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NORTH LANARKSHIRE COUNCIL REPORT To No...−l3.— NORTH LANARKSHIRE COUNCIL AGENDA ITEM REPORT To: SCRUTINY PANEL Subject: REAL TIME PERFORMANCE REVIEW − EDUCATION, SKILLS AND From: ASSISTANT CHIEF EXECUTIVE (EDUCATION, YOUTH EMPLOYMENT) − SKILLS AND YOUTH EMPLOYMENT) PROGRESS UPDATE Date: 18 January 2017 Ref: lB/KR 1. Purpose of the Report 1.1 The purpose of this report is to update the Scrutiny Panel on actions taken in response to the recommendations made in August 2016 following the service review. 2 Background 2.1 Each Head of Service within Education, Skills, and Youth Employment service presented an overview and performance information of their respective responsibilities to the sub group of the Scrutiny Panel. 2.2 subSix−grouprecommendations specific to each Head of Service's portfolio were agreed by the and progress against each is detailed below. 3. Improvement actions by Head of Resource Solutions 3.1 Scrutiny Panel recommendation: Develop protocols in relation to the council's approach to the teacher's census to ensure compliance with national guidance. 3.1.1 The procedures for the collation of the annual teacher number census have been in line with Scottish Government Guidance. In addition to this guidance the service added the following checks: Training Sessions on Teacher Census A robust compulsory training session has been developed by representatives of the service in relation to the teacher census process. (a) Prior to submission, representatives of the service undertook a 2 week compulsory training session with all establishments (circa 170 employees) regarding the teacher census process. The sessions were hands on in terms of the use of internal systems and last for a full working day. (b) Users were provided with a step by step overview of the teacher census process in accordance with the national guidance to ensure full compliance concerning record maintenance of both pupil and staff. 3.1.2 Service Validation Checks A team of cross service representatives work closely together to validate data reported through the ScotXed system prior to final submission of the 2016 census. The process ensured: (a) That all school returns submitted at school level were signed off by the Head Teacher of the school. (b) Any errors or discrepancies identified were raised directly with the Head Teacher following which amendments to the return were actioned and recorded specifically at school level. (c) A robust electronic record management system is maintained at service level and charts the progress of the teachers return from day 1 of the exercise. (d) The service works closely with representatives of the ScoXed Team to respond to any questions relating to the return and are recorded for audit purposes. 3.1.3 Teacher Number Comparison For Census day 2016 the Council was able to report the following: (a) An overall increase in teacher numbers of 56fte (actual numbers in 2015 were 3,465 fte & actual numbers in 2016 are 3,521 fte). (b) The PTR reducing from 14.4 in 2015 to 14.1 in 2016. 3.2 Scrutiny Panel recommendation: Review approaches for the delivery of capital projects to ensure the way forward achieves the best possible outcome for the council and guarantees that statutory requirements are met. 3.2.1 The delivery of the Council capital programme was subject to significant Sounding Board discussions. In addition the posts of Head of Resource Solutions and Head of Corporate Property and Procurement have been integrated to create a council wide integrated asset and facilities management service, which will provide a more cohesive and strategic approach to asset provision, rationalisation and management, and improve asset utilisation and maintenance activities within a single service. Corporate Procurement will remain within this function, ensuring that this key corporate activity can directly support the wider property and resource services within the council. 3.3 Scrutiny Panel recommendation: Review school catchment areas to ensure placing requests appropriately consider demographic changes, occupancy levels, and the location of new housing developments and new build schools. 3.3.1 The service is constantly analysing the pressures on school rolls and updates information regularly to ensure accurate assessment. Each year the service assesses the volume of placing requests in any given school. Where it is placing requests that are placing pressure on the school roll and where there is no pressure at the catchment schools, there is communication with the school communities to ensure that expectations are managed with regard to future placing requests. In relation to new housing, the service has been working very closely with colleagues in planning for the last year to understand the impact the proposed local development plan, will have on the school estate. The proposed local development plan will be subject to further public consultation. It is anticipated that there will be changes to school catchments as a result of these proposals to ensure that new houses and the schools the new residents attend are representative of the local communities within which they will live. In this regard, the situation will continue to be monitored with reports to the Education Committee, as required. 