City Chambers DUNDEE DD1 3BY 15Th January, 2021 Dear Sir Or

City Chambers DUNDEE DD1 3BY

15th January, 2021

Dear Sir or Madam

CHILDREN AND FAMILIES SERVICES COMMITTEE

You are requested to attend a MEETING of the CHILDREN AND FAMILIES SERVICES COMMITTEE to be held remotely on Monday, 25th January, 2021 at 5.00 pm.

Members of the Press or Public wishing to join the meeting should contact Committee Services on telephone (01382) 434818 or by email at [email protected] by no later than 12 noon on Friday, 22nd January, 2021.

Yours faithfully

GREGORY COLGAN

Chief Executive

AGENDA OF BUSINESS

1 DECLARATION OF INTEREST

Members are reminded that, in terms of The Councillors Code, it is their responsibility to make decisions about whether to declare an interest in any item on this agenda and whether to take part in any discussions or voting.

This will include all interests, whether or not entered on your Register of Interests, which would reasonably be regarded as so significant that they are likely to prejudice your discussion or decision-making.

2 PUPIL REPRESENTATION ON THE CHILDREN AND FAMILIES SERVICES COMMITTEE (AN3-2021)

Reference is made to Article V of the minute of meeting of the City Council held on 22nd May, 2017, wherein it was agreed to seek nominations for a pupil representative on the Children and Families Services Committee.

The City Wide Pupil Council has nominated Miss Fatima Ishaq, a pupil at Morgan Academy, to be the pupil representative on the Children and Families Services Committee for Session 2020/2021.

The nominee has agreed to abide by the Code of Conduct in accordance with the Standards Commission’s Guidance.

The Committee is asked to approve the appointment. 2

3 BRAEVIEW ACADEMY, CRAIGIE HIGH SCHOOL AND CRAIGIEBARNS PRIMARY SCHOOL - OUTCOME OF THE FORMAL CONSULTATION PROCESS - Page 1

(Report No 44-2021 enclosed).

4 COST OF THE SCHOOL DAY INITIATIVE UPDATE - Page 59

(Report No 45-2021 enclosed).

5 TAYSIDE PLAN FOR CHILDREN, YOUNG PEOPLE AND FAMILIES - Page 107

(Report No 46-2021 enclosed).

1 ITEM No …3….……..

REPORT TO: CHILDREN AND FAMILIES SERVICES COMMITTEE – 25 JANUARY 2021

REPORT ON: BRAEVIEW ACADEMY, CRAIGIE HIGH SCHOOL AND CRAIGIEBARNS PRIMARY SCHOOL - OUTCOME OF THE FORMAL CONSULTATION PROCESS

REPORT BY: EXECUTIVE DIRECTOR OF CHILDREN AND FAMILIES SERVICE

REPORT NO: 44-2021

1.0 PURPOSE OF REPORT

1.1 This report contains the formal Consultation Report, in terms of the Schools (Consultation) (Scotland) Act 2010, on the proposal to close Braeview Academy and Craigie High School and the re-delineation of existing school catchments to form a new single catchment area for a new joint secondary school/community learning campus from August 2024; and the expansion of the catchment area for Grove Academy from August 2024 to embrace the current Craigiebarns Primary School catchment area.

2.0 RECOMMENDATIONS

It is recommended that Children and Families Services Committee:

i. notes the contents of this report; ii. notes the accompanying Consultation Report, including the report by Her Majesty’s Inspectorate of Education (HMIE)/Education Scotland on the proposal; iii. approve that Braeview Academy and Craigie High School be closed and a new combined community campus is established and located on Drumgeith road, and the expansion of the Grove Academy catchment area to include Craigiebarns Primary School; iv. approve a revision to the planned opening of the Community Campus to August 2025 resulting from delays as a consequence of the COVID-19 Pandemic. v. approve a revision to the Grove Academy catchment area to include Craigiebarns Primary from the start of session 2025/2026 to align with the revised planned opening of the Community Campus. vi. instructs the Executive Director to ensure a 4-year transition is planned through a Project Board including representative staff, pupils and parents from the existing Braeview Academy and Craigie High School, consulting on the building, vision, values and aims, improvement planning, pupil transition and the identity of the new Campus; vii. instructs the Executive Director to ensure clear travel plans are collaboratively developed by affected schools for families attending the new Community Campus and Grove Academy, and also agree any action that will be required to upgrade current routes to school; viii. instructs the Executive Director to notify the Scottish Ministers of the decision to implement the proposal as approved with the revised opening dates; and ix. instructs the Executive Director to proceed with the proposal as approved with the revised opening dates after it has been considered by the Scottish Ministers.

3.0 FINANCIAL IMPLICATIONS

3.1 Subject to committee approval, the new community campus will replace the current provision for Braeview Academy and Craigie High School, the estimated capital cost of a new building will be in the region of £60m. This is currently provided for in the 2020/25 Capital Plan on the basis that £20m will be funded from general borrowing supported by provision in the Capital 2

Financing Coats revenue budget, £20m will be funded through prudential borrowing which will require to be supported by revenue budget savings of approximately £1m and £20m which will be supported by revenue funding following the successful bid to Scottish Government for partnered support through the Learning Estate Strategy.

4.0 BACKGROUND

4.1 The replacement of outdated and inefficient secondary school buildings will make a substantive contribution to the sustainability and energy efficiency of the wider school estate and make a significant contribution to reducing future CO2 emissions.

4.2 The opportunity for families residing within the Craigiebarns Primary School catchment area to have their children attend Grove Academy will increase the number of priority 1 pupils within the future Grove Academy roll and reduce the number of placing requests being made by families currently living within this locality.

4.3 The plan for replacement of Braeview Academy and Craigie High School sits within the wider Dundee City Council Capital Investment Strategy, Article VII of the minute of meeting of the Policy and Resources Committee of 11 December 2017, report no 419-2017 refers, which makes recommendations regarding future work-streams and policies required to deliver the overall Learning Estate Strategic Plan.

4.4 Investment in the Learning Estate improves educational benefits for children and young people and increases opportunities for the wider communities. In terms of the Secondary Estate, recent approvals have enabled us to embark upon wider consultation on the development and delivery of community hubs, an approach which will see learning estate playing a more integral part within its community.

4.5 Accommodation will endorse and extend established educational partnerships with Dundee and Angus College, Michelin Skills Centre/Innovation Parc, Dundee Schools Music Theatre, and instrumental music opportunities available in the city. It would be our intention to learn from current engagements and expand opportunities enabling wider access to facilities and supporting the flexibility of service delivery.

4.6 By 2024 a considerable number of children with instrumental experiences will be transitioning to secondary and the number of instrumentalists within the community campus will be much higher than comparator schools due to the broader catchment area. Recognition of this and exploration of how this continues into their secondary experience will be very important.

4.7 We would wish to expand our approach to support families and young people with multiple and complex additional support needs. The opportunity exists to work with a number of local organisations to expand our integrated community approach whilst also increasing learning opportunities and partnership working.

4.8 At its meeting on 27 January 2020, the Children and Families Service Committee instructed the Executive Director to formally consult on the proposals to close Braeview Academy and Craigie High School; and expand the catchment area of Grove Academy to embrace the catchment area of Craigiebarns Primary School in terms of the Schools (Consultation) (Scotland) Act 2010 and report back to Committee in due course. It was intended that the outcomes of the consultation proposal be brought to the June 2020 committee, Article III of the minute of meeting of this Committee of 27 January 2020, report no. 42-2020 refers.

4.9 The formal consultation on the proposal ran from 10 February to 27 March 2020. Details of the consultation were notified in writing to stakeholders and on the council’s website, responses were invited in either written or electronic format. As part of its arrangements for consulting on the proposal, the council held public meetings on 5 and 11 March 2020.

4.10 Due to the COVID-19 Pandemic, in March 2020, the consultation was paused and the June committee was suspended with all relevant business reassigned to later committees. As a result of the interruption to the consultation process, a further three-week period of online consultation was undertaken during August and September 2020. During the entire consultation period, the council received written responses from Twenty-Four consultees to the proposal.

4.11 A copy of the consultation report is attached as Appendix 1, a copy of the report by Education Scotland is attached as Appendix 2 and copies of the notes of the meetings held during the consultation period are attached as Appendix 3.

4.12 In November 2020, elected members agreed at the Policy and Resources Committee to settle the insurance claim in relation to the Braeview Academy fire, Article XX of the minute of meeting of the Policy and Resources Committee of 16th November 2020, report no.309-2020 refers. It is intended that, if this proposal is agreed, Braeview Academy will remain in their temporary accommodation until such time as a new building is ready.

5.0 SCOTTISH GOVERNMENT LEARNING ESTATE INVESTMENT PROGRAMME (LEIP) PHASE TWO

5.1 On 18 December 2020, subject to relevant and appropriate approvals, the Scottish Government announced the projects which would be included within phase two of the LEIP, the replacement of Braeview Academy and Craigie High School was included within the list of projects which would receive funding support.

5.2 The funding model of the LEIP is based on up front Local Authority capital borrowing. Successful submissions to LEIP are anticipated to receive ongoing revenue support to maintain the condition of buildings from Scottish Government. The premise of the funding will be on a 50:50 ‘like for like’ basis to support the delivery of outlined outcomes, over a 25-year period.

5.3 Consistent with the Scottish governments learning estate strategy the investment programme is designed to deliver high quality, suitable, sustainable, low carbon, digitally enabled learning environments. Funding contribution from the Scottish Government is dependent on achieving certain conditions and outcomes which align to these criteria.

5.4 The school will be designed to comply with the area and cost guidance metrics as published by Scottish Futures Trust (SFT) and for a proposed school of this size are 10m2 per pupil and a cost basis of £3120/m2.

5.5 To ascertain feasibility of the school estate proposal, a series of options were considered, including;

• Maintaining the existing Braeview Academy and Craigie High School; • Build a single new community campus to replace Braeview Academy and Craigie High School; or • Construct a replacement Braeview Academy and Craigie High School.

5.6 Of these, the building of a single new community campus to replace Braeview Academy and Craigie High School presented the most affordable and financially viable option

5.7 If approved, the community campus accommodation will offer flexibility of use for the school and wider community and would be built to accommodate school roll changes over the years. The community campus will also allow the council to provide a purpose-built learning environment which was outlined within the consultation proposal paper.

6.0 APPROVAL OF THE PROPOSAL

6.1 HM Inspectors agree that the two aspects of the proposal have the potential to bring clear educational benefits for the children and young people in the area. In relation to the proposed new secondary school, whilst all stakeholders who met with HM Inspectors agree, a few raised concerns about transport, safe routes and the potential for flooding at the proposed site. Should the proposal go ahead, we will continue to work with all relevant communities to provide re-assurance and seek solutions where appropriate as outlined in the consultation report in relation to all elements of the proposal.

6.2 If the proposed project goes ahead, the site start date would be anticipated to be August 2021 with construction completed by May 2025.

6.3 As this proposal relates to the closure of a school, the council must notify Scottish Ministers within six working days after taking its decision to implement a closure proposal. Dundee City Council must also publish on its website the fact it has notified Scottish Ministers of this decision and the period in which consultees have the opportunity to make representations to Ministers asking for the proposal to be called in. Ministers have the power to call in proposals, but only where it appears to Ministers that the council has failed in significant regard to comply with the Act’s requirements or, in coming to its decision, has failed to take account of material consideration relevant to the proposal. Ministers have up to 8 weeks from the date of the council’s decision to decide whether or not to issue a call-in notice.

7.0 POLICY IMPLICATIONS

7.1 This Report has been subject to an assessment of any impact on equality and diversity, fairness and poverty, environment and corporate risk. A copy of the Impact Assessment is available on the Council’s website at www.dundeecity.gov.uk/iia/reports.

7.2 A four-year transition plan will be developed to ensure pupils and staff are supported appropriately during the process and their needs are met. This will include joint Improvement and curricular planning for the new school.

7.3 A project board involving council officers, staff, pupils and parents from both secondary schools will consult on and monitor the development process, the new school name and identity.

8.0 CONSULTATIONS

8.1 The Council Management Team have been consulted in the preparation of this report.

9.0 BACKGROUND PAPERS

9.1 None.

Mr Paul Clancy Executive Director of Children and Families Service

January 2021

APPENDIX 1

DUNDEE CITY COUNCIL

CONSULTATION REPORT

The closure of Braeview Academy and Craigie High School and the re-delineation of existing school catchments to form a new single catchment area for a new joint secondary school/community learning campus from August 2024; and the expansion of the catchment area for Grove Academy from August 2024 to embrace the current Craigiebarns Primary School catchment area.

This Consultation Report is available on the Dundee City Council website – https://www.dundeecity.gov.uk/school-learning-estate-formal-consultation - and also in printed form from the following locations: Braeview Academy and associated primary schools, Craigie High School and associated primary schools, Grove Academy and associated primary schools.

1.0 BACKGROUND

1.1 Article VI of the Minute of the Meeting of the Children and Families Services Committee held on Monday 9 September 2019, report no 297-2019, notes that the Executive Director of Children and Families Services, following completion of a period of related informal consultation, was instructed to execute further work on the options for Braeview Academy and Craigie High School and bring recommendations back to the Children and Families Service Committee for approval.

At its meeting on 27 January 2020, the Children and Families Service Committee instructed the Executive Director to formally consult on the proposals in terms of the Schools (Consultation) (Scotland) Act 2010 and report back to Committee in due course on the outcome of the consultations.

1.2 The proposal was that Craigie High School and Braeview Academy be discontinued at the close of school session June 2024 and a single combined community campus be created.

It was also proposed that the catchment area for the new secondary school/community learning campus would consist of the current catchment area for Braeview and the current catchment area for Craigie, with the exception of Craigiebarns Primary School; and the expansion of the catchment area for Grove Academy to embrace the current Craigiebarns Primary School catchment area. This was expected to commence from August 2024.

1.3 A number of educational benefits were identified as part of this proposal:

1.3.1 Dundee City Council aims to provide the best possible learning environment for delivering relevant twenty first century learning for its children and young people. This aspiration is consistent with the shared vision and priorities within the Tayside Plan for Children, Young People and Families 2017-2020. The creation of a modern, vibrant community learning campus within the east of Dundee will be instrumental in the effective delivery of pupil entitlements outlined within the Curriculum for Excellence and the aspirations to achieve excellence and equity outlined within our local and national school improvement frameworks.

1.3.2 Dundee’s Council Plan (2017-22), outlines a strong commitment to establishing strong and safe communities and extending community access to a range of cultural, learning, leisure and sport services. It is further envisaged that the new school/learning campus will support the realisation of such aspirations.

1.3.3 The new school/learning campus environment in its entirety will have a positive impact on the motivation, behaviour and aspirations of young people, providing ideal conditions for learners to learn and teachers to teach. Improved outcomes will be achieved including increased attainment and improved post-school positive destinations. It is further envisaged that the school’s physical design will be developed in such a way that there will be a positive impact upon the mental health and emotional wellbeing of both staff and young people, engendering a calm and purposeful environment for learning.

1.3.4 Co-located curriculum areas will increase and improve opportunities for inter-disciplinary learning. Such adjacent learning areas will facilitate natural cross-curricular links for staff and young people - some of which are not possible due to the existing layout and configuration of both schools’ buildings.

1.3.5 A well-equipped and modern digital learning environment will be carefully designed to support learners and learning and promote senior phase pathways which stimulate skills for learning, life and work. Accommodation will endorse and extend established educational partnerships with Dundee and Angus College, Michelin Skills Centre/Innovation Parc and Dundee Schools Music Theatre, enabling wider access to facilities and supporting the flexibility of service delivery.

1.3.6 The new combined staff team will provide augmented knowledge, expertise, specialism, skills, talents and interests to support learning. A larger team will be instrumental in providing enriched learning experiences for learners including a significantly broader and diverse curriculum and greater personalisation and choice for pupils through varied pedagogy. In tandem with this, increased scope and flexibility in staffing will result in increasing the availability and breadth of National Qualifications including those at Advanced Higher level. Currently, consistently maximising pupil subject choice is a challenge within the senior phase (S4-S6) for both schools due to low pupil and staff numbers.

1.3.7 Data would indicate a growing number of young people with significant and complex additional support needs within the east of Dundee. Where possible, the Children and Families Service endeavours to provide educational provision for such young people within a mainstream environment within their local community. Craigie High School currently provides enhanced support for pupils who have a range of complex needs including Autism and those who are deaf or have a visual impairment. Staff from the Accessibility and Inclusion Service (AIS), provide specialist support to staff and pupils in order for the learning environment to be fully accessible for pupils who have such barriers to learning and communication.

1.3.8 The AIS supports pupils across the city, including Braeview Academy. It is envisaged that a new single school campus would further integrate this specialist support. The inclusion of bespoke pupil support areas, including sensory enhanced support, will further enhance the integration and quality of service provision, strengthening existing partnership working within the Children and Families service, external agencies and third sector partners.

1.3.9 Catchment primary schools across both clusters have Enhanced Support Areas to support a diverse range of young people’s needs including Autism, deafness and visual impairment. Continuity of this support and planning through effective transitions will be of significant educational benefit - especially for deaf pupils who use British Sign Language (BSL) as their first language and currently have a small number of BSL-speaking peers within their community.

1.3.10 Both existing school buildings present accessibility and suitability issues which continue to be a barrier to young people - including those with complex and additional support needs. A new purpose-built facility will overcome these issues, providing a suitable environment to assist them in accessing appropriate educational experiences (including senior phase educational experiences) and promoting accessible inclusive learning spaces which will meet the needs of all learners and comply with the council’s Accessibility Strategy and the Equality Act (2010).

1.3.11 As an integral feature of the new school, It is planned to build a senior phase education centre for young people with complex and additional support needs. This will deliver core skills within

an accredited pathway and provide a supportive link into work experience, college courses and the development of independent living skills. Provisional discussions with Dundee and Angus College demonstrate a strong commitment and shared aspiration to exploring on-site partnership. This facility will be jointly designed and delivered between school and college staff, thus strengthening all aspects of the transition process: assessment, planning, pupils’ experience and longer-term outcomes ultimately resulting in improved life chances, choices and vocational opportunities.

1.3.12 The combined rolls of the two school communities will afford pupils the opportunity to widen their network of friends. The fostering of new pupil relationships will enhance young people’s personal and social development, creating a sense of place and identity through increased ownership and opportunities to build their leadership capacity. Significantly, in the aftermath of the Braeview fire and resultant temporary relocation of Braeview pupils to Craigie High School, both schools have already experienced a successful fusion of their respective pupil cohorts and experienced the resultant benefits.

1.3.13 A new school/community learning campus within the east of Dundee will provide rich opportunities for citizens to engage in an extended range of cultural, learning, leisure and sporting activities within their immediate community and include wide diversionary Youth Work programmes in the evenings and weekends. Such an approach is entirely consistent with the Children and Families Service philosophy where schools are perceived as publicly owned assets designed to serve the needs of learners and communities.

