For Highlands Children 4 Outcomes

1. Children are protected from abuse, neglect or harm at home, at school and in the community.

2. Children are well-equipped with the knowledge and skills they need to keep themselves safe.

3. Young people and families live in increasingly safer communities where anti-social and harmful behaviour is reducing.

4. Children and young people experience healthy growth and development.

5. Children and young people make well-informed choices about healthy and safe lifestyles.

6. Children and young people are equipped with the skills, confidence and self-esteem to progress successfully in their learning and development.

7. Children and young people are supported to achieve their potential in all areas of development.

8. Children and young people thrive as a result of nurturing relationships and stable environments.

9. Families receive support, advice and guidance which is well-matched to their needs and available in ways which helps them to prepare for the various developmental stages.

10. Children and young people are physically active.

11. Children and young people know their rights and are confident in exercising these. They are able to express their views and be involved meaningfully in decisions which affect them.

12. Families are valued as important contributors and work as equal partners to ensure positive outcomes for their children and young people. 13. Children, young people and their families are supported well to develop the strengths and resilience needed to overcome any inequalities they experience.

14. Improvement in service provision is determined by the participation of children, young people and families and by understanding their views, wishes, and expectations.

FHC4 Outcome 14: Improvement in service provision is determined by the participation of children, young people and families and by understanding their views, wishes, and expectations. Improvement priority: 1.Staff and pupils will have a greater awareness of how they can support equality through delivery of curriculum for excellence and wider school approaches following the principles of the Highland Practice Model and SHANNARI Actions Measures / Evaluation Timescale Lead BRAG Audit of School Policies. Develop a template to evaluate the All schools have an Equal December 2017 QIT Equalities Policies in schools Opportunities Policy DO Health AMBER Equalities included in the SIP of every school. Promotion Highlight availability of Life Style Survey to HTs Greater numbers participating in December 2017 DO Health the Life Style Survey in 2017 Promotion BLUE from 2015 Progress since last plan  Transitions – 1/3 of traffic is coming through social media. 20,000 hits in April.  Lifestyle survey now completed. Report will be available in the autumn.

FHC4 Outcome 11: Children and young people know their rights and are confident in exercising these. They are able to express their views and be involved meaningfully in decisions which affect them. Improvement priority: 2. Pupils and school staff have a greater understanding of prejudice based bullying and its impact. Actions Measures / evaluation Timescale Lead BRAG Develop and deliver training and awareness raising programme. Number participating in training; Baseline HOS Revised procedures promoted. established DO Health GREEN November 2016 Promotion Agree a process for reporting bullying incidents that is meaningful Number of schools participation By Dec 2017 HOS AMBER in the online bullying survey. Lifestyle survey Lifestyle Survey stats report every 2 yrs Progress since last plan  E+D Training continues for school staff and will pick up a pace after the summer break.  Lifestyle survey will give us information on the rate of bullying

FHC4 Outcome 14: Improvement in service provision is determined by the participation of children, young people and families and by understanding their views, wishes, and expectations. Improvement priority: 3. Increase the number of young people with protective characteristics leaving school moving into positive and sustained destinations Actions Measures / evaluation Timescale Lead BRAG Review and relaunch Transitions Procedures; Number of activity Baseline Transitions agreements ?? established Coordinator December 2016 GREEN Transitions procedures – Quality Ongoing of handover, planning and support for YP with continuing needs into adulthood. South sample 16/17

Transitions Coordinator to continue to work with Care Experienced Care experienced destinations Baseline Transitions GREEN focus groups to encourage their participation in agreeing how best to current 71% positive - Increase established Co-ordinator support them in to positive destinations. to 75% Development and roll out of CEYP change, loss, bereavement questionnaire. Supported by tier 2 & 3 MH services & Ed Psych

Communication Strategy – use of hi-hope website to share No. of hits on hi-hope website Baseline Opportunitie information and encourage participation of children, young people and established s for All Co- GREEN families. Employability pipeline – liaison ordinator with providers to keep up to date.

DYW agenda & work experience – how many people are applying for work experience at school.

College transition for young people with ASN to be improved. Colleges will be invited to Ongoing Transitions AMBER transition planning meetings Co-ordinator (child’s plan)

Practitioners to report that the process is becoming easier.

Practitioners using transitions tools. Develop a resource bank of materials on gender stereotyping for Improved use of GLOW Baseline est. Dec DO Health GREEN schools on GLOW Resources. 2016 Promotion Progress since last plan  Discussion is ongoing to support a group of student nurses to work in a primary school to highlight the role of a nurse and to promote this as a career choice for the future. A mix of male and female nurses will participate to try and breakdown some of the gender stereotypes held by children, even at primary school.

FHC4 Outcome 7: Children and young people are supported to achieve their potential in all areas of development. Improvement priority: 4. Reduce attainment and achievement gaps in pupils with protected characteristics, including gender, sexual orientation, disability, race (deprivation, LAC and Young Carers) Actions Measures / evaluation Timescale Lead BRAG Monitor the use of Developmental Overviews Information from DOs Track annually Early Years Develop staff training around attachment, resilience, and child SQR results from 2014 Ed Psych development GREEN Further develop individualised support to maximise number of Monitor the use of Part Time Track annually HOS children with ASN who are able to sustain full-time school attendance. Timetables through the annual from 2014 AMBER Reduce the number of children with Additional Support Needs who survey with schools are not in school full time Within the framework of CfE ensure programmes are tailored to meet Lifestyle study to ask CYP what Baseline Transitions individual needs they would like to do when they established Dec Coordinator GREEN leave school 2016 & Opps for All Co- Work with Growing 2gether ordinator programme and partners to build in follow up programme.

Development of enterprise and DYW programmes to meet the needs of all. Design SEEMiS training for schools to highlight value in using risk Baseline Schools using SEEMiS Baseline to be Opps for All AMBER matrix data and 16+ intentions data to inform and identify pupils most Risk Matrix specifically to inform established Dec Co-ordinator at risk of not achieving a positive destination from S3 (ASN) S4 all. 16+ planning. Target 100% 2017 16+ focus.

Reduce gender segregation across senior phase curriculum. Compare gender balance Baseline TBC – AMBER Increased no. of girls moving into science, technology, engineering or across senior phase curriculum established Dec Opps For All & Transition maths* areas. 2017 Co-ordinator Increased number of boys moving in to health & social care* Compare above with STEM uptake in senior phase. (*dependent on what baseline measures show) SCQF level, results and who continues to progress in these subject areas. Dropout rate during senior phase.

Progress since last plan  Feedback from the Development Overviews will be available in the autumn term.

Improvement priority: 5. We will meet the needs of children and Families who have experienced interrupted learning. This includes Gypsy/Traveller and Roma Children, young carers, Children with ASN and children from military families Actions Measures / evaluation Timescale Lead BRAG Annual Review of work undertaken by Co-ordinator for Interrupted Inc number of children from Annual review DO Learners Gypsy/Traveller Families will from 2014 IntLearners GREEN attend school. Use of Welcome Pack for Interrupted Learners How many situations/schools Baseline est. APEP use the pack March 17 GREEN Progress since last plan  A total of 147 children in Highland from age 3 – 18 have identified as Gypsy/Travellers during this session. The number of children in school has risen by 20 children - a 6% increase in the number on a school roll. (Rang between 75 and 107 in any given week).