new ambition, Putting People First is for NHS Grampian to lead the way in how we welcome,
involve, and invite all colleagues and citizens to contribute to enhance services and to improve the
health of people locally. This requires us to nurture relationships, valuing the expertise of people
seeking care as much as those providing it. We will grow conditions for participation which starts
with what is strong - not what is wrong, and engages with the talent and expertise which exists
within staff teams, the wider community and the third sector. We will see more opportunities for
people to feedback and help shape existing services and to connect with health to shape more
tailored preventative approaches.
The Putting People First guiding principles are:
1. We Put People First
We strengthen the voice and expertise of lived experience within existing services and support local
staff to act on what they hear.
2. Collaboration always
We are clear on the unique role and expertise offered by NHS Grampian and collaborate within
wider the local system.
3. We value each other equally
We equally value the expertise of people seeking care, the third sector alongside the expertise
provided by clinicians and celebrate our diversity, using flexible inclusive approaches to support
diverse involvement.
4. We care about our purpose and learn together
We focus on learning and developing together and we elevate the value of human stories to
rebalance a target-focused NHS culture.
Page 2
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Over time, this will lead to a situation where:
Everyone can contribute to improving services and be involved in improving the health of the
population.
All care pathways having third sector and community involvement.
More people are able to self-manage and take an active role in their health and wellbeing.
We have a highly motivated workforce who have the autonomy to innovate to improve
outcomes.
We have reduced inequalities in health outcomes and improvements in the overall health of the
population.
A long term commitment starts with building the foundations
This will be a significant change for the organisation to change culture, develop skills and
confidence, build relationships and create an infrastructure, at a time of unprecedented financial
challenges and system pressures. A three horizons approach will be taken focusing on building the
foundations for this new approach over the new 1-2 years.
Following the principles, we will focus on the building the foundations, collaborating within existing
resources and working in collaboration with the wider system across 4 key thematic areas in the
next 2 years:
• Increasing people’s skills and confidence in listening to and involving people.
• Design and implement community led health approaches - for example; Community
Appointment Days.
• Increasing the feedback we receive from the public and acting on what we hear.
• Making listening to and involving people a visible priority and growing a movement of
collaborators.
Oversight and governance
Progress will be overseen by a newly established Putting People First Oversight Group and will report
regularly to the Population Health Committee.
This publication is available in other languages
and formats on request. Please call NHS
Grampian on 01224 551116 or email:
gram.communications@nhs.scot
Ask for publication MVC 240176
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REPORT TO: COMMUNITY PLANNING BOARD ON 23 OCTOBER
2024
SUBJECT: PARTNERSHIP CLD PLAN 2024-27
BY: DEPUTE CHIEF EXECUTIVE (EDUCATION,
COMMUNITIES AND ORGANISATIONAL
DEVELOPMENT)
1. REASON FOR REPORT
1.1 To ask the Community Planning Board to approve the Partnership
Community Learning and Development (CLD) Plan (2024-27)
developed by the Community Learning and Development Strategic
Partnership Group and to agree to annual updates
2. RECOMMENDATION
2.1 It is recommended that the Board:
i) approve the Partnership Community Learning and
Development Plan (2024-27) developed by the CLD Strategic
Partnership group (Appendix 1); and
ii) agree to annual updates to ensure that the Plan is
responsive to local needs and to meeting recommendations
from the Independent Review of CLD.
3. BACKGROUND
3.1. The Moray Partnership Community Learning and Development (CLD)
Plan (2024-27) was uploaded to the council website to meet the
statutory requirement, described below, to do so by 1 September 2024.
The cancellation of the CPP Board meeting of 21 August means that
this meeting is the first opportunity for formal approval of the Plan.  Any
amendments required by the Board will be made following this meeting
and a revised version published to reflect the decision of the Board if
necessary.
Item 5.
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3.2. There is a statutory requirement is to produce a three-year Community
Learning and Development (CLD) Plan in line with the requirements for
Community Learning and Development (Scotland) Regulations 2013
(CLD Regulations). Responsibility sits with the local authority with sign
off required through the Community Planning Partnership. The plan for
2024-27 had to be published by 1 September 2024 and so a draft was
published to ensure this deadline was met.
3.3. In December 2023, His Majesties Inspectorate of Education (HMIE)
published their findings on a progress visit to look at CLD provision in
Moray. The Progress Visit Report confirmed that there is effective
leadership of CLD through the partnership approach of the CLD
Strategic Partnership (CLDSP) and that there is good evidence of
impact. The main improvement was to ‘further enhance links with
independent youth organisations, community activists/ organisations
and adult learners to help shape the next CLD Plan and to fully capture
the impact of wider CLD provision in Moray.’ This recommendation has
underpinned the process of creating the new CLD plan.
3.4. In December 2023, the Minister for Higher and Further Education and
Veterans also announced a national independent review of CLD. This
reported back on 19 July 2024, at which time the new CLD Plan was
well developed in line with the new Guidance issued by the Scottish
Government on 26 April 2024 which stated that new plans would be
‘carrying forward much of the content of their existing plans and only
reflecting significant changes which have impacted communities and
learners’
3.5. The CPP Board approved the emerging themes (Learning for Life;
Active Citizens and Community Voice; and Developing and Connecting
the CLD Workforce) and the process for producing the refreshed CLD
Plan at their meeting of 25 May 2024. The draft of the final Plan then
went to a meeting of the Community Planning Officer Group on 1
August where it was agreed that ‘…the plan be published in draft
pending endorsement at the next Community Planning Board meeting’
as the planned 21 August Board meeting had been rescheduled.
3.6. The ‘Plan on A Page’ approach has been continued from the 21-24
Plan and once again, the main themes feature in an infographic which
can function as a standalone summary (in line with the updated Public
Sector Equality Duty coming in to force in 2025). The cross-cutting
themes withing the new Plan are to
- Address the impacts of rurality and poverty.
- Improve mental health and well-being by reducing social
isolation.
- Promote climate justice.
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3.7. The Plan identifies the wide-ranging stakeholder engagement which
has taken place in line with the Improvement Action referenced in 3.2.
4. SUMMARY OF IMPLICATIONS
4.1. There is a statutory requirement to produce a three year Community
Learning and Development (CLD) Plan in line with the requirements for
Community Learning and Development (Scotland) Regulations 2013
(CLD Regulations). Responsibility for ensuring this is done sits with the
local authority with sign off required through the Community Planning
Partnership (CPP)
4.2. The Plan produced complies with the updated Guidance issued by the
Minister in April 2024 and takes account of Political, Economic, Social,
Technical, Legal and Environmental (PESTLE) factors which may
impact on the Plan.
4.3. The Plan will require to undergo an annual review and self-evaluation
process. At the end of year one this will be critical in shaping how
partners respond to the recommendations from the Independent
Review of CLD in delivery for years two and three.
5. CONCLUSION
5.1 That the CPP Board endorse and approve the 2024-27 Partnership
CLD Plan produced by the CLD Strategic Partnership Group.
5.2 That the Board agree that the CLD Plan will be reviewed at the end
of year one to take account of any actions which emerge because
of implementation of the recommendations of the Independent
Review of CLD.
Author of Report: Kevin McDermott
Background Papers:                   
Ref:
Paper to CPP Board 25 May 2024
Learning: For All. For Life. A report from the Independent Review of
Community Learning and Development (CLD)
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Page 55

Moray Partnership
CLD Plan 
2024-2027
Item 5.
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Moray Partnership CLD Plan 2024-2027
1. Foreword 
2. Executive Summary 
3. How we have delivered on the 2021 - 24 CLD Plan 
4. Moray Context 
5. How we engaged on the refreshed CLD Plan 
6. Learning for Life 
7. Active Citizens and Community Voice 
8. Developing and Connecting the CLD Workforce 
9. Monitoring Progress 
10.Looking to the future - potential issues/unmet needs 
11.Contact Details
1
2
6
9
14 
17 
21 
25 
28 
30 
32 
Contents
HUB volunteers network
Cover photo: Outﬁt Moray project funded through Participatory Budgeting
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1Moray Partnership CLD Plan 2024-2027
Foreword 
If the past few years have taught us anything, it is indeed
the power of communities.  In Moray, as in the rest of
the Scotland, we realised that without commitment
from some great community champions, we would
take a long time to recover.  This is demonstrated in
the amazing work that we are seeing through the
emergence of Community Hubs which are bringing
together communities and groups to support
those most in need.  We live in a beautiful area
which sometimes masks the needs of our
communities.  Rural poverty is real, and we are
seeing more real poverty emerging in our towns and
villages. Scottish Index of Multiple Deprivation (SIMD)
does not always demonstrate the actual need, and we
have gathered statistical evidence to show that Moray is
desperately in need of more support. 
All of this in a landscape of declining resource, and when
funding does become available, it is short term and only
begins to address the needs of individuals in our
communities.  Partnership working has never been more
important, we are seeing a greater need for community
learning and development across our region.  The Hubs
which I referenced earlier, are an excellent starting place,
but they are not and should not be, the answer to all our
issues.  Some communities are pulling together, and we see
evidence of improvements in the day to day lives of our
most vulnerable, but we need to replicate this across our
region, and we can do this by working together to support
community aspirations and enabling learning. 
This CLD Plan will build on the themes which we identiﬁed
previously.  We have reﬂected and reviewed the work that
we have already started.  We have responded to a recent
Education Scotland Progress Visit, and we will also take
account of the ﬁndings of the CLD Review which was
published on 17th July 2024.   
It is important that we continue our journey to develop the
themes of:  Learning for Life; Active Citizens and Community
Voice; and Developing and Connecting the Workforce.   
Jackie Andrews 
Chair of the Moray CLD
Strategic Partnership 
Head of Academic
Partnerships UHI Moray
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Our Partnership CLD Plan has been produced in line with Ministerial Guidance issued in April
2024 which anticipated that Plans would be ‘…carrying forward much of the content of their existing
plans and only reﬂecting signiﬁcant changes which have impacted communities and learners’. 
The themes in the new Plan are an evolution of the 2021-2024 version with speciﬁc outcomes
updated to reﬂect current local priorities. 
The Learning for Life strand is still a key shared priority and will be refreshed in year two once
the Independent Review reports back. 
We have merged the two community development themes from 2021-2024 into one. 
We have broadened the Workforce Development strand to address Improvement Actions from
the 2023 HMIe Progress Visit. 
Responding to climate change has been added to the cross-cutting themes. 
2 Moray Partnership CLD Plan 2024-2027
As a partnership, we will work together to remove barriers to learning
so that people are more likely to reach their potential, leading to
improved health, well-being, employability and quality of life. 
We will achieve this by:
Improving the visibility and access to adult learning opportunities
Facilitating Learner Link Ups to bring learners and providers together.
Developing the Youth Work Network and associated projects
Piloting the Outreach Youth Work and community-based projects
Executive Summary
Our CLD Plan Priorities 2024 -27
Learning for Life
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Active Citizens and Community Voice
Developing and Connecting the CLD Workforce
Cross Cutting Themes 
Addressing impacts of rurality and poverty.
Improving mental health and well-being by reducing social isolation.
Promoting climate justice * 
* In the UK, climate justice relates to concerns about the inequitable outcomes for diﬀerent people and
places associated with vulnerability to climate impacts and the fairness of policy and practice
responses to address climate change and its consequences
3
We will work in partnership with our community groups and
organisations to address inequality by progressing the things that are
important to them. 
We will achieve this by:
Working in partnership to deliver the priorities in the LOIP Locality Plans (New
Elgin and Buckie)
Supporting Community-Led Action Plans
Working with key Community Planning Partners and sub-groups to raise
awareness of the CPP and increasing meaningful community engagement.
Developing Digital Hubs in communities
Improving Data capture, particularly around inequalities
Maximising external funding opportunities
Sharing information on CLD groups and activities to support social prescribing
and other approaches to increasing community connection.
We will work to connect CLD partners across Moray to ensure that the
breadth of provision is acknowledged and that those involved in
delivery can access training and learning opportunities which support
delivery through local, regional and national networks.
We will achieve this by:
Acting and delivering on the Learn North practitioner survey ﬁndings
Delivering professional learning opportunities locally including the CLD Winter
Festival.
Actively promoting the CLD Standards Council and associated groups.
Moray Partnership CLD Plan 2024-2027 Page 59

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4 Moray Partnership CLD Plan 2024-2027
ADDRESSING IMPACTS OF RURALITY & POVERTy
LEARNING 
FOR LIFE
Removing
barriers to
learning
Increased
knowledge
Loca
Skilled
workforce
Access to
training
Sharing
skills and
practice
Sharing CLD
approaches and
methodologies
Making
Connections
& building
networks
Improving
standards
Building
conﬁdence
Celebrating
achievement
Building
digital
skills
Skills for life
and work - 
no wrong path
Improving
Health &
Wellbeing
ESOL
Employability
IMPROVING MENTAL HEALTH & WELL
DEVELOPING & CONNECTING
THE CLD WORKFORCE
Empowering
volunteers
and staﬀ
Promoting
inclusion and
removing
stigma
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5Moray Partnership CLD Plan 2024-2027
y   
PROMOTING CLIMATE JUSTICE
Person -
centred
learning
Support delivery
CLD
Strategic
Partnershipal
Stronger, resilient,
supportive and
inclusive
communities
Sharing practice
and making
connections
More
community-
based youth
work Addressing
inequality
Supporting
and valuing
volunteers
Have a
voice
Local
decision
making
Additional
support
Place
based
approach
Learner Link Up 
Youth Work
Network
Eﬀective
partnership
working
ACTIVE CITIZENS &
COMMUNITY VOICE
LLBEING BY REDUCING SOCIAL ISOLATION
National
Regional
Community Learning and Development (CLD) develops 
“critical thinking, personal and social skills, widening access
to lifelong educational attainment and employment
prospects; improving people’s health and well-being; and
encouraging active citizenship and participatory democracy” 
(Learning: For All. For Life. - July 2024)
Moray Partnership CLD Plan 2024 - 2027
CommunitiesCLD@moray.gov.uk
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How we have delivered on the 2021-24 CLD Plan
Key Performance Indicators – three-year trend shows increased levels of CLD activity during the
Covid recovery phase.
6 Moray Partnership CLD Plan 2024-2027
154%
increase in adults
receiving SCQF
levelled awards
690%
increase in young
people completing
national awards -
covid level of 60 in
2021 to 474 in 2024.
82%
increase in capacity
building support to
groups.
80%
increase in adults
and young people
engaged with
PDA Youth Work
Award
people from Moray
Council YW team,
Speyside Youth and
Aberlour Youth Point
completed their
Professional
Development
Award.
COVID Recovery
The Moray Remembering
Together Project involved
signiﬁcant community
engagement and participation
and is being recognised
nationally for partnership
working.
Partnership was also evident
in the delivery of the 2023
Community Based Adult
Learning programme to
reconnect people which was
facilitated through tsiMORAY.
Community Based ESOL
provision
This previously unmet need was
addressed through an initial
needs survey. The Partnership
was able to respond quickly to
the arrival of Ukrainian New
Scots and facilitated third sector
online delivery of ESOL sessions
and then reinstating
community-based provision
through CLD – referred to in this
good practice case study by
Education Scotland.
15
97 learners took
part in 17 face to
face sessions and
three online.
31 also took
part in Outdoor
Learning activities
In 2023 community-based
classes engaged
17 learners from
13 countries.
In 23/24 this has increased to
134 learners from
22 countries – but this
delivery has been built on
temporary funding.
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7Moray Partnership CLD Plan 2024-2027
Volunteering 
A refreshed Volunteer Policy
was approved by Moray
Council and was supported
by a new Cross-Service
Volunteer Forum. Partners
continue to use Volunteers
Week to promote and
celebrate the impact of
volunteers in Moray.
Resilience Plans 
Over 200k external funding 
was secured for community groups
and Resilience Plans have been
developed with Community
Councils across Moray . An Annual
Resilience conference has taken
place and is now a calendar staple.
Adult Learning 
Tony Slater – a Moray Adult Learner won national
award as Learner of the Year.  
“I left school with no qualiﬁcations, I had none at all.
Maths was just a jumble of numbers; English was just
a jumble of words. I just couldn’t understand it, and
the classroom environment back in those days was
diﬃcult for me, so I was really scared to walk in. But
as soon as I did, I saw my tutor walking downstairs
with a big smile and from there on I never looked back.
It’s just been solid encouragement, a boost all the time. I
just absolutely love it; I could go seven days a week if they
would let me.”
Participation Rate 
this measures where young people go after leaving school
and Moray showed the biggest change in the rate
nationally with a 
3.9% increase to 95.4%  
in a positive destination. Partners worked together to
identify and door-knock young people whose destination
had been unknown. 
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8 Moray Partnership CLD Plan 2024-2027
Best Value Thematic Review 2023 
(Leadership of the development of new local strategic priorities) 
“We have found the work undertaken by the Council in relation to community
engagement in forming the new corporate plan to be highlighted as an area of
strength…and an example of good practice”.
Strategic Links and Connections 
Members of the CLD Strategic Partnership are active in 
48 local thematic partnership 
groups and 
35 national networks 
as well as being active as individuals in a
range of community groups.
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The Moray Context 
CLD Drivers - HMI Progress Visit Improvement
Actions
The CLD Strategic Partnership Group have refreshed
the CLD Plan in the context of an October 2023 His
Majesty’s Inspectorate (HMI) Progress Visit which
conﬁrmed that there is eﬀective leadership of CLD
and that there is good evidence of impact through
the partnership approach of the CLDSP. 
Independent Review of CLD
The Scottish Government announced an Independent
Review of CLD in December 2023 led by Kate Still. 
Moray learners contributed directly to a facilitated
Focus Group and as part of the wider online
consultation which was due to report its ﬁndings in
June 2024. 
In April 2024, prior to the Review concluding, the Minister released Guidance on the 2024-27 CLD
Plans and recognised that new plans would be ‘carrying forward much of the content of their
existing plans and only reﬂecting signiﬁcant changes which have impacted communities and learners’. 
Governance
Moray Council has a Communities CLD team which delivers Youth Work, Adult and Family
Learning and Community Development through the Community Support Unit team. The CLD
Service provides the secretariat and other support required for the CLD Strategic Partnership
(CLDSP) to operate eﬀectively as the lead for CLD delivery in Moray as a sub-group of the
Community Planning Partnership. 
9Moray Partnership CLD Plan 2024-2027
HMI Improvement Action 
The main improvement action
is to further enhance links
with independent youth
organisations, community
activists/ organisations and
adult learners to help shape
this new CLD Plan and to fully
capture the impact of wider
CLD provision.
CLD team peer review session
Page 65

Page 66

The individual strategic partners have identiﬁed some of the key crossovers between their
individual service and organisation drivers and how that relates to the CLD Plan as recommended
by HMI and requested by elected members. 
10 Moray Partnership CLD Plan 2024-2027
Moray Wellbeing Hub have been approached and will be taking part in future sessions.
Community Planning 
Partnership Board
Executive
Community Planning 
Oﬃcers Group (CPOG)
(Operational)
Community 
Engagement 
Group
CLD Strategic
Partnership
Moray
Pathways
SDS TSi MORAY UHI Moray
Communities
& Volunteering
Team
Public Health
Education/
EAL
HIE
LEAD
Scotland
Army
Welfare
Service
CLD
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Page 67

CLD Strategic
Partnership CLD Plan
…describes our ambitions for Moray and focuses on tackling
inequality in all we do, targeting our services towards that goal and
working with partners and communities to achieve it. 
Improve life chances for people in Moray of all ages in communities
experiencing the greatest inequality of outcomes. Develop stronger,
more resilient, supportive, inﬂuential and inclusive communities. 
Improve the income, wellbeing and prospects of our communities
with particular focus on improving access and participation from our
priority groups: • Long-term unemployed • Physical and mental
health conditions, including disabilities • Low income families and
lone parents with children experiencing poverty • Underemployed •
Young people most at risk of not participating in learning, training or
work (e.g. care experienced) • Minority Groups • Veteran Groups 
We will continue to focus on the area of work within which we can
make the greatest diﬀerence, and which is our specialism and key
purpose: connecting people creating change, with the aim of
continuing to support a thriving, sustainable and inspirational Moray
to contribute to the development of a wellbeing economy enabling
people, places and planet to prosper. 
Building and supporting local communities is central to the case for
change.  Placing communities at the heart of public health can
reduce health inequalities, engage those at risk of poor health and
empower people to have a greater say in their lives and health. 
Doing this, builds resilience and cohesion
11Moray Partnership CLD Plan 2024-2027
Moray Council
Corporate Plan 
Community
Planning
Partnership 
Moray Pathways
Partnership
Delivery
Framework 
tsiMORAY Delivery
Framework 
NHS Grampian A 
Case for Change 
Strategic Driver              How it connects to the Partnership CLD Plan
Moray Council
Corporate Plan 
Community
Planning
Partnership
Moray Pathways
Partnership Delivery
Framework
tsiMORAY
Delivery
Framework
NHS Grampian 
A Case for Change
HSCM Partners 
in Care 
Strategic Plan
Education –
Curriculum
2030 Vision
UHI
Moray
Library Service
Priority
Sport and
Culture
Service Plan
Children’s
Services Plan
(2023-26)
Skills
Development
Scotland
Army Welfare
Services
LEAD
Scotland
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NHS - We will encourage and support our citizens to get involved in
the local community activities, stay informed about how to manage
their health and wellbeing, keep active and support older people to
take part. 
Community Volunteering Team - Community resilience and the
support of carers, parents, citizens and social networks are
fundamental to helping us improve health outcomes. It is about
collaborating with people not doing ‘to’ people 
Aiming to increase Moray's mental wealth through empowering
living and lived experiences of life challenges, MWH challenge
stigma whilst supporting recovery and self-management. We create
community and virtual spaces in which everyone feels welcome and
inspired to live mentally healthy lives, as well as support existing
ones to connect and grow, reaching out across Moray to diverse
communities and groups. Our work takes personal experiences and
combining them with research and local resources to create
sustainable change to realise human rights 
We will maximise the achievements of all children and young
people in Moray through development and delivery of a high-
quality curriculum; satisfying their desires, talents and the future
needs of the world that will surround them. 
Our Vision is that we will be:
A destination of choice for students and staﬀ
A partner of choice for stakeholders, and
widely recognised for our role in transforming lives,
communities, and practice 
Provide opportunities to develop skills for life, work, inclusion and
employability for people to reach their full potential. 
Active Schools (AS) & Community Sport and Libraries, Learning
Centre & Heritage deliver targeted work across Moray to help
reduce child poverty and inequalities in health & education. 
We will work with communities and businesses of all sizes to help
them grow.  We promote a green recovery and dynamic wellbeing
economy guided by the National Strategy for Economic
Transformation and Moray Economic Strategy. 
12 Moray Partnership CLD Plan 2024-2027
HSCM Partners in
Care Strategic Plan 
Moray Wellbeing
Hub (MWH) 
Education –
Curriculum 2030
Vision 
UHI Moray 
Library Service
Priority 
Sport and Culture
Service Plan 
Highland and
Islands Enterprise
(HIE) 
Strategic Driver              How it connects to the Partnership CLD Plan
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Page 69

Across the Community Planning Partnership, there is a wide range
of local multi-agency strategies and plans which seek to improve
the lives of children, young people and families in Moray in
diﬀerent ways. As previously highlighted, the partnership plans
which solely focus on children, young people and families have now
been incorporated within our Children’s Services Plan. Links have
been made with the other local strategies and plans whose scope is
either broader than children, young people and families e.g. the
Community Learning and Development Plan 
Across Scotland, we support individuals to build their career
management, work-based and employability skills, throughout their
career journey, from school, into further learning opportunities and
employment… We target delivery of this support to those who need
it most, ensuring all individuals are enabled to achieve their full
potential.  
Ensuring our community development teams are connected to
relevant local networks, making the most of opportunities
presented by other services and partners.
Working with internal and external stakeholders to develop high
quality community facilities and provision which is accessible to
all.
Supporting children, young people and families to make
informed decisions and build resilience to manage transitions
well.
Ensuring there are opportunities for children and young people
to inﬂuence decisions which aﬀect their lives and the services
they use.  
Too many disabled people and unpaid carers in Scotland live in
poverty; are lonely; lack skills; are unemployed; are digitally
excluded; experience discrimination and often lack the agency to
change things. 
We seek to address the need by deﬁning services that deliver the
following outcomes: 
Conﬁdent, skilled adult learners / Improved qualiﬁcation proﬁles /
Digitally connected and conﬁdent/Reduce educational exclusion /
Socially connected/ Support our economy as citizens, volunteers,
workers/ A just transition to net zero for disabled people and
unpaid carers/ A fairer Scotland. 
13Moray Partnership CLD Plan 2024-2027
Children’s Services
Plan (2023-26) 
Skills Development
Scotland 
Army Welfare
Services
Community
Support Strategic
Plan 2023-2025 
LEAD Scotland –
informed by CLD
Plan, LOIP,
Employability
Delivery
Framework and
Adult Learning
Strategy
Strategic Driver              How it connects to the Partnership CLD Plan
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How we engaged on the refreshed CLD Plan 
The CLD Service produced an HMI Improvement Action Plan which became the basis of the wider
Strategic Partnership engagement on the new CLD Pan. 
Looking Inwards - The CLD strategic partners began the new plan process in  a workshop
session in March 2024 where they looked at the relevance of the current plan priorities and any
emerging or unmet need. This was then the catalyst for wider stakeholder engagement.  
14 Moray Partnership CLD Plan 2024-2027
Locality Plan
work in New
Elgin and
Buckie
Ensuring that
people can access
service and
activities within
their local
communities
Budget
pressures
impacting on
capacity to
deliver
Review of
Community
Council
scheme in
2025
Challenges
around
transport and
costs of
transport in
rural Moray
Ensuring
sustainability
in learning and
communities
Adding breadth
to the
curricular offer
so that it
engages all
learners
Capacity building
support for
communities to
enable them to
take on assets,
services etc
Focus on
transport
provision in
rural areas so
that they can
access services
Shrinking public
sector - Budget
cuts and loss of
services will
impact on
communities
Oﬀering learners a
range of learning
experiences including
learning for
sustainability
including outdoor
learning. Need for
greater partnership
work to enable this
Meeting
spaces for
community
Climate
Just
Transition
Climate 
and the
environment
Rurality - if
public sector
ends up
more
centralised
Isolation for
individuals is a
huge issue in
Moray
Possible
closure of
facilities
Outcomes of
Independent Review of
the Skills Delivery
Landscape (James
Withers) and Careers
Review - fundamental
recommendations to
change many services
and funding
Increasing
let costs
that people
can’t aﬀord
Partners to
support schools
offer a broarder
curriculum
Ongoing
challenges in
relation to
sustainable
funding
Partnership
work more
important than
ever to
maximise
resources
We don’t know
what the CLD
review will
direct us
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Page 71

Looking outwards - Taking on board
the recommendation to directly
engage with more of the wider
community and voluntary sector in
Moray the CLDSP had a stall at the annual
third sector interfaces ‘Join the Dots’ event
which attracted over one hundred third
sector delegates. There was good interaction
and delegates prioritised emerging themes and
suggestions of what needed to change.
Participants could also map their services on a new
tsiMORAY community map launched at the event. This
map will become a key resource which to monitor the
depth and range of the third sector oﬀer in Moray – directly
responding to the HMI recommendations.
In addition, workshop sessions happened with the core participatory forums
facilitated by tsiMORAY, namely.
Children and Young Peoples Forum
Health & Wellbeing Forum
Volunteer Managers Forum
Development Oﬃcers Forum.
A session also took place with the Community Engagement Group in May 2024 who supported
the wider engagement process being followed.
The opportunity for informal community engagement feedback to widen the reach of
participants also included interaction at events such as:
Boogie in the Bar session – Health and Social care 50+ event.
RAF Lossiemouth Family Health and Wellbeing Event.
Stall at Motorfun Event
Keith Community Radio interview
Learner Voice - A survey was distributed through learners and networks which delivered 28
adult returns and 15 group returns. Although the numbers were small there was consensus
around the themes of the Plan and useful input from groups such as the University of the Third
Age (U3A) which further adds to an improved perspective of learning opportunities in Moray.
15Moray Partnership CLD Plan 2024-2027 Page 71

Page 72

Work has continued to develop more connection spaces for
partner and learner contributions to be an integral part of
the CLD Plan delivery over the next three years.
The Adult and Family Learning Team facilitate a Learner
Link-up group with wide learner involvement which
continue to shape provision. CLD Strategic partners will
continue to engage regularly over the life cycle of the new
plan, particularly when responding to the ﬁndings of the
Independent Review.
The Youth Work team produced a youth friendly version of
the survey and engaged over 100 young people who
responded individually (39) or on the back of group
discussions (approx. 65).
Young people spoke about the need for youth friendly
spaces and activities for practical life-skills learning
opportunities. The Youth Work Network has been relaunched and links together local authority
and community and third sector youth organisations to plan and develop work collectively. A key
‘ask’ is around creating spaces and opportunities for young people to meet, with some interesting
partnership projects at an early stage of development.
Political Engagement
Two reports went to the Council Education, Communities and Leisure Services (ECLS) Committee
with the second outlining the emerging priorities endorsed by the Community Planning
Partnership Board. Elected member feedback aligned with the strategic priorities. There was a
speciﬁc ask from ECLS to make clear the strategic links from the CLD Plan to other strategic
groups which chimes with another HMI Improvement Action to have more ‘clarity about how
strategic groups link together to better demonstrate their collective impact’.
Other Evidence
The Fairer Moray Forum is a Community Planning Group which has an associated oﬃcer level
Action Group. There was input to the Fairer Moray Forum Action Group involving around 40
members and follow-up engagement with 49 community-based groups who contributed their
experiences to the third “Inequalities in Moray” compilation. These groups connect with and
respond on behalf of the hardest to reach and those experiencing poverty locally which informs
our social justice target within the plan. The most recent Inequalities report identiﬁed over 7,000
people who improved their health and wellbeing because of activities delivered through Mental
Health and Wellbeing funding – evidencing our ability to better report the breadth of CLD
provision in Moray as requested by HMI.
Connecting the strands
The CLD Strategic Partners had two further workshop sessions in May and July to scope out how
we could meaningfully reﬂect that in this new CLD Plan. Partners co-produced the logic models
which summarise our approach under each theme of the Plan.
16 Moray Partnership CLD Plan 2024-2027
“We met Kate Still who has been
tasked by Scottish Government to
conduct an independent review of
Community Learning & Development
across Scotland. At the conference
this is what my table prioritised:
1. Increase level of SQA available
within community
2. Raise awareness of adult learning
3. Increase diversity of locations time
methods of delivery
4. To have more freebies which always
work to attract new learners”.
Charlotte Rushforth,
Moray Learner Link Up
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Page 73

What we learned and how it informs this Plan
17Moray Partnership CLD Plan 2024-2027
Better signposting/guidance of opportunities
Places for young people and adults to meet and
take part in learning / activities or hang out
More community -based youth work
Life-skills training / activities to be available in
communities and free for everyone.
Outdoor learning and residential opportunities -
for young people and for enhanced mental health.
Evening classes: /more leisure classes and inter-
generational learning.
More awareness needed on mental health and
neurodiversity
Need to have a menu of what provision is
available.
More opportunities to connect with people who
are isolated or lonely who are “slipping through
the net.”
Engaging with young people on what is important
to them.
Promote a positive culture about volunteering
with local authority in Moray.
Fun provision for children & young people with
ASN / More activities (aﬀordable) for
children/young people/adults with ASN
Family learning opportunities to support parents.
Building digital conﬁdence and widening access to
IT for those without.
Mentoring
More local events
More cultural education about being a global
citizen.
Learning exchanges for creative sustainability.
More promotion of health and social care as
worthwhile career routes.
Yes
Yes
Yes
Yes
Within YW
Network
Yes
Yes
Yes
Yes
Yes
Yes
Some examples–
but largely
unmet need
Part of AFL remit
Yes
Individual
partners
addressing but
not speciﬁcally
partnership
delivery.
KEY 1. Join the Dots events (130 comments) 2. Volunteer Managers Forum 3. Children & Young
Peoples Forum 4. RAF H&WB event 5. Elgin Town Centre Survey (410 responses Moray-
wide) 6. CLDP YP survey (40 & 50 responses)
Learning for Life Theme
1 2 3 4 5 6 In Plan
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Page 74

Learning for Life Logic Model
18 Moray Partnership CLD Plan 2024-2027
Need and Context
Adult learners have told us that it is not always easy to ﬁnd out
what adult learning opportunities are available.
The need for community-based youth work activities and
facilities has been a long term ask from our communities
(identiﬁed as an Unmet Need in last Plan)
Policy Context
An Improvement Action from our HMI Progress Visit in 2023 was
to better understand and capture the wider CLD oﬀer across
Moray.
Longer-term digital goal that lifelong learning opportunities can
link into emerging apps such as the tsi Community Map
Ability to respond to recommendations of the Independent
Review of CLD
Project objectives
As a Partnership, we will work together to remove barriers to
learning so that people are more likely to reach their potential,
leading to improved health, well-being, employability and quality
of life.
CLD service to
facilitate Learner
Link Up and Youth
Network.
CLD Strategic
Partners and
stakeholders to
develop signposting
for adult learning
oﬀer.
Four Outreach
Youth Workers in
place in Elgin,
Buckie, Forres and
Keith.
Youth Work
Network to meet
regularly to expand
youth work
provision.
Four Learner
Link-Up
sessions
held.
Four Youth
Work
Network
sessions
hosted.
New youth
work projects
developed
through YW
Network
User friendly web
page developed
with adult learners.
Increased number
of adult learners –
10% each year,
Learner Linkup’s
provide platform
for Learner Voice.
Outreach YW model
piloted in four
ASG’s in 24/25.
YW Network meets
regularly to
respond collectively
to issues and
opportunities which
allow young people
to ﬂourish.
Increase in people
able to access the
most appropriate
adult learning
opportunities.
Young people will
feel more conﬁdent
and connected
through taking part
in community-
based informal
learning.
CLD partners create
spaces which
promote CHIME –
Connectedness,
Hope and
optimism/ Identity /
Meaning and
Empowerment.
Impacts
Increased number
of adult learners in
Moray.
People will enhance
their sense of well-
being and personal
resilience at
diﬀerent life
transition stages
because of
becoming lifelong
learners.
Young people access
informal learning
which is built
around their
interests and needs,
and which develops
personal conﬁdence
and life- skills.
Learning for Life Theme
Inputs Activities Outputs Outcomes
Evaluation Strategy
KPI data will record numbers of people participating. – in Adult Learning and Youth Work.
CHIME AND Youth Work Outcomes will be used as proxies for improved mental health and
wellbeing.
Outreach Youth Work Impact will be measured using national Youth Link evaluation criteria for Raising
Attainment with young people - Consistent attendance in YW / Consistent participation in YW and / Improved
ability to regulate behaviour and emotions in Youth Work / Improved attendance in school / improved
participation in school / Improved ability to regulate behaviour and emotions in school.
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Page 75

19Moray Partnership CLD Plan 2024-2027
Learning for Life Theme
Facilitate the
Learner Link-Up
group as a space to
engage with and
em
power adult
learners.      
Extend approaches
to prom
ote easier
access to adult
learning in M
oray  
Activity
W
hy
W
ho
M
ilestones
M
onitoring
Learners will have a voice by
engaging with activities of the
Learner Link- Up Group. 
This will give learners the
opportunity to have a voice, discuss
issues, engage with decision-m
akers,
and contribute to im
proving and
developing adult learning
opportunities.  
Adult Learners tell us it is not always
easy to access learning
opportunities. Not all learners access
online inform
ation, so need a variety
of approaches. 
The interim
ﬁndings of the
independent review
noted ‘poor
awareness of CLD
opportunities was
also highlighted as a particular issue
for people who want to access
learning…
Reaching those who m
ight
beneﬁt from
CLD
but who have not
yet engaged with services rem
ains a
challenge. 
Organisations also report that ﬁnding
up to date inform
ation is diﬃ
cult. A
m
aintained and up to date online
app/space would m
ake this easier for
partners
CLD
Adult and Fam
ily
Learning Team
facilitation. 
Input from
CLDSP
partners as requested. 
Learners.    
All CLD
SP adult learning
providers – 
CLD/ M
oray Pathways
Local Em
ployability
Partnership/
Com
m
unities and
Volunteering Team
/
Health Im
provem
ent
Team
/ UHI/ LEAD
Scotland / M
oray
W
ellbeing Hub/ tsi
M
ORAY/ Arm
y W
elfare
Support Team
(CLD) 
CLD
8 Learner Link-Up sessions will be
delivered annually. 
All CLDSP m
em
bers will be invited to
attend LLU
m
eetings to share
inform
ation and build links with
learners, 2024-27. 
Learner Link-up will identify and
organise 3 additional learning
sessions per year 
All partners have access and training
on ALISS 
All CLD
Strategic partners where
appropriate upload and update their
Adult Learning oﬀer into the ALISS
system
(to link in with other digital
apps being developed in M
oray). 
Adult Learner Signposting landing
page developed and m
aintained. 
A num
ber of partner organisations
will input inform
ation into the M
oray
Pathways W
ebsite and 
social m
edia. 
An increase in participation in
learning opportunities will be
recorded via the shared Hanlon
Database. 
Generic prom
otional m
aterials to be
displayed in all local com
m
unities
highlighting adult learning providers
inform
ation.
Feedback report
six m
onthly to CLD
SP.         
By Decem
ber 
2024 
By M
arch 2025.     
Im
proved
awareness of adult
learning oﬀer and
signposting to
providers.      
Inform
al feedback
sought via Learner
Link Up.
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Page 76

20 Moray Partnership CLD Plan 2024-2027
Com
plete
partnership
delivery of
M
ultiply
program
m
e in
M
oray      
Facilitate and
increase
m
em
bership of
the Youth W
ork
Network in
M
oray.        
Pilot Outreach
Youth W
ork
approach in
Elgin Academ
y,
Buckie, Forres
and Keith.
Activity
W
hy
W
ho
M
ilestones
M
onitoring
The CLD
Strategic Partnership
responded to this fund and
agreed a pathway and
partnership approach to delivery. 
The funding ends in M
arch 2025
and partners wish to ensure
learners can com
plete or
progress to other learning – and
to have a cohort of Num
eracy
Cham
pions in place. 
Ensure a cohesive and robust
youth work sector in M
oray
working in partnership to deliver
the best youth work outcom
es for
young people.         
Young people who are currently
disengaged from
learning will
beneﬁt from
outreach youth work
through developing positive
relationships with trusted youth
workers... As a result, they will
im
prove their attendance,
attainm
ent and sense of well-
being and feel m
ore involved as
active citizens in their com
m
unity 
UHI M
oray/ LEAD
Scotland
Adult &
Fam
ily Learning
(CLD)/ENABLE W
orks
Salvation Arm
y /
National Num
eracy/
Library Learning Centre/
Lossiem
outh 2-3 Group     
All Youth W
ork providers and
collaborators in M
oray 
CLD
Youth W
ork/ The Loft
Youth Project, Keith/ EYDG,
Elgin/ Speyside Youth/ The Gaﬀ,
Forres/ The Fisherm
en’s Hall,
Buckie/ Outﬁt M
oray/ Arm
y
W
elfare/ Aberlour Youthpoint/
M
oray Youth Justice/
Throughcare aftercare/
Uniform
ed organisations/
church youth groups 
CLD
Youth W
ork/ secondary
schools /com
m
unity wardens/
Police Scotland/ Youth W
ork
providers and other com
m
unity
groups
All partners to achieve targets by
M
arch 2025. 
Over 250 learners com
plete. 
20 Num
eracy Cham
pions trained      
At least four sessions to be
delivered annually hosted by
diﬀerent partners 
Network to agree and deliver on
work plan for ﬁrst year of CLD
Plan. 
Progressing potential projects to
widen delivery options in
partnership with other Youth W
ork
providers.  
Have staﬀ
in post prior to ﬁrst
term
of 24/25 Academ
ic Year. 
Produce a 6-m
onth update report
to elected m
em
bers on the
Education, Children’s and Leisure
Services (ECLS) Com
m
ittee. 
Year 2 - Seek funding to roll out
the approach in Lossiem
outh,
Speyside, M
ilnes and Elgin High.
Project report
com
pleted by
31/3/25
Im
pact/evaluation
CLDSP discussion
M
ay 2025.      
Increased youth
work opportunities
for young people 
Increase in projects
developed and
delivered in
partnership. 
Increased resource
sharing for youth
work delivery in
M
oray. 
Evidence of
increased
attendance at
school / learning 
Distance travelled
against Youth W
ork
Outcom
es 
Learning for Life Theme
Page 76

Page 77

21Moray Partnership CLD Plan 2024-2027
Yes
Yes 
Yes 
Yes 
Yes 
Yes 
Yes 
Yes 
Yes 
Yes 
Yes 
mobile services
developing
1 2 3 4 5 6 In Plan
Community Voice Theme
Better signposting/guidance of opportunities
More CHIME and trauma informed spaces so
individuals are welcomed into a safe space.
Promote volunteering to everyone and be clear
about role expectations
IT support sessions for individuals in community
facilities
Signposting of funding opportunities for
communities
Creative practices applied to support
participation and community voice. 
We need to reach out to rural and deprived
areas.  Mobile Information Bus could be used
more.
Awareness of support per area for people
needing help to access. 
Better communication with communities & within
organisations 
To consult with our communities what they want
from our services. 
Ownership of spending by & for the communities,
including opportunities for learning exchanges.
Ways to provide practical ﬁnancial support – e.g.
hosting bank outreach services.
KEY 
1. Join the Dots events         
(130 comments) 
2. Volunteer Managers Forum
3. Children & Young Peoples
Forum
4. RAF H&WB event 
5. Elgin Town Centre Survey
(410 responses Moray-wide) 
6. CLDP YP survey                   
(40 & 50 responses) 
Page 77