1.3.14 Key to the consultation process was the gathering of citizens views on the requirements and nature of the new school/learning hub. It is recognised that any new build will need to compliment and extend existing resources whilst avoiding unnecessary duplication. An evaluation of existing resources and needs assessment was, therefore, integral to the consultation process.

1.3.15 Many services offered within the proposed locality are community led and target those in the most deprived areas of SIMD. It is envisaged that locating the school at the heart of the community will provide a central hub which will contribute to improving people’s health and wellbeing. The facility will provide necessary accommodation for children and family support services which is local, accessible and deliverable in partnership with a local management group, providing excellent all-day community access for families and the wider community.

1.3.16 Existing opportunities for parents and carers to be involved in their child’s education will widen through a range of home and school engagement activities and facilities aimed at supporting their child’s learning. As at present, parents will continue to have the opportunity to participate within the school’s Parent Council.

1.3.17 Recent engagement by council officers and Dundee learners with Dr Stephen Heppell, evidenced that light, paint and Co2 levels are enormously important in learning spaces. Significant improvements can be made to the learner’s experience through careful consideration of the size of windows, circulation of air, use of colour and type of light used to create a suitable ambiance and environment which enables everyone to engage appropriately in learning. In conjunction with this, the application of passive house (Passivhaus) rigorous voluntary standard for energy efficiency principles, will reduce the building's ecological footprint. Reduced energy use and carbon emissions will address issues such as the declared climate emergency, resulting from an ultra-low energy building that requires little energy for space heating, cooling and lighting.

1.3.18 The movement of the Craigiebarns Primary School catchment to Grove Academy will allow the young people to learn in a large, recently built local secondary school with the benefits of increased curricular provision and choice. This change will also see a far greater portion of the community of the school attending the same secondary school.

1.4 As a result of the committee decision, the Executive Director carried out the consultation procedures in terms of the Schools (Consultation) (Scotland) Act 2010 in respect of the

proposal. The consultation programme is detailed in paragraph 2.1 below, and a summary of the main points raised is set out in section 3.

1.5 A report from Education Scotland is required under the terms of the Act to address the educational aspects of the proposal. The report is attached as Appendix 2.

1.5.1 The report states that, the council believes the proposal to replace the existing Braeview Academy and Craigie High School will bring a number of educational benefits in addition to securing best value. HM Inspectors agree that there are clear potential educational benefits from young people learning in a well-equipped and modern digital learning environment. A larger school should offer a wider range of curricular opportunities and promote further senior phase pathways which develop skills for learning, life and work. Improved accommodation will enable creative approaches to enhancing partnership working with, for example, Dundee and Angus College, Michelin Skills Centre/Industrial Park and Dundee Schools Music Theatre. New facilities will provide improved accessible and inclusive learning spaces which better meet the needs of all learners. The inclusion of bespoke pupil support areas, including sensory enhanced support, has the potential to improve experiences for young people with additional needs.

1.5.2 All stakeholders who met with HM Inspectors agreed with both aspects of the proposal. They agreed with the closure of both secondary schools and the building of a new school as well as expanding the catchment area for Grove Academy to include the current catchment area for Craigiebarns Primary School. Stakeholders recognise the range of advantages a new purpose-built school would bring for learners in terms of digital learning, specialist classrooms, flexible learning spaces and common areas. All stakeholders were positive about the wider curriculum a larger school could offer including enhanced links with the local college and other partners. They acknowledged the benefits to the community in having access to facilities at the new school beyond school opening hours. A few stakeholders expressed concern about the accessibility of public transport from some areas of the catchment, about safe routes to school and about the possibility of flooding around the site of the proposed new school. The report concludes that;

“HM Inspectors agree that the two aspects of the proposal have the potential to bring clear educational benefits for the children and young people in the area. In relation to the proposed new secondary school, whilst all stakeholders who met with HM Inspectors agree, a few also raised concerns about transport, safe routes and the potential for flooding at the proposed site. Should the proposal go ahead, the council should continue to work with the community to provide re-assurance and seek solutions, where appropriate. In relation to the proposal to change the catchment area of Grove Academy to include Craigiebarns Primary School, stakeholders are in favour of this, but a few would like re-assurance regarding the position of siblings whose older brothers or sisters attend Craigie High School”. (Appendix 2; Education Scotland report, page 3.)

1.5.3 The Executive Director has carefully considered the implications arising from stakeholders from the consultation process in general and the Education Scotland report - in particular, where the report highlights specific issues raised during the consultation period. It should be noted that the report and the general response to the proposal was very positive. Having reviewed the proposal in the light of the representations and the Education Scotland (HMIe) report, it is clear that the highlighted issues were either identified in the proposal or are referred to directly in this consultation report.

2.0 CONSULTATION

2.1 Consultation was undertaken between 10 February 2020 and 27 March 2020.

The formal consultation procedure included:

• giving notice of the proposals to the Parent Council of the affected schools (10 February 2020)

• giving notice of the proposals to the parents of pupils at the affected schools, and the parents of pupils expected to attend the affected schools within two years of the date of publication of the proposal paper (10 February 2020) • giving notice of the proposals to the pupils at the affected schools (10 February 2020) • giving notice of the proposals to the staff at the affected schools (10 February 2020) • giving notice of the proposals to Trades Unions representing staff at the affected schools (10 February 2020) • giving notice of the proposals to relevant Community Councils (10 February 2020) • giving notice of the proposal to Local Community Planning Partnerships (10 February 2020) • publication of the proposal on the Dundee City Council website (10 February 2020) • an announcement of the proposal in the local press and relevant social media, inviting any person to make written representation to the Executive Director (10 February 2020) • public meetings in the local area (5, 11, March 2020) • Online engagement took place during a 3-week period between 17 August to 4 September 2020 following the consultation pause on 20 March 2020 resulting from the COVID-19 pandemic.

2.2 A summary note of all meetings held during the consultation period outlining questions asked is attached as Appendix 3 and the Children and Families Service responses have been added.

2.3 Visual and written descriptions of the proposed new boundaries are outlined in Appendix 4.

2.4 Twenty-four representations were received on the proposal during the consultation period. These responses were mainly positive, however, a few raised concerns about transport, safe routes and the potential for flooding at the proposed site. In relation to the proposal to change the catchment area of Grove Academy to include Craigiebarns Primary School, there was a mainly positive response to the proposal. A few stakeholders sought re-assurance concerning sibling transitions, priority status and also the possibility of an earlier implementation date. A thematic summary of written submissions received from parents/carers, citizens and organisations from Dundee is attached as Appendix 5.

2.5 In accordance with the Schools Consultation (Scotland) Act 2010, copies of all written representations and ‘Frequently Asked Questions/Comments’ were required to be submitted to HMIe for their consideration in the preparation of their report.

3.0 MAIN ISSUES ARISING FROM THE CONSULTATION, WITH RESPONSES

3.1 The main issues of note arising from the consultation were:

• Transition and support of pupils and staff • Identity, Name and Uniform • Travel concerns - including environmental issues • Site and location • Community buildings and capacity

3.1.1 Transition of pupils and staff

Consultees raised concerns regarding the transition of pupils to a much larger building and what measures would be put in place to reduce anxieties around this. In addition, parents with children at Craigiebarns Primary School were anxious that, because of boundary changes, any sibling not yet at secondary school may not be able to obtain a place at the combined campus and, therefore, their family would be split between schools.

A few issues were also raised regarding what planning and support would be available during the transition from two school communities to a single school community.

Consideration has been given for the planned build. While being a larger building, it could be designed in zones giving an impression of smaller sections within a school. This would allow staff and pupils to form identities with specific parts of the building where their natural interests and skills lie. Teachers would work closely within these areas with linked subjects allowing better interdisciplinary learning to take place.

A comprehensive transition programme would be put in place for pupils and staff building on the extensive programmes already in place within both schools. Within this process, pupils’ potential anxieties and additional needs are taken into consideration and specific programmes for enhanced transition developed. The brand-new facility would greatly enhance support for all young people, including those with Additional Support Needs and this is clearly set out in the Educational Benefits Statement in the proposal paper. The combined and greater number of staff would provide an increased pool of expertise and greater resilience to provide the support all young people require.

In addition, it is proposed that those families with siblings residing within the Craigiebarns catchment area whose designated secondary school is to become Grove Academy but who make a placing request to attend the new community campus will be given priority 1 status as long as the older sibling continues at the new community campus at the point of enrolment of the child in respect of whom the placing request is made. This arrangement will continue for a period of six years from the projected opening of the new community campus to ensure, if the proposal is agreed, that siblings would not be split between schools contrary to the wishes of their family.

The early establishment of a curriculum framework for the new school would inform an audit of staff requirements (teaching and support staff) for the effective delivery of the curriculum within the new school. Throughout the development process, where possible, staff from both schools would be working together developing the curriculum and, as increased opportunities arise to work together, they would form a new staff team. The success of the collegiate working during the Braeview decant to Craigie following the fire, demonstrated their cooperation, willingness and success as one team. As vacancies arise through the transition period, where possible, staff could work across both schools and contribute to the ongoing process of building a new collective staff team. The final staffing allocation will be determined by the Dundee City Council staffing formula upon opening, based on the school roll and curricular offer. The attractiveness of the new campus, opportunities to expand the curriculum, as well as staff feedback throughout the consultation, anticipates staff being very supportive of working within the new community school.

3.1.2 Identity, Name and Uniform

A number of questions were asked around what work would be undertaken to ensure all relevant people within both school communities have the opportunity to contribute to the development of the new school identity, name and uniform.

The project team and officers across the city would utilise their previous experience gained from successfully bringing together the Harris and Menzieshill school communities. Staff and pupils from both school communities would be involved from the planning and development process to completion by having representation on a dedicated project board. There would be regular scheduled communication with all involved in the process and decisions on these key features would be taken within a spirit of transparency and openness.

Throughout the development process, regular consultation would take place regarding any emerging issues and both communities would contribute to the evolving identity of the school, the design, name, uniform and the daily routines and policies. The senior leadership teams from both schools would work closely together with the staff, pupils and parent councils to ensure their voices are heard. In preparation for any transition to the new school, school

leadership teams from both schools would engage in a joint process of curricular and school improvement planning.

This process would start as early as possible and would be a regular feature to ensure as smooth a transition as possible.

3.1.3 Travel concerns including environmental issues

A number of responses received raised concerns around the distance from and travel to school - including the modes of transport and potential problems created by increased congestion within the Drumgeith road area and what measures will be taken to mitigate these issues.

Dundee City Council is already very aware of this and acknowledged the action that would be taken in the original proposal paper.

The proposal, if agreed, would impact on transport and travel arrangements for families of children currently attending both Braeview Academy and Craigie High School. Accordingly, a traffic impact assessment of the area within the planned works would be undertaken to assess the most suitable ingress and egress from the proposed site to provide relevant and safe access. Plans formulated from the assessments would ensure a suitable road infrastructure including drop off/pickup points, cycle storage, footpaths and cycle paths as well as, where necessary, any traffic calming measures. Engagement would also be undertaken with bus operators to provide appropriate routes to serve the school catchment area. These revised travel networks would increase the choice and flexibility of travel methods. The issues described above are standard practice for any new school build process.

It is also important to note that, based upon the current pupil population, for the majority of pupils the average journey to a new campus at Drumgeith road would be shorter than to their current buildings and this should encourage active travel.

The proposal outlines that, if approved, the campus would not be completed for approximately another 4 years. This important aspect of the consultation will be a core task for the Project Board where parents, staff and the wider community will be able to work directly with Dundee City Council City Development Officers to look at how these issues may be resolved.

If the proposal is approved, a travel plan for the new school would be developed and this process would allow pupils and parents to engage in the planning of safer routes to school. This will help to promote the wellbeing of children and families whose route to school will be altered as a result of the location of the proposed new campus.

3.1.4 Site and location

A small number of responses raised specific concerns regarding the historic flooding of the proposed location.

The council have reviewed the historical and projected flooding data for the proposed site and surrounding area, with an initial flood risk assessment having been carried out. Predicted flooding issues will be addressed through the planning and detailed design development stages. There are no major issues identified.

Site zoning designed to ensure building location and ground levels are reflective of the flooding assessment data. Buildings will be located to the north west of the site clear of any predicted 1:1000-year flood extents.

Dundee City Council commissioned Fairhurst to undertake detailed flood assessment of the site and modelling of the Dighty Burn, an extract from the report is attached as Appendix 6.

3.1.5 Community Buildings and Capacity

Concerns were shared from a number of stakeholder groups regarding their input to the building and a building of this scale’s ability to function as a community asset and meet the needs of the community it serves. Concern was also raised re capacity issues at Grove Academy and if the move of Craigiebarns Primary into the Grove Academy catchment area was feasible.

In relation to the size of the school, both the current schools were built to accommodate over 1000 pupils. It is anticipated that, when both schools come together, the pupil population will be 1582 pupils in session 2024/25. Although this is a larger pupil population than the schools currently experience, there are other schools across Scotland that operate comfortably at this or even higher levels. Larger schools have greater numbers of staff and larger management ratios to allow for the smooth running of the school. All schools are supported to ensure a community approach and ethos within the school and being part of a campus will allow for closer partnership working across the local community.

Projected rolls for Braeview Academy, Craigie High School, new Craigie-Braeview school and Grove Academy, including new house building. Figures for 2020-2024 are based on current catchment arrangements. Figures for 2024 onwards are based on proposed catchments.

Braeview Craigie High Grove Total Academy School Academy 2020/21 651 694 1,345 1,288 2021/22 704 750 1,454 1,318 2022/23 751 777 1,528 1,341 2023/24 772 809 1,581 1,339 New Craigie-Braeview 2024/25 1,582 1,357 2025/26 1,546 1,351 2026/27 1,492 1,338

Community campus provisions have demonstrated that they are more than just a school and are a focal point within the heart of the community. A new community campus is for the involvement of all pupils, parents, staff and the wider community to create a unique community and ethos and deliver an asset which delivers relevant services throughout the day, every day.

It is essential that the community are involved in the design and development of the building accommodation and its function as they will undertake a proportionate role in service delivery within the campus to meet the wider community needs and maximise the opportunities to deliver existing and evolving support networks.

Secondary school roll projections are based on existing primary school pupil information (school attended and home address) combined with programmes for new house building. Existing primary school rolls allow secondary school roll projections to be made for the next seven years i.e. until the current P1 stage starts secondary school. Pupils with Priority 1 status for secondary school are determined by their home address. Pupils with Priority 3 status are determined by matching home addresses with existing secondary pupils to identify siblings.

Whilst families will move during the next seven years, it is expected that the net effect of families moving in and out of existing housing in a catchment will be around zero. To factor in the contribution that new housing development could make to a catchment population, the Housing Land Audit is used to determine the likely number of new residential units to be built each year. To allow for variance in the make-up of families occupying new developments, low

and high estimates of children and young people per property are applied to these developments to indicate their contribution to future school rolls.

Further projection and analysis has been undertaken in relation to the roll of Grove Academy. The table below demonstrates that, it is both feasible and possible to implement the change to the Grove Academy catchment area in August 2025.

P1 P2 P3 P4 P5 P6 S1 intake Aug-27 Aug-26 Aug-25 Aug-24 Aug-23 Aug-22 Barnhill 58 46 62 60 62 71 Eastern 33 41 23 37 33 25 Forthill 65 60 67 81 67 89 Grove priority 1 156 147 152 178 162 185 Craigiebarns 27 37 36 31 43 35 Grove + 183 184 188 209 205 220 Craigiebarns Siblings 1 3 1 6 5 14 (Priority 3) Spaces in S1 56 53 51 25 30 6 240 capacity

4.0 THE SCHOOL PREMISES (GENERAL REQUIREMENTS AND STANDARDS) (SCOTLAND) REGULATIONS 1967

4.1 The proposal meets the requirements of the above Act and, accordingly, the Executive Director is not required to apply to Scottish Ministers for dispensation from the standards.

5.0 CONCLUSION AND NEXT STEPS

5.1 Having reviewed the Education Scotland Report and looked at the consultation responses in detail including those issues raised at the public meeting, it is recommended that the proposal should go forward with a revision to the planned opening of the Community Campus and expansion of the Grove Academy catchment area to embrace Craigiebarns Primary School to August 2025 due to consequential delays arising from the COVID-19 Pandemic.

5.2 It is proposed that those families with siblings residing within the Craigiebarns catchment area whose designated secondary school is to become Grove Academy but who make a placing request to attend the new community campus will be given priority 1 status as long as the older sibling continues at the new community campus at the point of enrolment of the child in respect of whom the placing request is made. This arrangement will continue for a period of six years from the projected opening of the new community campus to ensure, if the proposal is agreed, that siblings would not be split between schools contrary to the wishes of their family.

5.3 Should the project go ahead, a full transport assessment will identify travel and traffic issues associated with the new site and will focus on improving walking and cycling routes to the school and community campus. Suitable infrastructure may be proposed and stakeholders will be consulted on designs.

5.4 As this proposal relates to the closure of a school, the council must notify Scottish Ministers within six working days after taking its decision of any decision to close a school. Dundee City

Council must also publish on its website the fact it has notified Scottish Ministers of this decision and the period in which consultees have the opportunity to make representations to Ministers asking for the proposal to be called in. Ministers have the power to call in a proposal, but only where it appears to Ministers that the council has failed in significant regard to comply with the Act’s requirements or, in coming to its decision, has failed to take account of material consideration relevant to the proposal. Ministers have up to 8 weeks from the date of the council’s decision to decide whether or not to issue a call-in notice.

Paul Clancy Executive Director of Children and Families Service

November 2020

APPENDIX 2

Schools (Consultation) (Scotland) Act

2010

Report by Education Scotland addressing educational aspects of the proposal by Dundee City Council to the closure of Braeview Academy and Craigie High School and the re-delineation of existing school catchments to form a new single catchment area for a new joint secondary school/community learning campus from August 2024; and the expansion of the catchment area for Grove Academy from August 2024 to embrace the current Craigiebarns Primary School catchment area.

October 2020

Introduction

1.1 This report from Education Scotland has been prepared by Her Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”).

The purpose of the report is to provide an independent and impartial consideration of Dundee City Council’s proposal to close Braeview Academy and Craigie High School and re-delineate existing school catchments to form a new single catchment area for a new joint secondary school/community learning campus from August 2024; and expand the catchment area for Grove Academy from August 2024 to embrace the current Craigiebarns Primary School catchment area. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Section 4 summarises HM Inspectors’ overall view of the proposal. Upon receipt of this report, the Act requires the council to consider it and then prepare its final consultation report.

The council’s final consultation report should include this report and must contain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its final consultation report three weeks before it takes its final decision. Where a council is proposing to close a school, it needs to follow all statutory obligations set out in the 2010 Act, including notifying Ministers within six working days of making its final decision and explaining to consultees the opportunity they have to make representations to Ministers.

1.2 HM Inspectors considered: • the likely effects of the proposal for children and young people of the schools; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; and other children and young people in the council area; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs.