4. Improvement actions by Head of Education (Skills, Lifelong Learning and Youth Employment) 4.1 Scrutiny Panel recommendation: Ensure a co−ordinated approach to employability across the council and with partners, this includes consistent reporting of performance and achievements. 4.1.1 A review of employability services is starting with a report to the Education Committee on 7 February 2017 which gives a baseline of current employability provision alongside current performance and finance budgets. The report outlines the breadth of employability provision across the area and the current labour market as well as highlighting forthcoming challenges and opportunities. (Copy attached as Appendix A). 4.1.2 In addition, the performance of the Council's ALEO, Routes to Work, in the delivery of its programmes and the governance and management of these by the Council is the subject of a six monthly performance monitoring report to the ALEO Committee, with the last report submitted in November 2016 and the next due in April 2017. (Copy attached as Appendix B). 4.1.3 The Employability team currently report quarterly on Perform NL on the number of people supported into employment by the Council funded employability programmes operated by the Council, i.e. the EU funded programmes that the employability services team are directly involved in and titled Prospects for You and Prospects for Youth. The Pis for these are annual and reported quarterly: Target Job Outcomes Annual Quarterly Target Target Prospects for Youth 521 130 Until March 2018 Prospects for You 592 148 Until December 2018 ____________________TOTAL 1 1,113 278 1 4.1.4 The sustainability of jobs secured for unemployed residents is a priority and in work support to participants and employers is now an intrinsic part of the overall service. The target figure is that 70% of those supported into employment remain in work 26 weeks after entering employment. 4.1.5 Associated with these projects is the reporting of funding and claims for grant from the Scottish Government with Prospects for You being 40% funded and Prospects for Youth being 66% funded from EU funds. 5. Improvement actions by Head of Education (Standards and Inclusion) 5.1 Scrutiny Panel recommendation: Develop area curriculum planning pathways to maximise choices and chances for young people. At its meeting on 9th February 2016, the then Learning & Leisure Services Committee considered a report outlining the progress made in the development of the Curriculum framework for the senior phase of school education, the key principles of which were set out in the report as follows: Schools' curricular arrangements must take account of the need for students to move between schools and other providers; and The structure of the 6 localities created by the Authority form a clear basis for organisational structures for area planning. The report articulated the need for a more uniform approach to curriculum planning in order to facilitate effective and efficient area planning among schools as well as to agree and co−ordinate input from New College Lanarkshire and other training providers in respect of vocational education. The report also outlined the process of implementing a common schematic timetable for S5 and S6 in order to maximise the chances of students being able to attend courses in neighbouring schools both within localities and in adjacent localities. To assist in the planning of provision, larger geographical areas were designated as follows; North (Cumbernauld and Kilsyth), South (Motherwell, Wishaw and Shotts) and Central (Coatbridge, Airdrie, BelIshill), with a lead head teacher for each area. In consequence in session 2016−17, a number of important changes were implemented in secondary schools designed to improve area curriculum pathways to maximise student choice. All secondary schools in North Lanarkshire adopted the same start and finish times, day pattern and Fifth and Sixth Year timetable. This has greatly improved choice for young people in the senior stages of High School. Students now have the ability to access a very wide range of courses offered by all the secondary schools in their local area. In addition the vocational options available have significantly improved due to close partnership working with New College Lanarkshire and synchronisation of period times. This helps the authority move closer to recognising its goal that: Pathways should begin in the senior phase which lead to the delivery of industry recognised vocational qualifications alongside academic qualifications. These pathways will be developed and delivered in partnership with colleges and, where necessary, other training providers. Their delivery will be explicitly measured and published alongside other school performance indicators. 5.2 Scrutiny Panel recommendation: Continue to use feedback from inspections to target resources into areas for improvement as appropriate and assess whether this has made a difference.
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