Page 78

Active Citizens and Community Voice Logic Model
22 Moray Partnership CLD Plan 2024-2027
Impacts 
More people in our
communities are
supported and
motivated to join in
through well
supported
engagement
activity.
More of the people
who experience the
poorest outcomes
take part or join the
conversation.
Our communities’
ability to address
their own needs
and aspirations is
improved and
enabled by support
from partners.
More people
volunteer in their
communities.
Need and Context  
An Improvement Action from our HMI Progress Visit in 2023
noted the strength of the community and third sector and
that ‘community organisations will require ongoing capacity
building to support those facing challenges in their lives and
to meet community needs.’
Policy Context
The Community Planning Partnership has recommitted to
addressing poverty and inequality.
The refreshed Moray Council Corporate Plan is committed to
‘tackling inequality in all we do, targeting our services towards that
goal and working with partners and communities to achieve it.
The Community Empowerment (Scotland) Act is currently being
reviewed.
Project objectives
We will work in partnership with our community groups and
organisations to build stronger resilient communities.  We will
work in partnership with communities to address inequality by
progressing the things that are important to them and by
strengthening their voice in the decision-making processes that
aﬀect them.
Inputs
Community
engagement and
capacity building
support in general - 
including Local Led
Economic
Development
(tsiMORAY), Locality
Plans and Community
Councils (CSU)
HIE Moray –
investment in anchor
orgs.
Moray Pathways 
LEP investment in
“The Link”
Communities & Vol
Team – volunteering /
supporting groups.
Activities
Continued
support to the
two LOIP priority
areas as part of a
wider place-based
localities
approach (years
1-3) 
Complete work
with CEG and CPP
Board to enhance
community voice
in community
planning. (Year 1)
Outputs
Pilot ‘The Link’ –
community hub
located in New
Elgin
Support to anchor
organisations in
Buckie to sustain
existing volunteer
run hub – and in
seeking larger
premises. 
New Elgin and
Buckie annual
reports
Increased co-
ordination and use
of existing and
emerging online
engagement
platforms.
Outcomes
People will feel
they have a voice
and that their
involvement
makes a
diﬀerence.
Increase in
residents engaged
in the two LOIP
priority areas as
reported to CPP.
CLD Partners
increasingly work
together to target
resources towards
agreed priorities/
areas of need.
Evaluation Strategy   
KPI data will record numbers of people participating in capacity-building activity as
reported by CLD (CSU), tsi Moray, Communities and Volunteering Team, Moray Pathways,
Health Improvement Team, HIE Moray.
Community Voice Theme
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23Moray Partnership CLD Plan 2024-2027
Community Voice Theme
New
Elgin -
Continued support
to the LOIP priority
area.    
Buckie - Continued
support to the LOIP
priority area.    
W
orking with CPP
Board to sim
plify
process for
com
m
unities to
feed into the CPP
process. 
Place based
approaches to
com
m
unity
developm
ent and
capacity building. 
Activity
W
hy
W
ho
M
ilestones
M
onitoring
The M
oray CPP identiﬁed New
Elgin
and Buckie as the two Local Outcom
e
Im
provem
ent Priority areas and
m
ade a 10-year com
m
itm
ent to
neighbourhood place-based work
from
2019-29.         
The CPP Board have held several
dialogue-based Developm
ent Days.
They are planning to work with the
Im
provem
ent Service to carry out a
self-evaluation and are looking to
strengthen com
m
unity voice.    
The CPP are increasingly taking a
place-based approach – beyond the
two LOIP com
m
unities. 
M
oray Council have worked with the
Im
provem
ent Service and other
authorities to develop rural poverty
data 
CLD
(CSU/ AL/ YW
)
M
oray Pathways
M
um
Days group 
CLD
/ New
Elgin PS   
CSU
Buckie Area Forum
FAB
Developm
ent Trust
M
oray Pathways LEP
HIE M
oray &
Com
m
unity
Assets Team
CPP Board (inc HIE) 
Dialogue Days
Facilitation Team
Im
provem
ent Service 
Com
m
unity Engagem
ent
Group 
CLD
SP 
Research Inform
ation
Oﬃ
cer
Partnership delivery to pilot
com
m
unity hub facility (The Link)
located in New
Elgin. (from
Sept 24) 
Continued delivery of Strategic
Equity Fund project with P7 cohort at
New
Elgin PS. 
Partnership working to deliver on the
priorities in the Buckie Com
m
unity
Plan. Focus on sustaining current
Com
m
unity Hub and working on
feasibility of expanding into larger
prem
ise. 
Contribute to a CPP Board
Developm
ent Day to explore
refreshed m
echanism
s to enhance
com
m
unity voice in com
m
unity
planning. 
Action Plan developed for 25/26   
Supporting com
m
unity led action
planning which contribute to
reducing inequality. 
Scoping out work with SCVO
and
local stakeholders to co-ordinate
digital com
m
unity hubs across M
oray
Quarterly
reporting –
oversight by
Steering Group    
Quarterly
reporting 
By Feb 2025     
April 2025   
Quarterly
Reporting 
Discover phase –
by Feb 2024
Deﬁne Phase –
2025
Develop Phase
2025-27 
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24 Moray Partnership CLD Plan 2024-2027
Community Voice Theme
Better capture the
im
pact of
com
m
unity and
third sector delivery
of CLD
in M
oray. 
M
axim
ising new
funding
opportunities      
Using a place based
approach to
im
prove health and
wellbeing   
Activity
W
hy
W
ho
M
ilestones
M
onitoring
Response to recom
m
endations of
HM
I Progress Visit.    
New
and continued external grant
funding stream
s have appeared at
short notice with tight deadlines for
com
m
unity take-up     
Connecting individuals to non-clinical
supports and services within the
com
m
unity to im
prove health and
wellbeing and to strengthen
com
m
unity connections
All partners to report on
KPI’s – 6 m
onthly.    
Lead organisations will
involve partnership
m
em
bers as appropriate
to m
axim
ise
opportunities    
Health Im
provem
ent
Team
/ HSCM
KPI perform
ance inform
ation
provided by partners.    
External m
ilestones responded to
and targeted groups encouraged
and supported to apply.      
Developm
ent and im
plem
entation
of agreed Social Prescribing /
Com
m
unity Connector M
odel
Six m
onthly – for
discussion at
CLDSP   
Quarterly
updates to
CLDSP.      
M
arch 2025 
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25Moray Partnership CLD Plan 2024-2027
Developing and Connecting the CLD Workforce
Drivers 
Learn North is managed in a voluntary capacity by
representatives of organisations involved in community
learning and development (CLD) delivery across the
widespread geography of the North of Scotland. Moray are
members, alongside colleagues from Aberdeen City,
Aberdeenshire, Highland, Shetland, Orkney, Western Isles
and Argyll and Bute. 
In spring 2024 Learn North commissioned a survey of professional learning needs in the North
with 151 responses from practitioners and 55 from organisations. 
Professional Learning support for Partnership CLD Plans
The aim of the group is to strengthen access to continuing professional learning for staﬀ and
volunteers involved in CLD practice (from local authority and community / third sector), to
identify where there are gaps in provision of learning opportunities and to design and deliver
programmes and activities by working collectively to share resources, avoid duplication and
enhance joint approaches. 
Based on the survey feedback and analysis Learn North will… 
Improve access to professional learning resources that will enhance digital practice and
engagement
Develop peer review systems on community learning and development themes
Invite graduate students that have completed CLD research to share their learning
Share learning from 2023 / 24 Progress Visits
Encourage sharing of initiatives to illuminate good practice in themes of CLD as part of the
Winter Festival Programme. 
CLD Strategic Partnership – within Moray, the CLDSP continue to meet quarterly to monitor
progress with the delivery of this Plan and to address the Improvement Priorities from the HMI
Progress Visit and respond to the ﬁndings of the Independent Review. 
The small capacity building budget of £4,000 available through the CLD service in Moray Council
will be used to support this strand of work – although this budget is only conﬁrmed for ﬁnancial
year 24/25. The increased focus on facilitating and developing the Youth Work Network and
Learner Link-Up group will continue to strengthen links to the wider CLD sector in Moray. 
Associate Assessors
Partners are conscious that there are not any active HMI Associate Assessors (AA) for CLD in
Moray at present (there are in the college sector)  and are keen that this gap is ﬁlled if HMI begin
to recruit for these roles. Partners believe that having AAs in Moray will help us in looking
outwards and learning from good practice models elsewhere in the country. 
CLD Workforce Theme
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Page 82

Developing and Connecting the CLD Workforce
26 Moray Partnership CLD Plan 2024-2027
Impacts
The proﬁle and
understanding of
CLD within Moray
will be raised.
Staﬀ and volunteers
will be active
members of CLD
Standards Council
and access members
meetings and
networks.
Staﬀ and volunteers
will be able to access
and input into
regional and
national training
opportunities.
Moray will learn
from provision
elsewhere through
participation in
networks, training
and inspection
activity.
Need and Context
Short-term funded contracts mean a constant need for
connecting staﬀ and volunteers to training opportunities – at
the same time as local authority budget for capacity building
and training was reduced by 50%.
The partnership currently has no active CLD Associate
Assessors.
Progress Visit feedback – improved links with community led
delivery and activity.
Policy Context
The pandemic legacy and cost of living crisis reaﬃrms the need
to respond to individual and community needs linked to poverty.
Online training opportunities are cost -eﬀective in reaching
people where there are rural barriers to participation.
A CLD staﬀ survey was undertaken across the North to ﬁnd out
staﬀ needs.
Project objectives
Stronger links made with the wider CLD sector in Moray –
community anchor organisations and community led groups and
projects.
Increase access to local, regional and national learning
opportunities for staﬀ and volunteers.
Inputs
CLD & tsiMORAY
input to Learn
North meetings.
CLDSC grant
accessed.
Learn North
represented at
national CLD
professional
learning
meetings.
Delivery of Peer
Review annual
sessions for the
wider Partnership
Delivery of CLD
quality indicator
related sessions.
Activities
Development of
Learn North oﬀers
informed by the
2024 survey and
the learning from
Progress Visits.
Responding to the
Review of CLD
recommendations
through the CLD
Strategic
Partnership.
Outputs
Learn North’s
Learning Festival
oﬀer - 20%
increase in Moray
provision and
participation.
3 Moray case-
studies submitted
annually to
CLDMS.
Responding
provision related
to the Review of
CLD ﬁndings and
AA recruitment.
10% increase in
Moray CLD SC
membership
Outcomes
Evaluation evidence
shows increased
understanding of
CLD.
Continued
improvements in
quality of CLD
provision.
Increased sharing of
good practice gleaned
from taking part in
HMI inspections of
other CLD provision
in Scotland.
Movement to
alignment with
recommendations of
the CLD Review
Evaluation Strategy
The CLD Strategic Partnership will continue to meet at least quarterly and will carry out an
annual self-evaluation which will include a Peer Review element to share practice and learning.
CLD Workforce Theme
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Page 83

27Moray Partnership CLD Plan 2024-2027
Learn North –
Delivery of capacity
building with all
seven other partner
areas.            
M
oray Capacity
Building Activity    
Prom
ote
opportunities from
qualiﬁed M
oray
staﬀ
to act as HM
I
Associate Assessors
for CLD.    
Activity
W
hy
W
ho
M
ilestones
M
onitoring
A learner survey was conducted in
April 2024 and the ﬁndings of that
will form
the basis of the action plan.              
M
oray Council have a sm
all budget
of 4k annually to build staﬀ
and
wider com
m
unity capacity.   
M
oray does not currently have any
active HM
I Associate Assessors. 
HM
I have indicated that they will be
seeking to recruit in the future and
the CLD
SP could beneﬁt from
this.
CLD
and tsi leads from
M
oray, Highland,
Aberdeenshire,
Aberdeen, W
estern Isles,
Orkney, Shetland and
Argyll and Bute.           
CLD
lead 
CLD
SP to prom
ote. 
Individual Practitioners. 
•Im
prove access to professional
learning resources that will
enhance digital practice and
engagem
ent.
•Develop peer review
opportunities
on com
m
unity learning and
developm
ent them
es.
•Invite graduate students that have
com
pleted CLD
research to share
their learning.
•Share learning from
2023 / 24
Progress Visits
•Encourage sharing of initiatives to
illum
inate good practice in them
es
of CLD
as part of the W
inter
Festival Program
m
e. 
Initial learning oﬀer to be designed
with partners and delivered by
M
arch 2025. 
2025-26 funding not yet conﬁrm
ed. 
Prom
ote the opportunity and
actively encourage staﬀ
who m
eet
the AA criteria speciﬁed by HM
I to
apply to becom
e associates. 
Learn North to
lead on
delivering
m
ilestones. 
CLD
and tsi
M
ORAY leads to
ensure M
oray
practitioners can
fully participate.       
Quarterly report
as part of CLD
Activity Updates 
on website.  
Num
ber of
applications
from
M
oray. 
Num
ber
accepted onto
AA program
m
e. 
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28 Moray Partnership CLD Plan 2024-2027
Monitoring Progress 
The CLD Strategic Partnership will continue to use the
national Key Performance Indicators from CLD
Managers Scotland to provide quantitative trend
information. 
The National KPI information will be collected as
before – with individual CLD Strategic Partners being a
key source of data alongside gathering data on the
wider CLD provision in Moray. Reference has been
made previously to the additional data generated
through the Inequality in Moray case studies. 
This process of capturing more of the impact of CLD in
Moray will continue to address the main Improvement
Action above from the HMI recommendations after
their 2023 Progress Visit. 
Adult Learning 
KPi1 Number of adults engaged in CLD activity.
KPi2 Number of adults receiving completed nationally recognised awards through CLD activity
(SCQF levelled and awards such as Adult Achievement Award including sectional
certiﬁcates)
KPi3 Number of adults gaining wider achievement awards, local awards and those not
nationally recognised, through CLD activity (e.g., Health Issues in the Community &
Keystone Award)
KPi4 Number of adults engaged in family learning through CLD activity.
KPi5 Number of children/young people engaged in family learning through CLD activity. 
Youth Work 
KPi6 Number of young people engaged in family learning through CLD activity.
KPi7 (i) Number of young people receiving completed nationally recognised awards through
CLD activity.
(ii) Number of young people receiving sectional certiﬁcates towards above Awards
(sectional certiﬁcates only to be included if full award not completed)
KPi8 Number of young people gaining wider achievement awards, local awards and those not
nationally recognised, through CLD activity. 
Health and Wellbeing * 
KPi9 Number of adults with improved mental health and wellbeing outcomes through CLD
activity
KPi10 Number of young people with improved mental health and wellbeing outcomes through
CLD activity 
“The overall picture of CLD
performance is not yet fully
captured by CLD partners.
CLD partners need now to
consider how they can best
work together to demonstrate
their collective impact and
progress over time.” 
HMI Progress Visit Report 
Dec 2023
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29Moray Partnership CLD Plan 2024-2027
Community Engagement 
KPi11 Number of community groups receiving capacity building support through CLD activity
KPi12 Number of adults and young people taking part in inﬂuence and engagement activity
through CLD – (including community planning / participatory budgeting / local and
national consultations / co-production and inﬂuencing service design).
KPi13 Number of adults and young people reached and engaged with through one-oﬀ
promotional events / drop-ins / community events / engagements / etc. 
* In relation to the KPI re improved Health and Wellbeing we will work together to ﬁnd a way to
translate the CHIME framework (Connection, Hope, Identity, Meaning, Empowerment) which has
come out of mental health recovery research (LINK)  to help us translate how we deliver in relation to
improved wellbeing and person-centered approaches. In Youth Work we will use the Health and
Wellbeing Outcomes developed by YouthLink Scotland  to evidence the impact of CLD provision on
young people.  The Adult and Family Learning Team within CLD carry out a brief “Fit Like?” survey
with learners each quarter – with the most recent one indicating that learning has a positive impact
on the mental health and well being of 93% of respondents. 
Independent Review of CLD
The governance process to have the CLD Plan approved by the Community Planning Partnership
to meet the Statutory Requirement to publish by 1st September 2024 means that this plan has
been produced without access to the ﬁndings or recommendations of the review which
delayed reporting because of the 2024 General Election. 
The key recommendations of the review are now sitting with Ministers – and are ostensibly reliant
on a joint approach between Scottish Government and The Convention of Scottish Local
Authorities (COSLA). If as proposed there is a new national CLD Strategic Leadership Group
formed to develop a clear lifelong learning narrative and delivery framework then this will be
included in our mid term review of this CLD Plan as per the Ministerial Guidance issued in April
2024 that: 
‘… once the independent Review of CLD is published, education authorities
are encouraged to consider whether it is appropriate for their area to
undertake a more substantial learner and partner consultation and update
their plan accordingly…. for the remaining two years of the plan cycle’.   
Buckie Adult Learners celebration event
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Looking to the future - potential issues/unmet
needs
The last CLD Plan was written at a time when the country was coming out of lockdown and there
was a deliberate focus on reconnecting communities. The trend evidence shows that these
planned intentions have largely been met. In addition, areas of unmet needs have also been
addressed because of new funding streams which emerged. This responsiveness to changing
realities will be required again by CLD partners in Moray.
This 2024-27 CLD Plan is being produced prior to the recommendations of the Independent
Review of CLD being shared and in a context of severe budget challenges in Moray Council and
increased ﬁnancial uncertainty for community and third sector partners. These and other
considerations are explored in the PESTLE analysis below.
30 Moray Partnership CLD Plan 2024-2027
Impacts of UK, national and local elections.
Responding to increase in Asylum Seekers
to be allocated to Moray as part of the
Home Oﬃce Wider Dispersal Policy.
National changes in political policy and
strategy (both UK and SG) create impact
and expectation at local level in
communities and CLD requirements for
example – early release of prisoners,
refugees, DWP policies in relation to
employability –
Regional and local changes in policy and
strategy create impact and expectation at
local level eg Putting People First (Health),
locality planning etc
New Scots Integration Strategy Delivery
Plan (24-27) – regional strategic approach to
ESOL delivery proposed.
Signiﬁcant savings still required at Moray
Council and challenges around third sector
funding streams. It is becoming ever more
challenging for third sector organisations to
attract/receive funding with even agreed
multiyear funding also at risk.
Delivery of CLD in Moray has grown with
increasing demand – but often based on
short-term temporary funding. (ESOL,
MULTIPLY)
Participatory Grant making is recognised as
being an eﬀective way to work with
communities and communities of interest
and is likely to continue.
Audit Scotland have identiﬁed a need to
accelerate the use of PB in Moray Council,
but dedicated support posts have been
removed.
Moray Local Action Group exists to
encourage community innovation and
support community led local development.
Annual funding supports community led
projects and innovation
Year on year reductions in Army Welfare
Service Community Support budget and
limited funding streams eligible to apply for.
Political
P
Economic
E
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31Moray Partnership CLD Plan 2024-2027
Increasing levels of ASN in schools and growing
demands for wider CLD provision for peer
support and service delivery. Increasing levels of
ASN within military families – impact on
accessing supports timeously (families may only
be in Moray for 2 years). Unmet need so far for
inclusive CLD/community provision
The latest household survey results 2022
revealed a worrying decline in volunteer
participation among Scotland’s adults – this
impacts not only on CLD activities but also has a
wider economic impact
The lack of childcare, increase in unpaid carers
responsibilities and increase in the age for
accessing pensions impact on individuals’ ability
to volunteer – they may now be childminding for
family members
The impact of poverty and individuals’ ability to
access CLD activities – Moray low wage economy.
Shortage in Qualiﬁed CLD staﬀ and funds to
access training. – hopefully this will improve in
coming years with new UHI course.
Signiﬁcant increase in people requiring mental
health and CAMHS (Child and Adolescent Mental
Health Services) services plus addiction support
services.  Unmet need.
Time of signiﬁcant change in key
national bodies Education Scotland
and HMI alongside major reviews
which will impact on medium term
strategies for Education. 
Potential of increased digital
connectivity approaches in Moray.
As AI continues to evolve and develop
CLD teams have a key role in working
with and supporting communities in
adjusting to new technologies.
Sociological
S
Technical
T
Impacts of Independent Review of CLD.
There is currently no statutory minimum
requirement for the delivery of CLD in local
authorities.
Review of Community Empowerment (Scotland)
Act to report in 2024.
Fairer Scotland Duty update 2025
New HMI inspection process to be created and
implemented.
tsiMORAY playing a lead role around
climate change engagement with
facilitation of Moray Climate Action
Network and delivery of Just Transition
funding programmes.
Resilience Planning in communities to
respond to extreme weather events
will  continue to be a feature for
Community Councils and other
groups. 
The Just Transition Participatory
Budgeting programme provides an
opportunity for communities and
individuals to have a say in how
monies are spent in communities in
relation to our journey to net zero
Transport features as a barrier for
many people in Moray – but limited
scope for CLD to directly address
Legal
L
Environmental
E
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32 Moray Partnership CLD Plan 2024-2027
Address: Communities CLD Team, High Street Elgin, IV30 1BX 
Email: CommunitiesCLD@moray.gov.uk 
Website: www.moray.gov.uk/MorayCLD 
Telephone:  07800 670692
Contact details  
If you need information from the Moray Council in a different
language or format, such as Braille, audio tape or large print, please
contact: 
Ma dh’fheumas sibh tuilleadh fiosrachaidh bho Chomhairle Mhoireibh ann an
cànan no cruth eile, leithid ann am Braille, air teip-fhuaime no ann an cruth-clò
mòr, nach cuir sibh fios gu: 
Jei pageidaujate tarnybos Moray tarybos teikiamą informaciją gauti kitokiu
formatu, pvz., Brailio raštu, garso įrašu ar stambiu šriftu, kreipkitės: 
Jeśli potrzebują Państwo informacji od Rady Okręgu Moray w innym formacie,
takim jak alfabet Braille'a, kasety audio lub druk dużą czcionką, prosimy o
kontakt: 
Se necessitar de receber informações por parte do Concelho de Moray num
formato diferente, como Braille, cassete áudio ou letras grandes, contacte: 
Ja Jums vajadzīga informācija no Marejas domes (Moray Council) citā valodā
vai formātā, piemēram, Braila rakstā, audio lentā vai lielā drukā, sazinieties ar:
Page 88

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33Moray Partnership CLD Plan 2024-2027
Notes
Page 89

Page 90

34Moray Partnership CLD Plan 2024-2027
www.moray.gov.uk/MorayCLD
Co -produced by Moray CLD Strategic Partnership 
a subgroup of the Moray Community Planning Partnership
Page 90

Page 91

As a partnership, we will work together to remove barriers to learning so that
people are more likely to reach their potential, leading to improved health, well-
being, employability and quality of life.
We will achieve this by:
Improving the visibility and access to adult learning opportunities
Facilitating Learner Link Ups to bring learners and providers together.
Developing the Youth Work Network and associated projects
Piloting the Outreach Youth Work and community-based projects
Learning for Life
Active Citizens and Community Voice
Developing and Connecting the CLD Workforce
We will work in partnership with our community groups and organisations to
address inequality by progressing the things that are important to them.
We will achieve this by:
Working in partnership to deliver the priorities in the LOIP Locality Plans (New Elgin and
Buckie)
Supporting Community-Led Action Plans
Working with key Community Planning Partners and sub-groups to raise awareness of
the CPP and increasing meaningful community engagement.
Developing Digital Hubs in communities
Improving Data capture, particularly around inequalities
Maximising external funding opportunities
Sharing information on CLD groups and activities to support social prescribing and
other approaches to increasing community connection.
We will work to connect CLD partners across Moray to ensure that the breadth of
provision is acknowledged and that those involved in delivery can access training
and learning opportunities which support delivery through local, regional and
national networks.
We will achieve this by:
Acting and delivering on the Learn North practitioner survey ﬁndings
Delivering professional learning opportunities locally including the CLD Winter Festival.
Actively promoting the CLD Standards Council and associated groups.
Cross Cutting Themes 
Addressing impacts of rurality and poverty.
Improving mental health and well-being by reducing social isolation.
Promoting climate justice * 
* In the UK, climate justice relates to concerns about the inequitable outcomes for diﬀerent people and places associated
with vulnerability to climate impacts and the fairness of policy and practice responses to address climate change and its
consequences
Moray Partnership CLD
Plan Summary  
2024-2027
Item 5.
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Page 92