1.3 In preparing this report, HM Inspectors undertook the following activities: • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; and • virtual visits to the site of Braeview Academy, Mill of Mains Primary School, Craigie High School, Claypotts Castle Primary School, Grove Academy and Craigiebarns Primary School including discussion with relevant consultees.

Consultation process

2.1 Dundee City Council undertook the consultation on its proposal(s) with reference to the Schools (Consultation) (Scotland) Act 2010.

2.2 The consultation process began on 10 February 2020 and was due to end on 27 March 2020. With schools across the country closing as a response to the spread of Covid-19, the council was unable to complete the consultation within the proposed timescale. The council extended the period of consultation with a revised closing date of 4 September 2020. The proposal has two aspects:- the closure of Braeview Academy and Craigie High School with a new purpose

built school to replace these; and secondly a change to the catchment area for Grove Academy. A public meeting was held on 5 March 2020 where six stakeholders attended. The council received responses from 24 stakeholders. Half (12) agreed with the proposal, a third (eight) had questions about the proposal and the remaining four stakeholders disagreed. In order to seek the views of stakeholders prior to the national lockdown, the council held a number of consultation sessions with stakeholders from six schools. These included parents, children and young people. The responses were largely positive. During the period of extension to the consultation, weekly online feedback to stakeholders’ questions were published on the council’s website on the 24 August, 31 August and 7 September 2020.

Educational aspects of proposal

3.1 The council believes that the proposal to replace the existing Braeview Academy and Craigie High School will bring a number of educational benefits in addition to securing best value. HM Inspectors agree that there are clear potential educational benefits from young people learning in a well-equipped and modern digital learning environment. A larger school should offer a wider range of curricular opportunities and promote further senior phase pathways which develop skills for learning, life and work. Improved accommodation will enable creative approaches to enhancing partnership working with, for example, Dundee and Angus College, Michelin Skills Centre/Industrial Park and Dundee Schools Music Theatre. New facilities will provide improved accessible and inclusive learning spaces which better meet the needs of all learners. The inclusion of bespoke pupil support areas including sensory enhanced support has the potential to improve experiences for young people with additional needs.

3.2 All stakeholders who met with HM Inspectors agreed with both aspects of the proposal. They agreed with the closure of both secondary schools and the building of a new school as well as expanding the catchment area for Grove Academy to include the current catchment area for Craigiebarns Primary School. Stakeholders recognise the range of advantages a new purpose-built school would bring for learners in terms of digital learning, specialist classrooms, flexible learning spaces and common areas. All stakeholders were positive about the wider curriculum a larger school could offer including enhanced links with the local college and other partners. They acknowledge the benefits to the community in having access to facilities at the new school beyond school opening hours. A few stakeholders expressed concern about the accessibility of public transport from some areas of the catchment, about safe routes to school and about the possibility of flooding around the site of the proposed new school.

3.3 Staff in all schools that received a virtual visit agreed with other stakeholders in terms of the advantages for children and young people as well as the community in general. They also welcomed the opportunity to work in collaboration with colleagues in a larger school and cluster. They felt this would provide rich opportunities for collaborative learning, planning and moderation.

3.4 The movement of the Craigiebarns Primary School catchment to Grove Academy will provide certainty for parents who have made the choice to send their children to Grove Academy. Young people will have access there to a modern learning environment and a wide curriculum. They will no longer need to wait for the outcome of placing requests. For children too, there is re-assurance that they will be able to move with their classmates to the same school. Children from Craigiebarns Primary School whose older siblings attend Craigie High School would like to be guaranteed a place in the new school.

Summary

HM Inspectors agree that the two aspects of the proposal have the potential to bring clear educational benefits for the children and young people in the area. In relation to the proposed new secondary school, whilst all stakeholders who met with HM Inspectors agree, a few also raised concerns about transport, safe routes and the potential for flooding at the proposed site. Should the proposal go ahead, the council should continue to work with the community to provide re-assurance and seek solutions where appropriate. In relation to the proposal to change the catchment area of Grove Academy to include Craigiebarns Primary School,

stakeholders are in favour of this, but a few would like re-assurance regarding the position of siblings whose older brothers or sisters attend Craigie High School.

HM Inspectors October 2020

APPENDIX 3

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with Braeview Academy Staff Venue : Braeview Academy

31st August 2020 4pm

Officers: Audrey May, Chief Education Officer (AM), Gordon Laidlaw, project officer (GL), Helen Gray, Education Officer (HG) (note taker).

Other Attendees: Kenny Clarkson, DHT Braeview Academy (KC)

5 individuals attended the session, those represented were staff

All conversations during the session took place in relation to Children and Families Service school estate proposals, of which formal consultation is being undertaken between 10th February and 27th March 2020. (extended during Aug 17th – September 4th 2020)

The Meeting was conducted via MS Teams, All schools staff were assembled (physically distanced) in the school conference room and engaged via video link.

Key observations/concerns raised:

At the start of the meeting AM thanked the schools staff for their attendance and stressed the importance of their views being expressed and shared with the Scottish Government.

AM presented the content within the PowerPoint presentation outlining the rationale for the proposal, the changes to catchment areas, predicted school rolls and the vision for the new school. She outlined the next steps would be to work with staff in both schools over time to develop the design, ethos, and identity. There were no questions.

Gordon Black, staff member, P.T. Modern Studies and E.I.S rep was, unfortunately unable to access the meeting however, following receipt of the presentation, posed the following question:

One question I may have asked last night, although I'm sure there will be many, is in reference to the final bullet point Slide 9 which reads:

• Critically, early engagement will focus on the structure of the amalgamated school community and implications related to staffing models.

Can I ask you to detail exactly what this bullet point means particularly in relation to words "implications related to staffing models."

The following reply was provided:

If the proposal goes ahead, Children and Families Service would wish to start working with both Braeview Academy and Craigie High School to understand the needs of the new school in relation to Staff and pupil ratios. Through the staffing formula this would enable us to understand what the staffing compliment would be and in which departments. In addition to this, it is hoped that the middle management structure would be implemented within each school and it is important that this is done in a collaborative way as at a future date two staffing compliments will become one.

Following the presentation the forum was opened for discussion and questions however there were none put forward. Everyone reminded of the opportunity to respond by the 4th September.

It was agreed that the presentation would be shared with Mr K Clarkson Depute Head Teacher who would put it out to all staff for any comment or response.

AM thanked everyone for listening and attending, Meeting closed at 4:35pm

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with Parent Council Venue – Braeview Academy

12 March 2020 7pm

Officers: Danny Webster, Education Manager (DW), Gordon Laidlaw, project officer (GL), Debbie Gallacher, Education Officer (note taker)

Other Attendees: Lesley Elder, HT Braeview Academy (LE)

4 individuals attended the session, those represented were staff/pupils/parents/carers.

Key observations/concerns raised:

At the start of the meeting, DW thanked the parents for their attendance and stressed the importance of their views being expressed and shared with the Scottish Government.

GL articulated the proposal for the community campus and the consultation process involved. He presented two maps, one showing the current catchment area and a second showing the proposed new boundaries. He explained the campus model i.e. the duel education and community elements and how families and communities would play a central role in discussions around the design and facilities.

Rationale

Question Wanted to know why this decision has been made now.

Answer Both schools have been assessed as category C i.e. in poor condition. The continued use of the porta cabins is not a viable long term option. A community learning campus would come from public money and be a public asset.

This campus would represent a state of the art, 21st century, high quality learning facility for the community in the east of Dundee.

Question Would like local contractors to be used in the construction of the building

Answer Part of the agreed approach is that the appointed contractors work with local companies and employers, Sustainable growth is part of the outcomes within the government strategy and this needs to be met as prat of the project.

Education v Community

Question Concerned the educational element will be on the back burner in favour of the community element which may have a charge.

Answer The educational provision will be of as high a standard as possible. Careful consideration will be given by the architectural team to the design of the building to suit the needs of the young people within, as well as the element which would also be designed to meet the needs of the community.

Question Concern a large school will overwhelm young people

Answer The design of the school can be such to reflect that of a smaller school with a series of buildings to avoid the structure being too large or imposing.

Question Recruitment of staff

Answer The expectation would be this campus would be an attractive proposition for staff.

Question Safety and security of pupils with the community element e.g. Would pupils witness inappropriate incidents?

Answer The school would have perimeter fencing, internal fobs and timed lockdowns - there are some very good existing examples of new builds from which intelligence can be drawn.

Question Would the school benefit from the community leases?

Answer There would be a lot of potential to work with other groups and organisations, bring people together and build community. Council officers agreed the importance of making available facilities and opportunities explicit to the community.

Question Would like facilities/opportunities within campus made explicit to families so they know what’s available

Answer Family engagement and learning is important to both current school communities and something which the school would wish to continue and encourage, facilities would be design with this in mind.

Question Parents request an August opening rather than a mid-session start

Answer Totally agree an August start would be the best option as this would minimise any disruption due to the summer holidays and not impact upon pupils during exam time.

Location

Question Traffic is often gridlocked around this area, the road isn’t wide enough for cars to park and the area is already very congested and dangerous

Answer Council officers agreed all those involved in the proposal and potential build should take cognisance of the traffic implications and travel planning for the school. This will form a considerable part of any future engagement if the project goes ahead as traffic calming to promote pupil safety around the campus is a paramount.

Question Concern expressed for the wildlife in the area

Answer The proposed location is equidistant from both current schools. Contractors are sensitive to the wildlife around a building area, they will also consider how to improve greenspace.

Question Concern around suitability of the ground due to the waterline

Answer Flood assessment has been carried out and further relevant actions will be undertaken to support the proposal, the proposed new school will not have a basement and would be built above the waterline.

Facilities and Resources

Question A guarantee children will get the best facilities and resources, changing cubicles rather than dressing rooms? consideration given to LGBT groups.

Answer The proposed campus would contain new, up to date facilities and equipment, using the cutting edge technology. Outcomes which need to be met as part of the funding outcomes include digital infrastructure There would be the potential to have IT access within the campus out with the school day.

Question Want a guarantee there will be facilities to support ASN and disabled access.

Answer Consideration of changing room requirements and ensuring the campus had suitable facilities for ASN, pupils and adults would be part of the planning process. Many elements of this have been reflected in the proposal paper.

Question We want a guarantee that teachers will be consulted as to the design, facilities, resources

Answer All relevant stakeholders for example, staff, pupils, parents, partners and community will be involved in any potential design development of a new facility, this is critical to the outcome of any new building if it is truly to embrace the concept of a community campus thus enabling ownership of their community resource.

Question Want reassured the building will be large enough to accommodate increased roll.

Answer A projection of the anticipated school roll has been carried out and the school will have a projected roll of no more than 1582, but a capacity for 1879 pupils, this will not only help reduce any concerns of the building being too busy or full but also allow it to cope with any future increase in roll resulting from a population increase within this part of the city.

Question Concern around expected use of technology when pupils might not have any at home

Answer By the very nature of the building being designed to meet the needs of the community, accessible resource will be built in to support any resourcing need/requirement by families within the locality. This may for example be in the form of a school library which is accessible by young people and their families either during or after school hours to support family learning or homework.

Question (One parent) I like the idea of the school having an outdoor amphitheatre

Answer All suggestions as to what the community may like or need would be considered, Outdoor learning is very much at the heart of current learning approaches and strategy.

In conclusion:

Parents were all in agreement that, if this was done properly, it would be a good thing and recognised the benefits i.e.

• Benefits for learning - a wider curriculum, greater choice; • Improved transition links between school and college; • Links with local community businesses; • Employment opportunities for young people; • STEM,(Science, technology, Engineering & Maths), innovation projects; • Opportunities for Family Learning and supporting parents with their own education, night classes; • Bespoke facilities for ASN pupils to support inclusion and transition.

DW thanked all for attending and sharing their views. He concluded the discussion with a summary and reiterated the benefit in terms of what he sees as the 4 ‘C’s:

Condition – going from a grade C to grade A building

Cash – by doing something different there will be government funding to ensure something better

Climate – improved environment for learning

Curriculum – a broadened and diversified curriculum – more staff/more classes/ better learning.

The meeting ended at approximately 7.45pm

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with Braeview Academy S1 & Pupil Voice Venue : Braeview Academy

4th March 2020 8.50am

Officers: Verity Scott, Senior Officer Locality West, Gordon Laidlaw , Project Officer Other Attendees: None

33 attended the session, those represented were staff/pupils/parents/carers, 30 S1 pupils split into two sessions, 15 in each. They were support by 3 senior pupils including the Head Girl.

Key observations/concerns raised:

What do you know

• Where it will be built, Where is it was going to be? Don’t know where it is! • By Drumgeith road • The idea of it, It might be happening, Will be in 2024– far enough in the future • We will be in 6th year • Schools were maybe coming together, Merger plans • New school, More Pupils • Better education, more subjects, more options • Don’t need to go up the brae • Lots of cars

What do you think

• We need a new school • Good because we wouldn’t be in portacabins, Portacabins short term solution • Not knowing how to go round the school will be hard • It will be good to have extra choices • Concerned there will be fights • Challenging moving to another school, lots of change, Stressful for us as 6th year new school, new school, teachers, resources while sitting exams. Will distract us. • Chance to meet new people • Would be a big range of facilities in a bigger school which would be good • Wide range of subjects • Unsure • Less opportunities • Fights, Risky mixing young people from different schools, would eventually settle down but might take a few years • Not as good as just Braeview • Smaller school is better

• Bigger school, more friends/meet more new people. • Less spaces in sports teams • Fear of not getting Braeview teachers • New teachers in senior phase would be hard – build up relationships with teachers • More activities, more course choices • More opportunities at lunchtimes • Closer to walk to school, Closer to house • Already experiences merger in primary school • Better equipment/resources including toilets and social area • Improve attendance • Different choices for lunch – have own kitchen so better food • New equipment/resources – new toilets /social and lunch area • Getting to and from school – traffic/buses • New people would make us anxious

What would you like to happen

• A new school - Merge school – new opportunities o Big school o Get away from portacabins o Get to know new people o Bigger clubs o Better equipment • Built 2 new schools – want a new school but not a merged schools same as local Longhaugh and St Francis, Not merge school – lots of fights? • Schools should get joined together because fair for both • Schools both get joined together not separated • Both schools should get to do clubs together, It would be competitive • Get more trips / outdoor education, More sports • Get better pitches • Proper changing rooms • Bigger classrooms • More teachers • Braeview teachers with Braeview pupils? • Common rooms? • Somewhere to go when its cold outside! • Better equipment • Getting to choose curriculum, More subject choices, better opportunities • Rooms for behavioural punishments

What would you like to know (Answer given by GL/VS italicized below each question)

• Will the school be mixed? Fully merged? o Yes • Will the teachers be the same? What will happen to the teachers? o Yet to be discussed but a lot of staff will be needed to teach and support all the pupils. • What will it be called? Uniform? o This will be up to the school community including yourselves • Will it have a kitchen for lunches? Canteen size? o Yes it would have a kitchen, school is yet to be designed but canteen would be big enough for the size of school • Would it get delayed! o All depends on the outcome of this consultation • Would this school be getting knocked down before the new school go built? o NO • Updates on progress?

o Yes we would want pupils involved regularly through the process if it went ahead. • What classes we will get? o This would all be decided in the future if the school happens • Travelling to school, School bus system? o The consultation report states that travels plans and bus/cycle/walking routes would have to be worked out with local travel companies such as NXD. • Craigie High thoughts, teachers thoughts, other pupils thoughts? o We are having similar meetings with them also to get their views on the proposal. • How many classrooms? o Enough for up to 1879 pupils • Mixed classes? o Yes this would happen if the schools were to merge. • Support for moving - tours around new school etc. o Worked well for the new Harris & Baldragon, we would want to do the same, particularly for vulnerable pupils. • SFL, Study support? o Essential and part of the work which would be undertaken by school staff.

All attendees were made aware that their views would be collated into a consultation report to help inform final decisions regarding the proposals. Views out with the meeting could also be shared via email and written response as indicated within the consultation materials to Children and Families Service.

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions Braeview Academy Public Meeting Venue : North East Campus

5th March 2020 7pm

Officers: Audrey May Chief Education Office (AM), Danny Webster Education Manager (DW), Gordon Laidlaw Project Officer(GL), Andy McGregor Education Officer (AMc), Anne Leary Education Officer (note taker) Other Attendees: None.

6 attended the session, those represented were parents/carers/members of public.

Key observations/concerns raised:

Question Can parents look at the changes to the map and the impact on school catchments?

Answer Yes, an interactive map is available of the DCC website. Parents can put in their postcode and find out the schools to which they belong.

Question LCC if school goes ahead – will it have a new identity?

Answer Brand new identity – part of a community consultation and the views of young people taken into account. Planned well in advance of the school opening.

Question Kingspark – senior children from that school joining the new school – what will be the impact?

Answer AM: Capacity issue – so we need to give them wider range of opportunities. Gap appearing in what’s available for senior pupils at Kingspark, particularly in relation to transition to college and so provision will be made in the new school. Good partnership with D&A College because some find the transition from Kingspark to college difficult – college staff would work within the SfL provision to support young people to access college learning in a familiar setting. This is still to be finalised but goal is to improve outcomes for those young people. Detail to be worked out. The priority would be getting them onto an appropriate adult pathway.

DW: Very helpful discussions have taken place between council officers and the college principal, these would be developed further if the proposal was to go ahead.

Question Are there opportunities for community participation?

Answer There will be opportunities for adult /family learning. Building this provision as part of the community. Example : 3-18 Campus in Perth – library was a community in addition to being a school library, the space was shared. Initially some were concerned about how this would work however over time everyone realised the positive impact on children and young people, families and the wider community.. This provision enabled school pupils to work within the community to undertake some of their courses. Pupils then volunteered at weekends and got Saltire Awards as a result. Adult literacy programmes, family learning with parents and the school was also achieved as a result of this shared space.

Question Will new school have swimming pool?

Answer Can’t say at present, need still to map this out across the city to see whether or not there is a need, a group is looking at this. Once the decision is made about the school then the planning process takes this into account. E.g. 3G pitch for the community campus – all of this will be mapped out.

Question Worried about ethos and culture a bigger school?

Answer GL: Within the planning process the feeling of a smaller school can be captured in a larger building. We need to embrace the excitement from young people with the thought of a new school, its design, what it can offer them.

AM: The more we involve young people in the process, the more they will feel that they belong and have ownership. Schools will help pupils to transition into the new campus – leadership opportunities, the quality of relationships. We look at the bigger picture e.g. impact on the curriculum i.e. Smaller school cannot offer the wider range of subjects and pathways to ensure that all young people have positive destinations. How we work with young people to make this work is important.

Question What was the experience of bring together Menzieshill and Harris pupils?

Answer The council sent out a team of officers to undertake an extended review to evaluate impact of transition approximately a year after the school had opened – young people’s resilience helped them to cope – it was no longer an issue. All of the young people saw themselves as one community, large building didn’t upset them and all fears dissipated, young people involved in clever design which was unique and appropriate working with young people. Harris example was different to other experiences because the Menzieshill high school seemed to merge so well. Young people mix more across the city nowadays as well as through social media which makes it easier. Used to be much more tribalism in the city but there is less fear as a result of young people accessing the whole city. Young people identified as enjoying the opportunity to come together as one community.

During Braeview fire young people told us that the joint sharing of a school was not an issue, this new building could bring other opportunities such as city music and drama opportunities. Different times now – schemes not limited due to social media. If proposal goes ahead this proposal has four years to do in-depth work with the children, families, community, businesses etc.

Question Will there be differences in facilities across the city?

Answer Currently there is a wide difference in what children experience, you only need to look at these two secondary’s compared to the newer building across the city. Equity of provision is the main motivation. When both schools shared Craigie High School after the fire, pupils had already meet each other through DSMT, sports, music etc. they gelled quickly and then organised social events together for everyone including younger pupils which showed a real sense of camaraderie. Adults were more concerned than the young people.

Question What happens if Scottish Government says no?

Answer Some more work is still to be done in the consultation process, focus groups, parent councils and other public meetings, before further reports and involvement of Education Scotland. Then there is a committee following that which review the outcome report and a paper which gives proposals resulting from the whole process. Ultimately our elected members decide, In addition to that producing extensive papers to submit to Scottish Government for funding and meeting key criteria is key to this process, they don’t give money to just replace old buildings – has to be something innovative and different. This is the best option to get the funding. It’s less likely to be “No” through this mechanism rather than asked to rebuild a new Braeview and Craigie.

Question Is there any other site?

Answer This is the preferred site – central to the catchment, there are other sites which are less central or offer other problems and issues such as not being able to take a school of this size.

Question As well as putting through plans for this development – any plans for two schools in the short term?

Answer Planned and ongoing work to both schools will still be required as any new proposed school will not be ready until Aug 2024 at the earliest, the extent to these works required to both school in the meantime would depend on the councils plans and needs of the schools. Both schools will require work until new school is being built to keep it safe and up to at least their current level of condition.

Question Will education be disrupted during building and transition to new school?

Answer Significant amount of work done to ensure continuity of experience including curriculum, resources. Staff will continue to work collaboratively for a few years prior to new school to ensure smooth transition. Because of the fire the two schools now work collaboratively in any case, they are what is known as School Improvement Partners. They will start to match curriculum well in advance and are already working on shared pedagogy, they would want to avoid any duplication for young people, Same LLCP - joint HWB and safety projects which is Important to get this message across.

Meeting closed at 8.10, Mrs May thanked everyone for attending and encouraged them to share any other thoughts or view via the appropriate methods.

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with Craigie High School Staff Venue : Craigie High School

2nd September 2020 4pm

Officers: Paul Clancy (PC), Gordon Laidlaw, project officer (GL) (note taker).

Other Attendees: None.

1 individuals attended the session, those represented were staff

The Meeting was conducted via MS Teams, All staff were assembled (physically distanced) in the Heat Teachers office and engaged via video link.

Key observations/concerns raised:

At the start of the meeting, PC thanked the everyone for their attendance and stressed the importance of their views being expressed and shared with the Scottish Government.

GL articulated the proposal for the community campus and the consultation process involved. He talked to a prepared presentation which was shared on-screen and latterly shared the presentation with the Headteacher Andrena Waghorn for all staff.

Consultee’s Comments:

A positive move for the school and desperately needed - fully supportive of the proposal. School has been short changed in the past and a new building will help build ethos.

More can be offered by the bigger school, better provision means better opportunities for everyone. It will be Craigie’s anniversary on the 4th September, its now 50 years old.

New building will bring school into heart of community. It brings many combined needs for both schools, pupils and staff.

Expect it will be more accessible for a greater number of pupils.

PC thanked everyone for listening, attending and contributing. Meeting closed at 5.05pm

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with Parent Council Venue – Craigie High School

2 March 2020 6pm

Officers: Danny Webster Education Manager (East), Gordon Laidlaw Project Officer.

Other Attendees: Andrena Waghorn Head Teacher

1 individual attended the session, those represented were staff/pupils/parents/carers All conversations during the session took place in relation to Children and Families Service school estate proposals, of which formal consultation is being undertaken between 10th February and 27th March 2020.

Key observations/concerns raised:

Despite resistance to previous proposal of the two schools coming together, the parent acknowledged the opportunities that the proposal could bring to the young people and wider community of Craigie High School.

The parent appreciated the current condition of the Craigie High School building was poor and pupils and staff would benefit from a new environment, they also appreciated that an increase in pupil population would enable the potential for more subject choice, a wider curriculum and potentially better learning experiences through individual classes (Nat 4, Nat 5 or Higher) rather than composite.

They were keen that pupils, staff and parents would have involvement in other aspects of the process if the proposal was to be agreed. For example, School name, Badge, Uniform and Design of their new school.

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions Craigie High School Public Meeting Venue – Claypotts Castle Primary School

11 March 2020 6pm

Officers: Gordon Laidlaw Project Officer, Fiona Low Education Officer, Angela White Education Officer, Audrey May Chief Education Officer, Andy Macgregor Education Officer (note taker) Other Attendees: Mrs Gillian McKay Acting Head Teacher

18 individuals attended the session, those represented were staff/pupils/parents/ carers/members of the public.

Key observations/concerns raised:

Question The distance from Grove to the western edge of proposed new catchment is much greater than to some homes remaining in the catchment of the new school e.g. houses on Baldovie Road. Would those who are closer still get into Grove?

Answer AM - We would apply the placing request guidelines, Priority 1 pupils in the catchment would be given a place and the remaining places would be allocated based up the priority status of the remaining pupils, this means more priority 1 pupils will attend Grove rather than lower priority pupils.

Question Facilities in both schools are currently good – I hope we won't lose facilities eg pools and other spaces such as gyms which are used extensively by the community.

Answer AM - speaking to L&C, Neighbourhood services, etc. Full consultation will be held on what exists and what we need. Nothing is yet decided, pools, pitches and sports facilities are being looked at across the local authority by a number of relevant parties including the council through a “places strategy” to make sure we don’t duplicate thing unnecessarily and identify where there may be a deficit.

Question What do the teaching staff at Braeview and Craigie think of the proposal?

Answer AM - they are part of consultation; generally positive response so far; formal meetings are planned during the coming weeks to gain their views however they understand that this is needed; we will work closely with both sets of staff over a long time. Experience of S3-S6 Braeview in Craigie during the recent decant due to the Braeview fire was largely positive according to both pupils and staff.

Question Will there be enough support, in a bigger school, for pupils with hearing impairment?

Answer AM: Yes; Provision for ASN pupils is a key part of the proposal, there is already good resource in the current schools, staffing ratios will reflect pupil numbers and the school roll, the detail of this will need to be worked through with colleagues if the proposal is to go ahead however this is one of many key elements of the proposal..

Question Will there be enough space?

Answer AM: Yes; Initial roll will be approximately 1600 in a school able to take approximately 1879 pupils. The Intention is to build the school larger so it can accommodate more pupils if the population in this area grows in the future.

Question Will there be ASN staff cuts?

Answer AM: No; staffing will always be in line with national guidance, we continue to work to a staffing formula, if anything the staff numbers will grow over the years with the increase in pupil roll.

Question Did Braeview and Craigie staff have difficulties working together when the schools were together after the Braeview fire?

Answer AM: No, although such situations are often more challenging for staff than for pupils. S3-6 got on really well and jointly planned included events during their time in the same building. Staff also worked well together to overcome any issues, a lot of resources were lost by Braeview as a result of the fire, both schools already worked closely as planning partners, colleagues shared and developed even more resources as a result of them sharing a building for several months.

Question I was at Craigie HS (I am hearing impaired) and remember lots of troubles when Linlathen and Whitfield merged. There was lots of bullying and behaviour was poor. Would that be repeated or even worse, with the bigger roll?

Answer AM: ensuring that all children are safe is a key role for any school and will be central to planning and preparation for moving into the new school. Times are different – youngsters from different areas know each other much better now, through social media and social events. We have learnt a great deal from recently bringing together other schools in the city and are confident that this won’t be an issue, if this proposal goes ahead, a significant period of time is available to work with both the secondary’s and primaries in joint transitional activities.

Question I don't think CHS is that bad just now - with a bit of spending the building could be improved greatly, although not like a new school.

Answer AM: Unfortunately the issue is not simply cosmetic, the infrastructure of the building at Craigie has a finite life, given both school buildings are graded “C” we don’t think that the spend required could be justified because of the overall condition of both buildings. The Council also has to apply for funding support to build new schools, we are more likely to gain approval from the Scottish Government to build the proposed Campus as it meets many more of their criteria, than two individual schools. Building two schools would also be much more expensive at a time when council have less and less money available to them, the Scottish Government will not simply give you funding to replace like with like.

Question How are catchment boundaries worked out? My house is much closer to Grove than to this new school. My walk would be 15 min to Grove, 30 min to new site.

Answer GL: demographics, population figures and projections are all modelled by council departments who specialize in this. From these figures, catchment boundaries are proposed then agreed at Committee, catchment lines tend to be drawn according to main roads as these often are seen as natural boundaries.

AM: Schools are rarely right in the center of their catchment and there are often situations where some houses are a bit nearer to another school than the catchment one. Parents always have the right to make a Placing Request to a non-catchment school which will be considered in relation to available spaces.

Question My daughter will be in Craigie S5 at the time of the new school opening and we live in the Craigiebarns catchment which will change to Grove. Will she be able to move to the new school with her friends?

Answer AM and GL: Yes, definitely. All pupils at Craigie or Braeview at the time of the merge will be able to attend the new school, currently the catchment change proposal is for Craigiebarns pupils to undertake transitional activities and attend Grove from August 2024. This applies to the P7 who would be the new S1 for session 2024-25.

Question When the two schools come together, will young people be able to stay in classes with their friends or would they all be mixed up?

Answer AM: the intention would always be to minimise upset and so pupils’ opinions and views would always be taken into account when setting up classes. We wouldn’t want to have ‘ex-Craigie only’ and ‘ex Braeview only’ classes though, so there would need to be some mixing. Again the transitional work undertaken between the primaries and secondary’s well in advance of the two schools coming together will be key to this, so young people have the opportunity to socialise and learn together so they can build and establish relationships. Many young people already know one another through social media and local clubs or associations

Question What would the transition arrangements be for the start of the new school and what work would be done with young people in advance?

Answer AM: we have lots of experience of and success with this. Lots of joint activities and consultation with youngsters will take place; the schools have already aligned their curriculum structures because of the recent Braeview fire and curricular offers and staffing structures would be carefully worked through and have union and staff involvement if this proposal goes ahead; staff already work very closely together and would have many more opportunities to continue to do so.

AM thanked everyone for attending and closed the meeting at 7:15pm.

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with Craigie High S1 & Pupil Voice Venue : Craigie High School

4th March 2020 2pm

Officers: Verity Scott, Senior Officer Locality West, Gordon Laidlaw , Project Officer Other Attendees: None

25 attended the session, those represented were staff/pupils/parents/carers, 24 S1 pupils split into two sessions, 12 in each. They were support by a senior pupil.

Key observations/concerns raised:

What do you know

• Possibility of a new school • Government can’t fund 2 schools • Craigiebarns catchment change • Rubbish condition of both schools • Lots of stress involved in the move – if happens • Isn’t it on a flood plain? • Talked about it in a school meeting, Knew that people were coming so we could tell them what we think! • Knew where the new school was going to be– where St Saviours was • Braeview was burnt down • Craigie is in a state – especially bathrooms • Both schools are merging into one, Schools were maybe coming together • Costs lots of money

What do you think

• I think it’s a good idea because the school is really old and we need an upgrade • We think it’s a really good idea • Think Braeview and Craigie should become one school because Craigie is really old • Craigie is falling apart/vandalism/school unsafe • It is a good idea but will come with failures and some pupils will leave • I think it’s a bad idea, like starting S1 again and it will be so confusing • Just do repairs don’t build new school such as toilets/showers • Could be noisy as too many people –hard if your anxious • So difficult to transition from P7 upwards as large amounts of pupils • I think Craigiebarns going to Grove is good idea because there will be too many people going to the new school • Grove is quite far and may not be able to cope with Craigiebarns pupils

• Fighting between pupils? Need supervision to avoid fights! • There’s never an perfect time to do it • Hard for people doing exams if we moved early. • It wouldn’t effect education if people get used to the school as it is at the start of a new school year (August). • Bus an issue – related to change of catchment and new school, how to get to school • Need to look at buses and bus routes • New schools look nice- Grove • New schools are in better condition • Mixed feelings – better looking/resources • It will disrupt our learning and exams • It should not happen • Not many would be there if you don’t go into 6th year.

What would you like to happen

• New school, help design the school • New name, have a say in the name • To have a say on the uniform • All pupils included in one school. • We would like to keep friends together. • We would like to help in the design – new badge and bits for the school • More trips and clubs • We think it should happen because Craigie is really old and Braeview is burned • Craigie could be upgraded – but understand it has issues • Transitions days for both schools to come together to check the new school in Year groups – S6 one day then S5 and so on…. • Organise activities to get to know each other people • Better to have bigger school with more resources • Mixed opinions – new larger school • Prefer a smaller school, smaller classes but realise why bigger school is better • Catchment to stay the same – to help siblings • We would like Craigiebarns catchment to be split or a choice given • It is better for the government so I am in • Swimming pool • Bus route/school bus • Harsher punishments for breaking things • One group split group – 2 undecided 2 want merger

What would you like to know (Answer given by GL/VS italicized below each question)

• Grove too far to walk for Craigiebarns pupils? o Depends on where they live, no different to other schools and their catchments. • What would happen to the land from our school? o Not yet decided, but building would likely be knocked down. • Will there be places for lunch out of school? o The school will have a dining centre, there are some local shops • Can we mix Braeview and Craigie badge and tie together? o Pupils would be involved in all aspects of a potential new uniform. • Will there be free new ties? o Good question, don’t know but will ask • Understanding of costs –why can’t we have 2 schools? o It’s difficult for the council to borrow big amounts of money, there are certain requirements set out in order to get funding support from the government, a bigger proposed campus would achieve more of the governments outcomes and could create more facilities for the community. Smaller schools have limited opportunities due to reduced curriculum and subject choices.

o Discussion re costs of 1 verses 2 schools • Are Braeview and Craigie the only C grades schools? o Yes the only remaining Secondary schools that have not been extensively refurbished or replaced. o Discussion re school estate • What do Braeview think? o They asked the same question earlier today we explained we would meet with you as well and record your views! • Would the teachers be the same? What will happen to the teachers? o Not yet discussed but the campus will need a lot of teachers to teach/support all pupils within the merged school. We would expect most teachers to move to the new school, however before that time some may retire or get other jobs or promotions. • How will Craigiebarns go to Grove if there is already lots of people there? o A lot of young people from the Craigiebarns catchment area already attend Grove, the school has the capacity to cope. • What is the new catchment area for the school going to be? o Same as currently for both schools with the exception of Craigiebarns Primary School. • What would happen to younger siblings? Would they be able to come to same school? o Yes that would be part of the proposal, Families also have the choice to apply for other schools if they wish. • What would happen to this building? use for support school? o Don’t know, the building may likely get knocked down however no discussion has taken place about the site. • Would transition events would be held? o Explained an extensive transition plan will be agreed between all schools including the primaries. • Would there be a way to bridge the gaps between learning in the 2 schools. o Yes in fact both schools have shared a lot of curriculum and planning since the Braeview fire as they lost a lot of materials, Schools already develop materials as they are called learning partners which means they share results and plans on how they perform and improve.

Discussion around process and the involvement of both schools in the consultation

• Will there be a bus route, Will there be a school bus? • What will happen to our exams, would this disrupt exams? • The name of the School, Design the uniform and the Badge. • Were Braeview & Craigie considered for upgrading earlier before they got worse? • Would there be a quiet room?

All attendees were made aware that their views would be collated into a consultation report to help inform final decision regarding the proposals. Views out with the meeting could also be shared via email and written response as indicated within the consultation materials to Children and Families Service.

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with Grove Academy Staff Venue : Grove Academy

1st September 2020 4pm

Officers: Pam Nesbitt Education Manager (PN), Gordon Laidlaw, project officer (GL), Helen Gray, Education Officer (HG) (note taker).

Other Attendees: Graham Hutton, HT Grove Academy (GH)

2 individuals attended the session, those represented were staff

The Meeting was conducted via MS Teams, All staff were assembled (physically distanced) in the Heat Teachers office and engaged via video link.

Key observations/concerns raised:

At the start of the meeting, PN thanked everyone for their attendance and stressed the importance of their views being expressed and shared with the Scottish Government.

GL articulated the proposal for the community campus and the consultation process involved. He talked to a prepared presentation which was shared on-screen and latterly shared presentation with GH who distributed to all school staff.

The staff member acknowledged and supports intention of proposals however had questions regarding the detail.

Question : With reference to the catchment changes we were asked if the predictions were accurate. Concern was raised regarding Grove being near capacity and the potential need to use portacabins or Eastern because of their lack of outside space.

Answer: Predictions were explained, data from current primary rolls and the next 6 years available and factual. Data analysis team have worked with City Development and used their expertise in knowing new build housing development capacity surrounding them. While not an exact science it is very reliable.

Question : With reference to presentation it suggests pupils will experience a modern digital learning environment, however within Grove Wi-Fi is a concern due to its unreliability.

Answer: This issue was acknowledged and notes. We would be keen support the school in address this issue to make sure this doesn’t impact negatively upon the teaching and learning experience for young people and colleagues within the school.

Question: What will happen with placing requests if there are more pupils in the catchment area, currently some children are priority 1 and on a waiting list.

Answer: By increasing the catchment area, over time the school will increase the number of priority 1 pupil on the roll, this will reduce the number of available places for pupils that live out with catchment. A fuller school will also mean less places and spaces are available and strengthens the schools case when faced with a placing request appeal. Reserve spaces are allocated for families moving into the catchment area, waiting lists come about if these places are already taken and the year group is full.

Question Could there be a check on all data given there may be a change resulting from the COVID outbreak.

Answer: GL agreed to do so.

Staff did agree with need for equity of provision across the city and with the new build proposal. GL also agreed to provide heat maps which identified current Grove pupils living within the Craigiebarns catchment area.

Pam Nesbitt finished the meeting by thanking everyone for listening, attending and contributing. Meeting closed at 4:55pm

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with Grove Pupil Voice Venue : Grove Academy

4th March 2020

Officers: Verity Scott, Senior Officer Locality West, Gordon Laidlaw , Project Officer Other Attendees: Graham Hutton HT, Mark Docherty DHT – both were present at point throughout the discussion. 8 attended the session, those represented were staff/pupils/parents/carers, These were representatives of pupils voice from S1-S6, the majority previously attended Craigiebarns primary school. All conversations during the session took place in relation to Children and Families Service school estate proposals, of which formal consultation is being undertaken between 10th February and 27th March 2020.