ADDRESSING IMPACTS OF RURALITY & POVERTy    
PROMOTING CLIMATE JUSTICE
LEARNING 
FOR LIFE
Removing
barriers to
learning
Person -
centred
learning
Increased
knowledge
Support delivery
CLD
Strategic
PartnershipLocal
Skilled
workforce
Access to
training
Stronger, resilient,
supportive and
inclusive
communities
Sharing practice
and making
connections
Sharing
skills and
practice
Sharing CLD
approaches and
methodologies
Making
Connections
& building
networks
Improving
standards
More
community-
based youth
work
Building
conﬁdence
Celebrating
achievement
Building
digital
skills
Skills for life
and work - 
no wrong
path
Improving
Health &
Wellbeing Addressing
inequality
Supporting
and valuing
volunteers
Have a
voice
Local
decision
making
Additional
support
Place
based
approach
ESOL
Employability
Learner Link Up 
Youth Work
Network
Eﬀective
partnership
working
ACTIVE CITIZENS &
COMMUNITY VOICE
IMPROVING MENTAL HEALTH & WELLBEING BY REDUCING SOCIAL ISOLATION
National
Regional
DEVELOPING & CONNECTING
THE CLD WORKFORCE
Empowering
volunteers
and staﬀ Community Learning and Development (CLD) develops 
“critical thinking, personal and social skills, widening access
to lifelong educational attainment and employment
prospects; improving people’s health and well-being; and
encouraging active citizenship and participatory democracy” 
(Learning: For All. For Life. - July 2024)
Promoting
inclusion and
removing
stigma
Moray Partnership CLD Plan 2024 - 2027
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REPORT TO: COMMUNITY PLANNING BOARD ON 23 OCTOBER 2024
SUBJECT: PROPOSED SCHEDULE OF MEETINGS TO NOVEMBER
2025
BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES
AND ORGANISATIONAL DEVELOPMENT)
1. REASON FOR REPORT
1.1. To invite the Board to consider and agree the schedule of meetings for the
period to November 2025.
2. RECOMMENDATION
2.1. It is recommended that the Board approve the schedule of meetings for
the period to November 2025.
3. BACKGROUND
3.1. At the meeting of the Board on 8 November 2023 (paragraph 3 of the minute
refers), the Board agreed the schedule of meetings up to, and including,
November 2024.
3.2. It has been the previous practice of the Board to agree the meeting dates for
the coming year at the November meeting.
3.3. The proposed dates for 2024 are:
- 19 February 2025
- 4 June 2025
- 20 August 2025
- 26 November 2025
3.4. Arrangements for any special meetings will be made in consultation with the
Chair, Depute Chair, partner agencies and the appropriate Officers.
4. CONSULTATIONS
4.1. The Depute Chief Executive (Education, Communities and Organisational
Development), and the Chair of the Board have been consulted and any
comments received have been incorporated into this report.
Item 6.
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5. CONCLUSION
5.1. The Board is asked to approve the schedule of meetings for the period to
November 2025.
Author of Report: Lindsey Robinson, Committee Services Officer
Background Papers:
Ref: SPMAN-957343068-2324 / SPMAN-957343068-2325
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REPORT TO: COMMUNITY PLANNING BOARD ON 23 OCTOBER 2024
SUBJECT: SYSTEMS BASED APPROACH TO PHYSICAL ACTIVITY IN
MORAY UPDATE
BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITIES
AND ORGANISATIONAL DEVELOPMENT), MORAY
COUNCIL
1. REASON FOR REPORT
1.1. To provide the CPB with an update on the development of the Systems Based
Approach to Physical Activity in Moray and to ask that the Board encourage and
liaise with partners to ensure this approach is embedded within relevant
strategies and plans.
2. RECOMMENDATION
2.1. It is recommended that the Board:
i. That CPB note the progress made in relation to developing the
Systems Based Approach to Physical Activity in Moray;
ii. That CPB scrutinises the emerging themes and high level actions to
ensure alignment with strategic outcomes for Moray; and
iii. That CPB encourage and liaise with partners to ensure this
approach is embedded within relevant strategies and plans to
ensure that whole system contribution.
3. BACKGROUND
3.1. At the meeting of the Community Planning Board on 29 February 2024 the
Board unanimously agreed the following;
i. to recognise the centrality, importance and contribution that
physical activity provides towards the achievement of the Local
Outcome Improvement Plan and Community Planning priorities;
ii. to note the initial discussion undertaken with partner
organisations in preparation for the Systems Based Approach in
Moray;
Item 7.
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iii. to endorse and agree to support work required to deliver this
approach in Moray;
iv. to receive 6 monthly updates on progress and to champion and
challenge this work accordingly;
v. to help overcome barriers that the steering group are unable to
overcome;
vi. to use external influence to national partners where required; and
vii. to support in the identification of a steering group comprising of
Senior Officers to drive this approach forward.
3.2. Over and above the endorsement of the Community Planning Board there was
also endorsement at Senior Management Team level of Health & Social Care
Moray.
3.3. Since the February endorsement, partners that have a connection or contribute
to physical activity have been involved in developing the framework for Moray
working alongside Public Health Scotland.   These sessions have involved
undertaking a deep dive into what is going well in Moray and needs maintained,
what is happening but could be improved and where the gaps are that requires
development.  From this deep dive work emerging themes have been
established with a set of high level actions being drafted.  A copy of these
emerging themes and high level actions is available in Appendix 1.
3.4. In regards to governance of this new approach individuals have been identified
that have a level of responsibility relating to one of the eight sub-systems and
these individuals will act as the working group that maintains momentum and
oversees each sub-system.  The working group will be open to new partners as
and when required however currently the organisations represented include
Moray Council, Moray Health & Social Care Partnership, Digital Health & Care
Innovation Centre (DHI), Moray College/UHI, Moray Leisure Centre, Outfit
Moray, sportscotland, Public Health Scotland and several voluntary sports
organisations.
3.5. Following discussions with members of CPB it was agreed that due to resource
capacity and current pressures rather than create a steering group that would
review, challenge and support the progress of the working group, identified
‘project sponsors’ would attend working group meetings twice per year so that
progress can be reported.  To date, three senior officers have been identified to
act as ‘project sponsors’ representing Moray Council, NHS Grampian and the
Moray Wellbeing Hub.
3.6. The new Physical Activity for Health framework for Scotland has been
developed over the past 18 months with system partners including COSLA,
Scottish Government, sportscotland, Public Health Scotland, Community
Leisure UK, Paths for All, Transport Scotland and Nature Scot.  This framework
is set to be launched in early October 2024.  This new national framework will
align exactly to the Systems Based Approach being taken forward in Moray
which will further endorse and align the national and local approach.  As part of
this new framework COSLA have appointed a Sport & Physical Activity Policy
Manager to help with the delivery of Scotland’s new national framework.
3.7. 12 Local Authority areas across Scotland are now progressing this approach
within a further 4 in consideration.  It will be valuable for the working group to
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link up with these Local Authority areas moving forward in regards to sharing of
best practice.
3.8. To date, progress on this new approach has developed well appreciating the
challenge of bringing multiple partners round the table and to gather and
analyse all the information.  There are some areas where input/commitment has
been less evident which is a concern as progress cannot be achieved or will be
limited if the whole system is not working collectively.  Therefore a request to
the CPB to encourage and liaise with partners to ensure this approach is
embedded within relevant strategies and plans to ensure that whole system
contribution.
4. SUMMARY OF IMPLICATIONS
The Systems Based Approach to Physical Activity in Moray has been
endorsed by the CPP and therefore the working group are keen to gather input
from CPP on the high level actions and ensure commitment across all
partners.
5. CONCLUSION
The CPP Board is asked to consider the recommendations and provide any
feedback on the progress to date to the working group.
Author of Report: Kim Slater, Sport & Culture Service Manager
Background Papers:
Ref:
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Active systems Appendix 1
Delivery outcome: Collaborative actions established, enabling a whole systems approach to physical activity.
Evidence-based actions Emerging Themes Draft Actions Baseline
1. Strengthen leadership and governance for
physical activity across the system.
2. Integrate accountability for physical activity
through existing reporting mechanisms e.g.,
community plan, IJB and HSCP plan, local
outcome improvement plans, annual reviews
with funders, local government benchmarking
and NHS local annual delivery plans.
3. Work collaboratively via new or existing strategic
groups, forums or multisectoral partnerships to
maximise the impact of resources and enable the
coordinated implementation of actions.
4. Utilise national and local data and evidence to
identify priority populations and enable data
driven decision making.
5. Advocate for physical activity to increase
awareness and knowledge of, and engagement in
joint action; targeting key audiences including
high-level leaders, policymakers, elected
members, community leaders, media and the
wider community.
6. Strengthen policy cohesion and finance
mechanisms that enable the implementation of
policies aimed at increasing physical activity and
reducing sedentary behaviour.
Role of the Community Planning Board, Integrated
Joint Board, Health & Social Care Partnership.
Accountability; Joint: Community Planning Board,
Integrated Joint Board Delivery Plan, Health & Social
Care Partnership Plan. NHS Grampian: Moray Health
Improvement Team Delivery Plan, NHS Grampian
Public Health Strategic Plan, NHS Grampian Delivery
Plan, Dr Grays Strategic plan/delivery plan. Moray
Council: Corporate Plan, Local Development Plan,
National Planning Framework 4, Childrens Services
SHANARRI indicators, service plan and joint needs
assessment. Education curriculum for excellence
experiences and outcomes. Sportscotland investment
plans.
A greater understanding of the stakeholders and
strategic groups/forums across the PA systems is
required.
A range of data sources exist relevant to physical
activity in Moray, but access to and the collation of
data is limited.
Physical activity ‘champions’ and advocacy messages
required to influence decision making. – Links
closely to ‘Comms & Public Ed’
Participatory budgeting identified as a potential
option to inform future funding decisions.
Strengthen leadership, governance and
accountability for physical activity across the system.
Work collaboratively via strategic groups and forums
with a role in the physical activity system to
strengthen cross policy cohesion, maximise the
impact of resources and enable implementation of a
systems-based approach to physical activity in
Moray.
Develop a stakeholder map to understand who is
involved in the PA system and the connections
between stakeholders including outcomes, actions
and performance indicators.
Collate local physical activity system related data
that can be accessible and used to identify priority
populations and enable evidence-based decision
making.
Use the COSLA paper on The Positive Contribution of
Physical Activity and Sport to advocate for physical
activity in a cross policy context.
Explore how physical activity could be integrated into
participatory budgeting.
Embed physical activity within a cross-policy context
across Moray Council, Health & Social Care Moray
and NHS Grampian.
Item 7.
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Active places of learning
Delivery outcome: Whole school approach to physical activity adopted by all places of learning.
Evidence-based actions Emerging Themes Draft Actions Baseline
1. Whole of School Approach to physical activity:
 physical education curriculum that develops
knowledge, confidence, competence, and
motivation to be active.
 active classrooms and outdoor learning that
incorporate movement into classroom and
outdoor learning experiences across the
curriculum.
 after school physical activity opportunities.
 break time physical activity such as active play.
 active travel to and from school.
2. Preservice and in-service workforce
development for teachers; enhance knowledge
and teaching skills on the value of active play,
physical education, adaptive physical activity,
fundamental movement skills and physical
literacy, and on how to include people with
disabilities and the least active.
3. Develop and implement design guidelines for
education and childcare facilities; create
accessible and safe environments for children and
young people to be physically active.
4. Whole-of-campus approaches to physical
activity in colleges and universities; strengthen
implementation of initiatives such as WHO’s
“Health Promoting Universities”; strengthening
opportunities for students, staff, and visitors to
increase physical activity and reduce sedentary
behaviour, by prioritising and enabling access to
campuses by walking, cycling and public
transport.
Children and young peoples’ ‘right’ to be physically
active.
Opportunities but delivery variable across Moray:
 Physical Education (PE); PEPAS strategic
oversight gap; PE specialists retained to ensure
quality PE provision; Query re validity and %
schools delivering 2hrs/periods quality PE.
 Cross-curricula PA opportunities to be explored.
 The Daily Mile potential for growth.
 School Sport Award positive uptake, scope for
expansion.
 Active Start programme for early years, scope
for expansion.
 Outdoor play and project-based activities exist,
scope for further development.
 Active Schools remains positive
 Links to active travel – Bikeability
CPD offered to NQTs by Active Schools and Coach
education / CPD programme, in partnership with Active
Schools and sport governing bodies. Subject Group
Networks also exist for HWB (PE, HE, Guidance).
Expansion of SDS inclusion training required to ensure
ALL pupils have access to meaningful Physical Activity and
PE.
Existing guidelines include; sportscotland
recommendations of primary and secondary school
builds; Care Inspectorate guidance around benefits of
outdoor/physical play; Education Scotland statutory
requirements; Planning Guidance for Play parks in new
development including provision of inclusive equipment;
Play Suffi ciency Assessment completed and will inform
the new Local Development Plan.
Access to school estate for community - needs clarity and
new model.
Active Campus Coordinator in place at UHI Moray. Good
partnerships established with UHI. Need to develop
Travel Plans for campuses and workplaces.
Develop student culture around UHI (more social clubs,
activity programmes).
Adopt and maintain a whole of school approach to
physical activity across all schools in Moray. Reviewing
existing policies connected to physical activity and
creating new policies as required.
Maintain the delivery of 2hrs quality PE in all schools in
Moray.
Reconvene the Moray Council, Education Directorate
Physical Education, Physical Activity and Sport (PEPAS)
Group to provide strategic oversight for the development
of quality PE, physical activity and sport.
Maintain and enhance physical activity opportunities
before, during and after the school day through:
 Cross-curricula physical activity developments in
primary and secondary schools.
 Establishing links and opportunities through
School Nursing teams and Health Visiting team
 Achievement of the School Sport Award by
primary and secondary schools.
 Delivery of The Daily Mile in primary schools.
 The integration of outdoor play and learning
opportunities in early years and primary schools.
 Equitable and inclusive access to Active Schools
and Community Sport Hubs.
 Active travel opportunities to and from school
(Safer Routes, Bikeability training)
Provide and centrally co-ordinate in-service workforce
development opportunities for teachers and early years
staff to enhance knowledge and teaching skills on the
value of active play, physical education, adaptive physical
activity, fundamental movement skills and physical
literacy, and on how to include people with disabilities
and the least active.
Create education and childcare facilities that are active
places and spaces by design.
Link with the Learning Estate team in regards to future
facility provision and access for the community.
Link to Active Places & Spaces evidence and draft actions.
Work with further and higher education partners to adopt
a whole of campus approach to physical activity in
colleges and universities across Moray.
RM input;
Active Schools monitoring stats can be used as
performance indicators here, 2023/24 stats will be
available soon including:
Distinct participant levels.
Number of free activity sessions delivered.
Equalities data on ASN/Assessed Disabled/LAC/ethnic
minority’s/families experiencing poverty/ accessing
extra curricular sport at schools.
School Sport Award applications can be used as a
performance indicator here. As of June 2024:
16 Moray schools registered.
6 Gold Schools, 2 Gold Qualified, 4 Silver (2 on the list
have expired), 1 Bronze (1 on the list has expired)
Source the current stats on PE from schools in Moray,
ie. How many schools achieving the 2-hours of PE, and
highlight any gaps?
Bikeability stats from sustainable travel team and
Outfit.
Daily mile signs up can be tracked if appropriate.
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Active travel
Delivery outcome: Active travel behaviour influenced and infrastructure for walking, wheeling and cycling prioritised across Scotland.
Evidence-based actions Emerging Themes Draft Actions Baseline
1. Continue to prioritise investment in walking,
wheeling and cycling infrastructure that enables
access to destinations and services, as well as
actions that influence active travel behaviour to
encourage modal shift.
2. Engage communities in urban and rural
transport planning processes to enhance the
design of connected and walkable communities.
3. Accelerate implementation of policy actions to
improve road safety and the implementation
and enforcement of traffi c speed restrictions (for
example 20 mph in residential areas and 30 mph
on urban roads).
4. Upskill local authority transport and planning
workforce to create inclusive and equitable active
travel infrastructure.
Active travel is now a key element in a number of national,
regional and local Moray strategies; Moray Local
Development Plan, Moray Woodland and Forestry
Strategy, Morays 5-year Active Travel Strategy, NPF 4, The
Active Travel Framework 2030 and the development of 20
Minute Neighbourhoods, living local and Town Plans.
Maintain Sustrans routes and Bikeability training.
Commitment to at least 10% of the total transport budget
goes on active travel by 2024/25.
Health and Transport Action Plan working group (HTAP) -
good partnership linking health and transport.
Planners working with Transportation to optimise active
travel options in new development.
Consultation with communities has informed the active
travel masterplans and local development plan.
Public transport and connected communities. – Moray
Transport Forum and Bus revolution.
New Moray Road Safety Plan to 2030 approved by Council
November 2023.
Engagement with communities to identify appropriate
and acceptable solutions, currently undertaking school
route audits.
Generic workforce development need to consider impact
of health and wellbeing via transport and planning
infrastructure and how to create inclusive and equitable
active travel infrastructure.
Support delivery of the Moray 5 Year Active Travel
Strategy.
Use the Place Standard Tool and Walkability Tools to
engage communities and enhance the design of
connected and walkable communities
Focus on the development of ‘safer routes’ to and from
key setti ngs such as schools.
Use the Place Standard Tool and Walkability Tools to
inform road safety measures in towns, villages and rural
hamlets.
Connect the existing cycling infrastructure in Moray to
enable a more collaborative approach and maximising
resources available.
Address issues of transport poverty across Moray.
Provide learning and development opportunities for
transport and planning workforce on how to create
inclusive and equitable active travel infrastructure and
active environments across Moray. (Repeated in Active
Places and Spaces)
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Active places and spaces
Delivery outcome: Places and spaces are appropriately designed, created, and maintained to enable people to be physically active in their community.
Evidence-based actions Emerging Themes Draft Actions Baseline
1. Integrate urban design, transport planning and
land-use policies; to enable and promote
walking, cycling and other forms of physical
activity by creating connected, walkable
communities, with equitable and inclusive public
space, as well as pedestrian access to a range of
local amenities for daily living.
2. Strengthen access to good quality public and
green open spaces, green networks, recreational
spaces (including blue spaces such as river and
coastal areas), play spaces and sports amenities
through spatial design and community
engagement.
3. Develop and or apply design guidelines for
public amenities; schools, health care, sports and
recreation facilities, workplaces and social
housing, designed to enable people to be
physically active.
4. Co-locate local services and destinations e.g.
schools, healthcare, workplaces, shops, and
leisure.
5. Increase the knowledge and skills of planners,
transport engineers and architects to create
inclusive active environments.
Urban design, transport planning and land use reflected in
the Local Development Plan, Local Place Plans, NPF4 and
20 Minute Neighbourhoods.
Moray Open Space Strategy in development and Play
Suffi ciency Assessment (PSA).
Community Sport Hubs role in promoting access to
existing provision.
Spaces granted protected status for public use (playing
fields; Playing Field in Trust or land gifted to public trust
with historic right of access).
Long distance walking routes.
Core path plans? – Outdoor Access Legislation.
New schools present an opportunity to influence design.
Some examples across Moray.
A core consideration for ‘living locally’ and 20 Minute
Neighbourhoods in Moray,
New schools could be community hubs with co-located
social work, health care, active schools and police offi ces
Local and national gap.
Continue to influence the development of active liveable
environments through urban design, transport planning
and land use.
Strengthen access to good quality public open spaces,
green networks, recreational spaces (including blue
spaces such as river and coastal areas), play spaces and
sports amenities through spatial design, community
engagement, Local Place Plans, Play Suffi ciency
Assessments, Core Path Plans and Community Sport Hubs.
Moray Council Planners develop and apply ‘active by
design’ principles when building or retrofitti ng public
amenities.
Scope opportunities across Moray to co-locate services.
Provide learning and development opportunities for
transport and planning workforce on how to create
inclusive and equitable active travel infrastructure and
active environments across Moray. (Repeated in Active
Travel)
Support the third sector to acquire, asset transfer or
develop new amenities that can support physical activity
opportunities.
RM input;
Reference Athletics Track project work under emerging
themes.
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Active health and social care
Delivery outcome: Physical activity embedded into routine NHS health care and social care services in Scotland.
Evidence-based actions Emerging Themes Draft Actions Baseline
1. Develop and implement protocols on patient
assessment and brief advice on physical activity
in primary health and social care setti ngs, where
needed, include systems of referral to counselling
and/or community-based opportunities for
physical activity.
2. Integrate patient assessment, brief advice and,
when needed, referral to opportunities for
appropriate supervised support for physical
activity as part of treatment and rehabilitation
pathways for patients diagnosed with long term
conditions e.g. heart disease, stroke, diabetes,
cancer, disabilities and mental health conditions,
as well as into the care and services for pregnant
women and older patients.
3. Develop partnerships with health-care and
physical activity providers to support the
provision of appropriate physical activity
opportunities and programmes for different
patient populations.
4. Strengthen the preservice and in-service
curricula of all medical, nursing and allied health
professionals to ensure effective integration of
the health benefits of physical activity into the
formal training on prevention and management
of non-communicable diseases, mental health,
healthy ageing, child health and development,
and wider promotion of community health and
well-being.
Leisure based physical activity referral programmes.
Social prescribing.
Development of scalable health interventions at a
population level manged through new referral systems.
Examples of existing programmes and approaches include:
 Counter weight.
 Dementia friendly walks.
 Baby Steps Programme.
 'Pyjama paralysis' programme – inpatients.
 Digital Front Door pathfinder and community
connections portal demonstrator for SG in Moray.
 Older Peoples Programme.
 Making Every Opportunity Count.
 Changing Lives Through Sport.
 SDS NHS Referral Programme in place with AHP's
in Moray, further work to increase visibility and
understanding of this service.
 Child Healthy Weight/Grow Well Choices
Embed Physical Activity referral standards into
services/programmes.
Some local project specific examples provided but no
strategic partnership identified.
Limited CPD opportunities exist, examples include:
 PEEP session via community nurses
 MEOC via Realistic Medicine Coordinators
 Disability Inclusion Training presented to
paediatric physiotherapists
Integration of the NHS Physical Activity Pathway into all
appropriate clinical setti ngs (primary and secondary care)
across Moray.
Adhere to the PHS Physical Activity Referral Standards
when commissioning, reviewing, designing and delivering
Physical Activity Referral services across Moray.
Apply the PHS Tiered Model of Physical Activity
Interventions to review, design and deliver appropriate
physical activity services across Moray.
Develop partnerships and potential co-location with
health-care (NHS Grampian, Moray HSCP) and physical
activity providers (Moray Council) to enable delivery of
the NHS Physical Activity Pathway (including referral,
signposting, social prescribing and a tiered approach to
physical activity interventions).
NHS Grampian and Moray HSCP to provide medics,
nurses and allied health professions with access to in-
service physical activity for health learning and
development opportunities.
Utilise the research, learning and development of the
Digital Health & Innovation (DHI) programmes to support
increased health & wellbeing in Moray (Heart of Moray
pilot monitoring and potential expansion)
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Active communication and public education
Delivery outcome: Communications and public education established as an integral component of a systems based approach to physical activity in Scotland
Evidence-based actions Emerging Themes Draft Actions Baseline
1. Apply best practice principles to campaigns by
developing positively “gain” framed messages
highlighting short-term outcomes relating to
social and mental health; tailoring and targeting 
messages to specific audience(s) in order to
mitigate inequalities; use formative research,
psychological theory, social marketing principles
to develop appropriate messages and
dissemination strategies; user testing to validate
messages pre dissemination;  combining
messaging campaigns with supportive
infrastructure and other opportunities for
physical activity including setti ng/community-
based programmes.
2. Implement targeted public education and
behaviour-change campaigns and mass reach
communication campaigns to increase
knowledge of, and positive atti tudes towards,
the multiple co-benefits of physical activity.
3. Evaluate the effectiveness of different
communication campaign strategies; aimed at
different population groups, particularly those
targeting the least active.
Limited joint campaigns and low awareness of existing
opportunities.
The need for a ‘one-stop shop’ of information and
centralised approach to comms was identified.
Some existing opportunities on which to build identified;
MEOC, Daily Mile, Actify, Bikebility, local case
studies/stories.
Diversity of imagery and local context rather than stock
images.
Create a communications strategy for the overall system
with communication plans for each sub-system that
identifies barriers, opportunities, behaviour change
intentions and key messages
Integrate physical activity messaging best practice
principles into collaborative communications and public
education campaigns in Moray.
RM input;
Reference ‘Sport in Moray’ website as resource to
support this area, under draft actions.
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Active sport and recreation for all
Delivery outcome: Equitable access to inclusive sport and active recreation for all achieved through places, spaces, people and services that enable active participation
and volunteering across the life courses.
Evidence-based actions Emerging Themes Draft Actions Baseline
1. Prioritise the least active as well as retaining
existing, and returning, participants.
2. Build workforce capacity; enhance the
knowledge, skills and competency of the
workforce to engage, motivate and enable,
inclusive and equitable opportunities.
3. Provide universally accessible programmes and
mass participation events for people of all ages
and abilities across multiple setti ngs; urban and
natural environments, community recreation and
sports facilities, schools, workplaces and
healthcare setti ngs.
4. Strengthen access to places, spaces and services
that enable equitable and inclusive access and
reduce inequalities; accessible and appropriate
places and spaces (indoor and outdoor facilities
and amenities, and opportunities through formal
and informal clubs and programs), affordable and
tailored programmes, opening of the school
estate through the shared use of school facilities,
enhance active play to enable healthy growth and
development in early childhood and adolescents.
Universal and targeted approaches to support individuals
with barriers to participation; Active Schools, Asylum
Seekers, Care Experienced Support, Health Walks,
Changing Lives Through Sport, PA & Health Programmes.
Tackle poverty and inequalities and ensure opportunities
are accessible, inclusive and equitable.
Volunteer and workforce retention challenges.
A range of universally accessible programmes and mass
participation events exist across multiple setti ngs; Active
Schools, Workplace Challenges, Physical Activity Health
Programmes, Highland Games and Festivals. Need to
consider provision through the lens of proportionate
universalism to meet population need.
Link to Active Places and Spaces, Places of Learning,
Health and Social Care and Workplaces.
Promote the informal nature of physical activity in Moray
and the natural environment – forestry, coastal walks,
beaches, water-based activities.
Increasing the value and benefit of the Fit Life
Membership Scheme.
Lack of understanding of what and where is accessible and
barriers experienced by people across different
communities.
Prioritise the least active as well as retaining existing,
and returning, participants.
Provide appropriate community based physical activity
interventions as apart of the NHS Physical Activity
Pathway.
Provide universally accessible programmes and mass
participation events for people of all ages and abilities
across multiple setti ngs.
Create central platform for physical activity for all –
single source to improve communications and
connections
Strengthen access to places, spaces and services that
enable equitable and inclusive access and reduce
inequalities; Core path network, Fit Life Membership,
Quality and accessible open space, Opening of the school
estate, access to active play, formal and informal sport.
RM input;
Reference ‘Moray Disability Sport Hub’ project
recently created and being led by Community Sport
Hub Offi cer and Scotti sh Disability Sport, under draft
actions, partnership approach.
Active Schools ASMO equalities data can be added as
performance indicator here, tracking progress on
ASN/Assessed Disabled/LAC/ethnic minority’s/families
experiencing poverty/ accessing extra curricular sport
at schools.
Active Schools data can also be tracked on the number
of volunteers, coach education courses delivered and
participants involved.
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Active workplace
Delivery outcome: Healthy Workplace model adopted to encourage a holistic approach to physical activity in the workplace.
Evidence-based actions Emerging Themes Draft Actions Baseline
1. Provide leadership by implementing workplace
initiatives to support employees increase
physical activity and reduce sedentary behaviour,
particularly through increasing incidental physical
activity during the working day.
2. Strengthen workplace policies; employers in
both public and private sector should implement
workplace policies that support and enable
employees to be more physically active before,
during and after work; creating an active
workplace culture; increasing incidental physical
activity; supporting active commuting (walking,
cycling and wheeling infrastructure), and flexible
working arrangements.
3. Develop and promote the implementation of
workplace programmes aimed at increasing
physical activity, reducing sedentary behaviour
and promoting incidental physical activity during
the working day for employees, in different
occupations and setti ngs, with a priority focus on
the least active.
4. Create workplaces that are designed to enable
employees and visitors to be physically active in
and around the buildings, and access by
pedestrians, cyclists and public transport.
Several large employers identified across Moray; Moray
Council, Moray HSCP, NHS Grampian, RAF.
Opportunity through Moray Chamber of Commerce and
Fed of Small Businesses.
Healthy Working Lives support available via NHS
Grampian.
Incentive schemes identified; Cycle to Work, Corporate
Leisure Membership.
Flexible working arrangements.
Reduce sickness and absenteeism and increase
productivity through physical activity.
Promotion and support to enable active travel to and from
work.
Engage employers to take on a leadership role to adopt a
healthy workplace model that encourages a holistic
approach to physical activity in the workplace.
Work with the Chamber of Commerce and Federation of
Small Businesses to engage and support employers to
identify and develop opportunities and establish
associated metrics.
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REPORT TO: COMMUNITY PLANNING BOARD ON 23 OCTOBER 2024
SUBJECT: MORAY GROWTH DEAL FULL BUSINESS CASE: EARLY
YEARS STEM
BY: DEPUTE CHIEF EXECUTIVE (ECONOMY, ENVIRONMENT
AND FINANCE)
1. REASON FOR REPORT
1.1. At key programme and project milestones, the Moray Growth Deal seeks
assurance approval to proceed from a number of boards including the Moray
Economic Partnership, Moray Council and the Community Planning Board.
1.2. The Community Planning Board is asked to consider and approve the full
business case associated with the Early Years (EY) STEM project.   
2. RECOMMENDATION
2.1. It is recommended that the Community Planning Board:
(i) Considers and approves the Full Business Case (FBC) in
appendices 1 (specifically to progress into delivery option 4 within
the economic case).
(ii) Delegates authority to the Depute Chief Executive (Economy,
Environment and Finance) to make any final changes as required
following completion of the Government review process, with a
view to agreeing final versions of the FBCs to progress to
implementation
3. BACKGROUND
3.1. The Moray Growth Deal is a 10 year, £100m economic development
programme that aims to realise positive social, educational and economical
improvements for the region. 
3.2. Consisting of 8 projects, 4 are currently in delivery (Bus Revolution, Digital
Health, Housing Mix Delivery and Manufacturing Innovation Centre for Moray).
A further 2 project full business cases are in the final stages of review, Cultural
Quarter and EY STEM. 
Item 8.
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3.3. Todate, the EY STEM FBC has been through an extensive assurance process
that is outlined below. 
Project Project Board
approval
MGD
Programme
Board
approval
Moray
Economic
Partnership
Moray
Council
EY STEM 5 March 2024 28 March 2024 23 Sept 2024 25 Sept 2024
3.4. The process to obtain clearance from the Scottish and UK Governments for the
business case is at an advanced stage. Whilst amendments are expected to be
made to the drafts shared with the Board, these are not now expected to be
material in nature.  The conclusion of the Government review process and
approval  from the Community Planning Board will enable this project to enter
delivery.
4. OVERVIEW OF THE EY STEM FBC v3 (APPENDIX 1)
Summary of the project
4.1. Early Years STEM aims to encourage young people to enter a STEM related
career when they leave education and focuses on STEM engagement with
children in their early stages of learning (age 3-8).  The project develops a
STEM learning ecosystem in the Moray area, through the creation of specialist
learning environments and experiences, access to training and resources and
the creation of a STEM learning network involving key delivery partners,
upskilled staff, volunteers from industry and the wider community. 
4.2. The project will invest in state of the art facilities in community settings
throughout Moray, each offering a unique experience that can be delivered
flexibly across the region, including mobile and outreach offerings.  These
hubs will aim to inspire and enhance the STEM learning experience of children
and staff through age appropriate, curriculum aligned and industry related
STEM experiences.  It will also offer accessibility to parents, employers and
the wider community, thereby allowing inter-generational learning to take place
4.3. Capital totalling £4.8 million will be required to deliver the facilities:
Funding partner Capital contribution
Scottish Government £3,500,000
Moray Council £1,300,000
TOTAL £4,800,000
4.4. The project will also be supported by revenue funding of £1.6 million from the
Moray Council to support STEM specific roles and the embedding of the
services as the project moves into delivery. 
Investment objectives to be realised
1 To increase the availability of STEM opportunities for younger people, through
the creation of experiential STEM learning hubs delivering upwards of 9000
engagements per annum by 2032
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2 To increase participation and attainment in STEM subjects at secondary level
by 8%, thereby encouraging uptake at further and higher education and
ultimately increasing the STEM skills level in Moray by 2042.
3 To ensure there is equality of opportunity in STEM education across Moray,
ensuring all students aged 3-8 are engaged with the curriculum at least once
per annum no matter their location, and increasing female participation in
STEM subjects at secondary level by 10% by 2042.
4 To increase the skills level of early year’s practitioners and primary teachers in
the delivery of STEM disciplines, with an increase of 32 STEM champions in
settings by 2032.
5 To strengthen science capital within communities through the provision of at
least 10 public STEM engagement events per annum, thereby encouraging
parental engagement, inter-generational learning, and raising the awareness
of STEM related careers by 2032.
6 To develop new forms of delivery through multi-agency collaboration and inter-
disciplinary working, engaging 400 students aged 3-12 in partner led
programmes and events, and increasing the number of industry and
community STEM Ambassadors in Moray by 50% by 2032.
What will the project mean for Moray?
4.5. The project will deliver a number of facilities and assets for the region, namely:
- A network of state of the art STEM facilities in community settings across
Moray.  The first will be in Moray’s central public library in Elgin (Cooper
Park) and 2 further satellite sites will be developed in Forres and Buckie.
- A mobile facility will be procured, with this being used to reduce rurality as
a barrier to participation in STEM activity. 
- An environmental sciences and outdoor STEM learning centre will be
developed and delivered in conjunction with a local environmental charity,
the preferred location identified is at Milbuies Country Park. 
- An outreach offering, consisting of a central repository of STEM resources.
- A comprehensive learning programme aligned to Scotland’s Curriculum for
Excellence that offers progression from early years through to broad
general education.
- A STEM Grant Scheme using ring fenced Moray Growth Deal funding to
support partnership activity and community focused STEM programmes
and events.
- A dedicated team of STEM Coordinators to manage activity across all
elements of the project, including outreach, STEM delivery at the centres,
and co-ordination of partner activity.
4.6. The benefit cost ratio (BCR) at a UK level for the preferred option (number 4)
is 5.8, which compares to 5.2 for option 2 and 4.9 for option 3. 
4.7. The first STEM hub (in Elgin Library) is expected to be operational in Autumn
2025, with the satellite hubs in Forres and Buckie to be developed in
subsequent phases of activity
5. CONCLUSION
5.1. This paper introduces a nearly final draft of the Moray Growth Deal’s EY
STEM FBC.  The CPB is asked to consider and approve these.
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5.2. Although the FBC presented has already been the subject of significant
review, given its role in the governance process, the CPB is asked to
delegate authority for the Depute Chief Executive and Moray Growth Deal
Senior Responsible Officer to approval final iterations following
comments from the Governments.
Author of Report:  Michael Kelly, Moray Growth Deal Programme Manager
Background Papers: 
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Version Number: Issue 3 Date: 13.08.2024
The following is to be completed by High Level Governance Board
Approved By/Date
Approval
(choose from drop
down menu)
Choose an item.
Comments
Version Date Details
0.1 31/10/2023 Initial draft for project board review incorporating
executive summary, strategic, commercial and
management cases
0.2 10/01/2024 Second draft for project board incorporating financial
case and updates to all sections
0.3 08/03/2024 Third draft for project board incorporating economic
case and updates to all sections
1.0 15/03/2024 Initial version for Moray Growth Deal Programme Board
and incorporating feedback from stakeholders and
project board.
2.0 21/05/2024 Revised version incorporating feedback from Transform
Learning Board and Moray Growth Deal Programme
Board for submission to Scottish Government
3.0 13/08/2024 Third version incorporating feedback from Scottish
Government
PROJECT REF/NAME Early Years STEM
PROJECT SPONSOR Hazel Sly
COMPLETED BY Sarah Barnes
DATE 13th August 2024
Project Category Strategic
Appendix 1
Item 8.
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Page 2 of 140
Table	of	Contents
Executive Summary.....................................................................................................5
1.1 Introduction....................................................................................................5
1.2 What are the issues?.....................................................................................6
1.3 How will we fix the issues?............................................................................9
1.4 Who is involved? .........................................................................................14
1.5 How did we identify the solution?................................................................14
The Long List......................................................................................................14
The short list.......................................................................................................15
1.6 Preferred Option..........................................................................................15
Key findings: economic appraisal.......................................................................15
Key findings: wider socio-economic impacts......................................................17
Key findings: carbon assessment.......................................................................17
Overall findings: the preferred option .................................................................18
1.7 What is the solution?...................................................................................18
STEM Centre Network........................................................................................19
Educational Programme.....................................................................................22
STEM Coordinator Resource..............................................................................22
Mobile Offering ...................................................................................................23
Outreach Offering...............................................................................................24
Environmental Sciences STEM Learning Centre...............................................24
STEM Grant Scheme..........................................................................................25
1.8 How much will it cost?.................................................................................26
1.9 How will it be delivered?..............................................................................26
1.10 How will the benefits accrue?......................................................................26
1.11 Is it financially sustainable?.........................................................................27
1.12 How does the project fit in the strategic landscape?...................................27
1.13 What else is happening in the region?........................................................28
1.14 What else needs to be done?......................................................................29
2. The Strategic Case.............................................................................................30
2.1 Organisational overview..............................................................................30
2.2 The strategic context...................................................................................30
2.3 Business Strategy and Aims........................................................................30
2.4 Investment objectives..................................................................................34
2.5 Existing Arrangements ................................................................................35
Skills Shortage and the Moray Economy............................................................35
Raising Achievement and Improving Outcomes.................................................38
2.6 Business Needs Current and Future...........................................................43
Early Intervention................................................................................................43
Overcoming Barriers to Engagement.................................................................45
Collaborative Approach and Partnership Working..............................................48
Increasing Science Capital across the STEM Ecosystem..................................49
2.7 Potential scope and service requirements ..................................................53
2.8 Benefits criteria............................................................................................55
2.9 Strategic risks..............................................................................................57
2.10 Constraints ..................................................................................................59
2.11 Dependencies..............................................................................................59
3. The Economic Case ...........................................................................................60
3.1 Introduction..................................................................................................60
3.2 Critical Success Factors..............................................................................61
3.3 Long Listed Options.....................................................................................62
3.4 Short- Listed Options...................................................................................63
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3.5 Economic Appraisal.....................................................................................68
3.6 Quantitative Economic Appraisal ................................................................69
Description, Sources, and Assumptions.............................................................69
Estimating Costs.................................................................................................71
Estimating Benefits.............................................................................................74
Summary of benefits...........................................................................................83
Displacement and Deadweight Analysis ............................................................84
Benefit Cost Ratios.............................................................................................85
Optimism Bias.....................................................................................................87
Sensitivity Analysis for the Preferred Option......................................................87
Employment and GVA impacts in Moray............................................................91
3.7 Qualitative Benefits Appraisal .....................................................................93
Anticipated Qualitative Benefits..........................................................................93
Appraisal.............................................................................................................96
3.8 Carbon Impacts.........................................................................................100
3.9 Risk............................................................................................................102
4. The Commercial Case......................................................................................105
4.1 Required Services.....................................................................................105
Outline of the Students Journey.......................................................................106
Phase 1 Activity................................................................................................108
Phase 2 Activity................................................................................................111
Phase 3 Activity................................................................................................114
Phase 1 Procurement Activity...........................................................................115
Phase 2-3 Procurement Activity.......................................................................115
Subsidy Control ................................................................................................116
4.2 Potential for Risk Transfer.........................................................................116
4.3 Proposed Charging Mechanisms..............................................................117
4.4 Proposed Contract Lengths.......................................................................117
4.5 Proposed Key Contractual Clauses ..........................................................117
4.6 Personnel Implications ..............................................................................118
5. The Financial Case...........................................................................................119
5.1 Impact on the organisations income and expenditure acount...................119
5.2 Assumptions..............................................................................................122
Phase 1.............................................................................................................122
Phase 2.............................................................................................................122
Phase 3.............................................................................................................123
Staffing Costs ...................................................................................................123
5.3 Overall Affordability ...................................................................................124
6. The Management Case....................................................................................125
6.1 Programme Management Arrangements..................................................125
6.2 Project management Arrangements..........................................................126
Project Reporting Structure..............................................................................126
Operational Structure........................................................................................128
Roles and Responsibilities ...............................................................................130
Project Plan Summary......................................................................................132
6.3 Use of Specialist Advisors.........................................................................133
6.4 Outline arrangements for risks issues and change management.............134
6.5 Outline arrangements risk management...................................................134
6.6 Outline arrangements for Benefits Realisation..........................................134
6.7 Monitoring and Evaluation Arrangements.................................................134
6.8 Outline arrangements for post project evaluation......................................141
6.9 Gateway review arrangements..................................................................141
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6.10 Contingency Plans.....................................................................................141
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Executive Summary
1.1 Introduction
Early Years STEM aims to encourage young people to pursue a STEM related career
when they leave school or tertiary education and focuses on STEM engagement with
children in their early stages of learning (age 3-8). The project seeks to develop a
STEM learning ecosystem in the Moray area, through the creation of specialist
learning environments and experiences, access to training and resources, and the
creation of a STEM learning network involving Moray Council staff, key delivery
partners, and volunteers from industry and the wider community.
This innovative development will build on existing educational practices and initiatives
and will create the necessary infrastructure to support a STEM skills pathway from
early years through to broad general education and beyond. The focus on early year’s
intervention is a unique feature of this business case.
The project will deliver a comprehensive package of investment over 10 years that
includes:
Phase 1 2024-2025
 A state-of-the-art STEM learning centre hosted within the region’s central
public library at Elgin Cooper Park.
 A mobile facility fitted out with equipment that can be transported to and used in
any suitable venue across Moray.
 An outreach offering, consisting of a central repository of STEM resources.
 A comprehensive learning programme aligned to the Scotland’s Curriculum for
Excellence that offers progression from early years through primary school.
 A dedicated team of STEM Coordinators to manage activity across all elements
of the project.
Phase 2 2026-2028
 Two satellite STEM hubs in the areas of Forres of Buckie, to enhance the reach
of engagements across Moray.
 An environmental sciences and outdoor STEM learning centre, developed and
delivered in partnership with a local environmental charity and focusing on
learning for sustainability.
Phase 3 2029-2032
 A STEM Grant Scheme using ringfenced Moray Growth Deal funding to
support partnership activity and community focused STEM programmes and
events.
 Budget to update and refresh equipment. 
Early Years STEM aims to inspire and enhance the STEM learning experience of
children and staff through age appropriate, curriculum aligned and industry related
STEM experiences, while offering accessibility to parents, employers, and the wider
community, thereby allowing inter-generational learning to take place.
The aspiration of this strategy is to close the equity gaps in participation and
attainment in STEM, ultimately leading more young people to choose STEM
occupations at a later stage in their lives. 
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1.2 What are the issues?
Skills Shortage and the Moray Economy
The UK economy is changing. According to research from the World Economic Forum
Assembly,1 labour market transformations are being driven by technological
breakthroughs, coupled with the shift to green energy and the broader application of
environmental, social and governance standards within organisations.  The fastest
growing roles are driven by technology, digitalization and sustainability as economies
shift towards renewable energy and benefit from advances in technology. 
These findings are consistent with labour market trends in Scotland’s Economy.
Research conducted by Skills Development Scotland2 indicate job displacement
caused by advances in technological development. Forecast employment change in
Moray by industry from 2026-2033 shows significant contraction in the manufacturing
sector, as new technologies and production methods will allow the sector to produce
more, but with fewer workers. Across all sectors, there will be a shift in the types of
roles and expectation of skills, as new ways of working and technologies are
introduced to the workplace.
The Moray economy has lower wage levels than in Scotland, with full time workers in
Moray earning 10% less than their Scottish peers per hour on average. The gap
widens further when all full time and part time jobs are included, the average annual
wage in Moray £26,750 compared to £29,842 in Scotland.3 The gender pay gap
remains a serious issue, the Moray Economic Strategy 2022 reporting 16% in Moray
compared to the Scottish average of 13%.4
Moray also has a lower proportion of people employed in highly skilled occupations
compared to the national level, with 35% in Moray at SOC 1-3 compared with 44% in
Scotland, and a higher concentration of employment in sectors with relatively low
wages. 65% of Morays residents aged 16-64 have a qualification at Higher level or
above compared to 68% nationally, and the share of residents with a degree or same
level professional qualification is 24% compared to 31% for Scotland.4 Research
conducted by Skills Development Scotland indicate jobs of the future are going to
require higher-level qualifications, with 43% of the Moray regions greatest
requirement at SCQF levels 7-10.2
Moray, along with the rest of the Highlands and Islands, has historically seen a
significant outward migration of young people. A HIE commissioned report titled
“Young people in the Highlands and Islands: Maximising Opportunities” (2018) 5,
1 World Economic Forum Future of Jobs Report 2023.
https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf
2 Regional Skills Assessment Moray Growth Deal 2023, Skills Development Scotland
https://www.skillsdevelopmentscotland.co.uk/media/4jakvfxz/rsa-growth-deal-report-moray.pdf
3 Annual Survey of Hours and Earnings (ASHE) 2023 ONS
https://www.nomisweb.co.uk/reports/lmp/la/1946157424/report.aspx
4 Moray Economic Strategy 2022, Towards Future Prosperity and Inclusive Growth
http://www.moray.gov.uk/downloads/file147200.pdf
5 Young People and Highlands and Islands: Maximising Opportunities, Nov 2018, HIE
https://www.hie.co.uk/media/3007/youngpluspeopleplusandplustheplushighlandsplusandplusislandspl
us-plusmaximisingplusopportunitiesplus-plusreport.pdf
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Page 7 of 140
found that in Moray, 18% of the region’s population were age 15-30 compared to the
national average of 21% and 17% in the Highlands and Islands a whole. The report
suggests lack of opportunities in education and employment as contributing factors,
with 80% of 20–24-year-olds studying in universities outside of the Highlands and
Islands, and a large proportion of those students going on to pursue careers in other
regions. 
Raising Achievement and Improving Outcomes
Improving achievement and attainment is a key strategic focus for the local authority,
as children in Moray currently perform below the Scottish average in attainment of
Curriculum for Excellence competencies.
Data obtained from Moray Councils Public Performance Report6 shows that in 2023,
75% of Moray children across primary 1, 4 and 7 achieved the expected levels in
numeracy, while the national average is 80%. Also in 2023, 87% of Moray children at
third level and 58% at fourth level achieved the expected levels in numeracy, whereas
the national average is 90% and 63% respectively. Numeracy is a basic enabler to
achieving qualifications in STEM and if children are behind in this by the time they
reach secondary school, then this makes attainment in line or above the Scottish
average ever more challenging. While there has been significant improvement in
achievement levels in numeracy from 2019 to 2023 (the gap closing from 14% to 5%),
further work is required to ensure Moray children perform at the same level as those
nationally.   
Performance data also shows that the number of school leavers attaining passes at
SCQF level 6 (Higher) is less than the national average, with 45% of Moray students
achieving 3 or more passes compared to the national average of 52%, and 29%
achieving 5 or more passes compared to the national average of 39%.6
According to 2023 Scottish Qualification Authority (SQA) attainment statistics,
Moray’s students are less likely to attain in STEM related subjects than in Scotland,
with the percentage of Moray students attaining grades A-C at SCQF level 5 (National
5) significantly lower than those in Scotland. Statistics also show a downward trend in
STEM attainment in Moray from 2021-2023.7
While the number of Moray school leavers entering employment and further education
remains above national average, the number of Moray School leavers entering Higher
Education falls consistently below that of national peers. In 2023, 29% of Moray
school leavers entered employment compared to 27% nationally, whereas 33% of
Moray school leavers entered higher education compared to 40% nationally).6
Creating more appeal for STEM related jobs is important to facilitate the evolution of
skills required by the future jobs market, and to ensure Moray is resilient in the future.
As evident from the trends in attainment levels from broad education through to senior
6 Public Performance Report for Primary and Secondary Schools, School Session 2022/23, Moray
Council Education
http://www.moray.gov.uk/downloads/file154769.pdf
7 Attainment Statistics, Scottish Qualification Authority, 2023
https://www.sqa.org.uk/sqa/105123.html
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Page 8 of 140
phase and into leaver destinations, for positive attitudes to be embedded in terms of
STEM, this culture change needs to begin at a pre-school age and then sustained
through the young person’s progression through education.
Overcoming Barriers to Engagement
While there is increasing focus on STEM education for young people, both at a
national and local level, there persists significant barriers that prevent participation in
STEM activities. A 2022 report by Ekosgen prepared on behalf of Education Scotland
presented key findings relating to the structural barriers to STEM engagement. The
report cited financial pressures within schools and across local authorities as a key
contributor, as well as building capacity within systems, and increasing the confidence
and skills of practitioners in the delivery of STEM related topics. Lack of STEM
resources and availability of flexible learning spaces within school settings was
highlighted as a significant barrier to STEM participation, as well as the need for
stronger links between schools and partner organisations.
These findings are consistent with attitudes in Moray. There has been significant
engagement with parents, pupils and education staff, as the project has sought to
identify challenges, opportunities, and to obtain feedback on solutions proposed.
To date,
• 140 education staff have been consulted throughout project development,
including ELC practitioners, childminders, and primary and secondary
teachers.
• 253 children have been engaged, including responses from pupil surveys,
classroom visits and STEM workshops.
• 109 parents have been consulted through public engagement events, STEM
taster sessions and feedback from targeted surveys.
• Examples of engagement surveys are included in Appendix 12.
Education staff generally agreed that budgeting constraints, staff time, and competing
priorities limit the extend of STEM learning in settings. Feedback obtained through
consultation within the sector highlighted a specific need for ongoing access to STEM
resources, training, and materials, and while there was considerable support for
access to specialist learning environments, barriers associated with transportation
was highlighted as a concern.
Both practitioners and learners agreed they would like more opportunities to
experience STEM in relation to the world of work and engage with local industry, and
that while significant progress has been made in connecting education with
employment through Developing the Young Workforce (DYW) initiatives, there are
less opportunities for early years settings.
Parental feedback paints a similar picture, with a large proportion of those interviewed
viewing STEM as an important and essential part of their children’s learning. Families
indicated they would like to participate in STEM engagements however cited lack of
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opportunity as a barrier. Common answers when asked what type of STEM
opportunities audiences would like to see include outdoor learning, activities with a
focus on renewable energy and a “science centre type experience.”
Science centres have been long been known as the focal point within a community for
STEM engagements, providing opportunities for schools and families alike to
participate in STEM activities and delivering outreach programmes within localities.
Aberdeen Science Centre is the closest of these institutions to Moray, however with a
2-hour commuting time from the centre of Moray, schools find it incredibly challenging
to engage with this kind of high quality, inspirational experience.
The final threat to the skills make-up of the region is therefore rural in nature.  Children
in Moray need to have access to the same type of high-quality learning experiences as
their peers out with Moray. Given the rural nature of the region, accessibility to
infrastructure within Moray is also a challenge, and children in all parts of Moray need
to have access to the same or similar infrastructure and learning within a reasonable
distance no matter their location.
1.3 How will we fix the issues?
Economic Growth and Opportunities for Skills Development
The Moray Growth Deal will deliver transformational investment to drive economic
growth across the region, supporting major new developments in key sectors of
health, aerospace, advanced technology, business enterprise, and manufacturing.
The deal involves eight strategic projects, including the Business Enterprise Hub
(BEH), Digital Health and Care Innovation (DHI) project, the Manufacturing Innovation
Centre for Moray (MICM), and the re-scoped Moray Aerospace and Advanced
Technology Innovation Centre (MAATIC) These projects will bring significant
employment opportunities to Moray and for Moray’s residents to benefit, increasing
the STEM skills of the future workforce is critical.
Education and Curriculum Reform
The Scottish Government and local authorities remain committed to working together
in realising the ambition of achieving equity and excellence for all Scotland’s children
and young people. The International Council of Education Advisors (ICEA) view the
national discussion and Hayward review of assessment as providing the opportunity
for fresh and innovative ideas for improvement. Following key national review of the
National Improvement Framework (NIF) 2023 and in line with findings of wider
national reviews included in Professor Ken Muir’s Report 8, and the National
Discussion on Education9, focus is now on achievement rather than attainment, where
this was seen to be more in line with the four capacities of Curriculum for Excellence.
The Learning for sustainability: action plan 2023 to 2030  aims to build inspiring
8 Putting learners at the centre: towards a future vision for Scottish Education, 2022, Professor Ken Muir
https://www.gov.scot/publications/putting-learners-centre-towards-future-vision-scottish-education/
9 All Learners in Scotland Matter – national discussion on education: final report, 2023
https://www.gov.scot/publications/learners-scotland-matter-national-discussion-summary-report/
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The United Nations Convention on the Rights of the Child (Incorporation) (Scotland)
Act 2024 gained Royal Assent in January 2024.10 The Act will ensure that children’s
rights are respected and protected in the law in Scotland, and all public bodies in
Scotland will have to comply with the legislation.
Significant efforts have been made across Moray Education in recent years to build
and maintain improvement in attainment at Broad General Education (BGE) level.
Among these actions is the development of Moray Improvement Groups, a
collaborative effort across agencies to support revised educational strategies.  Central
officers lead on the development of core progressions and learning pathways across
curriculum areas, including STEM. In line with the Scottish Governments Framework
for Recovery and Accelerating Progress11, Core Stretch Aims have been set out in
relation to achievement and attainment.
Early Intervention
There has been significant research undertaken in recent years into what factors
influence a child’s engagement with STEM. The 2013 ASPIRES report by Kings
College London is a significant and long-term study into young people’s science and
careers aspirations from age 10 to 1412. The report found that young people’s attitudes
towards STEM are consistent from age 10 to 14, and that those who do not express
interest by age 10 are unlikely to develop STEM aspirations by the age of 14. The
report acknowledged that STEM engagements must begin before secondary level and
highlighted the importance of primary STEM education.
Indeed, there is growing scientific consensus about the importance of implementing
STEM education at a much younger age. According to the 2017 report by the Joan
Ganz Cooney Centre, implementing STEM education at an early stage encourages
the development of key skills relating to problem solving, trial and error and critical
thinking skills, and can lay the groundwork for a deeper understanding of difficult
concepts at a later stage.13
A growing number of studies show a correlation between early experiences with
STEM subjects and later success in those subjects or in school generally. The 2015
report Transforming the Workforce for Children Birth through Age 814 states that
children who engage in scientific activities from an early age develop positive attitudes
10 A Summary United Nations Convention on the Rights of a Child, Unicef, 2022
https://www.unicef.org.uk/wp-content/uploads/2019/10/UNCRC_summary-1_1.pdf
11  Scottish Attainment Challenge: Framework for Recovery and Accelerating Progress, 2023, Scottish
Government.
https://www.gov.scot/publications/scottish-attainment-challenge-framework-recovery-accelerating-
progress-2/pages/3/
12 ASPIRES Young People’s science and career aspirations, age 10-14, Kings College London 2013
https://kclpure.kcl.ac.uk/ws/portalfiles/portal/64130521/ASPIRES_Report_2013.pdf
13 STEM Starts Early: Grounding science, technology, engineering and math education in early
childhood, Joan Ganz Cooney Centre, 2017
https://joanganzcooneycenter.org/wp-content/uploads/2017/01/jgcc_stemstartsearly_final.pdf
14 Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation 2015, Institute
of Medicine and National Research Council
https://www.fcd-us.org/wp-content/uploads/2016/10/IOMNRCFullReport2015.pdf
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towards science, which also correlate with later science achievement, and they are
more likely to pursue STEM expertise and careers later.
While there is no single approach that can be taken to adequately prepare today’s
children to enter tomorrow’s workplace, the foundation work is already being put in
place in Moray that this Early Years STEM initiative can further build on. 
In line with the Early Intervention approach taken across wider services in Moray,
STEM learning activities will be initiated at the Early Learning and Childcare (ELC)
stage. This acknowledges that to increase attainment in STEM we need engage with
children in the early years setting to generate interest in the STEM curriculum once the
children are older.  To do this requires a multi-pronged approach beginning before
children start school and sustained through primary and secondary school education
levels.
While work in Early Learning and Childcare (ELC) is further developing, a good start
has been made with the implementation of Talking Tubs to stimulate discussion about
different vocations including those STEM related. This links to early work with
practitioners around gender imbalance training that ties in with the child centred
pedagogy approach. Early Years STEM, through investment in training, resources,
and creation of specialist learning environments, will further enhance the awareness
of STEM related careers in early year’s settings. 
Learning for Sustainability and Climate Awareness
Outdoor learning continues to be a focus for ELC settings in Moray, with key initiatives
developed in recent years promoting STEM and learning for sustainability. With
increasing focus on climate change and the shift to green energy, the launch of the LfS
Action Plan 2023 to 203015, and the Moray Councils commitment to achieving net zero
by 2030, creating more opportunities for outdoor learning, environmental education
and learning for sustainability has never been more important.  Early Years STEM will
address this challenge through the creation of a specialist outdoor learning facility and
outreach programme.
Collaborative Approach and Partnership Working
Addressing these challenges is a complex endeavour and responsibility cannot lie on
the Moray Council and Education Sector alone. Raising the aspirations of young
people in STEM and giving them the skills and confidence to pursue STEM subjects
throughout education and into employment, relies on a coordinated, cohesive effort
within the whole STEM ecosystem. 
Early Years STEM will work collaboratively with key delivery partners within Morays
Education Sector, as well as local employers and other Moray Growth Deal Projects to
build capacity within the education system and deliver learning opportunities that are
dynamic and flexible in response to the evolving priorities within the sector.                                                    
15 Learning for sustainability: action plan 2023 to 2030, Scottish Government, 2023
https://www.gov.scot/publications/target-2030-movement-people-planet-prosperity/
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This work has already been initiated through the implementation of a STEM Moray
Strategy Group, whose focus is to develop a coordinated and cohesive offer that maps
STEM activity in the region, addresses the gaps in STEM provision and creates new
and exciting opportunities for children and families to engage with STEM learning.
Participants in the steering group have offered letters of support included in Appendix
14, that highlight the nature of the collaboration and how partners contribution will
facilitate engagements beyond age 8.
Early Years STEM continues to engage with stakeholders at a local and national level
to identify lessons learned, synergies and create opportunities for collaboration. This
includes other Growth Deal STEM projects such as the Argyll and Bute STEM Hubs,
and the Newton Room development delivered as part of the Outer Hebrides Campus
re-development project. Other stakeholders and initiatives engaged with Early Years
STEM include Techfest, Energy Skills Partnership, the Catapult Network, and
Prospers STEMOVATORS (formerly SCDI’s Young Engineers and Science Club
Programme).
Increasing Science Capital across the STEM Ecosystem
The ecological systems model suggests that children develop within nested systems
of influence, with the child at the centre.16 This complex intertwined web of
relationships, experiences and environments recognises that to successfully integrate
STEM learning and change children’s perceptions of STEM, all factors must be
considered in equal measure. This concept is further reiterated in the 2022 Structural
Barriers to STEM Engagement Report17, which speaks to the complexity of the learner
environment and the numerous influences facing the young person in their STEM
learning journey. 
The concept of “science capital” has been gaining significant traction over the years.
The Enterprising Science partnership of BP, Kings College London and the Science
Museum Group identified eight key dimensions of science capital18: science literacy;
science-related attitudes and dispositions; knowledge about the transferability of
science; science media consumption; participation in out-of-school learning contexts;
family science skills, knowledge, and qualifications; knowing people in science related
roles; and talking about science in everyday life.
Science capital recognises the need for STEM engagement beyond that of the school
environment. Schools have traditionally been the place for children to develop
disciplinary thinking, however, schools are not the only place in a community where
education takes place; they exist within a community’s learning ecosystem. Schools,
16 STEM Starts Early: Grounding science, technology, engineering and math education in early
childhood, Joan Ganz Cooney Centre, 2017
https://joanganzcooneycenter.org/wp-content/uploads/2017/01/jgcc_stemstartsearly_final.pdf
17 The Structural Barriers to STEM Engagement Final Report for Education Scotland, 2022, Ekosgen
https://education.gov.scot/media/axpjte2j/ekosgen-structural-barriers-to-stem-engagement-year-3-
report-exec-summary-nov-2022.pdf
18 Science Capital Made Clear, Enterprising Science Partnership, 2015
https://kclpure.kcl.ac.uk/ws/portalfiles/portal/49685107/Science_Capital_Made_Clear.pdf
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businesses, science museums, libraries, and the home are settings that make up a
community’s learning ecosystem, and this subset of places is designed to support the
development of STEM disciplinary ways of thinking.
These extended education contexts are an important and necessary part of the STEM
learning ecosystem as they provide opportunities to explore STEM content outside of
formal school settings. They are also known to be effective in engaging families with
STEM activities, leading to strengthening of science capital in families.
The 2013 ASPIRES report by Kings College London found that the chances of a
young person going on to study STEM are greatly influenced by the amount of
“science capital” in the family. Parental influence, particularly in the early years, is
paramount to nurturing a child’s aspirations in STEM and to fully embed STEM
learning and change the way STEM is perceived in the region, there needs to be a
more focused and coordinated effort for families to engage with STEM, in both formal
and informal education settings. Parental Engagement is a key strategic focus for the
local authority, with increasing opportunities for parents to engage with the curriculum
in early learning and school settings, as highlighted in Moray Council’s Parental
Involvement and Engagement (PIE) strategy.
STEM has seen a resurgence in Moray in recent years as communities recognise the
importance of STEM based learning across all ages and sectors. The Moray Councils
Library and Learning Centre team have been particularly successful in engaging
young people with STEM, through delivery of coding workshops, digital explorer’s
programmes, and the provision of STEM loan kits to the public.  The Moray Councils
Adult & Family Learning team have also made significant efforts to engage families
with STEM, through delivery of national programmes such as Multiply and family
focused STEM workshops in nursery and school settings.  However, access to
environments, resources and training limits the extent to which teams can engage with
audiences.
STEM learning opportunities extend beyond the local authority and education sector;
as local museums, discovery centres and community hubs also deliver STEM related
activities and experiences.  While these activities highlight the regions commitment to
learning and appetite for STEM engagements, Moray needs a dedicated informal
STEM learning environment that can bridge the gap between schools, employers,
families, and the wider community. 
Early Years STEM will invest in state-of-the-art facilities in community settings across
Moray. These spaces will offer core learning equipment and digital infrastructure that
will allow children, families, and the wider community of all ages to engage with STEM.
The environments will include interactive exhibitions and experiences for self-led,
child centred learning opportunities, thereby offering a “science centre type
experience” that can be delivered through Moray Growth Deal funding and sustained
within existing Moray Council resources.
The facilities will also offer accessibility to community groups, STEM clubs and Moray
Council CLD teams to deliver STEM learning to audiences, including early years.
Employers, STEM Ambassadors and community volunteers will also be engaged to
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deliver STEM learning within these facilities, where access to infrastructure has
previously limited these types of interactions.
Creating educational facilities that offers equitable access to education settings,
families, employers and the wider community, the Early Years STEM project aims to
create an ecosystem of STEM learning that encourages multi agency participation
and changes the way STEM is perceived in the region.
1.4 Who is involved?
The Early Years STEM Project Board provides overall governance for the project and
is made up of representatives from the following organisations: 
 Moray Council
 Moray College UHI
 The University of the Highlands and Islands (UHI)
 Skills Development Scotland (SDS)
 Developing the Young Workforce (DYW Moray)
 NHS Grampian
 Boeing
 Gordon and MacPhail
 Aberdeen Science Centre (ASC)
 Education Scotland
 SSERC
1.5 How did we identify the solution?
A series of options had been developed and fully considered by the Project Board in
the formation and design of the proposed Early Years STEM project. These were later
refined to five core long listed options at Outline Business Case stage, of which this
was later reduced and refined to a shortlisted three options during the options
appraisal for the Full Business Case.
The Long List
When developing the long list of options, the elements with potential to form part of the
overall offer within the Early Years STEM project, and the impact of one or more of
them not proceeding, were considered.  These options included:
 Option 1: business as usual
 Option 2 (Minimum): a hub provision in each early learning and primary
setting, a mobile offering and partnership activity
 Option 3 (Intermediate): one central provision, a mobile and outreach
offering and partnership activity.
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 Option 4 (Intermediate): a provision in targeted locations across Moray, a
mobile and outreach offering and partnership activity.
 Option 5 (Maximum): a provision in each ASG in Moray, a mobile offering
and partnership activity.
A variety of solutions, delivery options, funding arrangements and implementation
plans were considered.  Each option was considered in respect to its contributions to
each of the six stated investment objectives, and the Critical Success Factors (CSFs)
of strategic fit, value for money, achievability, supply side capacity and affordability.
The short list
As the business case progressed to Full Business Case (FBC) stage, three short-
listed options were carried forward: Option 2, Option 3, and Option 4. Option 1 was
discounted (but presented as the “Business as Usual” status quo option as a baseline
comparator) as it presented little evidence of impact, is un-coordinated and duplicates
activity amongst providers, and the demand for Option 5 has been tested in
engagement with education staff who indicated limited utilisation of fixed facilities in
rural areas (with a preference for flexible mobile solutions). Neither Option
represented a value for money solution, with duplication in Option 1 and
underutilisation in Option 5 and were therefore discounted from the economic
appraisal. As such, the economic appraisal has been conducted on the shortlisted
three options.
1.6 Preferred Option
Key findings: economic appraisal
Total costs (including the embodied and operational costs of carbon) are provided at
Net Present Value (NPV) for each option as below. Option 4 presents the largest costs
of the three options, predominantly because there is a larger scope of activity included
within this option than Option 2 or Option 3.
Comparison of Options: Costs (,000, NPV)
Option/Cost Total Project
Costs
Carbon Costs Total Costs
1-Business as Usual - - -
2 3,522 148 3,671
3 4,740 128 4,868
4-Preferred Option 5,125 1058 5,233
An estimate of the benefits arising from each option for the proposed development has
been made.  These are the same indicators that were assessed at OBC stage,
namely: projected uplifts in salary, the indirect and induced benefits arising from this
uplift, and the savings to the public purse resulting from unemployment prevention.
These benefits have been assessed at the Moray, Scotland and UK spatial levels, the
summary of which is provided below. At each level, Option 4 delivers the highest
number of benefits within each of the three geographies.
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Comparison of Options: Benefits (,000, NPV) 2021/22 to 2043/44: 10-year Benefits
Stream
Option/Benefit Moray Level Scotland Level UK Level
1-Business as Usual - - -
2 6,473 8,976 19,060
3 8,140 11,274 23,890
4-Preferred Option 10,992 14,944 30,391
To provide assurance that the proposed development represents value for money
(VfM), a Benefit Cost Ratio (BCR) has been applied at the Moray, Scotland, and UK
levels. As can be seen in the following table, Option 4 presents the highest BCR at
each spatial level, and considerably more so at the UK level. In Moray, Option 4 has a
BCR of 2.1, compared to 1.8 for Option 2 and 1.7 for Option 3.
Comparison of Options: BCR 2021/22 to 2043/44: 10-year Benefits Stream
Option/Benefit Moray Level Scotland Level UK Level
1-Business as Usual - - -
2 1.8 2.4 5.2
3 1.7 2.3 4.9
4-Preferred Option 2.1 2.9 5.8
The performance of the options was also tested for a 12-year benefit stream. This
produced higher BCRs in each case. For example, each of the three options in Moray
had a BCR of more than 2, with Option 4 having a BCR of 3.1.
An assessment of the GVA and employment impacts arising from project
expenditures (i.e. the capital spend, revenue spend and employment impacts relating
directly to the project) on suppliers and the wider supply chain in Moray has been
conducted. These have been expressed in terms of FTE job years and GVA.
Option 4 delivers the highest number of job years (39), reflecting the higher number of
project staff required than in the other two options. The GVA impacts for Option 3 and
Option 4 are very similar at around £1.5 million with Option 3 presenting slightly higher
impacts being realised.
Employment Impacts in Moray from Project Expenditure (FTE Job Years)
Option/Benefit Capital
Spend
Revenue
Spend
Project Staff Total
1-Business as Usual - - - -
2 3 <1 8 11
3 16 4 14 34
4-Preferred Option 17 2 20 39
GVA Impacts in Moray from Project Expenditure (£,000)
Option/Benefit Capital Spend Revenue Spend Total
1-Business as Usual - - -
2 94 36 131
3 1,244 257 1,501
4-Preferred Option 1,328 166 1,494
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Key findings: wider socio-economic impacts
To appraise the wider benefits arising from the proposed development, an
assessment of the more qualitative benefits outlined in the Benefits Realisation Plan
(BRP) was conducted. These were thematically categorised across the themes
expressed in the BRP, namely: Productivity; People; Population; Place; and Fairer
Scotland Duty. The expected benefits of each option were scored individually, based
on the alignment of each option with the feasibility and magnitude to which each
option delivers on these benefits. Summative narrative explaining the scores has been
provided on a thematic basis.
Option 4 scored the highest across each of the themes, with the proposed delivery of a
bespoke Environmental Education Centre and proposed targeted STEM facilities
having significant influence on the scoring of the benefits derived from Option 4. This
is in addition to the network of satellite sites, the mobile offer, and the robust outreach
offering expressed in other options.
Theme Option 2 Option 3 Option 4
Raw (R) and Weighted (W)
Scores
R W R W R W
Productivity 3 0.15 7 0.35 8 0.4
People 12 1 20 1.65 30 2.35
Population 1 0.05 2 0.1 4 0.2
Place 1 0.05 12 0.6 14 0.7
Fairer Scotland Duty 3 0.3 8 0.6 10 0.75
Total Score 20 1.55 49 3.3 66 4.4
Weighted % 31% 66% 88%
Key findings: carbon assessment
A carbon assessment of the preferred option (Option 4) has been provided, which
considers the embodied carbon and operational carbon emissions arising from the
proposed development. Following the estimation of these emissions, they have been
costed using monetised carbon values at 2028 prices, and these costs have been
included in the overarching cost-benefit analysis.
Taking the central estimates for monetised carbon prices (at 2028 values):
 the estimated total embodied carbon cost for the project is £108,101;
 the estimated total operational carbon cost for the project is £148,901; and
 therefore, the total estimated carbon cost for the project is £257,002.
Total estimated monetised carbon values
(2028 prices)
Carbon Emissions Total estimated
carbon emissions
(tCO2e)
Low Central High
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Embodied 397 £54,050 £108,101 £162,151
Operational 547 £74,450 £148,901 £223,351
Total 945 £128,501 £257,002 £385,503
Overall findings: the preferred option
Option 4 is the preferred option due to its ability to deliver against the stated
investment objectives and contribute to the realisation of economic and wider
qualitative benefits.
Summary of Option 4: 2021/22 to 2043/44: 10-year
Benefits Stream
NPV and BCR
Total Project Cost (£m) £6.395m
NPV of Project Cost (£m) £5.233m
NPV of Project Benefits (£m; Moray) £10.922m
Benefit Cost Ratio (Moray) 2.1
NPV of Project Benefits (£m, Scotland) £14.994m
Benefit Cost Ratio (Scotland) 2.9
NPV of Project Benefits (£m, UK) £30.391m
Benefit Cost Ratio (UK) 5.8
For comparison, the Benefit Cost Ratios (BCRs) for the alternative possible options
were also appraised. These were 5.2 (Option 2) and 4.9 (Option 3) at the UK level,
with Option 4 having a BCR of 5.8. At the Scotland level, Option 4 has a BCR of 2.9
compared to 2.4 (Option 2) and 2.3 (Option 3). At the Moray level, Option 4 would
produce a BCR of 2.1 compared to 1.8 (Option 2) and 1.7 (Option 3).
1.7 What is the solution?
The solution is a whole systems approach to address the challenges laid out in earlier
sections of this Full Business Case.  Early Years STEM aims to develop a STEM
learning ecosystem in the Moray area, through the creation of specialist learning
environments and experiences, access to training and resources, and the creation of
a STEM learning network involving Moray Council staff, key delivery partners, and
volunteers from industry and the wider community.  The concept focuses on mapping,
collecting, and enhancing the STEM in Moray, to create STEM communities and
provide opportunities for young people across all levels.
Specifically, the solution will see investment in infrastructure to support a programme
of learning applicable to all age groups but with particular focus on the age 3-8
bracket.  Infrastructure includes physical, digital, and mobile learning environments.
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The project will see a comprehensive package of investment summarised in Figure 1
that delivers against the key components of the STEM ecosystem.
STEM Centre Network
This package of work will see the creation of state-of-the-art facilities hosted within
community settings across Moray. Each facility will offer core learning equipment and
digital infrastructure that will allow learners of all ages to engage with the STEM
curriculum. A specialist teaching space that will act as a shared STEM resource for
local nurseries, schools, and community groups.
As the focus of this initiative is to engage with early learners and the influential
systems in their life, each environment will host a dedicated early years learning space
offering an open ended and child centred experience that encourages family
engagement and inter-generational learning.  Experiences may include physical
interactive exhibits, investigation stations, maker-space facilities, role-play areas,
digital opportunities, and any other type of content.  The final solution will be
developed in consultation with key stakeholders and user groups, supported by an
exhibition and interpretation design partner appointed to progress design and fit out of
the physical spaces.
Through a Moray wide approach, a distinctive feature of this work package is to
address rurality as a barrier to participation in STEM activities. The preferred option at
Outline Business Case (OBC) stage focused on a provision in each Associated
School Group (ASG) in Moray however, following risk identification, stakeholder
consultation and options appraisal, the agreed scope taken forward in this Full
Business Case is a fixed facility in Elgin, Forres and Buckie with a mobile “pop-up”
offer serving the remaining ASG areas. This change in scope recognises
transportation as a barrier to participation in rural areas, and the value for money of
fixed facilities in areas where utilisation may be limited. 
Figure 1 Early Years STEM Project Scope
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As part of the options appraisal process, redevelopment of existing spaces within
community settings was identified as a priority for site selection, as the project seeks
to reduce operational costs, carbon emissions and maximise community benefit.
Elgin STEM Centre
As part of Phase 1 activity, the first STEM centre will be hosted within Moray’s Central
Public Library at Elgin, Cooper Park. The public library is seen as having great
potential for implementing informal STEM education. Libraries have long been the
pillar of communities, providing equitable access and learning opportunities to a
diverse group of people. Libraries have also been known to bridge STEM learning with
schools as well as in the home environment.
The Early Years STEM Project has sought to collaborate with Moray’s Library Network
to enhance STEM learning in Moray. This partnership seeks to deliver mutually
aligned learning objectives while sharing resources where possible, through co-
location, provision of specialist equipment and support from staff.
Current proposals will see renovation of the former drill hall into a Children’s STEM
Discovery Zone and Community Learning Hub, as well as redevelopment of key
functional areas within the building necessary to host the STEM space. This will be
the largest space within the Network and will serve as a focal point for early years
STEM education, delivering innovative STEM learning experiences and coordinating
STEM activity across the region. Early architectural concepts are depicted in Figures 2
& 3.
Figure 2 Early Concept Proposals Elgin Library
Figure 3 Early Concept Proposals Elgin Library
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The Community Learning Hub will offer a flexible scalable space with core learning
equipment suitable for delivery of STEM focused workshops.  This will be a shared
space available for the Library, Learning Centre, and Adult and Family Learning teams
to deliver learning programmes, including after school activities, thereby facilitating
inter-generational learning and maximising community benefit. 
The STEM Discovery Zone will host a series of interactive exhibitions and
experiences, a space where children, educators and families can get hands on with
equipment and explore STEM subjects in an integrated and creative way. The
environment will offer an open-ended, child centred experience that encourages
family engagement and inter-generational learning.  
The Early Years STEM project will collaborate with other Growth Deal led projects to
offer aligned learning experiences, including STEM focused visits and experiences at
the partner locations. With the Elgin STEM Centre offering age-appropriate, early
years learning experiences, and industry focused experiences offered at partner sites,
this will support development of STEM learning pathways from early years through to
Broad General Education (BGE) and beyond.
As the STEM learning centre will be based in a community focused environment,
community groups will be engaged to access the STEM learning centre and deliver
community led STEM experiences, ensuring the centre is used to its full potential.
Local STEM Providers will also be engaged to host STEM learning experiences at the
centre.
The ambition is to create a community based educational facility offering STEM
focused experiences, delivered by a multi-agency collaboration that includes
dedicated staff, partner providers and community and industry volunteers.
A letter of support from the Moray Council library service is included in Appendix 14.
Forres STEM Centre
Early Years STEM is in active discussion with the Leanchoil Trust to host a dedicated
STEM centre within the renovated Leanchoil Hospital in Forres19. The Trust is
embarking on an ambitious project to transform a unique listed building and
surrounding landscape into a community focused Health and Wellbeing Centre.
The centre will offer activities and services to support wellbeing, social engagement,
volunteering, employment, and learning, bringing enduring benefit to the people of
Forres and its rural communities.
The vision for this STEM space is aligned to the Elgin Facility, with the creation of an
early year’s interactive learning space and community learning hub. This will be a
shared resource, with the Moray Council STEM Team delivering programmes to the
target audience, and the Trust accessing facilities for the benefit of the wider Forres
Community. This facility will have a strong emphasis on health and wellbeing, outdoor
education, and digital technology, due to the nature of the facility, location within a
19 The Leanchoil Trust https://www.leanchoiltrust.org/the-plans/
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woodland setting and opportunity to link with the Digital Health and Care Innovation
Project.
A letter of support from the Leanchoil Trust is included in Appendix 14.
Buckie STEM Centre
Planning for the Buckie facility is still under development however a preferred location
has been identified. The community hall above Buckie library is a vacant council
owned facility, and proposals will see this space transformed into an active learning
environment that is aligned with the vision for the Forres and Elgin facilities.
Development of the Buckie facility is anticipated to begin in 2028; therefore, site
options will continue to be identified and reviewed throughout the project. For this
FBC, cost estimates and benefits appraisals will be progressed on the assumption of
Buckie Community Town Hall as the preferred site.
Educational Programme
Key to the successful of this project is the ability to build upon a comprehensive
learning programme aligned to Scotland’s Curriculum for Excellence that offers
progression from early years through to broad general education.  Early Years STEM
will work collaboratively and iteratively with partners and education staff to develop
learning content that covers the core curricular areas of Science, Technology and
Numeracy while introducing career pathways in the context of Moray’s local economy.
The team will adopt an inter-disciplinary learning (IDL) approach that integrates
literacy, health & wellbeing, learning for sustainability and careers education. 
Learning materials will complement existing Moray educational practices, including
Moray science & technology progressions currently under development within Moray
Council Education.
The Education Programme will offer both specialist content and simple activities that
can be easily repeated by education staff in schools and nurseries. 
Early Years STEM Coordinators will develop the curricular materials, supported by
STEM partners and an exhibition and interpretation design consultant appointed to
design and deliver the learning spaces. Information relating to the educational
offering, STEM learning centres, mobile solution and partner activity will be included
within a digital portal, developed as part of phase 1 activity.
Glasgow Science Centre has been appointed to undertake a design process for the
interior fit out of the learning space, as well as development of an educational
programme. A Stage 2 Concept Design Report is included in Appendix 10, and
highlights the projects approach to learning content.
STEM Coordinator Resource
In successfully implementing STEM learning and creating a STEM ecosystem in the
Moray area, it is critical to have the support of knowledgeable and enthusiastic staff,
committed to changing the perceptions of STEM. An example of good practice is the
Raising Aspiration in Science pilot project (RAiSE) launched in Moray in 2016. The
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Wood Foundation, Scottish Government and Moray Council jointly funded this 23-
month £160,000 project, with the primary expense being employing a Primary Science
Development Officer. The focus of the programme was to increase competence and
confidence in practitioners in the delivery of STEM curriculum.
An external evaluation of the RAiSE programme was conducted at the national level
by Glasgow University and found that of those children involved with RAiSE, 87% had
enjoyed more challenge and 77% had increased their STEM aspirations. 20 This is a
high impact for a relatively small project over a short timeframe and demonstrates the
significant impact STEM staff can make.
A dedicated team of STEM Coordinators will be employed to manage activity across
all elements of the project, including outreach, STEM delivery at the centres, and co-
ordination of partnership activity. The STEM office will support workforce
development, delivering training to staff across all Associated School Groups (ASG)s
and creating a network of STEM champions from early learning and school settings
throughout Moray. This work will build on the success of the ELC Moray STEM in the
Outdoor Project, the existing trained champions’ embedding a “cluster approach” and
supporting early stages of workforce development. Employing this approach, the
STEM office will also create a network of community STEM champions including
parents and members of the public.
Recognising the budgetary pressures and time constraints faced by education staff,
EY STEMs approach to staff training will be as flexible as possible. This includes
virtual twilight sessions, recorded sessions, and in-person sessions at a STEM centre,
ELC or classroom setting.
Moray Council will fund revenue requirements, however given the budgeting
pressures in today’s climate; this will be a limited resource that can be delivered within
the existing revenue budget. Reducing the number of facilities and minimising
operational costs through co-location has allowed the project team to re-profile the
OBC revenue budget to include a dedicated staffing resource as indicated in the
financial section of this business case. The coordinator resource is critical to delivery
of business case outcomes.
Delivery options are being considered and include either recruitment of project staff
employed directly by the Moray Council, or outsourcing delivery through a Contract for
Services. Under either delivery option, contract management will sit with the Moray
Council.
Mobile Offering
A distinct feature of this Early Years STEM initiative is to address rurality as a barrier
to participation. Early Years STEM draws inspiration from successful programmes
such as Glasgow Science Centres Powering the Future on Tour, Cambridge Science
20 Raising Aspirations in Science Education (RAiSE) Pilot Final Evaluation Report 2019, University of
Glasgow
https://www.thewoodfoundation.org.uk/wp-content/uploads/2019/05/RAiSE-evaluation-report-finalised
-.pdf
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Centre’s Pop-up Science, and the Science Skills Academy’s Pop-up Newton Room,
and will develop a mobile solution that parallels and extends the STEM Learning
Centre into all ASGs in Moray. A range of mobile facilities and equipment, including
portable exhibits, will be developed that can be transported to and used in any suitable
venue including schools, community halls, and business premises, throughout Moray.
This will be achieved through the purchase of a medium sized electrical vehicle that
can be driven using a standard UK driving license.  To generate excitement and
showcase the learning offer, the vehicle will have specialist branding and fit out.
Figure 3 depicts the preferred precedent for the STEM vehicle. 
Figure 3 STEM Vehicle Preferred Precedent
Outreach Offering
Phase 1 will also see development and delivery of a central repository of STEM
resources, available for Early Learning and Childcare (ELC) and primary settings to
borrow for classroom-based STEM activity. This will be developed and delivered in
collaboration with UHI Moray and other partners, with each organisation hosting a
suite of kits tailored to the needs of the Moray region.
STEM coordinators will facilitate engagements, bringing a themed kit to the ELC or
primary setting, and providing training to ELC and teaching staff in its delivery.
Environmental Sciences STEM Learning Centre
This work package will see the creation of an Environmental Sciences STEM Learning
Centre, developed, and delivered in partnership with a Local Environmental Charity.
Wild Things are uniquely positioned to run a STEM Hub of this nature, due to their
commitment as a charitable organisation to deliver environmental learning,
experience working within Moray’s education network, and ability to sustain their
organisation through access to ongoing external funding sources. The charity also
delivers the added advantage of owning a fleet of buses that can be used to transport
children from their settings to the centre.
The proposal is to develop a vacant plot on Moray Council owned Common Good
Land at Milbuies Country Park into an Environmental Sciences STEM Learning
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Centre. Moray Growth Deal funding will be used to develop the core infrastructure as
depicted in figure 4, including education and parking facilities, green energy solutions,
green infrastructure, and core learning equipment.
Figure 4 Wild Things Education Centre at Milbuies
In line with the Moray Councils Climate Change Strategy and outcomes relating to
learning for sustainability, activities that will be undertaken on the land include leading
groups of learners in environmental exploration, and conservation. The aim of
expanding their knowledge of environmental and biological sciences, furthering their
appreciation for and care of the nature world, and inspiring young people to consider
the wide-ranging career opportunities in the growing sector of environmental
sciences. 
This innovative partnership with Wild Things will deliver against Early Years STEM
targets in relation to STEM engagements, whilst also delivering Wild Things own
environmental education activities in line with their charitable mission, which is to
create mutually beneficial relationships between individuals, communities, and the
natural world.
The delivery mechanism for this development is still being explored, however it is
anticipated that the site will be leased to and managed by Wild Things.
STEM Grant Scheme
Early Years STEM seeks to create a STEM ecosystem in the Moray area through the
creation of a STEM Learning Network involving employers, higher education
institutions, partner providers, museums, and community volunteers.
A portion of Moray Growth Deal funding will be ring fenced to support specific activity
relating to these partnerships. This will be in the form of an annual budget allowance
that can delivered in the form of capital grants and provision of specialist equipment to
support a diverse range of projects and initiatives throughout Moray.
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Working with partners such as Developing the Young Workforce, Moray College UHI
and the private sector, employers will be engaged to host STEM activities and events
at industry sites to allow young people to see for themselves STEM activity being
brought to life, generate excitement, and interest in STEM and embed knowledge of
the opportunities that are possible in Moray.
Community organisations and groups will have the opportunity to apply for funding to
support a wide variety of STEM related projects and initiatives, such as makerspaces,
Lego clubs, after school STEM clubs. Schools can apply for funding to purchase
STEM materials that will enable delivery of STEM clubs and facilitate parental
engagement.
An outline criteria for the STEM Grant Scheme is included in Appendix 13.
1.8 How much will it cost?
The project will cost £6.4 million. This will be funded from £3.5 million of capital
funding from the Scottish Government, with the Moray Council providing £1.3 million
of capital and £1.6 million of revenue funding.
1.9 How will it be delivered?
The Early Years STEM Project will be delivered in phases over a 10-year period,
beginning in 2024.
Outreach Programme
Elgin STEM Centre
Phase 1
2024 - 2025
Mobile Solution
Environmental Sciences STEM Centre
Forres STEM Centre
Phase 2
2026 - 2028
Buckie STEM Centre
Ongoing Equipment PurchasePhase 3
2029 – 2032 STEM Grant Scheme
1.10 How will the benefits accrue?
To summarise how the benefits for this project will accrue it is easier to start at the end
point, which is a workforce trained and qualified in STEM disciplines. This workforce
will then be able to benefit from the opportunities of technological change and earn
salaries that reflect the skilled nature of their jobs. This in turn increases the level of
disposable income in the region and the well-trained workforce that makes Moray a
place where businesses look to locate and invest. These benefits can only be realised
10-15 years from the date the project begins as the learner will have to go through
further or higher education before entering the workforce.
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Throughout the life of the project, improvement in core curriculum for excellence
competencies will be monitored against the pre-intervention baseline to ensure the
intervention is responsive and dynamic to best practice and emerging trends. This will
be done using achievement and attainment data on an annual basis. Participation and
engagement levels will be monitored throughout the life of the project against key
performance indicators as set out in the benefits realisation plan. Qualitative
measures in the form of learner feedback surveys and ongoing engagement with
young people will provide assurance that the project is delivering against its objectives
of raising aspirations and promoting positive careers perceptions in young people. 
While these benefits are for the end goal of providing well paid meaningful
employment, the benefit to the individual of improved education throughout early
years to adulthood cannot be underestimated. By improving attainment at all levels
young people will be more self-confident, have higher self-esteem and improved
opportunities throughout their life.
1.11 Is it financially sustainable?
Early Years STEM has sought to develop a sustainable delivery model for this project,
through development of strategic partnerships, management arrangements and site
selection that prioritises co-location, thereby reducing ongoing costs and supporting
staffing requirements.
Capital spend will be on redevelopment of existing buildings that are owned or
managed by a service or community organisation. Operational costs for the spaces
are minimal, as the project team have agreed with delivery partners a nominal
contribution to utilities and management costs.
Staffing costs present the greatest financial burden to Moray Council however these
posts are considered value for money and critical to the success of the project. Should
resource for staffing be removed at the end of the delivery period, activity undertaken
throughout project delivery, including workforce development and the creation of a
STEM learning network, the project would continue to deliver benefit.
Any short falls in funding will be the responsibility of the Moray Council as lead delivery
partner however additional funding with be sought in the form of in-kind contributions
from employers, external grant funding sources and income generated from events
and corporate hire of spaces. 
1.12 How does the project fit in the strategic landscape?
At a local level, the project aligns with the following policies and strategies:
 Moray Economic Strategy 2022
 Local Outcome Improvement Plan (LOIP)
 Moray Council Corporate Plan 2024
 Elgin City Masterplan
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 Town Centre Improvement Plans
 Moray Education National Improvement Framework Plan
 Moray Council Parental Involvement and Engagement Strategy
 Moray Children Services Plan
And at a national level:
 STEM Strategy for Training and Education
 National Improvement Framework and Improvement Plan
 Hayward Review and the National Discussion on Education
 Framework for Recovery and Acceleration Progress
 United Nations Convention on the Rights of the Child
 Learning for Sustainability: action plan 2023 to 2030
 National Strategy for Economic Transformation
 National Planning Framework 4
 Just Transition
 Future Skills Action Plan
 Realising the Ambition
1.13 What else is happening in the region?
One of the largest developments currently taking place in Moray is the development of
the growth deal itself. This project is integral to the success of other projects within the