Key observations/concerns raised: What do you know • Knew about it through letter from school • Knew about through sibling attending Craigiebarns • Rumours since Braeview burnt down – people talking that they might merge • Rumours since P6 • Informal consultation last year

What do you think • One pupil don’t think the merger is a good idea because of friction that happened during decant, they had heard this from friends attending another school. o Officers explained the proposal was for one school community so would be different to the two schools sharing a building during the decant. • Think it’s a good idea for Craigiebarns pupils to attend Grove • Transition was hard when you were the only pupil who moved to Grove from Craigiebarns • Transition easier if whole of P7 moved to one school.

What would you like to happen • Craigiebarns to come into Grove catchment • Choice to also attend new merger school, brothers and sisters. • Catchment a good idea but not so sure about the merger. • Group felt it was a good idea to build a new school larger than the current roll to allow for space in the future, based on their experience at Grove

What would you like to know • Why do they want to merge two schools? o GL gave an overview of proposal • What will happen to teachers in the schools?

o If proposal is taken forward teachers and young people will be involved in all aspects of merger. Conversations haven’t taken place with teachers regarding staffing implication due to the sensitivities, this will happen if the proposal is agreed in the future. Staff are being consulted on the proposals. • What will happen to the old sites? o Discussed options for sites such as green space or future housing– pupils suggested more park space was a good idea. • Would the school have to be large? o Discussed numbers in comparison to Grove and also careful design would not make buildings or community campus too large or imposing. • How much would it cost? o The cost has been worked out based on figure supplied by the Scottish Futures Trust, they are a government organisation who work with local authorities. The estimate is £60m. • Why not two schools? o Discussed costs of one school verses two but more importantly pupil benefits including curricular experience/opportunities.

School Estate Proposals FORMAL CONSULTATION ACTIVITY

Engagement Sessions with Grove Academy Parent Council Venue : Grove Academy

(this session didn’t happen due to COVID 19 Lockdown however the following response was received in writing from the parent council)

3rd September 2020

As a Parent Council, we circulated the letter dated 17th August via email to all our members asking for feedback, as well as sharing the DCC links to the consultation on our Facebook and Twitter accounts. Unfortunately we have received absolutely no feedback. In addition to that, previously in March we circulated information in a similar manner to alert parents and parent council members. As a parent council, we are confident that everyone has been informed and given a chance to know and respond to the proposal and we cannot find any grounds for objections to the plans.

In our opinion, Grove Academy are not affected by this development to the same extent compared to the other parties involved. We have read the proposal, and recognise that in this we would rather not like to advocate either for or against the proposal. Grove Academy is a fabulous school and as parent body we welcome new pupils to experience the opportunities offered by the school.

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Session with Staff Focus Group Craigiebarns Primary School

11 March 2020

Officer: Iris Thomson, Education Officer Other Attendees:

7 individuals attended the session, those represented were mainstream teachers, enhanced support staff and school SLT.

Expansion of the catchment area for Grove Academy from August 2024 to embrace the current Craigiebarns Primary School Catchment area.

Key observations/concerns raised: (answers provided below have been composed after the meeting.)

• Would there be a choice of Grove or Craigie for children in the enhanced area? Answer: this is not part of the proposal but would be considered along with other consultees responses. • Would the enhanced area be restricted to one school? Answer: This detail is yet to be decided, it may be that an enhanced area is required in the new school and in Grove dependent upon which pupils go to these schools. • Do you envisage there being a more peripatetic service rather than an enhanced support? Answer: Depending upon the service needs, If the proposal is agreed, further engagement will be required to ascertain what model of delivery will best meet the needs of the young people and the service. • Has anyone considered what would happen in relation to siblings – especially of enhanced area children? Answer: Dundee City Council would always wish to provide the opportunity of siblings attending the same school and this level of priority would be part of the proposal. • Will there be space in Grove if catchment were to be expanded? Answer: Form both analysis and projections undertake, Yes. • Would there be actual ‘physical’ space in Grove to operate? Answer: Yes, currently 24% of pupils attending Grove are out with the catchment area, this proposal will increase the number of catchment pupils and decrease the space for non- catchment. • Is there going to be a new Craigiebarns school built? Answer: We continue to monitor the condition and suitability of the school estate on an annual basis, depending upon how the building performs over the coming years will determine if and when this may happen. • Are there any proposals to upgrade Craigiebarns? – currently category C condition

Answer: Yes there are planned works which were highlighted in the service estate report in January 2020, further planned works are anticipated in the coming year. • What are the logistics of pupils getting to Grove? Will there be extra transport laid on? Answer: The distance from the furthest extent of the Craigiebarns catchment area to Grove Academy is less than 3 miles, there is no requirement to provide transport. • What do the Grove teachers think about the proposals? Answer: A similar meeting is planned to consult Grove staff. • Is the proposal for Barnhill primary pupils to move to the Monifieth High catchment still going ahead? Answer: At this time there is no definitive answer on this as, Angus council are still undertaking engagement regarding the Monifieth estate and in September 2019 deferred any decision on this as the Tri-council school was not going ahead.

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Session with Craigiebarns P3-P7 Pupil Focus Group Craigiebarns Primary School

11 March 2020

Officer: Iris Thomson, Education Officer Other Attendees: None

9 individuals attended the session, those represented were pupils All conversations during the session took place in relation to Children and Families Service school estate proposals, of which formal consultation is being undertaken between 10th February and 27th March 2020.

• What would the new school be called? • We would be moving to a nicer school • I think it’s a good idea (P6) • They will build new houses at Craigie site (seen as a positive thing by pupils) • Is it not cheaper to do up 2 schools rather than build a new school?

Expansion of the catchment area for Grove Academy from August 2024 to embrace the current Craigiebarns Primary School Catchment area.

Key observations/concerns raised:

What do you know

• We would be moving from an old school to a newer one (P3) • I know lots of people there – Grove (P3) • I live nearer to Grove • I already go the swimming at Grove (P3)

What do you think

• We would meet new friends • It is a new building and will have newer toilets • We would be moving to a nicer school • It’s far away, It’s hard to get there. • It’s a longer distance to travel • There will be more resources • Grove is too far away for some pupils. • It is easier to get there (for some pupils only)

• I won’t see my friends • Unfamiliar teachers

What would you like to happen

• It’s a good idea • My mum doesn’t want it to change (P5)

What would you like to know

• I live near Grove. If I went to Craigie then the catchment changed, could I move to Grove? o Yes if your parents wished to move your school they could make a placing request. • Will siblings be split up? o No, not if they don’t want to , priority would remain for siblings • Would we have a different tie? o Yes • How big is Grove? Would there be enough room for everyone? Would Grove not be too crowded? o Grove is a big school that can take up to 1370 pupils, with so many pupils it will be busier compared to Craigiebarns or Craigie High School particularly in social areas at break and in the dining centre but should not be crowded. • Would there be transport put on to get to Grove? o Only if someone is entitled to it, most if not all families will live less than 3 miles from the school, so transport would not be required. • If they decide against it, what would happen then? o It would depend on what or if any of the proposals were accepted as to what would happen next, this would need to be looked at. • the layout of Grove, I don’t know it. o Any new pupils starting at Grove are shown round or buddied in their first few days, A transition programme is run by grove for all its associated primaries, similar to Craigie High School.

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with Fintry Primary Pupil Voice Venue : Fintry Primary School

5th March 2020 8.50am

Officers: Anne Leary Education Officer Other Attendees: None

8 attended the session, those represented were staff/pupils/parents/carers,

Key observations/concerns raised:

What do you know

• There will be a merging of the two schools • The school will be located near the Drumgeith pitches • Teachers will be the same • Braeview doesn’t have enough teachers and the young people are in portable cabins • Braeview doesn’t have a lot of money after the fire

What do you think

• Think I’ll be good to meet more friends but some people might not like that • I’d like it because I know lots of people from the CHS area but may be more fights • Good because it will be a new building – but worrying for those sitting exams might be disadvantaged • Better because new equipment and school could afford more and buy the best equipment and more staff which would be better for all of us • A new school will be better because both schools are old and not really suitable, so this will be much better • I like it with two schools merged but worried about there being too many people in one building • The plan is good because we will have a new school, and more people to meet and make friends with, but might scare some people • Good because there will be more people, but bad because there may be more fights and vandalism.

What would you like to happen

• Merge and have a new school – wider friendship • I want a big, new school

• I would like a brand new school • I would like a new school, • I want a new school, bigger, better, with more facilities, space, equipment • I want a new school with better equipment for learning • I would like a new school, with better facilities, and it would be a waste of money to upgrade two old schools • I want a new school, with better equipment, and more stuff, it will make learning more interesting • I would like a new school, new resources, computers, laptops etc

What would you like to know

• Is it going to happen? o It will depend on the outcome of all the conversations we are having, lots of reports will be written and given to a committee of local politicians who will make the decision based on all the information. • Who will help me when I am feeling lost in new building? o A lot of work will be put into this if the building goes ahead, from recent experience with other schools we have found the best way it to take the oldest pupils into the school to help them familiarise, then through other pupils help everyone learn their way, this would be done over time prior to the school opening, pupils would also be involved in coming up with the best way to sign post inside the new building.

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with pupils from Longhaugh Primary School Venue Longhaugh primary school

25th February 2020

Officers: Debbie Gallacher Other Attendees: N/A

6 individuals attended the session, those represented were pupils

Key observations/concerns raised:

• More people in a school means more friends • All good things come to an end so it’s maybe time for Braeview to close • Sometimes we just have to accept change • It would be good to have a school in better condition with better equipment and facilities

The following concerns were raised:

• Flooding plain, (explained City Development have checked the land) • The busy road – expressed the need for more crossing patrollers • Don’t like change – more people means more fights and more bullying • Further distance to travel? and parking problems on a busy road

School Estate Proposals

FORMAL CONSULTATION ACTIVITY

Engagement Sessions with LCPPs

February 2020

Officers: G Laidlaw

All conversations during each LCPP session took place in relation to Children and Families Service school estate proposals, of which formal consultation was being undertaken between 10th February and 27th March 2020. The following LCPP’s associated to the affected schools were attended and feedback is provided below:

North East LCPP 10th February 2020 2pm North East Campus

• Proposal is good for the east of the city. • Request that communities are engaged as much as possible, and where relevant officers could attend meetings to assist and promote public understanding of proposals.

East End LCPP 13th February 2020 3pm Douglas Community Centre

• What will the school do to enhance the community, would accommodation be provided for community in addition to existing resources. o The building would be a community asset, as such they would have a say in the design of the building and potential services that could be delivered from it, Yes we would hope the building would complement existing resource. • Will the community be able to use facilities in the campus outside of school hours. o Yes this is the guiding principle behind the potential future building and the what the council aspires to.

The Ferry LCPP 13th February 2020 5.30pm Blackness Library

• This is seen as a positive development for the West Ferry community and families in the east of the city.

The remaining LCPP meetings were also attended and the school estate proposals shared.

West End LCPP 6th February 2020

Coldside LCPP 11th February 2020

Maryfield LCPP 13th February 2020

Lochee LCPP 25th February 2020

Strathmartine LCPP 26th February 2020

APPENDIX 4 Proposed Catchment Boundaries Grove Academy

Map 1: Proposed new catchment boundary for Grove Academy

The proposed new boundary for Grove Academy's catchment will run from the Dundee City Council boundary at Grid reference NO423306 north through the docks to Carolina Court. It will then run north along the eastern property boundary of 5 Carolina Court then across Broughty Ferry Road and north along the centreline of Murray Street continuing east along the centre line of Murray Street to the junction with Dalgleish Road. Then north along the centreline of Dalgleish Road to the junction with the Arbroath Road (B959). Then east along the centreline of the Arbroath Road transitioning into the Arbroath Road (A92), continuing along the centreline of the Arbroath Road (A92) to the Claypotts junction with Baldovie Road. Then north along the centreline of Baldovie Road to the junction with Drumgeith Road and Kellas Road. Then north along the centreline of Kellas Road (B978) to meet the Dundee City Council Boundary at grid reference NO452338. The catchment boundary will then follow Dundee City Council's boundary clockwise to close at Grid reference NO423306.

Map 2: Proposed catchment for the new learning estate replacing Braeview Academy and Craigie High School

The proposed boundary for the new learning estate would run from the center point of the roundabout at the junction of the Kingsway (A90) and Old Glamis Road, north along the centre line of Old Glamis Road to the junction with Harestane Road and Emmock Road. Then north along the centre line of Emmock road to the Dundee City Council Boundary. Then east along Dundee City Council's boundary to Kellas Road (B978). Then south along the centreline of Kellas Road to the junction with Baldovie Road and Drumgeith Road. Then south along the centre line of Baldovie Road to the Claypotts junction with the Arbroath Road (A92). Then west along the centreline of the Arbroath Road (A92) to the centre point of roundabout at the junction with Kingsway East (A972). Then northwest to west along the centreline of the Kingsway East (A972), continuing along the centreline of the Kingsway (A90) to the center point of the roundabout at the junction of the Kingsway (A90) and Old Glamis Road.

APPENDIX 5

Thematic Summary of Submissions Received in relation to proposal from Dundee Parents/Carers, Residents and Organisations

19 representations were received from Dundee parents, carers, young people and residents and 5 additional submissions received from organisations as follows: Grove Parent Council, Craigiebarns Parent Council, Broughty Ferry Community Council, Fairfield Community Sports Hub, Xplore Dundee.

Themes - Emergent themes and issues from the submissions included:

• New school, new buildings, new facilities • Desire for community input and partnership working throughout project. • Sibling priority status and continuity for families wishing to retain their children at the same secondary provision. • Maintaining peer friendships/relationships within the new secondary settings • Proposal of the Craigiebarns catchment change being implemented earlier • Concerns over the size of Grove and its ability to cope with the addition of Craigiebarns • Praised for proposal potentially alleviating effect upon Grove pupil levels • Suitability of proposed site for new school, concerns regarding flooding. • Impact upon attainment due to increased pupil population

Wider themes from the overall feedback include:

• Transition and support of pupils and staff • The school Identity, name and uniform • Travel concerns including environmental issues • Site and location • Community buildings and capacity

APPENDIX 6

Extract from Fairhurst report commissioned by Dundee City Council.

EXECUTIVE SUMMARY

Fairhurst was appointed by Dundee City Council to assess flood risk at the site of a proposed school development at the former St Saviours Academy off Drumgeith Road. Hydraulic modelling has been carried out to delineate the functional floodplain (i.e. the 1 in 200 year return period flood extent) and the 1 in 1,000 year return period floodplain of the adjacent Dighty Water. Modelled flood extents provided on Drawings 136924/GIS/001 and 136924/GIS/002 (Appendix 1) indicate that flood waters are expected to extend across the southern and eastern extents of the site, as illustrated below.

In accordance with Scottish Planning Policy (SPP) and SEPA Land Use Vulnerability Guidance, school buildings should be located outwith the 1 in 1,000 year floodplain.

Areas located outwith the 200 year floodplain are considered generally suitable for development, except for ‘Most Vulnerable Uses’ (including schools).

Dry vehicular access will not be possible from the existing access point in the south-west corner of the site; however, alternative access could be formed from Drumgeith Road on the north-western or northern boundaries.

It is recommended that a sequential approach is applied to the layout of development within the site area with more vulnerable land uses located on higher ground, further from the floodplain.

The suggested hierarchy, based on likely development types on the site, is as follows: • School buildings; • Multi Use Games Areas (MUGA); • Car parking;

• Sustainable Urban Drainage System (SuDS) basins; and • Grass playing fields.

The siting of any other proposed land uses should take into consideration the associated vulnerability as defined in SEPA’s Land Use Vulnerability Guidance.

To prevent an increase in flood risk as a result of the development, the following measures can be adopted:

• Avoid land raising within the functional floodplain (1 in 200 year flood extent) to prevent a loss of flood storage. • Utilise a new surface water drainage system for the proposed development, incorporating SuDS and attenuating discharge to pre-development greenfield rates for the site.

Allowable discharge rates should be set based on the drained impermeable area created for the development. Greenfield discharge rates are provided in the table below on a ‘per hectare’ basis.

Return Period Greenfield discharge rates (l/s/ha) 2 year 3.0

5 year 4.0

10 year 4.9

30 year 6.3

50 year 7.1

200 year 9.7

Dundee City Council’s ‘Sustainable Drainage Systems Design Criteria Guidance Note’ states:

The post development critical 1-in-30 year return period event for the application site is to be attenuated within the surface water drainage system, normally to the equivalent of a 1-in-5 year return period event green-field release.

The difference between the post development critical 1-in-30 year and 1-in-200 year return period events (plus allowances for climate change) for the application site should be accommodated within the application site and must not increase the flood risk to properties within or outwith the application site.

Residual risk from other potential sources of flooding, including overland flow, sewer flooding and groundwater can be mitigated by setting finished floor levels above surrounding ground and profiling ground levels to route flow around and away from buildings and other sensitive receptors.

The full report can be found at the link below

External Link 'Drumgeith Road Dundee FAIRHURST.pdf'

59 ITEM No …4….……..

REPORT TO: CHILDREN AND FAMILIES SERVICES COMMITTEE – 25 JANUARY 2021

REPORT ON: COST OF THE SCHOOL DAY INITIATIVE UPDATE

REPORT BY: EXECUTIVE DIRECTOR OF CHILDREN AND FAMILIES SERVICE

REPORT NO: 45-2021

1.0 PURPOSE OF REPORT

1.1 This report presents the current position of the Cost of the School Day (COSD) project in schools across Dundee.

2.0 RECOMMENDATIONS

2.1 It is recommended that Committee:

i. instruct the Executive Director of Children and Families Service to continue to monitor the implementation of the Cost of the School Day Action Plans that form part of School Improvement Plans; and ii. instruct the Executive Director of Children and Families Services to bring back another report to a future committee to give an update on how Covid 19 has impacted on the work of the Cost of the School Day Plan.

3.0 FINANCIAL IMPLICATIONS

3.1 There are no additional financial implications.

4.0 BACKGROUND

4.1 Dundee City Council and the Dundee Partnership adopted the revised Fairness Action Plan for Dundee in November 2016 (Article IV of the Minute of the Policy and Resources Committee on 14 November 2016 refers). Building on the recommendations of the Dundee Fairness Commission, one of the priority outcomes related to Closing the Education Gap.

4.2 The Children and Families Service has made a clear and strong commitment to tackling poverty and its impact on the lives and attainment of children and young people in Dundee. Many of these are directly reducing costs for pupils and parents while also improving health & wellbeing, literacy and numeracy. The work of the Scottish Attainment Challenge is the most visible additional investment in better outcomes and this is augmented by the significant contribution made in each school through poverty related activity being funded and implemented through the Pupil Equity Fund to support closing the attainment gap.

4.3 In October 2016, the Scottish Government published its new Fairer Scotland Action Plan. This included a pledge by the Dundee Partnership and Dundee City Council to commission joint work with the Child Poverty Action Group (CPAG) Scotland to facilitate a Cost of the School Day initiative during the 2016/17 year. CPAG worked with pupils, parents and teachers to identify and remove key cost barriers so that all children and young people from low income households can fully engage in their education.