deal. The Manufacturing Innovation Centre for Moray (MICM) is looking to work with
businesses to help introduce new technology that will require STEM skills. The Digital
Health & Care Innovation (DHI) project is looking to pilot innovative technology to
revolutionise rural health care, again requiring STEM skills to implement and grow.
While there is uncertainty around the direction of the proposed Moray Advanced
Technology and Innovation Campus (MAATIC), it is anticipated that any alternative
proposal will focus on skills and employment.
The University of the Highlands and Islands STEM Outreach Programme is in
delivery, with a dedicated STEM Coordinator employed for Moray and working
collaboratively with Early Years STEM. 
The STEM Moray Strategy Group is working on development of an updated STEM
strategy for Moray, taking into consideration opportunities and investments associated
with Early Years STEM, Moray Growth Deal, and other partner developments.
Alongside this and benefitting the Moray Growth Deal and the region is the £400
million investment in RAF Lossiemouth that is bringing jobs and investment to the
region and enabling some of the growth deal projects.
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The Early Years STEM project thus plays a pivotal role in bridging the gap between
industry and STEM skills in the Moray area. To fully benefit from the employment
opportunities created by the Moray Growth Deals investment, as well as other
economic activities in the area, a robust pipeline of talented young individuals with
aptitude in STEM fields is vital.
1.14 What else needs to be done?
Architectural concepts have been developed for the first STEM centre at Elgin Library,
delivered as part of Phase 1 activity. These proposals set out key functional area
moves, and renovation plans for the building, necessary to create a dedicated space
within the building for STEM.  With approval of the FBC, planning consent and building
warrants will need to be obtained and a contractor appointed to undertake renovation
works as per the proposals.
Site acquisition, including partnership agreements and leasing arrangements will
need to be finalised with the Leanchoil Trust and Wild Things. A feasibility study
assessing the viability of Milbuies as a preferred location for the Environmental Centre
will be commissioned following FBC approval. Consultation and change of land use is
key focus areas for this facility and will need to be considered throughout
development.
Legal support relating to subsidy compliance for phase 2 activity will be sought as
planning develops. Subsidy compliance is not applicable to phase 1 activity as all
funding packages are associated with Moray Council assets and resources.
Other key work items include:
 Development of a marketing and branding strategy
 Staff recruitment / Contract for Services
 Vehicle procurement and fit-out.
 Learning programme development
 Construction and installation
 Phase 2 site acquisition and planning
 Approval by Scottish Government of elements not sufficiently covered in this
Full Business Case, by annex submission
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2. The Strategic Case
2.1 Organisational overview
The case has been developed by the Moray Council in partnership with the University
of the Highlands and Islands (UHI), UHI Moray, Skills Development Scotland (SDS),
Developing the Young Workforce (DYW), Education Scotland (ES), SSERC, NHS
Grampian, Boeing, Gordon and MacPhail, and Aberdeen Science Centre (ASC).
Representatives from each organisation, in collaboration with other identified
stakeholders, and in consultation with key user groups, have contributed to the scope
and focus of this evolving business case.
2.2 The strategic context
The strategic drivers for this investment and associated strategies, programmes and
plans are contained in the vision for the Moray Growth Deal21.
“By the year 2030 Moray is a destination of choice, the area being known and
recognised as an outward facing and ambitious community with a thriving and
well-connected commercial base and an environment in which quality of life is
valued and supported.”
The vision for the Moray Growth Deal is built on four pillars: Connections; Business
Support, Skills & Employability; Moray the Place/Brand; and Moray’s Priority Business
Sectors.  Early Years STEM will deliver against the Business support, Skills &
Employability category, working collaboratively with project stakeholders, including
UHI Moray, MICM and DHI, in the development of skills and learning pathways, and
creating inspirational learning opportunities for families and young people that will
make Moray an attractive place to live and work.
2.3 Business Strategy and Aims
The project aligns specifically with the Scottish Governments STEM Strategy for
Education and Training that has four key aims. 22
 To build the capacity of the education and training system to deliver
excellent STEM learning so that employers have access to the workforce
they need.
 To close equity gaps in participation and attainment in STEM so that
everyone can fulfil their potential and contribute to Scotland’s economic
prosperity.
 To inspire children, young people, and adults to study STEM and to
continue their studies to obtain more specialist skills.
21 Moray Growth Deal Full Deal Document, 2021
https://www.parliament.scot/-/media/files/committees/rural-affairs-islands-and-natural-environment-
committee/moray-growth-deal-full-deal-document.pdf
22 STEM Strategy for Education and Training: third annual report, Scottish Government 2021
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 To connect the STEM education and training offer with labour market need
– both now and in the future – to support improved productivity and inclusive
economic growth.
The Scottish Governments National Improvement Framework and Improvement
Plan,23 sets out key principles and priorities for improvement that the project will
deliver against, whilst also taking cognisance of ongoing national reform in the
education sector, including the Hayward review and the National Discussion on
Education.24
The project supports the Scottish Governments Framework for Recovery and
Accelerating Progress,25 which aims to support schools, local authorities, and others
across the education system to support educational recovery and increase progress in
improving outcomes for children and young people impacted by poverty. The
framework is developed in line with the United Nations Convention on the Rights of
the Child (UNCRC).26
The Scottish Governments Learning for Sustainability: action plan 2023 to 2030
makes learning for sustainability a key driver in the future of Scottish Education and is
aligned with the projects KPIs in relation to outdoor learning.
The project also helps to deliver against the policy programmes of Scotland’s
National Strategy for Economic Transformation28, namely
 To ensure that people have the skills they need at every stage of life to have
rewarding careers and meet the demands of an ever-changing economy and
society, and that employers invest in the skills employees they need to grow
their businesses.
The National Planning Framework 4,29 has a clear vision for Scotland’s spatial
principles, which also provide drivers for this investment:
 Just transition. We will empower people to shape their places and ensure the
transition to net zero is fair and inclusive.
 Conserving and recycling assets. We will make productive use of existing
buildings, places, infrastructure, and services, locking in carbon, minimising
waste, and building a circular economy.
 Local living. We will support local liveability and improve community health
and wellbeing by ensuring people can easily access services, greenspace,
learning, work, and leisure locally.
23 National Improvement Framework and improvement plan, 2024, The Scottish Government
https://www.gov.scot/publications/education-national-improvement-framework-improvement-plan-
2024/
24 All Learners in Scotland Matter – national discussion on education: final report, 2023
https://www.gov.scot/publications/learners-scotland-matter-national-discussion-summary-report/
25 25 Framework for Recovery and Accelerating Progress, 2023, Scottish Government.
Scottish Attainment Challenge: framework for recovery and accelerating progress - gov.scot
(www.gov.scot)
26 A Summary United Nations Convention on the Rights of a Child, Unicef, 2022
https://www.unicef.org.uk/wp-content/uploads/2019/10/UNCRC_summary-1_1.pdf
28 Scotland’s National Strategy for Economic Transformation, 2022, Scottish Government
https://www.gov.scot/publications/scotlands-national-strategy-economic-transformation/pages/2/
29 National Planning Framework 4, Scottish Government, 2023
https://www.gov.scot/publications/scotlands-national-strategy-economic-transformation/pages/2/
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 Compact urban growth. We will limit urban expansion so we can optimise the
use of land to provide services and resources, including carbon storage, flood
risk management, blue and green infrastructure, and biodiversity.
 Rebalanced development. We will target development to create opportunities
for communities and investment in areas of past decline and manage
development sustainably in areas of high demand.
 Rural revitalisation. We will encourage sustainable development in rural
areas, recognising the need to grow and support urban and rural communities
together.
The project also supports the Scottish Governments Just Transition 30Fund
outcomes:
 Citizens, communities, and place: skills development, job creation and
investment in community-based infrastructure will strengthen local economies.
 Jobs, skills, and education: initiatives will equip people with the skills and
knowledge needed to access highly technical and green careers.
 Fair distribution of costs and benefits: industry-sponsored community
projects will share the benefits of STEM activities with local communities.
 Business and Economy: creating a skilled, capable workforce in turn
supports a strong, and productive economy, creating further wealth and
employment.
 Adaptation and resilience: providing flexible training options help ensure the
workforce and economy are adaptable and responsive.
 Decarbonisation and efficiencies: suitable adaptation of the skill system will
contribute low-carbon investment and infrastructure, avoiding carbon 'lock-in.'
The project supports the Future Skills Action Plan31 vision that: Scotland’s highly
skilled workforce ensures we are an ambitious, productive, and competitive nation.
At the local level the project aligns with the ambition of the Moray Economic
Strategy32 outcomes of increased qualification levels, business growth and skills
alignment.
The Local Outcome Improvement Plan (LOIP) for Moray 33aims to increase skills
and pay levels in the area to lead to higher skilled employment, with KPIs measuring
qualification levels.
The Moray Council Corporate Plan 34 looks to create a step change in the regional
economy to enable inclusive economic growth, which this project will contribute to
30 Just Transition – A fairer, greener Scotland: Scottish Government Response, 2021, Scottish
Government
https://www.gov.scot/publications/transition-fairer-greener-scotland/
31 Future Skills: action plan, 2021, Scottish Government
https://www.gov.scot/publications/scotlands-future-skills-action-plan/
32 Moray Economic Strategy 2022, Towards Future Prosperity and Inclusive Growth
http://www.moray.gov.uk/downloads/file147200.pdf
33 Local Outcome Improvement Plan v2, Moray Community Planning Partnership
http://www.yourmoray.org.uk/downloads/file118306.pdf
34 Corporate Plan 2024, Moray Council
http://www.moray.gov.uk/downloads/file119976.pdf
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through allowing young people to take up opportunities and participate fully in the
labour market.
The project aligns with the vision of the Elgin City Centre Masterplan 35 and all
Town Centre Improvement Plans 36 to promote town centres and support their
vitality and viability.
The project will deliver against the priorities set out in the Moray Education National
Improvement Framework Plan 37 specifically in relation to raising achievement in
numeracy and around family learning. These plans have developed taking cognisance
of Local and National Education Strategies and priorities including:
 Getting it right for every child (GIRFEC)
 Digital Learning and Teaching Strategy for Scotland
 Developing the Young Workforce (DYW)
 National Improvement Framework (NIF)
 Corporate Parenting Strategy and Pillars
 Raising Attainment Strategy and Toolkit
 Learning and Teaching Strategy
 Curriculum Strategy and toolkit
 Moray Improvement Groups
The project directly supports Realising the Ambition 38and Early Years Play
Strategy with activities and experiences designed in relation to child centred
pedagogical approaches.
The project also delivers against the Moray Council Parental Involvement and
Engagement Plan (PIE) 39 particularly around STEM family learning.
Moray Children’s Services Plan 40 lists key priority areas that this project will provide
contribution:
 Overcoming challenges experienced by children with a disability or
neurodiversity.
 Tackling child poverty
 Improving the mental and emotional wellbeing of children, young people and
their families Keeping children and young people safe
 Strengthening family support
 Improving outcomes for our looked after and care experienced children and
young people.
35 Elgin City Centre Masterplan, 2021, Moray Council
http://www.moray.gov.uk/downloads/file119976.pdf
36 Town Centre Improvement Plan, Moray Council
http://www.moray.gov.uk/moray_standard/page_139997.html
37 Moray Education National Improvement Framework Plan 2021-2022, Moray Council Education
http://www.moray.gov.uk/downloads/file138626.pdf
38 Realising the ambition: Being Me, Education Scotland, 2020
https://education.gov.scot/media/3bjpr3wa/realisingtheambition.pdf
39 Our Moray Standard – Supporting All Learners 2022-2028 Strategy, Moray Council Education
http://www.moray.gov.uk/downloads/file149016.pdf
40 Moray Children’s Services Plan 2023-36, Moray Community Planning Partnership
http://www.moray.gov.uk/downloads/file150784.pdf
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The project also aligns with the aims of the Moray Council Climate Change Strategy
2020-2030 41 to:
 Achieve a carbon neutral Council by 2030 with an on-going reduction in
greenhouse gas emissions from the Council area,
 Work to retain, protect, and enhance biodiversity across Moray.
 Work pro-actively with the wider community to promote and facilitate local
action on Climate Change
Inclusive growth42, which is a key strategic focus of the Scottish Government and Moray’s
Economic Strategy will be considered in all Early Years STEM project decisions.
2.4 Investment objectives
The investment objectives for Early Years STEM are based on findings supporting
the strategic case.
Investment Objective 1 – To increase the availability of STEM opportunities
for younger people, through the creation of experiential STEM learning hubs
delivering upwards of 9000 engagements per annum by 2032. 
Investment Objective 2 - To increase participation and attainment in STEM
subjects at secondary level by 8%, thereby encouraging uptake at further and
higher education and ultimately increasing the STEM skills level in Moray by
2042.
Investment Objective 3 - To ensure there is equality of opportunity in STEM
education across Moray, ensuring all students aged 3-8 are engaged with the
curriculum at least once per annum no matter their location, and increasing
female participation in STEM subjects at secondary level by 10% by 2042.
Investment Objective 4 – To increase the skills level of early year’s
practitioners and primary teachers in the delivery of STEM disciplines, with an
increase of 32 STEM champions in settings by 2032.
Investment Objective 5 – To strengthen science capital within communities
through the provision of 10 public engagement events per annum, thereby
encouraging parental engagement, inter-generational learning, and raising the
awareness of STEM related careers by 2032.
Investment Objective 6 – To develop new forms of delivery through multi-
agency collaboration and inter-disciplinary working, engaging 400 students
aged 3-12 in partner led programmes and events, and increasing the number of
industry and community STEM Ambassadors in Moray by 50% by 2032.
2.5 Existing Arrangements
Skills Shortage and the Moray Economy
The UK economy is changing. According to research from the World Economic Forum
Assembly, labour market transformations are being driven by technological
41 Climate Change Strategy 2020-2030, Moray Council
http://www.moray.gov.uk/downloads/file136442.pdf
42 Inclusive Growth: what does it look like? Scottish Government 2022
https://www.gov.scot/publications/inclusive-growth-look/
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These findings are consistent with labour market trends in Scotland’s Economy.
Research conducted by Skills Development Scotland43 indicate job displacement
caused by advances in technological development. Forecast employment change in
Moray by industry from 2026-2033 shows significant contraction in the manufacturing
sector, as new technologies and production methods will allow the sector to produce
more, but with fewer workers. Across all sectors, there will be a shift in the types of
roles and expectation of skills, as new ways of working and technologies are
introduced to the workplace.
Process, Plant and Machine Operatives are in the fast-declining roles and will be
replaced by automation and machine learning specialists, both STEM based
occupations.
A :...
B : Mining...
C :...
D : Electricity,...
E : Water...
F :...
G :...
H :...
I :...
J :...
K : Financial...
L : Real...
M
:...
N :...
O : Public...
P : Education
Q : Human...
R : Arts,...
S : Other...
20%
18%
16%
14%
12%
10%
8%
6%
4%
2%
0%
Businesses (Moray) Businesses (Scotland)
Industrial Make up of the Moray Economy v Scotland 2022
Figure 5 Employment by industry Moray Economy vs Scotland, 2023, Nomis web
As indicated in the in Figure 5, 16% of employment in Moray comes from
manufacturing, equating to some 6000 jobs44. A report by Oxford Economics45 stated
that in the EU28, 2 million manufacturing jobs are at risk from automation by 2030.
This would equate to 6.67% of jobs lost over a ten-year period. The Highlands and
Islands can be viewed as particularly vulnerable due to its current relative lack of
automation.
While roles are likely to evolve rather than disappear, STEM related skills and higher
qualification levels will be required to access these types of jobs. Additionally, the
Moray Growth Deal MICM project will deliver significant investment in the
manufacturing sector and create opportunities for skilled employment. It is therefore
essential to embed STEM learning now, to create a robust pipeline of talented young
individuals with aptitude in STEM fields.
43 Regional Skills Assessment Moray Growth Deal 2023, Skills Development Scotland
https://www.skillsdevelopmentscotland.co.uk/media/4jakvfxz/rsa-growth-deal-report-moray.pdf
44 Nomis official census and labour market statistics
https://www.nomisweb.co.uk/reports/lmp/la/1946157424/report.aspx
45 https://www.oxfordeconomics.com/wp-content/uploads/2023/07/HowRobotsChangetheWorld.pdf
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As indicated the regional skills assessment for Moray, there is forecast future long-
term demand in occupations with increasing reliance on STEM based skills.
Figure 6 Forecast total requirements by occupation in Moray (2026-2033) Skills Development Scotland
Employers are continuing to report skills shortages in the labour market. According to
the Open University Business Barometer46, in 2020 there was estimated to be a skills
shortage in nearly 62% of business in Scotland. The Scottish Employer Skills Survey
(ESS) provides information on the skills challenges faced by employers in Scotland
and is conducted on a regional level47. While no specific data is available for Moray,
data gathered for the Highlands and Islands region indicate that 16% of vacancies
were due to skills shortage, and 15% of employers reporting skills gaps within their
organisations. Employers reported complex analytical skills, digital, and operational
skills as the predominant development areas.
Moray needs to improve its skills level if it wishes to be a competitive and attractive
region that attracts inward investment and talent. In common with other regions in the
Highlands and Islands, Moray has a youth depopulation issue. To reverse this, high-
quality jobs must be available.
The Moray economy has lower wage levels than in Scotland, with full time workers in
Moray earning 10% less than their Scottish peers per hour on average. The gap
widens further when all full time and part time jobs are included, the average annual
wage in Moray £26,750 compared to £29,842 in Scotland. The gender pay gap
46 Open University Business Barometer 2021
https://www5.open.ac.uk/business/barometer-2023
47 Scottish Employer Skills Survey 2020
https://www.gov.scot/news/scottish-employer-skills-survey-2020/
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Moray also has a lower proportion of people employed in highly skilled occupations
compared to the national level, with 35% in Moray at SOC 1-3 compared with 44% in
Scotland, and a higher concentration of employment in sectors with relatively low
wages. More than 55% of Moray’s jobs were in manufacturing, retail, hospitality,
public administration, social care, and health, compared to the national figure of 45%.
65% of Morays residents aged 16-64 had a qualification at Higher level or above
compared to 68% nationally, and the share of residents with a degree or same level
professional qualification was 24% compared to 31% for Scotland.26 As indicated in
the Regional Skills Assessment conducted by Skills Development Scotland in 2023,
jobs of the future are going to require higher-level qualifications, with 43% of the
Moray regions greatest requirement at SCQF levels 7-10. 48
Employment in STEM is highly segregated based on gender and encouraging more
people to enter STEM related careers depends on changing the perceptions of
appropriate career choices for men and women.  Stereotypes about what is a ‘man’s
job’ and what is a ‘woman’s job’ are affecting the chosen career paths and these
stereotypes are often established at a very young age.
The 2013 ASPIRES report by Kings College London revealed that girls are less likely
to aspire to a science career, even though a higher percentage of girls than boys rate
science as their favourite subject. The report also indicates that if a child does not
express interest in STEM by age 10 are unlikely to do so later in life. 49
Research has identified that children as young as six report gendered differences in
relations to levels of interest, confidence, and self-efficacy regarding STEM learning,
and children of that age already associate reading with girls and mathematics with
boys50. Stereotypes about cultural and social fit with STEM subjects, as well as the
ability to undertake them, influence girls’ orientation to STEM in early childhood that
persists into the middle years. Research also suggests that girls are socialised away
from science at very early ages through parental guidance and micro-pedagogical
practices in schools, for example with parents of young children much more likely to
explain science topics to boys than girls.
Raising Achievement and Improving Outcomes
The Scottish Governments National Improvement Framework (NIF) and improvement
plan 51 sets out the vision and priorities for Scottish education that have been agreed
across the system, and the national improvement activity that needs to be undertaken
to help deliver those key priorities. The Cabinet Secretary for Education and Skills
notes that nationally, being out of school and early years settings during the pandemic
48 Regional Skills Assessment Moray Growth Deal 2023, Skills Development Scotland
https://www.skillsdevelopmentscotland.co.uk/media/4jakvfxz/rsa-growth-deal-report-moray.pdf
49 ASPIRES Young People’s science and career aspirations, age 10-14, Kings College London 2013
https://kclpure.kcl.ac.uk/ws/portalfiles/portal/64130521/ASPIRES_Report_2013.pdf
50 STEM in ECE: Key Findings from Research in the Field, 2019, University of Sheffield
51 National Improvement Framework and improvement plan, 2024, The Scottish Government
https://www.gov.scot/publications/education-national-improvement-framework-improvement-plan-
2024/
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has had a profound impact on our children and young people, where there are many
societal and socio-economic factors that are out with the control of schools and Early
Learning and Childcare settings, but which have a significant impact on learning and
achievement.
The Scottish Government and local authorities remain committed to working together
in realising the ambition of achieving equity and excellence for all Scotland’s children
and young people. The International Council of Education Advisors (ICEA) view the
national discussion and Hayward review of assessment as providing the opportunity
for fresh and innovative ideas for improvement. Following key national review of the
National Improvement Framework (NIF) 2023 and in line with findings of wider
national reviews included in Professor Ken Muir’s Report 52, and the National
Discussion on Education53, focus is now on achievement rather than attainment,
where this was seen to be more in line with the four capacities of Curriculum for
Excellence where we look to develop successful learners, confident individuals and
effective contributors. The key drivers for improvement are considered within the NIF
as:
 Schools and Early Learning and Childcare (ELC) Leadership
 Teacher and practitioner professionalism
 Parent/carer engagement and family learning
 Curriculum and assessment
 School and ELC improvement
 Performance Information
In Moray, Strategic Education Meetings focus in on these drivers, and the current
Education Strategic Plan focuses on the following core improvement areas as detailed
in the Moray Education: National Improvement Framework Plan (NIF) 202454:
 Curriculum
 Reviewing Additional Support Needs
 Learning, Teaching, and Assessment
 Strengthening leadership and empowerment
Significant efforts have been made across Moray Education in recent years to build
and maintain improvement in attainment at Broad General Education Level. Among
these actions is the development of Moray Improvement Groups, a collaborative effort
across agencies to support revised educational strategies.  Central officers lead on
the development of core progressions and learning pathways across curriculum
areas, including STEM. In line with the Scottish Governments Framework for
Recovery and Accelerating Progress, Core Stretch Aims have been set out in relation
52 Putting learners at the centre: towards a future vision for Scottish Education, 2022, Professor Ken
Muir
https://www.gov.scot/publications/putting-learners-centre-towards-future-vision-scottish-education/
53 All Learners in Scotland Matter – national discussion on education: final report, 2023
https://www.gov.scot/publications/learners-scotland-matter-national-discussion-summary-report/
54 Moray Education: National Improvement Framework Plan, 2023-2024, Moray Council.
Performance and Statistics - Moray Council
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The authority has seen significant improvement in attainment levels in recent years,
as Education has implemented a range of key strategic drivers, priorities and
improvements as outlined in the Moray Education National Improvement Framework
Plan 2023-2024. However, further work is required to raise and maintain attainment
levels in Moray in line with or above the national average.
Data obtained from Moray Councils Public Performance Report55 and shown in Figure
7, highlights that in 2023, 75% of Moray children across primary 1, 4 and 7 achieved
the expected levels in numeracy, while the national average is 80%. Also in 2023,
87% of Moray children at third level and 58% at fourth level achieved the expected
levels in numeracy, whereas the national average is 90% and 63% respectively.
P1, P4, P7 Combined Third Level Fourth Level
Moray
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Moray
Scotland
Moray Education Achievement of a Level 2023 - Numeracy
Figure 7 Moray Achievement of a Level - All Levels, Public Performance Report for Primary and Secondary Schools, 2023
Numeracy is a basic enabler to achieving qualifications in STEM and if children are
behind in this by the time they reach secondary school, then this makes attainment in
line or above the Scottish average ever more challenging. While there has been
significant improvement in achievement levels in numeracy from 2019 to 2023 (the
gap closing from 14% to 5%), further work is required to ensure Moray children
perform at the same level as those nationally.   
Performance data highlights a consistently lower rate of attainment at SCQF level 6 in
Moray than in Scotland from 2021 to 2023, as highlighted in Figure 8. In 2023, 45% of
Moray students achieved 3 or more passes compared to the national average of 52%,
and 29% achieved 5 or more passes compared to the national average of 39%.60
55 Public Performance Report for Primary and Secondary Schools, School Session 2022/23, Moray
Council Education
http://www.moray.gov.uk/downloads/file154769.pdf
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Moray Scotland Moray Scotland
3 or more passes at SCQF 63 or more passes at SCQF 65 or more passes at SCQF 65 or more passes at SCQF 6
60%
50%
40%
30%
20%
10%
0%
2021
2022
2023
Moray Attainment versus Scotland  
SCQF 6 (Higher)
Figure 8 Percentage of S4 attaining, Public Performance Repot for Primary and Secondary Schools 2023
According to 2023 Scottish Qualification Authority (SQA) attainment statistics, and
shown in Figure 9, Moray’s students are less likely to attain in STEM related subjects
than in Scotland, with the percentage of Moray students attaining grades A-C at SCQF
level 5 (National 5) significantly lower than those in Scotland. 56
Statistics also show a downward trend in STEM attainment in Moray from 2021 -2023,
as shown in Figure 10.
Application...
Biology
Chemistry
Computing...
Engineering...
Graphic...
Mathematics
Physics
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Moray
Scotland
STEM Subject Attainment Moray versus Scotland 
2023 - SCQF 5 (National 5)
Figure 9 STEM Subject Attainment in Moray versus Scotland - National 5 – Scottish Qualification Authoity Statistics 2023
56 Attainment Statistics, Scottish Qualification Authority, 2023
https://www.sqa.org.uk/sqa/105123.html
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Application of...
Biology
Chemistry
Computing...
Engineering...
Graphic...
Mathematics
Physics
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Moray STEM Subject Attainment
2021-2023 - SCQF 5 (National 5)
Figure 10 Moray STEM Subject Attainment 2021-2023 - SCQF 5 - Scottish Qualifications Authority Statistics 2023
The impact of lower attainment levels is reflected in the number of children going into
positive leaver destinations post-secondary education. While the number of Moray
school leavers entering employment and further education remains above national
average, the number of Moray School leavers entering Higher Education falls
consistently below that of national peers. In 2023, 29% of Moray school leavers
entered employment compared to 27% nationally, whereas 33% of Moray school
leavers entered higher education compared to 40% nationally. As indicated in the
Regional Skills Assessment conducted by Skills Development Scotland in 2022, jobs
of the future are going to require higher-level qualifications, with 44% of the Moray
regions greatest requirement at SCQF levels 7-10. 57
Higher...
Further...
Employment
Voluntary Work
Training
Personal Skills...
Positive...
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Moray
National
Moray Positive Leaver Destinations 2023
Figure 11 Moray positive leaver destinations 2023, Moray Education Statistics
57 Public Performance Report for Primary and Secondary Schools, School Session 2022/23, Moray
Council Education
http://www.moray.gov.uk/downloads/file154769.pdf
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Creating more appeal for STEM related jobs is important to facilitate the evolution of
skills required by the future jobs market, and to ensure Moray is resilient in the future.
The Moray Growth Deal will see significant investment in the local economy, creating
future high-level jobs in key sectors of Digital Health, Aerospace, Renewable Energy
and Manufacturing. Raising achievement and improving outcomes is important to
ensure our young people have the necessary skills to access these jobs.
As evident from the trends in attainment levels from broad education through to senior
phase and into leaver destinations, for positive attitudes to be embedded in terms of
STEM, this culture change needs to begin at a pre-school age and then be sustained
through the young person’s progression through education.
2.6 Business Needs Current and Future
Early Intervention
There has been significant research undertaken in recent years into what factors
influence a child’s engagement with STEM. The 2013 ASPIRES report by Kings
College London is a significant and long-term study into young people’s science and
careers aspirations from age 10 to 1458. The report found that young people’s attitudes
towards STEM are consistent from age 10 to 14, and that those who do not express
interest by age 10 are unlikely to develop STEM aspirations by the age of 14. The
report acknowledged that STEM engagements must begin before secondary level and
highlighted the importance of primary STEM education.
Indeed, there is growing scientific consensus about the importance of implementing
STEM education at a much younger age. A 2017 report by the Joan Ganz Cooney
Centre demonstrates the importance of grounding STEM Education in early
childhood59. Young children possess a natural curiosity of the world around them and
are already starting to grasp the fundamental concepts about science and the natural
world through play and exploration. Implementing STEM education at an early stage
encourages the development of key skills relating to problem solving, trial and error
and critical thinking skills, and can lay the groundwork for a deeper understanding of
difficult concepts at a later stage.
A growing number of studies show a correlation between early experiences with
STEM subjects and later success in those subjects or in school generally. The 2015
report titled Transforming the Workforce for Children Birth through Age 860 warned
that without such education starting and continuing throughout the early years, many
58 ASPIRES Young People’s science and career aspirations, age 10-14, Kings College London 2013
https://kclpure.kcl.ac.uk/ws/portalfiles/portal/64130521/ASPIRES_Report_2013.pdf
59 STEM Starts Early: Grounding Science, Technology, Engineering and Math Education in Early
Childhood, Joan Ganz Cooney Centre, 2017
https://joanganzcooneycenter.org/wp-content/uploads/2017/01/jgcc_stemstartsearly_final.pdf
60 Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation 2015, Institute
of Medicine and National Research Council
https://www.fcd-us.org/wp-content/uploads/2016/10/IOMNRCFullReport2015.pdf
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children will be on a trajectory in which they will find great difficulty catching up to their
peers.  The report also states that children who engage in scientific activities from an
early age develop positive attitudes towards science, which also correlate with later
science achievement, and they are more likely to pursue STEM expertise and careers
later.
Encouraging an interest in STEM in early education, and sustaining that interesting
throughout a learner’s school journey, such that they have the necessary skills and
aspirations to pursue a career in STEM related fields, is key to developing a skilled
workforce that meets the future needs of employers.  While there is no single
approach that can be taken to adequately prepare today’s children to enter tomorrow’s
workplace, the foundation work is already being put in place in Moray that this Early
Years STEM initiative can further build on. 
In line with the Early Intervention approach taken across wider services in Moray,
STEM learning activities will be initiated at the Early Learning and Childcare (ELC)
stage. This acknowledges that to increase attainment in STEM we will need engage
with children in the early years (ages 3 – 8) setting to generate interest in the STEM
curriculum once the children are older.  To do this requires a multi-pronged approach
beginning before children start school and sustained through primary and secondary
school education levels.
The primary target audiences are therefore:
 Early Learning & Childcare Settings
 Childminders and Home Educators
 Primary School Groups (P1-P4)
The secondary target audiences are:
 Primary Schools Groups (P5-7)
 Secondary School Groups
 Families, Employers, and the Wider community
While work in Early Learning and Childcare (ELC) is further developing, a good start
has been made with the implementation of Talking Tubs to stimulate discussion about
sector specific vocations, including those STEM related. This links to early work with
practitioners around gender imbalance training that ties in with the child centred
pedagogy approach. Early Years STEM, through investment in training, resources,
and creation of specialist learning environments, will further enhance the awareness
of STEM related careers in early year’s settings. 
Outdoor learning continues to be a focus for ELC settings in Moray, with key initiatives
developed in recent years promoting STEM and learning for sustainability through
child centred pedagogical approaches. The Outdoor Play and Learning Toolkit,
developed in response to COVID-19 restrictions, provides ELC settings with the tools
and training to venture into the outdoors with confidence. The ELC Moray STEM in the
Outdoor Project, delivered with the support of grand funding from Education Scotland,
saw Enhanced Professional Learning Opportunities for ELC Practitioners in Moray,
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with 14 STEM Champions from nursery settings participating in formal training
sessions with subject matter experts, with the aim of disseminating and embedding
the learning within each cluster.
With increasing focus on climate change and the shift to green energy, the launch of
the LfS action plan61, and the Moray Councils commitment to achieving net zero by
2030, creating more opportunities for outdoor learning, environmental education and
learning for sustainability has never been more important.  Early Years STEM will
address this challenge through the creation of a specialist outdoor learning facility and
outreach programme, with a focus on environmental education and learning for
sustainability.
Overcoming Barriers to Engagement
While there is increasing focus on STEM education for young people, both at a
national and local level, there persists significant barriers that prevent participation in
STEM activities. The 2022 report by Ekosgen prepared on behalf of Education
Scotland presents key findings relating to the Structural Barriers to STEM
Engagement.62 Barriers identified that are within control of the local authority or
Regional Improvement Collaborative include:
• Schools’ budgets and inconsistency of available resources across regions,
local authorities, and schools.
• Cross local authority knowledge exchange is still largely dependent on
enthusiasm of individual STEM practitioners and leads.
• There needs to be increased focus on STEM and gender awareness practice in
School Improvement Plans where currently there is a mixed commitment.
• Science transition activity from primary to secondary school needs to improve
with lack of resource and limited teacher time cited as key barriers.
• Building capacity, confidence and skills of practitioners is an ongoing need with
CLPL and industry exposure highlighted as key areas.
• Lack of STEM resources is constraining STEM teaching as well as the
availability of flexible spaces within schools for Inter Disciplinary Learning
(IDL). 
• Flexibility with planning and timetabling and a silo approach to curriculum and
lesson development is limiting the impact that IDL can have.
• STEM Ambassadors and Young STEM Leaders are a valuable tool in
promoting STEM however are not yet having the reach and impact intended.                                                    
61 Learning for sustainability: action plan 2023 to 2030, Scottish Government, 2023
https://www.gov.scot/publications/target-2030-movement-people-planet-prosperity/
62 The Structural Barriers to STEM Engagement Final Report for Education Scotland, 2022, Ekosgen
https://education.gov.scot/media/axpjte2j/ekosgen-structural-barriers-to-stem-engagement-year-3-
report-exec-summary-nov-2022.pdf
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• There needs to be stronger links between schools and partner organisations, in
particular, Developing the Young Workforce (DYW), SSERC, colleges, Skills
Development Scotland (SDS) advisers, Energy Skills Partnership (ESP),
regional STEM partnerships etc.
Critical to the success of this project and indeed education reform, is putting the voice
of the learner at the centre. Included in the National Discussion on Education final
report 63 are key themes concerning learning, obtained by surveying learners and the
influential systems in their life. Concerning learning, key themes include:
• Cultivating joy and the love of learning where learning takes place in a range of
settings and approaches, including the importance of play and outdoor learning
for all ages.
• The need for a shift from progression based on age and stage of schooling, to
flexible pathways and supported transitions that meet the developmental needs
and interests of children throughout their early years and school experience.
• Digital learning must be at the core of Scottish education so that all learners in
Scotland have choice, opportunity, and security in their lives, both now and in
the future
• “I prefer to learn by doing practical things. Using real objects makes things stick
in my memory longer. I love Science because it’s very practical and fun”-
learner.
These findings are consistent with attitudes in Moray. There has been significant
engagement with parents, pupils and education staff, as the project has sought to
identify challenges, opportunities, and to obtain feedback on solutions proposed.
Engagement methods include: one on one and group consultations; facilitated focus
groups and workshopping exercises; attendance at ASG and head teacher meetings;
school and ELC classroom visits; public events and STEM taster sessions: and
feedback obtained from STEM surveys and feedback forms. Engagement survey
examples are included in Appendix 12.
To date,
• 140 education staff have been consulted throughout project development,
including ELC practitioners, childminders, and primary and secondary
teachers.
• 253 children have been engaged, including responses from pupil surveys,
classroom visits and STEM workshops.
• 109 parents have been consulted through public engagement events, STEM
taster sessions and feedback from targeted surveys.
Across all mediums, education staff generally agreed the following:
63 All Learners in Scotland Matter: The National Discussion on Education, 2023, Scottish Government
https://www.gov.scot/publications/learners-scotland-matter-national-discussion-summary-report/
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• While STEM learning is a priority in most settings, issues surrounding staff
time, budgeting constraints, and competing priorities limit the extent of STEM
engagement.
• Knowledge and confidence in delivering STEM subjects as well as the
awareness of CLPL opportunities, and the ability to access them, is a key
issue. 
• Embedding STEM within the curriculum will have the greatest impact with
support for a science progression.
• Cost of transportation prevents settings accessing STEM learning
opportunities outside of the school environment.
• Lack of STEM resources and equipment is a barrier. Schools participating in
SSERC CLPL training have greater access to resources however, these are
not sufficient to support delivery to a full class.
• Practitioners would like opportunities to experience STEM in relation to the
world of work and engage with local industry. While Developing the Young
Workforce (DYW) and Skills Development Scotland (SDS) are actively
engaging with students at secondary level, primary and nursery settings are not
seeing the same level of engagement.
Parents have indicated a growing desire to engage with STEM learning, however, cite
lack of opportunity as a barrier to participation. The common answer when asked how
families currently access STEM learning in Moray, was through events delivered by
the CLD teams, as well as those offered in museums throughout the region. Parental
engagement is a subject of continued focus within Moray Council Education and while
there is increasing opportunity for parents to engage with STEM in school settings,
further work needs to be taken to embed this approach.
Common answers when asked what type of STEM opportunities audiences would like
to see include outdoor learning, activities with a focus on renewable energy and a
“science centre type experience.”
Science Centres have been long been known as the focal point within a community for
STEM engagements, providing opportunities for schools and families alike to
participate in STEM activities and delivering outreach programmes within localities.
Aberdeen Science Centre is the closest of these institutions to Moray, however with a
2-hour commuting time from the centre of Moray; schools find it incredibly challenging
to engage with this kind of high quality, inspirational experience.
Technological advances and the impact of COVID-19 has increased the availability of
digital learning opportunities, however, with a large proportion of Morays learning
estate in remote locations, access to the necessary digital infrastructure limits
participation. The final threat to the skills make-up of the region is therefore rural in
nature.  Children in Moray need to have access to the same type of high-quality
learning experiences as their peers out with Moray.
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There is a degree of inequality of opportunity due to the rural nature of the region.
Many of the manufacturing businesses in Moray are in rural regions and are the most
significant employer in that locality. While these employers give considerable career
opportunities to their local communities, children need greater awareness of the
variety of opportunity across Moray as a whole, to prevent limited opportunity in their
local environment affecting attitudes towards future potential careers. In Speyside for
example, school settings have been particularly successful in connecting with
employers in their local area, however the children surveyed expressed a desire to
see jobs in other parts of Moray.
Collaborative Approach and Partnership Working
Addressing these challenges is a complex endeavour and responsibility cannot lie on
the Moray Council and Education Sector alone. Raising the aspirations of young
people in STEM and giving them the skills and confidence to pursue STEM subjects
throughout education and into employment, relies on a coordinated, cohesive effort
within the whole STEM ecosystem. 
In line with Moray’s STEM Strategy for Education, significant efforts have been made
in recent years to raise the profile, knowledge and understanding of STEM subjects,
both in education settings and through delivery of partner and employer initiatives
throughout the region. 
The Moray Skills Pathway, developed in partnership between the Moray Council,
Developing the Young Workforce (DYW), Moray College UHI and Skills Development
Scotland (SDS), and working with employers, set out to develop a clear route for
children and young people from early years up to S6 to engage with the world of work
and develop enterprise skills. While this is no longer an active strategy within Morays
Education Sector, the core principles and innovative approach to curriculum continues
with the development of the Moray Improvement Framework Plan and Moray
Improvement Groups.
Early Years STEM will work collaboratively with key delivery partners within Morays
Education Sector, as well as local employers and other Moray Growth Deal Projects
such as MICM and DHI, to build capacity within the education system and deliver
learning opportunities that are dynamic and flexible in response to the evolving
priorities within the sector.
Capacity and financial pressures continue to exist within the Moray Council and
among partners, however the commitment to deliver high quality learning
opportunities to our young people has not changed.  While the changing economic
climate has led to partners scaling back large in person events, local outreach
initiatives, national STEM challenges and meet the expert programmes continue to be
offered to young people in Moray, particularly in the late primary to early secondary
age bracket.
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Early Years STEM seeks to collaborate with partners to deliver a coordinated and
cohesive offer that maps STEM activity in the region, addresses the gaps in STEM
provision and creates new and exciting opportunities for children and families to
engage with STEM learning. This work has already been initiated through the
implementation of a STEM Moray Steering Group, focused on development of an
updated STEM Strategy for Moray and development of a STEM learning Ecosystem.
Key members of the group include Moray Council, UHI Moray, Royal Air Force (RAF),
Skills Development Scotland (SDS), Science Skills Academy, SSERC, Developing
the Young Workforce (DYW), Techfest and STEMOVATORS.
Increasing Science Capital across the STEM Ecosystem
The ecological systems model, first suggested by Urie Bronfenbrenner in 1977 and
depicted in figure 12, suggests that children develop within nested systems of
influence, with the child at the centre.64
Figure 12 Ecological Systems Model
The microsystem refers to a child’s immediate environment and relationships, and
include the home, the school classroom, child-care of after-school programme,
museums, science centres and any other local community setting, and of course, the
people and experiences within those settings. The mesosystem acknowledges the
relationships between the microsystem environments, for example the ways that the
child’s schooling affects his or her home life and vice versa. The exosystem includes
the societal structures and institutions that do not directly contain the child but can
directly or indirectly affect him or her—for example, government policies and the
research that spurs those policies. Finally, the outermost layer, the macrosystem,
64 STEM Starts Early: Grounding Science, Technology, Engineering and Math Education in Early
Childhood, 2017, Joan Ganz Cooney Center.
https://joanganzcooneycenter.org/wp-content/uploads/2017/01/jgcc_stemstartsearly_final.pdf
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consists of the cultural frames, paradigms, values, and models that shape the
environment within which the child learns.
The Ecological systems approach as outlined in the 2017 Study by the Joan Ganz
Cooney Centre65, acknowledges that integrating STEM learning into early childhood
education requires urgent, well-coordinated, cross-sector work and made six key
recommendations:
1. Support parents to be STEM guides,
2. Improve teacher professional learning.
3. Build a sustainable and aligned system of high-quality early learning from birth
through 8.
4. Use communications science to build will and public understanding.
5. Expand the availability of STEM “charging stations”.
6. Improve how research is funded and conducted.
Early Years STEM seeks to create a STEM learning ecosystem within the Moray
region, through the creation of specialist learning environments and experiences
(“charging stations”), access to training and resources (“professional learning”), and
the creation of a STEM learning network involving Moray Council staff, key delivery
partners, and volunteers from industry and the wider community.
The recommendations are consistent with key findings included in the 2022 Structural
Barriers to STEM Engagement Report conducted by Ekosgen on behalf of Education
Scotland and Scottish Government66, which speaks to the complexity of the learner
environment and the numerous influences facing the young person in their STEM
learning journey.
The report also highlights the importance of introducing STEM learning pathways and
careers education from early years, through school, higher and further education and
on to the world of work and acknowledges the need for multi-agency collaboration and
inter-disciplinary working. Data drawn from interviewing students, parents and staff
showed that learners want their learning experience rooted in the real world with a
strong focus on job and work experience, and 59% of parents surveyed want more
opportunity for their children to work with businesses throughout their learning.
In line with the Moray’s STEM Strategy for Education, significant effort has been made
in recent years to connect Moray’s education system with the world of work. Working
in partnership with Developing the Young Workforce (DYW) and Skills Development
Scotland (SDS), and utilising the SSERC STEM Ambassador Network, collaborative
approaches have been undertaken to connect local employers with schools, and raise
65 STEM Starts Early: Grounding Science, Technology, Engineering and Math Education in Early
Childhood, 2017, Joan Ganz Cooney Center.
https://joanganzcooneycenter.org/wp-content/uploads/2017/01/jgcc_stemstartsearly_final.pdf
66 The Structural Barriers to STEM Engagement Final Report for Education Scotland, 2022, Ekosgen
https://education.gov.scot/media/axpjte2j/ekosgen-structural-barriers-to-stem-engagement-year-3-
report-exec-summary-nov-2022.pdf
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awareness of children, parents, and education staff to the wealth of career
opportunities that exist in Moray’s economy. The Moray Education Self-evaluation
2021 report summarises the significant progress made to date and commitment to
pursue collaborative opportunities within the Curriculum67. Early Years STEM will
work closely with SDS and DYW to extend the reach of these engagements to
younger learners and their families.
The concept of “Science Capital” has been gaining significant traction over the years
and was highlighted in the 2013 ASPIRES report by Kings College London. The
report found that the chances of a young person going on to study STEM are greatly
influenced by the amount of “science capital” in the family. Science capital refers to the
science-related qualifications, understanding, knowledge, interest, and social
contacts at home. The report overwhelmingly found that children with a high amount of
science capital in the home are much more likely to aspire to a STEM career. The
report also found that science capital is unevenly spread across societal groups and
those with higher levels of science capital tend to be middle class.
Parental Engagement has been the subject of continued focus within Morays
Education System in recent years, with increasing opportunities for parents to engage
with the curriculum and schools in general. Parental influence, particularly in the early
years, is paramount to nurturing a child’s aspirations in STEM and to fully embed
STEM learning and change the way STEM is perceived in the region, there needs to
be a more focused and coordinated effort for families to engage with STEM, in both
formal and informal education settings.
The concept of science capital extends beyond that of the home environment. The
Enterprising Science partnership of BP, Kings College London and the Science
Museum Group identified eight key dimensions of science capital68:
1. Scientific literacy – A young person’s knowledge and understanding about
science and how science works.
2. Science-related attitudes values and dispositions – the extent to which a
young person sees science as relevant to everyday life.
3. Knowledge about the transferability of science – understanding the broad
applications of science skills and that these can lead to a wide range of jobs.
4. Science media consumption – the extent to which a young person watches
science related television, books, magazines and engages with science
related internet content.
5. Participation in out-of-school science learning contexts – how often a
young person participates in informal science learning contexts such as
science museums, science clubs, libraries etc.
6. Family science skills, knowledge, and qualifications - the extent to which a
young person’s family have science-related skills, qualifications, jobs, and
interests.
67 Moray Education Self Evaluation 2020-2021, Moray Council 2021
68 Science Capital Made Clear, Enterprising Science Partnership, 2015
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7. Knowing people in science related roles - the people a young person knows
in their family, friends, peer, and community circles who work in science-
related roles.
8. Talking about science in everyday life – how often a young person talks
about science out of school with key people in their live
Building science capital is a challenging and complex endeavour. It means
recognising that improving science participation entails changes and challenges for
the whole STEM ecosystem and that there is no silver bullet. A science capital
approach means paying attention to the institutions, systems, and social relations
within, and relies on collaboration and partnership working.
Science capital recognises the need for STEM engagement beyond that of the school
environment. Schools have traditionally been the place for children to develop
disciplinary thinking, however, schools are not the only place in a community where
education takes place; they exist within a community’s learning ecosystem. Schools,
businesses, science museums, libraries, and the home are settings that make up a
community’s learning ecosystem, and this subset of places is designed to support the
development of STEM disciplinary ways of thinking.
These extended education contexts are an important and necessary part of the STEM
learning ecosystem as they provide opportunities to explore STEM content outside of
formal school settings and removes the academic pressure and fear of failure that can
contribute to STEM disengagement. They can also provide a space for educators and
facilitators to explore innovative pedagogical practices and child centred learning
opportunities, where traditional school settings may be less equipped to do so, due to
competing priorities and pressures. In addition, non-formal learning institutions are
known to be effective in engaging families with STEM activities, leading to
strengthening of science capital in families.
STEM has seen a resurgence in Moray in recent years as communities recognise the
importance of STEM based learning across all ages and sectors. The Moray Councils
Library and Learning Centre team have been particularly successful in engaging
young people with STEM, through delivery of coding workshops, digital explorer’s
programmes, and the provision of STEM loan kits.  Similarly, the Moray Councils Adult
& Family Learning Team have made significant efforts to engage families with STEM,
through delivery of national programmes such as Multiply and even going into school
and nursery settings to deliver family focused workshops.  However, access to
environments, resources and training limits the extent to which teams can engage with
audiences.
STEM learning opportunities extend beyond the local authority and education sector;
as local museums, discovery centres and community hubs also deliver STEM related
activities and experiences.  While these activities highlight the regions commitment to
learning and appetite for STEM Engagements, Moray needs a dedicated informal
STEM learning environment that can bridge the gap between schools, employers,
families, and the wider community. 
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There is therefore a significant need in Moray to develop infrastructure aligned to the
needs of the STEM ecosystem that can support delivery of STEM pathways from early
years through to BGE, and facilitate parental engagement, inter-generational learning,
and community participation.
Early Years STEM will invest in state-of-the-art facilities in community settings
throughout Moray. These spaces will offer core learning equipment and digital
infrastructure that will allow children, families, and the wider community of all ages to
engage with STEM. The environments will include interactive exhibitions and
experiences for self-led, child centred learning opportunities, thereby offering a
“science centre type experience” that can be delivered through Moray Growth Deal
funding and sustained within existing Moray Council resources.
The facilities will also offer accessibility to community groups, STEM clubs and Moray
Council CLD teams to deliver STEM learning to audiences, including early years.
Employers, STEM Ambassadors and community volunteers will also be engaged to
deliver STEM learning within these facilities, where access to infrastructure has
previously limited these types of interactions.
A dedicated team of STEM coordinators will be employed to manage and coordinate
activity associated with the STEM Network. This draws on the success of the Raising
Aspiration in Science pilot project (RAiSE) launched in Moray in 2016. The Wood
Foundation, Scottish Government and Moray Council jointly funded this 23-month
£160,000 project, with the primary expense being employing a Primary Science
Development Officer. The focus of the programme was to increase competence and
confidence in practitioners in the delivery of STEM curriculum.
An external evaluation of the RAiSE programme was conducted by Glasgow
University at a national level and found that of those children involved with RAiSE 87%
had enjoyed more challenge and 77% had increased their STEM aspirations. 69 This is
a high impact for a relatively small project over a short timeframe and demonstrates
the significant impact specialist STEM staff can make. However, the RAISE
programme also demonstrates the importance of being able to sustain this role over
an extended period.
Creating educational facilities that offers equitable access to education settings,
families, employers and the wider community, the Early Years STEM project aims to
create an ecosystem of STEM learning that encourages multi agency participation
and changes the way STEM is perceived in the region.
2.7 Potential scope and service requirements
The options within these ranges are considered within the economic case.
69 Raising Aspirations in Science Education (RAiSE) Pilot Final Evaluation Report 2019, University of
Glasgow
https://www.thewoodfoundation.org.uk/wp-content/uploads/2019/05/RAiSE-evaluation-report-finalised
-.pdf
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Business scope and key service requirements
Minimum Intermediate Maximum
Potential
business scope
One central
provision serving all
Associated School
Groups (ASG)s in
Moray.
Development of a
centrally located
Moray STEM
Centre. A flexible
learning space with
indoor and outdoor
facilities, core and
bespoke learning
equipment and a
programme of
learning applicable
to the target
audience.
A bespoke offering
dependant on need
and geography.
Facilities developed in
targeted locations
across Moray.
Flexible indoor and
outdoor spaces with
core and bespoke
learning equipment
and a programme of
learning applicable to
the target audience. A
robust outreach
offering including a
mobile solution
extending the offer
into all ASGs in
Moray.
A provision in each
Associated School
Group (ASG) in
Moray. Eight ASG
STEM Hubs
developed utilising
existing council and
partner space.
Flexible learning
spaces with core
learning facilities
and equipment and
a programme of
learning suitable to
the needs of
geography of each
ASG. A mobile
solution with
bespoke equipment
bringing the benefits
of a science centre
to Moray
Key service
requirements
Identify centrally
located premises,
refurbish to a high
standard, fit out with
facilities, furniture,
and bespoke
learning equipment.
Recruitment of a
small team to
deliver centrally
from Moray Council.
Identify suitable
premises in targeted
locations across
Moray. Refurbish and
fit out with facilities
and bespoke learning
equipment. Purchase
of a vehicle and
portable equipment
for delivery of
outreach and mobile
elements.
Recruitment of a small
team to coordinate
centrally from Moray
Council and deliver
outreach activity
across all ASGs.
Supported by a
Identify suitable
premises within
each ASG in Moray,
refurbish and fit out
with facilities and
bespoke learning
equipment.
Purchase of a large
specialist vehicle
and equipment for
delivery of the
mobile solution. 
Recruitment of a
dedicated staffing
provision working
across each ASG
with support from a
network of upskilled
staff, community
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Minimum Intermediate Maximum
network of upskilled
staff, community
volunteers and public/
private partnerships.
volunteers and
public/ private
partnerships.
2.8 Benefits criteria
Satisfying the potential scope for this investment will deliver the following high-level
strategic and operational benefits. These are as follows:
Class Of Objective Main Benefits Benefits Criteria Stakeholders Affected
Strategic (wider social
and Business related)
Business growth
Attract / retain
young people.
Reduce gender
pay gap.
Rebalance
demographic
Increase number of
businesses in the area
Increase higher paid
jobs.
Increase alignment of
workforce skills with
business requirements
Increase inward
investment to Moray.
Increase the rate of
female employment.
Increase the
percentage of females
in full-time posts.
Increase working
population of the area
as percentage of total.
Reduction in future
unemployment
Reduce Rural
inequality.
Town centre
regeneration and
increase in town
centre activity
Young People
/
Moray residents
/
Local businesses
/
Public Sector
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Class Of Objective Main Benefits Benefits Criteria Stakeholders Affected
Operational
(organisational and
management related)
Business growth
Attract / retain
young people.
Reduce gender
pay gap.
Rebalance
demographic
Increase skills/training
opportunities.
Increase the number
of young people
choosing to live/stay in
Moray.
Increase percentage
of female school
leavers going in to
STEM jobs
Increase in attainment
in Curriculum for
Excellence at primary
and early secondary
level.
Increase in the
number of STEM
subjects chosen at
national 5 and Higher.
Increase in positive
leaver destinations of
young people.
Increase in the
aspirations of young
people to access
STEM careers.
Increased in activities
and events offered to
families.
Increase networking
and connections
between businesses,
communities, and the
education sector.
Improvement of local
services and facilities
accessed by the
public.
Young People
/
Moray residents
/
Local businesses
/
Public Sector
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Class Of Objective Main Benefits Benefits Criteria Stakeholders Affected
Increase in community
participation in the
upskilling young
people.
Improved Health and
Wellbeing of young
people and the wider
community
Increase in young
people, families and
the wider community
accessing inspirational
learning environments.
Increase in the
awareness of Morays
residents of the career
opportunities in
Morays local
economy.
Increase in climate
awareness of young
people and the wider
community.
Increased access to
technical infrastructure
to support learning
pathways across all
ages.
2.9 Strategic risks
The main business and service risks associated with the potential scope for this
project are shown below:
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Risk categories Mitigation
Business Risks
Delays at planning application
stage
Contractors failing to deliver
according to budget or timescales.
Competing Demands for
Resources
Inability to attract private sector
sponsorship.
Early engagement with Council
Ongoing communications
Appointment of appropriate design team
Appropriate procurement planning
Appropriate contract penalties to be in place.
Early market engagement
Appropriate procurement planning
Early market engagement
Ensure scope can be met within existing budgets.
Service Risks
Lack of employer, partner, and
community engagement
Failure to develop scope that
meets objectives.
Project fails to deliver core
benefits.
Failure to recruit the staff with the
right mix of skills.
Wild Things partner fails to raise
the required funds necessary to
support operational costs
Consultation with Community Planning Partnership
and cross sharing of resources for engagement
Utilise partner connections.
Early understanding of market needs
Early understanding of needs
Communications and engagement
Project planning with key stakeholders
Project board with key stakeholders
Stakeholders have strong reputation.
Project planning and risk
management/operationalisation
Ongoing communications and partnership-working
Robust recruitment process
Early engagement with external funders
Consider alternate suppliers should organisation fail
to meet service requirements
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Risk categories Mitigation
External Environmental Risks
Delays in Moray Growth Deal
Difficulties drawing MGD funding
down.
Miscommunications regarding
MGD.
Conflict with Partner Initiatives
Difficulty acquiring and securing
sites
Communications with Governments
Management of expectations
Communications with Moray Council and Scottish
Government finance teams
Clear protocols to be developed at Full Deal stage.
Coordinated MGD communications.
Project communications strategy
Clear communications
Scope alternative locations, seek legal guidance at
early project stages.
2.10 Constraints
The project is subject to the following constraints:
 The project can be completed within the timescale required to allow the
benefits to accrue.
 Resources are available to enable the project to be delivered on time and to
the right quality.
2.11 Dependencies
The project is subject to the following dependencies that will be carefully monitored
and managed throughout the project life cycle:
 The project is dependent on ongoing political support and the relationship
between partners organisations.
 Dependency on Wild Things partner to meet operational costs of outdoor
centre through external funding sources.
 Dependency on Leanchoil Trust to raise funds to enable delivery of Leanchoil
Health and Wellbeing Centre.
 Alignment with national / regional developments.
 Industry and stakeholder engagement
 The project has sufficient financial backing through implementation to ongoing
delivery, including the release of funding dependent on development of a full
business case.
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3. The Economic Case
3.1 Introduction
At the start of the development of the Outline Business Case a project board was
formed of key stakeholders to direct and guide the project. The key stakeholders
included representatives from:
• Moray Council
• Highlands and Islands Enterprise (HIE)
• Moray College UHI
• The University of the Highlands and Islands (UHI)
• Skills Development Scotland (SDS)
• Developing the Young Workforce (DYW)
• NHS Grampian
• Boeing
• Gordon and MacPhail
Membership was expanded following OBC approval to include:
• Aberdeen Science Centre (ASC)
• Education Scotland
• SSERC
At the inaugural meeting of the board, members undertook a benefits mapping
exercise to assist in developing the logic model for the project.
The logic model developed from this activity was as follows:
Inputs Activities Outputs Short Term
Outcomes
Long Term
Outcomes
Resources
needed to
deliver the
project.
Actions needed
to deliver the
project.
Measurable
direct results of
the activities.
Changes that
occur to the
beneficiaries
and the
medium-term
benefits on the
economy.
The long-term
effect upon the
economy or
society
Capital
investment:
Staff resource
to develop
plans;
Operational
model;
Expertise
Permissions;
Develop
stakeholder
community;
Develop
partnership
arrangements.
Network of
inspirational
learning
environments
accessible to
families, ELCs,
Schools and
whole
Increased
confidence in
young people;
Increased
confidence in
adults;
Stronger
linkages
Increased
attainment at
secondary,
further and
higher
education in
STEM subjects;
Increase in
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knowledge;
Stakeholder
Partnership
development;
Staff and
volunteer time;
Site feasibility
and acquisition.
Construction or
renovation of
buildings.
Fit out with
technology and
equipment;
Purchase of
vehicle and
STEM
Materials;
Recruitment
and training of
staff.
Learning
programme
development
and delivery;
Upskilling of
existing staff
and
development of
learning
network;
Marketing.
communities;
Access to
learning
resources,
materials, and
experiences;
Training
opportunities
for staff and
volunteers;
Increase in
classroom-
based STEM
activity in early
years
curriculum;
STEM events
held in
collaboration
with partners;
Young people
engaging with
sectors on site
through visits;
STEM learning
opportunities
continue after
early years.
between
education and
employment;
Increase in
teacher skills
and up skilling
of the wider
community
through CPD;
Better
pathways to
STEM
curriculum;
Improvement in
4 areas of
curriculum for
excellence
across all age
groups;
Increase in
choosing
STEM subjects
at secondary
school; More
women
choosing
STEM subjects;
Increased level
of investment
from STEM
businesses in
Moray;
Reduction in
rural inequality.
positive leaver
destinations of
young people,
Increase in
STEM subject
choices at
school and
Moray College
UHI; Increase
in high value
jobs accessed
by Morays
residents; Less
inequality of
opportunity in
education and
employment;
An increase in
the skill level in
Moray;
Increase in the
average wage
level; Less
future
unemployment;
Increase in
start-ups;
Reduction in
outward
migration of
young people;
Attract people
to live and work
in the area.
3.2 Critical Success Factors
A programme board meeting was held on 11th May 2017 to determine the CSFs for
initial shortlist of projects. The attendees included relevant stakeholders from Moray
Economic Partnership, Highlands and Islands Enterprise, University of the Highlands
and Islands, Skills Development Scotland, and Moray Council.
Following initial project scoring and prioritisation, these CSFs were amalgamated and
used alongside the investment objectives for each project to evaluate the long list of
possible options. The board decided that all CSF’s should have equal weighting and
be used for all projects in the deal to provide a consistent approach to evaluation.
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CSF1 Strategic Fit (Vision /
Government Policy)
How well the option provides holistic fit and
synergy with other key elements of
national, regional, and local strategies
CSF2 Potential VFM How well the option maximises the return
on the required spend (benefits
optimisation) in terms of economy,
efficiency, and effectiveness from both the
perspective of the organisation and wider
society and minimises associated risks.
CSF3 Potential Achievability How well the option is likely to be delivered
in view of the complexity of the option, and
the experience, capability and capacity of
the partners involved.
CSF4 Supply side capacity How well the option matches the ability of
the service providers to deliver the required
level of services and business functionality
and appeals to the supply-side.
CSF5 Potential Affordability How well the option meets the likely
availability of funding and matches other
funding constraints, including the capital
and revenue consequences associated
with the proposed investment.
3.3 Long Listed Options
The Treasury’s Green Book suggested options framework was used to generate a
reasonable number of options for the long list by systematically working through the
available choices for what, how, who, when and funding.
These options were generated at OBC stage by holding a series of workshops with a
wide group of stakeholders, at which evaluation was undertaken to assess how well
each option met the investment objectives and CSFs at each stage.
A short list of options was then developed, and an economic appraisal performed by
Michael O’Donnell, Senior Officer for Economic Strategy and Growth at Moray
Council. Based on this analysis, a model was selected as the optimum solution in
relation to estimated benefit and service delivery and included in the Outline Business
Case (OBC) that was approved in November 2021. 
In developing the Full Business Case, options as set out in the OBC have been
revisited to reflect the current economic climate and supply side capacity. Activities
were undertaken to assess the feasibility of delivering the preferred option as
identified in the OBC, including stakeholder engagement, site identification and
exploring potential delivery models.
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Key risks affecting delivery of the project were identified and summarised in an issues
report that was presented to the Moray Growth Deal Programme Board in July 2022.
Rising construction and operational costs, availability of suitable host locations and
limited ongoing revenue funding for staff were identified as risks affecting delivery a
provision in each Associated School Group (ASG).
A period of consultation and project re-scoping was undertaken, and a revised long list
of options presented for appraisal by the Early Years STEM Project Board in
December 2022.
3.4 Short- Listed Options
From the options appraisal workshops undertaken and detailed in Appendix 1, a range
of shortlisted options were developed to be considered for economic appraisal.
The five updated options are as follows:
Option 1: Business As Usual – No Growth Deal Funding
Service
Solution
Continue promoting and delivering STEM from within Council
resources and in line with current STEM provision.
Activity would depend on budget and staff availability.
Estimated Costs £0
Option 2: Minimum – Hub provision in each Early Learning and Primary
Setting, Mobile Offering and Partnership Activity
Service
Solution
Capital funding split across all Early Learning and Primary School
settings in Moray to develop STEM learning environments and
purchase STEM equipment, as per the needs of the individual
setting. This may include purchase of IT and digital equipment,
purchase of a STEM resource bank, development of flexible
learning spaces, provision of outdoor learning equipment, etc.
A large specialist vehicle offering mobile delivery of bespoke
learning programmes and exhibition materials, bringing the
benefits of a Science Centre to Moray.
A portion of capital funding allocated to invest in events,
equipment, and facilities at partner locations.
Service
Requirements
STEM Coordinator post responsible for curriculum development,
resource management and workforce development. Existing staff
in each setting and partners at partner sites will deliver the
service.
Implementation Phased implementation
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Funding
Requirements
Capital funding provided by the Scottish Government and Moray
Council. Ongoing revenue costs met by the Moray Council.
Estimated
Costs
Capital:    £3,800,000
Revenue: £1,000,000
Option 3: Intermediate – One Central Provision, Mobile and Outreach
Offering and Partnership Activity
Service
Solution
Capital funding used to deliver one central provision serving all
ASGs in Moray. A Moray STEM Centre with dedicated exhibition
space and community learning hub.
A mobile solution to transport facilities and equipment, enabling
delivery of a “pop-up STEM Centre” in any suitable venue in
Moray. A robust outreach provision that includes digital delivery
and a central repository of STEM resources.
A portion of capital funding allocated to invest in events,
equipment, and facilities at partner locations.
Service
Requirements
A small team of staff will deliver the service centrally in
collaboration with a multi-agency partnership.
Implementation Phased implementation
Funding
Requirements
Initially, capital funding provided by the Scottish Government and
Moray Council with ongoing revenue costs met by the Moray
Council.  Additional funding streams sourced as the project
becomes established and opportunities arise.
Estimated
Costs
Capital:    £4,400,000
Revenue: £1,460,000
Option 4: Intermediate (Preferred) – A provision in targeted locations across
Moray, Mobile and Outreach Offering and Partnership Activity.
Service
Solution
Capital funding used to deliver a network of STEM facilities in
targeted locations across Moray. A Moray STEM Centre with
dedicated exhibition space and community learning hub, and a
network of satellite sites extending the reach of engagements.
An Environmental Education Centre specialising in outdoor
learning and learning for sustainability.
A mobile solution to transport facilities and equipment, enabling
delivery of a “pop-up STEM Centre” in any suitable venue in
Moray. A robust outreach provision that includes digital delivery
and a central repository of STEM resources.
A portion of capital funding allocated to invest in events,
equipment, and facilities at partner locations.
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Service
Requirements
A small team of staff will deliver the service centrally in
collaboration with a multi-agency partnership.
Implementation Phased implementation
Funding
Requirements
Initially, capital funding provided by the Scottish Government and
Moray Council with ongoing revenue costs met by the Moray
Council.  Additional funding streams sourced as the project
becomes established and opportunities arise. 
Estimated
Costs
Capital:    £4,800,000
Revenue: £1,600,000
Option 5: Maximum – A provision in each Associated School Group (ASG) in
Moray, Mobile Offering and Partnership Activity.
Service
Solution
Preferred option at OBC stage. Fixed sites in each ASG in
Moray. A bespoke offering dependant on need and geography
and utilising existing Moray Council or partner space.
A large specialist vehicle offering mobile delivery of bespoke
learning programmes and exhibition materials, bringing the
benefits of a Science Centre to Moray.
A portion of capital funding allocated to invest in events,
equipment, and facilities at partner locations.
Service
Requirements
A team of staff will deliver the service centrally in collaboration
with a multi-agency partnership.
Implementation Phased implementation
Funding
Requirements
Initially, capital funding provided by the Scottish Government and
Moray Council with ongoing revenue costs met by the Moray
Council.  Additional funding streams sourced as the project
becomes established and opportunities arise. 
Estimated
Costs
Capital:    £5,100,000
Revenue: £2,110,000
The likelihood of each of the short-listed options in delivering the project objectives
has been evaluated systematically with scores based on the alignment of each option
with the investment objectives and Critical Success Factors (CSFs). The scores range
from 0 to 5, with 5 indicating strong alignment and 0 indicating no alignment. A
narrative summary of this assessment for each option is provided below the table.
The investment objectives are as follows:
Investment Objective 1 – To increase the availability of STEM opportunities
for younger people, through the creation of experiential STEM learning hubs
delivering upwards of 9000 engagements per annum by 2032. 
Investment Objective 2 - To increase participation and attainment in STEM
subjects at secondary level by 8%, thereby encouraging uptake at further and
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higher education and ultimately increasing the STEM skills level in Moray by
2042.
Investment Objective 3 - To ensure there is equality of opportunity in STEM
education across Moray, ensuring all students aged 3-8 are engaged with the
curriculum at least once per annum no matter their location, and increasing
female participation in STEM subjects at secondary level by 10% by 2042.
Investment Objective 4 – To increase the skills level of early year’s
practitioners and primary teachers in the delivery of STEM disciplines, with an
increase of 32 STEM champions in settings by 2032.
Investment Objective 5 – To strengthen science capital within communities
through the provision of 10 public engagement events per annum, thereby
encouraging parental engagement, inter-generational learning, and raising the
awareness of STEM related careers by 2032.
Investment Objective 6 – To develop new forms of delivery through multi-
agency collaboration and inter-disciplinary working, engaging 400 students
aged 3-12 in partner led programmes and events, and increasing the number of
industry and community STEM Ambassadors in Moray by 50% by 2032.
Options Option 1 Option 2 Option 3 Option 4 Option 5
Objectives
Investment
Objective 1
1 2 3 5 5
Investment
Objective 2
1 3 4 5 4
Investment
Objective 3
1 4 2 4 5
Investment
Objective 4
1 4 4 5 4
Investment
Objective 5
1 2 4 5 5
Investment
Objective 6
1 2 4 5 5
CSFs
Strategic Fit /
Vision
1 2 3 5 5
Potential VFM 3 2 4 5 3
Potential
Achievability
5 3 5 5 1
Supply Side
Capacity
5 4 5 5 1
Potential
Affordability
5 5 5 5 1
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Total Score 25 33 43 54 39
Discounted Possible Possible Preferred Discounted
Option 1: Business As Usual – No Growth Deal Funding
This option requires no intervention or investment in education and given that there is
no anticipated change in capital or revenue funding required, scores well across some
CSFs in terms of potential achievability, ensuring there is supply side capacity to
deliver, and affordability. However, the current STEM provision lacks resource to
deliver meaningful STEM engagements, and the target audience (age 3-8) is largely
underserved. STEM activity is achieved through ad-hoc piecemeal delivery and
partnership activity is uncoordinated with little evidence of impact. This Option
therefore scores poorly across the investment objectives and strategic fit, and
relatively poorly on Value for Money (VfM) given the likelihood of wasted resource
through duplication.
Option 2: Minimum – Hub provision in each Early Learning and Primary
Setting, Mobile Offering, and Partnership Activity
With this option, capital funding would be split across Associated School Groups
(ASG)s and given directly to Early Learning and Childcare (ELC) and primary settings
to invest in resources, facilities, and equipment, as per the needs of the individual
setting. Pupils would have the opportunity to engage with the STEM curriculum daily,
having the resource to do so, therefore the option is likely to have moderate impact on
attainment in the short term. However, as this will be a one-off investment, the option
has a high risk of obsoletion given the rate at which STEM technology develops. While
a STEM Coordinator resource would enhance workforce development, engagements
would rely on existing staffing structures and enthusiasm of practitioners. The option is
also likely to have lower impact on parental engagement, intergenerational learning,
and multi-agency collaboration with uncoordinated and piece meal delivery that lacks
specialism. Inspirational experiences could be delivered using a large specialist
mobile solution, however operation, maintenance, and sustainability of this type of
vehicle does not represent a value for money solution. While option 2 delivers
equitable access with funding transferred directly to the beneficiaries, it is likely to
have lower impact over the longer term.
Option 3: Intermediate – One Central Provision, Mobile and Outreach Offering,
and Partnership Activity
With Option 3, funding would be used to develop one central facility, complemented by
a robust outreach provision and mobile offering. A physical site located out with the
learning estate offers greater accessibility to employers, parents and the wider
community and has significant impact in terms of multi-agency collaboration and inter-
generational learning. Partners can access the facilities to deliver diverse learning
opportunities to a wider audience and a state-of-the art central facility would create
interest among audiences and likely attract investment from external funders.  The
centre would act as a hub to coordinate and catalyse activity, developing educational
programmes, coordinating, and promoting public events, and working closely with the
STEM ambassador network to increase their impact. The offer would be further
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enhanced by a mobile “pop-up” offering and a central repository of STEM resources
available for setting to borrow for classroom-based STEM activity. This option offers a
well-considered and robust learning programme however, impact is limited by the
extent of engagements, as one facility has less capacity to serve audiences on a
frequent basis. Additionally, while being located centrally in Moray, the option does not
address rural poverty to the same extent as other options considered.
Option 4: Intermediate (Preferred) – A provision in targeted locations across
Moray, Mobile and Outreach Offering, and Partnership Activity.
Option 4 delivers all the benefits of option 3 while extending the reach and quality of
STEM engagements. The inclusion of satellite sites, in addition to the central
coordinating facility and mobile “pop-up” solution as described in option 3, addresses
rurality as a barrier to participation, though to a lesser extent than option 5. The
incorporation of a unique outdoor environmental education centre delivered in
collaboration with a local environmental charity, offers young people experiential
hands-on learning in the natural environment, and learning for sustainability
opportunities, thereby contributing to Moray Councils Net Zero ambitions. This option
delivers against all investment objectives whilst satisfying the critical success factors
in terms of affordability, achievability, and supply side capacity. Revenue
commitments are higher than options 2 and 3, with a dedicated staffing resource
required to deliver activity across all sites, however costs can be met within allocated
budgets and therefore represents the optimum balance between affordability and
benefits realisation.
Option 5: Maximum – A provision in each Associated School Group (ASG) in
Moray, Mobile Offering and Partnership Activity.
Option 5 was the preferred option at OBC stage as it delivers against all investment
objectives and offers greatest ASG coverage. A provision in each ASG allows learners
to engage with the STEM curriculum on a frequent basis, and provides high impact
regarding STEM attainment, family engagement and multi-agency collaboration.
Option 5 was taken forward for further appraisal at OBC stage, with activities
undertaken to determine feasibility of the solution. Rising construction and operational
costs, availability of suitable host locations in each ASG, and limited ongoing revenue
funding for staff were identified as key issues, likely to impact affordability and
achievability of the solution. Engagement with education staff indicated limited
utilisation of facilities in rural areas, with preference for a flexible, mobile solution in
those locations. It was therefore determined that option 5 did not represent a value for
money solution, nor was it achievable within allocated budget. Option 5 was therefore
discounted and not taken included as part of the economic appraisal.
3.5 Economic Appraisal
This section provides a detailed overview of the main costs, benefits and value for
money associated with each of the selected options, and the approach taken to
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determining the preferred option. The full appraisal conducted by Ekosgen is included
in Appendix 2 and summarised in this section.
3.6 Quantitative Economic Appraisal
A quantitative economic appraisal was undertaken of the following short-listed options
for the Moray Early Years STEM project:
 Option 1 (Business as Usual): The reference baseline case where no
Moray Growth Deal funding would be allocated, continuing to promote and
deliver STEM in line with current STEM provision.
 Option 2 (Minimum): Hub provision in each Early Learning and Primary
Setting, Mobile Offering, and Partnership Activity.
 Option 3 (Intermediate): One Central Provision, Mobile and Outreach
Offering, and Partnership Activity.
 Option 4 (Intermediate: Preferred Option): A provision in targeted
locations across Moray, Mobile and Outreach Offering, and Partnership
Activity.
This has been conducted firstly with a Cost Benefit Analysis (CBA) appraisal of each
option, followed by an assessment of the employment, and Gross Value Added (GVA)
impacts of project expenditures in Moray.
Description, Sources, and Assumptions
This Cost Benefit Analysis was undertaken in line with HM Treasury Green Book
(2022) guidance.70 The benefits that have been appraised are those that were
included in the Outline Business Case (OBC), namely:
 Uplift in Salary
 Income Multiplier
 Unemployment Prevention
These benefits have been reviewed, changed and/or updated. The new financial costs
for each option were included.
Option 1 has been presented as the “Business as Usual” case to demonstrate the
counterfactual against which all proposals for change can be compared.
Year zero in this appraisal is the 2020/21 financial year as this was the year funding
allocations were confirmed in the Moray Growth Deal (MGD) Heads of Terms. The
MGD consists of a programme of projects and therefore using 2020/21 as the base
year allows comparison between the projects as they have different start dates within
the 15-year programme.
The project was initially appraised over 21 years, with the last year being 2040/41,
with benefits realisation not beginning until into the 2030s. The benefit streams were
over seven years and built up quite gradually over that period, leading to, for example,
BCRs at the Moray level of around or below 1.0. Advice from Scottish Government
70 https://assets.publishing.service.gov.uk/media/623d99f5e90e075f14254676/Green_Book_2022.pdf
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suggested increasing the length of the appraisal period to demonstrate the longer-
term benefits of the project. Therefore, the appraisal period has been extended up to
2045/46. In this report the benefit streams are shown for the two following time
periods:
 10 years-from 2034/35 to 2043/44; and
 12 years-from 2034/35 to 2045/46. This is for illustrative purposes, with less
detail shown than for the appraisal covering the 10-year benefits stream.
Financial costs and benefits have been expressed in real terms (i.e. today’s prices)
with the effects of inflation removed. The financial costs supplied to ekosgen by Moray
Council were expressed in nominal terms. The individual year’s inflation rates that
were used to deflate nominal cost prices were as follows:
 2024/2025: 1.9%.
 2025/2026: 1.1%.
 2026/2027: 1.0%.
 2027/2028: 1.6%; and
 2028/2029 and subsequent years: 2.0%
These figures are based on information within the Office for Budget Responsibility’s
Economic and Fiscal Outlook Reports as per guidance in The Green Book Central
Government Guidance on Appraisal and Evaluation.
The values of the two benefits-Salary uplift and Unemployment related benefits-are
expressed in real terms. In each year they are assumed to increase at the level of
general inflation such that there is no real terms increase or decrease in the values
during the appraisal period.
Cost Benefit Analyses (CBAs) were undertaken at three geographical levels:
 At the Moray local authority level
 At the Scotland level
 At the United Kingdom level
The net present value (NPV) of costs and benefits were calculated using a discount
rate of 3.5%.
The coverage and basis of the numbers underpinning the OBC’s CBA results were
reviewed including, importantly, the changes to the content each of Options 1, 2, 3, 4
presented compared to that in the OBC. That included reviewing the FBC’s analysis of
each option’s:
 Content
 Strengths and weaknesses, including the expected number of
engagements.
 Scored performance against Investment Objectives and Critical Success
Factors.
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The timings of the various project elements were also reviewed as these determine
when the benefits will begin to be realised.
The analysis of each option is summarised below. It was used to help scale the
relative level of impacts between Options 1, 2, 3 and 4.
Estimating Costs
Project Costs
The project’s costs for each option are provided in the table below. These costs are
the same for each of the three geographies of Moray, Scotland, and UK. They cover
the appraisal period between 2020/21 and 2045/46.
In each option, most of the costs are capital costs. Option 4 has the highest total
project cost at around £6.4 million. Option 3 costs are around £5.8 million, with Option
2 presenting the lowest costs at around £4.8 million (75% of the cost of Option 4).
Project Costs (£,000)
Option Capital Costs Revenue Costs Total Costs
1 - - -
2 3,800 998 4,798
3 4,400 1,459 5,859
4 4,800 1,599 6,399
Source: Consultant Calculations
Detailed Costs for all Options are included in Figures 13 and 14.
Assumptions
 The mechanism for delivery of Option 2 is to award Grants to individual settings
to develop STEM Hubs within each location. This may include renovation
costs, furniture or equipment costs, dependent on the needs of the setting. The
value of grant awarded is based on £300 per pupil enrolled.
 Option 3 includes construction and exhibition costs for a state-of-the-the-art
STEM facility with an assumed floor space of 600m2. Land purchasing costs
have not been included as renovation of existing Moray Council sites is
assumed. Construction costs are estimated at £3000 per sqm and exhibition
costs at £2000 per sqm for 400 m2 of exhibition space.
 Option 5 includes renovation costs for 8 STEM Hub locations at an assumed
rate of £3000 per sqm with an assumed floor space of 100sqm per site.
Exhibition costs are based on £2000 per sqm for 50 sqm of exhibition space at
each site.
 Utilities costs at £35/sqm have been assumed for all sites.
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Option 2 22/23 23/24 24/25 25/26 26/27 27/28 28/29 29/30 30/31 31/32 32/33 33/34 Total
Capital Spend (SG and Moray Council)
STEM Hubs Costs (School Grants) £45,000 £709,500 £632,600 £618,300 £594,600 £2,600,000
Mobile Costs £520,000 £10,000 £15,000 £10,000 £15,000 £10,000 £10,000 £10,000 £600,000
Community STEM Grants £100,000 £100,000 £100,000 £100,000 £100,000 £100,000 £600,000
£0 £45,000 £520,000 £10,000 £824,500 £742,600 £733,300 £704,600 £110,000 £110,000 £0 £0 £3,800,000
Revenue Spend (Moray Council)
Staff
Project Manager £53,595 £71,338 £12,922 £137,855
STEM Engagement Manager 1 FTE £45,109 £71,238 £73,375 £75,576 £77,844 £80,179 £82,584 £85,062 £87,614 £90,242 £768,823
Mobile Running Costs £8,000 £8,240 £8,487 £8,742 £9,004 £9,274 £9,552 £9,839 £10,134 £10,438 £91,711
Total Revenue Costs £53,595 £71,338 £66,031 £79,478 £81,862 £84,318 £86,848 £89,453 £92,137 £94,901 £97,748 £100,680 £998,389
Option 3 22/23 23/24 24/25 25/26 26/27 27/28 28/29 29/30 30/31 31/32 32/33 33/34 Total
Capital Spend (SG and Moray Council)
Professional Fees £200,000 £200,000 £400,000
Construction Costs £800,000 £1,000,000 £1,800,000
Exhibition / Equipment Costs £400,000 £400,000 £100,000 £900,000
Mobile Outreach Costs £80,000 £160,000 £240,000
Ongoing Equipment Costs £60,000 £80,000 £80,000 £80,000 £80,000 £80,000 £460,000
STEM Grants 100000 100000 100000 100000 100000 100000 £600,000
£0 £200,000 £1,080,000 £1,560,000 £560,000 £280,000 £180,000 £180,000 £180,000 £180,000 £0 £0 £4,400,000
Revenue Spend (Moray Council)
Staff
Project Manager £53,595 £71,338 £12,922 £137,855
STEM Engagement Manager 0.7 FTE £30,528 £47,165 £48,580 £50,037 £51,538 £53,085 £54,677 £56,317 £58,007 £59,747 £509,682
STEM Coordinator 0.7 FTE £28,047 £28,888 £29,755 £30,647 £31,567 £32,514 £33,489 £34,494 £35,529 £284,929
Branding & Marketing £5,000 £5,000
Rent & Rates £10,000 £10,300 £10,609 £10,927 £11,255 £11,593 £11,941 £12,299 £12,668 £101,591
Insurances £2,000 £2,000 £2,000 £2,000 £2,000 £2,000 £2,000 £2,000 £2,000 £18,000
Utilities £15,000 £15,450 £15,914 £16,391 £16,883 £17,389 £17,911 £18,448 £19,002 £152,387
Cleaning costs £10,000 £10,300 £10,609 £10,927 £11,255 £11,593 £11,941 £12,299 £12,668 £101,591
Consumables £5,000 £10,000 £10,000 £10,000 £10,000 £10,000 £10,000 £10,000 £10,000 £10,000 £95,000
Mobile Solution Running Costs £5,000 £5,600 £5,712 £5,826 £5,943 £6,062 £6,183 £6,307 £6,433 £53,065
Total Revenue Costs £53,595 £71,338 £53,450 £127,212 £131,118 £134,635 £138,257 £141,987 £145,827 £149,781 £153,853 £158,045 £1,459,099
Figure 13 Cost Estimates for options 2 & 3, Moray Council
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Option 4 22/23 23/24 24/25 25/26 26/27 27/28 28/29 29/30 30/31 31/32 32/33 33/34 Total
Capital Spend (SG and Moray Council)
Professional Fees £46,493 £127,279 £70,581 £80,000 £70,000 £20,000 £414,353
Construction Costs £596,750 £448,897 £830,000 £350,000 £350,000 £2,575,647
Exhibition/ Equipment Costs £20,000 £238,001 £301,999 £200,000 £200,000 £960,000
Mobile Outreach Costs £70,000 £180,000 £250,000
Ongoing Equipment Costs £100,000 £100,000 £100,000 £300,000
STEM Grants 100000 100000 100000 £300,000
£0 £66,493 £1,032,030 £1,001,477 £910,000 £620,000 £550,000 £200,000 £200,000 £220,000 £0 £0 £4,800,000
Revenue Spend (Moray Council)
Staff
Project Manager £53,595 £71,338 £12,922 £137,855
STEM Engagement Manager 0.7 FTE £30,528 £47,165 £48,580 £50,037 £51,538 £53,085 £54,677 £56,317 £58,007 £59,747 £509,682
STEM Coordinator 0.7 FTE £28,047 £28,888 £29,755 £30,648 £31,567 £32,514 £33,490 £34,494 £35,529 £284,932
STEM Coordinator 0.7 FTE £28,047 £28,888 £29,755 £30,648 £31,567 £32,514 £33,490 £34,494 £35,529 £284,932
Branding & Marketing £7,000 £7,000
Rental & Utilties £9,270 £9,548 £14,752 £20,260 £20,865 £21,492 £22,137 £22,801 £23,485 £164,610
Insurances £2,000 £2,060 £2,122 £2,185 £2,251 £2,319 £2,388 £2,460 £2,534 £2,610 £22,928
Consumables £5,000 £10,000 £10,000 £15,000 £15,000 £15,000 £15,000 £15,000 £15,000 £15,000 £130,000
Mobile Solution Running Costs £5,000 £5,150 £5,305 £5,464 £5,628 £5,796 £5,970 £6,149 £6,334 £6,524 £57,319
Total Revenue Costs £53,595 £71,338 £62,450 £129,739 £133,331 £146,949 £155,972 £160,199 £164,556 £169,043 £173,664 £178,424 £1,599,260
Option 5 22/23 23/24 24/25 25/26 26/27 27/28 28/29 29/30 30/31 31/32 32/33 33/34 Total
Capital Spend (SG and Moray Council)
Professional Fees 80000 75000 75000 75000 75000 20000 £400,000
Construction Costs £600,000 £600,000 £600,000 £600,000 £2,400,000
Exhibition/ Equipment Costs £200,000 £200,000 £200,000 £200,000 £800,000
Mobile Costs £520,000 £10,000 £15,000 £10,000 £15,000 £10,000 £10,000 £10,000 £600,000
Ongoing Equipment Costs £30,000 £30,000 £60,000 £60,000 £60,000 £60,000 £300,000
STEM Grants 100000 100000 100000 100000 100000 100000 £600,000
£0 £0 £600,000 £10,000 £1,020,000 £1,015,000 £1,050,000 £1,045,000 £170,000 £190,000 £0 £0 £5,100,000
Revenue Spend (Moray Council)
Staff
Project Manager £53,595 £71,338 £12,922 £137,855
STEM Engagement Manager 0.7 FTE £30,528 £47,165 £48,580 £50,037 £51,538 £53,085 £54,677 £56,317 £58,007 £59,747 £509,682
STEM Coordinator 0.7 FTE £28,888 £29,755 £30,647 £31,567 £32,514 £33,489 £34,494 £35,529 £256,882
STEM Coordinator 0.7 FTE £29,755 £30,648 £31,567 £32,514 £33,490 £34,494 £35,529 £227,997
STEM Coordinator 0.7 FTE £30,647 £31,566 £32,513 £33,489 £34,493 £35,528 £198,237
STEM Coordinator 0.7 FTE £31,567 £32,514 £33,489 £34,494 £35,529 £167,593
Branding & Marketing £5,000 £5,000
Rental & Utilities £7,000 £14,000 £21,000 £28,000 £28,840 £29,705 £30,596 £31,514 £190,656
Insurances £2,000 £2,000 £2,000 £2,000 £2,000 £2,000 £2,000 £2,000 £16,000
Consumables £5,000 £5,000 £15,000 £25,000 £35,000 £45,000 £45,000 £45,000 £45,000 £45,000 £310,000
Mobile Solution Running Costs £8,000 £8,240 £8,487 £8,742 £9,004 £9,274 £9,552 £9,839 £10,134 £10,438 £91,711
Total Revenue Costs £53,595 £71,338 £61,450 £60,405 £109,955 £159,289 £210,484 £263,626 £270,125 £276,819 £283,713 £290,814 £2,111,613
Figure 14 Cost Estimates for options 4 & 5, Moray Counci
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Net Present Value (NPV) of Project Costs
The Net Present Value (NPV) of total project costs for each option are shown below:
As advised by Scottish Government, the capital costs in Options 3 and 4 include an
optimism bias of 15%. Moray Council advised that this level of optimism bias in based
on QS’s estimates for minimal intervention construction projects.
Total Project Costs (£,000, NPV)
Option Total Project Costs
1 -
2 3,522
3 4,740
4 5,125
Source: Consultant Calculations
Carbon Emissions Costs
The total impact (expressed as a NPV) of the carbon emissions (central estimates) for
each of the options is summarised below. These costs are the same for each of the
three geographies of Moray, Scotland, and UK.
The carbon emission costs represent only a very small percentage of the overall
project costs.
Carbon Emission Costs: Central Estimates (£,000, NPV)
Option 1 2 3 4
NPV - 148 128 108
Source: Consultant Calculations
Total Costs
Taking the total costs (i.e. the project costs and the carbon emissions costs together),
it can be seen in Table 3.4 that Option 4 is the option with the highest costs, at around
£5.2 million in Net Present Value. In contrast, Option 2 (which reflects the minimum
level of provision sought) presents the lowest costs at around £3.7 million in Net
Present Value (roughly 70% of the cost of Option 4).
Total Costs (£,000, NPV)
Option 1 2 3 4
NPV - 3,671 4,868 5,233
Source: Consultant Calculations
Estimating Benefits
Scope and Approach to Benefits Appraisal
The benefits analysis has been based on the three types of impacts that were included
in the Outline Business Case. The OBC work was reviewed and updated to account
for changes in the content of options and updated or revised figures underpinning
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some of the estimation of benefits, and the timing of the various project elements. The
three benefits are described and appraised below.
These benefits can only be realised from 10-15 years from the date the project begins
as the learner will have to go through further or higher education before entering the
workforce. Thus, benefits begin to be realised relatively late in the appraisal period
(i.e. from 2034/35 onwards). To assess the long term benefits, the appraisal period
was extended with results provided for a 10-year benefit stream (to year 2043), and a
12 year (to 2045/46) benefit stream also included for illustrative purposes.
Some of the benefits do not start to accrue until the second half of the 2030s.For
example, in Option 4 the benefits are forecast to start in the following years:
 2034-2035: Outreach.
 2035-2036: Elgin STEM Centre, Mobile Solution.
 2036-2037: Environmental Sciences STEM Centre.
 2037-2038: Forres STEM Centre.
 2038-2039: Buckie STEM Centre.
The results are quite sensitive to the number of years in which benefits are realised
and their timing within the appraisal period. As the benefits increase cumulatively over
time then the number of years in which they occur significantly affects the results. A
change of one or two years of benefits can have a significant impact. This helps to
explain the size of some of the benefits that are included in the cost benefit analysis in
this report.
The discounting process in cost benefit analysis means that benefits that accrue in the
later part of the appraisal period are quite heavily discounted with a discount rate of
around 50% in 2040-41.
However, all the project elements will at least begin to accrue benefits before the end
of the appraisal period. Given the long-term nature of the project, they will continue to
generate increasing levels of benefits in the years after the end of the appraisal period.
Distribution Analysis
Given that the proposed development has been designed to increase interest and
attainment in STEM for local pupils and early years children in Moray, the
geographical distribution of impacts mostly lies within the Moray local authority area.
Their actual distribution will reflect a range of factors, e.g. location of the lead
contractors and their arrangements for purchases of required goods and services.
At present, the following assumptions are made for the forecasted impacts across
each benefit:
 Uplifts in salary have been estimated to be delivered as a result of young
people, inspired by the proposed development, seeking high-quality jobs in
STEM. It is estimated that 80% of those receiving an uplift in salary would
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remain in Moray, 90% would remain in Scotland, and 100% would remain in
the UK.
 Income multipliers were applied to salary uplift benefits at OBC stage to
calculate induced impacts. The multipliers that were applied include a 1.11
multiplier for Moray, a 1.14 multiplier for Scotland and a 1.25 multiplier for
UK salary uplifts71. This reflects that, for those that are receiving an uplift in
salary, their expenditure on goods and services will be dispersed across the
various spatial levels.
 It is assumed that, as a result of children and young people receiving good
quality jobs after being inspired by the proposed development, there will
also be both savings to the public purse (through not having to pay
unemployment benefits) and also gains to the public purse (through
income tax and National Insurance payments). This appraisal has identified
universal credit, Council tax credit, income tax, and both employee and
employer National Insurance contributions as the main benefits accrued,
with varying impacts being felt at Moray (Council Tax credit savings),
Scotland (income tax gains) and UK (National Insurance gains and
universal credit savings) levels.
Benefit 1: Uplift in salary
Raising attainment in STEM subjects will contribute towards addressing two issues.
First, Moray has a below national average median wage level and a larger than
national average gender pay gap. In 2023 the median wage of residents in Moray
(£26,750) was around only 90% of the Scottish average (£29,842)72.
Second, in 202173 the gender pay gap figure for Moray was 16%. This compares to a
Scottish average of 13%. Moray had the 10th highest pay gap figure of Scotland’s 32
local authorities. This is likely to reflect a combination of lower skill levels and
underemployment for women.
National education statistics show that fewer students in Moray stay in secondary
school until 6th year, on average this is 8.5 percentage points below the Scottish
average. This leads to lower academic attainment than the Scottish average, which is
multiplied due to lower pass rates in STEM subjects than the national average.
In the OBC, a figure for increases in STEM qualifications was applied to a salary uplift
resulting from better and more appropriate qualifications. An uplift of 20% (£6,323)
was applied.
This figure was refined for the Final Business Case. A revised figure was estimated by
comparing the average UK wage levels in various skilled process and manufacturing
71 Induced multipliers were estimated based on income multipliers contained in the 2019 Scottish Input-
Output Tables. These were estimated as 1.11 for spend in Moray and 1.14 for spend in Scotland as a
whole. The UK multiplier was estimated as 1.25 (we understand that UK Government do not produce
induced multipliers for use at the UK level).
72 Annual Survey of Hours and Earnings (ASHE) 2023 ONS
73 This is the latest year for which we have been able to source data
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roles with those currently paid in Moray. The result was an estimate of a £6,884 salary
uplift per additional STEM educated student per year. The gross wage figure is a
proxy to measure the increased economic value/productivity of the worker. The
increased value of the output includes the associated income tax and National
Insurance. Therefore, the full amount (i.e. £6,884) per post is included in the appraisal.
Not all of those receiving a salary uplift as a result of additional or higher STEM
qualifications will have will have taken up a job in Moray. However, we would expect
this to largely be the case. It is assumed that:
 80% of the total number of salary uplifts would be in Moray.
 90% would be in Scotland.
 100% would be in the UK.
The tables below show the cumulative benefits over 10 years on an annual basis for
each of the three Options and each of the three geographical areas.
Option 2 Salary Uplift: 10 Year Benefit Stream
Year 34-35 35-36 36-37 37-38 38-39 39-40 40-41 41-42 42-43 43-44 Total
Moray
Non-
Discounted
Totals (£000) 66 199 399 665 931 1,197 1,463 1,729 1,993 2,258 10,901
Discounted
Totals (£000) 41 119 230 371 501 623 735 840 935 1,023 5,418
Scotland
Non-
Discounted
Totals (£000) 75 224 449 748 1,047 1,347 1,646 1,945 2,242 2,540 12,264
Discounted
Totals (£000) 46 134 259 417 564 700 827 945 1,052 1,151 6,095
UK
Non-
Discounted
Totals (£000) 83 249 499 831 1,164 1,496 1,829 2,161 2,492 2,822 13,626
Discounted
Totals (£000) 51 149 288 463 627 778 919 1,049 1,169 1,279 6,773
Source: Consultant Calculations
Option 3 Salary Uplift: 10 Year Benefit Stream
Year 34-35 35-36 36-37 37-38 38-39 39-40 40-41 41-42 42-43 43-44 Total
Moray
Non-
Discounted
Totals (£000) 74 223 446 743 1,115 1,487 1,859 2,230 2,605 2,979 13,762
Discounted
Totals (£000) 46 133 257 414 600 773 934 1,083 1,222 1,350 6,814
Scotland
Non-
Discounted
Totals (£000) 84 251 502 836 1,255 1,673 2,091 2,509 2,931 3,352 15,483
Discounted
Totals (£000) 52 150 289 466 675 870 1,050 1,218 1,375 1,519 7,666
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UK
Non-
Discounted
Totals (£000) 93 279 558 929 1,394 1,859 2,323 2,788 3,256 3,724 17,203
Discounted
Totals (£000) 57 166 322 517 750 967 1,168 1,354 1,528 1,688 8,518
Source: Consultant Calculations
Option 4 Salary Uplift: 10 Year Benefit Stream
Year 34-35 35-36 36-37 37-38 38-39 39-40 40-41 41-42 42-43 43-44 Total
Moray
Non-
Discounted
Totals (£000) 110 233 500 910 1,462 2,015 2,567 3,120 3,672 4,223 18,812
Discounted
Totals (£000) 68 139 288 507 787 1,048 1,290 1,515 1,723 1,914 9,280
Scotland
Non-
Discounted
Totals (£000) 124 263 563 1,023 1,645 2,266 2,888 3,510 4,131 4,751 21,163
Discounted
Totals (£000) 76 157 324 570 886 1,179 1,451 1,704 1,938 2,154 10,440
UK
Non-
Discounted
Totals (£000) 137 292 625 1,137 1,828 2,518 3,208 3,900 4,590 5,279 23,515
Discounted
Totals (£000) 85 174 360 634 984 1,310 1,613 1,894 2,154 2,393 11,600
Source: Consultant Calculations
The tables below illustrate the number of individual workers in each year that are in a
job with the salary uplift, and the total number of salary uplifts, across the 10-year
period.
Option 2: Cumulative Numbers of Workers Per Annum with Salary Uplift
Year/
Residence
34-35 35-36 36-37 37-38 38-39 39-40 40-41 41-42 42-43 43-44 Total
Number of
Annual
Salary
Uplifts
Moray 10 29 58 97 135 174 213 251 290 328 1,584
Scotland 11 33 65 109 152 196 239 283 326 369 1,781
UK 12 36 72 121 169 217 266 314 362 410 1,979
Source: Consultant Calculations
Option 3: Cumulative Numbers of Workers Per Annum with Salary Uplift
Year/
Residence
34-35 35-36 36-37 37-38 38-39 39-40 40-41 41-42 42-43 43-44 Total
Number of
Annual
Salary
Uplifts
Moray 11 32 65 108 162 216 270 324 378 433 1,999
Scotland 12 36 73 122 182 243 304 365 426 487 2,249
UK 14 41 81 135 203 270 338 405 473 541 2,499
Source: Consultant Calculations
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Option 4: Cumulative Numbers of Workers Per Annum with Salary Uplift
Year/
Residence
34-35 35-36 36-37 37-38 38-39 39-40 40-41 41-42 42-43 43-44 Total
Number of
Annual
Salary
Uplifts
Moray 16 34 73 132 212 293 373 453 533 613 2,733
Scotland 18 38 82 149 239 329 420 510 600 690 3,074
UK 20 42 91 165 265 366 466 566 667 767 3,416
Source: Consultant Calculations
The table below presents the uplift in salary benefits for each option, at the Moray,
Scotland, and UK levels. It shows that Option 4 presents a considerably higher Net
Present Value at all geographical levels.
Uplift In Salary Benefits (£,000, NPV)
Option 1 2 3 4
12-year benefit stream