4.4 Over the course of the first year of work the project conducted:

• 62 workshops with 485 primary school pupils • 22 workshops with 71 secondary school pupils 60 2

• 20 focus groups with 205 members of staff in 11 primary schools, 2 secondary schools and 2 nurseries • Discussions with 198 parents and carers through focus groups, informal chats during holiday provision, school events and at nursery gates

4.5 Pupils took part in two sessions. A case study involving a character from a low-income household called Ross/ Katie provided a way into exploring school costs in a sensitive manner. Children then were invited to identify school costs, where these might create a barrier to participation in school, what was currently being done to support families with costs and what more could be done. ‘Ross’ now features in a class lesson piloted this year in a Primary school and now available to all schools to use.

4.6 Semi- structured discussion guides were used in parent and staff focus groups to explore key issues across the school day. All workshops and sessions were recorded and transcribed. Each school and nursery received an individual report of their findings and were supported to develop an action plan to address identified issues.

4.7 Taking account of the work of the project team each school in the city has reviewed the needs of children and young people facing cost barrier to participation in school. This has included work with children and young people, parents and carer and wider partnerships.

4.8 In order to enable the project to work in all schools and to put in place practical responses to the challenges identified in the research, the Cost of the School Day project received a further year’s funding through Scottish Attainment Challenge funding. This enabled schools to build on the momentum achieved in the first phase of this initiative and follow through on the range of activities already underway through the Pupil Equity Fund. Schools have now worked on a Cost of the School Day Action Plan and have identified a Cost of the School Day lead. Support was offered through Practice Network Meetings and a series of shared practice documents have been produced.

4.9 The coordinated city-wide approach to Cost of the School Day in Dundee has meant widespread awareness of the issues. Project evidence influenced local authority policy and in October 2018, responding to the work of the project team, Dundee City Council launched four bold Cost of the School Day statements of intent, proposing that:

• No child or young person in Dundee will start school without a breakfast

• No child in Dundee will miss out on their Primary 7 residential trip due to cost

• All schools will develop a Cost of the School Day action plan by the end of session 2018/2019

• All children and young people in Dundee schools will have access to an affordable school uniform

4.10 The Scottish Attainment Challenge funded Cost of the School Day project ended in March 2020. A final Cost of the School Day Guidance (Appendix 1) was completed and shared with all schools. This guidance is intended to give all Dundee schools a clear understanding of what is expected of them in delivering Cost of the School Day and what support is provided by Children and Families Service. A steering group will continue to meet regularly to ensure a focus remains on tackling poverty inequalities associated with school.

4.11 By March 2020 all schools had a Cost of the School Day Action Plan. These plans amount to over 200 interventions addressing cost barriers. Examples from school action plans include cheaper uniform suppliers, more inclusive homework policies, greater consistency in lending resources, breakfast provision, free ‘ready to learn’ packs, non-stigmatising approaches 61 3

to fundraising, trip subsidies, improved promotion of financial entitlements and many more. (Appendix 2)

4.12 Last session, Children and Families Service, working in partnership with Active Schools made a further commitment to children and their families to remove costs by ensuring that all extra- curricular sport activities in school are delivered free-of-charge before 5 pm from the start of session 2020/2021. At the time of reporting school sport activities have been disrupted due to Covid-19 restrictions but going forward there will be no charge for activities during the school day.

4.13 Cost of the School Day and poverty awareness is now included in the Children & Families Service Equalities Briefing which is delivered by Headteachers to all school staff at the start of session. The section specific to Cost of the School Day was prepared by the Cost of The School Day Support Officers, highlighting the extent of child poverty in Dundee and reminding all staff of the importance of reducing the costs associated to school for families. In addition, all school staff are encouraged to complete an e-learning module (https://elearning.cpag.org.uk/course/view.php?id=34) which was also developed for Dundee by colleagues at the Child Poverty Action Group.

4.14 The Child Poverty Action Group continue to highlight nationally the ongoing work in Dundee schools. A series of short films have been produced featuring the staff and pupils at Morgan Academy and Ardler Primary. More recently, the work at Ardler Primary was the focus of an article produced in The Guardian. The lead Education Officer was asked to present at the Practice Network in June, highlighting what was working well in Dundee schools through lockdown.

5.0 POLICY IMPLICATIONS

5.1 This report has been subject to an assessment of any impacts on Equality and Diversity, Fairness and Poverty, Environment and Corporate Risk. There are no major issues.

6.0 CONSULTATIONS

6.1 The Council Management Team and members of the COSD project steering group have been consulted in the preparation of this report.

7.0 BACKGROUND PAPERS

7.1 None.

Paul Clancy, Executive Director Fiona Low, Education Officer

January 2021

63 4

APPENDIX 1

Cost of the School Day Guidance for Dundee Schools

“Dundee City Council is a Cost of the School Day authority and all Dundee schools are Cost of the School Day schools. Cost of the School Day aligns with all the work we do to reduce the impact of the poverty-related attainment gap, Getting It Right for Every Child, and ensuring equity and inclusion for all children and young people. All schools should display publicly that they are a Cost of the School Day school and it should be clear to staff, families/carers and pupils who they should speak to if they have any concerns related to cost barriers to attending school. Financial barriers to learning have a significant negative impact on a child’s ability to learn and should be addressed as consistently as any other barrier to learning. The Children and Families Service has made a clear and strong commitment to tackling poverty and its impact on the lives and attainment of children and young people in Dundee, and all schools are encouraged to use this guidance to support the ongoing work to improve outcomes for all.” Paul Clancy, Executive Director of Children and Families Service, April 2020

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1. Introduction

This guidance is intended to give all Dundee schools a clear understanding of what is expected of them in delivering Cost of the School Day and what support is provided by Children and Families Service. Awareness and empathy All school staff should be aware of the impact which poverty and financial pressures at home can have on children’s wellbeing, attendance, attainment, inclusion, participation and engagement in education. As part of this, staff should be aware of the impact of school costs on family budgets and be mindful of costs when planning and delivering the curriculum. To support this, Cost of the School Day in service slides should be shown as part of the Child Protection and Equalities presentation on the first day of the new session each August. Schools should also ensure all new staff are shown these slides as part of their induction. Removing stigma Schools should make support for children and families visible and, where possible, universal. School staff will be aware of vulnerable children and families and should direct them to the support and provision available. However, an increase in in-work poverty means that difficult financial circumstances may be hidden - a universal approach, where appropriate, ensures that no child misses out. Where this is not possible, consideration needs to be given to offering targeted support in a non-stigmatising way. Cost of the School Day leads and working groups In the best examples observed in Dundee schools there is a Cost of the School Day working group with the authority to influence school policies and practice. • Each school should have a CoSD lead • A member of the schools SMT should be on the working group • Teacher, CLD worker, pupil and parent involvement in working group is good practice • The working group should ✓ coordinate the schools COSD action plan ✓ support COSD actions and activities identified within the plan ✓ contribute to the completion of the COSD section in the Annual Audit.

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66 7

2. Children and Families Service guidance on financial barriers at school

From uniform, travel and trips to resources, fun events and lunch, Cost of the School Day research with Dundee school staff, children and parents/carers has highlighted a range of potential cost barriers to learning and participation in school. In October 2018, Dundee City Council responded with four statements of intent related to breakfast, trips, uniform and ongoing work in this area. These statements of intent are listed below along with suggestions for implementation Useful practice examples for each part of the school day drawn from school action plans are included as appendices to this guidance.

Dundee City Council Cost of the School Day statements of intent

1. Action plans – ‘All Dundee schools will develop a Cost

of the School Day action plan’

Cost of the School Day action plans are living working documents. In best 2. Breakfast – ‘No child or young person in Dundee will practice3. Uniform they should – ‘All be: children and young people will have access start• toReviewed school an affordable twice without a year uni a form’ andbreakfast’ updated as and when required • Integral to the School Improvement Plan Dundee City Council primary breakfast clubs are free to families in receipt of • IfLinked badged to uniformother agendas and specific in school colours – attainment, are part of inclusion your school’s and equity uniform Schoolthen Clothing these items Grant should in P1-3 be or optional. Free School Schools Meals should P4-7. encourageFamilies should and be • Developed through consultation with staff, pupils and parents encouragedsupport afamiliesnd supported to apply to for apply School for theseClothing to enableGrant where them toapplicable. access the • Shared with all staff, parents/ carers and pupils free •places. Review However, policies not for all affordability. children in needA plain of unbadgedbreakfast willoption attend should the be breakfasteasily clubs. available from affordable outlets (including PE kit) • Many• Staff schools should have be universalmindful of provision financial in circumstances place and encourage and uniform pupils they knowenforcement may be in need should to accessbe flexible these e.g. breakfast boxes, fruit bowls or t•oast In time the best practice observed, schools have a uniform stock to lend • Schoolsor gift may plan a targeted approach to providing breakfast and this approach• Plan recycle should and ensure reuse that events this does – using not unclaimed single out lostor stigmatise property and childrendonations and young from peoplefamilies

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4. School trips – ‘No child in Dundee will miss out on

their P7 residential trip due to cost’

Schools should consider affordability when planning their P7 residential

to make it as accessible to all P7 pupils as possible. This can include considering the best value providers, the timing of the trip and the number of nights away. • Families should be given at least one year’s notice of approximate

costs • Payment schemes should be run for as long as possible

Addressing other financial • Consideration may be given to the use of Pupil Equity Funding to barriers throughout the subsidise or fully fund places where this fits with the national and local guidance • Access external funding to reduce or remove costs – the Cost of the School Day Funding Sources paper can help with this.

school day The statements of intent focus on trips, uniform and breakfast – however, a variety of other financial barriers were identified in the Cost of the School Day Dundee report and should also be considered in your school action plan. Travelling to school Dundee City Council provides free transport for pupils living more than 2 miles from their catchment school. Schools should take individual circumstances into consideration when dealing with late coming and consider whether the cost of transport is a contributing factor. Schools should consider transport for activities where additional transport costs are likely to present a barrier to participation: • activities out with school hours • supported study sessions and Easter study clubs

Learning in school Children and young people should have access to all of the resources they need to learn. School staff should be mindful of individual circumstances if children do not have classroom resources. • Primary schools provide all classroom resources and should continue this good practice to ensure equity for all learners • Secondary schools should, wherever practicable and affordable, provide resources and reduce or remove curricular costs

Friendships and attitudes to poverty Children and young people say that greater awareness, understanding and empathy around poverty and low incomes across the school helps to reduce feelings of difference and stigma. Schools can support this by delivering • lessons which explore poverty and stigma as part of the Health and Wellbeing curriculum and in PSHE – the Exploring the Cost of the School Day lesson plan is one way to do this and there are other suggested approaches in the Cost of the School Day Toolkit 68 9

• assemblies to explore and challenge poverty stigma

Break time Some children may not have a snack or play piece and schools may wish to consider, where it is possible • Universal provision which is open to all pupils, e.g. fruit bowl or snack box • Support staff encouraging pupils, who they know may be in need, to access these snacks

School trips Consideration should be given to the purpose of any trip, particularly those which are costly and likely to exclude pupils on low incomes. Schools should also consider the timing and notice given to parents. • Subsidise or fund trips where possible using PEF where deemed appropriate, or applying for funding from local charities and funding bodies - the Cost of the School Day Funding Sources paper can help with this • Consider local trips and walk or use public transport if possible • Trips related to the core curriculum, wherever practicable and possible, should not have costs attached • When planning trips, consider potential hidden costs that could further exclude pupils on low incomes e.g. outdoor clothing, passport, sleeping bag, toiletries.

School lunches We know that children engage better in their learning when they aren’t hungry. For some children, school lunch is the main meal of the day. Schools should • Regularly encourage and support families to apply for Free School Meals • Provide information and support on application process for Free School Meals to all families at the end of P3 • Continue to monitor dining halls to ensure all children have had something to eat • Support pupils to access breakfast and break provisions.

Fun events Fun events and activities are an important element of a child’s experience of school. Schools should continue to offer these opportunities but should be mindful of the cost implications for families and the risk of excluding children and families if costs are a barrier to participation. Many fun events are linked to fundraising and schools may wish to consider the following successful practice: • Asking for donations not specific amounts • Including some free activities at Christmas and Summer fayres • If dress down days are held they should be limited in number each session with optional donations • Consider alternative ways to celebrate days like World Book Day, Hallowe’en and Christmas Jumper Day rather than asking families to spend money on costumes or special coloured clothing • Consider fundraising in different ways rather than relying on families paying entrance fees for school events such as pupil shows, fundraising nights, school fayres etc. Fundraising ideas from Parent Councils can be found in the Cost of the School Day Toolkit

School clubs It is Dundee City Council policy that no clubs taking place within the city’s school buildings before 5pm will have a cost. Schools should ensure that • There are free activities at lunchtime and after school • Where possible no special kit required – just PE Kit • If there is a special kit required (e.g. school football team) that this is provided • Transport is provided for activities out with the local area

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Learning at home Some children do not have access to all the learning resources they need at home. All class and subject teachers should be mindful of cost barriers when planning homework. • If homework requires internet, printer or IT access, ensure there are opportunities to use these resources during or at the end of the school day • If setting an art and craft exercise, schools should provide the necessary materials to pupils who may not have them at home • In primary schools, if homework grid options include, for example, reading a book or playing a board game, ensure these can be borrowed from the school

Support for families When families are struggling it is important that they feel able to ask for support. We do not expect schools to be able to offer support for everything but it is important to be aware of what is available in the city and be able to share information with families • Support from the school directly e.g. help with trip costs • Financial entitlements, e.g. information on Free School Meals, School Clothing Grants and Education Maintenance Allowance • Where to go for benefits, housing or legal advice. The Cost of the School Day Support for Families leaflet can help with this • Referrals to the Scottish Welfare Fund or local foodbanks through School and Family Development Workers • Other organisations offering support within the local community e.g. One Parent Families Scotland, Cash for Kids, Togs • ‘What Do I Do If…?’, ‘Dundee Recovery Road Map’, and ‘Dundee Drop In’ leaflets openly available – you can get copies from Faith in Community Dundee based in Kirkton Community Centre • Services available within the local community. Contact the Communities Officer for your ward for more information on what services and support are available locally.

Useful practice examples for each part of the school day drawn from school action plans are included as appendices to this guidance.

3. Communication with families

If families are experiencing financial difficulties they can be embarrassed and reluctant to ask for support. Being mindful of families’ circumstances is important. If the school makes clear the support available in a non-stigmatising way it can be easier to support families that are struggling. Talking about and promoting Cost of the School Day actions and activities can help to create a supportive culture where families feel confident to speak up and access available support. • Make information on Cost of the School Day and financial support widely available, nominating a contact in the school for families to speak to – include this information in handbooks, website, apps and newsletters and in letters requesting payment for trips and activities. Financial circumstances can change quickly so information needs to be distributed regularly • Provide parents with an annual calendar of costs at the beginning of the year and reissue at the start of each term • Give a minimum of 6 weeks’ notice for class trips requiring payment and 12 months’ notice for P7 Residential and Secondary school foreign trips and residentials 70 11

• Sensitively handle all communications home about overdue payments - all communication should include “if you are experiencing financial difficulties please contact [COSD lead or other appropriate person] to discuss further in confidence.” • Promote Free School Meals, School Clothing Grants and Educational Maintenance Allowance at set and regular points in the year e.g. enrolment, P1 and S1 induction, start of session, Parents’ Evenings, school events and end of P3. The Cost of the School Day Support for Families leaflet can help with this. • Understand barriers to making applications for financial support and identify ways to provide support to parents to apply e.g. 1-1 support, computer access, translator etc.

4. Involving Parent Councils

Parent Councils are key Cost of the School Day partners. Involving them in your activities can help to get families on board and increased awareness of cost barriers can ensure that Parent Council fundraising activities do not put unnecessary pressure on children and families. Schools and Parent Councils are encouraged to • Consider making Cost of the School Day a standing item on Parent Council meeting agendas • Use the Parent Council resource in the Cost of the School Day Toolkit

Involve the Parent Council in developing the school Cost of the School Day action plan and communicating positively with the wider parent forum about Cost of the School Day changes and activities

5. Pupil Equity Funding

PEF builds upon the work of the Scottish Attainment Challenge in supporting schools to close the poverty related attainment gap. National PEF guidance asks: “Be bold – what can you do to make the breakthrough for children living in poverty?” We know that cost barriers have negative impact on children’s attendance, attainment, inclusion, participation and engagement in their education. Here are some examples from school action plans of how Dundee schools are currently using PEF to address cost barriers. Uniform • “We make use of PEF to purchase gym bags, plimsolls, shorts and t-shirts for the whole school body to ensure they all have the same kit, reducing stigma around brands etc.” • “Uniform is available from Guidance teachers if pupils present at school not wearing uniform – this is funded via PEF.”

Trips

• “We give every class £800 (from PEF) to subsidise/cover trips.” • “We subsidise the P7 Residential using PEF to make it £50 per pupil.” • “We use PEF to pay for cost of residential trip for families who are unable to pay.” • “We offset trips which are of high cost through PEF to provide equity for all.” • “We use PEF funding to ensure all classes have equal opportunities to attend educational field trips.”

Breakfast • “We offer a free breakfast club for all pupils – we use PEF for extra staff hours.” • “We use PEF to fund breakfast club provision for working parents who are on very low incomes and struggle financially.”

Learning in school • "Through PEF we provide additional opportunities for children (Guitar/Ukulele).” 71 12

• “We are looking at external funding to reduce costs for mandatory S1/2 fees (potentially PEF).” • “Departments are allocated additional PEF funding to ensure pencils/pens are available in classes.” • “No pupil is unable to participate in BGE Home Economics or Craft, Design and Technology – additional funding from PEF given to departments to cover those unable to pay.”

Accessing external funding sources Where possible and practical, schools should access external funding sources to reduce or remove cost barriers. The Cost of the School Day Funding Sources paper can help with this

6. Other information and support

Dundee City Council will support schools to review and implement action plans through link Education Officers. Head Teachers will be supported to collaborate when purchasing services to get best value using their collective purchasing power e.g. procurement of citywide residential trips for P7 pupils, bulk purchasing of school clothing or travel costs. The Dundee City Council lead for Cost of the School Day is Fiona Low, Education Officer. You can contact her directly for advice and information: [email protected] Cost of the School Day professional learning opportunities will be available throughout the year, delivered by Child Poverty Action Group (CPAG) in Scotland. A Cost of the School Day Dundee ELearning module is available on the CPAG in Scotland website alongside the Cost of the School Day Toolkit and films featuring good practice examples from Dundee schools. You can contact the Cost of the School Day national team directly for advice and information. [email protected]

Accompanying Cost of the School Day Dundee resources All Cost of the School Day Dundee resources accompanying this guidance are available on the Digital Dundee Learning Hub: http://ddl.ea.dundeecity.sch.uk/dundee-city/cost-of-the-school-day • Cost of the School Day Dundee Reports • In service day slides • Shared Practice – examples of Cost of the School Day actions from Dundee schools • Support for Families leaflet • Cost of the School Day Funding Sources paper • Exploring the Cost of the School Day lesson plan • Action plan template.