NPV (Moray) - 7,702 9,861 13,623
NPV (Scotland) - 8,664 11,093 15,326
NPV (UK) - 9,627 12,326 17,029
10-year benefit stream
NPV (Moray) - 5,418 6,814 9,280
NPV (Scotland) - 6,095 7,666 10,440
NPV (UK) - 6,773 8,518 11,600
Source: Consultant Calculations
Benefit 2: Income multiplier
Based on the OBC work, a multiplier was applied to the total salary uplift per year. This
captures the induced income impacts of the salary uplift in the economy. The
multipliers applied were:
 Moray: 1.11
 Scotland: 1.14
 UK: 1.25
To calculate the indirect and induced effects of the salary uplift the relevant spatial
income multiplier has been applied to the salary uplift for each option resulting in the
benefits outlined below. These are additional impacts from indirect and induced
income over and above the direct salary benefits. As with salary uplift benefits, Option
4 presents the highest benefits.
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Income Multiplier Benefits (£,000, NPV)
Option 1 2 3 4
12-year benefit stream
NPV (Moray) - 847 1,085 1,499
NPV (Scotland) - 1,213 1,553 2,146
NPV (UK) - 2,407 3,082 4,257
10-year benefit stream
NPV (Moray) - 596 750 1,021
NPV (Scotland) - 853 1,073 1,462
NPV (UK) - 1,693 2,129 2,900
Source: Consultant Calculations
Benefit 3: Unemployment prevention
It is expected that as the economy automates, and due to Moray’s dependence on
manufacturing employment, the unemployment rate will increase due to a mismatch
between skills supply and demand.
For context, in 2023 there were approximately 6,200 employees working in
manufacturing in Moray74. A report by Oxford Economics75 stated that in the EU28, 2
million manufacturing jobs are at risk from automation by 2030. This would equate to
6.67% of jobs lost over a ten-year period. The Highlands and Islands can be viewed as
particularly vulnerable due to its current relative lack of automation.
Automation at a rate of c30 employees a year equates to a job loss rate of around
0.5% per year (i.e. annually 0.5% of low skilled jobs in manufacturing would be lost),
recognising that it is likely that this figure will be either higher or lower in some years.
The figure of 0.5% per year is less than the total number of jobs that will be lost. This
project alone will not be able to transition all unemployment lost to automation into
higher skilled employment. However, it will prevent some future unemployment by
upskilling the future workforce with a greater number of STEM qualifications.
For Option 4 it is estimated that 30 unemployment’s per annum can be prevented.
This figure is seen as reasonable in the context of the current size of the Moray
manufacturing sector and the transition to more advanced manufacturing activities.
The amount of unemployment reduced under Option 2 is estimated as 20 per annum
and 25 per annum under Option 3. This reflects the greater number of STEM
qualifications in the labour market under Option 4.
By addressing STEM issues there is a measurable benefit to the public purse from not
having to provide unemployment benefits and maximising tax and National Insurance
income. The total impact of providing unemployment benefits (as well as the losses to
the public purse incurred from individuals not being in employment, and therefore not
paying income tax or National Insurance) per annum per individual comprises the
following (rounded to whole numbers):
 Universal Credit: £10,335.
 Council Tax Credit: £830.
74 Skills Development Scotland: Regional Skills Assessment: Moray Growth Deal
75 https://www.oxfordeconomics.com/wp-content/uploads/2023/07/HowRobotsChangetheWorld.pdf
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 Loss of Income Tax payments: £2,825.
 Loss of Employee National Insurance payments: £1,702.
 Loss of Employer’s National Insurance payments: £3,402.
Thus, the total value of this is £19,094 per individual per annum76. They accrue to
the three geographies as follows:
 Moray: £830
 Scotland: £3,655
 UK: £19,094
This reflects that some of the savings will accrue to organisations outside Moray. That
is in other parts of Scotland (e.g. loss of Income Tax) or outside Scotland (e.g. loss of
National Insurance payments to UK Government).
The estimated amount of individual unemployment prevented in each year is, on a
cumulative basis up until Year 10 of the benefit stream, where after the numbers in
Year 11 and Year 12 remain the same as in Year 10 as follows:
 Option 2: 20
 Option 3: 25
 Option 4: 30
The tables below show the underlying calculations for the unemployment savings
benefits.
Option 2: Annual Benefit by Geographical Area (£,000)
Year Number of
Unemployment’s
Avoided Per Year
(Cumulative)
Moray Scotland UK
1 20 17 73 382
2 40 33 146 764
3 60 50 219 1,146
4 80 66 292 1,528
5 100 83 366 1,909
6 120 100 438 2,291
7 140 116 512 2,673
8 160 133 585 3,055
9 180 149 658 3,436
10 200 166 731 3,818
Total Cumulative Benefits
Undiscounted (£,000)
913 4,020 21,002
76 Figures for NI and Income Tax were calculated based on the median salary for Moray in 2023
(£26,750).  Tax and NI calculations were undertaken using
https://www.thesalarycalculator.co.uk/salary.php.  Universal Credit and Council Tax Credit entitlements
were based on an assumed “persona” that was a single individual, aged 19, with no dependents, living
alone in a one-bed property with rent around £500pcm (average for a 1-bed flat in Elgin), eligible for JSA
and housing benefits, with no disability, other benefits or other income and calculated using:
https://www.entitledto.co.uk/benefits-calculator/
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Total Cumulative Benefits
Discounted (£,000)
461 2,028 10,594
Source: Consultant Calculations
Option 3: Annual Benefit by Geographical Area (£,000)
Year Number of
Unemployment’s
Avoided Per Year
(Cumulative)
Moray Scotland UK
1 25 21 91 477
2 50 42 183 955
3 75 62 274 1,432
4 100 83 366 1,909
5 125 104 457 2,387
6 150 124 548 2,864
7 175 145 639 3,341
8 200 166 731 3,819
9 225 186 822 4,296
10 250 208 914 4,774
Total Cumulative Benefits
Undiscounted (£,000)
1,141 5,025 26,254
Total Cumulative Benefits
Discounted (£,000)
576 2,535 13,243
Source: Consultant Calculations
Option 4: Annual Benefit by Geographical Area (£,000)
Year Number of
Unemployment’s
Avoided Per Year
(Cumulative)
Moray Scotland UK
1 30 25 110 573
2 60 50 219 1,146
3 90 75 329 1,718
4 120 100 439 2,291
5 150 125 548 2,864
6 180 150 658 3,437
7 210 174 768 4,010
8 240 199 877 4,583
9 270 224 987 5,155
10 300 249 1,096 5,728
Total Cumulative Benefits
Undiscounted (£,000)
1,371
6,031
31,505
Total Cumulative Benefits
Discounted (£,000)
691 3,042 15,891
Source: Consultant Calculations
Taking the above estimations of cost savings in unemployment prevention and the
estimated scale of unemployment prevented by each option. The table below presents
the benefits of each option at the Moray, Scotland, and UK levels.
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Unemployment Benefits (£,000, NPV)
Option 1 2 3 4
12-year benefit steam
NPV (Moray) - 603 754 905
NPV (Scotland) - 2,657 3,322 3,986
NPV (UK) - 13,882 17,353 20,824
10-year benefit stream
NPV (Moray) - 461 576 691
NPV (Scotland) - 2,028 2,535 3,042
NPV (UK) - 10,594 13,243 15,891
Source: Consultant Calculations
The unemployed prevention benefits in Moray are modest because only the saving of
the Council Tax Credit element would be retained there. Likewise, the levels of
unemployment prevention benefits for Scotland are relatively modest because most of
them accrue at the UK level rather than the Scotland level. The unemployment
prevention benefits at the UK level are much higher than at the Moray and Scottish
levels because they include all of the five types of benefits described above.
Summary of benefits
A summary of the benefits accrued at the Moray level is displayed in the table below.
Option 4 (the preferred option) has the highest level of benefits. These are over 35%
greater than Option 3 and around 75% above those of Option 2. The benefits largely
comprise the uplift in salary. The NPV of benefits in the 12-year benefit stream are
more than 40% higher than those of the 10-year benefit stream, illustrating the
potential cumulative growth in the benefits.
Summary of Moray Benefits (£,000, NPV)
Option/Benefit 1 2 3 4-Preferred
Option
12-year benefit stream
Uplift in salary - 7,702 9,861 13,623
Income multiplier - 847 1,085 1,499
Unemployment
prevention
- 603 754 905
Total - 9,152 11,700 16,027
10-year benefit stream
Uplift in salary - 5,418 6,814 9,280
Income multiplier - 596 750 1,021
Unemployment
prevention
- 461 576 691
Total - 6,475 8,140 10,992
Source: Consultant Calculations
The table below shows a summary of the benefits accrued at the Scotland level. The
benefits arising from the preferred option (Option 4) are more than 70% of those in
Option 2 and around 33% above those in Option 3. The benefits largely compromise
the uplifts in salary. The NPV of the benefits in the 12-year stream, are around 40%
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higher than those of the 10-year benefits stream, again illustrating the potential
cumulative growth in the benefits.
Summary of Scotland Benefits (£,000, NPV)
Option/Benefit 1 2 3 4-Preferred
Option
12-year benefit stream
Uplift in salary - 8,664 11,093 15,326
Income multiplier - 1,213 1,553 2,146
Unemployment
prevention
- 2,657 3,322 3,986
Total - 12,534 15,968 21,458
10-year benefit stream
Uplift in salary - 6,095 7,666 10,440
Income multiplier - 853 1,073 1,462
Unemployment
prevention
- 2,028 2,535 3,042
Total - 8,976 11,274 14,944
Source: Consultant Calculations
The table below displays the benefits that are gained from each option at the United
Kingdom (UK) level. As at the Moray and Scotland levels, Option 4 has the largest
benefits. They are around 25% higher than those for Option 3 and around 60% more
than those of Option 2. Unlike the Moray and Scotland levels, most of these benefits
come from unemployment prevention rather than uplifts in salary.
Summary of UK Benefits (£,000, NPV)
Option/Benefit 1 2 3 4-Preferred
Option
12-year benefit stream
Uplift in salary - 9,627 12,326 17,029
Income multiplier - 2,407 3,082 4,257
Unemployment
prevention
- 13,882 17,353 20,824
Total - 25,916 32,761 42,110
10-year benefit stream
Uplift in salary - 6,773 8,518 11,600
Income multiplier - 1,693 2,129 2,900
Unemployment
prevention
- 10,594 13,243 15,891
Total - 19,060 23,890 30,391
Source: Consultant Calculations
Displacement and Deadweight Analysis
It is not anticipated that the proposed development will cause displacement as it seeks
to both complement existing infrastructure and create new provision where little or
none exists currently. The target users and beneficiaries of the development are
primarily Moray-based, and therefore activity delivered elsewhere outside of the local
authority area will not be displaced. 
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Similarly, as the activity proposed represents entirely new activity for the region in
terms of Early Years STEM provision, there is not likely to be any deadweight loss that
is attributable to the development. Specifically:
 The proposed STEM centres represent an entirely new development for the
local authority of Moray, by providing infrastructure and facilities that are not
currently offered in the region, namely the main STEM Discovery Centre in
Elgin, the Outdoor Environmental Education Centre, and the satellite sites
in Buckie and Forres.
 The mobile outreach offering will deliver STEM learning that otherwise
would not be possible to more remote areas of Moray, reducing rural
inequalities.
 Content of lessons delivered in these Early Year STEM centres and the
overall quality engagements in each learner’s journey will be
complementary and additional to the traditional educational pathways in
STEM learning for pre-school, primary school and early BGE phase pupils
in secondary school.
Benefit Cost Ratios
Taking the above information in relation to cost and benefits into account, a Benefits
Cost Ratio (BCR) can be calculated for each of the options at each spatial level. The
tables below demonstrate the BCRs at the Moray, Scotland, and UK levels.
At the Moray level Option 4 (the preferred option) has a BCR that is above the other
two options-for both the 10-year and 12-year benefit streams. The preferred option
also has higher BCRs at the Scotland level than the other two options.  At the UK level,
each option has a BCR of around 5.0 or higher.
Moray Costs and Benefits (£,000, NPV)
Option/Benefit 1 2 3 4-Preferred
Option
12-year benefit stream
Total Benefit - 9,152 11,700 16,027
Total Costs - 3,671 4,868 5,233
Benefit Cost Ratio - 2.5 2.4 3.1
10-year benefit stream
Total Benefit - 6,475 8,140 10,992
Total Costs - 3,671 4,868 5,233
Benefit Cost Ratio - 1.8 1.7 2.1
Source: Consultant Calculations
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Scotland Costs and Benefits (£,000, NPV)
Option/Benefit 1 2 3 4-Preferred
Option
12-year benefit stream
Total Benefit - 12,534 15,968 21,458
Total Costs - 3,671 4,868 5,233
Benefit Cost Ratio - 3.4 3.3 4.1
10-year benefit stream
Total Benefit - 8,976 11,274 14,944
Total Costs - 3,671 4,868 5,233
Benefit Cost Ratio - 2.4 2.3 2.9
Source: Consultant Calculations
UK Costs and Benefits (£,000, NPV)
Option/Benefit 1 2 3 4-Preferred
Option
12-year benefit stream
Total Benefit - 25,916 32,761 42,110
Total Costs - 3,671 4,868 5,233
Benefit Cost Ratio - 7.1 6.7 8.0
10-year benefit stream
Total Benefit - 19,060 23,890 30,391
Total Costs - 3,671 4,868 5,233
Benefit Cost Ratio - 5.2 4.9 5.8
Source: Consultant Calculations
The Benefit Cost Ratios are provided for each spatial and option in the table below.
As shown, Option 4 is clearly the option that presents the greatest benefit at all
levels. Option 2 performs quite closely to Option 3, although this is due to a
significantly lower project cost for development than Option 3. 
Comparison of Options: BCR
Option/Benefit Moray Level Scotland
Level
UK Level
12-year benefit stream
1-Business as Usual - - -
2 1.8 2.4 5.2
3 1.7 2.3 4.9
4-Preferred Option 2.1 2.9 5.8
10-year benefit stream
1-Business as Usual - - -
2 2.5 3.4 7.1
3 2.4 3.3 6.7
4-Preferred Option 3.1 4.1 8.0
Source: Consultant Calculations
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Optimism Bias
As noted earlier, the project costs include a 15% uplift to reflect optimism bias in the
construction costs. Optimism bias of 15% was selected based on QS estimates
provided by the Moray Council (construction in phase 1 involves light renovation of a
known building).
In addition, we applied optimism bias to the values of the benefits of salary uplift and
reduction in benefit payments to those who would otherwise become unemployed. It
had initially been assumed that each of these two benefits would rise by 1% per year
(compound) in real terms from 2024-2025 onwards. However, these were removed to
avoid the impacts being over optimistic.
The effect of our assumption that the salaries and benefits paid to the unemployed
would not increase or decrease in real terms is to reduce the overall benefits:
 By c18% to the levels of benefits shown in the results for the 10-year benefits
stream.
 By c20% to the levels of benefits shown in the results for the 12-year benefits
stream.
Sensitivity Analysis for the Preferred Option
Sensitivity analysis has been undertaken to examine the impacts of changes to key
variables on the BCRs of Option 4 (the preferred option). The first sensitivity test was a
25% reduction in the number of people in employment with a salary uplift. This was
undertaken for each of the Moray, Scotland and the UK levels, and separately for each
of the 10-year benefit stream and the 12-year benefit stream. The results are shown in
the table below:
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Option 4: Sensitivity Test: 25% reduction in number of workers with a salary uplift
Sensitivity Costs
(£,000
NPV)
Benefits
(£,000
NPV)
BCR
12-year benefit stream
Moray central estimate 5,233 16,027 3.1
Moray with reduction in number of salary uplifts 5,233 12,247 2.3
Scotland central estimate 5,233 21,458 4.1
Scotland with reduction in number of salary
uplifts
5,233 17,090 3.3
UK central estimate 5,233 42,110 8.0
UK with reduction in number of salary uplifts 5,233 36,789 7.0
10-year benefit stream
Moray central estimate 5,233 10,991 2.1
Moray with reduction in number of salary uplifts 5,233 8,416 1.6
Scotland central estimate 5,233 14,943 2.9
Scotland with reduction in number of salary
uplifts
5,233 11,967 2.3
UK central estimate 5,233 30,391 6.8
UK with reduction in number of salary uplifts 5,233 26,766 5.1
Source: Consultant Calculations
The outcome is that the reductions in the BCRs do not result in a significant change in
the overall results. The lowest BCR is in the 10-year benefit stream for Moray where
the BCR falls from 2.1 to 1.6. 
The second sensitivity test was reducing the number of employments avoided by 30%
from the central estimates. The results are set out at Table 3.24. The reductions in the
Moray and Scotland level BCRs are slight and overall-and all remain at above 2.0.
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Option 4: Sensitivity Test: 30% reduction in number of unemployment’s avoided
Sensitivity Costs
(£,000
NPV)
Benefits
(£,000
NPV)
BCR
12-year benefit stream
Moray central estimate 5,233 16,027 3.1
Moray with reduction in number of
unemployment’s avoided
5,233 15,737 3.0
Scotland central estimate 5,233 21,458 4.1
Scotland with reduction in number of
unemployment’s avoided
5,233 20,262 3.9
UK central estimate 5,233 42,110 8.0
UK with reduction in number of
unemployment’s avoided
5,233 35,863 6.9
10-year benefit stream
Moray central estimate 5,233 10,991 2.1
Moray with reduction in number of
unemployment’s avoided
5,233 10,784 2.1
Scotland central estimate 5,233 14,943 2.9
Scotland with reduction in number of
unemployment’s avoided
5,233 14,031 2.7
UK central estimate 5,233 30,391 5.8
UK with reduction in number of
unemployment’s avoided
5,233 25,624 4.9
Source: Consultant Calculations
The table below combines the effect of reducing both the number of people in
employment with a salary uplift and the number of unemployment’s avoided.  
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Option 4: Sensitivity Test: 25% reduction in the number of workers with salary
uplifts and a 30% reduction in number of unemployment’s avoided
Sensitivity Costs
(£,000
NPV)
Benefits
(£,000
NPV)
BCR
12-year benefit stream
Moray central estimate 5,233 16,027 3.1
Moray with sensitivity tests applied 5,233 11,957 2.3
Scotland central estimate 5,233 21,458 4.1
Scotland with sensitivity tests applied 5,233 15,894 3.0
UK central estimate 5,233 42,110 8.0
UK with sensitivity tests applied 5,233 30,542 5.8
10-year benefit stream
Moray central estimate 5,233 10,991 2.1
Moray with sensitivity tests applied 5,233 8,209 1.6
Scotland central estimate 5,233 14,943 2.9
Scotland with sensitivity tests applied 5,233 11,056 2.1
UK central estimate 5,233 30,391 5.8
UK with sensitivity tests applied 5,233 21,999 4.2
Source: Consultant Calculations
The results show that the BCRs are still generally favourable with the lowest being 10-
year benefit stream estimates in Moray and Scotland which are 1.6 and 2.1,
respectively.
Lastly, we have considered the impact of cost of a 20% rise in the project cost in
addition to the reductions in activity shown in the results at Table 3.25. The effects of
this are shown at Table 3.26.
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Option 4: Sensitivity Test: 25% reduction in the number of workers with salary
uplifts and a 30% reduction in number of unemployment’s avoided, plus a 20%
increase in project costs
Sensitivity Costs
(£,000
NPV)
Benefits
(£,000
NPV)
BCR
12-year benefit stream
Moray central estimate 5,233 16,027 3.1
Moray with sensitivity tests applied 6,280 11,957 1.9
Scotland central estimate 5,233 21,458 4.1
Scotland with sensitivity tests applied 6,280 15,894 2.5
UK central estimate 5,233 42,110 8.0
UK with sensitivity tests applied 6,280 30,542 4.9
10-year benefit stream
Moray central estimate 5,233 10,991 2.1
Moray with sensitivity tests applied 6,280 8,209 1.3
Scotland central estimate 5,233 14,943 2.9
Scotland with sensitivity tests applied 6,280 11,056 1.8
UK central estimate 5,233 30,391 5.8
UK with sensitivity tests applied 6,280 21,999 3.5
Source: Consultant Calculations
In Moray the BCRs fall to below 2.0 for both the 10 year (1.3) and 12-year benefit
streams (1.9). However, they are both more than 1.0.
The BCRs for Scotland are between 1.8 (10-year benefit stream) and 2.5 (12-year
benefit stream). At the UK level, each of the two BCRs are above 3.0.
Employment and GVA impacts in Moray
As part of this appraisal, an assessment of the GVA and employment impacts arising
from project expenditures on suppliers and the wider supply chain in Moray has been
conducted. This expenditure relates to:
 Capital spend
 Revenue spend (excluding staffing)
 Staffing for the project
Direct impacts were calculated based on the capital and revenue spend associated
with each option. Through existing knowledge, and information provided by Moray
Council, specific purchases were allocated to Moray suppliers. These include
construction works, partner investment and operating costs of facilities.
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The financial values were converted into direct employment and GVA impacts by
applying sectoral averages of spend to employment and GVA from the Scottish
Annual Business Survey77.
Indirect and induced impacts were calculated based on relevant multipliers from the
2019 Scottish Government Input-Output Tables78. These Scottish level multipliers
were adjusted for leakage-i.e. to allow for impacts taking place outside Moray (e.g.
use of suppliers based elsewhere in Scotland).
The factors used for Moray were as follows:
 Indirect multipliers: 40% of the Scottish multiplier
 Induced multipliers: 70% of the Scottish multiplier
The table below provides an assessment of the employment impacts in Moray arising
from the various project expenditures, expressed in FTE job years.79 As shown,
Option 4 delivers the highest number of job years (39), reflecting the higher number of
project staff required than in the other two options. Employment impacts for Option 2
are considerably lower than in the other two options.
Employment Impacts in Moray from Project Expenditures (FTE Job Years)
Expenditure/Option 1 2 3 4
Spend on Capital Items - 3 16 17
Spend on Revenue Items - <1 4 2
Project Staff - 8 14 20
Total - 11 34 39
Source: Consultant Calculations
The table below provides an overview of the expected gross value added (GVA)
impacts arising from project expenditures on capital and revenue items. The GVA
impacts for Option 3 and Option 4 are very similar at around £1.5 million with Option 3
presenting slightly higher impacts being realised. Again, the impacts for Option 2 are
much lower.
& Redevelopment, 45 Mobile Solution & Outreach Vehicle Purchase, Wrapping, Retrofit & Charging
Point, 73 Branding & Marketing, 68 Rent & Rates, 81 Cleaning costs, 77 Mobile Solution Running
Costs.
77 These were for the following sectors/SOC codes: 85 Education, 71 Architectural Fees, 41 Renovation
& Redevelopment, 45 Mobile Solution & Outreach Vehicle Purchase, Wrapping, Retrofit & Charging
Point, 73 Branding & Marketing, 68 Rent & Rates, 81 Cleaning costs, 77 Mobile Solution Running Costs.
78 These covered the sectors for which direct impacts were calculated. For project staffing spend all
calculations were based on project budgets.
79 FTE job years are a measure of employment, equivalent to one person being employed for an entire
year. Job years are rounded to the nearest whole number
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GVA Impacts in Moray from Project Expenditures (£,000)
Expenditure/Option 1 2 3 4
Spend on Capital Items - 94 1,244 1,328
Spend on Revenue Items - 36 257 166
Total - 131 1,501 1,494
Source: Consultant Calculations
3.7 Qualitative Benefits Appraisal
A wide range of additional, qualitative benefits will be accrued from the proposed
development, beyond the economic impacts identified earlier in this appraisal.  The
economic impacts from the proposed development only partially reflect its overall
value. It is anticipated that additional quantifiable wider benefits may be realised
through the operational phase of the Programme.  These benefits can be seen across
a wide range of themes, including productivity, people, population, place, and Fairer
Scotland Duty.
The wider socio-economic and qualitative benefits have been taken from the Full
Business Case’s Benefits Realisation Plan.
Anticipated Qualitative Benefits
As part of the development of the Full Business Case, a Benefits Realisation Plan has
been developed to capture, measure and review progress against anticipated
benefits. The benefits that are anticipated (and not explicitly aligned to quantitative
economic benefits) are outlined in the table below.
Theme Coding Benefit
Prod.1 Increased alignment of workforce skills with business
requirements
Productivity
Prod.5 Increased networking and connections between
businesses, communities and the education sector
Peop.1 Increase in numeracy attainment by Moray pupils
across all levels
Peop.2 Increase in attainment of STEM subjects at National 5
or higher
Peop.3 Increase in positive leaver destinations of young
people
Peop.4 Increase in aspirations of young people to access
STEM related careers
Peop.5 Strengthening of Science Capital within families
Peop.6 Increase in skills within Moray’s education sector
Peop.7 Increase in training opportunities within Moray’s
education sector
Peop.8 Increase in skills levels of Moray residents
Peop.9 Increase in learning opportunities, activities and
events offered to young people and families
Peop.10 Increase in young people, families and communities
accessing inspirational learning environments
People
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Peop.11 Increase in climate awareness of young people and
the wider community
Peop.12 Increase in awareness of Moray’s residents of the
STEM career opportunities in Moray’s local economy
Peop.13 Increase in community and employer participation in
the upskilling of young people
Population Pop.1 Increase in Health and Wellbeing of young people
Plac.1 Increased access to specialist learning facilities and
digital infrastructure to support learning pathways
across all ages
Plac.2 Improvement of local services and facilities access by
the public
Place
Plac.3 Town centre regeneration and increase in town
centre activity
Fair.1 Increased access through building designFairer Scotland
Duty Fair.2 Reduction in rural inequality
To appraise each of the options against the benefits, a weighted score has been
attributed to the benefits to reflect the relative importance of each qualitative benefits.
To provide relative balance, some of the benefits have been conflated (for example,
the benefits focusing on increased numeracy attainment, increased STEM attainment
and increase in skills levels of Moray residents have been grouped together as
“Increasing attainment / skills levels”). Where there have been any groupings, a
proportionate weighting of 10% has been attributed to reflect that multiple benefits
found within the qualitative benefits register will be addressed as one of these
rationalised benefits. A 10% weighting has also been attributed to the “Reduction in
rural inequality” benefit, reflecting the importance placed on ensuring rural equity
concerns are addressed during options shortlisting conversations.
The groupings, descriptions and weightings attributed to each benefit are provided in
the table below.
Theme Benefit
Code(s)
Benefit Description Weighting
Prod.1 Increased alignment of
workforce skills with business
requirements
5%Productivity
Prod.5 Increased networking and
connections between
businesses, communities, and
the education sector
5%
Peop.1;
Peop.2;
Peop.8
Increasing attainment / skills
levels
10%
Peop.3;
Peop.4;
Peop.12
Increasing awareness and
outcomes in STEM career
pathways
10%
People
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Peop.5 Strengthening of Science
Capital within families
5%
Peop.6;
Peop.7
Improvements to Moray’s
education sector
10%
Peop.9:
Peop.10
Increased access to
inspirational learning
environments and activities
10%
Peop.11 Increase in climate awareness
of young people and the wider
community
5%
Peop.13 Increase in community and
employer participation in the
upskilling of young people
5%
Population Pop.1 Increase in Health and
Wellbeing of young people
5%
Plac.1 Increased access to specialist
learning facilities and digital
infrastructure to support learning
pathways across all ages
5%
Plac.2 Improvement of local services
and facilities access by the
public
5%
Place
Plac.3 Town centre regeneration and
increase in town centre activity
5%
Fair.1 Increased access through
building design
5%Fairer Scotland Duty
Fair.2 Reduction in rural inequality 10%
Appraisal
The likelihood of each option delivering against each of these anticipated conflated
benefits has been evaluated systematically in the table below, with scores based on
the alignment of each option with the feasibility and magnitude to which each option
delivers on these benefits. The scores range from 0 to 5, with 5 indicating strong
alignment and 0 indicating no alignment. A narrative summary of this assessment for
each option (against the core themes of Productivity, People, Population, Place and
Fairer Scotland Duty) is provided below the table.
Options 1 and 5 had already been discounted in earlier sections of the Full Business
Case. This has been on the basis that Option 1 presents little evidence of impact, is
uncoordinated and duplicates activity amongst providers; and the demand for Option
5 has been tested in engagement with education staff who indicated limited utilisation
of fixed facilities in rural areas (with a preference for flexible mobile solutions). Neither
Option represents a value for money solution, with duplication in Option 1 and
underutilisation in Option 5, and both were therefore discounted from the economic
appraisal.
Given this prior discounting of Options 1 and 5, this qualitative appraisal considers the
potential benefits that can be derived from Option 2, Option 3, and Option 4 only.
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Theme Coding Option 2 Option 3 Option 4
Raw (R) and Weighted (W)
Scores
R W R W R W
Prod.1 1 0.05 3 0.15 3 0.15Productivity
Prod.5 2 0.1 4 0.2 5 0.25
Peop.1;
Peop.2;
Peop.8
2 0.2 3 0.3 4 0.4
Peop.3;
Peop.4;
Peop.12
2 0.2 3 0.3 5 0.5
Peop.5 1 0.05 2 0.1 4 0.2
Peop.6;
Peop.7
2 0.2 4 0.4 4 0.2
Peop.9;
Peop.10
2 0.2 3 0.3 4 0.2
Peop.11 1 0.05 2 0.1 5 0.25
People
Peop.13 2 0.1 3 0.15 4 0.2
Population Pop.1 1 0.05 2 0.1 4 0.2
Plac.1 1 0.05 4 0.2 5 0.25
Plac.2 0 0 4 0.2 5 0.25
Place
Plac.3 0 0 4 0.2 4 0.2
Fair.1 0 0 4 0.2 5 0.25Fairer Scotland
Duty Fair.2 3 0.3 4 0.4 5 0.5
Total Score 20 1.55 49 3.3 66 4.4
Weighted % 31% 66% 88%
Option 2 – Minimum
Option 2 relates to the provision of a Hub in each of the early learning and primary
settings across Moray (to develop STEM learning environments and purchase STEM
equipment), the provision of a specialist mobile vehicle offering, and a portion
allocated to investment in partner activities, events, and equipment.
On productivity, there may be a small increase in the level of STEM activity delivered
by the council. This will primarily be driven by the provision of Hubs in early learning
and primary settings. The specialist mobile vehicle offering will also increase STEM
activity, whilst partnership activity will positively impact networking opportunities and
connections between businesses, communities, and the education sector.
On people, there may be an improvement around the awareness of STEM education
and resources that will result from the Hubs and the mobile solution. The accessibility
of STEM learning environments and resources will increase which will benefit
learners, to a certain extent, and learner’s STEM skills.
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On population, there may be a minimal improvement in the health and wellbeing of
young people in the region. This will be felt more strongly amongst young people that
have not had any exposure to STEM education.
On place, there may be minimal impact on facilities, local services, and town centre
regeneration. The Hubs will be based in Early Learning and Childcare (ELC), and
primary settings so will likely not be accessible to the public nor feature in town
centres. Consequently, Plac.2 and Plac.3 have been scored zero.
On Fairer Scotland Duty, rural inequality may be reduced by the mobile vehicle
offering and partnership events. Improvements in building design will be unaffected by
Option 2 as the hubs will be based in previously designed and constructed settings so
Fair.2 has been scored zero.
In total, Option 2 had a weighted scoring of 31%, the lowest score allocated across
each option.
Option 3 – Intermediate
Option 3 refers to the provision of one central Hub (a Moray STEM Centre with
dedicated exhibition space and a community learning hub), the provision of a
specialist mobile vehicle to act as a mobile “pop-up STEM centre” with a robust
outreach provision (including digital delivery and a central repository of STEM
resources) and a portion allocated to investment in partner activities, events, and
equipment. As such, Prod.5 has been scored as four.
On productivity, there may be a sizeable increase in opportunities for collaboration
between business, communities, and the education sector that results from the
development of Option 3. The development of a central hub will play a key part in this
boost in STEM productivity in the region.
On people, there may be a significant boost to the delivery and accessibility of STEM
education in the region resulting from Option 3. This could significantly improve
opportunities for young people to upskill in STEM and elevate Moray’s STEM
education offering with the central hub acting as the catalyst for an increase in STEM
learning and awareness.
On population, the health and wellbeing of young people in Moray may improve if
there is sufficient demand for the central hub over an extended period. An increase in
wellbeing could mainly derive from those that are already engaging with STEM. The
provision of a hub will significantly improve the educational wellbeing of these young
people. Those that have not already engaged significantly with STEM learning may be
positively impacted by the robust outreach provision. This can help to ensure that
there is equal access to STEM opportunities for young people across Moray.
There may be a significant boost to place-based benefits if Option 3 is developed. The
building of a central hub which will be accessible to the public and situated in the town
centre has resulted in Plac.1, Plac.2, and Plac.3 being scored as four each. Local
STEM facilities could benefit extensively from the development of a town centre hub.
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Fairer Scotland Duty benefits may be increased through the building design of the
central hub. A reduction in rural inequality may also follow the development of Option
3 through the specialist mobile vehicle and ‘pop-up’ STEM offer. An effective mobile
offer can improve accessibility to STEM education in rural settings and breakdown
geographical barriers due to the cost and time associated with transport.
In total, Option 3 had a weighted scoring of 66%.
Option 4 – Intermediate (Preferred)
Option 4 relates to the provision of a network of STEM facilities in targeted locations
across Moray, with the development of one central Moray STEM Centre with
dedicated exhibition space and a community learning hub, a network of satellite sites
extending the reach of engagements, and the delivery of a bespoke Environmental
Education Centre specialising in outdoor and sustainability learning.  Also included in
this Option is the specialist mobile vehicle and robust outreach offering expressed in
Option 3, and the allocation of funding for partner events, equipment and facilities
outlined in Options 2 and 3.
On productivity, the development of Option 4 could significantly increase the
opportunity for STEM networking connections. The provision of coordinating STEM
facilities in targeted locations across the region could cement STEM education
ecosystem which positively impacts businesses, communities, and the education
sector. Satellite sites and the specialist vehicle will help to promote STEM productivity
across the region. Consequently, Prod.5 has been scored as five.
On people, Option 4 scores well across each benefit. Increasing awareness and
outcomes in STEM career pathways may be developed through the coordinated
network of facilities, the central hub, the mobile offer, and the events and equipment.
Increase in climate awareness of young people and the wider community may be
significantly impacted by the development of a bespoke Environmental Education
Centre. The proposed centre will specialise in outdoor and sustainability learning
which can help to boost young people’s awareness of environmental challenges and
the ways in which STEM can address these challenges.
On population, a significant increase in wellbeing may be induced by the development
of Option 4. If STEM engagement is targeted at specific communities and individuals
that will benefit from STEM learning, then their overall wellbeing can be positively
impacted.
On place, there may be significant benefits derived from the development of Option 4.
In particular, the development of one central Moray STEM Centre and the delivery of a
bespoke Environmental Education Centre may increase access to specialist learning
facilities to a significant extent. Improvements to local services and facilities
accessible to the public will also benefit from Option 4 as will the town centre.
On Fairer Scotland Duty, targeted STEM facilities, proposed as part of Option 4, can
drastically reduce rural inequality (in terms of access to STEM education). Increased
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access through building design will also be positively impacted by Option 4 due to the
construction and delivery of bespoke and specialist STEM spaces.
In total, Option 4 had a weighted scoring of 88%, the highest score across each
option. The proposed delivery of a bespoke Environmental Education Centre and
proposed targeted STEM facilities had significant influence on the scoring of the
benefits derived from Option 4. This is in addition to the network of satellite sites, the
mobile offer, and the robust outreach offering expressed in other options.
3.8 Carbon Impacts
At this stage, a carbon assessment for the embodied carbon of construction during the
project has been undertaken in the first instance. The main capital carbon-generating
elements of this project are the proposed development of STEM or education centres /
hubs, satellite sites, and the mobile solution proposed for Option 4.
For the development of a large central co-ordinating hub hosted at Elgin Library an
input proxy for embodied tCO2e of 0.69 has been used.80 We have assumed a total
construction footprint of 300m2 which gives an estimated total of embodied tCO2e for
one item as 207.81 An input proxy, for annual energy use for this item, of 125 kWh/m2
has been used so the operational carbon at 300m2 is estimated as 37,500 kWh.82
For the development of the mobile “pop-up” offer (3.5 tonne EV vehicle), serving
Speyside and rural areas, an input proxy for embodied tCO2e of 8.8 has been used.83
We have not assumed a total construction area footprint so an estimated total of
embodied tCO2e for one item as 8.8. An input proxy, for annual energy use for this
item, of 3,750 kWh/m2 has been used so the operational carbon is estimated as 3,750
kWh.84
For the development of satellite sites (such as sites at Buckie and Forres) an input
proxy for embodied tCO2e of 0.485 has been used.85 We have assumed a total
construction footprint of 150m2 which gives an estimated total of embodied tCO2e for
one item as 72.75. Total of embodied tCO2e for two items is estimated as 145.5. An
input proxy, for annual energy use for this item, of 125 kWh/m2 has been used so the
operational carbon at 150m2 is estimated as 37,500 kWh.
80 Local or neighbourhood centre: https://www.ucl.ac.uk/urban-lab/publications/2014/oct/demolition-or-
refurbishment-social-housing
81 The estimated embodied carbon values presented in this section do not include an additional
contingency percentage to cover missing fittings, coverings, installations, etc.
82 Proxy annual energy use from European Commission on energy consumption per m2 for non-
residential buildings (proxy figure divided by two to reflect part time operation of the facility):
https://energy.ec.europa.eu/index_en
83 https://www.zemo.org.uk/assets/workingdocuments/MC-P-11-
15a%20Lifecycle%20emissions%20report.pdf
84 Proxy energy consumption estimated from LDV EV80 electric 3.5 tonne van data sheet based on one
full charge mileage used each week for 48 working weeks: https://myldv.co.uk/ev80-spec-sheets/.
85 Library or community centre: https://www.ucl.ac.uk/urban-lab/publications/2014/oct/demolition-or-
refurbishment-social-housing
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For the development of outdoor learning delivered in a local natural environment an
input proxy for embodied tCO2e of 0.01 has been used.86 We have assumed a total
construction footprint of 0m2 which gives an estimated total of embodied tCO2e for one
item as 0. An input proxy, for annual energy use for this item, of 0 kWh/m2 has been
used so the operational carbon at 0m2 is estimated as 0 kWh.87
The estimated total embodied tCO2e for the project described is 397.43. Total
operational tCO2e for project is 547.43. The estimated total energy use is 78,750 kWh.
This accounts for:
 1 x large central co-ordinating hub hosted at Elgin Library and Mobile “pop-up”
offer serving Speyside and rural areas.
 2 x satellite sites in Buckie and Forres
 1 x Outdoor Education Centre, delivered in local natural environment.
The table below shows the carbon emissions, embodied and operational, for the
project. Total estimated monetised carbon values are also presented at 2028 prices in
low, central, and high scenarios.88
Total estimated monetised carbon
values (2028 prices)
Carbon Emissions Total estimated
carbon emissions
(tCO2e)
Low Central High
Embodied 397 £54,050 £108,101 £162,151
Operational 547 £74,450 £148,901 £223,351
Total 945 £128,501 £257,002 £385,503
Source: ekosgen carbon assessment
The estimated total embodied carbon cost for the project (at 2028 values) is £108,101.
If carbon values are low, then the estimated total embodied carbon cost is £54,050
whereas if they are high then the estimated total embodied carbon cost is £162,151.
The estimated total operational carbon cost for the project (at 2028 values) is
£148,901. If carbon values are low, then the estimated total operational carbon cost is
£74,450 whereas if they are high then the estimated total operational carbon cost is
£223,351.
The total estimated carbon cost for the project (at 2028 values) is £257,002. If carbon
values are low, then the estimated total carbon cost is £128,501 whereas if they are
high then the estimated total carbon cost is £385,503.
86 Proxy tCO2e determined with an arbitrary figure to account for building type (outdoor shed).
87 Proxy energy consumption input as owing to the building type.
88 Data obtained from UK Government (2 September 2021) Policy Paper 'Valuation of greenhouse gas
emissions: for policy appraisal and evaluation'. https://www.gov.uk/government/publications/valuing-
greenhouse-gas-emissions-in-policy-appraisal/valuation-of-greenhouse-gas-emissions-for-policy-
appraisal-and-evaluation
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2021 2023 2025 2027 2029 2031 2033 2035 2037 2039 2041 2043 2045
600
500
400
300
200
100
0
Embodied Operational Embodied + Operational (Control)
Embodied + Operational (Control) Cumulative
Figure 15 Estimated carbon emissions (tCO2e) 2021 to 2046 Source: ekosgen carbon assessment
3.9 Risk
The key risks associated with the preferred option have been identified and outlined
below:
Risk type Risk Potential mitigation
Reputational risk No change in community
attitudes or regular repeat
visitations to STEM centre
infrastructure.
Improvements in STEM
attainment levels not
realised.  
Stakeholder consultation
throughout the design
process to understand
need and create a
resource that will attract
audiences. Flexible and
dynamic approach to
curriculum development
and project delivery.
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Risk type Risk Potential mitigation
Legal risk Inability to acquire sites or
develop partnership
agreements that satisfy
subsidy control
legislation.
Regular and effective
communication with
partners and development
of Memorandums of
Understanding at an early
stage. Engage legal
support at an early stage
regarding subsidy
compliance.
Planning risk Failure to get planning
consents or planning
processes delay
progress.
Moray Council
architecture team
appointed to progress
phase 1 development
planning. Close liaison
across departments.
Build risk Rising construction costs
and scope creep that
impact on deliverability of
the project that could
affect outcomes. 
Experienced architectural
team to provide budgets
and sound project
management. Phased
implementation that will
identify rising costs and
make early interventions
and value engineering. 
Project has been re-
scoped in response to
rising constructions costs
with fewer sites taken
forward for development. 
Project intelligence /
environmental risk
Unanticipated external
risks cause delays or
other impacts on project
performance.
Regular liaison with key
stakeholders, including
Scottish and UK
governments.
Procurement risk Delays caused by
procurement processes or
lack of suitable suppliers
Early market engagement
and adherence to
established procurement
frameworks. 
Operational risk Difficulty recruiting and
retaining staff, inability to
develop volunteer
network, lack of
collaboration between
partners.
STEM Coordinator posts
to offer flexible working
arrangements. Early
engagement with STEM
Ambassadors network,
partner providers, third
sector.
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Risk type Risk Potential mitigation
Demand risk The projected increase in
STEM jobs does not
materialise
Keep up to date with
latest labour market
developments
Utilities risk Required utilities are
constrained in selected
sites, higher cost of
provision of utilities.
Early site investigations
and appropriate, evidence
-based cost assumptions.
Funding risk Anticipated MGD funding
from Scottish Government
and Moray Council is not
available or not available
at anticipated level.
Additional funding
sources cannot be
identified.
Adherence to business
case processes and early
sighting on funding
requirements. Engage
STEM employers for
financial contribution.
Pursue external grant
awards throughout project
delivery.
Revenue Risk Insufficient revenue
budget to realise project
scope, revenue costs
unaccounted for or higher
than predicted.
Project has been
developed in line with
allocated revenue
budgets. Co-location and
partnership agreements
minimise ongoing
operational costs.
Revenue requirements for
limited staffing resource
met my Moray Council.
Additional funding
streams sources
throughout project
delivery.
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4. The Commercial Case
4.1 Required Services
These are as follows:
Project element Detail
STEM Centre
Network
Creation of state-of-the-art facilities hosted within community
settings across Moray, including a central hub in Morays
central public library at Elgin Cooper Park, and satellite sites
in the areas of Forres of Buckie. 
Required services include:
 Site acquisition
 Renovation and construction
 Exhibition manufacture and installation
 Fit out of furniture and ICT.
 Equipment Purchase
Mobile Solution A mobile solution with specialist branding and fitted out with
mobile facilities and equipment, including portable exhibits.
Required services include:
 Purchase of a medium sized electric van
 Specialist fit out and branding.
 Purchase of mobile furniture and ICT equipment
 Manufacture of portable exhibits
 Purchase of supplementary STEM equipment
Outreach Programme A central repository of STEM resources available settings to
borrow for classroom-based STEM activity.
Required services include: 
 Learning programme development
 Purchase of equipment and curation of themed kits.
Environmental
Sciences STEM
Learning Centre
Creation of an Environmental Sciences STEM Learning
Centre, developed, and delivered in partnership with the
Local Environmental Charity Wild Things!
Required services include:
 Feasibility study
 Public consultation
 Court approval for change of land use
 Site acquisition and leasing arrangements
 Land development.
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Partnership
Investment
(STEM Grant
Scheme)
A portion of Moray Growth Deal funding ring fenced to
support development of partner facilities and community-
based STEM programmes and events. 
Required services include:
 Stakeholder engagement
 Development of STEM Grant Scheme
Educational
Programme
Development of an educational programme that covers the
core curricular areas of Science, Technology and Numeracy
while introducing career pathways in the context of Moray’s
local economy.
Required Services include:
 Stakeholder engagement
 Learning programme development
 Digital portal development
STEM Office A dedicated team of STEM Coordinators will be employed to
manage activity across all elements of the project, including
outreach, STEM delivery at the centres, and co-ordination of
partner activity.
Required Services include:
 Moray Council internal staff recruitment
or
 Contract for Services
Outline of the Students Journey
Engagement with this STEM initiative starts early, with children as young as 3 invited
to a local STEM centre for an inspirational experience. The child, as part of their Early
Learning and Childcare (ELC) setting, will travel to an Early Years STEM Centre,
either by foot or by bus. A centre may include a fixed site within Buckie, Elgin or
Forres, or a pop-up facility in more rural locations. Travel can be arranged at no cost
using the young person’s bus pass, with recent investments as part of the Bus
Revolution project allowing public transport to become increasingly more accessible.
On arrival the child will be greeted by a member of staff who will make introductions
and provide safety information. The child will then enter the Discovery Zone, an open-
ended child centred experience designed to inspire and excite. This area will include a
variety of STEM experiences, including role play areas, makerspaces, interactive
exhibits, block play, and digital learning opportunities. Learning content will be aligned
to the Scottish Curriculum for Excellence while introducing career pathways in the
context of Morays local economy. This may involve, for example, a space station,
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where children could role play as an astronaut or engineer, designing and building a
rocket and launching on the air table. Children will explore this space freely, with
support and guidance from the STEM coordinator who will facilitate the session, and
from the Early Learning and Childcare (ELC) setting practitioners who will have
become familiar with the environment, following attendance at teacher taster sessions
and CPD training.
During this half day visit, the child, along with their peers, will attend a short 45-minute
workshop focused on a particular area of STEM. Activities delivered in this session will
be simple and easy to recreate in the ELC setting. Activities will focus on inter
disciplinary learning, integrating literacy, numeracy, and careers education.
Engagement with Early Years STEM does not end when a child returns to their ELC
setting. The STEM Coordinator will continue to engage with the class over the school
term, bringing a STEM resource kit aligned to a specific area of STEM, and a suite of
activities to be completed in the classroom under guidance from practitioners over the
course of the term.
At home, the child will interact with family, highlighting the experiences and activities
and talking about STEM and the type of jobs available. Parents will then be
encouraged to attend a family STEM session at the centre and learn more about their
child’s STEM journey. Interested, the parent will access the digital portal for learning
content to try at home, and to find out about similar programmes offered at locations
across Moray.
The child, now enthusiastic about STEM, will engage with the STEM centre on a
regular basis, at least once per school year until the end of Primary School. Activities
and experiences will be varied and age appropriate as they continue through Broad
General Education.
Supplementary to the STEM centre experience, the child will engage with other STEM
programmes delivered through the STEM Learning Centre Network. At least once
every three years, the child as part of their school setting will have the opportunity to
visit the Environmental Sciences Education Centre at Milbuies, engaging with
programmes surrounding learning for sustainability and climate change. The child
may also attend this facility with family members, the centre being accessible to the
wider community. Enthused by environmental education, the child will continue their
learning at their school setting, with education staff trained on the subject matter
following CPD sessions offered by the organisation.
The child will engage with industry through organised visits to industry locations,
including the Manufacturing and Innovation Centre for Moray, and the Digital Health
and Care Institution. Visits to other business locations and community organisations
will be possible, due to investment in education through the STEM Grant Scheme.
As the child enters senior phase and is in pursuit of a STEM career pathway, they will
be encouraged to participate in the Young STEM leader Programme, delivering STEM
engagements to younger peers and the wider community.
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The student, equipped with the skills and aspirations to pursue STEM, will apply to
study at a local higher institution, ready to access the type of high-quality careers
available through Moray Growth Deal investment in the economy.
Phase 1 Activity
Phase 1 of the Early Years STEM Project will focus on development and delivery of
the initiatives core learning programme, as well as implementation of the mobile and
outreach offering, and development of the first of the STEM Centre Network hosted at
Elgin Public Library.
STEM Officer Recruitment (2024-2025)
In successfully implementing STEM learning and creating a STEM ecosystem in the
Moray area, it is critical to have the support of knowledgeable and enthusiastic staff,
committed to changing the perceptions of STEM. Following Full Business Case
approval, a STEM Engagement Manager will be recruited who will lead on curriculum
development and implementation of the initiatives outreach offering as detailed in the
next section. The STEM Engagement Manager will work collaboratively with partners
while engaging directly with schools, creating a dynamic and responsive curriculum
that meets the needs of Morays education system. Activities to enhance workforce
development will be initiated at this stage, the STEM Engagement Manager working
with existing STEM Champions within settings and seeking to expand this network
throughout project delivery.
Prior to launch of the first STEM Centre location and mobile solution, two additional
STEM coordinators will be recruited and trained by the STEM Engagement Manager.
These posts will work across the Associated School Group (ASG) areas, facilitating
STEM engagements at the central facility and satellite sites, and providing outreach
activity at Early Learning and Childcare (ELC) and Primary settings.
The “STEM office” will support workforce development, delivering CPD training to staff
across all ASGs and creating a network of STEM champions from ELC and school
settings throughout Moray.
The Moray Council will fund revenue requirements, however given the budgeting
pressures in today’s climate; this will be a limited resource that can be delivered within
the existing revenue budget. Flexible working arrangements will be considered
including term time posts, and full time and part time working hours.  
Delivery options are being considered and include either recruitment of project staff
employed directly by the Moray Council, or outsourcing delivery through a Contract for
Services. Under either delivery option, contract management will sit with the Moray
Council.
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Educational Programme Development (2024-2025)
Key to the successful of this project is the ability to build upon a comprehensive
learning programme aligned to the Scotland’s Curriculum for Excellence that offers
progression from early years through to broad general education.  Early Years STEM
will work collaboratively and iteratively with partners and education staff to develop
learning content that covers the core curricular areas of Science, Technology and
Numeracy while introducing career pathways in the context of Moray’s local economy.
The team will adopt an inter-disciplinary learning (IDL) approach that integrates
literacy, health & wellbeing, learning for sustainability and careers education.
Learning materials will complement existing Moray educational practices, including
Moray science and technology progressions currently under development within
Moray Council Education.
Learning content will include national programmes such as Energy Skills Partnerships
(ESP) First Lego League, Digital Health, and Care Innovations Centre’s (DHI) Digi-
inventors challenge, Raising Aspirations in Science (RAiSE)’s STEM through Stories,
as well as wide range of programmes offered through the Association of Science and
Discovery Centres. The Education Programme will offer both specialist content and
simple activities that can be easily repeated by education staff in schools and
nurseries. 
Early Years STEM Coordinators will develop the curricular materials with support from
partners and an exhibition and interpretation design consultant procured to design and