Suggested further reading The articles below give a wider context to child poverty in Dundee, Scotland and the UK For Fairness in Dundee, An Action Plan to Reduce Social Inequalities and Child Poverty in Dundee - Dundee Partnership, June 2019 https://www.dundeecity.gov.uk/sites/default/files/publications/fairnessrep2019.pdf Child Poverty: Scale, trends and distribution in Scotland - NHS Scotland, updated June 2019 http://www.healthscotland.scot/media/2607/child-poverty-scales-and-trends.pdf Report of the Special Rapporteur on extreme poverty and human rights on his visit to the United Kingdom of Great Britain and Northern Ireland – United Nations, April 2019 https://undocs.org/A/HRC/41/39/Add.1

This guidance was last updated April 2020 72

APPENDIX 2

Cost of the School Day Action Plan 2020-2021 Resources to support the development of this plan can be found on the Cost of the School Day section of the Dundee Digital Learning Hub. These include our Cost of the School Day Guidance, good practice examples from 2019/20 action plans and the Cost of the School Day Toolkit which contains materials to support consultation with your school community. Areas to consider in this plan are related to our Cost of the School Day statements of intent and to the other common financial barriers identified through research with schools.

COST CONCERN/ISS BASELINE DESIRED INTERVENTIONS/ STAR OUTCOME EVALUATION STAFF BARRIERS UE INFORMATION OUTCOMES ACTIONS T INDICATORS DATE LEAD What we want What we know What we want to What we’re going to DATE Information that When we’ll take to address or about this already happen do will show we’re stock and plan change making progress next steps

Breakfast No young Higlighted Many Breakfast Ensure that On- Progress will be June 2021 person in young people do provision is breakfast bars and going measured by the Harris will start not have available at the fruit are available number of young school without breakfast before start of the day for young people to people who Breakfast school. for young people access discreetly access this facility who need it. Funding/provisions will be sought from local partners and school based charities Uniform All Prefects This can be a Blazers can be Interact club will On- Increase in April 2021 need to wear barrier for some loaned to continue to run a going number of young blazers. young people Prefects who Pre-loved uniform people who apply applying for need them. shop (donations to become leadership only). Prefects Lack of positions. participation in There is a stigma Non-uniform days PE due to no for young people will allow families to kit. who do not have donate pre-loved school branded uniform. kit. Some young A number of blazers people are unable will be purchased 73 2

Some young to wash kit by the school for a people do not regularly. HA kit is available Prefect loan Increased have Some young for young people service. participation in appropriate kit people are not who need it. PE for outdoor PE appropriately PE dept will dressed for cold continue to monitor weather outdoor young people who PE Kit can be don’t have kit. Kit is laundered in available for those school. who need it.

Outdoor kit is provided for targeted young people HA will work with Cosy Bairns to acquire kit for those who need it Trips (P7 No trips are residential and planned for this others) session

Travelling to Many young This is the last Enable families to Create COSD By More families can June 2021 school people have to session that any access any section on school Feb access funds to make use of young people supports to offset website with: 2021 offset COSD public transport (who don’t meet transport costs • links to funding to travel to and the normal sources Families are from school criteria) will have • bus timetables aware of the provision of a • breakdown of transport links to free bus pass. Ensure that every school costs On- school It can take over young person can Continue to work going an hour to walk to travel home with partner Transport is school from the safely agencies to ensure provided for those perimeter of the that transport is who cannot afford school catchment provided for those it area who need it most Learning in Some Senior COSD report Ensure that no All departments On- Increase in young March 2021 school phase courses highlighted this as young person is continue to consider going people from 74 3

(resources have an an issue prevented from the impact of COSD SIMD 1-3 and/or and curriculum associated cost studying a as part of their on- in receipt of FME costs) that can specific course going planning on specific prevent some due to financial courses young people barriers Make use of PEF to Reduction in from studying offset curricular curricular cost them costs implications for families

Friendships There is This was not Remove any School values On- Continue to report June 2021 and attitudes potential for the highlighted as an potential issues continue to promote going very low level of to poverty stigma around issue at Harris regarding to equity and respect stigma associated poverty to be Academy in attitudes to with poverty and an issue within COSD report, poverty Inclusion of COSD friendship friendships and however actions lessons in PSHE lead to further will still be put in curriculum MHWB issues place to prevent future issues Use of COSD resources in assemblies

Promotion of COSD on Twitter and School Website Break time Some young Not highlighted All young people Continue to work On- Snacks and water June 2021 people may not specifically as an to be able to have with LA to move going are available for have a snack issue in COSD access to food from FSM being a young people, or drink at report but it was when they are monetary amount free of charge interval highlighted that hungry for those on FSM Seek funding for On- the daily provision of going allowance does snacks/fruit at not allow for a interval lunch meal deal By and a snack Source funding for June re-useable water 21 bottles for all new pupils 75 4

School We need to COSD report Support families Sign-posting via Feb Increase of young August 2021 lunches ensure that all indicates that to make COSD section on 2021 people in receipt families who families can find it successful claims school website of FSE need to, have hard to qualify for for FSM access to FSM FSM Advertise supports On- and no young available during going person goes Slight stigma Parents’ Evenings October 2021 without lunch attached to eating Young people in school as many Ensure that all Raise the profile of As who chose not to young people young people on ‘Snappy Snacks’ restric remain in the prefer to go to FSM are able to and encourage tions school building at local shops and get fed young people to allow lunchtime are still those on FSM pre-order and able to collect often go without collect lunch their lunch to eat as a result at a time of their Identify alternative choosing collection point for ‘cold’ Snappy Snacks that is open for the entirety of lunchtime Fun Events Some events Not highlighted as Ensure that all Continue to make On- Increase in June 2021 such as non- an issue in COSD young people feel any donation going attendance on uniform days report but comfortable and voluntary non-uniform days can cause attendance levels able to participate additional dip on non- in non-uniform financial uniform days events burden on families Some events can put additional emotional strain on young people if they cannot afford to participate 76 5

School clubs Some clubs Young people Ensure that our Study and As Increase in June 2021 may have who live further extra and co- homework clubs will restric attendance at additional costs from school often curricular offers continue to be tions supported attached do not attend after are well used by offered within the allow study/homework After school school clubs or all young people wider community clubs and an clubs are study groups regardless of associated difficult for where they live increase in some young Liaise with Active Plann attainment people to schools to establish ing to attend as they clubs within local comm Increase in need to get the primary school for ence attendance at school bus for Harris Academy Dece extra-curricular direct transport pupils to access mber clubs and home 2020 Learning at Some young Surveys carried Have a home On- All young people August 2021 home people do not out during and learning offer that going have access to have sufficient after lockdown is equitable and sufficient IT to IT access to highlighted this as accessible to all allow them to ensure they an issue young people receive the same have the best Harris@Home home learning experience experience Support for Families may There could be Support families Create COSD By Greater clarity August 2021 families not be aware of greater to be able to plan section on school Feb and transparency the costs transparency for and budget for website with: 2021 in relation to associated with families in relation the COSD • links to funding COSD at Harris particular to the COSD at sources Academy events/activitie Harris Academy. • bus timetables s etc • breakdown of Families are able Some families are Support families school costs to apply for Families may unaware of the to access funding funding to support not be aware of funding streams to meeting their them to address the funding that may be budgeting needs COSD barriers supports available to them available for them to access Additional areas to consider (please see relevant sections in Cost of the School Day Guidance) 77 6

Communicatio Families may Feedback Improve the n with families not have demonstrates quality and sufficient IT greater issues in quantity of home- access for home-school school effective home- communication communication school amongst families communication in SIMD1-3 and/or in receipt of FSM Families may not always be reachable by phone Involving Representation A limited number Ensure that the Parent on the Parent of parents attend needs and Councils Council may Parent Council concerns of allof not fully reflect meetings, whilst the school the diversity of attendance has community are the school increased via fully voiced and virtual meetings, supported the Parent through the Council is not Parent Council very diverse.

Cost of the School Day Action Plan 2020-2021 78 7

Resources to support the development of this plan can be found on the Cost of the School Day section of the Dundee Digital Learning Hub. These include our Cost of the School Day Guidance, good practice examples from 2019/20 action plans and the Cost of the School Day Toolkit which contains materials to support consultation with your school community. Areas to consider in this plan are related to our Cost of the School Day statements of intent and to the other common financial barriers identified through research with schools.

COST CONCERN/ISS BASELINE DESIRED INTERVENTIONS/ STA OUTCOME EVALUATION STAFF BARRIERS UE INFORMATION OUTCOMES ACTIONS RT INDICATORS DATE LEAD What we want What we know What we want to What we are going DAT Information that When we will take to address or about this already happen to do E will show we are stock and plan change making progress next steps

Breakfast Some children Far fewer To ensure that no Use INEOS Sep Increases April 2021 HT may be starting numbers of child starts the forgotten 40 funds 2020 awareness of the school day families are school day to provide free fruit Breakfast Club to DHT hungry having accessing the hungry. to be available at families entitled to not had breakfast club front office, DHT FSM. SFDW breakfast. than previously. Decrease in and HT offices. number of Decrease in Often children concerns from Promote Breakfast number of children who arrive late to staff regarding Club to families who staff identify as not school have not children not being are currently ready for learning had breakfast. ready to learn in entitled to FSMs. due to hunger. the morning due Staff have to hunger. Milk and fruit to be previously raised purchased weekly concerns from INEOS 40 regarding fund for break-time individual pupils but can be not being ready to accessed for learn in the breakfast if morning due to required. hunger. As part of Protocol if a child arrives late, Office staff to enquire if they have 79 8

had breakfast and issue fruit if required.

Children who are often seeking breakfast at school are referred by SLT to SFDW to establish any support families may require.

Uniform Branded school Unforms can Families to be Increased and Sep Increased number April 2021 DHT uniform can be need replaced fully aware of diversified 2020 of parents expensive. regularly due to clothing grants promotion of school accessing school SFDW natural wear and available for clothing grant. App / clothing grants Some families tear and children School Uniform Twitter / SEYP struggle to outgrowing purchases. Newsletters Decrease in update school uniform. number of uniform when it Decreasing Advertise a school concerns raised by needs Families have number of uniform that staff regarding replaced. requested if it is children in non- incorporates items children’s school possible for school uniform that can be uniform appearing School uniform to due to lack of purchased from low in disrepair. feature as part of clothing. cost retailers ‘Pop-Up’ Shop. without the need for Increase in Decrease in school branded children wearing a number of staff items. form of school concerns uniform that does regarding school Contact parents not require uniform in directly who require branding rather disrepair. regular support than non-uniform. from SFDW or if any staff raises High volume of clothing concerns. families in need accessing uniform Request outgrown from Pop-Up shop. 80 9

uniforms to be This will be handed in for Pop- targeted as Up shop. Pop Up appropriate also. shop to be exclusively non- school uniform on one occasion.

SFDW to contact targeted families to support Pop-up shop school uniform items.

Use PEF to supplement if school recycling scheme does not generate enough clothing.

DHT to liaise with Bilingual Service to target families who may need support.

Trips (P7 To ensure that Staff have often All children to be Create a yearly Sep Proportionate April 2020 DHT residential and no child misses chosen not to go able to calendar mapping 2020 number of class others) out on any on school trips experience a out trips for each trips for all cohorts. school trip due due to high costs wide variety of cohort in advance Due to COVID to financial therefore children high-quality to allow sufficient Increased number guidelines poverty. miss out on an educational trips financial planning of cohort trips that the school experience. throughout their for both the school are of no cost to will not be time at school and families. families. partaking in a High cost trips which are low residential often must be cost or no cost to Identify a collection High cost trips are experience in supplemented families. of low cost /free subsidized Session from school funds educational trips appropriately. 81 10

20/21. for families that All children who that can be added have not paid. attend a school for each cohort to All children are Trips will trip have an access. fully able to take place as Children can on appropriate engage and per COVID occasions turn up packed lunch Offset trips which participate in all guidance. for trips without are of high cost relevant trips in a the required through fundraising non-judgemental packed lunch and / Grants / PEF to way are not entitled to provide equity for free school meals. all. No child will miss out on a school trip Proforma for staff due to financial organising a school poverty. trip to ensure discussions have taken place regarding costings and lunches with a member of SLT.

Staff member organising school trip to ensure all children are aware of school lunch requirements and have liaised with TC Kitchen staff where appropriate.

Non-perishable foods to be purchased from PEF to supplement those without packed lunches on a week where a trip is planned. 82 11

Break time We want all Several children We want all Apply to INEOS 40 Nov Decrease in April 2021 HT children to come to school children to have fund for 3 years 2020 number of children have the with no morning access to a financial support. hungry after PEYSA choice of being snack or a snack healthy snack at This money will be playtime. able to have a that is very sugary morning playtime. used to run a free healthy snack and unhealthy. tuck shop offering Increase in the at break times. fruit and milk every number of children day. eating healthy snacks and a If children come to decrease in school with an unhealthy snacks unhealthy snack being eaten at offer fruit as a break time. substitute.

School Not all children We are aware of We want all Ensure all families Aug No child is absent April 2021 DHT lunches have an children not children to have are aware of FSM 2020 due to not having appropriate attending school access to a entitlement. the money to pay SFDW lunch each due to lack of substantial, for dinners or day. finances to appropriate lunch Ensure Bilingual being able to bring PEYSA provide dinner every day. families are fully an appropriate money or a aware and lunch. packed lunch. understand how to access FSM Decrease in Some children entitlement. number of have arrived with concerns related to a packed lunch May 2021 – children not having with very little Communicate with an appropriate food. P3 parents lunch. regarding the changes to school Increase of uptake meals and how they of FSM for those can access FSM if who are entitled they are entitled. once their child enters P4. School to liaise with 83 12

school kitchen if any child requires a lunch. SLT to follow up any concerns with parents.

School kitchen will have items to provide lunch at late notice.

Staff working on dinner duty to observe and notify SLT regarding any concerns regarding children’s lunch.

DHT to liaise with school kitchen about extra dinners school has requested on behalf of a family and if required PEF used to pay for any shortfall.

Where a family identify they are struggling financial, SFDW will contact and support as appropriate.

Learning at Not all children Several children We want to DHT to identify Sep All children will April 2021 DHT home took part in were unable to ensure all families in most 2020 have access to 84 13

online learning take part in online children have the need of IT devices online learning if Digital during learning during resources at and bid for these required. Leader Lockdown. lockdown due to home to access directly from DCC. Several either not having online learning. All children will SFDW families also IT devices or Digital leader to set have the requested that internet access. We want to up IT Devices to appropriate they preferred This then required establish quickly deliver a tutorial to resources, home learning home learning either during a those children who including digital, packs as this packs to be lockdown or self- are receiving one. that are required to was easier for delivered however isolation period Bilingual Support as take part in them to support it took a great what type of required. learning at home. their child. deal of time to learning most establish from suits a family. Digital Leader to All children will some families create a digital receive learning at what support they We want to learning survey to home that is suited required. ensure that if a establish what to their learning child requires a access children needs. home learning across the school pack it is have to IT Devices. All children will delivered timely Shortfall to be receive learning at with relevant addressed via DCC home in the most learning Government appropriate form in experiences and scheme or using a timely manner. all appropriate school devices. resources that may be required. All classes to ensure children’s We want to access to all ensure that all relevant IT children are programmes has aware of how to been activated in access all term 2. Digital relevant IT Learning leader to programmes that support. may be used as either blended When a family learning or when inform of self- isolating. isolating for a 85 14

period SLT arrange a call to be made to establish what learning support the family may require. SLT to arrange the delivery of this.

If a lockdown takes place in future, targeted families as per Digital Learning evidence or lack of engagement are contacted quickly to establish support required.

WTA to acknowledge time given to staff to create home learning packs as and when needed.

Support for As an Families are We want to use Winter coats Sep Families are April 2021 SFDW families attainment regularly in touch all our resources It is planned to run 2020 confident to challenge with our SFDW to the best of our a session (s) in the approach SFDW SEYP school, we are requiring support ability to help playground where and school when highly aware with a variety of support the lives parent’s / carers they require DHT we are working concerns. of our families can obtain a winter support. within a highly with whatever coat. There will be deprived area Often our SFDW difficulties they children’s, ladies That there is no of the city. This needs to contact may face. and men’s winter judgement means that targeted families coats available free attached when throughout a who may feel of charge from the families are session, reluctant to come Pop-Up Shop receiving support. 86 15

families require forward asking for stock. It is support for a support. proposed to run this Long term we can huge variety of session in see an impact that issues poverty November. support is having can bring. on families transfer Social Security to how well a child Funding achieves in all We have advertised aspects of school and promoted funds life. available to families through the national campaigns via our school twitter, school app and with posters around the school outdoor premises where parents/carers are allowed for drop off and pick up.

Halloween We have worked alongside Dundee United Community Trust to distribute Halloween Goody Bags to targeted children who we have previously supported because of identified barriers such as Young Carers, LAC pupils and those residing in households where there are financial difficulties. 87 16

Food poverty We have stockpiled a small food larder within school with non-perishable food items and continue to offer food bags to those families in need of these. A flyer advertised this provision to our families, and this was distributed to all primary and nursery children, again this was promoted on our school twitter and school app. SFDW delivers these food bags to families.

Ward based SFDW’s are preparing Christmas food hampers to be distributed to families leading up to the Christmas holidays. These will be targeted at those families most in need.

Dundee Bairns Christmas Hampers 88 17

and vouchers. This is a proposed initiative for the city and we have provided indicative numbers from our school nursery of families we would offer these to.

Fare Share Dens Road PS and Nursery will be working in partnership to run a weekly Fare Share Food scheme. Dens Road PS will receive surplus food items from Asda and Tesco’s weekly which will then be bagged for distribution. This is to be a universal initiative open to all our families on a first come first served basis and dependent upon the level of donations we receive. and SEYP will run an outdoor session every Wednesday morning 9am where families can collect a food bag once 89 18

they have done drop off. Food items will include bakery produce, fresh fruit and vegetables and will also support lessening food waste within the city.

Additional areas to consider (please see relevant sections in Cost of the School Day Guidance)

Communicatio Not all parents A lot of our All families to Ensure a variety of Nov That all our April 2021 DHT n with families are aware of Bilingual Families receive methods of 2020 families are aware how we struggle to communication in communication is of events and communicate understand some a way that they used across the information as and and when we of the big can understand. school and Nursery. when it is are messages we are – Twitter / School communicated. communicating trying to All families to be App / Newsletters / . communicate. aware of all the Flyers / Email. No families inform different forms of us they were not communication Survey parents and aware of specific we use. pupils as to how information which they would prefer to we has previously receive information. been communicated. Liaise with Bilingual Service to establish the best method of communication with families with EAL.

Regular Promotion of communication methods. 90 19

91 20

Cost of the School Day Action Plan 2020-2021- St Joseph’s RC Primary School Resources to support the development of this plan can be found on the Cost of the School Day section of the Dundee Digital Learning Hub. These include our Cost of the School Day Guidance, good practice examples from 2019/20 action plans and the Cost of the School Day Toolkit which contains materials to support consultation with your school community. Areas to consider in this plan are related to our Cost of the School Day statements of intent and to the other common financial barriers identified through research with schools.

COST CONCERN/ISS BASELINE DESIRED INTERVENTIONS/ START OUTCOME EVALUATION STAFF BARRIERS UE INFORMATION OUTCOMES ACTIONS DATE INDICATORS DATE LEAD What we want What we know What we want to What we’re going to Information that When we’ll take to address or about this already happen do will show we’re stock and plan change making next steps progress Breakfast Learners We are aware of Learners will Dundee City Aug Children on April 2021 beginning the targeted families begin school, with Council primary 2020 task and school day who struggle to satisfied breakfast clubs are achieving hungry. have breakfast stomachs, ready free to families in expected before school due to learn. receipt of School outcomes. to income. Clothing Grant in P1-3 or Free School Less children Meals P4-7. complaining of Families will be being hungry. encouraged and supported to apply for these to enable them to access the free places (SFDW).

Within school time, we also organise toast to be given for those who need breakfast and do not attend Breakfast Club. The group sit as a community and 92 21

eat their breakfast together.

Uniform Ensure all Families have No learners will ‘Zero Waste West Aug More children April 2021 young people raised the costly be absent from End’ – clothing is 2020 turning up in have access to price of uniform in school due to a washed and hung school uniform. adequate the CoSD focus lack of up on rails at the school uniform, group, families appropriate front of the school Uniform being as it can be are coming to uniform and building. This is taken from our costly school in clothing. shared with our Swap Shop. according to inadequate campus school, CoSD focus uniform at times. All families and Victoria Park. This group. learners will have is linked with our access to school Eco Schools uniform. programme to remove the stigma associated.

SFDW will remain in constant contact with families to ensure they have what they need to attend school adequately dressed. SFDW to assist in the application for clothing grants when necessary.

Badged clothing is not essential. PE Kits are also not required to be badged, although this is an option.

93 22

Uniform enforcement is flexible and all staff are aware of financial circumstances.

Welfare team meet regularly to discuss any families/learners possibly in need of support in accessing new uniform. Trips (P7 Learners may Families have All learners will School will Aug No learners April 2021 residential and miss out on raised concerns have the endeavour to 2020 missing out on others) their P7 with being able to opportunity to subsidise a % of the trips due to residential trip afford the price of access their P7 cost of residential income. or any trip due our residential trip residential trip. trips for young to family and concerns people so they can income/ around their child financially afford financial missing out on attendance. When circumstances. developing key appropriate, school skills in the past. will use PEF to pay for residential trips.

SFDW will work with families to provide clothing packs for essential clothing items needed for the trip.

Options to pay the residential trip in instalments are available for all. 94 23

Families are given at least one year’s notice before a planned residential trip takes place.

Remain aware of the Cost of the School Day Funding Sources paper for help in learning of charities which may sponsor families in accessing trips.

Consider local trips and walk or use public transport if possible.

Trips related to the core curriculum, wherever practicable and possible, should not have costs attached.

Parent Council will continue to fund buses for trips within the school year when feasible. Travelling to Leaners are No issues All learners will Dundee City Aug Attendance April 2021 school unable to surrounding this arrive at school Council provides 2020 figures. attend school at present. safely and have a free transport for 95 24

due to Continue to means to do so. pupils living more insufficient reinforce the need than 2 miles from access to for families to their catchment travel. contact the school school. if they need support. Take individual circumstances into consideration when dealing with late coming and consider whether the cost of transport is a contributing factor.

Learning in Learners We are aware of Children and Provide all Aug No learners April 2021 school unable to targeted families young people classroom 2020 unable to (resources access who do not have should have resources and access and curriculum curriculum due resources to access to all of should continue this curriculum at costs) to lack of access the the resources good practice to home, through resources from curriculum at they need to ensure equity for all discussions home. home and cannot learn. School staff learners. with SFDW and provide these for should be mindful check-ins. their child to use of individual at school. All circumstances if learners already children do not given the have classroom resources they resources. need from school. Friendships Young people We continually All learners feel In line with our Aug No learners April 2021 and attitudes are left out, or monitor behaviour included in our VVA, ensure 2020 feeling to poverty treated poorly in school & the school. inclusion is alienated and due to living in way young people embedded. In line left out. poverty. treat each other. with our Gospel Incidents, when Values. Ensure all appropriate, on children are treated SEEMIS. with respect and treated equally, 96 25

referring to UN Rights of the Child.

Continue to reinforce positive attitudes to everyone through our school relationships policy and friendships.

Adults will lead by example with their values and principles with regards to inclusion.

Class teachers deliver lessons which explore poverty and stigma as part of the Health and Wellbeing curriculum. Cost of the School Day lesson plan is one way to do this and there are other suggested approaches in the Cost of the School Day Toolkit.

Assemblies will explore and challenge poverty stigma. 97 26

Break time Young people We are aware of All learners have Universal provision Aug Monitor use of April 2021 may go hungry targeted families access to a open to all pupils, 2020 fruit bowls. at break time. who struggle to snack. e.g. fruit bowl or bring snacks to snack box. school to eat at break time. Staff encourage pupils, who they know may be in need, to access these snacks.

Free items available at Tuck Shop for those who need it.

School Young people We are aware of All families have Provide information As Through check- April 2021 lunches may not have targeted families access to FSM if and support on soon ins – SFDW will access to a hot who struggle to they are eligible. application process as remain in meal each day. provide food/hot for Free School possibl contact with meals. All families are Meals to all families y due most vulnerable Those who are aware of how to at the end of P3. to families to entitled to free Queries by some apply for FSM. SFDW to support COVID ensure they are school meals families have where appropriate. restricti aware of how to may not apply, been made ons apply for FSM have regarding access Continue to monitor and and access knowledge of to FSM. dining halls/ dining ongoin them. their areas to ensure all g from entitlement or children have had Aug receive their something to eat 2020. free school meal. Support pupils to access breakfast and break provisions.

98 27

Fun Events Some learners We are aware of No learners are When organising Aug Monitor April 2021 may not our most missing out on fun events: 2020 participation in participate in vulnerable ‘fun’ activities due various fun and families who have to income. Ask for donations, activities engaging low income which not specific organised. activities, may affect ability amounts. developing a to participate in diverse range some activities. Including some free of skills activities at throughout the Christmas and school year. Summer fayres.

Limit the number of dress down days each session with optional donations.

Consider alternative ways to celebrate days like World Book Day and Christmas Jumper Day rather than asking families to spend money on costumes or special coloured clothing.

Consider fundraising in different ways rather than relying on families paying entrance fees for school events such as pupil shows, fundraising nights, school fayres etc. 99 28

Fundraising ideas from Parent Councils can be found in the Cost of the School Day Toolkit.

School clubs Some learners We are aware of No learners are It is Dundee City Reconsi Class teachers April 2021 may not have our most missing out on Council policy that der track access to vulnerable extra-curricular no clubs taking when participation in extra-curricular families who have activities due to place within the school extra curricular activities. low income which income. city’s school clubs activities may affect ability buildings before can run weekly. to participate in 5pm will have a again clubs and extra- cost. after Ensure all curricular COVID learners have activities. School – run free 19 access to a activities at restricti variety of lunchtime and after ons. activities. school.

Where possible no special kit required – just PE Kit.

If there is a special kit required (e.g. school football team/ netball team) this is provided.

Transport is provided for activities out with the local area.

Learning at Some Young We are aware of No learner is All class and Aug All learners April 2021 home people do not targeted families excluded from subject teachers to 2020 access home 100 29

have access to who do not have participating in be mindful of cost learning. all the learning resources to learning at home. barriers when resources they access the planning homework. need at home. curriculum at • If homework home and cannot requires provide these for internet, printer their child to use or IT access, at school. ensure there are Families have opportunities to contacted the use these school if they resources have no access to during or at the IT. end of the school day. • If setting an art and craft exercise, schools should provide the necessary materials to pupils who may not have them at home. • If homework options include, for example, reading a book or playing a board game, ensure these can be borrowed from the school.

Support for When families Families No families are Families should be Aug Through check- April 2021 families are struggling it communicate with left to struggle. All made aware of: 2020 ins – SFDW will 101 30

is important SFDW. SFDW families are • Support from remain in that they feel contact our most aware of how to the school contact with able to ask for vulnerable access support. directly e.g. most vulnerable support. All families regularly help with trip families to families should to check-in. costs. ensure they be made aware • Financial have everything of support entitlements, they need. available e.g. information throughout the on Free School city. Meals, School Clothing Grants and Education Maintenance Allowance. • Where to go for benefits, housing or legal advice. The Cost of the School Day Support for Families leaflet can help with this. • Other organisations offering support within the local community e.g. One Parent Families Scotland, Cash for Kids, Togs. • ‘What Do I Do If…?’, ‘Dundee Recovery Road Map’, and ‘Dundee Drop 102 31

In’ leaflets openly available – from Faith in Community Dundee based in Kirkton Community Centre. • Services available within the local community. Contact the Communities Officer for your ward for more information on what services and support are available locally.

Referrals to the Scottish Welfare Fund or local foodbanks through SFDW.

Additional areas to consider (please see relevant sections in Cost of the School Day Guidance)

Communicatio Some families Some families All learners have Communication Aug Communication April 2021 n with families may be unable have informed the a means of through IT: Social 2020 between home to school that they communication Media & Online and school is *Some of this communicate have no access to with school. Classrooms/Seesa consistent and 103 32

information is with the school ICT. w. For those who meets the already through IT. do not have access needs of included Some families to a computer, the different throughout Some families have disclosed school have families. this Action may not be that they are awarded the School can get Plan* aware of what unaware of borrowing of in touch with they are entitlements. laptops for those families through entitled to. most in need. appropriate and various means. Continue to use diaries for Home: School communication for those who require it.

Remain mindful of families’ circumstances. SFDW to advise support available when appropriate.

Talk about and promote Cost of the School Day actions and activities to create a supportive culture where families feel confident to speak up and access available support.

Cost of the School Day information and financial support widely available, 104 33

SFDW available for families to speak to – include CoSD information in handbooks, website, apps and newsletters and in letters requesting payment for trips and activities. Distribute this information regularly.

Sensitively handle all communications home about overdue payments - all communication should include “if you are experiencing financial difficulties please contact our school office, SFDW or Mrs Louden to discuss further in confidence.”

Promote Free School Meals, School Clothing Grants and Educational Maintenance Allowance at set and regular points 105 34

in the year e.g. enrolment, P1 and S1 induction, start of session, Parents’ Evenings, school events and end of P3. The Cost of the School Day Support for Families leaflet can help with this.

Understand barriers to making applications for financial support and identify ways to provide support to parents to apply e.g. 1-1 support, computer access, translator etc.

Involving Parent Council Parent Council All partners are Parent Councils are Aug On Parent April 2021 Parent should be fully shared opinions involved in key Cost of the 2020 Council Councils involved in and thoughts on identifying CoSD School Day agendas to implementing previous CoSD priorities and partners. ensure CoSD Action action plan. actioning these. constant Plan. Parent Council revisiting / fundraising dialogue. activities do not put unnecessary pressure on children and families.

Schools and Parent 106 35

Councils are encouraged to: • Consider making Cost of the School Day a standing item on Parent Council meeting agendas • Use the Parent Council resource in the Cost of the School Day Toolkit

Involve the Parent Council in developing the school Cost of the School Day action plan and communicating positively with the wider parent forum about Cost of the School Day changes and activities.

107 ITEM No …5….……..

REPORT TO: CHILDREN AND FAMILIES SERVICES COMMITTEE - 25 JANUARY 2021

REPORT ON: TAYSIDE PLAN FOR CHILDREN, YOUNG PEOPLE AND FAMILIES

REPORT BY: EXECUTIVE DIRECTOR OF CHILDREN AND FAMILIES SERVICE

REPORT NO: 46-2021

1.0 PURPOSE OF REPORT

1.1 This report follows the two 12-month updates approved by Elected Members in October 2018 and January 2020 on the implementation of the Tayside Plan for Children, Young People and Families 2017-2020. As noted in the last report, the plan was due to be revised and submitted to the Scottish Government by May 2020 covering the period 2020-23. Following the outbreak of Covid-19, the Coronavirus (Scotland) Act 2020 then permitted Local Authorities and Health Boards to concentrate on emergency responses and publish a statement to that effect when the report is due or as soon as reasonably practicable after the date. This report therefore now sets out our continued commitment to a 3-year Tayside Plan, summarises recent developments and requests approval for a new plan to be submitted at the first opportunity.

2.0 RECOMMENDATIONS

2.1 It is recommended that Committee Members:

• Note the progress made in the past year in the implementation of the Tayside Plan for Children, Young People and Families 2017-2020, albeit disrupted by Covid-19 • Given disruptions caused by the pandemic, instruct the Executive Director to submit for approval the next Tayside Plan covering the period 2021-23 at the first opportunity

3.0 FINANCIAL IMPLICATIONS

3.1 To support delivery of the aims of the Tayside Plan, Tayside Regional Improvement Collaborative (TRIC) activity is supported by the Scottish Government via a grant allocation for the period 1 August to 31 March 2021 amounting to £547k.

4.0 BACKGROUND

4.1 The Tayside Plan for Children, Young People and Families 2017-20 (the Tayside Plan) was developed by Angus, Dundee and Perth and Kinross Councils along with NHS Tayside, other statutory partners and the Third Sector to promote a clear and consistent regional approach towards the Getting It Right for Every Child (GIRFEC) policy framework. Regionally, the plan is aligned with the work of the Tayside Regional Improvement Collaborative (TRIC) with additional support from Education Scotland, effectively establishing a single integrated children’s services collaborative with responsibility for strategic planning and improving outcomes for children, young people and families. It identified five main priority areas for collaborative work:

1 Pre-birth and Early Years 2 Learning and Attainment 3 Health and Well-Being 4 Care Experienced Children, Young Carers and Youth Justice 5 Child Protection.

4.2 Locally, these priorities and accompanying actions are consistent with the City Plan, Council Plan and Children and Families Service Improvement Plan. Governance arrangements involve a multi-agency Executive Group consisting of all statutory partners, a Third Sector representative, Education Scotland and the Care Inspectorate, with implementation supported by 5 regional Priority Groups. The 2 annual updates submitted in October 2018 and January 2020 outlined progress across a range of areas, with a range of initiatives at different stages

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of development but all increasingly coming to fruition and some already leading to better regional and local outcomes. Some key developments have included:

1. Pre-birth and Early Years - the appointment of a Training Coordinator for the delivery of the Solihull Approach to Parenting in academic year 2019-20; extension of the Family Nurse Partnership criteria to access services with breastfeeding rates above the national average; and development of the Lochee Maternity Hub. 2. Learning and Attainment – Leadership Development and Induction Programme delivered and a collaborative Middle Leadership Programme planned; Tay Pedagogy Hub created; a Digital Learning Festival held; and self-evaluations shared to promote learning and provide support 3. Health and Wellbeing – the appointment of a Development Officer to support a new Tayside Strategy for Parents; initial consultation on a Tayside Mental Health Strategy for Children and Young People; and a working group established to implement the national Pregnancy and Parenthood in Young People Strategy 4. Care Experienced Children, Young Carers and Youth Justice – Corporate Parenting Plans were shared and reviewed; digital engagement methods with care experienced children and young people were introduced; and a regional review of respite for families with children with a disability commenced 5. Child Protection – development of consistent policies and procedures on chronologies, Initial Referral Discussions and Information Sharing; and analysis of Initial and Significant Case Reviews to help identify and consistently respond to key themes.

4.3 Understandably, since March 2020 this and other planned activity has been hugely disrupted by the pandemic, with all partners focused on immediate local responses to the emergency. However, whilst the pandemic saw the temporary suspension of some workstreams, the TRIC has adapted to involve the 3 local authorities working closely together on return to school protocols, contingency planning for remote learning and approaches towards support to vulnerable children and young people. In response to the pandemic, workstreams have also been successfully re-configured, to the extent that Education Scotland has noted that Tayside ‘is one of the leading contributors to the development of the National E-Learning offer in cooperation with eSgoil and the West Online School’.

4.4 Further TRIC developments during the pandemic have included a draft Mental Health Strategy for Children and Young People for consultation and ultimate inclusion in the Lifespan Strategy led by NHS Tayside; regional and local consultation on a Child Healthy Weight Strategy informed by whole systems approaches; the completion of a regional review of respite services for families with children with a disability; and a regional event on themes identified in the evaluation of Significant Case Reviews and associated leadership and workforce development priorities. In the context of the continued challenges of the pandemic, all 5 Priority Groups have also developed short-term action plans as an interim bridge covering August 2020 to March 2021, with priorities as follows:

1. Pre-birth and Early Years – leadership in early years settings, implementation of the Solihull Approach to Parenting, family support and transitions 2. Learning and Attainment – leadership in schools, curriculum review and refresh, digital technology, moderation, numeracy and practitioner enquiry 3. Health and Wellbeing – consultation on a Child Healthy Weight Strategy and completion of the Mental Health Strategy for Children and Young People 4. Care Experienced Children, Young Carers and Youth Justice – digital engagement and a self-evaluation against new Secure Care Standards 5. Child Protection – leadership and workforce development associated with key themes from SCRs and the collation and use of key performance data

4.5 This work has also been commended by Education Scotland, which in October 2020 noted that ‘the TRIC is making progress in the integration and improvement of services in support of children and young people. The strategy, planning and governance of the collaborative work is becoming more streamlined, focused and outcome oriented. The shift towards a 3-year Integrated Children’s Services Plan from March 2021 represents a forthcoming opportunity to consolidate this more focused and outcome driven approach and to develop a longer-term

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strategy’. In support of the TRIC, colleagues from Education Scotland now also attend Priority Group Meetings and provide support to link cross-cutting work, such as the Mental Health Strategy for Children and Young People and Secure Care Self-Evaluation.

4.6 NEXT STEPS

Whilst progress over the last 12 months has been impeded by public health constraints associated with the pandemic, the TRIC has continued to add capacity and helped to improve support to children, young people and families. Over the next 3 months, each Priority Group will continue to progress the manageable set of interim bridging actions for the period August 2020 to March 2021. Going forwards, the recent national move to Tier 4 means partners will also need to re-focus on immediate local operational priorities, with some uncertainty over when services will return to more normal working arrangements. Important regional and local consultation may be delayed but partners remain committed to the regional development of the next 3-year plan and its submission for approval at the first opportunity.

5.0 POLICY IMPLICATIONS

5.1 This Report has been subject to an assessment of any impact on equality and diversity, fairness, poverty, environment and corporate risk. There are no major issues.

6.0 CONSULTATIONS

6.1 The Council Management Team have been consulted in the preparation of this report.

7.0 BACKGROUND PAPERS

7.1 None.

Paul Clancy Glyn Lloyd Executive Director Head of Service Children’s and Community Justice Services

January 2021

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