deliver the learning spaces. Information relating to the educational offering, STEM
learning centres, mobile solution and partner activity will be included within a digital
portal, also developed as part of phase 1 activity.
Outreach Programme Development (2024-2025)
Phase 1 will also see development and delivery of a central repository of STEM
resources, available for early learning and primary settings to borrow for classroom-
based STEM activity. This will be developed and delivered in collaboration with UHI
Moray and other partners, with each organisation hosting a suite of kits tailored to the
needs of the Moray region.
Over the last six years, UHI has delivered a STEM outreach programme to primary
settings across the Highland Council area, providing materials and training to teachers
to build their confidence and knowledge in subjects they may not be familiar with. This
included the creation of ‘Lend a Lab’ boxes, which contain themed, age-specific
content and lesson plans to support teachers in delivering STEM topics in an
engaging way. UHI recently announced a £900,000 funding boost from the offshore
wind industry to further develop and sustain this successful initiative in the Highlands
and Islands area, with Moray receiving funding for a dedicated Part-Time STEM
Coordinator for 3 years and limited resource for equipment and materials.
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Early Years STEM has sought to collaborate with UHI Moray to further develop and
enhance this exciting and rewarding programme. The UHI STEM Coordinator and
Early Years STEM team will work collaboratively and iteratively to develop the
educational offering in a Moray context, with Growth Deal funding used to purchase
additional resources and materials that will extend the reach and quality of
engagement in our Moray schools.
This work package has been developed in recognition that while one off experiences
and events have a part to play in delivering STEM and raising the aspirations of
children, they themselves are not sufficient to embed STEM learning as needs be the
case.  Lend-a-lab will deliver educational experiences and resources that will allow
schools and Early Learning and Childcare (ELC) settings to engage with STEM in the
classroom environment. It is designed to complement the Curriculum for Excellence
and give teachers the tools and training to deliver STEM confidently and flexibly,
recognising competing pressures and priorities within the sector.
A case study outlining activities and resources delivered as part of UHI Lend a Lab is
included in Appendix 6, along with a list of potential resources and materials that may
be purchased and held as a central Moray STEM repository.
Elgin STEM Centre (2024 – 2025)
As part of Phase 1 activity, the first STEM centre to be delivered will be hosted within
Morays Central Public Library at Elgin Cooper Park. Current proposals will see
renovation of the former drill hall into a Children’s STEM Discovery Zone and
Community Learning Hub, as well as redevelopment of key functional areas within the
building necessary to host the STEM space.  This will be the largest space within the
Network and will serve as a focal point for early years STEM education, delivering
innovative STEM learning experiences and coordinating STEM activity across the
region.
The Community Learning Hub will offer a flexible scalable space with core learning
equipment suitable for delivery of STEM focused workshops.  The STEM Discovery
Zone will host a series of interactive exhibitions and experiences, a space where
children, educators and families can get hands on with equipment and explore STEM
subjects in an integrated and creative way. Case studies of similar environments
include The Science Oxford Centre,89 Café create within Dundee Science Centre90,
the STEM Discovery Centre in Stevenage91, and the Science Skills Academy Newton
Rooms92.
The Moray Council Property team have been appointed to progress early-stage
design plans, with the final solution agreed in terms of building layout options. As the
development progresses through RIBA stage 3, options will be further explored
89 The Science Oxford Centre, https://scienceoxford.com/resources/accessible-resources/virtual-tour/
90 Dundee Science Centre, https://www.dundeesciencecentre.org.uk/visit/cafe-create/
91 STEM Discovery Centre, https://stemdiscoverycentre.co.uk/
92 Science Skills Academy, https://www.scienceskillsacademy.co.uk/
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relating to building fabric and M&E upgrades, as detailed in the RIBA 2 feasibility
report included in Appendix 8.
A specialist exhibition and interpretation contractor has now been appointed to
progress interior design and fit out of the STEM learning space. Unusual Projects in
collaboration with Glasgow Science Centre, will work with the Moray Council Property
and Project Teams to design the space, the contract continuing through to fabrication
and installation subject to satisfactory performance and funding approval. Scope of
works include all exhibition, furniture, and storage solutions, visual design and
branding and supplementary learning materials, including a range of portable
materials that will be delivered as part of the mobile and outreach offering.
Interpretation planning commenced in early 2024, the appointed contractor supporting
in stakeholder engagement activities and implementing a co-design process. A stage
2 cost plan is now complete and included in Appendix 9.
Construction is anticipated to begin in January 2025, with preparatory works
scheduled in November 2024, including redeployment of excess book stock, removal
of storage racks, and re-deployment of library staff to a temporary working location
within the building.
Mobile Solution Implementation (2025)
A distinct feature of this Early Years STEM initiative is to address rurality as a barrier
to participation. Early Years STEM draws inspiration from successful programmes
such as Glasgow Science Centres Powering the Future on Tour, Cambridge Science
Centre’s Pop-up Science, and the Science Skills Academy’s Pop-up Newton Room,
and will develop a mobile solution that parallels and extends the STEM Learning
Centre into all Associated School Groups (ASG)s in Moray. A range of mobile facilities
and equipment, including portable exhibits, will be developed that can be transported
to and used in any suitable venue including schools, community halls, and business
premises, throughout Moray. This will be achieved through the purchase of a medium
sized electrical vehicle that can be driven using a standard UK driving license. To
generate excitement and showcase the learning offer, the vehicle will have specialist
branding and fit out.
Phase 2 Activity
Phase 2 will see expansion of the STEM Centre and Learning Networks, with satellite
sites developed in Forres and Buckie. Phase 2 will also see development of a unique
Environmental Sciences STEM Learning Centre.
Environmental Sciences STEM Learning Centre (2026-2027)
This work package will see the creation of an Environmental Sciences STEM Learning
Centre, developed, and delivered in partnership with a Local Environmental Charity.
Wild Things are uniquely positioned to run a STEM Hub of this nature, due to their
commitment as a charitable organisation to deliver environmental learning,
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experience working within Moray’s education network, and ability to sustain their
organisation through access to ongoing external funding sources. The charity also
delivers the added advantage of owning a fleet of buses that can be used to transport
children from their settings to the centre.
The proposal is to develop a vacant plot on Moray Council owned Common Good
Land at Milbuies Country Park into an Environmental Sciences STEM Learning
Centre. Moray Growth Deal funding will be used to develop the core infrastructure as
depicted in figure 16, including education and parking facilities, green energy
solutions, green infrastructure, and core learning equipment. The delivery mechanism
for this development is still being explored, however it is anticipated that the site will be
leased to and managed by Wild Things.
Figure 16 Wild Things Education Centre at Milbuies
In line with the Moray Councils Climate Change Strategy and outcomes relating to
learning for sustainability, activities that will be undertaken on the land include leading
groups of early years, primary age, teenagers and adults in environmental exploration,
and conservation. The aim of expanding their knowledge of environmental and
biological sciences, furthering their appreciation for and care of the nature world, and
inspiring young people to consider the wide-ranging career opportunities in the
growing sector of environmental sciences. 
This innovative partnership with Wild Things will deliver against Early Years STEM
targets in relation to STEM engagements, whilst also delivering Wild Things own
environmental education activities in line with their charitable mission, which is to
create mutually beneficial relationships between individuals, communities, and the
natural world. The full scope of proposal is included in Appendix 11.
The preferred site at Milbuies is owned by the Elgin Common Good and acquisition of
the site for development must follow legal processes. According to the Community
Empowerment Act, where land is classified as Common Good, a public consultation
exercise is required where a disposal or change of land use is proposed. As the land is
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also classified as inalienable, in addition to the public consultation, court authority will
also be required for a disposal. A long-term lease as proposed will fall within the
definition of a disposal. Advice from the Moray Council Estates and Legal Teams is
this process can be relatively straightforward if unopposed, however legal fees and
timeframes must be considered.
Development of the site is planned for 2026, giving sufficient time to progress through
legal processes to acquire the site (Estates advise 3-4 months for court consent in
additional to public consultation and internal approvals.) Budget for legal fees has
been included in the financial case and pitched deliberately high to account for
increased financial risk.
Forres STEM Centre (2027-2028)
Early Years STEM is in active discussion with The Leanchoil Trust to host a dedicated
STEM centre within the renovated Leanchoil Hospital in Forres93. The Trust is
embarking on an ambitious Project to transform a unique listed building and
surrounding landscape into a community focused Health and Wellbeing Centre.
The centre will offer activities and services to support wellbeing, social engagement,
volunteering, employment, and learning, bringing enduring benefit to the people of
Forres and its rural communities. It is understood the Erskine Veterans Retirement
Centre will also be located within the building, creating significant opportunity for
community STEM participation and inter-generational learning.
The vision for this STEM space is aligned to the Elgin Facility, with the creation of an
early year’s interactive learning space and community learning hub. This will be a
shared resource, with the Moray Council STEM Team delivering programmes to the
target audience, and the Trust accessing facilities for the benefit of the wider Forres
Community. This facility will have a strong emphasis on health and wellbeing, outdoor
education, and digital technology, due to nature of the facility, location within a
woodland setting and opportunity to link with the Digital Health and Care Innovation
Project. The possibility of incorporating an immersive sensory zone will also be
explored, as this will provide high quality learning experiences for early year’s children
and those with Additional Support Needs (ASN).
Development of this centre is aligned with renovation plans for the Leanchoil Trust;
with curriculum delivery anticipated in late 2027. 
Delivery arrangements for this development are still being explored however it is
anticipated that MGD funding will be used to develop allocated space within the
building and the space leased to Moray Council under a long-term leasing
arrangement at nominal rates.
Buckie STEM Centre (2028-2029)
93 The Leanchoil Trust https://www.leanchoiltrust.org/the-plans/
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Planning for the Buckie facility is still under development however a preferred location
has been identified. The Community Hall above Buckie Library is a vacant council
owned facility, and proposals will see this space transformed into an active learning
environment that is aligned with the vision for the Forres and Elgin facilities.
Development of the Buckie facility is anticipated to begin in 2028, therefore site
options will continue to be identified and reviewed throughout the project. For this
FBC, cost estimates and benefits appraisals will be progressed on the assumption of
Buckie Community Town Hall as the preferred site.
Phase 3 Activity
Phase 3 will focus on the expansion of the STEM Learning Network to businesses,
community groups and partners Moray wide, as well as ongoing purchase of STEM
materials and resources across the STEM centre infrastructure.
Ongoing Equipment Purchase
There will be a requirement to update and refresh equipment periodically, to ensure
experiences remain inspiring and relevant to audiences. Budget will therefore be
allocated to update equipment throughout the latter project phase.
STEM Grant Scheme
Early Years STEM seeks to create a STEM Ecosystem in the Moray area, through the
creation of a STEM Network involving employers, higher education institutions,
partner providers, museums, and community volunteers.
A portion of Moray Growth Deal funding will be ring fenced to support specific activity
relating to these partnerships. This will be in the form of an annual budget allowance
that can delivered in the form of capital grants and provision of specialist equipment to
support a diverse range of projects and initiatives throughout Moray.
Working with partners such as Developing the Young Workforce, Moray College UHI
and the private sector, employers will be engaged to host STEM activities and events
at industry sites to allow young people to see for themselves STEM activity being
brought to life, generate excitement, and interest in STEM and embed knowledge of
the opportunities that are possible in Moray.
Funding will also support partnership activity with other Moray Growth Deal Projects,
such as MAATIC, MICM, DHI and Cultural Quarter, through the purchase of facilities
and learning equipment and delivery of specific events.
Community organisations and groups will have the opportunity to apply for funding to
support a wide variety of STEM related projects and initiatives, such as makerspaces,
Lego clubs, after school STEM clubs. Schools can apply for funding to purchase
STEM materials that will enable delivery of STEM clubs and facilitate parental
engagement.
An outline criteria for the STEM Grant Scheme is included in Appendix 13.
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Phase 1 Procurement Activity
All procurement to date has been carried out in line with the overall procurement
strategy and in line with Moray Councils procurement regulations.
A summary of anticipated Phase 1 procurement activity is as follows:
 The Moray Council Property Team have been appointed to provide
architectural and design services and will project manage the development at
Elgin Library throughout construction. The Moray Councils internal design team
includes architects, structural engineers, and quantity surveyors. External
support will be sought as required and appointed through approved Moray
Council Frameworks
 A construction contractor will be appointed at RIBA stage 4 and appointed
either through competitive tender or approved Moray Council Frameworks.
This will be dependent on market conditions and availability of suppliers.
 A specialist exhibition and interpretation contractor has now been appointed to
progress interior design and fit out of the STEM learning space. Unusual
Projects in collaboration with Glasgow Science Centre, will work with the Moray
Council Property and Project Teams to design the space, the contract
continuing through to fabrication and installation subject to satisfactory
performance and funding approval. Scope of works include all exhibition,
furniture, and storage solutions, visual design and branding and supplementary
learning materials, including a range of portable materials that will be delivered
as part of the mobile and outreach offering.
 Purchase of a medium sized electric van will be achieved via Moray Council
procurement frameworks. A suitable vehicle has been identified and
purchasing will commence following early interpretation planning, ensuring the
vehicle is fit for purpose to transport specialist STEM equipment.  
 Purchase of IT equipment, STEM resources and furniture items not covered
under the exhibition contract will be through approved Moray Council
Frameworks.
 Any additional consultancy works not specified above (performance and
evaluation, brand development, legal support etc) will be procured with
adherence to Moray Council Procurement Processes.
Phase 2-3 Procurement Activity
A summary of anticipated Phase 2 and 3 procurement activity is as follows:
 Legal consultants will be engaged following FBC approval to support activity
relating to Phase 2 and 3 developments. Support relating to subsidy
compliance, development of partnership agreements and site acquisition
considerations will be sought.
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 A feasibility study assessing the viability of Milbuies will be commissioned
following FBC approval. This work will likely include early conceptual design
work to support public consultation.
 Following public consultation and land acquisition, a landscape architect will be
appointed to support planning for the Milbuies development. Appointment will
be made through competitive tender and as per Moray Council processes.
 Procurement activity for Forres and Buckie locations is yet to be determined.
Subsidy Control
Following guidance as set out in the Subsidy Control Act 2022, it was determined that
none of the investments proposed as part of Phase 1 activity constitutes a subsidy, as
there would be no transfer of funds or economic advantage to any party out with the
Moray Council.
Phase 2 and 3 activities will require a detailed assessment and guidance from external
legal advisors, as some activity may have implications relating to subsidy control.
Guidance will be sought as planning for these phases develops and included in an
annex submission.
4.2 Potential for Risk Transfer
The general principle is that risks should be passed to ‘the party best able to manage
them’, subject to value for money. This section provides an assessment of how the
associated risks might be apportioned.
Potential allocation
Risk Category Public Private Shared
1. Design risk  
2. Construction and development risk 
3. Transition and implementation risk 
4. Availability and performance risk 
5. Operating risk 
6. Variability of revenue risks 
7. Termination risks 
8. Technology and obsolescence risks 
9. Control risks 
10. Residual value risks 
11. Financing risks 
12. Legislative risks 
13. Other project risks 
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4.3 Proposed Charging Mechanisms
 Payment for all design, construction and development contracts will be made
by the Moray Council according to a pre-agreed payment schedule.
 Financial contributions granted by the Early Years STEM Project to external
parties will be controlled by legal agreements and grant funding agreements
setting out the terms and conditions of the funding.
 Operational costs associated with Moray Council facilities hosted at partner
locations will be covered under a leasing agreement and paid by the Moray
Council to the organisation on a pre-agreed payment schedule.
 Should service delivery be achieved through an outsourced Contract for
Services, payment to the service contractor would be made according to a pre-
agreed schedule as negotiated with the successful tenderer.
4.4 Proposed Contract Lengths
It is anticipated that contracts for the required capital works and services is as follows:
 The Moray Council Property Team are progressing detailed design and
planning services for phase 1 activity and will support project management of
capital works through to delivery. Design contracts are anticipated to span 12-
24 months.
 Design contracts for subsequent developments will be progressed by the
Moray Council or through competitive tender. 9–24-month design contracts
and 12–36-month design and build contracts will be considered.
 Specialist exhibition contractors will be appointed to undertake internal fit out of
spaces under a design and build contract. 12–24-month contracts will be
considered.
 Where renovation of partner sites is required for phase 2 activity, development
agreements will be put in place.
 Partnership activity will be managed through Memorandums of Understanding
and Legal Agreements
 Should service delivery be achieved through an outsourced Contract for
Services, contract length will be for an initial term of 3-5 years, with option to
extend.
4.5 Proposed Key Contractual Clauses
These are as follows:
 the duration of the contract and any break clauses.
 the service provider’s and procuring authority’s respective roles and
responsibilities.
 the payment – or charging – mechanism, including prices, tariffs, incentive
payments.
 detailed community benefit commitments
 change control (for new requirements and updated services)
 the organisation’s remedies in the event of failure on the part of the service
provider to deliver the contracted services – on time, to specification and price.
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 the treatment of intellectual property rights.
 compliance with appropriate regulations.
 the operational and contract administration elements of the terms and
conditions of service.
 arrangements for the resolution of disputes and disagreements between the
parties.
 the agreed allocation of risk.
All contracts to take cognisance of the requirements of the Equality Act 2010 (Specific
Duties) (Scotland) Regulations 2012 with specific equality outcomes regarding the
gender pay gap / equal pay / occupational segregation.
All construction work to follow the Carbon Trust Buildings Fabric Guide to ensure that
facilities contribute to Net Zero Carbon Emissions 2050 target.
A review of each contract should be carried out post award – normally this would be
around six months from contract start date.   This review will consider:
 Relationship with supplier
 Order process
 Payment process
 Standard of initial contract delivery
4.6 Personnel Implications
It is anticipated that the TUPE – Transfer of Undertakings (Protection of
Employment) Regulations 1981 – will not apply to this investment as outlined above.
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5. The Financial Case
5.1 Impact on the organisations income and expenditure acount
The Early Years STEM project has a funding requirement of £6.4 million over 10
financial years and includes £4.8 million of capital funding and £1.6 million of revenue
funding. Funding will be provided by the Moray Council and Scottish Government, the
Moray Council meeting all revenue costs and £1.3 million of capital costs, and the
Scottish Government providing £3.5 million of capital funding.
Capital expenditure includes acquisition, renovation, and fit out of sites, as well as all
professional fees associated with the developments. An allowance has also been
made for the purchase and fit out of a vehicle, as well as supplementary learning
resources for delivery of the projects core learning programme. Materials will be
purchased over the life of the project to allow delivery of a dynamic and responsive
curriculum and will be selected in consultation with stakeholders. Equipment will be
rotated across STEM centres and ASGs to reduce waste and maximise usage. Any
equipment due to be replaced will be recycled or donated to schools / community
groups. A list of possible materials is included in Appendix 6 to demonstrate the
nature of spend.
A portion of capital budget has been ring fenced to support partnership activity.
Financial contributions will be made from the Moray Council to community and private
organisations to enable delivery of STEM programmes across Moray. Contributions
will be controlled by grant funding agreements setting out the terms and conditions of
the funding.
Pricing in the capital case is expressed in nominal terms.
Revenue expenditure includes all staffing and operational costs associated with
programme delivery, as well as rental and utilities costs for the Moray Council led sites
at Elgin, Buckie and Forres, and operational costs for the mobile solution. As each site
will be hosted within a Moray Council service or partner organisation, rental costs are
minimal and include a nominal annual contribution to operational costs.
A 3% inflation rate has been applied to all revenue costs.
The proposed outdoor development at Milbuies will be leased and managed by Wild
Things and controlled through a service agreement. The partner organisation will be
responsible for all staffing and operational costs associated with the site.
The anticipated financial profile for the project over the MGD funding period is set out
below.
Costs are exlusive of VAT.
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£ 23/24 24/25 24/25 25/26 26/27 27/28 28/29 29/30 30/31 31/32 32/33 33/34 Total
Capital Spend (Scottish Govt and Moray Council)
Professional Fees
Economic and Social Impact Assessment £10,855 £11,404 £20,000 £42,259
Performance Monitoring & Evaluation £20,000 £20,000 £40,000
Legal Fees £10,000 £10,000 £10,000 £30,000
£10,855 £11,404 £10,000 £30,000 £10,000 £20,000 £0 £0 £0 £20,000 £0 £112,259
Phase 1 Elgin Discovery Centre & Coordinating Hub
Development Fees £35,638 £35,853 £40,022 £20,581 £132,094
Construction Costs (Base Building) £596,750 £448,897 £1,045,647
Exhibition Design & Interpretation £20,000 £56,250 £76,250
Exhibition & Interior Fit Out Costs £181,751 £241,999 £423,750
Supplementary Equipment Costs £60,000 £60,000
Total £55,638 £92,103 £818,523 £771,477 £0 £0 £0 £0 £0 £0 £0 £0 £1,737,741
Phase 1 Mobile Solution & Outreach
Vehicle Purchase & Wrapping £75,000 £75,000
Mobile Equipment £40,000 £40,000
STEM Resource Bank Equipment Purchase £20,000 £50,000 £65,000 £135,000
£0 £20,000 £50,000 £180,000 £0 £0 £0 £0 £0 £0 £0 £0 £250,000
Phase 2 Outdoor
Development Fees £10,000 £20,000 £20,000 £20,000 £70,000
Capital Costs £630,000 £630,000
£0 £10,000 £20,000 £20,000 £650,000 £0 £0 £0 £0 £0 £0 £0 £700,000
Phase 2 Forres
Development Fees £50,000 £50,000
Renovation Costs £200,000 £250,000 £450,000
Fit Out & Equipment Costs £200,000 £200,000
£0 £0 £0 £250,000 £450,000 £0 £0 £0 £0 £0 £0 £700,000
Phase 2 Buckie
Development Fees £50,000 £50,000
Renovation Costs £100,000 £350,000 £450,000
Fit Out & Equipment Costs £200,000 £200,000
£0 £0 £0 £0 £150,000 £550,000 £0 £0 £0 £0 £0 £700,000
Phase 3 - Network Expansion
Ongoing Equipment Costs £100,000 £100,000 £100,000 £300,000
STEM Grant Scheme £100,000 £100,000 £100,000 £300,000
£0 £0 £0 £0 £0 £0 £200,000 £200,000 £200,000 £0 £0 £600,000
Total Capital Cost £66,493 £133,507 £898,523 £1,001,477 £910,000 £620,000 £550,000 £200,000 £200,000 £220,000 £0 £0 £4,800,000
Capital Funding
Scottish Government £693,585 £752,315 £692,510 £471,820 £418,550 £152,000 £152,000 £167,220 £0 £0 £3,500,000
Moray Council £66,493 £133,507 £204,938 £249,162 £217,490 £148,180 £131,450 £48,000 £48,000 £52,780 £0 £0 £1,300,000
Total £66,493 £133,507 £898,523 £1,001,477 £910,000 £620,000 £550,000 £200,000 £200,000 £220,000 £0 £0 £4,800,000
Phase 2 Phase 3FBC Phase 1
Spend at Risk
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£ 22/23 23/24 24/25 24/25 25/26 26/27 27/28 28/29 29/30 30/31 31/32 32/33 33/34 Total
Revenue Spend
EY STEM Core Programme
Project Manager £53,595 £71,338 £12,922 £137,855
STEM Programme Development £18,354 £18,354
STEM Engagement Manager (0.7 FTE) £11,448 £47,165 £48,580 £50,037 £51,538 £53,085 £54,677 £56,317 £58,007 £59,747 £490,602
STEM Engagement Officer (1.4 FTE) £56,094 £57,776 £59,509 £61,295 £63,133 £65,027 £66,978 £68,988 £71,057 £569,858
Branding & Marketing £7,000 £7,000
Insurances £2,000 £2,060 £2,122 £2,185 £2,251 £2,319 £2,388 £2,460 £2,534 £2,610 £22,928
Mobile Solution Running Costs £5,150 £5,305 £5,464 £5,628 £5,796 £5,970 £6,149 £6,334 £6,524 £52,319
Total £53,595 £71,338 £12,922 £38,802 £110,469 £113,782 £117,196 £120,712 £124,333 £128,063 £131,905 £135,862 £139,938 £1,298,916
Elgin Centre
Rental & Utilties £9,270 £9,548 £9,835 £10,130 £10,433 £10,746 £11,069 £11,401 £11,743 £94,175
Consumables £5,000 £5,150 £5,305 £5,464 £5,628 £5,796 £5,970 £6,149 £6,334 £6,524 £57,319
Total £0 £0 £0 £5,000 £14,420 £14,853 £15,298 £15,757 £16,230 £16,717 £17,218 £17,735 £18,267 £151,494
Forres Centre
Rental & Utilties £4,917 £5,065 £5,216 £5,373 £5,534 £5,700 £5,871 £37,676
Consumables £5,464 £5,628 £5,797 £5,971 £6,150 £6,334 £6,524 £41,868
Total £0 £0 £0 £0 £0 £0 £10,381 £10,692 £11,013 £11,344 £11,684 £12,034 £12,395 £79,544
Buckie Centre
Rental & Utilties £5,065 £5,217 £5,373 £5,535 £5,701 £5,872 £32,762
Consumables £5,628 £5,797 £5,971 £6,150 £6,334 £6,524 £36,404
Total £0 £0 £0 £0 £0 £0 £0 £10,693 £11,014 £11,344 £11,685 £12,035 £12,396 £69,167
Total Revenue Costs £53,595 £71,338 £12,922 £43,802 £124,889 £128,635 £142,875 £157,854 £162,590 £167,467 £172,491 £177,666 £182,996 £1,599,121
Revenue Funding
Moray Council £53,595 £71,338 £12,922 £43,802 £124,889 £128,635 £142,875 £157,854 £162,590 £167,467 £172,491 £177,666 £182,996 £1,599,121
Total £53,595 £71,338 £12,922 £43,802 £124,889 £128,635 £142,875 £157,854 £162,590 £167,467 £172,491 £177,666 £182,996 £1,599,121
FBC
Spend at Risk
Figure 17 Early Years STEM Financial Profile
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5.2 Assumptions
Phase 1
Elgin STEM Centre
The detailed design (to RIBA stage 4) of the first STEM centre location is being
undertaken from Q4 2023/24 to Q2 2024/25. Proposals have been developed to RIBA
Stage 2 for the base building design and included in Appendix 8 in the RIBA Stage 2
feasibility report and cost plan. Included in the report are a range of options relating to
building fabric upgrades including M&E, structural and heating system upgrades.
These will be further explored as planning progresses through RIBA 3. Renovation
costs and associated property design fees for option 1B have been included in the
financial profile however alternative options will be explored should costs exceed
allocated budget. A project contingency of 15% has been included as Elgin Library is a
known Moray Council building undergoing light renovation and considered a low-risk
development.
Fit out of the STEM centre including exhibition, furniture, audiovisual and associated
learning equipment will be progressed by an exhibition and interpretation contractor.
The conceptual manual is included in appendix 10 as well as design fees and
indicative costs provided at tender stage.
A contribution of £30/sqm per annum has been agreed between the project team and
the libraries service manager to cover rental and utilities. An allowance for
consumables has also been included. A 3% inflation rate has been applied to all
revenue costs.
Mobile Solution & Outreach
The financial profile includes an allowance to purchase a medium sized electric van
and fit out with specialist branding and storage. Cost estimates have been provided by
Moray Council fleet services and vehicle purchase will be through Moray Council
procurement frameworks.
An allowance has also been included to purchase mobile furniture and ICT equipment,
and to develop a suite of learning materials themed around the Scottish Curriculum for
Excellence as part of the projects outreach model. Equipment will be selected in
consultation with stakeholders throughout project delivery to ensure a dynamic and
responsive curriculum. An equipment list of potential resources is included in
Appendix 6. Resources will be purchased through Moray Council procurement
frameworks.
Phase 2
Outdoor Environmental Education Centre
Planning for the phase 2 outdoor facility is still under development, with a preferred
site taken forward for appraisal. Development costs have been assumed to be in the
region of £700k for the core infrastructure including, parking, structures, and land
development costs. The proposal is for the site to be leased to Wild Things at
peppercorn rates and managed through a service agreement. Wild Things will cover
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all operational costs including staffing and utilities. Wild Things as a charitable
organisation will seek to leverage match funding through external funding sources to
cover any funding gaps.
Should Wild Things fail to secure the necessary match funding, alternative suppliers
will be sought to lease the site and deliver benefits. This will be managed through the
change control process and any impact on benefits quantified and communicated to
governments.
Forres STEM Centre
Planning for the phase 2 Forres facility is still under development, with a preferred site
taken forward for appraisal at Leanchoil. The Moray Council will fund renovation costs
through direct contribution to the Leanchoil Trust. The Leanchoil Trust design team
estimates £450,000 of renovation costs based on a rate of £3000/sqm for 150sqm of
allocated space within the building. Equipment and fit costs of £200,000 have also
been assumed.
The Leanchoil Trust will cover all building management fees, cleaning, and utilities
costs, with the Moray Council providing a nominal contribution to these costs of
£30/sqm per annum under a rental agreement. A 3% inflation rate has been applied to
all revenue costs.
Buckie STEM Centre
Planning for the phase 2 Buckie facility is still under development, with a preferred site
taken forward for appraisal at Buckie Library. £450,000 renovation costs have been
assumed based on a rate of £3000/sqm for 150 sqm of allocated space within the
building. Equipment and fit costs of £200,000 have also been assumed.
A contribution of £30/sqm per annum has been agreed between the project team and
the libraries service manager to cover rental and utilities. An allowance for
consumables has also been included. A 3% inflation allowance has been applied to all
revenue costs.
Professional Fees
Professional fees include an allowance for legal work and consultancy support
including an economic impact assessment at FBC stage and Phase 2 annexe
submission, and an interim and post project evaluation.
Phase 3
STEM Grant Scheme
Financial contributions will be made from the Moray Council to external parties under
grant funding conditions and partnership agreements.
Staffing Costs
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Staffing costs are for a 0.7 FTE STEM Engagement Manager post at grade 11 and 1.4
FTE STEM Coordinator posts at grade 7. Staff grades are estimated based on the
Highland Council grading scales for the Science Skills Academy STEM Programme
and have been pitched deliberately high. A wage inflation of 3% has been applied
based on 2024/25 figures.
5.3 Overall Affordability
The financial profile presented in this business case demonstrates the project can be
sustained within allocated budget over the 10-year funding period. The profile does
not include private and commercial sector support for which there is has been
significant interest. This includes commercial hire of spaces, sponsorship of events,
income from events, and in-kind contributions from employers.  Income generated
from this activity will support operational elements and will be pursued where possible
once the project moves into operation. 
The ongoing financial sustainability of the project after the MGD funding period will be
evaluated throughout delivery and at project closure. It is anticipated that external
income streams will support project delivery however the Moray Council as lead
delivery partner will be responsible for any shortfalls in funding. Staffing structures will
also be reviewed at the end of the funding period, as delivery partners and members
of the STEM learning network take a more active involvement in project delivery.
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6. The Management Case
6.1 Programme Management Arrangements
The project is an integral part of the Moray Growth Deal programme which comprimises a portfolio of projects for delivery of economic
growth to the Moray region.
The programme governance arrangements are as follows:
Figure 18 Moray Growth Deal Governance Structure
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6.2 Project management Arrangements
Project Reporting Structure
The Early Years STEM Project Board has been formed to oversee project governance
arrangements and is made up of key representatives from the Moray Council and
partner organisations.  The Early Years STEM Project Board will ultimately oversee
the project and the approval of key stages of development. 
The project will be managed in accordance with PRINCE 2 methodology. The project
board usually meets bi-monthly to oversee project activity. Meetings were more
frequent in the time leading up to the preparation of the FBC. Management of risks,
issues and change management will be in line with Moray Council Governance policy.
Additional steering groups will be formed to progress planning for the individual
workstreams.
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The reporting organisation and the reporting structure for the project is as follows.
Figure 19 Project Reporting Structure
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Operational Structure
The project will be delivered by a multi-agency collaboration that includes the Moray
Council, partner providers, and volunteers from industry and the wider community.
A team of STEM coordinators will be employed to oversee programme delivery,
including delivery of engagements at the Moray Council led sites and management of
the STEM learning network. Delivery options are being considered and include either
recruitment of project staff employed directly by the Moray Council, or outsourcing
delivery through a Contract for Services. Under either delivery option, contract
management will sit with the Moray Council.
Activity will be supported by key delivery partners including the Leanchoil Trust, UHI
Moray, Moray Council Libraries & Learning Centre Team and other representatives
from the STEM Strategy Group.
Wild Things will have direct responsibility for management and delivery of the Outdoor
Environmental Education Centre. 
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The operational structure is as follows:
Figure 20 Operational Structure
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Roles and Responsibilities
Name Role Responsibilities
Project Delivery Team
Hazel Sly Early Years Service
Manager & Project SRO
Responsible for delivery of the
Early Years STEM project;
responsible for ensuring project
satisfies requirements of MGD.
Sarah Barnes Early Years STEM Project
Manager
Project management lead
responsible for overseeing
project management function,
FBC development, and
implementation of all project
workstreams.
New Post STEM Learning and
Engagement Manager
Responsible for service delivery
to primary users, curriculum
development, coordination of
events, stakeholder
management, management of
STEM Coordinators.
New Post STEM Coordinator Facilitation of
STEM engagements across all
Moray Council sites and
programmes.
New Post STEM Coordinator Facilitation of STEM
engagements across all Moray
Council sites and programmes.
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Other Stakeholders involves in development and delivery of the project are as follows:
Team Role Responsibilities
Early Years STEM
Project Board
Moray Council
University of Highlands and
Islands
UHI Moray
Education Scotland
SSERC
Developing the Young
Workforce
Skills Development Scotland
National Health Service
Aberdeen Science Centre
Gordon and MacPhail
Boeing
Provide overall strategic
direction, governance, and
approval of key stages of
project development.
Multi-Disciplinary
Design Team
Design and Construction
Manager
Principal Architect
Quantity Surveyor
Structural Engineer
Mechanical Engineer
Electrical Engineer
CDM Advisers
Exhibition Project Manager
Responsible for capital
development of sites.
Design, construction,
handover, and project
management support.
Implementation
Groups
Early Years Service
Manager
Early Years STEM Project
Manager
Property Asset Manager
ICT Infrastructure Manager
Senior Accountant
Procurement Officer
Sport and Culture Service
Manager
Wild Things
Leanchoil Trust
Representatives from key
services and organisations
involved in the overall
strategy, development, and
implementation of each
individual workstream.
Engagement Group Representatives from key
user groups including
education staff, young
people, wider community.
Ongoing consultation with
users.
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Project Plan Summary
(Full Plan in Appendix 3)
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
OBC
Project Review
Site Identification
FBC
Phase 1 (Outreach Implementation)
Phase 1 (Outreach Delivery)
Phase 1 (Mobile Implementation)
Phase 1 (Mobile Delivery)
Phase 1 (Elgin Implementation)
Phase 1 (Elgin Delivery)
Phase 2 (Outdoor Implementation)
Phase 2 (Outdoor Delivery)
Phase 2 (Forres Implementation)
Phase 2 (Forres Delivery)
Phase 2 (Buckie Implementation)
Phase 2 (Buckie Delivery)
Phase 3 (Network Expansion)
Performance and Evaluation
FBC Approval
2033/
34
27/2822/23 23/24 24/25 25/26 26/27 28/29 29/30 2030/
31
2031/
32
2032/
33
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6.3 Use of Specialist Advisors
Special advisers have been used in a timely and cost-effective manner in accordance with
the Treasury Guidance.
Specialist Area Adviser
Subject Matter Experts  Lorraine Paisey, Chief Financial Officer, Moray
Council
 Diane Beattie (until Jan 2024), Janis Hepburn (Jan
2024 onwards) Payments Manager, Moray Council
 Don Toonen, Equal Opportunities Officer, Moray
Council
 Aileen Scott, Legal Services Manager, Moray
Council
 Moray Macleod, Design and Construction Manager,
Moray Council
 Ross Mawhinney, Economic Consultant, Ekosgen
 Ian Menzies, Education Scotland
 Aileen Hamilton, SSERC
Suppliers  Kim Slater, Sports and Culture Manager, Moray
Council
 Neil Strachan, Property Asset Manager, Moray
Council
Users  Hazel Sly, Early Years Service Manager, Moray
Council
 Samantha Bright, Head of STEM Curriculum UHI
Moray
 Jolene Young, School Coordinator, DYW Moray
 Kristen Keedwell, Depute Head Teacher, Moray
Council
 Abby Martin, Early Years Teacher, Moray Council
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6.4 Outline arrangements for risks issues and change management.
The strategy, framework, and plan for dealing with change and associated contract
management is contained in the Council`s Project Governance Policy:
http://smi.moray.gov.uk/MPG/01%20Governance%20and%20Templates/PMO%20Guide
%20to%20Project%20Risk,%20Issue,%20Change%20and%20Lessons%20Learned.docx
If specific sites or delivery partners identified within Phase 2 activity change, the
change control process will take account of impact on project outputs, outcomes and
benefit realisation.
6.5 Outline arrangements risk management.
The strategy, framework, and plan for dealing with the management of risk is detailed
at 6.4 above.
The project risk register is attached at Appendix 5.
6.6 Outline arrangements for Benefits Realisation
The strategy, framework, and plan for dealing with the management and delivery of
benefits is detailed here:
http://smi.moray.gov.uk/MPG/01%20Governance%20and%20Templates/Benefits%20Man
agement%20Guidance.docx
A framework for the Moray Growth Deal`s (MGD) Benefits Realisation and Monitoring
Plan has been developed. This framework looks at how different targets from across
all MGD projects will combine to achieve specific programme level outcomes and is
structured by inclusive growth indicators. The MGD Governance Board will focus on
programme level benefits bi-annually, May and November.
A programme benefits realisation and monitoring plan is maintained and can be
accessed here:
Programme Benefits Realisation Plan
6.7 Monitoring and Evaluation Arrangements
The project will measure performance against the six investment objectives as
follows: 
Investment Objective 1 – To increase the availability of STEM opportunities for
younger people, through the creation of experiential STEM learning hubs delivering
upwards of 9000 engagements per annum by 2032. 
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 The project aims to deliver 5 experiential STEM learning hubs (4 fixed: 1
mobile). The project team will track completion and report accordingly in the
benefits monitoring plan.
 Each facility will track the number of students attending any given year.
Qualitative data will be obtained through learner feedback forms and annual
surveys.
Investment Objective 2 - To increase participation and attainment in STEM
subjects at secondary level by 8%, thereby encouraging uptake at further and
higher education and ultimately increasing the STEM skills level in Moray by 2042.
 Attainment data is published annually by the Scottish Qualifications
Authority and reported in the Moray Councils Public Performance Report.
Education officers will record data annually to monitor trends.
 KPIs include:
o Short term: 5% increase in Achievement of a Level (ACEL) in
numeracy at P1, P4, P7 combined.
o Long term: 8% increase in students attaining A-C level qualifications
in STEM Subjects.
Investment Objective 3 - To ensure there is equality of opportunity in STEM
education across Moray, ensuring all students aged 3-8 are engaged with the
curriculum at least once per annum no matter their location, and increasing
female participation in STEM subjects at secondary level by 10% by 2042.
 The number of females choosing STEM subjects at National 5 and
Higher Level will be monitored and recorded annually. Benefit beings to
be realised in year 2034. Education officers will monitor data and report
to SG.
 In 2023 there was 5800 students enrolled in Moray schools in the target
age group (age 3-8). STEM coordinators will track engagements and
ensure each class in target age group is engaged once per annum.
Investment Objective 4 – To increase the skills level of early year’s
practitioners and primary teachers in the delivery of STEM disciplines, with an
increase of 32 STEM champions in settings by 2032.
 There are currently 14 ELC STEM Champions and 14 Primary STEM
Champions in Moray. Settings will be engaged to nominate a STEM
Champion to participate in training sessions covering the core areas of
the STEM curriculum.
 A minimum of 10 training session to be offered per annum and
participation will be tracked by STEM coordinators.
Investment Objective 5 – To strengthen science capital within communities
through the provision of 10 public engagement events per annum, thereby
encouraging parental engagement, inter-generational learning, and raising the
awareness of STEM related careers by 2032.
 STEM Coordinators will market and deliver at least 10 public
engagement session per annum. Number of engagements will be
tracked and qualitative surveys used to track performance and impact.
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Investment Objective 6 – To develop new forms of delivery through multi-
agency collaboration and inter-disciplinary working, engaging 400 students
aged 3-12 in partner led programmes and events, and increasing the number of
industry and community STEM Ambassadors in Moray by 50% by 2032.
 The STEM Moray Steering Group will meet once per term to plan
events, ensuring older age groups are engaged. Employer, partner and
student participation to be tracked and reported annually.
 SSERC oversee the STEM Ambassador network in Moray and
participate in the STEM Moray Steering Group and STEM Project
Board. EY STEM and partners will engage employers and community
champions to sign up to the portal. Number of engagements will be
tracked and reported by SSERC.
Benefits will be monitored throughout the life of the project and tracked as per the
benefits monitoring plan in Figure
Short term benefits will be tracked annually and reported in an interim evaluation
report in year 2028 and in a post project report in 2032. Long term benefits (only
realised after project closes) will be tracked by Education Officers. 
An interim and final project evaluation will be commissioned using external
consultancy support.
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MeasurementID Inclusive
Growth
Indicator the
benefit
relates to
Project
the
benefit
relates
to
Benefit to be
realised
Baseline (2023) Project End State
Target
Data Set Reporting periods Project Timing
Benefit
owner
Responsible
officer
Prod.BR.1 Productivity EY STEM Increased
alignment of
workforce skills
with business
requirements
Qualitative
measure
Qualitative
measure
Feedback from
local employers
through DYW
and SDS
channels
Reported at Year
10, 15, 20
31/03/2044 Hazel
Sly
Education
Officer
Prod.BR.2 Productivity EY STEM Increased inward
investment to
Moray.
No target
assigned
No target
assigned
Quantify
financial and in-
kind support
from businesses
and funders
Annually 31/03/2044 Hazel
Sly
Education
Officer
Prod.BR.3 Productivity EY STEM Increased GVA 0 £1.5 million Actual GVA
added
calculated by
reference
figures included
in Full Business
Case.
GVA calculated at
year 10, 15, 20.
31/03/2044 Hazel
Sly
Economic
Analyst
Prod.BR.5 Productivity EY STEM Increased
networking and
connections
between
businesses,
communities and
the education
sector
0 10 multi-agency
STEM events held
annually
STEM Moray
Steering Group
to oversee
collaborative
and track
engagements
Annually 31/03/2032 Hazel
Sly
Education
Officer
Peop.BR.1 People EY STEM Increase in
numeracy
attainment in early
years and primary
75% at P1, P4,
P7 combined
80% P1, P4, P7
combined
Data published
annually in
public
performance
report
Annually 31/03/2032 Hazel
Sly
Education
Officer
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Peop.BR.2 People EY STEM Increase in
attainment of
STEM subjects at
national 5 and
higher
1645
Qualifications A-
C Level in STEM
Subjects
1777
Qualifications A-C
level in STEM
Subjects (8%
increase)
SQA Attainment
Statistics
published
annually.
Reported at Year
10, 15, 20
31/03/2044 Hazel
Sly
Education
Officer
Peop.BR.3 People EY STEM Increase in positive
leaver destinations
of young people. 
33% Entering
Higher
Education 
36% Entering
Higher Education
Data published
annually in
public
performance
report
Reported at Year
10, 15, 20
31/03/2044 Hazel
Sly
Education
Officer
Peop.BR.4 People EY STEM Increase in the
aspirations of
young people to
access STEM
related careers
Qualitative
measure
Qualitative
measure
Qualitative
internal
measure using
feedback
surveys and
consultation
with young
people
Annually 31/03/2032 Hazel
Sly
Education
Officer
Peop.BR.5 People EY STEM Strengthening of
Science Capital
within families
Qualitative
measure
Qualitative
measure
Qualitative
internal
measure using
feedback
surveys and
consultation
with families
Annually 31/03/2032 Hazel
Sly
Education
Officer
Peop.BR.6 People EY STEM Increase in skills
within Moray’s
education sector
28 STEM
Champions
across ELC and
primary
settings.
60 STEM
Champions across
ELC and Primary
Settings
Internal
measure
Annually 31/03/2032 Hazel
Sly
Education
Officer
Peop.BR.7 People EY STEM Increase in training
opportunities
within Moray’s
education sector
0 10 CPD sessions
held annually
Internal
measure.
Annually 31/03/2032 Hazel
Sly
Education
Officer
Peop.BR.8 People EY STEM Increase in skills
levels of Moray
residents
0 10 Community
STEM Learning
Events held
annually
Internal
measure
Annually 31/03/2032 Hazel
Sly
Education
Officer
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Peop.BR.9 People EY STEM Increase in
learning
opportunities,
activities and
events offered to
young people and
families
0 9000 pupils
engagements per
annum with
STEM starts.
Internal
measure
Annually 31/03/2032 Hazel
Sly
Education
Officer
Peop.BR.10 People EY STEM Increase in young
people, families,
and communities
accessing
inspirational
learning
environments
0 10 public
engagement
events delivered,
300 engaged
Internal
measure
Annually 31/03/2032 Hazel
Sly
Education
Officer
Peop.BR.11 People EY STEM Increase in climate
awareness of
young people and
the wider
community
0 2000 pupils
engaged per
annum at the
environmental
education centre
Internal
measure
Annually 31/03/2032 Hazel
Sly
Education
Officer
Peop.BR.12 People EY STEM Increase in the
awareness of
Morays residents
of the STEM career
opportunities in
Morays local
economy
Qualitative
measure
Qualitative
measure
Qualitative
internal
measure using
feedback
surveys and
consultation
with users
Annually 31/03/2032 Hazel
Sly
Education
Officer
Peop.BR.13 People EY STEM Increase in
community and
employer
participation in the
upskilling of young
people
108 STEM
Ambassadors
registered on
STEM
Ambassador
portal
162 STEM
Ambassadors
registed on STEM
Ambassador
Portal
Data provided
by SSERC
Annually 31/03/2032 Hazel
Sly
Education
Officer
Pop.BR.1 Population EY STEM Increase in Health
and Wellbeing of
young people
Qualitative
measure
Qualitative
measure
Qualitative
internal
measure using
feedback
surveys and
consultation
Annually 31/03/2032 Hazel
Sly
Education
Officer
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Page 138 of 140
with young
people
Plac.BR.1 Place EY STEM Increased access to
specialist learning
facilities and digital
infrastructure to
support learning
pathways across all
ages.
0 Creation of 5
STEM Centres
accessible to
wider community
(4 fixed: 1
mobile)
Internal
measure
Annually 31/03/2032 Hazel
Sly
Education
Officer
Plac.BR.2 Place EY STEM Improvement of
local services and
facilities accessed
by the public
0 Creation of 5
STEM Centres
accessible to
wider community
(4 fixed: 1
mobile)
Internal
measure
Annually 31/03/2032 Hazel
Sly
Education
Officer
Plac.BR.3 Place EY STEM Town centre
regeneration and
increase in town
centre activity
0 Creation of 5
STEM Centres
accessible to
wider community
(4 fixed: 1
mobile)
Internal
measure
Annually 31/03/2032 Hazel
Sly
Education
Officer
Fair.BR.1 Fairer
Scotland
Duty
EY STEM Increased access
through building
design 
Creation of 5
STEM Centres
accessible to
wider community
(4 fixed: 1
mobile)
Internal
measure
Annually 31/03/2032 Hazel
Sly
Education
Officer
Fair.BR.2 Fairer
Scotland
Duty
EY STEM Reduction in rural
inequality
Creation of 5
STEM Centres
accessible to
wider community
(4 fixed: 1
mobile)
Internal
measure
Annually 31/03/2032 Hazel
Sly
Education
Officer
Figure 21 Benefits Monitoring Plan
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6.8 Outline arrangements for post project evaluation
The outline arrangements for post implementation review (PIR) and project evaluation
review (PER) have been established in accordance with best practice and Moray
Council Policy and will be developed in the delivery phase.
The Early Years STEM Project budget includes an allowance for the following:
 Annual evaluation of benefits realised.
 Critical review of Phase 1 activity to provide adjustments, if necessary, to
Phase 2 & 3 activity to optimise benefits
 Final project evaluation/reporting in 2031/32 to close project.
6.9 Gateway review arrangements
The strategy, framework and plan for dealing with stage gate review as per Moray
Council Governance Policy can be accessed here:
http://smi.moray.gov.uk/MPG/01%20Governance%20and%20Templates/Project%20
Management%20Governance%20Policy.docx
6.10 Contingency Plans
If red rated risks start to pose a threat to delivery or Phase 2 sites fail to progress,
the following measures are in place to ensure delivery of the required services and
outputs:
 Capital development for the Elgin Centre is being developed with a range of
M&E and building fabric upgrade options. Should costs exceed budget the
minimal intervention option will be taken forward.
 Should the project fail in the acquisition of phase 2 sites, alternative locations
have been identified and can be taken forward.
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REPORT TO: COMMUNITY PLANNING BOARD ON 23 OCTOBER 2024
SUBJECT: EXTENSION TO TERM OF OFFICE FOR CHAIR AND DEPUTE
CHAIR
BY: DEPUTE CHIEF EXECUTIVE (EDUCATION, COMMUNITITES
AND ORGANISATIONAL DEVELOPMENT
1. REASON FOR REPORT
1.1. To invite the Board to consider and agree to extend the term of office for the
Chair and Depute Chair from 1 year to 2 years.
2. RECOMMENDATION
2.1. It is recommended that the Board approve the extension to the term of
office for the Chair and Depute Chair from 1 year to 2 years and amend
the constitution accordingly.
3. BACKGROUND
3.1. At present the Community Planning Board Chair and Depute Chair
appointments rotates around the partner agencies every 12 months.  At the
meeting of the Community Planning Officers Group (CPOG) on 1 August
2024, there was an informal discussion recognising the challenge of an annual
appointment across the extensive work of the community planning partnership
and suggesting that consideration be given to extending the term of office for
both the Chair and Depute Chair of the Community Planning Board.
3.2. It was suggested that the term should be extended from 1 year to 2 years as
the Board meets quarterly and that would allow the Chair to oversee 8
meetings rather than 4.  This gives the Chair a better opportunity to develop
their leadership of the Partnership agenda given the wide ranging and
strategic nature of the responsibilities.
Item 9.
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4. CONSULTATIONS
4.1. The Depute Chief Executive (Education, Communities and Organisational
Development), and the Chair and Depute Chair of the Board have been
consulted and any comments received have been incorporated into this report.
The Chair and Depute were both supportive of a longer appointment of 2
years and would be willing to accept an extended appointment if that is the
view of the Board.
5. CONCLUSION
5.1. The Board is asked to approve the extension in term for the Chair and
Depute Chair to a period of 2 years.
Author of Report: Lindsey Robinson, Committee Services Officer
Background Papers:
Ref:
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